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

1)111 (li.i^L' ot iilins lo l)c deposited in lllf CCIlttl. The plan lo ( oiiii ibiiic to tlic cen- tral film pool is gaining nionienmni. Science, physical education, librarx. and social studies de|)aiinKiUs ])iii- chased films as insliiiciional mate- rials and placed I hem in our deposi- tory tor circulation and maintenance. A seiiioi' class jnst piiixhased a much needed film: one ol the elementarv schools i)()iiglu a new color lihii i<i recipnx ale tor the use iheschoi)! ha^ alreach iiuuic ol oiii liliiis; .iiui iwo |iri\.ile schools ha\e joined ihe pool, Oui junior hii;h schools ha\c' also liii;iin a |)ool ol liicii own and seem l•lllhll^iastic in helping its extension. I he idea of ])Ooling motion-pictme lilnis has mo\ed alK-.icI wiili slai'tling iiators were scheduled to familiarize teachers with the use of the various i\pes of ei|uipmeni available, and to train and certify soinid projecioi' op- erators. To dale one iiundred and eleven persons ii.nc- bcin (ciiilied. Our major atleniion lias l)een cen- tered on placing as main illustrative materials as possible in the hands of classroom teachers lor enriching the experience ol om^ school children, but we h.i\e liird lo sci ii|) a louliiie which would ai llie same time en- (oiii.igc .ippio\i(l ulili/aiion ])rac- tices. We allow loaniil nialelials lo remain al .ni\ one school long enough lo pel mil teachers to preview ihem before showing and lo reshow them when desirable. I'he corre- lated use of a \ariet\ of types of au- moiuh. At these meetings, which are held in the audio-visual build- ing, coordinators receive o ti t 1 i n e guides on the use of materials and eipiipment, film descriptions, and lists of new materials. This informa- tion is miiiieogia])hed on perioraled sheets and jjlaied in each coordina- tor's audio-\ isiial loldei. Duplicate folders and m.iiei ials are sent to ev- er\ school pi incipal. We plan to con- solidate the film descriptions and oiher lists of axailable materials into a catalog for use by classroom teach- ers. .After the outline teaching guides have been examined, tried, and re- vised by groups of teachers, we plan lo incorporate their suggesiions into a utili/a.tion handbook. Each gioup of coordinators iuiic- Mri'liiigs arc In Id iit monthly intervals among the nndio-i'isual iDorflinators of the secondary s(hoots. Xou< used as an audio-fisual center jor Uahii schools, this hiiildini^ once sewed as control center for the OCD. suppoil .uul (oiiuiuiiiilv inlcrest. All films ic irell as all oin materials and iijiiipment are i ni iiliiled leilhoiit I Inn or. .Schools ma\ check oui on loan an\ of our projection ecpiipment which includes four sound projectors, two standard lantern-slide |)rojectors. three tri-purpose lilmsiii]) .ind 2" x 2" slide projectors, three iranscrip- lioii turntables, iwo portable phono- grajjlis, a disc recorder with radio receiving set, an overhead projector and two opacpie projectors. -At least twenty schools are waiting for deliv- ery of the sound projectors which they expect during this current year. To guarantee that their films would secure as skillful handling as jx)ssible, meetings ol scIuhiI coordi- dio-\ isual materials is encouraged b\ recommending a \ariety of materials lor each instructional unit and by suggesting additions when teachers make definite requests. The audio-visual coordinator of each school is theoretically the per- son who represents the school in making arrangements to secure au- dio-yisual materials. 7Wo ol our school coordinators are now relieved of pari of their teaching load in or- der to handle this responsibilitv more effitienth. In our larger high schools, the department head directs the audio-visual activities for his spe- cific department. .Audio-visual coordinators liom ilu- elementary schools and secondary coordinatois meet regularly each tions as a piev lew or evaluaiion com- mittee. Each coordinator is encour- aged to take back lo the teachers in his school the information he re- ceives at the monthly meeting. Our key emphasis in the utili/a- lion oi audio-visual materials has been their integiaiion into the cur- litiilum. .Monthly jjrograms lor ele- meniary coordinators have been fo- cused on audio-visual resources which teachers can use tcj provide greater reality in experience for units of instruction developed for each grade level bv .Miss Elizabeth Collins in her "Handbook lor Elementary Teachers ot the I'ublic Schools of Hawaii." This book has been issued lo all elementary teachers. Corre- (C O N T I N U K D O .N PACK 31) F E B R U .A R V 19 4 8 23