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

SliKldits at the Skileg school prep!ir< for a run-through of one of their science presentations. After each pupil has his topics, it is time to bring in 'the integrating art instructor. A large supply of 10x10inch drawing paper is made available, so that the students can begin the preliminary sketches. The art instructor is invaluable at this time in advising and as.sisting students in creating a visual image of the basic imderstanding to be represented. Several sketches are usually made before the pupil can turn in a finished drawing. Needless to say, all children do not have talent for creative art work. The drawing should not be a tracing but a creative endeavor. A committee of three pupils is selected by the class to meet with the science and art instructors to choose the best offerings for each topic. When a representative drawing has been selected for each basic understanding, it is then time to begin transferring to the acetate transparent slide. There are several techniques that can be used. In order to make a black and white transparency, India ink, black and wliite transparent textured stick-on tape, or etching can be utilized. Of these three, probably the most effective and artistic is the etching process. This is accoiuplished with an art stencil knife and can be done on either side of the acetate. If color is desired, several other techniques are used. Various colored plastic inks specially manufactured for use on acetate, colored transparent stick-on tape, and transparent color markers are used. It is soiuetimes quite effective to use a combination of soiTie or all of these methods. Labeling of various parts of the transparency is kept to a minimum. It is hoped that the audience viewing the project will concentrate on the visual iiriage, and that the oral script will amplify the facts as necessary. The finished drawing on the 10x10 paper is placed under the acetate, taped to hold it, and traced on to it. Then the color, etching, inking, etc., determined by the student who prepared the drawing and the art instructor, is added. The whole class is then involved in arranging the visual transparencies in the proper sequence. The students should have a part in this activity. The sequence should be logical and, if possible, should tell a story. During the time the acetate transparencies are being produced, the pupils not working on this phase of the project should begin to write the script that will fit each selected drawing. The writing should be descriptive of the transparency and should not be too lengthy. Next to the transparent visual, the script is the most vital to the success of the project. If background music is to be used, several students are chosen to be responsible for selecting the music. There is usually a supply of records in the music department that can be used or they can bring recorded music from their homes. Experience shows that pupils complain if the music is too familiar. They find themselves concentrating on the music and not on the subject. For example, the Grand Canyon Suite as background music for a geology presentation was thought to be too familiar, so the children chose a less well known number. When the best script for each visual has been selected and corrected for grammar and authenticity, recording is begun. Volunteers for the script reading meet after school for a speaking try-out. Usually .several talented readers are found in a class. After the students are selected, they are given a copy of the total script to take home and practice for a few days. To record, the reader and two trained audiovisual operators undertake the task of putting the whole prograiu on tape. Either a toy cricket or a pause is used to indicate on the sound tape when each transparency is to be placed on the projection platform. It usually (Co:\timicd on page 266) EDl]CATIO^AL Screen and Audiovisual Guide — May, 1962 261