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

J, mprouiAer . . . one who prepares something in a ready manner because it is needed on the spur of the moment or for a special occasion? "Teachers wise, improvise." Many times during the year when projection equipment or other means fail, there is need for devising a satisfactory substitute. The audio-visual director should help teachers develop an attitude that emergencies and special occasions are ingenuity "challenges." 3. edtiuutc nueduaaior . . . one who follows up or makes research by patient inquiry, observation, and examination of facts? New ideas and new materials are constantly being presented in educational periodicals, books, and other types of professional literature. From this avalanche of suggestions, the audiovisual director, working closely with teachers, must select the most useful and appropriate. Together, teachers and the director weigh the value of the new against traditional procedures. The director must also be ever alert to ideas presented at meetings, on television, and by teachers who have discovered techniques that get results. His is tlie job of channeling the good ideas that emerge in one classroom to other teachers in the system. The competent director is an investigator who discovers, sifts, and tries out new techniques and materials that appear promising. \ bounteous budget surrounded by a lackadaisical administration and dulleyed teaching would be something analagous to the poor-little-rich boy who had a castleful of toys but little spirit for their use. The competent audio-visual director must be a leader, one who has a broad educational understanding so that he can wisely help teachers choose and use the best of teaching tools and techniques. He must also be wise enough to understand that the human element takes priority over material things in teaching. The writers have not sought to describe the ideal audio-visual director for they realize that equally good directors may have markedly different personalities. They do feel, however, that thinking about our responsibilities and the way we work may often provide a clue for improving in one area or another. The ten I's have been suggested not for the purpose of painting a static picture descriptive of all audio-visual directors, but rather as a way of triggering fresh thinking about our work. You bought me for a purpose. But now, after much use, I'm damaged goods ... I'm dirty . . . I've picked up oil spots ... I have unsightly scratches ... I'm beginning to buckle and curl, so that I go in and out of focus. People who see me become irritated, because my defects show up on the screen. Yet my defects can be so easily corrected. I can be made clean again, free of scratches, always in clear focus. Now that I am in trouble, won't you please ask Peerless how you can put me back in the pink of condition — so that I can accomplish my purpose. Help me to be all I can be. I want to live a long and useful life — and get the results you bought me for. Jeerless FILM PROCESSING CORPORATION 165 WEST 46th STREET, NEW YORK 36, NEW YORK 9S9 SEWARD STREET, HOLLYWOOD 38, CALIF. TO INFORM TEACHERS AND PARENTS GREGORY LEARNS TO READ A 16mm SOUND MOTION PICTURE SHOWING THE TEACHING of WORD RECOGNITION TECHNIQUES JUST RELEASED SEE HOW CHILDREN CAN BE TAUGHT TO READ WITH UNDERSTANDING B-W $135 COLOR $235 28 MINUTES PRODUCED IN COOPERATION WITH THE LANGUAGE EDUCATION DEPARTMENT OF THE DETROIT PUBLIC SCHOOLS by THE AUDIO-VISUAL MATERIALS CONSULTATION BUREAU . . . COLLEGE OF EDUCATION WAYNE STATE UNIVERSITY . . . DETROIT 2, MICHIGAN EdScreen & AV Guide — May, 1 957 245