Film and Radio Guide (Oct 1945-Jun 1946)

54 FILM AND RADIO GUIDE Volume XII, No. 8 what is here stated or development of a different pattern of suggested action. Growth will be indicated by either course, and those who joined to suggest the following policy will be completely satisfied. The group held no higher aim than that of providing a basis for further consideration. Suggested Policy Public schools should serve the interests of all of the people. Therefore, instructional materials used should be free of the influence of special interests. Audio-visual materials, particularly films, subsidized by special-interest groups, are being offered to the schools in increasing quantities. Some of these materials do have significant instructional values and do offer experiences not otherwise available. The use of the best of these, however, involves furthering the sponsor’s interest in some degree. Schools cannot develop adequate audio-visual i)rograms based solely on sponsored materials. Indeed, too great an acceptance of sponsored films will retard the development of nonsponsored educational-film enterprise. The use of a sponsored film can be justified only in terms of bringing to the learner a valuable experience that would otherwise be denied to him. Constant care must be exercised in weighing the educational values of a film against the furthering of the sponsor’s special interest. The final determination of whether or not sponsored audiovisual materials shall be used and the conditions under which they shall be used is a matter for local decision. Each school system has a responsibility for developing its own criteria and policy with regard to such materials. Arthur Stenius Considerations for determining educational value of sponsored audio-visual materials are these ; a. To what degree do the objectives of the material harmonize with the educational objectives of the school? b. Is the material : 1. Accurate and authentic in fact? 2. Representative in its selec tion of the fact? 3. Truthful and sincere in treatment? c. Does the material present general understandings, facts, processes or methods, or does it present a particular point of view or promote a si)ecific brand ? d. To what extent is the material sound in terms of educational philosophy? e To what extent is the material significant in the sense that it promotes an educational program better than any other material generally available at the time? f. Is the material adapted to the needs, interests, and maturity level of the students who will use it? g. To what extent is the spon sor’s relationship to the materials clearly known and acceptably stated? Suggested scale for rating audio-visual material with respect to the emphasis on the sponsor’s special interest : a. Materials dealing with a general field of accepted educational value, without reference to any specific make or product, with a single statement of sponsorship. b. Materials where the sponsor’s interest is shown as an integral part of the material without emphasis on a specific brand or trade name. c. Materials dealing with a prod uct exclusive to one company, but without reference to a trade name or slogans. d. Materials making direct reference, either pictorial or in text, to a specific product. e. Materials making repeated reference to a specific product, to a point where the product is the focal point of the material. f. Materials employing distortion of facts. g. Materials with purposeful misdirection of conclusions. A realistic view must recognize that sponsors will continue to produce instructional materials for school use. To those sponsors who wish to be of most assistance to the schools, the suggestions presented here to show gradations in detriments and benefits which sponsored materials hold should be of value. Finally, it should be recognized that a desirable form of cooperation between sponsors and education would consist of making financial contributions to established or new foundations or educational institutions for research and development in the field of audio-visual materials.