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Types of Sound Aids for Schools 137
"1. Does the program have unity; that is, do the parts contribute to a central idea which, in turn, is a logical sector of a program series?
"2. Is the subject matter selected educationally important? A good test of importance is whether or not the facts or anecdotes would be included in the curriculum of a progressive school system.
"3. Will the program effectively induce a considerable proportion of listeners to explore the subject more completely by reading, by discussion, or other self-educative activity?
"4. Is there a summary at the close to fix in the listener's mind the major points brought out by the script?
"5. Is the selection and presentation of the material such that the voluntary interest of the 'students' (listeners) will be aroused?
"The guideposts for attracting and holding the attention of a radio audience are more numerous and perhaps less tentative. They include and supplement good practice in play writing, which is, almost a prerequisite for scriptwriting. They are as follows:
"1. Listener attention should be caught in the first twenty seconds. Methods: novelty sound, theme music, interest-challenging statement, of provocative dialog.
"2. The first minute of the script should arouse the curiosity of the listener in what is to follow.
"3. Direct the program to the audience most likely to be listening on the station or stations being used at the time allotted. Are they women, children, men tired from a day's work, city people, country people? Keep in mind what a majority of listeners are likely to be doing while you are seeking their attention. Try to fit your program to what you think their mental state is at the moment.
"4. Limitations of listeners both in terms of vocabulary and experience should be kept in mind. Don't ask listeners to make mental expeditions too far beyond the range of their power.
"5. The subject of the broadcast must be potentially interesting to a majority or a reasonably large proportion of listeners reachable at the time and through the outlets available.
"6. The presentation should include listener participation, if it is nothing more than keeping time to music, laughter, using paper and pencil, or even more important, an emotional response, a desire to do 'something about it.'
"7. Visualize scenes and people before beginning action; that is, 'set the stage.'
"8. Each voice or sound should be clearly established; that is, listeners should not be left wondering who a speaker is or what a sound