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DATE DUE DATE DUE DATE DUE h? .L I 1 fl 7* l # f # ‘_. f\[: H \‘H \ \F usu I£AnAtflmmwAcuon1Eqmoppomnny Institution dWWMI —__’_————-———' tHESlS LIBRARY Michigan State University This is to certify that the thesis entitled PROBLEMS INVOLVED IN PRODUCTION AND- USE OF APPROPRIATE EDUCATIONAL TELECASTS BY THE MICHIGAN DEPARTMENT OF' PUBLIC INSTRUCTION presented by Burton Kellogg Thorn has been accepted towards fulfillment of the requirements for Doctor of Emmandegree ileQfllQfial Education Major essor £0 Date W2 6 0-169 ~ ' -..-..- A PROBLEMS INVOLVED IN PRODUCTION AND USE OF APPROPRIATE EDUCATIONAL TELECASTS BY THE MICHIGAN DEPARTMENT OF PUBLIC INSTRUCTION by Burton Kellogg Thorn AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Vocational Education 1956 Approved THORN, BURTON KELLOG. Problems Involved in Pro- duction and Use of Appropriate Educational Telecasts by the Michigan Department of Public Instruction. Thesis, Ed. D., 1956, Michigan State University. 329 p. Library, Michigan State University, East Lansing. Purpose.—~The study had two purposes: (1) to re- port the problems which occurred in planning, producing, using, and evaluating a series of educational television programs; and (2) to report the solutions which were found for these problems. The series was develOped under the auspices of the Michigan Department of Public Instruction. Method.--A detailed log was maintained throughout the period when the television series was planned, produced, used, and evaluated. The log consisted of a report of the activities which occurred in the following aspects of devel- oping the series: 1. Determining the type of series to produce 2. Securing station facilities 3. Securing an audience a. Surveying local school administrators and teachers 5. Working with pilot schools 6. Using consultant help 7. Planning the series 8.. Securing a budget 9. Obtaining film 2 10. Using visual aids and prOps ll. Maintaining station relationships 12. Writing script 13. Rehearsing and broadcasting 14. Using the live broadcasts 15. Using the kinescopes 16. Evaluating the programs Prior to beginning these develOpmental phases, selected literature pertaining to each phase was reviewed. A week was spent in Philadelphia studying educational tele- v1 sion as used in the public schools. The review of liter— atiizre and of practice in Philadelphia provided necessary background for the television series. Findings and_interpretation§L--A total of twenty- SIJX problems occurred. These were listed, and the solutions which were found were reported. The problems and solutions Were stated in terms intended to make them helpful to an in- <3Jnvidua1 lacking television production experience but faced ‘Viflth producing a series of educational telecasts. These Conclusions were reached: 1. Planning the Series.—-Detailed, timely, cooperative Dlsrnning is essential to the success of a television series. Detuailed planning can be responsible for success or failure in (El) securing approval of a series, and (2) carrying a seritas through to completion. Planning can be detailed to the erxtent of impeding the effectiveness of a series. Timely planning will make it possible to coordinate the many 3 detailed operations within the available time limits. Co- operative planning is necessary to secure good relation- ships between the producer, the members of his organization, xaeople from local communities who are involved in production, the talent, and the station personnel. Cooperation will assure sharing of ideas, decisions, and responsibilities; this sharing is vital to a valuable product. 2. Producing the Series.—-The producer, fortified by the advice and counsel of those with whom he plans, must as aume the role of the educational authority. He must have sufficient training and eXperience in the television medium to deserve the respect and confidence of those With whom he works. He must be willing to regard the station personnel as authorities in technical television; he must be in a PO sition to insist upon being regarded as the educational authority. 3. Using the Series.--He must make plans for several t"b'pes of uses of the series. Failure of one or more anti- cipated uses is then likely to leave at least one effective use which materializes. If the existence, size, or appro— Priateness of an audience for the live telecasts is uncer- tain, and if the programs have repeat value, the series BhOuld be kinescoped for use as films. 4. Evaluating the Series.--The series should be eval- uated in terms of its purposes by its users and by its in- tended consumers. Sufficient means of evaluation should be planned to secure dependable reenlts. Early evaluations it should be utilized to improve the unfinished portion of the series. The total results should be analyzed in order (1) to Justify the effort and expense of producing the series, (2) to Justify the production of future programs or series, and (3) to improve the next program or series. PROBLEMS INVOLVED IN PRODUCTION AND USE OF APPROPRIATE EDUCATIONAL TELECASTS BY THE MICHIGAN DEPARTMENT OF PUBLIC INSTRUCTION by Burton Kellogg Thorn A THESIS Submitted to the School of Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Vocational Education 1956 l- 7— 5 { 53—01% 40 ACKNOWLEDGMENTS The writer wishes to express sincere thanks to Dr. Harold M. Byram for the encouragement, guidance, and wise counsel so freely given throughout the study and during preparation of the report. ' He is grateful to the members or the guidance committee for their helpful suggestions. Appreciation is extended to Mr. Harry E. Nesman for his outstanding administrative leadership which contributed immeasurably to the television series upon which the study is based. By their patient help and encouragement, the writer's wife and daughter made it possible to complete the Study. To them it is dedicated. 11 TABLE OF CONTENTS . PAGE LIST OF TABLES. o o o o o e o e o o 0 o 0 v1 ;L.IST OF FIGURES . . . . . . . . . . . . . vii (31HAPTER I. INTRODUCTION. . . . . . . . . . . . The Problem . . Importance of the Study Procedures. . . : Limitations of the Study . . . . . . . . . e o o o e o o o C'WNI'" H III. REVIEW OF SELECTED LITERATURE AND CURRENT PMCTICE I O O O O O O O C O O O O 7 Literature on the Value of Educational Television. . . . . 8 Comprehensive Opinions Regarding the Value of Educational Television . . . 8 Opinions Regarding the Value of Educational Television for Specific. . Uses . . . 11 Implications of the Literature on the Value of Educational Television . . . 26 Literature on the Use of Television in Agricultural Education. . . 2? Implications of the Literature on the Use of Television in Agricultural Education . . . 30 A Study of the Philadelphia Program of Educational Television. . 30 Implications of the Philadelphia Program of Educational Television . . . . 39 Literature on Techniques of Production of Educational Television Programs. . . 40 The Role of the Producer-coordinator . . #1 Program Planning. . . . . . . . . ”5 Program Preparation. . . . . . . 50 Production and Performance of Programs . Implications of the Literature on Tech- niques of Production of Educational T919V1810n Programs .‘ .‘ .' .' 0 ° 0 60 III. DEVELOPMENT or THE sssIss . . . . . . . 62 Choosing the Type of Series to be Produced and U Bed- 0 O O O O I O I O O I C 2 iii CHAPTER PAGE Planning the Series. . . . . . . 71 Objectives of the Project. . . . . . 72 The Production Plan. . . . . . . 7a Securing Station Facilities . . . . . 75 Securing an Audience . . . . 78 Securing antaudience for the live telecasts. . . 78 Securing an audience for the kinescopes if used by other stations . . 81 Securing an audience for the kinescopes when used as sound films by local schools and communities . . . . . 81 The School Survey . . . . . . . . 83 The Pilot Schools . . . . . 89 The Use of Consultant Assistance . . . 98 Consultant help from the Department committee. . . . 98 Consultant help from the agricultural education division staff. . . 101 Consultant help from the agricultural education staff of Michigan State University . . . . . . . . . 103 Planning the Series of Programs. . . . . lOu Planning the Program Areas. . . 10A Planning Titles for the Series and the Programs . . . . 107 Planning the Schedule of Telecasts. . . 110 Planning the Series Format . . . . . 112 Planning the Format of the Programs . . 115 Planning to Evaluate the Series. . . . . 116 Summary of Problems and Solutions . . . . 120 Iv. PRODUCTION AND USE or THE SERIES . . . . . 136 Problems Related to Production . . . . . 136 Budget . . . . . . . 137 Research to Determine Program Content. to Portray in the Programs . . . . . . 139 The survey of the staffs . . . 139 A review of selected literature to determine principles of agricultural education advocated . . . . . . 141 Program Planning in the Pilot School Communities . . . . . . . . . . lu9 Obtaining Film. . e e o o o e o o 157 Visual Aids and PrOps . . . . . . . 176 Station Relationships . . . . . . . 181 Scriptwriting. . . . . . . . . . 189 Rehearsal and Broadcast . . . . . . 194 iv , CHAPTER PAGE Problems Related to Effective Use of the Series. . . . . . . . 20“ Using the Live Broadcasts .. . . 20h Using the Kinescopes for Rebroadcast on other Stations . . . . . . . 207 Using the Kinescopes as Sound Motion Picture Films . . . . . . 207 Using the kinescopes as a consultant's aid I I I I I I I 208 School and community use of the kine- scopes ‘. . . . . . 210 Summary of Problems and Solutions. . . . 214 V. EVALUATIVE PROCESSES AND TECHNIQUES . . . . 226 Miscellaneous Evaluative Procedures . . 226 Securing Reports from Teachers Who Used Kinescopes with Local Groups. . . . 226 Viewing and Discussing Certain Kine- scopes with Department Staff Members . 233 Reactions of Staff Members Who Used Certain Kinescopes as a Consultant's Aid . . . . . . . 237 Formal Evaluative Procedures . . . . . 241 Steps Which Were Taken to Secure Evaluations . . 2hl An Analysis of the Evaluations Received. 2A5 Summary of Problems and Solutions. . . . 261 v1. SUMMARY, CONCLUSIONS, AND successions roe FURTHER STUDY ._ . . . . . . . . . . 265 Summary . . . . . . . Conclusions . . .. Planning the Series . Producing the Series . . Using the Series . . . Evaluating the Series. . Suggestions for Further Study I o o o o o I I I I I I o I I I I I I I I I I I I I I I I I I I I I I N \I u BIBLIOGRAPHY . . . . . . . . . . . . . . 276 APENDIESI I I I I I I I I I I I I I I 28]- TABLE I. II. III. IV. VI. VII. VIII. IX. LIST OF TABLES Summary of Choices for Planning Resulting from the School Survey. . . . . . . . Summary of Specific Program Ideas Suggested by the Superintendents and Teachers in the Area of Adult-Farmer Education. . . . Schedule for Department of Public Instruction Television Series in Agricultural Education. Estimated Budget and Actual Expenditures for the Television Series. . . . . . . Number of Evaluations Submitted for the Live Television Series. . . . . . . Actual and Projected Teacher Requests for Four Kinescopes in the Television Series Resulting From a Showing of the KinescOpes . Summary of Reports from Teachers Relative to Use of Kinescopes . . . . . . . . Rank Order of Frequency of Use of the Kinescopes . . . . . . . . . . . Evaluationtaf the Series by Groups . . . . vi PAGE 86 88 113 138 206 211 227 229 247 FIGURE 1. LIST OF FIGURES Mean Scores by Groups of Evaluators, Composite Score, and General Score for'h Community LOOKS Ahead" I I I I -I I I I I I I Mean Scores by Groups of Evaluators, Composite Score, and General Score for “A Farmer Now."I Mean Scores by Groups of Evaluators, Composite Score, and General Score for "What Shall We Teach? "I I I I I I I I I I I I I Mean Scores by Groups of Evaluators, Composite Score, and General Score for "The Future Farmers of America”. . . . . . . . . Mean Scores by Groups of Evaluators, Composite Soore, and General Score for “The Old Gray Mare Has Gone!" . . . . . . . . . . Mean Scores by Groups of Evaluators, Composite Score, and General Score for "Young Farmers in Action". 0 o o o e o e o o o 0 Mean Scores by Groups of Evaluators, Composite Score, and General Score for “Adult Educa- tion for Farmerfi' o o o e e o e o I A Comparison of the Programs of the Series According to Composite Score. . . . . . vii PAGE 2A8 251 253 258 256 257 258 260 CHAPTER I INTRODUCTION The Problem This study is a report of certain phases of a pro- ject in utilization of the television medium for improve- ment of education in Michigan. The project was carried out under the auspices of the Michigan Department of Public Instruction.1 It consisted of planning, producing, using, and evaluating a series of educational television programs. The project had two primary purposes: (1) to determine the problems occurring as the series was planned, produced, used, and evaluated; and (2) to find solutions to these problems. As a secondary purpose, the department expected the experiences resulting from the deve10pmsnt of the series to provide direction regarding its further use of the television medium. The purposes of the present study have been limited to and are identical with the two primary purposes of the project. The problems which occurred in production and use of this series and the manner in which Hereafter referred to as the Department. 2 these problems were solved, or the degree to which they were solved, have been set forth.2 Importance of the Study Prior to the start of the project, the Department had produced a few television programs. These programs were produced by individual members of the Department who had a message they wished to bring to a certain group of people, or to the general television audience. There had been no particular coordination of effort within the Depart- ment in its television activities. A general recognition of the potentialities of the television medium existed, and the Department wished to use the medium wisely and well or not at all. Certain members of the Department, therefore, believed it advisable to carry out a project which would include the production of a series of programs centered in one area of education and dealing with this area rather comprehensively. It was believed that a report of the problems which occurred in the development of the series 2The writer played the role of stimulator within the Department in initiating and carrying out the project which has been described in part in this study. Since he was em- ployed as a consultant in the agricultural education divi- sion of the Department during the course of the project, that division of the Department carried the responsibility for the project. Because of the writer's interest and stimulatory effort, he was assigned the role of Producer- coordinator of the project. 3 and of the solutions which were found would have value not only to the Department, but to any organization or individ- ual faced with production of a similar series. Procedures The steps of procedure followed in carrying out the present study were as follows: 1. Approval of the project was secured as a result of consultation with a committee of Department staff members who functioned at the policybmaking level. 2. A series of agricultural education telecasts was produced as a result of working cooperatively with pilot schools. The purpose of the series was to inform the public about agricultural education as part of the program of the public schools. The series was kinescoped. 3. The kinescopes were used by Department staff members as an aid in working with local schools. 4. The kinescopes were used by teachers of agricul- ture in classes and in meetings with local groups. 5. As the live telecasts and kinescopes were viewed, evaluations were solicited from the viewers. An analysis has been made of the evaluations which were received. 6. A detailed log of the Producer-coordinator's activities was maintained throughout the project. The prim- ary purpose of the log was to provide a record of the prob- lems which occurred in the course of the project, and the a solutions which were found to these problems. The secondary purpose of the log was to provide a source of data for the present study. 7. The problems which occurred in the production and use of the series and the solutions found were summar- ized. 8. Conclusions were drawn regarding the experiences which occurred during the period when the series was plan- ned, produced, used, and evaluated. 9. Recommendations were made relative to further research in educational television by the Department. Limitations of the Study Certain factors tended to establish the boundaries of the study. As a result, its validity and scope are sub- ject to these limitations: 1. Only those phases of the project have been re- ported which were concerned with the planning, production, use, and evaluation of the television series. 2. Of the several types of educational telecasts which could have been produced and used, only these two were considered: (a) classroom teaching telecasts. and (b) public information telecasts. 3. Since public information telecasts were produced and used exclusively, no experience accrued relative to other types of telecasts. 5 h. The experiences of the project were limited to the production and use of telecasts in agricultural educe ation. 5. Since the series upon which the study has been based was developed under the auspices of the Michigan De- partment of Public Instruction, the activities occurring in the development of the series which have been reported were necessarily limited to those which could be carried out under the policies of the Department. 6. The study has not reported efforts to evaluate the results of use of the television series in local com- munities. Evaluative efforts have been designed only to obtain opinions of users and viewers of the series and the programs within the series as audio-visual aids to accom- plish certain defined objectives. 7. Data included in the study have been limited to the short period during which the series has been available. The first program was telecast in April, 1955. The last program went on the air in September, 1955. The kinescOpes of the early programs were used experimentally in a very limited way before the series was completed. The complete series became available for maximum use in November, 1955. The closing date for receipt of data to be included in the study was May 1, 1956. Thus the study is limited to the data obtained in the experimental use of the early programs in the series, and to a six-month period when the complete series was available for maximum use. 6 8. In spite of efforts to secure maximum use of each program in the series, certain programs were used much less than others. For this reason, the evaluative data available for certain programs has been very limited. Chapter I has defined the problem, described the im- portance of the study, set forth the methods of procedure followed, and clarified the limitations of the study. The next chapter reviews selected literature and current prac- tice in educational television. CHAPTER II REVIEW OF SELECTED LITERATURE AND CURRENT PRACTICE The review of literature was undertaken before at- tempting to secure the Department's approval of the series. The process of reviewing the literature led to enrollment in Michigan State Universityis Television Workship during the summer of 1954, created a desire to see educational television first hand in Philadelphia, and planted the seed that grew into an idea for a television project in the De- partment. The review of literature, the television work- shop. and the trip to Philadelphia proved valuable in stim— ulating interest in educational television within the De- partment. These experiences provided a background of facts which were invaluable in making recommendations andanswering questions raised by staff members. In reviewing the literature it was the purpose first to review the opinions of authorities in education and in television regarding the value of television as an educa- tional tool. Since it was intended to request permission to produce a series in the area of agricultural education, a second objective was to assay the literature in regard to uses which had been made of television in this field. Observations of the use of educational television in the Philadelphia public schools comprised a third area of study. 8 Effective techniques of producing and using educational television programs was the fourth topic of investigation. These four areas of study and their implications for the series make up the content of this chapter. Literature on the Value of Educational Television The literature reveals that the majority of those who have written regarding the value of educational tele- vision have committed themselves concerning only a specific aspect of the medium. A few writers, however, have dealt with the educational value of television in a broad way. The comprehensive opinions have been reviewed first. Comprehensive Qpipions Regarding the Value of Educational Television Television compares favorably with sound film as an excellent means for showing "how," according to Dunham. Television, he points out, has an advantage over sound film in that it is more flexible, easier to revise and improve, and far cheaper per viewer. He claims that television has the ability to attract and hold the interest of the viewer, to stimulate his imagination, and to aid him in retaining what he has learned.1 1Franklin Dunham, l'Television Aids Education,“ The Journal of the Association for Edgcation bnggdio, 11:3. March, 1953. p. 26. 9 Dr. Louis P. Hoyer, superintendent of the Philadel- jphia public schools, writes: I do not think educators generally realize how valuable an asset television or radio can be first, as an aid to instruction, second, as a device for teacher training, and third, as an aid to publicity and the develOpment of good public relations. Bate, in writing to vocational educators, emphasizes that much help will come from educational television. He states as follows: Vocational education is a field to which the non- commercial ETV stations can render incalculable serv- ice. It is here that even the least imaginative can see what TV can contribute. . . . Vocational education can be increased, technical proficiency advanced, and the interest of the public stimulated and multiplied by the programming of non- commeraial ETV stations. Why? In the first place, the high efficacy of tele- vision as a training and teaching medium has been ir- refutably proved. Hickey reports allocation by the Federal Communi- cations Commission of a VHF channel for educational purposes in St. Louis. This channel can be received on ordinary tel- evision sets without convertore. He points out uses being Inade of the station and values derived from its use as follows: 2Philadelphia Public Schools, agggrt of Tglevision- Radio Activities (Philadelphia: Philadelphia Public Schools, W 3Frederick E. Bate, "Take a Look at ETV," American Vocational Journal, 29:10, December, 1951:, p. 14. 10 Three different kinds of telecasts are being pre- sented--in-school and after-school programs for chil- dren, and evening programs for adults. Those telecasts during school hours are for class- room use altho anybody can tune in. They are produced by the station's staff under the supervision of a school-operation committee made up of representatives of the public, parochial, and private schools. Each program is offered several times during the week so that all schools in the area have a chance to fit them into their schedule. Each is produced on kinescope so it can be offered semester after semester. As the station continues to produce new programs, it builds up its library. . . . Our evening programs bring the elements of a lib- eral education to a wide adult audience. . . . Surveys indicate that our evening audience ranges, from show to show and night to night, from 5,000 up to 65,000 persons. Conrad points out that a television lesson can be produced for a fraction of the cost of a motion picture film on the same subject. He is assuming that all of the cost of the motion picture is borne by the producer or producing agency, and that the overhead costs of the television station c00perating with the production of the television lesson are 'borne by the station.5 ”Phillip J. Hickey, "Station KETC Reporting,“ The lTational Education Association Journal, 4h: 5, May, 1955. 5Lawrence H. Conrad, "Research into Classroom Tele— ‘rision," The Journal of the Association for Education by Radio and’TTl'e'v'l'eion, '11»: 5. February,::l§'5'3',"p'-."11&. ll jppinions Regardingthe Value of Educational Television for Specific Uses High praise has been voiced by many writers for the \ise of educational television in the classroom. The annual :report of television-radio activities for the Philadelphia ‘public schools for 1953 lists educational outcomes derived :from summarization of thousands of evaluation reports made 'by administrators, teachers, principals, and pupils in con- nection with the utilization of telecasts and broadcasts. In these evaluation reports the following items appear most frequently: 1. Children remember with surprising accuracy the material presented on television. 2. They want to know the meanings, spelling and pronunciation of words they hear on the programs, and the new words concerning tel- evision itself. 3. Librarians and teachers report that many children are stimulated to seek out reading material on subjects or stories presented. 4. Supervisors and directors of special sub- Jects are delighted with the rapidity with which new procedures and techniQues become general practice through the television and radio demonstrations. The in-service train- ing values are obvious. 5. Teachers find that children's viewing and hearing their contemporaries have increased their interest in speaking clearly and fluently. . . . 6. Teachers report in some cases that children in grades one to three respond better to a 15-minute program than to longer ones. . . . 7. Teachers of pupils who are homebound or in hospitals report that the programs serve not 12 only as a rich source of information but that the isolated child feels a bond with his classmates in school as he receives the same lessons that they are receiving via television. 8. Teachers and principals who teach the I'slow learners“ report that such pupils acquire through television some of the facts and skills which they cannot learn through reading and which they are not interested in acquiring through other avenues. 9. The lack of color in television in no way limits the creative variations developed by children in classroom utilization of programs. . . . 10. Teachers report that music appreciation on television results in distractions as the children become preoccupied with mechanical details of performers and the variety of camera movements. 11. Teachers and principals say that dramatic presentations of stories and events. . . on television. . . Would be so costly as to be prohibitive.6 Educational television, according to Levenson, can effectively supplement a personal relationship between pupil and teacher, He states: Teaching and learning, especially with children, is essentially a personal relationship. However, it is certainly clear that schools can do a great deal to enrich eXperience by making use of the best tools available. The TV program is timely. It can help us bring authority into the classroom. It can give our children a sense of participation. It can help us to create attitudes by reinforcing the intel- lect with emotional qualities. It can certainly 6Philadelphia Public Schools, Report of Radio- Lelevision Activities, op. cit.. pp. 10-11. 13 combat dogmatic teaching by presenting many eXperts with varying points of view. Some people might in~ sist that whether or not the radio or TV programs are related definitely to the course of study is immaterial. They might argue that the decisive factor is whether the program provides a desirable educational experience but from the perspective of many classroom teachers this is a naive assumption, what with tests, the pressure of time, and the heavy curriculum. A number of writers eXpress caution regarding the Ilse of educational television as a classroom aid. The *writings of some of these individuals provide no positive evidence of first-hand experience from day to day in the classroom or close contact with classroom teachers. Others speak from experience with children or from close contact with classroom teachers. The attitudes of the former group are reviewed first. The Honorable Earl Warren believes that educational television cannot replace the warmth and stimulus of the pupil-teacher relationship.8 The Archbishop of Canterbury is quoted regarding a ;pilot test of educational programs broadcast to schools by ‘the British Broadcasting Corporation as follows: "TV is a ‘Hedge between teacher and pupil and is bad for children who taught to be looking to the teacher for contributions to 7William P. Levenson, "TV in the Classroom,“ National Efigpcation Association Journal, 42:9, December, 1953. p. 352. 8Earl Warren, Governor of California,"California and Educational Television," The Jo rnal of the Association for Won by Radio, 12:u.'p. 30. lb 13ersonal growth."9 A spokesman for the Corporation in Jaeplying to the Archbishop took the attitude that televi- sion could add to the armor of every teacher as does a ‘bexmbook or other aid. He stated, "You can't argue good cases from bad teachers. '10 The words of an unnamed educator in an address to a znational education group are given by Siepmann: I don't want kids watching things. I want them doing things. They should be solving problems, modeling in clay, making things at a workbench, ex- perimenting in chemistry, throwing a ball, playing a trombone, skinning a squirrel. They should be learning skills, skills, skills. Watching is one of the best ways of learning, but not if you Just stay and watch. fen should see the pattern, then go out and do it. First—hand contact with students or teachers led to feelings of caution regarding educational television as a classroom aid on the part of several writers. Their com- lnents are summarized at this point. Cushman, speaking as associate superintendent of schools in Philadelphia and as director of curriculum, said: The schools and colleges made a significant beginning in the use of TV and in teaching stu- dents to use it wisely. An important forward ‘_ A 9"The British Approach to ETV," Courier-Unesco, 6:3. March, 1953. P. 1*. 10Ibid. 11Charles Siepmann, "What Has TV to Say to Us?," 15 step is promised by the decision to build and Oper- ate a station under school and college control. These are, however, only beginnings and there is no certainty that great good will follow from this. Indeed, schools and colleges have more than average ability to be unimaginative in new areas like this. They still have to win their spurs to demonstrate competency to do an adequate Job. His statement is made as a result of eXperience in a school system which makes extensive use of television in the classroom. His faith in the prOper educational use of the medium is eXpressed as follows: . . . used sensibly and with imagination, television today and even for tomorrow, can be a marvelous aid to our attgmpt to know and to appreciate the world about us.1 Klock, speaking from experience in the classroom, expresses fear that educational television programs will be inserted rather than integrated into the curriculum. She writes: Woe betide the 'teacher' who says, ”Now let's stop our spelling lesson while we listen to a radio program about Edgar Allen Poe,‘ and then, when the program is over, says, “Now let's get back to our four syllable words!" From such a one I would strip the proud name of teacher.1 Witt believes educational television has potential- ities for classroom use, but he points out the negative 12The Philadelphia Public Schools, Report of Televi- sion-Radio Activities, op. cit., p. 17. Ibid. 1”Dorothy Klock, I'TV---—A Challenge to the Teacher," Tune Jo rnal of the ssociation for Education b Radio and M 'v'i $3777. 1 :T,—Jaé_nu“ar—_y, '1953. p' ."'1“"""‘""L"""—"7. 16 gattitudes held by many teachers toward the medium. He does riot wish to impose television upon teachers against their Vwishes.15 His discussion of the criticismsof’classroom tel- eevision by teachers is summarized as follows: 1. Television has an impersonal quality. 2. Television is a one-Way means of communication. 3. It is difficult for television to present materials {at the exact time they are needed in the classroom.. 4. Television ignores the pupils' range of individual differences. 5. Very few educational television stations exist. 6. Closed-circuit television facilities are not widely available. 7. It is difficult to utilize commercial stations.» 8. Few schools are equipped with television receivers.l6 One of the most discouraging experiences in the use of classroom television is reported from Washington, D. 0., ‘by Hansen. It is significant that his report follows a comprehensive attempt to use the medium, and this attempt ‘was based on an educational television philosophy generally accepted by many authorities. He points out that during the school year two years Ixrior to his repert 34,815 youngsters in one thousand 15Paul w. J. Witt, "TV in School? Not Until the Teachers are Convinced!,' The Journal of the Association r'Or Education by Radio and Television, 1 : , March, 19 , ‘ET‘ZC=T‘ 16Ibid. l7 :fourteen classes used television lessons, while during the :following year only 12,833 youngsters in three hundred rainety-two classes used television lessons. This situation occurred in spite of the prevalence during the second year of better programs, more experienced television teachers, more television sets in schools, and a reputation of success resulting from receipt of three unational awards for producing successful television lessons. Hansen emphasizes that this apparent failure occurred in spite of adherence to these three philosophical prin- ciples generally accepted by educational television auth- orities: 1. Television lessons should bring to the class- room materials, skills, and personalities which the teacher cannot provide by other means. 2. Television lessons ought to relate to the cur- riculum. 3. Television lessons should be taught by master teachers selected from the classrooms. He points out that (l) Washington's basic curriculum :is recommended to teachers as a general guide, with encour- agement to be flexible in its use; and (2) teachers are not required to use educational television. Thus teachers who Kilan cooperatively with their youngsters and who are con- cBerned with problems important to their groups find it dif- f'ilcult to coordinate the scheduled broadcasts with their 18 current plans. As a result television lessons are most likely to be used by teachers who are not greatly concerned about cooperative planning. Educational philosophy as it is interpreted in Washington, D. C. appears to be in con- flict with principle 2. Hansen finds difficulty with principle 3 in that even master teachers fail to be as interesting on televi- sion as are commercial performers. Children see so much commercial television at home that they are merely a "cap- tive" rather than a ”captivated" audience at school. He condludes that if television lessons are to be used in the classroom these steps must be taken: (1) aban- don the idea of television as a teaching aid to supplement the curriculum unless teachers agree on a common area of subject matter and teach this area simultaneously through- out the school system; (2) lacking common agreement on the part of teachers, each programbshould be self-sustaining content~wise; and (3) television teachers must become highly specialized in the medium.17 Much has been written about the use of educational television as a public relations or public information18 device. The attitude of the majority of educators who 17Carl F. Hansen, "Washington TV Goes from Boom to Bust,“ The School Executive, 75:3: Pp. 78-80. 18Because of undesirable connotations associated with the term "public relations,“ the term "public inform- ation" is used in the present study. 19 have written regarding the importance of the public being informed of the schools' activities, needs, and problems is represented by comments from two sources. Publicity is respectable, according to Brownell, Cans, and Maroon, but they believe there is no place for high—powered press agents in education. They write in part: Good school publicity furnishes timely and accurate information--spoken, written, demonstrated, or shown—- that is of interest and significance to the public. There is . . . an urgent need for school publicity with the objectives of (l) informin the public of work contem lated or being done, (2 establishing con- fidence, (3? rallying support, and (u) correcting mis- understandings. James T. Reiva, a member of the National Education Association's Commission for the Defense of Democracy through Education, claims the schools can protect themselves from public criticism if, among other things, they will heed these recommendations: 1. Much more effort must be put forth to inter- pret what the schools are doing,.and.the more the community is taken into the planning the less in- terpretation is necessary. 2. Better relationships with ghe press, radio and television must be develOped. Thus Reiva not only stresses the importance of inter- preting the schools to the public, but he believes mass 19Clifford L. Brownell, Leo Gans, and Tufie Maroon, Public Relations in Education (New York: McGraw-Hill Book Com mpany, 19537. p. 25. zoNews item in the State [Michigan] Journal, JuLyl5, 1955. 20 communications media including television are imperative to the task. The American Vocational Association has taken a posi— tion favoring utilization of educational television for in- forming the public about the schools. The Association states: Administrators and teachers in every field recog- nize the impact of television both as an educational and as a public relations medium. . . . It is the public relations value of TV with which we are concerned here. Television can increase knowl- edge of the schools on the part of the people in the community and inculcate in them greater understanding and interest. Any resident of the area who watches a school telecast is able to see and hear something of what goes on in the classrooms and ShOpB. The walls are figuratively knocked down to reveal exactly what is happening in the vocational school. 1 A number of school systems in this country have taken advantage of the television medium as a public infor- mation device. According to Callahan: Most of the programs produced under public-school auspices have been in the nature of public-relations programs designed to acquaint parents and taXpayers with the objectives of the curriculum.22 1 Values the schools can expect to derive as a result of presenting themselves to the public via television are stated by Callahan as follows: 21American Vocational Association, Incorporated, Your gpblic Relations (Washington, D. 0.: American Voca- tional Association, l95u), p. 52. 22Jennie W. Callahan, Television in School, Colle e, and Commungpy (New York: McGraw-Hill Book Company, 195 , p. 130. 21 Television is serving the schools as an excellent public-relations medium, interpreting their needs, their curriculum materials, methods, the personali- ties of the teachers and administrators, even the school “characters" of the pupils. These programs also fill a great need on the part of the parents. They open the way for parents to come closer, intel- lectually and emotionally, to their children. . . Television comes to . . . show their own children at school, with unending subject matter to develop into conversational fodder with their children. New in- terest lines awaken. Parents themselves find inter- ests in new hobbies, meeting the challenge of edu— cation to investigate continually and to think of all things creatively. . . . Interpreting the schools to community in lively informal telecasts answers the questions of parents, who now see for themselves and can show their appreciation and pride in the schools by forwarding the efforts of the parent-teacher groups and by fisuly serving education to the best of their ability. The reaction of a first grade teacher after an ini- tial venture in television is reported by Callahan: use We, who work in the field of education are well aware of the detractors who would undermine the public faith in the great American public-school system. I can think of no better way to put the facts before the public than through the medium of television.2 Callahan further characterizes the public information of television in these words: Through the day and into the early evening hours hundreds of school children, their teachers, and supervisors and administrators are appearing before television cameras to bring the story of their schools to parents and other taxpayers of their com- munities. Using television as a realistic eye, the typical “Know Your School" series educates viggers to the problems and activities of the school. 23Ibid.. p. 133. 2“Ibid.. p. 124. 251bid., p. 119. 22 Many specific examples of informing the public through use of educational television are reported by Callahan from all over the country. A few cases from the east, the midwest, and the west coast are cited as being representative of this use of the medium. In the east, the Newark, New Jersey, school offi- cials were so successful in briefing parents for civil de- fense by means of television that they decided to present a community series designed to interpret the schools. IReport to Parents" was the result. This was a weekly half-hour morning series. The classroom was the setting, with teachers, pupils, maps, books, handwork, exhibits,and movie projectors transplanted to the studio to give the parents a true picture of methods and materials used in teaching.26 King reports that this series in Newark was very successful in helping parents to see the kind of instruction their children receive. As a result, he states, a better understanding of the work of the schools exists.27 The public schools of Arlington County, Virginia, produced a series called “Family'Affairs.' A typical pro- gram in this series showed sixteen-year-old Johnny, his 26Ibid.. p. 131. 27William H. King, "What Teachers Expect from Edu- cational Television,“ The Instructor (Audio-Visual Supple- ment), June, 195“, p. 5. 23 younger sister, and his parents in a scene which brought out information about the driver‘s course Johnny was taking at school. The scene ended with father and son starting off with the car, the son driving, and the father doing some teaching. At this point, a panel of eXperts discussed such questions as: "How can parents judge whether a boy is really ready to drive?" The Arlington schools produced two additional public information series called "Across the Potomac," and "Bet- tering Human Relations.” The three series are reported to be so popular that many requests come from community lis— teners to include their special problems in future tele- casts.28 From the midwest, the Minneapolis public schools pioneered in educational television by producing a weekly fifteen—minute series which interpreted the schools to the public.29 The Minneapolis Council of Parent-Teacher Asso— ciations reported: They [the school programs] were a most effective form of community school relations and did more than reams of paper and endless speeches to show people what the schools are actually doing and how effective current methods of teaching are. . . . It is a most effective means 8f increasing public support for our school systems.3 zacallahan, op. cit., pp. 128-29. 29Ibid., p. 125. 30;2;g.. p. 119, citing a resolution passed by the Minneapolis Council of Parent-Teacher Associations. on 24 A later report on the same series by Putnam leads to ‘the conclusion that this public support became rather sub— eatantial since Minneapolis is building its own educational ‘t:elevision station. He cites three types of public infor— mation programs in use in that city: 1. Units in various subject fields presented much as they would be in the classroom 2. Demonstrations of certain types of work carried out in theinnneapolis public schools 3. Excerpts from assemblies, plays, and skits 31 The Cleveland schools have made wide use of educ— ational television for public information. Callahan sum- :neardzes these efforts as follows: The Cleveland schools began their use of televi- sion with a fifteen minute public-relations series, "Meet Your Schools," presented weekly in the evening. then added a series of fifteen-minute telecasts in the general field of adult education, also broadcast in the evenings. The community-school series opens with a program devoted to kindergarten, the next the primary division, on through the senior—high level. Then the special services in health, conservation, and recreational activities are presented in indi- vidual telecasts. The elementary—school curriculum is covered with programs on music, art, reading, arithmetic, social-science studies, and handcraft. The junior and senior-high—school subjects selected for telecasts are music, composition, French, social studies, business education, safety, English, sci- ence, home economics, and gardening. The commence- ment exercises are telecast, as ars basketball and football events from time to time. 2 31Rufus K. Putnam, ”Minneapolis Builds Its Own ETV Station,“ The School Executive. 75:3, November, 1955. p. 75- 32Callahan, op. cit., p. 131. 25 This brief summary of nationwide use of educational ‘Celevision for public information has been concluded with erxamples from the west coast: Los Angeles educators have concentrated on prepar- ing good programs for out—of-school viewing. Satur— days are full of unusual programs planned by teacher groups in which students actively participate. ”Cam- pus Farmers," broadcast over KECA-TV at 3 in the afternoon. shows teachers and students from various schools demonstrating what they are studying in agri- culture. Suggestions on raising turkeys, livestock and rabbits, testing soil, growing plants, and the like make the program most practical. It is presented by the California Teachers Association in coOperation with the Office of the County Superintendent of Schools. The County Superintendent of Schools, the Califor- nia Teachers Association, and the Audio-Visual Educa- tion Association sponsor a Saturday afternoon series devoted to interpreting the work of the public schools. Guidance, counseling, science courses, and the three R‘s are typical of the material selected for demon- strations by teachers, students, and often adminis- trators.33 In San Francisco and Oakland . . . demonstrations of the school curriculum and student activities made up the interesting initial series "Operation Educa- tion” over KRON-TV. In the Oakland Schools, adult education was also covered. Station KPIX carried the Tuesday afternoon series "Partners in Progress,'show- ing how students learn about business and industry by demonstrating the interrelations between business and education. The paper industry, the story of elec— tricity, and special programs on civil defense were included in the subject matter making up the series. . O O C O O O O 0 O O O l O I O O O Officials of the San Francisco and East Bay public schools opened their “Operation Educationu series with an introductory program describing the weekly tele— casts to come. A tremendous upswing in the size of audience took place after the following announcement was distributed . . . : "Each Monday, Tuesday, 33lbid., p. 120. |IIIIIIIIIIIiIIIIIIIlllIll!"""""""""""’5 26 and Friday at 1:30 P.M., a series of programs known as 'Operation Education' is being telecast over KRON-TV. The combined Alameda and San Francisco School Districts present the Friday, thirty-minute program under the subtitle 'Children at School'. . . Viewers will be acquainted with the school systems, what subjects are taught, why they are taught.3uThe programs are dramatized as fully as possible." The Alameda schools also interpret their educational Egoals through half hour telecasts.35 IIInplications of the Literature on the Value of Educational T e levi sion Educational television for classroom use has many Iozwoponents, but a substantial number of authorities express czsrution regarding this use of the medium. The latter group laeelieves that television may come between the teacher and tskie pupil particularly in those areas of relationship in- ‘rcalving the practice of democratic living in the classroom. Ec‘ridence exists that such interference has actually occurred 1~r1 some school systems in spite of intelligent effort to use classroom television in a climate of democracy. Since it is the Department's philosophy that children "111 be most likely to learn to be good citizens in a demo- ‘3l’usacy by practicing democratic living throughout their 8c3-1':1I.ool years, careful attention was paid to this caution in p1 arming for the series. \ 3”maid” pp. 121-23. BSIbidel pp. 122. 27 Widespread, enthusiastic use of educational televi- sion for public information purposes prompted serious con- sideration and eventual adoption of this use of the medium by the Department in its series. Literature on the Use of Television in Agricultural Education Since it was likely that the Department's series, if i.t: materialized, Would be carried out by the agricultural education division of the Department and in the area of agricultural education, a review of the literature in this field seemed important. The literature reviewed revealed only two significant situations where educational television was used in the field 0f agricultural education in the public schools. Decker reports his eXperiences in the role of area BL11>ervisor and television producer in the twelve schools of.Il.=‘ering vocational agricilture in Erie County, Pennsylvania, 3. 3 follows: The Future Farmers of America in Erie County, Penn- sylvania, have completed over two years of regularly scheduled shows at the rate of l to 2 per week. The show is scheduled for each week at the same period. A total of 109 shows have been presented and subject matter has not been difficult to find. It has become evident that one person must be re- aponsible for organizing, producing, (coaching) and coordinating the entire program. This same person tuust and can serve as "emcee" for the show to the ‘Ialtimate advantage of the program. There is no other 13erson who is familiar with the Agricultural Education 13rogram. . . . Unless the directing engineer, the 28 camera men, and all staff members are familiar with the objective involved in each show, the points will not receive proper attention. . . . The Erie County TV shows were organized for 12 schools each to appear every 12 weeks. By common agreement, subjects were selected and assigned to each school. This list was duplicated and copies mailed to people interested in the program. The Area Supervisor served as producer and “emcee“ as well as coordinator. He writes 95% of the shows and suggests the necessary visual aide.' The pro- gram assumes that whenever possible, regardless of the inconveniences, the "show-how” technique must predominate over the “tell-how” technique, 1. 6. use visual aids, real things and in real life size. . . . Although the Future Farmer of America members are never allowed to read their script, they do re- ceive a general outline which includes the key points of the show. . . . The agriailtural teacher and his entire class will deve10p the show. They rehearse the various angles and acquire all of the information needed to answer almost any question that one might ask concerning the show. Fortified with an overall knowledge of the subject, the producer (area advisor in this instance) visits the school and assists with the matter of eliminating every unnecessary action or word. The boys must be taught to work at any disadvantage that will favor the camera. . . . Recently, a telecast involved showing how bees are put into the hive and how they govern the colony. . .. . In such a.demon— stration one must speak to the person who knows ab- solutely nothing about the subject. All peOple be- tween the least informed and the expert on the subject will make up the audience. It is a common practice to talk over the heads of too many pupils in gghool work. This is an easy error to commit in TV. Whether or not these programs were viewed by classes 5111. vocational agriculture in the eleven schools not on the 31 r is undisclosed by Decker. It is apparent that one of \ 36Biron E. Decker, "TV is Show-Business,” The Agri— Weation Magazine, 27:1. July, 1954. p. 10. 29 his objectives was to inform the public about vocational agriculture. He makes no statement regarding the effec— tiveness of the series for this purpose. King reports the use of a series titled "Talking JSense" by ten teachers of vocational agriculture in Michi- gen with adult farmer classes, young farmer classes, and high school classes. This series was produced by the Agri— cultural Economics Department at Michigan State University. Selected programs from the series were viewed by these classes. Each teacher and his class viewed those programs which were appropriate to the course of study being pursued. In seven of the schools, the courses of study were planned to make use of certain programs. In the remaining three schools the television programs were used as the course of Study. One of the schools was unable to receive the tele- CBeasts while the c00perat1ng class was in session. In this C=sase, incidental use Was made of the series by asking class Inembers to view the programs at home. The class discussions following the telecasts were bGlued to a greater extent upon the television programs than upon the problems of the students. A majority of the teachers appeared to have difficulty in determining the I‘Ei-Izrming practices which might have been drawn from the pro- gl’zsLms. The needs of different teachers, classes, and class mel'tl'bers did not seem to be met by the information presented 30 in the programs. The television programs possessed limit- ations in programming techniques and format.37 These weaknesses in the programs and their use by the ten teachers constitute no criticism of classroom tele- vision per _s__e;_. Better programs and teachers who were more familiar With use of the medium might have produced highly effective re sults. Implications of the Literature on the Use of Television in Agricultural Education Very little has been written about the use of tele— vision in agricultural education. The present study can, therefore, be a significant contribution to the literature 1 n this field. The literature reviewed provided little encourage- ment to use television for classroom teaching. It provided no evidence to discourage use of the medium for public in- formation pu rpo as s . A Study of the Philadelphia Program of Educational Television Prior to approval of the series described in the Dbesent study, the Department's attitude toward educational \ 37Charleo E. King, "A Case Study of the Evaluation and Use of Special Television Programs as an Instructional Aid in Vocational Agriculture" (unpublished Doctor's die-- as rtation, Michigan State University, East Lansing, 1955). 330 pp., passim. 31 television as a classroom aid was one of skepticism. In order to learn more about this use of the medium, however, a member of the staff of the agricultural education divi- sion was sent to Philadelphia to spend a week studying classroom television. Philadelphia was chosen because of the many fine :zreports emanating from that city. TWO examples will serve 1:0 illustrate. Hainfeld writes, "There can be little doubt 't3hat Philadelphia leads the nation at present with educa- 't:ional television."38 Another writer states: According to many persons, Philadelphia is the outstanding example in the United States of experi- mentation in the use of school TV. It has . . . attracted visitors from forty states and at least ten foreign countries. Furthermore, the general objectives listed by the ]?1111adelphia public schools promised that an Opportunity ‘ereuld be provided to study educational television not only as a classroom aid, but also as a public information medi- ‘thn, a.tool for adult education, a device for developing <3 itizenship responsibilities, and a means of bringing t eachers and parents together. These objectives are as follows: 38Harold Hainfeld, ”From What I Hear," Journal of ssociation for Educationgpy_Radio apdep;evision, title: A Es, March, 1957+. p. 15. 39"The Case For and Against School TV,” Courier- M. 6:3. March. 1953. p. 10. 32 1. To provide new and effective supplementary teaching aids in the classroom-- a. By bringing to the classroom outstanding personalities, experts, demonstrators and performers, with materials, skills and processes not usually available. b. By motiVating pupils and assisting teachers through demonstrations by recognized master teachers in a wide variety of subjects with emphasis on skill of performance, creativity, and imaginative approach. 2. To utilize these tools as public relations media by presenting programs which interpret school activities to parents and other citizens. 3. To offer the rich resources of schools and com- munity for adult education. 4. To develop the concept in both children and parents that television and radio are more than fine entertainment media; they are potent tools for education. 5. To help children and parents understand their responsibilities as citizens for the deve10pment and control of programming trends on both com- mercial and educational stations. 6. To stimulate among pupils, teachers and parents, discussions of program qualigg and of worthwhile selections for home viewing. A survey form was developed and used in Philadelphia. The following information from the survey summary is pertin- ent to the present study: 1. Financing of television activities is through school funds except for the purchase of television receivers. uoPhiladelphia Public Schools, Report 9f Television- Radio Activities (Philadelphia Public Schools, 1953), pp. 7-3. 33 These are purchased by the home and school councils which are similar to parent-teacher associations. 2. The two hundred fifteen home and school councils were asked to suggest any changes they wished to be made in programming. The summary of their responses includes these recommendations: a. The fathers as well as the mothers would like tosee . . . . in-school presentations of general interest which are given only in the mornings. Can't they be shown at nights sometimes? b. Why can't the school shows be put on film and re- peated during afternoon hours so that more classes in school can see them?!"1 3. Elementary teachers are generally enthusiastic about teaching opportunities growing out of television pro- grams. Secondary teachers, because of fixed class schedules which do not always coincide with program time, are gen- erally passive to the programs. b. Classroom teachers are not called upon to serve as television teachers. The eight producers were formerly successful classroom teachers, and they teach on television. They are able to call upon teacher and lay specialists. 5. The most successful programs have been at the elementary level and have dealt with ”problems of the day." a 1Philadelphia Home and School Council, Rgport of Television Eval ation Committee (Philadelphia: Philadel- phia Public Schools, 19535. P. 5. 34 6. Vocational programs are not believed to be needed. Vocational schools are reported to be well equip- ped, and to have facilities for students to see what tele- vision could show. 7. Educational television in Philadelphia started with public information and interpretative programs. Some of the present programs, such as the "Classroom Playhouse" series, are intended for general audience viewing. 8. Television is regarded as only another teacher aid. It supplements other good methods of teaching. 9. Television's factor of immediacy, Which involves suspense and an attitude of "anything can happen,“ seems to have a desirable psychological effect from the standpoint of interest. Thus live programs are preferred to films and kinescopes. Observations made and information obtained in Phil— adelphia which are related to the present study follow: 1. Principals use no coercion to secure use of television by teachers. This was verified by all the teachers who were interviewed. ; 2. An elementary principal stated that if televi- sion programs are centered around “problems of the day," and if teachers are teaching "problems of the day," pro- grams almost magically fit and are useful. The textbook- centered teacher finds this type of program inappropriate to the lesson at hand. 35 3. A first-grade teacher stated in an interview that there are so many things to do that she, particularly at first, felt her youngsters had little time for televi- sion. She Questioned her oWn attitude, however, and her children have been viewing the one program available at their level. She reported further that the children see so much television at home that they are passive toward the school programs and do not observe very carefully. Asthese children were leaving their room for the auditorium, one youngster asked if they would not be able to finish their drawing. .The teacher stated that this attitude of interest in areas other than television is common with her children. n. A high-school English teacher who is television representative for his school Was interviewed. He stated that the biggest problem of using television in high school is fixed class schedules. His tenth-grade composition class, for example, begins at 10:35 A.M. The program he would like to have this class observe regularly starts at 10:30 A. M. This teacher states that only five of the one hundred twenty-nine teachers in his school use television in their classes. Teachers believe they are able to provide what their students need without television. 5. Miss Martha Gable, director of radio-television activities in the Philadelphia public schools, was informed of possible interest by the Department in classroom use of educational television in agricultural education in Michi- gan. When she learned of the wide differences in the 36 classes and in the individuals within the classes which would see the programs, she expressed doubt as to the fea— sibility of this use of the medium. She advised that in- terpretative programs Would be more feasible and useful. She believed they should at least precede teaching programs. 6. Miss Gable advised that any program Worthy of re-use should be kinescoped for use on other stations. and in order to build a film library for distribution to schools. 7. When Miss Gable was asked about the practicality of producing sound motion pictures in lieu of using televi- sion, she pointed out that a fifteen-minute, sound, black- and—white sixteen millimeter film would cost approximately eighteen hundred dollars when produced with school equip- ment. Approximately the same type of teaching aid can be produced live on television, when station facilities are gratis, for one hundred dollars. Kinescoping would add to the cost. The strengths observed in the use of educational television in Philadelphia have been summarized as follows: 1. The programs are quite effective at the ele- mentary level. 2. The majority of programs areof current nature and provide a good resource in teaching "problems of the day.“ 3. Programs are revised in the light of new needs if they are repeated. 4. Programs bring outstanding personalities to the classroom with materials, skills, and processes not usually available. 37 5. In general, no program is presented unless it provides something which the teacher cannot duplicate or do as well in the classroom. 6. Programs have brought parents and other taxpayo ers closer to the schools. 7. Parents, teachers, and children are becoming increasingly aware of their responsibilities for develop- ment and control of programming trends on both commercial and educational stations. 8. Parents, teachers, and children are looking at all programs more critically and viewing with increased discrimination. 9. Effective in-service teacher education occurs when teachers observe programs involving a master teacher. 10. Parents have a stake in the programs through provision of television receivers by the home and school councils. 11. Use of television by teachers is voluntary. 12. The better elementary teachers seem to make more use of television than less capable teachers. This correlation is not apparent in secondary schools. 13. Classroom teachers have no responsibility for preparation or production of programs. 14. Teachers have a voice in program offerings through their personal program evaluations, and through their school representatives on the city-wide television committee. 38 15. The staff of television producers consists of successful former classroom teachers. 16. A summer workshop is available for in-service education in effective use of television. 17. Skills and processes presented on television are not generally copied by children but adapted for pro- jects chosen by the teacher and her group. The apparent weaknesses in the use of the medium in Philadelphia have been listed also: 1. Fixed schedules make present programs quite in- effective at the secondary level; this has inhibited pro- duction of many programs at this level. 2. Good teachers frequently find the programs coming at a time when they interfere with timely activities already underway. 3. No provision is made for preservation of out- standing programs for future or repeat use through kine- scoping. 4. Little adult education is offered. 5. Good and adequate air time is becoming increas- ingly hard to obtain through the commercial channels. 6. Provision of television receivers by the home and school councils results in poorer reception facilities in some less wealthy neighborhoods. 7. An individual teacher would be unable to obtain a program or series of her choice. 8. Rehearsal time at the commercial studios is inadequate. 39 Implications of the Philadelppia Program of Educational Television Educational television has met with general favor in Philadelphia at the elementary level. A few elementary teachers were less than enthusiastic about classroom tele— vision. They found that programs frequently interfered with activities already under way. These teachers are believed to be among the most creative of the teachers who were interviewed. To encourage use of an aid which would tend to stifle creativity on the part of teachers is con- trary to the Department's policy. This undercurrent of reaction in the elementary schools of Philadelphia did not, therefore, encourage Department use of classroom television. Secondary teachers in Philadelphia found little use for classroom television. Fixed class schedules which were not synchronized with air time were responsible for this in part. Rigidity of scheduling is a characteristic of sec- ondary schools, and a case could be developed that schedules should be relaxed to accommodate the medium. The feeling that student needs were being met without television, how- ever, was more pronounced in Philadelphia in the secondary schools than at the elementary level. This was particu- larly true in the case of vocational teachers. The belief that a well equipped vocational department can actually show the things firsthand which can be seen on television is generally accepted by even the television staff in Phil- adelphia. 40 Certainly this secondary—school reaction left no favorable impression upon the Department as far as its own LIEBEB of classroom television was concerned. Since the series under consideration was in an area of education of- 1fe32red at the secondary level, the Philadelphia visit acted as a strong deterrent upon the Department in approving a Series for classroom use. On the other hand, the experience of the Philadel- 'I>lnia public schools with television as a public information fitevice was entirely positive. This fact, coupled with Miss c3raable's recommendation that the Department experiment with educational television to interpret the schools to the fpublic, was a positive factor in the Department's eventual decision to approve a series having the objective of in- forming the public regarding agricultural education. Literature on Techniques of Production and Use of Educational Television Programs In this section of Chapter II a review has been made of selected literature regarding (l) the role of the Pro- ducer-coordinator,u'2 (2) program planning, (3) Program pre- paration, and (4) production and performance of programs. Usually referred to in the literature as the producer. 41 The Role of the Producer—coordinator In writing about the Producer-coordinator's function, Se ehafer and Laemmer emphasize its importance by saying: Production is an administrative job. Long before the program goes on the air a producer will determine, in general, how the broadcast or telecast will be pre- sented. He will visualize how certain portions of the show will be handled. Over-all supervision and responsibility for the success of ghe program rests on the shoulders of the producer.4 Hoddap stresses the vital role of the producer when ties says: I The producer can be the cht creative person in television provided he is imaginative, ingenious, a good administrator, and meticulous in his bird- dogging Of details from conception to telecast.uu He states that the producer Operates in the following chron~ ological order: 1. He conceives the idea for a single program or a series. 2. He selects a script writer or writers. 3. He selects a director and a set designer. 4. He sets up a budget. 5 . He arranges for script duplicating and dis- tribution. . . . 6. He maintains liaison with agencies concerned with the production and informs them of developments. “3E. F. Seehafer and J. W. Laemmer, Successful Radio and TV Advertisin (New York: McGraw—Hill Book Company, Inc., 19515, p. 251. “4William Hoddap, The Television Manual (New York: Farrar, Straus, and Young, 1953). PP. 82—83. 42 7. He plans the publicity campaign. 8. He maintains constant communication with the director. 9. At final rehearsal, the producer checks the show, makes notes, and has a conference with the director to clear up any last-minute contingencies. 10. The producer takes responsibility for all . . . talent, music, script, and so on. 11. The producer finds himself working from one month to six weeks in advance on programs, and should develop the kind of agile mind that can separate details Of this week's program from those of next week's and so on. 5 In writing to extension workers, the authors of 'I‘_§levision Is for Yogu list the extension worker's responsi- bi lities as producer of television programs, and the sta- t:1.<3xl's responsibilities in broadcasting the programs. 8:1. nce it was important for the Producer-coordinator to un- de ratand this division Of responsibility, both have been re£><:>rted. The producer's responsibilities are summarized as follows: I Before the show, arrangements should be made (1) for a program conference; (2) regarding the number of copies of script needed; (3) regarding use of prOps and technical 99111 pment; (4) regarding suitability Of slides, film, and ”111 pictures; and (5) relative to the proper time to ar- snare: at the studio on the day of the program. N 43 While on the air, the talent must be prepared to jE'callow directions from the floor director. His directions ‘L1;saually relate to facing the camera, staying in the picture, gaLrld getting the show on and Off the air on time. The station's responsibilities include (l)furnishing g3, (lirector, (2) informing the talent of production limit- £3.1310n8, (3) furnishing technical equipment and personnel, ( 2+) furnishing adequate rehearsal time and facilities, and ( .5) Controlling the program while it is on the air.""6 The United States Department of Agriculture's report Program Methods clarifies the relationship which should exist between the producer and the director. The nature of thi a relationship is described in this way: Probably the most important individual to the . . . producer . . . is the “director" as- signed by the television station to put the pro- gram on the air. The director is responsible for coordinating a rather sizable team of technical people who will assist him in the actual televising. It is absolutely necessary that he have an under- standing Of what is to be done and the manner and sequence in which the action will take place. The director is a part of the station staff and he is a technician with a great deal of skill and experi- ence. He can do more with technical problems than any other individual with whom the producer may come in contact. Experience indicates that a conference with the ‘§sr with visual elements, "gimmicks,” and complex routines thEi-‘t: reQuire a great deal of time spent in rehearsal. N “7United States Department of Agriculture, Televi- sicrrl Report; pro ram Methods, Section III (Washington: 0“!‘ice 0? Information, 1953 a PP- 6-7- _———” 45 6. BeCome acquainted with station policies. Make 3 very effort to abide by them. 7. Physical form of the program should conform to gs‘tudio facilities. 8. Script or rundown sheets should be prepared to an it the convenience of the station director. Do not try to dictate camera coverage. 9. Have an understanding about what the station will furnish in the way of props and materials. 1 10. Do not interfere with the normal operation of bu siness at station. 11. Often shows are I'back to back'48 in the studio. Leave immediately after your program is over. 12. Hold all discussions outside the studio. 13.. Remove all props and materials immediately. lb. If schools provide good programs and are cooper- at:1.xre, commercial stations will be willing to work with them _ “9 W Planning Educators should plan telecasts to utilize sound educ ational and psychological learning principles, according to wig-ran. He emphasizes that this type of planning should N “BOne program following another immediately in the same studio. ugNotes taken from lectures given by Robert Crawford, “gapigan State College's Fourth Annual Television Workshop, 1 - —-—-----—*~’ #6 go hand-in—hand with the best techniQues known to those ‘1::rained in television as an art of communic.ation.5o Wigren lists these specifications of an educational tseelecast: 1. It should have an educational purpose. 2. It should provide for presenting ideas and concepts in sequence from week to week. 3. It should present an educational philosophy consistent with democratic values.. b. It should build on the needs and problems of the viewers. 5. It should be a means of growth and develop- ment for the viewer. 6. It should involve the viewer as a participant. 7. .It should be designed for a particular group of viewers rather than for general audiences. 8. It should at all times maintain a devotion to truth. 9. It should be flexible in its design, approach, and method of presentation. 10. It should be "natural,“ not necessarily ornate or polished, in its presentation. Considerations for the producer in planning an edu- cat:1.<3nal television program are listed by the United States Department of Agriculture in its report Program Methods as follows: The audience, the subject matter, talent, visuals, 50Harold E. Wigren, "Educational Television: Some Eggsgegtiona," Tgacher's College Record, 54:23. October, Sllbid. _ b7 :f‘tarmat, properties, conferences, script, budget, trans- :1,‘tions, time of day, length of program, station facilities, Ctaeing, and rehearsals.52 The following comment regarding audience is selected gaLEB having Special significance: As the producer plans his television program he must keep two thoughts in mind: Who are the people I am trying to reach and what do I want them to do? To some degree, the producer can select the specific audience he wishes to reach. Time of day is the gaggeimgoggant factor in determining the type of Michigan State University's television station WKAR-TV provides helpful suggestions in program planning whi ch have been summarized as follows: 1. A series should be limited to a specific con- tzeexut area. The more complex the content the longer the se ries of programs should be. If the content is quite Simple a single program may suffice. 2. Each program within a series should be limited tC> :3 single idea, fact, or principle which is complete "1 thin itself. 3. Select a general title for the series and a W363'C3ifio title for each program. For example; a series t11331_e: "Science and Civilization"; a program title: "Iri-daxistriai Use of Atomic Energy." ‘—\ 52United States Department of Agriculture, op. cit., 53 Ibid. p. 48 h. Standard program lengths are (a) five minutes, ( b) fifteen minutes, (c) thirty minutes, and (d) one hour. E3 ffort should be made to conform to these standard periods. 5. Decide what audience should be reached with the 3g>zrogram or series. Analyze the characteristics of the de- sired audience and plan the series or program to be of in- 1: erest to individuals possessing these characteristics.5u The selection of participants, or "talent," for t elecasts is discussed by Tonkin and Skelsey. They make 1: hese comments: The same qualities that make a good extension Worker apply to you and your guests on television: friendliness, enthusiasm, sincerity, and simplicity. Most of the people with whom you work are naturals for television. . . . People who are used to conducting meetings, giving demonstrations, and speaking in public are all good television talent. They have subject—matter knOWledge and experience in demonstrating, and these are the two most im— portant factors in selecting guests. Beyond that, showmanship is what you want. This doesn't mean pulling rabbits out of a hat, or song and dance routines. Showmanship means polish. It is a pleasant, friendly manner; a smooth, unhurried performance; and the brggthing of entertainment values into your story. An anonymous writer recommends these program formats 83 1:>eing helpful when operating on a limited budget: -\ 54Michigan State University, General Information §E£E_52:t for the Planning and Preparation of Television Prg- 53% (Mimeograpfied, n. (1.7. P- 1- 55Joseph D. Tonkin and Alice D. Skelsey. Television ZQJE;~;§33, United States Department of Agriculture, Agricul- ture Handbook No. 55 (Washington: Government Printing Of- fxce’ 1953)) PD. 8‘90 1+9 (21.) rear screen projection of suitable backgrounds, (2) in— tzeeggrated films with a narrator, (3) effective panel discus— 56 sions, and (1+) demonstrations. Lawton points out that a complicated format is not sajlgways necessary, and he gives this illustration: . . . We did a sample interview-~no props, effects, anything. Just a radio interview with the camera on it. The . . . telephones were loaded. Dominant interest should be in the sub- ject and the guesg' sometimes these things, if good, are enough. 7 Translucent (rear) projections are regarded as use- ful by Lawton. Their effectiveness increases, he says, if 58 related objects are placed in front of them. The United States Department of Agriculture makes t:1:ris helpful suggestion for use when finances are limited: Standardization is another means of saving money available to the producer. . . . standardization of procedure in program preparation and in visual aids, if program quality is not sacrificed. For ex- ample, a standard opening and closing--where the video part remains the same week after week, thus building identity for the programs-~13 an obvious saving. 9 56"An Educational Television Experiment," The Joyr- 2:3;1. of the Association forwgducation by Radio, 11:5. May. 195 2, p. 53. 57Sherman P. Lawton, "Jottings From a Production N0 tebook, " The Journal of the Association for Educaaction by We and Television, 1749+, January, 1955, p. 13. Ibid. 31 59United States Department of Agriculture, Televi- ._£2£EL__Report: Program Methods, op, cit., p. 7. 50 Pr ogram Prgparati on The importance of planning programs in such a way tSIlat the viewer will be stimulated to appropriate action is emphasized by the Continuing Education Service of Michigan £513ate University. The following statement should serve well as a rationale in program preparation: It would perhaps be well to note that a teacher infuses the instruction with a contagious personal quality and attempts to arrange the environment in a way that will stimulate the learner to efforts and activities, which, if continued, help the learner progress in the acquisition of knowledge, attitudes, skills, and habits. Thus the learner is helped to conform socially and intellectually. However, edu- cational outcomes are the direct product of the learner's activities and not the teacher's activities?o Veeder takes a simple approach to script writing When he says: Write the opening, and the closing of the program including the action and the talk that will take place. Put an attention~getger in the opening and make the and equally strong. 1 Michigan State University provides aids in program preparation. One or two minutes at the beginning of the b3|'-"c>adcast should be devoted to introducing the subject of the program and the nature of the material or content. The f1 Pet program of a series should outline the nature and \ T 60Michigan State College, A Guide for Persggg Wing Television Courses (A Mimeograph of the Continuing n L1gamer! Service. East Lansing: Michigan State College, ' .). W 61James T. Veeder, Television Handbook for Extension orkers, Department of Extension Teaching and nformation N.— Itl'la Cornell University). p. 10. ca, New York: 51 I)113?DOB€ of the series as a whole. The content and material c>1f the individual program should be clarified at the begin- ning of each broadcast. One or tWO minutes at the end of tslle program should be used for a summary of the ideas and nusaterial presented in the broadcast. In the case of a eseeries, the subject of the next unit should be previewed to IIl<>tivate continued ”tune-in.”62 Tonkin and Skelsey state that some directors require a. more detailed script than others. They recommend that seariough space he left on the video side of the script for ‘tzlae director to make notations on such things as camera and lens shots. Usually, they point out, as the producer and director gain experience in working together, the director W111 require less and less detailed information in the 63 Script. Crawford gives further suggestions in relation to Scriptwriting. These have been summarized as follows: 1. If the talent is not familiar with the subject InSitter, write a verbatim script. Then rehearse until the talent is able to speak extemporaneously. 2. Try to think visually in script preparation. 3. The video portion will have the viewer's prior at: tention; use the audio to reinforce and extend the video. \ 62Michigan State University, General Information %t for the Planning and Prepaggion of Television Pro- 8% (Mimeographed, n.d..), p. 2. 63Tonkin and Skelsey, op. cit., p. 1b. 52 a. Scene-to-scene transitions should be smooth. 5. The director will indicate the number of cepies o f script needed. 6. Script should be double spaced with everything 0 apitali zed except speech. 7. Place video on the left and audio on the right; t:11ey should always be in prOper vertical relationship to e ach other. 8. Indicate only special camera shots for the di- It‘eector; he will fill in other camera directions.64 Advantages and techniques of using sixteen milli- IIleeter silent motion picture film is discussed by the United EB‘tates Department of Agriculture. This agency reports as follows: In some instances, film footage is more economical to use than the live object. . . . . . . film footage is used to bridge time and space, and to record events that may be difficult or impossible to duplicate later. It is used as a sub— stitute for things that may be too big, too heavy, too valuable, or too fragile to use in the studio. It is also used for . . . inaccessible objects. . Film footage is used for transitions between seg— ments of a show, for titles and credits, for commer- cial announcements, and for the opening and closing scenes. 0 O O \ 6“Notes taken from lectures given by Robert Crawford, M1 thgan State College's Fourth Annual Television Workshop, 19 s L». 53 Experience and observation shows that film footage loses considerable quality when reproduced on televi- sion. This loss of quality is even more pronounced when the program is “kinescoped“ and run on isolated stations that are not "hooked“ to network. It is therefore advisable to start with high-quggity films since 1088 in reproduction is inevitable. The United States Department of Agriculture in Eijpeaking of film use, emphasizes the priority which the ‘VVfiLdeo portion of a telecast takes over the audio portion 1 n this way: The film maker must first commit himself to a specific picture. . . . The accompanying words may qualify it, but little credence can be given to verbal qualifications from the sound track. . . . a picture makes such an impression that verbal qualifications are seldom effective. People. . 66 tend to accept, believe, and remember what they see. With regard to television visuals of any kind, Craw— :1?¢3rd reminds that a visual should be used only if it adds £3<3mething which could not be done otherwise. A pleasant, 67 animated person is the best visual, he believes. 65United States Department of A riculture, Televi-i 8lion Report: Visual Aids, Section II Washington: Office E;—ZJE’—I--I§1formation, l§51). p. 10. 66 Ibid., citing a United States Office of Education Re port ”Training Films for Industry. " 67Lecture notes, Cranord, opI cit. 51» Production and Performance of Programs A good approach to this section of Chapter II is ‘;>:rovided by Hard and Watson. Their suggestions to televi- EsfiLon teachers should help both producer and talent in be- czcaming oriented to the television studio. Their advice is Summarized as follows: Be Natural. Television is intimate; it demands personalized contact. . . . The faintest display of self-consciousness and fear of criticism are quickly detected by a viewer. Be Relaxed. . . . Thorough knoWIedge of the sub- ject matter as well as television techniques will build confidence. . . . Plenty of mental and physical rest prior to a performance . . . can . . . reduce . . . bad showmanship. Be Sincere. Sincerity . . . can be reflected in the tone of voice and the selection of words. . . . Be friendly at all times. Bg Dirgct. Clarity and conciseness are key words Be ggnvincing. Doubt may be expressed uncon- sciously by the tone of voice. . . . [Use a] tone of modent, but firm authority. . . .68 Tonkin and Skelsey have summarized the techniques of t‘éiiLevision production and performance rather comprehen- 31 vely. They offer these suggestions on "how to show" via t e levision: Have an interest—getter in your first 60 seconds. G- 680. Gustav Hard and Donald P. Watson, "How to Be a tood TV Teacher," The Journal of the Jassociation for Educa- -4!:E253 by Radio andglglgvision, lh:3, December, l95h, p. 25. 55 Talk more slowly on television than you do on radio. . . . Look at the camera and talk to it when you are speaking or showing. . . . Don't ignore obvious accidents. Explain what happened6if necessary, and go right on which your program. Tonkin and Skelsey give helpful comments on pre— astudio rehearsals. They emphasize the importance of pro- xriding as much rehearsal as possible before the final re- itiearsals in the studio. Use of an area where the actual estudio set can be simulated is advised. Suggestions which ‘uwill.help the participants to (I) talk to the camera and 1:0 other guests apprOpriately, (2) pace their comments pro- perly, (3) display visuals appropriately, and (Li) perform fiLIlformally are given.70 These writers point out that opportunities for cam- era rehearsals are seldom available. If a camera rehearsal .1.£3 possible, they say, advantage should be taken of it.71 They recommend that whether the dress rehearsal is with c3453.!neras or outside the studio, the director should be pre- E3ent. The rehearsal should be helpful in these ways: \ __ 69Tonkin and Skelsey, op. cit., p. 8. 7°Ibid.. pp. 9-13. 71 Ibid., p. l#. 56 You will have the actual props and visuals to use, just as you will on the air. You will also go through the demonstrations, just as you Will on the air. You can pick up valuable experience . . . and thus avoid making costly mistakes on the air . . . . You will also have a check on whether the necessary props are complete. . . . In addition, dress rehearsals are the only means of accurately timing your program. . . . . . . Allow for a "time cushion." This can be a summary or "recap"; a few additional pointers on the material or equipment used in conjunction with what you have shown; or a special announcement. The time cushion is a safety measure to allow for unexpected incidents on the air that use up time. The importance of two-way cueing where the director czues the talent and the emcee or other talent cuss the di- Irector is discussed as follows: . . . The director gives the floor man the nec- essary time cues to pass on to you. . . . The floor man, through the sign language, cues you regarding position, action, pace and the best display of visuals. . . Cues may be either visual or spoken. Spoken cues . . . should be used sparingly-—they may require memorization on your part and close concentration on the director's part. . . . Such spoken cues as "Now we'll see some slides which I made the other day at Sam Jackson's farm“ . . . are used a great deal in informal program situations. But, if used, they ghould be consistent with the style of the show.7 The American Vocational Association provides these I“Llrther suggestions relating to program production and De :rformance: \ 72Ibid., p. 13. 73 Ibid., p. lb. -.-._——-—————7 57 All live or recorded music must be cleared with the Station. 0 O 0 Don't worry about forgetting statistics, names, etc.--they can be printed in large letters on a sign out of camera range. Make sure you and all participants understand the hand signals . . . to indicate, for example, "speak slower," "look at camera,“ "speed it up" . . . . If you use TV, be sure to accompany it with game publicity . . . so that you create an audience. In addition to the suggestions already listed in tsiais section of Chapter II, the Continuing Education Serv- ice of Michigan State University offers these helps: . . Performers should not enter the set until the floor manager so instructs. . . . Men wear medium shades. . . . Women wear pastels and medium shades. White and dark positive colors should be avoided. . . . Shiny ornaments should not be worn. Be neat and well dressed. . . . Ordinary street make-up will be adequate for women. Men will not wear make-up unless com- plexions are very spotty or beards particularly heavy. . . . Speak at a moderate rate, clearly, smoothly, natu- rally in your normal voice. . . . Repeat for emphasis when necessary. Correct errors comfortably. Move easily. . . . AVOid unnecessary talking.75 7”American Vocational Association, Incorporated, $§§FL£AQ Public Relations (Washington, D. C.: American Voca- c31'1a1 Association,—l954), p. 53. 7 .r 5Michigan State College, A Guide for Persons eQChin Television Courses (A mimeograph of the Continuing Educaation Service. East Lansing: Michigan State College. ‘ C1 58 Another source from Michigan State University pro- vides these details of production and performance which have not been listed by other writers: Two red lights, called "tally lights," will burn on the front of the camera which is on the air at any given moment. When speaking directly to the viewer, look at the top of the lens of the camera. The approved technique of talking directly to the camera is this: talk to burning tally lights; when they go out (indicating that the director has switched to the other camera), lower the eyes and bring them up, on the other camera. The camera magnifies lack of ease and formality. Be direct. easy, friendly, spontaneous. The ques— tion of whether to stand, sit at a desk, sit on a desk, or to sit on a chair is determined by the nature of the program and the performer. Movement is acceptable if it is direct, smooth, and easy; it must also be planned in rehearsal and followed "on the air". Avoid particular physical mannerisms which the camera will exaggerate; do not weave, sway, shift, or change repeatedly from foot to foot, etc. When pointing out objects or parts of diagrams, move the hand or pointer slowly. The director will be getting a close-up of the object, which will tend to magnify any movement in the picture. Move the hand or pointer slowly to the first location, dis- cuss it, move the pointgr slowly to the next location, discuss it, and so on.7 The American Vocational Association offers these further helps to the participant when on camera: . . . Smile often, relax, and address the camera with all your attention. . . . the microphone is above you on the audio boom. Don't Worry about whether it arrives above you as you begin to talk and start looking for it—« others are paid to see that it is there on time. 76Michigan State University, Gener§;:Information Sheet for the Planning and Preparation of Television Pro- grams (Mimeographed, n. d.), p. 3. 59 Watch and listen to others who are talking. Never look at . . . people in other parts of the studio. Be on guard at all times, since you can never be sure whether a camera is on you or on other participants in the show. Stay in place until you get a signal from the producer that you are off the air, then move quickly as he directs you. . . . After the show is over, these evaluative helps of- fered by the Continuing Education Service of Michigan State University should aid in performing more effectively next time: 1. Was the organization of content logical, economical, and clearly set forth? 2. Was the program well timed in relation to content; in relation to the time limits im— posed by programming? ‘3. Was the interest of the audience caught in an attractive way; was that interest sustained; did the program seem vital, alive, sparkling? h. Were the devices used (visuals, dramatizations, etc.) practical and economical; did they serve well the purpose intended? 5. Were emergencies well handled? 6. Did ghe program achieve what it set out to do?7 77 American Vocational Association, op. cit., p. 5“. 78Michigan State College, A Guide for Persons Teaching Television Courses, op, cit. 60 implications of the Literature on Technigggs of Production 2: Educational Television Programs It is apparent from the literature reviewed that the producer is responsible for every phase of development ofthe programs or series assigned to him from conception of the idea to the conclusion of the broadcast. He is responsible for every detail, including those delegated to assistants, if he is fortunate enough to have help. Liaison must be maintained between the school or organization presenting the program or series, other co- operating agencies, and the station personnel. Reliance must be placed on the director assigned by the station to work with the programs for technical help in television techniques. In relationships with the director, the pro- ducer is the educational authority, and the director is the authority in the technical television area. In order to plan educational telecasts effectively, a producer must be secured who is an educator of high type. He must have thorough understanding of and experience with sound educational and psychological principles of learning. He must possess sufficient knowledge of the subject matter of his telecasts so that the specialists with whom he works will have confidence in him. He must be an administrator capable of working easily with people, coping with budget problems, and attending to a myriad of details. He must maintain rapport with his audience, and continually strive 61 to meet their needs. He must understand the television , medium thoroughly enough to cope with details of selecting talent, choosing formats, and planning suitable visuals. After programs are planned, they must be prepared for telecasting. This necessitates a skilled scriptwriter. It must be possible to secure film and other visuals of suitable quality. After all stages of planning and prepar- ation are completed, an adequate performance is necessary. Talent must be effectively oriented to television techniques, they must be directed in the rehearsals, and made to feel at ease throughout preparation and execution of the telecast. The completed performance must be evaluated and adVantage must be taken of the successes and failures in order to make the next program and the next series more effective. Chapter II consists of a review of selected litera- ture pertaining to (l) the value of television as an edu- cational tool, (2) uses which have been made of educational television in agricultural education, and (3) effective techniQues of producing educational television pro- grams. . In addition, obserVations of the use of educa- tional television by the Philadelphia public schools have been reported. Implications for the series have been draWn from each of these four areas of research. These implica- tions have been reported in the present chapter following the discussion of each of the four areas. The next chapter deals with the development of the series. CHAPTER III DEVELOPMENT OF THE SERIES It was necessary before starting the project to secure permission of the chief of the division of agricul— tural education, the state director of vocational educ- ation, and the superintendent of public instruction to use staff time and Department funds for production of a com- prehensive series of programs. A plan was prepared and submitted to these persons for consideration. The plan dealt with three areas: (1) choosing the type of series to be produced and used, (2) laying out a plan for the series, and (3) considering the use of local schools for counsel and material help in planning and producing the television series. Following the Department's approval of the project, further planning was needed before production 5f the series could begin. The process of securing ap- proval and the many phases of the planning process have been presented in this chapter. Choosing the Type of Series to be Produced and Used Only two types of educational television programs were considered for the series. These_were (1) direct classroom teaching programs, and (2) public information programs. The threefold plan had been submitted to the 62 63 chief of the Department's division of agricultural educ- ation. He had expressed interest in the plan, and pre- sented it to his superior officer, the state director of vocational education. The director had, in turn, referred it to the deputy superintendent of public instruction who had the authority to approve or disapprove the plan. The deputy superintendent called a meeting of members of the Department staff and acted as chairman of this meeting. The following people attended and served as a committee to assist with the decision: the assistant superintendent in charge of the division of school organization and plant, the chief of the publications and visual aids division, the chief of the teacher certification and higher education division, the chief of the curriculum services division, the state director of vocational education, the assistant director of vocational education, and the chief of the agricultural education division. The committee considered the possibility of produc- ing a series of classroom teaching programs. Certain ques- tions were discussed; these questions and the committee's reactions to them follow: 1. Can the Department produce teaching programs in agricultural education for use in local schools which will provide the teacher of agriculture with material he cannot produce on his own resources? Doubt was expressed that the Department could pro— duce agricultural subject-matter programs with enough w 64 uniqueness to meet the criterion of this question without drawing upon the personnel of the school of agriculture at Michigan State University. If these subject-matter spe- cialists were to be called upon, it seemed more appropriate that the agricultural education service of Michigan State University's school of education should work with the subject-matter specialists and should, therefore, produce the classroom teaching type of television program if it were to be produced. 2. Is it a proper function of the Department to prepare direct teaching aids for the classroom teacher or is this more prOperly a function of the teacher- education institutions? The committee decided that the production of class- room teaching programs was not the Department's function and to enter this role would be infringing upon the respon- sibilities of the teacher-education institutions. ‘ 3. Can the Department, believing in local school autonomy and local curriculum development to meet local needs, produce classroom teaching programs which will be useful in local situations throughout the state? Or, for that matter, can anyone at the state level do this? The committee believed it impossible for any agency or individual at the state level to produce teaching pro- grams which would be useful in very many communities on 65 the same date at the same hour. It was decided further that to offer such teaching programs to the schools of the state with the sanction of the Department would tend to counteract the efforts of the Department over the years to encourage local curriculum develOpment. A few teachers, it was believed, would use the programs when they were broadcast whether or not they served as a teaching device to implement the teaching of an important current problem scheduled to be taught on the date of the broadcast. Some more conscientious teachers would, it was believed, plan their teaching schedules around the subjects and dates of the broadcasts as announced. It was feared this would lead to poorer planning in the light of current local needs than should occur. These decisions ruled out the use of live or kinescope broadcasts over television when intended for classroom use. A. Would kinescoped films, used locally as any 16 millimeter sound motion picture films are used, serve a useful purpose in the classroom? The committee was aware of the problem which always exists in a local school of obtaining any film from a re- mote source and having it available on the day When it is needed. It was agreed, however, that the local use of kinescoped films could be more helpful than to attempt to use live or kinescoped broadcasts. Three factors brought about a decision that the De- partment should avoid the production of classroom teaching 66 programs: (1) the difficulty of scheduling films for time- ly local use; (2) the belief that it was more appropriate for the teacher-education institutions to produce classroom teaching programs; and (3) the belief that the Department could better expend its time, money, and energy in the production of a series of public information telecasts. The committee asked that the plan previously submitted be revised and that the revision consist of a detailed plan for the production of a series of educational telecasts designed to acquaint the school-supporting public with de— sirable programs of agricultural education as provided by many of the public schools. The revision was made and the new plan was again submitted to the same committee for ap- proval. The major provisions and purposes of the plan were as follows: 1. WKAR-TV, the Michigan State University station, to be asked to broadcast the series. 2. A staff member of the agricultural education diyision of the Department to be made available on a quarter—time basis for twelve months to serve as Producer- coordinator of the series. It was proposed that the twelve- month period begin October 1, 1954, and end September 30, 1955. 3. The superintendents and teachers of agriculture of all schools offering vocational agriculture in Michigan to be surveyed to learn (a) the areas of agricultural edu- cation, if any, in which they believe educational television 67 programs will be helpful in strengthening local school pro— grams; and (b) their ideas for specific programs within these areas of agricultural education. A. The schools to be informed during the course of the survey that television programs, if produced, will be available in the following forms: (a) live broadcasts, (b) kinescopes for rebroadcast over other stations, and (c) kinescopes to be used as sixteen millimeter sound motion pictures. 5. Information accompanying the survey to schools to make clear that the programs will not be intended for classroom teaching, but they will be designed to clarify to parents and the public such phases of agricultural edu- cation as: (a) supervised farm practice, (b) young-farmer education, (0) adult-farmer education, (d) Future Farmers of America, (s) part-time farming programs, (f) buildings and facilities for agricultural education, and (3) other similar phases. 6. Six schools to be invited to serve as pilot centers. 7. The teachers and administrators in the pilot schools to be asked to serve as a committee to work with the Producer-coordinator in the following steps: (a) re- viewing the results of the survey and assisting with the final decision of subject matter for the series and the programs within the series, (b) determining the objectives 68 for the series of programs and for the programs within the series, (0) setting up the format for each program, (d) recommending a moderator for the series, (9) formulating evaluative criteria for the programs, and (f) attending planning meetings while the series is in progress. 8. Citizen members of agricultural advisory coun- cils, in those pilot schools having such gdvisory councils, to be regarded as key peeple to help plan, view, and eval- uate the programs. 9. To clarify that the primary purpose of the tele- vision series is to determine h2!,§g_produce and hp! 32 Egg educational television programs to improve community pro- grams of agricultural education. In the development and use of the series of programs the purpose would be to answer these questions: Which techniques worked effec- tively and which did not? Which techniques offer most pro- mise in applicationcfl'content? Which techniQues are most effective in evaluating the programs and their results? Which techniques have application in other areas of education?1 : 10. To set forth a proposed schedule of the Producer- coordinator. This included an average of five days per 1It was decided that the evaluation of results of the programs, as far as the application of the content of the programs in local communities to improve programs of agricultural education, and the application of techniques in other areas of education would not be a part of the present study. 69 month for the twelve month period. The plan was written in late October of 1954. The trip to Philadelphia to study educational television in the Philadelphia public schools had already taken place in early October. However, it was proposed that the Producer-coordinator's work schedule in- clue the Philadelphia trip and that the Television project year start October 1, 1954. The schedule for the balance of the year was as follows: November, 195“ Survey schools offering vocational agriculture to determine types of programs which would be helpful. December, 195“ Plan the series of programs. January, 1955 to July, 1955 Produce one program each month. August, 1955 to Evaluate the project and prepare September,1955 a report for Department use. 11. To set forth an estimated budget for the project. A trip was made to Philadelphia to study educational television in the public schools of that city. A brief re- port of that trip appears on pages 30 to 40 of Chapter II. As reported in Chapter II, Miss Martha Gable, director of radio and television activities for the Philadelphia public schools, had advised that the Department begin its work in educational television with public information programs rather than with classroom teaching programs. A few days after the Philadelphia visit, the committee met and lie— tened to a report of the trip, including Miss Cable's 7O recommendation. The plan for producing public information programs was discussed in detail. The plan was generally acceptable, but one question remained. Would it be possible for the agricultural education division of the Department to produce a series of public information programs of suit- able quality and usefulness to justify the cost and the diversion of one-fourth of a staff member's time from other duties for a twelve-month period? During the previous summer a member of the staff of the agricultural education division had assisted in the production of a fifteen-minute public information type of program entitled, "A Farmer Now.”2 This program was avail- able as a kinescope. It had been produced with the objec- tive of informing parents and other citizens about one phase of vocational agriculture. It was agreed that the kinescope WOuld be viewed by the committee at an early meeting. This was done and the committee's reaction was favorable. At this point the plan was accepted subject to 2During Michigan State University's Fourth Annual Television Workshop held in the summer of 195“, Charles E. King and Burton K. Thorn jointly produced a fifteen minute agricultural education program. This was kinescoped under the joint auspices of the National Project in Agricultural Communications and the Michigan Association of Future Farm- ers of America. The program dealt with the home-farm visit of an agricultural teacher to a beginning student of voca— tional agriculture and his parents. The program was de- signed to acquaint parents of beginning students of voca- tional agriculture with the needfbr and possibilities of a good supervised farming program as an essential part of the high school course in vocational agrioilture. 71 the availability of funds to meet the estimated budget. The state director of vocational education Was asked to examine his budget for the balance of the fiscal year and determine whether or not sufficient funds were available to produce the series. Within a few days the director re- ported that funds were available and the project was under Way . Planning the Series With the series approved, it became necessary for the Producer-coordinator to (1) determine the objectives of the project; (2) lay out a production plan for his own guidance; (3) secure station facilities; (4) take steps to secure an audience; (5) survey the Michigan schools offer- ing vocational agriculture to learn (a) of their interest in a television series in agricultural education, (b) about the areas of agricultural eduCation in which they believed television programs would be most helpful, and (c) of their ideas of specific programs they would like to have pro- duced; (6) select and decide how to work with pilot schools; and (7) make plans to utilize the consultant services of members of (a) the staff of the agricultural education di- vision of the Department, (b) the Department staff as a whole, and (c) the agricultural education staff of Michigan State University. This section of Chapter III reports the process of planning in each of these areas. 72 Objectives of the Project The Producer-coordinator raised these questions in- formally with the members of the Department committee: 1. What should be the primary purpose of the project? 2. What secondary purposes should be achieved? 3. To whom should the series be specifically di— rected? a. What should be the purposes of reaching these individuals and groups with the series? 5. Should the Department be concerned with applying the experiences met in developing this series to other areas of education? Following these conversations the Producer-coordi- nator wrote the following objectives and submitted them to the Department committee for consideration: Primary objective: To improve local programs of agricultural education within the framework of complete programs of education for local communities Secondary objectives: 1. To assist school people (administrators, all teachers, and boards of education) in their understanding of agricultural education within the framework of the com- plete program of education for their community wt 73 2. To assist parents of present and prospective students of agriculture to understand the possible values of agricultural education as part of the school's offering to their children 3. To assist citizen—advisory groups working with local programs of education to understand agricultural ed- ucation and its relationship to the complete program of the schools in their community a. To assist the general school-supporting public (parents of students not interested in agricultural educa— tion, community organizations such as the parent-teacher association, service clubs, farm organizations, and all others whose interest in education is important to the wel— fare of the public schools) to understand agricultural ed- ucation and its relationship to their community's program of education. 5. To explore the role of the Michigan Department of Public Instruction, working COOperatively with local schools, in utilizing educational television to accomplish the above objectives 6. To determine as a result of the experiences with this series the feasibility of utilizing educational tele- vision to accomplish similar objectives to those stated 3 above for other areas of education 3The present study has limited its concern to secondary objectives 1 to 5. 74 The Department Committee approved the objectives with— out modification. The Production Plan A production plan was develOped by the Producer— coordinator as soon as the series was approved. It was developed to assist him in carrying out the many details of producing the series. It was used constantly as a check- list. Dates were placed in the margin opposite each item to indicate when work should begin and when it should be completed in each area. Items were crossed off the plan as they were completed. The majority of the details of the production plan have been discussed in appropriate portions of this section of Chapter III. The plan included certain items which.re- lated more directly to production than to planning. The following items, therefore, have been discussed in Chapter IV which deals with production. 1. Conduct research to determine principles of agricultural education which may be illustrated in the series. 2. Set up schedules with the station, with the talent, and with the audience. 3. Write scripts. H. Clarify anticipated studio problems. 5. Evaluate programs. It is difficult to see how the series could have been carried out without a production plan similar to this. 75 The plan proved to be sufficiently detailed and inclusive. No improvements are apparent which would have resulted in a more useful plan. Securing Stagion Facilities The Producer-coordinator had, prior to approval of the project, talked with Dr. Armand Hunter, director of television development at Michigan State University, about possible air time in the event the series was approved. Dr. Hunter assured cooperation and indicated a keen inter- est in participating with the Department in whatever mate- rialized. He referred the Producer—coordinator to Mr. Kenneth Richards, program director at the University's station WKAR-TV. Since nothing specific could be said re- garding a starting date or the nature of the programs to be broadcast. Mr. Richards spoke in general terms indi- cating that air time would no doubt be available. He sug- gested that the series might be broadcast between 1:30 and 2:00 P.M. After the series was approved, Mr. Richards was contacted by telephone. He stated that 1:30 to 2:00 P.M. time was no longer available. He suggested that the De- partment's series might be fitted into a one—hour miscel- laneous show which was expected to start on January 17, 1955. and to be broadcast from 2:00 to 3:00 P.M. on Wed- nesdays. This show anticipated use of a master of cer- emonies for the entire hour. The Department's series 76 would be part of this one-hour show. Mr. Richards assured that, under this arrangement, it would be possible to kinescope the series. He asked the Producer-coordinator to telephone him in ten days to verify this time or to de termine if a more suitable time had materialized. The Producer-coordinator questioned the advisability ' of the series being part of a one-hour emceed show because of the difficulty of using the appropriate lead-ins, closes, and credit lines he believed necessary for a good kinescOpe. He discussed the problem with his superior, the chief of the agricultural education division, suggesting that it might be advisable to attempt to broadcast the series over a El. ocal commercial station. It was agreed that this step 3151-0 111d not be taken until every possibility of working with "KAI-TV had been explored. Although the original plan called for the series to sta It in January, no favorable action on the part of WKAR- TV occurred immediately. Plans were revised to start the aleI":1es in April. In early February, tentative script out- 11“ es for two programs were presented to Mr. Richards. He rev :lewed them and stated that the nature of the programs Vol—121d reqvire considerable rehearsal and deserved evening time on He suggested Friday evenings from 8:00 to 8:15 P.M. a once-a-month basis, or as frequently as desired. He eta- ted this would permit an hour of rehearsal prior to the pr eldcasts. He asked to be contacted on February 25 for c onrirmation of this time. ‘-——-—--——” 77 On that date it was learned that the station had 1fcnnxiit necessary to cancel its week-end broadcasts and 4c3<3nsolidate all programs into five days per week. This czvc>mp1etely filled all available air time. Mr. Richards 3 tated he would be unable to take on additional programs 1 n the immediate future. He suggested delaying the series ‘1H1:1_til the following fall. Considerable work had been receive the station satisfactorily, and (2) the Univer- 31. t: y's pending application for VHF channel 10 had caused many people to decide against conversion. The paucity of audience viewing WKAR—TV was pointed up by the editor of the University's magazine in this way: The University. . . Operates WKAR—TV, a UHF sta- tion. (UHF . . . means Ultra High Flop.) President John Hannah at an FCC hearing last April stated the case very clearly when describing why the University was seeking a VHF license to operate. 'WKAR-TV is costing almost 1000 dollars a day and hardly anyone is looking at us, even though I think we have the best educational station on the air." Because of this situation, the Producer-coordinator "BLEB- advised by the Department committee to plan the series to ‘!::e of maximum value for re-use as kinescopes, but at the Same time, to take reasonable steps to secure audience for the live telecasts. These are the steps which were taken: 1. An article announcing the series was printed in th" Department's News of the Week which is sent to every 1°<3«!EI.1 and county school superintendent in Michigan. 2. A letter was written to the superintendent of °a<33t1-. of the six pilot schools,5 and a copy of this letter "3" sent to the teacher of agriculture in each of these schQ «ole. The superintendents and teachers were urged to \ __ Oct: “Editorial, Michigan State University Magazine, 1:2, Qskier, 1955. p. 1. 5Throughout the project many activities were carried IEliiumltaneously. Although the pilot schools had been se- Ced before writing this letter, the process of their on Is Q 80 secure adult viewers for the programs, and to give them an e valuation form to be completed and returned for each pro- grain.6 3. Forty additional schools offering vocational agriculture and located within range of WKAR-TV were sent a Le tter announcing the series. The letter was written to the superintendent and a copy was enclosed for the teacher of agriculture. These schools were invited to secure adult vie were, they were suppliedwith copies of the evaluation to m to distribute to viewers, and they were informed that the series would be available later as sound films. In add- it 1 on, a copy of the Department's objectives was enclosed.7 4. In early June, the broadcast time for the last four programs of the series was established by WKAR-TV. At that time, the News of the Week carried a second article can ouncing the last four programs and the dates and hour of the telecasts. 5. On June 20 a second letter was written to the sup 3 rintendents of the forty schools giving the schedule for» the last four programs. They were again invited to ”Cu re viewers and evaluationfio \ file ction has not yet been described in the present study. fr was believed advisable to report each activity separately oh: its beginning to completion rather than to attempt a Q hological report of the many simultaneous activities. 6368 Appendix B, pp.283—28hfor a copy of the letter evaluation form. and 7See Appendix B,pp.290-29l for a cepy of the letter ment materials which were sent to these schools. The Depart- “a 's objectives have not been included since they are llable on pp. 72-73. and 81 Securing an_ audience for the kinescopes if used bl 23:11.3:- stations. It was planned to take these steps at the completion of the series; 0 1. Write to all of the television stations in Mich- igan announcing the series and offering it for their use. 2. Write to the schools offering vocational agricul— ture and suggest that the local stations might be willing to show-w the series if requested. to do so by local educators and other citizens. Due to film problems, these steps were not taken. The quality of film obtained in the pilot school communities and. incorporated into the programs left much to be desired. The kinescopes obtained were satisfactory for use when pro- jec ted through an ordinary 16 millimeter projector. Tech- nie 1 ans at WKAR—TV advised, however, that the film portions or 1:. he kinescopes were not satisfactory for rebroadcast We 1‘ a television system. This value of the series, there- fore , was lost. figuring an apLdience for the kinescopss when used it‘\'B«gund films by local schools and communities. The first artl Q16 in News of the Week and the first letter to the forty echo le referred to on pages 79 and 80 each stated that the ”08: rams would be kinescoped and that the kinescopes would be aVailable to local schools for their use. The superin- tenq ants and teachers of agriculture in the six 95-10t who Q13 understood that kinescopes would be made available 82 to them. The following additional steps were taken to en— courage schools to use the kinescopes: l. The 1955 annual conference for Michigan teachers of vocational agriculture was held in July. At a general se a sion on the first day of this conference, it was an- nou raced that the kinescopes of the four programs which had be e 11 completed would be shown to those who wished to see the m on Tuesday and Wednesday evenings after the evening pro gram. It was believed that by providing two opportuni- tie :3 to see the kinescopes more teachers would be able to vie w them. The teachers were free to come in and to leave during the showings. On the two evenings the four kinescOpes were V18 wed by eighteen, thirty-three, twenty-eight, and twenty- 81): teachers respectively. The teachers were asked to in- dica ‘te anonymously if they would like to use each kinescope Viewced at some time during the coming year. A total of thirty-six requests was received. 2. After the series was completed in September a lett er was written to the superintendents of the two hundred Wet-1 ‘ty-five Michigan schools offering vocational agricul- ture ‘3 A copy of the letter was enclosed for the teachers of a~ericulture. This letter announced the availability of the kinescoped series, made suggestions for use of the “Pi Be, and invited superintendents and teachers to place the L 1:- orders. \ 83cc Appendix A, pp. 292-293. 83 The School Survey Since the purpose of the series was to provide pub— 11 (3 information television programs which would be helpful to :local school people in building more effective programs of agricultural education in school communities, the deci— sion to secure the opinions of school peOple regarding the val me of such programs and the areas of agricultural edu- cat ion in which such programs would be helpful was a natural one - It was decided to survey the superintendents and teachers of agriculture in all of the two hundred twenty- five Michigan schools offering vocational agriculture as part; of their school programs. A letter and a survey form were sent to these superintendents, and a copy was enclosed for the teachers of agriculture. The letter9 announced (1) the possibilitity of the series; (2) the public information °bJ e ctive of the series; and (3) the intention to make the eer 1 es available as live telecasts, kinescmpes for rebroad- cast by other stations, and kinescopes for use as sound film a in local communities. Both the superintendent and the teacher were invited to coinplete the survey form accom- panynng the letter. 10 The preparation of the survey form required a great (“ML of study by the staff of the agricultural education \ 9See Appendix A, p. 283. 10See Appendix A. p. 281+. 84 11 division of the Department. The Staff believed it should not conduct a survey unless it was Willing to abide by the re sults obtained. It hesitated to ask an open-ended ques- ti on regarding the areas of agricultural education in whi ch television programs would be helpful to local schools. The Staff feared that the question would be misunderstood and many of the responses would be without value.12 It ap- pe a red that the best way to make the question clear was to 11 a ‘t several examples of areas of agricultural education in whi. ch public information programs might be produced. Other dan gers, however, were inherent in this procedure. Would no 1: many respondents select one or more of the examples and not give thought to other areas which might be more impor- tan 1:? Would not the survey result in a series following the pattern of the suggested examples? The Staff believed that certain areas of agricultural 95-141 cation were more important than others. These areas sou Zld have been listed as examples thus weighting the survey in :tavor of the Staff's opinion. No desire existed to do “11 :5, since there could be no assurance that the Staff held the correct opinion in light of local needs. \ 11Hereafter referred to as the Staff. It should be Egéhted out that the entire division Staff participated in Es deliberations. This was the practice throughout the EEC) Ject. The Producer-coordinator made decisions alone only 3 In forced to do so by press of circumstances. 12In spite of the effort to make the question regard- in program areas clear. about ten per cent of the responses “2b loated misunderstanding of the question. These responses 3 not used. 85 The dilemma was resolved by the Staff in this way: A list of areas was developed and all of these areas were included on the survey form. The list included all areas of agricultural education believed worthy of the effort and expense required to produce a telecast. The respondents were asked to choose one or more areas from the list and rank them in the order of their choice. The results of the survey appear in Table I. It was not anticipated that many superintendents would respond to the survey. The majority of superintendents are believed willing to be represented by their teachers of agriculture in matters of this kind. Of the 225 schools surveyed, 79 responded. No doubt a follow—up letter would have brought additional responses. It was decided not to write a follow-up letter. The Depart- ment's policy is to recognize the local superintendent's right to administer his school as hesees fit. Every school re- sponding to the survey expressed positive interest in the series by indicating interest in programs in one or more of the suggested areas. A favorable response from thirty-five per cent of the schools without a followbup letter was re- garded as a good return. The results of the survey indicated that, without question, at least one program in the area of supervised farming and one program in Future Farmer activities could be Justified. It appeared that the areas designated as “a complete program of agricultural education for a community," 86 TABLE I SUMMARY OF CHOICES FOR PLANNING RESULTING FROM THE SCHOOL SURVEY Subjects chosen Number of persons choosing each subject Supervised farming programs Future Farmers of America A complete program of agricul- tural education for a community Relationship of farm mechanics to agricultural education Adult farmer Buildings and facilities Young farmer Use of land laboratories Use of advisory councils Evaluating a program of agricul- tural education Better teaching methods Related agricultural occupations Superintendents Teachers 3 1&9 3 42 3 21 3 19 - 16 l 10 _ 10 l 8 1 7 2 3 - 3 - 1 Number of schools reporting Per cent of schools reporting Number of superintendents reporting Number of teachers reporting 87 "relationship of farm mechanics to agricultural education," "adult farmer,” ”buildings and facilities," and "young farmer" deserved attention. It appeared Justifiable to consider producing a program in each of these areas. The other areas cited most frequently could, it was believed, be blended into the series incidentally as part of a pro- gram having its major emphasis in a more pOpular area. A program on farm mechanics could, for example, also empha- —size needed buildings and facilities by showing the farm shop and its resources. The possibility of centering the entire series around "supervised farming programs'cur"F. F. A.,' the two areas receiving the most responses, was considered. It was believed advisable, however, to produce a comprehensive series covering agrimiltural education rather broadly. No decision was made regarding the nature of the programs with- in the series at this time.- The production plan involved asking the help of the suprintendents and teachers from the pilot schools in interpreting the survey and in making the final decision regarding the program areas to be included in the series. The survey form also asked respondents to state specific program ideas in each of the areas of agricultural education listed. Table II shows the responses in the “adult farmer“ area. It was believed possible to produce a satisfactory public information telecast using any of the . nine ideas. With the exception of idea 1 which was suggested 88 TABLE II SUMMARY OF SPECIFIC PROGRAM IDEAS SUGGESTED BY THE SUPERINTENDENTS AND TEACHERS IN THE AREA OF ADULT-FARMER EDUCATION Program ideas Number or responses 1. Show value of adult classes 2 2. Show the community changes resulting from adult classes 1 3. Stimulation and organization of adult classes 1 u. Encourage farmers to attend and support adult classes 5. Show successful adult-farmer programs 6. Show the types of courses available 7. Show the benefits to be derived 8. Show the services available 9. Show how to conduct an adult class -oa F’ F4 r4 :4 F’ 89 by two respondents each idea was suggested only once. This was the pattern in which ideas were suggested in each of the areas; no unanimity of interest was evident in any of the areas. Although several acceptable ideas were suggested it was decided not to rely strongly on this part of the sur- vey. It was believed the opinions of the superintendents and teachers from the pilot schools would be more valuable as a source of specific program ideas than this part of the survey. The summaries of specific program ideas sug- gested by the superintendents and teachers are not, there- fore, included in this present study for the other areas of agricultural education listed on the survey form. The survey of schools proved to be of much practical value to the Producer-coordinator, the Staff, and the repre- sentatives of the pilot schools in determining the areas of agricultural education in which to produce telecasts. The survey had incidental value as a first announcement of the possibility of the series. It may have had value in great- ing a feeling of participation and a desire to use the se- ries on the part of the superintendents and teachers who responded. The gilot Schools The selection and prOper use of the pilot schools was recognized as a problem of extreme importance to the success of the series. It was hOped that the pilot schools would provide the following kinds of assistance: 90 1. Advice in interpreting the school survey re- garding the areas of agricultural education to present in the series. 2. Advice regarding program ideas to interpret the areas of agricultural education selected 3. Advice regarding the format of the series and programs within the series 4. Content for the programs based on activities and accomplishments of the local program of agricultural edu- cation 5. Locale for motion picture scenes showing activi- ties and accomplishments of the local programs of agricul- tural education 6. Talent for the programs 7. Audience to view the programs 8. Evaluation of the programs The Staff decided that if a pilot school were to provide such services, it would need to possess these char— acteristics: l. A good program of vocational agriculture13 2. An alert teacher of agriculture with an interest in educational television 3. Located within range of WKAR-TV 13The generic term "agricultural education” has been used in this study almost entirely. The specific term "vo- cational agriculture” is used here since, in practice, schools seldom offer a significant program of agricultural education unless vocational agriculture is offered. 91 4. An administrator interested in strengthening the agricultural education program by any promising means A committee known as the "television committee" had been functioning for more than a year. Certain members of the staffs of the agricultural education service at Michi- gan State University and of the Department's agricultural education division served on this committee. The television committee was asked to select twelve or more schools which met these four criteria. Acting on the advice of the tech- nical staff at WKARrTV, the committee gave consideration to schools offering vocational agriculture within a fifty-mile radius of the station. Members of the committee hadvdsited all of the schools offering vocational agriculture in this area and they were familiar with the details of the agri- cultural education programs in these schools. They knew the superintendents and teachers in a professional, and often in a personal way. Twelve schools were chosen. The division Staff met and studied the list of twelve schools. Since a series of six telecasts was con- templated, it was agreed that six schools should be selected from the list and invited to serve as pilot schools. Certain schools were deleted from the list for such reasons as: (l) the teacher known to be carrying an un- usually heavy teaching load, or (2) the teacher already serving on a committee of one kind or another at the re- quest of the Department or of Michigan State University. 92 These six schools were finally selected: Bellevue, Chesaning, Grand Ledge, Ovid, St. Charles, and Saranac. A letter was written to the superintendents of the selected schools inviting participation in the project as pilot schools, and inviting the superintendent or principal, the teacher of agriculture, and a farmer from each of the schools to serve on a pilot school planning committee.1h The letter announced (1) the public information ob- Jective of the series; (2) the plan to make the series available both as live broadcasts and kinescOpes; (3) the possibility of need for two or three meetings of the com- mittee; (A) the date, time, and place of the first meeting; (5) a tentative agenda for the first meeting; and (6) the availability of funds to reimburse the teacher's travel and meal eXpense incurred in attending the meetings. Each super- intendent was asked to reply indicating whether or not his school would act as a pilot school, whether or not represent- atives would attend the first meeting, and the names of the representatives. All of the superintendents responded affirmatively and named the following people to attend the meetings and serve on the pilot school planning committee: Bellevue: Frank Richardson, high school principal William Garvey, teacher of agriculture Clarence Morse, farmer u 1 See Appendix A, pp. 285-286. 93 Chesaning: William Luyendyk, superintendent of schools Robert LaPrad, teacher of agriculture Grand Ledge: Kenneth T. Beagle. superintendent of schools Ronald K. Richmond, teacher of agriculture Norman Reeder, farmer Ovid: Sanford J. Nelson, superintendent of schools Albert Ackley, teacher of agriculture StL Charles:~ Myron H. Reyher, superintendent of schools Carl Nelson, teacher of agriculture Saranac: Roland Grein, superintendent of schools Fred Peabody, teacher of agriculture Jack Jones, farmer All of these peonle attended the first meeting ex- cept one superintendent. The receipt of the cards from the pilot schools was acknOWIedged with a letter to the superintendents. This letter informed them of the identity of the other pilot schools for possible help in sharing rides to the meetings. Prior to the meeting, agenda were prepared. Plans were made to review the school survey. Preparations were made to show the public information kinescope “A Farmer Now!“ Viewing this film would give the committee an oppor- tunity to see at least one public information program in agricultural education, and it would be likely to stimulate their thinking to develop ideas for the series. It was hoped the meeting would result in an overall plan for the series and for the programs within the series with as much detail as the committee could develop in the time available. In addition, the agenda included plans to discuss and decide upon various means of bringing out the relationship of 91+ vocational agriculture and other phases of school programs,15 planning time schedules for the Producer-coordinator to visit the pilot schools to lay out the television programs, and deciding if another meeting was needed. The Producer-coordinator chaired the meeting. It- was planned to present the preliminary work which had been carried out before calling on the committee for suggestions. The following preliminary work and plans were presented: 1. "A Farmer Now!" was shown as an example of the type of program which might be produced. The committee was asked to recommend whether or not this program should be in- cluded in the series. 2. A series was suggested consisting of six fifteen- minute programs produced at the rate of approximately one per month. April was proposed for the first program. It was explained that it might be necessary to temporarily dis- continue the series following the May telecast for budget reasons. The series would be resumed after July 1. 3. Difficulty of securing suitable air time over WKAR-TV was described. ‘ 15The Department's major objective for the project WEl8: "to improve local programs of agricultural education w1thin the framework of complete programs of education for 1(Neal communities." The presence of the school administra- tors at this meeting was believed to provide a good oppor- 1"unity to secure help in realizing this objective since the administrators were expected to be in sympathy with the Department ' 3 major objective. 95 1+. Availability of the programs as live telecasts, Kinescopes to be used by other stations, and kinescopes for local use as sound motion picture films was described. 5. It was clarified that the programs would be in- terpretative in nature and not intended for classroom 1: caching. 6. The summarized results of the school survey were distributed. A tentative outline for the programs within the series was presented. 7. The Department's objectives for the project were distributed. As a result of two and one-half hours of discussion which followed the presentation, the committee reached these decisions: 1. The Department's objectives were acceptable. The schools would have these same objectives in mind. 2. The proposed series was acceptable. In addition, these areas should be blended into the series: (a) part- time farming, (b) the importance of classroom instruction. (0) the use of advisory councils, (d) the importance of evaluation of programs of agricultural education, and (e) the relationship of agricultural education to the total School program. The administrators spoke strongly for the 1&8 1: area. 3. 'A Farmer Now!” should be one of the programs of the series. 96 h. The use of a script outline rather than a verba- ‘tim script, and the use of non-professional talent would be roost practical. 5. Each school would take responsibility for pro- xriding content, locale, and talent for one program. 6. The Producer-coordinator would spend a day in (each school working with local personnel to determine re- ssources which could be built into a program. He would then 1write a script outline which would be reviewed with the school personnel. He would assist with local rehearsal tvhen this was needed, and again with rehearsal on the day of the telecast. 7. The schools Would take reaponsibility for as- sisting with programs as follows: Grand Ledge: Supervised farm practice Saranac: Future Farmers of America Bellevue: Farm mechanics and its relationship to agricultural education Ovid: Young-farmer education Chesaning: Adult-farmer education St. Charles: This school agreed to stand by for help with location film shots, assistance to a nearby school with its program, or for a program not contemplated but which might seem necessary as the project unfolded. 97 8. The Producer—coordinator should proceed to work (out the details of the series and call another committee rneeting if necessary. The pilot school planning committee meeting accom- Iilished these purposes: 1. It informed the committee members regarding the tseries and stimulated their interest to the extent that 11hey cooperated fully in carrying it through to completion. 2. It encouraged the Producer-coordinator to be— :Lievs that the series was feasible and would be of value to Michigan schools. 3. It provided the Producer-coordinator with help— ful ideas to complete the planning for the series and to carry the plan through to completion. b. It assured the Producer-coordinator of the avail- eibdlity of program material, locale, and talent for the series. The meeting was too short to provide much help in ‘tlnese areas: (1) determining specific program ideas, and (:2) setting up time schedules to work in local schools. T1113 was not a serious handicap, however, since the commit- tee members expressed confidence in the Producer-coordinator and authorized him to proceed with decisions as necessary. 'Phe series carried through to completion without need for another meeting of the committee. The Producer-coordinator obtained much help from the committee members while working with them in their schools. 98 The Use of Consgltgcnt Agaistance Assistance given in developing and carrying out the project by the Department staff has been described generally on pages 62 to 71. Reference was made to help obtained from the agricultural education division Staff on page 84. The manner of soliciting and obtaining further help from these staffs and of obtaining assistance from the agricultural education staff at Michigan-State University is described in this section. Consultant helpgfrom the Department committee. A memorandum was sent in January to the members of the Depart- ment committee. The memorandum was accompanied by a copy of the production plan described on pages 66 to 69. The selection of the pilot schools, their acceptance of the in— V1tation to serve as pilot schools, and the proposed meeting or the pilot school planning committee was reported. The Department committee members were invited to attend the meeting. None of the committee members were able to attend. A few weeks before the first broadcast was scheduled. a meeting of the Department committee was called. The Producer-coordinator reported the following items in detail: (1) the pilot school planning committee meeting, (2) prob- lems which had been encountered in picture taking, (3) the Visits to the pilot schools to obtain pro-gram ideas, “4) possible ways of evaluating the programs, and (5) the rough 99 script outlines which had been prepared for five of the programs. The committee made the following suggestions: (1) lorepare an article for the News of the Week, the Depart- xnent's official publication. announcing the series and the inroadcast schedule; (2) make the kinescopes available to schools as soon as they are completed; and (3) send eval- xiation forms to schools along with the kinescopes with the :request that they be completed by the viewers. A few days before the first telecast, a broadcast schedule, a cOpy of the script for the first show, and tseven evaluation forms (one for each program in the series) tmere sent to the committee members. They were requested to ceomplete an evaluation form for each program they were able tn: see. They were reminded of the‘possibility of viewing the programs in the lobby at WEAR-TV if they were unable to receive the station at home. As soon as the kinescope of the first telecast was available the Department committee and the division Staff Vvere invited to a showing. This combined group discussed the kinescope at length. Ten helpful comments and sugges- tions were recorded as a result of this discussion. These tire listed on pages 233 to 235 as part of the evaluation of this telecast. A few days before each telecast the committee mem— bers received a cepy of the script and a memorandum. The lOO Inemorandum pointed out specific characteristics of the script intended to result in a better program than previous ;programs in the series. Following the third and fourth programs in the series ‘the committee viewed these kinesOOpes.16 These programs 1were critically evaluated. Three very helpful suggestions tiers given which were of much value to the Producer— <3oordinator in developing the remaining programs of the series. The suggestions are reported on pages 237 and 238 as part of the evaluation of these telecasts. Following the sixth telecast which was next to the Ilast, the committee met to view the fifth and sixth programs (of the series. These programs were received favorably. {The committee recommended that the agricultural education (division retain one set of prints of the entire series for 1186 by the Staff as a consultant's aid in working with local schools. They recommended that a second set of prints Should be procured for distribution to schools. The cost of the series was presented to the committee. The future use of television by the Department was discus- Bed. It was suggested that several of the kinescopes should be taken to the forthcoming annual curriculum conference The second telecast was ”A Farmer Now!" which the committee had seen previously. See p. 70. ' 101 for viewing by those in attendance.17 It was believed this group's reaction to the series would be of much value to the Department in determining future use of educational tel- evision. The results of this showing are reported on page 2143. . The suggestions which came from the Department com— mittee as the series progressed were of great help to the Producer-coordinator. The committee gave particular en- couragement to make the programs more informal and natural. Consultant helpgfrom the agricultural education divi- aion Staff. Assistance obtained from this Staff was more valuable, and at the same time, it was more difficult to report than help obtained from other sources. The Producer— coordinator was a member of the Staff. He had daily contact with the members which enabled him to obtain much informal tiedgn This type of help became part of his thinking to the extent that it has been found impossible to determine the Source of many ideas which became important to the series. As reported on page 84, every possible decision of innportance to the series was made jointly by the Staff. Much variation occurred in the manner of the Staff's 17This annual conference is the occasion when the Several professional—lay committees of the Michigan curric- ulum program meet jointly for orientation and to start the Year's work. About three hundred of the state's educational leaders attended this conference. 102 1anning process. Planning the Series of Programs [Planning the Program Areas The school survey and the pilot school planning com- m1-1:tee had established these five areas of agricultural ed- I1C=£aation in which programs were to be produced. 1. Supervised farm practice 2. Future Farmers of America 3. Farm mechanics and its relationship to agricul- t‘llral eduCation 105 4. Young-farmer education 5. Adult-farmer education The Producer-coordinator had been asked by the pilot school planning committee to make further decisions as they became necessary. The school survey had disclosed strong interest in the area " a complete program of agricultural education for a community. " Rather than to produce a separate program in this area, the Producer-coordinator, the Staff, and the Iailot school planning committee had thought of making this the central theme for the series. In develOping the central theme, consideration was given to using the opening of the first program and the closing of the last program to create an awareness of the theme by the viewer. Then in each of the intervening programs the relationship of the program to the theme would be established. This plan possessed a ser- ious disadvantage. The first and the last programs of the series would be cut short of time. Difficulty was antici- pated in doing justice to the areas of these tWO programs. The difficulty was resolved in this way: It was decided retain the central theme and to relate each program in In addition, the to the series to the theme in a brief way. ape a of the theme would be develOped as a seventh program and this program would open the series. This decision was made easier by the fact that St. Charles, one of the pilot “3110013, had been left out of the program assignments and had agreed to stand by for an additional program if one was 106 n3 eded. St. Charles, furthermore, had develOped a rather comprehensive program of agricultural education and would be well adapted to portray the theme of the series. The program "A Farmer Now!" was to become a part of the series. This program was in the area of ”supervised fa In practice. " Grand Ledge had offered to work with an— other program in supervised farm practice making two pro- grams in this area. This seemed justifiable in that the heaV1est response in the school survey had been in the area 015' " supervised farm practice." The Staff regarded this area. as being in need of interpretation and support. These decisions having been made, it was clear that the program areas of the series would coincide with the list; ing on pages 104 and 105 with one exception: The first Program in the series would be in the area ”a complete pro- gram of agricultural education for a community. " A series of seven programs resulted. The Producer~coordinator planned to blend in these other important areas which had been indicated in the 801:1001 survey:18 1. Part—time farming and its relationship to agri- Q“Indzural education 2. The importance of effective classroom instruction 3. The use of advisory councils in agricultural ed~‘ucation \ 18These four areas received attention as follows: area 1 in three programs, area 2 in four programs, area 3 in two Programs, and area 4 in each of the seven programs. 107 u. The relationship of agricultural education to the total school program Planning Titles for the Series andw the Programs The Department's primary objective for the project ha 8 been stated on page 72 as follows: "To improve local programs of agricultural education within the framework of com plete programs of education for local communities. " The theme of the series was given on page 105 in this way: "A complete program of agricultural education for a community. " A series title was sought which would be short, 1'31 Ply euphonious, and which would combine the elements of the major objective and the theme. The Staff decided upon thi a title: “Agricultural Education in the Community sch<><31." The term "agricultural education" is a comprehen- 51" e one and it was believed to bear a connotation of com- Pleteness.19 The community school, according to Hamlin, is concerned with the eduCational needs of all the people in \ n 19An insonsistency of the present study should be 1:3th here. The series dealt almost entirely with voca- ethal agriculture which is only that part of agricultural e a"Ileation designed to serve those with a vocational inter- Set in farming and occupations related to farming. The a:LI‘ieral education aspects of agricultural education received 1.1 most no attention. Unfortunately, the Producer-coordinator Baed the term ”agricultural education" in working with the Q§ rise. Discussion at all times involved vocational agri- multure only, but the general term was used. The replace- eht of the term ”agricultural education" in the major abjective, the theme, and the series title with the term Vocational agriculture” would have been appropriate. 108 the community it serves.20 Thus use of the phrase "in the community school” was thought to imply the integral rela- 1:1. onship of the school's program of agricultural education to its total program which is designed to serve the needs of everyone in the school community. The program titles were chosen after visits had been made to the pilot school communities and the general content of the programs had been determined. The process of deter- min 1mg program content has been described in the section of Chapter IV titled Program filanning g; the Pilot School Com- muraj. ties extending through pages 1h9to 157. A brief state- ment; of the content of each program at this point will show the r elationship between program content and the titles Cho 3 en. The first program was intended to keynote the series and to illustrate the theme stated on page 105: ”A complete program of agricultural education for a community. " The St. Charles public schools had reestablished vocational agricul- tul‘e as part of its curriculum in 1953. A complete program or Vocational agriculture including high-school classes, a Future Farmer chapter, a young-farmer program, an adult- r"‘iI‘mer program, farm mechanics for all age groups, super- v1 Bed farming programs for all age groups, and an agricul- t‘11‘811 advisory committee had been developed. Good housing \ onerbert M. Hamlin, Agriculturil Education in Com- Ii‘3\1\hity Schools (Danville, Illinois: The Interstate, 1919), ~ 3. 109 and equipment had been provided when the relative wealth of the community and the needs in other areas of education were considered. It was decided to portray the planning wh 1ch occurred for this complete program, the program which re sulted, and the continuing planning for a still more ef- fe c tive program. This telecast was called ”A Community Lo 01:8 Ahead. " The program “A Farmer Now!" was produced prior to the approval of the series as has been stated on page 70. The ‘title chosen emphasized the climax of interest in this tele cast which occurred when the parents of a boy starting vocational agriculture at Ovid realized that their son could not only be a farmer someday, but with their help and the help of his teacher of agriculture. he could be 'a farm er n0". " This telecast was in the area of "supervised far-m practice.“ The other telecast in this area portrayed a farm boy wl131:1 a vocational interest in farming, the guidance he and hi 3 parents received from the teacher in building his first- year supervised farming program, and the resulting implica- t 3‘ 0tie for the teacher in planning the instructional program at Grand Ledge. This telecast was called "What Shall We Teach?" The telecast in the area “Future Farmers of America" ahowecl the relationship of this national organization of farm boys studying vocational agriculture to the instruc— tional program in the Saranac school. No more interesting 110 1; :itle was believed possible than "The Future Farmers of America." The program in the area ”farm mechanics and its re- lationship to agricultural education" dealt with the mech- anization of farming and the place of the community school at Bellevue in helping farm people of all ages to meet their problems of a mechanical nature. It was called "The Old Gr-ay Mare Has Gone.” The area “young farmer education“ was portrayed by mean a of a tour to the farms of members of the Ovid young farm er class. This telecast was called "Young Farmers in Act 1 on! I The telecast illustrating "adult-farmer education" “ho Wed a class of farmers at school with one member of the group asking for help with a specific problem. The manner in thich the teacher provided help and the results or his hell) are shown. The rather prosaic title "Adult Education fob Farmers” was chosen, and had the advantage or being at lea-st meaningful in terms of program content. It is inter- e a‘Iing that a station deadline by which the program titles we be needed interfered with the Producer-coordinator's Qt"eativeness in selecting a more interesting title for this t e lecast. W the Schedule of Telecasts The sequence of the programs within the series cor— responded with the description of the development of the Program titles on pages 108 to 110. 111 ”A Community Looks Ahead" was scheduled as the first telecast in order to introduce the series. "A Farmer Now.” to llowed for two reasons: (1) This program was already on f1 1m and to use it early in the series provided more time to develOp the remaining telecasts. (2) It seemed reason- able to follow the Opening program with those telecasts dealing with the high-school phases of vocational agricul- ture. "What Shall We Teach?" was scheduled next in order to keep the telecasts dealing with high-school instruction toge ther. "The Future Farmers of America” concluded the tale casts dealing only with the high-school level. "The Old Gray Mare Has Gone!" dealt with the high- SChO <31, young-farmer, and adult-farmer relationships to farm mechanics. Thus this telecast served as a bridge be- tween the in—school and out-of-school groups served by V°c=zillional agriculture. "Young Farmers in Action!" fol- lowed: logically at this point since this telecast dealt "1 17h vocational agriculture's relationship to young men in reLr‘ming. The series concluded with ”Adult Education for Iae‘l‘mers" which described vocational agriculture for older farmers. As stated on page 77. WKAR—TV had offered April 8 01‘ April 15 as a starting date for the series. The station settled on Friday, April 8, with air time from 8:00 to 8:15 P. M. A letter was written to the superintendent of Schools at St. Charles announcing this date for the telecast 112 o f the first program. He replied, stating this was Good Friday, and some of the participants were planning to at tend church during the afternoon. The program director was contacted and he offered April 22, two weeks later, for the starting date. This date was accepted. The succeeding 'broadcasts were scheduled four weeks apart starting from April 8. This meant a delay of two weeks for the first telecast and a period of only two weeks between the first and second telesasts. As stated on page 77, the 8:00 to 8:15 P. M. air time extended only through the June telecast. The last four programs went on the air from 5:00 to 5:15 P. M- Table III consists of the schedule for the series Which was distributed to the pilot schools, to the forty Who (:13 which were given a special invitation to view and 3Valuate the programs, to the Department committee, to the div1 sion Staff, and to the agricultural education staff at MIChagan State University. This schedule was followed com- It was a good schedule in that it provided ample time between programs, the dates were acceptable to each or the pilot schools, and rehearsal time with the director was possible before air time. I Pl\GLnning the Series Formfl Interest, continuity, and economy were the criteria uged in planning the format of the series. It was first he. rcessary to consider economy. 113 mhoEAdu wasps aou seaweed Heooa 4 masses“ mcsoh aou seaweed Hmooa 4 momma moacmnoms each madame: aopqmno Heooa a mo mmwpa>dpo4 madness» op Baum oeon man no mEoHDOha m.p:mc unpm onp ho magmconpmamm succeeded: was pcoUSpm oaSpHsoaawm Hmcodpmoo> 3mm m updmd> nonomop < chap nanodawm Hdgoapwoo> no sapwoha 3mg m mcfipampm pmoqhsm Hoosmn hpdcsseoo on» :« coapmosem HmaSpHsOdamd antenna now soap amoscm pasc< "codpo¢ ca whoahmm memo» ”snow mom mam: ache eHo one moaaoe< no opossum caspSh one «noose o3 Hanan use: «302 Amahmb ¢ cmond mxooq hpdcsesoo 4 panda whoa .:.m maumuooum .nm aopsopdom weaeoocho .z.m maum-oonm whoa .mm ensasc caeo .z.m manm-oonm mmma .mm ease ossoaacm .:.m maum-ooum mama .H ease osccasm .z.d maum-ooum whoa .m scan swoon scone .z.m manm-ooum mmma .o as: case .2 .m maumuooum mama .mm Hands acetone .cm made aa< ; open Hoonom “oasoonom sapwoam “soaaom as capae ZOHBmgme oneosqemzH mmgmmq ac ezuxemr1 apprOpriate photographic slides, and title slides super- imposed on motion picture film were all considered. Al- though the last alternative was the most eXpensive it was Chosen because of the interest factor. It was decided that, while shooting film for the 1306-37 of the programs in the pilot school communities, these four‘ shots would be taken when opportunity arose: l. The exterior of a high-school building 2. A class of students of vocational agriculture busy with some worthwhile activity and under the supervision or their teacher. 3. An attractive farmstead scene h. A student of vocational agriculture with his livestock These shots were to be edited in the order given and in suitable length to carry the necessary opening title and chedit slides in superimposition. A duplicate of this fllm would be ordered and used for the closing of each pro- gt‘am. Again, title and credit slides would be superimposed. r”"113 visual Opening and closing would be accompanied by 115 appropriate music and by an announcer reading the title and o redit lines. The opening and closing which were used may be seen at the beginning and ending of the scripts included in the present study. 21 Further continuity was provided by use of the same individual as moderator throughout the series.212 Rather inevitably, the moderator's role fell upon the Producer- co 0 rdinator. The series format which was deve10ped proved to be ea 1: 1 sfactory. killing the Format of the Prcmrams In this stage of the planning another compromise was made between interest and economy. Interest was striven for ‘by using film clips showing activities and accomplish- ment 8 in the pilot school communities. Economy was sought by bringing in a panel from the pilot school to narrate the film and to tie the story of the program together. It was hoped the panels would be interesting also. Experience with the series proved that a good panel could hold the attfoention of an audience. The first telecast, "A Community Looks Ahead, " used a Danel which was typical of the panels used in every .\ 21 See Appendix C, pp. 302-329. q 22One exception to this occurred. "A Farmer Now!" Q16 not require a moderator. This was a dramatic program Qhe live in the studio. 116 Program of the series except "A Farmer Now."' This panel consisted of the superintendent of schools, a school board 1“member, the teacher of agriculture, and a member of the agricultural advisory committee. It would be difficult to interpret any of the numer- ous criticisms received of specific programs as the fault of the program format. Film clips and individual panel members were criticized, but if the format was well sup- ported with good film and talent, it proved satisfactory. Planning to Evaluate the Series It has been pointed out on page 5 that the present B131:!(3ay is limited in that no attempt was made to evaluate the effect of the series on local communities with regard to changes in programs of agricultural education as a re- sult of the series. Evaluation has been limited to an 8Attempt to determine the value of the programs and of the sex‘1es my 93. It was hoped that some type of reaction to the pro- gl‘ams could be obtained from as many as possible of the De(uple viewing each program. An evaluation form was devel- oped for this purpose.23 It was believed necessary to de- v6 lop a form which could be used for any program in the 3'3- rise. An individualized evaluation sheet was considered \ 233cc Appendix A. pp. 288-289. 117 for each program. This plan Was abandoned for two reasons: ( 1) difficulty was anticipated in having the right form available to viewers, and (2) it was believed the individ- ual programs could be adequately evaluated by use of one form. Since few people were expected to view all the pro- grams, little purpose was seen in an instrument to use in evaluating the series as a whole. In developing the evaluation form the objectives of the project which appear on pages 72 and 73 were studied carefully. The primary objective had been written in terms of improving local programs of agricultural education. The pre sent study could not achieve this purpose within its pre scribed limitations. The first four secondary objectives con 3 isted of providing assistance to all school people, to pave nts of present and prospective students of vocational agrl culture, to citizen groups advisory to the schools, and t0 the general school-supporting public in increasing their understanding of agricultural education as part of the com- Flex-,3 program of education for theirgcommunity. The ten nun"lbered questions of the evaluation form were designed to measure the effectiveness of the programs in achieving these four secondary objectives. Interest is a primary factor in the effectiveness of any aid. The first question, therefore, dealt With the viewer's interest.’ It was assumed that more viewers would tell in the classification of average citizens than in any Q1" the other classifications of the first four objectives. 118 Questions 2, 3, Lt, and 5, therefore, were aimed at this group. Although the objectives did not include providing assistance to young persons facing the decision whether or not to enroll in vocational agriculture, it was assumed many young peOple would view the programs. It was believed important to assess the value of the programs to young v1 ewers. Question 6 was designed to do this. The age of the evaluator was requested in order to sort out this group. Question 7 was directed to objective two, which is concerned with parents. Questions 8 and 9 were related to obje ctive one which relates to school people. Question 10 was directed to the taxpayer. This question is particularly related to objective four, although it is generally related to O‘bjectives one, two, and three also. It was believed that objective five would be difficult for viewers to assess. The Department, at any rate, would need to bear the respon- sibility of determining its own role in utilizing educa- tiltDr‘ial television with the benefit of the exploratory ex- per‘1ence of the project. The evaluation form asked no ques- tion relating to objective five. The present study has not de alt with this objective. The evaluation form was related to objective six through the question "Would television programs or films qe scribing other programs or subjects offered by the school be helpful?" and by its sequel "If your answer is 'yes,‘ what school programs or subjects should be considered?" The present study has been limited to exclude objective six. 119 {the viewer's occupation was requested in order to have some understanding of his relationship to and interest in agri- cultural education and the schools. The questions “What did you like best about this program?! and "How can future programs be made better than this one?" were included to assist the Producer-coordinator in improving the series from program to program. The evaluation form proved to be valuable in assess— 1ng the strengths and weaknesses of the individual programs in terms of the objectives of the series. By plotting the Strengths and weaknesses of each program and superimposing the as graphs upon each other, it has been possible to de- telf'IIIine the strengths and weaknesses of the series?” Teachers of agriculture were anticipated to be the Principal users of the series. They were eXpected to look for different values in the programs than other viewers. They were in the position of using the programs primarily 3'3 an aid with groups of people rather than in the position or receiving personal help. Therefore an evaluation card V's-B prepared and sent to teachers ordering the films. A °°Ver letter asking the teacher to complete and return the card was sent also. The card asked for the following in- rgrmation: 1. Number of times film shown 2. Total number of people viewing film 2”See Figures 1 to 8 starting on page 248. 120 3. Type of group(s) viewing h. Reactions to film All possible space on the card was reserved for re- ggLCtiOHB to the film. Teacher reactions expressed on the cards returned have been summarized on pages 230 to 232. Summary of Problems and Solutions This concluding section of Chapter III and the cor— responding sections of Chapter IV and V consist (l) of a listing of the problems which occurred in carrying out the Present series, and (2) of solutions suggested by the expe- riences of the series. The purpose of these sections is to PPC>\J'ide help to persons faced with the production of a BimeL.lar series. The problems and solutions have been stated in §;:eneral terms for the purpose of making them more helpful t0 I:>ersons anticipating a similar series. They are limited to problems faced and solutions suggested by the present 8"~‘3‘1‘5‘1es. Solutions indicated frequently have application to problems other than the problem under which a specific so:L‘ution has been listed. The types of problems which occurred and the solutions fol-1nd during the planning and development phases of the pre- 8€3lfit series were as follows: Problem: How can a staff member of a school system, public agency, or other organization secure administrative approval to proceed with 121 a series of educational television programs which is intended to further the objectives of the organization?25 Solution: He should 1. obtain training and experience directly related to the type of series anticipated. 2. produce a sample program of the type which is to be used in the anticipated series, and have it kinescoped. This may be impossible for an individual to do, but if it can be done, the kinescope should be very useful in con- vincing those holding administrative authority of the values to be derived from the prOposed series, and of the staff member's ability to act as a producer. 3. prepare a complete, detailed plan for the anti- cipated series including (a) objectives, (b) possible sta- tion affiliation, (0) nature and format of the program or series of programs, (d) talent to be used, (e) personnel and time requirements, (f) budget needed, (g) securing anb audience, and (h) evaluating the series. u. submit the plan to the person in immediate super- visory capacity. If a sample kinescope has been produced it may be made available to the supervisor. 25Hereafter in this section those different types of agencies which might sponsor a television series have been referred to as the organization. The staff member has been referred to as the producer. 122 5. assume that if the supervisor favors the project he (the supervisor) may, if necessary, take the needed steps to present the plan to persons with higher administrative authority. 6. stand ready to interpret the plan to the admin— istration. This should be done objectively. 7. eXpect that administrative scrutiny will result in improvement of the original plan. If, on the other hand, the administration insists on altering the plan to the ex- tent that he believes the changes will make it inoperable, he should state his beliefs and substantiate them. Problem: How can a producer determine suitable objectives for the series? Solution: He should 1. study a formal statement of the organization's overall objectives if such a statement is available. 2. talk with his immediate supervisor regarding the organization's objectives. He should ask his advice re- garding a visit with the policy-making administrators of the organization regarding their objectives. The supervisor may wish to make this contact personally, or he may ask the producer to do it. The ethics of the organization should be adhered to closely in this and in similar contacts. 3. determine those objectives which administration regards as most important and which are being achieved less well than is desired by present means. 123 4. determine which of the objectives in three (3) can best be implemented by means of television. One or more of these objectives may serve as a basis for the objectives of the eerie s. 5. promote his organization's high priority objec- tives via television. He may, however, have a personal in- terest in one phase of his organization's work, and he may seek approval to carry out a television series in this area. His interest should be high on the priority list for his organization, or he will be unlikely to secure approval for the series. Problem: How can a producer carry out an ex- tensive television series with its many impor— tant details with good timing, efficiency, and assurance that no important detail is forgotten? Solution: He should prepare a production plan which consists of a breakdown of the plan for the series into jobs. This production plan should include a column in which to indicate the date by which each job is to be begun and completed. He should complete the production plan at the outset of the series. He should review the plan frequently as the series progresses. Starting and completion dates may need revision as clearer insights are gained into the working phases of the series. 12h Problem: How can a producer select a television station and commit it to providing air time and assistance with technical details of production? Solution: He should I. approach the station which has the largest audi- ence of the type for which the series is intended. A post- card or telephone survey of a sampling of the prospective audience should be helpful. 2. select the station which reaches the greatest number of the desired audience. If audience contact is equal, an educational station should be preferable to a commercial station since such a station may be expected to be more cooperative in broadcasting educational programs. 3. prepare an outline of the series and detailed script outlines for at least one of the programs. These outlines should clarify (a) air time desired, (b) length of the programs, (0) number of programs in the series, (d) series and program format, and (e) types of visuals to be used. These outlines should be presented to the station's program director. 4. attempt to have a status person within the organ- ization present the request for cooperation directly to the station manager. These individuals can clear the way for the producer and the program director to work together with an understanding of possibilities and limitations.26 26This recommendation is based on the limited expe- rience gained from the present series. It is believed 125 5. present the outlines discussed in three (3) to the program director. He should be able to convince him that the proposed series will benefit the station through providing the audience with something which will be well received and otherwise unavailable. 6. reach an understanding regarding the relation- ship of the producer and the station personnel. It should be agreed that the producer is the authority in terms of educational philOBOphy, methods, and the objectives of the program or series. It is equally important that station personnel be recognized as authoritative in all technical matters. A climate which encourages sharing of ideas by all concerned should prevail, but final decisions should be within the boundaries indicated. Problem: How can a producer secure a substan- tial audience of the type for which the series is intended? Solution: He should 1. utilize any media or techniques of communication which already have proven effective in his organization. 2. distribute special mailings announcing and des- cribing the programs to as many of the people for whom the series is intended as possible. Community leaders, ‘that a direct initial contact with the station's program director would be the normal procedure. There should, how- every be no objection to this recommendation, and it may prove helpful. 126 representatives of appropriate organizations, and local editors, are able to be of much help if contacted by this means. 3. try to secure the station's cooperation in an- nouncing the programs at appropriate times. a. have the programs kinescoped if they have value for reduse. This will permit rebroadcast on other stations e18 well as use of the programs as films. 5. consider using communities where large numbers of people live who should be in the audience as locale for film clips and slides. He may base program content on suc- cessful community activities which illustrate the ideas which are to be portrayed. 6. consider securing talent from communities which are typical of the audience desired. The people selected 6 as talent should be well-known, popular, and recognized for their accomplishments in the content area which they portray. 7. secure publicity in local papers in communities providing locale and talent. 8. consider asking local people who are authorities in the content area presented to help in planning the series, and in recruiting an audience. These people may be willing to meet as a planning committee. They should be well dis- tributed geographically in the area served by the station. 9. consider the possibility that, if kinescopes are obtained, local leaders from areas served by other 127 stations may ask their stations to rebroadcast the pro- grams.27 10. encourage his organization to set up an effec- tive structure for'distributing kinescopes, and for ser- vicing and reconditioning them. Having the kinescopes handled by an existing film distributing agency may be an effective alternative. 11. show the kinescopes at meetings of leaders in the content field in which the programs were centered. Dis- tribution should be more effective if this procedure is followed since it reduces the ordering of kinescopes merely to determine if they are suitable for a particular purpose. Problem: How can a producer plan a series of programs with consideration for the stated needs and interests of the intended audience? Solution: He should 1. consider surveying the leaders of the intended audience from the entire geographical area to be served by the series. If kinescOpes will be obtained, this may be a much more extended area than that served by the parent sta- tion. The survey should indicate decisions which have been made prior to the survey which will have a bearing on the 27Although the present series provided no eXperience to verify the effectiveness of this recommendation, it is believed stations will honor local requests for kinescope broadcasts more readily than requests emanating from the producing organization. 128 types of programs the organization is willing to produce. The respondents should be asked for their opinions only in those areas where the organization is willing to abide by the results obtained. A question regarding relative inter- est in broad content areas should be helpful. 2. consider inviting leaders of the intended audi- ence to serve as a planning committee. This group should 'be large enough to provide a variety of ideas, but not too '1arge to permit participation by everyone. The planning committee should not be convened until a plan is available for their consideration. Decisions which have already been made should be stated. The committee can be asked to eval— uate these decisions providing there is willingness to alter them. The help expected from the committee should be clearly indicated. Help can be obtained from this group relative to all decisions which the organization is willing to share. The communities in which the members live may provide locale for the programs; the members themselves may be willing to serve as talent. Problem: How can a producer effectively utilize the experience and ideas of other staff members within his organization? Solution: He should 1. ask for an advisory committee of staff members who function at the policy-making level. He should involve this committee in all stages of planning. He will be 129 expected to make the plans, but the committee can be very helpful in evaluating these plans and in suggesting revi- sions to make the plans more effective. He should involve the committee in viewing and evaluating the live broadcasts if possible. If they cannot see the live broadcasts, he should ask them to view and evaluate the kinescopes. 2. closely involve his immediate supervisor and co- workers who have common responsibilities within the organ- ization in planning and evaluation. Problems of the series may be discussed in staff meetings. Informal conversations with individual co-workers can be very helpful. If the series centers around responsibilities of the organization assigned to his department or division of the organization, very specific help can be eXpected. Co-workers will be keenly interested in the series since they will share in the benefits which accrue from it. Problem: How can a producer effectively plan the program areas of a series of telecasts? Solution: He should 1. analyze (a) the objectives of his organization, (b) surveys which he has conducted, and (c) the recommend-4 ations of planning groups he has consulted for the major theme which will no doubt have emerged from these processes. This should dictate the theme for the series itself. 130 2. utilize the same analyses to determine the most important content areas within the series theme. 3. determine the length of the programs if this has not been done. (In the present series the decision Was made arbitrarily in the early stages of planning that the programs would be fifteen minutes in length. This decision was based on the belief that fifteen-minute programs were long enough for a first attempt at a television series. It .13 believed that more objective factors should be used in reaching such an important decision, but the present series did not attempt to discover them.) b. consider the practicality of using each content area. determined in two (2) as a topic for a single program. Cert: ain areas may be important enough for more than one program; some may be combined logically so that one program will deal with more than one topic. 5. consider integrating certain content areas which do no 1: lend themselves to separate treatment as a distinct Program or part of a program into the background of the “Pl e a. For example, a series dealing with school curricu— lum improvement might not include the relationship of good echo 03. buildings to a good school program as a separate telecast. This important concept might, instead, be brought out indirectly in the majority of the programs of the series. 6. plan to tie each program into the series theme. This can be done (a) by using the first program of the series 5° give an overview of the programs to follow, (b) by using 131 the first minute or two of each program to establish a re- lationship to the series and to the preceding program, and (c ) “by concluding each program with a reference to the next pro gram in the series. Problem: How can a producer select suitable series and program titles? &>]Lfit;1tion: He should 1. select a short, fairly euphonious series title vflli. <::h reflects the elements of the major objective and the theme of the series. 2. delay deciding upon program titles until program content is well defined. He should then select simple, at- truaL<::tive titles which are meaningful in terms of program (Harmftzent and which stimulate curiosity. Problem: How can a producer plan the schedule of telecasts to reach the desired audience most effectively? 30 lution: He should 1. seek air time which is most suitable to the 6-9 sired audience. 2. try to schedule the series at a time of year ‘When the content is most applicable. If the content of the Series is intended to stimulate action, the broadcasts Should occur at a time just prior to the need for action. 132 3. be sure to space the programs far enough apart to allow time between programs for whatever preparation is n e c e ssary. 4. contact the station well in advance of the de- 31 red starting date in order to avoid conflicts with other programs which have already been scheduled. 5. make a choice of alternate air times which are otherwise satisfactory on the basis of opportunity for 3151.1 610 rehearsal. Problem: How can a producer plan an effec- tive series format? 301 ‘ution: He should 1. consider use of a uniform opening and closing for all of the programs in the series because of (a) the e<><:>rlomy which results from the use of the same film, slides, 01‘ other visuals used for credit and titles in each program; and (b) the continuity resulting from this repetition. 2. consider the possibility of using some of the Ba-I'ne visual materials for both the opening and the close of each program. This effects further economy. 3. recognize the possibility of superimposing title eLl'ld credit slides on film or on picture slides for the Opening and closing. 4. consider the use of suitable background music With an announcer for the opening and closing of each 133 Program. Use of the same music and announcer throughout the series will provide continuity. 5. secure a good moderator if a moderator is needed. If‘ lean effective person can be secured, it is believed the aud ience will anticipate seeing and hearing him from pro- gram to program. Although it may be difficult to obtain a - per son willing to accept this responsibility voluntarily, trleas producer should not assume this extra burden unless it is. :lmpossible to secure someone else who is suitable. 6. avoid using the format suggested here or other formats commonly used if, by exercise of imagination, an unu anally effective series format can be developed. Problem: How can a producer plan an effective format for the programs within the series? SOlution: He should 1. consider the use of a panel of people who have bQEn successful in the content areas to be presented. 2. consider interspersing the panel's comments with f15.1m clips which illustrate the panel's story. 3. recognize that the success of this format de- Dends upon the personalities of the panel members, the ‘itory they tell, the quality of the film, and the degree to ‘Which the film illustrates the story. 4. consider the use of people similar to those on the panel dramatizing an incident of high interest before 134 a rear projection screen on which is projected a suitable background slide. This technique is suggested as a (replace- men 1: for one of the film clips. If this technique is well- planned and directed it can be more effective than a film (:11. p. Its advantage lies in the fact that the actors speak for- themselves thus making it unnecessary for the entire and 10 story to be carried by the panel. 5. recognize that a dramatic production, whether it is as: short bit as Suggested in four (4), or an entire pro- gram, is very difficult to do with amateur talent. 6. look for effective, unusual program formats and, it at all possible, avoid copying formats used by others. Problem: How can a producer plan to secure adequate evaluation of his work? 801 ution: He should 1. decide whether to evaluate the series and its re Bults in local communities, or whether to evaluate only the television; series per 93. 2. evaluate in terms of the predetermined objectives '0? the series. 3. decide who is to do the evaluating. Evaluation might be performed by (a) members of his organization, (b) local leaders of the people for whom the series was intended, (c) a cross-section of the audience, or (d) a combination of these persons. 135 4. develop evaluative instruments designed to measure effectiveness in terms of the objectives and which are adapted to the persons who will be asked to evaluate. 5. determine effective techniques of placing eval- uat lye instruments in the hands of the evaluators at the tinlcsz the programs are viewed by them. 6. be sure the evaluative instruments can be easily hrt £3: rpreted by the evaluators. This chapter has dealt with the development of the sex-:1. es. The choice of the type of series to be produced andL ‘used, the steps in planning the series, the plans to eVIL21_‘uate the series, the problems which occurred, and the 301.15: tions which were found have been described. Chapter IV describes the production and use of the series. CHAPTER IV PRODUCTION AND USE OF THE SERIES Problems Related to Production The steps described in Chapter III which dealt with the various planning phases of the series were, for. the nos 1: part, a necessary background to production of the se- rie s. It is important, however, to note that some of the planning steps occurred after production was under way. For- exanmle, much development of program content in pilot school communities and some of the photography had been completed before station facilities had been secured. of One the steps in planning to secure an audience for the kine scopes occurred in late July When the teachers of agri- culture viewed the kinescopes of the four programs already Produced. This was reported on page 82. The problems encountered in the production of the 8ePI‘ies fell in these categories: (1) budget. (2) research to determine program content to portray in the programs, (3) program planning in the pilot school communities, (4) ob‘taining film, (5) obtaining visual aids and props, (6) Working with station personnel, (7) script writing, and (8) rehearsals and actual broadcast. 136 137 Budget Since it was necessary to be assured of funds before starting the series, a budget based on estimated costs was re quested and approved as one of the first steps. Table IV shows the estimated budget and the actual expenditures for the series. Only one pilot school planning committee meet— ing was held. No requests were submitted for travel reim- bursement for this meeting. Very few slides and charts we re used. The cost of kinescoping increased after the es 1: imate was prepared; this accounts for a heavier expendi- ture in this area than anticipated. More film was used than originally planned; this caused the cost of film to exc eed the estimate. A set of film mailing cartons was ne eded in order to distribute the kine scopes to local schools. The need for these had not been anticipated. Since the seven programs cost a total of $1,017.61“ it appears that each program cost an average of $1145.38 “1 th a negative and two positive prints available. This is not quite correct. The cost of producing ”A Farmer Now.” (negative and one print) was shared by the National Project in Agricultural Communications and the Michigan Association 01" Future Farmers of America. This program cost the Depart- ment five dollars for a new Opening and closing to adapt it to the series and $37.50 for a second print. To obtain a fair cost for the six programs financed by the Department these two items totaling $42.50 should be deducted from the 138 TABLE IV ESTIMATED BUDGET AND ACTUAL EXPENDITURES FOR THE TELEVISION SERIES Estimated Actual Committee travel 3 150.00 $ 0.00 v1 81ml materials _ 300.00 56.80 Kin escaping (negative and 2 prints) 600.00 764.00 Film and processing 135.00 177.9” Film mailing cartons (7) 0.00 18.90 Total $1,185.00 $1,017.64 “_ W 139 total cost of $1,017.64. This brought the cost of the six programs financed by the Department down to $3975.14. Thus a negative and two prints of each of the six programs cost aru eaverage of 3162.52. The Producer-coordinator's and photographer's time and travel have not been included in t he as costs. Re search to Determine Program Content to Portray in the IPJrnc>Egrams This research took two forms: (1) a survey of the division Staff and Michigan State University's agricultural e=dtatzmation staff to determine staff members' beliefs regard- iflégr desirable program content, and (2) a review of selected 117t3£3rature to determine principles of agricultural education advocated by authorities in the field. The surveygof the staffs. Since the same survey was LIEBEed.with both staffs the results have been combined. The BLIZII‘vey form listed the probable program areas as revealed ‘33’ the school survey. Respondents were asked to give spe- ‘31f1c helps which might be included in the programs. Four Staff members responded to the survey. A summary of their responses and the frequency of application of each response follows: 1. Principles of vicational agriculture which should be illustrated: 1The responses are listed as they were given. Not all responses given were "principles." e. O. 140 Students have made a tentative choice of an agrimiltural occupation (two programs) Learning is an active process (all of the programs) Agricultural education is locally planned and administered (five programs) FFA is an integral part of vocational agri- culture (four programs) Vocational agriculture extends from age 14 to the grave (three programs) Instruction is systematic (four programs) Vocational agriculture is a year-around pro- gram (four programs) The importance of on—farm instruction (all programs) Multiple-teacher departments to meet needs and reduce loads (one program) Need for good facilities (two programs) FFA trains for citizenship (one program) The student, teacher, and parents plan to- gether (two programs) Abilities are best taught in actual farm situations (three programs) A good farming program is essential to good classroom instruction (six programs) Students with limited home facilities need special helps (two programs) 2. Ways of showing relationship between vocational agriculture and the rest of the school program: Relationship between agricultural and in- dustrial arts teachers (one program) Exchange classes (one program) Faculty committee on vocational education (not used) 141 d. Group projects observed formally by students in other classes and grades (two programs) e. Food processing program (not used) f. Joint Future Farmer-Future Homemaker pro— grams (one program) g. School landscaping by students of vocational agriculture (not used) h. Safety drives, CROP drives, and similar activities (one program) 1. Agricultural advisory council subsidiary to community council (not used) 3. Assembly programs by students of vocational agriculture not used) 3. Good spots to obtain location film shots to illustrate the series: Ten schools were listed; only one of these was a pilot school. 4. Schools with active advisory councils: Seven schools were listed; two of these were pilot schools. One of these advisory councils was used. 5. Schools with good land laboratories: Five schools were listed; none of these were pilot schools. This concept was brought out in one program. 6. Teachers who would appear well on television and whose appearance would be respected: Thirty teachers were named; three of these were teachers in the pilot schools. These three teachers were used. Question 1 of this survey proved to be the most 'Valuable. It is believed that several important principles of agricultural education would have been overlooked with- out the survey. The attempt to portray too many principles, however, worked to the detriment of several programs. A review of selected literature to determine prin- ciplefl of agricultural educatggn advogated. The Producer- coordinator visited each pilot school in order to study the resources of the school and community applicable to the program with which that school was coOperating. On these V1 81 ts the program content was determined. In preparation fcozr' the visits to three of the schools he reviewed selected 1:1 te rature dealing with the subject of the school‘s tele- cast. The significant findings have been reported by pro- guruaLrns. The telecast "What Shall We Teach?“ was planned to de a]. with the high school (student's problems growing out of hi a supervised farming program and their relationship to te aching. The National Standards Committee for Vocational Education in Agriculture studied sixty-four individual Bupe rvised farming programs which the committee had rated "Vfiazrry'superior" and ”superior." The study reveals that the f0:Llowing activities characterized the manner in which the se supervised farming programs were initiated, maintained )‘Piailative to parent-teacher-pupil relationships), and e“updervi sed: 1. Conferences of students, teachers, and parents are held near or at the beginning of the school year to arrange for supervised farming programs. 2. Surveys of enterprises on each farm are made by teacher and students. 3. Teacher eXplains the characteristics and pur— poses of supervised farming programs to parents of first—year students. 4. Parent, teacher, and student agreements on supervised farming programs are made. 143 5. At least half of the visits of the teacher are TFunctional;i.e., have learning value for the student.2 Characteristics 1, 2, 3, and 4 were incorporated i n t 0 this telecast. This same committee described the characteristics of 51 saftrpng supervised farming program from a study of 331 " ve ry superior" and "superior" programs. These character- L at ice are listed: 1. The enterprises included are appropriate to the needs of students and the farming of the community. 2. Some provision for the student's managerial experience is made. 3. Approved farm practices in addition to those ordinarily found on the home farm are evident. 4. There is evidence of accumula ion of assets leading to establishment in farming. These four characteristics were incorporated into this telecast. The committee studied 239 "very superior“ and “ amperior" courses of study and isolated these character- lBtics of a good course of study organization: 1. Farm enterprises and problems represented in individual supervised farming programs are included in the course of study. zFederal Security Agency, Office of Education, Ag Evaluation of Local Programs of Vocational Education in Agriculture, Vocational Division Bulletin No. 240, AngCul- tural Series No. 58 (Washington: Government Printing Office, 1949), p. 7. Ibid., ____. P- 12. 1m» 2. Farm enterprises and problems represented in imevidual supervised farming programs affect the emphasis on enterprises in the course of study. 3. Each unit of the course is taught at such time as to give the greatest assistance to the student in carrying out his supervised farming. ' 4. The unit of organization is in terms of farming activities. 5. Units are arranged seasonally. 6. The approach to the unit is through the inter- est, experience, or need of the learner. This telecast utilized characteristics 1, 2, :3 ‘Ellfid 6. The Committee on Objectives, Principles, and Plans for Vocational Education in Agriculture urged supervisors arléi. teacher-trainers to emphasize the following as a means 01? :1nsuring more effective teaching procedures: 1. Teachers should start to plan early in the school year, with students and parents, comprehensive supervised farming programs including productive pro- Jects, improvement projects, and supplementary farm practices. 2. The supervised farming programs of students in all-day classes shOuld be the basis of the instructional program. Each teacher should prepare an annual teaching calendar on a seasonal basis which includes the study of problems in the boys' supervised farming programs. 3. The teaching program should emphasize the impor- tance of using teaching techniques that will train the learner in selecting, organizing, and evaluating infor- mation in the solution of problems. 4. Specific and practical plans for carrying out the supervised farming program Jobs should be prepared as a part of class instruction, and on-farm instruction “Ibid., p. 16. 145 should be in terms of these plans. The teacher has not loompleted the lesson until the learner has applied on the fgrm the approved practices set up in the class— room. Principles 1, 2, and 4 became part of the telecast. " What Shall We Teach?". Writing in regard to means of building stronger supervised farming programs, Garner has this to say by way 0 :t’ warning: There is danger . . . that the teacher may look upon his contacts with prospective students as a responsibility of recruitment of class membership instead of guidance and counseling. . . . The stu- dent should have complete freedom in deciding whether to enroll in or6to remain in a course of vocational agriculture. Th1 a concept was regarded so highly that a special scene “£3.63 planned as part of the telecast in order to emphasize i1; - In spite of excellent content, the production of this telecast presented many difficulties. It is believed this was due to an attempt to include too many principles 8Ll’ldconcepts for a fifteen-minute program. Use of the r‘Easearch which has been described played a part in the dif- ‘ficulties of producing this program, but the research _‘ 5H. T. Hall, Chairman, "Objectives; Principles, and Statements of Position for Program Planning in Vocational Education in Agriculture" (Continuing Committee on Objec- tives, Principles and Plans for Vocational Education in Agriculture, 1952 , p. 2. (Mimeographed) Raymond Garner, "Improving Programs of Supervised Farming in Vocational Agriculture" (East Lasing, Michigan: Division of Education, Michigan State College, 1952), p. 3. (Mimeographed) ——-—-— 4...“.2'5—1— P 146 itself Was in no way responsible for the difficulties. The Iorwaggram suffered because of the inexperience of the Producer- ccordinator, his desire to include the majority of the prin- ciples indicated, and his failure to recognize the limita— t :1 one of a quarter-hour on television. In the program "The Future Farmers of America" the ac tivities of a local chapter of the Future Farmers of America as they relate to vocational agriculture were illus- 1::r'aated. The National Standards Committee for Vocational Education in Agriculture studied the characteristics of "xreazry superior" and "superior" chapter programs. The com- nu1.1:‘tee lists these characteristics as important: 1. More than one well-developed activity in com- munity service and recreation. 2. One well-developed activity in: COOperative buying or selling. Other types of cooperation. Leadership. 3. Participation in Joint activities with other Chapters 0 4. Systematic degree advancement.7 This program portrayed activities in theaireas of community service, recreation, cooperation, leadership, and degree advancement. Joint activities with other chapters were omitted. 7Federal Security Agency, op, cit., p. 22. 147 From its study of "very superior" and ”superior” chapters, this committee reports that well organized Future Ppainrmner chapters possess these characteristics: 1. Frequent meetings, which means meetings every month of the school year and at least one meeting dur- ing the summer months. 2. A well-made program of work formulated by the members annually. 3. A high proportion of the all-day students in the chapter membership. 4. A functioning committee for each activity or group of activities. 5. Ample Opportunity for members to gain experience in leadership. 6. High proportion of activities brought to suc— cessful completion. All of these characteristics except the first were portrayed in this telecast. The Committee on Objectives, Principles, and Plans for Vocational Education in Agriculture recommended that B‘J.pervisors and teacher-trainers encourage teachers to (31>8erve these principles in Future Farmer work: 1. Each department of vocational agriculture should have an active chapter of the Future Farmers of America to supplement the instructional program by providing opportunities for leadership training and cooperative activities. 2. All boys who are eligible should be members of the F. F. A. 3. The program should be . . . organized . . . to stimulate . . . participation by all boys in several of the worthy educational activities during their entire high school career. 8Ibid., p. 26. 148 u. The F. F. A. awards shall be given as recog- nition of achievement rather than as prizes for con- tests. They should be planned as an aid in becoming established in farming. 5. The activities of the F. F. A. should be in keeping with the objectives for education. Care should be exercised to guard against exploitation of the members. 6. Effective chapter programs of work should be developed; utilize suggestions made by individual members to the committee responsible for each recog- nized area of the F. F. A. programs of work; plan each program of work by committee assignment and indicate how it should be carried out in the-respec- tive areas; formulate objectives and Ways and means with enough specifications to enable evaluation of the program; secure acceptance of proposed program of work discussed and adopted by entire membership. 7. Members of local chapters should have an understanding and an appreciation of the total F. F. A. program, its size, objectives, and services on local, state, and national levels. 8. Local chapters . . . should utilize all 9 reasonable means of publicizing F. F. A. activities. These principles were included in the program with \‘::?\E= exception of 2 and 8. As a result of the difficulties encountered in por- traying principles described on page 145. fewer principles were included in producing "The Future Farmers of America” and these principles were developed more subtly than in the former program. This was done by placing more reliance on film and less on words. Although this program was consid- erably improved, too much was attempted for a fifteen- minute program. 9H. T. Hall, 02. Cite Q pp. 2"30 1h9 The research for the program "Adult Education for Farmers" Was done in February, but the program was broad- cast during the following September as the final program in the series. The research had disclosed twenty impor- tant principles which might have been included. However, it had become apparent that a few well-portrayed principles resulted in a better program than when too much content was included. Actually ten of the twenty principles were used, but they came about naturally through the deve10pment of a good story rather than through the earlier process of searching for means of illustrating principles. These experiences in searching the literature for principles as a basis for program content led to these con- clusions: (1) If a producer is thoroughly familiar with tztlca subject-matter of the field in which he is working he had better look for an interesting story and rely on his farm iliarity with the field for accuracy of detail. (2) If 11:? :1_s unfamiliar with the field, the literature should be hefiil—pful in obtaining accuracy. (3) A fifteen-minute pro- gram should never strive to completely cover a broad field. A producer working in an unfamiliar field should p‘3'--‘C>1::~ably work closely with an expert in the field and rely (3‘1 ‘the expert for program content and accuracy. EBaigram Planning in the Pilot School Communities In this section, as well as in the remainder of the chapter, the complete production details of only the first 150 and the sixth programs in the series have been reported.10 By this means, the difficulties encountered at the begin- ning of the series contrast strongly with the relative ease with which the later programs were produced. Important experiences occurred, however, in producing other programs in the series. A resume of these experiences has been pro— vided at the end of each section of this chapter with one exception.11 ngal‘planning for the series opener: "A Community .Lgoks Ahead." The Producer-coordinator arrived in St. Charles at 10:00 A. M. and went directly to Mr. Myron Reyher's office. Mr. Reyher is the superintendent of schools. The meeting was by appointment. Mr. Reyher was informed that the telecast was to keynote the series by developing the series theme: "A complete program ‘of agri- ¢3111tural education for a community.” He was assured that his community's program of vocational agriculture would aer've this purpose very well since it was a rather complete one. He was asked to review the history of the development of the present program of vocational agriculture. 10The sixth rather than the last program has been chosen because of film problems encountered with the last program which make it atyp1cal. These problems have been described in the resume of the section dealing with filming problems on pp. 175-176. 11The portion of this chapter dealing with script writing (pp.189 —l9h) needed no resume because the first and sixth programs included all the significant experiences met in the series in the area of script writing. 151 Mr. Reyher stated that, with one interruption, voca- tional agriculture had been part of the school's program for a long time. A previous teacher had organized an agricultural advisory council and created a great deal of community interest in vocational agriculture. This teacher resigned. Due to inability to secure another teacher and to a lack of good building facilities the course was dropped for a few years. He eXplained that a number of rural people expressed interest in resuming the program. These sentiments had been expressed particularly to Mr. William Gould, president of the board of education. The board bought a garage and converted it into a farm shop. They converted another unused building into an agricultural classroom. Mr. Carl fiflilson was employed on July 1, 1953 as teacher of agricul— tture, and held this position at the time of the present EVttidyu Mr. Reyher described the program of vocational agri- ‘3\11.ture develOped by Mr. Nelson in this way: 1. Forty-five high school boys are enrolled in three oncomocdu emu madman can can wcaasn on: maonoeoe Hmooq hon mpmosvem Hmooa :« pmoaoch copoQAOHpa< Hopes msammoAQKm ammo pom mmmoommzHM awe mo wZH3omm d 20mm GZHBADmmm mmHmmm onmH>mqme mme 2H mmmoommzHu MDOE mom mammmdmm mmmo mqmda 212 Although no record was made of the names of the teachers who attended the showing, it is known that many of these teachers ordered one or more kinescOpes from the series. The series was completed in September, 1955. A letter was sent immediately to the superintendents of all schools in the state offering vocational agriculture. The letter announced the series, stated it would be available November 1, described possible uses of the kinescopes, and invited the superintendent or teacher of agriculture to order the kinescopes as needed.2” There was no way of knowing whether to eXpect only a few requests, or a large volume. Since a single set of kinescopes would not accom- modate a possible large demand, an order blank did not accompany the letter. Thus it was necessary to write a letter to order the kinescopes. It was thought this might discourage some individuals from ordering the kinescopes out of pure curiosity, and it might have a tendency to cause a.higher portion of the orders to come from individe 'uals who had seen the kinescopes and decided on a specific ‘use for’them. It may have been for this reason that a rather'limited number of orders was received during the next few months. Prior to announcing the series, a plan for distri- lmrting the kinescOpes was developed with the publications 2”See Appendix A, pages 292-293. 213 division of the Department. This plan provided for (l) pur- chase of mailing cartons for the kinescopes; (2) storage of the kinescOpes in the publications office; (3) orders mobste— ceived in the agricultural education division and relayed by telephone to the publications division; (4) the kine- scopes to be mailed from the publications division; (5) a cover letter, teacher evaluation card, and twenty audience evaluation forms to be mailed from the agricultural educa- tion division; (6) inspection and repair of the kinescopes to be handled by the publications division. Procedures were set up to permit a kinescope to be received, inspected, repaired if necessary, and remailed inside of twenty-four hours. In February it was recognized that the number of orders coming in and the limited use of the series as a consultant's aid were not making full use of the two sets of prints which were available. A second letter was written to all of the superintendents whose schools offered voca- tional agriculture. This letter was accompanied by an order blank. Within a few weeks both sets of prints were solidly booked for the balance of the year. During the period from November 1, when the series was first available, until the following May when therecords pertinent to the present study were closed, seventy-seven orders were taken for individual kinescOpes. Because the available prints were fully scheduled during the latter 21“ part of the year it was necessary to deny orders for four of the seven kinescopes. The use made of each of the in- dividual kinescopes in the series is shown in Table VII on page 227. Summary of Problems and Solutions The types of problems which occurred and the solu- tions found during the production stages of the series, at the time when the live programs were viewed, and during the period when the kinescopes were used were as follows: Problem: How can a producer secure a satis- factory budget for a television series? Solution: He should 1. include a carefully estimated budget as part of the series plan which he submits to his organization for approval. 2. be prepared to show values which will be derived by his organization which will exceed the cost of theseries. 3. look for sources of funds controlled by individ- uals or groups who will derive special benefit from the series. Such funds might be available through a department of his organization, or through a private individual or outside organization having a keen interest in the proposed series. Problem: How can a producer determine general program content for the series? 215 Solution: He should 1. survey eXperts in the content area of the pro- posed series. These experts should include members of his own organization and also well-qualified peOple in other organizations doing similar Work. The survey may take the form of personal interviews, or of a formal questionnaire. A combination of both techniques may be very effective. 2. design the survey to ipclude questions regarding (a) principles which should be illustrated by the series, (b) interesting ways of showing these principles, (0) places where the principles are being put into practice effectively, and (d) peOple who are practicing the principles who would make good television talent. 3. recognize the difficulty of effective television -portrayal of any principle, no matter how valuable, which lacks acceptance to the extent that suitable locals and enthusiastic talent are unavailable. He should limit his effort to the portrayal of principles which have been accepted by the practicing leaders in the field and which can be portrayed effectively and convincingly. u. avoid attempting to portray a large number of principles in a single program. One idea effectively and simply presented is far more Valuable than a mass of hazy detail. 5. use caution in searching the literature in the content field for principles to portray. He and his co- workers should be well aware of the principles which.deserve attention. 216 Problem: How can a producer draw upon the experiences of practicing leaders in local com- munities to develop specific program content? Solution: He should 1. look for successful local operations which illus- trate the content areas of each of the programs. He should work with the persons in each of these local operations who have been responsible for success with the purpose of por- traying these success stories on television. 2. arrange to visit these local peOple and to plan the program outlines with them. A good program outline should include (a) the detailed program story; (b) film clips, slides, and visuals which will help to tell thestory; and (c) the names of the pe0ple who are to participate as talent. 3. while making the visits discussed in two (2). prepare detailed plans for photographing film clips and slides needed for the programs. He should secure the coop- eration of persons needed as talent. He may find it possi- ble to take the pictures needed on this visit. Or, he may plan to make another trip for the photography. (In the present project, a photographer accompanied the Producer on a second trip to the local communities in order to secure film clips and slides.) b. avoid trying to re-enact past events. He should, instead, seek an interesting activity which is currently underway and which will tell the desired story. 217 Problem: How can a producer secure good film clips for the television series? Solution: He should 1. eXpose two to three times as much film as he ex- pects to use. Scenes where correct eXposure is a problem can be retaken at varying exposures. If ten seconds of a given scene are needed, fifteen or twenty seconds of eXposed film should be obtained. Interesting scenes which were not anticipated may be valuable. This excess of film will per- mit wide choice in selecting the film to be used. 2. secure expert advice regarding types of film for various conditions, choice of eQuipment, and lighting. 3. insist that good equipment and a competent photo- grapher be available if film clips or other photographic visual aids are to be used. 4. place responsibility on the photographer for having proper*film and equipment on hand and for having the equipment in good working order. 5. make appointments with the photographer well in advance so that he will be available when needed. 6. inform the local person of the pictures needed and ask him to arrange a schedule for obtaining the pictures. 7. try to obtain needed pictures well in advance of the scheduled date for their use. In the event important pictures are unsatisfactory it will then be possible to take them over again or to secure other pictures. 218 8. keep a written descriptive record of each picture taken. This should include names of key persons in the pic- ture, figures, dates, a description of the significance of the scene, and other details Which will be needed later. This record will be very helpful in film editing and script— writing. 9. carry a list of the pictures needed on a given picture—taking trip, and check off the pictures as they are obtained. This will make it unnecessary to rely on the local person's schedule or upon memory in securing the needed pictures. 10. assist the photographer in guarding the camera and equipment against accidents. Cameras should not be plugged into electrical outlets except when they are in use. This will help to prevent someone tripping over the caniand damaging the camera. 11. insist on the photographer maintaining a written inventory of unexposed film on hand at the beginning of each trip. At the end of the day, the remaining uneXposed film plus the exposed film can be expected to equal the beginning inventory. In the event it does not, a search for the miss- ing film while still in the community is more likely to be successful than a search carried out several days later after the processed film is viewed and the loss noted. 12. consider the desirability of being personally responsible for exposed film rather than making the photo- grapher responsible for it. 219 13. try to avoid restaging past events for the motion picture camera. If it is necessary to do this, substantially the same people should participate, and as much as possible of the original setting, atmosphere, and enthusiasm should prevail. 1h. watch for uneXpected human interest shots even though their use may necessitate some deviation from the original plan for the program. 15. refuse to use film clips or slides unless they are of good quality. Problem: How can a producer establish and maintain good relationships with the station personnel? Solution: He should I. recognize that after he is assigned to a direc- tor he should work through the director on all details. 2. have it understood that he expects station per— sonnel to regard him as the authority on education and pro- gram content. 3. regard the station personnel as the authorities in their respective technical fields. u. encourage free interchange of ideas between the station personnel and himself leaving final decisions to the persons indicated in two (2) and three (3). 220 5. make all contacts with the director by appoint- ment; the appointments with ether station personnel should be arranged by the director. Problem: How can a producer prepare scripts which will be of maximum usefulness to the di- rector and to the talent? Solution: He should 1. recognize that a complete, complicated script can restrict talent in the easy, natural projection of their ideas and personalities to the audience. 2. be sure to include in the script those items needed by the director. This will vary with directors.- 3. generally leave panel type discussion without script as far as specific comments are concerned. b. consider verbatim script for film narration. The narrator will be off camera. If the narrator is a good reader he can follow the script quite naturally. Verbatim script for film narration is recommended because of the necessity for close timing. If it is found in rehearsal that an individual does not read naturally, or if he is capable of better narration in his own words, the script can be disregarded. 3. recognize that frequent moving from panel to ’0 film creates a very difficult timing problem.» He should 221 consider using all the film for a given program as one solid block, with the panel on camera before and after the film.2.5 6. plan to say only what can be said easily and naturally in the time available. 7. consider the following general format for a pro- gram incorporating a panel and film: (a) The moderator introduces the program, ties it into the series, and intro- duces the panel. (b) The panel narrates the film in one sequence. (c) At the conclusion of the film, the moderator raises questions with the panel which would be likely to exist in the minds of the audience. (d) More questions are planned than can possibly be answered in the time available. This technique provides a flexible ”pad" of material which assures a timely ending. Problem: How can a producer carry out effective rehearsals and air performances? Solution: He should I. prepare the talent for rehearsal and performance by providing them with (a) information regarding time and 25It should be constantly borne in mind that the problems and solutions reported are limited to the eXperi- ences derived from the present series. Other series will 'use other techniques and formats and will lead to differ- ent problems and solutions. 222 place of the rehearsal, (b) a copy of the script, and (c) suggestions relative to appropriate dress for television. 2. arrange for a room at the station for rehearsal. 3. allow plenty of time for rehearsal prior to air time. (In the present series, rehearsals usually tookpdace on the day of the broadcast. Two programs were exceptions, but this became the accepted pattern. With air time at 5:00 P. M., it is suggested that the talent be asked to be on hand at 10:00 A. M. This should provide ample but not excessive time.) “. arrange for the director to be available for as much of the rehearsal time as possible. 5. have a suitable projector available for viewing and rehearsing the film. 6. arrange for a camera rehearsal Just prior to air time. 7. consider using the following rehearsal pattern: (a) Review the script and give the participants an oppor- tunity to ask questions of the producer and director. (b) Ask the director to explain the necessary techniques of a good performance. (0) Answer further questions. (d) Since the director will be unable to spend the entire day with the talent, he may leave at this point. (s) View the film at least once, and discuss it. (f) Practice narrating the film, giving help in effective narration. (g) Modify the film narration portion of the script (if this is to be read) to improve timing and to adapt it to the personality 223 of the narrator. (h) Rehearse the entire program at least once, stopping to make suggestions and to consider every~ one's ideas for improvement of the program. (i) Rehearse the entire program again with the director present and making suggestions. (J) Rehearse portions of the program which the director believes need attention. (k) Be sure to have the director time the moderator's closing statement carefully. This will enable the floor director to give the signal for the closing statement at the prOper time. (1) Conduct a timed rehearsal altering the content to fit the time available if this is necessary. (m) Relax until time for the camera rehearsal. A tour of the studio may be of interest to the group at this point. Some form of activ- ity designed to divert the talent's attention from the broadcast should be planned. (n) Go to the studid for camera rehearsal. Advise the talent not to be disturbed by the confusion which often accompanies a camera rehearsal. 8. consider providing the moderator with a prompting sheet consisting of such help as the moderator may desire to keep the program moving in the proper direction. The prompt- ing sheet can be placed on the front of one of the cameras, on the wall behind the cameras, or in some more suitable ;place. The danger that the moderator may be looking at the prompting sheet when he should be looking at the camera always exists. A prompting sheet, if used, should be avail- able during rehearsal as well as during the actual perform- ance. 224 9. hope that the talent will carry out the actual performance effectively even if something unforeseen happens. It is questionable if steps should be taken to prepare the talent for an unforeseen incident since such preparation may destroy their confidence. On the other hand, such prepara- tion may increase confidence in being able to meet an un- foreseen situation. Problem: How can a producer secure the best use of the series for the benefit of the audience and his organization? Solution: He should 1. have taken all possible steps to secure a large audience for the live telecasts. 2. have taken all possible steps to insure high quality kinescopes which will be acceptable for re—use by other stations and for use as films by local groups. (Since, in the present series, the film used was of rather poor quality, the kinescOpes were unsuitable for re-use by other stations. Thus no eXperience accrued in the re-use of the kinescopes by other stations.) 3. recognize that maximum benefit of the series will accrue to his organization only if all staff members are enthusiastic about using the series in Working with local groups. Lack of such enthusiasm will result if the entire staff has not been involved in planning, or if the results are unsatisfactory to staff members. 225 a. plan to publicize the series by showing it at meetings of leaders in local communities. 5. include enough money in the requested budget to provide sufficient cepies of kinescopes to meet the esti- mated requests from local groups. 6. announce the availability of the series to the leaders in local communities. He should provide informa- tion about the purposes and possible uses of the series, and include an order form. I 7. set up an effective system for handling orders, and inepecting and repairing films. This chapter has dealt with the actual production of the series, the uses which were made of it, the problems which occurred in the processes of production and use of the series, and the solutions which were found. Chapter V deals with the evaluation of the series. CHAPTER V EVALUATIVE PROCESSES AND TECHNIQUES The evaluative procedures which were applied to the series have been reported under_two classifications: (l) miscellaneous evaluative procedures, and (2) formal evalua- tive procedures. Miscellaneous Evaluative Procedures The miscellaneous procedures used in evaluating the series included (1) securing reports from teachers who used kinescOpes with local groups, (2) viewing and discussing certain kinescopes with Department staff members, and (3) securing reactions of division Staff members who used cer- tain kinescopes as a consultant's aid. Seguring,H§pgrts from Teachers Who Used Kinescqpes with Lgcal Groups Pages 119 to 120 have described the postcard which was used to secure teacher reports following their use of the kinescopes with local groups. Individual kinescopes were ordered for use a total of seventy-seven time; sixty—four cards were returned. Table VII summarizes the postcard data with the exception<3f item four (H) of the card which consists of the teacher's reactions to the kinescopes. ‘These reactions have been summarized on pages 230 to 232. 226 227 on» oo>noooa moaoomegnx once he or» nH .aocao amen seem on» commando one: has» .csnaoo :ohdw d an on: oeem .mmszaoo Heae>om one an noncomegdx on» no one no novao Mama on» opeoauga m on N oceuaoo an oomonpcoaea ca moaswdn anew (L'I) moan an an oaa =0 Awaoa “the Aim 2.: 2.3 2;: oaosasa , . non coapmospm pasu< 3K3 Gym 3:: Rama 3:. sensed an newsman memo» Amazes have “new “mama “new assoc use 0.32 no.5 6.8 one “vaaoa “alum have haven “Alma sessoss no uaosaem cheese ens havoem have helm Anvma have «house or Hades use: Amvmma Amvu Aavma Amvom ANVMH «aoz noeaem 4 Amvmmm Am: 33 Amvna 114K usofimxooq mpacsseoo 4 Ga A3 2: A9 A3 A: mausoa> chapasoaaww upasuw aroma do>dooom oncomogax oaaoom Hocodpeoo> on needs opponom no acnewz no encousum omaaronm no nonasz genomes Hoodoo swam no sonssz 0p mwcazomm mmmoomBZHM ho mm: 09 m>Ha mumde 228 While Table VII indicates in Column 2 that sixty-four teachers' reports were received, this does not mean that sixty-four different teachers reported use of individual kinescopes. Actually, only twenty-nine teachers reported use of the series. Many of them used several kinescopes. Columns 2 and 3 indicate that while individual kinescOpes were reported as having been used sixty-four times, they were actually shown 110 times. Thus it has been concluded that when a kinescope was used by a teacher it was shown a mean of 1.72 times, or to 1.72 groups. Column 5 reflects frequency of kinescope use with adult groups for whom the series was intended. This column shows that individual kinescopes were used as intended fifty-three times as com- pared to fifty-seven showings for high-school students of vocational agriculture for whom the series was not intended. .A great deal of this apparent misuse of the series may be (accounted for by the fact that the kinescope ”The Future IFarmers of America'' which ranked highest in frequency of total use also ranked highest in its use with high-school students. While this kinescope, like others in the series, was intended to interpret a particular phase of agricultural education to adults, it actually possessed considerable value for rural youth. To a lesser degree, ”A Farmer Now!" which ranked second in frequency of total use and second in frequency of use with high-school students possessed value for rural youth. It would be difficult to establish that any of the kinescopes lacked some value for high-school 229 students. It may be concluded that teachers saw greater value in all of the kinescopes for use with.high-school students of vocational agriculture than was intended. Table VII provides a basis for further interesting comparisons regarding frequency of use of the individual kinescopes relative to total showings,student showings, and adult showings. These comparisons have been shown more clearly in Table VIII. This table is intended to show only the relative use of the kinescopes. It is extremely doubt- ful if conclusions should be drawn from these data regarding the value of individual kinescOpes for use with student and adult groups. TABLE VIII RANK ORDER OF FREQUENCY OF USE OF THE KINESCOPES : 4* W Student Adult Kinescope Showings Showings Showings 'The Future Farmers of America 1 l h .A Farmer Now: 2 2 l A Community Looks Ahead 3 2 5 'Young Farmers in Action 3 6 2 'The Old Gray Mare Has Gone: 5 5 3 What Shall We Teach? 5 2 6 7 7 7 Adult Education for Farmers W 230 The following summary of the responses of teachers should be helpful in determining the values of the kine- scopes. The responses have been arranged for each kine- scope under the headings “favorable,' "unfavorable," and I'no reaction." was shown has been given with each reaction. 'A Community Looks Ahead" Favorable Very good and educational Very good; want more of them Very good information on what the agriculture department is doing and could do Always good Good Well liked No reaction One teacher "A Farmer Now!" Favorable 'Very good Excellent; good public relations to deveIOp interest in school programs I believe they enjoyed it very much Very helpful, instructive, convincing and timely Very good and educational Good story Reaction very favorable Good. Interested in what other schools are doing Very interested General reaction very good Very good film The type of group to*which the kinescope Students Students Students and a dult 3 Students Adults Adults Students Adults Adults Adults Adults Students Adults Adults Adults Students Adults Students and adults 231 Unfavorable Fair Students and adults Feeling of amateur acting Adults Acting slightly stilted at times Students No reaction One teacher Students and adults ”What Shall We Teach?" Favorable Very good; educational . Students Instructive for first year students and parents Students Idea was good Students and adults W Farm scenes could have been clearer Adults Previewed; photography so poor we could not use it -- Semi-favorable Students and adults Poor photography Students Photography not so good; don't like reading script Students and adults No reaction One teacher Students and adults "The Future Farmers of America" Favorablg Good Students and adults Good Students and adults Well received Adults ‘Very good Students and adults Interesting story Adults Good. Interested in what the chapters are doing Adults Very interesting Students ‘Much.better than others, better photography, less "staged.” Students ‘Very fine film. Boys enjoyed every minute of it Students ‘Very good Students Good Students Good promotional film Adults ‘Very favorable Students 232 Unf vorable Was a little blurred Photography and sound so poor we did not use Sound could have been improved No reaction Two teachers "The Old Gray Mare Has Gone."I Favorablg Interesting story Very informative Very ggod, keep them coming Like idea of farm shop possibilities! Very good and educational No reaction One teacher Two teachers "Young Farmers in Action" Favorable Very well received by each group Excellent; good public relations for schools Very helpful Good No reaction One teacher One teacher “Adult Education for Farmers“ Favorable Ve ry good No reaction Three teachers Students and adults Students Students Adults Adults Students Students Students Students Students and adults Students and adults Adults Adults Adults Students Adults Students Adults 233 From these teacher reactions, it has been concluded that the teachers were generally favorable to "A Community Looks Ahead," "A Farmer Howl," ”The Future Farmers of America," "The Old Gray Mare Has Canal," and ”Young Farmers in Action.” Of these, "A Farmer Now!” was criticized spec- ifically by two teachers for amateur acting. “The Future Farmers of America" was criticized by three teachers for poor quality of sound and photography. The preponderance of reaction to "What Shall We Teach?" was negative. It is difficult to draw conclusions regarding the meaning of the four cards returned for "Adult Education for Farmers.' One teacher reacted favorably and three gave no reaction. It can only be assumed that the teachers failing to react lacked enthusiasm for the kinescope. ‘Viewing‘and Discugsing Cerggin Kinechpes with Department .gtaff Members A few days after the kinescope for the first program of the series, “A Community Looks Ahead,‘I became available, an invitation was extended to the entire staff of the agri- cultural education division, and to the members of the Department television committee to view this kinescope. Eleven persons responded to the invitation. The discussion which followed the showing has been summarized as follows: 1. Many points were very quickly shown and were not illustrated adequately. They did not, therefore, reg- ister with the viewers. As an example of this, one person 234 failed to note that the board of education was involved in the early stages of planning. 2. One person observed that gasoline was apparently used to clean the air cleaner in the tractor. Safety re— quirements should be watched carefully, he advised. 1. The members of the television committee appeared O to be much interested in similar programs in other areas of education. 4. The need for more smoothness of delivery empha~ sized the importance of adequate rehearsal. 5. It was believed necessary to recognize that this program is an over-view of a program of vocational agricul- ture and of the entire series. Unless this is called to the attention of the viewers, the program is subject to criticism for touching too lightly on many topics. 6. One viewer from the committee felt that the Future Farmers'organization could have had more emphasis until it was pointed out that a later program would feature the Future Farmers of America. 7. A question was raised in that the evaluation form did not fully fit this program. It was explained that the form was based on the Department's objectives for the series and it was designed for all programs in the series. No one program was expected to score high in all items. 8. The opening and closing seemed satisfactory to the viewers in that there was no comment. 235 9. A question was raised regarding the method by .which programs of vocational agriculture get started in communities. One viewer from the committee seemed to feel that the superintendent and board of education responded to pressure in establishing the program. This is believed due to this viewer's failure to hear a statement which was intended to clarify this. 10. The film was regarded as a good "question raiser. " It was the general opinion or the group that it will be of most value in local communities if accompanied by a con- sultant. The opportunity to discuss this kinescope with mem- bers of the Department staff proved very helpful to the Producer-coordinator. As a result of the discussion he made the following decisions regarding his work with the series. 1. Place emphasis on fewer points and bring each point out clearly. 2. Avoid apparent violations of good practice in such matters as safety. 3. Avoid over-use of script in order to make a smoother, more natural presentation. 4. Use particular care to relate each program to the series as a whole. 5. Continue to use the opening and closing for the balance of the series. 236 6. Use the kinescOpe as a consultant's aid in working with local schools. An opportunity arose to implement decision six (6) within a few days. The action which was taken has been“ described on pages 237 to 239. As soon as "What Shall We Teach?“ and "The Future Farmers of America," the third and fourth programs in the series were completed, the Department committee and the Staff were invited to view the kinescOpes. In the discus— sion which resulted, the following criticisms were made of ”What Shall We Teach?": 1. Too much use of script. 2. Participants talked too rapidly. 3. Participants tried to say too much. 4. The film quality was poor. 5. The title did not get across too well. The discussion of "The Future Farmers of America” brought out these comments: 1. Too much use of script, although this was much better. 2. The pace was much better. 3. The film was much better. 4. The degree of informality (use of first names and humor) was a decided improvement. 5. The title was better for television. It was easier to portray. 6. The story came through quite well. 237 Three suggestions were made for improving the remain- ing programs of the series: 1. Eliminate script except as needed by the di- rector. 2. Use informal seating rather than a desk. 3. Settle for what can be said easily and naturally in fifteen minutes. The steps which were taken as a result of these sug- gestions have been reported on pages 191 and 192. Reactions of Staff Members Who Used Certain Kinescopgs as ‘glponsultaht's Aid Shortly after the completion of the kinescope "A Community Looks Ahead” a member of the Staff had an oppor- tunity to use it as a consultant's aid. He had been invited to go to a community to meet with the superintendent, the high school principal, and a member of the board of educa- tion to assist them in deciding whether or not to establish vocational agriculture as a part of their school program. This kinescope was well suited for this type of meeting. He took it with him, and an opportunity arose to use it early in the meeting. Following is a summary of the Staff member's reactions to use of the kinescope in this situation. 1. The response of the superintendent, principal, and board member was very favorable to the film. 2. The showing was followed by approximately one and one-half hours of discussion raised by these peeple in connection with vocational agriculture. 238 3. Not only did the film stimulate many questions, but it relaxed the peOple so they could see that peeple in other communities had similar problems. 4. The school board member stated that she liked the film and the naturalness of the people in it. As she expressed it, these people were just like their board members. 5. The board member could readily see the need for tables rather than desks in the proposed agricultural class- room because she remembered that the boys in the film were carrying out activities which required tables. 6. The board member was impressed that the teacher in the film went to the farm of one of his out-of—school students and taught the student to dehorn calves. She was interested in the fact that teaching occurred on the farm, and that the school could serve youth who had left school. She stated that she would like to have the other members of the board see the film. 7. The principal raised questions regarding sched- uling which indicated he recognized the various phases of vocational agriculture more fully than is usual in the early stages of planning. 8. The superintendent praised the film for its potential usefulness in interpreting vocational agriculture to the peOple. 9. The Staff member reported personally that the film had saved considerable time in bringing out phases of 239 vocational agriculture which would ordinarily have been brought out verbally. He reported that the people wanted the film along with another film in the series later on for a board meeting. The second program in the series, “A Farmer Now!" was actually produced apart from the series by Charles E. King and the Producer—coodinator as part of the 1954 Television Education Workshop at Michigan State University. The kinescope was financed jointly by the National Project in Agricultural Communications and the Michigan Association of the Future Farmers of America. The National Project in Agricultural Communications then donated its share of the kinescope to the Future Farmers. Since the state advisor and the executive secretary of the Michigan Association of Future Farmers are members of the Staff, the kinescope be— came available as part of the series. The executive secre- tary viewed the film and sent a memorandum to all Staff members advising them that the kinescope was very suitable fdr use by teachers of agriculture in the process of orienting their students to supervised farming programs. He asked Staff members to advise teachers that the film was available to teachers upon request. After the kinescopes had been available for several months the Producer-coordinator sent a memorandum to each of the members of the Staff asking for their reactions to uses they had made of the series up to that time. Replies WBPGITP- received from three Staff members. One individual stated he had 240 used the kinescopes only in three of the district confer- ences. He had used "A Farmer Now!“ at all three confer- ences, and he had used ”Young Farmers in Action" at one of them. He reported that the kinescOpes were well received, many compliments were offered, and eXpressions of inten- tions to use them were made by various teachers. These ex- amples of comments were given: "That film would be good for my freshmen-parent's night," "It would be good at a parent-son banquet," ”They would be useful at service clubs to promote better understanding of vocational agriculture," and ”It would be good to show to a freshman agriculture class.” Another Staff member reported using ”A Community Looks Ahead,“ "A Farmer Now!.' and "The Future Farmers of .America" with the agricultural advisory committee in a community starting a new program of vocational agriculture. He stated that he found it possible in forty-five minutes to give an understanding of vocational agriculture that 'would take many hours and possibly days to put across in general discussion. He used “A Farmer NOW!" and "The Old Gray Mare Has Gone!" at one of the district conferences. He credited the kinescopes for the high interest shown by the superin— tendents, principals, and teachers during the first two hours of the conference. A third Staff member reported using "A Farmer Now!" at another district conference. It was reported that 241 several favorable comments were made regarding the film by both teachers and administrators. Many were reported to believe the film could be used to advantage as part of the orientation program for beginning freshmen as well as their parents. At the same time, a memorandum was sent to the chief of the agricultural education division asking for his re— actions to personal use of the series, use by his Staff, and use by the schools. He replied that he had been well pleased by the demand for the kinescOpes. He stated that he was satisfied with the use of the kinescOpes to the ex- tent that he would like to have another series underway. Formal Evaluative Procedures The development of'a single evaluation form to be used in assessing the strengths and weaknesses of all pro— grams in the series in terms of the objectives of the ser- ies has been described on pages 116 tb 119. The steps which were taken to obtain evaluations of the programs through use of this form, and an analysis of the evaluations which were received have been reported in this section. Steps Which Were Taken to Segure Evaluations During the course of the series and following its completion certain steps were taken to secure formal eval- uations. These steps and their results have been summarized as follows: 242 1. Just before the first telecast a letter was sent to the superintendents of the six pilot schools asking for the cosperation of the superintendent and the teacher of agriculture in securing evaluations of the live telecasts. A supply of evaluation forms was sent at the same time.1 2. Thirty-nine schools offering vocational agricul- ture were selected as being within range of WKAR-TV. Just prior to the first telecast the superintendents of these schools were sent a letter asking for their cooperation in securing evaluations of the live telecasts.2 3. Evaluation forms were distributed to members of the Department staff, to members of the agricultural educa- tion staff at Michigan State University, and to a number of other individuals known to be interested in the series. As a result of steps one (1) to three (3), only twenty-five evaluations were received for the live tele- casts. The results have been given in detail in Table V on page 206. 4. The Producer-coordinator attended the Annual . North-Central States Research Conference for agricultural educators in July, 1955. He took the four kinescopes which were completed at that time to the conference. The program chairman surveyed the people in attendance and 1See Appendix A, page 287. 2See Appendix A. page 290. 243 found considerable interest in seeing the kinescopes. The chairman provided an opportunity to show them. Twenty-five teacher educators and supervisors of agricultural education attended the showing. Many of them completed evaluation forms. 5. The Producer—coordinator took two kinescopes to the Annual Curriculum Conference in September, 1955. This conference was attended by approximately three hundred leaders in all fields of education in Michigan. An oppor- tunity was provided to show one of the kinescopes during a late afternoon recreational period. About twenty-five people viewed the kinescope; four people completed evalu- ation'forms. 6. At the 1955 annual conference for teachers of vocational agriculture an opportunity was provided for teachers to view and evaluate the four kinescopes which had been completed at that time. Approximately twenty-five teachers viewed and evaluated the four kinescopes. 7. A series of district conferences was held for teachers of agriculture and theiruadministrators in the winter of 1955 and 1956. These conferences covered the entire state of Michigan. One or more kinescopes were taken to these conferences and shown to those attending. In some cases, evaluations were reQuested. 8. When the series was completed a letter was written to the superintendents of all Michigan schools 244 offering vocational agriculture announcing the availability of the kinescopes and inviting the superintendents and teachers of agriculture to order them for local use. This step resulted in a number of orders, but the kinescOpes were not fully utilized. Evaluation forms were sent with each kinescope, and the person ordering the film was asked to distribute the evaluation forms, have them completed, and return them to the Department. 9. After the kinescopes had been available to schools for several weeks with only a small number of orders for their use, a second letter was sent to all superinten- dents remining them of the availability of the series, and providing them with an order form. As a result of this letter, orders were received booking the kinescopes solidly for the balance of the school year. i 10. Starting in January of 1956, the Producer- coordinator sent a personal letter to each person who order— ed kinescopes asking for his cooperation in having the eval- nations completed. In several cases when the request for kinescopes was received only a few days before they were to be shown and there was insufficient time for a letter, the Producerbcoordinator called the person ordering the kine- scopes by telephone and asked for his c00peration with eval- uations. As a result of the personal letters and telephone calls, the number of evaluations received increased substan- tially. 245 The ten steps which were taken to secure evaluations were collectively responsible for receipt of the evaluations summarized in the analysis which comprises the next section of the present study. In spite of these efforts, a very limited number of evaluations was received for certain kine- scopes. .An Analysis of the Evaluations Received This section reports an analysis which has been made of the evaluation forms received for each of the seven pro- grams of the series.3 Examination of the small number of evaluations received from persons viewing the live broad- casts revealed no important differences in these evaluations as compared to evaluations of the kinescopes. These two groups of evaluations have, therefore, been treated collec- tively. In analyzing the evaluations for each separate pro- gram of the series, the following steps have been taken: (1) the nature of the groups of evaluators and the number of evaluators in each group have been reported; (3) the separate reactions of all.evaluating groups to each program have been shown graphically; (3) the composite reaction of all the evaluators to each program has been shown graph— ically; and (4) the general score for each program has been reported. The programs have been discussed in the order of their production. 3See pages 116 to ll9for a discussion of the develop- ment of the evaluation form; see Appendix A, pp.288-289 for the form itself. 2H6 The program "A Communtiy Looks Ahead" was formally evaluated by five Department staff members, fourteen teacher educators and supervisors in the field of agriculture educ~ ation, twenty-one teachers and administrators of vocational agriculture, thirty high school students of vocational agri- culture, and forty-two adult citizens. Corresponding infor— mation for each program in the series has been given in Table IX. Numerical values were assigned to the five possible responses to the criteria of the evaluation form as follows: Very much -- 1 Much -— 2 Some -- 3 Little. -- h None -- 5 The mean score was determined for each of the ten items of the evaluation form for each evaluating group. The formula was used. M represents the mean score, E indicates "the sum of," i represents the individual rating, and n repre- sents the number of individuals within the group.“ The results have been presented in Figure 1. 4This formula and the one on page #9 have been used at appropriate points in the analysis of each of the seven programs of the series. 2H7 unoanem non codpmoscm pazcm NH u u cm on a :odpo< ca maoanem munch am ma . "meow as: one: mesa eao 0:9 AN “OH ma doahme< ho whoahda ohfipfih ens ma m: n «house as Haenm «as: u on ma «roz noemmh 4 N: on 3H amend axooq hpacseaoo 4 v.3. www... m .rnun. J mas s. man .u 0 Jon IAIB P9 ham 8 TrV .Lnub. onunuo nae Janna ”N .a SD. 018 nqu on 81.9 889 In n Iu Is as a a Joe m1; EdAwOHm 2T. I01. 111i fled AJU. 0.9a... 81 Qua nIJB 09 1.89 atom u nae .an.s .aT. s a J'se s utfi ewflm s wm. s w rtuav any N NH mamm 21MB 1. How much did the program interest you? , 2. How much would you like to have everyone in your community who should be interested in the schools / see this program? I . a a f \ r V \ ‘\\ \ \ 3. How much would this program help the ave _ . , \ citizen to understand that vocational agriculture \ ‘x‘ \ ‘ \ Is part of the educational program of the local X_ high school? AL F— - j % :1 r 1\ a V;7 - t I \ N" 'z b. How much would this program help the average ‘r . \5 citizen to better understand what our schools , . are doinggi r’ L T 5. How much would this prdgram help a pgrson who knows little 5223;,zgggtigng; ggricgltgre to understand it? :— I t r # \Kxo Y ~ ‘\ \ 6. How much would this program help g,zgngg,pgzson to \ ‘ decide whether or not he should take vocations \ / \¢\l agriculture in high school? :: e—t ‘ ‘~ : fee : I W . I “I . | I; : 7. How much would this program help pgrgnts to decide ~ fi'f] whether or not they Would want the r c ldrsn to Lg pf [I l take vocational agriculture? r W \II I) r r ‘ v— , ’l! 8. How much would this program help a h st , I ‘u math tic , g; other non- ric lt r ts cher to ,’ ,- I _ understand the purpose of vocat ona agriculture I and the work of the agricultural teacher? L L L L T— i V '— ‘r I ;i;\ \D —2h.§ {p L. / \ /(” I I \ i I ‘\ \ AI \\ ’ 9. How much would this program help a €52921.232£§' igtendent gr board g;_ed cati n mgm r to deci e whether or not vocation agriculture should be added to the school's list of subjects? '1? :5? I «F 1" :/ ?'/"\ 10. How much would this program help s 555231;; to decide whether or not he was willing to pay his ' \ 1" I \ #; ;1r3 \\ \‘~# share of :he cost of vogational agriculture? 1(Very flush) 2(Much) 3(Bose) “(Little) 5(None) Figure 1. Mean scores by groups of evaluators, composite score, and K0,: CHI-0.0.- “I-i-I 1‘0 ......._. 21 - . ------ “2 general score for a “Community Looks Ahead“ department staff members ‘ —— —- Composiu score teacher educators and supervisors General score teachers and administrators 112 evaluators students of vocational agriculture adult citizens 249 The composite score has been computed for each of the criteria by means of the following formula which weights each group according to the number of individuals in the group: E f In this formula 0 represents the composite score for each criterion, E stands for "the sum of,” f represents the frequency of the responses in each group, and g represents the mean score for each group. The composite score has also been presented in Figure l. The general 399;; has been computed by determining the arithmetic mean of the composite scores for each of the ten criteria. This program received a general score of 2.1h. Thus it may be interpreted that the program in its entirety was rated as having slightly less than 'much" value in terms of the criteria by which it was evaluated. The general score has been indicated asga straight vertical 115 in Figure l for this program, and in the same manner in the Figures for other programs in the series. No attempt has been made with any of the programs of the series to determine the significance of the mean scores of each group in relation to the mean scores of othergroups, to the composite score, or to the general score. The pro- grams were viewed under a great variety of conditions. No opportunity existed to prepare the groups for proper use of the evaluation form. One of the programs was evaluated 250 by six groups, two by five groups, two by three groups, one by two groups, and one by only one group.5 The number of peOple evaluating the programs ranged from 221 for one pro- gram to twelve for another. For "A Community Looks Ahead” it may be observed that students of vocational agriculture varied more from one criterion to another in rating the program than any other group. One may speculate as to whether the students were more critical or more erratic in their Judgments than other groups. The teacher educators and supervisors appeared to view the program less favorably than other groups in many of the criteria. The program “A Farmer Now!" was evaluated by fifteen teacher educators and supervisors, sixty teachers of agri- culture and administrators, and fifty-nine students of voca- tional agriculture. The mean score for each evaluating group and the composiuascore have been shown in Figure 2. The general score was 2.01, indicating that the program in its entirety was regarded as having “much value” in terms of the criteria. Again the students fluctuated more than other groups in their scoring. Teachers of agriculture and their 5It should be understood that the "groups“ referred to in the present discussion were categories of people. Nearly all of the ”groups“ were made up of two or more sub- groups of people who viewed a specific program at different times and places. 251 L .1" How much dLid the prograg interest you? A f T V I— F \\\ \ 2. How much would you like to have everyone in your \\\ community who should be interested in the schools L x g A see this program? J— ‘V T ‘T W W 1 . / I \ 3. How much would this program help the v . to understand that vocational ag culture H a s part of the educational program of the local J11 \ high school? i L 1\1‘i~ ii I t :— ‘\ k '\ ”. How much would this program help the ‘ \\ ”Bil? to better understand what our so o s t \ "‘ are 0 ng? % L \L : % a I / / I o ’ w ' / I f l 5. How much would this program help a gm 0 w tt a vgggtiggg gflgfinfig o 4 Li L J a ”Fun m‘mfi tr“ . . j—w V‘\‘ l t e v \\\ ‘t 6. How much would this program help m to \V | decide whether or not he should take vocat o \l v agriculture in 'high school? a l % e t i N‘ ,. I )K 7. How much would this program help to decide \ .- \ . whether or not they would want the r ldrsn to ,' y \ take vocational agriculture? 4 4' - h r% e a | ' ‘ '\ 8. How much would this program help a W, I I th mati s, 9_r gtgr app-£109?“ e h to i f u erstan the purpose 0 vo on ag cu ture L 1 Li and the work of the agricultural teacher? —r— \ ‘jylli. rt at t— “j ’ ' 9. How much would this program help a o W .‘ I We: Mai. 0 t1 1' 0 ° 0 / '\ ,, t or or not vocat ona agr cu ure should be I 1 added to the school's list of subjects? e 4 < \o 1 4. : Lfi \ \ \ i I 10. How much would this program help a to \ V . _, decide whether or not he was willing to pay his \L‘; I share of the cost of vocational agriculture? L ~ # r 4. 1(Very Much) 2(Huch) 3(Bome) MLittle) 5(None) Mean scores by groups of evaluators, composite score. and Figure 2. general score for 'A Farmer lowi" Key: -s--t—- 15 teacher educators‘and supervisors. -—-—-- teachers and administrators —-—-- 59 students of vocational agriculture _.._._ Composite score General score 13“ evaluators 252 administrators viewed the program most favorably, while teacher educators and supervisors were most unfavorable. The program "What Shall We Teach?" was evaluated by four Department Staff members, five teacher educators and supervisors, twenty-nine teachers of agriculture and admin- istrators, forty-five students of vocational agriculture, and eighteen adult citizens. The mean score for each eval- uating group and the composite score have been presented in Figure 3. With a general score of 2.h2, the program as a whole was rated as being approximately halfway between “much" and "some” in terms of the criteria by which it was evaluated. The reactions of the groups viewing this program were very closely clustered with one exception: students viewed the program less favorably than other groups. "The Future Farmers of America" was appraised by four Department staff members, four general educators, eighteen teacher educators and supervisors, sixty-nine teachers of agriculture and administrators, 105 students of vocational agriculture, and twenty-one adult citizens. The mean score for each evaluating group, and the composite score have been presented in Figure b. The general score was 1.96 giving the program a rated value of slightly more than "much.” Teacher educators and supervisors were the only group which deviated to any great extent from the pattern 2£E3 1. How much did the program interest you? I Y. I ,/ : ‘ 2. How much would you like to have everyone in H I) your community who should be interested in the I V‘ _ schools see this program? %=' 1\ I t : —% |I ‘&U’ I 3. How much would this program help the 513553; | citizen to understand that vocational agricul- ‘fi't ‘ ture s part of the educational program of the ‘_ yi\ \\¥ _L local high school?L \“ _ I \\l a. How much would this program help the gveragg . , citizen to better understand what our so 00 s \}» \. are doing? # to —%~ t 7% ' I $777 '0 \\ 5. How much would this program help a pggggg_!gg '/ knows little 5b03t vgcationg griogltgro to n \ \ -———-— ,,.\ L \\\ understand it? 'I L Al \ Xa 'L % \\. V \ ~ ‘ \ ‘\\\+\ \ 6 \\ . How much would this program help 1 m m \w p ‘ to decide whether or not he should take vocation- 4%* fl; 4’ \\ lgi>}/> a1 agriculture ingigh school? I rflf7 * I 7. How much would this program help pgggggg to ‘A/ // decide whether or not they would want their 9\ I children to take vocational agriculture? L_ / L L L 1 v v f ‘3sz \ ‘ \. \ 8. How much would this program help a hist , \ \\ mathem tics, g; gther non-ggricglt¥FEI teacher 59 . \ to understand the purpose 0 vocat onal agricul- [i\ X. \L ture and the Work of the agricultural teacher? 1 L 4 *— \' \ ’ I7 ' ' o \ F. , l ’ 9. How much would this program help a sch l s r- \\ \ / isisssssi.2£.saszs of aggssiiga m n53r to oo o '1 . whether or not vocation agr cu ture should be 1‘ ,X 1 added to the school's list of subjects? L l A L L l ‘7' 7‘ K V i bgl \& ,\ 10. How much would this program help a 535251;; to \ \ decide whether or not he was willing to pay his I \L, <5 \\ share of the cost of vocational agriculture? ' \L‘ ‘x ’ .L PL Ll k L T— r—* V U V 1(Very Much) 2(Much) 3(Some) b(Little) 5(Nons) Figure 3. Mean scores by groups of evaluators, composite score, and Key: -—I—I—I- ‘4' general score for 'What Shall We Teach?‘I Department staff members teacher educators and supervisors teachers and administrators — — -- Composite score General score 101 evaluators students of vocational agriculture adult citizens 254 How much did the program interest you? #1 _l_ —4 V 1 How much would you like to have everyone in your community who should be interested in the schools see thislprogram? W V How much would this program help the average citizen to understand that vocational agriculture is part of the educational program of the local high school? 1 A V 7 How much would this program help the gvergge citizen to better understand what our schools are doing? L__ j,— How much would this program help a person who knows little gbout vocational agricultgrs to understand it? A k f f How much would this program help ; yougg person to decide whether or not he should take vocational agriculture in high school? How much would this program help parents to decide whether or not they would want their children to take vocational agriculture? ' a l J j’ T How much would this program help a higtgry. mathematics, 2; other non-ggricultural teacher to understand the purpose of vocations agriculture and the work of the agricultural teacher? '_ a : 5W - How much would this program help a school super- , //(» \ intendent 23 board 2; education memBer to sci e I - . whether or not vocational agriculture should be ' 4| \ added to the school's list of subjects? / ’ A A a A A +——— Y. \ T T 1 ‘ ‘\\1 . I a I ~ I 10. How much would this program help a tagpgyer to , \Q\]~\\ ‘ . decide whether or not he was willing to pay his I \\a\\\\J share of the cost of vocational agriculture? + 1 5 + 4 1(Very Much) 2(Much) 3(Some) h(Litt1e) 5(None) Figure H. Mean scores by groups of evaluators, composite score. and Key: —/—l—-I- ‘4» e—e h -l--I-l 18 —.-_...- o9 —-—-—105 .o..... 21 general score for 'The Future Farmers of America' Department staff members — — -- Composite score general educators General score teacher educators and supervisors 221 evaluators teachers and administrators students of vocational agriCulture adult citizens 255 established by the other groups. This group reacted less favorably than other groups. The program “The Old Gray Mare Has Gone!" was eval- uated by eight teachers of agriculture and administrators, thirteen students of vocational agriculture, and twenty- seven adult citizens. The mean score for each evaluating group and the composite score have been reported in Figureji With a general score of 2.h5, the program was given a rated value falling between "much“ and "some." This is the only program of the series which adult citizens viewed less favorably than other groups. At the same time, teachers and their administrators were most favorable in their reaction. "Young Farmers in Action“ was evaluated by fifty students of vocational agriculture and twenty adult citizens. The mean score for each evaluating group and the composite score have been reported in Figure 6. The program wasgiven a general score of 1.89. Thus it was regarded as having slightly more than “much“ value. The adult citizens were somewhat more interested in this program than were the high school students. The adults thought the program to be of more value to a superintendent of schools and to a taxpayer than did the students. "Adult Education for Farmers" was evaluated by only twelve adult citizens. The mean score given this program by the group has been presented in Figure 7. The program 256 How much did the program interest you? 1 a— 1+ it I" 1 1 How much would you like to have everyone in . ‘ ‘\ your community who should be interested in the I \ . schools see this program? # It - + TL e I, I1 ' 3. —-—-— how much would this program help the gvergge citizen to understand that vocational agricul- ture Is part of the educational program of the I , / 1 local high school? . T I \ 1 r v 4 i “ / ' . “ / 1+. How much would this program help the mg i I , citizen to better understand what our schoo s L [y are doing? T \ ‘R‘. ' v ' T \ \‘>. 5. How much would this program help a pgrsgn m knows little bout vocational gricu ture to understand It I J y j? __‘/ 4+ v fi' \‘ l \ ix ‘ \ 6. How much would this program help 3 mpg . . \ 29319); to decide whether or not he should take . \ 1 \ :\ voca: onal agriculture in high school? ‘~ \ \ : \ \ \ : 7. How much would this program help m to \ \ . decide whether or not they would want their ‘, \l : children to take vocational agriculture? L A + + l a J T 1 I If 7' —" .’ / v 8. x7 5‘ 9. now much would this program help a My. ggthgmatics, 9_r_ other on— ric t r teach r to un erstand the purpose of vocat ona agr - culture and the work of the agricultural teacher? I I T I How much would this program help a 199.92]: ?%rintendent 93: begrd 9;. cduc ti n member to so e w st or or not vocation agriculture should be added to the school's list of subjects? ' \ _L #14; l \ \\ _L a 1 1 I I r I V 1' : . / I’ I {10. How much would this program help a tamer to , I , decide whether or not he was willing to pay his 1' l j 1’ share of the cost of vocational agriculture? *— T 4 e 3 ’ 1‘ : 1(Very Much) 2(Huch) 3(Some) MLittle) 5(None) Figure 5. loan scores by groups of evaluators, composite score. and general score for I"l'he Old Gray Hare Has Gone!‘I —--—-- 8 teachers and administrators} — — — Composite score —--—-- 13 students of vocational agriculture ------— 27 adult citizens General score 1&8 evaluators 257 1. How much did the program interest you? V“ ‘ 1 v w T x i ‘x ' 2. how much would you like to have everyone in your \ \ I ' community who should be interested in the schools ‘\ l i see this program? f g 1 J— —; ; T ‘ \ #7] / \ / 3. How much would this program help the \ / ‘¥;£$£%¥ to understand that vocational culture \ / s pa of the educational program of the local \I ’ high school? is A! :e ‘ 4T 1- T? I I\ \ n. how much would this program help the I \ to better understand what our schoo s I \ I “8’ ’ \ \ 7, /2(' 5. How much would this program help a gag ‘ IBQEQ Ft Maszisfilfigg 0 A]? ‘\ underskm d it ’ V "R‘ ’f V fi‘. V ‘x\§ 6. How much would this program help / F§\\~ decide whether or not he should ptake voca§*£%%lu I \\ agriculture in high school? to £ 4* ‘§ :7 see 4; \\\ I/ \\ I ‘ 7. How much would this program help to decide ., s‘ whether or not they would want the r c ldrsn to 4* .1 1 ‘5‘ ‘ take vocgtional agriculture? T '\i T T T \ z 8. How much would this program help a st , \I I thematics, g£_gtheg p99: i It s to \ ’ u erstand the purpose of vocat 0 cu ture ‘/ and the work of the agricultural teacher? ‘7’ 7’; V ‘Vi fi l ’1’ | 9. How much would this program help a schgg} figpgg: te e c t r o so ’1’ l i éfi:t%%;%§ru not voca MQ§.° nil agriculture should be A_ 4! I ‘ ‘ added tc‘the school's list of subjects? TV Y‘ T I I T V \ \ I i 10. How much would this program help a to \ I . decide whether orinot he was willing to pay his \ share of the cost of vocational agriculture? t \ i l 4 : e 1(Very Iuch) 2(Xuch) 3(Bome) b(Little) 5(lcne) Figure 6. loan scores by groups-cf evaluators. composite score, and general score for 'Ioung Farmers in Action' Key: —- —-— 50 students of vocational agriculture — — -— Composite score -- ----- 20 adult citizens General score 7O evaluators -—-—-- 4+ ,_------.J-------_--_---, # ii- p J- «- 4%- + 258 How much did the program interest you? a Jm T T How much would you like to have everyone in your community who should be interested in the schools see this program? 1* l I I How much would this program help the giggggg citizen to understand that vocational agriculture is part of the educational program of the local high school? A L V ' How much would this program help the average citizen to better understand what our schools are doing? 4 A T T How much would this program help a person who knows little about vocational agriculture to understand it? J L How much would this program help 5 zgggglpgrsgn to decide whether or not heshould take vocational agriculture in high school? I L 1r if L T 1(Very Much) A s —U 2(Much) d t 10. A T 3(Some) r 1 How much would this program help arents to decide whether or not they would want the r children to take vocational agriculture? J L I V How much would this program help a histor . mathematics, or other 22n:§gricultural teacher to understand the purpose of vocational agriculture and the work of the agricultural teacher? How much would this program help a school super- intendent 95 board g§_gducati¥n memSEr to ecide whether or not vocational agr culture should be added to the school's list or subjects? A_ V ' How much would this program help a 3552513; to decide whether or not he was willing to pay his share of the cost of vocational agriculture? r b(Little) 5(None) Figure 7. Mean scores by adult citizens and general score for IIAdult Education for Farmers' Key: -------- 12 adult citizens General score 12 evaluators 259 had a general score of 1.56. This adult group valued the program between “very much" and "much." Since this program was rated by only one group, the mean score is equivalent to the composite score. The adult citizens gave this program the highest general score of any program in the series. “Young Farmers in Action" was evaluated only by students and adult citizens. ”Adult Education for Farmers" was evaluated only by adult citizens. Since some of the more critical groups (teacher-educators and supervisors, for example) did not evaluate these programs, it is possible that they may have been overrated as compared to other pro- grams in the series. Figure 8 has compared the seven programs of the series according to the composite score for each of the ten criteria by which the programs were evaluated. From this Figure it can be seen that the series struck a high point or 1.2 in criteria one and two with “Adult Education for Farmers." ”The Old Gray Mare Has Gone!“ scored the low point in the series with a score of 3.0 in criteria seven and nine. The programs of the series have been arranged in rank order with relationship to general score as follows: ”Adult Education for Farmers" 1.56 "Young Farmers in Action" 1.89 "The Future Farmers of America" 1.96 ”A Farmer Now!“ 2.02 26H) 1. How much did the program interest you? Ag 1 L Jr _j_ V ‘ r l’ 1 ‘V _T \ . Y' . \ I I \ fl ii. \ 1 2. How much would you like to have everyone in your {H\ \l community who should be interested in the schools V \ \j see this program? I I _a A A r X 7 l: ‘ f r , I ’ \ f l 3. How much would this program help the average / ‘\ I \ citizen to understand that vocational agriculture , ‘+\ i is part of the educational programcaf the local i i, I \L,l high school? f j \{l’ '- F' I T I | It I - \ [A J a. How much would this program help the averagg . .\] gitizen to better understand what our schools 4' 71 \j are do ng? lg l J _L “I— 1 xi 7' W W f ; 1 \g \, / I \ 5. How much would this program help a person whg I ‘\ 1‘ knows little about vocational agriculture to ’ I ’ ‘ , understand it? 4~ . 747 4i: L How much would this program help 3_zgggg pgrsgn to decide whether or not he should take vocational agriculture in high school? How much would this program help 3.295%? to decide whether or not they would want their c ldrsn to take vocational agriculture? V ' How much would this program help a histgry. ggthematics, g; othgr ncn- ri ltur teacher to understand the purpose-3? vocational agriculture and the work or the agricultural teacher? I _A_. f T How much would this program help a sch 532%5. t d t g; Qgsrd gdgoatign mem er o co e w et er or not vocat onal agr culture should be added to‘the school's list or subjects? How much would this program help a Eggpgygg to decide whether or not he was willing 0 pay his share of the cost of vocational agriculture? A A ‘7' r T 1(Very Much) 2(Much) 3( Some) Mucus) 5(None) Figure 8. A comparison of the programs or the series according to Key: --—-—- A Community Locks Ahead A Farmer Now: —I— I— What Shall We Teach? —s—I— The Future Farmers of America composite score — — — - The Old Gray Hare Has Gone.‘ —--—-- Young Farmers in Action Adult Education for Farmers - 1-" 261 "A Community Looks Ahead" 2.1u “What Shall We Teach?“ 2.b2 "The Old Gray Mare Has Gone!“ 2.“5 Summary of Problems and Solutions The present study has treated the processes of eval— uation of the television series as part of the task of pro— ducing and using the series. Thus the problems which occurred in carrying out the evaluative procedures, and the solutions which were found to these problems are prOperly included in the study. The problems and solutions havebwen set forth in general terms in order that they might be more useful to an individual faced with a similar production task. Problem: On what basis should a producer evaluate a television series? Solution: He Should evaluate on the basis of the objec- tives of.the series. If a formal evaluative instrument is to be used, it should translate the objectives into terms which are meaningful to the viewer. Problem: Whom should a producer ask to evaluate the series? Solution: He should 1. secure evaluations from interested persons in his own organization. These individuals should be well 262 qualified to determine Whether or not the series was de- signed to fit its objectives. 2. secure evaluations from local leaders who capi- talize on the series by using it with their community groups. 3. secure evaluations from people who view the series as consumers. These are the people for whom the series is directly intended. a. recognize that there are many ways of evaluating the series. Informal conversations, interviews, staff meetings to view and discuss live programs or kinescOpes, postcards sent out with kinescopes, and formal evaluative devices placed in the hands of viewers may all be effective. Members of the organization who use kinescopes with groups of people can supply very valuable information. Problem: How can a producer use evaluations of a series? Solution: He should 1. use early evaluations received while the series is still in progress to improve the remaining programs in .the series. 2. particularly value suggestions received from members of his organization who have viewed early programs. He should use these suggestions for improvement of the remainder of the series. Fellow staff members will be 263 greatly interested in the success of the series, and will usually be more frank than most evaluators. Problem: How can a producer secure enough evaluations to be able to attach significance to the results? Solution: He should 1. make it easy for people to react to the series. 2. consider using personal letters and telephone calls to local leaders who are in a position to evaluate personally and to secure a number of evaluations from their groups. 3. use the kinescopes personally with individuals and groups whenever possible. Problem: How can the producer analyze the evaluations received, and thus avoid reaching conclusions regarding the series which may be erroneous? Solution: He should I. maintain a written record of the pertinent points brought out in informal evaluations. The nature of the in- formation recorded will need to determine the use to which it is put. 2. organize the results of formal evaluations into tables, graphs, or other appropriate devices which will 26h clarify general trends, unusual reactions of certain groups of viewers, and indications of strengths and weaknesses in the series. CHAPTER VI SUMMARY. CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY Summary As has been stated at the outset, the Present study reports certain phases of a project in utilization of the television medium for improvement of education in Michigan. The project was carried out under the auspices of the Mich— igan Department of Public Instruction. Specific reaponsibi— lity for the project was assigned to a member of the Staffof the agricultural education division of the Department. This individual served as Producer-coordinator of the pro- Ject, and he was responsible for all details of planning and execution. The present study has been limited to in- clude only those phases of the project which pertained to planning, production, use, and evaluation of the television series which was a part of the project. The Producer-coordinator worked in cooperation with the Staff of the agricultural education division and an overall committee of policy-making individuals who repre- sented the divisions of the Department. These groups served in an advisory capacity. The chief of the agricultural education division and the overall committee were called upon to make decisions which the Producer—coordinator did not have the authority to make. 265 266 It was planned from the beginning that the project was to consist of production and use of a series of educa- tional telecasts. Since the Producer—coordinator's work was in agricultural education, the content of the series was centered in this field, and specifically designed to relate to the secondary and out-of-school programs of voca- tional agriculture carried by 225 local school systems in the state. Relationship to other areas of education came about through showing the integral nature of vocational agriculture within the complete educational program of the community school. It was determined that, of the various types of television series which might be produced, a seriesdesigned to inform the school-supporting public of the nature and values of vocational agriculture as an integral part of the program of the community school would, within the policies and responsibilities of the Department, be most appropriate. A review of the literature in educational television and observation of useof television in the Philadelphia public schools aided and supported this decision. The objectives of the project were determined with the approval of the Department committee. The primary ob- jective was to improve local programs of agricultural educ- ation1 within the framework of complete programs of 1Treatment was actually limited to vocational agri- culture which is one phase of agricultural education. 26? education for local communities. Secondary objectives have been summarized as follows: (1) to assist school adminis- trators, all teachers, boards of education, parents of present and prospective students of agriculture, citizen- advisory groups, and the general school-supporting public to understand agricultural education and its relationship to their community's program of education; (2) to explore the role of the Department, working coOperatively with local schools, in utilizing educational television to ac- complish objective one (1); and (3) to determine the feasi- bility of utilizing educational television to accomplish similar objectives for other areas of education. The pres- ent study has been limited to secondary objectives one (1) and two (2). The content and specific nature of the series was determined as a result of (1) a survey of state-levelleaders in agricultural education ; (2) a survey of administrators and teachers of agriculture in schools offering vocational agriculture; and (3) advice obtained from a group of people made up of administrators, teachers of agriculture, and farmers representing six communities. The schools in these six communities were regarded as pilot schools; the repre— sentatives of these schools served as an advisory committee. The objectives were implemented through television portrayal of outstanding local programs of vocational agri- culture already in Operation. The pilot schools were selected, in part, because of their outstanding programs of 268 vocational agriculture. The content, locale, and talent for each program were provided by a pilot school community. Michigan State University's station WKAR—TV provided facilities, technical personnel, and air time for the ser- ies. Film clips constituted the primary visual aid used in the series. Department staff and equipment were made avail- able for photographic work. Title slides, credit slides, charts, and other visuals were prepared by the station. The Producer-coordinator was released from other duties on a one-fourth time basis for a one-year period in order to develop the series. The series consisted of seven fifteen-minute programs. The first program provided an overview of the series and of a complete program of vocational agriculture. Two programs dealt with supervised farming at the high school level; one program dealt with the Future Farmer organization; one with farm mechanics for high school students, young farmers, and adults; one with young farmer education; and one with.adult education for farmers. The importance of good classrooms, shOps, equipment, and the relationship of vocational agri- culture to other school programs were blended into the series wherever possible. Six programs employed a format consisting of a moderator, a group of from two to four peOple representing a pilot school, and film clips to pro- vide local setting and story content. One of the programs consisted of a dramatic portrayal of a teacher's visit to a farm family. 269 In order to permit maximum use of the series, the programs were kinescoped. WKAR—TV utilizes an ultra high frequency channel which few people are able to receive. Thus it was believed that the live telecasts were viewed by a very limited audience. Due to poor photography, the kine- scopes 1acked sufficient quality for re-use by other sta- tions. The series was used primarily, therefore. as films shown to local groups. Kinescopes were used in two ways. They were used by staff members as a consultant's aid in working with local school administrators, teachers, and board members; and they were distributed to teachers for their use with high school classes, service clubs, parent meetings, and rural groups. The showings reported by teachers were divided approximately equally between use with high school classes in vocational agriculture and adult groups. Although the series was intended primarily for use with adults, teachers evidently found values in the majority of the kinescopes for use with high school classes. Staff use of the series was evaluated through reports of Staff members following their use of a given kinescope. The chief values reported as a result of this type of use were as follows: (1) the consultant was able to provide local school people with a clear understanding of thenature, problems, and potentialities of vocational agriculture; (2) understanding was reached in a minimum of time. Teachers who used kineBCOpes were asked to report the uses made of each kinescope, and to react to the value 270 of each kinescope as used. For all but two of the kine- scopes, teacher reaction was generally favorable. The un- favorable reactions to one kinescOpe were preponderant. Another was used very little, and insufficient reactions were received in this case to be helpful in evaluation. The seven kinescopes were viewed and evaluated by one or more of the following groups: (1) Department staff members, (2) general educators, (3) teacher educators and supervisors in agricultural education, (h) teachers and ad- ministrators of vocational agriculture, (5) students of vocational agriculture, and (6) adult citizens from local communities. Viewer reaction to the series was appraised by use of a formal evaluative device which was completed by mem- bers of the various groups. A total of six hundred ninety- eight evaluations was received. The device was based on those objectives of the project which were applicable to local people. The objectives were rephrased in terms which were intended to be meaningful to the average viewer.Viewer response was based on the viewer's personal interest in the program, and values he believed it possessed for himself and others. Responses were in terms of a scale ranging from "very much" through "much,” 'some," “little," and "none." For purposes of analysis, these responses were translated into a numerical scale ranging from one to five respectively. The formal evaluations were analyzed in two ways. First, thewaere sorted by programs. Then the evaluations 271 for each program were sorted according to the six groups described in the preceding paragraph. The evaluative device included ten criteria. The mean score for each evaluating group was determined for each of the ten criteria. A graph was constructed in which the mean score for each evaluating group was indicated for each criterion. Next, a weighted formula was used to determine the mean score for each crit- erion for all of the individuals within the various groups who evaluated a given program. This curve was plotted and referred to as the composite score for the program. Finally, the composite scores for all of the criteria were averaged to determine the general score for the program. The general score was indicated on the graph as a straight vertical line. A similar graph was constructed for each program in the series. The general scores for the seven programs ranged from 1.56 to 2.b5. This means that the average viewer re- sponded to the seven programs of the series, in terms of personal interest and value he believed they possessed, within a range from approximately midpoint between ”very xmuch‘ and "much” to approximately midpoint between “much" and "some." In the second means of analysis, a single graph was constructed in which the composite score for each of the seven.puograms was individually plotted. This permitted direct comparison of the average viewer's reaction to each program under each criterion. 272 Conclusions Conclusions have been drawn relative to these four phases of the television series reported in the present study: (1) planning the series, (2) producing the series, (3) using the series, and (h) evaluating the series. The hypothesis that the conclusions have value has been based on the assumption that techniques of planning, production, use, and evaluation similar to those employed in the pres- ent television series will have application to similar series develOped under comparable circumstances. aiming the sea... Detailed, timely, cooperative planning is essential to the success of a television series.. Detailed planning can be responsible for success or failure in (l) securing ~approval of a series, and (2) carrying a series through to completion. Planning can be detailed to the extent of impeding the effectiveness of a series.2 Timely planning ‘will make it possible to coordinate the many detailed oper- vations within the available time limits. Cooperative plan- Iting'is necessary to secure good relationships among the jproducer, the members of his organization, peOple from local communities who are involved in production, the talent, and the station personnel. Cooperation will assure 2This has been illustrated in the present series by 'the overbplanning which occurred in the areas of (1) research ‘to find principles to portray, and (2) scriptwriting. 273 sharing of ideas, decisions, and responsibilities; this showing is vital to a valuable product. Pppducingthe Series The producer, fortified by the advice and counsel of those with whom he plans, must assume the role of the educational authority. He must have sufficient training and eXperience in the television medium to deserve the respect and confidence of those with whom he works. He must be willing to regard the station personnel as author— ities in technical television; he must be in a position to insist upon being regarded as the educational authority. 111111;; the Sprie 3 He must make plans for several types of uses of the series. Failure of one or more anticipated uses is then likely to leave at least one effective use which material- izes. If the existence, size, or appropriateness of an audience for the live telecasts is uncertain, and if the programs have repeat value, the series should be kinescoped for use as films. Evaluating the Series The series should be evaluated in terms of its pur- poses by its users and by its intended consumers. Suffic- ient means of evaluation should be planned to secure depend- able results. Early evaluations should be utilized to improve the unfinished portion of the series. The total 274 results should be analyzed in order (1) to Justify the effort and expense of producing the series, (2) to Justify the production of future programs or series, and (3) to im— jprove the next program or series. Page 1 states that the present study has two pur- poses: (l) to determine the problems occurring as the ser- ies was planned, produced, used, and evaluated; and (2) to find.solutions to these problems. The problems which occur- red and the solutions which were found have been reported in the final sections of Chapters III, IV, and V. They have not, therefore, been reported in this section of Chapter VI. Suggestions for Further Study This section has been limited to a presentation of unanswered questions which are believed to be apprOpriate for further study by the Department. 1. What inherent factors are present in the con— stitutional structure and function of the Department which have a bearing upon the type of teaching aids which it may properly produce and make available to local school systems? 2. Could the Department properly produce television programs for classroom use provided these were designed to stimulate local school systems to produce comparable pro- grams with their own resources? 3. Does the Department have a responsibility to encourage local school systems (a) to utilize the existing superior programs offered by educational and commercial 275 stations for curriculum enrichment? (b) to teach discrim— ination in choice of existing programs? 4. What should be the Department's position in advising school plant planners relative to equipping new school buildings for closed-circuit television? 5. What further effort should the Department eXpend in production of public information telecasts and kinescOpes? Which of its present functions could be implemented by uti- lizing television for public information purposes? Which school programs should be promoted by this means? 6. Should the Department promote the establishment of a network of educational stations to cover the state? 7. What have been the results of the present pro- Ject in terms of improving local programs of agricultural education within the framework of complete programs of education for local communities? I 8. What are the educational implications of closed- circuit television? 9. What evaluative techniques could have been used in the present study and should be used in future studies of a similar nature in order to reach more valid conclusions? SELECTED BIBLIOGRAPHY 276 SELECTED BIBLIOGRAPHY Books Brownell, Clifford L.. Leo Cans, and Tufie Maroon. Public Relations in Education. New York: McGraW-Hill Book COMPany p 1.9-3“? Callahan. Jennie W. Television in School, College, and Community. New York: McGraw Hill Book Company, 1953. Seehafer, E. F. and J. W. Laemmer. Successful gadio and TV Advertising. New York: McGraw Hill Book Company, 1951—. Hoddap, William. The Television Manual. New York: Farrar, Straus, and Young, 1953. Hamlin, Herbert M. .Agricultural Education in Community Schools. Danville, Illinois: The Interstate,l 1949. Periodicals 'An Educational Television Experiment, ' The Journal of the Association for Education _1 Radio, 11: 3, May, 1932. Bate, Frederick B. “Take a Look at ETV.“ American Vpcational Journal, 29:10, December, 1954. Conrad, Lawrence H. 'Research Into Classroom Television,“ The Journal of the Association for Education by Radio and Television. 1h: 5, February, 1955. Decker, Biron E. "TV is Show-Business," The Agricultural Education Magazine, 27:1. July. 19 Dunham, Franklin. "Television Aids Education.” The J urnal of the Association for Education _1 Radio, 11:%. March, 19 2. Editorial. Michi an State University Magazine, 1:2, October, 1933 Hainfeld, Harold. “From What I Hear," Journal oft the Association for Education by Radio and T* ele vision, '17:,6 March. 19575. Hansen, Carl F. “washington TV Goes from Boom to Bust,” .22§.§2222l Executive, 75:3. November, 1955. 277 278 Hard, C. Gustav and Donald P. Watson. ”How to Be a Good TV Teacher,“ The Journal of the Association for Educa- tion _1 Radio Lnd Eggevision, 1h: 3, December, 1955. Hickey, Phillip J. "Station KETC Reporting,“ The National Education Association Jo rnal, W5, May, “19 Klock, Dorothy. "TV-~A Challenge to the Teacher," The Journal 2;,the Association for Education _1 Radio and Television, 15:5, January, 1 . King, William H. "What Teachers Ex act from Educational Television,” The Instructor gaudio-Visual Supple- ment), June, 1954. Lawton, Sherman P. "Jottings from a Production Notebook," The Journal of the Association for Education by Radio and Television, IHED, January, 19 Levenson, William P. 'TV in the Classroom,“ National Education Association Journal, #2: 9, December, 1953. Putnam, Rufus K. "Minneapolis Builds Its Own ETV Station,” The School Executive, 75: 3. November, 1955. Warren, Earl. I'California and Educational Television,” The Journal 2; the Association for Education _1,RLdio, 12:5, January, 1 . Wieren. Harold E. ”Educational Television: Some Sug- gestions,“ Teacher's College Record, 54:23, October, 1952. _____.._... "—— Witt, Paul W. J. "TV in School? Not Until the Teachers are Convinced. ,' The Journal of the Association for Education 21L Radio and Television, 1D: 6, March, 1955. “The British Approach to ETV,‘ Courier-Unescg, 6:3, March, 1953. "The Case for and Against School TV,“ Cgurier-Unesco, 6:3, March, 1953. Publications of the Government, Learned Societies, and Other Organizations American Vocational Association, Incorporated. Your Public Relations. Washington, D. C.: American Vocational Association, 195h. . -w— ——T.—__ —— 5H. -~----- ~ 279 Federal Security Agency, Office of Education. A§_Evaluation of Lgcal Programs of Vocational Education in Agricul- ture, Vocational Division Bulletin No. 250, Agri. Series No. 58. Washington, D. 0.: Government Print- ing Office, 19h9. National Project in Agricultural Communications. Instruc- tor's Manual: Television lgmggg‘zgg. East fansing, Michigan: National Project in Agricultural Communi- cations, (n.d.). Philadelphia Public Schools. Report a; Television-Rfidio Agtivities. Philadelphia: Philadelphia Pfibl c Schools, 1953. Tonkin, Joseph D. and Alice D. Skelsey. Television for Yog, United States Department of Agriculture, Agricultural Handbook No. 55. Washington, D. C.: Government Printing Office, 1953. U. S. Department of Agriculture. lelevision Report: Program Methods Section III, Washington, D. C.: Office of Information, 1933. U. S. Department of Agriculture. Television Report: Visual ids, Section II. Washington, D. 5.: Office of nformation, I951. Veeder, James T. Television Handbook for Extension Workers. Department of Extension Teaching and Information. Ithaca, New York: Cornell University, (n.d.) Unpublished Materials Garner, Raymond. "Improving Programs of Supervised Farming in Vocational Agriculture,“ East Lansing,Michigan: Division of Education, Michigan State College, 1952. Hall, H. T., Chairman. ”Objectives, Principles, and State- ments of Position for Program Planning in Vocational Education in Agriculture.” Continuing Committee on Objectives, Principles, and Plans for Vocational Ed- ucation in Agriculture, 1952. King, Charles E. "A Case Study of the Evaluation and Use of Special Television Programs as an Instructional Aid in Vocational Agriculture.I Unpublished Doctor's dissertation, Michigan State University, East Lansing, Michigan, 1955. 280 Michigan State College. A_Guide for Persons Teaching Television Courses. (A mimeograph of the Continuing Education Services) East Lansing: Michigan State University, (n.d.). Philadelphia Home and School Council. Report of Television Elaluation Committee. Philadelphia: Pfilfiadelphia Public Schools, 1933. Newspapers State [Michigan] Journal, July 15, 1955. APPENDIXES Page 0 O O 282 B. Schedule for Location Film Shots. . . 294 A. Letters to Schools C. Scripts and Related Materials. . . 296 281 APPENDIX A Letters to Schools 282 283 November 29, 195a To: Superintendents of Schools Offering Vocational Agri— culture Dear Superintendent: We are interested in developing administrative and teacher aids which will be helpful in building and conducting more effective local programs of agriculture education. Educa- tional television programs which would interpret appropriate phases of agricultural education to parents, students, and interested citizens may offer help among these lines. It is not planned to produce television programs intended prima- rily for teaching in the classroom. Programs, when produced. will be made available in several ways: 1. Live telecasts available to viewers within range of the station in which they are produced 2. Kinescopes of the original programs which can be rebroadcast over any station 3. Use of the kinescopes as sound motion pictures by local groups (Kinescopes may be used with any 16 mm. sound motion picture projector) We will appreciate your reactions and the reactions of your agricultural teacher to the two questions indicated on the attached sheet. A copy of this letter and questionnaire is provided for your agricultural teacher. Information from your school will be most helpful in plan- ning the types of programs which may be developed and whether we should go forward with the project. It is important to keep in mind that kinescopes of the programs may be used as sound motion pictures regardless of whether or not you will receive the programs on television. Sincerely yours, Harry E. Nesman /s/ Harry E. Nesman, Chief Agricultural Education Division BKTzri Enc. cc: Vocational Agricultural Teacher 284 Survey of Interest in Educational Television Programs for Agricultural Education Name School Program Area; Specific Proggam Ideas In what areas of agricultural What specific program ideas education would television occur to you which would be programs be desirable aids for helpful if produced and made building stronger local pro- available? (List ideas grams? (Examples of areas: . below opposite areas indi- supervised farming programs, cated in left hand column.) young farmer, adult farmer, buildings and facilities,F.F. A., relationship of farm mechanics to agricultural ed- ucation, a complete program of agricultural education for a community, evaluating a pro— gram of agricultural education, use of advisory councils, use of land laboratories, etc.) If more than one area is of in- terest, list in order of choice. A 1. Please return to: Mr. Harry E. Nesman, Chief Agricultural Education Division P. O. Box 928 Lansing b, Michigan Return by December 17,195h 285 January 5. 1955 Mr. Roland Grein Superintendent of Schools Saranac, Michigan Dear Superintendent Grein: The Department of Public Instruction is planning to produce a series of television programs in agricultural education. The Agricultural Education Division of the Department's Of- fice of Vocational Education is taking responsibility for the actual production work. Mr. Burton K. Thorn, Agricul- tural Education Consultant, will act as producer. The series will be designed to inform parents and the gen— eral school-supporting public regarding the program of vo- cational agriculture and its relationship to the entire program of the local school. The primary objectives will be to strengthen school-community understandings generally, and specifically, to strengthen the local program of agri- cultural education. The series of television programs will not be particularly intended for classroom use. Rather, the programs will be intended for use with community groups, in- cluding parents of students of vocational agriculture, rural organizations, boards of education, school staffs, parent- teacher associations, agricultural advisory councils, and other similar groups. The programs will be available (1) as live broadcasts over the Michigan State College Station WKARrTV, (2) as kine- scopes which may be re-broadcast over other stations, and (2) as a film library for use with any 16 mm. sound motion picture projector. Thus ability to receive WKAR-TV in your school is only a minor factor in determining whether these programs will be of value to your school. We bolieve if such a series of television programs is to be of maximum value to local communities, local peOple will need to be involved in planning. We hope to secure the co- operation of about six pilot schools in planning the pro- duction and use of the series. We have considered schools with a good program of vocational agriculture, a capable teacher believed to be interested in educational te1evision, and a superintendent whom we believe would be interested in pioneering in television as an aid to education. We wish to invite your school to serve as one of the pilot schools. If you can accept, we need the help of your teacher of agri- culture on the planning committee. Also several administra- tors are very much needed on the committee and it is hoped you may be able to serve personally or ask your high school 286 principal to work with the committee. An outstanding farmer or other rural leader is invited to serve. Two or three meetings are anticipated and the first meeting will be held in the Vocational Office Conference Room, 600 Bauch Building, 115 West Allegan Street, Lansing, on Jan- uary 2“ from #:30 to 9:00 P.M. Some of the agenda items planned for this meeting are as follows: 1. Review a recently completed survey of interest in television for agricultural education . View an experimental television program produced last summer Structure the series of programs Plan means of bringing out the relationship of vocational agriculture to general education Lay plans for recruiting an audience for the pro- grams . Plan means of evaluating the programs . Plan time schedules \JO\ U'l cu N 0 Your school will be reimbursed at the end of the fiscal year at a rate of fifty per cent of travel and meal costs incur- red by your teacher in attending these meetings. We are un— able to reimburse eXpenses of administrators but suggest that you may wish to ride with your teacher. Please complete the enclosed card and return it as soon as you have had an opportunity to make a decision. We hope your school will be able to participate in this project. Sincerely, H. J. VanWestrienen BKT:ri Enc. 287 Mr. Myron H. Reyher Superintendent of Schools St. Charles, Michigan Dear Superintendent Reyher: Enclosed you will find a broadcast schedule for the series of agricultural education telecasts with which your school is cOOperating. We are interested in having as many people as possible see these telecasts in the live broadcast form. Also we are in- terested in the reactioncaf the people who see the programs. We assume you will be interested in the reaction of people in your community and also in other communities, particularly to the program in which your school is participating. One way in which both you and the Department of Public In- struction can accomplish this is for each pilot school to ask a group of interested local peOple to view as many as possible of the programs in the series and evaluate them. If each of the six pilot schools could obtain from ten to twenty-five or more evaluations of each program, we would have some very interesting and valuable information from both your standpoint and also from the point of view of the Department. The programs are intended primarily for adults and we believe the majority of the viewers selected should be adults. A few high school students will be appropriate. We have prepared an evaluation form based on the objectives we discussed at our committee meeting on January 2“. Per- haps you should advise viewers in responding to questions one to ten to place themselves in the position of the kind of person described and underlined in the question before responding. The evaluations will be valuable even though all Questions are not answered. Since we are very close to the first program which is sched- uled for April 22 over WEAR-TV at 8:00 P. M.,.we are send- ing a supply of the evaluation form for this first program. If you can cooperate in securing viewers and their evalua- tions, you may be willing to reproduce this form in suffic- ient quantity for your use with future programs. If you prefer, we can supply you with as many capies as you will need for the entire series. Let us know how many cOpies you will need if you wish us to reproduce the evaluationform. If you can cooperate, you may wish to make your own summary of the evaluations before returning them to us. However, we will be glad to summarize the results of the evaluation of your program by the six pilot schools and provide you with a report. Sincerely yours, Burton K. Thorn, Agricultural Education Consultant cc: Mr. Carl D. Nelson 288 TELEVISION PROGRAM OR FILM REPORT (Please do not sign your name) School Name of program of film _. Date Your Age Occupation What did you like best about this program?__ How can future programs be made better than this one? Would television programs or films describing other pro- grams or subjects offered by the school be helpful? Yes___ No . If your answer is "yes," what school programs or subjects should be considered?_ .‘ Check response which best described your answer to each question: In answering questions 3 through 10, try to im- agine yourself in the place of the kind of person described and underlined in the question. Please be sure to turn in your report even though you do not answer every question. Very Much Much Some Little None 1. How much did the program in- terest you?. . . . . 2. How much would you like to have everyone in your com- munity who should be inter- ested in the schools see this program? . . . 3. How much would this program help the average citizen to understand that vocational agriculture is part of the educational program of the local high school? . . . b. How much would this program help the average citizen to better understand what our schools are doing? . . . 10. 289 How muche would this program help arson who knows little a 6cut vocational agr riculture to understand it? How much would this program help a young person to de- Very Mpch Much Some Little None cide Whether or not he should take vocational agriculture in high school?. . . . How much would this program help parents to decide whether or not they would want their children to take vocational agriculture? . . How much would this program help a history, mathematics, or other non-agricultural teacher to understand'the purpose of vocational agri- culture and the work of the agricultural teacher?. . . How much would this program help a school superintendent or board of education member to decide whether or not vo- cational agriculture should be added to the school's list of subjects? . . . . How much would this program help a taxpayer to decide whether or not he was will- ing to pay his share of the cost of vocational agricul- ture? O 0 O I O O O 0 Ybu may use the other side for additional comments. 290 April 1Q, 1955 To: Superintendents of Schools Subject: Television Series in Agricultural Education Gentlemen: The Agricultural Education Division of the Department of Public Instruction wishes to announce a series of seven television programs. The series will be broadcast over WKARsTV, The Michigan State College Station. A copy of the broadcast schedule is enclosed. Please note that the first program is scheduled for Friday, April 22, at 8:00p.m. We are also enclosing a copy of the Department's objectives in producing this series of programs. We are not sure whether your school is within range of WKAR-TV. At any rate, these programs are being_kinescoped and will be available later as sound moving picture films. You and your agricultural teacher are invited to view these programs if this is possible. A copy of this letter and the attached materials are enclosed for you to pass along to your agricultural teacher if you believe this is appro- priate. We hOpe you and your teacher will invite appropriate local peOple to view these programs. We need as many evaluations of each program as it is possible to obtain. Several copies of an evaluation form are enclosed. Perhaps you and your teacher can distribute these to people who will have an op- portunity to view the April 22 program. Ybu are welcome to reproduce the evaluation form for later programs. If this is difficult, let us know the number of cOpies you Would like, and we will reproduce them for you. If you will return any completed evaluations you are able to secure soon after each broadcast, we will appreciate it very much. Sincerely yours, Harry E. Nesman/s/ Harry E. Nesman, Chief Agricultural Education Division BKT : ri Enc. cc: Agricultural Teacher 291- Department of Public Instruction Television Series in Agricultural Education April 11, 1955 Title of Series: Agricultural Education in the Community School Program Schedule: School St. Charles Ovid Grand Ledge Saranac Bellevue Ovid Chesaning Date Title April 22, 1955 A Community Looks Ahead May 6, 1955 A Farmer Now: June 3, 1955 What Shall We Teach? July 1, 1955 The Future Farmers of America July 29, 1955 The Old Gray Mare Has Gone! August 26, 1955 Young Farmers in Action September 23,1955 Adult Education for Farmers The first three programs will be telecast from 8:00-8:15 p m. on the dates indicated. The broadcast time for the remaining programs is unknown at present. The dates are assured but the broadcast times will be announced later. 292 September 30, 1955 To: Superintendents of Schools Offering Vocational Agriculture Gentlemen: Several months ago we announced intention of producing a series of television programs in agricultural education deo signed to acquaint adult citizens in local communities with the program of vocational agriculture. Our intention was announced to have the broadcasts kinescoped so they would be available as 16 mm sound motion picture films. You were invited to give your reactions to such a series, and to ask your agricultural teacher to react also. YOu and your teacher were also invited to indicate the types of programs in which you would be interested. A large number of schools responded to this invitation and provided us with many helpful suggestions. The series has now been completed and a set of films will be available by November 1 for'distribution to local schools. If we receive a large number of requests, it will be nec- essary to establish some sort of priority arrangement. We 'believe that it may be appropriate to give priority to those schools which manifested interest in the series by respond- ing to the survey indicated above. However, all schools are invited to order those films believed to be useful locally. The films available are listed below along with the school which c00perated in the live broadcast. Title of Series: Agricultural Education in the Community School School Title Subject St. Charles A Community Looks Ahead Starting a new pro— gram of vocational agriculture Ovid. A Farmer Now! A teacher visits a new vocational agri- culture student and his parents Grand.Ledge What Shall We Teach? Relationship of the student's problems on his home farm to teaching School Title Subject Saranac The Future Farmers Activities of a of America chapter Bellevue The Old Gray Mare Has Meeting farm mech- Gone! anics needs Ovid Young Farmers in A local program for Action: young farmers Chesaning Adult Education for A local program for Farmers adult farmers In considering use of the series or any of the programs with- in the series, we suggest you keep in mind the objectives in producing the series. This will help you to understand the uses which might be made of these films. The primary ob- jectives of the series is to improve local programs of agri- cultural education within the framework of complete programs of education for local communities. We believe the series will assist the following kinds of people with their under- standing of agricultural eduCation within the framework of the complete program of the community school. School eople (administrators, all teachers, and boards of education), parents of present and prospective vocational agriculture students, citizen advisory groups working with local programs of education, parents of students not interested in agricul— tural education, community organizations such as Parent- Teacher Associations, service clubs, farm organizations, and all others whose interest in education is important to the welfare of the public school. This statement of objectives should help you to determine the possible uses of the films. They are not intended for use with high school groups, although they may be useful in this respect. The Future Farmer program probably would be of most interest to high school students. You, your principal, your agricultural teacher, and other appropriate persons may wish to jointly determine whether or not you wish to use any of these films. If you decide to order one or more films from the series, we will appre- ciate having your order giving first, second, and third choices of dates as soon as possible. Sincerely yours, Harry E. Nesman, Chief Agricultural Education Division BKT:dh APPENDIX B Schedule for Location Film Shots 294 295 Schedule for Location Film Shots at St. Charles and Chesaning 9:00 a.m. 9:45 a.m. 10:15 a.m. 10:h5 a.m. 11:15 a.m. 11:30-12:15 12:30 p.m. 1:30 p.m. 2:00 p.m. 7:15 p.m. 8:00 p.m. 8:30 p.m. 9:00 p.m. 9:30 p.m. March 9, 1955 Reach St. Charles and go directly to the office of the present of the Board of Education, Mr. William Gould, to make a shot in his office. Move to farm shop for picture of class in action. Shot of high school class in the agricultural classroom F.F.A. meeting Shot of telephone conversation in superintendent's office p.m. Lunch Visit farm of Young-farmer class member Reach Chesaning Visit farm of Chesaning Adult farmer class mem- ber for picture Return to St. Charles for picture of Board of Education in superintendent's office Pictures of advisory committee in the agricultural classroom Adult class in session Return to Chesaning for shot of adult class Picture of adult advisory committee APPENDIX C Scripts and Related Materials 296 297 Michigan Department of Public Instruction Television Project in Agricultural Education Series: A Community Program of Agricultural Education Program: A Community Plans for Agricultural Education Cooperating School: St. Charles Cooperating Teacher: Carl Nelson Cast: Moderator, teacher, superintendent, board of educa- tion president, chairman of agricultural advisory council Program outline Introduction: Announcer introduces moderator who introduces the series. The group is discussing the conditions which led to need for a program of vocational agriculture in the St. Charles Pub- lic Schools. The president of the board of education states that a number of farmers and young—farmers from districts considering annexation to the St. Charles district had talk- ed with him regarding their desire for vocational agricul- ture. A film clip shows the following scenes and the group in the studio provide appropriate comment. Mr. Wall, a hatcheryman is visiting with the president of the board of education in the president's office regarding this problem. The board president picks up the telephone and calls the superintendent of schools. The film clip cuts to the super- intendent's office, who answers the telephone. They talk briefly and the superintendent makes a note on his calendar. The next scene is a meeting of the board of education called for the purpose of considering the several reQuests for vo- cational agriculture. The individual members of the board have also been interested in establishing this program. It is their decision to ask a number of the interested people to serve as an advisory committee to make recommendations to the superintendent and board regarding the type of pro- gram they wish. The next scene in the film clip shows the original advisory council in session. They are well aware of the need for a Program for the high school youth. They are interested in providing continuing education in agriculture for those who have dropped out of school or who have graduated and are in- terested in establishment in farming as well as others who have establishment problems. They recognize the importance of the F.F.A. in vitalizing instruction, developing leader- ship. attitudes of cooperation and citizenship. They appre- ciate the need for help by adult farmers in the community. They realize appropriate facilities and equipment will be 298 needed for a good program. They believe farm mechanics is important. Therefore, their recommendations to the board included all of these aspects of the complete program of agricultural education. The film clip then shows the following scenes of the program which resulted. l. A high school class in session in the classroom; two members d‘ the class are demonstrating tissue testing. 2. A meeting of the F.F.A. The chapter is considering the need for a trailer and breeding crate for the coOperative swine project. 3. A class working in the farm shOp; work is going on at each of the work stations. A tractor is being serviced. 4. A visit to a Young—farmer's home farm. The teacher is shown entering the driveway. He and the Young- farmer walk to the barn. The teacher dehorns a calf with the electric dehorner. He leaves a set of milk sample bottles and scales. 5. The adult class in session. The district forester is present as a resource person to help with prob- lems which have been recognized by the class. The teacher is in charge of the group and the forester sits with the group and enters into the discussion. Following this presentation of the program, which grew out of the planning, the present advisory committee is seen in session. They have met for the purpose of evaluating the program and they are pleased with the results. However, they are not satisfied. LThey see need for further growth and they particularly recognize the need for improved fac- ilities. These will come along with a high school building program which is contemplated in the near future. Also they see a need for a program which will more adequately meet the needs of the many rural people who are part-time farmers. They decide upon recommendations in these two areas. The moderator makes a forward connection with the next program in the series. 299 Michigan Department of Public Instruction Television Project in Agricultural Education Series: A Community Program of Agricultural Education Program: Supervised Farm Practice Cooperating school: Grand Ledge C00perating teacher: Ronald Richmond Length of program: 15 minutes Cast: Moderator, teacher, superintendent, guidance counselor, boy Program ogtling Introduction: Announcer introduces moderator (background music) who relates program to series. Scene 1: Studio set with teacher-counselor seated at desk counseling with an eighth grade boy. The follow- ing points are brought out: . This is the teacher to whom this boy is assigned for guidance counseling Every student is assigned to a teacher for coun- seling The boy is in the eighth grade,the season is spring prior to the closing of school The boy is making plans for his 4—year high school schedule . He is quite sure he wants to take vocational agriculture; he is also interested in taking all the shop courses he can 6. The counselor shows him the possibility of doing both. Counseling is obviously to give the boy information to make a decision; the decision is his. His decision need not be final but can be altered at any time if additional information presents itself 7. He makes the decision to take vocational agricul- ture but the way is left open to take trade shop courses in the junior and senior years 8. He is assured college is also possible with his plan U! {1' U N H 0 Scene 2: Studio interview with teacher, superintendent, and moderator. Following Points are brought out: 1. In summer following counseling interview, teacher visited boy and parents at home to verify wisdom of boy's decision, asnwer parents' questions, and make sure boy is eligible for vocational agricul- ture. 300 Shortly after opening of school the following fall, a meeting of parents of beginning voca- tional agriculture students is held in the agricultural classroom by the teacher. This is accompanied by a film clip of the meeting which brings out as many as possible of the following points: a. Work in vocational agriculture is center- ed around the farming programs of the student. (Parents are shown a chart show- ing a good farming program for a begin- ning student) b. Teaching is based on the problems faced by the boy as he carried out his farming program c. Teaching takes place in the classroom, laboratory, farm shop, and also on the farm d. Separate courses are offered for boys from part-time farms and commercial farms. (A second chart shows a good farming program for a boy from a part- time farm) e. Several older students reported to the parents on their farming programs. They described how they started and the pro— gress they have made toward establish- ment in farming. f. The parents were assured that the teacher would discourage farming programs which would unduly compete with the parents' income from farming. Rather, farming programs would supplement and eXpand the present farming operations. g. The teacher will plan to visit each boy and his parents as soon as possible to get better acquainted with the parents and the farm. The parents are asked to plan with their sons in the meantime. Following parent meeting, teacher begins round of visits. He describes visit to farm of boy who received counseling in Scene 1. This is ac- companied by film clip which illustrates as many as possible of the following points: a. 0n farm visits, teacher serves as liaison between parents and their son's other teachers b. Boy had taken a farm inventory; teacher has this with him m.“ 301 c. On visit, teacher, father and boy tour the farm and together they consider farm- ing program possibilities in light of farm's and boy's needs. d. At conclusion of visit, the possibilities are discussed with the mother e. A chart shows the resulting farming pro- gram f. The farming program includes partnership in at least one enterprise g. An agreement has been drawn up and signed by the parents, boy, and teacher u. Similar planning on each farm makes it possible for the teacher and students to jointly plan a course of study for the rest of the year. A film clip shows a class in session concluding their planning of the year's work. These points are brought out: a. Nearly all of the boys have or will soon have dairy, swine, crepe, soils, and farm mechanics in their farming programs. All have ownership projects, improvement projects, and supplementary practices in several areas. All have decisions to make and problems to solve. The course is planned seasonally to give help with de- cisions prior to need for a decision. b. Nearly all of the boys have dairy pro- jects, and they are interested in improv- ing the home herds through production records. Today, the plan calls for the first lesson in dairy herd improvement. Two boys from last year's beginning class demonstrate milk testing. 5. Superintendent brings out relationship of voca- tional agriculture to the complete school program with following points: (Film clips) a. Vocational agriculture students have visited junior high school science classes to demonstrate soil testing b. Elementary pupils have observed poultry incubation and brooding program. Moderator makes forward connection with next program in series. 302 PROGRAM SCRIPT MICHIGAN DEPARTMENT OF PUBLIC INSTRUCTION TELEVISION SERIES IN AGRICULTURAL EDUCATION SERIES TITLE: PROGRAM TITLE: AGRICULTURAL EDUCATION IN THE COMMUNITY SCHOOL A COMMUNITY LOOKS AHEAD COOPERATING SCHOOL: ST. CHARLES BROADCAST TIME: CAST: VIDEO APRIL 22, 1955. 8:00 P.M. to 8:15 P.M. MR. MYRON REYHER, SUPERINTENDENT OF SCHOOLS, MR. WILLIAM GOULD, PRESIDENT, BOARD OF EDUCATION MR. CARL NELSON, TEACHER OF AGRICULTURE MR. SHELTRAW, CHAIRMAN OF AGRICULTURAL ADVISORY COUNCIL MR. BURTON K. THORN, MODERATOR CAST IS SEATED IN THE STUDIO IN PANEL FASHION AUDIO FILM: SCHOOL AND FARM SCENES TMUSIC UP AND UNDER (SLIDES SUPERIMPO PUBLIC INSTRUC SED) 1. MICHIGAN DEPARTMENT OF ANNOUNCER: The Michigan De-n TION partment of Public InstructiOn presents - OKS AHEAD A Community Looks Ahead - the 2. A COMMUNITY LO 3. AGRICULTURAL E THE COMMUNITY first in a series of programs designed to acquaint you with— DUCATION IN Agricultural Education in the SCHOOL Community School. 303 Your host for the program is Burton Thorn. MUSIC OUT MR. THORN: Success doesn't usually just happen, whether we are talking about farming or business, or your kind of work, whatever it is; or about our schools. Planning and hard work are very important in running a Successful commun- ity school program. We want you to meet a group of people from St. Charles, Michigan, who share the responsibility and the credit for the good school program offered to the people of the St. Charles com- munity. Right now, these folks are interested in telling you about their program of voca- tional agriculture. We think you will be interested in knowing how the present program of vocational agriculture got started in St. Charles, what it does for the peOple of the CU: MR. GOULD FILM CLIP: MR. WALL IN MR. GOULD'S OFFICE 304 community, and something about the planning these people are doing to improve vocational agriculture's ser— vice to rural people in the St. Charles area. We'll introduce them to you as we go along. First, we would like you to meet Mr. William Gould, president of the St. Charles Board of Education. Mr. Gould, would you take us back a few years to about the time when you folks began to really move forward toward your present program of vocational agriculture? MR. GOULD: Brings out following ideas: (1 minute) 1. Several rural districts were con- sidering annexing to our district. 2. Wellington Wall, hatcheryman, lives in one of these districts. He came to my office in (season and year) 3. He was like a lot of other people who talked with our superintendent and with board members. b. These folk; were willing to send their children to St. Charles if we I [could offer a good school program. FILM CLIP: MR. REYHER ANSWERS TELEPHONE 305 5. Mr. Wall was one of those who Was interested in vocational agriculture. 6. He had a boy who wanted this course. He felt that whether his boy became a farmer or took over the hatchery, or entered some other busi- ness serving farm people, vocational agriculture would help him. 7. Phoned Myron Reyher, who is our superintendent. We had been thinking about vocational agriculture, and Mr. Reyher had talked with other superin- tendents in communities where this course was offered. 8. Mr. Reyher and our board were about ready to get vocational agricul- ture under way, but the interest shown by people like Mr. Wall helped us to get under motion. MR. REYHER: Brings out following ideas (45 seconds) 1. We believe at St. Charles that our school program should not only do a good job for the ___ per cent of our'graduates who go to college, but also for the other per cent MR. THORN MR. REYHER 306 who are faced with earning a living when they graduate from high school. 2. We were hoping to be able to add vocational agriculture to our high school curriculum for the farm youth who were interested in becoming far- mers or who were likely to be working in jobs relating to farming. b. When Mr. Gould called, I was working on an agenda for our next board meeting. 5. We agreed to discuss vocational agriculture at this meeting and see if the board was ready to move ahead to get the program started. I added this to the agenda. MR. THORN: It was nice seeing you in your office, Mr. Reyher, but we would like to introduce you in per- son. What action did your board take? MR. REYHER: Brings out following points (#5 seconds) 1. The board favored the idea. 2. Decided to appoint an agricultur- al advisory committee. 3. Invited several of the people who had expressed interest, as well 307 as others who would represent the area our high school was serving. u. The people accepted. 5. The committee was advisory in nature and was asked to study our needs, find out about vocational agriculture in other schools, and make recommendations to the board for the type of program we should have. 6. Mr. Gould agreed to be a commit- tee member and represent the board. Mr. Wall was one of the members. I acted as an ex officio member. CU: MR. THORN MR. THORN: Mr. Sheltraw, I under— stand you were appointed chairman of the original committee and that you are still serVing as chairman. We'd like you to meet Mr. Sheltraw and have him tell us about the recom~ mendations his group made to the board of education. CU: MR. SHELTRAW MR. SHELTRAW: Brings out fOIIOWing ideas (90 seconds) 1. We didn't come out with a plan at our first meeting. 2. Met several times, visited TITLE SLIDES: 1. HIGH SCHOOL CLASSES 2. FUTURE FARMER CHAPTER 3. YOUNG FARMER EDUCATION 1*. ADULT FARMER EDUCATION 5. FARM MECHANICS 308 several other schools teaching voca- tional agriculture. 3. Finally arrived at recommenda- tions which included: a. Four years of vocational agricul- ture for high school students. b. A Future Farmer chapter; this was believed valuable because it would hold interest, deve10p leadership, a cooperative attitude, and make better citizens. G. Help for the young fellows on farms who were out of school. Some of these were boys who dropped out of school, most were graduates. Were interested in anyone, regardless of age, who was trying to get started in farming. d. A lot of older farmers felt the need of getting together regularly and thought the school could help with instruction to help them do a better Job of farming. e. Farms are becoming more and more mechanized; We saw need to teach farm mechaniés. CU: MR. THORN CU: CARL NELSON FILM: HIGH SCHOOL CLASS FILM: F.F.A. MEETING FILM CLIP: FARM SHOP CLASS 309 f. Good agricultural classroom, farm shop, and good library and equipment would be needed MR. THORN: This was certainly an ambitious plan, Mr. Sheltraw, in that it included about all the ser- vices a school usually offers with vocational agriculture. We under- stand your committee's recommendations were accepted, and a teacher was hired. Right now we'd like you to meet that teacher, Mr. Carl Nelson. It must have been a real challenge, Carl, to develop the program these folks laid out for you. Will you tell us about your program? MR. NELSON: Brings.out following points: 1. Describe high school classes generally, soil testing activity specifically 2. Describe F.F.A. generally, action being taken specifically (#5 seconds for l and 2) 3. Describe farm mechanics program generally, bringing out special facilities, integration, instruction 310 FILM CLIP: SERVICING based on home farm needs; describe AIR CLEANER activities shown specifically (1 minute and 20 seconds) FILM CLIP: VISIT TO #. Describe young-farmer program FARM OF generally, bringing out facts that YOUNG- this program is available for those FARMER becoming established in farming, age is not too important, serves school drOp outs, high school graduates whether or not they took vocational agriculture. FILM CLIP: DEHORNING ‘Mention that this boy (name) is CALF farming part-time; describe dehorn- ing process, describe purpose of leaving clippers. Bring out hope of a partnership with father in this and similar cases. (1 minute and 30 seconds) 5. Describe adult program in general. Describe this class meeting and use of farm forester as a resource per- son (45 seconds) cu: MR. THORN MR. THORN: We certainly appreciate this description of the St. Charles' program of vocational agriculture, Carl, as it grew out of the earlier planning described by Mr. Gould, CAMERA ON GROUP FILM CLIP: ADVISORY COMMITTEE MEETING MR. REYHER 311 Mr. Reyher, and Mr. Sheltraw. I suppose you folks might be expected to be pretty well satisfied with your program as we've seen it. MR. GOULD: We're pleased, but not satisfied. MR. REYHER: The advisory committee has continued to work and they've made some more recommendations which we plan to carry out. MR. THORN: Will you tell us about these recommendations, Mr. Sheltraw; MR. SHELTRAW: Brings out following points: (35 seconds) 1. At last meeting we recommended: a. A larger farm shop b. A new classroom, with a better laboratory for such things as soil testing and milk testing c. Our community is changing and a lot of pe0ple are working in Saginaw and farming part time. We think our program shOuld be doing more for these people. MR. REYHER: (#5 seconds) 1. Planning to build a new high school MR. THORN 312 2. St. Charles is a community of modest means financially, and our present farm shop and agricultural classroom have been the best we could afford up to now. 3. Along with our new high school, we plan to build new facilities for vocational agriculture (describe briefly) MR. THORN: You have seen how the school peOple and citizens of St. Charles have worked together in planning an outstanding program of education for their rural community. You have seen the program of voca- tional agriculture which grew from their planning and hard work. And then, you have seen how these people are looking ahead and planning to improve the educational service of their school for the days to come. In the next program of our series, we want to take you to Ovid, Mich- igan, and show you that a boy taking vocational agriculture can not only be a farmer some day, but he is a farmer now. 313 GO TO SCRIPT AT END OF ANY SENTENCE PAD FOR ST. CHARLES PROGRAM WE WISH THAT EVERY MEMBER OF YOUR BOARD OF EDUCATION, OF YOUR AGRICULTURAL ADVISORY COMMITTEE, AND OF YOUR SCHOOL STAFF COULD HAVE BEEN WITH US HERE TODAY. THERE ARE MANY OTHERS BACK HOME IN ST. CHARLES WHO COULD HAVE CONTRIBUTED TO THIS DISCUSSION AS EFFECTIVELY AS THEY HAVE CONTRIBUTED To THE DEVELOPMENT OF AGRICULTURAL EDUCA- TION IN YOUR COMMUNITY. I'M SURE ALL OF YOU MEN HERE WOULD LIKE TO INVITE ALL OF YOU TO COME TO ST. CHARLES TO SEE WHAT IS GOING ON IN THEIR COMMUNITY SCHOOL PROGRAM. FILM: SCHOOL AND FARM SCENES (SLIDES SUPERIMPOSED) 1. A COMMUNITY LOOKS AHEAD AGRICULTURAL EDUCA- TION IN THE COMMUN- ITY SCHOOL AGRICULTURAL EDUCA- TION DIVISION DEPARTMENT OF PUBLIC INSTRUCTION ST. CHARLES PUBLIC SCHOOLS BURTON THORN LEE FRISCHKNECHT 311+ MUSIC UP AND UNDER ANNOUNCER: You have Just seen "A Community Looks Ahead - the fourth in a series of programs about Agricultural Education in the Com- munity School - produced by the AgriCultural Education Division of the - Michigan Department of Public In- struction - in cooperation with - The St. Charles Public Schools. Your host for the program was Burton Thorn, consultant in agri- cultural education. The program was directed by Lee Frischknecht. 315 PROGRAM SCRIPT MICHIGAN DEPARTMENT OF PUBLIC INSTRUCTION TELEVISION SERIES IN AGRICULTURAL EDUCATION SERIES TITLE: AGRICULTURAL EDUCATION IN THE COMMUNITY SCHOOL PROGRAM TITLE: THE OLD GRAY MARE HAS GONE! COOPERATING SCHOOL: BELLEVUE BROADCAST TIME: JULY 29. 5:00 P.M. TO 5:15 P.M. CAST: MR. FRANK RICHARDSON, HIGH SCHOOL PRINCIPAL MR. WILLIAM GARVEY, TEACHER OF AGRICULTURE MR. CLARENCE MORSE, PRESIDENT OF THE BOARD OF EDUCATION AND MEMBER OF THE ADULT FARMER CLASS IN FARM MECHANICS MR. BURTON K. THORN, MODERATOR SET: MR. RICHARDSON, MR. GARVEY, MR. MORSE, AND MR. THORN ARE SEATED INFORMALLY IN THE STUDIO VIDEO AUDIO JFILM} SCHOOL AND FARM MUSIC UP AND UNDER SCENES (SLIDEs SUPERIMPOSED) 1. MICHIGAN DEPARTMENT ANNOUNCER: The Michigan Department PUBLIC INSTRUCTION of Public Instruction presents - 2. THE OLD GRAY MARE The Old Gray Mare Has Gonel—the HAS GONE: fifth in a series of programs de- signed to acquaint you with - 3. AGRICULTURAL EDUCA- TION IN THE COM- MUNITY SCHOOL SHOT DOLLYING IN FOR CU OF MR.THORN CU OF PANEL MEMBERS AS THEY ARE INTRODUCED FARM MECHANICS SCENES‘ (APPROXIMATELY 6 MINUTES) FILM: CU: MR. THORN AND PANEL MEMBERS AS APPROPRIATE CU: MR. THORN SCHOOL AND FARM SCENES FILM: (SLIDES SUPERIMPOSED) 1. THE OLD GRAY MARE HAS GONEJ. AGRICULTURAL EDUCA— TION IN THE COMMUN- ITY SCHOOL 316 Agricultural Education in the Com— munity School Your host for the program is Burton Thorn MUSIC OUT MR. THORN: INTRODUCES SUBJECT INTRODUCES PANEL MEMBERS PANEL NARRATES FILM MR. THORN: MODERATES A SERIES OF QUESTIONS MR. THORN: CLOSES OUT PROGRAM. INTRODUCES NEXT PROGRAM IN'SERIES MUSIC UP AND UNDER ANNOUNCER: You have Just seen “The Old Gray Mare Has Gone!" - the fifth in a series of programs about Agricultural Education in the Community School - Produced by the 7. AGRICULTURAL EDUCATION DIVISION DEPARTMENT OF PUBLIC INSTRUCTION BELLEVUE PUBLIC SCHOOLS BURTON THORN LEE FRISCHKNECHT 317 Agricultural Education Division of the - Michigan Department of Public Instruction - in coopera- tion with the Bellevue Public Schools. Your host for the program was Burton Thorn, Consultant in Agri- cultural Education for the Depart— wment Lee Frischknecht The program was directed by 318 PROGRAM SCRIPT MICHIGAN DEPARTMENT OF PUBLIC INSTRUCTION TELEVISION SERIES IN AGRICULTURAL EDUCATION SERIES TITLE: AGRICULTURAL EDUCATION IN THE COMMUNITY SCHOOL PROGRAM TITLE: YOUNG FARMERS IN ACTION COOPERATING SCHOOL: OVID BROADCAST TIME: AUGUST 26, 5:00 P.M. to 5:15 P.M. CAST: MR. SANFORD NELSON, SUPERINTENDENT OF SCHOOLS MR. ALBERT ACKLEY, TEACHER OF AGRICULTURE FRANK KIRINOVIC, MEMBER.OF THE YOUNG FARMER CLASS MR. BURTON K. THORN, MODERATOR SET: MR. NELSON, MR. ACKLEY, FRANK, AND MR. THORN ARE SEATED INFORMALLY IN THE STUDIO VIDEO AUDIO FILM: SCHOOL AND FARM SCENES MUSIC UP AND UNDER (SLIDES SUPERIMPOSED) 1. MICHIGAN DEPARTMENT OF ANNOUNCER: The Michigan Depart— PUBLIC INSTRUCTION ment of Public Instruction Presents - 2. YOUNG FARMERS IN ACTION! YOung Farmers in Action! - the sixth in a series of programs designed to acquaint you with- 3. AGRICULTURAL EDUCATION IN THE COMMUNITY SCHOOL GROUP SHOT DOLLYING IN FOR CU OF MR. THORN CU OF PANEL MEMBERS AS THEY ARE INTRODUCED CU: MR. THORN FILM: -YOUNG FARMER TOUR (APPROXIMATELY 6 MINUTES) 319 Agricultural Education in the Community School Your host for the program is Burton Thorn MUSIC OUT MR. THORN: INTRODUCES SUBJECT WITH DEFINITION OF A YOUNG FARMER INTRODUCES PANEL MEMBERS BY ASKING FOR THEIR REACTION TO THE DEFINITION MR. THORN: LEADS INTO FILM [PANEL NARRATES FILM MR. ACKLEY: Here we are at Wayne Purves| where we start our tour. Wayne is in partnership with his father, and actually we are at Wayne's father's farm where they are putting up chopped hay. Wayne lives up the road on his own farm, and he and his father are in partnership on the two farms. We are examining a load of chopped hay and giving it a simple “squeeze" test for moisture content. It's pretty important to 320 know whether the hay is dry enough to go into the barn safely. Wayne and his father are giving us the benefit of their experience with this method of harvesting hay. They say field chopping is not the fastest way to put up hay, but they like it because it saves labor. Wayne's brother Just graduated from high school last spring, and a younger brother will be a Junior next year. Wayne and took vocational agri— culture throughout high school, and expects to do the same. Wayne and his father want to get more land and make room for and to Join the partnership. Next we go to DeWayne Dumond's rented farm. Here Dewayne is tell— ing us about the good pasture his cows have enjoyed so far this year in this field of (describe mixture). DeWayne farmed at home for two years after high school, but his father's farm was not large enough for two families. 80 he took the 321 cattle and tools he had accumulated while he was taking vocational agri- culture in high school and during the two years he worked with his father and rented.this _____acre farm. Here is some of the high quality hay DeWayne is putting up for next winter. DeWayne is enrolled in the Better Pasture Contest sponsored by and here we are telling the other young farmers about this contest. DeWayne decided to leave the center of this fine field of hay, put an electric fence around it, and use it for pasture until the field we saw first has a chance to grow. This fine herd of Holsteins is the reason for all of DeWayne's interest in pasture. He says it's important to keep the very best of pasture available from early spring to late fall if his herd is to produce economically and profitably. 322 DeWayne has learned that even good alfalfa isn't too good during the hot, dry weather we usually have in midsummer. He expects to be all set for this period With this field of Sudan Grass pasture. At the time of our tour, the Sudan Grass we see here is Just get- ting started. YOu'd be interested to know that this Sudan Grass came along beautifully. Duane turned his cows into it (date) and he says it was the finest pasture he's had all season. Here we are at Frank's place, and Frank is standing in one of the finest pieces of oats I've seen this year. Frank, why don't you take over on this part of our tour? FRANK: I'll be glad to. These oats were of the variety, and they yielded bushels per acre. My partner (that's my dad) and I were pretty well pleased. I got married and we (date) built this addition on mother and dad's house. We have (describe 323 number of rooms, etc.) This helped a lot expecially when (name) came along last to live (date) with us. Our __ sows farrowed (number) _pigs last (number) (date) and when these pigs were 56 days old they averaged _____ lbs. apiece. They went to market when they were months old averaging ___ lbs. apiece. MR. THORN: How does this compare with averages, Frank? FRANK: I understand average pigs over the state weigh about 30 lbs. at 56 days of age, and go to market when they are between 6 and 7 months of age weighing from 200 to 225 lbs. MR. THORN: That comparison tells quite a story. Al, will you get back in the saddle and tell us about our next stop? MR. ACKLEY: Sure thing, Burt. Paul Love and his dad, with whom he is in partnership, are not only good farmers, but they're pretty handy with tools. They have a nice 32h farm shOp and here we see a baled hay and straw conveyor sitting in the doorway of this shop. They bought this old conveyor from and they have Just finished rebuilding it in time for hay harvest. Paul and his dad have needed a machine shed for a long time, and this is what they're doing about it. They're building this by foot building themselves. All the lumber came from their own woods. They made the laminated rafters during the winter on a form laid out on their barn floor. Paul says the finished building, complete with aluminum siding, will only cost about $ , plus their own labor. One of the boys asked Paul how much it would cost to get an unassembled steel frame building of the same size delivered to the farm, and Paul and his dad thought it would cost at least _____ times as much. It's getting late and the boys have chores to do, so let's move 325 along to Kaye Potter's sugar beet field. Kaye is the only member of our YOung Farmer group growing sugar beets, and some of the fellows are interested in learning about Kaye's eXperience with beets. By the way, you should see this field now. Kaye's good care and management along with good weather have really brought these beets along. Now it's time for our last stop and we're almost back where we started from. You'll remember we told you that Clare Purves lived on his own farm a ways down the road from his Dad's place where we saw the chopped hay. This is Clare's wife Patty serving us ice cream and cake. Won't you folks have some? It's mighty good! MR. THORN: It looks mighty good, Al, but why don't you Just sit there and relax while we get Mr. Nelson's point of view at this stage of affairs. How does it look to you. Mr. Nelson? MR. NELSON: It looks mighty good _to me, Burt, and I can see why A1 CU: MR. THORN AND PANEL MEMBERS AS APPROPRIATE 326 is a happy ag teacher. But, it looks as if everybody is having a good time. Let me introduce a few of the fellows. The young man in the white tee-shirt is Walters. He rents the farm he is Operating. Sitting at the right (or more appropriate description) is . dropped out Of high school in the tenth grade, but he's an interested mem- ber of the Young Farmer group. MR. THORN: MODERATES A SERIES OF QUESTIONS 1. Mr. Nelson: What are character- istics of the Ovid group of young farmers? (9 members, 8 are high school graduates, all these took voca- tional agriculture, 1 quit school, A married, all in partnership ex- cept 2, these are renters, 2 are part-time farmers working a shift in the shop) 2. Mr. Nelson: How is time scheduled for work with young farmers? (Al's classes Over at 1:u5; rest 327 of day scheduled for on-farm teaching) Frank: How does this work out for you? (Describe frequency and nature of visits; how this has helped) Al: Is this typical? (General goal 1 visit per month during school year, at least 12 visits per year, usually 12-18, no visit without a purpose. Al: How did the young farmer class get started? (Had worked with many young fel- lows on an individual basis, Of- fered to have class or group work in addition; fellows responded) Frank: What about a young couple's class? (Sounds interesting; I would be interested; sure my wife would be too) Frank: Do you have an organiza- tion? (NO organization with Of- ficers, boys take turns with re- freshments; think we might have Officers to take some of the other CU: MR. THORN FILM: SCHOOL AND FARM SCENES (SLIDES SUPERIMPOSED) 1. YOUNG FARMERS IN ACTION 'AGRICULTURAL EDUCA- TION IN THE COMMUN— ITY SCHOOL AGRICULTURAL EDUCA- TION DIVISION DEPARTMENT OF PUBLIC INSTRUCTION OVID PUBLIC SCHOOLS BURTON THORN 328 responsibilities such as taking roll, calling the class sessions to order, etc.) 8. Al: Is recreation a part of your program? (Boys all like sports and participate, not as part of young farmer work, too much else they want to do.) MR. THORN: CLOSES OUT PROGRAM. INTRODUCES NEXT PROGRAM IN SERIES MUSIC UP AND UNDER ANNOUNCER: You have Just seen Young Farmers in Action! - the sixth in a series Of programs about Agricultural Education in the Community School - produced by the Agricultural Education Division of the - Michigan Department of Public Instruction - in cooperation with the Ovid Public Schools YOur host for the program was Burton Thorn, Consultant in 329 Agricultural Education for the Department 7. LEE FRISCHKNECHT The program was directed by Lee Frischknecht I: “3 i. r 1:03;? USE CEELY nn“ "NAMMW