See and hear : the journal on audio-visual learning (1945)

(CONTINIED FROM PACK EIGHTKEN) t\pes of projectit)!! equipment and projetlion rooms lor a \er\ adequate program of college instruction enriched with the use of visual and auditory aids. A generous budget for rentals and purchases is adequate to cover all of the requested needs ot our facult). We use films extensively and constantly in the following departments of education: art. industrial arts education, home economics, social studies, geography, education of the handicapped, English, health education, and practice teaching. 1 he securing ot films to meet the high scholarship demands of some of oiu facidty in certain special areas is not an easy one. We find, for example, that in certain phases of health education in education of the handicapped, ■we have a demand for films which heretofore have been available only to practicing physicians and medical schools. In ihe field of English we find the lacult) interested onh in the inicut \ersions of some of the film classics such as The In^nrmer, Brief Interlude, etc. Our Education Department, for examjjle, in its study of mental hygiene is most enthusiastic in its appraisal of the two Canadian masterpieces. Feeling of Hostility, and Feeling of Rejection. Our Art Department, which has not in the past been too happy o\er any of the films made for its special use, is cjuite pleased with the film, linimdary Lines. We have yet to get films which adecpiately meet the desires ot oiu geography and social studies people. This statement does not infer that there are no good films in that area. It means that in terms of the need and the possil)ility, the field still has room lor growtli in \isual materials. The Industrial Arts Deparinient is making great use of many of tiie films h) tite lieihlehem Steel. United Stales Steel, and (iencial .Motors Companies. .\11 of our college teachers who use these films as part of their instructional program professionalize tlie use of such materials l)y having students participate in their selection. projectif)ii, and e\aIuatioii. The proper technicjues lor the use of visual aids are, on the part of iiiain of our teachers, not only e\em|)li(ied but taugltt as ])ari of liie professional course. • A-V Progress at San Diego State by Fred Harcleroad, Director ot Aiidio-Visual Education AUDIO X'lSUAL METHODS and materials of instrtiction ^ are considered a means to an end in themselves as professional experience has provided in this area at San Diego State College. Se\eral prol:)Iems are Ijeing met in audiovisual radio jsreparation. since candidates for the elementar\ credentials, secondary and junior high school credentials are expected to experience jjrofessional training sequences in audio-visual radio tools and techniques. Under ideal professional training experiences witli auclio-\isual radio materials are integrated into the regular teacher training sequences. In some instances it is necessary to offer separate courses, but this is done only after tlie first possibilities have been exhausted. For teachers no longer on the campus, but interested in taking original professional experience in the field or in renewing their acquaintance with iip-to-thc-moment technicpies. ilie course is designed to fill this need antl is offered during the e\enings on campus and is avail able at extension centers in outhine areas for those teachers too remotelv remo\ed from the campus to j)articipate. As an example of what professional training ex|)eriences are pro\ ided to secondary teaching candidates, the following are summari/ed:' the types of availability of audiovisual materials, psychological and philosophical factors underlying the use of audio-visual materials, experiences in evaluating audio-visual materials of instrticticiii, prol)lems of storing, filing and maintaining equipment and materials, experience in operating projectors, wire recorders, etc. In the elementary professional training sequences with field trips, all types of machines, bulletin boards, black boards, etc. are worked right into the practice teaching experiences which all teachers in training are expected to take. Every teacher in training at San Diego State ; College is given directed leacliing ; experience as well as formal training in the materials and utilization techniques of audio-visual aids. • Let's Make a Diorama: (continued from page thirty-five) 1 2. Veil or corsage pins. 1 3. Tin. 1 \. Common pins. 15. Plastic straws. U). Broom straws. 17. Linen threatl. 18. Rubber bands. 19. Copper foil. 20. Plastic wood. 21. Paper clips. 22. Pencils. Here are some general suggestions to follow in making finished models: Use wood unless another material is specifically indicated because it is less apt to warp and many \arietics are as easily handled as cardboaid. The wood should be sandpapered cjuile smooth and all cut edges should lie "s(|iiai((l" lo make a good, well fitting model. Be careful of the natural textures of some woods lie cause they are often out of scale for miniature models. Small pieces max be sanded h\ rubfjing tliem on .i large |)iece of sandpaper tastened to a large flat block. Round pieces, sucli as dowels, should he lrecpientl\ turned when being saiulp;i|)erc'd or sawed. fdciitical sides ot a model should be cut and sanded together to prevent slight variations. Pegs, glue, and common pins or escutcheon pins are the best means ol fastening parts of a model togeih er. .\\oid driving nails into the model, and in any case use a pin drill [or making holes for the pegs, pins, or nails. riicse are mereh suggestions on making models, and once interest in making them is aroused ingciuiit\ will soon take over. The motivation and conception of the diorama is of greater value than the actual con St met ion. C'arefulness ot workman slii]), although desirable, mav well l)c' subordinated to the many educa lioiial values. The desire lor realisii is usually j)reseiu in large number! of teen-age children, and it can bc| achieved with practice in iiuerestint tasks. Dioi;ima and model making cal upon a variety of skills and cai encourage grou|) work in man; stages ot development. The result; v\ill serve over a period of years.