Film and Radio Guide (Oct 1945-Jun 1946)

30 FILM AND RADIO GUIDE Volume XII, No. 3 others who have gone on to professional woik.) We have deliberately withheld for the last item those abstract qualities which workshop members gradually acquire through active participation in radio performances. Success stories like those mentioned above are highly impressive, to be sure ; but it has been our experience at WNYE that whether a student aspires to a career in radio or not, he slowly but surely develops new social conce])ts and a greater sense of his responsibilities. He learns, for instance, the practical value of instant compliance with a direction and the necessity of being punctual. He realizes that failure to respond to direction can ruin the bestplanned show ; and that when it comes to timing, only stop-watch precision can produce an acceptable broadcast. If he misses his cue, he loses caste with himself. Further than this, he soon gets to recognize and appreciate a fine performance on the part of another member of the cast. He doesn’t ask who the student’s forebears were or what his creed may be. His one impulse is to admire anyone who can do a splendid job for the good of the whole company. Finally, while he has a nat ural ambition to star, he soon learns to take lesser parts with good grace because by now he understands that we are not all born with the same specialized talents and, further, that in a radio broadcast even the most minor role becomes an essential part of the whole. Only complete cooperation by every member of the cast can achieve success. If he takes these lessons along with him in life, no matter what his career may be, his experience in radio will not have been in vain, and our faith in the educational value of the All-City Radio Workshop will have been well rewarded. 10-Point Program of DVI Boyd B. Rakestraw of the University of California, president of the NBA Department of Visual Instruction, has announced the following 10-point program : 1. To bring together the miinifold organizations engaged in this field at a meeting, with the object of finding out precisely what each is doing or i)lanning to do, to survey the fiehl of needed activity, and to draw up an overall program, coordinating the activities engaged in by these many organizations. This unified program should provide a concerted attack, and eliminate duplicating and rival activities. 2. To assist in developing strong local organizations to satisfy local needs, and to make provision for knitting and coordinating these local organizations into the national organization of DVI. It is important to keep the overall visual-education program under the immediate direction of the people who are doing the work in the field to guide the enthusiasts and those intensely interested in this field, especially with funds for investments; to dii'ect energy to those tasks which need to be done to those who best can do them. .3. To convert to the use of education that personnel which has Iieen intensely trained in war work in the aimed forces, or in industry in the field of audio-visual instruction. 4. To encourage the evaluation by educators of the audio-visual aids developed during the war, rescuing for educational purposes the valuable material and equipment, and to make these available for educational use. 5. To assist in the development of the Educational Screen as the publication of the DVI. 6. To make arrangements for a permanent national headquarters. 7. To work with producers of films and manufacturers of equipment in developing those facilities which will further educational progress. 8. The DVI represents piimarily the consumer in the audio-visual field. All other factors, valualde as they may be in single instances, represent service groups which are designed to serve this consumer; therefore, their activities should be centered on furthering the ideals and activities of the consumer group. The DVI, therefore, must become more articulate and demanding to take advantage of the resources of the service groups. 9. The DVI expects that education will pay for service, and that the service organizations will be compensated in direct relation to their effectiveness in carrying out the ideals of educators. Cooperative exchange of ideas on a responsible basis will take advantage of the interest stirred up by the effectiveness of the audio-visual training program. 10. As the antewar development in this field was tine to cooperative effort Itetween the service and the educational groups, thus laying a foundation on which during the war the intensive training program was built, so should we now go forwaul with the same cooperation, not depending on Government subsidies or controls. McGraw-Hill's Visual-Aids Editor The first publisher to appoint a visual-aids editor to coordinate textbooks with textfilms is the McGraw-Hill Book Company. The trail-blazing editor is Albert J. Rosenberg, one-time teacher of mathematics at Johns Hopkins, who served on the production staff of the USOE under Floyde Brooker as a specialist in the development of 65 training films, with accompanying filmstrips a n d manuals, mainly in the field of aviation industries.