Educational screen & audio-visual guide (c1956-1971])

Record Details:

Something wrong or inaccurate about this page? Let us Know!

Thanks for helping us continually improve the quality of the Lantern search engine for all of our users! We have millions of scanned pages, so user reports are incredibly helpful for us to identify places where we can improve and update the metadata.

Please describe the issue below, and click "Submit" to send your comments to our team! If you'd prefer, you can also send us an email to mhdl@commarts.wisc.edu with your comments.




We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.

Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.

Outstanding RONALD books for teachers . . . TELEVISION AND OUR SCHOOLS DONALD G. TARBET, University of North Carolina Just published! A timely book that provides information essential to the proper utilization of television for inschool viewing. It discusses the development of educational television and its growing role in the educational process; describes the techniques necessary for direct teaching by television. Practical guidance is included on programming, facilities and equipment, and administrative problems. Special attention is given to the ways in which television can be used to enrich the curriculum, and to the future of educational television. 196L 307 pp.; 44 ills. $6.00 INSTRUCTIONAL MATERIALS An Introduction for Teachers LOUIS SHORES, Florida State University This unique guide discusses all major types and subtypes of instructional materials — ^the whole range of media through which teacher and pupil communicate to advance learning. For each type of instructional material there is a definition, historical background, criteria for selection, examples and suggestions for use, etc. After an introduction to the organization of a materials center, rhe book devotes separate chapters to each major class of material. It concludes with details of materials center management. 1960. 408 pp.; 75 ills., tables $6.50 AUDIO-VISUAL PROCEDURES IN TEACHING LESTER B. SANDS, Santa Barbara College, University of California An exhaustive survey of all rhe important audio-visual procedures and materials as they apply to every level of education — from elementary school classes through college and adult education. Book provides a wealth of helpful suggestions and practical laboratory exercises, plus lists of sources from which audio-visual materials may be obtained. Throughout, each kind of instrument and procedure is related to the whole teaching process. 1956. 670 pp.; 271 ills., tables $7.00 THE RONALD PRESS COMPANY 15 East 26th St., New York 10 'for alarm," and "Militarism is dead as stone." The film ends on the new generation, the new prosperity and the effective role this new generation is to play in tlie fviture of the West and the world. Appraisal This film, recommended for high school use, is an overview of West Germany's re-emergence and does provoke unresolved questions into the myriad and complex problems facing her and, most important, her role in the concert of nations. However the narration is often rather banal and monotonous and the film could have been improved had it been given more depth. —Robert B. Pettijohn The Chinese Village (Colonial Williamsburg, Inc., AudioV isual Department, Williamsburg, Virginia) 12 minutes, 16mm sound, color, 1958. $65.00. Description The Chinese Village uses an antique Chinese wallpaper in the Governor's Palace in Williamsburg, Virginia, to illustrate the legend of the mountain village whose noisy and quarrelsome inhabitants are changed into storm clouds. It shows how, through the will of the gods, it becomes a happy village where all who come find the magic of happiness and contentment. A story within a story, the film begins with a very old man telling two listeners how their village came to be known as the happy village. According to the legend, it used to be peopled with noisy and quarrelsome men who constantly fought with each other. This angered the peace gods so much that they changed all people, except a young man, into storm clouds. This young man had been chosen to tell the story because he was the only good man in that village. He was to stand by the bridge, a lotus branch in his hand, until a man came down from the hills. On the same night that the villagers were changed into clouds, a traveler on horseback got lost among the hills. After spending six days looking for a way out, he came upon the deserted village and the lone young man by the bridge. Sadly the young man told his story after which, much to the traveler's amazement, he turned into a lotus tree. Greatly excited, the traveler rode back to the city and straight to the temple where he told the priests what had happened. The learned ones consulted their books and scrolls and came to the conclusion the gods wished them to go to the deserted village. Seeing the beauty and fertility of the valley further convinced them that the gods wanted the place to be alive with happy people. So, people came— people from all walks of life— and soon the empty houses were filled with new faces. Gratefully, the people built a temple by the tree to honor the gods. The film finally brings the audience back to the old man and his two listeners as he concludes his story by saying that all who pass the lotus tree find within the village the "magic of happiness and contentment." Appraisal The Chinese Village has wide age and interest usage. It may be used as a story film for children in the elementary grades. With the story, the child can get an introduction to Chinese life The Williamsburg tapestry from which this story is taken. —homes, implements, and food. It might also be used with a creative writing group or an art class on the secondary or even college level. Some camera effects are excellent, but the very frequent flip change from one scene to another gives the film a filmstrip effect. At other times a movement into, or fade into, the subsequent picture is very effective. One evaluator questions the use of a female voice when a man is supposedly relating the tale. Also, there seems to be a sameness, an intoned quality, in the voice. However, this may have been a purposeful attempt to blend with the high pitched, fairly even tone of the musii' which, incidentally, provides an a thentic background for the picture. —Herminia M. Barcelot 30 Educational Screen and Audiovisual Guide — January, 19'i