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

at the same time tliat new liabits are being developed.' "But >'i)ii have a series of twelve exercises on the record, and these are both summarized and illustrated in the booklet, 'Speak Well', which is bound into the record album." "Yes. but those tvselve exercises are the beginning, not the end of oral awareness a n d consequent speech training. Now you take ..." "Oral awareness?" we inteniipted. "Have you a way of sampling the individual—oralK' and can he sample himself?" "Try this. Next time you arc speaking to someone— a phone call may be the best time for this— bend your ear, over and forward tightly against the side of your head. Now— talk and listen to yourself! If you are using too much volume, you won't like it. And the man at the other end won't like it, either. So, lower your voice until you hear yourself, and like what you sound like. That is part of oral awareness." "Don't speech teachers do this all the time?" 'They try. They try very hard. But inadequate emphasis and insufficient time and equipment facilities make their job particularly difficult." 'I know. That's v\'hat they all tell me, and tliat's why I looked you up as soon as I heard about vour recording, 'Speak Well-off The Record." I added that from what I've seen of Mr. Mills as a teacher, from what I've heard of the record (all of it, several times) and from what I've observed through conversing with him, his record can be a distinct addition to the arsenal of speech teaching. I might add that Mr. Mills, in terms of his own speech, literally practices what he teaches. June! June! June! Delightful time of the year because we are not only looking backward at our accomplishments, ind measming the growth and dek'elopment of our program, but we are ooking ahead to discovering new and xciting means to furthering studies. Now there is that language laboraory we have to program. The idea hat the language teachers could and vould and should make their own ipes for group and individual presmtation didn't work out. But we've ad some use from it and we must lave more next year. Sure, we've used good many disc recordings on the lachine; the English teachers sort of tched on to it in recent months, and hey've been using it as a listening boratory. But if we had a new imetus in the language classes— a new petus — impetus — input — input — FREE TO NEW SUBSCRIBERS DIRECTORY OF RECORD PRODUCERS ON 3 X 5 CARDS AN AUDIO CARDALOG EXTRA already distributed free to all subscribers ORDER AUDIO CARDALOG BEFORE September 15, 1961 AND GET YOUR FREE DIRECTORY, TOO Audio CARDALOG PO Box 1771 Albany 1, New York Directory available at $5.00 to subscribers after September 15, 1961. input and output — output — input and output— exchange! That's it! Exchange. We should exchange tapes with other schools— or with other childrew — with children far away — with children in other countries! WOW! What an idea! But how do I begin? I've seen something about this— but where? Didn't one of the state audiovisual associations do something along this line? Can I get help from them? Where was it? Why wonder fiuther— just send a dollar and a half to Ford Lemler, director of the University of Michigan Audio— Visual Education Center, The University of Michigan, Ann Arbor, and ask for a copy of Pupils Speak To Pupils Around The World, by Ruth Teny. Tape Exchange This exciting concept is thoroughly explained in Mrs. Terry's explicit and interesting publication. It is a summary of the experiences of the International Tape Exchange (834 Ruddiman Avenue, North Muskegon, Michigan ) . The contents include a discussion of the tape exchange idea, the inspiration for which came from other worthy efforts to promote person-toper.son communication around the world. This, then, is the group emlx)diment of the 'pen pals' idea which was so popular and significant not too many years ago— and which is still valuable as a teaching learning tool. The publication goes on to discuss the values of tape exchange and the objectives of such a program in the larger educational spectrum. There is discussion of some curricular appliaitions of the tape exchange program as well as reports from participating schools in various parts of the world. The "what" of the tape exchange idea is followed, in Pupils Speak to Pupils Around the World by the "how." Specifically, "How to Get Started" is the title of a special section and this offers a dozen worthy ideas and many helpful hints to make getting started and keeping going easier for all concerned. The publication includes a tape exchange directory which is a most useful list described by the author, Mrs. Ruth Terry, as including "the names and addresses of educational groups outside the United States which have indicated by letters to the author that they would vveleome opportunities to exchange tape recordings with educational groups in the United States." This program is worthy of your attention, and the publication belongs in your school as a basic reference for the beginning of an international tape exchange in which your pupils can speak to pupils around the world. June! This is the time to re-examine budgets and be sure that moneys still available are wisely expended and that materials and references needed with the beginning of the new academic year are on order. June! Must remember to bring all the equipment in from the classrooms and schools and everywhere and arrange for the long range maintenance program to go into high gear. All record players to be overhauled and properly stored. Must protect them against 'flat tires' and consequent sound distortion next September. Then the tape recorders must be checked— amplifiers, tape transport mechanisms and all. Check the head gaps. And storage— there's a real problem. When they lock the doors at the end of the year— and the windows, too— what happens inside the school, heat— and humidity— wise? Do our machines and materials deteriorate more over the sinnmer from non-use than they do during the scIxkjI year from use? .Must check into this, and take precautions. June! Must be sure that my orders Iducatio.inal Screen and Aidiovisi al Guide — June, 1961 291