DOCUMENT RESUME

ED 094 720 IR 000 916

TITLE Visuals for Villagers.INSTITUTION Agency for International Development (Dept. of

State), Washington, D.C.PUB DATE 74NOTE 58p.

EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGEDESCRIPTORS Charts; *Instructional Materials; Manuals; Material

Development; *Rural Education; *Visual Aids; VisualArts

IDENTIFIERS *Agency for International Development

ABSTRACTGuides and suggestions for village workers in the

preparation of visual aids are supplied to assist in the introductionof new ideas to rural families. The information included is takenfrom the "Multiplier Handbook" produced by the Agency forInternational Development. The manual is designed to be of use toextension and community development workers, rural teachers, healthworkers, and others dealing with rural people. The instructions areaccompanied by many pictures and illustrations. The topics coveredare lettering, layout, chalkboards, felt boards, bulletin boards,magnet boards, charts, posters, flip charts, and exhibits anddisplays. (WH)

ter COPY AVAILABLE

SCOPE OF INTEREST NOTICEThe ERIC Facility has assignedthis document forxocessingto: 17 I \In our judgement, this documentis also of interest to the clearing-houses noted to the right. Index-ing should reflect their specialpoints of view.

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CONTENTS

Page

Lettering 1

Layout 9

Blackboards or Chalkboards 19

Flannelboards or Felt Boards 27

Bulletin Boards 35

Magnet Boards 41

Charts 47

Posters 55

Flip Charts 61

Exhibits and Displays 65

NOTE: The use of trade names or products in thisbooklet does not indicate endorsement ofthem by the United States Government.

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM.THE PERSON OR ORGANIZATION ORIGINA TiNC, IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OF ,CIAL NATIONAL INSTITUTEEDUCATION POSITION OP POLICY

Visuals for Villagers is written for village workers touse with rural people. They may be Extension or CommunityDevelopment workers, rural teachers, health workers, or otherswho are trying to introduce new ideas to rural families.

It is ofter necessary for the teacher to prepare his ownvisuals to make the message clear. Therefore, this bookletcontains ideas for teaching aids that are easy for the amateurwith limited resources to make and use.

Information included in Visuals for Villagers is takenfrom the Multiplier Handbook, produced by the Agency forInternational Development (AID) and its predecessor agency.Much of the material presented in the earlier publication isas useful today as when it was first written.

Individuals involved in technical assistance programs,who used the earlier publication on visual aids, have oftensought to find copies. This publication is issued to helpthose people and others in the field.

Lettering

HAND LETTER WITH INK ORPAINTThere are many ways to hand letter, usingpaint or ink. When you decide to letteryour materials in this manner, you mayuse any of the following:

Brushes

Brushes are found in two stylesroundand longand are in various sizes.

Lettering Pens

Lettering pens are usually made with fourstyles of points:

Felt Tip Pen

Another pen for rapid lettering on paper,glass, cloth, wood, metal, or plastic.

"Duckbill" Pens

The "Duckbill" will provide you with awide stroke and can he used for rapidlettering.

square ball shading elliptical

3

felt tip pen duckbill pen

There are several kinds of paint availablein the preparation of display materials.Most dealers and several commercialhouses carry paint in bottles, jars, andtubes. Water color sets are common in mostplaces.

India ink is especially useful in letteringsince other types of ink are usually tootransparent. This ink can be used bothwith pens and brushes. For the felt tippens, you can buy small cans of ink.

For rapid coloring, crayons can do a goodjob.

Remember that there are three ways foryou to make neat, straight letters withmaterials which you may find around you.You can use graph paper, newspapers, orordinary lined paper. Afark out your let-ters, ink them, and then cut them out. Or,you may want to leave them on the back-ground from which they have been made.

Suggestions

It is recommended that you use India inkin lettering.

When you are using water colors or posterboard colors, be sure the color will standout from the color of the background ma-terial you are using.

4

YOU CAN MAKE LETTERSIf you decide that you would like to makeyour own lettering, there is a variety ofways for you to do it. In hand lettering,there are certain steps which you shouldtake to assure a neat job.

draw guidelines for all lines tobe lettered

I

sketch in letters to get right spac-ing. Use soft lead pencil.

Size of lettering is all-important in pre-paring flip-charts, posters or other displaymaterials. The following chart is for yourconvenience in determining minimum let-ter or number sizes to use when preparingmaterials :

ViewingDistance64 ft.32 ft.16 ft.8 ft.

Suggestions for Lettering

Letter orNumber Size2 inches

1 inch1/2 inch14 inch

L

A. Use upper case (capital) letters forbetter legibility.

B. Guidelines lightly drawn on the back-ing material will help in keeping uni-form height of all letters.

Now you are ready to paint or C. Remember that for legibility, the largerink in the letters. the letter, the thicker it should be.

Erase the guidelines when you are finished.

NOTE : The above information should ap-ply for any lettering which isgoing to be hand-printed.

5

CUTTING LETTERS FROM READINGMATERIALS

Wherever you may be, you will find sev-eral materials available to make your let-tering problems easier. You can cut let-ters from newspaper headlines and adver-tising, magazines, brochures, advertisingposters, catalogues, calendars and otherprinted mater.

By collecting these letters, you will soonhave a sizable number of letters, which youcan store in envelopes or letter storageboxes. By keeping various sizes of let-ters separated, your lettering paste-upswill be made rapid and easy.

Following are some cutouts showing vari-ous styles and sizes :

NOVEMBERSun Mon Tue Wed Thu Fri Sat

4 511 1218 '9

1 2 37 8 9 10

'14 15 16 1721 22 23 2418 29 30

calendars

WORLD k

2 8

00010END UP

magazines

Enewspapers

HEAD EEEEHEADHEAD TTTUU

catalogues

CUTTING LETTERS FROMCOLORED PAPERIf you don't want to cut out the printedmaterial you would like to use, you cantrace them on plain or colored paper andcut them from that.

Shadow effects on colored paper can bemade by cutting two colors at the sametime and offsetting them when you pastethem up.

6

READY-CUT LETTERS

There are several kinds of ready-cut let-ters available at art stores or from com-mercial sources.

front glue pintile letter backs backs

You can obtain ready-cut letters in many Tile letters have either pin backs or ad-sizes and styles. Any of the following hesive backs for adhering to backgroundkinds of letters can be purchased in sets:

Wood or masonite cutouts are smooth,natural wood or colored.

Cardboard cutouts are available in avariety of sizes.

Gummed paper letters are made in vari-ous sizes, styles and colors.

Cork letters can be painted with show-cardcolors, washed and repainted. They arebacked with glue and will adhere to wood,metal, plastic, paper and glass.

Plastic cut letters come in block style andare limited in color and size. They haveadhesive backing and can be re-used.

When using cut letters, space them onbacking material. For aligning usestraight-edge. Pick up one letter at atime, and adhere with rubber cement orprepared adhesive.

7

Layout

PLANNING LAYOUT FORVISUAL MATERIALS

When planning layout of any display ma-terial (posters, bulletin boards, exhibits,etc.), you should consider the following:

What type of material can 1w most effec-tively used?

What combinations of material will com-plement each other!

Is the laym t simple, yet meaningful, andcan it reach the viewer?

Is the material timely?

The following examples may give yousome ideas for future use:

For books, you can cut out colored paperor use book jackets.

cil_c_L. When preparing materials..

MEASURE la CUT ONCE!

Cloth, plywood, or drawings can be usedto show types of materials.

WHY TAKEACIIMCE?

protect your EYES

Safety posters like this serve as good re-minders. Sketched faces, cutouts or photo-graphs can be employed.

Dark and light brown paper placed inalternate strips could lw made to repre-sent furrows. Drawings or photographscould be used for the figures.

Aceidees Colty

OBEY 0TRAFFIC SIGNALS

Photographs are always appealing. Makethem relate directly to the theme of thedisplay.

Remember that simplicity in ideas andlayout, with a little imagination can oftenresult in an attractive and meaningfulvisual.

11

Cutouts of maps can be effectively utilized.Ribbons fastened from points on the mapto photographs are eyecatching and at-tractive.

Bul etinboards or posters giving notice offilmshowings, demonstrations, or meetingscan be made so that they may be usedseveral times by merely replacing dates,titles or other pertinent information.Repetitive use can create an attitude ofrecognition and association on the part ofthe viewers.

w VON !MAHER LIKE . ,

THIS.. OR MIS...

Often the "right-and-wrong" of doingthings will help the viewer to retain theideas you want him to remember.

Notice how cause and effect have beencombined in this poster, to get a singleidea across . . . that fire is a dangerousthing.

A portion of a chart developed in Libyato be used by nurses and doctors to testeyesight of people of all ages. Symbolswhich can be recognized by viewers areas useful and effective as words or letters.

12

MOUNTING MATERIALS WITHRUBBER CEMENT

You may have certain flat materials whichyou want to use for demonstrations, dis-play, or filing. These same materials maybe handled by great numbers of people.To assure long use of photographs, draw-ings, charts, newspaper materials, andother flat visuals, it is best to mount them.One such way is mounting with rubbercement on a stiff backing material.

Materials needed for this process are fewand are usually easy to get. They are:

scissors eraserruler rubber cementsharp pencil bristol or

poster board

Proceed as follows :1. Cut the material to be mounted to de-

sired size.2. Place the material in position on the

mounting board. If the material tendsto curl, be sure it is flat before makingthe corner marks.

3. Now place the material face down on anold newspaper or magazine and brushcement on smoothly over the completeback of the material. Do not let cementget on front of the material as it maydamage or even ruin it.

4. Next, brush rubber cement on the areaof the mounting board which the ma-terial will cover.

5. After the cement litts started to dry onboth the material and the mountingboard, place the material face up, inposition on the board.

6. Place a clean piece of paper over thematerial and smooth all the area overthe material firmly with your hand.

7. Corner marks can be erased and rubbercement found along the edges of themounted material can be rubbed awaywith the fingers.

For your information :Mounted materials are easier to use fordisplay and opaque projection

They are flat and can be seen moreeasily

They are more attractiveThey are easier to handle and file

Edges of materials are protected

NOTE : For temporary mounting, put ce-ment only on the material to bemounted.

13

DRY MOUNTING PROCESS material tobe mounted

The dry mounting of photographs, draw-ings, charts and other flat materials is aclean and rapid process, if you have elec-tricity, certain materials and tools towork with. The mounting tissue used iscovered on both sides with shellac. Whenthe tissue is placed between two pieces ofpaper material, and heat is applied underpressure, the shellac melts, adhering thepieces of paper together.

Materials needed in this process areDry mounting tissue (can be purchasedin various sizes at most photographic'tores)Mounting materials (usually thick,smooth cardboard).Scissors or paper cutter

Electric iron, tacking iron or a drymounting press

Flatirons, heated over fire, can also beused for adhering your material to themount with tissue.

The procedure is verymounting:

in ounting tissue

m o ling board

simple for dry

1. Fasten a sheet of mounting tissue on theback of the material to be mounted withtacking iron or electric iron. The tissueshould be fastened in the center, to per-mit cutting around the edges of thematerial.Cut the picture with the attached tissueto the desired size.

:3. Place the picture face up in positionon the mounting material.

4. Lift the upper right hand corner of thepicture, and tack the tissue to the mount-ing material. Repeat this process atthe lower left hand corner.

5. Cover the picture and the mounting ma-terial wth a clean sheet of paper. Eitherplace it in the dry mount press, or ironwith an electric iron for approximately10 seconds, moving the iron over all thesurface of the material.

Suggestions for you :

Store dry mounting tissue in a cool dryplace to keep it usable.

If tissue does not adhere to the mountingboard, the iron is not hot enough.

If tissue does not adhere to the material,the iron may be too hot.

Practice and experience will solve yourmounting problems.

14

WET MOUNTING PROCESS

There are certain kinds of flat materialswhich you can use often and which youneed to carry with you,from place to place.One way in which you can protect thesematerials and make them usable for alonger period of time is by adhering orbacking them with cloth. Maps, charts,sketches, blueprints and similar materialswhen properly backed with cloth can thenbe easily rolled, carried or stored.

Materials needed for the wet mountingprocess are usually available. They con-sist of the following items:

Wheat flour paste. The flour should bekept in a jar with a perforated top, sothat itcan be sprinkled into the water asyou make the paste. This makes the floureasy to handle and prevents lumps of flourfrom falling into the water.Dishpan, chemical tray or similar panis needed for mixing the paste.Paint brush for mixing and applyingpaste. Should be at least a 3" brush.Unbleached muslin, old flour or sugarsacks make good hacking material.Thumb tacks, carpet tacks or goodgrade of adhesive tape can be used tofasten the cloth to the flat surface.A wooden or plastic rolling pin orsimilar smooth cylinder will be needed toroll the material flat on the cloth.Pail, pot or tub to soak the materialto he mounted.Sponge or cloth to be used in wettingthe back of the material.A smooth, flat surface on which tostretch the cloth, and fasten it.

Now you are ready to wet-mount thematerial.

Prepare the cloth for backing.

1. Be sure the cloth is cut slightly largerthan the material to be mounted.Soak the cloth in water. Be sure thatall of the cloth is wet. Then twist thecloth to remove excess water.

3. Stretch the wet cloth evenly on theflat surface. Smooth it across the sur-face so that there are no wrinkles orair pockets between the cloth and thesurface.

4. Fasten one corner, then stretch thecloth firmly and fasten the two adjoin-ing corners.

pull clothtight beforetacking 2 and 3

5. Fill in the thumb tacks every 10-15 cm.apart. Start by placing a tack in thecenter of each side. Each time a tack isplaced, place another tack on the op-posite side.

After you havetacked one pointyou should tack on the opposite side tokeep cloth stiff.

15

Now divide the distance between tacks inhalf until all spaces are filled in and thecloth firmly fastened to the surface.

6. Look carefully for wrinkles or airpockets. If you find them, they can beremoved by taking out tacks, pulling thecloth tighter, and tacking again.

7. Place the material to be mounted on thecloth surface and make corner markswith a pencil to show the area the ma-terial will cover on the Cloth.

place guide marks

on all corners

NOTE : The cloth you decide to use maybe dyed or may be used in itsoriginal color.

Prepare the paste

1. Pour about 3/4 cup of water into thepan.

2. Sift the flour from the jar into thewater, stirring all the time with thebrush. Mix the flour and waterthoroughly until the paste looks likevery thick soup.

3. Two tablespoons of sizing may be putinto the paste if the material beingmounted is a hard-finish surface. Thismakes the material adhere to the clothbetter.

Prepare the material for mounting

1. If materials to b(, mounted have colorswhich may come off when the materialis dampened, then the material shouldbe sprayed with either wall paperlacquer or plastic spray.Place the material to be mounted faceclown on a clean surface. Using asponge or cloth, wet the back, until it iscompletely soaked.

3. Brush the paste all over the area onthe cloth which the material is to cover.Be sure the paste is applied evenly. Youmay want to use a piece of cardboardto smooth the paste on the cloth or toremove any excess paste.

4. Go back to the material to be mounted.Stretch it smooth and wipe off excesswater.

5. Place the material with printed sideup on the cloth, using the corner marksas guides. Try to keep paste off theprinted surface.

16

Adhering the material to the cloth.

1. A set pattern in rolling will keep thematerial from being stretched out ofshape and will remove air pockets be-tween the material and the cloth.

3. Roll from the center of the materialto the margin opposite you. Do not goover the margin, at any time yet, oryou will get paste on your roller.

3. Now roll from the center to the marginnearest you. Continue rolling next tothe left or right margins.

4. Lift the corners of the material tokeep Material from stretching becauseof rolling.

5. Roll from the center to each corner.After you have finished rolling allcorners, the most of your material issmoothly mounted.

6. Place paper strips over all margins ofthe material, as well as over the clothborder. Roll in all directions from thecenter as you did before, but this time,roll to the edge of the paper, coveringthe margins.

7. Lift the paper strips off. Wipe awayany excess paste on the cloth borderwith a damp cloth.

8. Look for any paste on the face of thematerial mounted, and remove it im-mediately.

9. Look for any wrinkles or air pocketsyou may have missed while rolling.These may be removed by rubbingyour hands on the surface of thematerial from the center toward themargin. Care should be taken whenrubbing your hands on the material,because it is still wet and may easilytear.

10. Allow the material to dry thoroughlybefore you remove it from the surfaceon which you mounted it.

11. Now remove the tacks, and trim theexcess cloth from the edges of thematerial.

NOTE: You may either leave a clothborder, or you may want to cutright to the edge of the material.

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SUGGESTED MATERIALS WHICHCAN BE PREPARED BY THEWET MOUNTING PROCESS

materials foropaque projector

sectioned maps

turnover charts or maps

scroll or `tv' box

photographs or drawings in booklets

picture collections

picture stories with scrolls

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Blackboards or Chalkboards

19/aO

YOU CAN MAKE A BLACKBOARD

Portable blackboards are especially use-ful for field demonstrations because oftheir compactness and ease in handling.Below are three kinds of portable black-boards that can be made.

Cut a rectangle of good oilcloth to thedesired size. Roughen the glossy surfacewith a medium grade sandpaper. Applya coat of blackboard paint or flat blackor green paint and let dry thoroughly.Then add a second coat.

A thick piece of cotton cloth may be used.Paint one side with a thin coat of carp-enter's glue. After the glue is dry, applytwo coats of paint to the glued side. Besure the first coat of paint is dry beforeapplying a second one.

Curtains which are in good condition maybe utilized as blackboards. Again, applytwo coats of paint, letting the first coatdry thoroughly.

Next, fasten a cylindrical wooden rod toone of the long sides of the blackboard.The rod should not exceed one inchdiameter and should not project beyondthe edges of the material. Connect bothends of the rod with a piece of twine sothat the blackboard can be hung. Finally,in rolling up the board, roll it over withthe painted side on the inside.

Stiff blackboards can be made from lin-oleum, plywood, masonite or similarmaterials. Whether the surface is shinyas with linoleum or rough as it might bewith plywood, it should be sanded care-fully to an even roughness. Flat green

or black paint, or blackboard paint shouldbe applied in two separate coatings. Justbe sure that first coat is dry before apply-ing the second one.

A good wooden frame around your stiffblackboard will help prevent warping, givei t more permanency, and improve itslooks.

BLACKBOARDS CAN BE

PORTABLE

OR

PERMANENT

AND . .

THEY ARE EASILY MADE!

NOTE: It is suggested that you go overthe blackboard with an erasure containingchalk powder, so that future erasing willbe easier. For audiences of approximately15 people, you should make a blackboardwhich is a minimum of 22"x30" (55x75cm.)

21

/I3 METERS \

PLACEMENT OF THE BLACKBOARDIS IMPORTANT

Lower edge of the board should be atthe level of the viewers' eyes.From the center of the board a 60° angleshould be considered for the audience'setting area.The closest viewers should be a mini-mum of 3 meters (9 ft.) from the board.Be sure the light source does not causereflections on the board.

Here are three ways to accentuate wordsor numbers.

Sizes of letters on a chalkboard are im-portant. A letter 3 cm. tall can be read at10 meters. Letters 6 cm. can be read at20 meters. Width of the letter should beat least one-seventh the height of theletter. Lower case letters should be two-thirds the height of capital letters.

Use string to draw circles or other curvedlines.

it

Stick figures in chalk are easy to do.

(Edited from 'Make Effective Use of theBlackboard' Inter-American Instituteof Agricultural Sciences of the O.A.S.)

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CHALKBOARDSAs an "active" visual, the chalkboardoffers you the opportunity to write wordsand draw pictures and diagrams whichcan greatly acid to t h e effectiveness ofyour presentation.

The uses for a chalkboard are limited onlyby your imagination. You can summarizethe main points of a talk ; write down keywords for emphasis ; sketch diagrams ofirrigation systems, farm building arrange-ments and crop rotations ; draw picturesof people and animals to add interest toyour talk ; write out directions for mixingand using chemicals for controlling lo-custs; and develop a story or lesson pointby point.

Using a chalkboard not only increasesaudience interest and understanding butspeeds learning and gives the teacher in-creased poise and self confidence.

(Edited from "Using Visuals in Agricul-tural Extension Programs" ICA.)

NOTE: An even better chalkboard, but amore expensive one, can he made by sub-stituting cement for clay and reinforcingit with chicken wire. In preparing the ce-ment mixture, about 1 part of cement to5 parts of sand to 1 part of lime shouldhe used.

MAKING A CHALKBOARD

The children who are to use the chalkboardin a given room must be kept in mind asyou make your plans for building it. Nevershould a child need to stand on tiptoe toreach the board, nor should the board behigh above the eye level of the assembledgroup. Experience has taught that in aprimary school room the chalkboardshould be approximately 28 inches fromthe floor.

In the interinediate grades 32 inches fromfloor level is convenient, while in the uppergrades and in high school a hoard 36 inchesfrom the floor is best. It was for this lastgroup, fast approaching mature height,that the Audio-Visual Aids Class in aWinter Workshop in Kabul, Afghanistanbuilt the chalkboard described below in oneof the classrooms at Darul-MorAllamein.We chose a side of the room for the chalk-board where the glare of natural lightfrom the windows would be least. Alongthat wall, using a straight edge, we mea-sured and marked off a rectangular space4 ft. by 10 ft. running horizontally an even36 inches above floor level. This area weframed with a narrow, neatly outlinedborder of hard clay, which was laterpainted to match the walls. In other coun-tries where forests abound, a woodenframe lh, inch by 2 inches might be usedto set off the chalkboard area with fineemphasis.

Great care was taken as we prepared thewall inside the frame to receive the pre-pared mixture which would later besmoothed out to serve as the writing sur-face. With "hammer and tongs" we chip-

23

ped away part of the original mud andplaster wall to a depth of about two centi-meters. This made a rough surface towhich the clay mixture would adherefirmly.

Good quality natural clay, obtained every-where locally, was first put through a sievemade of window screening. By this pro-cess, small stones, grasses and other im-purities were removed. To this fine smoothclay now free of lumps we added enoughwater to make a mixture of paste-like con-sistency, Next, we added cattails (gula-lock) in sufficient quantity to make a stickybinding substance. In this manner we fore-stalled any excessive cracking of the sur-face of the clay.

With a trowel, we applied the preparedmixture to the area of the wall that hadbeen chipped out. In so doing we spreadenough of the clay mixture to make thesurface of the chalkboard even with theadjoining wall surfaces. During this pro-cess we were extremely careful to makethe surface of the clay as smooth as possi-ble. We learned that we could succeed inthis effort by keeping the surface wetwhile troweling. Frequently, we dipped thetrowel in water and sprinkled water onthe surface of the mixture with ourfingers. This smoothing of the intendedwriting surface is a most important partof the construction job.

After three or four days of drying, thechalkboard was ready to paint. A satis-factory black paint was made by using11/2 parts of kerosene to 1 part varnishto 1 part of lamp-black. This was appliedby brush.

USING CHALKBOARDSEFFECTIVELY

Although it is a very simple tool, thechalkboard can be a most effective visualdevice. There are certain basic techniqueswhich you can apply, to insure successfuluse of the board in your presentation.

Here are a few suggestions and points toremember:

1. Be sure the blackboard is in a positionwhere all viewers can see it and wherethere is sufficient light. Remember thatreflections on a chalkboard make thematerials hard to look at.

PLAN AHEAD. Practice your demon-stration . . get comments from yourfellow workers or friends. First gainthe confidence of ycar audience andproceed in your planned order.

3. Write clearly and large enough so thatthe viewers at the back of the groupcan see too. Printing of letters is pre-ferable. To get neat, straight lines justrub chalk on a piece of string and posi-tion it on the hoard (someone can helpyou hold the string). When positioned,take hold of the center of the string,pull it back 2-3 inches and let it snapback. Chalkdust will come off thestring and leave you a straight line.A straight edge can also be used.

24

4. You can accentuate lines by using thechalk sideways. Words or symbols canbe emphasized by underlining, circlingor putting them in a box.

5. Outlines of objects can be cut fromcardboard or paper and outlined onthe board with chalk. These materialswill be useful if repeated demonstra-tions are required.

6. Colored chalk can also be used to pointup objects or words.

7. The blackboard should be kept clean.Washing it frequently will keep it ingood condition for writing or drawing.

8. If you must erase during a presenta-tion, remember to erase from the topto the bottom of the board. This pre-vents chalk dust from causing dis-comfort to either you or your audience.

9. Be sure that there are no materialsnear the chalkboard which will detractfrom the presentation you are giving.Don't lose your audience because ofunrelated objects.

10. Never talk to the audience when youare drawing or printing anything onthe board. Your audience might nothear you, and besides, their attentionwill be on what the chalk is making.

These are a few suggestions. With a littlepractice you will be able to perfect andapply your own techniques in using thechalkboard to put your story across.

MORE SUGGESTIONS FORCHALKBOARDS:

Make use of cutout objects for outliningon the chalkboard. It is best to find a pieceof stiff cardboard, draw the object on it,and cut the outline. Stiff .cardboard ismuch easier to use when you are tracingaround it with chalk.

A good way to assure giving your viewersa good drawing is to prepare it in advanceof the presentation. Just dot or sketch iton the chalkboard lightly and then duringthe presentation, you can draw it so thatthe viewers can see it.

If you have an object, a word or a phrasethat you want to be noticed, there is aneasy way to do this. Take a piece of paper,prepare the material on it and tape it tothe blackboard and build your chalk ma-terial around that.

Don't put too much material on the boardat one time. If you have a large amountof material to place on the board, you canprepare some of it before the meeting andcover it with a plain sheet of paper orcloth.

25

You will find good use for a pointer. Thereare rubber-tipped pointers available com-mercially. However, you may use a meas-uring stick, the branch of a tree, or abroom handle. The pointer is useful whenyou have to show viewers a process whichrequires a flow of movement. As you pointto objects drawn on the blackboard, youshould stand to one side, so that all viewerscan see the board.

Keep your lines straight by using measur-ing sticks or other straight edged ma-terials.

AND . . . there is value in giving yourviewers something to remember you andyour demonstration. Simple duplicatedmaterial with illustrations or importantpoints of your presentation are valuabletools for any demonstrator.

26

Flannelboards or Felt Boards

2 7P'

YOU CAN MAKE A FELT BOARD

The felt board (sometimes referred to asflannel board) consists of cloth fastened toa stiff backing. The. cloth must be felt,flannel, suede or cotton outing, while thebacking may be a wall, wallboard, ma-sonite, plywood or even heavy cardboard.

Choose colors which will make partsshow up well. Size will be determinedby the number of viewers you anticipate.Stretch the cloth taut across the backingand secure with tacks, staples, tape, rubbercement or glue.

Parts for the flannelgraph may be photo-graphs, illustrations, lettered materials,construction paper, colored cellophane,blotters, balsa wood or suede, felt, cottonor flannel material. Cut out desired shapesfrom any of the above. Be sure cutoutsare large enough to be recognized by youraudience. If paper material is used, stripsof felt, flannel or fine-to-medium sand-

." KO_' 1 P-'____..M..4 ..

.3 . .' ^ r...4

I

29

paper must be glued or pasted to the backs SUGGESTIONS FORof parts. FLANNELBOARDS

When not being used as a presentationtool, the felt board can also serve as abulletin board. By painting the back ofthe board with flat black or green, orblackboard paint, you can have a black-board too.

front back

2+1

cutoutsof

paper

felt gluedto back

clothcutouts

no backingneeded

WHEN YOU NEED WATER

LCLEAN THE JAR

2 FILL THE JAR

3 COVER THE TOP

41111111110

NOTE: Dimensions are not given here.However, a 30"x 40" board should sufficefor presentation to an audience of 100people.

The flannelboard background on whichflannelgraphs are placed should be acolor which will not take away attentionfrom the pictures, but will enhance ormake them stand out. The hoard shouldvary in size according to the size groupsbefore which it will be used. It is better,if possible, to arrange for small groupsrather than large ones where the flannel-graph message may be obscured for somewho cannot see it clearly.

A 30x40 inch flannelboard can be builtto fold in the middle out or two 30x20 inchpieces of masonite backed with a hinge ofcanvas and covered with flannel on oneside. 1n traveling, the flannel is turned inand can he readily tucked under the armto carry.

A portable tripod may be used to holdthe flannelboard, and this too can easilybe folded up and carried. The flannelgraphpictures, filed in subject envelopes, will fitinto a small briefcase. TheK three lightpieces provide portable visual aid equip-ment that is of minimal cost to put to-gether.

(Edited from Multiplier article "Sugges-tions for a Flannelboard," U S 0 M/HAITI).

30

The use of perspective and objects in rela-tive sizes, gives a pleasing three-dimen-sional effect to this flannelboard.

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(Adapted from 'Using Visuals in Agri-culture Extension Programs,' ICA).

HOW TO USE A FELT BOARD

In preparing the felt board presentation,it is desirable that a detailed written guideshould be developed. After the materialhas been developed, you should rehearsethe presentation until you are certain thatyou can cover the material in the timeallotted. Practice your lesson and makesure you have all felt board cards ar-ranged in the proper order and placedaround the board or on a near-by table sothat they will be accessible with a mini-mum of movement.

Allow yourself at least half an hour toset the board up and arrange cards beforeyou start the meeting. The first few cardsyou place on the felt board should assistyou in arousing the interest of the group.

After you have aroused their interest, youthen present the information in a step-by-step manner. Use your cards in a dramaticway, but make sure that each point isclearly presented to the group. In somecases, it might he wise to take an extraminute or two to clarify a point. As a re-sult, each member of the group should beencouraged to solve the problem by apply-ing the information in the lesson.

31

It may be advisable for you to allow ques-tions during your presentation. This willhelp to clarify difficult points which theaudience may not understand and putsyour presentation on a person-to-personbasis. It may even be desirable for youto review the highlights of your presenta-tion with the felt board again.

The real proof in the effectiveness of yourpresentation will come when you see peo-ple doing the things which you have demon-strated.

(Adapted f r o m a booklet "Flannel -graphs," produced in Korea in 1958. Theoriginal was written by Mr. Kim JoongHo and Miss Lee Ok Ki, formerly of theAudio Visual Division, USOM/Korea).

SOME EXAMPLES OF THE USEOF THE FLANNELGRAPH

For Extension, Agents

The meetings of rural groups are moreinteresting when the Agent presents hisexplanation with the help of the flannel-graph.

Subjects such as soil conservation, seeddisinfection, cooperative organization, canbe illustrated with good sequences adaptedto the rural mind.

In meetings of Young Agricultural Clubs,the flannelgraph helps the boys show theirfriends what they have learned.

The "Order of the Day" for the meetingcan be shown on the panel. If in the lastminute a change must be made in the orderof the day, it is as easy as changing thelabels.

For Schoolteachers

A teacher once said: "There is only onelimit in the application of the flannelgraphin learning THE IMAGINATION OFTHE TEACHER." This means that if theteacher is eager, the flannelgraph can beuseful to him on many occasions, with sur-prising results.

32

a. Before you begin the talk, put in orderyour illustrations. Always put first afigure on the panel and afterward ex-plain it.

b. Maintain yourself always beside thepanel, so that everybody sees the figures.

c. Develop the presentation from eitherside, depending on language.

d. Let the public participate.

e. When you put the figures on the flannel,do a small movement down so that thesandpaper " grasps" the flannel's nap.

f. If you have many figures to show, usetwo panels one beside the other.

g. To connect the figures to each other,use wool yarn. Use arrows to call at-tention to interesting points.

h. Once you have thought over the storyof your presentation, prepare smallsketches on pieces of paper. Use illustra-tions which tell your story. This wayyou will have a UNITED IDEA beforeyou make the definitive drawings.

i. Use an agreeable illustration as the endof your talk. One which says forexample: "And no more for today.Thanks a lot", or something like that.

(Adaptation from Audio-visual SeriesBooklet No. 3, prepared by Gustavo Gatti,and revised by Juan E. Diaz Bordenave,Audio-visual Center, USOM/Paraguay,1956. The original booklet was illustratedby Tomas Borja.)

33

Bulletin Boards

YOU CAN MAKE A BULLETINBOARD

Many kinds of bulletin boards may beused to meet your needs. Determine thelimitations of space and location and thendecide if you need a fixed, folding, mov-able or suspended board.

Bulletin boards may be made of any softmaterial. Softwood, beaverboard, celotex,composition board, plywood, linoleum,backs of old blotting pads or heavy bristolboard are some suggested materials. Cutthe material to the desired size, and punchholes on either side of the top so that theboard can be hung.

For background of the board you maywant to leave it in its original color, oryou may wish to paint it, or you mightdecide to cover it with cloth. If you paintthe board, remember that the backgroundcolor should make the materials placedon the board stand out in contrast. Clothcovering can be burlap, denim, felt, flannelor monk's cloth. Framing the bulletinboard with colored tape, wooden framing,or glued colored paper will make it moreattractive.

A recent aadition to the bulletin boardfamily is the peg board. Materials neededfor the peg board consist of heavy compo-sition board with holes punched all overit, and small wooden pegs. This makes pos-sible the display of three-dimensionalobjects.

Metal hooks are also available for hangingobjects from peg boards.

37

peg board forthree-dimensional

effects

original cloth painted

Surfaces can be prepared to meet needs,wihin limitations of available materials.

Placement of bulletin boards are as im,portant as what you put on them. Hangthe board eye-level to your audience.

NOTE: A felt board may double for youas a bulletin board when it is not beingused, or if you have n portable blackboard,the back of that may be covered with ma-terial for bulletin board use also.

USING BULLETIN BOARDS

A well-placed bulletin board can be ofgreat help to you and your program. Itcan be used for many purposes :

To announce meetings or film showings

To keep people interested in the prog-ress of your program

To teach new methods and to adaptexisting practices to local situations

MEETINGS ANDFILM SHOWINGS

NEW METHODSAND NEW IDEAS

38

All these purposes may be served by theuse of

photographs

drawings

posters

notices

publications

wall newspapers

With these, you should use simple, butmeaningful captions, printed carefully,and placed near the materials which theyrelate to.

Here are a few rules for you to followwhen you prepare a bulletin board:

Make your layout simple and attractive.Place the materials in various positionsand choose the one you think best.

Don't overload your bulletin board . . .

keep to related ideas and one theme.

Use neutral color for your background.Use bright colors for materials or words

which you want to be made important.Make the lettering simple, with words

easy to understand.Change the material often and keep the

information timely.

Xf your bulletin board is to be placed out-side, it will be exposed to weather condi-tions. Therefore, it should be placed under-neath an overhanging roof. If no roof ofthis kind is available, you may be able tobuild a temporary shelter for it, or evenbuild a frame with a glass front to protectthe material.

39"

Magnet Boards

41. /;,?.

YOU CAN MAKE A SCREENMAGNETIC BOARD

The screen type magnetic board is light,inexpensive and can be made with a fewmaterials and tools by anyone. An ordinarylarge picture frame, a piece of galvanizedsteel fly screen cut to fit the frame, somestaples or carpet tacks and a half dozensmall magnets comprise all the necessarymaterials. The magnets can be purchasedin a variety of sizes and colors.

The frame is placed face down on a tableor floor and the screen is stretched over itand stapled or tacked alons the edges. Thiscompletes the construction work. The framemay be painted, but it is unnecessary topaint the wire screen since wall colors willshow through.

43

Completed frames may be hung over class-room walls, blackboards or conventionalbulletin boards. In some instances, theframes can be used in school administrativeoffices as partitions between desks. Theynot only serve as bulletin boards, but per-mit the passage of light and air as well.

The magnets can be glued at intervals ona neutral or gaily colored string, one end ofwhich is secured to the frame of the mag-netic board.

(Adapted from Teaching Tools, the Man-ual of Classroom Tested Techniques.)

MAGNETBOARDS

Magnetboards differ from flannelboards,only in construction. Their use as a visualteaching device is very similar to the flan-nelgraph. The size also is similar.

Instead of cardboard, plywood, or pressedwood backing however, the magnetboardmust have a sheet iron backing to attractthe small magnets that are used to hold upthe parts.

Since paint does not interfere with themagnetic attraction, you may paint yourboard to provide contrast between thebackground and the parts and to avoidrust damage. The paint most commonly

used is chalkboard slating, and the boardtherefore can double as a magnetboard andchalkboard.

Twenty-eight gauge sheet iron usually isused for the backing. This is light enoughto carry yet durable enough to stand thewear that visual equipment gets in normaluse. Galvanized iron window screen alsoworks farly well if it is properly framedto make it rigid.

Small magnets are glued, taped or fastenedwith wax to the backs of the parts. Whenthe parts are placed on the surface of theboard, the attraction between the magnetsand the metal of the board holds the partsin place. Wind will not blow the parts fromthe board.

44

Three examples of magnetic boards whichwere used in teaching by television. Theblack arrow is movable and is used withthe measuring diagram. The white arrowin the lower left board can be moved to thetarget. A magnet on the back of the boardsholds each of the arrows in place. As themagnet at the back is slid around the board,

the arrows will move correspondingly. Themetal board at the lower right holds theparts of the circles to the board and infront of the board are some sectioned partswith magnets fastened to them.

(Adapted from ICA 's "Using Visuals InAgricultural Extension Programs").

I

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Charts

47

YOU CAN MAKE A CHART

Charts and graphs are pictures of relation-ships and changes. They can help you showor compare changes that have occurred.

, 'Aare are several kinds of charts.

Bar charts are made of a series of blocksalong a measured scale and can be used forcomparison or of a project or specificactivity.

Organization charts can illustrate organi-zational and administrative relationships.Lines connected to boxes can show levelsof authority.

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Pictorial graphs can be used to get a clearpicture of the message by use of drawingsor s7mbols representing the subject. Thesymbols may indicate quantities shown incomparing numbers of items at givenpoints in time.

49

Pie charts are used to show how severalparts make up the whole. Useful for show-ing budgetary p r o p o r t i o n, percentagebreakdowns, etc.

Line charts can be utilized to show trendsand relationships, growth or expansion.

Flow charts help to explain sequence intime or a process of doing something.

Here are some suggestions regardingpreparation of charts:

1. Keep them simple by using one idea.2. Don't use too much data.3. Use large sheets of paper and allow

plenty of space.4. Use symbols, words or color to explain

the chart. Make it attractive.5. Use lines and bars in only one propor-

tion.6. Compare like units and avoid confusion

to the viewer.

This portion of a silk screen chart showshow charts can explain parts of a wholeobject. The drawing is simple and realis-tic and only the necessary words andphrases were used.

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Maps, combined with symbols are an effec-tive way to make statistics realistic andmeaningful.

Always remember that color can add muchtoward effectiveness of any visual materialyou may want to produce.

50

Here are some examples ofeff ect re charts: OVERLAY CHARTS

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These 5 photographs on the use of over-lays with a map, serve to point out thevalue of teaching with overlays. They areeasy to make and the materials neededare inexpensive.

Map painted with India ink on cardboard

First overlay showing Pacific Ocean

51

Second overlay with Atlantic Ocean

Third overlay with Indian Ocean

Fourth overlay with Antarctic and ArcticOceans

Materials for the overlay consisted of acardboard sheet, 4 acetate sheets, Indiaink, a pen and 2 strips of tape.

This series was used as part of a socialstudies unit to teach locations of oceansof the world. Though used as a televisionpresentation, the same series would be use-ful in small group demonstrations.

The following overlay chart was effectivelyused to teach children the parts of a seed.

Line drawing of a seed on backing sheet.

First overlay

Second overlay

Third overlay

52

PULL CHARTSPull charts are useful in showing move-ment or in concealing material until youneed it for the sequence of a unit whichyou are teaching.

This pull chart is easily made

O

Cut a slit in the top half of the cardboardsheet. The slit should be y2 of the diameterof the circular cardboard.

Cut a slit in the cardboad circle tothe diameter of the circle.

Slide the cardboard circle into the slit ofthe cardboard square. Now you are readyto use it as a teaching device. A littlepractice and you will find it most usefulas a teaching aid.

53M

Posters

5 5/S6

YOU CAN MAKE A POSTER

A poster is an informational or educationaltool with which to reach many people inmany looations. Posters can be used forseveral purposes. Here are a fewexamples : .

motivation of new ideas

informing people of meetings or film show-ings

accident prevention

new processes

Before making a poster, you should askyourself . . . Who am I trying to reach?

What do I want to tell?

Backing for posters may be colored con-struction paper, Bristol board, cardboard,newsprint or similar material. Materialswhich you will use in making the posterwill depend on (a) the nature of yourtheme, (b) availability and your ingenuity.

BEFORE you make a posterdecide your theme

decide which words are most suitable

sketch one or more layouts and decideon the best

gather all needed materials to preparethe poster

57

several sketched layouts will help youdetermine the most effective design to use

THEN you are ready to make a poster

prepare the lettering

add desired objects

cover edges of poster with opaquetape

erase smudge marks

POSTERSCAN . . .

MOTIVATE

EDUCATE

INFORMPEOPLE THEWORLD OVER

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When you display your poster be sure tofind a place where there is adequate lightand where many people will see it

THESE EXAMPLES POINT TO THESIMPLICITY IN ILLUSTRATION ANDTHE USE OF FEW WORDS TO TELLTHE STORY.

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Flip Charts

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YOU CAN MAKE A FLIP CHART

[FLIPBOOK;

The flip chart has two rectangular woodencovers.

Use plywood to make these covers. Youcan also make them of thin hard-woodboards. These covers are joined by hinges,on one of their narrow sides, to two woodenstrips. The wooden strips will thus act asthe back of a book and the covers will openoutward.

Along the middle of the strips, and atequidistant points, make perforations tolet 3/16" x 11 /2" bolts go through to holdthe plates and covers together. When theflip chart is being used, the wooden stripswill constitute its upper end.

To give stability to your flip chart whenplacing it on a board or a stand for yourdemonstrations, proceed as follows:

Drill a 1/8" (3 mm) hole on the mid-point,about VI" (1/2 cm.) from the lower edge.Pass through this hole a piece of cordabout 1/2" (3 mm) thick and 11" (28 cm.)long. Make a knot at the end of this cord.

Make a 1/6" (2 mm) wide and 1/2" (11 /2cm.) vertical slot on the mid-point of theother cover's lower edge.

To keep the flip chart open while you useit, pass the cord through the slot and pullit until the second knot catches in it. Thatway the flip chart will stand up like a Vupside down.

You cap also make your flip chart multi-purpose by doing the following:

Paint one of the covers' inside surfacewith flat black or green paint ; if possible,use special blackboard paint. You can thusprovide yourself with a small blackboard.

Cover the inside of the other cover witha piece of light blue flannel. Attach theflannel only by the edges so that it offersa flat, unwrinkled surface. That givesyou a small flannelgraph.

you can use metal, canvas or cloth hinges

sectionshowinghinging andperforating

ready to use

NOTE: Outside dimensions are not givenhere since the preparation of a flip chartcould be made in any size to meet yourneeds.

63

USING TEE FLIPBOOK

One technique for transmitting informa-tion readily to groups is the flipbook.

One such flipbook deals with teachingspraymen how to spray houses with DDTin the residual spray control of malaria.It was first developed in Indo-china andthen adapted to Burma. The book, widelyused in these two countries, consists of 24pages. It sets forth five specific points,and is designed to present the theoreticalmaterial which a spray crewman needs toknow in order to be an effective operatorin residual spray work.

The principal part of the flipbook concernsitself with the actual steps in mixing,straining, and spraying the DDT mixture.It gives full instruction about the mechan-ism and maintenance of the spray can,giving names of all parts and completedirections on use. Material on how to pre-pare houses for spraying and the actualprocedures of spraying, with clear expo-sition and proper repetition, is presented.The flipbook is used as an integral part ofthe training of spraymen, and since allcommunication is by way of graphics andlectures from the teacher, it is possible tocommunicate with illiterate individuals.

(Edited from article "Flipbooks" writtenby Dr. Gerald Winfield 0/CM, ICA/W).

GREEN MANURING INCREASES YIELDS

PREPARATION OF SEED BED

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SEIECTION Of SEED

GOOD SEED INCREASES MEM

Use good diseue-free eine seedfrom tho one variety recommend-ed for your arm. About 40 to SOwounds of healthy one seed Is

enough for planting w was Dis-card all diseased setts or tissuewhoa eyes buds are damaged. Cut

three budded setts.

TRENCH PREPARATION

Prepare trenches 34 ft. apart h. wide and

f Inches deep in November. Give frequent

hosing.. After green manuring add 30 lbs.

N. by applying about 73 maundt of farm-yard manure in trenches. Irrigate and nue

the manure well Into the toil.

These two examples are taken from a smallflipbook produced in India, and extensivelyused.

Note the information for the demonstratorfound on the pages.

The size of your flipbook is determinedby the number of people you plan to reachat any given demonstration. If you aregoing to talk to three or four people atone time you may only need a flipbookabout 9" x 12".

64

Exhibits and Displays

65/6;3

EXHIBITS AND DISPLAYS

The primary purpose of an exhibit or dis-play is to get the attention of masses ofpeople, to motivate them, interest them orget them to take some action on the subjectyou are showing. The information whichis presented will be much more detailedthan you could give with any other media,and several kinds of visuals may be usedto attract the viewer's interest. Of courseall of the material should be prepared sothat each part of the exhibit is directlyrelated to the total presentation. Viewersshould be able to acquaint themselves as)mpletely as possible with your theme.

As in preparation of all visuals, the firstand most important step is the planningof the exhibit. You must decide who theaudience is going to be. and what you wantthe audience to do after they have seenthe exhibit.

Exhibits should have some single devicewhich will attract the people to it. Thismay be a splash of color, continuous slideshowings, a tape recording, an electricdevice, or a moving object.

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The most effective exhibits are built arounda single idea, using simple, understand-able pictures or illustrations and fewwords. It is suggested that you prepare acardboard model of the exhibit in scale tothe actual space which you can use. Ifpossible, ask audio visual specialists toassist you in selecting the materials tobe used, the colors and the form which theexhibit will take.

Make the central idea of the exhibit standout, so that viewers will know and under-stand what you are trying to show them.All other materials used, though they re-late to the central ider, should be secon-dary in getting the attention of theviewers.

67

Here are some suggestions to help you inplanning and preparing your exhibit ordisplay:

1. Be sure that the viewer can identify hisinterests, experiences and needs withyour presentation.

2. Keep all written material to a minimum.You can assist the viewer in getting theprimary ideas of the exhibit by varyingthe sizes of the captions or signs whichyou use.

3. A neutral background is desirable, withtwo or three colors used for attention-getting purposes.

4. Don't use too many materials in yourexhibit. Let a few outstanding, well-placed visuals present the idea. If thereare too many materials used, the viewermay not be able to understand whatyou are trying to show him.

5. The central or key material for yourexhibit should be near the eye level ofyour audience. Remember that materialsabove seven feet or below three feet willnot be seen as well and will not attractas much attention.

Health centers, schools, agriculture exten-sion offices or special government depart-ments may have space where permanentexhibits can be set up, or where the samebackground support can be used for differ-ent exhibits.

Permanent or changing exhibits can be dis-played on walls, tables, bulletinboards, orpanels which are fastened to the floor.You should decide if you want your exhibitto be placed on walls, on tables or set upwith supports. If the exhibit is to be car-ried from village to village, considerationmust be taken in building it so that it isportable and easy to handle. Small hingedbulletinboards can be prepared with thematerial permanently placed on them.Loose objects such as specimens, models,signs, etc., may be carried in boxes, andplaced in position any time you set up thedisplay.

(Adapted from "Using Visuals in Agri-cultural Extension Programs, ICA").

68

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Notice that the photographic displays along the walls are separated so that full atten-tion can be given to the individual subjects being shown. There are no other objectsor models on the walls to detract from the viewers' attention. On the table is a realis-tic model showing examples of a well-irrigated farm and a farm which has not usedirrigation methods.

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This table model of a dam construction always attracts viewers. Such materials forexhibits can be made from papier-mache, plaster of paris, or clay and painted to giveit a realistic look. If detailed models are made which contain parts that are easilybreakable, it might be advisable to cover the display with cellophane or to set it backfar enough so that viewers will not break it.

69

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This large display to show various fac-tors which influence family health, success-fully utilized photographs and illustrationwith few words.

70

The use of real objects, such as the sinksand faucets with running water, makes thisdisplay realistic to the viewers. The pur-pose of this particular exhibit was to pointto the importance of keeping the waterturned off when it was not needed and thatby doing this, thousands of gallons ofwater were saved during the year. Noticethe arrows pointing down to the objectsfrom the titles. The use of tile on the back-ground provides a realistic setting forthe sinks.

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