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Part in
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Part II. What and Coll-iges C,an Do With TV . 8
Part III. TV nur .5-1%hools . . 14
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HEN thinz o the ent.1 vaIue, some of-which have that in theapplication of television to we become of
mighty aid to ec be Ita--neesei4 "or
teaching skills, in .11,rovidialg illustrations forscience and th cüI Ii 11._ arts, and, infact, im general: television adds and sound,.Wherever required, withsound can be of inestimable service to dr learning process.
e dement of Eiviara experience,at the niftwo-en- as:. we view t t, vl creates
gh interest and compels .r.nt attention. school
sys.&ms tion progmai theiror on nearby .1:uca6Arnal television stinw wnen prip.ffrai can be built to meet individual
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ELMMON presses ts and inexpensive means
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ofiflustr Television both audio band t lazt term77=E- le past particularly to motion pictures, Tim
slides, :---ordinsv and similar valuable aHk teachi-114is a picture m-mo 'on
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Oven 1 learning situation, we need but analyze the medium. Ffrom television, will have a tremezadounly.i4:o:artant part
in 1.t ture;simft Liall-. will used to reiterate upon LII4t. nisi',po', -An segments ix! -7-_:_i pattern making up Well7pLA_It ieil kiaon.
Elements went ills tc--eviziitla form of presentation are: (1)t9 --4ke --totioixt-,-,, (2) iptx by parallels to preconceived cones lislied in -_iae. 0-litikk, (0 ppo: o 'ie 0-eAft qf enjoyment atnr;associated wi ras,-. ex:4,---iearcks *if a similar nature, (4) IN-_
uggesti o.7 aew concepts laid ti. ire the fuller .field of meeptiviastAMiish iLoe first three in thT Lew unl of a being 'rs
world.A-4 a communications is unique in its ability t* ik-ri
i many other aids into file et.Artimea. Every audio alai visual help -lyeever ' vni ican, ua =rid, by pictures, film1142 I
6 slides (particularly to provide setaritk: Cor ora.3-;a:...4.: productions) record-6413, drawings, Ma i 39 and -4)--Vtan laeliS qtteer imstt-atover, it give. schools the opportunity' to _Is.riscaillustrations produced in the living present.
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Television in Ou.
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the teaching171 atit of
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oftypesinstitutions
LIE.' VI tit E !fan! Tst content
were numbereda J- _.ti-j + ta k = = =Y: Y a a V 1 -t-- 4-a't itself "ff I
s s g to- backva E E*Lai 4 s =- =
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conceded t ". than music.
radiokJ years KIM
fir-SE
_ T 1
i CI I instructional utility
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=Yet, - t-aEa -aaI -- fewa a'kt ..
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Part L aggres Roii _ ,Wn
.4. 10 of of hasrboognition as 'a
so a leas television.made great progress in the first
into the wiLic-x-As. But it -FA only afteracquired its sound-track that achieve
at ;11 with truephonograph f t as
af schools bad, the advent of radio to tbut, even %o, it has
been within tiN_. and has been
educational thelicensees ago
on upability to promote less-nil:1f.
years since froen the statectrottic novdty" sae of tiaras scientific wonders of the ;,oksit-gai r
ora"----to the peon of a universally heralded medium of iasp-=ucthin.,Akeady, television --ot Ativir e-p tee inalinr:e, tkeir appearanae schoo,i:practically every part of the country where television--Throidcast stations
are in otr9tiorai, pArticukrly, thee where part of t4e station'ssoograzmoy_f ;-----3-01,eA t serving .m...cowleopui inetructioa pur-pima, where there invited school participation i1/4 programs praina
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4fl...-, ..,....".-for home alkileatoes. I. would ite -130wre, however, to-- .tw) v.-ii7-:-.4e from tiCs ,
.moNving.---t-i--;:',A
10taat television have already became as 4eummonptacte it-4.cx_,r4,, - *-T 114.- '
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..e Z
sch an, hive tyon*vutional types of :uroad.cast-tsC:TAVon 9cp.tiFeltent, ..,..p.
ho receiving sets, loudspeaker outlets of oestral gound systems, andT
W,iFisrataldeft .,.,-.;i:1..., recording awl__ playing equipment pa-41- .-0'-_ for "delayed ,_-.7-
listening." N,av dioL.' there ;_i-:=1._-oar 1P yet, w.., !lj-4i wty uniformity u tzci= a' (1, ..
::- 7t,,./
a .types and screen sluts 14 television ai:: -rA tair are coming into ,--.E1.41-44mice ass. ..-41-.,_,.
Lre ease of using,
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in
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film
bra
an
inin
irl localitie* 'definitely
or is
a
disc
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TELEVISION INoUJi:ScHCOLS
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m tro:t1onZLC:!T%r :L:a:JiTrii:;0rrla use.---
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--.
Ifrom F_LJO inches. This the:':z:! Tf:I:IIiere i exijeiiflfl&LC
r; .'1
:LI!: been: : the schools are
EU;-: y ,--'--'-. . equipment-1 '-- t--tr'
been acquired through outright *
regular schoolnave puri t1:tbi
=:" 4;in eIi ':L(::
agive ;
()=;)I:Fw)rtunhtyr try oui: certi'ri ot tte tecats tim stitio IS Otteruj a- 1n other ; i a 1!-fL1 ka1er fr ;litriJj:iIior 01 raaio aiii tivion wno izi a ew sets ior usean attempt to Zt-mOtt iiitere-t iii ei=IorriE t1c educational pteiitiaiities; of this mw communications medium. Outright i1tt 1fl= =ocaI
individuals, and forchants, muhcspznted ewic orruaticixIs account*;
1oi television: many the et e1ih aetuaJv o-cii. !a-eiU4eiiehe- organiI: nations appear t active, in many oinmunitie-; in riin fuud fo thtpurchaee t st Thus, it is impossible to arrive- at ai=: close estimate oi- 1 the number ol sets in use Iii the EduoIs., abort ot making a un;:t:t
;4J4? the sets actually in use in the t'hooh. Wit really i nifiemt hereF i that wflerea II tflC past. the average cbooI ha toun1 it iiecesarv to doa certain amount oi planned promotion to oranizt public upuo1 for amL: flr-: It TpLW:f that a substantialportion of time pressure for hoo1 i= f television i-i- coming from xnnrnunit' ;ervice orgE1nhzauon1e IU(1 &IZ IJJIrUI Leaeher ioeiations and localI p-iion-
: Appeal ot
; What i tIi reason for this? Past iILl'I ten-I to establishi tiia
':_:: is not ii:ey to be forthcoming until its ability ta taeititatc k-arnniP ha nee- anmiv wq-riq !!! U
L:: !w1 dispositionF LJ Lit; iU =;-uC Ut, uOu uii is=
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01 IvnoJean9 01 the Lezirnm1 Imn:;aet television on the raiiie as a mirw-ict
televisionthat temns, in ieasui :ronI the fact that puriiort to betiiC 01W eOmmUflieIUOflS medium capable ,i mrairm its auaience actualIi--
happening.eyewnnes speetaton o-- events In the process 'n 1or themost part, however, this widespread iuilic support for the use cf tetevision in the schools is probably in outgrowth of the excepiionany highappeal it apiear& to hOld for young listeners.Ti appreciate fiilv the magnitude of tbi q:CaI It I! necessary tOconsider two weII4re-wn irinuiie: of child nshology hi the firstplace it must e remembered that p1en words are merely auditory
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As With other types of relativelyofseems to
In some the TV broadcast station a fewclassrooms teachers of the local school antoeducational programs. instances,
sets
mer-
television
instructional innovation, today
grops.
Television
experiencecommunity endorsethent of the use of any new instructional medium
actuallyYet, case of television, there appearsto a universal to consider its utility as an instructional toolself-evident. extent, attitude a reflection
large
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tEWgIØ ROLE IN EDUCATION-
peopIe
ffr
yinhnh that th of 8:riy iveii =aiae ru:;= einioc t1iithcommon tij; convey -' iie a1iotter tle !PeEuun: they JflaYc
ex-erh:T1bf:=e It follows, then. that words hnve nieaijiw f;rgiven,
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insofarw il , Tj :' t I jy n a )'ugi&J ,mt
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e,JTe };;ri:;iviUJ-e t fleu-t-=ii- baekgrnmrI for iinrtrij Thiz.. vican Firing UiI information ti ti: auihiltIjs-
t:1tii j toiv f time ari than a1y medium-t communication, I_- -
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;&!affi:it=J:1t breadth ;if ti qt ai- fconceptual refere-I1c4T= nav fiii preejititjtii of factual- __ -
; little than - - -E__ = --= - -.- -___i I
5; This- especiallytt-;
I-- ?1- visualization it !=7
flt-j LAy where
w
4 =-LAt contour, color, . -
i: 4 movements, --; -F &i- i..
'pe
full comprehensiont-'-
y__# thenecessary7
%_F W
ieebitr exained. }ur types cf content of t}ii nature,It 1dJfI
()!;!::u: Vtrjaj ecmh fHif Ip (lVTh7flefltfJ withviMial (fl!IPT1J it it i to be niaiiinaJ1v mrjp:nwJiiI ti eIqjpy J i
caraeteristic- o-f tbe o-m1 it Jility t recreate hot1the and (-J ,Y ;+visual auditory
instructionaleetive a a=ii iniiiiin.
*theree
dimensionI _-i=iI
:;T-tT- , ' %__ - ,y w
motion iictur, IiiuI itdLf it o-niewhat of a 1lu soundmotion 1;tur Ifl1V in effect, say: i c}iai ==ti' r1:
:
how it:happened," This is how it vcrks" cr 'I'}th how tc do it"it can never prume to say: Ihi i; liaIpeiiiii now! Kadth eta1
P1#(J in the public mind an rx!rt:n! inedinni. jagshown itself particularly a:et t;j t:epit inaiity tc
menacing ü-s1-Ier{) ir IiToine ovc-ei. after -t:y aI1IotliMpIcIure Rawres VP:i tiit very yo=un moviegoer iearn tHit Viesound film, IJIU thotu ii may seem, ahca1=z ti-rp=
}is aflff1V happened. Even the ftwereels, }i i:n discovers, o=-ru;tj-jneg
inetiue :V=fit1 tiat wei riaI-nt1:
r'!;i lie Jflj vor the full enjoyment poteilt:31: cf a
Jni11li7e41 cst;rn at the neighborhood movie hcet. each stiecessii-cIIILUIII1ICjfl JWflflflf Jfl4ø thafl iu$ another chapter of a cintitnieátstory Lfr IS ie uiIer flue 1JJ1USM that the depicted action is takn :
JLErI? at the moment o-f Dis serin it, * that the outcome han iii the;
"The peoIe who made the picture,' ie kiwws akea1y kiiowH1C--5I---2
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consent,derived froma accumulation experi:
probably the averagegreater effort ottier
lackingexperience providr of
a radio-broadcastmore a of
tions sequence isinstructional
is that&is
the aspects realitythat so highly
to the sounddisadvantage.
"Thisis but
as on-the-scenein respect, its
convey tIte visual concomitants of real-life experience. On the occasionof the famops 7Man from Mars" broadcast, adult listeners in some placeswere driven 'to a state bordering on hysteria by a radio dramatization ofa mere work of fiction presented in newscast format, and, it is not unusualfor radio listeners to write in to producers of daytime serials _begging thatappropriate action be taken to avert impending tragedy that is currently
the seeing few
something that
in ihe newspapers several days before.thrills-and-chills
Is r
1;alance.
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bow it comes out's flj radio ii-:r tlte oiin1 nwjtjon picture,I. quite- a;tile ii1one to bring children the exriqw cf -=t cJtu__4;-i ,
L;: moment ialit:= fljjo cau mica actual v=wi r=:ir.
1t it cot create visual actuality fl -tr= absence 01 the ante'cede: cxierienccs. Th sound film, though free of this Jiinitatjoricannot chieve for its audience any sense o=f iicttwll=r events in
__=_ progress a ttk moment.
+:E35 LimltatIos.::ry r
Television' . AA'I' fIPT!Pr tffi a tc= or raii
Ztf -
#
**A'f! t- : : !- $ i '- = w e t j-_ - p reporting $ +
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LA:-r
combinationjJj Iuc: t: actually Ii1z L,I--i---
&:communications medium, t 'm'.-- make It pyL
,-F__
-I1 linilted. However,
: simply of radio and te sound motion picture.tie tziunhi Irto-tion an excellent Insengc;rv epreetatitu- flJPPit
;*,the Live teIc%i8iw oa'icaet 1eeoine, in eth, an ewitnc IcioI at
Jjt= in the p:Ftee of actually appenin.Here then a last, j a n ij p=i !jjpj
capacities_i to jflP ti! pfrc:epIJYe UThJ lnnitaticnii Of young peopie.4a:
motion combines the sounds p!1
i_ (includingj the IJLULUUt It IvJfl: verbal yiribt=s) with the visual rea!ity, thereby ijni
;; ability to convey fl1eani'TH that iave to Io withm +: uJy jtit aI(t WIUI tuneinetiort -p
the; cult to communicate tc youi people through use c1 veri;ai
-f'alone. :ki-eovi er- :her it Ina 1ea.ts film. and other picturet: materials, it employs rJj' magic cd onthe&en reporting of
progress to aehee a sense e=t 1IJI1! i[ity On tbEe part of itsI:- Admittedly, its lMCtHre quaiit% i, a qel. not equal to that of properly nrni_ HI rntwnF: armi:8, anii, o it ti: not tisujisr jr=i1 1Vtjt*}ii tn pIcturT I .
U-IT1(ifli Ilwn. trx, in cmpar6on with live" roaIcnst ovei- radio, tone quality over small4 speaker outlet, sometirne leaves much tt he Ieij. Nevertheless, hef attitude of the average television fltIRIS1t Seeifl to be that even anoptically perfect motion picture au -vein fiat Iia already happened ifrequently less satisfixig than even a poor view ef -znethin== that i actu.uy apping at the niwiieiit nir} that, with ievision; this f6lii áeyewItI58 presence is aIiacv xnzmIte without ;tiy flt88ItV for auiiio
; perfeedon. 1 qurte a pupil w1e iihud .fairly t;! of cbooI..ae children in cities that Ive TY stations:
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of the listener,requisite
witnessing
Television Few
suffers of.
is.. As a aural and visual.,
, clear to of.._ -
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4,. A
background television is more than:. a combination Whereas
. ,
f 1v#
, picture is,i
., ._.
Like
aspects of thepattern
arrangementsdiffi-
.
sto
4"w ,
events inviewers.
,
tone gradations, and steadi-provide
,
,,-....
_ size large for comfmtable viewing.-.,
,FM
of
junka-high-school
.
Radio I. real (slough. Bat yon only hear what's happesii%,
It for yourself. . *. A myve is staged. They deeideand in eft things they . . With. .. ..
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labia, or isA_
There's
1=2- a- a-- --a
741 ca An nutoilotttA AA. a .
011
e television somewhat more--mummicatic=7. media, hilt parents
§=1:
taA A_ 474 r=.4AF AO' Ate L- O
watching FTIM F 7
E-;. LIII
Thu
community suppm
as an instructional medium, precisely 11;-:12
Is,it the radio-broadeas=_
tiie L'AffffA AA *t"just a h-roved visbroadcasting."
A
_fat-- A VI of ILL..,
-A
44444
alist mightm'ucatima' broadcaster would conidei= it to hc
u_st 30 years--=mg rum&accustomed -ff nA 4=7
use=
==-1 witn ittlia
school
much
-
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1 -eturn shipment
materials."diustrativPtelevision
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Ali ap.
counof.study conien1' ou
startZAP' A
True
V
aummumeatims nicalaen*Lnigh, teaciwrs, auto
the attributesr
regal of ta ,IIIA K O 9--
their claws, that even this newest
is not wholly without its limitation&films find that they can turn a
gm involved in wing fibmThe case of using "live"
is on the air,
to mai,*am eta ofi withoutg
I
ut it comes as
radio broadcast% eat
ner than at the _
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doeisibtk
nf a 1111)11110 that,
pre-ert y:n naa _
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fromquestions
74=Z-
intwe Ft-F=44
adjusteasier a- -4.
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ready S
-
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ass discussion anddone wimp using projection
A
to using rano find
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prednit
cyof IThroade at
nave
4--ade a--- -
-,- MOO _7 7- _ _
Ai A
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programs
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477 =
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al orA Asr AA A.
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televiskm, it's difiaffent. see the thing just the way it is harffning.no chance them leave anything anything in. Wedfunnly buidness like thit So, you knowI the way it k
Not only do children tend to seriously"._1.
than they do other gener-ally agreed that their children lots horneven without any promotion on the part of the school,for the use of television in education is given.
isaid" or radio? sound
it "radio with pictures"? The teaching-filmssay it The
of wl.lat we've been doing for theTo the elassroom teacher long
seep at first to be .something an improved, self-projecting soundfilm that is ready for instant it the flick of. a switch, and which does I .11
not require rewinding i for before
a specified penalty dea #1 Is - To the teacher already
atically, it La on one
point, namely, that we should make it pthasible- to take
of the "required of the
derilic abstraction, suid invest it with living
Intertstingly enough, however, teachers usually discover, when timy
programs with,
mass et,
''''?Ips".
or all the
siiingthing in
be used at the it ',;,1
particular time the group is for andthe teacher not opportunity sto preview a prograun before.showing the- still, they find that a tele-
p .4 ani cannot for orain that point as can be
and recording& Teachers accustomed itthe use of since
long been familiar with schedule matching media.. fiWt!
Ass a mist of them :tend to regard the educational potentiali-ties of rte1evision tithe- highly.
*(1Prediroia the standpoint of program -.z.; A
dosety rciatA ft, the wund modal picture. Cerminly its end1,1
the picture that Appears on the eaten of the viewing tubeis notapnPars (m the screen in the of the picture.
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TELEVISION IN Ont
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wherever
ea_
a 4- =-=E E fl
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eira 99_ -= A V
trup must proceea _Amuously fimma _
. one scene
;ra-Die.
er!:Ji
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opportumume.
ag - 7 1-7.;"_ fjaap
==.
a a
broadcastsf 1810ag
specialists ethe imto undertake the maior
mlwe borrow*
=
live"
and a-a. 0 a--737% Ea a
4_71 -47_ .
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_ttei
is subject to the samebroadcas
=
=
*___-*..-4:3
"radio', E#__y
of theuto-oe-
en
ne
=
rallyueero for the
supplement their a
o- t aire=dvmotion picture.=z,7f8 certain of
tit it IflLaof thezi;
--_a 0-=
a_m.
-.-1a
s usefulness
v
e #
L 12-
111
0-7-s
517 the thrift with
be done. Thus.
aa
therather than mit instructional
_
becomes
_gie, to have
v
a
0
V Er m. sREEr_s
a
the r=
A
a -a-e 0'
n<
and =E
liMitatierthe other
limiting 11 sa
e
810Ctel .Favaaa
radioas au sullen-Una!
a matter ot cornunique advantagas and hmi.
A
Wonder Ctz
one of:nick*
"Thisone
given teachirg
--tead of the attitudemedium at my co
ncime.f.-4 orientation
or - --a-= =
will enable mef_f-T_A mean that
a--1 -2 -21 =
cztabiren._ z- wstructional....77
MFA mayor-- It mustY 9
inn* of such_
metwdical
ag =
a
that haeimmediately at my
UUte weri_ = 1
.=.1
g
groups-
zz-; jos.-17n4mil
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4
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,. advantages claimed for the soundv4
.- claimed radio. Shililarly, the
tr
each. An attenipt to either one* or-P. two categories might have of
the ,
tI
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.
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f
.
Moieover, television broadcasting makes liberal we of saund motion-pieture films its broadcasts, it employs many of thecamera of film making. However, with "live" televisim pro,.
camera. the start of ato There is as there is in filmto produce a at a previewing the film
of each scene before starting next one, "remtakes" there any opportunity to edit outportions ofa show in process of being or to actionProduction
exactingrequirements as the production of ractio Thus, itappears that educational in educationalradio must, at least in stages of educational TV pro.gram development, be prepared portion of the
for 'live-broadcast" fromthe experienee of professional teaching films stagingand camera techniques needed to broadcasting"know-Ww."
Perhaps, then, the question of whether considered as a medium ofinstruction, television is to be classified as a "visual aidV or as
academic. As has been pointed certain
.`
-to
More Than Visual Aid .
the.ti ,is neither, aid norof both. Selection of tile instructional mediunto be applied in particular then, becoines
. well the.
tationi of each fits the condition's under which any job.
.1 must emphasis is on the teaching pwpose,themselves.K.. "Lucky suO a powerful instr9ctional
what I use it. for todayr. theis the specific instructional job to be'done! of the media
-N!-- disposal to aceompli* it fivith Abe gregteet dispatch?"f
Thi, does active it4ntifieation with o anyOf the isOn the bo said that it is iargeir Ale tOhe..egivini stick
protessimal that a
. .= . 4..t..?* c.
rs
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a
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Wra
-tam, however,
underrating
knowledgeetiucator==
tzievision
of any eln=2
-f them.,
3
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NE
zcrve y tie - eft"
television programs withand heuer-than
Other teachers wrio
V a.4
useamt4gnea viewing as
_
effectiveness
by virtue =
instructional rlictuium.effort _ g ret a
3
s me
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basis ftwrt-q}ui improvement ni interest
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have been *brought to their preseni stage of it is especiallythat the individual classroom teacher, instead of
limitinthiniself to mastery iingle medium, undertake to acquirea working of all
Finally, would well advised not to makb the mistake ofeducational. potentialities. Trge enough, it is.:
still a relatively new medium, but there!, is a steadily moun accumula.tion of evidence that it can and does appli-cations. Teachers have used their classgroups report in attention,retention of home Ilkprogramviewing (either voluntary vkwing or a ekes-grow and analysis invariablyMost reports of television-program use claim innem, on the vitt of students, to in group discussionand analysis of topics
These effects might be accounted iri part atcompelling novelty appeal of television. It is possible, also,of this apparent of televiaim in stimulatingcuriosity of students might oil the hypothesis that. teachers,
of believing to be an exceptionilly powerfultend, unconsciously, to expend the
superior results. Be that as it may, there can belittle cioubt that television is already exerting a powerful influence on'public thinking in relation AO education. Children, already accustomedto viewing at to use in 'school as an
the moreand, come Hence, they tend"
to do finally, to become morefacile in telling,, at hosne, what they have 4arned at school. The final ,link in our self-perpetuating circuit of of course,is that parents, gratified at. being able long td get some tangibleindication as to what their children are school, assuming;since these reported learning eiperiences with tele-visim *that television is the hiorder, to make their work inaiimalht eftective, eagerthai their school* use televisice.
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;i4I1JV, hH= use (f tie-ijon prg1n begiri iiihu=ma)==v Hith
c-AsgroLW 01 the i;-rran ehiIdri,r see cIurirw'-
b b4:nIr! LU some Jfl1R tile tC1LdWi encourages diin in[i= to identify ny awaia interesti that can be useó as the
I: jJliJf(}r::1&ts projects and units of study. In others. the teacher is
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the sp=I1taneMi Iri1,rt:stS 01 !auD1J 111 ciwag&in theiiS; =i:n vkcin i utilized as a cnynj means of tic! chiez fiR
Indiviö:Ziial awl group notivauons. In some nc t:-aeiwrs use tb=eedeIcii; of te;ision frgram a au fir IIcr4-m1g OUflt-
peo-j4e tefl cxTnn!e, cBI*re, and evaluate Itif ay5 which tJiey are1: hthi1 affected y this aspect af their evcrvdav environment. All e,f
!:Jtes hive ie thir in xnnj they utilizeViewm- that : a entirely voluntary on th part n nii.%:ey early in the course of using teIevisici, lwcweve. this tr f
t-=e%igkI flT1WFfl
Wtiere the cl-ssgrip iIi.cuaeon. are lased cn Tili!ed *iifviewin hi orn cases, the study asigmnent gheii a class ny aekide
rqutsticis c:-iicernin topics with i; j, 1
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'vision comes to be established as an integral part of the overmall instrue-tional program of a .whool system or college must consider it from twosiparate standpointsthat of instructional uses of teIevision programsbelieved to possem educational significance, and that of production' of
educational purposei.
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fiIjflflff thern Some of ihee. of course, cait he. remorted IemmiiIy byratho: (b:t fict it i h ±dk h its.niad one: ratest corttri
)mtk)I1.) In 3tber inst*Tw radio iu1d he inatIeuuate because ini:r
tant v!1aI afipta to- the ra4y ci flP event I
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: tJf tam typea Of conic-nt, teIevi ha. beeii fóunãi to 1e n=oru. -
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;muscles that suggests the participant is finding of the interview,.questima a bit embarraasing, or obsetve the participant's consequentrelaxing which suggests that a delicate question has been parriedilly. To he able to these spontaneous,CMS to inner tensions while following what is being said gives the viewera wider basis, both for judging the speaker's sineerity and forevaluating the substance of what he says, than is bv any othercommunications medium. For certain typea of program content, then,it would seem that television can do something more than to make theindividual viewer an eye-witnes8 spectator of events that are happeningthe woman. It can give him the feeling of being able to "see intopeople's minds", as though he were physically present at the scene ofactionin some instances, perhaps even better than if be were physicallypresent, since tbe in effect, to him the person toat any instant. In short, the viewer of thefeeling of anIt is perhaps a Nt too earlv, as yet to undertake any systematicapplication quantitative measuremeuts with respect to ,apparent effects young people. Much still remains to be done by waysimply identifying its qualitative effekwts. However. enough progremhas in the school of television to convinceeducators, generally, potential, and to suggestof different of planned where experi-television programing might Profitably be,
Prod &ion of Television Program
participation by profermional in the production ofprograms starts when the Orogram director of a localI, commercial television-troadeast station, looking for new sources of
,..
for public-interest and publie-senice progrvains, invites hull-._
,. r ,vidual members of the local school-system or college fficulty to appear..
on a television program (or series of programs) dealing with some asixct of,
: In some cities, for example, a series k talks is sch&fuled, eachdealing with a topic lying within the field of specialization of a differentinstructor. In othera, an entire program aerie* is the'subject-area interests of a .single noted for showmanlymanner of to be quickly reactive in oralt..:
0..4 arg-umentati are favoritis for participation in panel-discussion tele-.. casts, aiW, specialists in the fields a econowics, history, and ,pobticiO:
a.scienre rank high on the station's "bwita e,xpert" 1,10t kit.) te*a#:.for commenury on public -eventi'., -Sometiiiiiii i 'tali/lit ii iiikid .
,with an actual class group to the use ofa partictder.:=-,,,,..
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0 be gaineti from suth moptrative vaangeinents, it is y natural thy'.,, the station management invitr the local twhool system or colle_ge to thafl.in die produclion of one or more regular series of educational onnrcrams, assigning. certain of its faculty pemonnel to work with the_ station'a production staff in planning and producing the programs. FrLIi
.
the second phase of school participation in television broadcasting bepris._
This second' phase differs from the first in two important revects._.;-..
First, aftbough the statioq gianagement is still interested in keeping tov. ..
prikg-ram topics of the widest possible public Iintereit, the programs take. on a defiite4 recopizable eAucational pattern. Whereas, at first, theyn
_
appeared to be aimed primarily at public entertainmem, in this sezondphase, each pmgram is Reen to he built around a central educational`purpose. and, in the caee of program series, there is a discernibjp paernot logical progression from one pr(v,:rain to the next. St-VXM-t Eli _
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programing-policy duciaions are still cottsidered to rest .witt the station'smaanagement and staff, seho()1 personnel do function in an advisorycapacity, so far as selecting the content to he .broadcast is coneernj, andthey participate directly in all aspects of progam pmduction from asist.ing.isi the writing of the scrip to 6erving as members of the prop-am castIt is on the basis of cooperative prtlraining atrangements of this kind,.
that most of the educational television pr%rrams now on the air are beingprtxiuced. In a nnmher of cities, programs intended for planned home...
.viewing and subsequent in.w.chool dit,-cnssion and anaksis are produceti._
In 'some instances, programs detigned fcor in-school clami-group viewingare produced. In moot instances, programs aimeti at popularizing topicsof acknowledged educational significance are produced for adult audiences.
Ste iool Interest in Owning TV r_roadcast Stati iTo date, the course of development seen in thesx cooperative arrange--t: ments in educational television programing elcwely parallels the obureetaken, in the early days of aural broadcastingparticipation by schoolsysteras'and colleges in educational-program production aver local com-mercial railio stations. Indeed, much of the credit for encouraging wideuse of radio at the local-whoa level is due to the generosity of the localradio broadcasters in making station time available for use by the schools,and in znaking the services of their production staffs available to assist inproducing tbe program*.
However, in the case of sound broadcasting, it was found that, as--:'1-teachers.developed effective instructional techniques for using educationalradio programg, they soon came to recognize a need for programs of amore specific nature designea to serve definite instrucOonal objective._ ,
'prograngs of a type, for the moat part, which, because of their sperialized.
;w:4rIk! cr:.; W"AT :ti(oy A m't ii
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tictilar time ci dIa: thai an iu=e- jTtTT1 and ;_T '-p- '- programjU-jL with the ct;i=h cit tl:R duwI uie t-1 radic. ehjt-rs came t:i frd:iI1I_II1&I order 11 \
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broadcast kat they substantial listen.ng audiences to competitive stations. Moreover, schools invariably
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major ennivetsities is tele-8ta6on, and at least dozen other institutions higher learning
are known to the stages television station plannimg.long -
as asOne thitig is fairiy,
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English teachers, approval i_1 .L Iour au Inr [1 jt(jiIjrt !flTTt tjr triUjC dtr1flIIi- i&othiing !e than
from FrtC4-i i(_i1(=I_ uriiii- trjirtTiifl! nd a ut itiek tiitt-titn niothe oi all k irrrn trL. t:jt:Ifltrfl(1rfl1J- % e givrn a ta!r printat4r 1 radio ti '.tin1 rifloW wr an=IyrA iiIIT fLa firm in 4IIT ii'i.ideratio: of
IW afrr%TuiI :di: tii,d Ji;=nt tu d;-. IThrr ifli) e-4-rnt1:d 1itfTirtne in iii t either ie can r bothh tt-ethtr. ir
I11at ncrpt ((iZ(1 't ii jart triii -le tii =ecannot ace
However, 1bert i a rii;t n tiiii Lfliturientmedi !fl=i 1 a rir . L: fliII[iTI te- I;rj 1 : iptJt iLi1 UIi11iT1Itti\; FIt' D&1C it1 R!11k t44av £4I1(it
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_JI!fl the 1 and . i= I listening-n - well. k
n1t4i }u (1i1ia(Dr4phi (:r t 3flL Detroit, :t 1t! San}ranrL5T i; ctu and at university tnterlike Ames losia i;:r th l:'ent' !t I
I State ;t
- Kans.), '-:' rnian ) A_IieFe 1i!IItiáYL I (('Ya1e. UnivrrT:t' (_)f Carolina, I y University cf
1_:rIlivriI!ity tf \iiaiii. Oklahoma, ari1 iiiu' t'thn agreil iieI iArjicflrneVtatJ.i!i :: 1r=1 kfl j I \tir; '1ritsitiu
arr !WW we1ii1rJ b; tIif CU Vttflifi flfltjlily t1ic an1
The Philadelphia Experiment
Philadelphia, under the thctitii ( 4llrn I1 Writer, aii-tari uperin.tendt-nt of thooI. ha .Zeen a 11 in iii. development irnung;jq: J3a1tiIn4Jrr r1 ar pureLy i1(i tti 1'1iiZ
ddphlL hiçrki in tudvinz mt:uni ha !t ::ILLLr arnsn:daeed over 3 television thniid-in the dt tnda. One trgut rtc,
doubt, proximity to tiu manuLictunng crtttn (1 tItVLI(flin this ev n(I In nciy LaJUtHfl.
(}ir iUTT( fltT however, IA t IkflJJt 11) tIflWbfJU valuesk11 In teiwin r-iin arm o-tht:r nwflrrI !fletflt ol Z1IitrtCflOhih
radioII=rIy CjI erIe!riI? In T9rU flE vt tt tPdiscovered a w=±v iii wmci poiuirI afflflr can tii1i a kJLJ the ue of a
)ff. Firot Lri teaching ãxelementary ssi UA M&W OVEr 1M in &). NBC sent out rnorr thanhalf & p*p Iy1warth tc actxup1ih this purpi Several hakuibid, tInaand pu 1*n&lly -mt ci to teaclim for thár
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on Sunday nights at 11:15 tended to watch all owho watched Mystery Playhouse on Sunday nightPlaindothes, Mar: at 9:30. Hands of Wiley atTrials at 10:30.
none. The 17 percentat 11:15 tended to !ire10, and Famous Jury
TV wrestling also attracted the mng children. Thoge who watchedone wrestling program tendeti to watch all such programs offered 1w-fortbedtime.Bedtime rules for children are changing. If the Xavier is anyindication, large numbers of children watched the late televisionexample. 58 percent reported watching Home Thrum) from 11:05 towell aftex midnight. at once a week. Thirteen perrent indicatedthat they watched the at least five times a week. Anothez
11 percent stated that watched the Oui 71mire or Broadway OprnHouse four or five timet a week at the hours. Six permit ofthe said that they regularly boxing at I o'clock onSundayA "surprising number" of the children included in the Xavier studywatched the hour-Iong dramilitic productions in the evenings.e---E,e are programs intended for mature perfons, more than half the chil-dren TV Theatre from 9 to 10 on Wednesday evenings.percent watched Studio One regularly from 10 to 11 on
Children whose responses revealed that there was control of televisionin their homes were usually in the higher IQ bpackets, and there wasa pattern for the once-a-week prop-ams they were allowed to watel.These programs yere: Monday, Arthur Godfrey's Tdent Scouts;Tuesday, Milton Berk and Cavalcade of Bands; Strednewiay. ArinarGodfrey; Thursday, Stop the Music; Friday Twenty Questions or We theFd or Camleade of Stars; Saturday, Big Top, Show of Shaun; andSunday, Zoo Parade and Hopalong Cassidy.Mr. Clark concluded this study with the qatement that it "is notoffered as a final answer to the pmblem of television and its educational..relationships. It is hoped, rather, that it will prove to he but one of anumber of studies that may clarify various points of view and lead toconstructive action."
Education Organjz.jAudio-visual aids to accpt d for many years.have aid directors within State educationde artments. Many nuwe extensive libraries of film, etripsand aides, and iound recordings Eight States have aitatake4 tapearias of radio pmduction for we in ela&s. The Lowisville Free library
---- a analog of 8,000 such seleethms for free distAution. h would be'fair to say that amdioovisual aids to hay, been aoeepted.
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The printing press at die time of its invention was handicapped by asmany eriticisms and inability to utilizm its Iwnefits as radio often is te4lay.The first use of the printing reel was the prodtaciion, in typt-- of the Bibkwritten in the speech of the countries in whidi it was used, though it hasbeen erroneously believed and held generally, too, that it was tin firstmeans of bringing the Bit& to the commn peopk in their owniknitiiige.
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