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The entire course of study in the one-semester music appreciation course intended for the non-music major was redesigned, using a systems approach, to meet a series of pre-stated instructional objectives and to be sensitive to the individual differences of students. To permit maximum flexibility and individualization, the course consisted of a series of well defined, self-contained instructional units, grouped homogeneously into modules. The four basic modules, each of approximately three and one-half weeks in length, covered prerequisites, instrumental forms, vocal forms, and current popular music forms. A wide variety of resources, both human and material, were used, including the learning laboratory, a dial access system, text books, tape slide sequences, videotapes, programed texts with audio, audio units, multi-screen presentation, a student manual, student and faculty performers, and media specialists. An evaluation of the course showed that it was well-liked by students, efficient in both student and faculty time and space utilization, and effective in overcoming the differences between students without any musical background and thus with training in music. The phases of course development, testing, and evaluation are described. Selected pages from the student manual, course revisions, and related results are presented. (JY)

A project designed to permit people from different disciplines to locate and retrieve rapidly, and as specifically as possible, all items in a slide collection that fill their specific needs, is the subject of this paper. A field-test of the system for 35mm slides used within the fields of Art, History, Literature and Drama yielded the following main conclusions: that the system is possible and practical; that slide collections should not be limited to one subject area since they tend to have application in more than one discipline; that these collections are most useful when designed to permit a user to locate items using terminology he is familiar with; that the system is easy to use, is compatible with any shelving or cataloguing system, and can be used either with a computerized or manual retrieval system; and, finally, that there is still a great deal of work to be done to refine and perfect the system. (GO)

An experimental program was undertaken to find a means of facilitating the teaching of art to large numbers of students in a Humanities course at the University of Miami. Original paintings were available for study in the University art gallery, but there was insufficient room for large classes in the gallery and a specialist teacher was not available. A specialist helped to prepare a programed booklet containing a branching program on a unit in Renaissance Art. This booklet was related to numbered paintings in the gallery. The objectives were limited to allow completion of the program in 30 minutes, and were identified as 1) determining which of any two paintings was painted later in time, and 2) identifying the shape of a painting. Pre- and post-testing of 31 freshmen students in an experimental group showed that the objectives were met. Questionnaires administered to the experimental group and to a larger group of students, who later completed the program, demonstrated that students were motivated by the program. It was concluded that use of programed instruction in conjunction with an art gallery provided a highly desirable instructional tool when used with television or film demonstrations of technique, and with small discussion seminars. Test and questionnaire results, and samples of students' comments are included in the text. Appendices give program samples, and the pre- and post-test. (PM)

Can an effective approach to art education be developed that will not only reach a majority of our students, but will also be practical in terms of existing human and material resources? A study was undertaken to develop and evaluate a series of self-instructional, programed art sequences for the upper elementary through high school levels. Six sequences averaging 30 minutes in length and covering topics on art history, artistic techniques, and picture subject matter were developed. The materials for each sequence included a programed booklet with branching format and from 15 to 30 full-sized reproductions. Two of the sequences were subjected to a series of evaluations in several schools. Students were divided into experimental groups and control groups that were uninstructed. All groups received a pre- and posttest designed to measure improvement. An attitude questionnaire was administered to students and teachers. Both programed sequences showed significant improvement at the .01 level for all experimental groups, with two showing improvement at the .001 level. Material was most effective when used at the instructional level for which it was designed. This method is successful, makes efficient use of resources, is approved by teachers and students, and can achieve objectives with large groups, whether or not the teacher has art teaching experience. This project was done under a Titles I and III/ESEA grant. (MT)

In a Biology laboratory for the non-science major, a series of programed booklets, 8mm cartridge films, and 35mm slides were used with standard laboratory equipment and materials. By the end of the second semester, 28 programed sequences with linear and branching strategies had been designed and tested. Students completed attitude questionnaires after each unit that helped decide sequential revisions for the spring, and lab quizzes that denied correlation between achievement and time spent in the laboratory. Programed laboratory units met their instructional objectives with the mean above 78% in all but one of the nine units tested and 86% of all student scores at the level of 70% or above. While 88% of fall students approved of this approach to laboratory instruction, units were subdivided and further coordinated with lectures for the spring. Among many conclusions were these: sequences reached pre-stated objectives for non-science majors; a laboratory station can serve at least 16-18 students during a 40-hour week; time for sequence completion varies, and new objectives may be added to such a course. Quiz and questionnaire results, selected student comments, and lists of terminal objectives are given. (TI)

The ability to sight read music accurately and artistically is important for pianists, expecially those who intend to become teachers and accompanists. Yet instruction in this skill is rarely available. An independent learning approach based on tachistoscopic speed reading techniques (i.e. controlled exposure) was evaluated for reducing sight reading errors among college piano students. Experimental subjects took part on eight 30 minute sessions over a period of two weeks. During each session, six scores of varying styles were projected onto a rear screen unit by a remote controlled 35mm slide projector. Scores were arranged in order of increasing difficulty. Control subjects received no formal instruction in sight reading during this time period. The performances of experimental and control subjects were evaluated before and after the sessions by two judges, one judge grading the experimental subjects and the other judge grading the control subjects. Experimental subjects showed a significant decrease in note and meter errors as well as an increase in ability to play with expression. In addition, student attitudes toward the approach were favorable. (RM)

IN THE FALL SEMESTER OF 1963 PROGRAMED INSTRUCTION WAS INTRODUCED TO TEACH STUDENT TEACHERS THE OPERATION AND APPLICATION OF AN OVERHEAD PROJECTOR, A TAPE RECORDER, AND FILMSTRIP-SLIDE PROJECTORS. IT WAS DECIDED THAT EACH PIECE OF EQUIPMENT SHOULD BE PROGRAMED INDEPENDENTLY, THAT A LIGHT, INFORMAL APPROACH BE USED, AND THAT, WHILE LEARNING, THE STUDENTS BE BROUGHT IN CONTACT WITH RELATED INSTRUCTIONAL MATERIALS. THE PROCEDURE, ADMINISTERED BY THE STUDENTS, WAS THE SAME FOR ALL TYPES OF EQUIPMENT, AND CONSISTED OF A PROGRAMED BOOKLET PLUS RELATED TRAINING MATERIAL. THE PROGRAMED INSTRUCTION WAS POSITIVELY RECEIVED BY STUDENTS AND TEACHERS. SINCE THE PROJECT WAS BEGUN A GREAT INCREASE IN STUDENT USE OF EQUIPMENT COVERED WAS OBSERVED, THE NEED FOR THE INSTRUCTOR TO BE PRESENT WAS ELIMINATED, AND THE PROGRAM BECAME STANDARD FOR NEW FACULTY. THE CONCLUSIONS ARE THAT AUDIO-VISUAL EQUIPMENT TRAINING CAN BE EFFECTIVELY PROGRAMED, AN INFORMAL APPROACH APPEARS TO HEIGHTEN INTEREST AND REDUCE PREVIOUS BIAS, SHORT, SELF CONTAINED PROGRAMS INCREASE UTILIZATION AND FLEXIBILITY, AND CLASS ROOM APPLICATION CAN BE DEMONSTRATED BY USE OF SAMPLE MATERIALS. SAMPLE PAGES OF PROGRAMS ARE SHOWN IN THE APPENDIX. (OH)

THE EFFECTIVENESS AND UTILIZATION OF AUDIOVISUAL INSTRUCTIONAL MATERIALS TO FACILITATE DISCUSSIONS IN SEMINARS OF INTRODUCTORY COLLEGE COURSES IN THE HUMANITIES AND SOCIAL SCIENCES WERE EXPLORED OVER TWO SPRING SEMESTERS AT THE UNIVERSITY OF MIAMI. MATERIALS INCLUDED SLIDES, OVERHEAD TRANSPARENCIES, FILMSTRIPS, AND TAPE RECORDINGS FOR COMPARATIVE SCULPTURE, HISTORY, MUSIC, PHILOSOPHY AND MUSIC CLASSES. ONE INSTRUCTOR FOR EACH DEPARTMENT WORKED WITH THE OFFICE FOR THE STUDY OF INSTRUCTION AND WITH SEMINAR INSTRUCTORS IN SELECTING AND DESIGNING MATERIALS AND INTRODUCING THEM AND THEIR POSSIBLE APPLICATIONS. TO ASSIST THE HUMANITIES FACULTY AN INSTRUCTOR'S GUIDE, CONTAINING RESOURCE INFORMATION WAS PREPARED. AFTER EACH SPRING SEMESTER, QUESTIONNAIRES WERE DISTRIBUTED TO ALL SEMINAR INSTRUCTORS AND GRADUATE ASSISTANTS. THE FINDINGS--IF WELL SELECTED, INSTRUCTIONAL MATERIALS, HELP PROMOTE CLASSROOM DISCUSSIONS, ARE UTILIZED IN VARYING DEGREES, AND ARE RECEIVED POSITIVELY. A COMPREHENSIVE INSTRUCTOR'S MANUAL SHOULD BE PREPARED TO ALLOW LESSON PLANNING. MATERIALS SHOULD BE SELECTED AND DESIGNED TO ALLOW FLEXIBILITY IN THE CHOICE AND ORDER OF USE, EMPHASIZING QUALITY. EQUIPMENT SHOULD BE SET UP FOR ACCESSIBILITY AND SELECTED FOR SIMPLE OPERATION. APPENDICES INCLUDE A GUIDE TO INSTRUCTIONAL MATERIALS AND A SOURCE LIST. (JO)

THIS PROJECT WAS DESIGNED TO DETERMINE THE EFFECTIVENESS AND FEASIBILITY OF USING PROGRAMED INSTRUCTION TO CORRECT GRAMMATICAL AND MECHANICAL WRITING ERRORS OF STUDENTS ENROLLED IN A FRESHMAN COMPOSITION COURSE. THE TEST GROUP INCLUDED STUDENTS WHO HAD SCORED LESS THAN 64 IN THE COOPERATIVE ENGLISH TEST. EIGHTEEN PROGRAMS WERE EVALUATED BY THE FACULTY AND FIVE WERE SELECTED FOR USE IN THE PILOT PROGRAM--"ENGLISH 3200,""ENGLISH 2600,""PROPER PUNCTUATION,""EFFECTIVE WRITING," AND THE "ENGLISH REVIEW MANUAL." AFTER ONE SEMESTER OF UTILIZATION, AND AS A RESULT OF STUDENT ATTITUDE STUDIES AND FURTHER EVALUATION, "ENGLISH 2600" AND THE "ENGLISH REVIEW MANUAL" WERE EXCLUDED. THE FOLLOWING CONCLUSIONS WERE REACHED--(1) CERTAIN BASIC PROBLEMS INVOLVING GRAMMATICAL AND MECHANICAL WRITING ERRORS, CAN, IF THE STUDENT IS MOTIVATED, BE CORRECTED THROUGH PROGRAMED SEQUENCES, (2) BY UTILIZING MULTIPLE COPIES OF EXISTING COMMERCIAL PROGRAMS, IT IS POSSIBLE TO IMPLEMENT PROGRAMED INSTRUCTION FOR LARGE NUMBERS OF STUDENTS WITH MINIMUM EXPENDITURES, AND (3) STUDENTS HAVE A POSITIVE ATTITUDE TOWARD PROGRAMED INSTRUCTION. (RS)

IN ORDER TO IMPROVE INSTRUCTION WITHIN TWO-YEAR LOWER DIVISION COURSES, A COMPREHENSIVE RESOURCE LIBRARY WAS DEVELOPED AND A SIMPLIFIED CATALOGING AND INFORMATION RETRIEVAL SYSTEM WAS APPLIED TO IT. THE ROYAL MCBEE "KEYDEX" SYSTEM, CONTAINING THREE MAJOR COMPONENTS--A PUNCH MACHINE, FILE CARDS, AND A LIGHT BOX--WAS USED. CARDS WERE HEADED WITH KEY WORDS AND COLOR CODED. SUBJECT HEADINGS AND CATEGORIES WERE DEVISED FOR THREE MAJOR COLLECTIONS, THE RESEARCH LIBRARY, THE CATALOG LIBRARY, AND THE PROGRAM LIBRARY, AND NUMBERS WERE ASSIGNED. BY USE OF THIS SYSTEM, A TEACHER OR STUDENT CAN LOCATE EVERY ITEM IN THE LIBRARY THAT CONTAINS THE SPECIFIC COMBINATION OF VARIABLES HE REQUIRES. LISTS ARE GIVEN FOR CATEGORIES, ITEM NUMBERING, AND FILING. (MF)