jrh^t&^ - UNT Digital Library/67531/metadc130211/m2/1/high_re… · Teleeaatere of Texes . . . . • W 9. Eatings by Fife Texas telecastera of Frofessloaal Baekgrouads Goatributlag

A STUDY OF INSTRUCTION IN TELEVISION II TEXAS SENIOK

CQLLEGBS AND Of EMPLOYES tJiU-IIICATlONS

30UQHT BY TEXAS TEL SCASTERS

APPROVEDT

>r Professor

nor Professor (7*^^

_ j h^t&^ Direetor of t&e Department of Education

A STUDY OF XISHOTOTJGF? IN FFFLUTOSIOH I I TEXAS SENIOR

COLLEGES AND OF EMPLOYES QUALIFICATIONS

SOUGHT I T TEXAS mBCASTM B

rassxs

Fraaantad to tfca Graduata OooaoIX of tha North.

Taxaa Stat* Collaga la Partial

Fulfillmaat of %h9 Haquiramenta '

For tk# Dagraa of

N A N A OF SCIMCI

By

William B» Halton, B. 3«

^ t ' a

i i ft «' •i O Waco, faxaa

Jama* 1950

1

TASLS Of CONTENTS

Page LIST OF TABLES * •

Chapter I. INTBODOCTIOH

Statement of Problem Related StuAiee Procedure Limitations Definition of feme Organization

II. STATUS Of XHSSKffOVIOK IN NONTECHNICAL TELEVISION IN AMERICAN COLLEGES AND UNIfgRSIflSS . . . . . . . 12

Texas Senior Colleges Offering Instruction in Television

Ofejeetives ©f Instruction in Television Metfcois of Presenting Instruction In

Television Instruotlon in Television In Out-of-state Colleges

Future Plans for Instruotlon in Television in Texas Senior Colleges and Universities

Suja&ary

III. CRITERIA USED BY TIMS TS.ICASTMS IN SSLBCTION 01 NON-TECHNICAL PERSONNEL 32

Appraisal of College Training in Television by Commercial feleeasters

Sourees of Television Staff Personnel Television Staff Performers vôalifioatione of lon-Ferforming Employees

Television writing Qualifications Bas®fcgrouaa of tiie Television Dire©tor

Summary

ill

If. A S00GKST3D CURRICULUM IN TELIV13I0H TECHNIOT3 FOH THE SENIOR C0LL8&E Of TKXA8 . « • • • • * • • • « . 48

The Plaoe of Instruction la Television la the Senior College Curricula*

Aima a M Objectives la Offering Instruction la tfoa-Teofcnloal Television

Curriculum Areas la lastruetlon in Television

Placement of Course# In Curriculum The Atolal strati.on of Instruction In Television

Iqulpaent Heeds for Offering Instruction In Hon-Teehnieal Television iractices

Approach to Instruction In Television

Swm&ry

V. CONCLUSIONS AND RBC0MMMDATI0N3 64

Conclusions BecojaacMations

APPWDXXBS . . 67

BIBLIOGRAPHY • . . . . 74

iv

LIST Of TABLES

Table Fag©

Courses la Television Offered by Sevan Colleges and ikea&asale Level# oa WMtH Iresanted • • . *4

2, Belative Bating® of 31x Possible Objectives In Televiaioa Imtrmttm as aivea by Six Texaa Colleges 19

3* Batiags of Metiiods of presenting f el ©vision Instruction by Texas Senior Colleges . . • 2 0

4* < Xastruetloaal Areas in Television Offered by Thirty-Four Noa-Texas Sealor Colleges aad Ualveraltles . . . . . . . . . 2*

5* Plan# of ine texts Seal or Colleges for fatare Instruction in Non-Teohnioel Television • . 2®

6* ' Sotirees of laployees How Engaged la Hon-feehnleal Teleoasttag Activities la Five CoK.'rarcial Television stations la Texas E«ted la AseeMiag Order of source* Frovldlag Most ferso&ael . . . . . . . . . 34

7# 3£&ployee mllfioatlona la Television FerforAera sought by Five Commercial Teleoasters of Texas, Beaked la Aseeadlng Order of Xaportanee

8. Belatlva layportanee of Abilities la Hon* Perfor.manoe Activities of Television lajployeea as lated by Tltree Cowtereial Teleeaatere of Texes . . . . • W

9. Eatings by Fife Texas telecastera of Frofessloaal Baekgrouads Goatributlag Moat Effectively Toward Preparation for Televisioa Mreetlng . . . . . . . . . . . *5

6 B * m a i

iHfaOOTCflOH

Til* field of mass comffiunications M s been electrified

by the advent of television* f&is comparatively new elec-

tronic means of reaching millions of people with both sight

and sound M s elicited conflicting predictions of doom and

salvation; some describe it as a monster, while others declare

it the greatest fores for demoeratiaa ti on that mankind Has

produced* Those who study the eaoaoffldLa aspect of our modern

world are not la agreement as to the practicality of tele*

vision# Some feel that it will be too expensive, while others

prediot that it will develop into the most economically

effective eans of transmitting information to the Masses*

Others fear its adverse economic effect on sound broadeastlng

and the c earnereial motion picture* As to its importance in

a sociological sense, some see it as a great devise for

family unification. Many believe that it will contribute

negatively by attracting children from more active recreational

activities. Further, they see television as encouraging passive

rather than aotive participation in leisure time pursuits*

Whatever the predictions of the future of television as

a Medium for food or evil, it must be acknowledged that it

has captured the imagination of the American public* Already

it hi;s attained the status of a major business enterprise.

®*® **•* Times M s said, *few doubt that television will

rank among the first tea industries.

What is the statu® of television in the United State#?

The Federal Ooasiitnieatloas Cojo/aiasion reveals that there are

101 television stations in operation now and that 300 stations

are awaiting permission fro/a the Commission to start building

2

toward operation. The Television Shares Management Corpo-

ration of Chicago, a television investment firm, has estimated

that set Manufacturers will produoe five and one-half million

television reeelvlng sets during 1950. Ihis figure aided to

the nearly four and one-half aillion sets already in use in

the United States would bring the total to nearly tea million

at the elose of 1950.^

What is the status of teleeaatiag la Texas? There are

six television stations in operation nowt one In Fort Worth,

two in Dallas, two in San Antonio, and one in Houston.^ An

estimate of the number of television reeelvlng sets In use

in these areas Indicates that there are nearly seventy thousand.5

% e w Tork Times. April 24, 1949, Section X, p. 1.

2"FCC Roundup," Broadcasting, XXVIII No. 10 (Mar oh 6, 1950), p. 87.

*Ibld.. p. 52.

^"Directory of Oo/nmeroial Television Stations in the United States," Broadcasting. XXKfll No. 16-YB (January 16, 1950), pp. 285-302.

5*FG0 Roundup," 0£ . cit., p. 52.

Statement of Problem

If the colleges a M universities of the United State®

are to concern themselves with those factors and agencies

that influence the life of the people of the United States,

and certainly there is agreement on this broad principle, then

it would follow that television cannot be ignored. How the

individual college concerns Itself with this new medium of

communications is not the basic concern of this study, it

Is, however, the purpose of this study to determine the status

of instruction in non-technical television techniques and

procedures in the senior colleges of fexas as well as a

corresponding investigation into the offerings of out-of-state

colleges and universities. Furthermore, this study is con-

cerned with the future plans of these Texas universities and

colleges relative to non-technical television instruction, as

well as with determining some of the employee-qualifications

sought by commercial tsleeasters now operating in Texas* A

third phase of this study deals with a suggested curriculum

in non-technical television procedures and techniques* This

curriculum is designed to meet the needs of several types of

students! those who seek to prepare themselves for entry into

professional telecasting, those who seek an understanding of

the sociological, economic, and psychological Impact of tele-

vision, and those who seel: to augment their preparations for

other vocational areas by studying how the utilisation of

television can assist the minister, the teacher, the social

service worker, the advertiser, and the Journalist, i.n. the

performanoe of their respective professional duties. The

psoblm resolves itself into the following questions:

fflmt are Texas senior colleges dalng now in thw way of inatruetion In non-technical television teehaiq&es aM procedures?

what are out-of-state colleges and universities offer-ing now in the same area?

What 4o Texas senior colleges flan for the future in regard to this area of instruction?

that do commercial teleeasters now operating in Texas seek a® qualifications for those whom they eaploy to carry on their telecasting operations?

What tan and should the senior colleges of Texas offer in non-technical television inatruetion? What can he done within the limitations of staff, equipment, and budgets?

leiated Studies

There is a scarcity of published material dealing with

the status of inatruotion In non*tsehnieal television on the

oollege level. This is not surprising in view of the faot

that television is a comparatively young medio® of mass

communications in the United States.

An exhaustive searoh for materials revealed few studies

related to the present Investigation* The greatest amount of

material on television was found in the popular aagaaines and

in the dally newspapers. Trade Journals dealing with the

entertainment industry devoted much spaoe to television, hut

the ©overage was in the for® of standard news reporting.

The eduoatlonal journals contain so&® television material,

but the emphasis is on utilization of telecasts In ;.:ie class

root, f M s treatment is of limited value in the present

study.

The quarterly Journal of 3paeoh. a publication of the

Speech Association of America, was of little or a© help. A

study of the tables of contents of tills publication for the

issues from 1939 up to the present reveals a virtual non-

existence of articles dealing with television.

A comparison of the information found about instruction

la television In the most recent bulletins of college# and

universities and the data obtained through corresponding with

those who are in charge of such Instruction la these colleges

reveals a laofc of up-to-date Information in the college pub-

lications.

there are numerous books about television, a number of

which appear In the Bibliography of the study, but, for the

most part, they deal with an explanation of television to the

layman. Some of them purport to be text books, but the value

of most of them as such is to be questioned.

There are two studies, both published in mimeographed

form, that U T 9 related to this study.

One is a 1948-1949 directory of college® offering course®

in radio and television prepared by Gertrude G. Broderiek,

secretary of the Federal Radio Education Committee and published

by the Federal Security Agency, Washington, D. C*

The purpose of this study, according to Broderiok, is

"for use merely as a guide to students in locating institu-

tions most apt to meet their needs.

The scope ©f tills study is indicated ia the introduction:

Out of a possible 1,700 colleges and universities, replies were received for the current issue of the Directory from 970. Of that number, 410 reported courses offered in radio and television.*»A total of 2$ television engineering courses are indicated, while 33 institutions reported courses in the programming field* One television workshop was retorted./

Mother study that is closely related to the determina-

tion of the status of instruction in nontechnical television

practices in the senior colleges of Texas is that made by

Brooks of Northwestern University, Evanston, Illinois. Her

study was published during the summer of 1949. In the Intro-

duction the scope of the study Is indicated:

The statistics of this survey were ooaplled from the Information available In catalogues of 200 Amer-lean colleges and universities* The catalogues, and In some case® only brochures, pamphlets, mimeographed sheets, letters, and pages froa catalogues» were collected by the Sedlo end Television Department of Northwestern University in response to requests sent to some 700 school®*8

This survey 1® reported in the for® of listings of

federal Kadio Education Cobalttee, *FHEC Directory of • Colleges Offering Courses in Eadio and Television, 1948-49% p. 2. {iffimeographed.}

7Ibid.

s Betty Y# Brook®, "A Survey of Courses in Hadlo and Tele-

vision Offered in American Universities and Colleges" (Paper submitted in fulfillment of requirements in Independent Study, Course D 99» Northwestern University, August 25, 1949), p, 2. (Mimeographed*!

courses, numbers of faculty members offering these courses,

and broadcasting activities of the individual schools.

Prooedure

In general tine procedure followed in gather lag aata and

information relative to this study has followed the tech-

niques of utilizing questionnaires — both mall and personal

Interview types, A survey was made of the published material

relative to this area as pointed out in the preceding section*

More specifically, the following procedures were at11*

iz©<3; 11} questionnaires were sent to all senior colleges

in Texas asking for data relative to the status of and future

plans for instruction in aon~technical television procedures!

(2) similar questionnaires were sent to those out-of-state

colleges and universities that were listed in the compila-

tions cited in the section on related studies as offering

Instruction in television, and (3) a survey was made of the

bulletins of the Texas colleges and some out-of-state colleges

to determine listed courses in television#

fhe coiiffierelal telecasters operating in Texas were

interviewed relative t© their evaluation of employee quali-

fications and the part that colleges in Texas could play

toward fitting people for professional entry into television,

fhese telecasters were interviewed in relation to their

suggestions for courses of study, areas of instruction,

approaches to such instruction, and the relative importance _

of certain training aids and devices*

Tin® questionnaire and standardized interview r.-rm* are

included in tlxe Appendix.

Limitations

fhe study is concerned primarily with discovering basic

factors involved in offering instruction ia non-technical

television within the fraaework of the Texas senior college

organized around the liberal arts college plan. It does not

intend to serve as a ^how-to-do-it* manual for detailed

planning. Suggestions are made as to areas of instruetion,

but the eaphaais is placed ©n the objectives for such instruc**

tion that will serve to meet the needs of the student who

seeks entry into commercial television in this area*

A farther limiting factor is that only commercial tele*

casters operating in Texas were interviewed relative to

employee qualifications* While this is listed as a limita-

tion, it is the belief of some commercial broadcasters that

a basic weakness in instruction in sound broadcasting by

colleges and universities is that too much emphasis is placed

on network and major station operations. These broadcasters

point to the employment pattern that has developed in sound

broadcasting? networks and major stations secure their per»

sonnel from smaller stations, where the employee has been

grounded in the fundamentals and procedures of a number of

broadcasting responsibilities. The networks and major stations

are staffed by specialists, while the small station employee,...

is required to work in & number of areaA. Broadcasters state

that they draw employees froa small stations toeoeuse colleges,

for the most part, do not of~er training that is realistic*9

In view of tJais attitude on the part of those who will

accept or reject those trainees of colleges* radio and/or

television departments, the limitation of securing eaipl©yee»

qualifications data from Texts telecaiters is considered a

problem that needs further investigation•

Definition of Teras •,,

The terns used in this study are, for the most part,

those included in the vocabularies of those who follow the

entertaiaaent news in the popular press* There has been so

much material relative to television in the widely distributed

Magazines and newspapers of the United States that one may

assume that sueh teras as television", ••vide®", Htelecasting",

Mtelevision cameras", and such are quite familiar ones*

However, there are some terms that need amplification*

The use of •'non-technical'* in the study suggests the exclusion

of all procedures directly involved in the engineering phases

of television* This is in keeping with the hypothesis that

a television director need not know "why" the equipment

operates as it does, but he must know the capacities and the

limitations of the equipment. The "whys** of the electronic

Floyd K* Baakette, "What Radio Station Managers Want in College-Trained Radio worker®", (University of Texas, 1939)• p. 3* (Mimeographed*)

10

functioning of equipment utilized in telecasting are the

o one erne of the teciinical staff, whose responsibility Is

geared to the performance of cameras, transmitters, and such.

the term wtelegeniew is used in describing those em-

ployee qualifications sought by cosioiereia! telecasters in

non-technical production personnel who appear before the tele-

vision cameras. This term is a television adaptation of the

familiar term "photogenic", and is used to describe those

physical characteristics that lend themselves most advanta-

geously to the transmission of images by television* fo put

It simply, If one is "telegenio", one'a image Is a pleasing

one when viewed on the television receiving screen.

Kinescope reoordlngs are discussed. 4 "kinescope record-

ing" is a film made of a television show through the use of

motion picture photographic equipment in filming the tele*

vision show as it appears on receiving apparatus. & kine-

scope reoordlng combines the aural and the visual elements

of the original television production as does the sound

motion picture.

Organization

Ohapter II is eoneerned with the status of instruction

in non-teehnle&l television In the senior colleges of Texas

as well as the offerings In this area now Included in the

eurrioula of ©ut-of-atate ©olleges. Chapter II is also ©on-

cerned with the objectives of those who offer sueh instruction

u

la tiie senior colleges of Texas. It deals with the future

plans of the colleges ami universities of Texas in inaugu-

rating or expandlag Instruction In aon-technieal television

practices.

Chapter III survey* the requirements of cosu&eroial

teleeesters of Texas as to the procurement of staff employees.

It contains suggestions «tde by QOitunereial telecastere as to

the type of Instruction aost suited for preparation of the

individual for professional entry into coo&erclal television.

Chapter If suggests curriculum areas for instruction in

non-teohnieal television techniques that may be Included

within the framework of the Texas senior college organized

around the liberal arts plan. Objectives are stated, and

basic training aids and devices are mentioned.

Chapter IT contains the conclusion® arrived at as a result

of the study» and offers reeoayaeMatlons that might prove

helpful to those educators who are interested in instruction

in the mm media, or who wish to explore the possibilities

of the values of utilisation of the medium of television as

a means of widening the horizons of the college campus.

CH&FTBE II

STATUS 0? INSTRUCTION II NON-TBCHNICAL TELEVISION

IN AMBHICAN COLLEGES AMD UNIVSRSITIBS

What l& til® statu* of instruction in non-technical

television practices and procedures la the ami®? collages

of Texas as well at other collages a M universities la the

United States? Wliat are tha alas and objectives of those

schools in Taxaa now offering instruction in television?

what approaches do they utilize in making ills instruction

most effective? These art the basic questions with which

this section of the study deals* The data upon which material

pertaining to aaniar colleges of Taxaa la based were obtained

through a review of the bulletin* Issued by the aanior colleges

of Texas, and through a study of completed questionnaires

pertaining to this area of instruction accomplished by twenty-

one colleges and universities of Taxaa offaring the bachalor*s

degree* Supplementary data were obtained through personal

interviews with those whoaa schools offar inatruotion in non-

teohnloel television. Data for the table included la this

chapter pertaining to inatruotion in television offarad by

out*of-stata college® and univereltiea wara based on an

analysis of two compilations cited in Chapter I under the

section "Related Stadias.* These data wara augmentad through

correspondence with those out-of-state schools offering the

greatest number of aoursas in television practise® and procedures.

12

13

Texas Senior Colleges Offering Instruction la Television

There are seven Texas colleges aM universities offering

instruction in television at tills time, These are Baylor

University, Horth Texas state College, Southern Methodist

University, Texas State College for Women, Texas Christiaa

University, the University of Houston, and the University of

Texas* Theaa schools offer specific courses in television,

ranging from television workshop courses to courses in more

apecialiaed areas such as noting, writing, film production,

and advertising*

Four ©©lieges state that they have introduoed instruction

in television through incorporating television materials in

existing courses la radio broadcasting. Thus, combining the

schools which offer specific courses in television with those

wiiioh have Integrated television material® with radio courses,

it is seen that eleven senior colleges in Texas offer SOAS

measure of Instruction In television*

With the exception of the University of Texas, privately

supported colleges are offering more television work than are

the state-supported colleges of Texas* Baylor University

offers three courses in television? Southern Methodist univer-

sity offers two; Texas Christian University sohediU.es four

courses, aM the University of Houston offers one. The Uni-

versity of Texas provides two courses in television, North

Texas State College one, and Texas State College for Wooen

one*

14

Of tfaa f o u r sohools r e p o r t i n g an i n t e g r a t i o n of t e l a *

v i s i o n witld r a d i o , two s t a t ©~ supportad s choo l s , Sam Houston

S t a t e College aM Stephen SV Austin s t a t e Col lege r e p o r t t h e

degree of i n t e g r a t i o n i s s l i g h t , Th© r e g a i n i n g two, H&rdia-

Siooons Un ive r s i t y aM Austin Col lege , i M i c a t © a g r e a t e r

degree of i n t e g r a t i o n *

A® t o t he s p e c i f i c oouraes o f f e r e d by f a x a s c o l l e g e s l a

t e l e v i s i o n , Table 1 l i s t s tiae courses o f f a r a d fey the i n d i v i d u a l

schools and i n d i c a t e s t he aoadeaie l e v e l s on which t h e courses

ar« p l a c e d .

TAILS X

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Baylor U n i v e r s i t y NTSC Southern Methodist Texas C h r i s t i a n TSCW U n i v e r s i t y of Houston U n i v e r s i t y of Texas

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From da ta shown, i n til® preceding t a b l e , til ©re a r e t h i r t e e n

15

courses in televialon offered by the seven senior collages

of Texas studied; three la orientation, three in television

production, two la television writing, one each In acting

for television and television flla production, while three

course® in television workshop are offered*

It is significant that advanced standing on the fart

of tiie student is required for all bat three of these

courses# Baylor University permits sophomore® to register

for tli® workshop course; Texas Christian University presents

its orientation coarse on the sophomore level; while only

the University of Houston allows freshaen to register in its

orientation coarse.

It would appear thst saoii arm® as writing for television,

orientation, and production were neglected by most of the

schools studied, but it was found that those areas are treated

to some extent in corresponding courses in radio broadcasting

by some of the so .tools. Baylor University orients the student

to the medium of television in its coarse called "Introduction

to Broadcasting," This course is designed for freshmen, and

treats of the sound broadcasting medium as well as the video

medium, la its Junior-level course, Continuity," Baylor

offers instruction in preparing scripts for both sound broad-

casting and television*,

The University of Texas and Southern Methodist Univer-

sity offer orientation materials relative to television in

introductory courses In radio broadcasting*

Production of television programs 1® included in television

u

workshop courses and 1b the presentation of television programs

as co-curricular activities by Korth Texas State College, the

University of Houston, and southern Methodist University*

objectIves of Instruction in Television

Whet are the objectives of those who direct instraotion

in television in the senior colleges of Tm®9t

f&m C< Bishworth, coordinator of radio and television

at the University of Texas, stated that the educators who

are members of the University Association for Professional

Kadio Sdticatlon ««re, for the most part, following the

general objectives that they sought In offering Instruction

in sound broadcasting.1

Gertrude $« Sroderlck, Hedio Education Specialist,^

United States Department of Education, Washington, 0. C«,

outlined the following four possibilities as objectives for

training in radios

- ,1* the Social Implications of Radio Broadcasting

2. Teaoher freparation In the Use of Badlo

3* Specialized Training in Kadio for Students in Other

Fields*

4* Professional Training

These objectives wore adopted In 19kB by the Federal

ladlo Education Committee Made up of representatives of

organised education and of the broadcasting industry, and the

Federal Oonmunlcation® Commission.2

" Statement by Toa 0* Bishworth, personal interview, October 25, 1949#

20ortrade 0-« Broderiofc, "fiadio Training and the School'% Education on the Alr« 1948, edited by 0# Joe Olson, p. 189*

17

Judith 0. Waller, Director of Publlo Affairs, Central

Divisioa, National Broadcastlag Goiapaayf reeogaized two

general objectives of radio training: CI) the vocational

objective; and (2) orientation and utilization in other

professional areas.5

Jane S* Grills, head of the Radio Division, University

of North Carolina, states that there are three objectives

sought through inatruotion in radio in her sohool i {1} social

significance of the jnediua; (2) radio*a rola in the study

of cGjaaiuai cat!ons; and (3) training of personnel for entry

in the field.^

Samuel B. Gould, Director of Hadio and Speeeh, Boaton

Halversity, state® that the first objective of Boston Uni-

versity*® instruction ia sound broadcasting is to **»•. train

«en and woman who hava sufficient background teowledge to

handle their professional radio duties intelligently** Bostea

University'B second objective is to train for the us© of

radio ia related and other professional areas, and the third

objective ia to develop a .social consciousness on the part

of its students as they pursue their roles as jn&jtbers of a

modern worldJ

^Judith 0. Waller, "Hadio Training in Collages", gduoa-tloa oa the Air. 1948. op. oit., p* 192.

k ' • iana 1. Grills, nladio and Comfliuaioationa", Education

m the Air. 1948. OP. cit., p. 196. 1

*Sa/mael 8. Gould, "Radio and Public Relations", Muoatlon ©a tha Air. 1948% op. oit., p. 198#

18

Slue® these objectives are sought by thosa who direct

training in radio broadcasting la some of our senior collages,

what tlian are the objectives to h® sought la offering inatrue-

tion in television? It is seen from these statements of ob-

jective# for radio training that there is agreement ©a at

least four areas: (1} professional entry, (2) social aigni~

fieanee, (3) utilisation in other professional araaa, and

(4) tttlllsation of radio as a tool in the exchange of lnfor-

jwtion.

In an attempt to evaluate the aims and objectives sought

by those who offer instruo tion in television in the senior

college® of Texas, a requeat was made for them to rate these

objectives# The generalized alia, "the exchange of informs-

tion," was restated to Include; il) the economic aspect of

the inediun, (2) utilization of television to promote a wider

appreciation of the arts, and {}) the promotion of community

activities through the use of television. Thua, the edtiea*

tors war® as&ed to rate the following six possible objectives:

1• Social Impact

2. Sconamie Aspects of Television

3« Professional Intry into Television

4* Promotion of Comonlty Activities

5* utilization of Television in Profeasional Areas

6. Utilization of Television to Promote Wider Appreciation of the Arts

Table 2 indicates the rating of these possible objec-

tives. The senior collages were asked to rate the objectives

eons id ©red moat important with a value of "1% the second

19

most important with a value of "2", aM so on unti l til© ob-

jaoti?© aonaidarad l e a s t important was ra ted with a vain# af

*6*,

IABLS 2

BEL'TITS RATINGS OF SIX P036IBLR 08JBCTIVKS IN TKLSVISION INSTRUCTION AS GI73SN BY

SIX TSIAS COLL15G15S

ubjeut ive 4 H

(4 £* i. £*#£

O # H| P" , <Q fit l l S

« m a ®

&< o xt « •P -0 o +> R«3

| P* f 4* «*4 it a «H *« If # xl ^ O-H

Sf| m h d 0 <0

St $ ® 3 4* O $ * 03 © <8 ® 0 H M>~» • Q 6H O

<N ©

• ^ «H m d $# o # 4 » *> HI ' «H Sf

! d 0 t> M

fc

•HI 8® 4

0 f t

"3 8 fc-4

? *4 J 9d # m m N # »* «4

Impact 3 4 2 1 i 2 2 a

Keeaa&lo 6 2 4 3 - * # * • * » 3.6

Vocational 1 1 1 4 2 1 1«4>

Community Servioe 4 : 5 § 5 # # # * • • 4.8

ProfesaionaJ. at iHaat ion a 3 6 6 4 # * • • * j 4*2

Promotion of Art® 5 6 3 ! 2 • 4 * « ^ * # * 4*0

Since some seiiools found t&«»8®lvaa unable -to r a t e a l l

t&e items suggest ad, tiies© finding* are of l imi ted importaaoe,

but i t l a seen that preparation f o r p ro fess iona l entry of tbe

student into commercial t e l t o a a t i a g in thm moat MgMy ra ted

aim or ob jec t ive . The t e l ev i s ion educators r a t a the ob jec t -

ive ©f o r ien t ing tne student to tlua eultural and aoeiologi*

oal impact of the medium as the next most des i rab le objec t ive

20

of their Instruction* With the economic aspeots of the medium

rated third, it would appear that the edueators er® seeking

to provide the industry with people who have troth under**

standing and skills#

Methods of Presenting Instruction in Television

In evaluating the instruction in television procedure®

offered by the senior colleges of Texas, it is important to

learn which laethoda are toeing employed to offer this instrus-

ties

What is the nee made of existing television stations as

production outlets? Which adaptations of existing eampus

faeiXitiss are used? The direetors of instruction in tele-

vision were asJced to rate in order of importance five tech-

niques and/or procedures that might be used in presenting

television instruction. Table 3 indicates those procedures

utilized fey the individual colleges and the rating of each

method used fcy each school.

TABUS 3

RATINGS Of METHODS Of PRESENTING TEL3YISI0W IKSTRUCTIOM ST TEAS SBWIOR COXXSOSS

Method Baylor HTSC fSCW TCU J of I 9 of H Avg

Leeture 2 3 1 a 1 1.8 Demonstration 1 4 2 I # # # 1 2,2 Interneship 5 5 4 *» # * 1 4.0 Workshop 4 1 3 4 2 a 2.7 Use of Tf Faeilltiss 3 2 5

I 1

, 1 1 X 2*1

21

As might b© expected, the lecture method was ».t#d as

tli« aost iiijj©rtaiit method <u«4 for instruction in television

courses* Ths use of Misting television facilities offered

fey eoaiaereiUl telcoasters was Ira tod as the second most impor-

tant method of presenting Instruction In television. Baylor

University lias utilised tJxis method through several approaehest

(1) the presentation of programs over KLSS-T?, and

XSCT» (2) supplying WiiF*W with filmed accounts of campus

happenings for use in that station*s televised newsreel pre*

sentatIons, and (3) field trips during which students observe

telecasting procedures and oonsult with those who staff the

stations.

The University of Texas has presented a number of pro-

gram over KBTT and K m . The KIT? presentation was in the

nature of a variety program, while the £S7L programs deal

with the problems of health among children of school age in

Bexar and Travis Counties* this health series is scheduled

for weekly presentation.

The University of Houston has utilised the fas H i ties

of ttll-ff for presentation of university program. These

programs have not been scheduled on a regular basis.

Texas Christian University is the most aotive of the

schools studied In the use of commercial television facili-

ties. A regularly scheduled TSU workshop program has been

scheduled for both WBAP-T? and KBTT. These programs range

fro® dramatic presentations to programs of the variety show

style and include sports and quis program types.

22

southern Methodist Ualtaralty wa® mm of tha first

aohools in Taxaa to offer a talatlaloa program atar Iif?»

fMa program was draaatla Ait natora. 3lnaa KBT?*a location

1a Ballaa is aoavaalaat for Southern tfathodlat University

stud eat a, a ntuaber of %bam are called by the station far

special appearances on Its presentations. Two staff Mas bare

of KBT? aarra aa guest Instructors in talaflslaa at southern

Hathodiat iraiveraitj, and oftaa hold classes la the stadia

of the television station*

North Texas State College haa utilized th@ faailltlaa

®f WMP-f? for ausleal presentations*

Texas Stat® College for Woman baa presented programs

over both WBAF-T? and KBT?.

Tlia demonstration method ©f presenting instruction la

television was rated by the aducatora vary closely behind

the utilization of existing television faailltlaa offered

by aom.aral«l teiaoasters. These demonstrations arat

aeaordlng to thoaa who ma a thla method, concerned with the

use of kinescope recordings of television programs, mack

cameras, ecale models of television equipment, motion picture

cameras. and adapting theatrical settings for television.

the aaa of the television workshop aa a laboratory waa

ratad aa fourth la Importance. These laboratorlaa ara aat

up to permit the student to work out Mia piaaa for television

presentstlens• The aaa of existing atagaeraft faailltlaa

waa rapertad as a vary satisfactory proaedure la planning

n

and polishing television programs. Xt Is true that no senior

collega in fexa® tea the use of television camera equipment

for ttM in its workshop, but the presentation can tee planned,

scenic effeets oan lie axeeutet, end movement and other related

factors oan be worised oat in the workshop ares. Tk& presenta-

tion, if designed for an [email protected] telecast, la then ready for

a eaaora rahenrsal which i® provided by th« station which

Ma® scheduled tlia program.

those who direot instruction in television la the senior

colleges of Texas ara in agreement that interneahlp ia earner**

olal television stations la a moat valuable method of pre*

a en ting tills material, but they state that their rating Indi-

cates that the tel©casters1 of fexas ara not ready to accept

auoh arrangements between the colleges and. themselves. They

point to the relatively short periods of time that television

stations have bean operating in Texas, and that their opera*

tione have not become stable enough to permit the introduce

tion of students into the production staff.

Although the leoture method was rated as the Method moat

In use, the educators pointed to the relative scarcity of

other facilities available to them at this time, and that

they were utilising the workshop technique, the demonstration

approach, and the utilization of existing oomn&rol&l faeili-

ties as evidence of their oomffiltment to the philosophy of

"learning by doing1* as the moat advantageous approach in

offering instruetlon in television.

mailto:[email protected]

a4

Instruction la Television in Out-of-state Colleges

To assist in evaluating the status of instruction la

television In tfes senior colleges of Texas, a study of ttie

offerings in television la out-of-atata collages was &adey

and Is shown la Table 4* lata for tbe preparation of this

table wars provided by compiling Information from two studies

oited In Cltapter 1 tinder "Belated Studies," augmented by an

examination of catalogues and/or ball©tins pablis&ed by t&e

school# listed. Farther Information was obtained by oorras*

ponding witb sons of the direetors of Instruction In tele-

vision in the colleges included in tills chart. It is believed

that this chart represents a large majority of tbe collages

and universities other than Texas schools offering instruction

In television at tbe present tis»«

TABUS k

INSTRUCT!ON AL ABS&S IS miflSlOI OFFKRKD If fHIRTT~3?GUH NOM»TSXAH COLLSGSS

M B UNITOSITIIS

College or University

§3 *t4

' <§ m

*$4 4* s • "3»S HQ

33 ®4* mi m > a

d o m4

H IS .

IH86

s i «rt «l m«4

JS a s

8

; **4 m s J3 n *•8*

Adelphi College X jy&erioan University ' 3£ X X Boston University X X California* University of X Carrol College X ;

a?

TAHLE 4--0onMnuea

College or University

d fil 0 0 **4 *r§ 4% m m *H <p > C| m m #

K O

^ s o o «*<*§ «r«f SI *» •cs 4> m •3 8 IH £<

§ <g d *• «H r-J *rf Jfr jW 6* fig

I 0 *H ft *HF wi 4& & u # # «w| f» # <fe §4 <

<* • o •H 0< « o #K St > it # Jkl *3 ii # a IH

Cincinnati; University Ginoinnat,!, Collage of Susie of City College, htsw York Oelsilifi- College Oolu*t>ia, University of Crelgliton University Carry College Denver* University of PePauI University loaerson College Fordham Georgia Institute of Technology Iowa State College Kansas State College Medill Seliooi of Journalism Miaal, University of ItioMgsur State College MleJiigan, University of KiislM louse lew Softool for soolal Researefc Mm York University northwestern University Oiaaixoaia A 4b M Oklahoma, University of Base Institute -Pennsylvania State College Pennsylvania, University of Temple University West Virginia University

x z

x

X X X X X

X X

X X

X X

X X

X X

X X X X X

X X

Totals 17 U

x

X

X V **

X X X

X X

13 i

*iewa State College fees its own television station. **Course deals primarily with preparation of news

aaterlel for television*

26

A aoatprebeaaiire aa<t axbaaative eomparisoa between

instruction la television 1st out-of-atate aobools and tbat

offered by Texaa aealor oollegea is not witbia tb® soope

of tills study; however, It might be ©baarvad that tbe ratio

of coursaa la orientation offered by out-of-atate oollegea

aod Texaa oollegea is approximately tb® same. Tbrae of 7

Texaa ©ollegea bate scheduled tbia typa of course, while 17

of the 34 out-of-atate oollegea offar orientation oouraaa*

The same eompariaoa exists la oouraaa la television produc-

tion? 16 of 34 out-of-atate oollegea offar tbia oouraa, aa

compared with tba 3 of 7 Texas oollagaa. Since 13 aoa-Texaa

oollagaa offar aouraaa in vrltlag for talaviaioa, and only

2 Texaa oollagaa offar apaolflo oouraaa la tbia field, It

would appaar that tbls araa recaiirea mora aaiphasla la out-

of-atata oollagaa tbaa It does in Texaa senior oollagaa,

Ko apaolflo oouraa la aotl&g for television la offarad

by aa out-of-atate college, while a oouraa of tbia typa la

offarad by ©aa college la Texaa (Texas Cbrlatlaa Univeralty)•

Siaoa eigbt out-of-atate oollegea offar laatruotloa 1a

advertialag for televlaloa, aM ao Texaa aobool baa aobed-

ulad tbia oouraa, it la appareat tbat tbia area la receiving

mora emphaaia by the non-Texas oollagaa*

Texaa oollagaa aeem to place store eaphaala oo tb® tale-

vision workshop tbaa does the out-of-state aobool• Tbrae

of tbe 7 Texaa oollegea offar work of tbia nature, while only

6 of 34 out-of-atate aoboola bate aueh workabopa.

27

Future Plans for Instruction la Television in Texas Senior Colleges and

Universities

file status of instruction in ttoa-teohnloal television

teehalquea will rewala subataatially th® same as it is now

during the next three years, aocording to those wbo replied

to the questionnaire which served to eolleet data for this

section. With the exoeption of those school® now offering

instruction in television, only four senior eolleges of Texas

plan to inaugurate courses or to expand in the field, these

eolleges are Austin Oollege, Hardin-Simaions University,

Stephen F. Austin state Oollege, and WaylaM Oollege«

The degree of expansion and/or the manner of inaugu-

rating instruction in non-teehnloal television was Indicated

by the schools through answering queries seeking to ascertain

their plans in * (1) the introduction of instruction in tele-

vision through new courses or integrating television jaaterials

with sound radio; (2) offering a major in radio and tele*

vision; (3) offering courses for graduate study; (4) the

addition of instructors to handle this new mterial; and

(5) setting up studios for television* Table 5 indicates

the plans of the nine senior eolleges of Texas having suoh

plans*

dome others of the senior colleges in Texas expressed

an Interest in expansion of instruction in non-technical

television courses, but their plans were so gainlese, vague,

and indefinite that they did not warrant inclusion in this

study*

as

TABLS 5

PLANS Of HXNS TEXAS SStllOH COLLEGES FOE FOTURE XNStKUCTIOH IN NOH-TXOHNIGAL mBVISIOH

Seliool

xs OJ

x] © -P +»«H « *

•P «H C] H

#4 * «Hf r4 ***4 0 JKJ&

<

i Q *4 m *?4 p, m

HI 0 ^ iu $4 $4 0 # *m *4 <0 %4» O

© H *9 <8

• feff,

44 I «

a ft

*4 s

>% &4 *& H S* *>4 p JUSL

it

o <P 0 a u «p m m H

X$ %

w

s i «H p* «H # *• #

# &f

O <9 • W O rntf • >~f Si trt +» ,a„a„

Aostin ColXega BayXor University Hariia-Slauaons

University Houston, Ualvsrsity of Stephen F. Austin

Stats College tsxas Christian

University Tsxas State College

for Women Tsxas, University of Wsylaad Collage

yes yes

yas r«»

y«i

yes

yes yes yes

no yes

yes

yes

ao yea a#

no ye*

yes yes

no

yes

yes ires ao

Totals Yes NO

9 0

f 4

6 3

ao > mo no yas

jrss yas yes ao

yas ao

ao •

no ft©

ao yas

ao ao

I 3 6 5

4&&>« prsssai sxpsruisatsi tisatsr serves as te studio.

©vision

It is quit® apparent that tlm method to be used by those

senior eolleges of Tsxas which plan to offsr or expaad inatruo.

tloa 1ft talevision Is that of iategratiag television matar*

lals into ooursaa that daal with similar areas la sooad broad-

eastiag. This evidently refleete the philoeophy of the

29

educators that there Is a close relation between th© medium

of radio eM tfast of television*

Five senior colleges, Baylor University, H&rdln-SlmaiGns

University, tlx* University of Houston, Texas Christian Unl~

varsity, ant the University of Texas, will offer a «ajor in

radio and television, While not offering a itajor in tills

field, Texas State College for Woaen will Join the above-

mentioned school& in offering graduate study in television.

Three schools, I&rdin-Sifa&on® University, the University

of Houston, and Stephen F# Austin State College will add

instructors to assist in expanding instruction.

Baylor University, Hardin-SlsuBons University, and the

University of Texas will have studios suitable for televl*

slon production within a period of three years* The other

schools do not expect to follow this lead. Baylor University

will have television studio facilities within two years*

Texas Christian University * s new technical theater in a

reoently-coopleted building already Is in use as a television

studio. This theater Is equipped for the expeditious hand*

ling of remote telecasting fanilities furnished by commer-

cial tel©casters.

To assist in carrying out these plans, Harila-Siaiaotts

University plan® to call in Its Art, Business, Srama,

Journalism, Fhyslos, Music, and Speech Departments to fur-

nish facilities and instructors to Implement its television

work. Wayland College plans to utilise the facilities of

30

its Physios, Musio, and Speech Departments, while Texas

State College for I s m plans to ask for assistance froa

Its Physics Department.

^Mla-»Sl»»ojaa University plana t© build Its Instruc-

tion in television around the objective of prepaying students

for professional entry Into the field, while Texas State

College fer Women will center its instruction around pre-

paring the student to utilise the medium for the pr emotion

of a wider acceptance of the arte, Haylaad College indi-

cates that it is unable to answer at this time as to its

primary objectives* Stephen f. Austin State College states

that its priaary objeotlve will be that of orienting the

student in the medium. Austin College is unable to mkm a

statement of its objectives*

Seven senior oolleges of Texas offer instruetlon in

television techniques through speolfie courses. Thess sehools

state that preparation for professisnal entry into the field

is their priaary objective, while orientation is rated as of

secondary importance* The economic aspects of the medium

are rated as third In importance*

The leoture method is employed in the aain to present

instruetlon in television by those oolleges now offering

oourses in this field} demonstrations and the use of exist-

ing commercial television station facilities by students are

rated Just below the leoture method*

31

Instruction la television will see very little expansion

in Texas senior colleges within the next three year*. Only

three schools, not now offering television course®, will ex-

pand In this ere*. That expansion will be accomplished by

integrating television material® with existing radio cotirsea.

The student seeking instruction in television on the graduate

level will find that only five colleges in Texas will offer

courses on that level*

CHAPTER i n

CRITERIA tJSSD »T TKXAS TKLF.C ASTERS X! SS&ECTIOB

OF HOW-T5ICHNICAL PSRSOfflRSL

Tha aavaa aanlor ©ollagaa of faxaa a w offariag instruc-

tion la aofi»t#0hal©«l taloTialon iadieata that thair primary

objaativa It that ©f preparing tha student for professional

aatry into tha fiald, 3inee tliat Is tfcair ai*, tfcara would

aaaa to ba valaa In aaoartaiAlng what the eoflunaraial tala*

oaatar mmk& in th® way of parsomial prapared, to oontributa

oo&atriaotlvaly toward tha aueeaaaful separation ©f a tola**

Tliioa atatlon, Through amh a preoadura tJa® adutator would

ba in a battar poaltioa to set up M a eouraaa of study, and

would ba battar praparad to guida tha atudaut ia M a prapa*

ratioa for aatry Into tha fiald*

la an attampt to laara what tha aon&aroiaX talaoaatara

seek; la tha way of qoaXlfioatlooa for aoa-teehiiicel parsoaael,

tha program jsanagars of tha comparelal telovlaioa stations

now oparatiag la Taxaa wara lntarviawad during tha lattar

part of 1949 and tha aarly part of X9f©f Thaaa latartiawa

wara aondaatad along tha llaaa of tha atandardlsad iatarriaw.

This teeimique was aaployad baaause It tends to facilitate

tha aatagorizlng of rapliaa and eliminates oTar»abuadaaoa of

aubjaotlvity that might hata raaultad oftaa if othar oathoda

12

33

had t»®an used.* T&® interview® were designed to ascertain

as concretely as possible what oritur la were used by tft®

oooacroial teleoastars in ohooaing non-technioal employees

to staff tJaelr operational organizations.

Thar® are six television atationa ©par a ting now la Sexas.

two stations la Dallas, KBTT i M KRLD-TV, on® in Houston,

KLEK-TV, oaa la Fort Worth, tfBAF-TV, «ad two la San Antonio,

ifOAI-TV and O H , comprise tiie list of operating station®

2 now in Toxa®.

Appraisal of College* training in Television by Cosfliereial telecastera

There are two ideas that seam to tinderly the reactions

of moat comercial telecasters relative to tHa possibility

of senior colleges in Texas supplying oompatant personnel

for television jofess on® is a definite intaraat la training

for television on tha part of tha senior oollagaa of Texas*

and tiie other ia a scepticism that colleges can and will

adopt what the teleeastera believe ia th® prop®r approach to

such training.^ These ideas are «xpr®afi«d more in the aanner

than in the word® of the teleeastera* Responses such as

these ar® diffi«ult to tr®at oth»r than through a ®tat®m®nt

Âlta Gwinn Saunders and Chester Reed Anderaon, Business Reports, pp. ?2-82.

2Broadeaatlng. XXXVII No* 16-YB, {January 16, 1950), pp • 285-3^*

^Statements of program managers of ©oiaaerelal television station® of T®xa®, personal interviews. liaises of Interview®®® and date® of Interview® appear in th® Appendix.)

3k

e£ them, Feur ef the »lx Texas t«Xeeaatera atated that

ceXXeges aheuld effer eeuraea la teXeyialea*^

Swurcea ef f#l#Tisi#n Staff Poraennol

An exaalnatlea «f the aeureea frm which the cemerelal

teleeiisfcers ha-r® drawn their persemel will lneli®at« the rel*

afciv® iajperfcimee ef colleges as a Bwrnsw for crape tent Xy

trained eapXeyeeft* fafcl© 6 Indicates a # speelfl© »©ure®a

frea which peraennel were drawn* and welgha each agalnat the

ether* The teXecaatera were asked te rata thalr primary

aeureea with a value ef "X% aeeendary aeureea with a vaXue

•f *2" and aa en until rive aeuroea had heea rated,

TABLE 6

SOUSCES OF BMPLOTESS MOW WAGED XI f0M~ffiCHNXOAI» TBJS0A3T X1G ACTIVITIES XV'PXVB COMMERCIAL TELEVISION STATIONS

XS TEXAS, BAfSP XI ASC SIMMS ORDER OF SOtmCES PROVIDING MOST PEHSOMHEL

ssuree SIT? Tfcvr JM

KUHMW W»P»*f W0AX-TV Airg

AM ladle X 2 X 5 X 2*0 Other TV

2*0

Statlena 3 2 a 3 2 2*1 Trade•

1*

2*1

SeheeXs t 3 3 1* 3 3»0 Colleges 5 C a k 3*8 Theatre 5 I4. 5 X $ luo

As 1® indicated* AM rtilt furnished the greatest number

•f eaplejeea far Texas teXerlaien atatiens, feXXewed fcy ether

M ,

3f

television stations, then trade schools, oolleges, and the

theatre. That four of the six television operations are under

tft® management of corresponding .AM radio operations night

explain the feet that AM radio lias furnished the greatest

number of television employees. Station# KBTV end KEEL are

independent of JIM radio operations, yet KBTf drew most of

its employees froa JH radio, and KUL indioated that AM radio

was its seoond most important souree of personnel.

Trade schools war© listed above soilages as supplying

trained people for oommeroial teleeasting. Teleeasters be-

list® that ths natura of the trade sehool explains this

situation, in that trade schools tend to work more <Sireotly

toward preparing students for skills aeeess&ry for voeatloa&l

aetivities, and are faster to aet on the needs of industry

than are eolleges*^ The eomsereial teleeasters did indicate,

however, that they favored eollege trained people over trade

sehool graduates, ill interviewees stated that a degree from

a eollege was an important asset, and that they would favor

a master*s degree over a baehelor*s degree* They did state

that this degree should be one that was given as a result of

study in fields that were in line with the training needed

for competence in television aotivlties.

The interviewees were in agreement that theatrieal

training would help in preparing one for performing in front

%bld*

%

o.i talevlsioa cacao ras, :>it tb&t icost people trained fo*r

the &ta<g# 'i*«ra lod to conoaatrata oii acting. Aofcora ara

used by tslocastars In tha presentation of dra&atlo program*,

but tiioy aro aot oia loyed for staff work on a regular basis*

They are employed for specific programs, not for day-to-day

worfc.

Televlaion Staff Performers

What are the aost desirable ualitiea la the ateff per-

former who appears bafora the television oaiaeraa?

Slaoe it has been pointed out before that television la

something of m synthesis of sound broadcasting, the aotioa

picture, and the theatrical stag®, soma of the qualities

found la thoa© who are successful la those madia as perform-

ers xalght fee equally necessary for the talevlsloa performer*

Orrla 1- Bualap, vioe-president of Radio Corporation of

Aoarioa, outlines soma of the qualities raquirad of the per-

former la television* He states that the tela vision perforo* n

ar "aauat ba telegeale,"° and reealls tha six&ple rule of tha

lata Franfclln 0u Hoosevelti #Ba natural; ba yourselfi"9

Dunlap t in commenting on tha impression made on the

television viewers by those who appeared bafora the ©aaeras

at tha Damoeratie National Contention in 1948, obaervas that

7Ibld.

*Orrln I# Bualap, Understanding Television,. p. 66.

9lbld>

3?

Harry 3« frsaaa introduced a "aeai-ad lib fonaat into his

television appearance with great •fleet.1' Truaiaa used a

jsialmum of written notes. and relied chiefly on e&tsaporan-

eoiis remarks whioh enlivened M s address with spontaneity

and change of paee»i0

seyaour S* Andrews, iflAP-TT*a first program director,

told a group of speech educators?

If you want to train speech students for tele* vision, be sure those students learn Jiow to relet in front of a group of people, or, at least acquire the technique of appearing to be'at ease in front of aa audience. * .As to the vole a, don't let then sound like they*re doing platform readings oaks ttee® realise that if they talk simply, naturally, like your good radio announcers, thai they'll be all right for television, and not before•*i

Ivan thought s a pointed out in the proceeding section,

there la little need for thoee staff perforators who are

trained primarily aa aotors, yet the ability to act alght

serve aa something of a positive asset for the television

performer, In that there ia generalized agreement that a

sense of showmanship is needed for stieoass in television as

it is in all the entertainment fields,*2

Th© foregoing observations as to desirable qualities for

the television perforaer indicate that there are at least

five qualitlea that sight serve as a yardstick for measuring

10Xbld,. p. 73.

11 Statement by Seymour C. Andrews, Speseh delivered before

Convention of Southern Speech Association, Waco, Texas* April U t l%f»

i2Dttalap, o|>. olt.. pp. 81-67•

n the qualifications of tit® staff personnel tJtot telae®stars

of Taxaa oiioose to appear before ilia oaiaaras* These quali-

tias aret

X* Ability to ad lib.

2. Ability to act

3* Poise before an awdieaea

4.« Pleasing voioe quality

5. Telegeuole appearance

file teleeasters ©f Texas way® able to point more speei*

fically to employe® qualifications wken asked to rata tbm&

five a bilitias or oharaeteristies of the perfor&er. The use

of the tera "performer" in this i&stanoe exoludea those who

work bafora the eaaeras la specialised performances such aa

singing, instrumental, musical, dancing, aeting, and awh,

and oaatars around tfaos® perforaers who are employed for

staff work such as masters of ceremonies, announcers, a M

sports program directors,, as wall as moderators of discussion

programs, news announcers, a M home economists* The tola*

oaatars war® asked to rate the Host valuable quality or abll*

ity with a value of *1", the aaooM most daairabla quality

with a value of "2", and so on until they hM rated all of

theni, assigning a value of "5* t® the quality that they

thought of leaet valuta*

Tabla 7 indicates the relative importance of these

qualities or abilities* 4a average rating was taken by add*

lag the valuas assigned by the teleoaaters and dividing the

sum by the nuaber of tt&es the rating was used*

n

TAILS 7

L0YE1S 'iUALIflCATIONS I I TSLSVI3IOS PSBTOBMEHS scooa* IT I I F I COMUX&CXAZ. TELSCASTSRS OF

M & B , BMHSB IS JU30MBXW ORDER OF BBPQHTANCI

totality or Ability ran. KBTV KLIl-TV WBA?»TT : WQAI-TV Avg

Ability to Ad Lib ; 2 1 1 2 « » * * 1 .5

Ability to Aat 4 3 3 4 *

• • » 3-5

Poise with Audianee 1 4 1 1 4 3.0

Pleasing Vo ice quality 2 2 3 3 2 2 . 4

Telegenic Appearance 5 a 2 5 • 1 3 .0

*WQAI-F? AID not rat® tlxls quality

l a t&at t&a blghsat r s t « t ab i l i ty i s that of an ab i l i t y

to a t l i b wall, followed by t&a possession of a good radio

•voice, t&a indication i s that training for sound broadeaating

servae a very uaafol purpoaa la preparing for professional

entry into tit© television f i e l d . Staff performers for radio

must posses® tkeae abilities and qual i f ica t lonsj and tiaosa

wis® work in the smallar radio station* must employ their

eapaeltles to ad lib wa l l to a greater extent than those who

s taf f tiia larger s ta t ions . That t h i s i s trua la explained

by the inabi l i ty of the continuity personnel of the emailar

stations to prepare auffloiant seript materials for tixa entire

M

broadoaatlng day * s soiledaled program* Almost all of %h®

prograiaialag, witii tbe ©^caption of news ami actual eoaaieroi&l

eopy is given ad lib by tbe announoers of snail stations*^

To be at ease before an au&ieao# & M to have tJios® pbysi-

oal obaraoteristioa that are texasd telegenio are rated by

talaaastars of Texas as equally istportant following the ability

to ad lib well, s M the possession of a pleasing radio vole#

quality, WOAI-TV ratad poise bafora an audienoe with a value

of *4H« TMs migiat Is® explained by noting that W01J-W« ,

programs schedule included only two quarter-hour progra&s

produead in the studios* The remaining program were mada

up by Jtinessope recordings, fil* features, and athletio

events telecast by remote control.**

Aoting ability was ratad as least Important. The tola*

casters explained that aoting ability could be of value la

its indirect contribution® toward being at ease bafora an

audience, but as m aaaat par se it was last in importance

In the list of the ratad employ©© qualifications.

Qualification® of lon~Perforaing Employees

What do the telecasters of Texas seek in the way of

training and abilities for those staff employ®#® whose pri-

mary funatleAa ara not those of appearing before the television

cameras as performers?

„ J4*?!? L?bor' ffHoyawat outlook la Sadie and Television Broadcasting occupations, Bulletin »o. 958, M » :

^Statement of 3*.S. Dunoan, program direotor of WQAI-TT, personal interview, March 11, 1950*

41

Perhaps it would M well to sketoh briefly the activi-

ties required to prepare a presentation for television.

There are basically two typos of productions; (1) filmed

presentations, either theatrical film prepared originally for

presentation in oomtneroial motion picture houses, or those

fil&B prepared primarily for telecasting} and {2) those pre-

sentations that are staged in the studios or through use of

remote facilities of the originating television station.

These are termed as "live" programs

The nature of these program types requires the perform-

ance of duties by those who design and execute scenic hack*

grounds for the staging of the presentations, the execution

of, or procurement of special costuming, the handling of

motion picture cameras for the filming of special filmst and

the operation of motion picture projectors for the telecasting

of both specially prepared film as well an Kinescope record*

lags and theatrical fila* The care of this film is another

related function of the film department

These basic functions of the non-perforating production

staff of a television station were stated as follows:

1* Costume design and execution

2* Scenic execution

3« Use of sixteen millimeter motion picture cetera.

^National Association of Broadcasters, Basic Economics* Operating Costa, pp. 1-22. 1

l6Ibid.

42

4* Care and aaiiiteauaoee of motion picture film, and

the operation of a&tim picture projeotloa #«plp«

meat.

TJfcie teieoasters of Texas ware asked to rat® these per-

foraaaee areas in the order of importance to tiiey®, The area

that they considered no at important was given a value of Mltt, the second most important area was valued !f2% md so

on uatll the a m ooasldsred least important was valued "4"*

TJae Talus of the rssolts of t&ese ratings is limited

beoauae of the inability of stations WOAX-fV and WBAP-W

to give values that can bs ahm& ©a oomp&rative scales*

This is explalaed by the aature of ths operatloas of these

stations. They are esseatlally operations of specialization,

in that their employees work in restrleted areas sad are

sliosea for their abilities la theae speoift® llaes, whereas

the stations that wars able to rats these areas mors ablest-

lvsly rsquirs thsir saployses to perfora la ssversl saps*

sltiss. to illustrsts tMs points oas of ths cameramen at

K1EE-TV serves as a make-up ma, while sa audio-engineer

doss sosals designing.^

AM to the ratings of importance of the four areas

aeatioaed, table S indicates the values placed oa eaoh by

three of the six telecasters of fexas*

i7Ststernest ©f Keaaeth C. Bagwell, program director of KXJHMWt persoaal interview, November 26, 1949.

43

fABLE 8

RELATIVE IMPORTANCE Of ABILITIES IK NON-PlSaFOHMAKCl ACTIVITIES OF TELEVISION EMPLOYEES AS. RATIO W

TBR8X COMMERCIAL TKLSCASTSaS OF TOAB

Ability KBT? i m ITT tf»OT Average

Sostam© designing and execution 4 4 4.0

Scenic execution 1 3 a • 2*0

Use of 16nm camera a 2 3 2.3

Care and maintenance of fil»f use of projantor 3 I 1 1*7

That televisim programming in Texas includes a big

pereoutage of filmed preseatatioas points to the importance

plaoed oa care and oaintaaanee of motion picture films and

the ose of aotion picture projectors by telecaatera,18 This

area. of abilities is ©lonely followed by that of sceal® de-

sign and execution. The use of tixa 16 millixaeter aotion

pietura camera ia ratad aa third in importance by the tele-

casters. This rating ia explained by tha expanse involved la

this phaaa of television# Costume design and execution is

ratad tha laaat important, because costuming othar than that

which aan ba prsyided by tha usual wardrobsa of tha perform-

ing personnel la handled largely through costume rental agencies.

îHateaents of programs directors of commercial televi~ aion stations in Texaa, 0£. clt.

ÎMd.

kb

Television Writing qualifications

The telecasters o£ Texas are in agreement on the best

possible source of training for writ ears of television mater-

ials* they agree tint movie-scenario writing is tlie most

analogous to the video medium. They place writing for the

stage m next most important; writing for M radio is ratod

ia third position, and writing for the printed .media Is rated

as least important.

mis rating is explained by the nature of the television

medium; it is a medium of sight and sound, a medium of move-

ment, a medium that allows an intermixture of close-ups and

angle shota. It can transmit the image of a performer's

body as a full-length picture, or it can single out a part

of his body for olose-ap emphasis. The commercial motion

picture has utilized these approaches for some time now*

The stage is a more fixed medium in that the action -is framed

within the confines of the proscenium arch. M radio depends

on sound alone to convey its ideas, while the printed media 20

rely on sight alone*

Telecastera pointed out that since television combines

some of the approaches of all iiedia, it would be well for the

student preparing himself for television writing to investi-

gate the techniques of writing for motion pictures, the

stage, sound broadcasting, and the printed media. 2°Ibld,

45

Saokground of the Television Director

•tflwt of ttm direotor for television productions? The

telecastere were la agreement that tMs area of television

activities was one that defied objective analysia* It was

a synthesis of a sons® of showmanship, an artist*s command

of foxm, aaas* laovenent, aid the psyahologleal effect of gray

soale values, the writer*® concept of a tightly-knit story#

and a dlploaat*s ability to Handle groups of people and weld 21

tJfee contributions of all Into a unit. They were able, Mow-

ever, to indicate the profeaeloaal fields that they believed

contributed moat advantageously toward the preparation of a

director few television. fable 9 lndleate* their rating#

of four profeaeloaal fields as contributing effectively

toward the television direotor's job*

TA&,S 9

RATINGS IT FIfS TEXAS TXLKCASTEH8 OF PHQFE33IQRAL BACKOROURD8 COJfTRIBUTXHG MOST OTMTIfSLT

fOWJUB THJS FHEPABATIQW FOE ?E»¥I3X0If DIRBOOTG

Professional field KBTT KK3L SLSS-TV WHAP-TT WOAI-T? •average

AM ladle 4 3 1 1 1 2.0 Legitimate Theater 1 1 1 1 2 1,2

Non-Pro. Theater 2 a 1 2 3 2,0 Vaudeville 4 4 2 $

• # e 4 3.7

*WBAP-T? was unable to rate this field.

21, Ibid.

46

The ratings of the four professional areas a® contri-

buting most effectively toward the preparetion of the tele-

vision director indicate the fesl.ing of the teleooster that

televieion is a synthesis of sound radio and the theater.

The legitimate theater is rated as the most desirable back*

ground with sound radio and the non-professional theater

rated equally and almost on a par with the eonmereial theater,

That motion picture direation was not included in this rating

is explained by two feotors: (1) notion picture directors

are tumilling to leave motion picture directing because of

eoonoaic reasons% and (2) If they were to turn to television

directing, they would have to re-train themselves in keeping

with soma of the limitation® of the television medioa, Tel ol-

easters In Texas feel that they will not have motion picture

22 directors as members of their staffs for quite some time,

Bmmvf

1m suflimary, the tel©casters of Texas feel that colleges

and universities in Texas eould eontribute to the prepare*

tlon of students who seek entry into eomereial telecasting

activities, but they ere not sure that colleges will adopt

the proper approach to this training. They indicate that

at the present tine their most fruitful source of non~teeh~

nical employees is All radio, followed by other television,

stations* trade schools, the theater, and finally colleges*

a2Ibid.

4?

As to employee qualifications nought in tlx# staff

employ©# wfio performs before the comras, tine t^lecantera •

Indicated tin it tli© ability to ad lib wall w«s the moat im-

portant quality, followed by the possession of a good radio

voice, tho equally rated characteristics of being tele-

genic ond at ease before an a»Mios©e. ^he ability to &@t

was rated as least important.

Tiie oare and iwaintenanoe as well as the use of motion

picture projection equljwaoat and films was rated as the most

Important ability for the staff employee who worked behind

the scenes in a television station. Scenic design and exe-

cution was rated am next most important, followed very

closely by the ability to use a 16mm. motion picture camera.,

Costume design and execution were rated as least Important*

Motion picture scenario writing is rated as aost effec-

tive in training writers for television, writing for the

stage is considered as the next most effective area. Writing

for AM radio is rated as third, while writing for the printed

media is considered least important.

®te teleoaaters rated theatrical production and direc-

tion as the Most valuable area of activity in preparing for

direction of television programs. Sound radio experience

was rated.very closely behind the theater, while work 1m

vaudeville presentation was rated as least important. Tele-

easters agree that objective analysis of training for tele-

vision directing is extremely difficult, in that the television

medium is something of a synthesis of several jsedliu

CHAPTER If

A aSJGOKSTKD CURRICULUM IR TELEVI3I0IJ TBCHNIQU8S

FOE fHI SMIOa COLLBGS Of TEXAS

TMs section of the study la concerned with the problems

of the ourrieolun builder who seeks to inolude instraotloa

1a aoa-teohaieal tslevlsloa techniques aad prosedares within

the framework of the fexas senior college organized around

the soaoepfc of the liberal arte approach to higher edaoatloa.

Shore aro several fundamental Issues that must be ooa-

sldsred by the curriculum builder aa ha proeeeda toward hla

task# He must ask hiuself whether or not sueit iastruetloa

la sufficiently important la keeping with the philosophy of

education underlying the eurrieulu* structure of hla school.

If he flada that hla aaawer la a positive one for that qaea~

tioa, than he asks himself what student interests night be

served* following that h« appraises th® budgetary situation

for eeeoaplishlnig the equipment needs lahereat ia such aa area

of iastroetloa* He thaa appraises the qualifioatloas of the

faoulty of his Softool with referease to training and exparlsaoe

pesoliar t® the television area; he determines whether or not

the administration of the teaching loads &t the faeulty will

enable new courses to b« Included; or whether eoarses ia tele-

vision will supplaat other eoarses. perhaps he will deelde

that televlsloa iastructioa should be lategrated ia other

4®

49

ooorsoo already iaeludod In tfie ©urrioulu* m& t&o toooMog

ft*oi£&*o&t» la #Xfoot at tfeo j>fo«@i*t tloo*

$teo flmm of tesstoiotl©® in T i l t v i t i m Ijt tho Soalor eollogo Currloulo*

1® laportoat to «ap|« tfco * U m U « m ,

of tHon# nrlto o&axt t&o oouroo »( &lc&or oftntot&m in mm

oo&lor »c0,i«6«« of Toms? fto aoowo* i« * oloorlf otoMi

9m la t i # oflnloa of t&ooo wte $o*tiolpotod 1® o ooftlMur

em oftocotloaol a t t i i l U M feold durio# fnao ood

1949# ot tho oooforoooo ooator of tit* thi lvir i i t i of

Illiftoia* Ttoo Mftiflsf ooafcoro* tMaiy- tw •4ima(»m U t i r *

ootod la the problooo of toroodAootlag otnootiowil pjroctoiM*

««m togot&off at too iayltotlo* of tUo 39tlef«U«r Foiuftdotloft

oad t&o ttalvoroltjr of IUlnolo to *o»oxo*lao ronipproloo 4

and broodoootl**, ood to i t p l m i t o fatoro* la

o ooaoorjr of tbolr oooolt»oloao Msoy ototodt

I oorloo of ovooto la tfeo first telf of tfto twootlot:i ooottt*y, oorftod If too w M ooro ««4 a o M w i l i i l In too dlooovory of tho oto* I m I | boo oaooJuh! trodltloooi odwotlaa lato on i w m i m t t e t Ito proviooo dooo o*t ood with tfco «to*lo* luUlo oitd loborotorloo* ¥bo olooorooa hoo fcoooao tli# tao ooopoo* too n e f i i . &ofeoolof oollo*oot ood o&iVMiiUM, 1a m off or t to loouro toAOrrowU norld, «ro t«yiA| to *oto itoo of ovor? foo l l l ty to oldoo oad oxtoat t&olr oroo of oorvloo. f® o#r*o t&lo wldor jpMl«« ooo of t&o ooo ooaaaol* OOtlOftO lo ft OOOOOOltf*8

1 •Aoaoioo* in fdoootloool ftroodoootlog* (t lopori ?rop«rod

fer too Holvorolty of Xlliaoio, £• t* <Klooo«*a$*od«)

50

Frieda Br Hennock, a member of the Federal Corafflunioa-

tlone Coiamissloa, Washington, Eu @«f mi# tills statement at

a meeting of educators and ooaoerelal broadcasters la Colum-

bus, Ghlo, dining larch, 1949i *•« «A# a laat word to you

eduoatore, I conaider televiaion your blackboard* Fink up

the chalk aad write on it* Main this new median useful to

oar 140,000,000 p e o p l e . 1 ^

Adolphe 2« Meyer, in describing tha new college of the

tirantlath century, seyat *0f recent years, the college ©f

old, oruiaing la old and faaillar waters, appears to be

fadlng»•.

Wayne Ooy, chair&an of the Federal Communications

Commission, made till a observation?

A Modern university lias deemed It proper to paralt the spoaaoraMp of oaapua newspaper*, a uni-versity Preaa,-a oaapua theatre for the production of atage play*, a stadium and a field house for tee profnotiojtt of athletica, extension services for the influence of thousand® of adulta to whoa tha full advantage of a university education has beam denied, syaipj&ony orchestra aM operatic productions for the entertalaaent and cultural advaneeaent of the entire atate. why la it not within tha province of a uai-vereity to Mpoa&or broadeaetlng activities to extend Its Inflaenoe Into the very hoaes of the people It la Intended to aerve? *.«£nd your Isolation from the Main atreaai of tha life of your eoamualty and your aatisc* ffalc la the very easance of leadership la aodern Aaerica for aduoatlon and educators,*

%rleda B« Hannoek, "Kesponalbllities for Radio Educators'*, Education on the Air* 1949« edited by 0» Joe Olaon, p. 393*

Âdolphe E, Meyer, The Development of Muoatlon In tha Twentieth Century. p. 505,

%ayne Coy, (Speech delivered at Seoond Annual Conference on ladle In Sducation, Indiana University, July 29» 1948.)

51

Whloh studeat interests will It serf®I by ©fferiag

iastruetloa ia aoa-teohaieal television teohaiques and pro-

cedures? Forrest L. Whta of the University of Wiohita*

offers aa. approaeii to tula queetioa„ He sayst

| submit that there are at least four type# of students who enroll in radio slashesi

lf the nprofessioaal* studeat who stadias radio because he hopes to make eoaMor*ial or e&uoatioaal radio his career.

3. the "sesti-professioaal" student who studies radio because he hopes to follow a oareer ia whioh the use of radio may he required * sueh as the teacher, the preaoher, the lawyer, the politiciaa, ete.

3* the "oeoasioa&l" student who will use radio oal|' on rare oooasions. Perhaps ha will be asked by his employer, his oivio oluh, bis oity government to take part ia a publie service program,

4* the "listener" student who wants t© kaow more about something whioh affects his life &pre hours of the day thaa aaythiag else la the world.0

d'oha VT. Baohaaa, ehalman of the ladl® Department of

Baylor University, states that there are three distlaot stu-

deat needs served by the radio and televisloa instruction

offered la this sehoolt (1) the needs of those students

seeking professional entry iato the ootaaereial field; (2)

the needs of those students who wish to utilise ratio aad

television t© supplement their activities ia other professions

suoh as that of the aialstry, taaoiiing, law, advertlslAg,

Journalise, aad home economics; and (3) the need# of those

students who seek aa uaderstandlag of the basic eoaeepts of

m s i eomtualcatloas.^

Forrest L. Wkn, "Specialization vs Oeaeral Idaeatioa ia the Radio CuxriouluaH, Mucatioa oa the M r . 1949* edited by 0. J• Olsoa, pp. 219-221.

^Statement of Joha W» Baohiaaa, persoaal interview, Maroh 4* 1950.

r z

R*lph Hardy, who aervea in a liaison cispaolty for tha

Rational Aaaoolatlon oS Broftdoaatara #nd govaraaantal «g«a@la«

la Waafel&fttoa, D# C., points to a ae«d of saalatf as a whelm

tfeat ©fta fee aat to aone axtant by offarlag instruction oa

til* aollaga lavel In eo&oiaAieatloaa* Th*t naad Is for tfca

trilaioc of paopla wte will combine afciJLlt with m aaasa of

aoalal r##j«fe8l%lXlty tbat will mm Hum toward atlllalaf

*b« powar of tha nsdla of m&aa oofluaunloaticce toward a posi-

tive sad la attalaiog a a@r* stabla world* B« ujr»t

ar« datsvalalag aow tha allo&ta la wblofc out aJtlldvaia mi.

90* oitlldraa'a sblldraa will H*s.».I a« appalls* at tha

nafcadasaa of tha «©«is of tha laadars 1a tha communications

flald^.*a

• &1m and Cbjaatltsa la offaria* lutrMtlui la ftoa-Taehalaal Stlnliloa

ffea aavaa aaaior oollaeaa of fwea aow offarlag iastrus-

tloa la talsvlslaa ratad tha following objeetivea la tha

ardsr na«*di

1. Profaealonal satry

2. Soalal la pest

3. Xaeaattfte «§#f*s$a

4» tftillaatloa la praaotlaa of arts

S utlilsatiaa la othsr profsssloasl srsaa

6* Coaaaaity m m l m

$ talph Hardy, (Spssoh dsll?arad bsfora asabsrs af Hal*

varalty Assaslatlea for Frafaaaisaal Sadie Maaatloa, C&losgo, Illinois, Apr JUL 18, 1950* )

53

fh&t these ratings should guide the curricula# builder

ia television toward adopting the earn© object!Yes with the

same relative emphasis is a natter for further study* la

television,, as ia any other media of ssass oojaaiijaieatioas,

there will toe aorc eonsuaern than there are producers, henee

the alas ef training for intelligent viewing of television*®

prograj&s, for Informed utilization of the possibilities of

the medium for advancing business pursuit®, community activi-

ties, and the promotion of the cultural areas would be more

in keeping with the philosophy of lnatruotlon for the greatest

number. It is possible that there is a need for a number of

sehools to concentrate on preparing for professions! entry,

but that this aim be universally aoeepted is to be questioned*

There are approximately forty-five thousand foliation staff

employees in ooweroial sound broadcasting today. Many years

will probably elapse before employment ia television reaches

the present level of sound broadcasting.9 la view of this

employment picture, it would appear that as far as numbers

are concerned, the e&phasis of the colleges in serfIng stu-

dent needs should point toward assisting those students who

seek Instruction in television to supplement their knowledge

of other areas* However, as was pointed out in Chapter XX*

the primary objective of the seven senior colleges of Texas

now offering lnatruotlon in television is that of preparing

the student for professional entry into the field,

Ûnited States Department of labor, op.cit,, pp» 2*8*

5*

It is tli® contention of Kenneth Bartlett, head of radio

television at Syracuse University, that the best prepa-

ration for entry into the field is the attaining of a general*

laed educational background that will enable the student la

nafeiag a more accurate appraisal of the climate ia which

radio and television exist. Ho acknowledge®, however, that

if no training in skill® is offered, t&e student will have

littlo opportunity to exercise M s abilities in the eo«*er- ,

olal aroa«^®

In that senior oolleges of Texas now cffaring instruc-

tion in television state that their second most important

objective is that of acquainting the student with the soeio-

logical and cultural impact of the Medina, there would appear

to lie smm measure of agreement that skills plus an awareness

of the socially important aspects of the fltediu® are banic

items of equipment for the student of television*

It should be remembered that, as cited in Chapter XXI#

the telecastera of Texas are wary of the idea of the college'®

success in preparing people for professional entry• They are#

however, interested in skilled personnel who are college*

trained to man their operations*

Perhaps in setting up plans for offering instruction |n

television, the eurrieultui builder should decide the eaphasis*

He should study the field froa the standpoint of the basis

10 Kenneth Bartlett, (Speech before ate©hers of the "Uni-

versity Association for Professional Radio Education, Chicago, Illinois, April 1«, 1950)•

55

requlreaienta for entry vocationally, the outlook for employ-

ment in the modiua, and M s school's capacities In relation

to these fee tors, Perhaps* he will find that lie oan serfe

most efficiently lei focussing kid instruction la television

toward orienting the student to the median. He eould augaeat

this area of orientation with a television workshop la a oo-

ourrioular setting. If he feels it wise, he eould go the

second step and offer instruction that would prepare those

who eeeic to utilize television la carrying oat plane toward

other professional fields. The student who seeks professional

entry oould find nore detailed training in those sohools that

seek to train students for vocational participation.

If the eurriouluA builder, through study of the situa-

tion, should determine that his school oan serve in an effi*

eieat jaanner in offering preparation pointing to professional

entry* then he should extend his offerings to include those

courses that are built around the primary objectives of

focussing the student* ® aptitudes, attitudes, and abilities

into a aore defined point of competency la keeping with

Industry needs and requirements#

Having arrived at a deoleioa as to the point of eophasis,

the curriculum builder eould then choose from these broad

eategoriea of objectives: (1) orientation of the student la

the possibilities and limitations of the medium and the

climate in which it exists; (2) partlelpation of the student

as a consumer of the offerings of television, as oae who eaa

56

utilise tli© aadiua for prcunotioa of,Ma profoasioaal alms

or M s aoacapt of aemmuaity raapoaaibility, or as a parti-

oipaat la tha -vocational area of talavlaloa; and (3) tli®

ar«8 of iateasiip® investigation pointing toward findings that

will sarira the m wall as tha producer of talavlaloa*»

of£«wimgs»

Ottrrlcolua A r m la Inatruotioo

of faXevlaioa Praotieas

How <Jaa th«ae alas, thaa© understand iags, and these

skills to iaplaaeated by the offering of ouah iaatruotioa?

The mmmrrn to this question- will point a mora oaaerate path

toward ©oars© outlinaa aM the o tiier speeifio fa© tor a iavolv#d

ia ourrioctlum oo/iBtructioo.

Cansiderinc first the objeetiv© suggests a basis m m m

that saafcs to aaquaiat the student with tha phyaioal, aoo»

aoolo, psychological, aad legalistio factors involved la the

©liiaate in which television nm operates aM will-develtf«

This ooors# eao serve as &a introductory oours© for those

who plan to a&v&ja®@ toward ths participation ar@at or it can

serve ae aa eleotive for those eeeJclng uaderstaadiags of the

medium that will assist tha<i ia a batter evaluation of the

factors that go into tha ahaping of the complexion of the

soolety ia whieh w® 11*?#.

Tha second ooursa would be built around tha objective

of purtleipatioa oa tha part of the atudant ia tha tele~

vision joadlua* MM outlined la tha preceding section, this

57

degree of participation, and tie no e the nature of the course,

would be determined by the degree of participation sought by

the student , The workshop device would be helpful la carry-

lag eat the alma of this segment of the currieulua la that

students, through working la the production of television

shows, would probably find such activity helpful la clari-

fying issues and translating verballatlc knowledge Into acre

functional, objective understandings* The workshop ataos-

phere is one that encourages experimentation, and experi-

mentation points up the possibilities as well as the limita-

tions of the laedlua.

The third curricula* area would be that of evaluation

and experimentation toward arriving at formulae and struc-

turalizatlon of concepts* This area would probably go be-

yond the needs of the greatest numbers of students, and

would be of primary value to those who would be pointing

toward eventual assumption of responsibilities inherent in

positions of leadership In the industry.

A store detailed treatment nf the curriculum areas that

would point /sore concretely toward eons trust Ion of syllabi

for courses is not within the scope of this study* These

aust be baaed m the capacities of the Individual schools*

The Integration of the television curriculum into the overall

plan ©f the school must be taken into account la this aore

detailed planning; the budgetary factor# that detemiae

cost-per-student standards, the allotment of funds for faculty

55-

aalariaa aM aaoaasary equipment purohasas, and othar ooa*-

aidaratioae of this natura must ba datarmtiaad within tha

light of tha paouliaritiaa of tha individual school.

Flaeasiaat of Courses ia Curriealu®!

Valavlaioa laatrtietioa as am offarad ia seven saaior

colleges of Tanas is geared primarily for advanoad studaat®|

that is, thoaa studaata abeta tha aophomora level, AS pointed

out ia Chapta* II, only thraa of tha thirteen oouraas offarad

are designed far thoaa below juaior staadiag#

That this shall aarv* as a precedent for datarmiaiag

academic lavala far suoh instruction ia to ha dataraiiaad by

further study, fha plaaaaaat of apaoifio courses ia another

matter that mat ha daaidad by tha individual aohool. Tha

decision would ha baaed oa aourss aoataats, tha approach to

tha inatructioa, aad tha school* s overall plaa for tha ful-

filling of degrees requirements oa tha part of tha studeats.

The Maiaiatratioa of laatruotioa ia Televisioa

fh« aiaiaistratioa of instruction ia telavisioa taohai-

oues ia a matter that o on© ems tha ourrieulua builder* -

Whether tha iaatruetioa ia latroduoed iato tha aarrioaltua

through tha lategratioa of televisioa materials ia exiatiag

radio oourses, or through tha tmildiag of aew courses speel»

fioally dealing with televisioa, tha problaa of supervisory

raspeasibility ia a «a|or oaa* Thsre ia littla praoadeat

ia tha field that oaa may follow othar thaa that offered by

59

the ^ractiaoa of those univarsitles end colleges new offering

instr-iotloa la aoosd broadea3ti.ns.

Stearice B. Mitchell, director of Broadcast Advertising

Bureau, a division of thus National Association of Broad-

casters, says that wlt Is fantastic to think of radio or tele-

vision la a speech depart/neat "Precedent established in

the case of sound broadcasting instruction in o oil ages does

not follow this observation. Harry M. Wllllaaa, Miami Hal-

varsity, reported to the Southern Speech Association that

speech faculties controlled the oourses la radio broadcasting

In 31 of 115 colleges studied. In twenty-one Institutions

the responsibility was centered In the 'English department\

in tea others it was placed In m separate rail® department.*^

fhe seven senior colleges of Texas now offering lastra®-

tlon In television follow this pattern to some extent. Of

the seven schools only Baylor University has a separate de-

partment of radio and television.1*

In view of the nature of the media® of television* It

would appear that the eptia»iai administrative procedure would

he that of coordinating the efforts of various department®

usually found in the organization of the liberal arts college.

^^Maurice B. Mitchell i Speech before Meeting of University Association for Professional Badlo Sduoatlon), oj>. clt.

*%arry M» Williams, "Radio Curriculum iueetioned", Either Sctueatlea, rt CMareh 15, 1950), p. 165. "

^Statement of To* C. Rlahworth, personal interview, Sept-ember 29» 1949*

60

The Tiilve nlty of Texas t.iis procod-are, aM Toa <5.

;UsiwortJi, eoordLwitor oi* r^dio aaA television for Texas

University states that a* finda t'il-*.j nathod advantageous In

tliat ha Is able to bring tie departments of apeoeh, drat&a*

JousriiallML, phyoies, msio, and aduo&tion Into saaethlng of

a foatia toward radio and television ;aaoh aiore efficiently

and soonoalaally than were h® faoed *ith the naaeaaity of

building a separata department and relying on an informal

agreement of assistance from otlior departmenta.*"*'

Bquipiaent Heeds for Offer ins Instruction la ifoa-Taehnlaal Television Practices

What is the eûlpnent needed for offering Instruction

in television? Gojtamercial telecastera of Texas point to the

use of the 16 millimeter notion pietare cameraa, ooctc tele-

vision cameras, guides and templates as being effective 15

instructional devloes. These Items of equipment are either

inexpensive or are already in use on moat college campuses*

The 16 sillimater camera la certainly to be found as standard

equipment in aost athletic departments* Theaa ®a»raa osn

be rented for a nominal stun, from photographic stores. The

guide® and templates can be constructed by the moat unskilled

after the phfalct department ham supplied the basic informa-

tion needed.

The stage of the sehool auditorium or little theater

u m d ,

"^Statements of Texas teleeasters, oj>. ©it.

a

workshop can be used, most effectively In lien of a television

studio* The stagecraft facilities of the school can be used

without any alteration for the construction of scenic effects

for television productions*

Motion picture sound projectors fro® the audio-visual

elds laboratories can be used by instructors in television,

according equipment tram the school * a speech department can

serve to assist in prepayi.Bg and. evaluating the auditory ele-

ments of a television production*

Much sound training in coordinating the a oral elements

with ttia visual in m television production can be achieved

through the projecting of a sound film with the amplifier

which handles the sound portion out off# Thus the student

follows the visual portion of the film and supplies suitable

aural accompaniment. John Bachman observes that wit is

not necessary to go into expensive purchases of electronic

equipment to offer effestive instruction in television.***

Approach to Instruction in television

the matter of approach to instruction in television

techniques is of vital importance* It, like instruction

in other areas, should be tied in as closely with the

student*# geographical and economic Interests as possible*

The eritieis* of radio station oanagers that training in

radio broadoasting on the college level is too unrealistic

Statement of John f, Baehoan, chairman Esii© and Television Department, Baylor University, personal inter* view, April 3> 1950*

in terms of the employ/seat ill stories of students mast fee

borne in alnd by those who administer and those who teach

television*^? The administrator and the teacher aast evalti*

ate the needs of the stud exits la terms of the activities 1m

which they will engage, not in terms of the major station

operations* The television networks, life® the radio networks,

employ relatively few people and these people are specialists

who have Milt their abilities through study and experience Ig

la the field# ' Very few college graduates go Into major

station aad network operation® ijaaedlately following gradu-

ation,19 That soae colleges ©an serve a felt seed of tele*

eastere in providing training in keeping with the realities

and peculiarities of the geographic areas in which the atu»

dents live and will ms% likely seek eaployiaeat is expressed

in a letter from Mortinier 3. Bank, Prograa Manager of Station

KEYL, San Antonio. He writest X jam delighted that a definite attempt is being

made to survey the needs of the television industry*•• In addition to my nine years of emperlent# in the television field, eight with the Oolmabia Broadcasting System in Hew York and the ninth m consultant or aetlve participant in all of the Texas market®, X have,, within the past year* completed for the Oolomhla Broadcasting Systea a survey of some-forty television stations aeross the Southwest, South, and Atlantic Seaboard fro® the programming aspect* It is ay opinion

^floyt K* Baskette, "What ladio Station Managers Want in College-frained ladle Workers", (tfniversity of Texas, 19>9), p* 5. (Mimeographed,J

ldU. S. ©epartaent of Labor, 51* 2&±*> P" 2»

1±U&ld., pp. 2-6 •

€•3

tha t while tii®f® ar® a of axeal lest schools &mot®d to t®l®vi®ion programing. ay maim c r i t i c i s m tea bo«n that ttejr era l o c a t e i i auoi) a l t l a a a . Mm fork, Chicago, and loa Angelas a M th«r«for®, are slant ing t h a i r oouraes toward programming whioh the averag® aaa i l e i t y s ta t ion on the a i r , or to b® eta th® a i r within, the mxt two or tta®« year®, ar® not a hi® to 4o. I aa ®xtr®a®ly int®r®at®d i n aeeing thut a strong soar®# of supply from the manpowar a®P«et i® availafel® i n th® Southwaat wi th in tha next two or thra® y«ar®.20

Suaaary

I n th is «hapt®r, a t tant ion haa been e®ll#d to th® basic

questions that oonfront the ouxrioulua b a l l d t r i s set t ing

ajp ©oars®® of inatrnot ion i n noja-teelmioal te lev is ion taeh»

aifiie® i n th® aanior ®oll®g® of f®xa®* Thr®® areas war®

8tt«@»t®ds I D th® or ient a t ion area; (2 ) th® par t i c ipa t ion

araa j ant O ) th® area involvad wi th evaluation and ®xp®ri«

mental approaches to t®i®t i®i«o. Th® mettar of a r e a l i s t i ®

approa®h to in®truotion i n te lev is ion was t reated, an approach

that take® in to a®count th® n«®d® of the atudant®, th®

t®l®vi®ion indaatry , ana the oapaeit ies ©f th® indiv idual

school.

s . Beak, San Antonio, T®xa®, F®fernery 19/Vi

CHAtTSR f

ccrcLirsicrs nm

Conalusione

fhe purpose of this study was to determine the status

of instruction in non-teehniesX television in the senior

colleges of1 Texas* To assist in an evaluation of this

inetraotion, • the eaployee qualifications sought fey coiamer-

eial tsle casters of Texas in non-teehnieal staff mesbers

w©r® outline as stated by those who were in eharge of employe©

procurement in the television stations now operating in Texas.

A suggested guide for initial planning in curriculum son*

struct!on for instruotion in non-technical television prao~

tices was given. On the basis of findings reported in this

study, tne following conclusions axs offeredt

X* Television program directors of Texas agree that

Instruction in non-tachaieal tsisirision practices is within

the abilities of the senior colleges or Tsxas, but they are

not in agreeuent that these colleges ean or will adopt the

correet approach toward that instruction that seeks to pre-

pare the student for professional entry into the field*

2* The privately supported senior colleges of Texas

are more active in presenting instruotion in television than

are the state-supported schools*

3* The primary al» of the senior colleges offering such

64

instruct!.oa is that of preparing the student for professional

entry*

4* The expenditure of large auxas of money for equip-

ment and instructional devices is not necessary in offering

effeotive instruction in this area.

5* The offering of instruction in nontechnical tele-

vision is within the capacities of the college organise!

ar ;und the liberal arts plan*

6* Xnstruetion in non-tachnioal television practices

is in imping with the basic philosophy of the modern senior

college*

fm Instruction in television ©an serve the interests

of those student® who do not plan to enter television voca-

tionally*

Beeofluaeadtttions

Since television is a young industry, there are many

area® that require «u@h study to serve as guide® for both

educators and those who are active in the co®mercial field.

The potentialities of the sedlaa are important enough to

enlist the serious thought of both the television producer

and the oonsuaer* Recognizing the Immaturity of television

and the poseibilities of the Medina for positive ends in our

society, the following recommendation® are uadei

1. Educators and teleoasters should cooperate closely

during this early state of development in the study and ex-

change, of information and ideas that will be mutually helpfulf

66

2, A olose study of evolving employment dttaMs ahottld

be made by the educators to gear the iaatruotioaal program

to realistic procedures.

3# The senior colleges of Texas should investigate the

poeslbillties of utilizing the television medium In effect-

ively mdeciag the horizon of %h& college campus to Include

the adult popul&tioae of the ooauaunlty.

4* Graphic iaforaation as to the as® of existing equip*

meat end inatruotloaal devicea ia preaeatiag instruction la

aoa-teeiinlcal televlaioa procedures should be ex©hashed by

those school© now offering such instruction,

5* A study of the administration sad orgaalzfitioa of

laatruetioa la televiaioa that would utilize the reaourcea

©f the colleges moBt advantageously should be mad® for the

guidance of those schools plaaaiag to la&ugurat# such

l&atruotioa la the future*

ABP BMQXXBS

APflMDIX X. IWSEfllWS

f&e foil owing program direators of aofaraeroial television

stations now operating in fexas weir® iatervimm& personally

on t&e day® iadioated:

Program Mreotor

Kenneth 0* Bagwell

Mortimer 3, Deals:

J. £« Dunoan

Larry BaPost

Roy George

Bob aould

Of TV Station

KLEX-TV, Houston

KSIL, daa Antonio

WQAI-TV,

Sen Antonio

IBff, Dallas

KHLXMCr, Dallas WBAP-TV, fort Wortb

Date Interviewed

November 26, 1949

uarcii 11, 195^

Maroh 11| 1950

fcarch 14, 1950

Marek 14, 1950

February 2, 1950

The following directors of television instruction in

senior colleges in Texaa were interviewed personally on tti©

days ladieatedi

Dlreetor

Tom 0. Risfawortii

J ©Jam. W* Baehiaan

Senior College Date Interviewed

Texes University September 29, 1949 Ootober 25> 1949

Baylor University Mareb 4» 1950 April 3, 1950

67

68

APPENDIX II. qUSSTIONKAIHS FCBM ACCQKPLISHSD BY THOSE 11 CHAHaS Of RADIO M B mSfXSlCM

instruction in totty-cme rmm SINIOR COLLEGES

1. Extent of Instruction in Television

A. Bo you off** instruction ia television at the

pr#8®Jifc tlm«t T#ffl 1® mmrnmrnm

1# IX yoar aaittf is "no* , do you intend offering

instruction ia television in on* year ? Two

y oars t

0. If you off or instruction in television at the

present tiae# how aaay oourses 4© you effort

On what academic level(«) is this Instruction

of for ©4? Freshman . sophomore »

Junior . Senior . Graduate .

D. Please list the courses you offor at the present

tiAO*

2. Have you integrated television materials in existing

courses? T«a , No

Bo you plan to integrate television jaaterial in ratio

oourses in the future? To® No

Will you offer a major in television? Tea So

Will you offer a aajor ia television and radio?

Yea So

69

Will you offer graduate work in televisioa?

Yea . . 10

Will you or have you utilized iastruetors, offeriags,

or equlpoeat from other existing departoeata la your

school? Bo at present «• D® not at present s

plaa to in future »• Do not plan to la future

If you utilise facilities and instructors froa other

departoeats, from what departiaeats are you drawing

essistaaee?

Art Jotiraalls®

Busiaess. •„»». Physics.

Draaa _ . Musi©

S&glish,

Others

Speech

( la the above, will you iadleate with a nWm those areas

that assist you now, aad with aa "?* those that will

assist you ia the future?}

3.' Mature of lastmotioa ia Televiaioa

JU Will you add iastractors t© your department?

B» Listed below are possible objectives for your offerings

la teletlsioa* will you iadleate your ranking ©f these

objectives by lasertlug a "1" opposite the objective

that describes your approach to lastruetioa ia tele*

vlaioa, a *2" opposite the aext most Important

objeotlfe, et eetera?

7©

Sociological and Cultural Impact of Television

Seonaado Aspeata of Televiaion

Professional Sntry of student into television

Preparation for Participation in Proaotiag (Ummaltj Aotlvltiee through Televiaion

Utilisation of Television in Journalistic and Business Areas

Utilisation of Tela vision by Coauaunity Leaders in Art and Liu sic Circles to Develop wider Appreciations

OtJtier Objeetivee

la like mma&T will you rank techniques and procedures

you will utilize in presenting your inatruotion In

television?

Lecture

Demonstration

lateraes&lp wi th Cofflaarnial Teleoast era

WorlwJtof ©r Campus La boratory

Student Participation la Television Productions

Using Existing Commercial Facilities

D» If y©a liave facilities for campus production ©r

rehearsal, what equipment do you have?

Television Cameras Monitoring Equipment

TV Lighting Equipment Mock Cameras

Teaplatea Motion Picture Cameras

B© you liave television studious)? Tea Ho

Do you plan m getting u,p television atu&los?

Yea lo

n

If ®o, Mow mm 4© jm plan to s®t up Tf afcaAl®i»}t 1 T#** 2 Yoar* 3 Years _ w - -

If yoa seek t© prepare stiadeats for entry Into

tlM toawereiiil field, «rhl*h skills to yon ©mp&asizef

Pleaee lift ia order of iMportenoe.

n

APPENDIX III. STANDAHDIZED 703M USED II immnmim PKOGRAM DIRSCTOES OF COMMERCIAL r&mxsim

STATIOKS XVI TEXAS

?or program personnel in &y TW gat-tip, 1 look for the

employe® who i

a* is telegeai© .

to. has a good AM wlee

©• is a good ad lib m a

d. has acting ability

e» la at ©as® before an audlenoe

2. For those employeas who &m*% mm&mtily work bafor®

tii« cameras* I want people whoi

a. aan ©oaatront and paint aets

b. have training ia design —

©* can use a 16 mm aofie e&mera ________ _

d. iiavo had training in ©tag# direction

a. oaa design ooatiimes

f« oaa execute oo®t«a«®

g. tea©®? theatrical lighting

h* ©an operate motion pioture projection eqttipjpfnt ' _

1. Icnow ear# and maintenance of motion picture til* -

3. writers for television should ba trained along the lines eft

JOI radio Stage

Movle~3eenario Printed Madia Bisplay Advertising

73

2 fael that th® bast professional baokgrouad for a

television diraetor 1st

a* Ail radio

b* F&iideuill® and Might Club .

o. Lagltlstata Thaatar _ _ _ _ _ _ _ _ _ _ _ _

d« Hon-Frof••sional Littla Thaatar

5* Do you feal that oollagaa should offar ooursas that ara

dafinitaljr sl&atad t©ward talatisioa?

Comments;

6, If jo<& thiafc oollagas should offar spsoialisad ooursas la

tolevialoG taehniquaa, how do you rat# tha following as

training aids and'davioas?

a. 16 jam movie oamsra

b. MoaJt oamaras

a. faaplatas aad guida lis«* .

BXSLXOOB&Hnr

looks

AtfAM, Hala, and Obrlatiaaaaa, Kaaaatfc, grofelama lit Oollag* Radio. Coluabia, Missouri, stapkaas Gollaga, VfkB*

Battlagar, Hoy land, falavlyloa fao&altmaa. W#« York, Harpar and Brotaara, 1947*

tela, Bdgar* Aadlo-fisual Mat&oda ia Taaobia*. Maw York, gfaaVydaa ?raag, 1947.

Dunlap. Qrria !•. Uadarataadi&ft Talevisioa. law York, Or«»nberg: PuUlsK.r, W i t .

Dupuy, ?ttd?» TalaTlaloa 3&ow Baaiaeaa. Sahaaaotady, 1. Y.# Gaaoral Elaotrlo Co., 194} •

®ddy, William C. , Talatiaicuki Tk© lyas of Tomorrow, lew York, Pr.ntlo.-aaU, 1 W .

Hutokias, Robart May&ard, idmoatliaa forfreedoau Batoa -Rouga, Loaislaaa, Louisiana Stata tfalvaraity Press,

Loiir. Lanox 1#, Talavialoa Broedeaatiag. Maw York. McGraw-Hiii Book co., ia®:; x m . —

Mayar, AdoXpJbia 1., f&a IMryalegmaat of Sdueatloa la tiia , AdoXpJbia 1., f&a IMryalegmaat of iducatloa la fell1 fwaatlatft Caatary, Maw York. Preatle«~Hall. 1949 *

Olson. 0. «Toa. editor. Education oa tha Air. 194S, Solum-baa, GJaio, Ohio 3tato Urai arsity a s ; i m l

Qlaoa, 0. Joa, aditor, Idttaatloa ©a tfaa Air* 1949. Colum-bus, Ofeio, Ohio Statatfalverslty Praas, 1949.

Royal. John F.. falaviaioa Prodaetioa Problama. law York. MSrawBlil look So., las., 1948.

Ganders, Alta Owlaa, aad Aadarsoa, G&©st®r Reed, Baaiaeae Reporta. Hew York, McGraw-Hill Book Co., lao. , 1940.

Soat&wall, J oka. Qmttism a Job la talafiaioa, Mow York. MoGraw-Hili ftook So,, lao . , 1H7.

74

n

Sposa. Loaia A,» Talavlalon Frim«r. Naw York. Moaraw-Hill 300k Co., inc . , 194^. '

Wylia. Max A.. ladi© and Taleirision writin*. lew fork. RUlnahart t (So.. In«. , 1 W . ^

Public Documents

Federal Saaurlt / J«®a®yt Offla# of Education, Fadaral gadi© Mmaatioa Soa®itt®®f f&16 Piraatory of Colleges

' Qt?**!** Ooaraea la Radio andTelevision. Federal Security Agâey, 1949*

United Stataa Dapartaaat of Coaaaroa, TalaTlolonaa an Advertising Madluau Waahlngton, aovarnftant Printing ©fHo#> 1949•

United s te tas ©apartment of Labor, Biuraam of Labor s t a t l a t l o s , aloyjiaat outlook in Radio and Talyrlalon Broadoaatlag

- - 1 - - oofaraaani Employment outlook in ladio and fa. Solttpatloae, Bull a t in ' f ' ^ ' f a a Printing Offiaa, 1949»

Reports

National Association of Sroadoaatara, Baalo;leonoalog: Operating Go at a. Waa&lngton, D*' C#, Naiional Associa-tion of Baroadoaatara, 1949»

Artiolea

"Directory of Ooaoarolal Talavlaloa Station* in tka Unitad ' ** « <January 16,

1950), pp. 285-302, wf00 Boandup** Broadcasting* 3CXTOIX No* 10 (Mare& 16,

1950)« p* 87*

WllliaAS, Sarry M*» "Sadlo Curriculum QjutstifliMA*, Hlfgfaer Bdaoatlon. TI (Marok 15» 1950), p. 165«

ifewspapara

Saw York Tlmaa* April 24* 1949, Saotlon x, P. 1,

76

Unpublished Material

Andrews, Seymour C«9 "The Spesob Department and Television," Paper read before Southern Speech Assoeiatloa, Waeo, Texas, April 16, 1949*

Bartlett, Kenneth, *cptisttaa Training for Professional Bntry into Hadio and Television," Paper read before members of University Association for Professional Radio Id el-eat Ida, Chisago* April IB, 195©*

Beskette, Floyd K., "ff&at Hadio Station Managers Waat la Coll«gt-^raia®d Bad to Workers,* Division of Educational Researchj University of fexas, 1939, p* 8 (mimeographed).

Brooks, Betty T«, WA Survey of Courses la Hail® and Tele-vision Offered la American Universities aad Coileges," Unpublished stady submitted la fulfillment of the requirements for Course 0 99 Independent Stady, 3efeool of SpeeeJh, Northwestern University, 1949* p* 62 (ataeographed) •

Coy, Wayne, SpeeoH delivered at Seeoad Annual Conference oa Radio ia Education, Indiana University, July 29, 1948#

Hardy, Ralph, **ffae Social Hespoasibility of Co&u&unloatioas," Paper read before meeting of University Assooiatioa for Professional Hadio Sdusatioa* Chicago, April 18, 1950#

Mitchell, Maurice B*, Informal remarks made before meeting of University Assooiatioa for Professional ladlo Education, CMcago, April 18, 1950*

"Seminar la Idueational Broadcasting," a report issued by members of the seminar which, met at the iavltatioa of the University of Illinois and the Rockefeller Foundation at Allertoa House, eoafereaee center of the University of Illinois, Jane and July, 1949» p« 30 (alaeegraphed)«