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A Radio llonth
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TO -BE PUBLISFBD OR 3ROADCAST BEFOP3 OCTOBER 21, 1954:
T Z A CWE0
~ ~ SPkliES
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ROD BIJT IPiPROVES CHILD
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RADIO IN THE CLASS-ROOM
Some of the s t a t i o n s of' U - . i i a ..Radio have..,mw..hen
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broadcasting to schools f .<o r 15 ..yez.rs.
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The Radio ha.^ i m e n i e
t e r i t i a l i t i e s i n adding to
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the resources of a l l schools and t e a c h e r s .
I t enables f o r e i g n
languages to,be heard as spoken by t h e i r n a t i v e speakers.
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I t can b r i n g the world r i g h t i n t o the most i s o l a t e d and poorly
equipped school,
I t car] b r i n g to the class-room the v o i c e s
o f ou. t s -i;a.nding men and women.
Besides a c t u a l new informa t i o n ,
t h e b r o a d c a s t , ? r e s e n t a t i o n zrranges the c o n t e n t o f the c u r r i The r a d i o i n the class-room can apply
c u l m i n t o new 'schemes.
t h e dramatic mode o f p r e s e ~ t a t i o n , liis t o r y p l a y l e t s dramatising
t
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important episodes, s c i e n c e fez-txres drama t i s i ~ gtense moments
i n the course o f an inventiori o r discovery, o b s e r v e r s ' commentaries
wXch produce the i l l u s i o n i n ' t h e c h i l d r e n o f a c t u a l l y being on
the spok,
AIRf s
progrx:mes a r e u s u a l l y provided i n 1a.nguage
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and
l l * t _ e r a t u r e , l n d i a n and y o r l d Qis tocry, . c i v i c s aild c i t i z e n s h i p ,
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,
hygiene. and h e a l t h , geograihy9 science, n a t u r e study, b e s i d e s
s~~.clqt o p i c s as general kn-mledge 2nd p r o g r m e s o f community
singing.
As i s o l a t e d t a l k s l e a v e very l i t t l e impression, they
a r e alclost always arranged i n
2.
s e r i e s from t h r e e to e i g h t t a l k s .
Each t2"ik ca.n be followed as a s e p a r a t e u n i t , b u t a. class-room
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p r o f i t s !r!uch more by l i s t e n i n g to a whole s e r i e s , which g i v e s a
more defirzi t e , cclierent a,nc! permanent e d u c a t i o n a l r e s u l t .
pic>. 2:s
Pro g r a -
mmes a r e provided f o r both j u n i o r s and s e n i o r s , extending u s u s l l y
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- 2On the n a t u r e o f the p r o g r a m e s , r e s e a r c h r e v e a l s two q ~
te/i
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d i s t i n c t schools of thov.ght aaong t e a c h e r s , p r i n c i p a l s and i n s p e c t ing o f f i c e r s .
Sorfle b e l i e v e t h a t prograznes mv-st be l i n k e d very
to the curriculum and o n l y then w i l l they be followed
closely
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p r ~ p e r l yby the c h i l d r e n .
On t h e o t h e r hand, o t h e r s argue eqwl1.y~
s t ~ o r l g l yt h a t the curriculum i s b e s t l e f t to c l a s s t e a c h e r s and
texb'boclks and t h a t school b r o a d c a s t s s e r v e no pu-rpose u n l e s s
they provide s e r i e s w i t h a new o u t l o o k o r i n f o r m a t i o n o u t s i d e
the normal range o f t h e c l a s s roon, though l i n k e d w i t k it.
a t t e x p t i s made
in nost pr~gramnes-b...praaide-talks of
An
buth types.
biost s t a t i o n s provide f o r t h e u s e o f l i s t e n i n g schools,
c h a r t s s d pamphlets wlnich enable schools to know beforehand what
t h e t e r n ' s programme i s and give some i d e a o f the na.ture of the
talks.
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The schools can then f i t them into t h e i r time-tables a t
t h e opening o f t e r n s .
Qn t h e qu-estlon o f tirnil?g, p r e p a r a t i o n o f p r o g r m a e s ,
s e l e c t i o n of speakers and o t h e r q u e s t i o n s r e l a t i n g to school broadc a s t s , all t h e s t a t i o n s o f AIR t h z t b r o a d c a s t to schools hsve the
b e n e f i t o f the advice o f , a c o n s u l t a t i v e panel o f r e p r e s e n t a t i v e
hesrltlast2rsj I n s p e c t o r s , t r a i n i n g c o l l e g e s t a f f and t e a c h e r s from
the State.
The C c ~ s u l t a t i v ePanel meets twice a year to d i s c ~ s s
t h e ~ r n g ~ z a of
~ e st h e following term.
Educations1 b r o a d c a s t s a r e now being made from '12 s t a t i o n s
o f JJ3.
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Tf?c AIR i s prepared to expand i t s e d u c a t i o n a l b r o a d c a s t s
f u r t l ? c r j b:: t :I n e c e s s a r y
i n the schools.
p r e l h i n s r y i s t h e expansion o f f a c i l i t i e s
i b r e secondzsy schools w i l l have to i n s t a l r a d i o s ,
Tile b e n e f i t s o f e d u c a t i o n a l b r o a d c s s t s can be extended to primary
s c h o o l s a l s o , i f m u n i c i p a l i t i e s and o t h e r agencies can enable a
beginning b be made, by providing the n e c e s s a r y f i n a n c e .
1-