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ABSTRACT
POINTERS FOR THE DEVELOPMENT OF AN
EDUCATIONAL HOME ECONOMICS PROGRAM
THROUGH TELEVISION IN PUERTO RICO

by Vicentita Almeyda Cortes

   
  
 
 
   
    
  
  
   
  
   

“#

"1". $91" -
.figcfi. This study is concerned with broadening the Home Eco-
' Qgfiics Program through the use of television as a means of
5';£nproving communication to the increasing, mobile population
{fi‘ggfthe island of Puerto Rico.

ea“ wIt is the outgrowth of the writer's eight years of
-f§§p§§ience as a Home Economics teacher in Puerto Rico,

' - ~ed with a one-year educational leave at Michigan State
Univ1£§55y, in pursuit of a Master of Arts degree with a
-ajor in fielevision and Radio.

5}; The study, a creative type of problem, is developed
iffyhxan application of Ralph Tyler's rationale. Some

r~;h-findings.concerning the communication process, as

9‘13 general, and for an educational Home Economics
iwin particular, are summarized as important facts to

fim~ ed before proposing effective persuasive communi-

 

\tugphypotheses that are supported here are:

x“

iflhrgugh the use of the media of mass communication,

 

Vicentita Almeyda Cortes

 
 
 
  
  
  
  
  
  
  
 
  
 
  
  
 
 
  
  

afiizért, and extend its influence to areas never reached be-
Site. without losing efficiency.
‘ 9V ‘ '2. The Home Economist will be more effective in com-

wgfifimication by creating a cultural linkage with projected

:iifiiences so that specific needs may be met in conformity
g’iwflth_group norms and their system of values and beliefs.

' Téi“ To support these hypotheses, a review is presented of
“ fiéflfllef the studies which have been conducted to ascertain
‘fififiwéffectiveness of informational and educational television
irykpgrams, particularly those produced by General Educational
Iifiefiision, Home Extension, and Home Economics personnel in
xthE Uhflfifid States.

7':. " It‘is assumed in this thesis that the findings of
fgpiychology and philosophy of learning, as well as what is

' éfifiQfiiaicertained about television technique and programming

1_5¥E and environmental differences.

' *1Ehe study begins with an analysis of the Home Economics
iggéfi*and the identification of the needs of the Puerto
Apeople as it affects the use of television as a com-

ifiing medium. It narrows down to the specific problems

 

 

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Vicentita Almeyda Cortes

    
 
   
  
  
 
   
     
  
   
  
  

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Trfe also determines specific needs and interests for a tele-

,,>.'

.-*;2~sion series by means of a check list (example presented in
,.

o "

tftfippendix). A complete series of programs is proposed after
I. ’

~‘jfionsidering six areas: consumer's education. foods and

. “finntrition, selection, construction, and care of clothes, and

'- family relations for homemakers employed outside their homes.

u Llwénty main topics can be more specifically worked out in a

v

,3 samplete series, but for the purpose of this study, only eight

i
programs, in outline form, are worked as an example.

i q Finally, after assuming that there are more dimensions

.A.afifl subdimensions which can be considered in differentiating

3..be¥$EE§@classroom instruction and general instructional tele-

lvision, the writer builds a case for the individuality of
[Ehfiucational television,_h0ping to justify the use of an
{4 5‘ rally adapted theoretical series of programs for Home
I 1w cs Education on the adult level.
=Various appendices are used as references, with one

4-dix summarizing significant research on the effective-

 

  
   
 
 
  
  
   
 
 
 
 
 
  
 
  

_ POINTERS FOR THE DEVELOPMENT OF AN
EDUCATIONAL HOME ECONOMICS PROGRAM

THROUGH TELEVISION IN PUERTO RICO

by

Vicentita Almeyda Cortes

/

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

1965

 

 

 

 

  

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ACKNOWLEDGMENTS

It is my desire to express here my deep appreciation
and thanks to my academic advisor, Dr. Walter B. Emery, and
my thesis advisor, Mr. Arthur Weld, who kindly assisted me
throughout this study.

I also wish to thank Dr. Beatrice O'Donnell of the
Home Economics Education Department, Michigan State Univer-
sity; Dr. Laurence McKune, Producer-Coordinator in Continu-
ing Education at Michigan State University; and all of my
professors who made available to me valuable sources of
information used as reference materials, as well as for
their encouragement throughout this study.

I wish to express my deep appreciation to the Puerto
Rican educators whose handsome contribution made possible
my graduate studies at Michigan State University. They are:
Hon. Candido Oliveras, Secretary of Public Instruction; Sr.
Lorenzo Garcia Hernandez, Director of Vocational Instruction;
Sra. Isabel W. deMartinez, Head of the Home Economics Sec-
tion; and Sr. Jaime W. Anglada, Director of the Training
Division.

Special and sincere thanks and appreciation for en-
couragement and cooperation given throughout my graduate
work by Mrs. Ana Luisa Reyes de Martinez, acting Head of the

Home Economics Section and Myrian Rodriguez, General Super-

- iii -

 

-.--'

 

visor of the Home Economics Section in Puerto Rico.
A greater debt of gratitude is due to my mother as
well as to Mr. and Mrs. Otis Oliver, whose moral support was

an essential factor in the achievement of this work.

_iv—

 

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TABLE OF CONTENTS

Page

   
  
   
   
 
   
  
 
   
  
  
  
  
   
   
  
  

INTRODUCTION . . . . . . . . . . . . . . . . . 1
A RATIONALE FOR PLANNING AN EDUCATIONAL HOME
’ECONOMICS PROGRAM FOR TELEVISION IN PUERTO

RICO . O C I O D. O I I O O C I Q O O O I C I C 7
AREAS OF HOME ECONOMICS CURRENTLY INCLUDED IN

THE EDUCATIONAL PROGRAM AND SOME PROPOSED

AREAS FOR THE SERIES OF TELEVISION PROGRAMS. . 25
COMMUNICATION THEORY AND HOME ECONOMICS. . . . 31

SUGGESTIONS FOR A SERIES OF TELEVISION
PROGRAMS IN HOME ECONOMICS . . . . . . . . . . 40

MAKING AN EDUCATIONAL PROGRAM PROPOSAL . . . . 54
Program #1 . . . . . . . . . . . . . . . . . 72
Program #2 . . .I. . . . . . . . . . . . . . 90
Program #3 . . . . . . . . . . . .'. . . . . 112-
Program #4 . . . . . . . . . . . . . . . . . 132
Program #5 . . . . . . ..' . . . . . . . . . 154
Program #6 . . . . . . . . .‘. . . . . . . . 177
Program #7 . . . . . . . . . . . . . . . . . 197
Program #8 . . . . . . . . . . . . . . . . . 217

Conclusion

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LIST OF TABLES

Students' Evaluation of Effectiveness of

y Relationships Taught by Television
- as Compared with Conventional Classroom
-‘41. ‘TBQChing in Relation to Five Aspects of
a-« the Learning Process . . . . .

Student Reaction to the Teaching of Family
Relationships by Television. .

Page

44

46

 

 

 

 

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CHAPTER I

INTRODUCTION

Problems and Definitions of Terms

 

t ’u

.tsnfia’Statement of the Problem:

I; x. 1. Purpose: It is the purpose of this study to: (a)
';' describe the Home Economics Program in Puerto Rico and

‘

~_ ifiefitify the needs of the program in using television and

"taflio,_(b) establish a relationship between Home Economics

($F:ahdthe communication process in view of the implication to
7 3.tfie program (c) conduct a library survey of preVious exper-
g:zfidnces and desirable results of general education, home ex-

giifiaion, and home economics through teleVision, and (d) pro-

on the identified needs.

'.2. gggpg: The scope of this study will be limited to
-':a that could be applied in the Puerto Rican cultural
fifiation by our educators. Three main areas will be covered

:Ehis study: (a) theoretical background or rationale-~a

Wanale for planning an educational program in home eco-

 

 

 

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" asive communication and its implication to the home
'QJTOmics program; (c) some suggestions for a series in home
,UTlgnbmics television in view of what research shows. After
Janalyzing these three areas, the writer sets up a hypotheti-
851 series of programs, including format and script, for eight

seagrams.

‘l
'ޤ.. Definition of Terms:

”I 1. Home Economics Education: In this study, the home

 

-;.

3’.
{'.§ébnomics education program is interpreted as one having its
;Té éfiipose to help the young people of Puerto Rico to adequately
gfkfgce'the basic problems of family life in view of the demands
\le4éé the socio-economic rhythm of the present world. Vocation-
‘Tééi education in Puerto Rico is represented by five vocational
Jgragrams--agr1cultural education, home economics education,
trades and industrial education, vocational guidance, and

r yiistributive education. The home economics education program
;. aisxorganized in 1903, but it was not until 1945 that the
Eréggxam was reorganized and five areas of work were estab-

j-tation to the needs of our families; therefore, the
16f the areas were also changed. Training is now

‘Iin relation to the five fundamental areas of life in
ii as follows: (a) nutrition, planning, preparation

fig of meals; (b) improving the home and its sur-

 

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65h home. As the home economics program has the purpose of

'{ff'h ping our youth to face adaptation by understanding the

' ghasic problems of family life along with the pace of the

2 gBOOio-economic world, the problems of adolescence, wealth,
‘ "S-2

  
  
  
  
  
   
   
   
  
  
  
  
 
  
  

‘ L‘Bomsumer education, home management, and security are
treated through each area as it is needed. The same is the
. case with aspects of production and food preservation in

1 t'the home as a means of helping the individual nutritional
problems being faced by each of our families. Besides

G classroom experiences, the teaching is projected to the

communities by means of home experiences, home visits, ado-
sad

1‘:‘

. lescent F. H. A. and adult clubs, homemaking classes for out—
-..Eef school youth and adults, and other school— —community
‘ggetivities that tend to improve the standard of living in

‘_ to Rican homes.

I %:“\: Our home economics program is organized to be developed
Tifl" terms of three years, working progressively year after

N according to the developmental tasks and skills of the

WInts. Generally, it is offered to 8th and 9th grades

 

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3»2£ percentage of students is taken into.the program.
yfiunior high school it is arranged for boys to be taken
”:3 the home economics program and the girls to be taken
fifio the industrial arts and vocational agriculture programs

3'ifi'short periods of two to four weeks at the most. There

Lijtelalso classes offered to adults and out-of-school young-
‘ifigars of both sexes.
’1».. The purpose of the Puerto Rican Home Economics Program
i‘iiflnwary similar to that of the United States Home Economics
:flEn9gram in that it follows the same philosophy and psycho-
: gpyical principles as stated in the Smith-Hughes Act,
fiéEEEDVGd February 23,1927, and extended to Puerto Rico
since .1931. According to Administration of Vocational Edggg:
lgéfifinr Rules and Regulations,1 in 1946 it was turned into the
J fastent Vbcational Education Act, providing additional funds
ifit vocational education and civilian rehabilitation with
akhg requirements of matching funds, instructions, and con-
.,figfifiions. This Act' 8 provision has contributed greatly to
17:9 heme economics education such a progressive well-estab-
~_program in Puerto Rico.
..21. Senior High Schools: In this study, the term
ihigh.schools refers to the grades from tenth through'

 

 

 
  
    

:8 Department of Health, Education and Welfare,
-*tion of Vbcational Education, Rules and Regula-
rp‘ocat ona E-ucational Bulletin No. kl, _General
1, ReVised edition 1958.

 

 

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The term "needs of our
"§5:r§"will be interpreted in this study as referring to

£5 ispedt of the program that has not been met at present by

&'§"$sschools due to the rapid trend toward mobility and indus-

. ”9&21e1i2ation. As in other fields of education, the major

: iifietion of the home economics program is to produce desir-
' ‘ fit: o ‘

‘-£n. e behavior changes in youngsters from junior high and

.7 jiflfiHVschool, and also in out-of-school youngsters and the

”"€;§alts of our society. These behavior changes are to be in
' .fflfifiafiledge, attitudes, and the ability to face the pace of

o

’1 l'iflSEEDt progress. These needs can thus be interpreted as

Aflaps'in our actual home economics program.
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;, -4. Broadcasting Media--Television and Radio: Tele-

-* ;(
Exflipian and radio are here considered to be a public system

G.

.'fl ;_oommnnication with great potential value in the field of
'.tifie££nctional programs which will contribute to the learning
.‘fl‘, sees of our peOple.

' 75. Station Policy: By "station policy" we mean
*E‘anipg that is related to the broadcasting station's

tions and requirements for the acceptance of any type.

g, The Communication Process agngts.Variances: In

‘ x

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Giants for effect1ve commun1cat1on. It is assumed here

the object of the home economics communicator is to

-‘ “459.3.“ altered by a number of factors which are Summarized
gmthe l'oommunication models" and interdependent factors.
‘- Em factors are to be of major concern for the home

‘Tm‘omics communicator if she is to convey effective

 

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t.

CHAPTER II

  

A RATIONALE FOR PLANNING AN EDUCATIONAL
, HOME ECONOMICS PROGRAM FOR TELEVISION
{ 5131:: ,» , IN PUERTO RICO

,éié 1‘:

'The major function of home economics education as a

 
  
    
  
    
   
  
 
 
  
   
  
    
   
  

ADQGC'
<(iiald of knowledge and services is primarily concerned with
Effifigemgthening family life through:

1. Educating the individual for family

-j¢9*L. living.

1t 2. Improving the services and goods
used by the family.

3. Conducting research to discover the
changing needs of individuals and

_ families and the means of satisfying

‘ JCG: . these needs.

4. Furthering community, national, and
world cgnditions favorable to family
living.
If, as Daniel Lerner says, "mobility is an index of
'i.zation, urbanization an index of literacy, literacy an
‘and agent of participation in all the sectors of a social

‘34 then the home economist communicators working in the

 

Economics New Directions, A statement Of philosophy
3: was by Committee Of Philosophy and ObjeCtives of
:Fics of American Home Economics Assoc., 1959, p. 4.

‘_l Earner, The Passin of Traditional Society (Ill-
” EEee Press, I933}, p. 55.

 

 

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Puerto Rican culture have to intensify the use of mass media

for increasing their efficiency as educators. In order that
this be accomplished, there are various factors to be con—
sidered if planning some kind of program: (1) the sourcesand
facts to be considered in order to develop efficient educational
programs for home economics according to the new focus, (2)

some knowledge of the media and their potentialities as well

as their limitations, (3) sources and facts to be considered

in order to develop efficient educational formats as a con-
ception and execution of the director—producer's format

writing process.

We are to look at the first factor here. If the major
function of the home economics program as a field of know-
ledge and service is primarily concerned with strengthening
family life, as stated clearly in the Tentative Statemgng of
the Philosophy and Objectives of Home Economics, (1958?, it is
essential that the home economist meet these changing scenes
and gaps in her large heterogeneous groups, that are demand—
ing assistance of her. This will lead this writer to the
need of illustrating broadly the most important changes in
our present society and the effects on families in general.

A. Facts and Sources Important in Determining Suitable Ob-

 

'sTentative statement of American Home Economics Associa-
tion,~The Philosophy and Objectives of Home Economics, pre-
pared by subcommittee Of the A.H.E.A. Committee on Philosophy
and.0bjeCtives, Washington, D.C., June, (1958).

 

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jectives for Home Economics Program in Puerto Rico:

1. Changes and implications for the program and the
families in general: A communicator has to reconstruct the
social setting of his prospective targets in order to be
able to emphasize and determine trends and needs to be met
through an effective communication medium. After reviewing

Florid's Scope and Sequence Guide in Home Economics Educa-

 

tion for Junior and Senior High School (1961)6 and The Current

 

and Predicted Social, Economic and Technological Changes Which

 

Have Significance For Home Economics at the Local Level and

 

For Teacher Education, (1963),7 this writer concludes that
the following are some important effects dealing with the
current and predicted changes, which will be taken into con:
sideration.

2” Changes affecting family living in Puerto Rico:

 

The family is the most universal of cultural institutions

from which other institutions of widening scope radiate. The

 

6Home Economics Education--Scope and Sequence Guide in
Home Economics Education for Junior and Senior High Schools
fifibiished by the State Department of Education Division of
vocational and Adult Education, Tallahassee, Florida., August,
1961. Bulletin 75 F-5, PP l-8.

Social

 
 
 

 

Point
ve Importance

‘ of Dealing with Current Predicted Change, Task Force Vocational,
Teacher Education, Committee Home Economics, MVEEP, MSU (1963).

 

 

 

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order of the family structure varies from culture to culture.

Our Puerto Rican family is a particular cultural phenomenon
which has motivated research studies to delve further and
deeper into it. It has to do with our Spanish-rooted culture
and southern European inheritance which is being influenced
‘greatly by North American Cultural patterns of living.

Home economics programs have broad purposes to accom-
plish in Puerto Rico as well as in the United States. In
our case, we are trying to have our families meet their
needs and broaden their interests through a better under—
standing of their own basic needs, and directing their know-
ledge toward developing understanding and shaping attitudes
to improve their family life through television and radio.

We are trying to achieve this because we are convinced that
only through happier and healthier family living can children
be brought up to become the right kind of citizens. There

is a conviction that internal and external pressures are
affecting the happiness, health, and security of our families.
This comes as a result of the social and economic development
_going on in our island.

Everything is changing in Puerto Rico. In 1963, 59
years after the home economics program started, big changes
inane noticeable. Mobility was very marked. From mainly
rurai communities, Puerto Rico is now moving toward mainly

. uufloan communities. These masses moving from the country to

the.city are being faced with new ways of living and new

 

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pressures to which they are not well oriented. As our people

mOVe to these urban zones, urbanization projects are growing
fast and commercial centers and supermarkets are being estab-
lished near every urbanization project. Manufacturing has
now surpassed agriculture as the backbone of the economy.
Manufacturing is contributing 21 per cent to the total in-
come, while agriculture has been reduced to 14 per cent.
This urbanization trend has exerted a tremendous influence
in the industrialization of the country and this industrial-
ization has exerted a tremendous incluence in the standards
of living. The reduction of illiteracy to 12.4 per cent has
come as a result of the demand of the industry for skilled
workers.

”The population of the island is equally distributed in
rural and urban areas and the educational programs are
directed toward a large, heterogeneous and mobile society
with different needs and interests. The actual trend is
toward more specilization in all phases of our economy,
including education.

This new mode of living is completely strange for the
people. Our schools are overcrowded and we are not reaching
properly the number of learners in the urban zones. If our
schools are not enough for meeting their needs and broaden-
ing their interests in life, educators may use television

and radio to reach more people with less effort and less

 

 

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mgrery life and,_in view of the preceding changes, the

”7%; summary of facts shows how our families are being

1. Distances are shortened by all means of transporta-

V§gand communication Causing a constant outside influence

§EQ~our culture that is confusing for our people.

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ageédition is too strong to break.

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'7- and urbanization projects are growing fast.

EVery family wants a home at an early stage of its
l‘jggzpvided there are the facilities to buy them on long-
3 Eggyments.

flgé¥,j%L Status of women is affected_by cultural and tech?
fifa‘g .gnl-conditions--woman is helping in the family income.

ihfig Children are being affected by not having a mother

 

  

 

10. Families are facing changes of retail and consumer

buying practice, due to the introduction Of commercial
centers and supermarkets near every urbanized area.

11. All house chores have to be faced by the family
itself, in addition to working outside the house, resulting
in home management problems.

12. Recreation facilities for all group levels need
broadening and integration with age levels, including
adolescence.

13. People share deep feelings of insecurity with the
rest of the world.

3. Needs of our families in view of these facts which
Show gaps to be faced: Families need to understand the
changes taking place in the world and what those changes
mean to their way of living. They need to learn how these
changes can be faced more effectively for the family nucleus.
For example, there is a pressure for the woman to work out-
side the home, but she needs to keep family and housing
responsibilities. How can we ease the many house chores
for the wives? What role will the husband and children take
in this new situation? The father may have to care for the
. children part time, and the children may have to do more
tasks around the house. Another problem is how should the
wife manage her money; should she pay some of the bills,
have her own bank account, etc.? In order that these prob—

lems be solved, the Writer wishes to quote here the Obje-

 

 

 

 

 

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_meet these problems.
::3’ ‘Objectives which Teachers of Home Economics Believe
Should Be Emphasized:

1. Subject specialist beliefs: Drawing from science,

 

humanities, arts, and from her own creative research, the
home economics specialist has synthesized a body of subject
matter and developed an educational movement designed in the
broadest sense to help people's living conditions. We should,
of course, screen here through these important beliefs of our
program.

2. Our philosophy of education: The philosophy of

 

education in our island should be sonsidered here so that our
attempted objectives meet the standards of our Department of
Education. The educational and social philosophy to which
our educational system is committed serves as the first
screen to identify the objectives standing high in terms of
values stated or implied in school philosophy. Desirable
educational and spiritual values stand high in rank in our
educational objectives. Our primary function seems to be
more concerned with critical analysis, ability to meet new

problems, in independence and self-direction, freedom for

 
 
 
 

- everyday deeds, the same without establishing differences of
‘_hoCiety. Our public schools are aimed at general and voca-

- 5-3ftiona1 education according to our needs. Democracy does
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yt"WeIl as in political matters. This may be considered as the
nature of educational and social philosophy through which our
objedtives are screened, selecting those in harmony with it.
3. Our psychology of learning: Acknowledgment of the

psychology of learning enables us to distinguish feasible
.goals from difficult-to-attain goals, or long-range attain—
able ones, at levels contemplated and used in connection with

_grade placement. The psychology of learning has to do with
conditions which require learning certain types of objectives
and conditions leading toward forgetting them. Use in daily
life of knowledge learned is considered a favorable factor
in retaining knowledge acquired. The time required to bring
about certain types of changes in our people (sometimes
requiring continuous emphasis extending over several years)
is taken into consideration. Learning conditions in select-
ing objectives are considered, with a View toward selecting
consistent, integrated, and coherent ones. Our psychology
of learning includes Specific and definite findings and in-

. volves.unified formulation and theory of learning which help
outline the nature of the learning process, how it takes

place, under what conditions, and under what sort of mechan-

   
 
   
 
 
 

ism it operates. As far as the theory of learning is con-
. earned, we related learning with highly specific matter

(zeimilar to specific habit formation. Hall and Paolucci8

 

iflsBeatrice Paolucci and Olive Hall, Teachin Home Econom-
=¢New York: McGraw-Hill Company, Inc., 1955;, pp. l39—l3 .

 

- 15 -

 

'MaeGinnis' identification of our program as one that:

l. Relates all phases of subject matter to
the entire life cycle of the family.

2. Takes acCount of the cultural level or
background to which they now belong.

3. Is based on knowledge of the conditions
under which families are living today.

4. Emphasized the changing roles of men,
women and children within the family group.

5. Relates all subject matter to costs in
terms of personal family resources.

6. Increases student ability and confidence
in making decisions and learning to accept
the rightness of her own judgment in choice
making.

7. Enhances the worth and dignity of each
member of the family and decreases_guilt
feelings.

8. Develops competence in the performance of
routine home-making jobs, in ways which
lead to respect for oneself and one's job.

E. Fortifies individual families to be free to
set their own goals and to make their own
choices.

10. Emphasized discussion making unity rather
than conflict and bitterness resulting from
differences.

ll. Provides practice in group processes.

12. Includes learning experiences which children
from infancy through adolescence can be
helped with.

13. Provides help for young people who are dis-
turbed or upset about their family back—
‘ground and experiences.

Should television do this?: If it is our purpose to.

.2igaehievable objectives for an effective television

 

 

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program, we should just as well screen through our actual

situation, our learner's contemporary life (facts, needs,

and interests), our general philOSOphy of education and
psychology of learning which is the same used in public edu-
cation in the United States. Ultimately, we should screen
through our home economics program's new philosophy, and give
priority to those objectives which will fill the gaps existing
in our program that are in accordance with all of MacGinnis'
principles.

The television medium, especially instructional tele-
vision, has some typical characteristics which we should con-
sider here. There might be a predisposition in one direction
or another in the attention, student—teacher interaction that
is indirect or delayed. When talk-back facilities (as in CCTV)
are used, the number of sense modalities involved is greatly
reduced (audio only.). Students tend to react negatively to
lack of opportunity for direct and immediate interaction.9

Heminghaus,10

in depth interviews of junior high school
students, found that lack of opportunity to direct questions
to the television teacher was a frequent complaint, particu-

larly among the over-achievers. When asked to recall instances

when they had questions for which they were unable to obtain

 

9W. Schramm (ed.), The Import of Educational Television
(Urbana: University of Illinois Press, 1960,)p. 181.

 

10E. G. Heminghaus and L. M. Smith, A Depth Analysis of
Student Attitudes Toward Classroom Television Experiences
IWashington University, Graduate Institute of Education. 1962).

 

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answers, most of them agreed that the feared occasion had

not yet materialized.

H. S. Klapperll concluded that lack of in-person con-
tack with television lectures had no effects on achievement
or on attitude toward televised instruction. In determining
the media-bound predisposition, the evidence of the deter-
mining relationship between attitudes toward instructional
television and learning via instructional television un-
fortunately proved to be inconclusive. Seibert12 found no
correlation and concluded that learning and attitude toward
instructional television were independent.

Tannenbaum,l3 however, found that those who favored
television achieved more than those who were neutral and,
significantly, more than those who were against television.
It may be meaningless to compare findings on attitude toward
instructional television until some commonly accepted oper-
ational definition will allow a comparison of data.

Lewis states that, "the fact that television is accepted
by such a wide range of educational activities brings with

it attendant risk that curricular application may be arranged

 

11H. S. Klapper,_Does Lack of Contact with Lecturers
Handicap Televised Instruction, Journal of Educational
Soc1ology, 1959, pp. 31, 353, 359.

12W. F. Seibert, An Evaluation of Televised Instruction
in College Freshman Mathematics, TVPR, Report NO. 6 (Indiana:
Purdue University, July 1958).

13P. H. Tannenbaum, Instruction Through Television: An
_Experimental Study (Urbana, Illinois: University of Illinois,
.Institute of Communications Research, 1956).

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merely to 'put frosting on a stale cake.”l4 Successful

education demands a certain freshness. This does not sug—
.gest that established professional techniques and approaches
should not be utilized with television. Such techniques
should be carefully selected for comparison with the medium
employed and the goals set up.

Clearly defined objectives are required in teaching
and learning, regardless of the medium which is being used.
In instructional television, the quality Of its application
is determined by the quality of experience being presented
via television and, likewise, influenced by the specific
uses in the school before, during, and following the tele-
cast. All three factors are implicit in television in its
application.

Regardless of the subject, television is an aid in
presenting information the following ways: it can motivate,
stimulate, and raise provocative questions, thus spurring
teacher and class into further work. Conversely, some
aspects of a great many subjects cannot be handled adequate-
ly by television. For example, in classroom discussion the
immediate clearing—up Of the lessons could fall into such a
category. However, televised instruction has yet to be

utilized to even a fraction of its fullest capacity. Much

 

14Philip Lewis, (ed.), Educational Television Guide-Book
(Neerork: McGraw—Hill Book Company, Inc., 1961), p. 10.

 

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fryififie real promise'of this medium lies in its.still unex-

- W potential . 15

.‘Enu 4 Experience indicates that successful classroom
1"Sh§trn0tional procedures transferred to television will not
accessarily be equally effective. Television has its own

:E ehdracteristics which qualify it for a range of techniques

,i . and applications many of which are not ordinarily usable in

A the classroom. The instructional television station should

‘E .' analyze the needs of its community and how they can be served

'-- ‘ h$.television, and then attempt to satisfactorily meet this

i '3 ghallenge.. In closed-circuit television the audience is
,mnre limited, but it is better defined and programming can
he deSigned more precisely to fit the group. If either

‘ broadcasting or closed-circuit television activities are to

£ iaslsnecessful, they must be professionally planned and exe-

Q :I;.€uted'to command the respect and enlist the cooperation of

fxfifil.concerned. The novelty of television has disappeared;

9;:3:3. The educational philosophy, as well as the needs

A-ketudentS'and adults to be reached, must be defined

 

 

 

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offer. It should be determined what responsibilities are to

be assumed by the institution for classroom work and what
can be done most effectively over the television medium.l6
Because this task is so complex, it is one which should not
be assigned to a single individual; rather, it should be the
joint efforts and best thinking of all the talent available.
Programming may be aimed at many different levels of con-
sumption in curricular areas involving pre-school parent
education, instruction at elementary and secondary levels,
and college and adult education. This allocation of time on
television must be carefully planned to serve the priority
needs.

At present our schools are so overcrowded with students
of all classes and ages that they are not enough. To fill
the home economics goals, it is necessary to look toward out
channels of communications as a supplement. The use of
press, radio, publications, television, and other mass
communications channels has been necessary to reach the
large heterogeneous audience that is daily demanding more
and more specialized assistance. In Puerto Rico the use of
Inass media for educational purposes is in the experimental
stage, but it has great potential. In order to see this
Inore clearly, we will go back into history.

C.r Target Homes Equipped and Listening Habits:

 

16Lewis, op. cit.

 

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Radio and television in Puerto Rico have been_growing

quantitatively as well as qualitatively, but not at the same
rate. The number of commercial stations has been continu-
ously increasing, having doubled since television started in
Puerto Rico.

Radio: From ten commercial stations in 1940 to 33
stations in 1962, of which one is educational, radio stations
_grew and are now broadcasting information and entertainment
throughout the island for 18 hours a day. Radio is used
intensively for the diffusion of educational information of
some sort. News radio programs and radio spots are the most
common ways in which education has been using radio. In the
island there are 383,000 radio sets, 14,000 of them owned by
high-income families. Of the total number of sets, 181,000
are located in rural homes and 202,000 in urban and sub-
urban areas. The number of families per set is 1.2. Radio
reaches 71 per cent of Puerto Rican homes.

Television: Eight commercial stations (VHF) distrib-
uted around the island broadcast entertainment and informa-
tion for 12 hours daily. In addition, two educational
television stations (VHF), working on a network basis and
by government support, telecast educational information for
six hours daily. All these stations are used by educational
enterprises who supply them with information and films, both
news and documentary. In addition, three television pro-

grams are telecast on a weekly basis through the facilities

 

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offered by the government stations and two commercial

stations. Television covers 184,000 homes with an average
of 2.5 families per set. Of the 184,000 television sets,
52,000 are located in the rural areas and 132,000 in the
urban and suburban areas. These television sets are dis-
tributed in the following ways: 14,000 in high-income homes,
91,000 in medium-income homes, and 79,000 in low-income
homes. Television thus reached 40 per cent of the total
population and, in particular (as can be seen by these
figures) the part of the population mostly in need of more
education and help. The power of these stations has been
increased to broaden their area of coverage (for example,
WPRA from 1,000 watts to 10,000 watts, and WKAQ from 250
watts to 25,000 watts). Every area in the island is covered
by the broadcasting media. ~
Since entertainment is limited in the island, as well
as expensive, the listening habits of our audiences have
been growing fast as this is such an inexpensive means of
entertainment. Generally speaking, television broadcasters
have underestimated their audiences' tastes and base their
programming on what they think the public wants, which
turns out to be their great mistake. The cultural level of
our people has been growing at a very rapid pace, thus re-
ducing illiteracy to 12.4 per cent. The level of most of
the programming can be estimated at about 8th grade. On

the other hand, this audience had been exposed to fairly

 

  

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.good quality media, such as movies, magazines, newspapers,

and radio programs, before television showed up on the
island. Our public is not happy with the quality of the
programs, and there have been complaints across the island,

in terms of so much advertising, poor quality of local pro-

rgrams, and so much dubbing, and demands for more creative-

ness and originality. In other words, there are great
needs, there are listening habits established with a recog-
nized urge for improving quality of programs, and of course,
facilities are available. All we need is more and more of
the socially responsible, professionalized broadcaster to
handle the public needs and interests with a fairer sense

of responsibility.

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CHAPTER III

   
    
  
   
  
    
  
    
    
   
  
   
   

AREAS OF HOME ECONOMICS CURRENTLY INCLUDED IN THE
EDUCATIONAL PROGRAM AND SOME PROPOSED AREAS FOR
THE SERIES OF TELEVISION PROGRAMS

A. Areas Now Being Included in the School Program:

As we have implied before when planning to develop
some effective areas that are intended to meet some_gaps in
any program no matter the media to be used, it is logical to
.go over the main areas that are in the program and what has
been done in other institutions. Besides helping in eStab-
lishing the gaps to be met, it will prevent duplication of
our work. This leads the writer to cite here the areas and
suggeSted objectives actually being considered in our schools,
according to the Department of Instruction, Vocational Sec-

tion, San Juan, Puerto Rico (1959).

Area; -Foods and Nutrition (12-14 weeks)

 

1. Helping family in preparation and source of meats.
2. Planning, preparing and service of foods for family.
3. Adequate use of family food budget.

Area: Selection,_Construction and Care of Clothes (13-14 wks.)
1. Improving my personality through selection, con-
struction and care of simple garments.
2. Providing for my wardrobe needs.
'1 3. Problems in our textiles and clothing.

rovin our Homes (3-4 weeks)

 

My home and its surroundings.
l,, new to make my home more comfortable and attractive.
‘ A desirable home.

- 25 _

 

 

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1. Improving my personality.
. 2. Sharing home and family experiences.
3. Considering our future home.

Area: Child DeVelopment

1. Sharing the care of my young brothers and other

children, (3-4 weeks).

2. Children and their physical, social and emotional

deVelopment. l7

3. Care of the mother and the baby.

3.. New.Areas Which Should be Developed to Provide the Most
Effective Training:

As there is this new focus of programming to be faced
by our local program planners, it is Of basic importance to
take it into consideration at this time. Our knowledge will
be directed toward closing (or filling) the gaps by develop-
ing understanding and shaping attitudes to improve family
life in our new living conditions. According to Home Eco-
monies-new Directions,18 the new areas are:

1. Family relations and child deVelopment.

' 2. Consumption and other economic aspects
- of personal and family living.

3. Nutritional needs and the selection,
preservation, preparation, and use of
food.

  
 
  
 

 

.fi"%fi};;,_
‘ '.17*Conocimientos y Experiencias Mihimas,‘ (San Juan
‘-~ Rico: Department of Instruction, Vocational Section,

   
  
 

Economics New.Directions, p. 40-

 

    
  
  
  
  
  
  
   
   
  
  
  
  
 

After

adult.groups
led to the s

f“ It is
'filling the

1 peeple that
7 riching the
ihighfschool

-. ins; near future. Our home economics teacher will organize

_ 27,-

DeSign,.selection,. _construction, _and
care of clothing and its psychologi-
cal and social significance to family.

Textile for clothing and for the home.

Housing for the family and equipment
and furnishing for the househOld.

Arts as an integral part of everyday
life.

Management in the use of resources so
that values and goals of the individ-
ual, the family, or the society may
be attained.

C. New Areas for the Present Adult Program in Puerto Rico:

a reconsideration of this new focus of the pro—

:gram, some areas were determined as especially adaptable for
our local adult situation. A review of these new areas for

the adult program was made as a prOposed series aimed at

.* After these considerations, the writer is

tatement of her tentative areas.

D. Tentative Areas to be Considered:

the writer's belief that we are ready to start

existing gaps in our program with the groups of

our school is not able to reach, as well as en-

actual classroom offerings, especially at the

level, as students are becoming homemakers in

s in school or community centers in the public

 

 

 

 

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§f§rngrprojects so that they observe our teleVised pro-
'srngwhc.' The homemakers not attending organized classes, as well
fjé§&.out-of-school youngsters, will be reached by this type of
0%? {gmppgram. Our series will comprise: Foods and Nutrition;

7 iyépnsumer.Education; Selection, Construction, and Care of
-Clothes; Family and Social Relations; Improving our Homes
«3:1 _ and Child DeveloPment; Aspects of Family Care, of the Sick

I at Home as well as First Aid. Our home edonomics program
can be reSponsible for preparing and presenting at least two
half-heur weekly programs in cooperation with the Office of
Coordination for Educational Radio and Television Programs.

The possible topics in each area to be presented could be:

. ' Tentative Areas and Topics

 

Foods and Nutrition
Topics:

-i . 1. New Products on the Market
'- 2- Other Meanings of Food
3. New concepts of Nutrition

1' Consumer Education
Topics:

Family Income and Family Finances
Investing in Family Foods

Selecting Women's Clothes

selecting Children's Clothes
seleCting Men's Clothes

Selecting Family Shoes

selection, Use,_and Care of Home Equipment
Selection, Use and Care of Household
Utilities and Electrical Appliances
, Buying in the Supermarkets

Shopping in Special Sales

 

 

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' fim’

“ " acnn" 1. Use and Care of New Textiles on the Market

3‘ 2. Use of Material for Facing, Interfacing, and
; sut.i, Lining
‘1‘ 3. Some New Techniques in Construction of Clothes

Family and SOcial Relationships

 

Topics:
1. Considering Changing Family Roles
2. Wives and Mothers Deciding to go to Work
3. Problems During Engagement and Preparing for
Marriage
4. Care Of the Sick at Home

Improving Our Homes
Topics:
', 1. Management of Time and Energy

2. Security of our Homes
3. Course on Upholstery

f~‘ Child Development

Topics:
1. Children's Guidance When Mothers Work Out
2. Care of the Working Mother's Baby

“L, In determining achievable objectives, Ralph Tyler's19
c‘ 'rationale has proved to be most effective; but when planning

t ' : the.development of these objectives to be conveyed through

      
 
 

.mass media--in this case television--a thorough knowledge of

V _the process of communication, principles of congruity, social

 

xgnalph W. Tyler, Basic Principles of Curriculum and In—
*- .»n, Syllabus for Education 305, Syllabus Div1s1on
5*, Illinois: University of Chicago Press, 1962).

 

_ 3o -

  
  

A..ut MASS'ccmmnnication; and the principle of per-
711557“ calmnnication are essential factors for the home
Net to have- It is the writer's purpose to briefly
fiégiinc these factors in this program proposal.

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CHAPTER IV

COMMUNICATION THEORY AND HOME ECONOMICS

A. The Need for Efficient Communication in Home Economics:
Face-to-face communication is no longer satisfactory
in reaching our large heterogeneous groups in need of more
technical assistance. According to the “Plan Para la Ex-
pansion y Neuvos Enfoques del Programa de Instruccion Voca—
cional y Tecnica" (Plan for the Expansion and New Approaches
of the Program for Technical and Vocational Education, Report
from Department of Education, Hato Rey, Puerto Rico, 1963),*
it is very obvious that a new broadening of the actual scope
is recommended in view of the present situation by the Puerto
Rican Division of Vocational and Technical Education. The
home economics program may help face this situation by
broadening the use of other communication channels in the
island such as the press, radio, and television. The home
economist can multiply her effectiveness, reaching larger
masses of audiences with less effort, and probably reaching
areas never before contacted. According to Daniel Lerner,

“no modern society can function efficiently without a devel-

 

*See Appendix B. (Home Economic Section included only.)

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_system of mass media. "2.0 Therefore it is only logical
ihat, having the media' 3. facilities and urgent needs to be
=met. our present efforts should be aimed at utilizing them
to the best of our ability. Of course, an awareness of the
.eammunication process and how it works in our field is very
essential for the home economist who wants to fulfill these
needs for such a clientele. But what is the communication
process?' How does the process work? This will be the sub-
ject of a brief discussion in our neXt section.
3.. The Communication Process and Interdependent Factors:
The stations will carry educational programs provided
that they have interest and significance for the audience.
It is not enough for the home economics teacher to master
the.technical media and produce messages to satisfy the
media's.regulations and requisites. She has to think in
, terms of the groups she is to reach. An understanding of
their personal reactions to her persuasive communication, a
knowledge of the social organization and the system of val-
ues.and beliefs is very important. To determine the special
audience'she can attract by her messages and how these
Ambssages are to be diffused by and beYond these persons to
broader.audiences which she wishes to educate is decisive'
"fbfiVherseffeCtiveness. So we will start here by trying to

' fluke some definitions.
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Communication is a process of complex
eVents.operating in several dimensions
of space.and time and always involving
the attitudes, the knowledge, the com-
munication skills of more than one per-
son and the social and cultural context
in which it is located.

To consider communication,_then, it is
neceSsary to focus the mind on more than
one event taking place simultaneously
and consedutively, eVents that take
place at different rates of development

and with different importance and effect.21

  
  
  
  
  
  
  
  
   
  
 
 
 
  
 
    

Wright, in another simple definition, suggests that
"communication is the process of transmitting meanings be-
tween individuals."22
If we accept this definition, then Laswell's classic
formula will be helpful in describing communication. Ac-
cording to him, the following questions should be answered:
Egg says what to whom by what means with what effects?23

The above definition may lead the writer to an analy-

if
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SiS‘Of three models of communication: (1) The interaction

‘

model, (2) The S-M—C-R model, and (3) The interpreter model.

 

21John Ball, "The Conceptual Basis for Communication,"
Princi 1es and Practices in Visual Communication, (Ed.) Ball
an Byrnes (East Lansing, Michigan: Michigan State'Univer-
sijty, N.P.A.C.,), p. 7.

 

22Wright, Mass Communication: A Sociological Perspective
_(New York: Random House, Inc., I959), p. 11.

23Harold Laswell, "The Structure and Function of Communi-
cation in Society,", Mass Communication, (Ed. ) Wilbur Schram,
2nd ed. (Illinois: Un1versity of IIl. Press, 1960), p. 117.

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The first one describes how communication can help human in-
sight to deal with realities of existence to the extent that

24 The second

its products are true, valid, and believable.
one attempts to portray the necessary ingredients for human
communication. The third one attempts to link the learning
process with the communication process in human behavior.25
No matter what channel of communication is to be used and
what method and technique or what groups are to be reached,
the object of a communication is to transfer meaning from
sender to receiver. This process of transfer may be altered
by a number of factors which have been summarized in the
communication models. For the purpose of this study, one
of these communication models is to be analyzed here in
view of its implication to the home economist.

Dr. David Berlo of Michigan State University has con-
structed what he calls the S-M-C-R model.26 In this model
he called the necessary ingredients for communication the

Source-Message-Channel-Receiver. We will assume here, for

the purpose of illustration, that wives working outside

 

24George Gerbner, "The Interaction Model: Perception
and Communication," Research, Principles and Practices in
‘Visual Communication (E. Lansing: M.S.U., N.P.C.A., 1960). 9.10.

25Erwin Bettinghaus, "The S-M-C-R Model of Communication,"
Research Principles and Practices in Visual Communication (E.
Lansing: M.S.U., N.P.A.C., 1960), p. 29.

26David K. Berlo, The Process of Communication (New York:
Iflalt Rinehart and Winston, Inc., I960).

 

 

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-35-

their homes (with so little time, energy, and money) are
wasting their money while shepping in a hurry in our super-
markets, and yet their families are suffering from malnu-
trition. To help them, our home economist needs to communi-
cate to the wives affeCted some helpful ideas and suggestions
as to how to make better use of limited time and money while
shopping in the supermarkets. The source of the communica-
tion here is the home economist. The message consists of
her recommendations and ideas to help the wives, thereby
protecting their families by improving their use of time and
money at the supermarket. The channel may be personal
visits, television programs, bulletins, or any other means
Of communication considered apprOpriate for reaching and
influencing the receivers who, in this case, are homemakers
working outside their homes.

There are a number of interdependent factors which
Will determine the success or failure of communication. The
elements of the message must be arranged in an effective
manner. They must be conveyed in a set of symbols or code
aPPropriate‘to the medium of communication being used (cam-
era Shots of physical movements being required for tele-
vision, where a bulletin conveys the meaning through printed
‘WOIdS). The code must be intelligible to the receiver; one
‘would not use English, for instance, to reach strictly
Spanish-speaking audiences.

The clarity of the message will depend also on the

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_36_

communication skills of both source and receiver. These
skills are the abilities of the source to manipulate the
message in such a way that the intended receiver can inter-
pret it correctly without undue effort. The ability of the
receivers to interpret her meSsages is an interdependent
factor too.

Communication is affected also by attitudes of the
source and receiver toward each other. The principle
affecting attitudes of source and receiver towards each
other is known as attitude change and the principle of con-
Vgruity and has to do with three relevant variables of main
significancefor the home economist: to be aware of an
deal with positively (l) the existing attitude toward her as
a source of the messages, (2) the existing attitude toward
the concept or concepts evaluated by her as a source, and
(3) the nature of evaluative assertion which relates her as
a source and the concept of the message she is to deliver.
This means that each home economist has potential attitudes
toward an infinity of audiences but in order to achieve her
.goal she must be regarded by her clientele as a reliable
source of information. There must be a positive attitude
toward the concepts she is conveying so that her assertion
becomes a congruent one (accepted by her audience).

Her influence will also be affected by the social and
cultural context in which the communication occurs. No

Imatter what means of human communication is to be used, a

 

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through knowledge and understanding of group life and char-
acteristics within a social system are needed for effective-
ness. This will permit the home economist to predict the
behavior of individuals within the group without reference

to their personality characteristics. Furthermore, behavior
can bepredicted more efficiently by referring to the group's
characteristics and ignoring the group. The social groups
set limits on individual behavior and direct it into channels
designed for the sake of the total_group. In other words,
each established resident of a community has his own norms,
Vgenerated from similar culture, values, and beliefs. A home
economist has to undergo some initial period of interaction
with the localities before they accept her as part of their
social system so that she can become an effective communi-
cator in introducing any desirable changes.

Furthermore, as far as groups are concerned, we must
agree with the sociologists in saying that there is an
existing functional necessity which the home economist-
communicator should learn to use--the group's formalisms as
a means to attain ends and goals. This she can do by main-
taining the group's cohesiveness on a continuous flow of
favorable communication for her own educational purposes.

The role of the home economist is, in a way, to stim-
ulate pe0ple into active participation in all the social

aspects of the system in which they evolve; then, as a

 

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communicator, she has to be aware of the different phases

of persuasive communication. Even after the previous con-
siderations, communication may not take place if the re—
ceiver does not consider the information useful and the
desired action beneficial for him. Communication also
depends on the knowledge which the source and receiver have
about the subject. Thorough knowledge of the subject on the
part of the communicator is required so that he can better
explain it and the receiver can interpret it correctly. The
more previous knowledge the receiver has had of the subject,
the better can he analyze and interpret the information and,
in the end, make an intelligent decision regarding it. The
selection of proper channel influences the success of the
communication act. It has been proved that for some purposes
face-to-face communication is more effective while for others
mass media are better.

So, in determining the proper treatment for her mes-
sages, the home economist should assume that communications
depend on many factors, among which are: the channel she
selects, and the communication skills, attitudes, knowledge,
and socio-cultural context of the source and receiver.

C. Effective Home Economics Depends on Persuasive Messages:

So far we have stated the essential factors in the
communication process as source, message, channel, and re-
ceiver. The source has been established as the home econ-

omist having a specific type of message which she is to

no

 

_39_

produce. It is this writer's attempt to show how, through

27 a needed conception

the application of Tyler's Rationale,
of goals can be aimed at; where these goals become criteria
by which materials are selected, content is outlined, in-
structional procedures are develOped, and tests and examina-
tions are prepared; to show that the needs and interests can
be obtained for the develOpment of tentative curriculum for
the Puerto Rican culture. But in planning specific persua—
sive home economics messages for the mass media channels, a
thorough knowledge of the factors involved in the communica-
tion process and of possible interdependent factors is
assumed to be essential; this, besides the required know-
ledge of the technicalities involved in using the medium
itself.

After all the previous considerations, the writer feels
that some suggestions for a series in home economics tele-

vision programs are the next step before the actual deve10p-

ment of the series.

 

27Tyler, op. cit.

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CHAPTER V

SUGGESTIONS FOR A SERIES OF TELEVISION
PROGRAMS IN HOME ECONOMICS

A. Potential Values of the Medium:

Before develOping the series of programs some consid-
eration should be given to the medium's potentialities.
Television has a real potential value in education mostly
in terms of contribution to the learning process as implied
before. This is true no matter the subject to be taught.
Television cannot be evaluated in terms of the subject but
of the variety of learning situations it can bring into the
classroom. The Department of Audio Visual Instruction28
states some potentials as: (1) providing motivation and
stimulation, (2) developing attitudes through correct ex-
periences, (3) develOping intellectual skills by analyzing
component parts of problem and understanding steps of problem
solving, (4) demonstrating process through focus of step-by-
step procedures; (a) presenting science techniques and experi-
ments, (b) showing processes and techniques in community
industries, (c) displaying art process; (5) providing a
tremendous variety of information and experiences, (6) chal-

lenging students to assume responsibility of their own learning.

 

28Dept. of Audio Visual Instruction, Television in In-
struction: An Appraisal, Nat'l Ed. Assoc., 1950, pp. 11-12.

_ 40 -

 

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B. What Home Economics Research Shows:

There have been broad experiments and research done in
regard to the effectiveness of television in the different
fields of education. A review of some research from Otis
Oliver Padilla's thesis, Effectiveness of Instructional Tele-
vision, (1962)29 shows a tremendous variety of potentials for
television in the different fields of education.

The author feels encouraged to move further into the
home economics field and see what is shown by previous ex-
perience and research.

As we are interested strictly in home economics, the
following review of research showing the effectiveness of
telecast Family Relationship courses establishes some hope
for telecast general home economics courses.

A review of research findings on home economics through
television conducted at various universities, including
Pennsylvania State University, indicates that every course
taught by television was as effective as face-to-face in-
struction. Other research findings seem to support the fact
that television contributes to the learning process in gen-
eral without regard to courses. Based on this premise, an

attempt was made by Helen Hoover to determine the contribu-

 

29Padilla, Otis Oliver, "The Role of Television in the
Diffusion of Extension Information“, unpublished Master Thesis,
at Department of TeleVisiOn and Radio, Michigan State University,

pp. 63-87, (1962).

 

 

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-42..

tion of television teaching to the learning process in family
relationships in terms of students' reactions.30
A Family Relationship course was offered via tele-
vision by the Home Economics Department of Arizona State
University during the spring of 1959-60 with an enrollment
of 58 students, taught daily, Monday through Friday, for a
30-minute period. The instructor's first contact with stu-
dents was five weeks after the course started, when the
first of three tests was given. The course was taught by
television only, making it impossible to compare conventional
and television groups. Students were provided with a tele-
vision set in the home economics building but were free to
view the program in their homes inasmuch as it was carried
on a commercial station. Twenty-five per cent of the group
had the benefit of previous conventional course work in
marriage and family. Students were administered a question-
naire in whichthey were asked to: (1) compare the effective-
ness of television teaching in family relationships to the
effectiveness of other courses taught in conventional class-
room in relation to five aspects of the learning process,
(2) react to the teaching of family relationships by tele-
‘vision; (3) evaluate the effectiveness of teaching devices

'used; and (4) offer suggestions for increasing the effective-

 

3oHelen Hoover, "Family Relationships Via Television,"
.1. of Home Economics, Vol. 53, No. 5 (May 1961), pp. 383-85.

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-43—
ness of television teaching in family relationships.

The analysis of students' questionnaires revealed that
78 per cent of the students felt that in knowledge gained
television teaching was as effective as or more effective
than conventional teaching. There was a comparison of test
results with conventionally taught family relationships
courses and not on a statistical basis only. Research find-
ings at Arizona indicate that television instruction as a
nedium.for supplying the student with information is defi-
nitely effective. For such a purpose, therefore, it seems
that television is effective at all educational levels. This
nught have to do with the intensive preparation and organi-
zation required in television teaching as well as the exten-
sive use of illustrative material in lectures. Many concepts
were illustrated by graphs, charts, cartoons, and other de-
vices developed by a commercial artist. Ninety-five per cent
of the students rated these teaching devices as "excellent"
or fgood." The average classroom teacher does not have access
to such services and perhaps lacks the time or ability to
develop the materials herself.

Once the students" intellectual curiosity is aroused,
can they be taught by television courses to direct their own
learning and find answers to their own questions? Fifty-two
per cent of the students in the Family Relationships tele-
vision course felt that television teaching enabled them to

be more resourceful in directing their own learning than

_44_

They would have been through conventional classroom teaching
procedures; 60 per cent indicated that problems and questions
occasionally arose which they would have liked to discuss
with the instructor; 53 per cent felt that teaching lectures,
panels, and the like were frequently satisfactory in answer—
ing their questions or assisting in solving pertinent prob-
lems.
Table 1. Students' Evaluation of EffectiveneSs of a Course
in Family Relationships Taught by Television as

Compared with Conventional Classroom Teaching in
Relation to Five Aspects of the Learning Process

 

 

 

Effectiveness
Aspects of Learning Process More Less Source
Knowledge Gained 40% 22% 38%
Promotion of Critical Thinking 31% 31% 38%
Change of Attitude 21% 25% 54%
Stimulation of Intellectual Curiosity 44% 27% 29%
Change of Behavior (Predicted) 16% 8% 76%

 

Another important function of this course was to induce
critical thinking. Although adequate research is lacking in
this area, some educators feel that the teacher comes closest
to achieving this objective when students are actively en-
_gaged in a form of problem-solving activity with teacher
.guidance. In the Family Relationships television course
this varies, as students reacted about the same as with con-
ventional classroom reaching in stimulating critical thinking.

They reacted equally in relation to changes in attitudes and

-45..

predicted change of behavior. Seventy-six per cent rated
equal effectiveness in change of behavior, and 54 per.cent
rated equally effective in inducing changes in attitude.
These finds appear to be somewhat contrary to those of

31 32 who found that in the conventional

Birney and Wipe
classroom the student-centered approaches were slightly more
effective in producing these types of learning outcomes.
Driscoll,33 however, found that in the course "Introduction
to Education," the television groups made a more significant
change in their attitudes toward education as a profession
than did the conventional classes. The findings of the
Helen Hoover study, along with Driscoll's, suggest that a
carefully selected television instructor may be as effective
in promoting attitude changes as the average teacher in the
conventional classroom.

An analysis of student responses indicated that 94 per
cent felt that the course enabled them to see different

sides of the issues discussed and that a reasonable degree

of objectivity was obtained although the lack of interaction

 

31R. Birney and W. C. Mackeashie, "The Teaching of Psy-
chology, A Survey of Research Since 1942," Psychology
Bulletin, 52 (1952), pp. 147-150.

32L. G. Wipe, "Teaching Methods Research," American
Psychologist, 8 (1955), pp. 147-150.

33J. P. Driscoll, The Comparative Effectiveness of High
or Low Degree of Visual Reinforcement of Concepts, in Sur-
vey—Courseiin Education Utilizing Two Class SiZes, Doctoral
Thesis, Pennsylvania State University, 1957.

 

 

 

 

 

-46—

was present. In determining the relative effectiveness of
the Family Relationships television course in stimulating
intellectual curiosity, students rated television above con-
ventional classroom teaching.

Table 2. Student Reaction to the Teaching of Family
Relationships by Television

 

 

Reaction Per Cent
Object 2%
Undecided 11%
Mildly Approve 21%
Approve 19%
Strongly Approve 47%

 

In the Family Relationships television course a variety
of well known state and national guest lecturers were willing
to participate on television programs, and most of them
planned their presentation very effectively. A number of
panel discussions, which included students as well as ex-
perts in the various facets of family relationships, were
presented. The facilities of television and the quality of
the people who were willing to participate seemed to increase
the effectiveness of this type of learning experience over
that of the conventional classroom.

In terms of the television teacher, television tended

 

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to "Motivate" her toward maximum effort in terms of organi-
zation of learning experiences and presentation of lectures.
Furthermore, she found available the services of specialists
whom one might hesitate to call upon in conventional class-
room teaching.

C. Differences Within the Medium Itself:

Before making an attempt to plan our series, the writer
feels the need to look into other phases of the medium and
compare them with instructional television.

When we think of using television we must establish
the differences between instructional television and tele-
vision in general. If we consider the nature of the mass
media source-receiver relationship described by Schramm and
Wright, typical instructional television differs at least in
the following ways:

1. In ITV, more specific communication
.goals are usually articulated. More
evaluation procedures enacted.

2. The "Audience" is not free to tune
out physically, though they may do
psychologically.

3. The receivers are relatively homo-
geneous in terms of age and role.

4. The ITV communicator typically has
more Specific knowledge of his re-
ceivers than does the person who
communicates to the public.

5 There is usually more control of the
communication situation in terms of
competing stimuli, physical receiving
conditions, and extensive motivation.

 

 

 

 

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-48-

6. The TV teacher'smessage is often
mediated by a classroom teacher.

7. The total receiving group may gave
some sense of group cohesion.3
For a better understanding of the medium possibilities
in teaching home economics, we should think that besides the
above differences there is some distinction to be made in
terms of the "traditional" classroom and instructional tele-
vision. There the differences are less apparent and probably
less consistent, but they are found.
1. The TV teacher is usually part of
a teaching team, being complemented
by many classroom teachers.
2. With no direct control over students'
behavior the TV teacher may rely
more heavily upon motivational tech-
niques than his classroom counter-

part.

3. Communication is normally "one-way,"
from teacher to student.

4. The instructional methodology may
incorporate more audio-visual aids
than is common in the classroom.

5. The criteria for choosing a TV
teacher are usually more stringent
than the criteria for choosing a
classroom teacher.

6. ETV typically requires greater student

 

34W. Schramm, "How Communication Works," The Process and
Effects of Mass Media Cgmmunication, W. Schramm, ed. (Urbana:
University of Illinois Press, 1955, pp. 1-26.

 

 

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-49—

effort in suggaining attention and in
note taking.

frhere are undoubtedly many more dimensions or sub-
dimensions which would tend to differentiate between class-
room instruction, television in general, and instructional
television; but enough have been suggested, in the*writer's
Opinion, to build a case for the individuality of instruc-
tional.television, and hopefully for the justification of
the need of an especially adapted theoretic program of com-
mmmication for home economics education on the adult level.
D. Other Considerations to be Made:

Producing a program that will meet our audiences' ex-
pectations requires more than the mere desire to do so, and
more than some educational conceptions. In our past exper-
ience, even hired commercially experienced performers and
producers have failed to produce satisfactory program for-
mats. There are various facts a good producer ought to keep
in mind in a special situation such as this. We are to sell
an idea and still keep the audience interested and enter-

tained.

According to the Michigan State University of the Air:

Educational outcomes for television are
to be given serious consideration. Edu-
cation is in a broad sense interpreted

3 . . . . .
5M. H. Smith, (ed.), Us1ng Telev151on 1n the Classroom

CNeW'York: McGraw Hill Book Company, 1961).

 

 

'4

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n‘.

_50_

by authorities in the field as a refer-
ence to all those experiences, both
planned and incidental which the indi-
vidual encounters and which contribute
in a large or small degree to the modi-
fication and_growth of his knowledge,
abilities, attitudes, and other aspects
of self-deve10pment. These experiences
interacting with his hereditary and
natural pctentialities, result in his
being the kind of person he is now.
Historically thus education has meant
directing or guiding an individual's
learning so that he will develop soci-
ally uSeful forms of behavior. It has
become increasingly obvious that in
this complex and changing society much
of a person's education occurs outside
the formal direction of schools and is
strongly influenced by such institution
groups and media as the home, church,
'companions, readings, motion pictures,
radio, gravel, and now-a-days, tele-
Vision.

Instruction, no matter which medium used, means a pre-
planned” deliberate selection and arrangement of situation
to stimulate learners' interaction with each other, the re-
sult of which is experienced, pre-determined, prescribed
direction considered desirable by those responsible for the
instruction.

If educational influences of television may occur more

independently, and at times even contrary to the intent for

whicm.the telecast was produced, the instructor's influence

 

6Michigan State University, Universipy of the Air, "A
Suggested Guide for Planning and Teaching TeleviEion Courses,"
fron1DLS.U., Continuing Education Service, Kellogg Center,
1953.

 

to be most effective must be pre-planned and directional in
intent. It should include information and propaganda as
well as teaching and training.

The teacher in the classroom, radio, or television
infuses instruction with contagious personal qualities and
attempts to arrange the environment in a way that will
stinuilate the learner to efforts and activities which, if
continued, help the learner progress in the acquisition of
Jumnvledge, attitudes, skills, and habits. Thus the learner
is fuslped to conform socially and intellectually. The edu-
cational outcomes are the direct products of the learner's
activities and not the activities of the teacher.

Evaluating Television Presentations: Educational out-
comes of television programs are to be determined by evalu-
ating the considerations taken mostly during the planning.
Cummy and Wigren suggest the following considerations:

1. The program should have an educational
purpose. A teacher must decide on the
program's purpose and what changes in
behavior are to be desired as a result
of the program.

2. The proqram should provide the possi-
bility of continuity. A single program
may be satisfactory for many ideas but,
on the other hand, much material is
best presented in a series form. Better
learning usually results from repeated
stimuli.

3. The program should be built upon the

needs and problems of the viewers. It
can help viewers use their own abilities

-52..

to solve problems, improve relationships,
increase skills, and understand others.
The educator must beware of falling into
the mistakes. '

The program should serve as a means of
growth and deve10pment. Building pro-

:grams only on the basis of obvious
problems of viewers may handicap growth.

The educators must help improve tastes
and standards, and should help individ-
uals achieve fuller lives.

The program should involve the viewer
as a participant. An individual
learns best those things in which he
has some participation. He might be

'given a part in the program itself,

help in planning or evaluating it,
plan organized discussion grOups to
follow a program, or practice a skill
after seeing it on the screen. The
performance should always suggest ways
in which the information or imparted
skill can be used effectively in daily
life. Efforts must be made to prevent
television from becoming simply a one
way channel of communication.

The program should be a means by which
many creative and thought-provoking
experiences can come to individuals.
Rather than tell the viewer what to do
or believe, it is better to cause him
to take action as a result of his own
thinking. Television can do this in
many ways. By presenting many points
of view, by examining and testing
existing beliefs and attitudes, by
using panel discussion to evaluate
films, by comparing information from
different sources, by using dramatic
episodes to illustrate problems. A
program can also provide experience
which viewers would be unlikely to get
any other way and thus enrich their
lives.

The program should be presented in an
atmosphere of objectivity. Beware of

 

 

 
 

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_53_

distorting facts for Showmanship
purposes.

8. The program must communicate clearly
and effectively. Only a few points
should be covered in one program.
Vocabulary used must be chosen wisely
and in terms of the particular audience
to whom the performance is aimed. It
is a good idea to start what he does
not knog7 and to make use of summari-
zation.

As we have seen with the above picture, educational
television has some Open roads to explore to meet the needs
of this great percentage of middle and poor classes. As our
public sees the medium mainly as a means of entertainment,
our broadcasters have been challenged to make educational
programs more entertaining in order to keep them tuned to
the educational stations.

The Puerto Rican home economics program has had this
experience with a series of programs entitled "Esta Es Su Casa":38
This program was telecast for two years, from January 7, 1958,
to December, 1960, resulting in fully educational programs but
not interesting enough to keep public interest because of the
fact that the people involved had no knowledge of the medium.

‘With this in mind, I will make an effort to plan a proposed

series of programs to meet these goals.

 

37William Cummy and Harold Wigren, "This is Educational
Television," Illinois Teacher Bulletin, p. 8.

38Department of Education, Press Release, 1960, Infor-
mation about "Esta Es Su Casa," a Home Economics Program
Telecast from 1958 to 1960.

 

 

ll.

1!.

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ll)

CHAPTER VI

MAKING AN EDUCATIONAL PROGRAM PROPOSAL

£3uccessful television programs do not just happen, as
we have previously seen. They have proven to be the result
of a (nareful step-by-step process involving many persons
skilled in various arts and sciences. There must be one
perscul, however, who has the over-all authority to select
the content of the program and determine the manner in which

it is to be fashioned--the television producer.

Briefly, it could be said that the television producer

Should.follow, according to television production, the fol-

lowing steps :

1. Determine specifically what is the
subject, the sc0pe, the treatment

planned, and the audience intended
or desired.

2. Select the prOper personalities to
present it, and determine how they
shall conduct the program to be most
informative and interesting.

3. Design a practical setting and appro-
priate vehicle for the subject, and
incorporate whatever features are
neCessary for adequate illustration
and workable demonstration.39

A

39Carol O'Meara, Television Program Production (New York:
Ronald Press Company), p. 203.

_54-

 

The starting point is naturally the planning or out-
lining of content, but success of a production is largely
dependent upon the execution of a format or the writer's
concept of it. In educational television one must recognize
the needs and desires of peOple in order to accomplish its
objective. The television audience is not a captive one,
and producers of educational television programs will have
to command attention, not just expect it. This means making
educational programs interesting to the people who want the
information being presented or whose interest is sought. The
term "Showmanship" is applicable here in bringing interest-
commanding values to educational television.

When making an educational program proposal there are
a series of considerations that ought to be made. It is the
author's purpose here to make some general considerations of
those facts concerning her educational program proposal.

Purpose: The proposed formats are an example of the
series of programs planned to be produced in the area of
home management. This particular series was selected with
the purpose of fulfilling some existing needs of the home
economics program that our society is urgently demanding.

The audience will be housewives working outside their
homes and out-of-school youngsters. Their needs were deter-
mined using as a basis the Ralph Tyler Rationale technique

for sociological studies.

Considering the Audience: When planning a television

-56-

series the television producer has to consider first his
audience. By knowing the psychological background of his
audience he can emphasize it and be able to communicate
effectively his message.

The television producer, of course, has to consider
that instructing an audience not particularly eager to learn
and where a number of other things compete for attention
requires skill, imagination, and Showmanship. In this par-
ticular case, the audience to be reached will consist of
housewives and out-of-school youngsters, and probably school
'groups if carefully directed and motivated by an alert
teacher for this kind of experience. The afternoon hour was
selected as the best time to reach such heterogeneous groups
in their homes--the children are still in school, husbands
are at work, and it is possible to take the time to watch
the television programs. Obviously, the amount of time
available governs our content and format.

Check List Proposal: As a future communicator with
some sense of social reSponsibility, the author believes
that serious consideration should be given to audience par-
tiCipation in determining audience interest and needs. A
check list was carefully prepared with the aid of a subject-
matter specialist. This is an instrument that can be used
for each area to obtain the audience reaction to a series

of main tOpics of a particular area to be included in further

_57_

series. It is included here as an example of planning for

the future as it was elaborated by the author under direct
superrvision of Dr. Beatrice O'Donnell, Professor of Home Econo-

mics Education Department, Michigan State University.

A check list with an explanatory letter* should be
testeui for its effectiveness and then exposed to a typical

randcun sample of 60 subjects from different segments of the

populxation. The data will be processed and analyzed and the

resujsts will be taken into consideration in the preparation

of prrogram series plans. The results of our study will pro-

vide 118 with relevant information necessary to produce a
specixally adapted series of home economics programs. The

television series will attempt to convey information that

will reach certain main objectives.

General Suitable Objectives: In this particular case,

the following objectives are the ones to lead this writer
to the who and what to do in her programs.

A. To reach larger groups of peOple not reached

through the schOol program.

B. To emphasize those aspects of family living

which are of strategic importance today,
such as:

1. To help all groups to understand how
homemaking and family life have been
changing and how to face or deal with

these changes in constructive ways
(more than one).

 

*See Appendix C

1 -
I r r: .‘ri

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-58—

2. To help all groups to understand the
increasing importance of homemaking
and family life and their effect on
peOple (individual and society).

3. To stimulate peOple to keep up-to
date or informed and interested in
important matters in homemaking and
family life, and to tell them where
to get accurate information.

4. To understand some basic purposes or
concepts, such as:

a. to achieve a higher status for home-
makers and for women's role in gen-
eral.

b. to recognize the role of men in home-
making.

c. to recognize values needed to achieve
satisfying personal life.

d. to employ sound judgment in creative
use of reSources to achieve goals
based upon values significant for
individual, family, and society.

e. to assume reSponsibility for and de-
velOp capacity to promote the well-
being of their own and other families.

f. to acquire and use knowledge of human

development, social relationships,
economic principles, and the sciences.

Subject Matter to be Considered in this Series: The

 

siubject matter was selected after a review of Home Economics
40

 

EEniDirections where it could be observed that the area of
Ihcme management is the one being stressed. We have already
stated that the sociological study made through the appli-

4o§9me Economics New Directions.

IIJIIOII {fin

..

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_-

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‘-

 

_59_

cation of Tyler's Rationale has shown great need of help in
this; area, with the manychanges our preposed targets are
facing and the adaptations to be made. The Specific infor-
mation in regard to each program will be selected from the
data collected by the instrument previously mentioned.

Talent to be Used: The talent to be used will be a
home economics instructor presumably responsible for the
content and presentation of her lesson. She will be selected
on the basis of her knowledge of the subject matter and
on her ability to project her personality on the screen.
Also, she must be able to work in a "lesson production team"
‘With her director. Planning and decision-making about the
Program will be determined by the television specialist.
For the purpose of this series, talent will be called "in-
structor."

Visuals to be Used: The visuals to be used will be
Provided by the teaching team in coordination with the art
department of the television studio and the home economics
Pngram.

Budget: In educational television the budget has to
be limited to the least amount possible. For the purpose
<3f this program series, abstract sets (plain flats, drapes,
and.tables) will be used. This low—budget consideration is
‘to be made in regard to any other possible expenses to face.

Programs to be Considered: The proposed series will

consist of 60 television programs; however, for the purpose

-60-

of (nonciseness, only eight programs, representative of the

typical problems encountered by Puerto Rican housewives in

the area of home management, will be presented here. Shown

belrnfl are the topic of each program and the objective which

we are trying to attain.

Effective Home Management for
Housewives Working Out of Their Homes

 

Area: Home Management

Names of

1.

Programs:

Family Income and Money Management

Objective: To develop understanding, judgment
and ability to figure out more satis-
factory family expenses.

Where the Family Money Goes

Objective: To develOp understanding of the basic
factors to be considered in the dis-
tribution of family income, for the
satisfaction of the whole family needs.

Figuring Out Satisfactory Food Management

Objective: To develOp an understanding in how
family members can enjoy nutritious
and palatable food in pleasant sur-
roundings while the hOmemaker has a
dual role.

Controlling Food Cost

ObjeCtive: To develop an understanding and ability

-61-

to control food cost while the home-
maker has a dual role.

Figuring Out Satisfactory Clothing Expenses

Objective: To deve10p an understanding, judgment,
and ability to select, use, and care
for new fabrics in the market through
adequate interpretation of labels.

Use and Care of New Materials for Facing, Inter-

facing, and Lining.

Objective: To develop understanding, judgment,
and ability to select prOper materials
for facings, interfacings, and linings.

Machine and Bound Buttonholes.

Objective: To deve10p understanding, judgment,
and ability to make machine and bound,
buttonholes.

Kinds of Storage that Simplify Home Activities.

Objective: To develop understanding and judgment
to use the kind of storage that simpli-
fies the busy homemaker's activities.

Facing Satisfactory Changes in Family Role.

Objective: To deve10p understanding, judgment,
and ability to consider satisfactory
role changes and make adaptations to

face demands of new living conditions.

-62-

10. Ironing Can Be Easy.
Objective: To deve10p understanding, judgment,

and ability to make ironing easy.

Format: This will be a 30-minute program series to
be prnesented twice a week by the Department of Education through
the (Sovernment Station WIPR-TV, Channel Six. The format will
be as follows:

30 seconds - Opening
7 minutes - Tips and Advice for the Homemaker

20 minutes - Demonstration, lesson, or illustrated
talk on subject matter

30 seconds - Closing

2 minutes — Provision for Station Breaks, Program
Promotion

Music: For musical theme, a selection will be made by

 

therMusical Director of the television station with the
approval of the television producer. The music will be
selxected taking into consideration the taste of the audience.

Time of the Day, and Day of the Program: The time of
thfi day suggested here is from 3:30 P.M. to 4:00 P.M. The
513178 will be Tuesdays and Thursdays.

PrOperties to be Used: The kind and number of sets

 

vflrich can be used are important and depend on the standards
set by the station. Part of the pr0perties to be used will
Ibe provided by the station and the remainder by the home

(economics staff. Another point to be taken into consideration

-63-

in this case is the technical facilities of the station--what

will. Ice available at the station if prOper notification and

arrangements are made ahead of time.

possibilities:

N

uh
o

1.
2.
3.
4.
5.

6.

The following are some

Properties Provided by the Station

Table or laboratory
counter

Desk and chair
Floor easel
Small table
Stove

Refrigerator

Technical Facilities Provided

Two cameras (one with

pedestal, one with tripod)

Zoom lens
Recordings needed

Overhead Projector

10.

ll.

12.

5.

6.

7.

Outlet for electrical
equipment

Chairs

Indoor plant
Cooking utensils
Running water
Ironing board

by the Station
Lighting facilities

Projection facilities
(films, slides, other)

Title and Credit Devices

Equipment and Materials to be
Provided py the Home Economics Staff

Flannelboard

Iron

Photomural

Live Objects
Materials for slides

Food models and materials

10.

Clothing demonstration
materials

Cardboard for posters

Construction paper and
other materials for
the developmental
visuals

Materials and bulletins
for distribution

-64-

Art Work Needed--to be Prepared
in Cooperation with Art Section of the Station

1. Opening and Closing film 6. Posters and placards
with credit titles super-
imposed 7. Title Credit Cards
2. Films and other docu- 8. Other pictorial
mentaries materials
3. Flipping cards 9. Models and Exhibits
4. Projectional Materials 10. Still pictures

(tranSparencies)

5- Charts, graphs

Studio Personnel

1. Two Cameramen 4. Audio man
2- Floor manager 5. Lighting technician
3- Technical director 6. Crew man

Prggram Promotion: Good program promotion is just as
important as other objectives in home economics. It is not
enOEIgh to have knowledge-—we must also apply it. We must
determine what we want the public to think of our particular
Classes, and the homemaking department in general. As Alice
Kirk advises, "Let us build a better and modern curriculum,
and let us take it right into the living room to parents and
Pr°Spective homemaking students--for them to see, to appre-

ciate and to want."41 This should be promoted as such in

Alice Kirk, "You are Using T.V.," Journal of Home
Economics (December, 1955).

_65-

order to be achieved as such.

Some program promotion is to be worked out at least
four or five weeks before actual program is to be held, by
some radio releases, television, or local newspaper, making
topics, participants, and other plans previously made. It
is the responsibility of the producer to look for a good
promotion for his program.

Techniques Before the Cameras: Finally, techniques

 

before the cameras are to be properly used to achieve better
results from educational programs. Terminology in regard to
shots, and cues, is completely understood and worked out
precisely when presenting the program on the air, between
talent and technical personnel.

Station Policy: Station policy was considered and re-

 

viewed before the program was planned to make sure of its
approval. The television broadcasting policy of WIPR-TV in
Puerto Rico, owned and operated by the State Department of
Education, is actually regulated by the same code of laws
legislating United States television stations, and protected
under the Federal Communications Commission, especially
affecting educational stations.

Its purpose is to broadcast service to fulfill the
educational nature and function of the Commonwealth of Puerto
Rico and to serve to the fullest extent the interests and

needs of the pecple of the island. As our constitution

_66_

states,
Toda persona tiene derecho a una educacion
que prOpenda a1 pleno desarrollo de su
personalidad y al fortalecimiento del
reSpeto de los derechos del hombre y de
las libertades fundamentales . . .*
Our station policy tends to abide by this statement in our
Constitution as you will see in its local Operational regu-
lation.

I should explain here that we have two educational
television channels and one radio station working in cooper-
ation with the best efforts of the Department of Education
and the University of Puerto Rico. They make plans, studies,
and evaluate as far as possible within economic limitations
to keep the kind of programs desirable to feed our hetero-
.geneous audience needs, interests, educational psychology,
and philosophy. All the plans are long-range and based on
steps made by those who have succeeded in the field. All
possible types of anticipations are being considered, in-
cluding observation of the results of those who are ahead
and analyzing possible applicability in local situations and
resources.

The school programming unit is a division of WIPR-TV
and WIPR-RADIO under Dr. Sylvia Viera de Lucio. Her func-

tions are to study, design, produce, and direct the direct-

teaching programs for the different school districts and

 

*See Appendix D.

 

_67_

their administrative personnel, which she does in coordina-
tion with Dr. Rafael Ramirez, who is mainly in charge of
this coordination between districts, and with administrative
personnel, supervisors, an advisory committee, which pro-
vides information in regard to the school curriculum meeds,
and teaching personnel and technicians in charge of the
teaching through television and radio, including teachers,
scripters, consultants, directors and producers of the
programs.

Cues and Rehearsals: A cue system of time and action,
as well as rehearsals are to be worked out on time as

scheduled between director and instructor in charge.

Development of the Programs

One Month Ahead:

1. Agreed upon the idea, tentative outline is made,
plans for props are made.

Three Weeks Ahead:

2. Props and visuals are prepared.

Two Weeks Ahead:

3. Script is worked out and submitted for approval.

Ten Days Ahead:

4. Script is polished and recorded effects as well
as some last minute prOps are secured.

Eight Days Ahead:

5. Script is finished and mimeographed. COpies are
sent to all concerned. Orders for equipment and
personnel are sent to Station Manager.

-68-

Six Days Ahead:

 

6. Visuals and sound effects are assembled and
screened. Last minute changes are ordered.
Releases are signed. Promotion is done.

Two Days Ahead:

 

7. Director goes over script with cameraman and floor
manager. "Idiot" cards are ready as well as all
visuals. r=

 

Two Hours Ahead:

 

8. Set is erected, cameras put in place, mikes hung,
visuals put in place, light setting arranged.

One Hour Ahead: :*‘

 

9. Talent arrives. Make up and brief instructions.
Shots are tried with entire crew.

45 Minutes Ahead:

 

10. Rehearsal of opening and closing. Technician
adjusts cameras.
The "Sociodrama" Device:

There are a variety of devices that can be used through
television programs. An attempt is made through this series
to introduce the "Sociodrama" technique as a teaching device
in some of the programs to add animation and variety. What
is a "Sociodrama?" This will be the subject of brief dis-
cussion next.

What is a "Sociodrama"?: The sociodrama is a method
for the analysis of social conflicts, where role playing is
lived and experienced in a collective way and portrayed
collectively. Spontaneity and sincerity of subjects, in-

formants, as well as spectators should be maintained, so no

 

_69-

nahearsals are recommended for the sake of it. The director
is searching for a conflict which may stir up the audience
to the deepest possible catharsis, and for actors to portray
this conflict. The true subject of sociodrama is the group
based on the tacit assumption that the group formed by the
aucience is already organized by the social cultural roles
which, in some degree, all the carriers of the culture share.
Careful planning is required to establish a clear-cut-problem
situation. Though it can be used for many purposes, especi-
ally in social work and the field of psychology, education is
making use of it as a teaching technique very effectively.
The technique follows several steps, such as:

Planning: The selection of short problems description
of characters that fit the audience maturity
level, or situation in which the group is
involved, are thoroughly considered here.
The number of characters should be limited,
and various endings should be possible.

Procedure: Preparation of your actors in relation to
the character to be represented, telling
the story briefly, choosing the cast and
sending them out of the room to plan charac-
terization, having class or audience in-
volved by suggesting possible solutions (can
be omitted in face-to-face communication,

but in television, instructor should suggest

g:
I
I
‘

 

 

-70-

possible solutions to provide for some
audience participation), acting out of
conclusions of story. No interruption
should be made to actors unless strictly
necessary.

Evaluation: In terms of emotional reactions portrayed
acts cited, consequences of various courses
of action are required. No evaluation of
participants' emotional reaction should be
made as they are just playing a role.

A sociodrama will work on any age group from kinder-

.garten to adulthood, but older persons are more likely to

laugh and be self-conscious and less likely to identify on

first tries than younger children. The chief limitation of
the technique is the lack of ingenuity of the teacher.

Using the Sociodrama: For the series of programs we
will use a typical family portraying first: A typical “boss"
type father determining all the expenses to be made in their
family circle according to his own judging of the family
needs. The typical wife having difficulties c0ping with
household expenses and struggling to meet the children's
basic needs as well as her own. The children unaware of the
whole picture of the family income keep asking and expecting
to get a few eXtras which they consider important in order
to keep up with their peers. Second: The situation is to

change within this family when some possible solutions to

 

 

 

-71..

their situation are worked out satisfactorily. (Important
steps toward better money management). During the first
program they will be presented in two different phases, (1)
reaching a fairly acceptable agreement with all members,
which will give everyone a feeling of fairness and belonging,
and (2) getting a total picture of income and expenditures
where all members of the family are made aware of the budget
required to meet the basic needs of the family as a whole as
well as individually. Members will arrive at the conclusion
that they must all share equally in sacrificing non-essentials
for the basic needs of the family. The personality needs of
some individuals in the family can be met in other ways, like
.giving recognition for good deeds, etc., until such a time as
material rewards can be expected.

It should be left to the audience to sense that there
is no one complete solution to the problem, but that there
are some solutions which are better than others for each
particular case. Recommendations have to be made constantly
to this picture and mutual considerations are ideal but not

usual.

DATE: EFFICIENT DISTRIBUTION
OF FAMILY INCOME

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

 

 

-73-

SUBJECT

 

This program will present an illustrated talk about

the efficient distribution of family budget. The socio-
drama technique will be used tO bring about various situa-
tions and possible solutions that can be helpful for
families where the housewives are working on plain to work

out of their homes.

 

_ 74 _

SETTING

 

The setting will be the same described in the general
introduction, except for the modification for today's
Specific program. On the left side of the setting an attempt
will be made to simulate a typical Puerto Rican home from the
neighborhood. A photomural can be used for this purpose to
have"the family" sitting on the outside, or porch. Some
outside furniture arrangement will be placed on this porch
so that "our family" be placed in a more realistic atmosphere,
for the acting of their sociodrama. By using lighting effects
the setting will disappear, and the Master of Ceremonies as
well as the Instructor will appear standing and facing their
audience. This lighting effect will be used every time we
have to move from the Instructor to the acting "sociodrama,"
and vice-versa. After the sociodramas the Instructor will
appear next to a flannelboard analyzing the situations with

the use of deve10pmental visuals.

_ 75 _

FORMAT TYPE: Illustrated Talk

THEME: Home Management
TOPIC: Efficient distribution of Family Income
TALENT: Home Economics Teacher (Specially trained to

use the medium)
PROPERTIES PROVIDED BY THE STATION:
A typical home front porch (photomural 8'
height x 20' length)
Outside furniture arrangement
Two flip stands
A flannelboard
Revolving magnetic board
TECHNICAL FACILITIES PROVIDED BY THE STATION (USUAL PLUS THE
FOLLOWING:) Film Projector
Record: Musical theme for Opening and closing
Boom mike
Special lighting effects to be worked during
the program. (The setting with the actors in
the sociodrama will fade out to black by turning
Off their lights and a front area is to be
lighted where the Master of Ceremonies and
Instructor sometimes will appear next to the
flannelboard.)
EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

CUSUAL PLUS THE FOLLOWING:)

I. Film_(material to be used for the rest of the
series:)

1. Opening and closing film with some family
life scenes and superimposed credit titles
of (Sponsor and Station ID, Name of series,
Name Of Producer, Director, Master of
Ceremonies and Instructor.)

II. Flips
1. Title of program

 

2. Name Of visitor or guest

 

3. Home Economics teacher addressing a group
of people (photo)
4. Home Economics teacher demonstrating to a
group Of youngsters (photo)
5. Home Economics teacher demonstrating to a
.group of adults (photo)
6. Ideas and Facts on Money Management
7. Address: YOUR HOME HOUR
Box 607 _
Hato Rey, Puerto RlCO
III. Strips* (pieces of deve10pmental visual material)
1. Meeting Whole Family Needs
2. Limitation of Time, Energy, and Money
3. Responsibilities Have Increased

4. Feelings and Personal Attitudes

5. Values Placed on Money

10.
ll.
12.
13.
14.
15.
l6.
l7.
l8.

19.

Procedures for Planning and Controlling
Reaching an Agreement
Considering Attitudes

Pooled or Separate

Values on Use of Money
Feelings About Going into Devt
Feelings About Use Of Credit
Iians to Use Credit

Total Picture

Wages, Salaries, Other Incomes
Figuring Out Pay Days

Homemade Money

Probable Expenditures

Increase in Satisfactions.

IV. Poster: "FOUR EASY STEPS"

l.

2.

Reaching a fair acceptable agreement
Getting a total picture of income and
expenditures

DevelOping financial plan to fit new
situations and personality needs.
Controlling cost Of basic items and leaving

a sense of fairness.

 

*Strips - Long horizontal strip of cardboard or con-
struction paper to be laid on flannelboard or magnetic

board.

 

 

-78...

COLLECTION OF PICTURES ILLUSTRATING ACTIVITIES PERTAINING TO

THE ACTUAL FIVE AREAS OF HOME ECONOMICS:

Foods and Nutrition

Clothing and Textiles

Child DevelOpment and Family Relationship
Home Management

Housing

STUDIO PERSONNEL (USUAL PLUS THE FOLLOWING:)

Lighting technician (changing lights during

program as required in script)

MAIN TEACHING POINT:

DevelOp understanding, judgment, and ability to

figure out more satisfactory family expenses.

MINOR TEACHING POINT:

Familiarize with:

l.

 

The importance Of considering feelings
about money and personal attitudes of all
members

The importance of considering different
values placed on money.

The importance of develOping procedures for

planning and controlling money

PROGRAM: YOUR HOME HOUR

DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM

TIME: 3:30 to 4:00 P.M.

- 79 -

WIPR-TV CHANNEL 6

DEPARTMENT OF EDUCATION
HATO REY, PUERTO RICO

 

 

VIDEO

RUNNING
AUDIO TIME

 

OPENING FILM
(Scenes Of family
life with credit
titles superimposed
on film

1. THE DEPARTMENT OF
EDUCATION

2. WIPR-TV CHANNEL 6

3. PRESENTS: YOUR HOME
HOUR

4. PRODUCER:

5. MASTER OF CEREMONIES:

 

 

. INSTRUCTOR:
7. DIRECTOR:

 

Dissolve to
MC STANDING IN FRONT
OF SETTING

Dolly in
MC APPROACHING THE
INSTRUCTOR

MUSIC; THEME ;

MUSIC FADE OUT :30

MC: Good afternoon, ladies and

pgentlemen. This is (MC) from

the Home Economic Program of the
Department of Education. Today
we are offering information about
the ways members of the family
can distribute the income satis-
factorily so that basic needs are
met. Before we present today's
program, we have an important
meSsage... for you... about this
program which we will present
every Tuesday and Thursday. :30

MC: (AD‘LIB) o o 0
Hello!... How are you ...(PAUSE)
Here is our instructor. She will :05

1:05

 

 

RUNNING
VIDEO AUDIO ’ TIME

 

 

explain the aims of the pro-
gram. Miss (Instructor's

'name) is a home economist who
has been with the program for
several years, and she will be
able to help you with your
problems. From now on she

will be the instructor in charge.
Will you tell our television au-
dience about the important mes-

sage we have for them? :25
Cut to INSTRUCTOR: (AD-LIB)... -
INSTRUCTOR IN CHARGE Thank you very much Miss (MC). It J
is a great pleasure to be here to ’

bring good news about "YOUR HOME
HOUR." This is the program you
have been waiting for so long.
And it is here all for you...
with the COOperation of WIPR-TV

CHANNEL 6.
Cut to This is an attempt on the part of
.FLip 2 our Home Economics Staff to

'PICTURE OF A HOME ECO- broaden the scOpe and the service

NOMICS TEACHER ADDRESS- to our viewers... (PAUSE) As you

INC A GROUP OF PEOPLE know, home economics education
tries to help young men and women
as well as adults to keep abreast
with the rapidly changing socio-
economics living Conditions of to-
day... And everybody knows that
this is really a changing world...
(PAUSE) Training for homemaking
is Offered along five major areas;

namely:

Flip 3 1. Food and Nutrition
PICTURES SHOWING 2. Clothing and Textiles
ACTIVITIES RELATED TO 3. Child DevelOpment and
THE FIVE DIFFERENT Family Relationship
AREAS 4. Home Management

5. Housing 1132

' 3:00

 

 

_ 81"

 

VIDEO

RUNNING
AUDIO TIME

 

Flip 4

PICTURE OF A HOME
ECONOMICS TEACHER
DEMONSTRATING TO A
GROUP OF YOUNGSTERS

Flip 5

PICTURE OF A HOME
ECONOMICS TEACHER
GIVING A DEMONSTRA-
TION TO A GROUP OF
ADULTS

Cut to
INSTRUCTOR

Dolly'back
MC AND INSTRUCTOR

In order to accomplish the

.goals set forth in these five

areas, experiences in class-
room and home practices, as
well as in club activities are
provided for youngsters and
adults of both sexes. These
vary according to the Specific
needs of the group.

As you have all noticed, there
is a growing trend among adults
to seek more education to face
the present changes in family
living more adequately. So in
our attempt to help them meet
these needs the Home Economics
Staff has planned television
programs for more and more

peOple. l 00

INSTRUCTOR: (AD-LIB)...

The present series of television
programs will be on the air

every Tuesday and every Thurs-

day from 3:30 to 4:00 P.M. Each
program will present a new tOpic
with information of general in-
terest to homemakers. The pro-
grams are meant for those who

work out or are planning to do

so and for young persons who can-
not attend school. The home man-
agement area, especially adapted
for these groups, was selected on
the basis Of Special demands in

an attempt to improve family well-
being. 1:30

MC: (AD-LIB)...

THEre will be 14 minutes of each
program devoted to discussion of
problems and questions sent in by

the TV viewers as well as a news

cast. Also, practical information :30

6:00

_ 82 _

 

VIDEO

Cut to
MC

Flip 6
CARD WITH ADDRESS

MC AND INSTRUCTOR

MC out
INSTRUCTOR

INSTRUCTOR HOLDING
STRIP l

"MEETING ALL FAMILY
NEEDS"

RUNNING
AUDIO 'TIME

and worth-while ideas will be
brought to you during each pro-

.gram. The major portion of all

programs will be given over to
demonstrations and illustrated
talks. 1:00

MC: (AD-LIB)...

THEnk you (Instructor), for an
interesting explanation. We

wish to remind our audience that
from now on the discussion Of
problems and the answers to ques-
tions regarding home life will be
dealt with in this part of the
program.

Send your problems and questions
to "YOUR HOME HOUR", Box 607,
Hato Rey, Puerto Rico. We will
be glad to help you live more ad-
equately.

Thank you for your attention. I

will be with you next (day). Re-
member that (Instructor) is your
instructor. 1:00

INSTRUCTOR: (AD-LIB)...

Today's topic, "Efficient distri-
bution of Family Income," deals
with the ways the family income
can be used most effectively. We
all know this is a problem these
days. Father needs to keep him-
self neatly dressed and be well
nourished for the demanding tasks
he faces. The same is true for
the children in school or kinder-
garten. And what about Mama who

 

'is increasing the family income

by working Outside the home, too? 1:00

INSTRUCTOR: (AD-LIB)...

It is truly a complicated task to
meet the needs of all members of :20
a family within the limits Of the

 

9:20

 

 

 

RUNNING
VIDEO AUDIO' "' TIME
Flip time, money, and energy avail-
Strip 2 able. It is difficult to con-

"LIMITATION OF TIME,
MONEY, AND ENERGY"

Flip

Strip 3

"HER RESPONSIBILITIES
HAVE INCREASED"

Cut to
INSTRUCTOR

GO to Black
Fade in
GROUP OF ACTORS

Fade out
INSTRUCTOR AND
FLANNELBOARD

sider and satisfy all members
individually. But... what
about the homemaker who works
outside her home? IS she to
ignore this big task with so
many limitatiOns? (PAUSE)

Now, more than ever, her res-
ponsibility has increased...
(PAUSE)...

INSTRUCTOR: (AD-LIB)...

How is she going to accomplish
the task? ‘(PAUSE)... Our job
here today is to show you how.
But first we would like all of
you to visualize the following
situations: (POSSIBLE SITUA-
TIONS AND SOLUTIONS ARE SUG-
GESTED HERE BY INSTRUCTOR).

 

SOCIODRAMA: (AS A RESULT OF
THEIR FEELINGS ABOUT MONEY AND
BECAUSE THEY HAVE IGNORED THE
VALUE OF MONEY THE WHOLE FAMILY‘
IS UNHAPPY, AND FAMILY RELATIONS
ARE STRAINED TO THE BREAKING
POINT. (1) THE CHILDREN ARE
ASKING FOR LARGE AMOUNTS OF MONEY
TO KEEP UP WITH CHILDREN IN RICH
FAMILIES. (2) MOTHER IS TRYING

TO DEFEND HERSELF AFTER SPENDING
TOO MUCH MONEY SHOPPING. (3)
FATHER IS DREADFULLY UPSET BECAUSE
THE CHILDREN AND MOTHER ARE
SPENDING ALL HIS EARNINGS, AND HE
CAN'T BUY A NEW CAR.)

 

INSTRUCTOR: (AD-LIB)...

What is happening to this fam-
ily?... You must be puzzled more
than you are worried at the sit-
uation. Some of the situations

1:00

2:00

:30
13:50

 

 

 

 

RUNNING
VIDEO AUDIO TIME

may even be familiar to you.

Let's analyze. (ANALYSIS IN

TERMS OF WHAT SHOULD BE DONE)
Strip 4 l. Feelings about money in
FEELING ABOUT MONEY, ‘general and personal

attitudes toward money.

Strip 5 2. Value placed on money.
VALUE PLACED ON MONEY
Strip 6 3. Procedures for planning

PROCEDURES FOR PLANNING

Cut to
POSTER "FOUR EASY
STEPS" (HOLD)

INSTRUCTOR USES THE
POINTER AS SHE ANALYZES
ALL FOUR SOLUTIONS.

INSTRUCTOR

GO to Black
Fade in

and controlling expen-
ditures.

These were not considered by
the unhappy family.

INSTRUCTOR: (AD-LIB)...
Some possible solutions could
be...

 

l. Reaching a fair and ac-
ceptable agreement with

all members.

Getting a total picture of
income and expenditures.

DevelOping a financial
plan to fit new situations
and to face personal needs.

Controlling the cost of
basic items and estab-
lishing a sense of fair-
ness.'

INSTRUCTOR: What happens when
situations are faced the pro-
per way. (POSSIBLE SITUATIONS
AND SOLUTIONS ARE SUGGESTED
HERE FOR THE VIEWERS)

 

SOCIODRAMA: (A TYPICAL SITUA-
TION WILL BE DRAMATIZED SHOWING

 

 

VIDEO

GROUP OF ACTORS

Fade out

INSTRUCTOR

INSTRUCTOR MOVING
TOWARD MAGNETIC BOARD
(PLACES EACH STRIP AS
SHE ANALYZES THEM)

"REACHING AN AGREEMENT"

Strip 7
CONSIDERING
ATTITUDES

Strip 8
POOLING OR SEPARATING
EARNINGS

Strip 9
VALUE OF MONEY

Strip 10
DEBT?

RUNNING
AUDIO TIME
FEELINGS ABOUT MONEY,
DIFFERENT VALUES PLACED

ON MONEY AND PROCEDURES

TO BE FOLLOWED. THIS WILL
LEAD THE FAMILY TO REACH A
WORKABLE AGREEMENT. (1)
ATTITUDE CONCERNING MONEY,
(2) EARNING SITUATIONS
(POOLING OR SEPARATING),

(3) VALUE OF MONEY, (4)
ATTITUDES AND OPINIONS ABOUT
GOING INTO DEBT, (5) CREDIT
BUYING, (6) PLANNED BUY-
ING.)

INSTRUCTOR: (AD-LIB)...

will the family be happier
now? Was there a specific
situation that helped you?...
(PAUSE) What was your re-
action?... (PAUSE)

 

Let's analyze what we have
just seen. (WITH THE AID
OF DEVELOPMENTAL MATERIAL
THE INSTRUCTOR ANALYZES THE
WHOLE SITUATION.)

We need to reach an agreement
by:

1. Considering attitudes in
reaching an agreement.

2. Pooling or keeping earn-
ings separate - which is
better?

3. Realizing the value Of
money.

1:15

19:35

4. Going into debt - yes or no?

 

 

RUNNING
VIDEO AUDIO ' TIME

Strip ll 5. Buying on credit.
CREDIT?
Strip 12 6. Planning to buy on :15
PLANS ON CREDIT? credit.
Cut to INSTRUCTOR: (AD-LIB)...
INSTRUCTOR After seeing our trou-

bled family we noticed that

there were other causes for

their difficulties...
Cut to Youngsters sometimes expect
FLANNELBOARD their parents to provide

Go to Black
Fade in
GROUP OF ACTORS

INSTRUCTOR:

far more than parents can
afford. Why?... Does every
member of the family have a
clear picture of the entire
family income? What happens
when he does? (POSSIBLE
SOLUTIONS ARE SUGGESTED TO
THE VIEWERS BY INSTRUCTOR)

SOCIODRAMA: (THE FAMILY IS
SEATED AT A TABLE. THEY ARE
ENTHUSIASTIC! MOTHER,
FATHER, AND THE CHILDREN ARE
ADDING UP ALL SOURCES OF IN-
COME, AND DECIDING ABOUT PAY
DAY. MOTHER EXPLAINS THAT
PREPARATION OF ECONOMICAL
FOOD HAS HELPED. THE CHIL-
DREN HELPED, TOO, BY PRE-
VENTING EXTRA OR UNNECESSARY
SPENDING. THE CHILDREN

AGREE TO "STICK TO SPENDING"
MONEY ON ONLY BASIC NEEDS.
AND AS A RESULT THEY ARE GOING
TO BE REWARDED BY BEING ABLE
TO BUY A FEW "EXTRAS" EACH
MONTH.‘ IN OTHER WORDS, THE
UNHAPPY, DEJECTED FAMILY WITH
AN UNPLANNED SPENDING PROGRAM
HAS BECOME A HAPPY SECURE
FAMILY WITH DEFINITE GOALS.) 2:45

INSTRUCTOR: (AD-LIB)
Was there a feeling of satis-
faction? Have you gone :10

 

 

- 37 -

 

 

 

RUNNING
VIDEO AUDIO‘ TIME
through some of these ex-
periences?... (PAUSE) How
have you solved the prob-
lems you faced?... (PAUSE)
But let us analyze what
really happened here.
(ANALYSIS OF "HOW TO GET
A TOTAL PICTURE" WITH THE
AID OF DEVELOPMENTAL MAT-
ERIAL).
Strip l3 1. Wages and salaries, as
WAGES AND SALARIES well as other income.
Strip l4 2. Figuring out pay days.
PAY DAYS
Strip 15 3. Money earned at home.
HOME MADE MONEY,
Strip l6 4. Probable expenditures
PROBABLE EXPENDITURES (basic needs).
Strip 17 5. What increases in
INCREASED SPENDING Spending can be afforded? 1:10
INSTRUCTOR NEXT TO INSTRUCTOR: (AD-LIB)
FLANNELBOARD As we have seen, the problem
in the first family was that
Dolly back they did not consider these
(Pan right to permit three factors:
reading of each vis-
ual diSplayed as she l. Feelings in regard to
concludes) money the rest of the family
had.
2. Value placed on money.
3. Procedures for planning
and controlling expenses.
This is why difficulties
came about .
Dolly back We know now why serious con-
siderations should be given :50

2#:45

 

VIDEO

AUDIO

RUNNING
TIME

 

(Pan right to permit
reading of visuals
used as she concludes)

Dolly in
INSTRUCTOR

Flip 7
"IDEAS AND FACTS ON
MONEY.MANAGEMENT"

to these factors to pre-
vent unhappiness within
the family. (PAUSE)

Reaching an agreement with
all members became a new
policy with this family
before considering bud-
geting. (PAUSE) Later

'we say the family "drawing

a total picture" of income
and expenditures so that

all members became aware

of the family situation.
Their plans were going some-
where... Where?... (PAUSE)

 

INSTRUCTOR (AD-LIB)...

Today we have seen a more
satisfied and a happier fam-
ily. Our next program will
show interesting conclu-
sions reached. There will
be ideas on facing new sit-
uations with financial plans,
and controlling cost of
basic items. ‘

Will you be with us and find
out how this is accomplished?
We will also have some good
ideas on how to help children
budget their spending.

Sneak music:

The experienced housewives
must have worked out effect-
tive methods. The young
housewives will appreciate
hearing about your personal
experiences. Send us a card
with your ideas and we will
present them on "YOUR HOME
HOUR."

 

 

 

VIDEO

RUNNING
AUDIO’ TIME

 

Flip 8
ADDRESS CARD

Cut to MC

CLOSING FILM WITH
SUPERIMPOSED CREDIT
TITLES

Flip 1
PROGRAM TITLE

FADE OUT

If you are interested in
additional information on
the subject we have dis-
cussed today, send for
"Ideas and Facts on Money
Management," a free book-
let we send on request.

"YOUR HOME HOUR"
Box 607, Hato Rey, Puerto
Rico. :20

MC: Don't forget to add a
Hate giving us your Opinion
of the program you have just
watched. You can help us
improve the next one... And
remember we will be right
here next (day) simplifying
another task. We want to
help you have a more satis-
factory home life. (PAUSE)...
We are planning a surprise
ahead of our series... for
all of you. This is all for
today with your Home Econo-
mics classroom and Miss (IN-
STRUCTOR). :30

MUSIC: Theme up to con-
clu51on

:30

 

28:00

DATE: EFFICIENT DISTRIBUTION

OF FAMILY INCOME

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

_ 90 _

 

SUBJECT

 

This program will be an illustrated talk type. It is
a continuation of the previous one. In this second program
out typical Puerto Rican family will be presented developing
financial plans to fit their situations, as well as consid—
erations to take in order to face new situations and control-
ling costs Of basic items while giving a sense of fairness to
all their members. For a complete presentation of the subject
a plan will be included to teach Children the best use Of

their allowance.

-92...

SETTING

 

The setting for this program will be the same used in
the first one as this is a continuation of it. This includes
the provisions made for sociodrama, as well as other staging

provisions and technical facilities.

_ 93 _

FORMAT TYPE: Illustrated Talk

THEME: Home Management
TOPIC: Efficient Distribution of Family Income
TALENT: Home Economics Teacher (Specially trained to

use the medium.)

PROPERTIES PROVIDED BY THE STATION (USUAL PLUS SAME USED IN

PREVIOUS PROGRAM)

TECHNICAL FACILITIES PROVIDEE BY THE STATION (USUAL PLUS

SAME USED IN PREVIOUS PROGRAM)

EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

(USUAL PLUS THE FOLLOWING:)

I. Flips

Title of program

 

Name Of visitor or guest

 

Young family considering values, interest,
and goals (sketch)

Young family Spying on neighbors acti—
vities (sketch)

Conscientious family discarding excess of
luxuries (sketch)

Rich family without health and broken
relationship (sketch)

A man scratching his head while facing
Income Tax (sketch)

Two different cities or communities (poor

10.

11.

II. Strips

10.

ll.

12.

-94_

Ways of controlling waste of food, light
water, extravagances, use Of leftovers,

etc. (sketch)

DevelOpmental visual material in six
progressive steps (pages to be flipped
forward on easel)

Address card already prepared for

first program

(pieces for developmental visual
material)
2, 3 have been produced for first
program
Reaching an Agreement
Analysis of Financial Needs
Check Of Money and Other Resources
Make Tentative Plan of Expenditures
Compare Expected Income with PrOposed
Expenses
Consider Personality Needs
Controlling cost
Adapting Methods of Control to one's
Own Family

Use Simple Methods Of Controlling Cost

- 95 -

13. Figure Ways of Controlling Specific Cost
Of Items
14. Watch Possibilities of Other Expenditures
15. Avoid Money Shocks by Making Notes of
Weekly and Monthly Dues
l6. Helping Children Best Use Their Money
17. Determine Desired Purpose of Children's
Earnings
l8. Decide Source of Children's Income
19. Plan Guidance for Children to Help Them
Work Out Plan Of Expenses
20. Encourage Growth in Ability by:
21. Suggesting, Not Dictating
22. Accepting Mistakes as Part Of Learning
23. Extending Range Of Child's Money Concern
24. Increase Amount as Needs Change; Widening
Their Range Of Buying
IV. Poster: "FOUR EASY STEPS" (Was prepared for
first program)
V. A DevelOpmental Visual material to be used from
easel
STUDIO PERSONNEL (USUAL PLUS THE FOLLOWING:)
Lighting technician
MAIN TEACHING POINT:
Develop understanding, judgment, and ability to

figure out more efficient handling Of family expenses.

MINOR TEACHING POINT:
Develop understanding, judgment, and ability on:
a. How to develop more efficient financial
plans
b. What to consider when facing new situations
c. How to control cost Of basic items and
leave a sense Of fairness with all members
d. How to design a plan to teach children the

use of their allowance

 

 

PROGRAM: YOUR HOME HOUR

- 97 -

WIPR-TV CHANNEL 6

DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM

TIME: 3:30 to 4:00 P.M.

DEPARTMENT OF EDUCATION
SAN JUAN, PUERTO RICO

 

 

 

RUNNING
VIDEO AUDIO TIME
OPENING FILM MUSIC: THEME
(Scenes of family (Sound on Film)
life with credit
titles superimposed
on film)
1. THE DEPARTMENT OF
EDUCATION
2. WIPR-TV CHANNEL 6
3. PRESENTS: YOUR
HOME HOUR
4. PRODUCER:
5. MASTER OF CEREMONIES
6. INSTRUCTOR:
7. DIRECTOR: MUSIC FADE OUT :30

DISSOLVE TO MC
STANDING IN FRONT
OF SETTING

Flip 1 (Super)
PROGRAM TITLE

Cut to
GUEST (Super)
GUEST'S NAME

MC: Good afternoon, ladies
and gentlemen. This is (M.C.)
from the Home Economics Pro-

_gram of the Department of Ed-

ucation, greeting you from
WIPR-TV CHANNEL 6 in Hato Rey,
Puerto Rico. This is a half-
hour program for homemakers.
"YOUR HOME HOUR" today brings
some more worth-while facts

on "Figuring Out More Efficient
Distribution of Family Income."
But before we begin today's
program, Mrs. Gloria Jiménez
from Cayey wants us to give her
what we consider a fair distri-
bution of the family income. :30

Here is our instructor, Miss

(Guest). She is an exper-

ienced home economist who will
answer all your questions and :10

1:10

 

VIDEO

RUNNING
AUDIO TIME

 

GUEST

(HOLD) M.C. OUT

Flip 2

SKETCHES OF YOUNG
FAMILY‘"CONSIDER-
ING VALUES, INTEREST
AND GOALS"

Flip 3

SKETCH SHOWING YOUNG
FAMILY "SPYING ON"
NEIGHBORS'DOINGS

Flip 4

SKETCH OF CONSCIEN-
TIOUS FAMILY
DISCARDING MATERIAL
THINGS

Flip 5

SKETCH OF A RICH BUT
SICKLY FAMILY SUF-
FERING FROM BROKEN
FAMILY‘RELATIONS

help solve your problems.

GUEST: (AD-LIB)...

Thanks very much, Miss (M.C.)
It is indeed a pleasure to
help Mrs. Jiménez in re-
lation to what should be con-
sidered a fair distribution of
the family income.

 

It is not practical to follow
an exact pattern. Everything
depends on each family's set

of values and interests. It

is important for every fam-

ily to decide first what their
set of values, interests, and
main goals are. They should
decide on these early in their
lives and then plan to work to-
ward them. The set of values
makes a great deal of difference
in what the family does.

What about the family that is

too concerned with what other

families do with their budget?

Every family should learn to
concentrate on its own values

and then use its income accord-

ingly. A family will be more

respected in the community if

it does what is important for

the entire family. 1:00

GUEST: (AD-LIB)...

We Should not over estimate the
value of material things. Mat-
erial things should never dom-
inate our lives.

GUEST: (AD-LIB)...

Many families have acquired

wealth only to find that they

lack the most basic thing in

life - good health! Family :30

 

2:h0

 

 

VIDEO

RUNNING

AUDIO TIME

 

Flip 6

TWO TYPICAL
MIDDLE‘CLASS
FAMILIES

Cut to

DEVELOPMENTAL

VISUAL MATERIAL OF
TWO WHOLE BUDGETS
DIVIDED INTO FIVE
BLOCKS (POINTS TO
TWO BUDGETS ON EASEL)

Dolly in to heading
FAMILY OF MODERATE
INCOME WITH TWO
CHILDREN

Pan down

DOLLAR BILL ILLUS-
TRATES BLOCKS (POINTER
ON DOLLAR BILL WITH
BLOCKS)

Pan right

"A SPENDING PLAN"
(HOLD) (POINTS TO
BOTH INCOMES SLOWLY
AND PROGRESSIVELY_
AS THEY ARE
MENTIONED)

wealth means little, if it

was gained at the cost of

losing health and breaking

down family relations. =10

GUEST'S VOICE OVER; Let us
consider the Martinez family
and the Alonso family. They
are two conscientious fam-
ilies with average incomes.
Let's see how they worked

out an effective budget to
cover family needs and at the
same time meet individual
needs. Of course, it is
assumed that in one way or an-
other every family has some
kind Of budget.

 

SO these two budgets can be
used as a yardstick. Check
family Spending item by item
and determine how your budget-
ing compares with the budgeting
in these two families.

The dollar bill you have been
watching is representative Of
the moderate income of any fam-
ily in a Puerto Rican community.

You have Observed that the in-
come is divided into five
blocks.

I

We observe that the Martinez
family income in the last few
years has fluctuated between
$3,000 and $4,500. The Alonso
family income in the last few
years has fluctuated between
$4,100 and $5,500. We notice

00
ln—J
U1

#:35

"lOO"

 

VIDEO

RUNNING
AUDIO TIME

 

Flip to
BLOCK I
(HOLD)

Flip to
BLOCK 2
(HOLD)

 

also that both families have
two children. Let us watch
this carefully...

MARTINEZ ALONSO
$3000-$4000 $4500-$5500
2 children 2 children

YOUR
EXPENSES

You may adapt the budget to

suit your own ideas and circum—
stances. Watch the empty

space for your spending plan.

You use this Space as you mea-

sure expenses against these

in terms of percentage. But...

let us analyze the budget in

terms of the five blocks of

main items. :35

GUEST: (AD-LIB)... BLOCK I
Food
30% to 40% - 18% to 30%

Housing
15% to 25% - 15% to 25%

Household Operation
5% to 10% - 5% to 10%

GUEST: (AD-LIB)...
Furnishings
3% t0 4% - 3% t0 4% 1:00

 

"lOl -

 

 

RUNNING
VIDEO AUDIO TIME
Clothing
10% to 15% - 10% to 12%
Car Operation and transpor-
tation
6% to 8% - 4% to 7%
Flip to GUEST: (AD-LIB)... BLOCK 3
BLOCK 3 Medical Expenses
5% to 10% - 5% to 10%
Personal Expenses
3% to 10% - 3% to 7%
Recreation and Education
5% to 10% - 5% to 10%
Flip to GUEST: (AD-LIB)... BLOCK 4
BLOCK 4 Gifts and Contributions
(HOLD) 2% to 5% - 2% to 5%
Life Insurance
2% to 4% - 4% to 5%
Operating Margin
1% to 15% - 1% to 15% 1:30
GUEST GUEST: (AD-LIB)...
There is a growing tendency to
think more and more about the :05

7:45

 

-102‘-

 

VIDEO

RUNNING

AUDIO TIME

 

Flip to
BLOCK 5
(HOLD)

Flip 7

A SKETCH OF A MAN
SCRATCHING HIS HEAD
AS HE FACES INCOME
TAX PAYMENTS

Flip 8

SKETCH SHOWING
TWO DIFFERENT
CITIES OR
COMMUNITIES

Flip 9

SKETCHES OF WAYS TO
CONSERVE FOOD, LIGHT,
WATER, ETC. UNNECES-
SARY EXPENDITURES,

USE OF LEFTOVERS, ETC.

future. In life insurance,

for example, half of the
moderate income class spends
less; half Spends more. Each
family must decide how the in-
come is to be spent. The Oper-
ating margin can be considered
for savings, for emergencies,
or even for investments to
strengthen the economic status.
Every family should put forth
every effort to put aside some-
thing for savings each pay
period.

BLOCK 5 :30

GUEST: (AD-LIB)...

 

A definite per cent should be
put aside for yearly income
tax. The amount, of course,
depends on the yearly income
and on the types of expendi-
tures.

Expenses may vary in different
cities and in different com-
munities. :30

Every member of the family must

strive to be economical with

water and light. Mother should

be skillful in food economy, con-
stantly devising ways to turn
leftovers into attractive dishes.

each member must learn to avoid
buying unnecessary food items. :30

9:15

- 1'03 —

 

 

RUNNING
VIDEO AUDIO TIME
Cut to We have three suggested
DEVELOPMENTAL Spending patterns like the

VISTAL MATERIAL

Cut to
MC APPROACHES GUEST

INSTRUCTOR

Cut to
FLANNELBOARD WITH
STRIPS l, 2 AND 3
AS DISPLAYED IN
PREVIOUS PROGRAM

one you have just seen...

They are for low, average,

and high income families.

The ideas can be useful...
(PAUSE) especially if your
income does not fall within
the spending pattern dis—
cussed here today. Send your
name and address to "YOUR
HOME HOUR," Box 607, Hato Rey,
Puerto Rico, and receive more
information about eXpendi-
tures in family budgets. :35

MC: That was an interesting

exposure. Thanks to Mrs. ‘

(Guest). We will be back nest

(Day). Thanks very much for

being with us. We hOpe you

have enjoyed the program. Now

our instructor (Instructor) :10

INSTRUCTOR: (AD-LIB)... In
previous programs we showed

the family reaching the conclu—
sion that there are important
criteria to be considered con-
cerning the yearly income, if
all family needs are to be sat-
isfied.

 

The family is convinced that
feelings and attitudes about
money, value placed on money,
and procedures for planning and
controlling money are factors
which each member must under-
stand thoroughly. Not only must
each member understand these
factors, he must share the res-
ponsibility of doing all within
his power to work with the other 1

00

 

11:00

—104-

 

 

RUNNING
VIDEO AUDIO TIME
members in carrying out the
conclusions reached.
Cut to Today we see the family working

POSTER "FOUR EASY
STEPS"

(Dolly in as
instructor points with
a pointer to permit
reading the poster)

INSTRUCTOR NEXT
TO FLANNELBOARD

Go to Black
GROUP OF ACTORS

out final steps for spending
the family income. The "Four
Easy Steps" we had mentioned
previously.

1. Establishing agreement
among all members of the family.

2. Establishing the total in-
come and total expenditures.

3. DevelOping financial plans
to fit all situations and
facing personal problems and
needs.

4. Controlling cost of basic
items and sharing equal respon-
sibility. :40

INSTRUCTOR: (AD-LIB)...

They have come up with happy re-
sults with their first two
trials, and now we see them
moving forward with the rest Of
their plans, numbers 3 and 4.
(POSSIBLE SITUATIONS AND SOL-
UTIONS ARE SUGGESTED TO THE
AUDIENCE) Now let's see what
they have decided about "deve10p-
ing financial plans." :30

 

SOCIODRAMA: (THE FAMILY IS NOW IN-
VOLVED IN DEVELOPING A FINANCIAL

PLAN TO FIT NEW SITUATIONS AND

FACING AT THE SAME TIME SOME PER-

SONAL PROBLEMS OF SOME MEMBERS.

(1) FAMILY WALKS ENTHUSIASTICALLY
TOWARDS THE PORCH AND EACH POINTS

OUT THEIR BASIC NEEDS. (2) KIDS

TELL FATHER ABOUT SAVING THEY CAN

COUNT ON. (3) AFTER REFERRING TO 11:15

 

13:25

~105 -

 

VIDEO

Cut to

INSTRUCTOR AT
FLANNELBOARD
PLACES STRIPS AS
SHE ANALYZES THEM
(HOLD)

Cut to Strip 4
HEADING "REACHING AN
.AGREEMENT"

Strip 5

Strip 6

Strip 7.

Strip 8

Strip 9

Cut to INSTRUCTOR

RUNNING
AUDIO TIME

THEIR TOTAL EARNING, THEY

MAKE PLANS TO COVER FOR BASIC

NEEDS FIRST, AND COMPARE BOTH.

(4) KIDS, AS WELL AS FATHER,

AGREE ON TAKING CARE OF

BASIC NEEDS ONLY FOR THE SAKE

OF PLANNING FOR THEIR FUTURE

HOUSE AND CAREER. VALUES AND

GOALS ARE CONSIDERED.) :45

INSTRUCTOR: (AD-LIB)...

Some of these Situations may
sound familiar to you. Which
was of particular interest?

How would you face it?

(ANALYSIS WITH THE USE OF DE-
VELOPMENTAL MATERIAL OF HOW THE
FAMILY SET UP THE FINANCIAL
PLANS WHILE FACING IMMEDIATE
BASIC NEEDS AND CONSIDERING PRO-
BLEMS OF INDIVIDUAL MEMBERS.) :30

 

Let's see how they reach an
agreement:

1. Analyze financial needs.

2. Check money and other re-
sources.

3. Make tentative plans Of ex-
penditures.

4. Compare expected income
with prOposed expenses and de-
cide what expenditures are to
be termed "necessities".

5. Consider personal needs.

INSTRUCTOR: (AD-LIB)...

"The family that plans together
together." Conscientious members

can save the family from bank- :95

 

 

15:95

-106 -

 

VIDEO

Go to black
GROUP OF ACTORS

Cut to

INSTRUCTOR ON FLANNEL-
BOARD PLACES STRIP

AS SHE ANALYZES THEM
(HOLD)

Dolly in to
Strip 10
"CONTROLLING COST"

Strip 11

Strip 12

Strip l3

RUNNING
AUDIO TIME
ruptcy by planning to spend
less than the total income.
How can this be done? Well...
let's say, for example...
(POSSIBLE SITUATIONS AND SOL-
UTIONS CAN BE SUGGESTED TO
AUDIENCE) :15

SOCIODRAMA: (OUR FAMILY IS
NOW ABSORBED IN ADOPTING
METHODS FOR CONTROLLING ALL
POSSIBLE WASTE, FIGURING OUT
WAYS TO CONTROL SPECIFIC COST
OF SUCH ITEMS AS FOOD, VUEL,
WATER, LIGHT, ETC. WEEKLY. IT
IS VERY OBVIOUS THAT ALL POS-
SIBLE LEAKS, EXPENDITURES, AS
WELL AS UNEXPECTED, UNFORE-
SEEN, MONEY LAY OUT ARE BEING
CONSIDERED.) 2:00
INSTRUCTOR: (AD-LIB)...

Have you experienced similar
situations?... How did you re-

act?... Let's see what this

family did. (ANALYSIS OF MEANS

FOR CONTROLLING COSTS AS THEY

WERE SEEN IN SOCIODRAMA WITH

THE AID OF DEVELOPMENTAL MAT-

ERIAL.) :30

 

Let's see how they control costs.

1. Adapting methods of control
to the specific family.

2. Using simple methods of con-
trolling cost.

3. Controlling Specific cost of
items such as foods, light, water,
fuel, etc. weekly. 1 0

 

18:30

-107'-

 

 

RUNNING
VIDEO AUDIO TIME
Strip 14 4. Being aware of possible
unforeseen expenditures.
Strip 15 5. Avoiding unexpected lay—

INSTRUCTOR FACING
THE AUDIENCE

Go to Black
(ROUP OF ACTORS

INSTRUCTOR ON FLANNEL-
BOARD PLACES STRIP AS
SHE ANALYZES THEM
(HOLD)

out of money by noting weekly
and monthly bills.

INSTRUCTOR: (AD-LIB)...
Children should learn the
value of money early in life.
How can they be taught pro-
perly? (SOME SITUATIONS AND
SOLUTIONS ARE SUGGESTED TO
THE AUDIENCE.) Let's watch
the members Of this family.

 

SOCIODRAMA: (FROM THE CONVER-
SATION IT IS VERY OBVIOUS THAT
THE FAMILY IS (1) DETERMINING
SOME DESIRABLE PURPOSE FOR

THEM TO LEARN ABOUT MONEY, (2)
DECIDING ON CHILDREN"S SOURCES
OF INCOME --ALLOWANCE, EARNINGS,
OR GIFTS, (3) THEY ARE
PLANNING A GUIDE FOR CHILDREN'S
EXPENSES BY HELPING THEM WITH
THEIR OWN PLAN AND STICKING TO
IT, (4) THEY ARE ENCOURAGING
GROWTH IN ABILITY BY SUGGESTING,
NOT DICTATING, (5) ACCEPTING
THEIR MISTAKES AS PART OF THEIR
LEARNING, (6) EXTENDING RANGE
OF CHILD'S CONCERN FOR MONEY BY
CHANGING OR INCREASING AMOUNT OF
MONEY AS NEEDS CHANGE, (7) AND
WIDENING THE RANGE OF THEIR
BUYING ACTIVITIES, ETC.)

INSTRUCTOR: (AD-LIB)...

Does this mean anything to you?
What situations were especially
appealing? What was your re-
action?... (ANALYSIS OF HOW OUR
FAMILY PREVIOUSLY DESIGNED THEIR
OWN PLAN TO TEACH THEIR CHILDREN

 

:10

:30

2:30
21:30

 

 

'108 -

 

 

RUNNING
VIDEO AUDIO TIME
THE BEST USE OF THEIR AL-
LOWANCE AND HOW TO LIVE
WITHIN IT.)
Fade out

Dolly in Strip l6
"HELPING CHILDREN

TO USE THEIR MONEY

TO THE BEST ADVANTAGE

Strip 17

Strip 18
(HOLD)

Strip l9
(HOLD)

Strip 20
(HOLD)

Strip 21
Strip 22

Strip 23

Strip 24

INSTRUCTOR

We have seen that in helping
children to use their money
to the best advantage there
must be a mutual coordination
among all members. We have

to: 1:00
1. Determine desired pur-
pose for children's Spending.
2. Decide source of children's
income (allowance, gifts,
earnings, etc.)
3. Plan guidance for children
to help them work out a plan
of expenses and help them live
within it.
4. Encourage growth in
ability by:
a. suggesting, not dict—
ating
b. accepting mistakes as
part of learning
c. extending range Of
child's money concern
d. change or increase am-
ount as needs change,
widen the range of
buying activities .20

INSTRUCTOR: (AD-LIB)...
As we have seen, the situation
could be changed to a more :10

 

-109-

 

VIDEO

DEVELOPMENTAL
MATERIALS ON FLANNEL-
BOARD (AS SHE TALKS
CAMERA MOVES PROGRES-
SIVELY IN THE ORDER
MATERIALS WERE USED
THROUGH THE PROGRAM)

(CAMERA CONTINUES

TAKING PROGRESSIVE SHOTS
OF DEVELOPMENTAL
MATERIALS ALREADY USED
TO DISCUSS PREVIOUS
PROBLEMS AS THE INSTRU-
CTOR BRIEFLY REVIEWS
.AND CONCLUDES)

RUNNING
AUDIO TIME
positive one in every family

if they consider what this
family did. Feelings the
family have in regard to

money, values placed on money
by all members and some proce-
dures for planning and control-
ling family expenses are the
cue to more satisfactory family

life. 30

Some conclusions every family
may draw:

1. The way money is managed de-
termines solvency and feelings
of satisfaction result.

2. Money management requires
constant choice making.

3. Family agreement based on
mutual understanding helps in
making workable plans.

4. Sharing experiences Of more
experienced members of family
may help the younger members.

5. We all depend on one budget
that goes to meet all individual
member's needs.

6. Family needs vary in food,
clothing, housing, according to
activity, age, size, occupation.

7. Family agreement based on
mutual understanding helps in
making workable Spending plans.

8. Considering all members' needs
and interests could mean sacri-
ficing the non-essential for the
basic.

 

-110 -

 

RUNNING
VIDEO AUDIO TIME

9. It is easier to reach fam-
ily agreement if needs and
wants are fairly considered.

10. A good plan provides for
the unforeseen.

11. Written records of money
spent help in making future
plans workable.

12. Luxury items may move into
necessities, thereby increas-
ing expenditures.

13. Whether an item is con—
sidered a luxury or a neces-
sity depends on family feelings.

14. Distribution of money and

consideration Of family needs

take into consideration family
feelings.

The effect of long-term as well
as immediate family goals needs
to be considered in determining
use of credit.

16. Patterns Of spending should
make us think and have us avoid
trying to fit family budgets in-
to a mold.

And that is the information we
have about efficient distri-
bution of family income. 1:40

Sneak Music:

 

Dissolve to MC: Thanks, Miss (INSTRUCTOR),
MC AND INSTRUCTOR IS? the excellent talk you of-
(OUT) fered our viewers today. If you
are interested in some additional
information and ideas, write to :10
27:00

-lll —

 

VIDEO

Flip to
ADDRESS CARD

CLOSING FILM WITH
SUPERIMPOSED CREDIT
TITLES

Flip 1
PROGRAM TITLE

 

Flip 2
GUEST'S NAME

 

FADE OUT

RUNNING
AUDIO TIME

"YOUR HOME HOUR", Box 607,
Hato Rey. Please include
your Opinion of today's pro-
gram when you write. We will
be glad tO help simplify your
home problems.

MUSIC: THEME UP TO CONCLU:
SION

 

DATE FIGURING OUT MORE SATISFYING

FOOD EXPENSES

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM
DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

- 112 -

- 113 -

S U B J E C T

This program will attempt to give some ideas and infor-
mation to the busy homemaker who works out of her home. She
will use this information tO help herself face more satisfac-
torily the difficult problem Of providing palatable and
nutritious food for her family. Some Specific ideas are
given to vary and liven up her meals while still reducing her

expenditure of time and energy and stretching her food dollar.

- 114 -

S E T T I N G

 

The setting for this program will be the same used for
the Whole series of FIGURING OUT SATISFACTORY FOOD EXPENSES.
For the purpose of creating an appealing atmOSphere, a typical
Puerto Rican kitchen will be arranged. Providing enough Space
for exposition of live materials (prOps), as well as cards,
etc., which will be arranged in advance according to the
sequence in which they are to be used through the program.
Including raw, fresh, processed, and prepared or ready-made
foods. A large lettered flip card with "EASIER FOOD MANAGE-
MENT" will be used to introduce the subject together with the
rest of the deve10pment visuals, title cards, etc. Two
flannelboards will be used for the deve10pmental materials.

As usual, these art materials to be used are to be designed

and prepared by the art section of the station.

 

 

— 115 --

FORMAT TYPE: Illustrated Talk

THEME: Home Management
TOPIC: Figuring Out More Efficient Food Management
TALENT: Home Economics Teacher (Specially trained to

use the medium)
PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)
Table or laboratory counter
Stove
Running water
TECHNICAL FACILITIES (USUAL PLUS THE FOLLOWING:)
Boom mike
EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION
(USUAL PLUS THE FOLLOWING:)

I. Flips

 

1. Title Of program

 

2. Name of visitor or guest

 

3. Easier Food Management
4. Pictures for 4,5,6,7,8,9,13,l4 *
5. Sketches for 10,11,12,15,16,l7,18,

19,20,21,22 *

 

* For the sake of conciseness of this project, a series
of pictures and sketches are just cited here in terms of the
number they represent as the program develops.

- 116 -

II. Strips (pieces for deve10pmental visual
material)
1. Check for Adequacy
2. Maintain Variety of Foods
3. Plan Lunches Ahead of Time
4. Plan for Snacks
5. Simplify Your Menus
66. Use Quickly Prepared Foods
7. Reduce Time for Preparation
8. Plan Ahead
9. Arrange Kitchen to Save Time
10. Simplify Food Service
11. Eat out as Family Group
III. Posters with information about:
WHAT DUAL ROLE HOMEMAKER FACES
EASIER STEPS FOR PREPARING MENU I, II
STUDIO PERSONNEL: (Usual)
.MAIN TEACHING POINT:
DevelOp understanding on how family members can
enjoy nutritious and palatable foods in a pleasant
surrounding while homemaker maintains a dual role.
MINOR TEACHING POINT:
DevelOp understanding on facing some problems such as:
1. Making sure family eat right food
2. Providing variety in meals

3. Keeping costs down

- 117 -

Getting evening meals on time

Providing more than three meals for some
members

Keeping time and energy Spent down to prevent
exhaustion

Controlling weight

Controlling prescribed between-meal snacks

for some members

- 118 -

 

 

 

 

I?ROGRAM: YOUR HOME HOUR WIPR-TV CHANNEL 6
IJATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM
TFIAER 3:30 to 4:00 P.M. DEPARTMENT OF EDUCATION
SAN JUAN, PUERTO RICO
RUNNING

VIDEO AUDIO TIME
OPENING FILM MUSIC: THEME
(SCENES OF IAMILY (Sound on Film)

LIFE WITH SUPER-
IMPOSED CREDIT
TITLES
1. THE DEPARTMENT OF

EDUCATION
2. WIPR-TV CHANNEL 6
3. PRESENTS "YOUR HOME
HOUR"

4. PRODUCER:
5 MASTER OF CEREMONIES:
6. INSTRUCTOR:
7. DIRECTOR: MUSIC: FADE OUT :30

 

Dissolve to

MC STANDING IN

FRONT

OF THE AUDIENCE

Flip 2

GUEST'S NAME

(Super)

Mg; Good afternoon, ladies and
gentlemen. This is (MC) from

the Department of Education,
Division of Home Economics,
greeting you from WIPR-TV join-
ing facilities with WIPM-TV Chan—
nel 3 to bring you the next half-
hour for homemakers. YOUR HOME
HOUR today brings some vital and
interesting facts about 'Easier
Food Management" for the modern
family. However, before going in-
to our main subject we will answer
an inquiry from Mrs. Agueda Flores,
a homemaker from Adjuntas, about

the different ways she can liven
up her meals, lend variety to them

and still be stretching her food
dollar.

MC AND GUEST: TO answer her in—
quiry, here is our guest (Guest's
name)

 

- 119 -

 

VIDEO

RUNNING
AUDIO TIME

 

(JUEST

Flip 3

Flip 4

GUEST

Flip 6
PICTURE OF FIVE
DIFFERENT FRUIT SALADS

GUEST: Hello.... Of course
there are so many smart ideas
that can be used to have nu-
tritional meals while keeping
an eye on the budget, on cal-
ories and on the time Spent
in preparing them.

In no time at all you can pre-
pare an elegant dessert by
simply Spooning a little

honey on a half of a grapefruit;
a sweet treat with not too many
fattening calories. Serve it
chilled or at room temperature;
either way it is tasty. Or,
for variety, try broiling the
honeyed grapefruit until it is
warmed through and tinged with
brown. You will like this
appetizing but simple dish.

Don't forget that honey is an ex-
cellent tOpping for waffles, pan-
cakes, and other breakfast
specials. It is also delicious
with "bufiuelos de Viento,"
"torrejas gallegas" and other
Home baked biscuits and muffins
that can be used for breakfast

as well as for desserts. There
is no need to put honey in the
regrigerator. At room tempera—
ture it is easy to Spread and
keeps perfectly without refriger-
ation. 1:45

GUEST: And remember, there is
plenty of honey for all the sweet
delights you like to make and en-
joy at home. The U.S. Depart-
ment of Education reports abun-
dant production.

We have been talking about honey,
but now back to grapefruit. Here
is a summer treat to beat the :15

3:10

’120'

 

VIDEO

RUNNING
AUDIO TIME

 

Flip 7
PICTURE OF PEELING
THE GRAPEFRUIT

Flip 8
PICTURE CUTTING FRAPE-
FRUIT SECTIONS

Flip 9
PICTURE GRAPEFRUIT
BEING ARRANGED ON
GREENS

GUEST

heat. There is nothing
quite so refreshing on a

hot summer day as an array
of salads made of fresh
grapefruit sections to start

'a meal. Here they are com-

bined with bananas, golden
apples, mamey, mango, ripe
papaya, pineapple, orange,
lemons, etc. :30

Sectioning a grapefruit isn't
really as tricky as you may
think. First peel the grape—
fruit with a sharp knife.
Make sure to cut through the
membrane to the grapefruit
meat, getting off all the
white peel. It's a good

idea to hold the grapefruit
over a bowl and save the
juice to be used later.

Then carefully cut along each
membrane that separate the
sections, lifting out each sec-
tion as you go along. Once

you get the knack, you can do
it Very quickly. Then you have
the makings for any number of
delicious salads.

A simple salad like this is al-
ways attractive. Arrange the
grapefruit sections on salad
greens in star fashion with a

:garnish of orange or grapefruit

rind in the center. You can
make some delightful variations
by altering grapefruit sections
with papaya, orange, or cottage
cheese, and by adding French
dressing if desired.

GUEST: Our delicious Puerto
Rican citrus fruits furnish 1:45

5:25

- 121 -

 

VIDEO

Flip 10

SKETCH OF STARCHY
VEGETABLES WAVING
THEIR HATS

Flip ll
SKETCH OF HAPPY
POTATO FACE

Flip 12

SKETCH SHOWING A
CARTOON CHANGING
SALAD DRESSING
(BUTTER, ETC.)

RUNNING
AUDIO TIME

nourishment without adding
many calories. They are so
versatile and rick in Vita-
min C which is SO important
in protecting our health.
They can be used as appeti-
zers or combined with other
fruits for dessert. They are
available all year, but they
are more abundant during the
spring season.

Still want to liven up your

meals without too much strain

on your pocket book? Then

let's get to the root of the

matter and welcome the starchy
vegetables--the most versatile

gay vegetables I know of. :40

With an imaginative push, the
lively starchy vegetable can
switch faces in a flash-~from
baked potato (for example) to
boiled, to mashed, to French
fried. They are always good
in a stew or with a roast, in
soup, or even in beans. With
jacket on or off, the starchy
vegetables are a cinch to cook.

Then...bring on vinegar and oil,
or butter, as a tOpping for

baked potatoes, and your family
and guests will request seconds
and even thirds. Add onions,
salt, and a little black pepper,
and very likely someone will ask
for the recipe. Starchy vege-
tables abound in all food stores,
especially in January, according
to U.S. Department of Agriculture.
SO give the happy vegetables a
good chance to Show their many
faces at your table. 1:35

‘ 122 “

 

VIDEO

GUEST

Flip 13
PICTURE OF A ROAST
WITH ONIONS

Flip l4
PICTURE OF SPANISH
PORK CUTLETS WITH
ONIONS

. RUNNING
AUDIO TIME

GUEST: And, speaking of
onions, we have some impor—
tant scientific news about
them. Pungency--the quality
of having a distinct, pene-
trating smell and flavor--

is the most important thing
about onions. But some

onions have more and better
pungency than others. U.S.
Department of Agriculture
chemists now have found an ac-
curate, easy way of measuring
this quality. It should en-
able producers and processors
to give us better onions. 1:05

Onions add a lot of taste ap-
peal to many dishes--a roast
like this, for instance. This
new pungency-measuring process
is nothing more than deter-
mining the amount of a parti-
cular kind Of acid in the juice
of ground onions. Formation of
this acid is part of the chemical
reaction which forms the Odor-
flavor elements in onions.

Panels Of judges who evaluated

the pungency of 25 varities of
onions confirmed that this new
chemical test of pungency worked
the way it was supposed to. That
is to say, chemicals are added to
the onion juice and red color
forms. The amount of color indi-
cates the amount of acid that

helps to form the onion odor and
flavor. With such a process to
help processors select better
onions, we can look forward to bet-
ter flavored dishes like these
Spanish pork cutlets, in which
onions play an important role. :45

9:30

- 123-

 

VIDEO

GUEST

MC

Cut to
INSTRUCTOR

Go to Black
Fade in
GROUP OF ACTORS

RUNNING
AUDIO TIME

GUEST: Scientists are now ex-
perimenting to see if the new

method can be used with dehy-

drated as well as fresh with

onions. :10

MC: Thank you Mrs. (Guest)

Far helping us to help our aud-
ience in the solution Of every
day family problems. And

Ladies and Gentlemen, do not
forget to write to us if you
have problems like the one dis-
cussed here. We will be glad to
answer any inquiry from you.

And now to our Home Economics
television classroom with our
Instructor, Miss (Instructor's
name). ‘40

INSTRUCTOR: Hellol... Have you
ever given a thought to the fact
that "the effect of food upon
family welfare is great and the
cost in money, time, and energy
for providing adequate and satis-
fying meals is high." This is a
problem homemakers, like the one
we are about to see, face daily.
But not every one faces it the
same way. (POSSIBLE SITUATIONS
AND SOLUTIONS ARE SUGGESTED HERE
FOR THE AUDIENCE) Let's see what
they do. :35

 

SOCIODRAMA: (THE FAMILY HERE ARE
EXPERIENCING A REAL SITUATION...

THE MOTHER IS HURRIEDLY TRYING TO

GET SUPPER READY AND SERVED: THE
HUSBAND LATER IS TRYING HARD TO

EAT SOME FOOD JUST PREPARED, WHILE

THE CHILDREN, ALTHOUGH HUNGRY, ARE

NOT EATING WHAT THEY HAVE IN FRONT

OF THEM, ARE IRRITATING THE MOTHER.

THE FOODS ARE NOT EXACTLY PALATABLE 2:15

13:10

124

 

 

 

RUNNING
VIDEO AUDIO TIME
AND ADEQUATE, INTEREST IN
FOOD IS LACKING.)
INSTRUCTOR NEXT TO INSTRUCTOR: (AD-LIB)...
POSTER "DUAL ROLE The Situations, this dual
HOMEMAKER FACES" role the homemaker faces
must have been familiar. How

INSTRUCTOR TAKES A
POINTER AND POINTS OUT
INDIVIDUALLY TO EACH
CONCEPT ON THE POSTER
AS SHE MENTIONS THEM
WHILE CAMERA PANS DOWN
AND RIGHT TO PERMIT
READING

Cut to

INSTRUCTOR WHO
APPROACHES THE FLANNEL-
BOARD (CAMERA
FOLLOWING ACTION)

would you face them? A situ-
ation like this can be cor—
rected easily. How? By im-
proving understanding and be-
coming interested in facing
the family's individual prob—
lem. If we analyze, we find
that there are various things
we can do.

1. Make sure family eats the
prOper food.

2. Provide variety in meals.
3. Keep cost down.
4. Get evening meals on time.

5. Provide more than three
meals for some members (snacks).

6. Find time to do marketing.

7. Prepare and serve meals
without becoming exhausted.

8. Control weight and pre-
scribe diets for some members.

INSTRUCTOR: NO matter how many
problems and situations are to
be faced, there are always ways
to face them. Let's take, for
example, the problem of saving
time in preparing and serving
food... If we look at these two
menus... How can they be pre-
pared easily?

 

1:45

 

 

VIDEO

Cut to

POSTER "EASIER STEPS"
(HOLD ON MENUS I AND II
TO PERMIT READING)

Cut to

A DISPLAY OF FOOD
PRODUCTS IDENTIFIED
WITH A SMALL CARD
PLACED IN FRONT OF
THEM (THE CAMERA
WILL TAKE A CU OF
EACH ONE BY PANNING
FROM EXTREME LEFT
TO RIGHT AS THE
INSTRUCTOR MENTIONS
THEM)

RUNNING

AUDIO TIME

VOICE OVER:
EASIER STEPS TO

 

I

Orange Juice

String Beans

Spanish Cutlets with Onions
Boiled Yellow Tanniers
Custard

II

Sliced Ripe Papaya

Boiled Lettuce,

Avocados, and Tomato Salad
Meat Loaf

Ice Cream

Coffee :30

For example?... That is right,
you would;

1. Determine items requiring
most time, like: meat, po-
tatoes, fresh string beans,
home made ice cream.

2. Determine ways of short-
ening time in preparing each
menu:

a. Cooking starchy vege-
tables in pressure
cooker without peeling,
if possible.

b. use frozen string beans.

c. Mix meat loaf ahead Of
time.

d. Use mix for custard
(ready made).

e. Cook meat in pressure
cooker. l

n
O
O

 

16.55

 

VIDEO

RUNNING

AUDIO TIME

 

Cut to

Flip 15

SKETCH OF HAND POUR-
ING BOILING WATER
OVER TOMATOES (5)

Flip 16
SKETCH OF HAND WASHING
VEGETABLES (6)

Flip l7

SKETCH OF HAND POINTING
TO SOME QUICKLY PREPARED
FOODS (7)

Flip l8

SKETCH OF HAND POINT-
ING TO SOME ADVANCED

PREPARATIONS (8:a,b)

Flip 19

3. Consider what substi-
tutes would save time:

a. Baked yams or scal-
lOped potatoes.
b. Ready-made ice cream
instead of home-made.

4. Consider possible prob-
lems ahead of time when
planning the meals; never
when the situation arises. :30
Other ways to simplify the

tasks are:

5. Pour boiling water over
tomatoes when purchased
chilled SO they peel easily.

6. Wash vegetables before
storing them.

7. Include in each meal one
quickly prepared food (canned
minute rice, ready-made foods).

8. Prepare foods ahead of time
when possible:

a. Prepare scallOped pota-
toes ahead and cover
tightly to prevent dis-

coloration.
b. Make mixes for biscuits
or other breads ahead
of time.
9. Cooking double amounts 1:30

 

18:55

' 127 '

 

VIDEO

SKETCHES SUGGESTING
LARGE AMOUNT OF POTATOES

Flip 20
DOUBLE AMOUNT OF
FRUIT GELATIN

Flip 21
LARGE AMOUNT OF
COOKIE DOUGH

INSTRUCTOR

INSTRUCTOR

(Flips strips pro-
gressively as
mentioned)

Strip 1

CHECK ADEQUACY

OF MEALS

Strip 2
MAINTAIN VARIETY OF
FOOD SERVED

RUNNING
AUDIO TIME

a. Boiling enough potat-
oes for more than one
meal.

b. Making double quan-
tities of fruit gela-
tin tO use as dessert
first day, next day as
salad.

c. Mixing cookie dough

for several bakings. 20

INSTRUCTOR: (AD-LIB)...

As we have seen, there are var-

ious quick methods for pro-

viding palatable foods in a

limited amount of time. "Our

family" would have saved a lot

Of trouble. But for a good

start, the homemaker should

realize that is worth it to

face her main problems such as: :35

 

INSTRUCTOR'S VOICE OVER:

 

a. Checking for adequacy
in her meals. Planning
for the preservation of
food values by cooking
in very little water;
using left-overs (gravies,)
soups, stews); cooking
meat at low temperature;
avoiding over-cooking;
serving raw foods (car-
rots, cabbage, fruits).

b. Maintaining variety of
food served; keeping easily
available a record of menus 1:00

20:50

 

- 128 ‘

 

VIDEO

Strip 3
PLAN FOR LUNCH
(HOLD)

Strip 4
PLAN FOR SNACKS

Cut to
INSTRUCTOR

Strip 5
SIMPLIFY MENUS

Cut to

Strip 6

QUICKLY PREPARED
FOODS (HOLD)

RUNNING
AUDIO TIME

generally liked;

making a list of ideas
for menus as they come
to mind; letting others
help in planning menus;
maintaining a stock of
canned and frozen foods
to Spark up meals and
to meet emergencies.

c. Planning for lunches:
members select own lunch;
adult guidance to child-
ren's selection Of _
lunches eaten at home or
outside; in or out of
home; plan ahead for
menus of lunches at home.

d. Planning for snacks: Plan
for easily-prepared and
easily served ones (raw
vegetables, raw fruits,
cheese cubes, raisins,
juices, milk, etc.); se—
lect foods that will not
destroy the attetite;
store ones do destroy the
appetite; store snack mat-
erials where children can
find them easily. 1

.00

INSTRUCTOR:... There are ways of
preparing any food in a limited
amount of time. For example, how
would you...?

 

a. Simplify your menus? (Use)
two-dish meals, such as a
casserole and a salad,
which save time in prepara-
tion and dish washing.)

b. Use quickly prepared foods-
frozen, canned, ready-to-
serve, commercial and home-
made mixes. 1:00

 

22:50

‘ 129

 

 

RUNNING
VIDEO AUDIO TIME
Cut to c. Reduce time for pre—
Strip 7 paration by: slicing

"REDUCE PREPARATION
TIME" (HOLD)

Cut to
Strip 8
"PLAN AHEAD" (HOLD)

Cut to
Strip 9

"ARRANGE TO SAVE
STEPS AND NOTION"
(HOLD)

potatoes without peeling
for scallOping; cutting
biscuits in squares in-
stead Of using round
biscuit cutter; cooking
vegetables without sc-
raping and Slipping off
skin after cooking
(carrots, potatoes, ban-
anas, sweet potatoes,
etc.); frequently using
food that takes little
preparation (boiled,
baked, broiled); using
pressure cooker.

Plan ahead, making menu
flexible enough to allow

for use of left-overs;
determining what to cook

over weekend; putting up

and freezing lunches for
several days or for a

week. 1.00

Arrange your kitchen to
save steps and hand mo-
tion. (more to be said
in next program); vege-
table storage bin near
sink; automatic washer

in kitchen rather than
basement; furnishings ar-
ranged to permit direct
route from one room to
another; telephone placed
within arm's reach in
most used part of the
house; wall can Opener at
comfortable height; low
counter or table surface
in kitchen for serving
breakfast and for use by
youngsters; tools stored 1:00

24:50

 

VIDEO

Strip 10
"SIMPLIFY SERVICE"
(HOLD)

Strip ll
"EAT OUT AS A
FAMILY GROUP"

Dissolve to
INSTRUCTOR

RUNNING

AUDIO

where easily located
when needed; labeling
and recording stored
foods methodically
(door of cabinet or
counter, of small bul—
letin in kitchen board
can be used); items
used together stored
together and utensils
kept at convenient
height.

f. Simplify food service:
each individual removes
his own dishes; use one-
plate meal frequently;
serve plates at kitchen

TIME

:20

to save dishes; when pos-
sible use cooking utensils
that can be used as serving
dishes; select such items

as soap or detergents,

brushes, sponges, scraper

racks that simplify
washing; plan convenient
storage for cleanup
supplies and equipment.

g. Eating out as a family
group when time of every
one must be conserved; a

change from routine prac-
tice will help the homemaker;
meals can be secured that

are within food budget;

there are desirable places

conveniently located.

INSTRUCTOR: Dear homemaker, if
you are using these many ideas,
there is no doubt that you know
what we mean by saying that the
homemaker's problems are easily
solved by Shortening her time,

energy, and money expenditures

 

l 20

 

26:50

- l3l -

 

 

 

RUNNING
VIDEO AUDIO TIME
in meal preparations, no
matter what a busy homemaker
you are. That is all for
today's tOpic. =19
Sneak Music:
Cut to MC: Thanks, Miss (Instructor),

MC

INSTRUCTOR OUT

(MC HOLDS A BOOK-
LET IN HIS HANDS
AND READING FROM IT)

Flip to
ADDRESS CARD

CLOSING FILM WITH
SUPERIMPOSED CREDIT
TITLES

Flip 1
PROGRAM TITLE

Flip 2
GUEST'S NAME

FADE OUT

TO? the very enlightening talk
you have given our viewers to-
day. NOW a word on "Food Man-
agement Facts"... This is a
free booklet we send on request.
There is important information
on how to reduce your own

money, time, and energy expenses
in food management fOr the busy
family. In short, it means
helping you to face a busy fam-
ily life with a happier fed
family.

There are a few COpies of this

booklet available. Send a card
to: "YOUR HOME HOUR", BOX 607,
Hato Rey, Puerto Rico. Join

us next (day) when our instru-

ctor will bring you more infor-
mation about "controlling food

cost wisely."

Until then this is:

MUSIC THEME UP TO CONCLUSION

 

28:00

DATE: CONTROLLING FOOD COST

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

- 132 -

- 133 -

3:121

SUBJ CT

 

The program will be dealing with some ideas and facts
in controlling the extra expenses in every family food budget
It is being realized in our society that this is one Of the
main difficulties in all economic levels. The program is
meant especially to help the busy homemaker that works out
of her home, thus leaving her a limited amount of time and
money to face the food needs of a whole family.

Some specific ideas leading to the reduction Of food
calories and the cost Of food, and their relation with over—

weight, are given to the homemaker so that She will be able

to face these problems.

- 134 -

S E T T I N G

 

The setting for this program will be the same used for
the whole series of "FIGURING OUT MORE SATISFACTORY FOOD
EXPENSES" programs. The refrigerator will be included as

part of the "kitchen laboratory" to be used today.

 

 

_._‘_

:—A—..-....3._ _.'

.1... ~'

1

_
._
._
_
_
m
.

 

 

 

FORMAT TYPE:

THEME:

TOPIC:

TALENT:

- 135 -

Illustrated Talk

Home Management

Controlling Food Cost

Home Economics Teacher (Specially trained to

use the medium)

PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)

Refrigerator

Food Cabinet

Table

or laboratory counter

Cupboards

TECHNICAL FACILITIES PROVIDED BY THE STATION (USUAL PLUS THE

FOLLOWING:)

Boom mike

EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

(USUAL PLUS THE FOLLOWING:)

I.

Flips
1.

Title of program

 

Name Of visitor or guest

 

Mother pouring milk with children around
(picture)

Machine chOpping meat (picture)

A clean meat market (picture)

One Fourth Pound Daily Of Meat or
Substitute (Sketch)

Italian Style: garlic and oregano (sketch)
Swedish Style: Nuez Moscada, ginger

clover Spice (Sketch)

II.

- 136 -

Mexican Style: Chili powder, tabasco sauce
(Sketch)

8. Unlabeled bottle of salad Oil (sketch)
9. Names of food for refrigerator (for super—
imposition)
10. Names of food for cupboards (for superimposi-
tion)
11. Your experiences in: Controlling food
cost, storing food profitably, some time-

saving devices (sketch)

Strips (pieces for developmental visual material)

1.

10.

ll.

12.

l3.

l4.

Deciding How Much Money to Spend on Food

How to leep track Of cost

Practices that affect cost Of food

How can storage save us food cost?

Add the amount Of sales Slips

Subtract the amound Spent from amount planned

Amount left to spend

4 Make Shopping list at home

Plan a system of storing your food
Saves time for the buyer

Make better relationship

Reduce number of returned articles
Save money by getting right article
Specify in list quality or form to get

right quality

-137-

15. Teenagers can be helped

16. Keep cost within amount alloted

17. Buying foods

l8. Canned foods Should be placed on lower
shelf

19. Meats, vegetables, and fruits Should be
stored clean

20. Meat products Should be stored clean,
wrapped, and in coldest place

21. Labelling packages stored in freezer

22. Special precautions with cooked foods

23. Common problems in the use Of freezers

24. What foods may be frozen and stored
profitably

25. Suggestions and satisfactory plans you
have experienced

III. Some live foods

 

IV. Poster: AMOUNT OF WATER ADDED TO MILK
(4 parts water plus 1 part milk)
STUDIO PERSONNEL: (USUAL)
MAIN TEACHING POINT:
To deve10p understanding Of how family members
can enjoy nutritious and palatable food in
pleasant surroundings while the homemaker has

a dual role.

MINOR TEACHING POINT:

- 138 -

TO deve10p understanding and ability to control

food costs while the homemaker is working out

of her home by:

a.

Using some tips and ideas leading to
better dieting on limited budget
Deciding money to be spent on food ahead
Of time

Keeping track Of food costs

DevelOping good practices to reduce
costs in buying food

Using prOper storage to insure the most

efficient use and saving Of the food

 

- 139 "

PROGRAM: YOUR HOME HOUR
DATE:

TIME: 3:30 to 4:00 P.M.

TUESDAYS AND THURSDAYS

WIPR-TV CHANNEL 6
HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION
SAN JUAN, PUERTO RICO

 

VIDEO

RUNNING

AUDIO TIME

 

OPENING FILM
(Scenes Of family
life with credit
titles superimposed
on film)

THE DEPARTMENT OF
EDUCATION

WIPR-TV CHANNEL 6
PRESENTS: YOUR HOME
HOUR

PRODUCER:

. MASTER OF CEREMONIES:

 

INSTRUCTOR:
DIRECTOR:

Dissolve to
MC FACING THE
AUDIENCE

Cut to
mo and guest (HOLD)

MUSIC: THEME
(Sound on Film)

MUSIC FADE OUT

:30
MC: Good afternoon, ladies

and gentlemen. This is (MC)
from the Home Economics Pro-
gram of the Department of Ed-
ucation, greeting you from
WIPR-TV, Hato Rey, joining now
facilities with WIPM-TV,
Mayaguez, to bring this half-
hour program to our homemakers.
"YOUR HOME HOUR" today brings
some interesting facts on "Con-
trolling Food Costs" for the
homemaker who works outside her
home. Here we have some news
that will interest the house-
wives from the Villa Espafia
Project who asked for some ideas
on how to eat better on a lim—

ited budget. :30
Here is our Guest (Guest's
name) who will gladly help these :05

1:05

-.140 -

 

 

RUNNING
VIDEO AUDIO TIME

Flip 2 ladies. Miss (Guest), whom we
GUEST'S NAME all know already, is a Home Ec-

onomics specialist with vast

experience. She will answer

any question you ask in her

field. =05
Dolly in to GUEST GUEST: (AD-LIB)... Thanks very

MC OUT much (MC). Naturally our
ladies from Villa EspaHa want
to be sure that their children
eat the proper food. But re-
member, mothers, that you need
to maintain your own health and
vitality to keep in step with

lively youngsters. =30
Flip 3 One good way to keep up, is to
PICTURE OF MOTHER pour yourself a glass of milk
POURING MILK; CHILDREN when you give the children theirs.
ARE AROUND THE TABLE Leading nutrition Specialists

stress the importance of milk
for peOple of all ages. It's
your most important source of
calcium as well as a valuable
source Of protein and important
B vitamins. Even after you've
reached full growth, you still
need to replenish your supplies
of calcium in the bones and

blood. :30
GUEST'S HAND POURING If you are watching your weight,
OUT A GLASS OF MILK milk can Offer outstanding food

value at a reasonable calorie
rate. An 8-ounce glass Of

whole milk has only 165 calories,
while a like amount Of skimmed
milk contains but 90 calories.
Now milk production is season-
ally high, according to U.S.
Department of Agriculture. But
skimmed milk is reasonably
cheaper and is always abundant.
It nourishes the same, but due
to the fact that it contains
fewer calories per glass, it is =30

H

.14.:

 

VIDEO

POSTER INDICATING
AMOUNT OF WATER BEING
ADDED TO POWDERED MILK

Flip 4

PICTURE SHOWING
MACHINE CHOPPING
MEAT

Flip 5
PICTURE SHOWING CLEAN
MEAT MARKET

RUNNING
AUDIO TIME

very good for weight control.

You can have milk for the
whole family, too, with pow-
dered milk by just mixing 4
parts water and 1 part pow-
dered milk. Remember, for
cooking, just mix the equiva-
lent amount Of powdered milk
to your delicious dishes. It
is cheaper than using fresh
milk and tastes just as good.
Powdered milk nourishes the
same as fresh milk for
cooking; it is always abundant.

Meals should tend toward var-_

iety - not monotony. Inexpen-

sive cuts of meat can be nu-
tritional and servedin various

ways. :50

ChOpped meat is as nutritional
as more eXpenSive cuts of meat.
The price of meat depends on
the amount of fat the meat has.
The fatter it is, the more cal-
ories and less cost per pound;
and, naturally there will be
less protein. Before buying
ChOpped meat, consider the use
to be made of it. Hamburger
meat should have about 30% of
fat to make it juicy and tender
without this hamburgers become
hard and compact. If the
ChOpped meat is for stuffing,
meat roll, meat balls, etc., it
Should have less fat or no fat
at all. It is important to re-
member that milk, eggs, tomato
sauce, etc. can be added to make

meat tender. 1300

‘0

Cleanliness in the place where
you buy meat is very important.
ChOpped meat can be easily 10

4:20

142 -

 

VIDEO

GUEST

Flip 6

TITLE CARD

"ONE FOURTH POUND
DAILY OF MEAT
SUBSTITUTE"

GUEST OPENING
REFRIGERATOR AND
PLACING WRAPPED
PACKAGE IN COLDEST
PLACE

RUNNING
AUDIO TIME

contaminated Since the sur-
face is more exposed. Re-
member that any meat where
snout, lungs, or cereals

are added is considered adul-
terated meat. Buy ChOpped
meat in a reliable market.
Some peOple buy the meat and
have it ChOpped in their pre-
sence or chOp it at home.
This guarantees the quality
Of the meat. :20

GUEST: ... And talking about

meat quality, note the color

of the meat. A lively red

in your beef means absence Of

fat. A pinkish color means the
presence of fat. The more fat,

the whiter it looks. Avoid

buying dark red meat; it is not
fresh. :20

What is the exact amount of
meat one should eat to be well
provided with daily proteins?
Each member of the family needs
1/4 pound of meat or meat sub-
stitute daily. That means that
every one pound supplies 4 mem-
bers of the family. If there
is no refrigerator in the home,
only the amount to be used im-
mediately should be bought. .30

Meat should be stored in the
coldest place in the refriger-
ator and it should be wrapped in
aluminum foil or waxed paper.

It should be wrapped loosely so
that cool air can get to the
meat. If there is a Special
compartment for meat, no wrapping
is necessary, but it should be
used within 24 hours.

00
N
o

5:50

- 143 -

 

RUNNING
VIDEO AUDIO TIME

 

GUEST PLACING If it is put away for a
SEPARATE PACKAGE OF longer time in the freezer,
HAMBURGERS IN THE it Should be wrapped in
FREEZER (DEMONSTRATE) aluminum foil. If hamburgers
are already prepared, wrap
each one separately. Make
packs for the amount to be
used for each meal for the
whole family. This pre-
vents defrosting the other
food not to be used, thus
avoiding spoilage. :20

PREPARED FOOD BEING Prepared meat should be
TIGHTLY PACKAGED tightly wrapped to make it
BEFORE FREEZING air-tight in order to pre-
(DEMONSTRATION) serve the juice in the meat.
This means that both flavor
and quality are affected
each time meat is defrosted.
Prepared and cooked meat can
be frozen with fairly good
results, if the prOper pre-
cautions are taken. :20

Flip 7 To vary its uses, add 1/4

TITLE CARD WITH NAME teaspoon of Spices and ground

AND USE OF SPICES herbs to each pound of ChOpped
meat. For Italian dishes, add
garlic and oregano. For Swed-
ish style, add "nuez moscada,"
ginger, cloves, etc. For Mexi-
can style, add chili powder,

Tabasco sauce. :20
Flip 8 The kind of salad oil used can
UNLABELED BOTTLE make a great deal of difference
OF SALAD OIL in the taste. Olive, corn, soy-

bean, and other vegetable oils

so common on the market today

have their own individual flavor.
Thus each lends a subtle flavor
change and variation in salads.

Of course, it must be remembered
too, that they are healthier be
cause they help prevent the :30

7:20

- 14.4 -

 

VIDEO

RUNNING
AUDIO TIME

 

Cut tO GUEST'S HAND

GUEST

GUEST AND MC

Cut to

INSTRUCTOR

Dissolve to Film

accumulation of colesterol
in the veins, which in turn
leads to blood pressure
trouble.

Mix your own dressing by us-
ing three parts of Oil to one
part of vinegar. Then for
added flavor, blend sald and
pepper, a little sugar, pap-
rika, and dry mustard. It is
fun to experiment with a
variety of Spices and herbs
tO have plenty Of variety.
There is a good selection at
most local stores. :20

And that is all for the day.

I do hOpe I've been helpful.

Be with us next (day) for more
ideas on how to provide variety
more zest in family meals.

MC: Thank you very much,

IGHest's name). You certainly

have been very helpful. And

now to Television Classroom

with your Instructor. :20

INSTRUCTOR: .... Hellol...
Working outside the home means
that there is limited time for
everything around the house.

It is very difficult to control
food costs. This leads to
Spending more money than we can
afford. This extra Spending
causes a big leak in the family
budget. But let's see what we
have here! :20

 

(FILM OF SOME BUSY HOMEMAKERS

FACING TYPICAL SITUATIONS SUG-
GESTING EXISTENCE OF PROBLEMS

AS: :10

8:30

14

J

 

VIDEO

FADE OUT FILM

INSTRUCTOR NEXT
TO FLANNELBOARD

Strip 1

Strip 2

Strip 3

Strip 4

GO to Black
GROUP OF ACTORS

RUNNING
AUDIO TIME

A. HAVING NO IDEA OF HOW MUCH
GOES FOR FOOD EXPENDITURE

B. LOSING CONTROL AND HAVING
NO IDEA OF HOW MUCH HAS
ALREADY BEEN SPENT

C. IGNORANCE OF THE PRACTICES
AFFECTING THE ALARMING
COST OF FOOD

D. IMPROPER STORAGE OF FOOD
CAUSING SPOILING OF FOOD
AND FAILURE TO DETERMINE
EXACT NEEDS) :20

INSTRUCTOR: ... But there are

 

always ways to face situations
like this. There are some de—
finite questions which every
homemaker can and should ask
and answer before the leak
goes any longer.

1. How does a family decide
how much money is to be Spent
on food?

2. How can one keep track of
the money spent for food?

3. What practices affect cost
in buying food?

4. How can storage help save
food cost?

Let's see how this group of
homemakers solves these prob-
lems. (POSSIBLE SITUATIONS

AND SOLUTIONS ARE SUGGESTED

FOR THE VIEWERS.) l

00

SOCIODRAMA: (A GROUP OF
LADIES IS DISCUSSING THESE :30

10:20

 

   

 

5'!

(I)

 

146

 

VIDEO

Fade Out

Cut to
INSTRUCTOR NEXT
TO FLANNELBOARD

Strip 5

Strip 6

Strip 7

Strip 8

Strip 9

INSTRUCTOR

Go to Black
GROUP OF ACTORS

Fade Out

RUNNING
AUDIO TIME

SITUATIONS IN ORDER TO

OFFER IDEAS AND DRAW CONCLU-

SIONS. THEY DECIDE ON SOME
SUGGESTIONS WHICH CAN BE PUT

INTO PRACTICE.) :30

INSTRUCTOR: (AD-LIB)...

Some of the situations must
be familiar to you. Which
one was the most appealing?
How would you face it? Well,
let's analyze what these
ladies have concluded as de-
sirable for them.

1. Add the amount of the sales
slips from the store each week
to get a picture of costs.

2. Subtract from the amount
planned for food the amount
spent each time purchases are
made.

3. The balance Shows the
amount left to be spent.

4. Make a ShOpping list at
home.

5. Plan a system of storing
food and stick to it. 2:00

INSTRUCTOR: The ladies have

already gone into another dis-
cussion. Let's watch them.
(POSSIBLE SITUATIONS AND SOLU-

TIONS ARE SUGGESTED TO THE
AUDIENCE.) =10

 

SOCIODRAMA: (THE GROUP IS NOW
DISCUSSING THE ADVANTAGES AND
DISADVANTAGES OF THE VARIOUS

PLANS SUGGESTED BEFORE. MAKING

THE SHOPPING LIST IS OF SPECIAL
CONCERN TO THEM RIGHT NOW.) 2=00

15:00

 

 

VIDEO

INSTRUCTOR NEXT TO
FLANNELBOARD
"SHOPPING LIST"

Strip

Strip

Strip

Strip

Strip

Strip
HOLD)

10

ll

12

14

15

RUNNING
AUDIO TIME

INSTRUCTOR: (AD-LIB)...

Were these situations fam-

iliar? Which one was most
appealing? How would you

face it? In regard to the
importance of making a

ShOpping list, this is what

the ladies have come up

with: 315

 

1. Saves time for the buyer.

2. Makes for better relation-
ship between buyer and the
seller.

3. Reduces the number of re-
turned articles.

4. Saves money by getting the
right article at the time
needed.

5. If list indicates the
quality or form desired
(Grade A eggs, fresh vege-
tables, etc.) who ever shOps
can get the right quality.)

6. Teenagers can be helped
to better buying of food by:
(VOICE OVER)

a. giving them sample
ShOpping lists

b. talking over the shOp-
ping list with them as
they are making it, ra—
ther than making it for
them.

c. commending them on good
buying when it is ach-
ieved. 1:00

 

16:15

148

 

RUNNING
VIDEO AUDIO TIME

INSTRUCTOR INSTRUCTOR: (AD-LIB)...
This is interesting to
watch now... What are they
doing? (POSSIBLE SITUA-
TIONS AND SOLUTIONS ARE
SUGGESTED TO THE AUDIENCE.) :10

 

GO to Black SOCIODRAMA: (THE LADIES ARE

GROUP OF ACTORS GETTING QUITE EXCITED ABOUT
THE SUBJECT OF PROCEDURES
FOR CONTROLLING FOOD COSTS.
DIFFERENT OPINIONS ARE GIVEN
HERE BUT THEY FINALLY COME UP
WITH SOME COMMON PRACTICES AND
WHICH ARE WISE FOR EVERY

 

 

Fade Out FAMILY.) 2:00
INSTRUCTOR AND INSTRUCTOR: (AD-LIB)...
FLANNELBOARD You must have been as excited
"CONTROLLING COST OF as I was. The situations

FOOD" were actually appealing. But

summing up what we have seen

here in regard to procedures

to control cost of food... we
may say:

Strip 16 1. Keeping the cost of food
within the amount alloted for
the purpose. (VOICE OVER)

a. Preventing a "feast or
famine" in meals.

b. Deciding on methods of
checking costs.

c. Getting cooperation of
other members of the
family.

d. Keeping track of what
is being spent.

e. Watching for Opportun—
ities to substitute
expensive items for less 1:00

19:25

 

 

 

 

 

RUNNING
VIDEO AUDIO TIME
expensive ones; as
dried for fresh milk
for cooking.
Strip 17 2. Buying food: (VOICE OVER)
a. Planning for time to
read food ads and de-
ciding where to buy.
b. Determining what
quality, or in what
form, to buy (canned
fruits with heavy or
light serp; red or
pink salmon; corn or
soybean oil; oleo for
butter, etc.)
c. Watching for seasonal
foods and real specials.
d. Big families buying per
case, not per item.
e. Making the ShOpping
list ahead of time. :30
INSTRUCTOR INSTRUCTOR: And what are they
going to say about food stor-
age? (SOME SOLUTIONS AND
SUGGESTIONS FOR THE AUDIENCE.) :10
GO to Black SOCIODRAMA: (OUR ACTORS ARE
GROUP OF ACTORS NOW DISCUSSING A COMMON PROB-
LEM THAT CAUSES LARGE AMOUNTS
OF FOOD TO SPOIL - IMPROPER
FOOD STORAGE. THEY ARE CON-
CLUDING THAT A FEW OF THEM
ACTUALLY COULD HAVE BEEN PRE-
VENTED. FINALLY, THEY CAME
UP WITH SOME IDEAS AND PROCED-
Fade Out URES FOR BEST RESULTS.)
INSTRUCTOR AND INSTRUCTOR: (AD-LIB)...
FLANNELBOARD Were some of the situations 2:00

 

22:05

 

 

 

 

RUNNING
VIDEO AUDIO TIME

familiar? Which one was

most appealing? How would

you face it? These practi-

cal ladies will explain

where and why they will

store the following items: ;20
Housewife l REFRIGERATOR
REFRIGERATOR
Super milk avocados
NAMES OF FOODS meat sweet potatoes

lettuce pineapples

tomatoes ripe papayas

butter cooked foods :lO
Housewife 2
CUPBOARD
Super
NAMES OF FOODS CUPBOARDS

coffee canned pigeon

peas
soybeans canned chick
peas

rice olive oil

red beans cookies

peanuts vinegar :lO

HOUSEWIFE l PLACING
FOOD CORRECTLY IN RE-
FRIGERATOR

HOUSEWIFE 2 PLACING
FOOD CORRECTLY IN
CUPBOARD

HOUSEWIFE: ... These foods

need refrigeration accord-

ingly. Some need to be

nearer the coldest place

(milk, meat, cooked food)

while others, such as (toma-

toes, lettuce, butter) can be

placed in cooler places. =20

 

HOUSEWIFE: ... These foods do
not need a cold spot in the re-
frigerator; but they do need a
clean, airy spot in the cup-
board. For example, legumes,
cereals, coffee, rice, flour,
cookies, canned food, catsup,
etc.

 

no
N
O

 

23:25

 

VIDEO

INSTRUCTOR NEXT TO
FLANNELBOARD

Strip 18

Strip 19

Strip 20

Strip 21

Strip 22

INSTRUCTOR ON
FLANNELBOARD

RUNNING
AUDIO TIME

INSTRUCTOR: (AD-LIB)...
After noting their suggest-
ions, the following conclu-
sions should be added: Re-
member that:

 

l. Canned foods should be
placed on the lower shelf of
cupboards as it is cooler
and thus prevents spoiling.

2. Meats, vegetables, and
fruits should be stored
clean and prOperly wrapped.
The meat in the coldest
place, while vegetables and
fruits are in the vegetable
tray.

3. Meat products should be
stored clean and prOperly
wrapped and placed in cold-
est spot.

4. Labelling packages stored

in freezer helps in using

them before they have been
stored too long. Also it helps
in prOper identification of
packages.

5. Special precautions ought to

be taken with cooked foods, and
length of time should be

shorter (we are providing some
complete information in regard

to type of food and safest

length of time for storage.) 1

INSTRUCTOR: (AD-LIB)...

As we have seen, there are var-
ious methods and systems a well-
organized homemaker can use to
control food costs and store
food to prevent leaks in the

 

24:50

05

to
N
O

 

152 -

 

 

RUNNING
VIDEO AUDIO TIME
economic security of the
family. In our next pro-
_gram we shall continue
bringing more facts re-
lated to:
Strip 23 a. Common problems in
the use of the
freezer.
Strip 24 b. What foods may be
frozen and stored
profitably?
Strip 25 c. Suggestions and sat-
isfactory plans
housewives have ex-
perienced.
Strip 26 d. Some favorite kit-
chen time—saving de-
vices our experienced
home-makers are
using. :30
Flip But... You experienced house-

"YOUR EXPERIENCE IN:

1. CONTROLLING FOOD
COSTS

2. STORING FOOD
PROFITABLY

3. SOME KITCHEN TIME-
SAVING DEVICES"

MC AND INSTRUCTOR
INSTRUCTOR OUT

wives must have worked out an
effective method that has not
been mentioned here today.

The young housewife who is
considering going out of her
home for a job will appreciate
hearing from your personal ex—
periences with food costs and
storing problems. Send us a
card with your ideas, and we
will put them to work through
this program. :30

MC: Thanks Miss (Instructor's
name), for the interesting in-
formation you have offered out

viewers.
:05

 

Sneak Music:

 

25:55

- 153 "

 

 

RUNNING
VIDEO AUDIO TIME
MC READING FROM A MC: (AD-LIB)...
BOOKLET NEW a word on "FOOD STORAGE
FACTS" ... It is a free book-
let we send to all who re-
quest it. It contains impor-
tant facts on safe storage of
different kinds of food in re—
frigerator and freezer. It
means protecting your health
and helping the busy home-
maker with ideas for easy
storage. 1:30
CLOSING FILM WITH MUSIC THEME UP TO CONCLUSION
SUPERIMPOSED CREDIT
TITLES
Flip 1
PROGRAM TITLE
Flip 2
GUEST'S NAME
FADE OUT :35

 

28:00

DATE:

EFFICIENT WAYS OF FIGURING
OUT SATISFACTORY CLOTHING
EXPENSES WITH TIPS ON
SELECTION, USE, AND CARE OF
NEW TEXTILES ON THE MARKET

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

- 154 -

- 155 -

S U B J E C T

 

The program will be an illustrated talk about the most
efficient ways of figuring out satisfactory clothing expenses
for the whole family. We will present, through the socio-
drama technique, various situations and possible solutions
that can be used by families where the housewife is or will
be working out of her home.

As part of the same program, we will give some

basic information on the use and care of new textiles on

today's market.

- 156 -

The setting for this program will be the same as for the
whole series of programs entitled "FAMILY FACING CLOTHING CARE
AND CONSTRUCTION PROBLEMS." All pieces of equipment are to be
introduced for the first time at the beginning of the course.
A close-up is to be given of the pieces of equipment that are
to be used in each particular program, accompanied by a title
card. The guest is not necessarily Shown in all the Shots, but
her voice will be heard while describing the equipment and
demonstrating her steps during the program. (When teaching
adults, the most common pieces of equipment need to be dealt
with this way.) Each viewer Should have a clear image of the
details of the equipment and whatever is shown. Other tools
worth being exhibited are a tracing wheel and paper, cutting
shears, and sizes of needles. A typical sewing area should
be used through the program similar to one which could be
arranged in any home in the community. For better effects,
some plant arrangements should be made in the background.

The samples to be shown are previously displayed on a
velveteen, soft shade of green, or flannelboard, for a
captive contrast and and because this holds the cotton

materials better.

- 157 -

FORMAT TYPE: Illustrated Talk

THEME: Home Management
TOPIC: Efficient Distribution of Clothing Expenses
TALENT: Home Economics Teacher (Specially trained to

use the medium.)

PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)
A special display device to hold a series of
cards to be flipped back.

TECHNICAL FACILITIES PROVIDED BY THE STATION: (USUAL)

EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

(USUAL PLUS THE FOLLOWING:)

LEAR-‘3.

1. Title of program

 

2. Name of visitor or guest

 

3. Puzzled housewife ShOpping for some
materials (sketch)

4. Material in flame and melting (sketch)

5. Housewife dubious about washing some piece
of clothing (sketch)

6. Implications of the Federal Trade Commission
Law (sketch)

7. Label showing generic name, percentage of
fiber present on blended material (sketch)

8. American Standard Association -- A.S.L.
(Sketch)

10.

11.

12.

II. Strips
l.
2.

3.

10.
ll.
12.
13.

14.

- 158 -

Label indicating color fastness, shrinkage,
wrinkle and crease resistance (sketch)
Label showing standardization of how

to wash instruction (sketch)

Puzzled, well dressed housewife facing

her family (sketch)

A "clothing" dollar being stretched by the

whole family (sketch)

(pieces for deve10pmental visual materials)

What to do?

Lwarn the generic names

Ask for A.S.L. standardization on good
products

Use and care for products as it is intended
Report dissatisfactions

Standards of dressing vary

Customs of community

Age of family

Kinds of recreational activities
Occupations of members

Well dressed?

Some take pride

ApprOpriate for occasion

Adolescents like to look like other

children

15.

16.

17.

18.
19.
20.
21.

22.

- 159 -

The 6 year old wants to look like dad --
long pants

Teenagers; plenty of Clean clothes

Men; comfort to loaf in

Feelings influences in clothing decisions
Individual differences

Special needs

Job requirements affect decisions

Changes in family activities affect

decisions

III. A Special set of cards to be clipped on special

display device in order to be flipped back (like

pages) containing synthesized information about

polyester and spandex.

STUDIO PERSONNEL:

MAIN TEACHING POINT:

(USUAL)

Develop understanding and judgment to figure out

satisfactory clothing expenses.

DevelOp understanding, judgment, and ability to

select, use, and care for new materials on the market

by adequate interpretation of the information on

labels.

EMINOR TEACHING POINTS:

1. Properly read label information

2. Realize implication of the United States

Trade Commissions laws

 

- 160 -

Recognize new standardized instructions
and information of future label system
Recognize the use and care of the generic

names of new fabrics on the market

- 161 -

PROGRAM: YOUR HOME HOUR WIPR-TV CHANNEL 6
DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM
TIME: 3:30 tO 4:00 P.M. DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

 

 

 

 

 

RUNNING
VIDEO AUDIO TIME

OPENING FILM MUSIC: THEME
(Scenes of family life (Sound on Film
with credit titles
superimposed on film
1. THE DEPARTMENT

OF EDUCATION
2. WIPR-TV CHANNEL 6
3. PRESENTS: YOUR HOME

HOUR
4. PRODUCER:
5. MASTER OF CEREMONIES:
6. INSTRUCTOR:
7. DIRECTOR MUSIC FADE OUT :30
Dissolve to ME: Good afternoon, every-
MC STANDING body. This is (MC) from the
IN FRONT OF Home Economics Program of
DESK the Department of Education,

greeting you from WIPR-TV,
Hato Rey, now joining facili-
ties with WIPM-TV, Mayagues,
Puerto Rico. Today we are
bringing you some interesting
Flip 1 (Super) facts on budget stretches for
TITLE OF PROGRAM buying clothing for the fam-
ily. Before our instructor
begins today's program, a
group of ladies from Vista
hermosa Project want some
facts on the "Uses and care

of new textiles on the market. :30
(Super Out)
Dolly back MC ME: AS a service from the U.S.
APPROACHING THE Department of Agriculture, we
GUEST STANDING IN are pleased to present our
FRONT OF DESK Guest (Guest's name), a Tex-

tile and Clothing Specialist, :05

 

VIDEO

Cut to GUEST
Dolly back to
Bewildered MC
FACING GUEST

WITH A COLLECTION
OF LABELS

LABELS DISPLAYED
OVER A FLANNELBOARD
(HOLD)

Flip 3

SKETCH SHOWING
PUZZLED HOUSEWIFE
SHOPPING FOR SOME
MATERIALS

Flip 4

RUNNING
AUDIO TIME

from the Home Extension
Program, University of
Puerto, Rico.

GUEST: (AD-LIB)... Thanks

very much (MC). It is a

real pleasure to be here.

(AS SHE TAKES SOMETHING

FROM THE TABLE.) :10

Mg: (Guest's name) ... I

am curious ... May I ask,

what you are doing with

that? :05

GUEST'S VOICE OVER: ... You
mean ... this? Well ...
labels of course. Do you
know that there are peOple
who still identify their
materials by just "feeling
them and looking at them?"
With so many ner materials
made out of synthetic

fibers on the market, how
could they fail to make mis-
takes? There are materials
with cotton and linen
appearance made out of syn-
thetic fibers, or combined
with natural fibers. It is
essential to look at the
labels to really know the
material. :30

 

... But ... how can we find

our way through 700 confusing
trade names used today by the
textile industry? Do you know
that Zefran and Orlon, for in-
stance, are the same sort of
fibers? That acetate and TRI-
acetate are quite different?

That acrylics can burst into :20

Ox

LU

 

VI DEO

SKETCH SHOWING
MATERIAL IN FLAME
AND MATERIAL MELTING

Flip 5

SKETCH SHOWING
DUBIOUS HOUSEWIFE
GETTING READY TO
WASH

Flip 6

SKETCH SHOWING
IMPLICATIONS OF THE
FEDERAL TRADE
COMMISSION LAW

Flip 7
LABEL SHOWING
GENERIC NAME AND
PERCENTAGE OF FIBER
PRESENT IN BLENDED
AHMEERIAL
(USING POINTER ON

. IEGSEL)

RUNNING
AUDIO TIME

flame while modacrylic will

only melt? What about wash-

ing instruction tags? What

do "wash and wear" (drip-dry,
wash-eze, perma-pressed,

Bates Discipline, little-or-
no-iron, etc.) really mean? :20

Do you know when you can use

bleach safely? Whether to

use hot or cold water? If

you do, you are a wizard ...

If you don't, cheer up. At

last something is being done

to reduce the chaotic state

of textile labeling. :20

 

 

On March 3, 1960, the U.S.
approved a law requiring manu-
facturers, importers, dealers,
and store-keepers to print
prominently the actual 16
scientific or generic names of
fibers on the labels. This
means that the consumer needs
only to learn the character-
istics of 16 groups of fibers,
rather than memorize about 700
trade names. Now, when you see
Fortrel, Kodel, or chron on
labels, it is no longer neces-
sary to associate Dacron with
its ancestor. :35

 

 

 

The label will state they are
polyesters. The new law en-

forced by the Federal Trade
Commission also requires that

the amount of each fiber pre-

sent in each blended fabric are

to be shown on the label.

(PAUSE) This is important. The
good shOpper knows that good

wash and wear characteristics :30

3:20

 

 

 

 

 

RUNNING
VIDEO AUDIO TIME
aregpresent only when the
prOper percentage of syn-
thetic fibers are used.
Flip 8 Another important new de-
SKETCH OF velopment in the textile

AMERICAN STANDARD
ASSOCI TION
A.S.L. 2 (HOLD)

Flip 9

LABEL INDICATING
COLOR FASTNESS,
SHRINKAGE, WRINKLE
AND CREASE RESISTANCE

Flip 10

LABEL SHOWING
STANDARDIZATION OF
WASHING INSTRUCTIONS

Cut; to BLACKBOARD
AS SHE WRITES SOME
OF FIVE CODEZLETTERS
FROM A.S.L.

world is the voluntary

adoption of a new set of

standards of performance

for some 75 kinds of ap-

parel and home furnishings.
Developed by the American

Standard Association and 32

trade organizatiogg, it is

called the A.S.L. :20

The great significance for

us here is that manufacturers
will have available minimum
standards of color fastness,
shrinkage, wrinkle and crease
resistance, and so forth, as
a guide for turning out high
quality fibers and fabrics.

Instructions for washing are
now being standardized to be
exact. The information that
fabric conforms to A.S.L.

is being passed to consumers
for their protection. For high
quality in clothigg materials,
watch for A.S.L. on the
labels.

Permanent sewn-in labels, with
methods of care reduced to a
code, are in prospect, to be a
real boon to dry cleaners and
housewives.

The A.S.L.22 symbol will be fol-
lowed by one of five code

letters in different colored
threads. For example, you can 1:30

5:10

 

VIDEO

CUT TO M.C. AND
GUEST

Cut to GUEST

Cut to MC

Cut to GUEST NEXT
TO DISPLAY DEVICE
(Each page to be
:flipped backgiving

RUNNING
AUDIO TIME

look for these letters and
colored threads:

B.- Purple, meaning wash-
able at 160 degrees;
safe for bleaching.

W.—Green, meaning wash-
able at 160 degrees,
no bleach.

There will be letters C,H,
and D, with important impli-
cations for us. We will
gladly supply all this in—

formation to you on request. 30

MC: ... These deve10pments
are important for all home-
makers. :05

GUEST: ... But how are they

to make this deve10pment work?

It is very important to be

familiar with the 16 generic

names of fabrics on the mar-

ket today. This is a key to

the quality of your materials

and how to care for them. :20

MC: ... You mean that today

IE_is the consumer's respon-
sibility to stretch and pro-

tect his budget. He can ac—

hieve this only by being

better informed. Can you give

our audience some information

about these 16 important gen-

eric names which they should

know? :20

GUEST: ... Of course, I have
simplified the information. We
have the 16 family, or generic,
names of fibers, and in order to :10

6:35

 

VIDEO

information on
each page
separately)

Dolly in TITLE CARD

ON DISPLAY DEVICE
(HOLD)

PAN RIGHT TO PERMIT
READING OF 4 COMMERCIAL
NAMES

Flip back to
PAGE 2 OF A DISPLAY
DEVICE (HOLD)

PAN DOWN TO PERMIT
READING OF OUTSTANDING

RUNNING
AUDIO TIME

help you establish their
differences, their com-
mercial names are included.
The most important details
are the generic names and
the outstanding character-
istics of each, for we must
not only be able to recog-
nize them, but we must also
know how to treat them when
they are present in our
garments. For example,
these two: :20

VOICE OVER: (AD-LIB) ...
1. POLYESTER:

Commercial names -- Dacron,

Kodel, Vycron and Fortrel.

a. Easy to care for (dries
quickly).

b. Wrinkle and shrink re-
sistant.

c. Retains sharp pleats and
creases.

d. Very strong even when
wet.

e. White materials tend to
turn yellow; wash sep-
arately.

f. Remove grease stains be—
fore washing.

g. Bleach resistant.

h. Use low temperature when
cleaning and ironing.

i. Very useful for men's
clothing mostly.

j. Blended with other fibers
for wash and wear garments.l:00

GUEST'S VOICE OVER: (AD-LIB) -

 

2.SPANDEX:
Commercial names -- Lycra,
Vyrene, and Curel
a. Lighter than rubber with
same stretch capacity.

00
N
0

8:15

- 167 -

 

 

RUNNING
VIDEO AUDIO TIME
CHARACTERISTICS AS b. Not weakened by heat,
THEY ARE MENTIONED body, oils, perspira—
tion, cremes or lo-
tions.

c. Very soft and light.

d. Useful for girdles,
brassieres, and swim
suits (for any
elasticized garment.)

e. Machine washable and
dried at low tempera-
ture.

f. Alternate use with other
garments to permit re-
covery or original
shape spandex garment. :40

Cut to MC Mg: ... So far we have seen
two of the 16 generic names
we should know of the so-
called man-made fibers. How
about glass fibers, metallic
fibers, and others so new on

the market today? :15
Cut to GUEST HOLDING GUEST: ... Of course I have
BULLETIN IN HER HANDS complete information for those
AND LOOKING AT IT who request it in regard to all
CAREFULLY the man-made fibers on today's

market, as well as some impor-
tant information about new

uses for natural fibers (cotton,
linen, silk, and wool) which
every housewife should know.

It is very important for us to
know how the man-made fibers
conform to modern housewives'
demands and how they compare
with the natural fibers. This
knowledge will give us a feeling
of security when selecting,
using, and caring for materials. :35

Cut.to MC MC: ... But, I have been
thinking that there must be :05

9:50

168 -

 

VIDEO

Cut to STRIP 1
FLANNEL-BOARD
"WHAT TO DO?"

STRIP 2
LEARN GENERIC NAMES

STRIP 3

ASK FOR A.S.L.22

STRIP 4
CORRECT USE

STRIP 5
REPORT DISSATISFACTIONS

Cut to GUEST HOLDING
BULLETIN

Cut to ADDRESS
CARD

Cut to HOLD MC
GUEST OUT

RUNNING

AUDIO

something we must do to
help ourselves in the use
of this knowledge.

GUEST'S VOICE OVER: ... Of
course we have said before
that today's consumers have
a greater responsibility in
protecting their own inter-
ests. Their responsibility
here can be reduced to:

 

1. Make an effort to
learn the generic names.

2. Ask at local stores
about goods produced to A.S.L.
specifications so as to en-
courage more certification on
labels.

3. Use all products you
buy as they are intended to
be used and cared for.

4. Think of yourself as
part of a testing program par-
ticularly when buying new
fabrics. Report any dissatis-
faction to your retail mer-
chant. He is your link with
the chemists who work to im-
prove goods.

GUEST: ... And remember ... we
send on request the free book-
let "A Guide to Shop and Care
for Your Fabrics." Few copies
are left. Send for yours to
"YOUR HOME HOUR," WIPR-TV,
CHANNEL 6, Hato Rey, Puerto
Rico.

MC: ... This is very interes-
EIHg and useful information,

(GUEST'S NAME). Thanks very

much.

TIME

:15

:10

 

11:15

 

VIDEO

RUNNING

AUDIO TIME

 

MC CROSS TO
INSTRUCTOR

Dolly in to
INSTRUCTOR
MC OUT

Go to black
Fade in
GROUP OF ACTORS

Fade out

INSTRUCTOR

FACING AUDIENCE
(HOLD) AS HE WALKS
TO FLANNELBOARD

STRIP 6

COMMUNITY CUSTOMS

STRIP 7

INDIVIDUALS AGES

STRIP 8

RECREATIONAL ACTIVITIES
STRIP 9

MEMBERS' OCCUPATIONS

We hOpe to return to the
air again next (day). And
now, our television class—
room, with (Instructor's
name).

INSTRUCTOR: ... Hello! ...

Having all members of the

family apprOpriately dressed

for all occasions within

some budget limitations

sounds complicated. Let's

see what happens to this

family. :15

 

SOCIODRAMA: (A FAMILY IS AB-
SORBED IN SOME SORT OF ARGU-
MENT RELATED TO DISSATIS-
FACTION WITH THE WAY THEY ARE
DRESSING. COMMUNITY CUSTOMS
ARE DEMANDING; AGE OF MEMBERS,
RECREATIONAL NEEDS, AND OCCU-
PATIONS OF PARENTS DEMAND
DIFFERENT CRITERIA. THEY ARE
DISAPPOINTED.)

 

INSTRUCTOR: ... We are to con-
sider each member of the fam-
ily as an individual with
personal needs. Were they con—
sidered here? Of course not.
First we notice that standards
of dress were not considered as
varying greatly, according to:

 

a. Customs of the community.
b. Age of individuals.

c. Kinds of recreation and
other activities.

d. Occupation of individual
members of the family :45

14:15

170 -

 

VIDEO

RUNNING
AUDIO TIME

 

Flip 11 SKETCH
SHOWING PUZZLED, WELL-
DRESSED HOUSEWIFE
FACING HER FAMILY

Flip 12
CLOTHING DOLLAR
BEING STRETCHED

Go to black
Fade in
GROUP OF ACTORS

Fade Out

INS TRUCTOR NEXT
TO FLANNELBOARD

Though for some families

clothing considerations

are more critical than for

others, there are four main

criteria of particular con—

cern to many homemakers who

work outside their homes: :20

a. What does being well-
dressed mean to the indi-
viduals in my family.

b. How can I, as a mother,
working outside the home, in-
fluence my family's clothing?

c. How can money be
wisely budgeted for clothing?

d. What means can I use
to reduce time Spent on
clothing?

Let us consider the first two
criteria.. . (POSSIBLE SITUA-

TIONS AND SOLUTIONS ARE SUG-

GESTED :30

SOCIODRAMA: (THIS FAMILY HAS
DISCOVERED THAT BEING WELL-
DRESSED MEANS DIFFERENT THINGS
TO DIFFERENT FAMILIES AND TO
DIFFERENT MEMBERS OF THE FAM-
ILY. THAT THESE MEANINGS CAN-
NOT BE IGNORED JUST BECAUSE

THE HOMEMAKER IS BUSY WORKING
OUTSIDE HER HOME IS VERY OB-
VIOUS. HOW SHE IS TO DETERMINE
AND CONSIDER THESE DIFFERENCES
IS VERY IMPORTANT) . 2: 00

 

INSTRUCTOR: (AD-LIB) . . . What
does being well-dressed mean to
most families? =05

 

 

17:10

" 173'. '

 

 

RUNNING
VIDEO AUDIO TIME

STRIP 10 a. Some families take
"PRIDE" pride in being well-

dressed.
STRIP 11 b. Many peOple are par-
"OCCASION" ticular about having

clothes apprOpriate for

every occasion.
STRIP 12 c. Small youngsters, as
"LIKE PEER" well as adolescents, want

to be like their friends

and relatives.
STRIP 13 d. Six year-old boys want
"LIKE DADDY" to wear long pants like

daddy while the older boys

don ' to :30
STRIP 14 e. Teenagers want a varied

"PLENTY OF CLOTHES"

STRIP 15
"COMFORT"

wardrobe and plenty of
clean clothes.

f. Many men want some-
thing comfortable to re-
lax in.

Everyone wants to feel comfor-

table, physically and psycho-
logically, in whatever he is

wearing. :25

INSTRUCTOR NEXT INSTRUCTOR: (AD-LIB) . . . Let

TO FLANNELBOARD us analyze here some important
conclusions: Being well-
dressed means something dif-
ferent to every family, and
there are individual differ-
ences within families, such as:

 

STRIP 16 a. Feelings influence
“FEELING INFLUENCES clothing decisions.

CLOTHING DECISIONS "
l. Hostility or appre-

ciation created by
hand—me-downs and
made-overs. :35

 

18:40

' 172 ‘

 

VIDEO AUDIO

2.

3.

4.

RUNNING
TIME

Jealousy when the
2-year-old gets a
new dress and the
6-year-old doesn't.
Pride in having a
shirt just like
dad's.

Pleasure in having
clothing that con-
forms with that of
their associates.

STRIP 17 b. Individual differences.

"INDIVIDUAL DIFFERENCES" 1.

Clothes and appear-
ances are more im-
portant to some
peOple than to
others.

Teenagers often

think that many

clean clothes are a
must, whereas a
young child usually
disregards necessity
for clean clothing.
Children of all ages
tend to want to dress
like their associates
whereas an adult can
accept, even enjoy
being different (as
long as he is con-
forming in general.)
Newest fashions are ex—
tremely important to
some people 1:00

ETTRIP 18 c. Special needs such as self-
"SPECIAL NEEDS" help and safety clothing for
children.

1.

2.

3.

Those requiring few

snaps or a one-piece

garment when possible.

Bright or light colored
clothing for dark days.
Especially durable mat-
erials for active Children.:30

20:10

' 173 ‘

 

RUNNING
VIDEO AUDIO TIME

4. Children's garments
that are loose and
easy to put on and
take off. :05

INSTRUCTOR INSTRUCTOR: (AD-LIB) ... And
how can the homemaker working
outside the home plan so that
all members continue to feel
that they are well-dressed?
(SOME POSSIBLE SITUATIONS AND
SOLUTIONS CAN BE SUGGESTED TO
THE AUDIENCE FOR STIMULATING
PARTICIPATION). Let's watch

 

 

here. :25
Go to black SOCIODRAMA: (OUR TYPICAL FAM-
Fade in ILY NOW IS MAKING POINTS AND
GROUP OF ACTORS DRAWING SOME CONCLUSIONS IN

REGARD TO JOB REQUIREMENTS AND
FAMILY: ACTIVITIES AFFECTING
CLOTHING DECISIONS. DECISIONS
ARE MADE ON UNIFORMS TO BE

USED, ADEQUATE CLOTHES FOR PRO-
FESSIONAL OR BUSINESS JOBS, AND
POSSIBILITY OF HAVING SOME HOME-

MADE CLOTHES. 2 00

INSTRUCTOR INSTRUCTOR: (AD-LIB) ... Have
you recognized any of the sit-
uations here? How would you
have faced them? Let's see
some of the special points and
changes in family clothing which
this mother working outside her
home has considered (COMMENTS ON
EACH POINT CONSIDERED.) :30

 

STRIP l9 1. Job requirements affect
Flipping strips in decisions.
her'hand (HOLD)
a. Wearing uniforms,

white shoes, or any

special type of

clothing, has to be

considered. 320

 

23:30

174 -

 

VIDEO

STRIP 20
Flipping strips in
her hand (HOLD)

INSTRUCTOR

Flash back to
"STANDARDS OF
DRESSING VARY"
(ON FLANNELBOARD)

Flash back
DEVELOPMENTAL MATERIAL
ON FLANNELBOARD "BEING
WELL-DRESSED: WHAT IT
MEANS TO YOU"

(HOLD)

AUDIO

RUNNING
TIME

b. Will street clothes
that are on hand be
appropriate for pro-
fessional or bus-
iness jobs?

c. Will time-consuming
activities, like
making your own
clothes and preparing
men's clothes, have
to be given up?

d. What additional
clothes are needed.

2. Changes in family acti-
vities affect clothing.

a. Children need dif-
ferent kinds of
clothes if they are
attending nursery
school.

b. Fewer "wash days"
require purchase of
additional clothing.

INSTRUCTOR: ... Figuring out
clothing expenses can be so
much easier and more interesting
when we know how to go about it.
The family can be much happier.
Standards of dress vary greatly
with different families.

 

Clothing considerations are more
critical for some families than
for others, but there are some

common cencerns for every family.

This means that we are to accept
the fact that being well-dressed
means different things to dif-
ferent families.

We should determine what it means

1:00

1:00

 

24:30

175 -

 

VIDEO

RUNNING
AUDIO TIME

 

INSTRUCTOR WITH
BULLETIN IN HAND
(HOLD)

Dolly in to
INSTRUCTOR

Flip l3

CLOSING FILM
WITH SUPERIMPOSED
CREDIT TITLES

to us. Thus, you need to be
concerned about these impor-
tant facts in regard to your
own family to ease your cloth-
ing management. Hostility,
appreciation, jealousy, pride,
and pleasure are some of the
feelings we should keep in
mind. Individual differences
determine special needs.

There are job requirements as
well as family changes of acti-
vities that may determine
clothing selections. :30

Sneak Music:

Now a word on "Clothing Facts."
This is a free booklet we send
on request. There are impor-
tant criteria to be considered
in order to reduce the time and
money spent on clothing for the
family.

In short, it means helping you
to face busy family life with
happier family clothing manage—
ment.

Send a card to "YOUR HOME HOUR",
Box 607, Hato Rey, Puerto Rico.
As long as the supply lasts, a
COpy of the booklet will be
mailed to you promptly. Ask for
... "Clothing Facts." We invite
you to join us again next (day)
when "YOUR HOME HOUR" will bring
you more help on "using time and
money wisely for family clothes."

MUSIC THEME UP TO CONCLUSION 2:00

 

 

.uf’. 1’

\k“.

' 176

 

 

RUNNING
VIDEO AUDIO TIME
Flip 1
PROGRAM TITLE
Flip 2
GUEST'S NAME
Fade out 1:00

 

28:00

DATE:

MATERIALS FOR FACINGS,
INTERFACINGS, AND LININGS
HAND—MADE, MACHINE-MADE

AND BOUND BUTTONHOLES

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

- 177 -

 

1.. __.l ._;.—.-....._x lag-an“
‘ u
If.
(
.a
.'I
'i
:.

I,

 

-l78-

SUBJECT

This program will be an illustrated talk on materials
for facings, interfacings, and linings on today's market and
their proper uses for the modern and busy housewife.

The last part of the program is a demonstration illus-
trating some easy steps for the housewife to make her own

bound buttonholes as a practical step towards better sewing.

”WE?

- 179 -

S E T T I N G

 

The setting will be the same for the whole series of
"FAMILY FACING CLOTHING CARE AND CONSTRUCTION PROBLEMS."

This will be done as mentioned in program proposal.
Material, as well as each piece of equipment used in program,

are to be introduced to audience.

..____._._‘_-. .. _g-..-..~‘.nl a
'n .

- 180 -

FORMAT TYPE: Demonstration

THEME: Home Management

TOPIC: Homemade Buttonholes -- Tips on use and selec-
tion of materials for facings, interfacings, and
linings.

TALENT: Home Economics Teacher (Specially trained to
use the medium.)

PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)
Rotary blackboard

TECHNICAL FACILITIES (USUAL PLUS THE FOLLOWING:)
Boom mike

EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

(USUAL PLUS THE FOLLOWING:)

I-EIIPF.

1. Title of program

 

2. Name of visitor or guest

 

3. Help keep better shape (for superimposition)
4. Prevent wrinkles (for superimposition)
5. Prevent starching (for superimposition)

6. Provide some reinforcement (for super-
imposition)

7. Provide some professional touches (for
superimposition)

8. Bring about elegance of sheer or fine
materials (for superimposition)
9. Sheath and gathered dress skirt (sketch)

10. Only the blouse lined (sketch)

11.
12.
13.
14.

15.

l6.

17.

18.

- 181 -

Bouffant style all lined (sketch)

Names of fabrics (sketch)

Parts of garments where interfacings can
Address Cardiprepared for first program)
Modern lady comfortably making her button-
holes (sketch)

A "smart" lady placing snaps under button

.. an“; .1 .1"

(sketch) é
Buttons creating design (sketch)

A machine—made and a hand-made button-

r4,_.__.._—~Jo .1. . .4. .-
'\
q"

hole (sketch)

(pieces for deve10pmental visual materials)
Weight, style, and kind of material

Light materials lined with light materials
Heavy materials lined with heavy materials
Some styles require a specific material to

create design

III. Velveteen covered flannelboard

IV. Pieces

V. Pieces

of garments for models

of garments for demonstration.

STUDIO PERSONNEL: (USUAL)

.MAIN TEPHIHING POINTS:

DevelOp understanding, judgment, and ability to

make machine and bound buttonholes.

DevelOp understanding, judgment, and ability to

- 182 -

select proper materials for facings, inter-

facings, and linings.

MINOR TEACHING POINTS:

DevelOp understanding,

1.

judgment, and ability to:

Select and construct machine-made button-

holes according to garment and materials.

Select and construct bound buttonholes

according to garment and
Selection, use, and care
for facings.

Selection, use, and care
for interfacings
Selection, use, and care

for linings.

materials.

of new materials

of new materials

of new materials

- 183 -

PROGRAM: YOUR HOME HOUR WIPR-TV CHANNEL 6
DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM
TIME: 3:30 to 4:00 PuM. DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

 

RUNNING
VIDEO AUDIO TIME

OPENING FILM MUSIC: THEME
(Scenes of family (Sound on Film)
life with credit

titles superimposed

on film)

. THE DEPARTMENT

OF EDUCATION

WIPR-TV CHANNEL 6
PRESENTS: YOUR HOME
HOUR

PRODUCER:

MASTER OF CEREMONIES:

 

. INSTRUCTOR:
. DIRECTOR: MUSIC FADE OUT :30

$103 Uluh WM [—1
O

lJissolve to MC MC: Good afternoon, ladies
IWACING THE AUDIENCE and gentlemen. This is (MC)
from the Home Economics Pro-
gram of the Department of Edu-
cation, greeting you from WIPR-
TV in Hato Rey and now joining
facilities with WIPM-TV, Mayaguez,
to bring you the next half-hour
program for our homemakers. To
day YOUR HOME HOUR offers some
F1J1E> 1 (Super) easy steps in making "Machine
PROGRAM TITLE and Bound Buttonholes" to help
the busy homemaker. (PAUSE)
Before our Instructor begins to-
day's program we will answer Mrs.
Josefa Oliver from Reparto Apolo.
Mrs. Oliver wants to know what
kinds of material are best for
facings, interfacings, and linings.

(int to MC: As a service of the U.S.
'UEKSET APPROACHING Department of Agriculture, we have :45

—

1:15

 

 

‘ 184 -

 

VIDEO

Flip 2 (Super)
GUEST'S NAME

Cut to
GUEST STANDING
FACING THE AUDIENCE

Dolly in

(Super) Flip 3

KEEP BETTER SHAPE
(Super) Flip 4
PREVENT WRINKLES
(Super) Flip 5
PREVENT STARCHING
(Super) Flip 6
PROVIDE SOME
REINFORCEMENT
(Super) Flip 7
PROVIDE PROFESSIONAL
TOUCHES

(Super) Flip 8

BRING ABOUT ELEGANCE
(HOLD)

RUNNING

AUDIO TIME

as our guest today (Guest's
name, Specialist on Tex-

tiles and Clothing, from the
Home Extension Program of the
University of Puerto Rico.

Mrs. (Guest) will answer some
typical questions sent in by
homemakers who like to keep up-
to-date on sewing details. To-
day's question will concern
materials used for facings,
interfacings, and linings.

GUEST: ... Yes, but first, may
I say that it is a great plea-
sure to be here. Before I
answer the question, let's have
a brief history of the subject.
Going back twenty years, our
grandmothers used to treat with

~starch and borax what we do to-

day with facings, interfacings,
and linings. New materials and
styles have brought this inno-

vation to the market.
our grandmothers' and today's
homemakers' purposes are the

same. All they want is:

1. To help material keep its

shape.
2. Prevent wrinkles.

3. Prevent starching.

4. Provide some reinforce-
ment.

5. Provide some professional

touches.

6. Bring about elegance of

sheer or fine materials such

as jerseys, brocades, lace,
etc.

Actually,

:35

1:40

3:30

- 185 -

 

 

RUNNING
VIDEO AUDIO TIME
Cut to M.C. MC: ... I see our purposes
are the same. In using these
materials, why are some dresses
wholly lined and others just
partly lined? :10
Cut to GUEST: ... There are various
GUEST reasons for this:
Flip 9 1. It depends on the style

SKETCH OF SHEATH
AND GATHERED
DRESS SKIRT

Flip 10

DRESS SHOWING ONLY
THE BLOUSE LINED
(SKETCH)

Flip ll

SKETCH SHOWING
BOUFFANT STYLE
ALL LINED

Cut to MC

Cut to

GUEST

Dolly in to

Strip 1 BLACKBOARD
WITH "IMPORTANT
FACTORS"

and material used.

2. The sheath styles are
totally lined except
for bulky or heavy mat-
erials. Then only the
back of the skirt from
the waist to the knee
is lined.

3. Dresses with non-trans-
parent materials and
pleated or gathered
skirt should have only
the blouse lined.

4. Bouffant style skirts
are lined to create a
design. 1:00

MC: ... These materials are

VEEy useful now with new fabrics.

Are there any Specific criteria

to follow when buying materials

for this purpose? :10

GUEST: ... Of course consumers

have to be aware of various

important factors which will

point toward the desired and
apprOpriate selection. Some of

these factors are: .15

5:05

 

VIDEO

Strip 2
WEIGHT, STYLE
AND MATERIAL

Strip 3
LIGHT MATERIAL LINED
WITH LIGHT MATERIAL

Strip 4
HEAVY MATERIAL LINED
WITH HEAVY MATERIALS

Strip 5
CREATE DESIGN
(HOLD)

Strip 6
WASHABLE LINING
FOR WASHABLE DRESS

Cut to MC

Cut to
GUEST

Dolly in to

PIECES MADE OF

FINE MATERIALS
(SILK, LACE) SHOWING
USE OF SHEATH LINING

AUDIO

RUNNING
TIME

1. The weight, style, and
kind of dress material.

2. Light weight materials
require light weight
lining.

3. Heavy materials re-
quire heavy or a cor-
responding lining.

4. Some styles require a
specific type of lining
to create a special de-

sign. Example: Bertha
collars need crisp, firm
material.

5. If the dress is washable,
the lining should be
washable.

ME: ... Is there a way to iden—
tify these materials on the mar-
ket? Are there Specific uses
for these materials?

GUEST: ... Well, there are var-
IOHS’materials with different
names, different appearances,
varied uses and prices. It is
impossible to give detailed
information here, but there is
free information available on
request. Send for it.

However, some of these materials
are:

l. Sheath lining - the com-
mercial name for a rayon
material used for lining
fine and light materials
(silk, lace, etc.)

1:00

:10

‘ 187 ‘

 

VIDEO

AUDIO

RUNNING
TIME

 

Cut tO 2.
PIECES MADE OF
MEDIUM HEAVY AND
HEAVY MATERIALS

SHOWING USES OF SIRI

Siri - the commer-
cial name for medium
heavy and heavy lining
materials.

Cut to 3. Pellon - different
PIECES MADE OF DIFFERENT thicknesses, no grain-
THICKNESSES MATERIALS line, can be cut in
SHOWING USES OF PELLON any direction and needs
to be selected according
to the materials used.
Cut to 4. Pellon - (all bias) -
SHEATH DRESS SHOWING Adaptable for certain
ALL BIAS PELLON ADAPT- shapes and eSpecially
ING TO SPECIAL SHAPED sheath styles.
DESIGN
Cut to 5. Staflex - adheres to
STAFLEX MATERIAL BEING material by means of
IRONED INTO A PIECE IN ironing an-iron-on
CONSTRUCTION material.
Cut to 6. Interlon - very much
PIECES MADE OF DIFFERENT like pellon but there
THICKNESSES OF MATERIAL are several thicknesses.
SHOWING PROPER USES OF
INTERLON
Cut to 7. Pelomite - a non-woven
PIECES WORKED WITH fusible fabric for
NON-WOVEN FUSIBLE small areas like button-
PELOMITE AND POROUS holes, belts, zippers,
PELOMITE plackets, and hems.
There is porous pelo-
mite to use with woven
or knitted outer fabrics. 1:30
Cut to MC: ... We know the prOper mat-
MC EFIal to use, but in the event
that they are not available,
are there substitutes which can
be used?
Cut to GUEST GUEST: ... Yes, there are some :10

 

 

8:55

 

VIDEO

Cut to MC

Cut to

SKETCHES SHOWING
PARTS OF THE GARMENT
WHERE INTERFACINGS
CAN BE USED

Cut tO MC

Cut to GUEST

Cut to MC

Cut to

GUEST DEMONSTRATING
STEPS, PAN DOWN TO
HER.HANDS

RUNNING
AUDIO TIME

substitutes available if
you wish to stretch your
dollar. They are very
common materials which you
can easily identify, such
as:

Nansu Taffeta
Batiste Organza
French crepe Tulle :25

MC: ... I can see that these
materials are easily identi—

fied. What about the uses

of interfacings? =05

GUEST'S VOICE OVER: ... Well,
interfacings can be used as

support and reinforcement in
different parts of a garment,

such as in lapels, collars,

cuffs, facings, pockets,
waistbands, etc. :20

 

MC: ... They can really be
useful. Are there any spec-
ial materials we can use? :05

GUEST: ... Actually, the same
materials used for linings are
useful for interfacings. And

they can also be subStituted

by the same material as the

dress if the material is not

too heavy. =15

MC: ... That should be very
pfactical. Is there any way
to keep the dress and lining
materials together while sewing? :10

GUEST: ... There are three

simple steps that can be very
helpful for best results.
(DEMONSTRATE) :10

10:25

A
‘3 .

- 189 -

 

 

RUNNING
VIDEO AUDIO TIME
Step 1 1. Pin the materials to-
gether.
Step 2 2. Gather with tailor
basting.
Step 3 3. Use some stay stitching
l/8" away from seam :30 F“
line. g
Cut to MC: ... Your information has ;
MC ADDRESSING GUEST been quite interesting. There i

is one other thing which our
audience would appreciate
seeing. Can you illustrate
how to make the hem line in a

1:1

ruQJ—A at-.-
.

lined skirt? :20
Cut to GUEST: ... There are several
GUEST methods, but personally I use
DEMONSTRATING three steps that can be easily
PAN DOWN TO worked out. (DEMONSTRATE)
HER HANDS
1. Cut lining by hem
folding line.
2. Stitch to hem fold us-
ing tailor tacks.
3. Then fold hem line and
stitch as usual. :30
Cut to GUEST GUEST: ... As we have seen, it
18 just a matter of determining
the need; what, how, and when to
use facings, interfacings, and
linings, in order to produce a
professional look.
Cut to For more information on the why,
.MC HOLDING FREE how, and what of these materials,
DMNFERIAL "THIS DRESS send for "This Dress Needs
NEEDS LINING" Lining" free information we

send to all who request it. It

has the most important suggestions3O

15

 

12

 

190 -

 

VIDEO

RUNNING
AUDIO TIME

 

Cut to MC AND GUEST
GUEST OUT
INSTRUCTOR IN

Dolly in

HOLD INSTRUCTOR
MC OUT

Go to black
Fade in
GROUP OF ACTORS

INSTRUCTOR
FACING AUDIENCE

for better sewing. There

are only a few COpies. Send

a card to YOUR HOME HOUR,
WIPR-TV, Channel 6, Hato Rey,
Puerto Rico. As long as the
supply lasts we will send out
COpies.

HE: ... We thank Mrs. (Guest's

name) for her interesting pre-
sentation. We hOpe to be with

you again next (day). And now

our Instructor (Instructor's

name). :30

INSTRUCTOR: ... Hello! ...

Today's tOpic concerns the

modern homemaker who has a

constant desire to improve her
family's appearance. Her prob-

lems are ... Well (SOME POS-

SIBLE PROBLEMS AND SOLUTIONS

ARE SUGGESTED TO THE AUDIENCE). :10

 

SOCIODRAMA: (A FAMILY'S

SEWING ROOM WITH A GIRL AND HER
MOTHER WORKING ON A GARMENT.
THE GIRL RAISES THE MATERIAL
AND NOTICES THAT MAKING THE
BUTTONHOLES IS THE NEXT STEP.
SHE ASKS IN DESPAIR FOR HER
MOTHER'S HELP. THE MOTHER RE-
ACTS IN DISGUST. "HORRORS, DO
I HAVE TO MAKE BUTTONHOLES
NOW?") 2

 

00

INSTRUCTOR: Does this situa-

tion sound familiar to you?

After I finish the demonstration
today you will understand how

easy it is to make buttonholes.

You will even wonder why you

were ever to afraid. I can
understand your dislike for

making buttonholes. As a stu-

dent I had to make 20 button- :30

 

 

15:25

‘ 191 '

 

VIDEO

Flip l4

SKETCH SHOWING

A MODERN WOMAN
COMFORTABLY
MAKING BUTTONHOLES

Flip 15

SKETCH SHOWING
A "SMART" WOMAN
PLACING A SNAP
UNDER BUTTON

Flip l6

SKETCH SHOWING
BUTTONS
CREATING A
DESIGN

Flip l7

SKETCH SHOWING
A MACHINE-MADE
AND A HAND-MADE
BUTTONHOLE

Cut to
ATTACHMENT
(HOLD)

RUNNING
AUDIO TIME

holes on a sample before

I was permitted to put them
in a dress. Even the last
ones were terrible.

Today we do not teach dress-

making that way, and we have

found that we have more inter—

est and much better workman-

ship. I suggest that you use

a sample piece of material and
practice making a few button-

holes before placing them in

a dress. :30

Many home sewers sew on a
button and place a snap under
it. This only tends to make
the garment look homemade.
Rarely do we use a button
without a buttonhole.

Sometimes we use a row of
buttons to create a design;
otherwise, a button is sup-
posed to be functional. Care-
lessness in making buttonholes
is sure to cheapen the appear-
ance of a garment. It takes
time and patience to make a
good buttonhole.

There are many types of button-
holes, but for beginners, I
stress only two. One is the
machine-made; the other is the
hand-made buttonhole. I have a
little trick in finishing the
machine-made buttonhole. When
finished, you will have a hand-
made buttonhole.

I avoid mistakes by sewing with

the attachment first. If you do
not have an attachment for your
machine, any sewing machine 1:00

16:55

 

4...--.”

'u—‘J-‘-h . o. -\ a. G-..“

 

' 192 -

 

 

 

RUNNING
VIDEO AUDIO TIME
store will make the button-
holes for you at a reason-
able price.
Cut to GUEST'S VOICE OVER: (AD-LIB)..
DEMONSTRATION (DEMONSTRATION) The most im-
PROCESS portant steps are shown here
for conciseness in the machine- rue
made buttonhole. 3
Cut to There are ways in which to ;

INSTRUCTOR AT
TABLE (HOLD)
PAN TO HER HANDS

FINISHED EDGE

FOLD ON BLOUSE

DISTANCE BETWEEN
BUTTONS

PIECES MADE OUT OF
MATERIALS BEING
MENTIONED

INNER FACING BEING
USED FOR A
PROFESSIONAL
FINISH

space buttonholes evenly. :20

They must be an equal distance

apart from the "finished edge" apt
of the garment when it is
finished.

This may be a fold on a blouse
or dress, or it may be the
seam line. You will need to
study your pattern carefully.

The buttonholes must be an
equal distance apart. Button-
holes should be even in length
and also in width.

Of course you will need to con-
sider the type of material. On
cottons and materials used for
casual wear, we use machine-
made buttonholes. You cannot
make bound buttonholes on sheer
materials. They will show
through and be unsightly.

An inner facing such as organdy

or batiste helps to give the
professional finish you want.

See "Fabric Facts" in selecting
materials. 2:00

19:15

 

- 193 -

 

 

RUNNING
VIDEO AUDIO TIME

MARKINGS USED (AD-LIB) Markings for
IN DIFFERENT buttonholes vary in dif-
PATTERNS ferent patterns. Simpli-

city and Advance use a line

across, while McCall uses

dashes, etc.
DIAMETER AND HEIGHT (AD-LIB) To determine the

length of the buttonhole,

consider the diameter and

the height of the button. 1:00

INSTRUCTOR For the bound buttonhole,
the viewer will not find the
method I am going to show in
the text. This is something
worked out for beginners. It
has never failed. Everyone

can make a bound buttonhole. :20
Pan down (AD-LIB) (DEMONSTRATION) ...
DEMONSTRATION Steps in the construction of
PROCESS bound buttonholes.

1. Transfer each button-
hole marking (width,
length).

2. Baste stitch cross-
wise line l/4" above
buttonhole marking
(location line)

3. Fold and stitch finish—
ing strip, right side
oUt 1/8" below button-
hole marking on both
sides. Fasten begin-
ning and end of each
stitching.

4. Open (buttonhole ex-
posed) and Slash fin-
ishing strip through A
center between previous
stitching, at l/8" seam
allowance. 3:20

 

23:55

‘ 194 ‘

 

VIDEO

Cut to
MODELS DISPLAYED
ON FLANNELBOARD

Cut to Second
Flanne lboard

RUNNING
AUDIO TIME

5. On wrong side of gar-
ment clip through inter-
facing and fabric dia-

_gonally to corners
leaving triangle at
both ends of button-
holes.

6. Turn finishing strip
to wrong Side of fabric
and gently pull ends to
make corners square.

‘7. Hand stitch both sides
of buttonholes to keep
together and press after
removing bastings.

8. Stitch triangles after
placing garment right
side Up, clip revealed
triangle and end strip.
Fasten these square cor-
ners securely and

strengthen ends of button-
1:00

holes.

9. After the facing is
applied, slash the facing
under buttonholes. Turn
in slashed edges and lip-
stitch in place.

(AD-LIB) Here we have various
progressively illustrating the
key details in each step we have
just seen.

All you have to do is check lo-
cation, mark accurately, and
follow the steps shown here.

If pattern is altered, you may
have to change location.

(AD—LIB) Buttonholes can create
designs. (ILLUSTRATES WHEN BOUND

 

:30

:30

25:55

 

195 *

 

VIDEO

FLANNELBOARD WITH
MODELS OF USES AND
APPLICATION OF
BUTTONHOLES

Dolly back to
INSTRUCTOR NEXT
TO FLANNELBOARD
WITH MODELS

INSTRUCTOR MOVES
TOWARD WORK TABLE

Cut to
SAMPLE IN HER HANDS

Cut to
INSTRUCTOR
FACING AUDIENCE

INSTRUCTOR LOOKING
AT PAGES IN THE
MATERIAL

"FABRIC FACTS"

RUNNING

AUDIO TIME

BUTTONHOLES CAN BE USED IN

COATS, SPORTS CLOTHES, SUITS,

IN MEN'S AS WELL AS IN CHIL-
DREN'S CLOTHING, CREATING A
SPECIAL DESIGN.) :30

INSTRUCTOR: You can have

fun making buttonholes, and
you can be your own designer.
For bound buttonholes, you

can use contrasting materials.
Using the methods demonstrated
today you can make designs with
materials by cutting striped
material on the bias; you will

 

.get a pleasing effect. In

the worked buttonhole, you can
use thread of contrasting
color.

An important detail to consider
here is that hand-made or
machine-made buttonholes are
elaborated when garment is com-
pleted. Bound buttonholes are
made before you put thegar-
ment together for the first
fitting. Everyone can make
either of the buttonholes if
she tries and really wants to
do it! :30

Sneak Music:

(AD-LIB) Now a word on "Fabric
Facts." This is the free mat-
erial which we send on request
while the supply lasts. There
is important information on
types of synthetics; in short,
this is a means of helping you
to get what you really want...
"yOur money's worth" when pur-
chasing materials. Of course,
there are ideas on how to best
use them, too. =30

27:25

 

‘licgfin‘ifi

+.~.— -.._——.- ‘——4‘-
n

if

 

' 196 -

 

 

RUNNING
VIDEO AUDIO TIME

Flip 18 We have only a few copies of
ADDRESS "Fabric Factsfrleft. Send a
TITLE CARD card to "YOUR HOME HOUR,"

WIPR-TV, Channel 6, Hato Rey,

Puerto Rico. (PAUSE)
Cut to As long as our supply lasts,
INSTRUCTOR a copy will be mailed to you

Closing film with
Superimposed
CREDIT CARDS

Flip 1
PROGRAM TITLE

Flip 2
GUEST'S NAME

FADE TO BLACK

promptly. Ask for "Fabric
Facts." (PAUSE)

MUSIC: THEME UP TO CONCLUSION

:35

 

28:00

 

DATE:

KIND OF STORAGE THAT
SIMPLIFIES HOME

ACTIVITIES

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

~197—

The program deals
be helpful for the busy
in order for easier and
the best use of already

ideas for better use of

- 198 -

S U B J E C T

 

with several storage ideas that might
homemakers who work out of their homes
modern living. Some Special tips on
equipped kitchens and some practical

limited space are given.

I 9".l _ '

- 199 -

SETTING

 

The setting for this program will be the same used for
the whole short series "SELECTING AND CARING FOR PRACTICAL
HOME AND ELECTRICAL EQUIPMENT." In this special program there
will be a modern refrigerator prOperly installed in a typical
home area. It will be properly equipped with foods to illus-

trate correct storage use of the same.

‘ _A’ ;..'

.x‘li

lw‘n- -sn‘llt’

 

- 200 -

FORMAST TYPE: Illustrated Talk

THEME: Home Management
TOPIC: Kinds of Storage that Simplify Home Activities
TALENT: Home Economics Teacher (Specially trained to

use the medium)
PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)

Freezer of large refrigerator

Table or laboratory counter
TECHNICAL FACILITIES PROVIDED BY THE STATION: (USUAL)
EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION
(USUAL PLUS THE FOLLOWING:)

I- _F_'_1_i_P_
1. Title of program

 

2. Name of visitor or guest

 

3. Puzzled housewife in front of her freezer
(sketch)

5. Housewife questioning the audience (sketch)
6. Woman purchasing weekly (Sketch)

7. Woman considering storage facilities (sketch)
8. Woman planning appropriate storage (sketch)
9. Woman planning good use of freezer (sketch)
10. Woman considering profitable storage (sketch)
11. Woman planning placement of food (sketch)
12. Woman making room for current needs (sketch)
13. Woman storing suitable portions (sketch)
14. Woman storing foods cooked ahead of time for

party (sketch)

15.

16.

17.

18.

19.

20.

21.

22.

23.
24.
25.

26.

27.
28.

29.

30.

31.

- 201 -

Hinged vanity center (picture)

Wall unit with flower arrangement in center,
chair at right (picture)

Rounded sofa and chair set, windows in
background (picture)

Sofa and chair, dog and rug; girl lies on
chair (picture)

Girl lying on a contour couch lazily (picture)
Four section buffet, flower arrangement

left (picture)

Woman easily cleaning behind some furniture
arrangements (picture)

Woman and children reaching comfortably to
wall cabinet and surface cabinet (picture)
Storing away objects not in use (picture)
Storage equipment apprOpriate for user (picture)
Storage of materials within easy reach (picture)
Correct ways of packing and storing items
(picture)

Double bed in boy's room (picture)

Child reaching books (picture)

Young girl participating in food

preparation (picture)

Young boy using the power lawnmower (picture)

Handy drawer with dishes (picture)

- 202 -

32. Kids arranging papers on bulletin board
(picture)
33. Girls arranging pennants, souvenirs, and
pictures on pegboard (picture)
II. Equipment
III. Flannelboard
IV. Storage equipment
V. Cooking utensils
VI. Some foods, cakes, pies, vegetables, fresh
fruits, prepared foods, drinks, aluminum foil,
plastic containers, etc.
STUDIO PERSONNEL: (USUAL)
MAIN TEACHING POINTS:
Develop understanding and judgment to use the
kind of storage that simplifies the busy home-
maker's activities.
MINOR TEACHING POINTS:
DevelOp understanding and judgment to:
a. Determine and use prOper food storage
b. Determine and use prOper storage around
the house
C. Determine and use proper equipment, storage

facilities, and better use of limited space.

- 203 -

PROGRAM: YOUR HOME HOUR

WIPR-TV CHANNEL 6

DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM

TIME: 3:30 to 4:00 P.M.

DEPARTMENT OF EDUCATION
SAN JUAN, PUERTO RICO

 

VIDEO

OPENING FILM

(Scenes of family life
‘with credit titles
superimposed on film)

1. THE DEPARTMENT
OF EDUCATION
12. WIPR-TV CHANNEL 6
. PRESENTS: YOUR
HOME HOUR
PRODUCER:
MASTER OF CEREMONIES:

 

- INSTRUCTOR:
. DIRECTOR:

\10) 01.5 m
0

Di ssolve to
54C} FACING THE
AUDIENCE

Flip 1 (Super)
PROGRAM TITLE

 

RUNNING
AUDIO TIME

MUSIC: THEME
(Sound on Film)

MUSIC FADE OUT :30

MC: ... Good afternoon, ladies
and gentlemen. This is (MC)
from the Department of Edu-
cation, greeting all of you
from WIPR-TV, Channel 6, to
bring you the next half-hour
program for homemakers. YOUR
HOME HOUR today presents inter-
esting facts about "Kinds of
Storage That Simplify Home Ac—
tivities" to help the busy wife
who works outside her home.

Before we bring you today's

tOpic, there are requests for

help from Maria Beauchamp and

from Carmen Nieves, of Flamingo
Gardens, Bayamon, Puerto Rico.

Mrs. Beauchamp wants some help-
ful ideas for making better use

of storage facilities in the
kitchen. :40

 

1:10

 

204 -

 

 

RUNNING
VIDEO AUDIO TIME
Super Out Well, Mrs. Beauchamp, here
GUEST ENTERS is our consultant today.
(GUEST'S NAME). She will
help you. :05

Flip 2 (Super)
GUEST'S NAME

MC OUT

IPIip 3

SKETCH SHOWING A
IPIJZZLED HOUSEWIFE IN
FRONT OF HER FREEZER

I?Ilip 4

E3I<ETCH SHOWING PUZZLED
I"EIICDUSEWIFE IN FRONT OF
C3IROCERY

IEIlip 5

SKETCH SHOWING
IiCDUSEWIFE QUESTIONING
THE AUDIENCE

Cut to
GUEST

 

GUEST: (AD-LIB) ... Hello!
This is a very commOn situ-
ation with the new tendency
to build houses completely
equipped with the kitchen's
washing and drying equipment.
The homemakers want to be
sure that everything is

handy as they move around the
house and out to work with
limited time for everything.
Right now you must be thinking
of:

 

1. Common problems in the
use of the freezer
you have.

2. What foods may be
frozen and stored
profitably?

3. What satisfactory
plans have you tried?

4. What kitchen time—
saving devices do you
use?

There are common problems
(PAUSE)

GUEST: (AD-LIB) ... In con-
clusion, time saving devices
in your kitchen depend greatly1;05

2:20

- 205 -

 

RUNNING

VIDEO AUDIO TIME

on your storage system.
The system you use varies
greatly, depending on the
(kind and amount of food
you deal with, which, of

course

depends on the size

and food habits of your

family.

But there are some

general practices that can

'be helpful to everybody.

For example, let's

mention: :30

Cut to Flip 6 1.
SKETCH OF WOMAN

PURCHASING WITH

A FULL CART

Flip 7 2.
SKETCH SHOWING WOMAN
CONSIDERING STORAGE

FACILITIES

Flip 8 3.
SKETCH SHOWING

WOMAN PLANNING

APPROPRIATE STORAGE

Flip 9 4.
SKETCH SHOWING

WOMAN PLANNING

GOOD USE OF

FREEZER

Purchasing weekly in—
stead of daily.

Buying in quantities
in View of storage
possibilities and
maintaining quality.

Planning apprOpriate
storage:

a. Canned food in
coolest Spots or
shelves.

b. One shelf with
easily prepared
foods like dried
fruits, raw vege-
tables, raw fruits,
prepared cereals,
drinks.

Planning how food is to
be put in freezer;

a. Keeping track of what
is on hand.

b. Making a written list
of items and their‘lo-
cation in the freezeni

 

4:50

no“: _. ‘7?" "Trix—FT!
f

 

RUNNING
VIDEO AUDIO TIME

c. Checking off list
(will show remaining
items).

d. Labeling your home
packed foods for
easy identification.

rm“
Flip lO 5. Deciding what kind of E
SKETCH SHOWING storage is most profit- ?
WOMAN CONSIDERING able, and how food can 5
PROFITABLE STORAGE best be protected: :30 2

a. Use of space for
cakes and pies

{Ag-.41.".Q‘mah
-
w

b. Freezing fresh
fruits, vegetables,
etc.

c. Place for storing
bargains or specials.

Flip ll 6. Planning arrangement or
SKETCH SHOWING placement of food in
WOMAN PLANNING freezer:

PLACEMENT OF FOOD
a. Items of a kind
grouped together in
sections.

b. Items to be used
first should be most
accessible.

c. Selecting and using
the prOper storage
containers.

Flip 12 7. Planning for frequent

SKETCH SHOWING turnover in cooked foods

WOMAN MAKING ROOM to maintain food supply

FOR CURRENT NEEDS and to make room for cur-
rent needs. 2:00

 

7:20

- 207 -

 

VIDEO

Flip 13

SKETCH SHOWING
WOMAN STORING
SUITABLE PORTIONS

Flip 14

SKETCH SHOWING
WOMAN STORING
COOKED FOODS AHEAD
OF PARTY TIME

Cut to
GUEST

Cut to

A YOUNG GIRL WRAPPING
AND HANDING HER MOTHER
A READY-TO-STORE
PACKAGE

Cut to
A LARGER FULL FREEZER
OR REFRIGERATOR

RUNNING

AUDIO

8. Storing serving por-
tions, or portions
suitable for one-
meal serving for the
family:

a. Cake stored in
halves or quarters.

b. Children's food
frozen in small por-
tions.

c. Meat cut in serving
portions with waxed
paper between layers

TIME

d. Leftover canned vege-

tables to be used in
soup.

9. Determining at holiday
time what can be cooked
ahead and frozen--
cookies, cakes, meat

:30

rolls, cooked and sliced

turkey, etc.

GUEST: (AD-LIB) ... If you do
not have enough facilities for
this kind of storage, maybe
your family is growing in size
and in age ...

Perhaps your 8, 10, or 12-year
old girl is now a big help.
She can take over some of your
small duties here. Wrapping
and storing for you can be a
real help. Maybe you should
determine whether additional
equipment is needed:

a. Larger refrigerator to
permit purchasing
groceries weekly.

:05

1:00

 

8:55

(_I.---_.-_~_~——_l—u.-— .9 n.‘m_fl1

‘3'

 

f

'-'—-

208 -

 

 

RUNNING
VIDEO AUDIO TIME
Cut to b. Additional storage
A GROUP OF DIFFERENT containers and mat-
PLASTIC STORAGE erials--aluminum
CONTAINERS foil, waxed paper,
etc.
o. Choosing equipment
that requires less
care. :30

Dissolve to
GUEST

Flip l4
PICTURE
ILLUSTRATING A
HINGED VANITY
CENTER

GUEST: ... Since we have time,
we are going to answer an-
other question. Mrs. Carmen
Nieves asked for some modern
ideas on home furnishings,

and how she can make better

use of her space without sacri-
ficing comfort. Actually, the
home furnishing news is be-
coming more and more practical
to satisfy the demands of
modern living. The point is
that what we find on the mar-
ket is really exciting! :30

The pieces we are about to see

are completely modern. Still,
they have the uncluttered

beauty and the sense of time-
lessness that are a part of

our daily living. :15

Let's look, for example, at
this vanity chest. The lines
are clear and simple, making it
easy to keep clean. The con-
trast of two tones of wood
creates an elegant look which
harmonizes easily with your
arrangements. Another distinct-
ive feature is the dropped
vanity unit with its own hinged
lid. Closed, it provides a
sleek extra space for your

comfort. 45

 

10:55

r. m. A.- “*A' W‘.“V ‘I‘ ‘flm’.fll1

"r: -

?

 

l».

209 -

 

 

RUNNING
VIDEO AUDIO TIME
Flip 15 This multiple wall unit uses
PICTURE the contrasting wood tex-

ILLUSTRATING A
WALL UNIT WITH
FLOWER ARRANGEMENT
IN CENTER, CHAIR
AT RIGHT

Flip 16

PICTURE ILLUSTRATING
ROUNDED SOFA AND
CHAIR SET, WINDOWS
IN BACKGROUND

Flip 1?

PICTURE SHOWING
SOFA AND CHAIR, DOG
AND RUG, GIRL LYING
ON THE CHAIR

Flip 18
PICTURE
ILLUSTRATING A
GIRL LYING LAZILY
ON A CONTOURMCOUCH

Cut to
GUEST

tures very well, too. The

storage units can be alter-

nated with Open shelves to

suit your taste. Notice

how the slim structure of the

legs on each piece adds a

feeling of lightness to the

whole arrangement. :30

Softer, more rounded, lines

give these arrangements a par-
ticularly warm quality. The

pared away edges of the arm

rests and the legs add to the
light look so desirable in

limited space. The three

dropped and shaded lighting

units are excellent examples

of versatility. :30

This chair and sofa are de-
signed for casual living.

The comfortable chair cushions
are suspended in its metal
framework. The sofa cushions
rest on a tapered wood plat-
form, supported by thin, but
strong, metal legs. The metal
details make them practical
and durable. The total effect
is one of practical, floating
loveliness. =45

And finally, an example of an
attractive piece of furniture

is this buffet. The alternating
grain line in the drawers and
the sliding door panel are eye-
catching. Another distinctive
touch is the special leg-within-
a-leg structure, or the wood

and metal support so in fashion.

GUEST: ... These are only some
of the many home furnishing :50

13:35

A__?_-.,__. ~
1 n. .‘

- 210 -

 

RUNNING
VIDEO AUDIO TIME

ideas you can find on the
market. They can make
your home life quite ex-
citing and comfortable at
the same time. So, long
live the modern designers
who now, more than ever,
are keeping you in mind!

Dolly back MC: ... That is all for to-

GUEST AND MC 55y, with the hope of being
back with you next (day) with
more news and more ideas for

 

your home. :30
INSTRUCTOR IN And now to our Home Economics
MC OUT television classroom with
our Instructor (INSTRUCTOR'S)
NAME). :10
Dolly in INSTRUCTOR: ... Hello! ...
INSTRUCTOR In one of our previous pro-
FACING AUDIENCE ‘grams we mentioned some ideas

for placing equipment and
furnishings in our kitchens
to save steps and thus save
precious time. Today we are
going to add more information
‘to this, as well as to offer
some adjustments to simplify
home activities in storing
and use of space in general.
Something must be wrong here...
Let's watch them. (POSSIBLE
SITUATIONS AND SOLUTIONS CAN

 

BE SUGGESTED HERE) :35
GO to black SOCIODRAMA: (A TYPICAL FAM-
GROUP OF ILY IN THE MORNING, GETTING
ACTORS READY TO HAVE BREAKFAST AND

GO OUT, FATHER AND MOTHER TO

WORK, CHILDREN TO SCHOOL AND
KINDERGARTEN. BUT THERE IS

SOME CONFUSION IN THE FAMILY.
MOTHER IS TENSE AND HURRIEDLY :30

15:15

- 211 -

 

RUNNING
VIDEO AUDIO TIME

TRYING TO GET HOLD OF

DISHES SHE CAN HARDLY

REACH. CHILDREN COMPLAIN
THEY CAN NOT FIND SOME OF
THEIR CLOTHES. FATHER
DOESN'T COMPLAIN BUT TRIES
HARD TO REACH SOME OF HIS
PERSONAL BELONGINGS. IT

IS 7:45 A.M. AND EVERYONE
HAS TO BE AT DESIGNATED DES-
TINATIONS BY 8:00 A.M.) 1:00

INSTRUCTOR INSTRUCTOR: (AD-LIB) ... I
can imagine how concerned you
have been at seeing this
scene. Some situations may
even seem familiar. When the
lady of the house has to go
out to work and thus contri-
butes to the family income,
the house chores require some
adjustments. Or ... mishaps
will occur. The Adjustments
to be made depend on the fam-
ily's particular situation
and size as well as on their
habits. Still there are some
general factors most families
can consider

 

Flip 20 a. The furniture can be
PICTURE arranged to simplify
ILLUSTRATING work around the house.
WOMAN EASILY For example: the
CLEANING BEHIND sewing machine should
FURNITURE be placed where it can
ARRANGEMENT be left for later use

so that the floor can
be cleaned easily; beds
should be away from walls
to facilitate bedmaking;
heavy furniture can be
placed where it does not
have to be moved to wash
windows.

1:15

 

17:30

 

_ . l .- ‘f‘T'—“-’TV

- 212 -

 

 

RUNNING
VIDEO AUDIO TIME
Flip 21 b. Equipment can be
PICTURE placed at convenient
ILLUSTRATING heights. Wall can
WOMAN AND CHILDREN Opener at a comfort-
REACHING COMFORTABLY able height. Low

counter or kitchen
surface for serving
breakfast, lunch and
for use of younger mem-
bers. Kitchen wall
cabinets within com-

fortable arm's reach. :30
Flip 22 c. Storing to simplify
PICTURE ILLUSTRATING home activities: It
STORING AWAY OBJECTS is important to decide
NOT IN USE what must be stored

away. We should get rid
of what is not definitely
needed and then store
items used less fre-
quently (magazines,
clothes not in use, per-
sonal items, books, gar-
den and household tools,
ironing board, cleaning

equipment and foods).‘ :45
Flip 23 d. Arranging storage ap-
PICTURE ILLUSTRATING propriate for user:
STORAGE EQUIPMENT Chests--lower for chil-
APPROPRIATE FOR USER'S dren, higher for adults.
HEIGHT AND NEEDS Clothes hooks and Poles

in closets at prOper
height for children and
adults. Provision for
having each member of the
family put soiled clothing
in the prOper place. Toy
storage that is simple for
children to use (large
basket, carton box, Open
shelves, etc.). Storage
arranged for older peOple
to avoid stOOping. Food 1:00

19:45

 

213 -

 

VIDEO

Flip 24

PICTURE

ILLUSTRATING STORAGE
OF MATERIALS WITHIN
EASY REACH

Flip 25

PICTURE
ILLUSTRATING
CORRECT WAYS OF
PACKING AND’
STORING ITEMS

Cut to
INSTRUCTOR

Flip 26
PICTURE

RUNNING
AUDIO TIME

at a position where

it can be reached
easily by those who
must use it. (ar—
ranged for youngsters
who are to help in
storage preparation, or
even eating the food.) :15 r_,‘

e. Determine the best
places for storage:
Store frequently used
materials within easy
reach (within 28 and
64 inches from floor).
Ironing board near ,
point of use, unless pr
there is a convenient
place for it. Vacuum
cleaner at spot nearest
point of most use. Tools
stored where they can be
easily located by who-
ever is most likely to
use them =45

f. (AD-LIB) ... Determining
the best way to pack and
store items: Storing un-
used clothes and personal
items. Choosing con-
tainers for conserving
space or for easy handling.
Using apprOpriate method
labeling stored items.
Recording where things
are stored. ‘30

INSTRUCTOR: (AD-LIB) ... If there
are some adjustments in use of
Space and Operation of home
activities, things can be easier.

 

l. Appraising use of space as
children get older: :20

 

21:35

- 214 -

 

VIDEO

ILLUSTRATING DOUBLE
BED IN BOYS ROOM

Flip 28

PICTURE ILLUSTRATING
YOUNG GIRL
PARTICIPATING IN FOOD
PREPARATION

Flip 29

PICTURE ILLUSTRATING
A YOUNG BOY USING
POWER LAWNMOWER

Flip 30

PICTURE ILLUSTRATING
HANDY SHELF WITH
DISHES

Flip 31

AUDIO

Use of double beds or
trundle beds may be
possible now. There
may be need for more
storage space for mem
bers through changed

RUNNING
TIME

interests or increased

possessions.

Height of

books and rods may need

to be changed. Relo-
cation of drawers and
closet space for "big
boy".

2. Encouraging each member
to take responsibilities
for determining needed
changes in use of house
equipment and facilities.1;00

Let us take, for example this

case:

Luisa, age 15, suggests

that the freezer be listed as
equipment to be purchased; she

has learned to cook and can
help prepare food for the
freezer.

Nestor initiates idea of getting
a power lawnmower so he can care
for the lawn alone, thereby re-

leasing other members of the
family for relaxation or for
other jobs.

3. Using past experiences
as a basis for planning

changes:

Move dishes which are used most

often to a shelf within easy
reach.

Provide Angel, 8 and Arnaldo

.7:

 

1:30

24:05

O MNAJA‘HW

.M 1'. o-‘hfi‘l QK'I‘ ..D'

 

-215 -

 

 

RUNNING
VIDEO AUDIO TIME

PICTURE ILLUSTRATING with a larger bulletin
YOUNGSTERS PUTTING board in their room for
PAPERS ON posting the papers they
BULLETIN BOARD bring home from school.
Flip 32 Provide pegboard for
PICTURE OF GIRL Melba, 13, and Lourdes, 12
ARRANGING PENNANTS, to display their souvenirs, ~=
SOUVENIRS, PICTURES pictures, etc., and at the
ON PEGBOARD same time protect the

walls. :15

Cut to
INSTRUCTOR

INSTRUCTOR: ... So far we

have noticed that it is

just a matter of judgment

to determine what specific
adjustments are to be made
around the house. The size,
the interests, the ages, the
space on which we cOunt, are
some of the factors that de-
termine what adjustments can
be made. The busier the
homemaker is the more planned
and organized her home activi-
ties have to be. =45

 

I _._-Q# ...-_n... ...-9.r~ .. Mumfi

With more coordination among

all members of the family,

they will achieve more enjoy-

ment from comforts of a home

in a practical world. :10

You ... the experienced home-
maker can be a great inSpira-
tion and help to the young
housewife who is facing home
responsibilities combined with
working outside. She will
appreciate your valuable ideas.
Send us your experiences on
storage and better use of
space. That is all for today.

Sneak Music: =30

 

25:45

 

216'-

 

VIDEO
Cut to

MC HOLDING A
BULLETIN

Cut to
MC

Closing film

Flip 1
PROGRAM TITLE

Flip 2
GUEST ' S NAME

Fade to black

RUNNING
AUDIO TIME

MC: ... Thanks, Mrs.
(INSTRUCTOR'S NAME) for the
helpful information you
offered the audience.

And now a word on "Home
Storage Facts,” we send

free material to all who re—
quest it. There are some im-
portant facts on storage
safety for more comfort
around the house. This means
helping you with storage
ideas for an easier home
life. Send a card with

your ideas and ask for our
"Home Storage Facts". We

can help each other. Write
to "YOUR HOME HOUR" Box 607,
Hato Rey, Puerto Rico. As
long as our supply lasts a
COpy will be mailed to you

as requested. Ask for "Home
Storage Facts." 1:10

MC: ... We invite you to join
HS—next (day). Our consultant

will bring you more information

and more ideas in regard to

good management of time, money

and energy in home activities.

This is all for today from

your Home Economics classroom

and (INSTRUCTOR'S) NAME). :35

MUSIC UP UNTIL COMPLETION

:30

 

28.00

‘_'T. ———-——-—_-.~u -.-_~*1

sn-
....__

 

9

DATE:

CONSIDERING SATISFACTORY

FAMILY ROLE CHANGES

YOUR HOME HOUR

PRESENTED BY THE HOME ECONOMICS PROGRAM

DEPARTMENT OF EDUCATION

SAN JUAN, PUERTO RICO

Producer

 

Instructor

 

Master of Ceremonies

 

Staging

 

Station

 

- 217 -

- 218 -

S U B J E C T

 

This program will present an illustrated talk about the
ways in which modern living demand new changes in family roles.
This implies that usual roles have to be Simplified and a
coordination of activities is required within the family.
Considerations are to be taken if the young housewife is going

out to work to help family income.

1*.‘.“ b-Aq

I..- I - AL,

- 219 -

S E T T I N G

 

The setting for this program will be the same used for

the short series "CONSIDERING CHANGING FAMILY ROLES." In this
specific program there will be some sort of "Family room area"
where the family gathers. On one side there will be an ironing
area ready for the demonstration to take place in the program.
It will simulate a typical ironing area that could be set in a
community or neighborhood where all the facilities and equipment
for that purpose are to be arranged. The speaker will appear
first standing in front of a table or counter tOp. Some flats
simulating a home wall and windows with some curtains to create

an atmosphere will be installed in the background.

..-. -v -...r.;.«:~'..'¢’~_ q

l.c-q‘-n‘-m '~‘_'mn--‘
\

FORMAT TYPE:
THEME:

TOPIC:

TALENT:

- 220 —

Demonstration

Home Management

Facing Family Role Changes Efficiently and
Simplifying Home Tasks. Ironing Can Be Made
Easier.

Home Economics Teacher (Specially trained to

use the medium) 1 .2
I

PROPERTIES PROVIDED BY THE STATION (USUAL PLUS THE FOLLOWING:)

Outlet for iron 1
Ironing board
Refrigerator ““7

Kitchen counter or table (working area)

TECHNICAL FACILITIES PROVIDED BY THE STATION (USUAL PLUS THE

FOLLOWING:)

Boom mike

EQUIPMENT AND VISUALS PROVIDED BY THE DEPARTMENT OF EDUCATION

(USUAL PLUS THE FOLLOWING:)

I.

Equipment
1. Iron
2. Sprinkling bottles (soft drink and plastic)
3. Bowl of warm water
4. Turkish towel
5. Rayon
6. Hangers
7. Ordinary vegetable brush

8. Sponge

- 221 -

II. Flips

1. Title of program

 

2. Name of visitor or guest

 

3. Husband and a big question mark in front
(sketch)

4. Children with a question mark in front (sketch)
5. Homemaker with big question mark in front of
her (sketch)
III. Strips (pieces for developmental visual material)

1. Specific goal to be achieved

2. Circumstances which demand added income

3. PrOper stage of family deve10pment

4. Serious consideration to effects on family

5. Maintenance of usual meal hours

6. Level or orderliness and cleanliness

affected
7. Can management problems be shared. How?
By whom?
TECHNICAL PERSONNEL: (USUAL)
MAIN TEACHING POINT:
Develop understanding, judgment, and ability
to consider efficient changes and make adapta—
tions to face demand of new living conditions.
MINOR TEACHING POINTS:
DevelOp understanding and judgment to:

a. Determine logical considerations before

 

1"“ an...

r»..—, -.4 unoL-ua -m-l‘1" .; 4u'mL.\.' lit-L
, .
I

~

 

- 222 -

housewife goes out to work.

Determine what routines and management

problems need to be worked out.

Simplify specific tasks, like making

ironing easier,through:

l. Careful Sprinkling (variety of methods.)

2. Ironing equipment and arrangements
easy work.

3. Basic techniques and methods of
ironing make job easier.

4. Care of clothing after ironing is

important.

.«n—a.‘ 4._.t‘ “.4..." V'" a; 45".‘n-"fl

F

f

- 223 -

PROGRAM: YOUR HOME HOUR

WIPR-TV CHANNEL 6

DATE: TUESDAYS AND THURSDAYS HOME ECONOMICS PROGRAM

TIME: 3:30 to 4:00 P.M.

DEPARTMENT OF EDUCATION
SAN JUAN, PUERTO RICO

 

 

 

RUNNING
VIDEO AUDIO TIME

OPENING FILM MUSIC: THEME ”ts
(SCENES Of family life [
with credit titles super- ;
imposed on film) i
1. THE DEPARTMENT OF E

EDUCATION !
2. WIPR-TV CHANNEL 6 i i
3. PRESENTS: YOUR HOME ‘ 2

HOUR ”I
4. PRODUCER:
5. MASTER OF CEREMONIES
6. INSTRUCTOR:
7. DIRECTOR: MUSIC FADE OUT :30

Dissolve to
MC FACING THE AUDIENCE

Flip 1
PROGRAM TITLE

HE: Good afternoon, ladies
and gentlemen. This is (MC)
from the Department of Educa-
tion greeting you from WIPR-
TV, Channel 6 Hato Rey,
joining facilities with WIPM-
TV, Channel 3, to bring you
the next half-hour program
for homemakers. YOUR HOME
HOUR today offers some inter-
esting facts about how "Ironing
Can Be Made Easier“ for the '
modern, busy housewife.

Before we present our demon-

today, Angela Luisa Martinez

from Reparto San Jose wants

to know how she and her family

are to decide whether she

should work outside the home.
Should there be some COOperation
from her husband and the children?
(PAUSE) :45

 

1:15

-224 -

 

VIDEO

Flip 2
GUEST'S NAME

GUEST FACING
AUDIENCE

Go to Black
GROUP OF ACTORS

RUNNING
AUDIO TIME

Here is our consultant for

the day; she will give

some specific suggestions

to help solve one of the

common problems of today.

She is (Guest's name) a

Home Management Specialist

from the University of

Puerto Rico :20

GUEST: Hello! ... Thanks
very much (MC). Deciding
whether the homemaker is

 

_going to work outside the

home requires facing realis-
tically the effects it will
have on the family. It is
important that homemakers
discuss the whole situation
and decide how it is going

to affect everyone in the
family. Some routines and
management problems must be
worked out in situations like
this. Of course, the home-
maker's specific tasks can be
simplified as we are to see in
the second part of this pro-
gram. For example -- ironing.
(POSSIBLE SITUATIONS AND SOLU-
TIONS ARE SUGGESTED FOR
AUDIENCE PARTICIPATION) Let's
watch them... 1:00

SOCIODRAMA: (A HIGH SCHOOL
GROUP IS ACTING OUT A SCENE

FROM "HELP WANTED," WHERE
GEORGE, THE HUSBAND, EXPRESSES
HIS FEELINGS ABOUT MARTHA, HIS
WIFE, WORKING OUTSIDE THE HOME.
JANET AND WAYNE REACT IN A TYPI-
CAL WAY FOR ADOLESCENTS. THERE
ARE OTHER REACTIONS ON THE PART
OF THE CHILDREN, BUT MRS.
KENNEDY IS TO CONSIDER ONLY :45

 

4:20

 

- 225 -

 

 

RUNNING
VIDEO AUDIO TIME
SOME OF THEM. WHAT ARE
THE MOST IMPORTANT DE-
Fade out CISIONS TO BE CONSIDERED?) :15
GUEST NEXT TO GUEST: Some of these sit-
FLANNELBOARD uations may sound familiar

to you. Some may even help
you. What is your reaction?
(PAUSE) Let us see what
important decisions are to
be considered. (PAUSE)

Cut to 1. There must be a specific

Strip 1 goal to be achieved if

(HOLD) she is to change some of
her present responsibilities.
The goal may be to: :40

a. Provide better living,
reduce debts, provide
savings for buying a
home, education, vaca-
tion, or simply
luxuries.

b. Get away from what she
considers drudgery and
boredom.

c. Train herself for the
time when the children
will no longer be at
home, or prepare for an
untimely loss or dis—
ability of her husband.

d. Feel the need for wider
sc0pe for her special
talent, abilities, or
previous training.

e. Desire to help her hus-
band finish his education.1:00

Cut to 2. There can be circumstances
Strip 2 which demand increased income
(HOLD) (widowhood, inadequate aid :05

[#7- f““’"‘.—‘—T‘.'—‘Ai—.‘T’*_'I;

 

6:20

- 226 -

 

VIDEO

Cut to
Strip 3

Cut to
Strip 4

Cut to

Flip 3

SKETCH OF HUSBAND AND A
BIG QUESTION MARK IN
FRONT

RUNNING
AUDIO TIME

for dependent children,

invalid or temporarily

unemployed husband, sup-

port for invalid parent,

medical expenses mounting,

too much consumer credit,

children in college, rising

prices with set income.) :30 f
3
I
l

3. The stage of family develOp-
ment. This is a must to ,
consider. Is the husband 3
settled in his work? Are
moves related to promotions
or changes in job likely? A
Is yours an expanding fam-
ily? Will the wife's
working mean delay in
starting a family or adding
to it? Are children at an
age when the mother will
most enjoy being with them?
Are children at an age when
they can profit from some
independence? Notice, we
said SOME independence. :40

4. Effects on members of the
family which influence the
homemaker's decision should
be seriously considered. :10

The Husband: Will working out
affect him favorably, unfavor-
ably? Will his comfort and
pleasure at home be affected?

May his feeling of competence

as the breadwinner be challenged?
Is he relieved of the strain of
trying to support the family
alone? Will he enjoy taking

over additional activities, or
will he feel imposed upon by
added duties? May closer :40

 

8:20

- 227 -

 

 

RUNNING
VIDEO AUDIO TIME
associations be develOped
between father and children?
Cut to The Children: In what ways
Flip 4 will the children be involved?
SKETCH OF CHILDREN They should be carefully
WITH BIG QUESTION guided to permit independence
MARK IN FRONT self-direction according to

their growth and judgment.
Certain enjoyment of children
and parent to the point that
experiences can be stimulating
and fun for both. What will
the feelings of pre-school,
elementary school, or teenage
children be? Are children
proud, indifferent, or ashamed
of having their mother work?
May mother try to compensate
for her absence by-overindul-
gence, gift giving, or in-
appropriate privileges? May
parents be over-restrictive?
Will children receive guidance
needed for school-work, home-
making activities, health
routine, and recreation? Will
mother's working present Oppor-
tunities for growth of inde-
pendence, judgment, initiative,
and deve10pment of valuable
skills in taking over home res-

ponsibilities? 1:00
Cut to The Homemaker: Will she be
Flip 5 affected by worry and conflict
SKETCH OF HOMEMAKER over leaving the children? Is
WITH BIG QUESTION she exuberant with feelings of
MARK IN FRONT (HOLD) freedom in anticipation of

doing a "more interesting" job?

Does she look forward to the
enjoyment of being out in the

"world of peOple", not confined
during most of the day with

little or no conversational give

and take at the adult level? =30

.7“'. 4‘. Lane...- mi,

.' m 2 ...I.‘ Gnu-Ami I .I
a I A

— 228 -

 

RUNNING
VIDEO AUDIO TIME

IS she unhappy in marriage
and/or dissatisfied with
financial returns or status
the husband's work brings?
Does she want to deve10p and
use some special ability or
talent? Can she accept her
husband as "co-provider"? F
Will it be difficult br her i
to have someone else carry~

on some responsibilities

which traditionally she had

assumed? :40

TCIZ‘FA'_"' I

GUEST (HOLD) GUEST: These are only a few .
of the important points the
family will have to discuss
before any decision can be
made. Of course, there are
criteria in regard to the
characteristics of the job
itself that have to be weighed,
as well as the cost of working.
The entire family must under-
stand the importance of the
decision. They must decide
whether the decision can be
postponed for later, or
whether it should be made at
once. In our next program we
will deal further with this

 

 

problem. :40
GUEST MOVES TO GUEST: (AD-LIB)... But I know
FLANNELBOARD your uncertainties in regard to

household routine and management
problems are of great concern to
you. Most families in these cir-
cumstances will consider Specific
things like:

Cut to a. Can meal hours be main-
Strip a. tained satisfactory to
all members? What can be
done? __139_

11:40

 

 

- 229 -

 

VIDEO

Cut to
Strip b.

Cut to
Strip c.
(HOLD)

Cut to
GUEST

RUNNING

AUDIO TIME

b.

GUEST:

Will it be possible

to achieve the level

of orderliness and

cleanliness accept-

able in the house for

all members? :10

Can the management
problems now assumed
mainly by the wife or
mother be shared by
others? By whom?
These could include:

- Planning and ac-
counting for the use
of money.

— Meeting the buying
demands such as getting
shoes for the young-
sters, etc. ‘

- Some essential fur-

nishings and equipment
need to be considered,
too.

Using kind of Turnishings
which help save time and
effort.

- Arrangement of equip-
ment and furnishings
which save effort and
meet family needs.

- Storing away items that
are not being used to

simplify housekeeping. l 30

As we have seen, many

many factors need to be con-
sidered before the family can
decide whether the housewife
should or should not go out to

:15

 

13:35

6.3. ' if? 9% . an: '50-

. W‘s-s». maven

- 230 -

 

VIDEO

Cut to
GUEST

Dolly back
MC APPROACHES

INSTRUCTOR
APPROACHES

INSTRUCTOR

(HOLD) MC OUT
(SPRINKLING A SHIRT
ON A TABLE OR COUNTER

RUNNING
AUDIO TIME

work. Only if there is a
specific goal to be reached
that can not otherwise be
reached would she work. If
family circumstances really
demand more income, she should
work. But the family must de-
cide whether she should work
now or later on. The effect

on members of the family are

to be positive ones, not nega-
tive. Of course, there should
be a general arrangement of the
whole family to accept their
share in the redistribution the
housewife had taken care of.
Only in cases like these should
a housewife risk the security

and peace of her home life. 1 15

GUEST: Be with us on this pro-
gram. We will offer suggestions
on your type of work, cost of
working (both money and other
costs), besides more routine and
management problems to be worked
out. We will demonstrate simpli-
fied home tasks. Just write and
let us know what is troubling you.
And that is all for the day. We
hOpe we have been of help to you. :40

 

MC: Thank you very much (con-
Sfiltant's name). Your ideas have
been quite inspiring. Remember
to send us your ideas and your
problems.

And now to our television class—
room with your Instructor
(Instructor's name). =20

INSTRUCTOR: Hello!...Come right

in and join me. I have just

finished sprinkling the clothes

and am ready to iron them. :20

 

16:10

Lid. 5')..." ..I' J!“

.mf"w flail: ' a

- 231 -

 

 

RUNNING
VIDEO AUDIO TIME
TOP PROTECTED BY A
PLASTIC SHEET) '
(HOLD ON SAME SHOT
AS MAN ENTERS AND MAN: (AD-LIB)... Ironing?
TALKS TO HER) Lady, who can afford to do
Dolly in to that today? :15

HIS CRUSHED SHIRT

INSTRUCTOR TALKING
TO MAN

INSTRUCTOR
SPRINKLING SHIRT

BRUSH AND BOWL
WARM WATER

PLASTIC
SPRINKLER BOTTLE

COMPLETE
SPRINKLING AND
FOLDING OF SHIRT

Dolly back to
WRAPPING IN PLASTIC
SHEET WITH OTHER
CLOTHES

INSTRUCTOR: (SMILING PLEAS-
ANTLY) Some peOple complain
about disliking ironing. But,
ironing can be made easy. May-
be I can show you a few simple
ways.

In the first place, prepara-
tions for ironing are impor-
tant. Many clothes need to

be sprinkled or dampened, and

it is necessary to do this care-
fully. There are various ways
of doing it.

An ordinary vegetable brush
and a bowl of warm water can
be used. 1:00

A soft drink bottle with a
sprinkler that fits the tOp is
good, or an inexpensive flexible

[bottle is easy to handle. :20

First sprinkle the sleeves and

cuffs, the collar and yoke, in-

side of the back, fold the

front panels over, Sprinkle,

folk lightly to prevent wrinkles.

To speed dampening use warm water.:30

Wrapping in plastic Sheet pre-

vents clothes from drying out; it

is easy to separate colors and

types of fabric, protect table

tOp. Some EBOple store sprinkled
clothes in the refrigerator if

they are not able to finish all :30

18:45

- 232 -

 

 

RUNNING
VIDEO' AUDIO TIME
the ironing at one time --
this prevents mildew in
clothes. Of course, this
makes some rayons easy to
iron. :15

INSTRUCTOR MOVES
TO REFRIGERATOR TO
GET RAYON SHIRT
WRAPPED IN PLASTIC

INSTRUCTOR MOVES FROM
REFRIGERATOR TO
IRONING BOARD

IRON AND ASBESTOS MAT

THERMOSTAT REGULATOR
ON THE IRON

UNWRAPPED SHIRT

LYING ON IRONING
BOARD WRONG SIDE
OUT

SLEEVES AND COLLAR

IRONING SIDE PANEL
WITH BUTTONS

IRONING LARGE PORTION
OF SHIRT HAVING A
MONOGRAM

SHOWING HOW TO SPONGE

This rayon shirt from the re-
frigerator, for example.
Let's iron it.

Before ironing, be sure to

have the ironing board at

the prOper height. (EXPLAIN).

If it is not adjustable,

blocks can be used to raise

it. Some peOple prefer to

sit down. If a person has been
working outside the home,

sitting down to iron tends to
prevent exhaustion. :35

An asbestos mat is a necessary
safety device. :10

It is important to regulate the
iron to the type of fabric...
rayon in this case (ILLUSTRATE). 90

It is best to iron rayon on the
wrong side to prevent too much
shine. Most cottons can be
ironed on the right side.

Iron small parts of the garment
first. (EXPLAIN WHY).

Use a small turkish towel under
buttons to prevent wear and to
make ironing easier.

Use a towel under lace inset —-
monograms, etc.

Use a small sponge, slightly 2:20

22:25

- 233 -

 

VIDEO

OUT WRINKLES IRONED IN
ACCIDENTALLY

FINISHING ON OTHER SIDE
OF PANEL

GARMENT RIGHT SIDE OUT
AND HUNG ON HANGER: MAN
APPROACHING

MAN TALKING IN SURPRISE
TO INSTRUCTOR NEXT TO
POSTER

MAN WITH A PLEASED
EXPRESSION

INSTRUCTOR STANDING IN
FRONT OF IRONING BOARD
HOLDING A FINISHED
SHIRT

INSTRUCTOR HOLDING
BULLETIN

Flip 6
ADDRESS CARD

RUNNING
AUDIO TIME

dampened, to help remove
wrinkles which have been
ironed in accidentally.

Larger parts of any piece
of ironing should be done
last to prevent wrinkling.

Care of the garment is most
important after ironing.

MAN: Lady, this shirt is
perfect! And you did it in
four easy steps! (READING
FROM POSTER)

l. Sprinkle carefully with
Sprinklet (bottles).

2. Preparation for ironing

is very important. 3 00

3. Iron small parts first
and then larger parts.

4. Hang clothes up carefully
to prevent wrinkling.

(LOOKING AT HIMSELF WITH HOPE)
Now I have news for my wife. .35

INSTRUCTOR: Ironing can be

made much easier if you just
remember to follow the simple
suggestions given today. :15

SNEAK MUSIC:

If you would like to know more

about ironing, especially ways

to iron men's shirts, you can

get your COpy of the ironing
bulletin by drOpping a post

card to YOUR HOME HOUR, Hato

Rey, Puerto Rico. You will :20

 

26:35

12...-.- “1

- 234 -

 

VIDEO

RUNNING
AUDIO TIME

 

Cut to
MC

CLOSING FILM WITH
SUPER CREDIT CARDS

Flip 1
PROGRAM TITLE

Flip 2
GUEST'S NAME

FADE OUT

have many hours of easy

ironing with your "IRONING
BULLETIN." This is all

for today from your Home

Economics classroom and

Miss (name). :25

MC: ... We invite you to

jBIn us next (day) when a
consultant and our instructor
will again bring you more
information about factors to
consider, routine, and manage-
ment problems to be faced be-
fore the homemaker decides

to work outside the home.

We will be right here in this
program simplifying another
specific task for you. :30

MUSIC UP TO CONCLUSION

:30

 

28:00

W ulna: '9'qu

CONCLUSION

In order to prepare this study, various important
points related to the use of Tyler's Rationale have been
discussed and used. Various information sources were used
in bringing important points related to the role of mass
media in the deve10pment of home economics education in
Puerto Rico.

While develOping this special problem, I became more
aware of the local situation as one that, due to the fast
urbanization and industrialization and new, large, and
heterogeneous audience, is demanding more assistance. Although
face-to-face communication (classroom organization) continues
to be the most used channel of communication, mass media are
being considered as a tremendous tool to supplement face-to-
face communication and permit home economics educators to
reach more peOple with less effort and without losing
efficiency as communicators. In using these media there are
various potentialities to be considered as well as limita-
tions to be aware of in order to avoid negative effects when
planning a proposed change. The home economist has to be a
good communicator with a thorough knowledge of her subject
matter and social system she is to reach. To conduct her
work efficiently she has to know how communication works,

her role as a communicator in her specific field, and how

- 235 -

s“ fl.‘-I'.F..~.'4L‘ ' I.’ .v A n

- 236 -

her social system is structured in their range of action.

Only a thorough knowledge of the previous factors and
conditions will permit her to plan and deliver effective
persuasive messages. This way she will get the desired
attention from the audience and yet stimulate a favorable
response toward the proposed changes.

It is my conviction that most of the problems faced by
the home economist in this task of inducing changes are due
to lack of good communication and lack of knowledge of the
medium.

After so many considerations, and assuming that there
are other dimensions and subdimensions that can be considered,
the case built here is hoped to finally reach the proposed

(goals of the home economics program.

 

hm. Ll

 

 

 

APPENDIX A

-237-

Lt! 3 .111: (

APPENDIX A

237

\QCIJ\1O\\J'I-(-‘-‘\Jx)f\)tiJ

Hl—JHH
\JUIUP-‘O

- 238 -

Estado Libre Asociado de Puerto Rico
DEPARTAHENTO DE INSTEUCCION PUBLICA
Junta Estatal de Instruccién Vocacional
DivisiOn de Instruccién Vocaciona] y Técnica
Programa de Economia Doméstica
Hato Rey, Puerto Rico

AREAS DE ENSEEANZA EN EL PEOGRAMA DE
ECONOMIA DOMESTICA PARA ADULTOSI
Desarrollo del Nino (Child Development)
Educacién a Padres (Parent Education)
Relaciones de Familia (Family Relations)
Orientacién del Consumidor (Consumers Education)
Finanzas del Hogar (Family Finance)
Manejo del Hogar (Home Management)
Seleccién y Cuidado de la Ropa (Clothing Selection & Care)
Confeccién de Ropa (Clothing Construction)
Seleccién y Conservacién de Alimentos (Food Selection and
Storage)
PreparaciOn y Servicio de Comidas (Food Preparation)
Nutricién (Nutrition)
Vivienda (Housing)

Mobiliario del Hogar (Home Furnishing)

* De acuerdo con Formulario OE—4OSO (5/63)

Enrollment in Home Economics
(Homemaking and Wage Earning)
(Smith Hughes, George Barden)

 

APPENDIX B

-239-

_ -.- ___.___,,______,1

- 240 -

.Estado Libre Asociado de Puerto Rico
DEPARTAMENTO DE INSTRUCCION PUBLICA
Junta Estatal de Instruccién Vocacional
Divisién de Instruccién Vocacional y Técnica
Programa de Economia Doméstica
Hato Rey, Puerto Rico

PLAN PARA LA EXPANSION Y NUEVOS ENFOQUES DEL
PROGRAMA DE INSTRUCCION VOCACIONAL Y TECNICA
(Informe Preliminar) -

 

r_l
E
g
!
I. Introduccién '
o I o o ‘
El rapldo desarrollo econom100 y SOClal, asi como lOS }
adelantos educativos cientificos y técnicos que ocurren en ;
nuestra época hacen imprescindible que nos preocupemos por 1
las implicaciones que los mismos tienen en la labor educativa. i_.

Especialmente en los programas vocacionales hay la necesidad
de evaluar constantemente los servicios educativos que Se
prestan con lOS recursos disponibles de suerte que se puedan
mejorar y ampliar a tono con la situacién cambiante.

Con el prOpésitO de hacer las recomendaciones pertinentes
para la expansién del programa vocacional y técnico se anali-
zaron, entre otras cosas, datos relativos a la pOblaciOn es-
colar de Puerto Rico y la parte de esta que recibe adiestra-
miento en ocupaciones industriales y comerciales, la situacién
actual del mercado de empleo y proyecciones futuras asi comO
los grupos de poblacién que necesitan adiestrarse.

A continuacién incluimos algunos datos estadisticos
que Se relacionan con la situacién actual de Puerto Rico.
Indicamos, ademas como funcionan en la actualidad lOS dife-
rentes programas y servicios de la Divisién de Instruccién
Vocacional y Técnica. Por Ultimo, hacemos recomendaciones
es ecificas para mejorar lOS programas y servicios existentes,
as? como lOS proyectos especiales que pueden desarrollarse
para satisfacer adecuadamente las necesidades que no se
atienden a1 presente.

II. Situacién

 

Las estadisticas sobre la matricula escolar en Puerto
IRico revelan que, a pesar de que ha habido un progreso nota—
lile en la retencién escolar, afin existe un serio problema
(ie desercién. Este problema tiene implicaciones de impor-
'tancia en las caracteristicas de la fuerza trabajadora de
rulestro pais.

 

 

"

- 241 -

En el nivel secundario, pueden citarse los siguientes
ejemplos. En agosto de 1956 las escuelas pfiblicas y riva—
das admitieron 45,660 estudiantes en séptimo grado.( En
enero de 1962 el grupO se habia reducido a 19,851 jévenes
matriculados en el duodécimo grado. (2) En el corto periodo
de seis afios 25,809 jévenes de uno y otro sexo, 0 sea el 56%
abandonaron la escuela secundaria que habian iniciado uizas
con la esperanza de Obtener de ella la mejor preparaci n
escolar posible. De agosto de 1956 a agosto de 1961 se
matricularon 310,995 estudiantes en el séptimo grado de las
escuelas secundarias pfiblicas y privadas. 1 En febrero de
1962 la matricula de la escuela secundaria se habia reducido
a 217,180. 2 La desercién en estos anos escolares alcanzé

8. 93 $815.

La mayor parte de estos jOvenes que Se dieron de baja
de la escuela sin terminar sus estudios secundarios, asi
comO miles de otros que tomaron igual deciSiOn antes y des-
pués de aquellos, son hoy miembros de la fuerza Obrera.

Para la escuela puertorriquefia y para la sociedad en
que vivimos las perspectives de esta desercién escolar con-
stituyen preocupaciones serias. Al efecto nos pregunatamos:
éCuales son las causas de tal desercién? Que preparaciOn
académica y vocacional OfreciO la escuela secundaria a lOS
alumnos que la abandonaron, para que ellos puedan competir
airosamente en el mundo ocupacional y conseguir un empleo,
retenerlo y progresar en él?

En mayo de 1962 el nfimero de graduados de las escuelas
secundarias regulares, pfiblicas y privadas, ascendié a apro-
ximadamente 17,000 alumnos. Cerca de 3,000 de estos jOvenes
recibieron adiestramiento vocacional para ocupaciones en la
industria y el comercio. Alrededor de 9,000 de lOs gradua—
dos continuaron estudios en colegios, universidades u otros
centros de ensefianza. Estos significa que 5,000 estudiantes,
e1 30% de los graduados de las escuelas superiores regulares,
pasaron a formar parte de la fuerza trabajadora sin prepara—
ciOn ocupacional especifica.

Del grupo de 45,660 jévenes que en 1956 Se matricularon
en el séptimo grado, 19,851 se dieron de baja en los siguien—
tes seis aflos y mas de 5,000, como se indica en el pérrafo
anterior, Obtuvieron e1 diploma de la escuela superior, pero

 

(1) Informs anual estadistico del Secretario de Instruccién
Pfiblica, 1960-61.

(2) Informs sobre la matricula y personal al terminar el
Sexto mes escolar, 1961-62. Boletin NUm. 2 de la
Divisién de Estadisticas del Departamento de Instruccién
Pfiblica.

 

‘9‘

J's

bee -.-

 

 

4.4;.
\
\
\
I
\

- 242 -

no continuaron estudios en colegios, universidades u otros
centros de snssfianza. Es, pues, evidente que unos 25,000
sx-estudiantss se emplearon O estan disponiblss para empleo
en ocupaciones que no requieren una preparacién vocacional
determinada.

LOs Oficios u ocupaciones que no requiersn adisstra-
miento previo son hoy muy escasos y lO ssran afin mas en el
futuro inmsdiato debido a los adelantos tecnOlOgicos. Estos
Oficios u ocupaciones son lOs que podrian estar accesibles
a1 Obrero no diestro. En este grupo se encuentra un buen
nfimero de las personas que abandonan la escuela. Por otro
ladoé lOs patronos prefisren smplsados que possan una prepa-
raCI n

La suerte que sstas personas han de corrsr en el mundo
ocupacional ds nusstros dias, en compstencia desigual con
miles ds otros desempleados, debs ser motivo ds preocupacién .
para tOdO ciudadano, pero especialments para lOs sducadorss. L

En noviembre ds 1962 unas 700,000 personas constituian
s1 grupo de trabajador civil. De éstas, 88,000 sran desem—
pleados, de los cuales aproximadamsnts 11,000 estaban dentro
de las edades de 14 a 19 afios. 1

Se estima que para el periodo de 1960 a 1975 habra 1a
necesidad ds 250,000 a 300 000 empleos adicionales. De éstos,
110,000 corresponderan a fibricas s industrias promovidas por
la Compafiia de Fomento Industrial. Para 1975 deberan existir
830,000 Oportunidades de empleO, de las cuales la industria
manufacturera provsera 207,000. (2)

La Divisién ds Instruccién Vocacional y Técnica del
Departamento de Instruccién Pfiblica, la DivisiOn de Aprsndi-
zajs del Departamento del Trabajo y cualssquiera otras agen-
cias gubernamentalss o privadas deberan provser adiestra—
miento especializado a 300,000 nuevos empleados, a los Obreros
desplazados por la creciente mecanizaciOn, a los Obreros em-
pleados que necesitan rsadisstramiento y a los mfiltiplss reem-
plazos de Obreros diestros que, por una razén u otra, abando-
nan el grupo trabajador.

 

(l) Informs Trimestral #41 ds octubre de 1962 e Informs
Mensual #1 ds noviembre ds 1962 del Negociado de Esta-
disticas del Trabajo del Departamento del Trabajo.

(2) A Regional Model for Programming Industrial Development,
preparado para la Compafiia ds Fomento Industrial por
Adams, Howard y Greely, junio 1962.

académica y ocupacional adecuada. F:

 

 

O
\
O
\
. \ ‘,
. . - 1
o
\
~ 0
O
I - .
‘ s
. u
\ \
. \
\
\
\
'c

- 243 -

LOS graduados de noveno grado que no son admitidos a
las escuelas vocacionales, los graduados de la sscuala su-
perior que no continuan estudios en colegios, universidades
u otros centros ds ensefianza, los jOvenes que abandonan 1a
escuela, lOs desempleados, lOs desplazados por la mecaniza-
cién y los empleados que necesitan readiestramiento para con-
servar sus smpleos constituysn grupos sociales a los cuales hay
que atender, en la medida en que sea posible, en cualquier prO-
grama especial de instruccién vocacional y técnica que es es-
tablezca. E1 Departamento del Trabajo estima que sl grupo de
desplazados por la mecanizacién es cerca de 2,000 trabajadores
anualmente.

III. Programas y servicios educativos de la
DivisiOn de Instruccién Vocacional y Técnica:

 

 

E1 Programa de Instruccién Vocacional y Técnica funciona
en el nivel secundario. DOS son sus finalidades basicas.
Prepara a lOs educandos jOvenes y adultos para smpleos inme-
diatos y proves a los ya empleados la Oportunidad de Obtener
conocimientos adicionales y desarrollar destrezas que le per-
mitan progresar en una ocupacién u OficiO. Ademas, Ofrecs
Oportunidades educativas Que propsndsn a la capacitacién de
unO y otro sexo para una mejor vida de familia y para s1 de—
sarrollo de actividadss deseables en la convivencia social y
en el mundo industrial y tscnolégico ds nuestros dias. Hacia
este fin se Ofrecs orientacién educativa y vocacional, ense—
fianza en artes industrialss, economia doméstica, sducaciOn
comercial, educaciOn distributiva, agricultura vocacional y
Oficios e industria.

Economia Domestics

E1 adiestramiento en economia doméstica se Ofrecs a lOS
alumnos de unO y otro sexo matriculados en las escuelas se-
cundarias, asi como a los adultos y jOvenes que no asisten a
la escuela para que pusdan atender satisfactoriamente los pro-
blemas con que se confrontan comO individuos y comO miembros
ds un hogar y de la comunidad. Asimismo, para que pusdan
hacer las adaptaciones necesarias de acuerdo con lOs cambios
sociales, econémicos y tecnolégicos que tienen implicaciones
en la vida familiar. Esto ss logra mediante ensefianza en
lOs aspectos fundamentales y experiencias de la vida del ho-
gar, a saber: relaciones familiarss y desarrollo del nifio,
consumo y otros aspectos econémicos ds la vida personal y fa—
miliar; necesidades nutricionalss y la seleccién, conserva-
cién, preparacién y uso de los alimentos; disefio ssleccién,
confeccién y cuidado ds 1a ropa y su significacidn sicolégica
y social; tejidos para la rOpa ds vestir y del hogar; el arts
comO parts integrante en la vida diaria, y, manejo y uso ds km;
recursos para alcanzar 10s valores y las metas de los indivi—
duos, la familia y la sociedad. La ensefianza en economia

 

—244-

doméstica es requisito para graduacién en el nivel de es—
cusla intermedia; en la escuela superior se Ofrecs como
asignatura electiva. También Se Ofrecen en este nivel cur—
sos especialss para alumnos de ambos sexos sobre algunos de
los aspectos de curriculo.

Durante e1 afio escolar 1961-62 se alcanzé en el pro-
grama regular diurno una matricula de 44,130 alumnos de las
escuelas publicas y privadas secundaria s, ademas ds 7, 086
adultos y jévenss que no asisten a la escuela. Actualmente
el programa cuenta con lOS servicios de 597 maestras, a saber:
569 de sconomia doméstica y 28 de industries nativas. De és—
tas, 432 sstén en la zona urbana y 165 en la zonarural. Este
personal sirve un total de 300 escuelas que incluye 144 segun-
das unidades ruralss, 118 escuelas intermedias urbanas, y 38
escuelas superiores.

IV. Recomendaciones (l)

 

Para 1a soluciOn ds estos problemas se hacen las siguien-
tes rscomendaciones especificas en torno a la expansién de los
servicios q_ue actualmente Ofrecs la Divisién ds Instruccion
Vocacional y Técnica a1 desarrollo de proyectos especialss en
los diferentes programas, tomando en consideracién 1a situa-_
cién ds demanda y Oferta del msrcado de empleo.

I

V. Economla Domestica

 

l. Crear nuevos departamentos de economia doméstica
para atender adolescentes y adultos en areas de rapida ex—
pansiOn, urbanizaciones pfiblicas y centros rurales donds a1
presents no existen facilidades para el Ofrscimiento ds cono—
mia doméstica.

2. Utilizar las facilidades ds 10s laboratorios de scO-
nomia doméstica para Ofrecer cursos cortos relacionados con
ciertos tipos de actividadss remuneradas tales comO cuidado—
ras de nifios, asistentes en la preparacidn de alimentos y en
la confeccién de piezas de vestir, enfermsria en el hogar y
otros de acuerdo a las necesidades en cada comunidad. Estos
cursos Se Ofreceran a alumnos de la escuela superior y a adul—
tos y jévsnes que no asisten a la escuela.

3. Establecer cursos de economia doméstica para perso—
nas lisiadas, mentalmente retardadas 0 con defectos fisicos,
con el proposito de ayudarlos con sus problemas personales y
prepararlos para formar un hogar con mayor eficacia.

‘.‘~II.

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ill

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F‘I‘!‘ I II 1;. .1 Hull annihil'riu

APPENDIX C

-245-

- 246 -

SUBJECT: Planning of Television Programs for Home Economics
TO: Women Interested in Home Economics TV Programs

FROM: Home Economics Department, San Juan, Puerto Rico

Dear Homemaker:

You have been recommended as a person to help in plan-
ning for a series of television programs in money management
for homemakers or other groups in Puerto Rico.

Attached is a check list containing 60 items about dif-
ferent phases of money management. Will you read each of the
statements and check them according to the amount of interest
which you or other women have in each item.

For example, if you think there would be high interest
in an item please check Opposite the item in the column
headed by "High amount of interest." After you have finished
rating all of the items will you add any suggestions or com-
ments.

Please return the attached check list in the attached
self-addressed envelope not later than .

 

Thanks!

Vicentita Almeyda,
Teacher in Charge

u—irj

— 247 -
CHECK LIST FOR DETERMINING INTEREST OF ADULTS
AND YOUTH IN MONEY MANAGEMENT TELEVISION PROGRAMS

IN PUERTO RICO

Participant's Name Address

 

Participant's Last Grade in School
approximate age
level Date

 

 

Your contact with home economics (please check)
Have taken one or more courses

Have one or more children who have taken home
economics courses

Have taught home economics

Your Occupation

Am now employed outside the home

 

Have been employed outside the home “
i
(please explain kind of work)
1
l

 

 

Below are some 60 items derived from ten categories related r'.
to the field of family money management. You have been se- .
lected to find out which of these items would be of special

interest to Puerto Rican women for telecasting. Will you

help by checking those items which you or other women think

would be interesting future TV programs.

Try to work every item rather rapidly and trust the way you
feel about each as you read it.

If you believe there would be sOme interest in the first ‘
example below you would place a (X) check in the column at .
the right.

 

Example

1.

2.

- 248 -

Amount of interest

 

High

Some

Little

No

 

Planning on democratic control
of family income . . . . . . . . . .

X

 

Deciding on adjustments in the family
should make in their budgets if
income is reduced. . . . . . . . . . X

 

 

 

 

Do not
write
in this
space.

10.

11.

12.

13.

14.

15.

- 249 -

Comparing our family earnings to
desirable living expense

Determining what is important in
life (values and goals) so as to
use our money to best advantage

Considering on acquiring a home
and other values and prOperties
as well as other future objectives

Planning distributions of clothing
allowance fairly among family
members

Distributing food allowance eaten
out of home among family members

Learning about determining hous-
ing Operation expenses

Learning how to make allowance
for medical care

Distributing personal care
allowance among family members
fairly

Distributing recreation allow-
ance among family members

Learning about savings accounts
among family members

Learning about money people
actually have in relation to
appearance

Spending patterns of peOple with
similar and different value system

Considering women and children
contribution to family income

Considering clothing needs among
the family members

Determing food needs and
school lunch needs

Amount of interest

 

High

Some

Little

NO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Do not
write
in 1211.1.
space

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

- 250 -

Determining home equipment needs
for satisfying each member's
need for comfort

Planning medical care needs for
family members

Determining recreational needs
among family members

Determining personal care needs
among family members

Learning about how to open and
operate savings accounts in the
family

Staying within minimum adequacy
or start increasing the family
money resources

Comparing young and older
peOples' values and goals

Considering family insurances
as well as saving institutions

Determining on what family clothes
should be home made

Deciding on buying natural fresh
food from the market

Selecting electrical equipment
for basic needs, not for luxuries

Learning different ways of caring
for the sick at home

Learning about providing personal
care (articles and cosmetics)
with minimum expenses

Providing wholesome recreation at
home to satisfy all members needs

Determining how much Should the
family save acCording to their
income

Amount of interest

 

High?Some

Little

NO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Do not
write
in this
space

m7‘_.ur——_-.——._a- u—r _-2 .JP—— _1
I
l

- 251 -

Amount of interest Do not
High Some Little No write
in this
Keeping family cooperation in space
increaSIng resources

 

 

 

 

Deciding on the flexibility of
plans and efficiency in money
management

 

Figuring allowances for gifts
and contributions in the family

 

Learning about principles of buy-
manship, family should consider
when buying ready-made clothes

 

Deciding on buying half-cooked
food or ready-made clothes

 

Improving standards of living by
learning "how to do it yourself"
projects

 

Learning how to determine the
needs of the sick at home

 

Considering principles of buy-
manship when buying cosmetics
and personal care articles

 

Considering important factors
when planning outside recreation
for the family

 

Deciding when family should save,
daily, weekly, monthly, or long
term

 

Revising family budget periodi—
cally, is it desirable

 

Determining efficient management
plans for happier money spending
and satisfaction of members needs

 

Considering the need for a per-
centage of debts within our
monthly income

 

Learning how to care for clothes
so they last longer in better
shape )

 

 

 

 

Eng. . - ...-o" “'1

F-’ -..... . _ .—-‘-

 

 

45.

46.

43.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

- 252 -

Learning about principles of buy-
manship family should consider
when buying foods

Caring for our equipment and be-
longings to make them give last-
ing service

Selecting basic supplies within
basic allowance for the home
nursing kit

Caring for and utilizing cos—
metics and other personal items

Improvising and caring for
recreational facilities around
the home with the least amount
of expenses

Determining desirable use of
family savings

Determining responsibilities
on money control within the
family members

Considering only immediate versus
long term value and goals

Learning about facing family
deficit and other emergencies

Learning how to re-style clothes
to improve family members ward-
robe economically

Learning to use left-overs and
care for foods so as to prevent
loss from spoiling and still
have economical nutritious
dishes

Re-styling furniture and equip-
ment provide modern comfort
and beauty

Determining allowance and need
for professional medical care

Amount of interest

 

High

Some

Little

NO

 

 

 

 

 

._.J,.._..

 

 

 

 

- _.__, t-

 

 

 

 

 

 

 

 

 

 

Do not
write
in this
space

 

 

- 253 -

58. Determining basic needs in per-
sonal care (cosmetics and per-
sonal items) for each member's
needs

59. Planning for a special recrea-
tional activity in family circle
(parties) economically

60. Deciding on establishing
emergency funds

Amount of interest

 

High

Some

Little

N9

 

 

 

 

 

 

 

 

Will you please make any suggestions or
comments which will help us plan these
television programs?

Thank you!

Do not
write
in this
space

A an.-.“

_r _ \-«‘-

{.ufigcss- “L‘HEL -l .r a.
s

... e .. lvlfo ...l ., .rmfis I'll." II‘I «silk: 1*

APPENDIX D

254

- 255 -

Estado Libre Asociado de Puerto Rico
DEPARTAMENTO DE INSTRUCCION PUBLICA
Hato Rey, Puerto Rico

REGLAMENTO PARA LA OPERACION, FUNCIONAMIENTO I ADMINISTRACION

 

 

 

 

pp LAB ESTACIONES PUBLICAS pp RADIO g TELEVISION DEL DEPARTAMENTO

 

DE INSTRUCCION PUBLICA

 

(SEGUN ENMENDADO EL 30 DE AGOSTO DE 1960 Y CUYAS
ENMIENDAS QUEDARON RADICADAS EN EL DEPARTAHENTO
DE ESTADO DE PUERTO RICO EL 13 DE SEPTIEMBRE DE 1960)

EXPOSICION pp MOTIVOS

 

La Constitucién del Estado Libre Asociado de Puerto
Rico dispone que:

"Toda persona tiene derecho a una educacién
que propenda a1 pleno desarrollo de su per—
sonalidad y al fortalecimiento del respeto
ds los derechos del hombre y de las liber-
tades fundamentales...."

El Departamento de Instruccién Pfiblica,como creaciOn
que es de la propia Constitucién del Estado Libre Asociado
de Puerto Rico, tiene la responsabilidad basica de la educa-
ci6n en Puerto Rico.

Para dar eficaz cumplimiento a1 precepto constitucional
que antscede, y por entender que la sxtensién cultural de un
pueblo Se realiza en forma efectiva, entre otros medios, por
conducto ds radiosmisoras y televisoras, e1 Departamento de
Instruccién Pfiblica, Opera, funciona y administra estaciones
pfiblicas de radioemisién y televisién con fines de Ofrecer
programas ds Servicio pfiblico, informativos, educativos, re—

creativos y ds interés general.

La educacién en cualesquiera de las modalidades que se

 

 

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.
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\
o \,
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I . ,7 . _ _ .
. , . \ \
. ' \

 

- 256 -

desenvuelva, tiende a aumentar en los ciudadanos su fé y
crsencia en lOS principios democraticos y considera la demo—
cracia, sus valores y sus instituciones comO las mejores

formas de convivencia humane.

ARTICULO I - Este Reglamento asi enmendado, se aprueba en
virtud ds la facultad que le confiere a1 Secretario el
Articulo 3 de la Ley Num. 50, aprobada en junio 10 de 1948,
y s1 Articulo I del Plan ds Reorganizacién Num. 4, aprobado
en 1950 y la SecciOn 66 de la Ley Escolar Compilada.

ARTICULO II - DE LAS DEFINICIONES

 

Los siguientss términos tendran s1 Significado que mas
adelante se indica, a menos que su contexto indique un sig-

nificado distinto:

1. Estado

2. Secretario

3. Departamento O

Agencia

4. Administrador

5. Director de Progra-
maciOn ds Radio

6. Director de Progra-
maciOn de Televisién

7. Estacién

ARTICULO III — DD LOS OBJETIVOS

 

Z

I“
Estado Libre Asociado 3
de Puerto Rico g
i
c o I in
Secretario ds InstrUCCIOn L_4

Pfiblica de Puerto Rico

Departamentos, Agencias,
Instrumentalidades y Cor-
poraciones Pfiblicas del
Estado Libre Asociado de
Puerto Rico

Administrador General de
Radio y Tslsvisién del
Departamento de Instruc-
cién

Director de Radioemisién
Pfiblica

Director de Programacién
de Televisién

Estacionss Pfiblicas de
Radio y Televisién

FUNCIONES pp pg ESTACION

 

 

Serén Objetivos principales y fundamentales de la
estacién Ofrecer programas de servicio pfiblico, informativos,
educativos, recreativos y ds interés general. A estos fines
se entendera que la EstaciOn es una prolongacién de la

escuela en la vida ciudadana.

""“ 1‘ I. :

 

 

- 257 -

Como excepciones a este Articulo Se prohibe a la Esta—
ciOn lo siguiente:

1. No es trasmitira por la Estecién material alguno
ds ceracter sectario-religioso, a excspcién de mfisica reli-
giosa, pasajss ds la Biblia, dramatizaciones de contenido
religioso, siempre y cuando tales tresmisiones no se hagan a
nombrs ds cofradie O secta en particular.

2. NO se pesara material alguno de carécter politico—
pertidiste, disponiéndose que la concesién de las facilidades
de la Estaci6n para tratar asuntos no pertidistas a cualquier
persona nominada para un cargo de elecciOn popular durante F
e1 periodo eleccionerio hare mandatorio para la Estacién con-
ceder 1es mismas facilidades e aquella persona nominada para
igual cargo ds los partidos de Oposicién que solicits el uso
de la Estacién para tratar asuntos similares.

~“~1‘.M;fl' “s l. _

3. No es pesera ningfin programa, noticia O cufie de
caracter libeloso, ObscenO O difametorio, tanto en su tema
como en su desarrollo.

[4" m-«1~Ju.~u‘ A7 - l'.

4. NO se pesare programa 0 material alguno que incluye
o sugiera actitud despsctiva a ningfin grupo religioso, raza
O sector social.

5. NO ss trasmitira ningfin programa O cufia comercial
con fines pecuniarios.

6. No es pasera material alguno que surja de un con-
flicto entre patronos y uniones Obrsres, excepto como noticia
redactada por los empleados ds la EsteciOn. Se here excep—
cién a este norme en cuanto a patronos y uniones Obreras
rsconocidas en equellos casos en que no es le de tiempo en
las estaciones comerciales para exponsr sus puntos de vista
sobre el conflicto. En tal caso, tanto patronos como uniones
Obreras reconocidas, debsrén certificar por escrito el Direc-
tor la negative ds tiempo por todas las radiosmisores de la
localidad. Debsren presenter, con la Solicitud ds tiempo a
la Estacién, una co ia del programa que interesan trasmitir.
Disponiéndose, ademas, que esta norme sere eplicable a
cuelquier persona natural 0 juridica a quien es ls haye
negado tiempo lor 1es estaciones comerciales. El Director
de la Estacién quede fecultado pare determiner el tiempo y
el nfimero ds veces en que pueda usarse 1a Estecién para
estos fines.

7. No as trasmitire ningfin programa O cufie donds se
hegan solicitudss directas de fondos.

- 258 -

8. NO ss trasmitiran programas que impliqusn juego de
dinerO, tales comO carreras ds caballos, loteries, jugades
ds gallos y otras actividadss de la misma natureleza.

9. NO se trasmitira ningfin programa que Ofenda 1e
decencia pfiblica.

10. No se trasmitiren programas, ni canciones, ni dis-
cursos O cufias en cuyO contenido O letra Se hega referencia
a narcoticos, bachate, lascivia O grossria.

11. La Estacién no dedicara piezas musicales 0 pro-
gramas.

12. NO pasera notes luctuosas ni sociales.

13. NO ss pleneara ni trasmitira ningun programa que
incite e1 derrocamiento de lOS Gobiernos de Estados Unidos
y del Estado Libre Asociado ds Puerto Rico, ds sus repre-
sententss debidamente constituidos 0 de sus principios
fundamentales.

14. NO se pasarén declaracionss ambiguas que pusdan
malinterpretarse fécilmsnts por la audiencia.

15. No es trasmitira materiel alguno que pueda estar

en contravencién con la reglamentacién vigents de la Comisién

Federal ds Comunicaciones.

A — DEBERES I OBLIGACIONES DEL ADMINISTRADOR

 

l. Planear, dirigir y superviser s1 Programa de Radio
y Tslevisién del Departamento ds Instruccién, incluyendo
todas las instalaciones de radio y tslevisién del Departa-
mento.

2. Sujeto a las normas establecidas y aprobades por
s1 Secretario ds Instruccién, tendra toda la responsabilidad
y la autoridad para desarrollar los procedimientos de Opera-
cién y funcionamiento del Programa ds Radio y Tslevisién.

3. Asssorer en asuntos técnicos relativos a la compre
de equipo, el mejor uso del mismO y otras actividadss re-
lacionadas con radio y television.

4. Preparer y aprobar lOS estimados ds gastos del
Programa.

5. Fijer e1 horario de trabajo para todo el personal
ds las estaciones, ds acuerdo con las normas establecidas
por la Oficine de Personal y sujeta a las necesidades y

v - ‘. Koh‘l-h‘

nHAV‘II’

(19”-.

- 259 -

caracteristicas de estos medios de comunicacién.

6. Estetuir y regirss por un reglamento para el
funcionamiento interno de las estaciones. Este reglamento
interno debera recibir la aprobacién del Secretario.

7. Dirigir, sujeto a este reglamento, los distintos
programas auspiciados por los departamentos O agencies.

8. Atender las visitas con cortesia y mantensr los
estudios limpios y ordenados.

B - DEBERES Y OBLIGACIONES DEL DIRECTOR DE PROGRAMACION
DE TELEVISION

 

 

 

 

1. E1 Director ds Programacién de Televisién sera
rssponsable de sus funciones e1 Administrador General de
Radio y Televisién.

2. Sera rssponsable de la programacién general de las
estaciones de tslsvisiOn, eveluando las ideas para los pro-
gremas y deserrollando nuevos programas en OOOpsrecién con
lOS departamentos y agencies del Gobierno, 0 de Colegios o
Universidades, etc. Determinare la aceptabilidad,uti1idad
y sl buen gusto de los programas ds televisién, ds acuerdo
con las normas de la Estecién. COOperara con los encargados
de la presentaciOn de programas de instruccién directa por
televisién, muy sspecielmente en rslacién con la forma adscuada
ds la pressntacién de los mismos por televisién.

3. Desempefiera las otras funciones rslacionadas con el
Programa de Televisién que le pusdan ssr sncomendados por s1
Administredor General ds Radio y Televisién.

4. Sera s1 jefe directo de locutores, libretistas, di—
visiones ds musica, de noticies filmicas, escenografia y pro—
ducciOn de tslsvisién.

5. Rendira aqusllos informss sobre la progremacién de
la sstacién que solicits e1 Administredor.

6. Sera rssponsable de la puntualided ds los programas.

C. DEBERES z OBLIGACIONES DEL DIRECTOR pp PROGRAMACION
DE RADIO

 

 

 

1. El Director ds Programacién de Radio sera rssponsable
de sus funciones al Administredor.

2. Sera rssponsable de la programacién general de la
Estacién de Radio y estructurara su programaci n sujeta a la
aprobaciOn del Administredor, quien a su vez la sometera a1

 

'1

 

- 260 -

Secretario para su aprobacién final; evaluando las ideas para
los programas y desarrollando nuevos programas en cooperacién
con los departamentos y agencias del Gobierno 0 de Colegios

o Universidades. Determinaré la aceptabilidad, utilidad y

el buen gusto de los programas de radio, de acuerdo con las
normas de la Estacién. Cooperara con los encargados de la
presentacién de programas de instruccién directa por radio,
muy especialmente en relacién con la forma adecuada de su
presentacién.

3. Sera el jefe directo de locutores, libretistas,
divisiones de mfisica, de noticias y de produccién de radio.

3
f

4. Atendera la fase funcional del Departamento de
Programacién como representante del Administrador y cumpliré
con aquellas obligaciones adicionales relacionadas con el
Programa de Radio que le pueda ser encomendada por el Ad—
ministrador.

5. Rendira aquellos informes sobre la programacién de
la Estacién que interese y solicite el Administrador.

F. —-q._a-_-.—— _- ‘r r- . -..-u.- run-7“
:- ’ ' ",--

6. Sera responsable de la puntualidad de los programas.

ARTICULO V - APELACIONES

 

De cualquier resolucién, decisién determinacién que
el Director de Programacién de Televisién 0 el Director de
Programacién de Radio tome sobre cualquier peticiOn, solici-
tud, norma o asunto relacionado con la OperaciOn, tanto de
las estaciones de televisién como la estacién de radio, podra
apelarse al Administrador, en primera instancia y de la reso—
lucién de éste al Secretario, cuya decisién sera final y de-
finitiva.

ARTICULO VI — pg LAS ENNIIW‘TDAS

 

Este reglamento podra enmendarse con efecto prospectivo
cuantas veces lo estime necesario el Secretario ajustandose
a las normas aqui establecidas y las que tienen establecidas
o pueda establecer en el futuro la Comisién Federal de
Comunicaciones.

ARTICULO VII - DISPOSICIONES GENERALES

 

Nada de lo aqui dispuesto en cuanto a los deberes y
obligaciones de los funcionarios mencionados se entendera
como una limitacién 0 en forma restrictiva, ni supone la
exclusién de otras responsabilidades como son la preparacién
de aquellos manuales de procedimiento aplicables a la opera-
ci6n, dirigentes de estudio, annnciadores, restricciones de

 

 

 

.
\
\
o
\
.
\
.
\
\
.
o ..
\ . ‘ \ .
‘

\
- ' \
\
. L
\-

- 261 -

los programas, noticieros, Departamento de Mfisica, continui-
dad e informacién general.

ARTICULO VIII — VIGENCIA

 

Este Reglamento, adOptado y aprobado por el Secretario,
empezara a regir tan pronto se haya dado cumplimiento a las
disposiciones de la Ley Nfim. 112, aprobada el 30 de junio de
1957, conocida como Ley de Reglamentos de 1958.

Aprobado hoy 22 de octubre de 1958.

{Fdo.) EFRAIN SANCHEZ HIDALGO
Secretario de Instruccién PfiDlica

 

[...—“.... “mp-...: u. I“‘d*m “I?”
' ' 'I

BIBLIOGRAPHY.

Books

Berlo, David K. The Process of Communication. New York
Holt Rinehart and Winston, Inc., 1960.

 

Heminghaus, E. G., and Smith, L. M. A Depth Analysis of
Student Attitudes Toward Classroom Television
Experiences. Washington University, Graduate
Institute of Education, 1962.

 

 

 

Laswell, Harold. "The Structure and Function of Communica—
tion in Society,“ Mass Communication. Wilbur Schramm
(ed.), 2nd Ed., Illinois: University of Illinois
Press,_l960.

 

Lerner, Daniel. The Passing of Traditional Society. Illi-
nois: The Free Press, 1955.

 

Lewis, Philip, (ed.). Educational Television Guide-Book.
New York: McGraw-Hill Book Company, Inc., 1961.

 

Oliver-Padilla, Otis. The Role of Television in the Dif-
fusion Of Extension InIOrmatIon. East Lansing:
MIchigan State University,_Unpublished Thesis, 1962.

 

 

O'Meara, Carol. Television Program Production. New York:
Ronald Press Company.

 

Paolucci, Beatrice, and Hall, Olive. Teaching Home Econom-

 

ics. New York: McGraw-Hill Company, Inc., 1955.

Schramm, Wilbur, (ed.). The Impact of Educational Tele-
vision. Urbana: University of Illinois Press, 1960.

 

Schramm, Wilbur, (ed.). "How Communication Works," The
Process and Effects of Mass Media Communication.
Urbana: University of IIIinois Press, 1955.

Smith, M. H. (ed.). Using Television in the Classroom.
New York: McGraw-Hill Book Company, 1961.

 

Tannenbaum, P. H. Instruction Through Television: An Ex-
perimental Study. Urbana: University of Illinois,
Institute of Communications Research, 1956.

 

- 262 -

3W:‘92‘-

M'v'ka‘flJt; T" 'l

- 263 -

BIBLIOGRAPHY,

Books (Cont.)

 

Tyler, Ralph W. Basic Principles of Curriculum and Instruc-
tion. Syllabus for Education 305, Syllabus Division.
Chicago, Illinois: University of Chicago Press, 1962.

 

Wright. Mass Communication: A Sociological Perspective.
New York: Random House, Inc., 1959.

 

Periodicals

 

Birney, R., and Mackeashie, W. C. "Teaching of Psy-
chology, A Survey of Research Since 1942,? Psychology
Bulletin, 52, 1953.

 

Cummy, William,_and Wigren, Harold. "This is Educational
Television," Illinois Teacher Bulletin.

 

Hoover,_Helen. "Family Relationships Via Television,"
Journal of Home Economics, Vol. 53, NO. 5, May 1961.

 

Kirk, Alice. "You Are Using T.V.,“ Journal of Home Econom-
ics, December, 1955.

Klapper, H. S. "Does Lack of Contact with Lecturers Handi-
cap Televised Instruction," Journal of Educational
Sociology, 1958.

 

Wipe, L. G. "Teaching Methods Research," American Psychol-
ogist, 8, 1955.

Public Documents

 

"Conocimientos y Experiencias Minimas," San Juan, Puerto
Rico: Department of Instruction, Vocational Section,
1959.

Department of Audio Visual Instruction. Television in In-
struction: An Appraisal. National Education Associ-
ation,.l950.

 

 

 

 

- 264 -

BIBLIOGRAPHY_

Public Documents (Cont.)

 

Department of Education, Pres§_Release, 1960. Information
About "Esta Es Su Casa," a Home Economics Program
Telecast from 1958 to 1960.

 

U.S. Department of Health, Education and Welfare, Adminis-
tration of Vocational Education, Rules and Regulations.
U.S. Vocational Educational Bulletin, NO. 1, General
Series, No. 1, Revised Edition, 1958.

 

 

Reports

Ball, John, (ed.). "The Conceptual Basis for Communication,"
Principles and Practices in Visual Communication.
East Lansing, Michigan: Michigan State University,
N.P.A.C., 1960.

 

Bettinghaus, Erwin. "The S-M-C-R Model of Communication,"
Research Principles and Practices in Visual Communi-
cation. East Lansing, MiChigan: Michigan State
University, N.P.A.C., 1960. '

 

Gerbner, George. "The Interaction Model: Perception and
Communication," Research Principles and Practices in
Visual Education. East Lansing, Michigan: Michigan
State University, N.P.A.C., 1960. ’

 

 

Home Economics New Directions, A Statement of PhiIOSOphy and
Objectives by Committee of PhilOSOphy and Objectives
of Home Economics of American Home Economics Associ-
ation. Washington, D.C.: 1959.

 

Michigan State University, University of the Air. "A
Suggested Guide for Planning and Teaching Television
Courses," from Michigan State University, Continuing
Education Service, Kellogg Center, 1953.

 

Seibert, W. F. An Evaluation of Televised Instruction in
College Freshman Mathematics. TVPR, Report No. 6,
Indiana: Purdue University, July 1958.

 

A rx‘..fi.1.t--r.ur .Oa'q
.

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- 265 -

BIBLIOGRAPHY

Unpublished Documents

 

Driscoll, J. P. The Comparative Effectiveness of High or
Low Degree of Visual Reinforcement of Concepts, in
Survey Course in Education Utilizing Two Class Sizes, ,_
Doctoral Thesis, Pennsylvania State University, 1957. {‘M “I

References for Programs

 

 

 

Books_
Hall, Olive and Paolucci, Beatrice. Teaching Home Economics. L __}
New York and London: John Wiley and Sons, Inc., 1961, '

pp. 185-204

Porter, Sylvia. How to Get More for Your Money. Cleveland and
New York: The World Publishing Co., 1961.

Public Documents

 

"Conozca la ROpa Wash and Wear," Publication from Home Extension
Service, College of Agriculture and Mechanics Arts from
the University of Puerto Rico, 1963.

"Ese Traje Requiere Forrarse," Publication from Agricultural
Home Extension, College of Agriculture and Mechanic Arts
from the University of Puerto Rico, 1962.

"Las Fibras, Guia Al Comprar Lavar y Planchar las Telas," Pub-
lication from Home Extension, College of Agriculture and
Mechanic Arts from the University of Puerto Rico, 1963.

"Plan de Gastos y Ahorros Para Toda la Familia," Publication

from Consumers' Education Program, San Juan, Puerto Rico,
1963.

" éQue Comprar?", Publication from Agricultural Home Extension,
College of Agriculture and Mechanics Arts from the
University of Puerto Rico, 1963.

 

 

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