THE PLACE OF PHOTOGRAPHY IN VOCATIONAL AGRICULTURE

IN SOUTHWEST VIRGINIA

by

Edward Bryant Phipps

Thesis submitted to the Graduate Faculty of the

Virginia Polyteohnio Institute

in candidacy for the degree of

MASTER OF SCIENCE

in

Agricultural Education

APPROVED: APPROVED:

Dire~tor or Graduate Studies Head of Department

Dean of Agrf~ulture 'f(aj6r Professor

July, 1953 Blacksburg, Virginia

11

ACKNOWLEDGEMENTS

The author is greatly indebted to the many peop.le

whose assistance and cooperation made this study possible~

He wishes to express his deepest appreeiation and heart-

:relt gratitude to the following pers·ons:

The vocational agriculture teachers included in the

investigation who so willingly provided the in:f'ormation

for the study.

The members of the Agricultural Education Depart-

ment o:r Virginia Polytechnic Institute for their valuable

suggestions and assistance.

Mr·~ J. o. Hoge and Mr;· J. A. Hardy, Southwest Vir-

ginia Area supervisors, for their cooperative spirit and

·support.

_My wife for her encouragement and typing or this

thesis.

111

TABLE OF CONTENTS

ACKNOWLEDGEMENTS • • • • • LIST OF TABLES • • • • • Chapter

I~ INTRODUCTION • • • • Statement of the Problem

Purposes of the Study

Definition of Terms

setting and Need

Limitations

II. REVIEW OF LITERATURE

III. THE INVESTIGATION • Sc:ope of the Study

Procedure of the study

IV. DISCUSSION OF RESULTS

• •

•

• •

• • •

• •

• •

• •

• •

• • •

• • •

• • •

• • • • • • • •

• • • Teachers' use of Photography for Teaching and Public Relations

Photographic Equipment Used by Teachers

Numbers of Photographs used for Teaching 1n the Various Enterprises Taught

•

•

•

•

•

•

Ntuabers of Photographs Used for the Various Phases of the Vocational Agriculture Program

Methods of Using Photogrphs 1n Teaching and Publie Relations

• •

•

•

•

•

V. SUMMARY AND· CONCLUSIONS • •• • • • • •

•

Page 11

v

1

6

11

16

44

iv

BIBLIOGRAPHY • • • • • • • • • • • • • Page 49

VITA ·~· 50 • • • • • • • • • • • • • • • • APPENDIX • • • • • • • • • • • • • • • 52

v

LIST OF FIGURES AND TABLES

Figure

1. Distribution of Vocational Agriculture Departments • • • • • • • • •

Table

Page

• • • 12

l~ A List by Counties of the Vocational agriculture Departments and Teachers Included in this study • 17

2. Instructors Using Photography for Teaching • • 20

3. NUmber of Photographs Made and used in Teaching 20

4. Instructors Using Photography for Pllblic Relations ~ • • • • • • • • • • • • 22

5. Number of Photographs Used in Public Relations 22

6. Summary of the Teachers' Use of Photography • • Cameras Used by Teachers

Number of Cameras Used • • •

•

• •

• •

• • • •

• • • • 9. Makes of Cameras used • •· • • • • • • •

10. S:1.zes of Film Used • • • • • • • • • • ... 11.

12.

13.

14.

15.

Number of Photographic Prints Classified Under Enterprises ~ • • • • • • • • •

Number of Slides Classified Under Enterprises • Number of Filmstrips Classified Under ~nterprises

Total Photographs Classified Under each Enterprise • • • • • • • • • • •

Numbers of Photographs Used for Phases of the Vocational Agriculture Program in Public Relations

23 24

25 25 26

29 31 32

37

Table

16~

19~

vi

Methods of Using Photogvaphs in Teaching

Average Rating of Each of the Methods Used in Teaching with Photographs • ~ • •

•

• Number Teachers Using Each Method in Public Relations ; ~ • • • ~ • • • ~ ~

Methods of Using Photographs in Public Relations • • ~ • • • • • • • •

Page

• 39

• 40

• 42

• 43

CHAPTER I

Il\TTRODUCTION

The use of photography as an aid in teaching and

public relations has long been recognized as an effective

procedure. For these purposes, photography has been highly

recommended by teacher trainers and supervisors in the field

of vocational agriculture because of its adaptability to

practical instruction and to effective relationships in

agricultural education.

Aside from the real thing or objeet, photographs are

the visual materials best adapted to classroom instruction.

Whenever the real thing or object cannot be used, because of

inavailabili ty, inconvenHmce, or undue time and expense

involved, only a photograph will truly represent the dis-

tinctive characteristics of' its realness. Because visual

illustrations are constantly needed from day to day, photo-

graphs are important in supplying the concreteness required

for lasting impressions.

In teaching vocational agriculture, photography is

particularly usefUl. Because of the practical nature of the

instruetion, visual illustrations are continuously needed to

portray meaningfulness~ Photographic illustrations add

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elarity, vividness and specificness to verbal instruction,

a.nd aid in the retention of the knowledge gained. Photog-

raphy which obtains visual illustrations characteristic of

the local situation adds greatly to the effectiveness of the

instruction. The intimate realism which may be expressed in

photographs should not be overlooked by any vocational agri-

culture instructor.

Photography is very important in providing and main-;

taining good public relations programs in vocational agricul-

ture~ Photographs which aid in keeping the public informed

of the activities of the vocational agriculture department

promote better relationships and understandings, These

activities, which ordinarily are directly observed by only

a few, may be brought before the entire public by the use of

photographs. The success of a vocational agriculture depart-

ment depends upon the interest and coqperation of the com-

munity it serves. The cooperation secured from the community

is more dependent upon what is seen than what is heard.

Therefore, photography should play a leading role in the

public relations program.

Statement of the Problem

The problem of this study is to determine the use of

photography as an aid in teaching and public relations in

vocational agriculture in Southwest Virginia.

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Purposes of the study

The purposes of the study are as follows:

1. To determine the number of vocational agriculture teach-

ers who use photography as an aid in teaching and publie

relations.

2~ To determine the number of photographs used for teaching

purposes in the various enterprises taught.

3. To determine the number of photographs used for the

various phases of the vocational agriculture program in

public relations.

4. To determine how photographs are used as aids in teach-

ing and public relations.

This study is concerned with photography utilized

only for teaching and public relations purposes. It includes

all photographs made by the vocational agriculture instruc-

tors in Southwest Virginia and those made at their request

for use in their instruction and public relations programs.

Definition of Terms

A few words of explanation may prove helpful at this

point. The term "photography" means the act of making photo-

graphs. Thus, it involves the forming and fixing of an

image of an object or objects by the action of l~ght on

photosens1tLve surfaces •. Photography, therefore, includes

photographic prints and transparencies.

"Photographic prints" are positive pictures whose

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images have been formed and fixed on opaque surfaces.

ttTra.nsparent photographs", as used in this study,

refer to formed a.nd fixed images on transparent surfaces

for projection purposes.

"Public relations", as referred to by the author in

this study, are those activities which keep the public in-

formed of the value, progress, and accomplishments of the

vocational agriculture program, and which promote desirable

relationships between the people and the vocational agricul-

ture department~

Setting and Need

The effectiveness of photography as an aid in teach-

ing and public relations has been thoroughly recognized~

Since this study has not been made in the Southwest Virginia

supervisory area, or even in Virginia, it is needed to

determine the extent to which teachers take advantage of

this type of visual aid.

A study of this nature will be of interest to the

many people concerned with vocational agriculture, as well

as to those in other agricultural and educational fields.

Perhaps this study will serve as an incentive to encourage

teachers to make greater use of photography in the future

and to encourage teacher trainers to place more emphasis

upon its values in the teaching of vocational agriculture.

' .

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Limitations

This study was 1imited to one teacher in each of

the fifty-six vocational agriculture departments in the

southwest Virginia supervisory area. Although this study

did not include all voc:ational agriculture teachers in the

Southwest Virginia supervisory area, it is believed that

the study was of sufficient scope to provide valid results.

The questionnaire typel of study was employed for

this investigation. Possibly more reliable information

could have been gathered through personal intyrviews; how-

ever, this method was undesirable because of the limited

time available and the expense involved.

lsee Appendix, p. 53.

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CHAPTER II

REVIEW OF LITERATURE

Although throughout the nation there have been

several studies made of the preparation and use of visual

aids in the teaching profession, none have been found by

the author which have significant data related to teacher-

use of photography for instructional or public relations

purposes. The literature reviewed by the writer was pri-

marily concerned with the use and value of photography as

an aid in teaching and in promoting public relations pro-

grams. While most of the literature reviewed pertained to

teaching and public relations programs in vocational agri-

culture, a part was concerned with general education.

For centuries pictures have been employed to provide

the world with visual representations or reality. No matter

for what purpose they were designed--hieroglyphics, por-

traits, advertisements, or in teaching--the significance of

their value has constantly remained prominent~ Until the

process of photography was revealed to the world, picture

making was a specialized art~ With the development of

photography, reality could be captured in its unparalleled

exactness. This development has now made it possible for

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every individual to make his own pictures with a great deal

of .precision.

In recognition of the value of pictures, Haas and

Packer make the followin5 statements:

Without pictures the world today would not be as meaningf'ul as it now is to most of us. Pictures crys-tallize ideas and form much of the basis for thinking. Successful planned teaching depends upon the effective use of pertinent pictures~I

Mr~ D. R. Mcclay agrees with the preceding statements. He

says:

Five hundred years before the birth of Christ, the Chinese philosopher said, 11 A picture is worth 10,000 words." This statement is one of the important keys to good teac~1i115 ~ 2

In analyzing these viewpoints, it is made evident that pic-

tures are valuable aids in teaching~ While the word "pic-

tures" may not refer exclusively to photographs, photographs

are the most effective pictures~

Realizing that photography is a primary source of

visual materials, Kinder says:

The keystone of the visual instructiona.l arch is the camera and its products. • • • • • • • • • • • • • • • • • • • • • • • • • • During 1947, at least three attempts were made to outline nstandards of Teacher Competency in Audio-Visual Education". The ability to use the camera and simple photographic techniques appeared in every one of these~ • • • • • • • ~ • • • • ~ • • Few subjects can be named which do not have several aspects which could be presented more effectively through

lKenneth B. Haas and Harry o. Packer, Preparation and use of Audio-Visual Aids, (New York: Prentice-Hall, Inc., 1950)' p. 111.

2n. R. Mcclay, ttv1sual Teaching", Agricultural Education Magazine, XXII, (Nov~ 1949), 115.

-8-

the use of school, teacher or pupil made photographs. • • • • • • • • • • • • • • • • • • • Photography makes mental images ~oncrete and realistic. It is a great teacher in itself ~.L

s. B. Pierson, in pointing out the importance of

photography to the vocational agriculture teachers, states:

To do a better job of teaching vocati9nal agriculture, many teachers are usin~ photographs and transparencies to illustrate students project work·and good farming practices. As a result, some teachers become ardent photo fans a~d develop skills in taking and f~nishing photographs.

Photographs which the vocational agriculture teach-

er secures of the local community seem to be most desirable.

This practice is emphasized by Phipps and cook:

Local pictures are desirable. Effective teaching materials can be obtained by taking pictures of super-vised farming programs, F.F.A. activities, and other important agricultural activities in a community. Teachers should not overlook their opportunity to use pictures, local data and other information pertaining to their local communities~3

In summarizing the intrinsic value of photography

in teaching, Kinder says:

Modern photography with its concrete appeal, its natural realism, its possibilities for extending the scope of learning from textbooks to objects from the four corners of the globe, its natural interest and thought provoking effects, and its promise of faster

lJames s. Kinder, Audio Visual Materials and Techni~ues, (New York: American Book.Company, 1956) pp.; 31 -3~7. .

2sture B. Pierson, 11 Photography for vocational Agriculture Teachers .. , Agricultural Educatiop. Magazine,· xx.v, (July, 1952), 8.

3Lloyd J. Phipps and Glen c~ cook, A Handbook on Teaching Voe:ational Agriculture., (Danville, I'.Ii. : Inter-state Printing Company, 1952), p~ 897~

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and more efficient learning, marks another significant .. step in educational practice. Without interest, obser-vation, experimentation, and symbolic language, educa-ticm worthy of the name cannot be achieved. The con-tribution of photogr~phy to education is obvious~ Advertisers know the value of a picture. Educators, too, are beginning to realize its value both as a teach-ing tntdium, and as a vocational and avocational instru-ment.

Photography is almost a necessity for promoting

public relations work in vocational agriculture. Photo-

graphs can be used effectively in all phases of the public

relations program. The effectiveness of photographs in

public relations is indicated by J. A. Gamble in the fol-

lowing:

Photographs of all forms and types are the most effective means of bringing recognition of the value of the vocational agriculture program, the Future Farmer organization, and the school as a whole to the community. They are effective, however, only insofar as they tell the story they are intended to tell •••• Anyone who has had a:ny experience in vocational agriculture will agree that this program must be sold to the public before it can be considered as having any measure of success. Not only must the program be sold in the beginning but it must be kept before the people constantly if it is to make a continued success in a community. The activ-ities of the program in the community are the most obvious me:;;;,ns of promotion. Any of these activities which the people of a community cannot witness can be publicized by pictures most adequately. These pictures show what is going on "behind the scenes"~;.~rt has been emphasized that in all cases local pictures and slides of local events and people are of greatest value. The agricultural teacl1er is in an excellent position to obtain pictures of this type. If each agricultural teacher carried his camera with him during h.'..s daily travels, projects or whatever, many opportunities pre-sent themselves for excellent pictures in all phases of his work. Each of these pictures, when used for pro-moting, will not only improve his program but will make

lKinder, op. cit;, p. 327;

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his work a little easier through stimulated interest and a wide recognition of the programs.

s. B. Pierson points out the importance of the camera

in the public relations programs: "An agriculture teacher or a

high school can certainly afford to own a camera for prQg-

ress recording and publicity work."2

Photography can be useful to all teachers. Though

it may be an art, every teacher can use it with a great

deal of satisfaction. Kinder expressed the importance of

the _camera to the school by saying:

Every teacher should own a camera of some kind. In addition eve~y school should have a camera. It is as necessary a piece of equipment for schools as such items as balances, flutes, vaulting poles or kilns~3

The ease with which photography may be used is conveyed by

K. L. Russel:

Good picture making has become a relatively simple. thing. A good camera, a. tripod, good film, and the ability to follow directions is all that is necessary. Most any camera shop can provide excell~nt books and pamphlets on how to make good pictures~

Thus, the use of photography in vocational agricul-

ture 1s a responsibility of every teacher, and one from

which he may derive many benefits and much satisfaction.

lJohn R. Gamble, "Promote with Pictures", Agricul-tural Education Magazine, XXV, (July, 1952), 18~

2p~erson, op~ cit~, p. 318~

3Kinder, og~ cit~, p. 8.

4Kenneth L. Russel, ul?ublic1ty through Pictures", Agricultural Educ at ion Magazine, XXI, (June, 1949) , 270.

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CRAFTER III

THE INVESTIGATION

Scope of the study

This investigation evolved as a result of a felt

interest and need for the study during the process of selec-

ting a research problem. After much deliberation, the

author decided that this investigation should be limited to

the vocational agriculture departments of southwest Virginia

beeause of insufficient time and financial resources to make

an extensive study of all the departments in Virginia. The

fifty-six vocational agriculture departments in the south-

west Virginia supervisoriJ area were included in this study.

Two of the departments which had been operating previously

in Southwest Virginia did not have instructors at the time

this study was made'~

The questionnaire technique of researeh was employed..

Questionnaires were sent to each of the head teachers in the

fifty-six vocational agriculture departments in southwest

Virginia. Figure 1 (page 12) illustrates the distribution

of vocational agriculture departments in the southwest

Virginia supervisory area which were included in this study.

The questionnaires were designed to acquire maximum data

rzzm Southwest Virginia supervisory area

• Location of departments

MECK LEN

Figure 1.-- Distribution of Vocational Agriculture Departments

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from the recipients without time-consuming effort.

This investigation sought to determine the use of

photography for teaching purposes by teachers of the South-

west Virginia area since they have held their present posi-

tions. No definite period of time was specified for the

use of photography for teaching purposes in this investiga-

tion. The time element necessarily depended upon each

instructor's length of service in the position which he

held at the time this study was made.

The period of time considered in the determination

of the use of photography for public relations purposes

was from July l, 1951 until each recipient's questionnaire

was submitted to the author. July 1, 1951 was selected as

a starting date because it was at this time that vocational

agriculture instructors were required to file all photo-

graphs used for public relations purposes~

Procedure of the Study

As a background for this study, the writer reviewed

numerous publications related to the use of photography in

classroom instruction and public relations. Much informa-

tion was acquired that was helpful in conducting this inves-

tigation. The questionnaire technique was used and question-

naires were prepared after several consultations with members

of the staff of the Agricultural Education Department of

the Virginia Polytechnic Institute. Questionnaires were

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taken for criticism to six vocational agriculture teachers

known by the writer. After discussions With these teachers

the form of the questionnaire was slightly revised.

Prior to the sending of the questionnaires, a letter

was sent to Mr. R. E. Bass, state Supervisor of vocational

Agriculture, explaining the purposes of the study and asking

his approval of the project. When his approval was secured,

the author obtained a list of all vocational agriculture

teachers in the southwest Virginia supervisory area from

Professor T. J. Horne, Head Agricultural Education at Vir-

ginia Polytechnic Institute.

Letters expla4,ning the study were then prepared to

accompany the questionnaires and addressed to each of the

vocational agriculture teachers included in the study.

These letters were separated into two groups, since the

Southwest Virginia area is divided into two supervisory

districts~ One group consisted of those letters addressed

to the teachers in the supervisory district of Mr. J. o. Hoge; the other group consisted of those addressed to the

teachers in the supervisory district of Mr. J. A. Hardy.

Each supervisor was sent the group of letters correspond-

ing to his supervisory district. Each group was accompanied

by an explanation of the investigation and a request for

the supervisor's signature on each letter. After these

groups of letters were signed and returned to the author,

the questionnaires and the accompanying letters were then

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ready for mailing to the teachers included in the study.

Two follow-up letterslwere sent to the teachers after the

questionnaires had been sent out.

By May 22, 1953, nine and one-half weeks after the

questionnaires had been sent out, a total of 52 question-

naires (93 per cent) had been received.

During the time the questionnaires were being

returned, the writer prepared a form for recording the data

and tabulated the information as it arrived.

The teachers who participated in this study expressed

great interest and were very cooperative in making this

study possible. There was no necessity for a further appeal

to the area supervisors to encourage the teachers to ta_~e

part in this investigation.

lsee Appendix, pp. 61~62

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CHAPTER IV

DISCUSSION OF RESULTS

In reporting the results of this study, the author

wishes to express his gratitude to the high percentage of

instructors who contributed their effoir't and cooperation

to the development of this investigation. Of the 56 v.oca-

tional agriculture departments included in this research

project, 52 (93 per cent) participated in providing the

results disclosed in the current chapter. These responses

were highly indicative of the teachers• interest in such

a study.

It is assumed by the author that all information

received from the instructors was valid and reliable~ The

confidential nature with which each instructor's informa-

tion was to be treated and the respect which his position

commands supports the writer's opinion that all information

provided was truthful and accurate.

In recognition of the vocational agriculture depart-

ments and teachers included in this investigation, a list

1s provided 1n Table 1 (page 17) ·~ This table lists these

departments and their respective head teachers by counties.

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TABLE 1

A LIST BY COUNTIES OF THE VOCATIONAL AGRICULTURE DEPARTMENTS AND TEACHERS INCLUDED IN THIS STUDY

County Department Instructor

Bland Bland R. R. Reynolds Ceres Eugene Orr Rocky Gap Bruce Robertson

Carrol Hillsville R. A. Noell Woodlawn E. c. Gardner

Craig Maywood E. A. Harding New Castle G. P •. Todd*

Dickenson Dickenson Memorial E. c. Smith Erv1ngton D. A. Deel Haysi E. Mullins

Floyd Cheek L. H. Boothe Floyd H. P. Jennings Willis M. c. Huff

Giles Eggleston and Newport D. L. Allen Narrows c. A. Mcclaugherty Pearisburg R. E. Rhea Pembroke R. H. Munsey*

Grayson Elk Creek E. w. stone Galax H. T. Rea.vis Independence G. w. Callison Virginia-Carolina M. w. Reynolds

Lee Blackwater s. s. Hickam Dryden C. A. Cox Flat wood Roy Woodward Jonesville E. A. Davis Pennington s. L. Carpenter Thomas Walker w. H. Starnes

Montgomery Alleghany H. L. Price, Jr. Auburn G. G. Guilliams Blacksburg R. T. Hale Christiansburg L. H. Smith

Continued

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TABLE 1--cont inued

County Department Instructor

Pulaski Draper c. E. Tilson Dublin G. G. Wygal

Roanoke Andrew Lewis J. E. Peters William Byrd A. K. Thomas

Russell Castlewood T. R. Scruggs Cleveland Sidney Johnson, Jr~ Honaker E~ N. Busic Lebanon J. T. Skeen

Scott Dungannon c. H.· Mays Rye cove w. J. Franklin* Shoemaker A. M. Starnes*

Smyth Chilhowie A. B. Farmer. Marion c. H. Shelton Rich Valley J. T. Gardner sugar Grove E. R. Thompson

Tazewell Burkes Garden & Tazewell G. L. Santolla Richlands G. c. Farmer

Washington Cleveland D. o. Thomas Glade Spring v. T. Rector, Jr~ Greendale P. R. Fisher Liberty Hall J. G. Painter

Wythe Jackson Memorial J. w. Roche Rural Retreat c. M. Vaughan, Jr. George Wythe E. F. Wilson Wythe County Training Madison Brown

*Indicates teachers failing to return the question-na.ire.

-1.9-

Teachers' use of Photography for Teaching and Public Relations

Photography used. 1n teachiQS.--Photography used for

teaching purposes, as considered in this study, includes

only those photographs which were made and used by the .

teachers or made at the teachers' request. Teache.rs who

have used photography in this sense have been divided into

the following categories:

Category I · - Those who have made the photographs them-

selves.

Category II - Those who have requested other individuals

to make the photographs for them.

Category III - Those who have made photographs and have

also had photographs made by other individ-

uals.

Thus, each teacher falling into any one of the above cate-

gories used photography for teaching purposes.

In this investigation, slightly more than one-half

of the vocational agriculture teachers who responded to the

questionnaires used photography for teaching purposes~ The

remaining teachers did not give any indication that they

could be included in ~ny one of the above categories. This

is indicated in Table 2, page 20.

The largest number of photographs used in teaching

.was obtained by the teachers included in Category I, as

revealed by the data in Table 3, page 20. Although the

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TABLE 2

INSTRUCTORS USING PHOTOGRAPHY FOR TEACHING

Number Classification teachers Per cent·

Teachers using photography 31 59.6 Teachers not using photogr~phy _?.!._ 40·;4

Totals 52 loo;o

largest number of photographs was secured by the teachers

in Category I, the largest average number of photographs was

seeured by the teachers 1n Category III. This is to be

TABLE 3

NUMBER OF PHOTOGRAPHS MADE AND USED IN TEACHING Number NUmber

ca.te5ory teaohers :Ehoto5ra2hs Avera5e

I 16 1410 88.1

II 4 55 13;·1

III 11 1327 120.6

Teachers not using photography 21 •••• ••••• -Totals 52 2792 •••••

Average photographs ma.de by teachers who used photography~•••••••••••••••••••••••••··~· 90~1

Average photographs made by teachers included 1n study~•••••••·•••••••••••••••••••••••• 53~7

expected since those teachers in category III were industrious

enough to make their own photographs and to secure the assis-

tance of others in making photographs~ The total number of

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photographs secured by the teachers who used photography

(Categories I, II, and III) was 2792. While the average

number of photographs used by teachers who employed photog-

raphy was 90.1, the average for the total number of teachers

included in the study was 53.7. Photographz used in public relations.--In determining

the teachers' use of photography for public relations pur-

poses, categories similar to those in the preceding section

were used to portray the data. Photography used by teachers,

as considered in this study, includes only those photographs

which were made and used by the teachers or made at the

teachers' request. Hence, we have the following categories

into which teachers have been classified:

Category A - Those who have made the photographs themselves~

Category B - Those who have requested other individuals to

make the photogrGphs for them.

Category C - Those who have made photographs and have also

had photographs made by other individuals.

Thus, each teacher falling into any one of the above cate-

gories used photography for public relations purposes.

More than three-fourths of the vocational agricul-

ture instructors used photography in promoting their public

relations programs. The remaining teachers included in the

study did not utilize photography for this purpose. This

is illustrated in Table 4, page 22.

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TABLE 4 INSTRUCTORS USING PHOTOGRAPHY FOR PUBLIC RELATIONS

Classification

Teachers using photography

Teachers not using photography

Totals

Number teachers

42 10 -52

Per cent

80.8

19.2 ioo;'o

The teachers included in Category C obtained the

largest number of photographs for public relations purposes,

as indicated in Table 5. In addition, the average number

of photographs secured and used by this group of teachers

was larger than that of any of the other categories.

TABLE 5

NUMBER OF PHOTOGRAPHS USED IN PUBLIC RELATIONS

Number Number Category teachers photographs Average

A 9 281 31.2

B 7 72 l0.6

c 26 1150 44.2 Teachers not using photography _!Q_ ••••• ••••

Totals 52 1505 ••••

Average photographs made by teachers who used photography ••••••••••••••••• ~;. 35~8

Average photographs made by teachers included in study ••••••••••••••••• ~.... 28~9

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Those teachers included in Category A made and used the

second largest number of photographs. The average number

of photographs of Category A was also second to that of

Category c. The total number of photographs secured by the

teachers who used photography for pufulic relations (categories

A, B, and C) was 1505. For those teachers who employed

photography for public relations purposes, 35.8 photographs

was the average. The average for all teachers included in

the study was 28;9.

Summary of the teachers' use of photography for

teaching and public relations.--Forty-four, ,or 84.6 per cent

of the teachers included in the study used photography for

either teaching or public relations or both. (see Table 6)~

Over one-half of the teachers have evidently found photog-

raphy to be effective in both teaching and public relations.

Eight teachers did not use photography for either of the

two purposes;

TABLE 6 SUMMARY OF THE TEACHERS' USE OF PHOTOGRAPHY

use of Ehotography

Teaching only

Public relations only

Both teaching and public relations

Neither teaching nor public relations

Totals

Teachers using photography

Number teachers

2

13 29

8

52 44

Per cent

3;8 25~'0

55 .8

15.4 100.0

84.6

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Photographic Equipment Used by Teachers

sources of cameras used by teachers.--The cameras

used by teachers in ma.king photographs for teaching and

public relations purposes were from various sources. The

primary source of cameras used was that of the teachers

themselves~ The number of teachers who used cameras from

the various sources is indicated in Table 7. Two teachers

indicated that they had access to cameras but did not use

them for teaching or public relations purposes.

TABLE 7 CAMERAS USED BY TEACHERS

Source of' cameras Used

Owned by teachers

Vocational agriculture department

School.

Other individuals

combinations of the above sources

None

Totals

NUmber teachers Per cent

21* 40~4

8* 15~4

0 o.o 12 23~1

5 9~6

6 11.~·5 ---52 100~0

*Includes one teacher who did not use photography

Number of cameras used by teachers.--The total num-

ber of cameras used by the teachers was 53. Of this number,

most of the cameras used were owned by the teachers {Table

8, page 25).

-25-

TABLE 8

NUMBER OF CAMERAS USED

Number Per cent of Source cameras total cameras

Teacher 24 45.3 Department 13 24.5 School 3 5.7 Other individuals __ll_ 24.2 .

Totals 53 ioo;o

Makes of cameras used by teachers.--Nearly three-

fourths of the cameras used by the teachers were Kodak and

Argus cameras~ The numbers of each make of cameras used

are shoi'm in Table 9.

Make

Kodak Argµs Mercury Crown Graphic Ans co Tower Brownie Zeiss Bald1nette Rodenstock camp co

Totals

TABLE 9

MAKES OF CAMERAS USED

Number used

25 13

3 2 2 2 2 l 1 1 1

53

Per cent

47.2 24.4 5~·6 3;8 3~8 3;8 3.8 i;9 1;9 1~9 1.9

100~0

-26-

Sizes of film used by teachers.--various film sizes

were used by the teachers who made photographs. Although

the sizes of film are dependent upon the types of cameras

used• it is interesting to note the most frequent choice

of sizes made by teachers for their professional purposes;

Twenty-nine, or 54~7 per cent, of the cameras employed by

teachers used 35 mm. film. The sizes of film used by the

24 other cameras are listed in Table 10;

35 mm.

620

120

616

Size :r11m

8 mm; movie f'ilm

127

31 x 41 mlt film

4- JC 5 cut film

Total.a

TABLE 10

SIZES OF FILM USED

NU.mber cameras usj,.ng f'ilm size

29 12

4

3 2

1

1

]. -53

Per cent or total

54;7

:L~9

1.9 lOO;'O

cameras having flash units;--of the 53 cameras used

by the teachers, 27, or 50~9 per cent, were equipped with

flash units. This is an indication that nearly one-half of

the teachers believe that flash units are advantageous in

-27-

utilizing photography.

Darkrooms used by teachers~--Nine, or 17~3 per cent,

of the teachers indicated that they had access to the facil-

1 ties of a darkroom. Four of these teachers used darkrooms

of their own. Five teachers indicated that a darkroom was

available in their schools. Of these 5, only 2 used the

darkrooms available in their schools. Therefore, 6, or

u~·5 per cent, of the total number of teachers used the

facilities of a darkroom.

Teachers making motion p1ctures;--only 2, or 3;8 per cent, of the teachers included in the study made motion

pictures~ In view of the expense involved, this percentage

is not surprisingly low. Both teachers used 8 mm. movie

cameras.

Numbers of Photographs used for Teaching in the Various Enterprises Taught

:Procedure for classifying the phot,ographs made and

used for teaching purposes~--The photographs made and used

by teachers were classified under the thirty-one farm enter-

prises o~ related enterprises most commonly taught by the

vocational agriculture instructors of Southwest Virginia.l_

These enterprises are listed as follows:

le. E. Richard, Su~gested Teaching Units in Voca-tional Asriculture, Agricu tural Edueation Bu!1etin No. 17, Virginia Polytechnic Institute, Blacksburg, Virginia, 1952.

-28-

l; Corn 17~ swine

2~ Hay 18. Workstock

3; Soybeans 19; Farm Buildings and 4; Home

Other; Structures Garden

20. Farm ~gement 5. Farm Forestry

21. Farm Power and Machinery 6. Tree Fruits

22; Food Production 7~ Small Fruits

23; F.F.A. 8. Pastures

24; Home Grounds Improvement 9. Small Grains

25; Improvement Projects lo; Tobacco 26. Supplementary Farm Jobs

11~ Beef Cattle 27. Rural Electrification

12; B:ees 28. Soil and Water Management

13. Potatoes 29. Supervised Farming

14~ Dairying 30. Wildlife Management

15; Poultry 31~ Farm Shop

16. Sheep

Each teacher was asked to give the number of photo-

graphs which he had made, had requested made, and which

could be classified under each of the thirty-one above

listed enterprises~ The numbers of photographs_ indicated,

both black-white and color, were listed under separate fig-

ures for photographic prints, slides, filmstrips, and motion

pictures. No photographs were to be listed unless they had

been used for teaching.

Since filmstrips and motion pictures contain a

aeries of photographs, some explanation is necessary. Film-

-29-

strips contain a series of individual photographs, each of

which may be logically counted by teachers in reporting the

number of instructional photographs made. Motion picture

films, on.the other hand, contain a series of related pie•

tures for the purpose of depicting motion. The individual I

photographs contained in motion picture films have not been

counted because it would have been erroneous to do so in

such an investigation~ Thus, each motion picture film has

been counted as one photograph.

Number of photographic prints used by teachers under

each enterprise.--The enterprises under which photographic

prints were classified most frequently were F.F.A., Beef

cattle, and Farm Shop (Table 11). Teaching areas in which

the lowest number of photographs were classified were soy-

beans, Supplementary Farm Jobs, and Bees. The total number

of photographic prints used by teachers under all enterprises

was 1,711.

TABLE 11

NUMBER OF PHOTOGRAPHIC PRINTS CLASSIFIED UNDER ENTERPRISES

Num'6er Num'6er Enterprise Black-White Color Total

l~ Corn 63 5 68 2~ Hay 48 10 58 3; Soybeans 0 0 0 4~ Home Garden 47 4 51 5~ Farm Forestry 75 10 85 6~ Tree Fruits 27 0 27

continged

-30-

TABLE 11 ;·-continued

Number Number .EnterErise Black-White Color Total

r;· Small Fruits 7 0 7 8~ Pastures 84 9 93 9; Small Grains 39 0 39 io; Tobacco 80 3 83

11~ Beer cattle 109 9 118 12; Bees 5 0 5 13 ~ Potatoes 12 0 12 14; Dairying 63 7 70 15; Poultry 35 3 38 16. Sheep 30 0 30 17;· Swine 78 2 80 18; Workstoek 12 3 15 19 ;, Farm Buildings 54· 1 55 20·; Farm Management 31 0 31 21~ Farm Power and Machinery 46 0 46 22; Food Production 41 0 41 23; F.F.A. 265 21 286 24; Home Grollllds Improvement 35 0 35 25; Improvement Projects 20 0 20 26; supplementary Farm Jobs 4 0 4 27; Rural Elec·trif"ieation 32 0 32 28; Soil and Water Management 36 20 56 29; supervised Farming 82 0 82 30; Wildlife Manag•~ent 47 4 51 31; Farm Shop 93 0 92

Totals 1600 111 1711

Number of slides used by teachers under each enter-

prise ;--As indicated in Table 12, page 31, the largest

number of slides was classified under the enterprises of

F.F.A., Farm Forestry, and Pastures. Enterprises which

were· represented by the fewest number of slides were Soy-

beans, Farm)Management, Improvement Projects, Supplementary

Farm Jobs, and Rural Electrification. The number of slides

classified under all enterprises was 773;

-31-

TABLE 12

NUMBER OF SLIDES CLASSIFIED UNDER ENTERPRISES

Number Number inter;erise Black-White Color Total

i; Corn 6 32 38 2. Hay 0 21 21 3. Soybeans 0 0 0 4; Home Garden 0 63 63 5; Farm Forestry 9 81 90 6; Tree Fruits 0 16 16 7; Small Fruits 2 4 6 8. Pastures 17 57 74 9. Small Grains 0 18 18

10; Tobacco 0 19 19 11; Beef Cattle 8 52 60 12; Bees 0 6 6 13~ Potatoes 0 15 15 14; Dairying 9 47 56 15; Poultry 0 7 7 16. Sheep r- 8 14 22 17; swine- 0 4 4 18. Works tock 3 4 7 19. Far.m BUildings 15 17 32 20. Farm Management 0 0 0 21. Farm Power and Machinery 0 21 21 22. Food Production 14 10 24 23~ F.F.A. 28 70 98 24. Home Grounds Improvement 5 19 24 25; Improvement Projects 0 0 0 26~ Supplementary Farm Jobs 0 0 0 27. Rural Electrification 0 0 0 28. Soil and Water Management 4 34 38 29; Supervised Farming 0 5 5 30; Wildlife Management 0 3 3 31. Farm Shop l ---2... 6 -

Totals 129 644 773

Filmstrips used by teachers under each enterprise.--

Only 6 f 1lmstr1ps were made by the teachers included in the

study~ However, these filmstrips include 306 photographs.

The enterprises under which these filmstrips were used are

-32-

tabula.ted in Table 13.

TABLE 13

NUMBER OF FILMSTRIPS CLASSIFIED UNDER ENTERPRIS~S

Number Number Enterprise Black-White Color Total

1. Corn 0 0 0 2~ Hay 0 0 0 3~ Soybeans 0 0 0 4; Home Garden 0 0 0 5; Farm Forestry 0 0 0 6. Tree Fruits 0 0 0 7. small Fruits 0 0 0 a. Pastures 0 0 0 9~ Small Grains 0 0 0

10. Tobacco 0 0 0 11~ Beef Cattle 0 0 0 12. Bees 0 0 0 i3; Potatoes 0 0 0 14. Dairying 0 0 0 is; Poultry 0 20 20 16~ Sheep 0 120 120 17. Swine 0 20 20 18~ Works tock 0 6 6 19~ Farm Buildings 0 0 0 20; Farm Management 0 0 0 21~ Farm Power and Machinery 0 0 0 22. Food Production 0 0 o· 23. F.F.A. 0 0 0 24. Home Grounds Improvement 0 20 20 25. Improvement Projects 0 0 0 26~ Supplementary Farm Jobs 0 0 0 27~ Rural Electrification 0 0 0 28~ Soil and Water Management 0 0 0 29. Supervised Farming 0 0 0 30. Wildlife Management 0 0 0 31~ Farm Shop 0 120 120

Totals 0 306 306

Mot1o!.!..J2ic~ures and.their enterprises.--Two motion

picture films were made by the teachers. The enterprises

-33-

under which these films were classified were F.F.A. and

Supervised Farming. Probably the expense involved accounts

for the few motion picture films made.

Total number of prints, slides, filmstrips, and

motion pictures classified under each enterprise.--The

total number of photographs classified under all thirty-one

enterprises was 2,792~ The enterprises under which the

highest number of photographs were classified were F.F.A.,

Farm Shop, and Beef Cattle in the order named. The enter-

prises under which the lowest number of photographs were

classified were soybeans,· Supplementary Farm Jobs, and Bees

in that order. The total number of photographs classified

under each of the thirty-one enterprises are indicated in

Table 14, pages 34-35.

Number of Photographs Used for the Various Phases of the Vocational Agriculture Program

1n Public Relations

Procedure for classifying the photographs made and

used for public relations purposes.--The photographs made

and used by teachers for public relations purposes were

classified under 8 phases of the vocational agriculture

program. Since some of the phases of the program included

activities which should be emphasized, they were listed

accordingly. The phases of the program and the correspon•

ding activities under which the photographs were classified

are given as follows:

·:··;

TABLE 14

TOTAL PHOTOGRAPHS CLASSIFIED UNDER EACH ENTERPRISE - NUmber

Number Number Number motion Enter;Erise ;er in ts slides filmstri;Es Eictures TotaJ.

l. Corn 68 38 0 0 l.06

2. Hay 58 21 Q 0 79

3. Soybeans 0 0 0 0 0

4. Home Garden 51 63 0 0 114 I

5. Far~ Forestry 85 90 0 0 175 Cil .;.. I

6. Tree Fruits . 27 16 0 0 43

7. Small Fruits 7 6 0 0 13

8. Pastures 93 74 0 0 167

9. Small Grains 39 18 0 0 57

10. Tobacco 83 19 0 0 102

11. Beef Cattle 118 60 0 0 178

12. Bees 5 6 0 0 ll

13. Potatoes 12 15 0 0 27

14. Dairying 70 56 20 0 146

15. Poultry 38 7 120 0 165

~ontinuea

TABIE 14.--continu~d

Number Number Number Number motion Enterprise prints slides .filmstrips pictures Total

16. Sheep 30 a2 20 0 72.

17. Swine 80 4 6 0 90

l.a. Workstock 15 7 0 0 22:

19. Farm Buildings 55 32 0 0 87

20. Farm Management 31 0 0 0 31

21,. Farm Power and Machinery 46 2::1 0 0 67

22. Food Preservation 41 24 0 0 65 t -(1:1 c.n

23. F.F.A. 286 98 20 1 404 I

24. Home Grounds Improvement 35 24 0 0 59

25. Improvement Projects 20 0 0 0 20

26~ Supplementary Farm Jobs 4 0 0 0 4

27. Rural Electri.fication 32 0 0 0 32

28. Soil and Water Management 56 38 0 0 94

29. Supervised Farming 82 5 0 l 88

30. Wildlife Management 51 3 0 0 54

31. Farm Shop 93 6 12-0 0 219 - -Totals- l.711 773 306 2 2792

-36-

1. All-Day Classes

A. classroom activities

B. on-farm activities

c. F .F .A. activities

2. Young Farmer Organization

A. classroom activities

B. on-farm activities

3. Adult Evening Classes

A. classroom activities

B. on-farm activities

4. FarJil. Machinery Repair

5. cannery

6. Advisory Council

7. veterans• Training

A. classroom activities

B. on-farm activities

8~ Department and Organization

Each teacher was asked to give the number of photo-

graphs which he ha.d made·, had requested made and which could

be clas'sified under each of the above mentioned phases of

the vocational agriculture program. No photographs were

to be listed unless they had actually been used for public

relations purposes.

Numbers of photographs used by teachers for each

phase of' the vocational agriculture program--Nearly three-

fourths of the photographs made by the teachers in public

-37-

relations work were used for All-Day classes. Of these

photographs, more than one-half were used for F.F.A. activ..,.

1t1es (Table 15). The second largest number of photographs

i;

2~

3.

4~

5. 6~

7~

8~

TABLE 15

NUMBERS OF PHOTOGRAPHS USED FOR PHASES OF THE VOCATIONAL AGRICULTURE PROGRAM IN PUBLIC RELATIONS

Phases of Number Per cent of the program photographs srand total

All-Day Classes A. c.lassroom activities 213 i4·;·2 B; on-farm activities 217 14.4 c. F.F.A. activities 669 44~4

Total l.099 73~0

Young Farmer Organization A. classroom activities 41 2~7 B. on-farm activities * 2.2

Total 4.9 Adult Evening Classes A~ e.lassroom activities 33 2~2 B-~ on-farm activities 44 2;9

Total 77 5.1 Farm Machinery Repair 48 3;2 Cannery 64 4.3 Advisory Council 3 ~2

veterans' Training A~ classroom activities 56 3~7 B. on-farm activities ~ 3;7

Total 7.4 Department and Organization 28 l.~9

Grand Total 1505 100~0

made by the teachers came under the classification of vet-

erans' Training. The fewest number of photographs used for

-38-

public relations purposes were classified under Advisory

Council. The results definitely indicate that the teachers,

in their use of photography, have placed more emphasis on

the All-Day Program than on all of the others combined.

Methods of Using Photographs in Teaching and Public Relations

Methods used in teaching.--In indicating the methods

of using the photographs in teaching, the teachers were

asked to give the frequency of use under six methods. They

are listed as follows:

1. distribution to group as illustrative teaching material

2. opaque projection

3. slide projection

4. movie projection

5. individual illustration, both in and out of class

The teachers were asked to indicate the frequency of use of

only those photographs which they had made or had requested

made for teaching. Thus, the methods used by each teacher

depended upon the kind of photographs that he had secured.

While the teachers may have used more than one of

the six metb.o.ds, depending upon the kind of photographs

made, the most popular method was that of distributing the

photographs to the group, as indicated in Table 16, page

39. The method used least was that of movie projection.

More teachers indicated the frequency, once per

week, for the use of their photographs than any other fre-

TABLE 16

HE'tHODS OF USING PHOTOGRAPHS IN TEACHING

Frequency or use Number of indicated Opaque lde

by teachers Dist. to Pro.Jee- Projec-- ·oroup t1on t1on ion tration Total Daily 0 0 0 0 1 1

Twice per week 0 l 2 0 2 5

Once per week l 2 5 0 ? 15

'fwice per month l 4 2 0 2 9

Once per month 4 4 l 0 2 11

Ten times per year 0 0 1 0 0 l I tl'I <O

Four times per year 2 1 l a 0 4 I

Throe times per year 3 0 0 a l 4

Twice per year 4 1 0 l l 7

Once per year 3 -2 0 l l 7 - - - - -Totals 18, 15 .12 2 17

-40-

quency.

The teachers were also asked to rate each of the

methods which they had used in teaching with their.: photo-

graphs. The scale of values by which they were to rate

each method is given as follows:

0 - not used

1 - little value

2 - below average value

3 - average value

4 - above average value

5 - excellent value

The method having the highest average rating was

slide projection (Table 17). The average rating was 4.3.·

TABLE 17 AVERAGE RATING OF EACH OF THE METHOl:>S USED

IN TEACHING WITH PHOTOGRAPHS

Methods Used

Distribution of photographs to group

Opaque projection

Slide projection

Movie projection

Individual illustration

Average Rating

3.4 4~3

2.0

The method having the lowest average rating was movie pro-

jection. It is interesting to note that even though

-41-

distribution of photographs to the group was the most pop-

ular method used by the teachers, it had the second lowest

average rating of all the methods.

Methods used 1n public relatibn~.--In indicating

the methods of using photographs for public relations pur-

poses, the teachers of vocational agriculture were asked

to give the number of photographs they had used by the fol-

lowing methods:

l~ daily paper

2. weekly paper

3. school paper

4. magazines

5. bulletin boards

6. exhibits

7. posters

a. public meetings

9. window display

10~ television

Other methods, if used by the teachers, were to be, indica-

ted by. bhem. However, no other methods of using photographs

were reported.

While the teachers may have used more than one of

the ten methods, the most popular method of using photo-

graphs for public relations purposes was by weekly news-

papers (Table 18, page 42). The method which the second

-42-

largest number of teachers used was bulletin boards. The

method used least by the vocational agriculture teachers

was television.

TABLE 18

NUMBER TEACHERS USING EACH METHOD IN PUBLIC RELATIONS

Method

Daily paper

Weekly paper

School paper

Magazines

Bulletin boards

Exhibits

Posters

Public meetings

Window display

Television

Number teachers using each method

19

35

12

10

28

14 8

8

11

2

The largest number of photographs used for public

relations, however, w~s by bulletin boards (Table 19, page

43)~ The method by which the second largest number of photo-

graphs was used was weekly newspapers. The smallest number

of photographs was used through television. This was to be

expected since there was only one television station in the

Southwest Virginia area.

TABLE 19

Mlr.t'HODS OF USING PHOTOGRAPHS IN PUBLIC REI.A'l'IOMS

111- Young Even• ILmmiU! g! ~OiO&J:~~- . Farmv • e er* -·Depart• ~

Day Farmer ins Machin- sory ans' aent and Class- Organiza- Class- ery Can- Coun- Train- Organiza-

Methods I es tion · es R@pair nery cil 1ng tion Totals

Daily paper 199 10 14 16 17 l 34 7 298

Weekly paper 274 20 13 15 23 l 35 7 388

School paper 71 6 l 3 4 1 2 10 98

Magazines 27 4 7 0 0 0 2 2 42 • ~ Bulletin ~

I boards 336 23 22 6 8 0 25 12 422

Exhibits 77 6 7 5 8 0 5 0 108

Posters 18 2 0 0 1 0 l 0 22

Public meetings 24 3 12 3 3 0 8 0 53

Window display 72 :o 0 0 0 0 0 0 72

Television l 1 0 0 0 0 0 0 2 - - - - - -Totals 1099 74 7? 48 64 3 112 28 1505

-44-

CHAPTER v·

SUMMARY AND CONCLUSIONS

Summary

This study was an attempt to de~ermine the use of

photography as an aid in teaching and public relations in

vocational agriculture in southwest Virginia. The fifty-six

vocational agriculture departments in the southwest Virginia

supervisory area were included in the study.

The questionnaire technique of research was used 1n

the investigation. Questionnaires were formulated and sent

to each of the head teachers in the fifty-six vocational

agriculture departments in Southwest Virginia. The response

to the questionnaires was exceptional, 93 per cent being

returned.

The most significant findings of the study are

summarized as follows:

l~ Eighty-four and six-tenths per cent of the vocational

agriculture teachers in the Southwest Virginia super-

visory area are using photography 1n teaching, in public

relations, or in both.

2~ More teachers use photography for public relations

purposes than for teaching.

3~ Of the forty-four teachers who used photography for

their professional work, nearly two-thirds used it for

both teaching and public relations purposes, while one-

third used it for only one of these two purposes.

4. Kodak and Argus cameras were used more than any other

makes.

5. The film size most commonly used was 35 mm.

6. The average number of photographs made for teaching

purposes by the teachers included in this study was

53.7.

7. More photographs were made and used for teaching the

enterprises, F.F.A., Farm Shop, and Beef cattle, than

for teaching any other enterprises.

8. The average number of photographs made for public rela-

tions purposes was 28.9.

9. The photographs most commonly made and used for public

relations were those classified under the All-Day and

veterans• Training phases of the vocational agriculture

program.

10. Distribution of photographs to the group and individual

-46-

illustration were the most common methods of using

photographs in teaching~ The method rated highest by

the teachers, however. was that of slide projection.

11'~· Weekly newspapers and bulletin boards were the most

eommon methods by which the teachers used photographs

for public relations purposes.- Bulletin boards was the

method by which the largest number of photographs were

used~ Weekly newspapers was the method by which the

second largest number of photographs was used in public

relations;.

Oonc:lusions

l; Photography definitely has a plac"e in vocational agri-

e.ulture in Southwest Virginia~ The majority of the

vo~tional agriculture teachers included in the study

use photography in teaching, in public relations, or

both;

2~ The number of photographs made and used by the instruc-

tors for teaching was very small in view of the many

teaching areas under which they might be appropriately

used~

3~ There seems to be little justification for largely

limiting the use of photographs in teaching to the

three enterprises, F.F.A., Farm Shop, and Beef cattle; , \

-47-

4:;· Apparently there is a need for a critical study of the '

photographs needed in teaching the various enterprises

of local importance and systematie planning for secur-

ing these photographs.

5. The number of photographs made and used by the teachers

for public relations purposes was relatively limited

1n terms of the various phases and activities of the

vocational agriculture program for which they should

be used.

6. The use of photography for public relations purposes

was largely confined to the All-Day and veterans' Train-

ing phases of the program. There is no apparent reason

for this unequitable practice.

7. Projection techniques have not been adequately employed

as methods for using the photographs which the teachers

have secured for teaching.

8. The most common methods by which the teachers used photo-

graphs for public relations purposes were weekly news-

. papers and bulletin boards. Whether these methods were

the most convenient or the most effective was undeter-

mined in this investigation.

9. The results of this study indicate a need for a turther

study to determine the most effective means of using

-48-

photographs in teaching and public relations~

-49-

BIBLIOGRAPHY

Coffin, R. F. "What Makes a Picture Effective 11 , Agricul-tural Ed~cation Magazine, Vol.XX.V, July, 1952~ ·

Foster, A. B. nFrom Photographic Negatives to Display Mater-ials11, Agricultural Education Magazine, Vol. rn, July, 1952.

Gamble, John R. "Promote with Pictures", Agricultural Educa-tion Magazine, XXV, (July, 1952), 18.

Haas, Kenneth B. and Paclcer, Harry O~ Preparation and use of Audio-Visual Aids. New York: Prentice-Hall, Inc~, 1950.

Kinder, James S~ Audio Visual Materials and Techniques. New York: American Boo1:: Company, 1950.

McClay, D.R. "Visual Teaching", Agricultural Education Magazine, XXII, (November, 1949), 115.

National Society for the Stq.d.y of Education. Materials for Instruction. Forty-eighth r; Edited by Nelson B. Henry. Chicago, University of Chicago Pfless, 1949.

Audio-visual 'Yearbook, Part Illinois: The

Phipps, Lloyd H. and Cook, Glen c. A Handbook on Tee.chi~ IQ_cational A5riculture. Danville, Illinois: Inters~te

Pierson, Sture B. "Photography for Vocational Agriculture Teachers'~,. ~i_£ultura.l Education Ma5az.ine, X:X.V, (July, 1952)" 8.

Richard, c. E. Suggested Teaching Uni~s in Vocational Agri-culture. Agricultural Education Bulletin No. 17: Vir-ginia Polytechnic Institute, Blacksburg, Virginia, 1952.

Russel, Kenneth L. "Publicity through Pictures", Agricul-tl!ral Education Magazine, XXI. (June, 19491, 270.

Smith, E. B. "Let a Camera Help you Teachn, Bysil}ess Educa-_i!on World. January, 1950.

APPENDIX

-53-

Dear

Box 5471 Virginia Tech. Station Blacksburg, Virginia

In cooperation with the Agricultural Education Department at V.P.I. and with the approval of Mr. R. E.- Bass, State Supervisor of Vocational Agriculture, I am making a study on~ Place of Photography in Vocational Agriculture in Southwest Virginia.

Fifty-eight teachers in the Southwest Virginia supervisory area have been selected for this study. For this reason, it is necessary to secure the information from each of you who receive the questionnaire. Your cooperation in supply-ing the information as accurately and as quickly as possible will assist us in conducting this study; This study will give us a background of information that will be very valu-able in dealing with this problem in Virginia.

Two copies of a questionnaire are enclosed. one is to be answered and returned in the enclosed envelope; the other may be kept for your files if you care to do so~

All information provided will be strictly confidential~

Your cooperation in furthering the development of voca-tional agriculture in Virginia by participating in the study will render a service to the total program. Than.~ you for your participation and cooperation;

Sincerely yours,

Edward B. Phipps

Area Supervisor

-54-

Na.me --------------------~--------Sahoo1 ----------------------------Address ---------------------------Date

------------------~--~~~~

THE PLACE OF PHOTOGRAPHY IN VOCATIONAL AGRICULTURE IN SOUTHWEST VIRGINIA

Instructions: This questionnaire is concerned with photography used by the vocational agriculture instructor for teaching and public relations purposes. It will include all photographs made by you and those made at your request. Please keep this thought in mind when answering. all questions. Under each heading fill in the answer which best describes your situation~· Any additional information you wish to supply will be greatly appreciated~

I. TEACHER USE OF PHOTOGRAPHY:

l~ Do you make photographs or have photographs made for --ye __ s_o_r __ n_o_ teaching purposes? (This includes prints a.nd trans-

2·~ -----yes or no

parencies~) ·

Do you make photographs or have photographs made for publie relations purposes?

I• EQ,U IPMENT:

l~ If you use photography for teaching or public relations purposes:

A. Does the camera. belong to you? yes or no

B:-:. Does it belong to the vocational agriculture dept~? '1'3 s or no

c. Does it belong to the school? yes or no

D. Is it borrowed from an individual? yes or no

-55-

2~ What make

make camera do you use?

3~ What model camera do you use? model

4~ What size film does the camera use? ~ize

5; Does it have a flash attachment? y;es or no.

6_.. • Do you have a darkroom of your own? y.es or no

7~· Do you have a darkroom available in your school? Y.fl'S or no

8~ If you have a darkroom available, do you use it? yes or no

9~ Do you make moving pictures? y~s or no

10~ If you make moving pictures, what size is the movie si.ze camera?

III. FHO'fOGRA.PHY USED IN TEACHING:

In the following classification please place the correct nwnber of photographs which ___ ~q__u._ ~v~_Dl!l-'-d_e_ or b,a.ve had made 8llc:'i which y9u_ use_ '-n teachj.p.g. ___ _

P-UOTO-GRAJ>HIC.YRIBTS '· -~---- TRANSPARENt.r·· PHO'!OGRAPHS ____ - - TEACHING AREA

NUJ11ber Black & White Prints

Number Color Prints

(slides, filmstrips; and motion pict\U'ea) OF SLIDES :trILMSTRIPS MOTION PICTURE PHOTOGRAPH

Number lumber No. Individual Number Number Black & Color Photographs Black & Color White Bla.ck & Color Wh1 te

White 1. Corn

2. Hay

3. Soybeans

4. Home Garden

5. Farm Forestry

s. Tree Fruits

7. Small Fruits

a. Pastures

9. Small Grains

10. Tobacco

11. Beef Cattle

L2. Bees

1~1. Potatoes

14. Dairying

15. Poultry

J, 0\ I .

'PHOTOGRAPHIC PRINTS

Numbe:t' Black & White Prints

Number Color Pitbt.ts

TRANSPARENT PHOTOGRAPHS (slides. filmstrips. and motion pictures)

SLIDES FILMSTRIPS JroTION PICTURE Number NUiiber No. Individual NUiiiber Number Bladt & Color Photographs Black & Color White Black & Color White

White

TEACHING AREA. OF

PHOTOGRAPH

16. Sheep

17. Swine

18. Workstock

19. Farm Buildings

20. Farm Management

21. Farm Power & Machinery

22·. Food Preservation

23. F.F.A. J, ~ I

24. Home Grounds Improvement

25. Improvement Projects

26. Supplementary Farm Jobs

27. Rural Electrifica-ti on

28. Soil and Water Management

29. Supervised Farming

30. Wildlife Management

31. Farm Shop

32. Others (specify)

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IV. METHODS OF USING PHOTOGRAPHS IN TEACHING:

In the table below, indicate the approximate frequency of your use of the methods used in teaching with photographs. state the frequency in terms of times per week, month, year, etc. Also, rate each method according to its value by the rating scale at the bottom of the page. Only those photo-graphs which you have made or have had made should be considered.

METHOD

1;. Distribution of photographs to group

2;. Opaque projection~

3~ Slide projection_

4~ Movie projec.tion

5·~·. Individual illustration

~» Others

RATING SCALE

0: - not used 1 - little value 2 - below average value 3 - average value 4 - above average value 5 - excellent value

FREQUENCY OF USE RATING

V. PHOTOGRAPHY USED IN PUBLIC RELATIONS:

In the following classification please place the correct number of photographs wnicn :vou nave ma.ae or l'. ave naa ma.a.a ana wnicn you nave usea since JU.LY .L. .L\10.L.

PHOTOGRAPH CLASSIFICATION MEANS OF INFORMING PUBLIC Bull.Le- Public

rJaily Weekly School Maga- tin Exhib- Post• Meet-Pa.per Paper PBDer zines Boards its ers ings

1. Ail-Dai Classes: A. F.F.A. activities B. ciassroom act1v1ties c. On-f'arm activities

2. Youru.? Farmer Orstaniaa.ti< n: A. Classroom activities B. On-farm activities

3. Evening Classes: A. Classroom activities B. On-farm activities

4. Farm Machinery Repair: -

s. C8111Ilery:

s. Advisory Council:

7. Veterans' Trainin.R: A. Classroom activities B. On-farm activities

a. Department &llld Or&1:anization

9. Others: (please speoii'Y) A. B.

Window; Dis-plav

"

['V

Ji \0 I

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VI. NUMBER OF PHOTOGRAPHS:

l~ How many photographs have you, yourself, made for number- teaching purposes?

2·~ How many. photographs have you had made for teach-number ing purposes?

:;~. How mSJl.J' photographs have you, yourself, made tor number-. pub11e relations purposes since July 1, 1951?

.\'!~----How m&ll7:Photographs have you had made fo;r public number relations purposes since July l, 1951?

-61-

Dea.r

Rox 5471 Virginia Tech. Station B1acksburg, Virginia April 10, l953

In checking the returns on.the questionnaires that I

sent out recently,. I find that yours has not been returned.

The questionnaire is easily filled out and will not require

much of your time, so please fill it out at your earliest

convenience and return it to me as soon as possible. I

shall look forward to hearing from you~-

Sincerely,

Edward B>. Phipps

-62-

Dear

Box 5471 Virginia Tech. Station Blacksburg, Virginia April 25, 1953

I am writing again concerning the questionnaire which you

received some time ago. It is important that you send it

in as quickly as possible so that the study can be completed.

I am confident that I will hear from you within a few

days~ Thanlr you very much.

Sincerely,

Edward B. Phipps ,,.,