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FILM AND EDUCATION
coordinate the use of all types of audio-visual teaching materials with the curriculum within the school system. He will be trained to provide professional guidance to all members of the teaching staff and to leaders of adult groups in his community in the use and application of the various types of mass media of communication.
Assuming, then, that the educational institutions in the community are in a position to provide the necessary leadership in extending the use of audio-visual materials to community organizations, what are some of the problems which need to be discussed to help bring about a desire on the part of our educational leaders in our communities to meet this urgent challenge that confronts them?
Problem 1. What out-of-school groups would be interested in the use of audio-visual materials? In every community, no matter how small, we find various organizations including clubs and civic groups such as Rotary, Lions, Kiwanis, P.T.A., League of Women Voters, Chamber of Commerce, Jr. Chamber of Commerce, A.A.U.W., Girl Scouts, Boy Scouts, crade unions, co-ops, fraternal organizations, garden clubs, art clubs, YMCA, YWCA, YMHA, music clubs, BPW, youth centers, community centers, welfare organizations, political organizations and patriotic organizations; rural groups which include county and home demonstration units, granges, coops, and the FFA; professional groups organized by doctors, dentists, editors, engineers, lawyers, accountants, architects, artists, and musicians; government groups organized by local, county, state and national officials; business and industrial organizations; and groups made of amateur movie makers.
Problem 2. What educational contributions could audiovisual materials make for these community organizations? During World War II audio-visual materials were made for purposes of indoctrination, morale, selling war bonds, presenting to the American people the reasons for rationing, and to combat juvenile delinquency and black markets. Educational
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