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ED 128 812 AUTHOR INSTITUTION AVAILABLE from JOURNAL CIT EDRS PRICE DESCRIPTORS ABSTRACT DOCUBENT RESUME CS 202 927 Donelson, Ke DOCUBENT RESUME ED 128 812 CS 202 927 AUTHOR Donelson, Ken, Ed. TITLE Non-Print Media and the Teaching of English. INSTITUTION Arizona English Teachers Association, Tempe. PUB DATE Oct 75 NOTE 168p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 33533, $3.50 non-member, $3.15 member) JOURNAL CIT Arizona English Bulletin; v18 n1 Entire Issue October 1975 EDRS PRICE MF-$0.83 HC-$8.69 Plus Postage. DESCRIPTORS *Audiovisual Aids; Bibliographies; Censorship;. Classroom Materials; *English Instruction; Film Production; Film Study; Instructional Films; *Mass Media; *Multimedia Instruction; Radio; Secondary Education; Teaching Methods; Television ABSTRACT The more than 30 articles in this issue of %he "Arizona English Bulletin" focus on various aspects of using nonprint media in the English classroom. Topics include old radio programs as modern American folklore, slide shows, not-so-obvious classroom uses of the tape recorder, the inexpensive media classroom, cassettes in the remedial classroom, censorship, study of television programs, evaluation guidelines for multimedia packages, problems involved in a high school filmmaking program, and student film festivals. Additional material includes a list of 101 short films and a question-answer section on film teaching. (JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility a- lften encountered and this affects the quality * -* of the microfichr hardcopy reproductions ERIC makes available * via the EPIC Docu.,_, Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH. EDUCATIONAL WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATINS IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SEN-T OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY NON-PRINT MEDIA AND THE TEACHING OF ENGLISH Volume 18 Number 1 1 October 1975 0 ENG LSH A 2 ARIZONA ENGLISH BULLETIN A MEmber of the NCTE Exchange Agreement The ARIZONA ENGLISH BULLETIN is a publication of the Arizona English Teachers Association, a non-profit state affiliate of the National Council of Teachers of English. The ARIZONA ENGLISH BULLETIN exists to create effective statewide artic- ulation of English teachers at all levels, to increase awareness of new ideas, programs, and movements in English, and to improve instruction at every level. The ARIZONA ENGLISH BULLETIN is published three years each year, in October, Feb- ruary, and April. It is supported and subsidized by the Arizona English Teachers Association, Northern Arizona University, the University of Arizona, and Arizona State University. Membership in the Arizona English Teachers Association (including subscription to the ARIZONA ENGLISH BULLETIN) is $5.50 the year (a three-year mem- bership is available for $15.00). Send application for membership to James Reith, AETA Treasurer Scottsdale Education Center 3811 N. 44th St. Phoenix, AZ 85018 Make checks payable to AETA and include both school and home addresses (making clear to which address the BULLETIN is to be sent). Please include zip codes for both addresses. Subscriptions for the ARIZONA ENGLISH BULLETIN alone are $5.50 for the three issues within the state of Arizona. Subscriptions for addresses outside the state are $7.00 for the three issues. Check for the prices of back issues with the editor since the costs vary considerably from issue to issue. Many of our back issues are now availa- ble from NCTE. Check their yearly catalogue of resources for exact costs. A copy of NCTE's catalogue can be had by writing NCTE, 1111 Kenyon Road, Urbana, Ill. 61801. For subscriptions for the BULLETIN alone, please write Ken Donelson, Editor, AEB Englisn Department Arizona State University Tempe, AZ 85281 Subjects for the 1975-1976 issues: October (Non-Print Media and the English Jlass); February (The Back to the Basics Issue); and April (Adolescent Literature Revisited). PERMISS,,L.NTO REPRODUCE THIS COPY RtGHTT:', MATEPAL HAJ BEENGRANTED BY Arizona English Teachers Association TO EPIC AND ORGANIZATIONSOPERATING UNDER GPEOENT5 WITH THENATIONAL IN FURTHER REPRO. STITJTE OF EDUCATION DUCTION CUTE THEERIC. SYSTEM E. THE COPYRIGHT OUIPESPERMIS:.iON 0, OW.:E BULLETIN "MEIIARIZONA ENGLISH OCTOBER 1975 - NON-PRINT MEDIA AND THE TEACHING OF ENGLISH CONTENTS Non-Print Media in the English Class:A Rationale Maia Pank Mertz, Ohio State University 1 How to Teach Film When You're Not Teaching Film Barbara Branam, Apollo High School, Glendale 7 The Inexpensive Media Clas,sroom Sue Hardesty, Chandler High School 11 Television and the Bathroom Sink: An Introduction to Synectics Thomas MacLennan, State University of New York at Buffalo 14 Slide Shows Dorothy Sprungman, Point Loma High School, San Diego, California 20 Current Trends in Religious Film Making Charles M. Weldon, Arizona State University 24 The Guy's Got GutE? Jo Augspurger, Hopi School, Scottsdale 34 Teaching a Media Course in the Reel World Gordon Brossell, Florida State University Charles Suhor, English Supervisor, New Orleans Public Schools Gerri Turbow, Duval County Schools, Jacksonville, Florida 35 Cassettes in the Remedial Classroom Hortense A. Sarot, Hunter College, New York 41 Student Movie Making: A Mixed Blessing Elizabeth J. Stapleton, Saguaro High School, Scottsdale 45 If Money Is a Problem Lynda Goldsen, ASU Graduate Student 49 Assignment: Study the TV Programs You've Already Seen Gail Fisher Briscoe, Tempe High School 51 Developing and Implementing Guidelines for Evaluating Multi-Media Packages M. Jean Greenlaw, University of Georgia 54 Non-Print/Electric Media in the Classroom Patsy Barrett, Sabino High School, Tucson 57 Technique and the Film Experience: Enlightenment or Overkill? Karla Frandson, ASU Graduate Student 64 Censorship: A Case Study of the Film, "Walking" Jacqui Goeldner, Boulder Valley High School, Boulder, Colorado 66 Interweaving Old-Time Radio and Interpersonal Communication Rose A. Nack, Saguaro High School, Scottsdale 74 A Nasty Little Trick or a Lesson in Not Making Instant Value Judgments Joan Janney, Williams High School 81 "The Hot L Baltimore" The Analysis of an Tuf:er-Medium Adaptation Richard Drezen, ASU student 83 101 Short Films:A Basic Film Library 94 Planning the Instructional Program for Using Media in the Classroom Velez Wilson, New Orleans Public Schools 101 The Maltese Falcon: Novel into Film Vince flina Lawlor, ASU student 105 Some Not-So-Obvious Uses for the Tape Recorder in the English Class Dirk Messelaar, College of the Virgin Islands 111 4 Genesis of English Radio and T.V. at Rincon High School Barbara Pinter, Rincon High School, Tucson 114 The Bicentennial Year: "Old Radio" as Modern American Folklore Margherite LaPota, Tulsa, Oklahoma, Public Schools 119 You Want to Set Up a High School Film Program--Right?Wrong Saralee Amsden, Westmont High School, Campbell, California 123 Working With Small Groups and Entertaining the Troops Keith Cunningham, Northern Arizona University 127 Thou Shalt Not Doodle H. Lynn Blair, ASU Graduate Student 132 Non-Print Media as "Symbolic Action" Robert J. Mertz, Bowling Green State University 134 New Questions and Old Answers About Film Teaching 139 Film Festivals: Why and How Nel Ward, West High School, Phoenix 143 Classroom Games for English John Hollowell, University of Arizona 146 Using Short Films to Teach Personal Narrative Deanna M. Gutschow, Whitefish Bay High School, Whitefish Bay, Wisconsin. 151 A Dual Vision of Literacy: Possible and Probable Futures of Nonprint Media Deborah Dashow Ruth, University of California, Berkeley 156 Shoptalk 13, 23, 33, 44, 48, 50, 53, 65, 73, 80, 82, 93, 110, 113, 118, 122, 131, 133, 138, 142, 145, 150, 155 Preface to the Issue NON-PRINT MEDIA AND THE TEACHING OF ENGLISH The BULLETIN has had two previous issues on non-print media, "Media and the teaching of English" (Feb. 1970) and "Films and the English Class" (Feb. L971). I do not believe that either issue has dated badly except for the obvious changes in prices from then to nciw and except for the growing sophistication of equipment and teachers in the last five years. This issue is meant to up-date and supplement, not to replace the prior issues. As part of a censorship survey last year, I threw in. ona question asking teachers to indicate their feeling about the place and use of non-print media in the English class and the degree of use of non-print media by the teachers. While I was pleased to find almost all the teachers enthusiastic about non-print media, I was intrigued by the warn- ings sounded. Several teachers noted that budget problems held back extensive use, some- times to the distinct detriment of students. ("I've shown only 4 films the first semester. Last week, I was asked to cut 5 films for the following semester because of lack of funds." Teachers warn that non-print media ought to be used with carefully planned objectives in mind to do something rather than waste time. ("Some teachers use non-print stuff for no valid reason except to fill time.") Other teachers noted that getting non-print machinery was often a real hassle and too often the machinery was in bad shape or not working.A few teachers lamented their own lack of background or training in non-print media use, some even apparently suggesting that without formal coursework they could hardly be ex- pected to use machinery, a charming (?) variation on the old theme that English teachers and machinery can hardly be compatible. Unconvincing as that is, it's a common excuse. Some teachers still cling to the notion that the main virtues of non-print media relate to their use as interludes or%breaks in regular course work apparently not yet convinced that non-print media are integral to English, not ancillary.
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