Educational Media Technician: a Suggested Two-Year Post High School Curriculum

DOCUMENT NESUME

ED 112 070 95 CM 004 833

TITLE Educational Media Technician: A Suggested Two-Year Post High School Curriculum. INSTITUTION State Univ. of New York, Alfred. Agricultural and Technical Coll. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C. Div. of Vocational and Technical Education. PUB DATE 75 CONTRACT OEC-0-70-4507 GRANT OEG-0-72-4683 NOTE 1.38p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402

EDRS PRICE MF-$0.76 HC-$6.97 Plus Postage DESCRIPTORS 'Audiovisual Communication; *Curriculum Guides; Design; Educational Technology; Graphic Arts; *Instructional Media; Instructional Technology; *Media Technology; Photography; Post Secondary Education; Reprography; Technical Education; Television

ABSTRACT The first portion of the guidelines discusses the need to train educational technicians for the field of communications (including education, instructions, industrial organizaticns or agencies), in order to meet changing educational techniques and the increasing number of resources for learning. A detailed curriculum guide is presented for a two-year post high school program to train educational media technicians in educational technology dealing in visual and audio communication and to give them a knowledge of the uses of media and production equipment. Technical courses are presented first, followed by general education courses and auxiliary technical courses. Five areas of the. media are taught: graphics, design, photo/cinematography, television, reprography, and media equipment. A detailed description is presented of each course with the number of hours needed for each divided according to laboratory hours, class hours, and outside study. Texts and references and related media are suggested for each course. Equipment and facilities needed to supply this type of program are described, including estimates of materials and supplies needed for the laboratory and be purchased by the student. Appended materials include: a bibliography; lists of professional societies and agencies, periodicals, and sources of media; and laboratory plans.(EC)

Documents acquired by ERIC include many informal unpublished materials not available from other sources.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 are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document 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. I I

AUG2 8 1975

U.S. EE PARIAHS wr OF HEALTH, EDUCATION A WELFARE NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS SEEN REPRO. Ducey EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION OR MM. ATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF DUCATIONAL EDUCATION POSITION OR POLICY. EDIA TECHNICIAN

A SUGGESTED TWO-YEAR POST HIGH SCHOOL CURRICULUM

ill DISCRIMINATION PROHIBITED Title VI of the Civil Rights Act of 1964 states: "No person in the United States, shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Therefore, the Vocational Education program, like all other programs or activities receiving financial assistance from the Department of Health, Education and Welfare, must be operated in compliance with this law.

The project presented or reported herein was performed pursuant to a contract from the U.S. Office of Education, Department of Health, Education and Welfare. However, the opinions experessed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred.

31 V Developed pursuant to contract No. OEC-0-70-4507 with the U.S. Office of Education by the State University of New York Alfred, New York and Printed and disseminated pursuant to grant No. 0EG-0-72-4683 with the U.S. Office of Education by the Curriculum Development Center Vocational Education University of Kentucky Lexington, Kentucky 1975

For sale bt the Superintendent of Documents. U S Government Printing Office. Washington. D C 20102 5 FOREWORD

THE application of technology to education and emerging new methodologies, techniques, facilities, and materials for instruction has caused an educational revolution. This has led to a shift of emphasis from content-centered instruction to individual-centered instruction, reflecting in-- dividual needs and individual learning differences. New instructional techniques use many different modes of communication and an ever-increasing variety of media, equipment, and facilities to disseminate more information more effectively and more efficiently. The field of educational media is varied, exciting, and growing rapidly, and, as the field expands, trained personnel are desperately needed. As specialization increases, there is more and more demand for support personnel with technical training; the kind of training which can best be obtained in a 2-year college. This guide provides a curriculum plan for the media production oriented educational media technician with generalist training. A suggested curriculum plan: course outlines accompanied by tests, references, and related media; laboratory layouts complete with equipment recommendations and costs; faculty and student services and a selected list of professional and technical societies concerned with the technology are provided. The indicated level of instruction is post high school. Employment opportunities and the need for educational media technician programs should be carefully evaluated through a survey conducted by a carefully selected advisory committee prior to initiating such programs. The inherent attractiveness of the content (photography, television, graphics design) offers a high degree of student appeal, but needs and employment are to a large degree regional. The breadth of the educational media field suggests additional programs or program combinations. Consideration might be givento combining the educational media technician program with a library technical assistant program or broadcasting technician program, or technicians with specialization in a single or combination of media formats. Careful analysis of local or regional needs and tailoring the program to meet these needs is essential. The guide was developed under contract with the Division of Vocational and Technical Education, U.S. Office of Education, under the direction of William Berndt, Educational Specialist, serving as Project Officer, with technical assistance from Walter Brookings, Technical Educational Specialist, U.S. Office of Education. The basic materials were prepared by David F. Conde, Project Director, State University of New York, Agricultural and Technical College, Alfred, New York, pursuant to a contract with the Office of Education. Many valuable suggestions and contributions were received from special consultants, media specialists, employees, and from administrators and faculty in community and technical colleges. Although every suggestion could not be incorporated, each was considered carefully in the light of the publication's intended use. In view of this, it should not be inferred that the curriculum is completely endorsed by any one institution, agency, or person. It is a plan for a program; a plan to be modified by administrators and their advisors to meet local, state, and regional needs. DR. DAVID HUNTINGTON, President State University of New York Agricultural and Technical College Alfred, New York

iii ACKNOWLEDGEMENTS

HE Agricultural and Technical College at Alfred recognizes the valuable Tcontributions made in the compilation of this document by the individuals listed below: David F. Conde, Project Director, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 George S. Whitney, Project Director, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Jerry Gordon, Media Specialist, Television and Administration, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Robert Keough, Media Specialist, Photography, Graphic Design, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Gary Wightman, Media Specialist, Reprographics, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 In addition, the extensive efforts made in the detailed reviews of this publication by the consultants listed below are recognized: J. W. J. McPherson, (deceased) Special Assistant to Director, National Center for Educational Technology, U.S. Office of Education, Washington, D.C. 20202 Jim Wallington, Director of Research and Publications, Association for Educational Communication and Technology, 1201 16th Street, NW., Washington, D.C. 20036 Howard Hitchens, Executive Director, Association for Educational Communications and Technology, 1201 16th Street, NW., Washington, D.C. 20036 Joseph Gutenson, Dean of Career Education, Thornton Community College, South Holland, Ill. 60473 Charles R. Hendrickson, Director, Audio-Visual Services, Mesa College, Box 2647, Grand Junction, Colo. 81501 James D. Forman, Director, School of Applied Sciences, Rochester Institute of Technology, One Lomb Memorial Drive, Rochester,4 N.Y. 14623 R. E. McMurtrie, Motion Picture and Educational Markets, Eastman Kodak Company, 343 State Street, Rochester, N.Y. 14650

iv CONTENTS

Page FOREWORD ACKNOWLEDGMENTS iv THE EDUCATIONAL MEDIA TECHNICIAN PROGRAM 1 GENERAL CONSIDERATIONS 2 Faculty 5 Student Selection and Services 7 Instructional Materials and References 8 Laboratory Equipment and Facilities 8 The Library 9 Scientific and Technical Societies 9 Advisory Committee and Services 10 THE CURRICULUM 11 Curriculum Outline 11 Brief Description of Courses 11 Content and Relationships 13 Cooperative Education Plan 16 Suggested Continuing Study 17 COURSE OUTLINES 18 Technical Courses 19 Introduction to Educational Media 19 Photography 21 Design and Graphics for Media 26 Filmmaking 30 Media Photography 33 Educational Media Techniques 36 Media Equipment Operation and Maintenance 39 Educational Television Techniques 47 Technical Illustration 51 Reprographics 53 Media Production 58 Management of Media and Resources 61 Applied Educational Media 69 General Education Courses 72 Mathematics 72 Communication Skills I 75 Physics 79 Communication Skills II 85 Introduction to Sociology 90 Psychology and Human Relations 93 Auxiliary Technical Courses 97 Media Typing 97 Media Seminar 99 FACILITIES, EQUIPMENT, AND COSTS 102 Educational Media Techniques Laboratory 103 Design and Graphics and Technical Illustration Laboratory 104 Photographic Laboratory 104 Reprographics Laboratory 104 Media Equipment Operation and Maintenance Laboratory 105 Film Laboratory 105 Educational Television Techniques Laboratory 105 Estimates for Specific Laboratories 106 Summary of Costs 114 BIBLIOGRAPHY 115 APPENDIXES 119 A. Societies and Agencies Pertinent to Education of Educational Media Technicians 119 B. Periodicals 120 C. Principle Sources of Related Media 122 D. Educational Media Techniques Laboratory 124 E. Design & Graphics-Technical Illustration Laboratory 125 F. Photographic Laboratory 126 G. Reprographics Laboratory -127 H. Media Equipment Operation & Maintenance Laboratory 128 I.Educational Television Laboratory 129

vi THE EDUCATIONAL MEDIA TECHNICIAN PROGRAM

The past decade of technological revolution has support personnel who serve to facilitate the at brought major change to every aspect of tainment of the instructional objectives.' modern society. Of all the changes taking place, An integral and increasingly significant part of perhaps none is more extensive or important than the learning resource program is the instructional change in education and training. Here, rapid ex- resource center. Such a center may offer services pansion, coupled with critical shortage, exponen- to units varying in size from a large region to a tially multiplying information, and urgent need single school. In its makeup, it may include any or for change, has led to unprecedented demand for all of the following: educational innovation. This has brought about Equipment Support Area an area which new relationships among some of the changing houses and distributes instructional equipment. academic disciplines, (behavioral sciences, instruc- It provides adequate facilities and staff to coor- tionaltechnology), educational personnel, and dinate selection and evaluation of instructional students. These new relationships among people, equipment and organize, distribute, and main- theories, and things are producing better, more ef- tain instructional equipment. ficient learning, more efficient use of human Materials Preparation Center or Media Design resources, and major changes inmaterials, Support an area with adequate facilities and facilities, and techniques of instruction. staff to design and produce materials to supple- New instructional techniques involve a shift of ment those commercially available including emphasis from content group-centered instruction design and production withinfivebroad to individual-centered instruction. In response to categories:(1)Graphicart,(2) individual learning differences, this new method of Photography/Cinematography, (3) Audio and instruction avails itself of many modes through sound, (4) Television, and (5) Reprography. which information may be communicated. Software Support Area an area which houses Educationaltechnique has emerged from and distributes instructional materials. It dependence primarily upon printed and published provides adequate facilities and staff to consult materials to a much broader scope in which audio with teachers on the use of a wide range of and visual communications are most significant. media in the solution of instructional problems; Informationis now available through films, coordinate seledtion and .evaluation of instruc- photography,transparencies,audio and tional materials and other teaching resource; videotapes, phonodiscs,.print materials and realia, organize, distribute, and maintain instructional and combinations of media and physical equip- materials. ment. An equal variety of equipment and facilities The recently completed JIMS project2 whose are available to produce, disseminate, distribute, primary objective was to look at jobs as they are store, and retrieve these media. performed in the instructional media field, with The resources for learning include not only con- particular emphasis on the support personnel ventional media but also many newer resources level, emphasizes the need for educational media such as student response systems, dial access in- personnelwithgeneralisttraining.Programs formation retrieval, and recent developments in emphasizing the theory, production, and television and computers. This demands the ap- maintenance of media and equipment, and propriate use of an ever-increasing variety of in- providing a variety of skills related to instructional structional resources carefully related to the in- media are necessary to prepare graduates for dividual differences, backgrounds, and special positions in schools, business, and industry. needs of the students, and to the educational situa- This guide is directed toward the preparation of tion in which instruction occurs. educational media technicians with generalist Learning resource programs are supportive of 'Association for Educational Communwalions and Technology. Gunislorea these instructional efforts. Such programs provide Tom.Yeur College Lennung Resource Prognms. Washington The Association innovative leadership coupled with a multiplicity 'Association for Educational Communications and Technology. Tmining Progmm of resources managed by a qualified staff, The ,tor Media Support Persorinel An Annotated Director). Washington. The Associa staff is comprised of a variety of professional and lion. training to function ininstructional resource be conducting successful trainingprograms centers. The degree of sophistication of thecom- for educational media technicians and munications needs varies widely with the institute, representing a cross-section of institutions agency, or business and to a large degree dictates and geographical locations. the staff requirements. Hence, the degrees of responsibility of the educational media technicians 3. Reference to the most significant activities, will vary as they are employed ina variety of developments, and publications related to the situations. educational media field, namely Jobs In Trends toward local production of media,the Instructional Media,' Visual Communication operation, distribution, maintenance ofan in- Education Basic Course,' and Training Programs for Media Support Personnel.' creasing variety of b'oth mechanical andelectronic devices, and the distribution ofa multitude of The objective of the overallprogram media cast the educational media technicianin an recommended in this guide is to suggesta sequence increasingly significant roleon the instructional of course materials and laboratory experiences resource staff. designed to produce a competent educational The evolution of audiovisual centersaway from media technician. The technician must be capable their traditional function as agencies forshowing of working and communicating directly with films has paralleled the evolution of librariesaway education personnel and media specialists, and from their traditional role as repositoriesof books. functioning as a supporting member ofan instruc- There has been a confluence of accelerateddevelop- tionalteam; of satisfactorily performing the ment in both areas which isinextricably in- specialized work with immediate productivity; and terwoven with the technological revolutionin pf.growing into positions of increasing responsibili- education. Accordingly, the developmentof ty. In addition, the graduate should havea begin- educational media technicianprograms may ning basis for becoming an active, well-informed warrant consideration of integrating themwith member of society. elements of library technical assistant'programs. Colleges which establish programs using this Local and regional needs must also becarefully guide will find that they can modify theprogram considered in the development ofviable to fit local conditions of their specificareas or educational media technicianprograms. school capabilities and still doa creditable job of preparing persons for employment in the field of educational media. Since it may not be financially GENERAL CONSIDERATIONS possible for a college to offer all phases of instruc- This guide has been preparedfor school ad- tion in the initial program, it is entirely possibleto ministrators or department heads whoare con- introduce the technology with instruction in three sidering whetheror not to establish 2-year post- of the areas,i.e.,reprography (duplicating high school programs toprepare educational media processes), graphics, and photography. School ad- technicians or are searching fora new technical ministrators or teachers who wish to make curriculum to add totheir school's technical modifications in their program should doso after offerings. It outlines a curriculum whichcan be seeking the advice of a local advisory committeeso "open ended" as faras entrance requirements are the resulting program will meet localor regional concerned and is capable of developinga technician needs. Prior to initiating aprogram to train for the "world of work" where the demandfar ex- educational media technicians,a careful investiga- ceeds the supply. tion to justify the advisability and feasibilityof The development of this guide reflectsthe implementing the program is essential. Thecon- following sources of information andmaterials: tent elements (photography, film-making, televi- 1. Information acquired from theexperience of sion) of the curriculum have inherent student having successfully presented fora number of appeal but hiring of graduates is generally years a technology program to train educational media technicians. 'Association for Educational Communications and Technology.Jobsin /native. 2. Information acquired throughvisitation of bona! .Veda intertni Report(07142494 Washington. The Association. several colleges or institutions consideredto risualCommunication Education. a Basic Course.Project Part I Report. Western Washington State College. Bellingham. Wash. 'U.S. Department of Health. Education and Welfare. Office of Education.Libniry 'Association for Educational Communications and Technology. TrainingProgni s Technical Assistant- A suggested Two.Year Pos fifth SchoolCurriculum Washington: U.S. for Media Support Personnel, An AnnotatedDirectory(071429021. Washington The Cot ernment Panting Office. 1971. Association, 2d edition.

2 regional. A program of this type should not be un- storage and distribution of the various media. dertaken without most of the recommended These elements .together with the in-depth facilities, equipment, and staff. Even with the best background in equipment obtained in the Media of facilities and equipment, highly effective Equipment Operation and Maintenance course teaching is necessary to make the program a provide much of the technical basis for manage- successful one. The technical content of this ment of media and resources. program is intended to supply background in both Although the program content is closely related, visual and audio communications, together with each of the technical specialty areas predominant- knowledge of the equipment and facilities for ly emphasizes a single media. To develop an ap- utilization of such media. This necessitates in- preciation for the complete problem of media struction inthe areas of graphics design, production and comparative formats, a project photography, educational television, film making, laboratory is scheduled in the last semester. The reprographics and development of production objective of this laboratory is to provide an ex- skills to prepare media in each of these formats. perience in solving instructional problems through Since the area of instruction is so broad, it is media and to simulate the operation of a produc- necessary that a close correlation be maintained tion center. between both sequenced and concurrent courses. In the final semester, the student is provided the This provides reinforcement of basics and prevents opportunity to gain practical work experience in unnecessary instructional duplication. the institutional resource center or with area in- Basic to the total program is an overview of stitutions, agencies, or businesses. The student will educational media technology to provide familiari- cork 6-12 hours per week under the super% ision of ty with the tools, resources, and purposes of the in- a media specialist and meet once a week, in structional resource center and instructional seminar, v% ith the instructor to rev iew the ex- resource program. This is particularly significant perience. to the students due to the multitude of misconcep- Skilled educational media technicians must have tions of the role of an educational media technician both technical competence and the ability to react and the field of educational media technology. positiv ely to a v ariety of situations encountered in The essential base, or technical foundation, of their associations with media specialists, other the programisdesign and graphics, and technicians, and the clientele of the resource photography. These elements provide the basic center. Thus, the program must provide visual communication principles necessary for the educational experience that w ill enable a person to media production areas of film making, communicate ' ith professionals and to serve as educational television, reprographics. Each of the assistants to them. technical specialty areas expand and reinforce The degrees of responsibility and the duties of these basics while attending primarily to develop- the technician vary, depending upon the objectives, ing the student's production skills and experience size, and functions of the production services. with the specific media. These functions may be very general or very The principles and applications of media equipment are integrated in each of the technical specialized and departmentalized. The contemporary media design and distribution center would specialty courses. This introduction to equipment coupled with the related technical courses such as require that the technician have the ability to: mathematics, physics, or electricity-electronics 1. Operate, maintain, store, and repair most provide the necessary background for a detailed types of media equipment. study of media equipment operation and 2. Prepare basic artwork or graphic material maintenance in the second year. for television, photographs, still and motion As photography, film making, television, and pictures, displays, or printed material. media equipment each involves experience with 3. Produce slides,filmstrips,single-concept audio techniques, including recording, live narra- films, both silent and sound, under direction tion, sound mixes and synchronizing and audio dis- of a subject matter or media specialist. tribution, this area is not identified as a separate 4. Prepare camera-ready copy for brochures, course area or topic. poster, booklets, or other instructional In each of the courses emphasis is placed upon materialsusing designor illustration media and production equipment, economics of techniques (including hand, mechanical, or media production, and the inherent problems of photographic processes) and exhibiting

,. It) 3 a.-40 WO" 16. Illustrate or prepare media and materials in a manner appropriate to the subject matter and objectives. Together with these performance abilities, educational media technicians should possess the following general atrributes: 1. The ability to work with people and to enlist their confidence in the technicians' abilities and' contributions toward improving instruction. 2. An attitude and concern for quality of media and materials. 3. The ability to recognize and practice "good housekeeping" procedures. 01111 4. The creative ability and imagination to . 4. OS analyze problems and to interpret them into Figure 1Distribution of audio and video signals tsgetter with the distribution if media is necessary to support mediated ineffective media. struction. 5. A thorough understanding of a proficiency inthe use of the common materials, resourcefulness in composition, color, and processes,apparatus,procedures,equip- form. ment, and techniques of the technology. 5. Prepare original or duplicate overhead 6. A practical knowledge of the field of transparencies. specialization with an appreciation for the 6. Prepare photographs and slides using both underlying principlesof communications camera and darkroom aspects of that distinguish the technology. photography. 7. Communications skill that includes the Abili- 7. Assist in preparing scripts, storyboarding, ty to record, analyze, interpret, and transmit or production planning of media or facts and ideas with complete objectivity materials. orally, graphically, and in writing. 8. Prepare common equipment specifications Graduates of the program can expect to find and requirements for facilities. employment in many areas related to the field of 9. Assist in advising, planning, and estimating communications, including education, institutions, costs of materials and equipment for media industrial organizations, or agencies. As the field production. of educational media continues to develop, the op- 10. Assist in producing videotapes, including portunities for the educational media technician operationof equipment, technical and should become extensive. Active promotion of the production advice, and preparation of program and a careful, regional survey of employ- production materials. ment potnetial is necessary prior to initiation of 11. Select, compile, and use technical informa- the program. Educational institutions are, at pre- tionand resourcestoresearchspecific sent, the principal empbyers of these technicians topics. but interest and acceptance of the technical con- 12. Produce printed material by offset duplica- tributions is rapidly de% eloping opportunities in a tion and perform all necessary steps of multiplicity of institutions, industries, or agencies. design, composition, preparation of image The follcm ing areas may be identified as potential carrier and image transfer. employers: 13. Operate audio equipment and use such equipment to produce and distribute audio 1. Educational institutions including media. elementary, secondary, post secondary, 14. Effectively operate an equipment or college or university to prepare media and material distribution center. materials, distribute equipment or media, 15. Assist in translating concepts of subject repair, operate, maintain facilities of the in- matter specialists into media or materials structional resource center. and advise upon most appropriate and 2. Business and industrial training economical procedures. departments to prepare educational

4 media and to assist conduct of training However, development of a program to train programs. educational media technicians should be closely 3. Business and industrial sales, advertising, or linked to the learning resources program. In many publicationsdepai tments toprepare instances, such ties may be a critical factor in the media or materials for in-house or extra- success or faiiure of the educational media techni- house distribution. cian program. 4. Commercial business such as advertising, The program coordinator should never be the banking,utilities,publicrelations com- sole member of the instructional staff. He is panies which emphasize. communications. responsible for maintaining liaison with employers 5. Institutions or agencies such as libraries, and other aspects of the field to keep the program museums, service or governmental agencies current. Other responsibilities include working in preparation, distribution, operation of with advisory committees, employee equipment or processes to develop effective organizations, employers, and the teaching faculty visual communications. to define the program goals. He must insure that 6. Audiovisual industry in the areas of sales, instructioniseffective, must organize course applications and promotion of equipment, materials, evaluate the program, select ap- materials, and processes. propriate instructional materials, budget for 7. In-plant or in-house printing or duplicating facilities and supplies, assist with advising and departments in areas of composition, layout, placement of students, and coordinate all aspects image carrier preparation, equipment opera- of the curriculum for consistency with program tion. objectives. 8. Commercial communications industry such The effectiveness of the program depends large- as television or news publishing in prepara- ly upon the competence and the enthusiasm of the tion of media or materials or in operation of teaching staff. The specialized nature of the equipment for production. program requires that the teachers of educational A 2-year program to train educational media media subjects have special competence based on technicians must concentrate on primary or fun- proficiency in technical subject matter and a broad damental needs if it is to prepare students for background of related experience. It is important responsible technical positions in modern industry. also that all members of the faculty understand It must be realistic and pragmatic. The program the educational philosophy, goals, and unique re- suggested in this bulletin has be designed to quirements that characterize this program. provide maximum technical instruction in the time To be more effective, members of the faculty that is scheduled. responsible for this program must have interests To those who are not familiar with the type of and capabilities which transcend their areas of educational service (or with the goals and interests specialization. All of the faculty members should of students who elect it), the technical program be reasonably well informed on the requirements often appears to be inordinately rigid and restric- for study in educational media practices so that tive. While modifications may be necessary in cer- they may use field examples or subject matter as tain individual institutions, the basic structure and supporting material in teaching. Without such a content of this program should be maintained as background, the teacher cannot give course work closely as possible in order to develop the highest the support that is needed in the total program of level of skill in the time that is available in a 2-year education for the technicians. Similarly, various program. scientific principles may be taught in courses in physics and mathematics, and the course instruc- FACULTY tors may emphasize the principles and illustrate them in design and application of media equip- Responsibility for coordination of the program ment. should be assigned to a person with educational Teachers of specialized technical subjects re- communications, media production and teaching quire advanced technical training. In the past experience at the community college level. In prac- many teachers have been recruited from the tice, the college instructional resource program or graphics, photography, and television professions. center director often is the coordinator of the Recent experience has shown that graduates of educational media technician program. This similar technical programs who have continued should be two separate and distinct positions. their technical and professional education often

,., 5 14 become excellent teachers in this type of program. grading. When assistants do these important but Such persons are more likely to understand the objec- time-consuming jobs, the teaching staff can devote tives and unusual instructional requirements of more time to developing courses and learning specialized education. Furthermore, persons with resources. this background often bring to the program an Programs for highly skilled educational media enthusiasm for and appreciation of the values of technicians must Ilk a series of well-integrated, technical education characteristics that are es- hierarchically sequ ed courses if the scope and sential to the success of any educational program. depth of training are to be adequate. New ap- Inasmuch as this program is unique in involving proaches to the organization of faculty should be five areas of specialization, careful attention must considered. Team teaching isone possible ap- be paid to preventing a single area from proach. dominating the program. Each component must Since the field of educational media technology support and reinforce concurrent or previous is very broad, it must be recognized that few in- courses and be integrated toward the program ob- dividuals will have the background information, jectives. Such close coordination of courses from knowledge, and skills to teach everything in the multiple specializations demands a faculty or staff program. Therefore, it is essential for the instruc- with (a) in-depth background and experience in tor to recognize his weaknesses and to employ several media, (b) knowledge of the processes, team teaching or cooperative teaching to present a equipment, materials of each media and the more effective program. Inthissense, team educational media field. teaching is the organization of the technical staff Education is more than exposure through lec- intoa coordinated teachingunit. Teaching tures and rote learning to the knowledge, ideas, assignments are made on the basis of the in- and values current insociety. Education can dividual member's special training and talents. provide means for resolving the range of problems Bringing wgeLher people from various disciplines encountered by man in living and in pursuing an makes a better program available for the students occupation. Students must be able to explore fields and clearly indicates the necessity for better un- of knowledge which will enhance their potential as derstanding of the interdisciplinary relationships individuals and be relevant to them. The means of in educational media technology. Team planning exploration include active participation in the allows for concurrent courses to be closely coor- classroom and the laboratory, self-directed study, dinated to best utilize student's time while he is and the use of individualizedinstructional moved smoothly to progressively higher levels. The resources. The student's success in achieving in- unique complexity of a five-specialty area program structional objectivesisheavily dependent on may demand team teaching. access to media and materials. An educational An educational media technology program in- media technician program bears the responsibility volves an unusually heavy component of laboratory to practice what it preaches. The program should or workshop exercises. This necessitates a great emphasize mediated instruction and the develop- deal of faculty time devoted to supervision of ment of instructional materials for use in the laboratory activities. The use of laboratory program. To convince people of the efficacy of the assistants under direction of the professional staff program, the courses should be models in struc- proves to be economical in coping with this situa- ture, conduct, and use of instructional media. tion.Resourceful use of supporting personnel Trained professional assistance is necessary in makes it possible to have a small but versatile staff the.:sign of instructional systems which con- which may be maintained as enrollment varies. By tribute to the enrichment of the learning environ- adjusting the size of the supporting staff to the ment for both students and faculty. Technical demands of enrollment, a school may at least part- programs are designed to produce supporting ly solve the problem of having too few instructors employees who increase the effectiveness of w hen the enrollment is high and too many instruc- professional teams. The same principle of tors if enrollment is reduced. Most of the support- assistance may be employed to increase the effec- ing staff members may be recruited from the stu- tiveness of the teaching staff. Staff assistants may dent body or from graduates of the program. be used in stock control, to set out the proper To help keep a staff effective, an institution equipment for laboratory classes, to keep equip- should encourage faculty members to participate ment operating properly, to fabricate training actively in professional and technical societies. aids, and to do a limited amount of routine paper Through such organizations they can keep up with

6 new literature and maintain closer liaison with general technical and mechanical aptitude. employers of technicians or other leaders in the The ability levels of those who do, and those who field. By attending meetings they can hear ad- do not, meet these general requirements will vary dresses by outstanding specialists in the field. greatly. If applicants for admission to the program Technicial school administrators are increasingly do not have the necessary scholastic background encouraging the self-development of staff but clearly possess the necessary intelligence and members by providing released time and financial interest for mastering the curriculum, they should assistance to those who attend society meetings be given the opportunity to enter an organized and technical teacher-training institutes. Periodic program for development of prerequisite skills or sabbatical leaves should be offered to allow staff before entering the program. members a chance to increase and update their in- Effective guidance and counseling are essential. dustrial experience, or for further study. Students should be aided in selecting educational and occupational objectives consistent with their STUDENT SELECTION AND SERVICES interest and aptitudes. Whenever possible,institutions offering technical programs should con- Since the ultimate objective of the program is to sider the use of standardized or special tests to produce high-quality graduates, it is essential that assistinstudent selection, placement, and the students accepted into the program have cer- guidance. Students should be advised to revise tain capabilities. Students chosen for this program their educational objectives if it becomes apparent should have similar background and capabilities that they lack interest in the technical program or and should exhibit some evidence of maturity and lack ability to complete the program satisfactorily. seriousness of purpose; otherwise, the program New students should quickly become familiar might not achieve its objectives. Wide ranges of with the facilities on campus, especially those ability among students can create an inefficient which are to be related to their program. If possi- teaching situation and thereby prevent the ble, organized field trips to nearby media locations program from progressing at the necessary rate. It should be arranged early in the program to give is here that self-instructional materials can be new students an opportunity to see educational used to great advantage. The amount of material media technicians on the job. These tours may to be presented and the principles to be mastered provide motivation and perhaps point out why cer- require students who not only are well prepared in tain required subjects are important. formal course material but who also have the am- A departmental student organization may be bition,desire, and willto master a difficult formed to help bring together people with similar program and to develop their capabilities to the interests. The meetings of this organization should limit. provide exercise for the students in arranging their The program is designed for high school own technical programs. Speakers from schools graduates who have particular abilities and in- and media industry or selected films may be used terests. In general, students must have to stimulateinterest atmeetings. Student demonstrated to their high school counselors that organizations may assist with and participate in they possess the interest and ability for this train- department activities such as "career days" and ing. Because of the inherently attractive elements "open house" events. of the program (photography, television, film mak- Students should be given information concer- ing, etc.) many students seek enrollment with little ning student membership in technical societies and knowledge of the field, opportunities in the field or be encouraged to join such societies. Student requirements of the program. Although no chapters of professional societies offer an oppor- specifically identifiable interests or abilities in- tunity for the student to receive excellent material dicate potential for educational media technology, on a regular basis at nominal costs, and to the following should be considered in regard to the associate with professional people in their field at program content: meetings. After graduation, technicians may find 1. Interest and activities in the media or affiliation with a society and regular reading of "audiovisual" activities in the secondary in- journal articles an important method of keeping stitutions. their technical knowledge current in the field. 2. Abilities or background in drawing, drafting, The academic achievement of students should be art, and electronics. recognized in some manner. Many institutions 3. Mathematics, science, and areas indicating a grant graduates an associate degree as tangible

.s, 7 4 - 16 recognition of achievement. A departmental club LABORATORY EQUIPMENT might present an annual award to an outstanding AND FACILITIES graduate. Private companies might offer to contribute to an annual scholarship award. Laboratories and equipment forteaching Graduates of technical programs should be aided educational media technology programs must meet in every way possible in finding suitable employ- high standards of quality, since the objectives and ment. Placement officers should be aware of the the strength of the programs lie zn students getting needs of the educational media industry for valid practical experience, basic in nature and technicians and should acquaint prospective broad in variety. Well-equipped laboratories with employers with the qualifications of graduates. sufficient facilities to enable all students to work The placement function is an extremely valuable in the laboratory are required for the courses. The service to the student, the institution, and the student's training program should include ex- employers. In the final analysis, the placement of periences which demonstrate the function and use graduates is an important responsibility and is a wide variety of techniques and equipment. directly or indirectly the concern of the depart- Variety and quality of equipment and facilities ment head or the instructor who teaches the are more important than quantity in production. technical specialty. An excellent placement record Production equipment and facilities are a major is important in getting new students. In addition, element of the cost of such a program, but they are the school should conduct periodic followup studies indispensable if the training objectives are to be of its graduates to determine their progress and to met. A second, but equally important, considera- evaluate their training. Many times such studies tion is that of supplies and materials necessary to can indicate how the program or teaching techni- operate the production equipment. Expendable ques can be improved. supplies such as film, paper, chemicals, transparency film, and masters constitute for this program a major operating expense which may be INSTRUCTIONAL MATERIALS compounded by incompatible equipment. Many of the supply items such as photographic AND REFERENCES chemicals, plates, and specialized film, do not lend Textbooks,references, and instructional themselves to student purchase and are expensive materials for teaching any technology must be in small quantities. reviewed constantly and supplemented in the light Much of the equipment suggested is available for of (1) rapid developments of new know ledge and pui chase or lease. The decision to purchase or lease equipment inthe field and (2) the results of merits careful consideration in a technology in- research in methodology and basic concepts. This volving rapidly changing techniques, processes, is particularly true in the field of educational and equipment. media. Materials, methods, techniques once considered instructional aids or enrichment are now recognized as integral and essential components of the instructional program. It is imperative that instructors constantly review these instructional materials as they become available and adopt those that are an improvement over those current- ly in use or suggested in this guide. Instructional materials are a necessity for conduct of this program to (1) thoroughly acquaint students with instructional techniques and related materials and (2) develop an appreciation for materials and production techniques. Emphasis must be placed upon quality and appropriateness of instructional materials together with proper use of equipment topresent thematerials. This program is unique in that the student learns not Figure 2Operation of audio and audio distribution equipment as an only from what is being taught but equally from Important part of the responsibilities of the Educational the way it is being taught. Media Technician.

8 In initial development of an educational media meetings, immediate reports and continuing dis- technician program consideration should be given cussion of new concepts, processes, techniques, and to the use of existing production facilities for both equipment in the education media and related instruction and service functions. Although this technologies. The presentation and interpretation can be economically practical, a careful analysis of of new techniques and technical discoveries ex- priorities is needed to avoid conflicts which reduce plain the relationship of the theoretical aspects of the effectiveness of both operations. Availability of the study to the applied science practitioner's re- equipment, facilities, and staff is a requisite of in- quirements. They are an invaluable aid in keeping struction of this program. abreast of new developments in a particular phase The number of units purchased, the particular of media science. areas of interest, the particular industry emphasis, Less conspicuous, but extremely important, is and the ingenutiy of the instructors in adapting the support which societies may give (1) in helping equipment or teaching needs will in part govern to develop evidence of need for a training program, the selection and cost of laboratory equipment. (2) in helping to promote the program, (3) in Throughout the program, the emphasis should be enlisting members' support for the program,(4) in on the principles which serve as the basis for solv- helping to provide work experience for students, ing so many different media problems. and (5) in helping with the placement of graduates. To avoid excessive equipment or unnecessary Associations and societies may supply resource duplication of equipment a systematic, objective people to speak to classes. They may also serve as approach should be applied to eachcourse area hosts to student groups on field trips to study and to the total facility. The constraints of schedul- specific phases of the industry. ing, concurrent courses, necessary supplied, multi- Instructors should be encouraged to become ac- ple functions and utilization must be considered. tive members of these societies so that they may learn quickly of new techniques and developments. Membership will also enable them to meet pdople THE LIBRARY in the community who are most actively interested In any evaluation of a technology program, its in the field. Some educational institutions pay all, strength is indicated by the quality of its library. It or part, of the costs of membership dues and at- is indicated by the qualifications of the librarian; tendance at local or national meetings in order to the facilities, the quality, quantity, and relevancy encourage staff participation in selected societies. of content; and the staffing and organization of the Early in their studies, students should be re- library. This becomes increasingly significant due quired to become acquainted with the literature to the rapidly changing image of the library as an and services-related societies. They should also be instructional resource center and due to the poten- encouraged to join those which offer affiliate tial relationship of educational media technicians memberships. to the library. Educational media technicians Some other scientific, technical, industrial should become thoroughly acquainted with all groups, and agencies whose publications and ser- functions of the library and be expected to use its vices interest teachers and students of educational resources continuously. Instruction for educational media are: media technician programs should therefore be American Association of Junior Colleges library oriented so students may learn the impor- American Management Association tance of the library as a tool in learning and American Library Association Association for Educational Communication and Technology develop an independent approach to reference Association of Technical Artists materials. Broadcasting Foundation of America Council on Library Technology Graphic Arts Technical Foundation .SCIENTIFIC AND TECHNICAL Industrial Audio Visual Association National Association of Educational Broadcasters SOCIETIES National Association of Industrial Artists Scientific and technical societies and educational National Audio Visual Association association are an important source of instruc- National Instructional Television Center Society of Engineering Illustrators tional materials and other benefits for both faculty Society of Motion Picture and Television Engineers members and students (see Appendix A). Such Technical Illustrators Management Association societies provide, through their publications and Television Information Office

9 18 ADVISORY COMMITTEE the graduates seek employment, the committee AND SERVICES aids in placing them in jobs and in evaluating their performance. Such evaluations often will result in Prior to initiating any academic programs, a 2- minor modifications, which more closely relate the. year college should conduct an extensive investiga- program to employment requirements. tion to justify the advisability and feasibility of The advisory committee can use this guide, implementing the program. The most effective &signed primarily for planning and development way to examine the feasibility of the program is on a full time educational media program in post- through the use of an ad hoc advisory committee high school institutions, as a starting point, and composed of interested and informed modify it to meet local needs. The program can professionals. The committee should be appointed also form the basis for courses to meet the re- by the chief administrative officer and be com- quirements of employed adults who wish to up- prised of the following members: (1) instructional grade or update their skills and technical resource center directors from area institutions, capabilities. In this way the school administration, (2)representatives from regional and state with the help of the committee and special con- associations representing the field, (3) represen- sultants,caneffectivelyinititatethe needed tatives of major local public library and school program; quickly develop it to a high level of ex- library, (4) representatives of local or regional cellence; and maintain its timeliness. communications or advertising industry, (5) Very likely this guide will be adapted to suit representatives from industries, -businesses, or various situations in schools in differing localities. agencies concernedwithin-plantadvertising, The assistance of an advisory committee and of training, or printing, and (6) representative of an special consultants has been found to be of much institution offering a 4-year degree program in this value in initiating and developing programs. The field. Special consideration should be given to peo- courses in guides such as this one have often been ple who represent possible employers of modified by schools and their advisors to serve educational media technicians or are actively in employed adults who need to update or upgrade contact with the educational media field. their skills and technical capabilities. The program is not intended to make individual The local advisory committee should assist in an students proficient in all the duties they might be extensive survey to determine and define the need asked to perform. Proficiency in highly specialized for the educational media technician program; the work will come only with practice and experience. knowledge and skills technicians will require; It is impossible to forecast the exact requirements employment opportunities; available student pop- of the duties assigned to any technician, and it is ulation; curriculum content; faculty qualifications; almost impossible to predict accurately the course laboratory facilities and equipment; resources both or rate of change of various technologies. within and outside the insitution; and cost and Employers generally recognize that the recent bac- financing of the program. When the studies in- calaureate graduates may require a year or more dicate a progam should be initiated, the com- to obtain the specific training they need and to mittee's help in planning and implementing is in- orient themselves to their responsibilities and role valuable. in an organization. Similarly, employers of newly Frequently the committee substantially helps graduated educational media technicians must school administrators to obtain local funds and generally expect to provide a 3- to 6-month period State and Federal support for the program. When of orientation on the job.

13 10 THE CURRICULUM

CURRICULUM OUTLINE BRIEF DESCRIPTION OF COURSES

Hours Per Week Introduction to Educational Media Out Labora- side This course will introduce the student to the First Semester Class torystudy Total characterization of the instructional media Photography 2 8 4 14 field as itis utilized in different levels in Design and Graphics for Media 2 6 4 12 education. It will include an understanding of Introduction to the growth of instructional media from its Educational Media 2 0 2 4 origin to its present state. The study includes a Mathematics 3 0 6 9 description of the communication, learning, Communication Skills I 3 3 6 12 and perception theories. Total 12 17 22 51

Photography Second Semester An intensive course in photography, including both theory of operation and use of cameras, Filmmaking 2 8 4 14 Educational Media Techniques 2 6 4 12 darkroom equipment, composition, lighting, Physics 3 3 6 12 and processing of black and white materials. Communication Skills II 3 3 6 12 An introduction to color photographic theory, Media Photography 0 6 0 6 including the processing and printing of color Total 10 26 20 56 materials. Emphasis is on practical photography and visual production including storybbarding and sequencing of pictures for effective visual communications. Hours Per Week Out Luboni-site Design and Graphics for Media Third Semester Class torystudy Total Media Equipment Operation This course provides the basic esthetic un- and Maintenance 2 4 4 10 derstanding and technical skills needed for Educational Television design and graphics for media. Development of Techniques 2 6 4 12 graphics vocabulary and techniques together Introduction to Sociology 3 0 6 9 with skills in handling the tools of design and *Media Typing 1 2 6 9 graphics. Familiarity with design materials Media Seminar 1 0 2 3 Technical Illustration 1 6 2 9 and rendering processes. Extensive laboratory Total 10 18 24 52 experience develops design and graphics skills together with applied design and graphics art, photography, cinematography, and television.

Fourth Semester Mathematics Reprographics 2 4 12 6 A basic mathematical program accenting basic Media Productions 1 6 2 9 Management of Media arithmetical concepts as they apply in elemen- and Resources 3 2 6 11 tary algebra and trigonometry. It includes Psychology and Human linear equations and systems, exponents and Relations 3 0 6 9 radicals, trigonometric solution of right- Applied Educational Media 1 9 0 10 triangle problems, use of slide rule and Total 10 23 18 51 graphical representations. Emphasis is placed 'Typing is recommended if student has not had typing. upon selected topics related to the media field.

11 Communication Skills I Physics A course in which the student gains experience This course presents the fundamental prin- inwriting,speaking, andlistening. Each ciples of heat, sound, light, and electricity as student's strength and weakness is analyzed so they apply to equipment used in the that efforts may be made to remedy the educational media technology. Through an un- deficiencies. Time allotments for the various derstanding of these principles as they apply to elements of the course must be based on the operating equipment,itisanticipated a class background. The laboratory experience broader appreciation of uses and limitations of provides practice with techniques of expository equipment can be developed. communication by means of speaking, writing, The supporting laboratories will provide and listening and critical analysis of speeches practical experiences with educational media and written prose. Oral presentations and equipment. writing practice include applications to the media field. Communication Skills II Filmmaking A course in the practical aspects of written and oral communication. Emphasis will be placed The study includes an introduction to the on applied communications including business development of motion pictures, language of communications, abstracting,salespresen- filmmaking, types of films, types of studio tations, journalism, and scriptwriting. This equipment, together with production of films course will include laboratory time for group including practices in editing, splicing, anima- discussion and participation and individualized tion, lighting, narration, and sound stripping. instruction. Film and audio techniques are introduced. The course is supported by a laboratory and com- Media Equipment Operation and Maintenance plete production experience is provided. Exten- sive applications of design and graphics are An introduction to the operating principles and provided through preparation of artwork for utilization of media equipment and facilities. both screen and television film. Development of the techniques for correct setup, operation, and basic maintenance of Media Photography equipment. Repair practices and storage of both equipment and software. Evaluation of A laboratory workshop experience to develop specifications, performance, and economics of the technical aspects of slide and filmstrip equipment together with selection and applica- productionandduplicationtogetherwith tion considerations. production experience using a variety of facilities and techniques. This course expands Media Typing the basic principles of photography and applies A basic course in beginning typing with exten- the principles of design and graphics to the sive applications related to the media field. preparation of both artwork and visuals in Development of fundamental typing skills and slide, filmstrip, or photograph formats. An in- typewritten communication practice including troduction to audio recording and facilities is preparation of spirit, mimeo and direct-image provided through experience with preparation masters for duplicating processes. of sound synchronized slides or filmstrips. Introduction to Sociology Educational Media Techniques An introduction to basic social science prin- A course dealing with the development of ciples and discussion of problems of contem- mounting, laminating, preparation of porary society. The course is directed toward overhead transparencies, and various forms of increasing the student's awareness of fun- display media. Solution of problems using one damental social processes and social behavior. or many media techniques and providing a realistic atmosphere of a media preparation Psychology and Human Relations center. An introduction to psychology and the

#rvi 12 rd1- behavioral sciences with emphasis upon Media Productions- developing sound philosophies of human relations. Fundamental concepts of human This course is a structured, instructed ex- behavior and development are discussed to perience dealing with all aspects of production create awareness, self-understanding, and the and planning of materials for the solution of ability to adjust to problems of the social and instructional problems. Specific group projects industrial world. will involve planning, organization, estimating together with production of materials in multimedia to complete the projects or case Educational Television Techniques studies. Refinement of basic techniques, A study of television as used in open- and materials, and equipment will supplement the closed-circuit production. The topics covered project reviews. includethe recognition and utilizationof television equipment, the efficient design of Management of Media and Resources studio space, programming and production, This course surveys the function and respon- and experience in scheduling. Also included is sibilities of the media technician in an in- the study of the limitations, applications, and dustrial and educational media department. It economics of television instruction. The main includes management proceduresin emphasis of the courses will be in handling budgeting,ordering,inventory,production television equipment and preparing instruc- planning, and control systems. Current equip- tional television materials. ment for media centers will be discussed. Legal implications of media production involving Technical Illustration copyrightedresourcesand commercially An applied course where the student uses basic prepared instructional materials will be ex- design and drafting skills to solve pictorial amined. An introduction to library services problems involvedin .the illustrationof and organization and the relationship of media technique brochures, catalogs, and handbooks. production and distribution to the library is ex- Work relatedtothe technical areas of amined. engineering, biology, electronics, and other sciences is emphasized. A number of tech- Applied Educational Media niques are used including airbrush, A culminating course in the curriculum; each photography, and the use of all types of letter- student will have a choice as to how he wants ing devices and templates. to complete this requirement. Some may elect Media Seminar to pursue more deeply an area of their choice such as television or photography, or others Discussion of career opportunities in the media might prefer an on-the-job work experience technology field. Duties, responsibilities, types either with a campus resource center or an off- of positions, types of organizations or in- campus center. In any event, many of the skills stitutions,oragencies employing media learned to date will be applied here. technicians together with opportunities for In some instances a student may want to continuing educationor specialization. repeat this course for additional credit and for Employment application procedures, resumes, the purpose of pursuing additional topics. portfolio preparation, interviewing, and interview followup. CONTENT AND RELATIONSHIPS Reprographics The curriculum content and organization A course designed to familiarize the student necessary to achieve functional competence in so with various duplicating methods, techniques, broad a field as educational media technology must and equipment with primary emphasis on meet three major objectives: developing basic skills in offset duplication. 1. The training should equip the graduates to Basic techniques of design, layout composition, take entry jobs in which they will be produc- and illustration are applied to produce printed tive; copy. 2. It should enable them to advance to positions

13 ..: of increasing responsibility after a reasonable of theory and principles introduced. The capabili- amount of experience; and ty,know-how, andskillsthat characterize 3. It should provide a foundation broad enough technicians cannot be acquiredinclassrooms to support further study within the without laboratories. However, organized and graduate's fieldof technology. This related ideas,concepts, and principles can be curriculum has been designed to meet these taughtin"theory"classes,iftheinstructor three requirements. judiciously uses demonstrations and instructional A 2-year technology program has certain unique media, employs selected texts and references, and characteristics that influence the content and requires regular and systematic outside study by organization of the curriculum. Some of these are thestudent. The student needs to become imposed by the occupational functions that proficient in obtaining information from printed graduates must be prepared to perform, some sources as well as other forms of mediated instruc- result from the need for special courses that will tion. Thus, there must be a special relationship maximize the effectiveness of teachers who have between the amount of the scientific and technical special competencies, and others arise because of specialty taught in the theory classes and that the need to teach both technical principles and taught in the laboratory. related practical applications in the limited time This curriculum devotes a large part of the time ax ailable. A 2 -year educational media technician to laboratory hours in the technical specialty dur- program is unique in.that it requires concentration ing the first two semesters su that the student can in fix e related, y et distinct, media areas. graphics acquire introductory and elementary laboratory design, photography /cinematography ,telex ision, skills and know ledge of apparatus, tools, processes, reprography, and media equipment. Each of these materials, devices, and can form good habits of areas must be carefully interrelated to provide a practice in the laboratory as early as possible. thorough understanding of basic principles and to Laboratory work can be started before students broadenthescope of understanding through knuxx much underly ing theory. As soon as the un- applications. derlying theory is developed and they understand This curriculum guide reflects three basic re- it, it can be incorporated into the laboratory work quirements. functional utility, units of instruction hich then becomes more significant in in specialized technical subjects, and provision for teaching the subjects in depth. the teaching of principles of application. It con- Since many basic laboratory skills w ill have tains the usually recognizable four subject matter been learned in the first year, and since enough divisions. namely, (1) specialized technical courses basic theory underly ing the new material v ill have inthetechnology(photography,filmmaking, been required, the laboratory time required to il- reprography, etc.),(2) auxiliary or supporting lustrate principle and to teach nexx material in technical courses (Introductionto Educational second-y ear courses need not be as lung as in the Media, etc.), (3) mathematics courses and science first y ear. Since more technical specialty courses courses, and (4) general education courses. The are studied in the second year than in the first, the technical subjects provide applications of scientific total laboratory time is greater than that in the principle. For this reason, mathematics and first y ear. Experience has show n that the relative science courses must be coordinated carefully xx ith number of semester hours of science ur laboratory the technical courses at all stages of the program. %sork in the technical specialty compared to class General education courses constitute a relatisely theory hours should not be reduced materially in small part of the total because of the depth in the teaching educational media technicians. Such a field of specialization that the program provides. reduction usually causes the typical student to lose In fact, many students who elect this type of interest and fail or to abandon the course, or it education program H illbring toita good produces a graduate echo is deficient in the ab- background of general education. solutely essential laboratory capabilities and is un- The relationship between laboratory time and employable at the technical level. class lecture or theoretical study time is of great In technical curriculums it is mandatory that importance in a technical education curriculum. some specialized technical course work be in- The theory ,.skills, techniques, applied principles, troduced in the first semester. Deferring this inmaterials, information, and processes introduced troduction ex en for one term imposes serious in the lecture sessions are much more meaningful limitations on the effectiveness of theNN hole w hen laboratory time is proxided for the practice curriculum. An early introduction of the technical

ors fl itIta 14 specialty has several important advantages: perience with visual communication design. Fun-. 1. It provides motivation. Since the students damental principles of photography are refined enrolled in school to study educational media through utilization of slides in television produc- technology,itis important to start their tions, photo design, and in preparation of image training immediately in that specialty. When carriers for offset duplication. Cinematography, the first semester consists entirely of general both screen and television in 8 mm. format, affords subjects English,mathematics,social a unique relationship between courses. Prepara- studies technical students often lose in- tion of television graphics, slides, single-concept terest. films and film clips for television productions af- 2. It makes it possible for the student to achieve fords extensive applications of techniques and greater depth of understanding in specialized skills developed in previous courses. Each of these subjects in the later stages of the 2-year course areas develops production techniques program. together with experience in solution of problems 3. It enables the student to see immediate using one or several media. Field applications of application of the principles. principles and considerationof thecomplete Throughout the program, the student is exposed problem of production of specific-purpose media to and develops the skills and production tech- and materials is the purpose of Media Productions, niques required for meeting the objectives of the Applied Educational Media, and Management of organization, distribution of media equipment, and Media and Resources. Such cohesive or coor- the production, organization, and distribution of dinating elements provide added reinforcement media. A knowledge of operational levels of work and the experience necessary for immediate in a variety of media centers is essential for productivity. technicians. Laboratory activities are assigned to Audio principles and applications are integrated develop the necessary skills, an attitude of in- throughout the program. Development of sound- itiative, resourcefulness and quality of produced synchronized slides or filmstrips, sound films, media and an attitude of service toward the media videotapes and use of audio equipment throughout centers' clientele. the educational media equipment laboratory From the total program, the students should ob- provides considerable practical audio background tain a broad overview of the educational media without being identified as a separate topical area. field and develop production skills in each of the Each of the technical specialty course areas are in- primary media areas. Foundation principles of terrelated and interdependent inrefining and photography, design, and graphics, with an over- applying the basic skills and techniques. An in- view of educational media, provide the graphic tegral element of both skill and techniques courses communication skills for development of produc- is consideration of the economics, production time, tion techniques. The areas of photography and andequipmentselection-specification.This design are considered to be the essential building provides a continuous awareness of costs and blocks, as well as representing media formats, and facilities together with background information should be located as early as possible. Media for the Management of Media and Resources. In photography expands the basic principles of design the same manner, details of equipment, utilization, and graphics and photography with applications to and application are integrated in all courses and production of slides, filmstrips, and photo essays. concentrated in the Media Equipment Operation Conducted in a laboratory workshop format, this and Maintenance course. Much of the necessary course provides experience with the technical hardware, software, production background for 'aspects of slide and filmstrip production together consideration of management, control, distribu- with simulated experience in the operation of a tion, and planning is available prior to the Manage- design-production center. Reinforcement and ex- ment of Media and Resources. pansion of these principles or skills, together with The second year of the program brings together development of production techniques, occurs in the many elements of educational media in the the areas of filmmaking, television, educational formof Educational Television Techniques, media techniques, and reprographics. Applications Management of Media and Resources, Media of graphic design principles to film and television Productions in close alignment with the practices graphics, design of artwork for transparencies, and found in the field. This provides a broad and layout, composition, and preparation of materials challenging group of experiences for the students for information production provide extensive ex- duplicating many of the complicated applications

15 4-1 A 0..ott of media principles they will encounter in the field. courses and topical materials is necessary. The physics course outlined is almost entirely Concurrent and succeeding courses should relatedtomedia equipment principles and provide mutual support and reinforcement provides much of the technical background for through application of principles in varying Media Equipment Operation and Maintenance. circumstances and through repetition. Should traditional physics or science be sub- The course outlines in this guide are short and stituted, the background topics must be included in descriptive. The individual instructor will have to t e equipment course. If the program entrance re- prepare complete courses of study and arrange the quirements provide adequate mathematics and curriculum material in logical order of teaching science background, courses in electricity and elec- before starting instruction. He must also select or tronics could be elected for further capabilities in develop instructional materials needed for large the equipment maintenance and studio technician group and individualinstruction. Suggested areas. laboratory layouts and equipment found under Communicationis an important element in "Facilities' may be helpful to instructors prepar- technical work. The educational program includes ing to teach the courses. specific instruction in visual, written, and oral The material is not intended to be applied to a audio communication. Throughout the Com- given situation exactly as outlined; it is presented munication I and II courses, maximum effort is to illustrate the form and content of a complete made to relate the mechanics to the media field educational media technology program. In keeping and to the technical specialty with emphasis upon with the form of previously published guides, it is reports, scriptwriting, narratives, and the visual planned as a full-time post-high school aspects of communications. preparatory program. It is expected, however, that The liberal arts or general studies component of these materials will be of use also in planning ex- the program could be of supporting nature de- tension courses and preparatory technical pending upon the course availability of the institu- programs in secondary schools. tion. Ideally, because of the necessity for overall The overall curriculum is presented with the effectiveness of a 2-year program, related course principal topical areas segregated to facilitate selections should enhance the curriculum. It is developing basic skills and techniques of each suggested that the following be considered. media or format. Depending upon faculty and a. Psychology facility resources and enrollment, a unified con- b. Human Relations cepts approach could be readilyapplied,in- c. Educational Psychology and Learning tergrating topical areas while maintaining the es- Theory sential content. d. American Public Education: Its Structure The basic program further lends itself to and Economics development of viable major or specialization Additional electives which would serve to areas through the additional courses in the areas of broaden the technician's background might be photography,television, graphics design, or selected from the business offerings of the institu- reprographics. Modification of the basic program tion.Courses such as advertising principles, to accommodate the objectives or resources of the salesmanship, basic accounting, merit considera- institution or area is easily accomplished. In this tion. regard, it is felt the program is flexible as well as The overall conduct of this program should expandable. emphasize the following: a. Maximum use of mediated instruction with careful attention to quality, appropriateness, COOPERATIVE EDUCATION PLAN and effectiveness of media. This technology is adaptable to a cooperative b. Emphasis upon quality and professional arrangement, a plan which offers important ad- production of media or materials. vantages to students, to the school, and to c. Continuous exposure to media and materials employers of technicians. A cooperative education related to many fields to build exposure to program is a plan for a student to learn through techniques and applications. coordinated study and employment experience. d. Continuous emphasis upon evaluation of Students alternate periods of attendance at the in- topical areas for appropriateness of media. stitution where they are obtaining their technical e. Careful attention to the interrelationships of education with periods of employment in business

el = 16 I'4,..) or industry. The employment constitutes an essen- of their schooling. Cooperating establishments tial element intheir education. The students' agree, however, not to make offers of employment employment should be related as closely as possi- which become effective before the technician com- ble to some phase of the field of study in which pletes the program. they are engaged. Cooperative programs provide opportunities for When students test their knowledge of theory in the educational institution to maintain close con- a work situation, study becomes more meaningful. tact with employers in their various programs. Co-op students learn not only the essentials of This contact becomes a two-way channel of com- theirtechnology but alsothe importance of munication which helps the educational institution reliability, cooperation, and judgment as employed to keep its knowledge of specific employer needs in workers in their chosen field. each technical field up to date, and at the same The co-op students' career choices are stimulated time keeps employers acquainted with and in- and shaped by their work experiences. If they find volved in the program of the institution. satisfaction in their work, they return to the classroom stimulated to learn as much as possible Cooperative education is not always available to about their future career. If they find through students in this program. Frequently, institutions their work experience that they are not fitted to a at alllevels do not have funds for part-time specific area of work, they may decide to change employees or experience difficulty in approval of their major field of study when they return to the this as a budget item. The success of a cooperative college. This decision may prevent them from program will depend largely upon the area and wasting time and money on a misguided choice of merits careful consideration during program study. development. A class of students in cooperative technical programs usually spend the first semester or the first two quarters in school; then it is divided so that half the students have a semester or quarter SUGGESTED CONTINUING STUDY of employment experience while the other half con- A 2-year curriculum must concentrate on the tinues to study. During the next semester or primary needs of science, mathematics, and the quarter, the half who have worked return to their related knowledge and skillsin the technical formal studies at school while the other half are specialty necessary to prepare the student for employed. They usually alternate again so that all employment upon graduation. students have two semesters or at least two Obviously, a 2-year program cannot cover in quarters of work experience in their program. The depth all of the subjects pertinent to the student's technical program is lengthened beyond technology; certain important, related subjects the curriculum outlined in this document by an may only be touched upon. In addition, the amount of time equal to the total length of the graduate may obtain work in an area of the in- employment experience. dustry so new that adequate coverage in the train- Specific employment is obtained, as cir- ing program has not yet been developed. cumstances permit, by the educational institution with the cooperation of the student. The institution The breadth of the educational media field and regards the work experience program as an in- necessity for technicians to function productively tegral part of the technician program as a whole. It in several visual and audio formats does not leave is not regarded primarily as an opportunity for room for specialization. One of the areas for con- earning, although each student while working is tinuing study would be the development of a paid at the prevailing wage scale for the job held. specialty such as television, graphic design, or Work reports by both the student and the reprographics with the goal of becoming a media employer are submitted to the school work specialist. A segregated topical area approach in program coordinator. the initial 2 years allows this type of specialty The cooperative work experience program is an identification and interest. opportunity for students to gain directly related A second area of opportunity for continuing experience which makes them more valuable as study is in educational communications. A prac- employees. As a result of their work experience in tical production background provides a valuable particular establishments, many students have contrast to the background of communication been offered permanent positions upon completion specialist or instructional technologist.

17 COURSE OUTLINES

The courses outlined comprise a suggested guide and selected on the basis of specific contributions to the objectives and content of a 2 -year to attainment of the objectives, usually commer- curriculum to train educational media technicians. cially produced materials must be supplemented The materials suggested-provide a practical and at- by locally produced materials. It is imperative that tainable coverage of the field and have been each course be structured to include active par- reviewed by experienced instructors in successful ticipation in the classroom and the laboratory, self- educational programs for educational media directed study and use of individualized instruc- technicians and by experts representing employers tional resources, as well as being a model of effec- of such technicians. tive mediated instruction. Course outlines include a description of course Successful programs can be conducted as content with suggested methods and procedures semester, quarter, or trimester systems. The two- for conducting class and laboratory activities. Per- semester a year system illustrated in this docu- formance level objectives are included for each ment can be changed into three quarters or terms course. They indicate, in broad terms, what the if advisable to meet community needs. Course con- student should be able to do to demonstrate attain- tent can be distributed over six quarters. For ex- ment of the objectives following the teaching- ample, the photography course could be taught learning experiences providedin each course. over two quarters, logically separated with basic Course content, suggested conduct, and instruc- photographic principles the first quarter and tional materials are selected to meet the objectives. media preparation(slides,filmstrips, artwork Outlines are designed to cover a 16-week instruc- rendering, etc.) the second quarter. In like manner, tional period, but a I7-week semester is assumed to Design and Graphics for Media and Technical allow for evaluation of student performance. By Illustration would comprise a continuous sequence using the performance objectives and planning the of three design and graphics courses for a quarter instruction around them, forms of individualized system. Educational Television Techniques would instruction may be developed. Thus, the time be distributed over two quarters, presenting basics needed could vary widely with the ability of the of equipment and production the first quarter and student. Continuous evaluation throughout the a production-oriented course the second quarter. course, including written, oral, and performance The content of other courses could readily be procedures, is desirable for both the student and redistributed to conform to a quarter system and the instructor. It enables the students to assess should offer no insurmountable obstacles since the their progress and direct their efforts accordingly. total time in six quarters is the same as in four The instructor can assess the effectiveness of in- semesters. struction and devise methods and materials as The materials will very likely be modified to fill necessary. local needs and to take advantage of special in- At the end of each course there is a list of text terests and capabilities of the teaching staff; but and reference materials. Each item should be the implied level, quality, and completeness of the analyzed for its content and pertinency, and new program should not be compromised. and more suitable ones should be used if they are The laboratory sessions suggested in the outline mailable. The information needed to cover a par- and in the course descriptions are not intended to ticular course intechnician curriculums, par- be a single session but rather to be scheduled in ticularly the technical specialty courses, is almost reasonable and effective increments. For example, never available in one textbook; hence the multiple a 9-hour laboratory per week for a course might be listing of references. They should usually be con- scheduled as three 3-hour sessions, or any other siderably augmented by current materials from divisions of laboratory time that seem appropriate. manufacturers, trade journals, technical societies, Many of the courses are predominantly laboratory and suppliers of equipment and materials in the oriented to develop the necessary production skills special field of applied science being studied. and experience. Conduct of the laboratory should Commercially produced, related instructional include self-instructional procedures, performance materials are suggested for most of the courses. evaluations and emphasize production economics, These materials should be previewed before use facilities, scheduling, and, above all, quality.

18 Technical Courses

INTRODUCTION TO EDUCATIONAL I. Philosophy and Aims of Educational Media MEDIA and Educational Media Production Centers Hours Per Week A. Performance objectives Class, 2; Laboratory, 0 Upon completion the student should be Description able to: 1. Identify nonprojected media, projected This course is a general introduction to the media, audio media, video media, given field of instructional media, the role of the the actual piece of equipment media support technician and the educational 2. Identify the major characteristics of media curriculum. Here the students are given large group instruction, small group in- an understanding of and an appreciation for struction,andindependent student the entire field of instructional media. They study, and relate this information to are presented problems that occur in media the proper selection of a learning space centers that relate to the media technician. The 3. List various forms of printed media and course also strives to give the student an ap- how it effects the media support techni- preciation for the historical significance of cian media beginning with the earliest example of 4. Construct a simple systems approach to man communicating visually. The student course and curriculum development studies various models of communication as 5. Identify media equipment that could be they relate to the development of media combined in order to implement the software and briefly touches upon learning multimedia approach theory. 6. List the characteristics of programmed The course meets in lecture exclusively. It is instruction anticipated that considerable time will be 7. Identify those media known as realia given for student participation and reaction. 8. List the characteristics of media as it is Such classroom discussion will give the stu- used in various instructional levels dents a better chance to understand how they B. Units of instruction will be trained and what they should be able to 1. Characteristics of nonprojected media perform upon completionof their 2-year 2. Characteristics of projected media education. 3. Characteristics of audio In addition to the prepared lecture material, 4. Characteristics of television itisanticipated that two or three guest 5. Various spaces for learning and their speakers would be invited from various levels characteristics of instruction as listed below. Their purpose 6. Characteristics of print media would be to give firsthand information of an 7. The elements of the systems approach actual ongoing educational media operation. as used in education Major Divisions Hours 8.Characteristics of the multimedia approach Laborer 9. Characteristics of programmed instruc- Classtory tion I. Philosophy and Aims of 10. Characteristics of realia Educational Media and 11. Media as used in higher education, ele- Educational Media Production mentary and secondary education, mili- Centers 12 0 tary training, and industrial training II. The Role of the Media II.The Role of the Media Support Technician Support Technician 8 0 A. Performance objectives III. History of Instructional Upon Completion the student should be Media 4 0 able to: IV. Theories of Communication, 1. List the functions of a hardware Learning, and Perception 8 0 oriented media technician 2. List the functions of a software Total 32 0 oriented media technician

19 48 B. Units of Instruction 4. Identify the differences among the fol- 1. Equipment inventory and distribution lowing as studied by Skinner 2. Equipment upkeep and maintenance a. Reinforcement 3. The preparationof graphics for b. Punishment software development c. Shaping 4. The setting up and operating of equip- 5. Identify the differences among the fol- ment for media presentations lowing as studied by Gagne 5. Software inventory and distribution a. Signal learning b. Stimulus-response learning III.History of Educational Media c. Chaining A. Performance objectives d. Verbal association Upon completion the student should be e. Multiple discrimination able to: f. Concept learning 1. Identify by name early educational g. Principle learning writers who implied media for instruc- h. Problem solving tion 6. State a perception theory that shows 2. Trace the steps in the development of the interaction between the perceiver educational media- into a technology and the object perceived B. Units of instruction B. Units of instruction 1. The writings of the Elder Sophists, the 1. The Berlo SMCR communication model teachings ofthe Socratic method, 2. Pavlov study of animal conditionins Abe lard, Comenius, Pestalozzi, Froebel, 3. The learning cycle as stated by Thorn- Herbart dike 2. Early forms of media such as the school 4. The theory of linear programming museums, the instructional film and stated by B.F. Skinner the audiovisual technique 5. The conditions of learning by Gagne 3. Professional audiovisual organizations 6. Perception considerations such as prox- of the past and present as well as their imity, similarity, common movement, magazines and journals continuity,closure,contrast,figure 4. Recent emphasis on learning rather ground, depth cues, overlap, perspec- than on the tools of learning tive, movement IV. Theories of Communication, Learning, and Texts and References Perception Related Media A. Performance objectives Ball, and Bynes (eds.). Research, Principles, and Practices in Upon completion the student should be Visual Communication. able to: Brown, Lewis, and Harcleroad. Audio-Visual Instruction: 1. Trace the components of the Berlow Media and Methods. SMCR model of communication Class of '01 The College of Tomorrow. 25 min., 16 mm. Summary: A film made by CBS for their 21st Century series 2. Identify the difference among the fol- showing technological innovations in college in- lowing as studied by Pavlov struction and how these innovations are being a. Conditioning accepted. b. Extinction Eye of the Beholder. 25 min., 16 mm., sd., b & w. Summary: Develops the theme that no two people see the c. Generalization same thing or situation in the same way. d. Discrimination Perception and Communication. single concept film. 3. Identify the differences among the fol- Summary. One of a series of films that meets the needs of lowing as studied by Thorndike those teaching communications theory and a. Exercise educational media. The Teacher and Technology. a single concept film. b. Readiness Summary: One of a series of films that meets the needs of c. Effects those teaching communications theory and d. Intelligence educational media.

20 PHOTOGRAPHY Major Divisions Hours Per Week Hours Class, 2; Laboratory, 8 Labora- Class tory I. Introduction to Photography 2 0 Description II. Camera Types and Utilization 4 4 An intensive course in basic media III. Photographic Processes 12 88 photography including camera and darkroom IV. Lighting and Lighting equipment, lighting and composition, process- Techniques 4 20 ing and printing of black and white V. Small Object Photography 4 8 photographic materials. Introduction to copy VI. Color Photography 4 0 work, black and white transparencies, print to VII. Reversal Color Film Processing 2 8 transparencyconversion,singleconcept photography and planning and storyboarding Total 32 128 for slide and filmstrip preparation. Relation to and application of design and I. Introduction to Photography graphics is accomplished through preparation A. Performance objectives of mechanicals forthe photographic Upon completion the student should be laboratories. Throughout the course, emphasis able to: is placed upon developing skills and techniques 1. Describe the dual makeup of the as foundations for media photography, televi- photographic process sion, reprography and filmmaking, introduc- 2. Describe the characteristics of light tion to color transparency processing. 3. Define reflection, absorption, transmis- Conduct of the course is almost entirely sion, and refraction laboratory oriented with selected projects or exercises to develop techniques and skills of B. Units of instruction 1. Technical skill both camera and darkroom photography. a. Exposing Because of this, lecture and laboratory exer- b. Developing cises do not necessarily coincide. Each c. Printing laboratory exerciseor project would 2. Picture content necessitatepre-laboratorylecture,lecture demonstration or individualized instruction. a. Subject b. Composition Exercises emphasize media-related 3. Characteristics of light photography. C. Laboratory None II.Camera Types and Utilization A. Performance objectives Upon completion the student should be able to: 1.List and describe the primary parts of a camera 2. Distinguish between and describe the advantages and limitations of primary t, camera types 3. Load, focus, adjust, and operate various types of cameras and identify the controls for each B. Units of instruction 1. The basic camera and types a. Basic camera components Figure 3Educational Media Technicians work with photographic darkroom facilities to prepare both black and white and color b. Types operating principles ad- prints. vantages and limitations r 21 30 (1)Box camera 15.Produce correct density, correct con- (2)33 mm. camera trast, prints (3)2-1/4 camera 16. Describe the characteristics of effective (4)View camera architectural photography c. Selecting the right camera 17.Describe the principles of light and op- 2. Camera care and handling tics a. Loading the camera 18. Care for and clean lens b. Holding the camera properly 19.Describe the effects created by c. Focusing different focal length lens d. Operating the shutter 20. Use different focal length lens to expose e. Camera care and maintenance film under various controlled con- C. Laboratory ditions Laboratory exercises and demonstrations 21.Adjust print exposure for changes in to provide experience in loading, adjusting, magnification focusing, and handling cameras 22.Plan, storyboard, and produce photographic essays illustrating a cam- HI. Photographic Processes paign, group activities, and instruc- A. Performance objectives tional sequence Upon completion the student should be 23.Describe the negative characteristics able to: that make dodging and printing-in 1.Expose and develop black and white desirable sheet film and describe effects of ex- 24.Make corrected prints using the posure and development variations techniques of dodging and printing-in 2.Make and process contact prints by 25. Correctly expose and tank process roll standard procedures film under various daylight situations 3.Describe the relationships between 26. Use contact print sheets for negative print exposure, quality, density, and evaluation negative contrast 27.Make projection prints from exposed 4. List the standard materials, steps, and negatives procedures for black and white sheet 28. Expose and process prints film and print processing 29. Dry mount photographic prints 5. List and describe the principle camera 30. Spot black and white prints exposure controls 31. Describe the characteristics of film 6.Make exposure calculations using a 32.Describe the principles of light and op- light meter tics 7.Evaluate the effects of exposure 33. Calculate exposure under a number of variations on black and white films lighting conditions using different 8. Using a light meter and 18% gray card types of film and calculations properly expose roll 34. Select the proper film for a given situa- film tion 9.Set exposure controls according to the 35.Describe the effects of chemicals on exposure calculations to correctly ex- photographic paper pose film B. Units of instruction 10. List the purpose of different focal 1. Exposure control and calculations length lens and applications of each a. Aperture - purpose in relation to 11.Describe different types of film and f/stop uses of each b. Shutter speed - purpose in relation 12.Describe the common types of to film types photographic paper and the uses of each c. Relation of f/stop to shutter speed 13.Describethecharacteristicsof d. Basic calculation of exposure with photographic paper light meter- choosing aperture 14.Describe the relationship of contrast opening vs. shutter speed, etc. control filters on print contrast and ex- 2. Lenses posure a. Principles of light in photography

22 31. b. Focal lengths of lenses Upon completion the student should be c. Lens "speed" able to: d. Depth of field 1.Describe the lighting effects obtained e. Lens care with existing light, on-camera flash, f. Parallax off-camera flash, bounce flash g. Problems in changing lenses vs. 2.Produce effective "record" type shutter speed photographs using electronic flash h. Automatic lenses 3. Use colored filters to render correct i.Costs subject colors with black and white film 3. Films 4. Use copy stand and light a. Types and sizes (35 mm.; 2-1/4 sheet) 5.Describe the uses and limitations of b. Characteristics high contrast film (1)Speed 6. Bulk load film (2) Grain 7. Mount 35 mm. transparencies (3)Contrast 8. Process- high contrast film (4)Color sensitivity 9. Opaque or spot high contrast film c. Film selection 10. Prepare 35 mm. transparencies using 4. Film processing - black and white high contrast a. Film processing 11. Prepare overhead transparencies using b. Processing equipment high contrast film 5. Making a photographic print - black 12.Discuss the effects of developers on and white high contrast film a. Basic principles of printing 13. Prepare mechanicals and produce title b. Equipment graphics (1)Contact 14. Make mechanicals and transparencies (2)Enlarging for circle captions, caption arrows, and c. Photographic papers superimpositions d. Evaluating of prints 15. Produce overhead transparencies on fine grain positive film C. Laboratory B. Units of instruction Laboratory exercises to provide: 1. What is light - theory of light 1.Experience with film development 2. Light sources and color transparencies variations and processing of exposed 3. Film selection and light source black and white film. Exposure under 4. Filters, kinds and uses controlled conditions 5. Copy stands and light control 2.Experience with contact prints, print C. Laboratory exposure, print processing Laboratory exercises providing experience 3. Experience in loading, adjusting, focus- with: ing and handling cameras 1. Setup and use of different types of 4.Exposure of roll film under various lighting daylight situations 2. Exposing different types of film under 5. Processing of roll film different lighting conditions 6. Projection printing using variable con- 3. Use, processing and application of high trast contrast film 7. Producing effective photo-journalistic 4. Transparencies from fine grain positive type portraits film 8. Magnification changes and quality of 5. Preparation of mechanicals for title prints graphics 9. Planning, storyboarding, and produc- 6. Additional camera techniques of black tion of a single concept photo-essay and white photography 10. Techniques of dodging and printing-in 7. Use of copy stands and copy stand light projection printing control IV.Lighting and Lighting Techniques V. Small Object Photography A. Performance objectives A. Performance objectives

23 32 Upon completion the student should be 4. Evaluating processed film able to: a. Visual 1. List and describe the problems of small b. Densitometer object photography C. Laboratory 2. Use different types of equipment (close- Laboratory exercises providing experience up lens, bellows, macro lens, etc.) to in: setup, light and photograph small ob- 1. Exposing colorreversalfilm 'under jects different lighting conditions B. Units of instruction 2. Processing exposed film with a control 1. Purpose and problems of small object strip photography 3. Evaluating processed film in regards to 2. Close-up and supplementary lens exposure,processing,contrast,and a. Determining exposures color balance b. Advantages and disadvantages 3. Extension tubes and bellows 4. Determining exposure C. Laboratory Texts and References 1. The student is assigned projects to Boucher. Fundamentals of Photography photograph a number of objects in the Craig. Learning Photography studio under controlled lighting and in Horder. The Manual of photography; formerly the Ilford the field under available lighting con- manual of photography. ditionsusing supplementary lens, Rhode, and McCall. Introduction to Photography macro lens, bellows and extension tubes Eastman Kodak Company. Black and White Films in Rolls, Enlarging in Black and White, Producing Slides and 2. The student develops a report on the ad- Filmstrips. vantages and limitations of each system Related Media VI.Color Photography Eastman Kodak Company, Audio Visual Service, 343 State A. Performance objectives Street, Rochester, New York 14650 Filters for Sky and Haze Control. SL, color or b & w. Upon completion the student should be Summary: Shows beginning photographer how filters are able to: used to improve pictures taken on black and I. Describe the theory of additive and sub- white film. tractive color Pictures with Flash and Flood. slides, c or b & w, 50 sl. B. Units of instruction Summary: Emphasizes when and how to use flash-gun 1. Composition of white light lighting. Presents simple lighting arrangements for informal portraits with photoflood lamps. 2. Color forming system Audiovisual Services, Arizona State University, Tempe, a. Additive color mixture Arizona 85281 b. Subtractive color mixture Roll Film Development. filmstrip, cassette tape C. Laboratory Summary: The equipment and procedures for the daylight None tank method of roll film development are identified. The mixing and use of the chemicals for VII. Reversal Color Film Processing film development are explained. Removal of the A. Performance objectives film from the magazine or paper backing and loading into the reel and tank is described. The Upon completion the student should be film development processes is covered in detail. able to: Making a Contact Sheet. filmstrip, cassette tape 1. List the steps in processing color rever- Summary: The steps in the making of a contact sheet are sal film demonstrated. The contact sheet is discussed as 2. Describe the chemical reaction of each an evaluative tool in discerning negative quality and determining future possibilities for printing chemical in the process specific negatives. The equipment necessary to 3. Process color reversal film make a contact sheet, the necessary chemicals, 4. Evaluate processed color reversal film and the procedures involved are presented and B. Units of instruction explained. 1. Theory of reversal film Enlarging Part I. filmstrip, cassette tape Summary: The parts of the enlarger are identified. The 2. Steps of processing manipulations of the controls are demonstrated. 3. Types of film and processes Two methods of exposing a test print are ex-

24 plained and demonstrated. The complete Enlarging Part III. filmstrip, cassette tape developing process is explained. Summary: The use of chemicals for print control is ex- Enlarging Part II. filmstrip, cassette tape plained and demonstrated. Using more than one Summary: The manipulation of the enlarger and accessory variable contrast filter on a print is equipment is demonstrated for these printing demonstrated. Print defects are identified and controls: cropping, printing in, dodging, print their relationship to print quality is explained. distortion control, diffusion and multiple printing.

25 34 DESIGN AND GRAPHICS FOR MEDIA, 3. Basic design elements a. Line Hours Per Week b. Form Class, 2; Laboratory, 6 c. Texture d. Color Description e. Shape This course provides the basic aesthetic un- f. Balance derstanding and technical skills needed to C. Laboratory become a designer for media. Herethe student The student is required to do a research explores the source of design inspiration and paper on the change of taste and expres- principles fundamental to all visual media. The sion for three distinct periods. The student student acquires expertise in handling the discovers and identifies the basic design tools of design and graphics progressing from elementsinseveralinstructor-selected freehand sketching to the fundamentals of visual materials drafting. Through projects the student com- II.Composition of Picture Making bines design sense and "tool" ability in solving A. Performance objectives media design problems. Upon completion the student should be able to: Major Divisions 1. Illustrate the difference between object and picture border Hours 2. Define and illustrate flat space Labor-a- 3. Define and illustrate perspective Class Tory 4. Illustrate difference between positive I. The Vocabulary of and negative space Visual Images 2 6 5. Define and illustrate difference II. Composition of Picture Making 2 6 between formal and informal balance III. Analyzing Pictures 2 4 B. Units of instruction IV. Drawing and Sketching 4 10 1. Picture border V. Introduction to Drafting 4 6 a. Define picture border VI. Lettering Techniques 4 15 b. Relation of objects to a border VII. Orthographic Projections 2 10 2. Flat space vs. perspective VIII. Pictorial Drawing 2 10 a. Illustrate examples of flat space IX. Charts and Graphs 4 10 b. Illustrate examples of perspective X. Design for Various space Formats for Media 2 4 c. Develop a comparison of flatto XI. Design Limitation of perspective space Media Graphics 2 0 3. Positive and negative space XII. Production of Graphics a. Objects 'are usually positive space for Media 2 15 and background negative space b. The influence of picture border on Total 32 96 positive and negative space 4. Balance a. Two kinds of balance I. The Vocabulary of Visual Images (1) Formal A. Performance objectives (2) Informal Upon completion the student should be b. Theory of balance able to: (1)Rule of thirds 1. Describe visual awareness (2) Coalyard balance 2. List the basic elements of design C. Laboratory B. Units of instruction Student does an exercise' inobject 1. The need for visual awareness relationship to border. Three triangles are 2. Taste or expression of visual materials moved about on a rectangular piece of a. Reflection of time paper to discover the variety of b. Reflection of social attitude relationships of objects to borders and ob-

26 jects within a picture border different types of drawing media (pen, He prepares three layouts brush, etc.) and papers and combinations The student performs an experiment on as possible by doing a number of drawings the rule of thirds. A picture border is from still life, models, and nature created by dividing a rectangular sheet of V. Introduction to'Drafting paper in thirds both eays three A. Performance objectives geometric shapes are placed at various Upon completion the student should be points of line intersection on this border able to: and relationships of object balances 1. Describe the tools used by a draftsmen observed and define their use Layouts prepared with student's observa- 2. Use his tools to construct a number of tion and comment on relationships useful geometric shapes III.Analyzing Pictures B. Units of instruction A. Performance objectives 1. Types of drafting and drafting tools Upon completion the student should be 2. Geometric constructions able to: 3. Dimensional meth6ds 1. Analyze and break up space with line C. Laboratory 2. Analyze and break up space with Provide laboratory exercises through geometric shape which the student acquires the ability to 3. Analyze and break up space by tone use various drafting tools 4. Analyze and break up space by color Provide exercises which will give the stu- B. Units of instruction dent practice in basic drafting techniques 1. Breakup of space by line VI.Lettering Techniques 2. Breakup of space by geometric shape A. Performance objectives 3. Structure of space with tone Upon completion the student should be 4. Color able to: 5. Comparison of the various methods of 1. Describe the different types of lettering analyzing space to original subject 2. Letter, using every type of lettering C. Laboratory listed The student develops a. set of overlays B. Units of instruction from an instructor-supplied color 1. Hand lettering reproduction, analyzing the picture for 2. Speedball pens special structure by line, tone, geometric 3. Mechanical tracing lettering systems shape, and color. The student then com- 4. Plastic and metal stencil lettering pares and reports on the relation of the 5. Lettering standards overlays to each other and to the original C. Laboratory IV. Drawing and Sketching Provide laboratory exercises in lettering A. Performance objectives using a number of techniques, hand letter- Upon completion the student should be ing and mechanical lettering, that will be able to: used in preparing drawings and in future 1.. Draw and sketch from nature, model, courses and still life with various media (pen, VII. Orthographic Projections brush, etc.) using various types of paper A. Performance objectives B. Units of instruction Upon completion the student should be 1. Media for drawing: pencil, pen and ink, able to: brush 1. Develop an orthographic drawing from 2. Papers for drawing: newsprint, bond, an object watercolor B. Units of instruction 3. Subjects for drawing: from nature, 1. Developing a drawing from an object from models, from still life 2. Reducing to necessary views 4. Freehand sketching C. Laboratory C. Laboratory Start with a simple object (rectangular Have a student experience as many box) and have the student develop it into a

27 36 drawing showing all sides and then reduce C. Laboratory itto the minimum number of views Through lecture demonstration: needed; then have the student repeat the 1. The student is shown a wide variety of above with a more complex object . graphics used in media VIII.Pictorial Drawing 2. Survey of the various processes in- A. Performance objectives volving photocopy, offset printing, Upon completion the student should be television, film is presented able to: XI.Design Limitation of Media Graphics 1. Using orthographic projection, draw an A. Performance objectives object in isometric Upon completion the student should be 2. Using orthographic projection, draw an able to: object in perspective 1.List the various limitations for each B. Units of instruction media he will be working with 1. Developing a drawing from an object B. Units of instruction 2. Reducing to necessary views 1.Size and propor Jn C. Laboratory 2. Tonal scale and color Provide laboratory exercises with simple 3. Budget orthographic projections and from this C. Laboratory produce an isometric, oblique, and cabinet None view and a number of different perspective views XII. Production of Graphics for Media A. Performance objectives IX.Charts and Graphs Upon completion the studentshould be A. Performance objectives able to: Upon completion the student should be 1. Plan graphics for any media able to: 2. Produce graphics for any media 1. Describe the different types of charts B. Units of instruction and graphs 1. Planning of graphics 2. From information given construct any 2. Production of graphics one of these graphs or charts 3. Conversion of graphics to slides, film, B. Units of instruction television, vs. printed matter 1. Types and uses of graphs C. Laboratory a. Line graph At this point assign a number of com- b. Bar graph prehensive projects for the student to solve c. Area graph or pie graphs for various formats. The student should 2. Types and uses of charts keep in mind that they should draw from a. Flow chart all the previous work in this course to C. Laboratory produce these graphics From instructor-supplied information the student develops graphs and charts of various types including line, bar, and area graphs Texts and References X. Design for Various Formats for Media Bev lin. Design Through Discovery. A. Performance objectives Bockus. Advertising Graphics; a workbook and reference for Upon completion the student should be the advertising artist. able to: Cataldo. Graphic Design and Visual Communication. 1. List all the various media that use Giachino. Drafting Technology. Laughton. Television Graphics. design Stone. Preparing Art for Printing. 2. Describe the format for each media B. Units of instruction Related Media 1. Printing Hester and Associates, 11422 Harry Hines Blvd., Suite 212, 2. Television Dallas, Texas 75229 3. Slides (35 mm.) A New Look at Design I. super 8 film loop, color 4. Motion pictures A New-Look at Design II. super 8 film loop, color

37 28 A New Look at Design III. super 8 film loop, color Summary: Through the use of a Wrico Lettering Set, this Summary: the three films use the technique of selection or film shows the teacher procedures for obtaining changing perspective to investigate our environ- professional quality lettering. 4:10 ment. Caution in the Use of Instruments. super 8 loops. Awareness Where I Live. super 8 film loop, color Scope Production Incorporated, Educational Division, 1461 W. Summary: A visual survey of different types of housing in Shaw Avenue, Fresno, Calif. 93705 large cities and in rural areas. Texture. super 8 film loop Awareness of Water. super 8 film loop, color Space Division. super 8 film loop Summary: The aesthetic and functional properties of water Focal Point. super 8 film loop are presented in a series of scenes which il- Aspect Ratio. super 8 film loop lustrate the impact of water on our society. Scale. super 8 film loop Awareness of Sky. super 8 film loop, color Rhythm. super 8 film loop Summary: A presentation of visually exciting forms and Basic Educational Graphics. 10 sound film strips in color. colors that make up the sky. The elusive shapes Educational Media Laboratories, 4101 S. Congress of the continually changing compositions are Avenue, Austin Tex. 78745. emphasized. McGraw-Hill Company, Webster Division, Manchester, Mo. Awareness of Rain. super 8 film loop, color 63011 Summary: Rain and all its different visual aspects are ex- Drafting General. super 8 loops plored inthisfilm. Close-ups of subtle Drawing Tools Part I. super 8 loops happenings during a rainstorm and the after- Drawing Tools Part II. super 8 loops math of the storm are recorded to reveal a sen- Isometric Drawing. super 8 loops. Sterling Educational sitive visual statement. Films, Inc., 241 E. 39th Street, New York, N.Y. 10016. Awareness of Close-Ups. super 8 film loop, color Bailey Films, 6509 Delongpre Avenue, Hollywood, Calif. 90028 Summary: A film on the concept of distortion and redefini- Learning to Look. 6 sound film strips in color tion of objects, by the camera moving in very Exploring Art Technique& 4 sound film strips in color tight (or "close-up") to the subject. This film Instructional Graphics for Television. multimedia kit. Tech- gives the viewer clues to new ways of looking at nifax Education Division, The Plastic Coating Corporation, common-place objects and hints of their visual Holyoke, Mass. 01040. richness. Art Instruction. overhead transparencies. Scott Education Lettering With Guides. super 8 loops Division, Scott Paper Industries, Holyoke, Mass. 01040.

29 38 ,...... =1111.1...1111

FILMMAKING Upon completion the student should be ableto: Hours Per Week 1.List the various parts of a motion pic- Class, 2; Laboratory, 8 ture camera 2. Operate the various controls on a mo- Description tion picture camera The student is introduced to film production. 3. Set up and use lighting equipment for Emphasis is placed on the making of instruc- filmmaking tional films inthe SUPER 8 FORMAT. B. Units of instruction Students are given individualprojectsin 1. The camera developing the single-concept films. These 2. Camera operation and movements projects include both silent and sound films. 3. Lighting Films of all types are shown to assist in under- C. Laboratory standing of the makeup of film. The student is assigned a set of projects which will enable him to understand the Major Divisions various controls of a Super 8 movie camera This camera will not contain film Hours The students will understand the camera Labora- operation for both automatic and manual Classtory exposures and use different types of I. Introduction to Motion Pictures 1 0 camera supports. The students are II. The Camera 4 8 assigned a series of simple operations III. Types of Film Productions 2 0 which will enable them to observe visually IV. Film Planning 4 15 the function of the various controls on a V. Film Production 2 35 camera. This will be accomplished by hav- VI. Editing 4 25 ing the students use a loaded camera and VII. Single-Frame Techniques 3 15 complete a series of prescribed operations, VIII. Custom Laboratory Services 4 0 under both daylight and tungsten lighting. IX. Sound, Post-Recording The processed film is evaluated by the stu- Techniques 4 14 dent and instructor to insure the student X. Projectors and Projection has a working knowledge of camera con- Systems 3 16 trols. III.Types of Film Production Total 32 128 A. Performance objectives Upon completion the student should be I. Introduction to Motion Pictures able to: A. Performance objectives 1.List the different types of film produc- Upon completion the student should be tions able to: 2. Describe the different types of film 1. Describe the illusion of motion production 2. Describe the historical development of B. Units of instruction film 1.Fictional 3. Describe the relation of early silent 2. Educational film to instruction films 3. Documentation B. Units of instruction 4. Experimental 1. The illusion of motion C. Laboratory 2. Historical development None 3. Relationship of early films to present instructional film productions IV.Film Planning C. Laboratory A. Performance objectives None Upon completion the student should be able to: II.The Camera 1. Plan a film production using A. Performance objectives storyboard and log sheet and doing the

39 30 necessary research VII. Single-Frame Techniques B. Units of instruction A. Performance objectives 1. Storyboard Upon completion the student should be 2. Film log sheet able to: 3. Library research 1.List the different single-frame techni- C. Laboratory ques Have student plan and do research on the 2. Set up and use copy lighting film production keeping in mind the 3. Make single-frame sequence of film following points: B. Units of instruction Audience 1. Animation Purpose 2. Titling Essential material 3. Time lapse Budget C. Laboratory Have the students produce the shooting Using one of the following techniques, script or storyboard cards from which film produce title graphics for the film produc- will be produced tion Dry-transfer letters V. Film Production A. Performance objectives Letterpress Upon completion the student should be Hot-press able to: Hand lettering 1. Using the storyboard, expose film Existing signs called for in storyboard Three-dimensional letters B. Units of instruction Superimposition 1. Studio Use standard copy lighting in convert- 2. Location ing graphics to film C. Laboratory Produce an animated filmusing one of the Have the student bring together the following techniques: necessary materials (props, lights, camera, Cel animation etc.) and personnel called for in the script Object animation or storyboard to produce the film Filmograph technique Have the student produce and expose the Cutouts necessary footage for the film Pick a subject for time-lapse photography Film processed by commercial laboratory (flowers, sunset, traffic patterns, etc.) and either manually or by use of time-lapse VI.Editing timer make a time-lapse sequence A. Performance objectives Upon completion the student should be VIII. Custom Laboratory Services able to: A. Performance objectives 1. List the steps in editing a film Upon completion the student should be 2. Use an editor and splicer to edit film able to: B. Units of instruction 1. List the services provided by custom 1. Splicing film lab 2. Describe these services 2. Using log sheet to build film C. Laboratory B. Units of instruction Using the following steps, edit and splice 1. Film processing 2. Film duplication processed film from previous production Review script or storyboard cards 3. Soundstripping View footage in editor C. Laboratory Cut footage to length for various shots None Splice the shots together in order as IX.Sound, Post-Recording Techniques called for by the script or storyboard A. Performance objectives Using film cleaner, clean film before pro- 1. Describe the sound record process jecting or having print made 2. Record sound All films are critiqued 3. Mix sound

31 40 4. Re-record it onto soundstrip film Texts and References B. Units of instruction Eastman Kodak Company. movies With a Purpose. 1. Taping Mascelli. The Five C's of Cinematography. 2. Soundstripping 3. Mixing Relited Media 4. Narration 5. Sound effects Association for Educational Communications and Technology, 1201 16th Street, N.W., Washington, D.C. 20036. C. Laboratory Rhetoric of the Movie. six 50' films and teacher's guide. Send edited film to processor for Growing of a Young Film Maker. 17 min., 16 mm., film. soundstripping Eastman Kodak Company, Audio Visual Services, 343 State Record on tape narration as per script Street, Rochester, N.Y. 14650. Pick out background music for soundtrack A Filmography of Films About Movies and Movie-Making. Motion Picture Production Basic Lighting. 5 min., 16 Using an audio mixer, re-record narration mm., color, sd., 1971. over background music or sound effects to Summary: Shows the basic elements of lighting including produce master soundtrack intensity, direction, specularity. Using soundstripped film and a projector Worth How Many Words. 8 min., 16 mm., color, sd. Summary: Demonstrates the power of film to reveal and that can record sound, add sound to the probe in an unsurpassed fashion. film Movies Move People. 30 min., 16 mm., color, sd. X. Projectors and Projection Systems Summary: Segments demonstrate how movies are used to cope with communication problems typical of the A. Performance objectives business world. Examples relate how movies, can Upon completion the student should be be used to sell, train, motivate, persuade, able to: enhance, etc. 1. List the different projector systems Super 8 A Unique Communication System. 30 min., mul- 2. Describe how the projector system will timedia program. Summary: Presents the many advantages of using Super 8 determine how the film is produced films and projectors as communication tools. B. Units of instruction Hester and Associates, 11422 Harry Hines Boulevard, Dallas, 1. Types of projector Texas 75220. 2. Designing film forprojector Animation Flip Card. C. Laboratory Animation Study Board. Animation Single Frame. super 8 loops. Study the various projector and projector Animation Paste Up. cover. systems (reel, loop, cartridge, etc.) Animation Gallery. Do the necessary editing, splicing, coding, Television Commercial. and spooling to fit the various projectors International Film Bureau, Inc., 332 South Michigan Street, studied Chicago, Illinois 60604. A Film About Filmmaking. 18 min., 16 mm., sd., color. Summary: Covers basic techniques of filmmaking.

41 32 MEDIA PHOTOGRAPHY Major Divisions Hours Per Week Hours Class, 0; Laboratory 6 Labora- Classtory Description I. Slide and Filmstrip This course follows the photography course Production and Duplication 0 32 with laboratory experience in preparation of II. Production Techniques 0 32 photographic media such as slides, filmstrips, III. Sound Synchronizing Slides and photographs. Principles of design and and Filmstrips 0 32 graphics are extensively used through preparation of mechanicals and artwork for slides and Total 0 96 filmstrips. Conduct of the course provides practical experienceinpreparation of photographic media together with skill prat- I. Slide and Filmstrip Production and Duplica- ticeto develop technique, confidence, and tion production capabilities. A. Performance objectives The course is conducted entirely as a Upon completion the student should be laboratory or workshop experience. Review able to: and expansion of principles of photography are 1. Prepare a complete storyboardfor provided through the projects. production of a single concept slide The course is structured to provide two series or film. trip somewhat different types of experience. The 2. Produce bl. ck and white frame images first part concentrates on providing experience (print form) with the technical aspects of color transparen- 3. Produce direct positive black and white cy preparation working from both various transparencies types of reflection copy and transparencies for 4.Prepare color frame images (print conversion to slide series and filmstrips. The form) second part of the course provides production 5. Produce print to transparency conver- techniques and simulation of design center sions operationutilizing both sophisticated and 6. Prepare mechanicals for title graphics basic slides and filmstrip production facilities. 7.Produce title graphics using high con- IF' trast film 8. Prepare continuous tone reproductions 9. Use polorizing filters to control copy reflections 10. Prepare artwork and mechanicals to slide and filmstrip format 11. Crop artwork to improve composition 12. Prepare titles for slides by direct image, cell overlays or superimposure 13.Add color to high contrast film produced transparencies 14. Correct exposure, color balance, and contrast of slides 15. Duplicate slides and filmstrips 16. Reduce or enlarge frames to 35 mm. 17. Operate slide duplicating and processing equipment 18. Using slide duplicating and processing equipment, produce: a. Straight duplications Fit ure 4Educational Media Technicians prepare the artwork for original slides and filmstrips and prepare duplicates of all types C,sr:trast corrections of transparencies. c. Magnification changes

33 n.? d. Color corrections 9. Copystand lighting and copy lighting e. Captions by multiple exposure and 10. Preparation of color frame images color captions 11. Producing full frame transparencies f. Color conversions 12. Concepts of color balance and light g. Title conversions balancing filters B. Units of instruction 13. Producing color transparencies from 1. Planning slide series and filmstrips prints a. Evaluating the appropriate media 14.Use of color transparency film and b. Define problem processing c. Define audience 15. Production of duplicate slides, contrast d. Define objectives corrected slides, color correction com- e. Prepare outline parisons, magnification changes, cap- f. Writing the script tion frames, color caption frame, and g. Visual and audio relationships color conversion h. Preparing the storyboard 16. Conversion of slides to filmstrip 2. Slide and Filmstrip production II.Production Techniques a. Production techniques A. Performance objectives b. Artwork Upon completion the student should be (1)Standard artwork paste-ups able to: (2) Photo design 1. Prepare slides of 3-dimensional objects c. Artwork standards 2.Prepare title and caption frame using d. Photography various lettering techniques, lighting e. Sequence and continuity sheets techniques, cell overlays, and superim- f.Slide, filmstrip, and television posures g. Graphics 3. Copy prepared artwork 3. Slide and filmstrip copying equipment 4. Render prepared artwork by chapping, a. Slide duplicating units color conversion, lighting, overlaYs;-etc. b. Copy tubes 5. Prepare original artwork for slides, c. Bellows and slidecopy unit graphics, or filmstrips in proper for- d. Copystand equipment mat, bleed area and composition e. Half and full frame cameras 6. Evaluate projectability of transparen- 4. Types of film for copying and cies duplicating 7. Prepare effective off-copy board slides 5. Evaluating and correcting film using various shooting techniques and a. Color balance approaches b. Exposure 8. Prepare filmstrips from slides by con- c. Contrast version of double to single frame using d. Color conversion various light sources and facilities C. Laboratory 9. Batch process transparency film Laboratory exercises to provide experience 10.Develop production standards(film with: lighting, processing, format equipment) 1. Review of black and white photographic for resource center operation processes 2. Production of directed photographs B. Units of instruction 3. Black and white frame images 1. Artwork standards for slides and 4. Planning and storyboarding slide series filmstrips or filmstrips a. Copy limits 5.Meclianicalpreparationfortitle b. Bleed areas graphics, artwork or mechanicals c. Composing and cropping 6.Title slides by direct image, cell 2. Preparing titles and artwork overlays or superimposure a. Title techniques ?.Direct positive black and white b. Composition and colors transparencies c. Projection and image quality 8. Direct positive film processing d. Progressive disclosures

43 34 e. Overlays, backlighting, and filters c. Audio characteristics 3. Off-copy board techniques d. Audio pulse standards a. Objective and subjective approaches 3. Audio recording equipment b. Composition a. Monaural c. Shooting techniques b. Sterophonic 4. Slide and filmstrip production tech- c. Audio mixes niques d. Audio quality 5. Batch processing C. Laboratory 6. Developing production standards Laboratory exercises to provide experience C. Laboratory in: Laboratory exercises to provide production 1. Preparation of scripts and narrations experience in: for audio slide series and filmstrips 1. Preparation of artwork for slides or 2. Operation of equipment to sound syn- filmstrips chronize slides or filmstrips using both 2. Exposingfilm from reflection copy and audible and inaudible cues, and audio transparencies mixes 3. Production scheduling and coordination 4. Rendering artwork using both elaboYate and basic facilities and Texts and References techniques 5. Duplicating slides, filmstrips, and film Eastman Kodak Company. Producing Slides and Filmstrips. processing Minor. Techniques for Producing Visual Instructional Media. Murgio. Communications Graphics. III.Sound Synchronizing Slides and Filmstrips Related Media A. Performance objectives Upon completion the student should be Eastman Kodak Company, Audio Visual Services, 343 State Street, Rochester, N.Y. 14650. able to: Basic Art Techniques for Slide Production. 14 min., 35 mm. 1. Prepare a script or narration for a slide slides, color, sd. series or filmstrip Summary: Outlines basic techniques used to prepare 2. Operate equipment to record the artwork for photographing into slides. delivered narration Bureau of Audio Visual Instruction, Board of Education of the 3. Produce sound synchronizedslide City of New York, 131 Livingston Street, Brooklyn, N.Y. 11201 series and filmstrips using both audible 30 min., 16 mm., sd., b & w, 1964. and inaudible cues Summary: Film demonstrating effective use of projected 4. Explain briefly the current pulse cue slides. standards for audio recording Great Plains National Instructional T.V. Library, University of Nebraska, Lincoln, Nebraska 68508. 5. Describe basic equipment that will Television Graphics. 13-18 min., 16 mm., sd., b & w. provide satisfactory audible cues Words and Labels. 13-28 min., 16 mm., sd., b & w. 6. Prepare audio tapes for sound syn- Summary: Presents elevision graphics and visual materials. chronized slides or filmstrips including Ampex Corporation, 401 Broadway, Redwood City, California narrations, audio mixes, and cues 94063. Visuals and Graphics for Monochrome T.V. 20 min., 7. Briefly describe recording and pulsing videotape, 1 or 1/2 in., b & w. 1970. systems found in common recorders, Summary; Training tape for television production, prepara- playback, and projectors tion of support materials. . B. Units of instruction BFA Educational Media, 11559 Santa Monica Blvd., Los 1. Scripts and narrations Angeles, California 90025. 4 - 55 frs., filmstrip, color, sd., recorder cassette. 2. Audio recording procedures Summary: Explains in detail the methods and equipment a. Disc recording used for close-ups and copying flat matter and b. Tape recording slides.

35 44 EDUCATIONAL MEDIA TECHNIQUES 5. Prepare laminated materials using the hot technique Hours Per Week B. Units of instruction Class, 2; Laboratory, 6 1. Mounting Description a. Cold (1)Identify materials Above and beyond design courses there are (2)Identify tools and equipment used certain techniques and functions that (3)Problems in processing materials characterize preparation of visual material for b. Wet educational media. Most of these techniques (1)Identify materials are skilled oriented with great stress applied to (2) Identify tools and equipment used their proper use. Principally these skills in- (3)Problems in processing materials clude mounting, laminating, preparation of c. Hot overheadtransparencies, and thevarious (1)Identify materials forms of display media. Upon completion of (2)Identify tools and equipment used the course each student will have prepareda (3)Problems in processing materials wide variety of these items, including various 2. Laminating techniques of mounting pictures, cold and hot a. bold lamination as well as thermo, dry photo and (1)Identify materials diazo transparencies. The completed project (2)Identify tools and equipment used will be evaluated in terms of design and (3)Problems in processing materials balance considerations established in earlier b. Hot courses. (1)Identify materials The laboratory sessions consist of problems (2)Identify tools and equipment used whose solutions use one or many media (3)Problems in processing materials techniques. The assignments are designed to C. Laboratory give a realistic atmosphere of a mediaprepara- tion center. Prepare a set of four tearsheet pictures using the cold mounting technique Prepare a set of four tearsheet pictures us- Major Divisions ing the wet mounting technique Hours Prepare a set of four tearsheet pictures using the hot mounting technique Labora- Classtory Prepare a cold lamination of one of the cold mounted pictures I. Mounting and Laminating 2 4 II. Overhead Transparency II.Overhead Transparency Production Production 15 46 A. Performance objectives III. Display Media 15 46 Upon completion the student should be able to: Total 32 96 1. Develop handmade overhead transparency projectuals using clear acetate and frosted acetate I. Mounting and Laminating 2. Develop machine-made transparencies A. Performance objectives using the picture transfer technique, Upon completion the student should be spiritduplicator,diazo,thermo, able to: photocopy, electro-static and high- 1. Prepare graphic materials using the contrast photography cold mounting technique. 3. Properly implement the overlay 2. Prepare graphic materials using the technique wet mounting technique B. Units of instruction 3. Prepare graphic materials using the hot 1. Handmade transparency production mounting technique a. Clear acetate 4. Prepare laminated materials using the (1)Materials cold technique (a)Acetate 45 (b)Reprocessed X-ray film ards (c) Grease pencils e. Electrostatic (d)Flow pens (1) Theory of operation (e)Transfer tapes (2) Materials (f) Transfer patterns (3) Advantages and limitations (g)Other (4) Costs (2)Design and artwork standards (5) Graphic design and artwork stand- b. Frosted acetate ards (1)Materials and technique of use f. High-contrast photography (a)Frosted acetates (1) Theory of operation c. Overlay techniques (2) Materials (1) Hinging (3) Advantages and limitations (a)Mylar hinges (4) Costs (b)Staples (5) Graphic design and artwork stand- (2)Slide ards (a)Tracks 3. Student presentation of completed (b)Mounting of tracks transparencies (3)Registration of cell over cell C. Laboratory d. Picture transfer transparencies Laboratory periods are devoted to the (1)Materials and technique of use development of original artwork for the (a)Cold adhesive film preparation of overhead transparencies us- (b)Hot adhesive film ing all the techniques typically found in a (c) Rubber cement media production center. (2)Advantages and disadvantages The following transparencies should be 2. Machine-made transparency production a. Spirit duplicator prepared: 1. Preparation of an overhead transparen- (1) Theory of operation (2) Spirit master preparation cy graphic on a spirit master and processing through the spirit duplicator (3) Acetate on acetate (4) Spray coating 2. Preparation of a diazo master that in- (5) Advantages and limitations dicates to the student the various (6) Costs b. Diazo materials suitable in master preparation (1) Theory of operation 3. Preparation of a series of diazo masters (2) Chemistry of diazo on a likely topic requested by faculty (3) Concept of opaqueness 4. Preparation of a master suitable for (4) Diazo film processing through a thermocopier (5) Advantages and limitations 5. Preparation of an overhead transparen- (6) Costs cy from an original piece of work using (7) Graphics design and artwork stand- the dry photocopier ards 6. Preparation of an overhead transparen- c. Thermo cy from an original piece of work using (1) Theory of operation the electrostatic copier (2) Thermo film 7. Preparation of artwork for a set of (3) Advantages and limitations transparency masters that will be shot (4) Costs using high-contrast film (5) Graphic design and artwork standards III.Display Media d. Photocopy A. Performance objectives (1) Theory of operation Upon completion the student should be (2) Materials able to: (3) Advantages and limitations 1. Prepare flat displays such as bulletin (4) Costs boards, flannel boards, magnetic (5) Graphic design and artwork stand- boards, posters, and flip charts

37 46 2. Prepare three-dimensional displays Texts and References slid) as tabletop, models, mockups, dioramas, and showcase display Kemp. Planning and Producing Audio Visual Materials. Minor, and Frye. Techniques For Producing Visual Instruc- B. Units of instruction tional Media. 1. Display. a. Flat Related Media (1)Bulletin boards Chandler Publishing Company, 124 Spear Street, San Fran- (2)Flannel boards cisco, California 94105 (3)Magnetic boards Chandler produces a series of 8 mm. single-concept films on (4) Posters topics directly related to this course. (5)Flip charts Hester and Associates, 1142 Harry Hines Blvd., Dallas, Texas b. Three-dimensional 75229 Hester produces a series of booklets on topics directly (1)Table related to this course. (2)Models Instructional Media Center, University of Texas at Austin, (3) Mockups Drawer W University Station, Austin, Texas 78712. (4)Diorama The University of Texas produces a series of booklets on (5)Showcase display topics directly related to this course. Keuffel and Esser, 20 Whippany Road, Morristown, N.J. 07960 2. Display considerations In the "Instructional Media" master book there are several a. Characteristics of display transparency masters directly related to the topics in this b. Advantages and limitations course. c. Display design McGraw-Hill Book Company, Textbook-Film Division, 330 W. C. Laboratory 42d Street, New York, N.Y. 10036. McGraw-Hill produces a series of 8 mm. single-concept films From a list of topics the students select on topics directly related to this course. two that they will design and implement Major 16 mm. film libraries have in their collection films on: into two of the following: a. The overhead projector 1. Table display b. Diazo transparency production 2. Showcase display c. Dry mounting instructional materials d. Display media 3. Model 4. Mockup 5. Diorama

38 47 MEDIA EQUIPMENT OPERATION course provides the basic knowledge of equip- AND MAINTENANCE ment details for the management of media and resources. Sufficient technical background and Hours Per Week skills are developed to enable some students to Class, 2; Laboratory, 4 continue technical studies in the areas of basic Description electricity and electronics. Basic electrical and electronics principles are This course provides experience with setup, sometimes difficult to present to nontechnical- operation, service, and repair together with ly oriented students. It is recommended that study of the operating principles, applications, many of theskills,instrumentation tech- and utilization of media equipment. The niques, and principles be presented through characteristics, advantages, and limitations of fabrication projects such as an audio amplifier various types of equipment and related media or intercom system. Such experiences encom- areS examined. Specifications of equipment, pass both fabrication and testing techniques in purchasing procedures, and equipment costs an interesting and motivating manner. are considered in relation to utilization and facilities. Major Divisions Basic information and fundamental principles are presented in class lectures, Hours demonstrations, and mediated instruction. Labor- Laboratoryactivitiesare emphasized and Class tory provide skill training and the problems of its I. Electrical Principles and acquisition, distribution, and control. The rots Practice 6 12 and function of the media technician in regard II. Principles and Equipment to management of equipment services are for Audio Recording emphasized. and Reproduction 6 8 This course relies heavily upon the principles HI. Principles of Projection 4 8 and concepts presented in media physics. The IV. Still Projection Equipment 5 10 technical content of the course depends upon V. Motion Picture Projectors 4 10 the mathematics and science background of VI. Equipment for Indi- the students and may be modified to match the vidualized and Programmed level of technical background. Fundamental Instruction 3 6 principles of media physics are applied to VII. Specifications of Spaces, equipment and expanded through considera- Equipment, and Materials 4 10 tion of the technical aspects of equipment. This Total 32 64

I. Electrical Principles and Practice A. Performance objectives Upon completion the student should be able to: 1. Describe in writing and verify by basic experimentation the characteristics and components of series and parallel d.c. and a.c. circuits 2. List, differentiate between, and describe common electrical distribution systems et. 3. Given an equipment list and specifications, determine the distribution Figure 5Basic repair, maintenance, operation and distribution of circuit and circuit protection media equipment is one of the many responsibilities of the devices required Educational Media Technician. 4. Use common fabrication and repair

39 hand tools in completion of practice reproduction .equipment projects or repair projects 2.List and briefly describe the major 5. Use basic circuit test equipment in component controls and functions of analysis of simple circuits and equip- each ment components 3. List and indicate the characteristics 6. Describe briefly the symptoms or and limitations of various types of characteristicsof common electrical audio recording or reproduction equip- service problems in media equipment ment components 7. Diagnose service problems and correct- 4. List and briefly describe the primary ly use test or repair tools to correct selection criteria for audio equipment common service problems in media or components equipment 5.Set up and operate various types of 8. Draw and interpret basic schematic or audio recording or reproduction equip- wiring diagrams for power, protection, ment and control 6.Describethenormal maintenance B. Units of instruction procedures for common audio recording 1. Principles of d.c. and a.c. electricity or reproduction equipment 2. Source of power 7. Diagnose and repair common faults in 3. Seriesandparallelcircuit audio recording or reproduction equip- characteristics d.c. and a.c. ment 4. Circuit protection device and 8.Fabricate or specify patch cords for characteristics of each connection of audio equipment or cir- 5. Circuits of electrical distribution cuits 6. Control circuit components 9.Demonstrate the steps involved in 7. Circuit representation audio recording a. Schematics 10. Select, set up, operate audio equipment b. Wiring diagrams accessories such as auxiliary speakers, C. Laboratory amplifiers, headsets 1. Lecturedemonstrationsintroducing 11.Record and edit audiotapes including common hand tools, fabrication prac- simple narrations and narrations with tices, and supplies music or sound effects 2. Laboratory exercises requiring the use 12.Perform normal maintenance and cor- of hand tools. (Example: a hole in a rect storage procedures for audio media chassis, soldering on printed circuit such as splicing and cleaning of tapes or boards, installing solid-state devices us- phonodiscs ing heat sinks) 13.Duplicato audiotapes for the following 3. Practice in using ohmmeter, voltmeter, situations: stereo to stereo, stereo to ammeter, and wattmeter monaural, monaural to monaural, reel 4. Laboratory exercises to introduce cir- to cassette, cassette to reel, and mass cuit testing and checking principles. duplication This willinclude both series and 14.Given a tape recorder, record from paralleld.c. and a.c. exercises (Ex- phonodiscs, radio, audiotape, videotape ample: Assembly and testing of boice 15.Select and specify audio recording or transmitters, intercom, public address reproduction equipment forspecific system or electric eye, guitar amplifier, applications monophonic phonograph, etc.) 16.0perate basic audio distribution and public address equipment II. Principles and Equipment for Audio Record- B. Units of instruction ing and Reproduction 1. Sound and audio frequencies A. Performance objectives a. Human hearing Upon completion the student should be b. Loudness and pitch able to: c. Factors determining sound 1. List and define the basic terminology of reproduction quality sound for common audio recording and 2. Microphones and application

40 49 a. Crystal microphones phonodiscs b. Dynamic microphones (5) Preventative maintenance c. Velocity microphones 8. Tape recorders and playback equip- d. Classification by pickup direction ment 3. Audio amplifiers a. Principles of recording a. Review of fundamental principles of (1)Recording facilities amplifiers (2)Recording procedures b. Types, characteristics, applications, b. Types of each primary component and limitations of audio amplifiers c. Comparison of reel to reel, cartridge, 4. Speakers and cassette a. Types, characteristics, and d. Characteristics of tapes limitations of speakers (1)Tape speeds 5. Recording and playback (2)Types of tracks a. Disc recording (3) Interchangeability b. Film recording (4)Editing and splicing problems (1) Optical (5)Duplication of audiotapes (2) Magnetic e. Problems of recording c. Tape recording f. Factors in selection and specification 6. Audio systems of recorders and playback units a. Types of audio systems (1) Uses b. Uses of audio systems (2)Power input vs. output 7. Phonographs and record or transcrip- (3)Specifications of reproduction tion players quality a. Major components of phonographs (4) Options or accessories or transcription players g. Use, operation, and maintenance of (1)Monophonic and stereophonic tape recorders systems (1)Preventative maintenance (a)Turntables (2)Tape splicing, editing, cleaning (b)Turntable drives (3)Care handling storage of (c) Tone arms tapes and equipment (d)Cartridges or pickups h. Audio distribution systems (e)Needles or stylus i.Specialized system (f) Amplifiers C. Laboratory (g)Speakers and speaker systems Laboratoryexercises and performance (2) Recording speeds evaluation involving: b. Factors to consider in selection and 1. Setup and operation of audio equip- options ment (1)Multiple speeds 2. Diagnosis of malfunctions or problems (2)Record size and tone arm lengths with recorders and record players (3) Speed control 3. Service and maintenance procedures (4)Drive motors and checklists for audio equipment (5) Cartridges or pickups 4. Specification and selection of equip- (6) Power output ment for practical problems (a)Amplifier 5. Recording techniques, including record- (b)Speakers ing, editing, timing, audio mixing, (7) Controls sound synchronization, audio sources (8)Auxiliary or accessories 6. Splicing and repair of tapes, cassettes, c. Maintenance and operation of cartridges phonographs and transcription 7. Duplication of audiotapes players (1)Setup and operation III.Principles.of Projection (2)Changing needles, cartridges A. Performance objectives (3)Drive mechanisms Upon completion the student should be (4)Care, handling, and storage of able to:

41 3 1. List and briefly describe the major c. Viewing angles and distances components of projection systems d. Projection booths 2. List and briefly describe the e. Electrical requirements characteristics of common projection f. Environmental requirements surfaces (1)Lighting 3: Select and specify projection surfaces (2)Acoustics and projection equipment (3)Air conditioning 4. Describe and demonstrate correct (4) Seating techniques of maintenance of projec- g. Control systems tion equipment or surfaces h. Projection problems 5. Compare the advantages and disadvan- C. Laboratory tages of front and rear screen projec- 1. Lecture demonstration of projection tion systems lens systems. Component adjustment 6. List and describe the factors affecting and maintenance andprojection. image quality problems 7. List and describe the characteristics of 2. Student problem of layout of a rear projectionlenses and relate the screen projection system using front characteristics to the projection system surface mirrors. Major considerations and image quality of projection relationships, ad- 8. Given the dimensions, use, and physical justments, image sizes description of a space, evaluate the 3. Laboratory exercisesinprojection projection system requirements and system layout including screen sizes, specify equipment needed projectiondistances,image quality, 9. Given a description or visual example projectors, environmental con- of common projection or image siderations problems, determine the cause of the a. Front projection problem and recommend changes to b. Rear projection correct the problem 4. Lecture demonstration and discussion B. Units of instruction of projection problems 1. Projection system components 5. Exercises in evaluating electrical re- a. Projectors quirements and control systems for (1)Optical systems projection systems (2)Lamps or light sources b. Lenses IV.Still Projection Equipment (1) Characteristics of lenses A. Performance objectives (2)Projection-lens relationships Upon completion the student should be (3)Cost and specifications of lens able to: (4)Cleaning and maintenance of 1. Identify the major components and con- lenses or optical systems trols of common still projection equip- 2. Front or rear projection ment and describe the function of each 3. Screens and projection surfaces 2. Set up and operatestillprojection a. Types and characteristics equipment and audio-still projection (1) Front screen materials systems (2) Rear screen materials 3. Perform normal service and (3) Lens - screen relationships maintenance of still projection equip- b. Screensizeand audience ment relationships 4. Maintain and repair media for still c. Screen and projection relationships projection equipment d. Selection and specification of screens 5. List and briefly describe the factors to (1) Costs consider in selection of equipment for (2) Care, 'maintenance, and use specific applications 4. Projection system layout 6. Give a description of a space and user a. Screen location requirements, select the necessary still b. Image brightness projection equipment and accessories

51 42 -,TIN!*11,41114411471

7. For common still projection equipment, (2) Stage describe the necessary service and (3) Projection head maintenance procedures to maintain (4) Registration aids good operating condition b. Options and accessories for overhead 8. Given a list of still projection equip- projectors ment, prepare a list of the necessary (1)Acetate rolls replacement parts and accessories in- (2) Motion or polarizers ventory (3)Light output 9. Demonstrate the correct setup and use c. Factors to consider in selection and of still projection equipment to a specification specific audience d. Maintenance B. Units of instruction 4. Opaque projectors 1. Slide projectors and viewers a. Construction, principal parts a. Basic principles of construction and (1) Optical system operation of slide projectors (2) Projection systems (1)Optidal systems (3)Light output (2)Types of projectors (4)Limitations (3)Advantages and limitations of b. Options of opaque projectors each type c. Factors of selection and specification (4) Options and accessories (1)Projection b. Factors to consider in selection and (2)Economics specification d. Use, operation and maintenance (1) Use C. Laboratory (2)Projectionareas or intended 1. Laboratory exercises and performance space demonstrations involving: (3) Lenses a. Setup and operation of still projec- (4) Transparency size tion equipment (5)Light output b. Maintenance, service, and repair of (6)Economics still projection equipment c. Operation and maintenance c. Splicing or repairing filmstrips, (1)Operational problems and normal loading cartridges, trays, stacks maintenance d. Setup and operation of still projec- (2)Care, storage, and handling of tion equipment with auxiliary equip- slides ment such as audio synchronization, 2. Filmstrip projectors and viewers dissolve controls, polarizers, remote a. Construction and principal parts controls (1)Optical systems e. Use of audio pulse generator for (2)Apertures (single and double audio synchronization of still projec- frame) tion Media (3) Film feed system 2. Lecture demonstrations of projection b. Options of projectors problems, errors, and solution of pro- (1) Lenses jection difficulties (2)Sound systems 3. Exercises in the analysis and layout of (3)Special accessories projectionsystemsincluding equip- c. Factors to consider in selection and ment selection, preparation of specifications specifications,costestimates and d. Operation and maintenance procurement materials (1) Operating problems and normal 4. Exercises in the selection and specifica- maintenance tion of equipment for study carrel and (2)Care, storage, handling of audiovisual tutorial facilities filmstrips V. Motion Picture Projectors 3. Overhead projectors A. Performance objectives a. Construction and principal parts Upon completion the student should be (1)Optical system able to: 1. For common motion projection equip- e. Optical sound systems ment, identify the primary machine (1)Components parts and controls and define the func- (2)Film speed and loops tion of each f. Magnetic sound systems 2.List and briefly describe the steps in g. Lenses-and gates, pressure plates setup and operation of motion picture h. Power controls projectors 2. Operating principles 16 mm. projec- 3.List and briefly. describe the normal tors maintenance proceduresformotion a. Threading projectors b. Film travel 4. Set up and operate motion projection c. Focus equipment and auxiliary equipment d. Framing 5. Perform common maintenance and ser- e. Rewind and reverse vice of motion projection equipment f. Operating problems 6.Inspect,repair,clean, and properly g. Options of 16 mm. projectors store films (1)Lenses 7.Diagnose and solve common service (2) Illumination problems of motion projection and aux- (3) Silent sound still iliary equipment (4)Auxiliary speakers 8. List and briefly describe the major fac- (5) Accessory use of audio tors of consideration for selection of (6)Automatic threading motion projection and auxiliary equip- (7) Power output ment (8)Reverse projection 9.Evaluate the factors of selection and h. Super 8 and 8 mm. projectors select and specify motion projection (1)Cartridge projectors and viewers equipment and accessories for specific (2)Optical and magnetic sound applications, spaces, or user re- systems quirements (3)Sound on film 10. Given a motion projection equipment (a)Projector compatibility inventory, prepare a list of parts, (b)Sound mixing replacement items, and supplies for an- i.Factors in selection and specification nual distribution, use and service of the (1) Use equipment (2) Options 11.Use the magnetic sound system of a (3) Economics projector to add sound to films by post- J.Setup, operation, and maintenance recording techniques including narra- of projectors tion and narration with music or sound (1)Cleaning effects (2)Checking audio systems 12.Performoperationinstruction (3)Replacement parts demonstrations on setup and operation (4) Storage of equipment of motion projection equipment for (5)Film care and maintenance specific audiences C. Laboratory 13. Given the dimensions, physical descrip- 1. Laboratory instruction, exercises, and tion, and user requirements of a learn- performance evaluation in: ing space, lay out a projection system, a. Setup and operation of 16 mm., 8 select appropriate equipment, and mm., and super 8 projectors prepare the necessary materials b. Setup and operation of projector B. Units of instruction auxiliaryequipmentincluding 1. Construction and principal parts of mo- speakers, public address systems, tion picture projectors and remote control a. Projection or optical systems c. Film maintenance, cleaning, storage b. Film feed systems d. Use of magnetic sound systems of c. Audio systems postaudio recording techniques d. Silent and silent-sound projectors e. Service, maintenance, repair,

53 44 storage, and distribution of projec- A. Performance objectives tors and accessories Upon completion the student should be f. Diagnosis and repair of common able to: projector service problems including 1. State the general considerations for in- audio, optical, and mechanical com- structionalspacesutilizing media ponents equipment 2. Laboratory exercises in the layout of 2. List and briefly describe factors of con- projection systems and selection of mo- sideration or standards in regard to tion projection equipment for specific seating, projection, acoustics, illumina- applications tion, power, and equipment operation 3. Given dimensions, physical description, VI. Equipment for Individualized and user requirements of a learning space, Programmed Instruction new or existing, lay out, select equip- A. Performance objectives ment for the mediated system and Upon completion the student should be recommend physical, utility, and enable to: 1. List and briefly describe, some of the vironmental considerations 4. Preparelistsof necessary supplies, equipment for programmed or inmaterials, and facilities for equipment dividual instruction distribution systems 2. List and briefly describe the advan- 5. Prepare checklists for routine or tages and disadvantages of retrieval periodic maintenance, service, repair of systems media and equipment 3. Describe briefly the capabilities and 6. Instruct in the operation, care, and limitations of CAI and CMI instruction storage of media equipment and media 4. List and briefly describe current trends in equipment or systems for in- B. Units of instruction dividualized or programmed instruc- 1. Factors of consideration tion a. Use of space 5. List and briefly describe several b. Seating arrangements sources of information and media c. Projection relatedtoindividualized or d. Audio and acoustics programmed instruction e. Illumination and lighting control B. Units of instruction f. Present and future requirements 1. Teaching machines for programmed in- g. Sources of software struction h. Utilization of equipment 2. Language and learning laboratory i. Power and installation equipment j. Economics available funds 3. Audio distribution systems k. Ventilation requirements a. Tape transport systems 2. Sources of information, standards, b. Dial or random access equipment, and supplies 4. Visual and video retrieval systems 5. Computer-managed and computer- C. Laboratory 1.Specific problems in layout of spaces assisted instruction and selection of equipment for spaces 6. Study carrels or learning carrels 2. Preparation of supplies, lists of parts, C. Laboratory 1. Lecture demonstrations or vendor replScements, material for operating demonstrations of new equipment budgets 2. Field trip to area institution with in- 3. Preparationof operating,service, dividualized, programmed, or maintenance schedules and checklists computer-related facilities 4. Exercises in instructing in equipment operation, care, and material care and 3. Simulated operator of audio, video dis- storage tribution techniques 5. Exercises in arrangement, setup, and VII. Specifications of Spaces, Equipment, operation of equipment in spaces to Supplies, and Materials satisfy specific user requirements

45 Texts and References Summary: Clearly and completely discusses parameters and technical information of projection systems. Davidson. Audio-Visual Machines. EffectiveVisual Presentations. 37 min., multimedia Eboch and Cochern. Operating Audio-Visual Equipment. program. Isaacs and George. Instructional Media Selection and Utiliza- Summary: Discusses and demonstrates effectivevisual tion. presentations together with helpful techniques Mannino. ABC's of Audio-Visual Equipment and the School for planning, producing, presenting audiovisual Projectionist's Manual. programs. Oates. Audio-Visual Equipment Se( f Instnrction Manual Super 8A Unique Communication System. 30 min., mul- Pula. Application and Operation of Audio-Visual Equipment in timedia program. Education. Summary: Discusses the advantages of Super 8 films and Wyman. Media ware Selection, Operation and Maintenance. projectors as communication tools. National Audio-Visual Association. Audio.Visual Equipment Basic Skill Films, 1355 Inverness Drive, Pasadena, Calif. 91103. Directory. The Language Laboratory. 35 mm., filmstrip, 52 frames, Audio-Visual Trade Directory. color, sd., 1966. Educational Facilities Laboratories. Instructional Hardware Summary. Illustratesdifferentlanguagelaboratory A Guide to Architectural Requirements. systems and their advantages. Postlethwait. The Audio-Tutorial Approach to Learning. National Audio-Visual Association, 1201 Spring Street, Fairfax, Witherspoon and Kessler. Instructional Television Facilities. A Va. 22030. Planning Guide. The Tape Recorder In Teaching. filmstrip, 52 frames, color, Lewis. Through Cable to Classroom A Guide to ITV Distribu- 1966. tion Systems. Summary: Shows how tape recorder works. A Room For Learning. 14 min., filmstrip, sd., color, 1968. Summary: Describes the effective use of multimedia in- Related Media struction rooms for efficient communication. Dukane Corporation, Audio-Visual Division, St. Charles, Ill. McGraw-Hill Book Company, Textbook-Film Department, 330 60174. W. 42d Street, New York, N.Y. 10036. The Sound Filmstrip System. 35 mm., filmstrip, sd., color, Audio-Visual Equipment Operation Series. 3-4 min., 8 mm., 1966. . cart., color, 1965. Summary: Demonstrates use of disc filmstrip equipment Summary: Series of film loops on operating selected types of and materials. media equipment. 27 film loops in series. University of Iowa Extension Division, Bureau of AV Instruc- Chandler Publishing Co., 124 Spear Street, San Francisco, Calif. tion, Iowa City, Iowa 52240. 94105. Principles of the 16 mm. Motion Picture Projector. 5 min., 16 Splicing Magnetic Tape. 2 min., 8 mm., cart., color, 1965. mm., sd., b & w, 1960. Summary. Presents method ofsplicing magnetic tape Summary*. Shows features common to all 16 mm. sound without splicer. projectors and the functions of these com- Opaque Projector. 3 min., 8 mm., cart., color, 1965. ponents. Summary: Illustrates the use of opaque projector. Bailey Films, Inc., 6509 Delongpre Avenue, Hollywood, Calif. International Film Bureau, 332 S. Michigan Avenue, Chicago, 90028. Ill. 60604. How to Splice a Film. 35 mm., 38 frames, color, 1961. Facts About Projection. 17 min., 16 mm., sd., color, 1963. Summary. Demonstrates handling of film and splicing. Summary. Discusses operational routines of showing 16 Educational Media Incorporated, 809 Industrial Way, P.O. Box mm. films and 16 mm. film projection. 39, Ellensburg, Wash. 98926 Facts About Films. 13 min., 16 mm., sd., color, 1963. Television Utilization in Education. Summary: Presents film repair, maintenance, storage, and Large Group Teaching Auditorium& utilization. Dial Access Information Retrieval Systems. Eastman Kodak Company, Visual Communications Programs, Computer Assisted Instruction. Audio-Visual Service 343 State Street, Rochester, N.Y. Music Listening Systems. 14650. Videotape Utilization Techniques. Multimedia Classroom Facilities in Higher Education. 20 Local Production Programs. min., 35 mm., slides, sd. tape, color, 1970. Language Laboratories. Summary. Various multimedia facilitiesin colleges are 35 mm., filmstrips, color, sd., reel or cassette tape. "toured" and discussed. Summary: A series of filmstrips presenting information and Designing for Projection. 80 min., 35 mm., Slide Program ideas for planning new facilities or programs 1970. utilizing media.

46 55 EDUCATIONAL TELEVISION utilized. The student in this course studies the TECHNIQUES various systems and deals with signal distribution in an individual classroom or study area. Hours Per Week Class, 2; Laboratory, 6 Major Divisions

Description Hours

This course is designed as an introduction to Labora- open-circuit andclosed-circuittelevision Classtory production techniques. The student learns the I. Open-Circuit and Closed-Circuit proper use of equipment commonly found in Television Systems 2 9 the studio, control room, and on a remote loca- II. Television Production Materials 7 16 tion. Basic materials, techniques, and ter- III. Studio and Remote Television minology used in television are covere,:. Con- Techniques 15 54 siderable time is spent training the students to IV. Preparation of Instructional plan and implement television productions. Television Techniques 5 12 Students are expected to insert in their produc- V. Distribution of the Signal 3 5 tions elements of graphics and design as well as photographic techniques learned in earlier Total 32 96 courses within the curriculum. Because of the nature of the course the laboratory sessions become most significant. During these times, students learn andprac- I. Open-Circuit and Closed-Circuit Television tice the operation of equipment, as wellas Systems lighting techniques, microphone placement, A. Performance objectives and mechanical and electronic special effects. Upon completion the student should be A requirement of the course is for each student able to: to produce and direct a television sequence. 1. Properly move the television camera in- The lecture and the laboratory content should cluding panning, tilting, dollying, and be designed to enable the student toac- trucking complish this objective. 2. Use the switcher fader and special- No system of television production is com- effects generator in order to get the plete unless there is an audience or group of most use from. them students to receive the programs. In closed- 3. Thread and operate the videotape circuit systems, buildings or homes are wired recorder from a central distribution point. Or in some 4. Properly use all the components of the cases a point to point transmission system is television film chain including the slide projector ar2, motion picture projector 5. Demonstrate proper microphone placement and effective use of the audio control facilities B. Units of instruction 1. Characteristics of open-circuit television a. UHF and VHF transmission b. Federal control c. Programming by networks d. Productioi and program costs 2. Characteristics of closed-circuit television a. Cable television b. Instructional television fixed service c. Superiority of picture Figure 6Preparation of film and television studio sets together with the setup and operation of lighting, cameras and controls, d. Production and program costs enable the Educational Media Technician to assist in all 3. Utilization of television systems aspects of television or film productions. a. Commercial broadcasting

47 b. Educational broadcasting f. Special lighting techniques , c. Public broadcasting 3. Audio d. Surveillance a. Microphones (1)Types C. Laboratory 1. Each student will practice camera (2) Characteristics movements including panning, tilting, b. Microphone placement dollying, and trucking c. Mixing sound (audio control board) 2. Practice using the switcher-fader and d. Recorded sound special effects generator e. Sound effects 3. Practice threading and operating the f. The studio boom videotape recorder g. Care in handling audio software 4. Practice using the film chain 4. Properties for television a. Slide projector a. Building a flat b. 8 mm. film projector b. Advantages of drapes and cycloramas c. Use of furniture in television II.Television Production Materials d. Arranging furniture for a television A. Performance objectives production Upon completion the student should be e. Using the floor as a property able to: f. Planning for space economy 1. Prepare a simple studio design before C. Laboratory live television cameras 1. Prepare a simple studio design before live 2. Properly light the studio for: television cameras a. One person remaining stationary 2. Properly light the studio for: b. Two people remaining stationary a. One person remaining stationary" c. One or more persons moving within b. Two people remaining stationary three feet of their original location c. One or more persons moving within d. An activity involving a great deal of three feet of their original location studio space d. An activity involving a great deal of 3. Place microphone for: studio space a. Single-sound pickup 3. Microphone placement for: b. Multiple-sound pickup a. Single-sound pickup 4. Work in groups to prepare either: b. Multiple-sound pickup a. Studio flat or 4. Working in groups the students will pre- b. Mechanical special effect pare either a: B. Units of instruction a. Studio flat or 1. Studio b. Mechanical special effect a. Design b. Characteristics III.Studio and Remote Television Techniques

c. Limitations A. Performance objectives Al 2. Studio lighting Upon completion the student should be able a. Ceiling grid system to: b. Lighting instruments 1. Perform proper hand signals for televi- (1)Fresnel sion (2)Scoops 2. Produce on tape a 10-minute remote pro- (3)Internal reflectors duction to be critiqued c. Planning for full lighting utilization 3. Function in any studio or central room d. Lighting to depict capacity including: (1)Form a. Cameraman (2)Dimension b. Floor manager (3)Reality c. Boom operator (4)Nonreality d. Director (5) Mood e. Switcher (6)Contrast f. Videotape operator e. Signal to noise ratio and lighting g. Audio

48 57 h. Film chain d. Director i.Lighting e. Switcher j. Talent f. Videotape operator B. Units of instruction g. Audio 4 1. Studio and control room production per- h. Film chain sonnel . i.Lighting 2. Handsigned j. Talent 3. Remote television equipment 4. Each student is responsible for writing, a. Cameras producing, and directing a 10-minute b. Videotape recorder videotape production using the class c. Audio members in the crew positions d. Switcher-fader e. Special effects IV.Preparationof InstructionalTelevision 4. Techniques of producing remote television Materials productions A. Performance objectives a. Planning for various locations Upon completion the student should be b. Unique lighting problems able to: c. Checklist of items to transport 1. Prepare a set of photographs for use in 5. Producing for television a studio or remote production a. Selecting content appropriate for tele- 2. Prepare at least one overhead vision transparency for use on television b. Identification of media for content 3. Prepare a minimum of five slides for presentation use in their studio videotape production c. Securing of properties and graphics 4. Prepare a 1-minute 8 mm. film for use d. Knowledge of crew positions and selec- during their studio videotape production of personnel tion e. Script preparation 5. Prepare at least one super card f. Production schedules 6. Prepare at least three studio cards for 6. Directing for television use in the remote videotape production a. Understanding of the script objectives B. Units of instruction b. Ability to develop crew members into 1. Instructional materials for television a workable team a. Graphics. c. Complete understanding of all televi- b. Photographs sion equipment c. Transparencies 7. Writing for television d. Slides a. Script format and writing techniques e. Motion pictures b. Storyboarding for television f. Display c. Content objectives g. The super card d. Presentation format h. The studio card e. Time allocation for main points 2. Special considerations in preparing in- f. Planning for camera movements and structional materials for television lens changes a. Aspect ratio of three units high by g. Planning for film and graphics four units wide h. Planning for scenery and props b. Essential area, transmission or scan- i.Planning audio ning area, blank border or marginal C. Laboratory area 1. Practicing hand signals for television c. Materials to be simple, bold, and free 2. Produce on tape a 10-minute remote pro- from unnecessary detail duction to be critiqued d. Minimum letter height and 3. Using an instructor-prepared script, each minimum number of words student will rotate to all crew positions: e. The gray scale a. Cameraman 3. Lettering b. Floor manager a. Hand lettering c. Boom operator b. Lettering guides

49 58 c. Rub-on letters 2. Using microwave to transmit a televi- d. Printing sion signal 4. Techniques for using the studio card 3. The 2500 Megahertz Instructional a. Flipping card Television Fixed Service system b. Pulling card 4. The master antenna television system c. Drop-in or drop-out method 5. Using coaxial cable to send a television d. The studio crawl system C. Laboratory C. Laboratory 1. Each student will prepare a set of 1. Prepare a listing of the VHF and UHF photographs for use in a studio or transmitting stations familiar ana remote production study their power output compared to 2. Each student will prepare at least one the areas they serve overhead transparency for use on 2. Roughly plan a 2500 MHz television television system for a community of the students 3. Each student will prepare a minimum choice of five slides for use in a studio 3. Using a campus building not wired for videotape production MATV the student will plan the loca- 4. Each student will prepare a 1-minute 8 tion of the antenna and the position of mm. film for use during the studio the terminals for each instructional videotape production space 5. Each student will prepare at least one super card 6. Each student will prepare at least three Texts and References studio cards for use in the remote videotape production Diamond. A Guide To Instructional Television. Gordon. Classroom Television: New Frontiers in ITV. V. Distribution of the signal Moffatt. Hot Lights and Cameras: Basic Techniques For A. Performance objectives Educational Television. Upon completion the student should be Murphy and Gross. Learning by Television. able to: Wilkie. The Technique of Special Effects in Television. Witherspoon and Kessler. Instructional Television Facilities. 1. Define over the air transmission of a Zettl. Television Production Handbook. television signal using VHF and UHF 2. Define microwave transmission of a Related Media television signal Great Plains National Instructional Television Library 3. Describe the 2500 Megahertz Instruc- The CETO Television Training Films. color, sd. tional Television Fixed Service and in- Summary: The series contains 24 presentations in instruc- dicate its application tion in television production procedures. 4. Describe the master antenna television The Fourth Network. 16 mm., color, sd. system used in instruction and indicate Summary: This film explores both current practices in ETV and its potential for the future. its application The Studio Teacher. 1/2 in., 1 in., b & w. 5. Describe the transmission by an in- Summary. This video tape identified an instructional lesson structional television system using and explains the equipment and operations coaxial cable and indicate its applica- employed there. tion Ampex Corporation Television Training Tapes. 1/2 in., b & w. B. Unite of instruction Summary: A series of 30 videotape productions designed to 1. Characteristics and differences of VHF train personnel in the many areas of television and UHF television transmission production.

53 50 TECHNICAL ILLUSTRATION Upon completion the student should be able to: Hours Per Week 1. Describe the theory of isometric draw- Class, 16; Laboratory, 96 ing 2. Construct pictorial drawing using the Description isometric system Technical illustration is the designing and B. Units of instruction preparing of visual materials in pictorial form 1. The isometric cube for use with advertising and in instructions for 2. Measuring in isometric assembling, installing, operating, maintaining, 3. Reference lines and points or repairing industrial products. 4. Line and plane positions in isometric C. Laboratory Major Divisions 1. Laboratory exercises in the construc- Hours tion of isometric drawings for use as technicalillustrations,including ex- Labora- ploded isometric drawing Class tory I. Introduction to Technical III.Perspective Drawing A. Performance objectives Illustration 2 0 Upon completion the student should be II. Isometric Drawing 2 15 able to: III. Perspective Drawing 2 20 IV. Dimetric System of Pictorial 1. Describe the theory of perspective drawing Drawing 4 20 2. Use perspective theory to construct pic- V. Simplified Rotation of Views 2 10 torial drawings VI. Shading of Drawings 2 16 VII. Preparing Technical Illustrations B. Units of instruction 1. Theory of perspective for Reproduction 2 15 2. Constructing a circle in perspective 3. Perspective ellipse templates Total 16 96 C. Laboratory 1. Laboratory exercises working with the theory of both parallel and angular perspective and production of drawings I. Introduction to Technical Illustration that can be used in the instructional A. Performance objectives field Upon completion the student should be IV.Dimetric System of Pictorial Drawing able to: A. Performance objectives 1. Describe the field of technical illustra- Upon completion the student should be tion able to: 2. List the qualifications of a technical il- 1. Describe the dimetric system of draw- lustrator ing 3. Define the use of all the equipment 2. Construct drawing using the dimetric used by technical illustrators system of drawing B. Units of instruction B. Units of instruction 1. Review of basic drafting techniques 1. Description of diametric system 2. The field of technical illustration 2. Preferred diametric projection used in 3. Functions or duties of a technical il basic views lustrator 3. Taking dimetric measurements 4. Qualifications of a technical illustrator 4. Using foreshortened scales 5. 'Equipment used by a technicalil- 5. Selecting the proper view lustrator 6. Finding the degree of ellipse to be used C. Laboratory C. Laboratory None 1. Laboratory exercises in production of II.Isometric Drawing pictorial drawing using the fundamen- A. Performance objectives tals of the dimetric system

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V. Simplified Rotation of Views Upon completion the student should be A. Performance objectives able to: Upon completion the student should be 1.List and describe different types of able to: reproduction of technical drawing 1. Describe rotation of views 2. Mount drawing to be reproduced 2. Use the theory to produce pictorial 3. Make necessary changes in drawing drawings depending on method of reproduction to B. Units of instruction be used 1. Plotting simple angle B. Units of instruction 2. Plotting compound angle 1. Mounting and flapping 3. Rotation of view 2. Pasting-up illustrations 4. Trimetric drawing 3. Proportioning illustrations C. Laboratory 4. Photocopy methods 1. Projects in simple rotation of views are 5. The gray scale assigned to produce pictorial drawings 6. Reproductive processes which require the plotting of simple C. Laboratory and compound angles 1. Laboratory assignments will require VI.Shading of Drawings the pictorial drawing to be prepared for A. Performance objectives. reproduction taking into account the Upon completion the student should be limitations of various methods of able to: reproduction 1. List and describe the various types of shading 2. Locate the direction of lighting 3. Shade drawings using any type listed B. Units of instruction 1. Location of shaded areas Texts and References 2. Solid line shading Gibby. Technical Illustration. 3. Shading films 4. Wash Related Media 5. Airbrush C. Laboratory McGraw-Hill Company, Visual Education Department, New 1. Laboratory projects are assigned re- York, N.Y. Introducing Graphs. 16 mm. film, color. quiring the student to utilize a number Mechanical Drawing Transparency Series. of techniques, including line and pen Bailey Films Incorporated shading, shading films, airbrush and Design. 16 mm., color film. wash techniques, to enhance the pic- LaPine Scientific Company, Irvington, N.Y. 10533. torial quality of drawings Transparent Model for Drafting Illustrating. Broadhead Garrett Company, Cleveland, Ohio 44105. VII. Preparing Technical Drafting Teaching Aids DTP-I. models. Illustrationsfor Science Research Associates, Inc., 259 E. Erie Street, Chicago, Reproduction Ill. 60611. A. Performance objectives Perspective Drawing Series.

52 61 REPROGRAPHICS IV. Office Duplicating Methods 4 11 V. Copy Preparation (Review) 2 12 Hours Per Week VI. Photo Conversion 6 16 Class, 2; Laboratory, 6 VII. Image Carrier Preparation 4 16 VIII. Paper and Ink 2 4 Description IX. Image Transfer 6 24 A course designed to familiarize the student X. Finishing Procedures 2 12 with various duplicating methods, techniques, and equipment with primary emphasis on Total 32 96 developing basic skills in offset duplication. The student willlearn operational procedures for various makes and types of of- I. Orientation fice copiers, fluid and stencil duplicators, and A. Performance Objectives small offset presses. Self-instruction units in None the office copier and fluid and stencil duplica- B. Units of instruction tion area will leave most of the laboratory time 1. Course organization free for offset duplication instruction. a. Textbook Areas of study include copy preparation, b. Assignments and projects stencil and master preparation for office c. General course procedures duplicators, camera work,stripping, d. Grading policy platemaking, press work, and bindery 2. Laboratory facility a. Utilization operationsinthe offset duplicating field. Related areas of study include papers, ink, b. General laboratory procedures history of printing, and printing production. c. Maintenance An integral part of the course is application 3. Equipment and materials of the principlesof design and graphics, a. Equipment utilization technical illustration and photography, to the b. Equipment maintenance preparation of press-ready copy. A review of c. Material sources basic design principles is provided to facilitate d. Material waste requirement of quality design practice in each 4. Laboratory safety printing project. a. Importance of safety b. Carelessness and safety c. Accident prevention d. Developing proper, safe work habits C. Laboratory 1. Tour laboratory facility 2. Brief explanation of each piece of equipment and its use II.History of Printing A. Performance objectives Upon completion the student should be able to: 1. Describe in outline form the development of modern printing techniques Figure 7Educational Media Technicians should be capable of operat- from early forms of visual com- ing duplicating equipment and offset printing. munications 2. Identify and describe in terms of theory Major Divisions Hours and applicationvarious printing methods including: Laborn- a. Letterpress Classtory b. Silk screen I. Orientation 2 1 c. Gravure II. History of Printing 2 0 d. Intaglio III. Printing Production 2 0 e. Offset

53 G.? B. Units of instruction c. Art 1. Background d. Photography a. Early forms of visual communica- C. Laboratory tions None b. Development of written communications IV.Office Duplicating Methods c. Early reproduction methods A. Performance objectives d. Development of modern printing Upon completion the student should be 2. Letterpress printing able to: a. Theory of letterpress printing 1. Explain the operation and theory of all b. Uses copying and duplicating processes in- 3. Silk screen cluding: a. Theory of silk screen printing a. Dye transfer b. Uses b. Electrostatic 4. Gravure and intaglio c. Xerography a. Theory d. Thermal b. Uses e. Diffusion transfer 5. Offset printing f. Spirit a. Theory g. Stencil b. Uses h. Offset c. Growth and development of offset by diagramming, labeling, and out- duplication line each C. Laboratory 2. Operateallavailablecopiers and None duplicators, and produce good copies by practicalapplication and evaluatior III, PrintingProduction through structured laboratory projects A. Performance objectives 3. Select and justify in terms of number of Upon completion the student should be copies, quality, ease of operation, Cost, able to: type of master preparatioa, the best 1. Identify and describe in outline form process to utilize in completing any the route of printing production flow in given copying or duplicating case terms of: problem a. Conventional printing operations b. Production organization B. Units of instruction 2. List and define specific jobareas and 1. Introduction related job areas available upon a. Utilization of office copiers and successful completion of this course duplicators B. Units of instruction b. Types 1. Production flow 2. Operation and theory of office copiers a. Job planning and layout a. Dye transfer b. Copy preparation b. Electrostatic c. Camera c. Thermal d. Stripping d. Diffusion transfer e. Platemaking 3. Spirit duplication f. Presswork a. Theory of process g. Finishing operations b. Operational procedures 2. Production organization c. Typing a master a. Personnel d. Thermal masters b. Procedures 4. Stencil duplication 3. Employment areas a. Theory of process a. Commercial b. Operational procedures b. In-house education and industry c. Typing a stencil 4. Related employment areas d. Types of stencils a. Equipment and material production 5. Offset duplication b. Equipment and material sales a. Theory of process

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b. Types of offset duplicators 2. Make rough layout from thumbnail c. Preparing direct-image masters sketches d. Preparing electrostatic masters 3. Make comprehensive layout from rough e. Typing copy for offset duplication layout 6. Process selection 4. Prepare a pasteup for line photo con- a. Number of copies needed version b..Quality desired 5. Prepare a pasteup for halftone photo c. Ease of operation conversion d. Cost 6. Prepare an overlay pasteup e. Preparation of master copy C. Laboratory VI.Photo Conversion 1. Prepare masters for all methods A. Performance objectives available including spirit master, sten- Upon completion the student should be cil, direct-image master, electrostatic able to: master 1. Function in a graphic arts darkroom by 2. Make copies from available equipment demonstrating the ability to: including various office copiers, spirit, a. Properly mix chemicals stencil, and offset duplicators b. Operate a process camera 3. Given any office copying or duplicating c. Expose and process film by standard problem, select an appropriate process procedures including line and half- and justifyitin terms of quantity, tone negatives through successful quality, cost, and ease of preparation completion of structured laboratory projects V. Copy Preparation (Review) A. Performance objectives B. Units of instruction Upon completion the student should be 1. Process camera able to: a. Orientation 1. Prepare camera-ready art utilizing the b. Types principles of good design and composi- c. Operation tion, demonstrating high standards in 2. Darkroom procedures neatness and organization by successful a. Layout and design completion of structured laboratory b. Chemistry projects c. Materials B. Units of instruction d. Procedures 1. Design 3. Line photography a. Proportion a. Theory b. Balance b. Procedures c. Contrast 4. Halftone photography d. Rhythm a. Theory e. Harmony b. Halftone screen 2. Layout c. Procedures a. Thumbnail sketches 5. Specialized materials b. Rough layout a. Autoscreen film c. Comprehensive layout b. Stabilization film and paper d. Final layoutcamera-ready art 6. Specialized procedures 3. Composition a. Still development a. Copyfitting b. Other b. Type selection C. Laboratory c. Type structure 1. Expose and process a line negative from 4. Mechanical prepared pasteup a. Pasteup 2. Expose and process a halftone negative b. Overlays from prepared pasteup c. Accuracy and cleanliness 3. Expose and prepare multiple negatives C. Laboratory from prepared overlay pasteup 1. Prepare a series of thumbnail sketches VII. Image Carrier Preparation

55 634 A. Performance objectives a. Paper selection Upon completion the student should be b. Cutting diagrams able to: c. Calculating cuts 1. Demonstrate conventional procedures d. Papercutter for negative opaqueing, stripping, and 4. Ink characteristics exposing and processing presensitized a. Ink manufacturing offset plates through successful com- b. Chemistry pletion of structured laboratory proj- 5. Ink mixing and matching ects a. Use of color B. Units of instruction b. Mixing color 1. Stripping c. Ink additives a. Tools, materials, and equipment d. Special-purpose inks b. Procedures C. Laboratory c. Special techniques 1. Have students run a project utilizing 2. Platemaking transparent and opaque inks on various a. Materials and equipment colors of stock and evaluate for color b. Chemistry changes of ink c. Procedures 2. Have students choose appropriate stock d. Special materials for a project e. Special techniques 3. Cut stock to size C. Laboratory 4. Choose appropriate color ink or mix ap- 1. Prepare a flat including a line negative propriate color 2. Expose and process a presensitized 5. Print project using stock and ink chosen plate IX. Image Transfer 3. Prepare a flat including a halftone A. Performance objective negative Upon completion the student should be 4. Prepare plates from multiple negatives able to: 5.Utilize a screen tint in preparing a 1.Set up, operate, clean up, and maintain presensitized plate all available offset.presses in preparing VIII. Paper and Ink printed materials through successful A. Performance objectives completion of structured laboratory projects Upon completion the student should be B. Units of instruction able to: 1. Press orientation 1. Briefly describe in outline form the a. Theory history, manufacturing processes, and b. Types physical characteristics of papers and c. Sizes inks 2. Press functions and controls 2. Choose, figure, cut stock a. Operating controls 3. Demonstrate the ability to utilize, mix, b. Dampening system and match inks c. Inking system B. Units of instruction 1. Papermaking d. Cylinders e. Feed system a. Brief history of paper f. Delivery system b. Paper manufacturing 3. Press setup 2. Types, sizes, and weights a. Feeder unit a. Finishes b. Register and positioning b. Grain c. Printing unit c. Wire side d. Delivery unit d. Felt side 4. Press oprration e. Basic sizes a. Sequence of procedures f. Weights b. Running g. Watermarks c. Troubleshooting 3. Figuring stock d. Safety

56 (35 5. Press cleanup 6. Punching, drilling a. Procedures a. Equipment b. Results of poor cleanup b. Procedures 6. Press maintenance C. Laboratory a. Daily 1.Fold, assemble, or prepare materials b. Periodical for finishing c. Company Service 2. Bind or fasten materials in available C. Laboratory methods, including stitching, 1. Prepare and utilize offset equipment mechanical,padding, punching and for image transfer drilling 2. Maintain acceptable'image quality for several hundred copies Texts and References 3. Lubricate equipment at proper time A.B. Dick Company. Graphic Communication Series. X. Finishing Procedure . Communicating with Graphics. A. Performance objectives . A rt work. . Image Assembly. Upon completion the student should be . Photo Conversion. able to: . Image Carrier Preparation. 1. Perform basic finishing procedures in- . Image Transfer. cluding: . Finishing Procedures. a. Cutting . Decision Making. . Teacher's Manual/Transparency Masters. b. Trimming . Fundamentals of Offset. c. Folding . Techniques of Offset. d. Stitching Fundamentals of Mimeographing. e. Binding . Techniques of Mimeographing. f. Padding g. Punching Related Media h. Drilling A.B. Dick Company, 5700 W. Touhy Avenue, Chicago, Illinois finished printed materials by all 60648. methods available through Techniques of Modern Offset. filmstrips with sd., 33 RPM records, 8 filmstrips. successful completion of structured The Paper Master. laboratory projects Artwork Your Blueprint to Printing. Preparing Presensitized Metal Plates. B. Units of instruction Offset Inks and Printing Papers. 1. Papercutting and trimming Operating a Table-Top Offset. g. Collations Operating a Floor-Model Offset. a. Hand Tips for the Offset Operator. b. Machine Offset and You. Techniques ofModern Fluid Duplicating. 2 filmstrips, sd., 33 3. Stitching RPM records. a. Procedures Techniques of Modern Mimeographing. 2 filmstrips, sd., 33 b. Side stitching RPM records. c. Saddle stitching Eastman Kodak Company, Audio Visual Services, Rochester, 4. Mechanical binding N.Y. Line Photography. 35 mm., slides, sd., narrated tape, script. a. Equipment and materials Summary: Discusses general procedures for preparing copy b. Procedures for line photography. 5. Padding Halftones and Other Tones. 35 mm., slides, sd., narrated a. Equipment and materials tape, script. b. Procedures Summary: Provides an introduction to photomechanical reproduction.

GG MEDIA PRODUCTION instructional media staff subject matter specialist and media specialist Hours Per Week 3. List the steps and considerations in- Class, 32; Laboratory, 96 volved in evaluating- a project and es- Description tablishing realistic objectives; schedules, and budgets This course is structured experience dealing B. Units of instruction with all aspects of planning and production for 1. The systems approach the solution of instructional problems. Basic 2. Behavioral objectives materials, techniques, and skills are applied to 3. Skill analysis solutions of specific problems. Specific group- 4. Measuring instruments projects will involve planning, organization, 5. Selection of instructional procedures estimating, scheduling, and final production of (introduction) media. Previous courses attend primarily to 6. Relation of media, materials to instruc- development of techniques and skills. A needed tional problem analysis aspect of technician training is to consider the C. Laboratory complete problem of production and applica- 1. An approach to planning a specific in- tion of techniques to solution of problems. This structional project. Developing objec- course assumes completion of formal instruc- tives of project, creating plans to adapt tioninphotography,design,filmmaking, project to media, use of subject matter reprographics, television, and management, specialist together with an understanding of production 2. Evaluating need for media in solution equipment, materials, supplies, and produc- of problem tion economics. 3. Discussion of case studies related to above concepts Major Divisions II.Interpretationof Appropriate Media, Hours Methods, and Materials Labora- A. Performance objectives Class tory Upon completion the student should be able ,-): I. Analysis of Instructional 1., t and briefly describe the con- Problems 6 6 siderations in deciding upon the most II. Interpretation of Appropriate appropriate media or format of a Media, Methods, and Materials 5 9 specific problem III. Translation of Subject to 2. Describe the characteristics and Media or Materials 4 6 relative merits of each media or format IV. Production Planning...... 9 9 3. Demonstrate a knowledge of produc- V. Production 0 48 tion economics, labor, and facilities VI. Critique, Review, Evaluation, related to each media or format Revision 4 6 VII. Technique, Processes, and B. Units of instruction Equipment 4 12 1. Discussion of media for materials a. Slidesfilmstrips Total 32 96 b. Overheads c. Film d. Television I. Analysis of Instructional Problems e. Audio A. Performance objectives f. Printed copy Upon completion the student should be 2. Evaluation of effectiveness by com- able to: parative examples 1. State and briefly describe the necessary C. Laboratory stepsinanalyzing an instructional 1. Comparison of media formats problem in regard to media production a. Analysis of presentation by different 2. Describe the interrelationships of the media

67 58 b. Comparisonofeffectiveness and 1. Scripts - outlines merits of media 2. Storyboarding 2. Analysis of use of materials 3. Estimating materials a. Instruction or training 4. Material selection b. Independent or tutorial 5. Scheduling or real time estimating c. Supportive aids, materials 6. Facilities and equipment III.Translation of Subject to Media or Materials C. Laboratory A. Performance objectives 1. Introductory preparation of script or Upon completion the student should be outline for a filmstrip. The laboratory able to: project requires a great amount of in- 1 Analyze the requirements of composi- structional supervision. This preparation of the material tion of script and outline must be done 2. Describe the specific characteristics of under the direct supervision of the sub- the subject area such as format, sym- ject matter specialist. If the project is bols, terminology, and composition related to the field of physics the stu- 3. Define the relationship of the media dent must work closely with a physics technician and subject matter specialist instructor 4. Describe the general procedures for 2. Storyboarding research and reference of a topical area 3. Estimating material requirements B. Units of instruction 4. Equipment requirement analysis 1. Maintaining realism 5. Scheduling or real time estimating 2. Visualizing a. Script and storyboard 3. Symbols - terminology b. Graphics and design 4. Media technician and subject matter c. Ordering and process times specialist d. Photography and processing 5. Case study or evaluation e. Review - editing C. Laboratory f. Audio synchronization 1. Preliminary planning g. Layout, stripping plate preparation a. Development of objective h. Printing, binding b. Need for subject matter specialist i.Presentation and review c. Selection of format 2. Requirements of presentation V. Production a. Symbols - terminology A. Performance objectives b. Realism or animation Upon completion the student should be c. Color, composition able to: 3. Case study evaluation of techniques by 1. Develop the preliminary materials comparison necessary for specific project production in cooperation with media and sub- IV.Production Planning ject matter specialist A. Performance objectives 2. Develop a production schedule and cost Upon completion the student should be analysis for specific project production able to: 3. Produce the necessary media or 1. List and briefly describe the steps in materials for completion of a specific planning the production of media for a multimedia project specific project B. Units of instruction 2. Describe the work flow pattern of the C. Laboratory production processes 1. Scheduling of assignments or roles in 3. Prepare estimates of time,labor, production facilities, and material necessary to 2. Script - storyboarding schedule a production 3. Graphics and design 4. Prepare a time, manpower, material es- 4.Photography - processing timate and production schedule for 5. Review and editing media productions 6. Audio synchronization B. Units of instruction 7. Copy preparation

59 (38 8. Printing binding Texts and References 9. Presentation and review 10. Cost comparison and production hours Minor and Frye. Techniques for Producing Visual Instruction. Kemp. Planning and Producing Audiovisual Materials. vs. estimates Banathy. Instructional Systems. VI.Critique, Review, Evaluation, Revision Frank Holmes Laboratories, Inc. Facts You Should Know About Filmstrips. A. Performance objectives National Audio-Visual Association, Inc. Audio-Visual Equip. Upon completion the student should be ment Directory. able to: Eastman Kodak Company. Kodak Publications and Pamphlets. 1. List the principal factors for considera- tionin review or evaluation of Related Media materials Encyclopedia Britannica Educational Corporation, 425 N. 2. Critically evaluate materials in regard Michigan Avenue, Chicago, Illinois 60611. to appropriateness, quality, and objec- The Unique Contribution. 30 min., 16 mm., sd., color, 1959. tives Summary: Discusses value of films as a teaching tool and demonstrates their use. 3. Discuss alternative procedures or for- DuArt Film Labs, Inc., U.S. Government Film Service, 245 W. mats of production 55th Street, New York, N.Y. 10019 B. Units of instruction Instructional Television at Pennsylvania State University. L Principles of critiquing and evaluation 60 min., 16 mm., sd., b & w, 1966. C. Laboratory Summary: A film case study report of the experiences of successful use of campus-wide closed-circuit 1. Project review television. a. Evaluation of alternative procedures Eastman Kodak Company, Advertising Distribution, Depart- b. Effectiveness of materials and for- ment 454, Rochester, N.Y. 14650. mat Effective Visual Presentations. 37 min., multimedia program. VII. Techniques, Processes, and Equipment Summary. Demonstrates effective Vlbual presentations and A. Performance objectives a number of helpful techniques for planning, Upon completion the student should be producing, presenting programs. Movies Move People. 26 min., 16 mm., sd., color. able to: Summary: Demonstrates how movies can be used to solve 1. List and briefly describe new produc- communication problems. tion techniques or processes Super 8 A Unique Coin munication System. 30 min., mul- 2. Discuss the current trends in utilization timedia program. of media or equipment Summary: Demonstrates use, flexibility, and application of Super 8 films and projectors in business, in- B. Units of instruction dustry, and education. 1. New equipment systems 3M Company 2. Methods, techniques New Concepts in Creative Teaching with the Overhead Pro- C. Laboratory jector. 14 min., 16 mm., sd., color, 1963. 1. Lecture demonstration of new media, Summary: Application of overhead projector in classroom procedures, and equipment by vendors with emphasis upon effecting teaching.

60 G 3 MANAGEMENT OF MEDIA and Equipment for AND RESOURCES Media Utilization 9 6 VII. Budgeting for Media Hours Per Week Services 6 4 Class, 48; Laboratory, 32 Total 48 32 Description The purpose of this course is to develop an appreciation for the organization and effective I. Media Departments management of instructional resource centers. A. Performance objectives Relationships of the educational media techni- Upon completion the student should be cian to media directors and specialists and the able to: functions and responsibilities in an 1. State the general purposes of media educational or industrial media department departments or centers are explored. Business procedures of ordering, 2. List the ztaff of a full or partial service estimating,scheduling,inventorying, department and indicate the respon- budgeting, and accounting and operational sibilitiesor performed functions procedures of evaluation, procurement, dis- together with qualifications of each tribution,control, and maintenance are 3. List and describe briefly the common presented. Attention is given to management services of a media department of facilities, production, production planning, 1.List the types of media, materials, and distribution and storage of media and equip- equipment normally encountered ment in regard to both new or existing together with the services, problems, departments and various organizations of and special requirements of each departments. 5. Describevarious media department Background from previous courses such as work tasks and distinguish those which Media Equipment Operation and Maintenance areclerical,paraprofessional, and or Media Productions is extensively applied professional throughout the course to facilitate develop- B. Units of instruction ment of techniques of management of media 1. Purposes of media department or and resources. Laboratory time is used to center simulate the organization, operation, develop- a. Provide support services of produc- ment of procedures and controls and manage- tion and reproduction of instruc- ment of an instructional resource center. An tional materials introduction to the types, organization, and b. Provide library services of acquisi- responsibilities of libraries together with brief tion, organization, effective distribu- experience in library operation is presented to tion of media, materials, and equip- develop areas of common services. ment c. Provide assistance in developing, im- Major Divisions plementing instructional materials Hours 2. Staff of media departments Labora- a. Media director Class tory b. Media specialists I. Media Departments 3 2 c. Media technicians II. Organizational Patterns of d. Media aides Departments 2 0 e. Clerical, secretarial III. Library Resources and 3. Functions and services of media Services 6 4 departments IV. Administering Media and a. Production and reproduction Equipment 12 8 (1) Graphics V. Implementing and Admin- (2) Photography istering Media (3) Film production Preparation Services 10 8 (4)Printing and duplicating VI. The Physical Environment (5)Television services

61 70 (6) Displays able to: (7)Audio services 1. Describe and list the functional services b. Acquisitions of centralized and departmental media (1) Research references centers (2)Promotion 2. Discuss in writing the advantages and (3)Evaluation of media, materials disadvantages of centralized and (4)Evaluation of equipment departmental media centers (5)Scheduling, booking 3. Describe the typical media service (6)Bibliographic organization organization and particular problems (7)Purchase and rentals associated with media services in single c. Distribution schools, district or county systems, un- (1)Media and equipment distribu- iversity or college systems, industrial tion and control training or agency-institutional (2)Equipmentrepairand systems maintenance 4. List the probable staff and faculty re- (3)Media maintenance or repair quirements for various systems (4)Operational instructions 5. List or identify the probable control (5)Equipment operation considerations associated with various d. Management, research, development media service systems functions B. Units of instruction (1)In-service programs 1. Centralized, library-directed resource (2)Instructional materials and centers development 2. Departmentalizedordecentralized (3)Budgeting for media services centers (4)Service to community 3. Types of organizations 4. Types of media and equipment a. Single school a. Films, filmstrips, slides b. District or county systems b. Transparencies c. University or college c. Videotapes d. Indt:strial training d. Audiotapes and phonodiscs e. Agency or institutional e. Graphics C. Laboratory f. Photographs and flat pictures None g. Charts, displays, booklets, exhibits, models, realia III.Library Resources and Services h. Programmed materials and equip- A. Performance objectives ment Upon completion the student should be i.Projection equipment able to: j. Audio and video equipment 1. List and briefly describe the general k. Production equipment and supplies purposes of libraries 1. Computer related or assisted 2. Describe briefly the common functions materials and services of a library C. Laboratory 3. List and briefly describe the various 1. Prepare lists of services and necessary kinds of materials libraries house and staff, skills, facilities for a typical in- disseminate structional media center. Relate lists to 4.Describe the organizational structure curriculum and media technician's of various types of libraries including background school,public,academic,special 2. Field trip to local media center or guest libraries speakers from educational and in- 5. List and briefly describe the functional dustrial training center areas common to most libraries 6. List and briefly describe the various II.Organizational Patterns of Media Depart- library work tasks ments 7. Describe briefly the specific functions A. Performance objectives or services of various types of libraries Upon completion the student should be including school, public, special, and 71 62 academic libraries (4) Informational 8. List and briefly describe the role of the 6. Types of libraries media production center in relation to a. School libraries libraries (1)Purposes of school libraries 9.Describe and compare the media ser- (2)Specific functions and services vices provided by a schoollibrary, (3) Media services academic library, public library, and (4) Management and personnel struc- special library ture 10. Describe the general organization and b. Academic libraries procedures of library acquisition (1)Purposes of academic libraries centers (2) Specific functions and services 11.Perform routine maintenance (3) Media services procedures and display preparation for (4) Management and personnel struc- a library ture 12.Describe the principal methods of c. Public libraries organizing and cataloginglibrary (1)Purposes of public libraries materials (2)Specific functions and services 13. List the reader services which may be (3) Media services expected in various types of libraries (4)Management and personnel struc- 14. Use the principal reference tools to ture locate materials for topical d. Special libraries assignments or to assist others in effec- (1)Types of special libraries tively using the library (2)Purposes of special libraries B. Units of instruction (3)Specific functions 1. General purposes of libraries (4) Media services 2. Library materials (5) Management and personnel structure a. Books 7. Organization and functions of library b. Periodicals acquisitions center c. Microforms d. Graphics a. Acquisition systems e. Vertical file b. Acquisition procedures f. Media (1)Request forms g. Equipment and facilities (2)Sources 3. Library personnel (3)Storage and organization of sources a. Clerical (4) Bibliographic search b. Assistants (5) Bibliographic tools c. Technicians (6)Purchasing procedures and files d. Specialists e. Professional staff (7) Receiving and control 4. General organizational structure 8. Maintenance procedures a. Mending and binding a. Administration b. Departments (1) Mending 5. General functions and services of (2) Cleaning (3) Display preparation libraries a. Reference 9.Organizing and describing library b. Circulation materials c. Maintenance of collections a. Public catalog d. Selection and acquisition (1)Types of public catalogs e. Media services (2) Catalog cards f. Advisory b. Main entry g. Services (1) Books (1)Public (2) Nonprint materials (2) Reader c. Classification (3)Social (1)Library of Congress

63 (2)Dewey Decimal System as to primary advantages and d. Cross-references limitations and the specific equipment e. Shelf lists considerations of each f. Library processing of nonbook 7. List and briefly describe the evaluation materials and selection criteria for several types g. Cataloging aids of media 10. Readers' services 8. Devise (or follow) a plan for scheduling a. Types of readers' services and distribution of media and equip- (1)In various types of libraries ment for a specified media center (2)General reference information 9. Devise or modify example forms to be (3) Periodical information used for ordering, scheduling, distribu- (4)Public catalogs tion, utilization, and maintenance of (5) General indexes media or equipment (6)Directories and dictionaries 10.Devise or prepare checklists for (7) Handbooks maintenance or repair of specific media (8) Bibliographies and equipment including inspection b. Specialized references and maintenance records 11.Library media services 11. Process media or equipment for shelv- a. General cataloging procedures ing and distribution b. Classification procedures 12.List and briefly describe several c. Media technician in libraries methods of cataloging and inventory C. Laboratory control for specific media 1. Field trips to various types of libraries 13. Given a list of various types of media, to observe the functional areas, per- describe the proper handling and care sonnel organization, functions, and ser- preceding, during, and following vices utilization 2. Exercises and lecture demonstrations 14. Given a specific inventory of media and of specialized library equipment such equipment, prepare a list of necessary as microform facilities,filing and supplies and accessories for utilization storage, processing facilities 15. Given utilization data or demand infor- 3. Exercises or assignments to provide ex- mation, prepare equipment re- perience in library functions quirements, specifications, pricing, and 4. Specific topical assignments providing recommendations experience in using the principal 16. Given the dimensions of a space and an reference tools of libraries inventory list of media and equipment, IV.Administering Media and Equipment prepare plans and details showing A. Performance objectives shelving, storage arrangements, and Upon completion the student should be facilities able to: B. Units of instruction 1.List and briefly describe the objectives 1. Administering media and materials of media and equipment management a. Kinds and types of media or 2. Prepare a list and brief description of materials common media and equipment b. Print media and nonprint media 3. Given a list of common media and c. Purposes of media management equipment, indicate the major con- (1)To insure quality and ap- siderations for acquisition, storage, dis- propriateness tribution, maintenance, and inventory (2)To avoid duplication control (3)To provide effective budget dis- 4. List the major indexes or sources of tribution media (4)To provide efficient and economic 5.Locate specific media using major use of media and materials sources and prepare order, inventory, (5)To promote utilization through and control forms for the media service, availability 6. Given a list of common media, compare d. The selection process

64 (1)General selection criteria 2. Administering equipment (a)Curriculum relationships a. Analyzing equipment requirements (b)Authenticity (1)Performance considerations (c) Appropriateness (2) Utilization (d)Technical quality (3)Operational considerations (e) Economics (4) Related media (2) Evaluation b. Specific criteria for selection (a) Specific evaluation criteria for (1) Standardization various media (2)Mixed equipment (b)Previews (3)Rentals vs. purchases (c)Evaluation forms and in- (4) Specifications and bids struments (5)Competitive testing (3)Sources of media (6)Selection factors for specific use (a)Trade journals c. Storage of equipment (b)Professional societies (1)Special facilities (c) Industries (2) Maintenance and inspection (d)Specific indexes (3) Parts, replacements, accessories (e) Agency or institutional index- (4)Records es d. Distribution and control (f) Commercial catalogs or index- (1)Request or schedule instruments es (2)Operational instructions (4) Acquisition of media (3) Student or club assistance (a)Budgeting factors (4) Maintenance records (i)Direct costs (5) Cataloging equipment (ii) Indirect costs e. Budget considerations (iii) Priority budgeting (1)Present equipment (b)Ordering and scheduling forms (2)Duplication of equipment (c) Rental and purchase plans (3)Replacement scheduling (d)Storage and space re- (4) Rentals vs. purchases quirements (5) Supplies and accessories (i)Specialized facilities (6) Service contracts (ii) Specific storage con- (7) Expansion or creative budgeting siderations C. Laboratory (iii) Layout of storage facilities 1.Field trip to area school system or (e)Acquisition control school to review acquisition, cataloging, (i)Accession records storage, and distribution systems (ii) Confirmation of dates 2. Prepare a list and brief description of (iii) Control forms common media and equipment in- (5)Classifying and cataloging dicating the major considerations for (a)Card system acquisition, storage, distribution, (b)Color coding or coding systems maintenance or repair, supplies and in- (c) Commercial systems ventory control (d)Computerized systems 3. Compile a list of major sources of media (e)Systems for publicizing and equipment materials 4.Locate specific media using major (6)Scheduling and distribution sources, compile bibliographic informa- (a)Scheduling forms and methods tion, and prepare order forms for these (b)Delivery and pickup of materials materials 5. Through simulated experiences, devise (i)Control processes the necessary procedures andin- (ii) Maintaining and repair of struments to effectively schedule, dis- media tribute, and control media and equip- (c) Centralized and decentralized ment systems 6.Devise or prepare checklists for

65 maintenance or repair of specific media a. General services and equipment includinginspection b. Producer services and maintenance records c. Local vs. commercial services 7.Prepare equipment requirements, d. Analysis of demands specifications, pricing, and recommen- 2. Space considerations dations for specific problems or utiliza- a. Production planning tion b. Production layout 8.Prepare a list of supplies and 3. Equipment requirements accessories necessary for utilization of a. Production equipment or media b. Processing 9. Prepare plan and details showing shelv- c. Finishing ing,storage arrangements, and d. Professional services vs. local ser- facilities for storage and handling of vices media or equipment e. Time and motion study 10. Devise a training program for prepar- 4. Evaluation of staff requirements ing students or media club members to a. Size of staff assist in distribution, operation, and b. Duties of staff maintenance of media or equipment c. Qualifications of staff V. Implementing and Administering Media d. Training of personnel Preparation Services 5. Supplies materials requirements A. Performance objectives a. Inventory for production areas Upon completion the student should be b. Procedures for quantity of inventory able to: c. Storage and maintenance of inven- 1. List and briefly describe the general tory and producer services that may beper- 6. General business functions formed by a production center a. Bookkeeping 2. Given specific demand information, b. Ordering purchasing evaluate and describe the production c. Work orders and scheduling services required d. Inventory control 3. Given a list of media and anticipated 7. Budgeting for media production ser- utilization,prepareinformationfor vices evaluation of local production including a. Determination of costs equipment requirements, b. Cost estimating specifications, price, and sources c. Budget administration 4. Given spdcific dimensions ofa space C. Laboratory and an equipment inventory, prepare 1. Laboratory exercise in development of plans and details for a production facili- production service facility and capability including workflow, scheduling, and ty,including serviceevaluation, utilities organization,productionplanning, 5. Given a list of media, prepare a list, equipment, materials, operation, and price and indicate sources of supplies budgeting necessary for production VI. The Physical Environment and Equipment 6.List and briefly describe the majorcon- for Media Utilization siderations of implementing, or A. Performance objectives evaluating thefeasibilityof imple- Upon completion the student should be menting, production services able to: 7. Given descriptive information about a 1. List and describe the factors that must production order, prepare a complete be consideredin determining the list and purchase orders for the suitability of any given space for necessary supplies, devise a production mediated instruction schedule, and estimate the time re- 2. List and briefly describe current trends quired for completion of the pr,iject in media utilization and learning areas B. Units of instruction 3. List and compare the variables to be 1. Evaluation of production services consideredforutilizationof media

75 66 equipment in various types of learning or basic design, of learning spaces, in- spaces such as large group, small group, cluding layout, equipment con- or individualized instructional spaces siderations, environmental con- 4.List sources of physical standards for siderations, and utilities for a variety of mediated classrooms user requirements 5. Solve basic problems of layout, projection, lighting control, acoustics seating VII. Budgeting for Media Services for specific-purpose learning spaces A. Performance objectives 6. Solve light control problems for various Upon completion the student should be spaces or classrooms able to: 7. List and recommend wiring, electrical 1. List and briefly discuss common services, and physical modifications for budgeting systems remodeling spaces 2. List and describe the items to be in- 8. Specify equipment necessary for media cluded in proposed budget for produc- facilitation of existing spaces tion, equipment, media, and materials B. Units of instruction 3. Prepare a budget for specific produc- 1. Learning spaces tion services including supplies, equip- a. Classrooms ment, materials, and staff for annual b. Multigroup spaces operation or projects c. Multimedia centers 4. List and briefly describe the current d. Independent and individualized in- standards or guidelinesformedia, structional spaces equipment, or facilities e. Fixtures 5. Prepare cost-estimatinginformation 2. Physical considerations for production services in relation to a. Lighting control specific utilization information b. Electrical requirements B. Units of instruction c. Acoustics and sound control 1. Introduction to types of budgeting d. Projection relations and problems a. Performance budgeting e. Environmental control b. Object budgeting f. Seating c. Continuity budgeting g. Equipment storage d. Expansion or creative budgeting h. Operational factors 2. Analyzing the expenditures i.Standards for design a. Media and materials (1)Recommended practice (1)Purchase priorities (2)Renovations and remodeling (2)Rentals (3)Sources of standards (3) Replacements (4) Consultants (4)Supplies and accessories 3. Equipment requirements b. Equipment a. Analyzing equipment needs and (1)New equipment utilization (2) Replacements b. General criteria for selection (3) Duplications (1)Operation (4) Maintenance or service (2) Location (5)Supplies and accessories (3)Performance c. Preparation or production services (4) Maintenance (1)Supplies and materials (5)Economics (2) Equipment (6)Rentals vs. purchases (3)Equipment repairs orreplace- (7)Supplies ment c. Specific selection criteria (4)Rentals (1) Projectors (5)Service contracts (2)Audio equipment (6)Overhead or utilities (3) Video equipment (7)Project estimates C. Laboratory d. Staff expenditures 1. Laboratory exercises in development, (1)Full-time staff

67 76 (2)Part-time staff Related Media (3)Professional services Bailey Films, Inc., 6509 Delonpre Avenue, Hollywood, Calif. e. Accounting procedures for budget 90028. control and distribution Bulletin Boards and Display. 35 min., 36 frames, color, 1966. f. Equipment and facility standards or Summary. Amusing drawings and examples of good bulletin guidelines board design show how the bulletin board can (1) Recommended .equipment function as an effective educational tool. Bulletin Boards, An Effective Teaching Device. 16 mm., 11 (2)Recommended facilities min., color. (3)Trends in equipment utilization Flannel Boards and How To Use Them. 15 min., 16 mm., g. Budgeting for projects or proposals color. h. Sources of revenue or support Film and You (Using A Classroom Film). 13 min., 16 mm., i. Chargeback systems of operational color. Library Filmstrip Center, 3033 Alomo, Wichita, Kans. 67211. accounting The Media Center. filmstrip, 53 frames, sd., record, 1969. C. Laboratory Summary: Description of Dewey Decimal System and 1. Laboratory exercise in preparing cost application to audiovisual resources. estimates for production and distribu- National Audio Visual Association, 1201 Spring Street, Fairfax, tion services for specific school system Va. 22030. National Slide Library on AN Media in Education. slides, 2. Analysis of budgeting and accounting 366 slides, color. procedures of parent institution and Summary: Demonstrate media and equipment in use. local school or district Space Is Not Enough. 16 min., filmstrip, sd., color, 1969. 3. Using available standardsor Summary: Details the technical and physical requirements guidelines, laboratory exercises of mediated instruction and their effect on in overall design and shape of classrooms. budgeting for expanding operational National Education Association, 7201 16th Street, N.W., levels of utilization, distribution, and Washington, D.C. 20036. preparation services Educational Media. 16 min., filmstrip, sd., color, 1969. 4. Laboratory exercises in evaluating Summary: Surveys media now available and discusses con- costs of implementing a print-medium siderations in selecting and testing media. Chandler Publishing Co., 124 Spear Street, San Francisco, Calif. service for a specific school and utiliza- 95104. tion data Pictures For Teaching. Slides, 36 frames, color, 1965. Summary: Sources of pictures, selection of pictures, filing methods, uses, and examples. McGraw-Hill Book Co., Inc., Textbook-Film Division, 330 W. 42d Street, New York, N.Y. 10036. Filmstrips and the Teacher. filmstrip, 32 frame, color. How To Use Classroom Films. 15 min., 16 mm., sd., b & w, 1963. Texts and References Making Learning More Meaningfid. 12 min., 8 mm., color. Choosing A Classroom Film. 18 min., 8 mm., color. Erickson. Administering Instructional Media Programs. Selecting and Using Ready-Made Materials. 17 min., 8 mm., Green. Educational Facilities with New Media. color. American Library Association Standards for School Media Basic Skill Films, 1355 Inverness Drive, Pasadena, Calif. 91100. Programs. An Example of a Teaching Machine Program. filmstrip, 35 Minneapolis Mining and Manufacturing Co. Tape Recording in mm., 62 frames, color, 1960. the Classroom. Effectiveness of Audio-Visual Materials.filmstrip,45 -. Better Communications Through Tape. frames, color. National Educational Association. Instructional Television How To Use A Teaching Film. filmstrip, 30 frames, color, Fixed Service: What It Is. How To Plan. 1957. Minor and Frye. Techniques for Producing Visual Instructional Teaching By Television. filmstrip, 51 frames, color, silent, Materials. 1967. Brown, Norberg, and Srygley. Administering Educational Using Individual Learning ProceduresinTeachine Media. filmstrip, 55 frames, color. Rennselaer Polytechnic Institute. New Spaces For Learning. Eyegate House, 146-01 Archer Avenue, Jamaica, N.Y. 11400. Educational Facilities Laboratories. Instructional HardwareA Facts About Films. MP, 11 min., 16 mm., sd., color. Guide To Architectural Requirements. Facts About Projection. MP, 11 min., 16 mm., sd., color. Gerlach and Ely. Teaching and Media. How To Get The Most Out of Filmstrips. FS, 50 frames, sd., Hicks and Tillin. Developing Multi-Media Libraries, color.

68 APPLIED EDUCATIONAL MEDIA 1.Prepare original artwork foril- lustrations, designs,posters,charts, Hours Per Week maps, diagrams, displays Class, 0; Laboratory, 9 2.Prepareor reproduce overhead Description transparencies using standard and photographic processes Fieldtrainingthrough work experience 3.Prepare artwork and graphics for functioning as an instructional media techni- television, photography, film cian with area educational institutions, agen- 4. Prepare original 35 mm. slides for cies, industry, or the curriculum institution in- screen or television structionalresourcecenter.Each student 5. Prepare duplicate 35 mm. slides for works directly with a mentor or project direc- screen or television tor in close cooperation with curriculum facul- 6. Prepare captions for 35 mm. slides for ty to gain practical experience in equipment or screen or television materialdistribution,materialproduction, 7. Produce black and white prints in- and in working with instructional personnel on cluding camera and darkroom process- Solutions to instructional problems. Periodic ing seminars will review individual experiences 8.Mount, laminate, display photographs with collective efforts to evaluate problems and artwork associated with the individual experiences. 9. Record audiotapes including live Mentor or project director will provide a narrations, change of format, sound review of personal and performance mixes, sound synchronizing, and characteristics of the student. editing The student should spend 9-12 hours per 10. Reproduce print materials by copying, week actively involved with the work ex- spirit, mimeo, and offset methods perience. One hour per week should be 11.Reproduce and duplicate print arranged for a seminar or conference with the materials from bothoriginal and faculty supervisor for the purpose of discus- prepared copy sion and evaluation of work experience. 12. Prepared displays and exhibits Because of the wide variety of instructional B. Laboratory resource facilities, agencies, institutions, or in- 1. Production planning and scheduling dustries and consequently purposes and ser- a. Consultation vices, an equal variety of field experience may b. Design exist. Area or regional circumstances may c. Production preclude extrainstitution participationin d. Economics which case a carefully planned and supervised e. Facilities institutionalexperience withtheresource f. Supplies center, library, and faculty offers excellent g. Production coordination potential. Deviations from the suggested 2. Production techniques course outline often will occur, but the primary a. Art and design graphics objectives of the work experience should Ix b. Media photography maintained. c. Reprographics d. Audio Major Divisions C. Seminar I. Media Production Services (General) 1.Discuss procedures and problems of II. Media Production Services (Producer) general media design center services HI. Media and Media Equipment Distribution 2. Discuss general procedures for con- IV. Final Seminar and Evaluation sultation,design,scheduling,and production of general media 3. Discuss general work attitudes I. Media Production Services (General) a. Job responsibilities A. Performance objectives b. Responsibilities to follow workers, Upon completion the student should be employers, clientele able to: c. Quality of workmanship

69 4. Discuss procedures for inventory con- equipment trol,suppliesutilization,costes- 3. Maintain public media catalogs timating, and scheduling of work 4.Maintain records of utilization, II.Media Production Services (Producer) maintenance, storage of media A. Performance objectives 5.Select procedures for scheduling, dis- Upon completion the student should be tribution,and inventory controlof able to: media and equipment 1. Produce sound slide and sound 6. Maintain and repair media and media filmstrip programs including artwork, equipment 7. Set up, operate and supervise the opera- photography, processing, audio,in cooperation with media and subject tion of media equipment matter specialists 8.Instruct clientele in the operation of 2. Assist production of motion pictures in media equipment S-8 format, including camera, artwork, 9. Prepare and maintain an inventory of lighting, editing using motion, single- supplies for media and media equip- frame, basic animation, special-effects ment repair or maintenance techniques 10. Schedule, distribute, store inventory 3. Assist production of video tapes, in- media and media equipment cluding both studio and on-location 11.Assist in evaluation and preview of productions media 4. Assist preparation of production 12.Supervise the operation of equipment storyboards and scripts for slide, for viewing, listening, or distribution filmstrip, film, television services centers 5. Reproduce and duplicate print 13.0perate equipment to distribute video, materials such as brochures, manuals, audio, or visual media B. Laboratory and workbooks B. Laboratory 1. Acquisition of media and equipment a. Rentals 1. Production planning a. Consultation b. Purchase b. Design 2. Organization of media and equipment a. Cataloging c. Development and analysis d. Budget b. Receiving and processing e. Scheduling c. Recordkeeping f. Production 3. Distribution of media and equipment 2. Production staff a. Scheduling b. Storage a. Media specialists c. Inventory b. Subject matter specialists c. Technicians and support staff d. Recordkeeping C. Seminar 4. Operation and maintenance of media 1. Discuss planning, analysis, coordina- and equipment tion, staff roles and responsibilities, a. Maintenance and repair b. Preventative maintenance scheduling and budget requirements of c. Storage producer services d. Scheduling 2. Discuss staff relationships and respon- e. Operational assistance, supervision, sibilities in media services instruction III.Media and Media Equipment Distribution 5. Distribution and distribution facility A. Performance objectives operation Upon completion the student should be a. Audio, video, visual equipment able to: b. Scheduling 1.Check in-house files,locate c. Recordkeeping bibliographic information and prepare C. Seminar orders for media and equipment 1. Discuss the procedures and problems of 2.Receive, catalog, and process media and acquisition, organization, distribution,

73 70 storage of media and media equipment 2. Discuss attitudes and job-related 2. Discuss the procedures and problems of responsibilities of media technicians I media and media maintenance, repair, 3. Explain procedures, policies, produc- storage, and preventative maintenance tion techniques of the institution, agen- 3. Discusstechniquesforeffective cy, or industry involved in the work ex- guidance and supervision of equipment perience operators, students or other staff 4. Prepare a summary or resume of the 4. Discuss responsibilities of technicians work experience in acquisition, organization, distribu- B. Seminar tion, operation of media equipment 1. Discussion of general work attitudes, IV.Final Seminar and Evaluation responsibilities, and employer, fellow A. Performance objectives employee, clientele relationships Upon completion the student should be 2. Discussion and evaluation of job perfor- able to: mance and attitudes of supervisor and 1. Define the role and responsibility of the faculty educational media technician as a member of an instructional resource Texts and References staff None

71 60 General Education Courses

MATHEMATICS numbers expressed as decimals 8. Compute the product or quotient of Hours Per Week numbers expressed as decimals Class, 3; Laboratory, 0 9.Determine an appropriate resultin rounding off a number expressed as a Description decimal The material in this course is designed to in- 10. Find the percent of a given number crease the student's mathematical abilities and 11.Find the percent one number is of todevelophisself-confidence. The topics another covered are those which the media student will 12.Find a number when a percent of it is likely encounter in the various technical given courses and later in the field. The instructor is 13.Solve simple ratio and proportion reminded that the mathematics principles to problems be taught in this course will be used as "tools" B. Units of instruction by the student. In this sense, it would be well 1. Basic operations in arithmetic to indicate to the student where such a princi- a. Addition,subtraction,multiplica- ple is applicable to the media field. tion, and division of whole numbers b. Addition,subtraction,multiplica- Major Divisions tion, and division of fractions and mixed numbers Hours c. Addition,subtraction,multiplica- Class tion, and division of decimals I. Fundamental Concepts 7 d. Operations with percentage, ratio, II. Basic Algebraic Operations 5 proportion, and variation III. Linear Equations and Equalities II. Basic Algebraic Operations IV. Exponents, Radicals, and Logarithms 10 A. Performance objectives V. Special Products 2 Upon completion the student should be VI. The Slide Rule 5 able to: VII. Trigonometry 11 1. List and define the basic terminology of algebra such as:variable, constant, Total 45 coefficient, powers 2. Solve basic problems using law of sines 3. Compute the product of several I. Fundamental Concepts monomials A. Performance objectives 4. Compute the product of monomials and Upon completion the student should be polynomials able to: 5. Compute the product of two 1. List and describe the symbology of the polynomials decimal system 6. Compute the sum and difference of like 2. Write a fractionin lower or higher terms equivalent terms 7. Compute the quotient of two 3.Add and subtract fractions having the monomials and a polynomial divided by same denominator a monomial 4.Computetheleast common denominator of several fractions B. Units of instruction 5. Compute quotients by either the com- 1. Concept and definition of a function . mondenominator or inverted divisor 2. Expression of a functional relation by method tables and graphs 6. Solve a complex fraction 3. Addition, subtraction, multiplication, 7.Compute the sum or difference of and division of simple algebraic ex-

72 31 pressions able to: 4. Polynomials; addition - subtraction 1. Compute the product of two algebraic 5. Polynomials divided by monomial fractions III.Linear Equations and Equalities 2. Compute the quotient of two algebraic A. Performance Objectives fractions Upon completion the student should be 3. Compute the sum or difference of two able to: algebraic fractions 1. Solve a linear equation in a single B. Units of instruction variable 1. Compute the product, quotient, sum of 2. Solve simple word problems by equa- two algebraic fractions tion 2. Equations with algebraic fractions 3. Graphically represent a linear equation VI. The Slide Rule on cartesian coordinates A. Performance objectives 4. Solve a system of two linear equations Upon completion the student should be in two variables by: able to: a. Substitution 1.Describe and distinguish between the b. Addition or subtraction graduations on a slide rule B. Units of instruction 2. Compute the products and quotients us- 1. The Cartesian coordinate system - ing the C-D scale anotipoint plotting 3. Determine the decimal point location of 2. The graph of equations, y = kx, y = a number .t.+b 4. Solve a proportion using the slide rule 3. The graphical solution of two linear 3. Square or cube a number using a slide equations rule 4. Algebraic solution of linear equations, 6. Find the square root or cube root of a one and two unknowns number using the slide rule IV.Exponents, Radicals, and Logarithms B. Units of instruction A. Performance objectives 1. A, B, C, D scales Upon completion the student should be 2. Multiplication and division able to: 3. Squares and square roots 1. Solve basic problems using the law of 4. Combine operations exponents 5. Scientificnotation and significant 2. Solve basic problems involving negative figures exponents 3. Solve equations involving roots and VII. Trigonometry fractional exponents A. Performance objectives Upon completion the student should be 4. Solve simple problems using able to: logarithms B. Units of instruction 1.Recognize the relationships of a right 1. The laws of exponents triangle (Pythagorean theorem) 2. Integer exponents 2. Recognizethefundamental 3. Fractional exponents trigonometric functions of: 4. Relation between fractional exponents a. Sine, cosine, tangent contangent, se- and radicals cant, cosecant 5. The complex number and its meaning 3. Use the values found in the 6. Definition and properties of logarithms trigonometric table 7. Operations with logarithms 4. Solve a right triangle problem B. Units of instruction 8. Use of log tables 9. Relationship of base 10 and base "e" 1. Relation between degree and radian measurement logs 2.Definition of trig functions (acute V. Special Products angle) A. Performance objectives 3. Tables of trig functions and interpola- Upon completion the student should be tion of tables

73 8? 4. Solution of right triangles Texts and References 5.Slide,rule trig scales Ayres, Fry, and Jonah. General College Mathematics 6.T,he law of sines Hall and Kattsoff. Unified Algebra and Trigonometry 7.Exteniion of functions for angles Jaeger and Bacon. Introduction to College Mathematics greater than 90° Juszli and Rodgers. Elementary Technical Mathematics 8. Graphs of the six functions Nanny and Shaffer. Arithmetic, A Review 9. Sums and differences of curves New York Institute of Technology. Algebra and Trigonometry: 10. Angular motion and arc length A Programmed Course with Applications Related Media Ealing, 2225 Massachusetts Avenue, Cambridge, Mass. 02190 The Slide Rule Why It Works. The Slide Rule Multiplication. The Slide Rule Division. 6 min., 8 mm., S 8 mm. film loops. Summary: Instructional film loops showing use of scales to perform operations on the slide rule.

0,3 74 COMMUNICATION SKILLS I reading and comprehension and develop a suitable program to provide Hours Per Week remedial or reinforcing exercises in Class, 3; Laboratory, 3 areas of weakness B. Units of instruction Description 1. Purpose of tests This course emphasizes exercises in writing, 2. Use of tests speaking, and listening. Analysis is made of C. Laboratory each student's strengths and weaknesses. The 1. Administration of tests instructionis planned principallyto help a. Reading students improve skills in which they are b. English comprehension weak. The time allotments for the various II. Communication and the Media Technician elements within major divisions will depend A. Performance objectives upon the background of the class. Upon completion the student should be .Technical reporting should be considered able to: early in the course because of its importance in 1.List and describe the work of media the orientation of the technician to his develop- techniciansrequiringproficiencyin ment and use of communication skills. communication skills The laboratory exercise offers an opportuni- 2. Describe the various media formats us- ty for improved teacher-student communica- ing written communication and tion and individual instruction. Laboratory application of written communication assignments will be individualized to watch to such media the student's background and abilities. A por- 3. Describe the areas of the media field tion of the laboratory time will be devoted to requiring formal and informal verbal remedial work, improving reading efficiency communications and English usage. The laboratories as well as the lecture periods will be accompanied by B. Units of instruction 1. Survey of the media technician's need homework assignments. for proficiency in communication 2. Discussion of written communication as an essential skill. (Use examples of Major Divisions media in newspapers, magazines, films, Min rs filmstrips, and other printed materials to promote an interest in the applica- Classtort'lory tion of communication skills in a variety of situations) I. Reading and English a. Statements and facts Comprehension Test 1 3 b. Expression of ideas II. Communication and the c. Technical reporting Media Technician 3 3 (1)Formal III. Use of Resource Material 4 6 (2)Inkrma! IV. Investigating and Designing d. Use of media to illustrate written Written Expression 4 6 communications V. Sentence Structure 6 9 3. Discussion of oral communications as VI. Developing Writing Abilities 20 13 an essential skill VII. Talking and Listening 10 8 a. Person-to-person expression of ideas and thoughts Total 48 48 b. Verbal reporting c. Use of media in oral communications C. Laboratory I. Reading and English Comprehension Test 1. Group discussion of test results A. Performance objectives 2. Development of individual study Upon completion the student should be schedules to provide remedial exercises able to: for the improvement of reading and 1. Demonstrate a degree of proficiency in English skills

75 64 HI. Lse of Resource Material 3. Use the dictionary and rules of spelling A. Performance objectives 4. Use reference sources for vocabulary Upon completion the student should be 5. Prepare complete, clear, concise, cor- able to: rect statements 1. State the general purposes of libraries 6. Evaluate sentences and correct 2. List and briefly describe the primary B. Units of instruction catalogs and information services of a 1. Types of written expression library a. Narration, description, and exposi- 3.List and briefly describe the primary tion reference sources of a library b. Inductive and deductive reasoning; 4. Locate and find basic materials and syllogisms specific topic references through use of c. Figures of speech; analogies; com- catalogs and indexes parisons and contrasts B. Units of instruction d. Cause-and-effect reasoning 1. Orientation in use of school library e. Media related a. Library of Congress system or 2. Choosing the subject Dewey Decimal system, as ap- 3. Limiting the subject propriate 4. Determining the purpose b. Use of card catalog anden- 5. Gathering, selecting, and organizing cyclopedias the materials c. Location of reference materials C. Laboratory d. Mechanics for effective use The student is assigned exercises on the 2. Dictionaries different types of written expression a. Types b. Use V. Sentence Structure c. Meanings of diacriticalmarkings A. Performance objectives and accent markings Upon completion the student should be 3. Introduction to other referencesources able to: a. Technical manuals and pamphlets 1. Write complete sentences and identify b. Bibliographies the elements c. Periodicals 2. Write expository sentences in which the d. Use of specialized indexes basic concepts are modified by a variety e. Technical and media handbooks of structures C. Laboratory 3. When given a paragraph, analyze it for The student is assigned several projects organizational structure which will provide experience in using the 4. Write clear, complete sentences and library facilities. Objective worksheets to paragraphsdemonstratingcorrect be used which will cover many of thema- spelling, vocabulary, and structure jor problems a technician might encounter B. Units of instruction in using library resources and developing 1. Review of parts of speech and their an approach to researching a topical area. function These exercises will include use of card 2. Language usage catalogs,atlases,encyclopedias,dic- a. Explain that language arts skills tionaries, Readers' Guide to Periodical cover several areas. Students should Literature, and other resources. clearly understand the following to correctdeficienciesinlanguage IV.Investigating and Designing Written Expres- usage sion (1)Noun-verb agreement A. Performance objectives (2)Punctuation Upon completion the student should be (3) Capitalization able to: (4)Possessives 1. List and describe the function of the (5)Correct sentence structure primary parts of speech (6)Clarity of written expression 2. Correctly use rules for basic language (7) Use and placement of modifiers, arts skills phrases, and clauses

35 76 P.07.,...m.IIIITIIRM

b. Sentence structure c. Word analysis and meaning con- 3. Spelling importance of correct spell- text clues and phonetics ing of words for any written expression 5. Troublesome problems 4. Vocabulary a. The sentence fragment and run - a. Knowledge of word meaning together sentence (1)Exercises in common roots b. Commonly misspelled words and (2)Prefixes penmanship (3)Suffixes c. Verb-subject agreement, tense (4)Synonyms d. Paragraphing statement and (5)Antonyms development (6)Homonyms e. Punctuation and capitalization (7) Word division 6. Provision for individual differences in b. Correct usage expression 5. Study of complete, clear and concise, C. Laboratory correct statements Exercisesinwritten expression which C. Laboratory range from simple paragraphs requiring Laboratory exercises in sentence structure no research through those requiring research. Homework assignments will re- VI.Developing Writing Abilities quire considerable research and will be A. Performance objectives related to media use Upon completion the student should be able to: VII. Talking and Listening 1.List and briefly describe principles of A. Performance Objectives graph construction Upon completion the student should be 2. Prepare concise, clear paragraphs, cor- able to: rect in grammar, vocabulary, punctua- I.List and briefly describe the elements tion, and structure of effective speaking B. Units of instruction 2. Describe the steps in preparation of 1. Paragraph construction brief verbal presentations a. Review parts of speech 3. Make verbal presentation b. Study the gathering, selecting, and 4. Effectively listen and analyze verbal organizing of materials presentations (1)Defining terms B. Units of instruction (2)Specific words and ideas 1. Talking (3)Types of meaning connotative a. Organization of topics or subjects and denotative b. Directness in speaking c. Developing the central idea: form- c. Conversation courtesies ing; stating; supporting d. Semantics the understanding of 2. Grammatical convention word expression a. Forms, mechanics, and usage e. Group discussions organization (1)Grammar (reviewed as required) and procedures (2)Punctuation when to use f. Salesmanship of speaking (a)Period, question mark, and ex- (1)Effect of intensity clamation point (2) Effect of quality (b)Comma (3)Effect of articulation (c) Semicolon (4)Gesticulation and use of objects (d)Colon to illustrate (e)Dash 2. Listening (f) Parentheses a. Note taking (g)Apostrophe b. Concentration b. Sentences, phrases, special forms (1)(Principles of meaningful connec- 3. Capitalization tions 4. Spelling (2)Active vs. passive listening a. Word division syllabication (3)Principle of whole method vs. b. Prefixes and suffixes part method

77 ar) (4)Developing skill in summarizing Texts and References (a)Outline (b)Digest or brief Cowan. Plain English, Please. (c) Criticism Deese and Morgan. How To Study. Johnson, Schalenkam, Garrison. Communications Handling C. Laboratory Ideas Efjlively. Students are given exercises requiring the Postman. Television and The Teaching of English. development of written and oralex- Sherman. Modern Technical Writing. pressions. Students present such developments beforethe group during Related Media laboratory time. Presentations followed by Coronet Films, Inc., Coronet Building, Chicago, Illinois 60601 group criticism. Guest speakers are used to Improve Your Punctuation. 11 min., 16 mm., Sd., B & Wor provide student e.-:perience in note taking, color. listening, judging presentations, and Summary: Mechanics and usage of correct punctuation and as an review of common errors informational broadening experience

78 57 PHYSICS I. Introduction to Physics A. Performanceobjectives Hours Per Week 1. Define some of the precise language Class, 3; Laboratory, 3 necessary to the study of physics Description 2. Describe the fundamental standards of mass, length, and time in both the This course presents the fundamental topics of metric and English systems of heat, light, sound, electricity, and mechancis measurement with emphasis upon those topics pertinent to 3. Make accurateandprecise the media technician and related to media measurements and computations equipment. Through laboratory exercises, the 4. Define and describe the fundamental basic principles are directly applied to media properties of matter equipment to develop an understanding of 5. Define and describe fundamental quan- operation. The basic testing and tool skills are tities and units developed for operation and maintenance of 6. Discuss in writing the relationship of equipment together with technical ter- theprinciples of physicsto media minology for specification of media equipment. technology and media equipment As this course develops many of the concepts 7. Define the three states of matter on which media equipment operation and 8. Define the basic properties of gases, li- maintenance are based,itisnecessary to quids, and solids carefully relate topical areas to avoid duplica- B. Units of instruction tion or omission of basic skills or concepts. 1. Reasons for studying physics a. Precise language b. Importance of accurate measurements and standards c. Fundamental properties of matter 2. Measurement a. Standards (1) length (2) mass b. Basic units, derived units, and conversion of units 3.Vectors a. Vectors vs. scalars b. Graphical and mathematical operations with vectors Figure 8Some Educational Media Technicians expand their back 4.Properties of solids ground in electricity and electronics to function as studio technicians. a. Density b. Elasticity c. Hooke's Law d. Stress-strain Major Divisions e. Young's modules Hours f. Hardness, ductility 5. Properties of liquids Labora- a. Hydrostatics Classtory (1)Archimedes' principle I. rntroduction to Physics 3 6 (2)Force, pressure II. Light 9 9 b. Buoyancy III. Sound 9 9 6.Properties of gases IV. Heat 2 3 a. Boyle's Law V. Electricity 23 15 b. Charles' Law VI. Mechanics 3 6 c. Pressure gauges C. Laboratory Total 48 48 1. Determine the force required to stretch

79 138 a spring a given distance in grams. (2) Diverging Convert to pounds. (3) Fresnell 2. Determine the tracking force of a tone b. Lens combination and applications arm of a phonograph (1)Telephoto 3. Determine the strain of a certain film (2) Microscopes (or tape) caused by a given force (3) Camera (4) Projectors II.Light c. Aberration A. Performance objectives (1) Spherical Upon completion the student should be (2) Achromatic able to: d. Polarization 1. Describe the general behavior and fun- C. Laboratory damental nature of light 1. Construct a pinhole camera. Predeter- 2. Solve problems involving luminous in- mine image size and distance and focal tensity and flux length. Prove by exposing and process- 3. List and describe several sources of ing film light 2. Verify the photometric equation 4. Describe the sensation of color (Ix=dx2) 5. Describe how color can be produced by selective absorption or reflection of (Is ds2) light by construction of a Rumford's 6. Describe briefly the science of color photometer mixing and analyzing 3. Use two cameras of different focal 7. Describe the control of light rays by lengths to take the same picture. reflecting or refracting media Predetermine correct f stop for each to 8. Solve basic lens problems or com- achieve proper exposure putations 4. Determine the projected size of a given B. Units of instruction image on 35 mm. slide, given projector 1. Propagation of light to screen distance and focal length of a. Waves lens. Use various lenses in projector b. Rays 5. Investigate the relationships between c. Planck's Law (photons vs. waves) lens and mirror systems for rear screen 2. The spectrum projection. Report willcontain a. Visible drawings of all principles of light in the b. Invisible system 3. Sources of light a. Thermal III.Sound b. Gas discharge A. Performance objectives c. Luminescent Upon completion the student should be d. Infrared able to: e. Ultraviolet 1. Describe the nature and role of sound in f. Fluorescent lighting our daily lives g. Photodiode 2. Define and describe the basic h. Laser characteristicsof sound and sound 4. Velocity waves 5. Photometry 3. Describe some of the principles of 6. Reflection, refraction, and diffraction acoustical treatment of rooms or spaces a. Reflection at plane surfaces 4. Apply the basic technical concepts of b. Reflection at curved surfaces sound to control sounds for useful pur- c. Refraction poses d. Dispersion by defraction B. Units of instruction 7. Lenses and optical equipment 1. Production of sound a. Lenses a. Wave motion (1)Converging (1) Longitudinal

...... 63 (2)Transverse a. Melting and freezing point b. Frequency b. Boiling point c. Characteristics of sound c. Triple point (1)Pitch d. Humidity (2)Intensity 4. Heat transfer d. Reflection a. Conduction e. Interference and absorption b. Convection f. Doppler effect c. Radiation g. Harmonics 5. Principles of air conditioning 2. Sound sources C. Laboratory a. Human voice 1. Given various types of lamps of un- b. Musical instruments iform wattage, determine the surface 3. Audition temperature of each.Determine a. Human ear reasons for differences b. Limitations of hearing 2. Place a 25-watt lamp bulb inside a c. Architectural acoustics closed can. Plot the rate of temperature d. Musical scale rise of the can until it stabilizes. Ex- 4. Reproduction of sound plain what has occurred. Replace bulb C. Laboratory with bulb of a different wattage. 1. Calculate the reverberation time of a Predetermine temperature of the can. specified room to determine its Check analytical results with actual suitability for (a) speech, (b) music. If not suitable, recommend alterations V. Electricity 2. Determine the acoustic power of a A. Performance objectives loudspeaker to produce a given sound Upon completion the student should be level at some predetermined point able to: 1. Describe the basic phenomena of elec- IV. Heat tric current A. Performance objectives 2. Define basic electrical units Upon completion the student should be 3. Solve simple electrical circuit problems able to: 'including series and parallel ac and dc 1. Solve basic calorimetric problems circuits 2. List and briefly describe' the basic ther- 4. Use basic meters, measuring, or mal properties of materials monitoring equipment to test electrical 3. Predict the effects of temperature circuits or components changes on various elements 5. Describe basic electronic components 4. Describe and distinguish between and relate their functionto media various changes of state equipment operation 5. Apply fundamental principles of heat 6. Test basic electronic components such transfertosolutionof practical as amplifiers problems and evaluation of detrimental 7. Describe the basic operating principles effects and components of standard com- B. Units of instruction munication devices 1. Temperature, units B. Units of instruction a. Heat, units 1. Nature of electricity the electric b. Specific heat theory c. Ignition point a. Conductors specific resistance 2. Thermal expansion b. Insulators dielectric strength a. Solids 2. Electrical units (1) Differential expansion a. Amperes (2) Area b. Volts (3) Volume c. Ohms b. Gases d. Watts 3. Change of phase 3. Magnetism

81 50 a. Permanent and electromagnets (3)Resistance tG heat, shock, and b. Law of magnets and magnetic fields chemical action c. Application of magnets d. Electronic measuring deviczy 4. Basic electric circuit and components e. Principlesofamplifiers:voltage, a. ,ohm's law in dc series resistance cir- power cuits f. Principles of oscillators b. Ohm's law in dc parallel 6. Electrical power c. Measurement of resistance a. Sources of electricity (1)Volt ammeter method (1) Generators (2) Ohmmeter (2) Thermocouple d. Wire size and voltage drop in lines (3)Photocells e. Inductance in dc circuits (4) Solar cells (1)Lenz's law (5) Batteries (2)Concepts and units of self- b. Uses induction (1)Heat and light (3)Energy in induction circuits (2) Chemical (4)Mutual inductance coefficient (3) Motors of coupling (a)Common ac and dc motors (5)Series and parallel inductance (i)Series, shunt, universal f. Capacitance in dc circuits (ii) Fractionalhorsepower (1)Definition and units of motors capacitance 7. Communication devices (2)Rise and decay of voltage in a a. Telephone capacitor (1)Basic components (3)Energy in capacitive circuits (2)Telephone circuitry (4)Capacitors in series and parallel b. Radio g.Alternating currents (1) Electromagnetic waves (1)A.C. circuitsin resistance, (2) Transm itters capacitance, and inductance (3) Receivers (2)Measurement of alternating (4)AM vs. FM current c. Television (3)The electromagnetic spectrum (1) Camera high frequencies (2) Kinescope (4) Electrochemical analogies (3) Color (a)Resistance friction and C. Laboratory power consumption 1. Using 25-, 50-, 75-watt lamps, wire (b)Inductance inertia: kinetic them in series, measure voltage and energy currents through each one. Repeat with (c)Capacitance potential lamp wired in parallel. Explain the energy readings 5. Basic electronics 2. Compute, using a wattmeter, the power a. Controlling electric current: consumption for a media display in- rheostat, vacuum tube, and tran- volving existing equipment inoluding sistor slide projectors, motion picture project b. Electron tubes tors, television equipment. Determine (1)Thermionic emission if a standard classroom will supply the (2)Diode and Triode needed power (a) Characteristic curves 3. Demonstrate, by use of an oscilloscope, (b)Application and uses dc power supply and signal generator, (3) Cathode -ray tube the difference between ac and dc. Ex- c. Solid-state devices amine the operation of the three basic (1)Nature of materials components (resistance,capacitance, (2)Mechanisms of conductionin inductance) as applied to ac and dc cir- semiconductors cuits

91 82 4. Demonstrate the use of transformers in b. Torque alternating current circuits and discuss c. Shafts the common types of service found in d. Centripetal force industrial, commercial buildings: single e. Centrifugal force phase: 2 wire, 3 wire; three phase: 3 C. Laboratory wire, 4 wire 1. Using a 16 mm. motion picture projec- 5. Demonstrate, showing effect of reduced tor as a power source, construct a voltage sources on output of electrical pulley system (resin-coated twine as devices and equipment. Varying voltage belt) to drive a homemade television on light bulbs and taking necessary in- "crawler" strument readings, show effectsof 2. Determine the velocity of a tape takeup reduced voltage on motors reel when itis one-half full, three- 6. Examine a small radio and determine fourths full; compare to actual where any aspect of electrical fundamentals applies in individual com- Texts and References ponents. Describe each application of Harris and Hemeling. Introductory Applied Physics. an electrical fundamental Short ley and Williams. Elements of Physics. Smith and Cooper. Elements of Physics. VI.Mechanics White, Manning, and Weber. Basic Physics. A. Performance objectives Upon completion the student should be Related Media able to: Coronet Instructional Films, 65 E. So. Water Street, Chicago, 1. List and describe the basic principles of Illinois Introduction to Physics. 11 min., 8 mm., Sd., color mechanics Summary: Relates principles of physics and physical 2. Solve simple problems dealing with sciences to society and technology. force and motion Measurement in Physical Science. 14 min., 16 mm., Sd., 3. Solve problems dealing with simple color. machines Summary: Presents the importance of precise measurements and methods of measurement, basic units, B. Units of instruction and tools. 1. Force and motion McGraw-Hill Films, 330 W. 42d. Street, New York, N.Y. a. Gravity Solids, Liquids and Gases. 9 min., 8 mm., Sd., color. b. Other forces Summary: Presents the classification of matter and c. Motion differentiating properties of solids, liquids, and gases. (1) Velocity Encyclopedia Britannica Educational Corporation, 425 N. (2) Acceleration Michigan Avenue, Chicago, Ill. d. Inertia Elasticity-Stress, Stress, Strain, Youngs Modulus, 30 min., e. Action and reaction 16 mm., Sd., color. 2. Work and energy Summary: Concepts of compressibility and definition of stress, strain, and solid properties. a. Work Atmospheric Pressure, 11 min., Sd., color. b. Energy Summary: Develops concepts of atmospheric pressure. (1) Units Gas Laws and Their Application, 14 min. (2) Conservation of energy Summary: Develops the relationships between pressure, c. Momentum temperature, and volume with applications of gas laws. 3. Machines Light Waves and Their Use, 11 min., 16 mm., B & W. a. Lever Summary: Illustrates principles of reflection and refraction b. Inclined plane through mirrors and lenses. c. Friction Sound and How It Travels, 11 min., 16 mm., color. (1)Rolling friction Summary: Defines sound and reveals mechanics of sound propagation. (2) Bearings Fundamentals of Acoustics, 11 min., 16 mm., B & W, Sd. d. Screws Summary: Discusses effects of surfaces upon sound reflec- e. Pulleys and wheels tion. f. Gears International Communication Film Division of Doubleday and 4. Power transmission Company, 1371 Reynolds Avenue, Santa Ana, Calif. 92705. Basic Electricity and Magnetism Series, 3 min., 8 mm. or S-8 a. Rotary motion mm., color, 1964.

83 9-3 Summary: Series of film loops presenting topics on Summary. Vocational series illustrating wiring practice and magnetism and basic electrical circuits. methods. Heat, 3-3/4 min., 8 mm., S-8 mm., film loops, color, 1964. International Film Bureau, Inc., 332 S. Michigan Avenue, Summary Series of film loops presenting principles of heat Chicago, III. 60604 and heat transfer. Television: Line By Line, 11 min., 16 mm., Sd., color, 1971. Light, Waves, Sound, 1 min., 8 mm., S-8 mm., B & W film Summary. Animated explanation of the technical principles loops, 1964. oftelevision.Relates physical principles of Summary: Series of film loops presenting principles and photo-electric effect and electrical and magnetic application of light, waves, sound. fields to applications in television. Bask Home Electrical Wiring Series, 3-1/2 min., 8 mm., S-8 mm., color, 1968.

93 84 COMMUNICATIONS SKILLS II (1)Definition (2)Person-to-person contact Hours Per Week (3)Person-to-group or group-to- Class, 3; Laboratory, 3. person Description (4)Occasions of communication (a)Formal vs. informal A course in the practical aspects of writing (b)Use of information and oral communication. Emphasis will be (c) Exchange of information placed on applied communications, including 2.Qualities of communication businesscommunications,abstracts,sales a. Communicating effectively presentations, journalism, and scriptwriting. b. Communicating efficiently This course will include laboratory time for 3. Functions of communication group discussion, remedial work, and class a. To inform participation. Guest speakers will be used oc- (1)Scope of information communica- casionally. Laboratories and lectures both re- tion quire homework assignments. (2) Uses of information (3) Exchange of information Major Divisions b. To evaluate (1)Basis of evaluation Hours (2)Content of evaluation Labora- (3) Methods of evaluation Classtory c. To instruct I. Components of Communication 3 3 (1)Instructions and procedures II. Introduction to Reporting 2 0 (2)Training III. Oral Reporting 8 15 (3)Direction, implementation, and IV. Written Reporting 18 18 communication V. Nonformal Reports 3 0 d. To influence and persuade VI. Letters 6 9 (1)The nature of influence VII. Special Types of Papers 8 3 (2)Leadership and influence (3) Influence, decision, and expecta- Total 48 48 tion (4) Process and techniques of persua- sion I. Components of Communication e. Other functions of communication A. Performance objectives 4. Methods of communication Upon completion the student should be a. Tools and techniques able to: (1)Thinking and communication 1.State and briefly describe the qualities (2)Observing, reading, and listening of communication (3) Communication tools 2. List and briefly describe the functions (4)Proper, useful English of communication (5)Interest and attention 3. Describe the considerations of topic, b. Media and communication audience,circumstancesincom- C. Laboratory munications Laboratory exercises which will provide an 4. List and describe the functions of com- intensive study of types of presentation. munications and organization to satisfy Group discussions and oral work the functions II. Introduction to Reporting B. Units of instruction A. Performance objectives 1. Dynamics of communication Upon completion the student should be a. Nature of people able to: (1)Beliefs and motivation 1. List and differentiate between various (2)Alone vs. interaction types of reports (3) Groups and/or organizations 2. Describe the various uses of data in b. Nature of communication report preparation and reporting

85 04 3. Describe common methods of data word meanings presentation in reports b. Organization of material for effec- 4. List and briefly describe common tive presentation sources of data for reports or reporting c. Preparation of formal and informal B. Units of instruction oral reports 1. Importance of reports d. Use of notes 2. Purpose of reports e. Use of slides and other media a. Readers' needs f. Proper control of body gestures and b. Types of readers voice 3. Types of reports g.Elimination of objectionable a. The scientific data mannerisms (1)Meaning of the method h. Maintenance of audience interest (2)Characteristics of the scientific i.Methods of speaking over the air method 2. Speech science (3) The problem concept a. Mechanisms of speech and hearing b. The techniques of exposition b. Basic drills for speech and voice (1)Definition c. The sounds of English (2)Use of diagrams, illustrative d. English vowels material, graphs, sketches, etc. (1)Diphthongs (3) Analysis of examples (2) Consonants 4. Use of data in reporting e. Speech pathology a. Data as basis for reports 3. Conference and briefings b. Sources of data a. Group communication c. Methods of recording data (1)Leading conferences d. Evaluation and analysis of data (2)Participating in conferences C. Laboratory (3)Solving problems in conferences None and meetings III.Oral Reporting b. Briefings A. Performance objectives (1)Arranging and presenting briefs Upon completion the student should be (2) Conducting briefings and presen- able to: tations 1. State the general parts of an oral report 4. Use of media in reporting 2. Describe the general organization and a. Types of media other considerations in preparation of (1)Drawings and diagrams oral reports (2)Tables 3. List the steps in preparing oral reports (3) Bars, graphs, charts 4. List and briefly describe media and (4)Photographs and slides materials to support oral reports b. Selection of appropriate visual aids 5. Describe briefly the most common ob- c. Use of media for oral reports jectionable mannerisms found in oral (1)Readability reports (2) Clarity 6. Prepare and deliver oral reports of both (3)Contrast a technical and nontechnical nature (4)Timing d. Selection of appropriate media 7. Listthe primary considerationsin selecting media for oral presentations (1)Analysis of reader or listener 8. Conduct conferences, briefings, and in- (2)Analysis of informationtobe structional sessions shown 9. Analyze and critique oral reports in (3)Analysis of available materials relation to technique, effectiveness, and C. Laboratory media Practice in producing and effecting style B. Units of instruction for oral presentations. Student presen- 1. Preparing the presentation tations and examples by guest speakers. b. Semantics the understanding of Exercises to include taping, operational in-

86 structions, conferences, and evaluation of b. Effective organization effectiveness (1)Check outline for errors IV.Written Reporting (2)Avoid undesirable extremes A. Performance objectives (3)Classification; parallel treatment Upon completion the student should be of similar points able to: (4)Logical allotment of space 1. List and briefly describe the purpose of (5) Clearness common types of reports (6) Use of media 2. List the basic steps in preparing c. Effective style written reports (1)Sentence length 3. Prepare single objective reports cor- (2) Directness in sentence structure rectly using the rules for report writing (3) Conciseness (a)Avoidance of: 4. List and briefly describethelegal aspects of use of information for report (i)Repetition preparation (ii) Trivial details 5. Demonstrate a basic knowledge of (iii) Wordy phrases mechanics of report preparation by (iv) Needlessly complicated preparation of complete written reports sentence structure 6. List and briefly describe the specific (b)Use of specific rather than characteristicsof special-purpose general words reports (c) Content accuracy and terminology B. Units of instruction (4)Simplicity and concreteness of 1. The report form language a. Characteristics (a)Avoidance of: b. Functions (i)Pompous language c. Informal reports (ii) Unnecessary technical d. Formal reports 'abulary e. Special types of papers ;iii) Hackneyed phraseology 2. Methods of preparation of reports (iv) Vagueness a. Outlining (v) Technical errors b. Use of cards (5)Precautions to be observed c. Writing and rewriting (a)Confidential information d. Checking to see main points have (b)Classified information been covered (c) Copyrights and trademarks e. Deleting irrelevant material (d)Liability f. Picture or graphic material to use (6)Other parts of a written report with report (a)Cover g. Correction of unclear statements (b)Titlepage and other and checking sentence structure and preliminary pages grammar, for: (c)Abstracts or annotations (1)Unity (7)Editing, redrafting, and submit- (2) Coherence ting reports (3)Emphasis (a)Correcting errors in usage 3. Writing the rough draft (i)Vocabulary a. Procedure in writing the draft (ii) Capitalization (1)Analyze the problem; make a ten- (iii) Abbreviation tative plan for organizing the (iv) Punctuation report (v) Symbols and numerals (2)Gather and analyze the informa- (vi) Grammar tion (b)Correcting factual errors (a)Sources of information (c) Editing for conciseness and (b)Analysis of information clarity (3)Plan the use of tables and figures (d)Working with typists and

87 Jk)trlry other writers 3. List and briefly describe the (e)Checking the final draft characteristics of common types of (f) Submitting the final report business letters C. Laboratory 4. Prepare common typesof business Exercises in developing both oral and letters written reports. Presentation of reports in laboratory periods for group evaluation. B. Units of instruction 1. Business letters Use of case studies to show effective and a. The identification of parts of the noneffective reporting. Lectures given by faculty to exemplify poor reporting and letter forceful reporting. Practice in note taking (1)Miscellaneous mechanical details on these presentations b. The substance of letters 1. Typical problems for laboratory report (1)Standardsof appearance,cor- a. Definitions rectness, and accuracy b. Statements of problems, principles, c. Unity in business letters d. Need for planning before writing and conditions c. Recommendations (1)Arrangement of material in d. Descriptions letters (2)Language in the letter e Good will in businessletter, I.Narratives g. Proposals 2. Special types of letters h. Inspection reports a. Invitation b. Letters giving instructions i.Progress reports c. Letters of inquiry and answers to in- j.Instructional reports quiries k. Technical articles d. Complaints and answers to com- I.Scripts for a filmstrip,films, or video plaints e. Collection letters V. Nonformal Reports f. Letters urging action A. Performance objectives g. Form letters Upon completion the student should be h. The letter of application able to: (1)The opening 1.List and briefly describe the mechanics, (2)Central section or body format, and characteristics of common (3)Personal information nonformal reports (a)The data sheet 2. Prepare nonformal report (4) References B. Units of instruction (5)The ending 1. Journal articles C. Laboratory 2. Reports made by filling in blank forms Exercises in preparing various types of 3. Reports in form of memoranda letters. Analytical study of specimen 4. The periodic report cases. Oral work on job applications by use 5. The progress report of application letter. Use of visuals to br- 6. The laboratory report ing out details of types of letters, 7. Descriptive reporting similarities and differences C. Laboratory VIII. Special Types of Papers None A. Performance objectives VI.Letters Upon completion the student should be A. Performance objectives able to: Upon completion the student should be 1.Prepare papers and reports to satisfy able to: single objectives 1. Describe the normal parts of a business B. Units of instruction letter 1. The abstract 2. Describe common formats or styles of 2. Process explanation business letters 3. The case history

88 4. The book, article, report review Houp and Pearsall. Reporting Technical Information. 5. Scriptwriting mechanics Marder. The Craft of Technical Writing. C. Laboratory Menning and Wilkinson. Writing Business Letters. Merrihue. Managing by Communication. Exercise in mechanics of scriptwriting Rhodes. Technical Report Writing. Thayer. Administrative Communication. Texts and References Thomas. Composition for Technical Students. Weisman. Basic Technical Writing. Brown. Communicating Facts and Ideas in Business. Weiss and McGrath. Technical Speaking. Cotner and Spillman. Modern Business and Industrial Reports. Zetler and Crouch. Successful Communication in Science and Dean and Bryson. Effective Communication. Industry. Graves and Hoffman. Report Writing. See also texts and references listed for Communication Skills I. Hays. Principles of Technical Writing.

89 ...J.,nick, INTRODUCTION TO SOCIOLOGY 1. The subject matter of sociology and the sociological perspective Hours Per Week 2. Sociological models of society Class, 3 a. Mechanistic, organic b. Functional-structural Description 3. Sociological conceptions of man Basic social science principles are applied to 4. Methods of sociological inquiry significant aspects and problems of contem- a. Data collection porary society. This course is directed toward b. Data interpretation the uses of increasing the student's awareness of fun- theory damental social processes and social behavior. 5. Social organization Through the process of analysis of social a. The individual and the organization behavior and application of the methods and b. Basic patterns of social organization techniques of social research, the student will be better able to meet present and future II.Culture and Society A. Performance objectives challenges of society and culture. Upon completion the student should be The essential emphasis is on the develop- able to: ment of the student's capacity to work with 1. Recognize organizational patterns per- fundamental processes: use of speculation and taining to cultural systems hypothesis, formulation of theoretical models, 2. Differentiate between the roles of and logical and intuitive reasoning. customs and beliefs Major Divisions 3. Describe and analyze cultural symbols 4. Describe and analyze cultural norms, Hours mores, and folkways Class 5. Explain and give examples of cultural I. Sociology and Methods of relativity Sociological Inquiry 6 6. Specify and describe the relationship II. Culture and Society 16 between social authority and individual III. Social Organization and liberty Interaction 18 B. Units of instruction IV. Social and Cultural 1. Nature and function of culture Change 8 2. Culture and cultural variation 3. Culture and social interaction Total 48 4. The nature of norms 5. Culture and human adjustment

I. Sociology and Methods of Sociological Inquiry III.Social Organization and Interaction A. Performance objectives A. Performance objectives Upon completion the student should be Upon completion the student should be able to: able to: 1. Describe some of the difficulties in 1.Analyze social behavior in terms of applying scientific techniques to social primary groups, secondary groups, and and cultural phenomena the individual 2. List and briefly describe the principle 2.Select, systematize, and examine data sociological models of society pertaining to patterns of stratification 3. Describe the fundamental techniques of 3.Describe and analyze the significance of sociological inquiry social class in American society 4. Distinguish between factual and in- 4. Relate sources for changing family ferential statements patterns 5. Employ the scientific techniques of 5. Describe and explain the socialization sociology in the analysis and possible pattern solution of various social problems 6. Interpret the interrelationship between B. Units of instruction culture, personality, and society

90 93 7.Describe the characteristics of pop- 9. Education ulations a. Social organization; culture; 8.Describe and explain the in- socialization terrelationship between environmental b. Primary relations and stratification and ecological factors which influence c. Formal organization; collective the personality of the individual behavior; population and ecology 9. Identify, analyze, and determine possi- INTERIM EXAMINATION ble solutions for intergroup anagonisms 10. Minorities and conflicts a. Social organization; culture; 10. Describe and analyze problems of the socialization metropolitan area b. Primary relations and stratification 11. Compare attitudes and characteristics c. Formal organization; collective of rural and urban societies behavior; population and ecology 12. Identify future trends for urban society 11.Crime and delinquency 13.Explain man's socialexperiencein a. Social organization; culture; terms of social interaction socialization - b. Primary relations and stratification B. Units of instruction c. Formal organization; collective 1.Socialization behavior; population and ecology a. Socialization of the child 12. Urban man b. Adult socialization c. Socialization and the concept of self- a. Definitions and historical background identity 2. Primary groups b. Urban culture and urban change a. The primary group and the in- c. Studies of American cities 13. Industrial man dividual b. The function of primary groups in a. Definitions and historical background large-scale organizations b. The culture of work c. Group variation c. .Technology and alienation 3. Social stratification a. The determinants of socialization 14. Political man a. The findings of political sociology b. The effects of stratification b. Social revolution 4. Formal organizations c. Power and freedom a. Formal and informal structures b. Communication and social status IV.Social and Cultural Change c. Leadership and interest groups A. Performance objectives 5. Collective behavior Upon completion the student should be a. The nature of collective behavior able to: b. Public opinion 1. Develop criteria for the analysis of 6. Population and ecology social and cultural change a. Composition of populations 2. Analyze the process of cultural ac- b. Ecological patterns cumulation, convergence, diffusion, 7. The family and integration a. Social organization; culture; 3. Describe the effects of technological socialization change on American culture and society b. Primary relations and stratification 4. Describe some of the environmental c. Formal organization; collective and ecologicaleffects on American behavior; population and ecology culture and society 8. Religion B. Units of instruction a. Social organization; culture; 1. Nature of social and cultural change socialization 2. Causes of social and cultural change b. Primary relations and stratification 3. Resistance and acceptance of social c. Formal organization; collective change behavior; population and ecology 4. Technological and environmental forces

91 100 5. Integration of new cultural elements Conformity. 48 min., 16 mm., Sd., B & W. 6. Planning for change Summary: Presents various examples of everyday conformity. Texts and References McGraw-Hill, 828 Custer Avenue, Evanston, Ill. The Family. 29 min., 16 mm.,Sd., B & W Broom and Selznick. Sociology- A Text With Adapted Readings. Summary: Discusses changes taking place in the structure O'Brien, Schrag, Martin. Readings in General Sociology. of the family. Bierstedt. The Social Order. Ask Me, Don't Tell Me. 22 min., 16 mm., Sd., B & W Rose. Sociology: The Study of Human Relations. Summary. Relates some causative factors in juvenile delin- Merrill. Society and Culture quency. The City. 55 min., 16 mm., Sd., B & W Related Media Summary: A documentary film presenting the problems of city planning. Indiana University, Audio Visual Center, Bloomington, Ind. Stress A Disease of Our Ttme. 35 min., 16 mm., Sd., Color. Conflict. 18 min., 16 mm., Sd., B & W. Summary: Discusses various stress situations emerging in Summary: Examines series of routine conflict situations our complex world. faced by a college student.

.101 PSYCHOLOGY AND HUMAN b. The nervous system RELATIONS c. Functional anatomy of nervous system Hours Per Week d. The brain Class, 3 e. The glandular system Description II.Human Development A. Performance objectives This course is concerned with developing a Upon completion the student should be more comprehensive understanding of human able to: behavior and of the various aspects of psy- 1.List several social implications of per- chology and the behavioral sciences which can sonality development .contribute to a sound philosopht of human 2. Describe briefly the concept of behavior relations. Fundamental concepts and precepts genetics and the influence upon of human behavior, development, and human childhood development relationsare presentedto develop self- 3. Identify the beginning stages of learn- understanding and the ability to adjust to ing human problems of everyday life in the social 4. Define adolescence and adulthood in and industrial world. regardtopsychological,social, and physical development Major Divisions 5. Given alternatives, identify maturity Hours by cognitive development 6.List and discuss factors influencing Class perceptual development I. Introduction 4 7. Describe briefly linguistic development II. Human Development 6 B. Units of instruction III. Basic Process of Behavior 6 1. Behavior genetics IV. Individual Differences 6 a. Heredity and variation V. Kinds and Nature b. Methods and findings of behavior of Learning 10 genetics VI. Human Relations 12 2. The development of the individual a. Stages of development Total 48 b. Sensorimotor stage c. Symbolic operational stage I. Introduction d. Formal operations stage A. Performance objectives 3. Perceptual development Upon completion the student should be a. Communicating with infants able to: b. Depth perception 1. Describe in writing the biological bases c. Perception of shape of childhood behavior d. Perception and intelligence 2. Describeinwriting thescientific e. Perceptual modification methods of psychology f. Effects of early experience on 3. Explain briefly the way a human being humans develops through continuing interac- 4. Linguistic and cognitive development tion of heredity and environment a. Thought, speech, and language 4. Explainbrieflyneuralaspects of b. Language and memory behavior and psychology c. Language andcognitivedevelop- B. Units of instruction ment 1. Introduction to psychology d. Linguistic relativity and develop- a. The subject matter of psychology ment b. Historical overview e. Psycho linguistics c. Schools of psychology 5. Problems of perception d. Scientific methods in psychology a. Patterns and objects 2. The biological organism b. Perception and prediction a. Biology and psychology c. Gestalt psychology

93 d. Perceptual inferences 1. List several means of measuring in- e. Perception of movement dividual differences f. Readjustment of perception 1. Describe the nature of intelligence and g. Applications of perception studies mental testing III.Basic Processes of Behavior 3. Describe the statistics of influence A. Performance objectives 4. Explain the nature of creativity and the Upon completion the student should be means of measuring it able to: 5. Evaluate and interpret individual test 1. Describe in writing the internal and en- scores by use of statistics vironmental forces underlying behavior 6. Describe the relationships of in- 2. Given a list of behavorial drives, iden- telligence and time tifyasbiological,psychological,or 7. Describe briefly the value and social limitations of achievement tests 3. Compare and contrast primary with B. Units of Instruction secondary motives 1. Measurement and methods 4. Explain briefly several theories of a. Psychological observations motivation b. Problems in observing 5. Explain briefly several theories of emo- c. Measuring tion d. Research designs 6. Define the concepts of personality e. Statistical analyses 7. Analyze and describe the relationship f. Findings, facts and theories of mental mechanisms to behavior 2. Individualdifferencesandtheir 8. Given a list of various types of drugs, measurement indicate the primary characteristic a. Early studies reactions to each b. Characteristics of a test B. Units of Instruction c. Intelligence tests 1. Fundamentals of motivation d. Achievement and aptitude tests a Thirst e. Interest and personality tests b. Hunger and the regulation of weight f. Significance of individual c. Hunger, thirst, and temperature differences d. Other homeostatic drives V. Kinds and Nature of Learning e. Sexual behavior A. Performance objectives f. Fear Upon completion the student should be g. Learned channeling able to: h. Curiosity 1. Identify and explain the steps in the i.Aggression learning process 2. Emotion and feeling 2. Compare and contrast the various types a. Perception and appraisal of learning b. Emotional reaction 3. Describe in writing various forms of c. Internal bodily changes reinforcement, discrimination, and im- d. Secondary appraisal printing e. Emotion and action 4. Describe briefly the relationship of sen- f.Personality sory processes and learning g. Personal adjustment 5. Define classical and operant con- 3. Drugs and behavior ditioning a. Psychiatric drugs 6. Describe how learning may be inferred b. Tranquilizers 7. Describe briefly the principal learning c. Energizers theories d. LSD 8. Compare and contrast classical and operant conditioning IV.Individual Differences 9. Identify and describe factors which A. Performance objectives affect efficiency of acquisition Upon completion the student should be B. Units of instruction able to: 1. Kinds and nature of learning

94 A oni -r ,.(Ja a. Learning and performance munication as an essential human b. Two basic kinds of learning process c. Motor skills 12. List and describe several consequences d. Problem solving or effects on the individual that result e. Incidental learning from work dissatisfaction or conflict f. Latent learning 13. Describe occupational role interaction g. Learning to learn 14. Describe several sources and responses 2. Operant conditioning to frustration a. Reinforcement and punishment B. Units of instruction b. Acquisition and Shaping of behavior 1. Introduction to human relations c. Extinction a. The human relation concept d. Stimulus control b.' The need for human relations 3. Human learning and memory c. The applied art and behavioral a. Remembering science of human relations b. Organization of memory 2. Ways of viewing man c. Learning a. The problem of man's basic nature d. Traditional studies of memory b. Psychological "models" of man e. Forgetting c. Man as a living system f. The structure of storage 3. Healthy and faulty development 4. Problem solving a. Variations in development a. Logic and thinking b. Early conditions conducive to faulty b. Characteristics of problem solving development c. Problem difficulty c.e-Early conditions fostering healthy d. Factors aiding problem solving development e. Experience and problem solving 4.The problem of prejudice f.Problem-solving sets a. Preface g. Originality and creativity b. Two cases h. Identification of concepts c. Definition d. Is prejudice a value concept? VI. Human Relations e. Functional significance A. Performance objectives f.Attitudes and beliefs Upon completion the student should be g. Acting out prejudices able to: 5.Industrialdevelopmentof human 1.List the relationships that exist relations between an individual and the group a. The development of human relations 2.Describe the self-concept in b. Fundamental concepts relationship to the group c. An integration of social sciences 3.Identify the means by which society 6. Problems of adjustment assists in shaping personality a. Types and sources of stress 4.Describe the major characteristics of b. Severity of stress group by name c. Other key aspects of stress 5. List the several responses that an in- 7. Reactions to adjustive demands dividual may elicit to overcome feelings a. Introduction to adjustive behavior of hostility and aggression b. Processing adjustive demands 6. Describe the various types of leadership c. Types of psychological adjustive in relation to group structure reactions 7. Describe briefly the problems of prej- 8. Faulty patterns of adjustment udicial personalities a. Nature of effective and ineffective 8. Explain several theories of motivation adjustment 9. Define emotion and its relationship to b. Major maladjustive patterns motivation c. Introductive totreatment and 10.Describe several problems of adjust- prevention ment or reactions to adjustive demands 9. Frustration 11. Explain the significance or role of com- a. Sources of frustration

95 b Responses to frustration b. Problemsinoccupationaladjust- c. The Scapegoat Theory ment d. Weaving of psychodynamics c. The future world of work 10. Aggression and hatred 15. Emotional competence a. Nature of aggression a. Components of emotional com- b. The problem of "drainage" petence c. Social patterning of aggression b. Dealing with problem emotions d. The nature of hatred 16. Social competence 11.The basic elements of human relations a. Foundations of good interpersonal a. Individual needs relationships b. Living together b. Improving social competence c. Group conflicts d. Leadership e. Background information Texts and References 12. Communication processes Allport. The Nature of Prejudice. a. The purpose of communication Coleman. Psychology and Effective Behavior. b. The anatomy of communication Hilgard and Atkinson. Introduction to Psychology. c. The art of listening d. Cybernetics Related Media 13. The individual in the group McGraw-Hill Book Company, Textbook Film Department 327 a. How groups develop and function W. 41st Street, New York, N.Y. 10036 b. Group-individual interaction Beginnings of Conscience, 15 min., 16 mm., Sd., B & W Summary: Portrays the social forces that produce con- c. Interpersonal relationship science. d. Ignorance and barriers to com- Conflict, 18 min., 16 mm., Sd., B & W munication Summary: Five basic types conflict are dramatized. e. Size and density of minority groups Perception, 17 min., 16 mm., Sd., B & W f. Direct competition and realistic con- Summary: Demonstrates the basic principles of perception. Principles of Development, 17 min., 16 mm., Sd., B & W flict Summary: Presents six basic principles of growth and g. Exploitative advantage change. h. Social regulation of aggression CRM Films, Dept. T. B., Delmar, Calif. 92014 i.Cultural devices to insure loyalty Aspects of Behavior, 16 mm., Sd., Color j. Cultural pluralism vs. assimilation Summary: Basic introduction to psychology. The Sensory World, 16 mm., Sd Color 14. The world of work Summary: Animated presentation of senses and behavior. a. Career choice: an opportunity and a Personality, 16 mm., Sd., Color problem Summary: Analysis of personality of a college student.

96 of r ' , . r'' ..11.V!...) Auxiliary Technical Courses

MEDIA TYPING operative parts of the typewriter for correct layout and composition of Hours Per Week material Class, 1; Laboratory 2 3. Perform normalorroutine maintenance on a typewriter such as Description change ribbons, adjust tension, clean A basic courLe in typing to develop 4. Type paragraphs at a minimum speed minimum clericalskillsof 35 words per of 35 words per minute with no errors minute. This course is designed specifically to B. Units of instruction train educational media technicians in 1. Operative parts of a typewriter necessary typing skills. Upon developing basic a. Top segment typing skills, emphasis will be placed upon b. Lower segment applied practice including business letters, c. Additional or special parts report typing techniques, scripting formats, 2. Controls and mechanics of operation preparing spirit masters and stencils, offset a. Electric typewriters duplicating masters, and typewriter composi- b. Nonelectric typewriters tion for offset reproduction. c. Special controls Laboratory time is devoted to skill develop- 3. Learning the keyboard ment practice and may be conducted as in- 4. Proper typing technique dividualized instructional format. Emphasis 5. Building basic skills should be upon accuracy and procedures with a. Paragraphs minimum requirements of speed. In the b. Figures applied laboratory exercises, efforts should be c. Symbols made to facilitate operation of duplicating d. Composition equipment as a means of directly relating the C. Laboratory exercises to the media field. Laboratory exercises in basic typing skills Consideration should be given to modifying to build facility, technique, speed, and con- the duplicating processes portionof trol Reprographics for students completing this course. II. Composition and Format A. Performance objectives Major Divisions 1. Type, with a minimum speed of 35 words per minute, and correct specified Hours format, tabulations, letters, memoran- Laboni- dums, basic business forms, Class tory manuscript or script copy 2. Prepare typed master materialfor I. Basic Typing Skills 7 12 duplicationincluding forms,an- II. Composition and Format 5 12 nouncements, and tables III. Duplicating Process 4 8 B. Units of instruction 1. Problem skills Total 16 32 a. Word division b. Registration and composition c. Business forms and styles I. Basic Typing Skills d. Carbon copies A. Performance objectives 2. Tabulation Upon completion the student should be a. Vertical able to: b. Horizontal 1. List and define the function of the c. Rulings primary operative parts of a typewriter 3. Business letters 2. Use the spacing and composing 4. Manuscripts and scripts

97 5. Technical papers and reports d. Layout and composition C. Laboratory e. Typing on stencils 1. Laboratory exercises in typing skill f. Correcting mistakes development g. Writing on stencils 2. Laboratory exercisesintyping 4. Operating the mimeograph tabulations, business letters, scripts, a. Normal runs footnotes, and reports b. Special-size papers 3. Laboratory exercises in preparation of c. Changing inks and colors copy for duplication including forms, 5. Direct-image offset masters tabulations, rulings, announcements a. Direct-image masters b. Preparing the typewriter III.Duplicating Processes A. Performance objectives b. Preparing the typewriter Upon completion the student should be c. Guidemarks and composition able to: d. Typing on direct-image masters e. Error correction 1. Prepare typed and typed-hand composition spirit masters 6. Operating the tabletop offset press 2. Prepare typed and typed-hand composi- '7.Specially designed typewriters for com- tion stencils position and direct-image assembly 3. Prepare typed copy for direct-image C. Laboratory masters for offset duplication 1. Laboratory practice in preparation of 4. List and briefly describe common masters and short-run copy special-purpose typewriters Text and References B. Units of instruction 1.Spirit duplication masters Lessenberry, Wanous, Duncan. College Typewriting. a. Spirit masters b. Typing on masters Related Media c. Correcting masters A. B. Dick Company. 5i00 Touhy Avenue. Chicago, 111. 600413 d. Colored masters Techniquesof ModernFluid Duplicating. 35 mm.. filmstrip, e, Heat process master preparation Sd., reel or cassette tape. 2. Operating the spirit duplicator Techniques ofModernMimeographing. 35 mm., filmstrip. Sd., color, reel or cassette tape. 3. Mimeograph stencils Summary: Programmed filmstrips and guides presenting a. Stencil makeup the principles and techniques of spirit and b. Types of stencils mimeo duplicating. c. Guidelines on stencils A. 13. Dick Graphic Communication Series.

107 98 MEDIA SEMINAR 2. Describe and distinguish between the tasks and responsibilities of personally Hours Per Week comprising an instructional media Class, 16 center B. Units of instruction Course Description 1. Functions of instructional media This seminar discusses the media field and technicians opportunities for graduates within the field. 2. Employment opportunities in: Techniques and procedures for employment a. Educational institutions application are explored, including preparation (1)Elementary and secondary of resumes, letters of application, and develop- schools ment of portfolios, together with simulated ex- (2) Post - secondary institutions perience with interviewing and personnel or (3)Other 'Educational institutions job relations. Effective, accurate com- b. Industrial organizations munications and a thorough understanding of (1)Related media industries the curriculum and media field are imperative (a)Equipment manufacturers to seeking employment. The course structure (b)Distributors should provide maximum individualex- (c) Sales perience through simulation and critique to (2)Nonrelated industries develop confidence and insure preparation for (a)In-house training interviewing. (b)Advertising The content of this course is considered in- (c) Literature creasingly important but may be presented as (d)Sales a single objective seminar or as an integral c. Government agencies part of other seminars or courses. d. Government agencies d. Commercial fields Major Divisions (1) Advertising (2) Businesses Hours (3) Public Class e. Specialization or general service L The Media Field and Employ- ment Opportunities for II.Preparation of Resumes Instructional Media Technicians 2 A. Performance objectives IL Preparation of Resumes 2 Upon completion the student should be III. Preparation of Letters able to: of Application 3 1. State the general uses of resumes or IV. Portfolio Techniques 3 data sheets V. Interviewing and Interview- 2. Describe the common formats of ing Techniques 4 resumes or data sheets VI. Personnel Policies 3. Complete an analysis of individual job Job Relations 2 objectives inrelation to background qualifications and experience Total 16 4. List and describe the elements and relationships of the curriculum in regard to skills, course content, and I. The Media Field and Employment Oppor- limitations tunities for Instructional Media Technicians 5. Prepare and reproduce a personal data A. Performance Objectives sheet or resume Upon completion the student should be 6. Discuss the curriculum elements in able to: relationto specific positions or job 1. List and describe the functions of situations media technicians in educational, in- 13. Units of instruction stitutional,agency andindustrial 1. Analyzing job objectives organizations 2. Analyzing qualifications

99 J.084 a. Academic Upon completion the student should be b. Experience able to: 3. Purpose and content of resumes 1. List the steps in preparation for an in- a. Introduction terview b. Education 2. Respond to typical questions of inter- c. Experience views d. Personal data 3. Conduct by simulation and role-playing e. References interviews f. Types of formats B. Units of instruction g. Reproduction of resumes 1. Preparation for interviewing III.Preparation of Letters of Application 2. Review of typical questions A. Performance objectives 3. Do's and don'ts of interviewing Upon completion the student should be 4. Simulated interview situations able to: VI.Personnel Policies Job Relations 1. Pre, are effective letters of application A. Performance objectives for various employment situations Upon completion the student should be 2. Prepare employment followup or able to: response correspondence 1. List and briefly describe typical benefit B. Units of instruction considerations and policies in various 1. Purpose of letters of application types of organizations a. Transmit 2. Describe and discuss typical employer- b. Sell employeerelationshipsthrough 2. Content of letters analysis by case study a. Introduction B. Units of instruction b. Selling message 1. Employee-employer relations c. Closing a. Unionization 3. Letter forms and styles 2. Types of positions a. Grammar, spelling, style a. Hourly 4. Other employment letters b. Monthly a. Interview acceptance c. Salaried b. Position acceptance 3. Fringe benefits c. Position refusal 4. Obligations and responsibilities to the d. Time extension employer IV.Portfolio Techniques 5. Employment longevity A. Performance objectives a. Upgrading Upon completion the student should be b. Updating able to: c. Changing jobs 1. Develop an effective portfolio of media and materials Texts and References 2. Discuss and describe in terms of objec- Arco Publishing Company. Resumes that Get Jobs. tives, procedures, techniques of Yenning. Writing Business Letters. preparation material in the individual portfolio Related Media 3. Present the portfolio to individuals or Churchill Films, 622 N. Robertson, Los Angeles, Calif. small groups Job hderriete. 2 films, S-8, Sd, Color B. Units of instruction Summary:Techniques and do's and dont's of interviewing. 1. Analyzing the portfolio Coronet Films, 65 E. South Water Street, Chicago, III. 2. Organizing portfolio Your Job. Super 8, Color Guidance Associates. Pleasantville, N. Y., 10570 3. Methods of display of materials Job Hunting. Where To Begin. Sound filmstrip. 4. Portfolio presentation Your Job Interview. Sound filmstrip. 5. Practice in portfolio presentation Getting and Keepho Your Arst Job. Sound filmstrip, 35 mm., Sd., Color. Records or cassette tape. V. Interviewing and Intervie,Ang Techniques Summary. Vocational guidance series related to job hunt- A. Performance objectives ing, interviewing and job performance.

A 09 100 Boston University Film Library, School of Education, 765 Com- monwealth Avenue, Boston, Mass., 02215 Interview. 5 min., 16 mm., sd., color. . Summary: Humorous cartoon visualizing an interview with a jazz musician who speaks the "BeattA" vocabulary and whose conversation is something less than clear.

101 .1-1.0 FACILITIES, EQUIPMENT, AND COSTS

Laboratories, related classrooms, offices, and be within comfortable temperature and humidity storage spaces required for teaching an ranges and should be circulated with sufficient educational media technician program do require amounts of outside air to keep air in rooms somewhat special conditions but such conditions suitably fresh. In warm climates, year-round air can easily be developed in any well-constructed conditioning is recommended. building possessing such services as water, heat, Faculty offices may best be placed in small light,ventilation, plumbing, electrical services, clusters near classrooms and laboratories. No more and other adequacies such as good entrances, than two faculty members should be placed in each hallways, fire exits, toilets. office, but several offices can be combined with an Multistory buildings can be satisfactorily used outer office for a secretary or receptionist so that to house the educational media program providing several instructors may share secretarial service. itsmechanical arrangements aresatisfactory As in design rooms, movie and television studios, (hallways, stairways, etc.) and will meet standards air conditioning (in warm climates) is desirable. of safety for students and staff in communications, Each faculty member should have a minimum of interbuilding traffic, fire protection, etc. Adequate 150 square feet of office space. washroom facilities must be provided for both Many of the laboratories such as photography male and female use. In multistory buildings, and television studios and printing and duplicate facilities should be located on each floor. photography darkrooms must have air con- Janitorial services and storage areas must be ditioning together with exceptionally good ventila- located on each level in a multilevel building and at tion. In these studios the need for much better appropriate locations in a single-story arrange- lighting presents a heat problem not usual to most ment. laboratories. A minimum of 12 feet of free ceiling It is common practice to locate storage areas height (below lights) is recommended for studio near the television studio and other laboratories areas for lighting and heat control. where recording is being conducted. Storage rooms Photographic darkroom, processing, and generally are not a source of noise and offer sound finishing areas require unusual water and plumb- protection to areas requiring a minimum of outside ingfacilities. Adequate source of pressure- noise interference. stabilized,temperature-controlled (to1/2°F.) Natural lighting is not a necessary requirement water supply is necessary and plumbing drainage for any of these facilities. However, both system must be compatible with photographic classrooms and laboratories should be well lighted. chemicals. These requirements also apply to the It is suggested a minimum of 70 foot-candles of printing darkroom facilities. light be provided on all work surfaces in Laboratories containing moving equipment classrooms, offices, and laboratories. In all rooms which might not only be too heavy but noisy should where drafting isto be done or where fine be located as far away as possible from studios handwork is required, a minimum of 100 foot- where recording is being done. An example of a candles of light, exclusive of natural light, should noisy area is the printing laboratories. be provided. The electrical services in some laboratories will Lighti-4 fixtures should be selected to provide a be exceptionally great and consideration should be comfortable, uniform light throughout the room; given to providing three-phase four-wire service to usually fluorescent-type light is the most satisfac- such an area. This service will provide for 110/220 tory.Lighting fixtures should be arranged volt service as well as providing an easy method of diagonally to the tables in design rooms. This balancing live loads. In many laboratories it will be arrangement of lighting prevents drawing equip- desirable to have a single electrical control point ment shadows from appearing on the drawing sur- where an electrical service can be controlled. face. Areas such as the television and filmmaking Mechanical equipment which provides constant studios, media equipment, and printing, platemak- temperature and humidity control within drafting ing, involve such high electrical requirements. rooms is very desirable. Air in these areas should Consideration in both new and existing facilities

102 4. -L.:L1.A. for adequate distribution is necessary. For the purpose of this discussion, only the facilities specifically identifiable with the technical specialty are described. Itis assumed that 1 classrooms,offices,lecture rooms, and the necessary related facilities are available for teaching nonlaboratory courses. It is also assumed that there is a suitable laboratory for teaching media physics since the classrooms, laboratory facilities, and laboratory equipment required to teach the physics courses are conventional and the details need not be presented here. However, the requirements for the technical specialty courses are unique and therefore the minimum facilities and equipment required are presented in some -1N!". detail. Nifa. A unit of class size of 16 students per section has been used as a base of laboratory facilities Figure 9Many institutions rely heavily upon instructional television supplies recommendations. The necessity for in- and distribute both live programs and video tapes. dividualized instructioninskill-oriented laboratories together withmultiple-concurrent Classroom and lecture demonstration areas laboratory activities limits section size. Lecture should be equipped for multimedia presentations courses or lecture sections of combined lecture- and for autotutorial or independent study. All in- laboratory courses easily combine to 32, 48, 64 per structional facilities must be planned to enable section. maximum exposure to mediated instruction. Careful evaluation of facility utilization and Much of the equipment and supplies for the commonality of spaces readily enables combining program present unusual security and storage laboratory areas to minimize necessary facilities. problems. Ample storage and distribution space, The suggested laboratories allow flexibility of conveniently located in relation to the facility, is scheduling and student availability of facilities. necessary for efficiency and control. However, course areas such as educational media If.plans are being made to start an educational techniques, graphics design, and technical illustra- media program in an institution already offering tion and reprographics might be combined due to programs in the technologies, a careful analysis related functions. Photographic studio space would should be made of existing classrooms and be available through use of the television studio. A laboratories to determine the feasibility of using specific film studio would enable greater schedul- them. Some of the space provisions might not have ing flexibility but such studio productions could to be duplicated since minor adjustment in their readily be accomplished by use of the television physical plan may make them suitable for this studio area. In this manner, minimum dedicated program. This discussion assumes the conven- laboratory space could suffice to support the tional classrooms, offices, and lecture roomscon- program operation. tain the necessary facilities to be effectiveareas, and that potential laboratory spaces may be readi- lymodified to satisfy the unique utility re- EDUCATIONAL MEDIA TECHNIQUES quirements. The primary factors of consideration LABORATORY would be: Facilities for preparation and processing of 1. Electrical distribution overhead transparency and display media are 2. Lighting and lighting control provided inthis laboratory (see Appendix D). 3. Noise and acoustics Small drawing tables (24 by 30 inch) provide the 4. Water supply and plumbing necessary work surface for layout. Cutting boards, 5. Air conditioning and/or ventilation readily prepared from hardboard, are necessary to 6. Ceiling heights protect the drawing surface. Parallel bars are not 7. Architectural features such as doors, win- recommended as they are frequently abused by use dows, construction, traffic as a cutting guide. 8. Storage and security The front or lecture wall and side wall should

103 provide ample display area including cork, flannel, print room and fixing in the finishing area. The and magnetic. Multiple overhead projection laboratory is equipped for black-and-white film screens are recommended for student projection of processing and printing. Color reversal film prepared visuals. Drafting room lighting is processing may be accomplishedinthe film necessary for the design area providing a level of darkrooms. Although color printing capabilities 100 foot-candles at table level. Wall outlets of 20-30 are not included, the addition of color enlarging ampere service should be provided at 3-to 4- foot equipment and drum processors to the darkrooms intervals around the laboratory and at work area. readily expand the facility to this capability. The darkroom and processing areas should be air Although water temperature and pressure conditioned and ventilated at a rate of 10 air regulationis not required for black-and-white changes per hour. Rotary or drum-type light locks processing, it is recommended that all sinks be provide space economics but should be evaluated in equipped with regulators. Air conditioning and a relation to state and local codes. The darkroom ventilation rate of 10 air changes per hour is area should be safely lighted for orthofilm and/or necessary in this area. panfilm. :7431110111PPINP'.

DESIGN AND GRAPHICS-TECHNICAL ILLUSTRATION LABORATORY The principal demand of the design and graphics or technical illustration area is drawing table surface (see Appendix E). These tables may be small, providing 24- by 30- inch or 42- inch surface. Each table should be equipped with a parallel bar. Removable drafting machines provide a convenient and professional experience but are not required. The area is divided into an instructional and working area to facilitate graphics prepa_ation for other course areas. Lighting should provide a Figure 10Experience with various camera types and both on location shadowless level of 100 foot-candles at table level. and basic studio photography is an important part of an Natural light from a north wall is desirable but not Educational Media Technicians program. necessary and all window areas should be provided All safe lights should be on separate circuits on with shades for projection. key-type switches. Equipment with high electrical Airbrush stations should be equipped with a requirements such as film and print drying should nonporous, cleanable surface and exhausted with a be on separate electrical circuits. The addition of low velocity exhaust hood. If facilities of the color printing equipment willrequire voltage educational media techniques laboratory are not stabilization for each darkroom and such regula- conveniently available, the area should include tion should be considered for the gang printing equipment for waxing, composition photographic area. copy stands, and projection.Inthe working graphics design area, space above the drafting tables could provide for display and drafting tool REPROGRAPHICS LABORATORY storage. The reprographics laboratory provides the capability of instruction in all basic aspects of PHOTOGRAPHIC LABORATORY graphic communications uptomultiple-color offset printing (see Appendix G). The laboratory is The photographic laboratory enables students to equipped as a minimal facility but this space is work on any part of the photographic process at adequate for expansion as program growth and one time (see Appendix F). Entrance to the print- need for equipment sophistication arises. Ade- ing darkroom through light locks allows quate floor space is provided around equipment to simultaneous use of copy preparation equipment, limit traffic flow near equipment and still provide print finishing, and printing. Individual a fast, smooth flow of work. Work areas also darkrooms provide for film processing. Considera- provide from group instruction in operating tech- tion should be given to machine developing in the niques. Process areas are separated to facilitate

104

,41 e11PIMINIIIIII.11.11111

simultaneous activities. production limits the need for a specific laboratory Most of the equipment will require 115 volt ser- for this purpose. The basic requirements of such a vice but items such as larger presses, power paper- facility would be similar to the nonochrome facili- cutter, process cameras will require 220 volts. ty with the 20- by 30-foot dimensions providing Presses will need either floor-mounted or overhead adequate distance for full image shooting. Audio outlets. Other than the darkroom area which re- facilities of the control and studio areas would quires safe lights, the floor area lighting should be facilitate production of both silent and sound 150-200 foot-candles. The stripping area should films. The additional space necessary for editing, have individual lights over each table. titling, animation, and projection would be readily Ventilation forthe darkroom area should available in the techniques or equipment areas. provide approximately 10 air changes per hour and be exhausted directly out. The press area should EDUCATIONAL TELEVISION have an air change rate of 1-1/2 to 2 times normal. LABORATORY Other areas require only normal instructional area The primary consideration in television studio ventilation. facilities is that of color vs. monochrome and the Each of the primary areas allow for facility ex- associated economics (see Appendix I). All present pansion by the addition of more sophisticated or indications are that most, if not all,. television larger equipment or additional equipment such as equipment will be color in a few short years. added presses, light tables, composition equip- Production techniques do not differ basically from ment. The darkroom facilities will accommodate monochrome to color and an initial facility might larger press facilities than indicated. befor monochrome. However,itishighly recommended that color or color capability be con- MEDIA EQUIPMENT OPERATION AND sidered. MAINTENANCE LABORATORY The basic studio of 20 by 30 feet would be adequate for either monochrome or color but would This laboratory area provides facility for setup, hamper the range of potential of the program. operation, repair, utilization of equipment and Minimum free ceiling height of 1w feet is storage,distribution,repairof software (see necessary for lighting and lighting control. Ceiling Appendix H). Both group lecture demonstration grids of light connector strips with twist lock con- instruction and individualizedinstruction are nectors should be located with a pipe grid for hang- available with provisions for multiple student ac- ing lights. Each wall should have a minimum of tivities. Electrical test benches provide suitable one outlet box. Entrance to the studio should be by tool work surface and should be provided with an double 48-inch doors to allow free movement of air supply of 30 psig. This lecture demonstration equipment or props. The control room of a 20- by table should be equipped with power, air vacuum 50-foot studio could be on end wall or side wall. cleaner, video, and R F signals. If the facility Consideration should be given to entrance to the allows, conduit run between the lecture control room for ease of moving equipment into the demonstration table to the test benches and study area and for acoustical treatment of the area. It is carrels provides extensive capabilities in operation desirable to fully air condition the studio and con- of distribution or access systems. A rear screen trol room and necessary to consider air con- projection system can be provided through use of ditioning for the control room. Careful attention is the adjacent storage area to contain the projection needed to minimize mechanical equipment and air equipment. Individual student laboratory stations distribution noise as well as sound carryover by should have provisions for use of independent the air-conditioning equipment. Power re- study materials. quirements of the facility, including lighting and Electrical services for the test benches should be equipment, will be 50-100 amperes. A minimum of 20-30 ampere and adequate outlets should be 150-ampere-serivce is recommended. provided at 3 to 4-foot intervals around the room. For color capability and program flexibility, a Light controlfor projectionisnecessary and 30- by 50-foot studio with 20- by 10- foot control various projection distances can be obtained by room is desirable. A larger studio would accom- careful location of screens and projection stands. modate two setSps simultaneously. Ineither FILM LABORATORY studio area, visual connection between studio and control room is not necessary but desirable for an Use of the television studio area for studio film instructional supervision.

105 Quantities of equipment and supplies are based upon a 16-student unit. Supplies listed encompass expandable and non-expendable items, so their estimated total costs reflects an initial cost and will be lower for subsequent student units. Recommended student-purchased supplies may be expanded to reduce school-incurred costs or may be dirn!nated. Many supplies are impractical for student purchase, such as film, chemicals, offset plates, due to storage problems and high cost of small-quantity purchases. Considerable savings in initial costs are possible through combining laboratory areas. Suggestions that would result in limited loss of flexibility Figure 11Operation of instructional television studio control equipment including switches, specialeffects, audio and film would be the following: chain equipment enables the Educational Media Technician a.Combine educational media techniques with to assist with the production of video tapes. the design and graphics-technical illustration areas, reducing the drafting table re- ESTIMATES FOR SPECIFIC quirements and eliminating the working LABORATORIES graphics area. The initial costs of equipping and supplying the b. Utilize the process camera of the educational media technology facilities is exten- reprographics laboratory darkroom for sive. Therefore, the accompanying lists reflect plate and transparency preparation. minimum costs yet each space provides flexibility c. Utilizethefacilitiesof the design and in instructional use and allows for convenient ex- graphics laboratory for all layout and com- pansion as funds and program growth develop. position. Both the equipment and supplies casts are based d. Combine the media equipment laboratory on 1972-73 prices. within the media techniques areas.

106 ESTIMATES FOR SPECIFIC LABORATORIES

EDUCATIONAL MEDIA TECHNIQUES Number LABORATORY Item Required Equipment 1/2" Gothic 1 1/2" Slant 1 Number Item Required Supplies Drawing tables, 3' x 4' wood, Number Item Required adjustable 18 Signmaker kit 2 Lettering pens 4 Portable overhead projector 1 Scriber and guides 2 Hot laminator 1 Spare projection lamp 1 Cold laminating machine 1 Laminating tissue 12" wide, roll 1 Lettering machine (headliner) 1 Laminating Tissue 8-1/2" x 11", Fonts 10 1,000 sheets 1 Matte projection screens Film, headliner 10 48" x 64" 1 Paper, headliner 5 54" x 72" 1 Chemicals, headliner 1 gal. Papercutter, 24" x 24" 2 Flannel boards 3 Dry mount press Bulletin boards, 1 sq. yard 18-1/2" x 23" 1 per 3 students 8 12" x 15" 1 Mounting tissue, 500 sheets, Taking iron 2 11" x 14" 1 box Dry photocopier 1 Laminating tissue, Thermocopy machine 1 11-1/8" x 100 1 roll Waxer 1 Cloth backing material, High-speed diazo machine 1 11" x 14", 100 sheets 1 box Opaque projector 1 Copy paper, 200 1 box Slide projector with filmstrip Transparency making material, 200 1 box adaptor 1 Copy paper, 500 sheets 1 box Stack loader 1 Transparency material, 500 sheets 1 box Bulletin (primary) typewriter 1 Thermo spirit masters, 100 1 box Visual maker, 2' x 2' 1 Adhesive wax 1 pkg. Transparency stapler 2 Diazo film, 300 sheets 3 boxes Strip printer 1 Anhydrous ammonia 1 Fonts 10 Slide tray, slide projector 10 Light tables 12 Pontograph 2 Photo modifier 1 Staples 1 box Timer (Crolok) 1 Film, strip printer 5 Wall-mounted squeegee, 18" 1 Developer, strip printer 2 Projection cart, 16" 1 Litho film 8" x 10", 50 sheets, Projection cart, 26" 2 photo modifier 2 pkgs. Darkroom sink 6 Litho developer, 5 gal. photo Darkroom trays 6 modifier 1 Sink siphon 1 Stop bath, 1 gal. photo Drafting chairs 24 modifier 1 Fonts Fixer, 1 gal. photo modifier 1 1/4" Gothic 1 32 oz. graduate, photo 1/4" Slant 1 modifier 1 3/8" Gothic 1 Process thermometer, photo 3/8" Slant 1 modifier 1

107 Number Number Item Required Item Required Flashing lamp, photo Airbrushes, sets and hoses 10 modifier 1 Headliner or photo-composing 00 filter5-1/2D, photo machine 1 modifier 1 Waxer 1 Hand squeegee, photo modifier 1 Copy stand with lights Proportion scale 1 35 mm. SLR camera, macrolens 2 Clear acetate, 1,000 sheets 1 Proportioning dividers 6 Frosted acetate 100 Beam compvss, 12" 4 Hinges for transparencies 2 boxes Perspective drawing boards 6 Irregular curves 4 sets Snips curves 4 sets Student Purchased Supplies Adjustable triangles 6 India ink Mending tape Lettering sets 6 Flannel for flannel boards Wax pencils Reservoir pens, template Construction paper Marking pens assortment . 12 Thumbtacks Masking tape Isometric drafter 2 Size 126 color reversal film Triangles Pencil pointers and Flashcubes Pencils sharpeners 3 Iillustration and mount board Erasers Pin-registration boards, Overhead transparency mounts Speedball pen kit punches 12 Container of fixing spray Cutting knife Opaque tape French curve Color transparent transfer tape Scissors Supplies Transfer colors Rubber cement Number Transfer patterns Tracing paper Item Required Illustration board, 15" x 20" 100 Estimated cost per student $30 to $40 Copy - clip set 1 Draftsman/s brushes 12 Transfer letters and symbols, DESIGN AND GRAPHICS TECHNICAL assortment ILLUSTRATION LABORATORIES Shading film and pattern Films, assortment Equipment Color reversal film 20 Number High-contrast or litho Item Required film 100 ft. rolls 2 Specialized drafting or Drafting tables, 42" 24 section paper Drafting stools 32 Drawing storage cabinet with Nonreproducible and reproducible wall cabinet 15 ft. Classroom drafting tables 8 Student Purchased Supplies Swivel chairs 10 Parallel straight-edge, 42" 24 Number Viking drafting machines, Item Required 31" x 42" 8 15" x 20" Illustration Boards 20 Perspective drawing devices 8 30° 60° Triangle 1 Perspective indicator sheets 8 45° Triangle 1 Double-frame, double-page Paints tempera, oz. red yellow pasteup light table 4 blue white black 2 Papercutter, 36" 4 12" Steel ruler 1 Dry mount press, Speedball penpoints C-4 18-1/2" x 23" 2 C-D B-4 B-D 4

108 Number Number Item Required Item Required

Penpoint holder 1 Projectors India ink, black 1 bottle 16 mm. Motion picture with manual Proportional scale 1 threading, phone input, auxiliary No. 2 Mars pen 1 speakers, accessory lenses 2 Drafting tape 1 Super 8 projectors, magnetic No. 3 Paintbrush 1 sound 2 No. 2H and 4H pencil 1 Cartridge projectors, sound 2 Architect's scale 1 Cartridge projectors, silent 2 French curve 1 Overhead projectors 3 Drafting instruments 1 Slide projectors, tray 4 Stencil knife set 2 Slide projectors, stack loading 1 Transfer letters 2 sheets Dissolve control 1 Shading films 2 sheets Audio synchronizer 2 Cel acetate 24 sheets Stack loaders 2 Estimate cost per student $30 to $35 Sound filmstrip projectors, remote control 2 Filmstrip projectors, record player 1 Combination slide-filmstrip projector 1 Opaque projector 1 MEDIA EQUIPMENT AND Film, Slide-editing Previewing MAINTENANCE LABORATORY Care Equipment Equipment 16 mm. editors, viewers and rewind 2 8 mm. editors, viewers and rewind 2 Number 16 mm. splice blocks 2' Item Required 8 mm. splice blocks 4 Audio Equipment 35 mm. splice blocks 2 Reel-to-reel recorders, stereo Filmstrip previewers 2 and monophonic 4 Slide light tables 4 Cassette recorders 4 Tacking irons 4 Earphones 10 Double test bench with tunnels Audio mixer, 3 channel 2 and supply 6 Microphones from TV 2 Study carrels 8 4-channel listening center 2 Counter with storage-base cabinet, Monophonic phonographs transcription 20' 1 player P.A. system 1 Wall hung cabinet, 20' 1 Auxiliary speakers (4", 8") 6 Chalkboard, 4' x 8' 1 Tape, cassette, record care, service Display board, 4' x 8' 2 Tape splicing block 2 Magnetic, chalk and display, Bulk tape erasers 1 4' x 8' 1 Player-recorder head demagnetizer ... 1 Stools with backs and seats 12 Cassette eraser 1 Fixed seating with tabletop 12 Screens Lecture demonstration table Matte 6' x 8' 1 3' x 6' x 3' high 1 Beaded 6' x 8' 1 Filmstrip cartridge, cassette, film Lenticular 1 storage cabinet 2 Aluminum foil 1 Equipment storage cabinet, metal, Rear screen plaxiglass 1 28" deep 1 Overhead, matte 1 Small parts cabinet, drawered, Tabletop rear projection screens 6 metal 1

109 SIX STATIONS Number Item Required Number Item Required Lugs, nuts, fasteners, screws, terminals Extension lamps 6 plugs, wire nuts Assort. Pencil soldering iron 6 Tube sockets Assort. Wire cutters and strippers 6 Patch cord connectors 6 Diagonal side cutters 6 Audio connector cables 6 Long-nose pliers 6 Coaxial connectors 6 Screwdrivers Conduit run from lecture demonstration to 3/32" 6 benches, benches to carrels. Provisions for light 1/8" 6 control in room, off, and dimmer. 3/16" 6 Lecture demonstration equipped witha.c. Phillips 6 power, d.c. supply, Air R.C., video signal jacks. Adjustable wrenches 6

Supplies

Number Item Required EDUCATIONAL TELEVISION TECHNIQUES Nut driver sets MINIMUM FACILITIES, MONOCHROME 3/16" to 1/2" and nut starter 6 Equipment Rolls resin core solder 6 Heat sinks 6 Number Knife sets 6 Item Required Soldering pads 6 Studio lighting, 20' x 30' 1 Stubby screwdrivers 6 Slide projector 1 Soldering gun 6 16 mm. film projector 1 VOM 6 Speakers, total 1 Tube tester 1 Equipment, cabinetry, total 1 Amprobe 6 Videotape recorders 2 VTVM 6 Film chain multiplexer Phone plugs 6 1 TV camera kits and viewfinder 2 Alligator clips 6 Audio-video modulator 1 Cassette tape splicer 6 Distribution equipment 1 Splicing block 6 Synchronization generator 1 Cassette tape eraser 6 Switching equipment 1 Tape editing winders plus splicer 6 Studio monitor 1 Leader tapes 1 Control room monitors 5 Tape head demagnetizer 1 Videotape splicer 2 Turntable 1 Tape recorder 1 Tapehead cleaner 1 Audio mixer 1 Audio amplifiers, 4 watt 6 Remote television gear, complete 2 8 ohm speakers 6 Microphones and stands 1 4 ohm speakers 12 Super 8 movie projector for Zinc carbon batteries 6 film chain 1 Shielded microphone cable, 100' 1 Studio to control room talk back Wire, No. 20, No. 18, 500' 1 system 1 Equipment Videotape, 1/2" variety, 10-30 min., 10-60 min 1 Number Studio drapes and/or cyclorama 1 Item Required Studio lighting, 30' x 50' total 1 3-conductor cord, 500' 1 Total equipment for color, total 1 Battery chargers 3 Cable connectors for color, total 1

110 Number Number Item Required Item Required

Slide projector 1 One-gallon bottles 14 16 mm. film projector 1 Storage tanks, 7 gall 3 Pedestal and cradle head 2 Sinks without stand, Speakers, total 1 22" x 36" x 5" 5 Cabinetry, total 1 Film openers 35 mm 4 Videotape recorders 2 Temperature control valve 5 Film chain multiplexer 1 Chemical mixer, 5 gall 1 Vectorscope 1 Sink, 29" x 72" x 8" 3 Color cameras, studio and Dry mounting press, 18-1/2" x 23" 1. film chain 3 Print trimmer, 24" 1 Audio-video modulator 1 Print dryer 1 Color distribution equipment 1 Print washer 1 Synchronization generator 1 Slide duplicating and processing Special-effects generator 1 units 2 Studio monitor 1 Slide mounter 1 Control room monitors 5 Light table, 19" x 25" 1 Tape cartridge unit 1 Enlargers with 50 mm. lens and Turntable and related parts 1 75 mm. lens 10 Stereo tape recorder 1 Time-O-Lite M 59 timers 10 Audio control board 1 Four-way easels 10 Assortment of studio microphones and Sets polycontrast filters 10 related equipment (7 microphones)... 1 Trays, 11" x 14" x 5" 3 Super 8 mm. projector for television.... 1 Photo trays, 8" x 10" 18 Control to studio talk back Kodak utility safelights with system, 8 stations 1 10" x 12" filter (OC) 6 Studio drapes and/or cyclorama 1 Refrigerator-freezer with lock 1 Videotape, 1" 10-60 min., Large cabinet for camera 10-30 min 1 storage 1 Shutter release, 12" 10 Electronic flash unit 8 Graduates, 16 oz 12 Set bellows with slide copy PHOTOGRAPHY LABORATORY units, 35 mm. cameras 2 Copy tube Equipment 2

Number Item Required Supplies 35 mm. SLR cameras with 3.5 Number macrolens 8 Item Required Polarizing filters 4 Gallons film developer Cameras, 2-1/4" x 2-1/4" 8 (Kodak D-76) 48 Tripods 12 Gallons paper developer (Dektol) 40 Copy stand/lights 4 Gallons fixer 70 Flim clips 16 Gallons indicator stop bath Film drying cabinet 1 (Kodak) 4 Developing tank with two 35 mm. Pints Kodak Photo Flo 200 5 reels per tank 8 Gallons hypo-clearing agent 25 120 reels 8 Color reversal film processing Photo thermometer 6 kits 16 Gray lab 300 timers 7 Enlarging lamps 10 One-pint bottles 36 3200° K lamps 16

111

AL .1 ./.1.4a Number Number Item Required Item Required

Rolls Plus-X film 36 Platemaker 1 Rolls color reversal film 36 Plate sink 1 Rolls Tri-X film 36 Plate storage cabinet 1 Hand-washing sink, half round, foot control 1 Student Purchased Supplies Bindery area Paper jogger 1 Number 1 Item Required Wire stitcher Papercutter, hydraulic 1 6 Rolls Plus-X film PX 135-20 Mechanical binder 1 Box (100 sheets) polycontrast Padding press 1 1 paper 8" x 10" SWF Paper folder 1 Rolls Tri-X film TX 135-20 2 Collator 1 Rolls high-speed ektachrome Paper drill 1 EHB 135-20 4 Press Area 10 11 x 14 mount board Stencil duplicator, electric 1 Pack dry mount tissue 1 Fluid duplicator, electric 1 Estimated cost per student $30 Offset presses, 10" x 15" 3 Electrostatic master maker 1 Paper carts 1

Supplies REPROGRAPHICS LABORATORY Number Equipment Item Required Number Press Area Item Required Reams mimeograph paper 12 Process camera, 18" x 22", Quire assorted mimeograph horizontal 1 stencils 10 Developing sink, built-in Pounds mimeograph ink 5 viewing, washing area 1 Ink pads 12 Developing trays, 14" x 18" 3 Protective covers 4 Film cabinet with trimmer 1 Blockout 2 pkgs. Safelights, fluorescent 3 Typer's plate 20 Safelights, screw in 2 Writer's plate 10 Inspection light 1 Signature plate 20 Cabinet, work surface and Correction fluid (bottles) 2 storage 1 Bottles correction cement 2 Composition area Assorted styli (2 each) 12 Photo compositor, manual, Assorted letter guides 12 daylight 1 Reams spirit duplicator paper 12 Typewriters, electric 2 Spirit masters 100 Waxer 1 Color carbon sheets 100 Lineup table 1 Gallon spirit duplicator fluid 1 Paper and supply storage area Dozen correction pencils 1 Steel shelving, paper and Direct-image offset masters 250 supply storage unit 1 Presensitized aluminum plates 250 Refrigerator 1 Dozen reproducing pencils 1 Stripping and platemaking area Dozen nonreproducing pencils 1 Light tables, double work Dozen reproducing pens 1 surface 3 Dozen wedge erasers 1

1..:A I" ....e. 1 112 Number Number Item Required Item Required

Dozen erasers with brushes 1 paper drill 1 doz. Bottles drawing fluid 12 Rolls wire for stitcher, Cartridges black offset ink 6 flat and round 2 Cartridges assorted color inks 6 Rolls binding tape 2 Process ink, yellow, magenta, Darkroom area cyan 1 each Litho film, 10" x 12" 200 sheets Pounds white ink 2 Litho developer, concentrate 5 galls. Pounds ink drier 1 Stop bath, concentrate 1 gall. Pounds ink varnish 1 Fixer, concentrate 5 galls. Ink-dispensing guns 3 Screens, 65 line, 100 line, Gallon etch 1 133 line 1 each Gallons fountain concentrate 2 Graduates, 32 oz 3 Gallon gum 1 Process thermometer 1 Gallons blanket wash 5 Flashing camp and filter 1 Blanket wash dispensing cans 3 Negative brush, 2" 2 Cleanup mats 500 Magnifier 1 Pint chrome cylinder cleaner 1 Timer 1 Pint glaze remover 1 Wall mounted squeegee, 18" 1 Hand cleaner 1/2 gal. Hand squeegee, 12" 1 Hand cleaner dispenser 1 Stripping and Platemaking area Offset blankets 3 Masking sheets 200 Can blanket powder 1 Rolls litho tape, 1/2" 6 Rolls electrostatic masters 10 Bottles liquid opaque 2 Rolls electrostatic copy paper 5 Opaque brushes 12 Quarts electrostatic toner 12 Quarts desensitizer 6 Quarts electrostatic conversion Pints lacquer 6 solution 6 Sponges, photo grade 2 Packs cotton pads 50 Assorted screen tints 6 Cotton pad dispenser 4 T-squares, metal 6 Pounds rags 100 Triangles, metal 6 Reams offset paper 120 Miscellaneous Composition area Kodak graphic arts computer 3 Photo composition type masters 6 Step gray scales, opaque 3 Rolls film paper for photo Rubylith film composition 12 Gallons developer for photo Student Purchased Supplies composition 2 Number Gallons fixer for photo Rem Required composition 2 Proportional scale 1 Typewriter ribbons 6 Red/blue lead pencil 1 Tack wax for waxer 2 lbs. Bindery area Rubber cement 1 bottle Plastic cutting sticks for Exacto knife/extra blades 1 Metal rules, 12" 1 papercutter 6 Scissors 1 Extra blade for papercutter 1 Assorted plastic bindings, Triangles, 45°, 30°, 60°, 90° 1 each Illustration board 6 1/4", 1/2", 1" 100 each Roll masking tape 1 Pint padding cement 1 Acetate for overlays 6 Padding gauge 1 Extra paper drills, Rub-on registration marks 24 Opaque brush 1 paper drill 2 Wood drilling blocks, Estimated cost per student $10

113 ..I,-*)7 -0 FILM LABORATORY SUMMARY OF COSTS Equipment The preceding lists of laboratory equipment and supplies represent minimum cost estimates and do Number Item Required not inolude costs of services, utilities, and installation of equipment. In addition to the basic equip- Super 8 movie camera with ment costs, additional sums of $15,000 to $20,000 1 to 5 zoom lens 10 should be figured for equipment installation, Tripods 10 plumbing and electrical services, ventilation, and Movie lights, 650 watts 10 air conditioning. The initial outlay for supplies, Light stands 10 both expendable and nonexpendable, will be high. Film editors 6 A continuing budget for supplies, service or service Universal splicer 6 contracts, repair and maintenance, and replace- Wall screen, 50" x 50" 1 ment should be incorporated in budget planning. Tilting and animation stand with Careful facility planning and analysis of use make lights, simplified 2 it possible to equip the laboratories at less cost. Kodak MFS 8 projector 1 Kodak Instamatic M 100A sound projector 1 LABORATORY FACILITY Supplies Estimated Costs Number Item Required Supplies Equipment 3400° K lamps for titler 8 Educational Media Lamps, 650 watt for movie Techniques $8,000$ 13,000 lights DVY 20 Design and Graphics 12,000 13,000 DKR lamps 2 Media Equipment Opera- DNE 150-watt lamps 2 tion and Maintenance 15,000 18,000 Packages of Super 8 press Educational Television Techniques tapes 32 Monochrome 12,000 15,000 200' Takeup reels, Super 8 16 Color (optional) 100,000 130,000 4 oz. bottles movie film Photographic Laboratory 10,000 12,000 cleaner 4 Reprographics Laboratory 35,000 37,000 Film Laboratory (optional) 3,000 4,000 Student Purchased Supplies Total $ 95,000$108,000 Number Item Required These estimates are based on 1972-73 prices and Rolls Tri-X Super 8 film 4 do not reflect the costs of capital construction, Rolls Kodachrome II Type-A renovating, or remodeling. film Super 8 4 Packs of splicing tape 2 Film processing envelopes 4 Estimated cost per student $40

114 BIBLIOGRAPHY

AV communication review.Washington, D.C.: Associacion for depirtnients. a guide to setting up and running internal and Educational Communications and Technology, National trade offset printing.London. Business Books, 1969. Education Association. Craig, Harold R.Learning Photography.New York: Grid, Inc., Adock, C. J.Fundamentals of psychology.Baltimore: Penguin 1970. Books, 1970. Cogoli, John E.Photo-offset fundamentals.2d ed. Bloomington, American dictionary of printing and bookmaking; containing a Illinois: McKnight & McKnight, 1967. history of these artsin Europe and American, with Coleman, Howard W., editor.Color television, the business of definitions of technical terms, and illustrated.New York: B. colorcasting.New York: Hastings House, 1968. Franklin, 1970. Collier, Graham.Form, space and vision: understanding art; a Ammonds, Charles Cyril.Printing: basic science.1st ed. New discourse on drawing.3d ed. Englewood Cliffs, New Jersey: York: Pergamon Press, 1970. 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De Kieffer, Robert E.Audiovisual instruction.New York. Bedell, Eirl L.Careers in graphic reproduction.Princeton, New Center for Applied Research in Education, 1965. Jersey; Van Hostrand, 1965. Eastman Kodak Company.Art-work the standards for proj- Bevlin, Marjorie Ellioet..Design through discovery.2d ed. New ectedvisuals.Rochester, New York,1965.(Technical York: Holt, Rinehart and Winston, 1970. pamphlet No. S-12) Biegeleisen, Jacob Israel.The ABC of lettering.9th ed. New -.Audiovisual planning equipment.Rochester, New York, York: Harper and Row, 1971. 1969. (Technical pamphlet No. S-11) Bierstedt, Robert.The social order. NewYork. McGraw-Hill, . Basic color for the graphic artsRochester, New York, 1970. 1969. (Technical pamphlet No. Q-7) Bockus, H. William Jr.Advertising graphics, a workbook and . Basic magnetic sound recording for motion pictures. reference for the advertising artist.New York. Macmillan, Rochester,New York 1969. (Technical pamphlet No. S-27) 1969. -. Basic photography for the graphic arts,Rochester, New Boucher, Paul E.Fundamentals of photography.New York: York, 1970. (Technical pamphlet No. Q-1) Van Nostrand and Rinehold, 1963. -. Basic production techniques for motion pictures. Broom, Leonard, and Selznik, Philip.Sociology. NewYork. (formerly entitled The industrial motion picture.) Rochester, Harper and Row, 1968. New York, 1971. (A Kodak publication, No. P-18) Brown, James Wilson; Lewis, Richard B., and Harcleroad, Fred . Basic titling and animation for motion pictures.2d ed. F.Audiovisual instruction. media and methods.3d ed. New Rochester, New York, 1970. (Kodak audiovisual data book, York: McGraw-Hill, 1969. No. S-21) Brown, James Wilson; Norberg, Kenneth D., and Srygley, -. Camera-back silver masking, 3-aim-point.Rochester, Sarah K.Administering educational media, instructional New York, 1970. (Technical pamphlet No. Q-7B) technology and library services.2d ed. New York. McGraw- Halftone niethods for the graphic arts.Rochester, New Hill, 1972. York, 1968. (Technical pamphlet No. Q-3) Burris-Meyer, Harold, and Cole, Edward C.Scenery for the -. Index to Kodak information.(Previous editions were en- theatre, the organization, processes, materials, and techni- titled Index to Kodak technical information.) Rochester, ques used to set the stage. Rev.ed. Boston: Little, Brown, New York, 1972. (Kodak pamphlet No. L-5) 1971. Kodak color dataguide.Rochester, New York, 1971. California. Bureau of Audio-Visual and School Library Educa- (Kodak publication No. R-19) tion.Guidelines to audio-visual cataloging by means of data . Kodak master darkroom dataguide.Rochester, New processing.Compiled by H. L. "Les" Nichols. ,Sacramento: York, 1971. (Technical pamphlet No. R-20) The Bureau, 1966. . Kodak materials for visual-communication education Carlsen, Darvey E.Graphic arts.9th ed. Peoria, Illinois. andtraining.Rochester, New York,1972.(Technical Charles A. Bennett, 1970. pamphlet No. ED-2-1) Cataldo, John W.Graphic design & visual communication. . Kodak photographic materials jiff the graphic arts. Scranton: International Textbook, 1966. Rochester, New York, 1971. (Technical pamphlet No. Q-2) -. Lettering, a guide for teachers.5th ed. Worcester, -. Kodak school and club services.Rochester, New York, Massachusetts: Davis Publications, 1968. 1972. (Technical pamphlet No. T-1) Chambers, Harry T.The managementof snuaoffset print Legibility - artwork to screen.Rochester, New York,

115 1971. (Technical pamphlet No. S-24) Jones, Peter. The technique of the television cameraman. 2d ed. Movies with a purpose. Rochester, New York, 1971. New York: Hastings-House, 1969. (Technical pamphlet No. V-1-13) Karch, Robert R. Graphic arts procedures; basic. 4th ed. -. Printing color negatives. Rochester, New York, 1970. Chicago: American Technical Society, 1970. (Technical pamphlet No. E-66) Karch, Robert R., and Buber, Edward J. Graphic arts -. Producing slides and filmstrips. Rochester, New York, procedures: the offset processes; includes strike-on and film 1970. (Audio-visual data book No. S-8) composition. Chicago: American Technical Society, 1967. Rear- projection cabinets. Rochester, New York, 1969. Kehoe, Vincent J-R. The technique of film and television make- (Technical pamphlet No. S-29) up: for color and black and white. Rev. ed. New York: Silver masking of transparencies, 3-aim-point. Hastings House, 1969. Rochester, New York, 1970. (Technical pamphlet No. Q-7A) Kemp, Jerrold E. Planning and producing audiovisual Ebock, Sidney C., and Cochern, C. W. Operating audiovisual materials. 2d ed. San Francisco, California, Chandler equipment. San Francisco: Chandler, 1968. Publishing Company; Chicago, Science Research Associates Educators guide to free films. (free educational and recreational (distributors), 1968. films) Randolph, Wisconsin: Educators Progress Service Kinder, James S. Using audio-visual materials in education. (annual) New York: American Book Company, 1965. Educators guide to free filmstrips. (also lists free slides and Langford, Michael J. Advanced photography: a grammar of transparencies) Randolph, Wisconsin: Educators Progress techniques. New York: American Photographic Book Com- Service (annual) pany ( Amphoto); London: Focal Press, 1969. Engineering graphics. (by) Frederick E. Giesecke (and others). - . Basic photography: a primer for professionals. 2d ed. Twenty-two of the 29 chapters are reprinted from Technical New York: American Photographic Book Company drawing, 5th ed., 1967, by F. E. Giesecke and others, New (Amphoto); London: Focal Press, 1971. York: Macmillan, 1968. Larmore, Lewis. Introduction to photographic principles, 2d ed. Eppink, Norman R. 101 prints; the history and techniques of New York: Dover Publications, 1965. print-making. (new ed.) Norman: University of Oklahoma Lathrop, Irvin T., and LaCour, Marshall. Photo technology. Press, 1972. Chicago: American Technical Society, 1966. Erickson, Carlton W. H., and Curl, David H. Fundamentals of Laughton, Roy. TV graphics. New York: Reinhold, 1966. teaching with audiovisual technology. 2d ed. New York. Lewis, Colby. The TV directoninterprete:-. New York: Hastings Macmillan, 1972. House, 1968. Fabun, Don. Dimensions of change. Beverly Hills, California. Lewis, John Noel Claude. Anatomy of pnntzng. the influence of Glencoe Press, 1971. art and history on its design. New York: Watson-Guptill, The Focal encyclopedia of film & television techniques. (1st 1970. American ed.) New York: Hastings House, 1969. Lord, John, and Larson, Robert H. Handbook for production of Frye, Roy A. Graphic tools for teachers. 3d ed. Austin, Texas. E. film-strips and records. 2d ed. St. Charles, Illinois. DuKane & I. Printing Company, 1965. Corporation, 1965. Gassan, Arnold. Handbook for contemporary photography. Los Angeles City SchoolDistrict.Instructional Services Athens, Ohio: Handbook Publishing, 1969. Branch. Handbook for audio-visual representatives, second- Giachino, Joseph W., and Beukema, Henry J. Drafting ary schools. Los Angeles: 1965. technology. (2d ed.) Chicago: American Technical Society, Luzadder, Warren J. Basic graphics for design, analysis, com- 1971. munications, and the computer. 2d ed. Englewood Cliffs, Gibby, Joseph C. Technical illustrations; procedure and prac- New Jersey, 1968. tice. 3d ed. Chicago: American Technical Society, 1970. MacDonald, Byron J. The art of lettenng with the broad pen. Gordon, George N. Classroom television; new frontiers in ITV. New York: Reinhold, 1966. 1st ed. New York: Hastings House, 1970. McLuhan, Herbert Marshall. Understanding media; the exten- Graphic arts abstracts. Pittsburgh: Graphic Arts Technical sions of man. New York: McGraw-Hill, 1966. Foundation. Madsen, Roy. Animated film; concepts, methods, uses. New Haney, John B., and Ullmer, Eldon J. Educational media and York: Interland Publishing, and Pitman Publishing the teacher. Dubuque, Iowa: William C. Brown, 1970. (distributors), 1969. Hedgecoe, John, and Langford, Michael John. Photography, Mager, Robert F., and Beach, Kenneth M. Jr. Developing me terials and methods. New York. Oxford University Press, vocational instruction. Palo Alto, California. Fearon 1971. Publishing, 1967. Herdeg, Walter, editor. Film & TV graphics, and international The Manual of photography, formerly the Ilford manual of survey of film and television graphics. Texts by John Halm. photography. Edited by Alan Horder. (6th ed.) Philadelphia. New York: Hastings Hours, 1967. Chilton Book Company, 1971. Hilgard, Ernest R., and Atkinson, Richard C. Introduction to Mascelli, Joseph V. The five C's of cinematography, motion pic- psychology. New York: Harcourt, Brace & World, 1969. ture filming techniques simplified. Hollywood, California: Hilliard, Robert L. Writing for television and radio. 2d ed. New Cine Graphics Publications, 1965. York: Hastings House, 1967. Massin. Letter and image. Translated by Caroline Hillier and Horn, George. How to prepare visual materials for school use. Vivienne Menkes. Nev. York. Van Nostrand Reinhold, 1970. Worchester, Massachusetts. David Publications, 1965. Meierhenry, Wesley C., editor. Media and educationill innova- Isaacs, Dan L., and George, Robert G. Instructional media, tion,authonta live papers on innovation by an inter- selection and utilization. Dubuque, Iowa. Kendall/Hunt, disciplinary team. Ann Arbor. University Microfilms, 1970 1971. (Xerox facsimile) Jensen, Cecil H., editor and compiler. Engmeenng drawing and Merrill, Francis. Society and culture. New Jersey. Prentice- design. New York: McGraw-Hill, 1968. Hall, 1965.

4, 116 ca Millerson, Gerald. The technique of television production. 6th 34041, 1967. rev. and enl. ed. New York: Hastings House, 1968. Rensselaer Polytechnic Institute,Troy, N.Y.: Center for Minor, Edward, and Frye, Harvey R. Techniques for producing Architectural Research. Educational facilities with new visual instructional media. New York: McGraw-Hill, 1970. media. By Alan C. Green. Moffatt, U, Joseph. Not lights and cameras: basic techniques Rhode, Robert B., and McCall, Floyd H. Introduction to for educational television. Elmhurst, Illinois: Hub Electric photography. 2d ed. New York: Macmillan, 1971. Company, 1968. Rigg, Robinson Peter. Audiovisual aids and techniques in Moir, Guthrie. Teaching and television, ETV explained. 1st ed., managerial and supervisory training. London. Hamilton, Oxford, New York: Pergamon Press, 1967. 1969. Morlan, John E. Preparation of inexpensive teaching materials. Rose, Robert. Sociology. the study of human relations. New San Francisco: Chandler Publishers (Intext Educational York: Alfred A. Knopf, 1967. Publishers), 1972. Rossi, Peter H., and Biddle, Bruce J., editors. The new media Morrisey, George I. Effective business and technical presen- and education, their impact on society. Chicago. Aldine, tations: how to prepare and present your ideas in less time 1966. with better results.Reading, Massachusetts: Addison- SMPTE journal. New York: Society of Motion Picture and Wesley, 1968. Television Engineers. (monthly) Began in 1916. Murgio, Matthew P. Communications graphics. New York. Van Saettler, Paul. A history of instructional technology. New York. Nostrand Reinhold, 1969. McGraw-Hill, 1967. Murphy, Judith, and Gross, Ronald. Learning by television. Scuorzo, Herbert E. The practical audio-visual handbook for New York: Fund for the Advancement of Education, 1966. teachers. West Nyack, New York: Parker, 1967. National Audio-Visual Association. The NAVA membership list Shapiro, Charles, and Soderstrom, Walter E. The lithographers & trade directory. Fairfax, Virginia: biennial. manual. 4th ed. Edited by Victor Strauss. Pittsburgh: National Education Association of the United States. Depart- Graphic Arts Technical Foundation, 1968. ment of Audiovisual Instruction. Quantitative standards for Silver, Gerald A. Modern graphic arts paste-up. Chicago: audiovisual personnel, equipment and materials (in elemen- American Technical Society, 1966. tary, secondary, and, higher education) adoptel by the -. Printing estimating.Chicago: American Technical Department of Audiovisual Instruction, National Education Society, 1970. Association; and the Associarion of Chief State School Skinner, Burrhus Grederic. The technology of teaching. New Audiovisual Officers ... Washington, D.C.: National Educa- York: Appleton-Century-Crofts, 1968. tion Association, 1966. Smallman, Kirk. Creative film-making. New York: Macmillan National Information Center for Educational Media (NICEM). Collier Books, 1969 and Menasha, Wisconsin. Banta, 1972. Index to educational overhead transparencies. 3d ed. Los Stanley, Raymond J. "Title HI, Elementary and Secondary Angeles: The Center, University of Southern California, Education Act of 1965."Audionsual instruction. v. 10, No. 8 1973. (October, 1965). -. Indextovocational and technical education Stevenson, George A. Graphic arts encyclopedia. New York. (multimedia). 1st ed. (The two most relevant listings of McGraw-Hill, 1968. media are under the headings PHOTOGRAPHY, and Stone, Bernard, and Eckstein, Arthur. Preparing art for print- PRINTING AND GRAPHICS.) Los Angeles: The Center, ing. New York: Reinhold, 1965. University of Southern California, 1972. Strauss, Victor. The printing induStry, an introduction to its Neblette, Carroll B. Fundamentals of photography. New York. many branches, processes .,;!! products. Washington, D.C.. Van Nostrand Reinhold, 1970. Printing Industries of American, 1967 and New York: Oates, George R. Audiovisual equipment-setf instructional Bowker, 1972. manual. Dubuque, Iowa: William C. Brown, 1971. Swedlund, Charles. A guide to photography. Buffalo. Partners' Ogg, Oscar, The 26 letters. Rev. ed. New York: Crowell, 1971. Press, 1967. Oringel, Robert S. Audio control handbook for radio and televi- Thomas, T. A. Technical illustration. Foreward by Carl L. Sven- sion broadcasting. 4th ed. rev. and expanded. New York: son. 2d ed. New York: McGraw-Hill, 196$. Hastings House, 1972. Tonkin, Joseph Dudley. You're on camera in color; a television Parker, Norton S. Audiovisual script writing. New Brunswick. handbook for Extension workers. Washington, D.C.. U.S. Rutgers University Press, 1968. Government Printing Office, 1969. Peterdi, Gabor. Printmaking. methods old and new. Rev. ed. Torkelson, Gerald M. Educational media. Washington D.C.. New York: Macmillan, 1971. Association of Classroom Teachers, National Education Pfeiffer, John. New look at education; systems analysis in our Association, 1968. schools and colleges. New York: Odyssey Press, 1968. U.S. Bureau of Naval Personnel. Lithographer S & 2. Polk, Ralph W., and Polk, Edwin W. The practice of printing. Washington, D.C.. U.S. Government Printing Office, 1969. letterpress and offset. 7th ed. Peoria, Illinois. Bennett, 1971. Whitaker, Rod. The language of film. Englewood Cliffs, New Reed, Robert Findley, and Stanton, Douglas R. Instruments Jersey: Prentice-Hall, 1970. and controls for the graphic arts industries. Pittsburgh. Witherspoon, John P. and Kessler, W. J. Instructional television Graphic Arts Technical Foundation, 1971. facilities. Washington, D.C.: Office of Education, 1969. Reed, Robert Findley, What the printer should know about Wilkie, Bernard. The technique of special rffects in television. paper. (Complete revision of What the lithographer should New York: Hastings House, 1971. know about paper, first published in 1949.) Pittsburgh. Willis, Edgar E. Writing television and radio program.s. New Graphic Arts Technical Foundation, 1970. York: Holt, Rinehart and Winston, 1967. Reid, J. Christopher, and MacLennan, Donald W. Research in Wiman, Raymond V., and Meierhenry, Wesley C., editors. instructional television and film, summanes of studies. Educational media, theory into praticc. Columbus, Ohio. E. Washington, D.C.: U.S. Government Printing Office, OE- Merrill, 1969.

117 126 Wittich, Walter A., and Schuller, Charles F. Audiovisual materials; their nature and use. 4th ed. New York: Harper & Row, 1967. Woods, Thomas E. The administration of educational innovation. Eugene, Oregon: Bureau of Educational Research, School of Education, University of Oregon, 1967. Wyman, Raymond. Mediaware selection, operation and maintenance. Dubuque, Iowa: William C. Brown, 1969. Zettl, Herbert. Television production handbook. 2d ed. Belmont, California: Wadsworth, 1968.

A 118 _I.:4 a Appendix A

SOCIETIES AND AGENCIES PERTINENT Industrial Audio-Visual Association, P.O. Box 656, Downtown TO THE EDUCATION OF EDUCATIONAL Station, Chicago, III. 60690. MEDIA TECHNICIANS Purpose: To study all means of audio and visual communication, including creation, production, appreciation,use and distribution; to promote better standards and equipment Some of the professional, and technical societiesor and to establish a high concept of ethics in the relations of associations concerned with educational media technology and members with associated interests. its applications are useful sources of instructional information and reference data. National Assn. of Educational Broadcasters, 1346 Connecticut The selected list which follows is not a complete listing of all Avenue, N.W., Washington, D.C. 20006. such organizations; inclusion does not imply special approval of Publications. Newslet ter, Ed twat umal Brwidcasting Review. an organization, nor does omission imply disapproval. Details Purpose Serves the professional needs of noncommercial regarding local chapters or sections of societies have been radio and television stations, production centers, and closed- omitted. circuit educational television installations. Operates radio Teachers and others desiring information from the tape network and television program library service for its organizations listed below should address their inquiries to the members. Member of EMC. "Executive Secretary" of the organization. A request for information about the organization and its services or for specific in- National Association of Industrial Artists, Box 1346, Wheaton, formation can usually be answered promptly by them. Md., 20902. National Audio-Visual Association, 3150 Springs Street, Fair- American Association of School Administrators, NEA, 1201 fax, Va., 22030. . 16th Street, N.W., Washington, D.C. 20036. Publications: National AudioVusual Assn. Membership Directory.Audio-Visual Equipment Directory, NAVA Association of Chief State School Audio-Visual Officers, Oregon Neu :s. Dept. of Education, Salem, Ore. Organization of officials in Purpose: Organization devoted to the advancement of audio- state departments of education responsible for audiovisual visual communications. and new media programs. National Instructional Television Center, Box A, Bloomington, American Library Association, 50 E. Huron Street, Chicago, Ill. Ind., 47401. 60611 Special interest and function of AV Committee. To study Society of Engineering Illustrators, Rackhan Memorial and promote the use of all media and materials of an Building, 100 Farnsworth, Detroit, Mich., 48202. audiovisual nature as they are related to libraries; to cooperate with other agencies having similar functions. Society of Motion Picture and Television Engineers, 9 E.41st Member of EMC. Street, New York, N.Y. 10017. Purpose: To advance engineering technology, disseminate Association of Technical Artist, P. 0. Box 4046, Huntsville, Ala. scientific information, and sponsor lectures, exhibitions, and 35802 conferences to advance the theory and practice of engineering. Presents seven annual awards for outstandingcon- Broadcasting Foundation of America, Suite 1810, 52 Vanderbilt tributions to motion pictures and television. Member of Avenue, New York, N.Y 10017. EMC. Association for Educational Communications and Technology, 1201 16th Street, N.W., Washington, D.C. 20036. Technical Illustrators Management Association, 9363 Wilshire Publications: Audiovisual Instruction, AV Communication Blvd., Beverly Hills, Calif., 90210. Review Special Interest. The improvement of education, through Television Information Office (of the NAB), 745 Fifth Avenue, effective use of audiovisual materials and methods. Member New York, N.Y. 10022. of EMC. Council on Library Technology, 8722 Calumet Avenue, Chicago, Gate, Office of Foundation Advancement, 4615 Forbes Avenue, III., 60619. An association for the development of library Pittsburgh, Pa. 15213. technical assistants and related training programs. Publications: Technical and education materials related to Emphasis on promoting concept of LTAs., setting standards reprographics field. for training and certification.

119 Appendix B

PERIODICALS Educational Broadcasting Review (NAEB): (Bi-monthly) National Association of Educational Broadcasting, Ohio State University, 2470 N. Star Rd., Columbus, 0. 93210. Both the students and faculty can readily keep abreast of the new developments in the field by reading current literature and Educational/Instructional Broadcasting Journal: (Monthly) trade journals related to the field. The breadth of the field of Acolyte Publications, Inc., 647 N. Sepulveda Blvd., Los educational media, encompassing five or six professional media Angeles, Calif. 90099. fields makes for an extensive list of periodicals which contain pertinent information. The following list, by no means in- Educational Technology: (Monthly) Educational News Service, clusive, contains selections related to each of the primary media Box 508, Saddle Brook, N.J. 07663. areas as well as the overall field. Educational Television: (Monthly) C. S. Tepfer Publishing Co., Inc. 190 Main Street, Ridgefield, Conn. 06877. Ad Art Techniques: Ada Publishing Co., (Monthly) Educational Television International: (Monthly) American Cinematographer: (Monthly) A.S.C. Holding Cor- poration, 1782 N. Orange Drive, Hollywood, Calif. ETV Newsletter: (Bi-weekly) C. S. Tepfer Publishing Co., Inc., 140 Main Street, Ridgefield, Conn. 06877. Audio: (Monthly) North American Publishing Co., 134 N. 13th Street, Philadelphia, Pa. 19107. Film News: (Bi-monthly) Film News Co., 250 W. 57th Street, New York, N.Y. 10019. Audio Visual Communications: (Monthly) United Business Publications, 200 Madison Avenue, New York, N.Y. Graphic Arts Monthly: Graphic Arts Publishing Co., 7373 N. Lincoln Ave., Chicago, III. 60696. Audio VisualInstruction: (Monthly) Association for Educational Communications, 1201 16th Street. Graphic Communications Weekly: (Weekly) Technical Informa- Washington, D.C. 20036. tion, Inc. A. V. Communications Review: (Quarterly) National Education High Fidelity: (Monthly) Billboard Publications, 165 W 96th Association, 1201 16th Street, Washington, D.C. 20036. Street, New York, N.Y. 1003G. Audio-Visual Equipment Directory: (Annual) National Indexto Kodak Technical Information: (Annual) Kodak Audiovisual Association, Inc., 3150 Spring Street, Fairfax, Pamphlet No. L-5, Eastman Kodak Company, Rochester, Va. 22030. New York, 19650. Audio Visual Marketplace: (Annual) R. R. Bowker Co., New Industrial Art Methods: (Monthly) Syndicated Magazines, Inc., York, N.Y. 25 W. 45th Street, New York, N.Y. 10036. Audio Visual Trade Directory: (Annual) National Audio-Visual Industrial Arts and Vocational Education: (Monthly) CCM Association, Inc., 3150 Spring Street, Fairfax, Va. 22030. Professional Magazines,Inc.,22 West Putman Ave., Greenwich, Ct. 06830. AV Materials Handbook: (Annual) Indiana University Film Series, Bloomington, Indiana; Indiana University Audio Industrial Photography: (Monthly) United Business Visual Center Publications, Inc., 200 Madison Avenue, New York, N.Y. 10016. Back Stage TV/Industrial Film and Tape Directory: ( tramal) Back-Stage Publications, Inc., 155 W. 96th Street, New In-PlantPrinter:(Monthly) Communications Research York, N.Y. 10036. Machines, Inc. United Business Pub., 200 Madison Avenue, New York, N.Y. Broadcasting-The Business Weekly of Television and Radio: (Weekly) 1735 DeSales Street, N.W., Washington, D.C. Journal of Broadcasting: (Quarterly) Association for 20036. Professional Broadcasting, Temple University, Philadelphia, Pa. 19122. Business Graphics: (Monthly) Graphic Arts Publishing Co., 7373 N. Lincoln Ave., Chicago, III. 60646. Journal of the Society of Motion Picture and Television Communication Arts. (Bi-monthly) Coyne and Blanchard, Inc. Engineers. (Monthly) Society of Motion Picture and Televi- sion Engineers, 9 E. 91st Street, New York, N.Y. 10017. Design Quarterly: (Quarterly) Walker Art Center, 1710 Lyndale Ave., South, Minneapolis, Minn. Media and Methods: (Monthly) Media and Methods Institute, 134 N. 13th Street, Philadelphia, Pa. 19007. Education Age: Educational Services, Visual Products Depart- ment, 3M Company, 2501 Hudson Road, St. Paul, Minn. Media Manpower. (Quarterly) Communication Service Corpora- 55119. tion, 1333 Connecticut Avenue, N.W., Washington, D.C. 20036. Educational Screen & Audiovisual Guide: (Monthly). Educational Screen, Inc., 939 S. Wabash Avenue, Chicago, Modern Photography. (Monthly) Billboard Publications, Inc., III. 60605. 165 W. 96th Street, New York, N.Y. 10036.

120 NAAB Newsletter: (Monthly) 1346 Connecticut Avenue, N.W., Reproduction Review: (Monthly) North American Publishing Washington, D.C. 20036. Co., 134 N. 13th Street, Philadelphia, Pa. 1900?. Pacesetter: Association of Electronic Manufacturers, Eastern School Product News. (Monthly) Industrial Publishing Co., 812 Div., 261 Broadway, New York, N.Y. Huron Road, Cleveland, 0. 44115. Photo Methods for Industry: (Monthly) Gallert Publishing Technical Photography. (Bi-monthly) In-Plant Photography, Corp., 33 W. 60th Street, New York, N.Y. 10023. Inc. Printing Impressions: (Monthly) North American Publishing Training inBusiness and Industry. (Monthly) Gellert Co., 134 N. 13t1f Street, Philadelphia, Pa. 19107. Publishing Corp., 33 W. Goth Street, New York, N.Y. 10023. Printing Magazine: (Monthly) Walden-Mott & Sons Corp., 466 Visual Communications Journal. (Quarterly) I.G.A.E.A., Inc., Kinderkamack Road, Oradell, N.J. 07649. 1025 15th Street, N.W., Washington, D.C. 20005. Reproduction Methods: (Monthly) Gellert Publishing Corp., 33 W. 60th Street, New York, N.Y. 10023.

121 130 Appendix C

PRINCIPAL SOURCES OF RELATED MEDIA 10. Basic Skill Films, 1355 Inverness Drive, Pasadena, Calif. 91100. Filmstrips related to mediated instruction and equip- An extremely large amount of information, media, and ment. materials has been developed and is available to support instruction in an educational media technology program. The 11. Eyegate House, 146-01 Archer Avenue, Jamaica, N.Y. following list indicates only the primary sources of materials. 11400. 16 mm. films, filmstrips on media.

1 Eastman Kodak Company, 343 State Street, Rochester, 12. University of Iowa, Audio Visual Center, Iowa City, Iowa. N.Y. 14650 Motion Picture and Education Markets Divi- Films and filmstrips related to equipment use and sion application. Technical publications and informationrelatingto photography and graphics presentations and training 13. Graphics Arts Technical Foundation, 4615 Forbes Avenue, films, slides, filmstrips. Pittsburgh, Pa. 15213. Series of basic informational and technical bulletins 2. Instructional Media Center, University of Texas, University related to reprographics. station, Austin, Tex. Professional handbooks and booklets related to media 14. A. B. Dick Company, 5700 Touhy Avenue, Chicago, HI. production techniques. 60648. Series of sound filmstrips and programmed materials 3. Great Plains National Instructional Television Library related to graphic communications and reprographics. (Videotape),University of Nebraska, Lincoln, Neb. 68508. 15. Technifax Education Division, Plastic Coating Corporation, Videotapes related to instruction of television produc- Holyoke, Mass. 01040. tions. Series of multimedia programs and workshops for in- service and pre-service programs and technical informa- 4. McGraw-Hill Book Co., Inc., Text-Film Division, 330 W. tion on overhead transparency preparation-utilization. 42nd Street, New York, N.Y. 10036. Series of 8 mm. single-concept films related to media 16. International Film Bureau, 57 East Jackson Boulevard, production techniques. Chicago, Ill. Films related to equipment and equipment operation. 5. Chandler Publishing Company, 124 Spear Street, San Fran- cisco, Calif. 94105 17. Indiana University, Audio-Visual Center, Bloomington, Inc. Series of 8 mm. single-concept films related to media Handbooks, booklets, films related to equipment and production and equipment. media preparation. 6. Hester and Associates, 11422 Harry Hines Boulevard, 18. Association for Educational Communications and Dallas, Tex. 75229 Technology, 1201 Sixteenth St., N.W., Washington, D.C. Bookets and super 8 film loops related to design and 20036. production techniques. Papers, guides, films, books related to media facilities and educational technology. 7. Bailey Films, 6509 Delongpre Avenue, Hollywood, Calif. 90028. 19. Ohio State University, Photographic Laboratory, Colum- 16 mm. films, filmstrips related to design, graphics, and bus, 0. equipment. Films and filmstrips related to media and methods.

8. Scope Productions, Educational Divisions, 1461 West Shaw 20. Syracuse University, Film Marketing Division, 1455 East Avenue, Fresno, Calif/93705. Colvin Street, Syracuse, N.Y. 13210. Super 8 film loops - Art and Design. Audiovisualresourcesforteachinginstructional technology - annotated listing. 9. Sterling Educational Films, Inc., 241 E. 34th Street, New York, N.Y. 10016. Super 8 film loops - drafting, technical illustration.

122 Aimpinew

SOURCES OF DIRECTORIES OF MEDIA MATERIALS

NICEM Directories Index to 16 mm. Educational Films Index to 85 mm. Educational Filmstrips Index to Overhead Transparencies Index to 8 mm. Motion Picture Cartridges National Information Center for Educational Media, University of Southern California, Los fmgeles, Calif. 90014 Los Angeles, Calif. 90014

GUIDES TO FREE MATERIALS Educator's Guide to Free Filmstrips Educator's Guide to Guidance Materials Educators Guide to Social Studies Materials Educator's Guide to Free Films Educator's Guide to Free Tapes, Scripts, and Transcripts Educator's Guide to Free Science Materials Educator's Guide to Free Health, Physical Education, and Recreation Materials Published by: Educator's Progress Service, Randolph, Wis. 53956 Educational Media Index, 1970, Published by: McGraw-Hill Book Co., Inc., New York, 10036 Westinghouse Learning Directory, 1970-71, 7 vol., Published by: Westinghouse Learning Corp., New York, 10017

123 4 el 9 .L.t.1:-.../ Wall Display primary for typewriter projection posters drawing bulletins table D D D D chalk flannel magnetic

D D D D

lecture I dry table moulting larea D D D D

2.2slide copying D D D D wall cabinets

countertop cabin.

therm° dry phcIo \waxingand countertop -paper laminating cabinets cutter sink equipment El -high speed diazo headliner wall cabinets min ,d'aboverim ura paper cut lightlock countertop cabinets sink photo refrig modifier

PROCESSING AREA CAMERA AREA STORAGE 10 ft x LS ft 10 ft x 15 ft 10 ft x 10ft 7sptrAter lightlock

\Tr/ shelf ehigh shelving

40 ft

Appendix D EDUCATIONAL MEDIA TECHNIQUES LABORATORY

An !I 124 '..t--- 30 ft

north windows n 20 Drafting tables 30in x 36in x 30in high n cl) cl) n

wall cabinets n cl) n CI) n

trimmer----1- J dry mount press

counter cabinets TECHNICAL ILLUSTRATION AREA for drawing storage

portable stage partition 411x oft x 12 in high full height sink light table headliner lechnical illuclraliontables dry mount display board press and tool rack

GRAPHICS AREA projection a screens copy light light light copy stand table table table stand a

10 Air brush stations dividing partition 30in x 40in each 35 PSI air to each

low velocity hood

Appendix E DESIGN & GRAPHICS TECHNICAL ILLUSTRATION LABORATORY

125 Enlarger 1 2 3 4 6 7 8 9 10

PRINTING DARKROOM Mix 30 ft

Light sink Light Lock sink sink 211 x oft ft x 6 ft 2ft xIt Lock

printprint light sink dryer camera table locker

Dry Mount Trimmer Pass-Thru Light Lock Drawer Press PRINT FINISHING AREA 13 ft x 30 ft

slide slide copy copy copy copy copy stand stand stand stand stand

copy stand with lights refrig film drying cabinet

DARKROOM DARKROOM DARKROOM DARKROOM 6 ft x 7ft Eft x 7ft 6ft x 7ft Eft x 9ft

sink sink sink tft,4ft sink countr cony' coun°rcounft

30 ft

GENERAL REQUIREMENTS

1 Air conditioning or excellent ventilation with io air changesper hour 2 All darkrooms air conditioned 3. No windows required 4. All safe lights on separate circuit S Hot and cold water to all sinks with temperature andpressure regulation

Appendix F PHOTOGRAPHIC LABORATORY

- A....35 126 shelving collator paper culler logger plasticn er older paper drill padding press wire shelving refrig BINDERY AREA stitcher

PAPER & SUPPLY STORAGE

shelving

DISPLAY AREA

press light table basket

paper STRIPPING cart AREA PRESS AREA PLATE light table MAKING plate 0 sink A REA press plate M make light table plate paper storage cart cabinet curtain

process camera

press

wash

0 COMPOSITION AREA p light lock light lock ineup table film orsafe light cutter waxer DARKROOM O tYPe- spirit duplicator countertop cabinet In headliner mimeo

40 ft Appendix G REPROGRAPHICS LABORATORY

127 STORAGE and REAR PROJECTION BOOTH 10 ft x 30ft

blackboard light control

lecture bench ri31t xBIt

is seat capacity

--countertop and ----wall cabinets sink

lest bench 30,n x72in x 37h 0 00 00 0 0 00 00 0 magnetic7 and chalk carrels / 211 -bin x aft board

30 It

pull down display or projection screen black rear screen 411x5ft

Part of elevation front wall

Appendix H MEDIA EQUIPMENT OPERATION & MAINTENANCE LABORATORY

128 A e/ .1...a,;4". a f 2ftR cyclorama or curtain track

d d d d d d

wall outlet box

d d d d d d Pigtails with twistlok connectors

I .%" I.D. black pipe for hanging lights

d d d d d d d

monitor switching equipment director camera control

video tap. equiprn't film chain

15 ft. Appendix I EDUCATIONAL TELEVISION LABORATORY

129 /38