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PUBLIG RELATIONS
SPEECH
IMPROVEMENT
__. G1 ASSROOM
ENRICHMENT
STUDENT
COMMUNITY PARTICIPATION
THE
SCHOOL OWNED
| RADIO STATION
Low Power FM Radio
“A New Teaching Tool”
AVID of Indiana
1951
The publication costs of this brochure
were taken care of by the
GATES RADIO COMPANY
QUINCY, ILLINOIS
Low Power FM Radio
A New Teaching Tool
Presenting the Advantages, Uses, and Costs of a 10-Watt FM
(Frequency Modulation) Radio Broadcasting Station in
Any School System with Procedures for Making
Application to the Federal Communications
Commission
* OK OR
Prepared and Distributed by the
Audio-Visual Instruction Directors (AVID)
of Indiana
. OFFICERS
President, ....-.--~- M. McCabe Day, Huntington, Indiana
Vice-President -2.:-+--=-- Clyde K. Miller, Gary, Indiana
Secretary-Treasurer - Miss Carolyn Guss, Indiana University,
Bloomington, Indiana
EXECUTIVE COUNCIL
Miss Evelyn Hoke, Ball State Teachers College, Muncie, Ind.
Donald Williams, Huntington, Ind.
George McIntire, Michigan City, Ind.
Vernon McKown, New Albany, Ind.
Edwin Carmony, Gary, Ind.
MARCH 1951
Introduction
To promote and extend the use of radio as a teaching tool,
the Audio-Visual Instruction Directors (AVID) of Indiana, in
the fall meeting, September 29-30, 1950, on the campus of Ind-
iana University, went on record as urging the inclusion of ra-
dio in the audio-visual program. Recognizing the opportunities
offered by low power FM broadcasting and the fact that a
school system can provide a radio station and receiving facil-
ities for a cost comparable with that of equipping for motion
picture utilization, AVID feels that this study is significant.
This brochure, representing the experiences and plans of
AVID members, and distributed as a service of AVID, pre-
sents some of the facts and opinions concerning educational
radio for administrators, audio-visual directors, and teachers.
Philosophy Of Low Power
FM Educational Radio
Through the combined efforts of the U. S. Office of Educa-
tion, the Federal Communications Commission, the National
Association of Educational Broadcasters, and numerous school
administrators who wished to make extensive use of radio,
the 10-watt educational transmitter was developed and made
available for non-commercial use. Schools for more than a
quarter of a century have owned and used their own radio
voices, but in most instances these stations were limited to
metropolitan areas, due chiefly to the expense of costly equip-
ment and trained personnel. These stations are to be compli-
mented on the excellent work they have carried on during the
period when most educators rejected radio as a teaching tool.
Since these transmitters have had to serve large metropolitan
areas, their programs have had to be of professional quality ;
consequently they have found it necessary to eliminate one
very important element of the educational process—pupil par-
ticipation. Many think that their programs have consisted
of too high percentage of ‘“‘verbalism’’. They have been lectur-
ing to the student in the classroom through the medium of
dramatized educational transcribed radio shows. The boys and
2
girls have not had a fair share of the total time to use their
initiative and abilities in producing and participating in their
own shows. These stations must not be criticized for this condi-
tion, however. With one transmitter for each million boys and
girls, the thought of getting even one-tenth of one per-cent of
the student population on the air is quite a staggering problem.
The students have had to be content with “just listening
activities’. This is only one phase of the educational process.
The other and very important part is PUPIL PARTICIPATION
IN PRODUCTION. Schools today are striving to become examples
of democracy. We have far too many people in the educational
field now who use their own vocal cords too much, and ad-
ministrators for years have tried to remedy the situation
with not too much success. For the sake of democracy in ed-
ucation, let us not start down this same road when we “go on
the air’.
What is the answer? At the present time, there are many
concrete examples of 10-watt FM stations that are fast ap-
proaching the 50-50 division between live and transcribed
programs. Grade levels seem to make little difference. Ele-
mentary schools, junior highs, senior highs, and colleges and
universities are now on the air with workshop students at the
controls, doing the announcing, writing and producing their
own shows, using their fellow student from grades one
through sixteen as radio talent. MANY STUDENT-PRODUCED
Siows ARE BEING ACCEPTED By TEACHERS FOR CLASSROOM
Use. In most instances the professional staff has had
little or no formal training in radio. In the great majority of
cases the production is supervised by a former speech teacher,
and the equipment care and operator training is a responsi-
bility of the director of audio-visual instruction, or some other
person who has a fair degree of technical ability and former
administrative experience.
These stations carry the thousands of excellent university-
produced transcribed programs. They get a high percentage of
their student body on the air, follow their teams to the state
basketball tourneys, and DO IT USING STUDENT TALENT,
The superintendents and school boards are happy. Students
and parents love it. Their budgets are unbelieveably small. Who
is left to object to this new teaching tool being used in this
democratic manner?
Getting The Low Power FM Station
1. OFFICIAL PROCEDURE
a.
School board approval of filing of application with the
Federal Communications Commission (FCC). It is
necessary to have the legal unit, THE SCHOOL CITY,
authorize the action. Since this procedure takes some
time, it should be done early. Even though completion
may be several months away, the filing of the appli-
cation stimulates school and community interest.
. Application for Construction Permit (CP). This per-
mit describes the kind of equipment, details of location
of transmitter, and approximate costs.
. Granting of Construction Permit. When notified by
the FCC of action on the application, the applicant has
8 months to complete the installation. This time may be
extended, if necessary.
Installing Equipment. The equipment must be installed
according to the CP. If changes in equipment are found
desirable, application is made to modify the CP. Com-
mercial radio stations usually are glad to sibsd aoa
and offer help.
: Equipment Tests. The FCC engineer in the area and
the Washington office are merely notified 2 days in
advance that tests will be made. This covers a period
not to exceed 30 days.
. Program Tests. This notification is similar to the
Equipment Tests, and the tests may continue for 30
days, or until license is granted.
. Application for Station License. Application is made
after equipment has been installed and tested.
. Granting of License by FCC. The license is granted for
an initial period which expires June 1 or September 1,
accordng to frequencies. Renewals are for three years.
. Third Class Radiotelephone Operator Permits. This
type of radiotelephone operator permit has been pro-
vided by the FCC for operation of 10-watt stations. —
The FCC exam can be passed by teachers or high school
pupils on the basis of a few days’ study. Questions and
answers such as included in the examination are made
available by the FCC for study. The material is non-
technical and includes only a knowledge of broadcast
law and operating practice. A first or second class
operator, having technical knowledge, must be avail- .
able for technical service, but not for operation. —
4
2. EQUIPMENT REQUIRED
a. Ten-Watt Transmitter and Antenna. There are at least
four companies offering this equipment. The transmit-
ter costs approximately $1500. The antenna costs $100
or more, depending upon the mast used.
b. Console for Control Room. The console can be simple
for one studio, or more compilcated for more than one
studio, with costs between $500 and $1500.
ce. Studio Equipment. Much audio equipment of the Audio-
Visual Department can be used. The amount of studio
equipment needed will depend upon the program
planned. Certain minimum items will include:
2 or more microphones
2 turntables
Tape recorder
Sound effects
Transcriptions and records
8. STUDIO FACILITIES
a. Control Room. A small room is adequate to house the
transmitter and console. Windows must be in the wall
between the control room and studio.
b. Studio. A small room, sound treated, must adjoin the
control room. Larger facilities offer more flexible pro-
gramming.
c. Remote Locations. Larger groups may be picked up by
a remote line to auditorium stage, gym, or other loca-
tions.
- Administration Of School Radio
Because radio is definately an audio aid in instruction, in
many instances school administrators in public school systems
have placed the administrative responsibility for the low
power F'M radio station in the department of audio-visual in-
struction. Such an allociation of responsibility may be due to
the fact that the audio-visual department has already pro-
vided services making use of such audio equipment that can
also serve to advantage in the radio installation, as micro-
phones and tape and disc recorders. Unless viewed as a coordi-
nated effort, serving the entire school system as an audio aid,
radio may become simply a highly specialized activity for one
department, with no attempt at coordination with the general .
instructional program.
Actual production of radio programs can be within one or
more departments, just as the visual field has frequently in-
cluded the science departments, the vocational department, art
and photography classes, and others..
5
In situations where there has been an effective audio-visual
program, we recommend the following possible concept of ad-
ministration.
SUPERINTENDENT
|
AUDIO-VISUAL DIRECTOR
‘|
Projection Still and Motion reset Radio Production
Service Photography and Records for for School System
Classroom use
Program Production
Program production on low power FM educational stations
aims primarily at usefulness for schools, but it also takes into
consideration the acquisition and holding of community aud-
ience and service to all local citizens. Production encourages
and demands articulate, flexible, pleasant diction, exact tim-
ing, and a variety of abilities for those who participate. Ex-
perience of schools with low power FM stations show that
pupils are capable of and suecessful in achieving excellent pro-
duction, and that participation serves as an incentive for im-
provement. Since the educational radio program must have
appeal for many different groups, production can include a
variety of types, such as the following:
1. Our Schools—Participation of small groups from various
schools discussing the physical and educational aspects
of the individual building in an effort to develop pride
in school and to inform other schools and the com-
munity.
2. Discussion—Classroom group in round-table discussion of
political, economic, and social questions, serving as a
review of units studied and as material for other
classes and the community.
3 Junior Town Meetings—Carrying out this popular form of
inter-school activity to emphasize the importance of
free discussion in a democracy.
A. Dramatizations—Stories and events presented for different
school levels for classroom enrichment, and for ex-
perience for workshop students in skills of sound and
transition.
5. Transcriptions—Presenting professionally produced edu-
cational programs for classroom utilization. In this
manner the local school can benefit from the radio
activities of universities and other groups.
6. Achievement Programs—Spelling contests, quiz programs,
music programs by school groups and individual pupils.
6
7. Special Broadcasts—Athletic contests, commencements, and
community programs.
8. Emergencies—Catastrophe service and war emergencies.
Radio Utilization
The success of the school-owned radio station depends to
a great extent upon the use made of the materials broadcast.
To get the most from the broadcast efforts, it is necessary
to take into account the types of listening audience one ex-
pects to reach. In the case of the local school station this
audience consists of either the students in the classrooms or the
people of the community, or both.
In the classroom, the radio broadcasts are effective as a
direct teaching aid in which the emphasis is placed either upon
participation or upon the dissemination of information.
In program participation, utilization is dependent upon the
student’s development of confidence in himself and his ability
to transmit intelligent verbal ideas. The student is required to
develop a cooperative attitude toward all who share the pro-
gram with him. He is further urged to carefully evaluate and
weigh all material used in the broadcasts.
The second phrase of direct teaching is the dissemination of
factual information. Several of our educational institutions
have available a number of transcribed radio programs de-
signed for classroom teaching. These programs are carefully
checked as to content and form. There are study guides
available for many of these programs, thus giving the teacher
the chance to prepare the class for the broadcast as well as to
provide suggestions for follow-up discussions.
We must, by all means, include the people of the community
in our program planning and utilization. The lower power FM
station is one of the most effective public relations media the
school has ever had at its command. Not only are the public
school and its activities taken directly into the homes of the
local citizens, but the citizens can be made to feel a part of the
school itself by participating in actual broadcast. P. T. A.’ s,
service clubs, and other community organizations participating
- in actual broadcasts will begin to consider the school as a focal
point for all community activity.
t
THE NATIONAL ASSOCIATION OF
EDUCATIONAL BROADCASTERS
The cost of operation of an educational FM station operated
by students under the supervision of teachers is extremely low.
The stations are receiving weekly from numerous sources
fifteen to twenty hours of radio broadcast programs on mag-
netic tape. Some programs are recorded by leading univer-
sities. These programs originally were broadcast over the
university stations and were designed especially for class-
room listening. The radio stations of most of the large city
systems have agreed to make their programs available for
the smaller stations’ use. Free programs from non-profit and
commercial organizations are listened to by the classrooms.
Those sponsored by the commercial organizations have no ob-
jectionable continuity. An increasing number of network pro-
grams and individual station programs are being freed for
non commercial use. This enormous source of material enables
the station to stay on the air while good local programs are
being planned and built.
The National Association of Educational Broadcasters is
a nation wide organization whose membership lists practically
all of the educational stations of the nation. The membership
dues for the 10 watt station is only fifteen dollars. The Na-
tional Association of Educational Broadcasters operates a tape
recording project which mass duplicates hundreds of evaluated
radio broadcasts and mails them out for a very small fee to its
member stations. The N. A. E. B. at present is furnishing
about fifteen hours of the finest program material to its mem-
ber stations weekly. Under a special grant of the Kellogg
Foundation special mass duplicating equipment is being set
up at the University of Illinois and an ever increasing supply
of radio programs can be expected from this organization.
The cost to the 10 watt station during the school year of 1951-
52 will be less than one hundred dollars including postage.
*~)
Summary
1. PHILOSOPHY OF LOW POWER FM RADIO—It is Democracy
in action, providing a multitude of opportunities for pupils to
participate in programs, not merely to listen tothem. —
2. GETTING THE LOW POWER FM STATION.—Procedures are
exact, but not difficult, in obtaining the necessary consent of
the Federal Communications Commission for a construction
permit and a station license, with several actions of the Com-
mission taken for the expressed purpose of encouraging the
widespread use of the 10-watt station by schools. The cost is
within the realm of even comparatively small school systems,
with $3,000 a reasonable minimum for station installation.
8 ADMINISTRATION OF THE SCHOOL RADIO—In many in-
stances it has seemed desirable to place the low power radio
station in the audio-visual department to make the station a
real audio aid in instruction throughout the entire school
system.
A. PROGRAM PRODUCTIONS—A variety of program possi-
bilites offer stimulation for achievement by pupils, the devel-
opment of skills in broadcasting techniques, and the broadcast-
ing of special school and community programs.
5. RADIO UTILIZATION—The school radio becomes an impor-
tant aid in the classroom and a most useful medium for com-
munity groups.
6. NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS—
Any educational organization planning to build a low power
station should write to the N. A. E. B. Recording Project,
Gregory Hall, University of Illinois and get information con-
cerning the services of the organization. It is a valuable source
of necessary material for the small stations.
COMMITTEE
M. McCabe Day, Chairman, Dir. Audio-Visual Inst., City
Schools, Huntington, Ind., Manager of WVSH.
Vernon McKown, Director. of Audio-Visual Inst., New
Albany, Ind., Manager of WNAS. |
Galon R. Miller, Director of Radio, City Schools, Wabash,
Ind.
Mrs. Wallace Patterson, Dir. Radio Prod., WVSH, Hunt-
ington, Ind,
Scanned from the National Association of Educational Broadcasters Records
at the Wisconsin Historical Society as part of
“Unlocking the Airwaves: Revitalizing an Early Public and Educational Radio Collection.”
A collaboration among the Maryland Institute for Technology in the Humanities,
University of Wisconsin-Madison Department of Communication Arts,
and Wisconsin Historical Society.
Supported by a Humanities Collections and Reference Resources grant from
the National Endowment for the Humanities
MITH MARYLAND INSTITUTE For = UNIVERSITY OF
TECHNOLOGY In tHe HUMANITIES MARYL AND
WISCONSIN
HISTORICAL
SOCIETY
(1) WISCONSIN
UNIVERSITY OF WISCONSIN-MADISON
~~ Humanities
Any views, findings, conclusions, or recommendations expressed in this publication/collection do not necessarily reflect those of the
National Endowment for the Humanities.