Audio Visual Materials: Different Types

Module details

1. Subject Name Adult Education

2. Paper Name Curriculum and Material Development

3. Module number Module-3.6

4. Module Name Audio Visual Materials: Different Types

5. Principal Investigator Prof. Vandana Chakrabarti, Director, Lifelong Learning and

Extension, SNDT Women’s University, Mumbai

6. Paper Coordinator Prof. Adinarayan Reddy, Director, Department of Adult

Continuing Education and Extension Work, S.V. University,
Tirupathi
7. Content writer Dr. Shikha Kapur, Associate Professor, Department of
Adult and Continuing Education & Extension, Jamia Millia
Islamia, New Delhi
8. Content Reviewer Prof. Vandana Chakrabarti, Director, Lifelong Learning and
Extension, SNDT Women’s University, Mumbai

Content outline

 Introduction
 Objectives of the Module
 Defining Audio Visual Material
 Importance of Audio Visual Materials
 Need for Audio Visual Materials
 Audio Materials
 Visual Materials
 Audio Visual Materials
 Television
 Films
 PowerPoint/ Slide Presentations
 Dramatization
 Puppets
 Conclusion

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Introduction

Audio-visual materials are instructional aids, devices and materials which help in
carrying out teaching- learning process through use of audio, visual or both audio-visual
formats. Audio visual materials include print and non-print media; projected & non
projected media; and hardware and software needed for transmission of information and
instruction. Every teaching- learning process has certain objectives that ought to be
achieved. The teacher or the facilitator uses different types of teaching methods,
techniques, materials and devices and strategies. Audio visual materials are so designed
and interwoven within the lesson plan that they facilitate the teaching- learning process.
Since these materials incorporate either the audio, visual or both the audio- visual
elements they provide multi-sensory experiences to the learners. Audio visual materials
comprise of simple aids, devices and materials that the agent can make by locally
available resources or have sophisticated audio-visual devices which require electricity
and complex machinery, electronic equipment for use such as projectors, television sets,
laptops, modems etc. They elicit attention of the learners, motivate them to be part of
the learning process, sustain their attention and motivation, ultimately achieving the end
goals desired by the teacher or the facilitator. Audio visual materials concretize the
learning process and make it as simple as possible. By virtue of their form, they also
have a very wide outreach, are ease to absorb and grasp by the learners. Audio visual
materials help the adult learners/students in being sensitized, aware, convey messages
with clarity and affectivity, streamline the teaching learning process, facilitating thinking
and reasoning and concretizing reality. Like a carpenter works with his saw and hammer,
similarly Audio visual materials are important tools used by the teacher in the effective
transaction of the teaching process. Carmona and Fransisco (2006) confirms that it is
necessary to integrate audio visual materials in order to facilitate the teaching process.
Audio visual materials are planned educational materials that appeal to the senses of the
people and quicken learning facilities for clear understanding.

This module will examine each of the Audio visual materials and their various types
along with their need, importance and their utility in teaching learning process.

Objectives of the Module:

i. To acquaint the students with the definitions, importance and need of

different types of Audio visual materials
ii. To enable the students to understand the various audio materials

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 iii. To enable the students to understand the various visual materials
iv. To enable the students to understand the various audio visual materials

Defining Audio Visual Material

According to The Librarian Glossary (1987) defines Audio visual materials “as non-book
materials like tapes, slides, films which are renewed and recent to rather then read as
books.” This definition excludes books and all reading materials.

Dike (1993) defines them as those materials which do not depend solely upon reading to
convey meaning. They may present information through the sense of hearing as in audio
resources, sight, as in visual resources or through a combination of senses. Dike’s
definition pinpoints the wide variety as a striking characteristic.

Webster’s Encyclopeadia Unabridged Dictionary of the English Language (1994), defines

Audio-Visual Aids as “training or educational materials directed at both the senses of
hearing and the sense of sight, films, recordings, photographs, etc used in classroom
instructions, library collections or the likes.”

According to Anzaku (2011) “the term audio-visual material is used to refer to those
instructional materials that may be used to convey meaning without complete
dependence upon verbal symbols or language”. Thus according to the above definition, a
text book or a reference material does not fall within this group of instructional materials
but an illustration in a book does. However the term does designate material things as
well as processes and experiences such as dramatizations or field trips or dioramas.

According to SP Ahluwalia “Audio-visual materials reinforce the spoken and the written
words with concrete images and rich perceptual experiences which are basis of learning.
Reduce the boredom of teaching in classes.”

Experts in the field have also given different definitions of audio visual aids

Edgar Dale (1946) asserted that Audio-visual aids are termed as multisensory devices
used to communicate of ideas between persons and groups in different teaching and
training situations.

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James S. Kinder (1959) Audio-Visual Aids are any device which can be used to make the
learning experience more concrete, more realistic and more dynamic.

According to Burton audio-Visual aids are those sensory objects or images which initiate
or stimulate and reinforce learning.

Importance of Audio Visual Materials

Audio Visual Materials provide multi-sensory experiences in the teaching- learning

process. When an adult learners/students use audio visual materials they not only see
them, feel them but they actively engage with them. This means that these experiences
are filtering in through multiple sensory avenues or gateways. These experiences filter-in
through our sensory organs – eyes (see), ears (hear), nose (smell), tongue (taste), skin
(touch). They help provide visual, aural, olfactory, gustatory and tactile experiences and
are hence the sense organs are also referred to as the "Gateways of Knowledge".
Research done by Cobun (1968) indicates that generally we learn 1% through taste,
1.5% through touch, 3.5% through smell, 11% through hearing and 83% through our
sight. He further adds that we remember

• 10 % of what we read
• 20 % of what we hear
• 30 % of what we see
• 50 % of what we hear and see
• 70 % of what we say
• 90 % of what we say and do

Most of the time, the teaching learning process lays too much emphasis on the oral-aural
methods of teaching i.e. use of lecture method along with chalk and board by teachers
and passive listening by students. The teachers are most accustomed and comfortable
with this. Use of audio visual materials opens avenues of use of multiple varieties of
audio materials, visual materials and audio visual materials. Their use translates the
most difficult, hard to see and understand abstract concepts into concrete realities and
experiences. The abstractions are turned into concrete learning experiences helping
learners acquire facts, knowledge, developing understanding and in-depth application of
concepts.

Need for Audio Visual Materials

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With the advancement in science and technology the use of Audio Visual Materials has
increased rapidly. A large number of Audio Visual Materials have been developed that
are of an immense utility to both the Teachers/facilitators and learners. Although Audio
Visual Materials can never replace the teachers and facilitators but they definitely help in
supplementing their efforts and where required even help students in self-directed
learning. An analysis of needs for the use of Audio Visual Materials reveals the following:

 Audio Visual Materials help in eliciting attention and sustaining interest of the
learners in the teaching learning process
 They make teaching learning process effective
 They make the learning situation or the classroom an attractive and interesting place
 They break the monotony set in the process of teaching because of rampant use of
verbalism (Lecture method)
 They enrich the teaching learning process bringing in variety, diversity and newness
in the teaching learning process
 They arouse interest and curiosity among the groups of learners
 Keep the learners driven and motivated to learn
 They make the teaching-learning more concrete
 Bring clarity in the learning of concepts
 Help concretize facts and abstractions and facilitate conceptual learning
 Their use facilitates understanding, grasping of concepts and learning
 Audio Visual Materials play an immense instructional role in the teaching learning
process
 Facilitate long term memory
 They help minimize the efforts of teachers and facilitators too in the process of
teaching
 Help teachers to bring innovative methods in their teaching and hence become more
effective and efficient teachers
 Save time and energy of both the teachers and learners
 They can cater to the needs of diverse groups of learners by use of variety of
methods in teaching learning process- those who do not benefit from verbalism
(audio materials) can learn from visuals (pictures, charts, posters) or audio visual
materials as films, clips, educational videos and resources e.g. UGC’s ePathshala
 Help in achievement of learning objectives and goals
 Promote group interaction and learning
 Can help in spread of awareness and education on a mass scale

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After having grasped the concepts, importance and need of Audio Visual Materials, we
will now examine their various types. Broadly Audio Visual Materials are of three types:

I. Audio Materials
II. Visual Materials
III. Audio Visual Materials

I. Audio Materials

Audio materials are those which depend on a single sense that is they can only be heard.
They comprise of spoken words which is the most common and most rampantly used.
Audio material also comprises of music, sounds and sound effects which add to the
beauty of the verbal expression. They may emanate directly or use a device such as the
radio, tape recorder, headphones hooked to an IPod or mobile. Teachers and facilitators
greatest tool is lecturing. Some are very accomplished in the use of words. Use of words
coupled with appropriate dramatic gestures further enhance their effectiveness as a
teacher. Besides lecture other Audio Materials comprise of audio clips, recordings, radio
broadcasts, telephone/mobiles etc. Audio materials are very useful in learning of
language and recorded historical events. The audio clips or recordings can be played,
replayed along with discussions as desired.

Radio: Radio uses radio waves to carry information from the source to the
receiver/audience. Radio has the maximum reach in India amongst all the available
means of communication. Ninety seven per cent of India’s population can access radio
stations. It is the most sought after medium of entertainment and education. Educational
radio for schools, universities and farmers has led to the development of Interactive
Radio Instruction (IRI), radio rural forums and community radios. Although Radio is a
one time and one-way medium but it has high degree of immediacy, realism and
emotional impact. Radio is a cheap medium of information, education and
communication.

Recordings: Recordings overcome the draw-backs of radio. They facilitate two-way

communication. The scheduling problems faced in a radio broadcast are eliminated. They
can be played and replayed as many times required. Recordings can be made according
to the teaching goals and learning needs of the learners. Recordings can be heard on
tape recorders, discs, audio compatible discs (CDs) and digital video discs (DVDs), audio
clips available on the internet and also on mobile phones.

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II. Visual Materials

“Seeing is believing” and Visual Materials conform to this maxim. Visual Materials are
those materials which we see and can be understood by observing the visual aspect of
any object. These materials provide experiences near to reality. Out of the 5-senses it’s
the visual sense that is most helpful and effective in the learning process. Visual arouse
interest of learners, provide a clear mental picture, speedup understanding, facilitate
memorizing and provide a shared experience. There are numerous visual materials
available to a teacher. They include pictures, charts, posters, maps, models, drawings,
cartoons, display boards etc.

Pictures: Pictures are Visual Materials that help learners connect new words to known
meaning, thus facilitating understanding and memorization (Jurich, 2001). Pictures and
images have long played an important role as well as a useful resource in teaching and
learning language (Goldstein, 2008). Words and images combined and presented appeal
to audience's imagination and also add power to spoken words.

Posters: Posters are bold and symbolic representation of a single idea. Posters are
mostly hung at a height and are made attractive so as to catch the attention of the
passers-by and hammer-in messages. They are used in all walks of life to inform,
educate and communicate messages. to convey, forcibly the desired information to a
layman. Big posters of huge proportions are called as Hoardings. The primary use of
posters can be seen in political campaigns, besides propaganda and even protests.

Charts: Charts are a combination of pictorial, graphic, numerical or vertical materials

which visually summarize a concept in a concise and clear manner. Charts depict
complex processes. There are many charts like the pictorial chart, tabular chart, pie
charts, flow charts, tree charts, organization charts, flip charts, and.

Flip Charts: Flip charts are a type of chart. They contain a series of sheets that are
tagged or spiral bound on the top with two sheets of thin wood or thick cardboard as
front and back cover. The picture on the charts maybe with or without words and as the
teacher finishes presenting a point she flips over the next sheet in front of the learners.

Maps: Maps help us know the location, direction shape, size and distance of various
locations on earth. It is an accurate representation of earth’s surface that shows the
details of boundaries and important locations of the continents, countries, oceans, seas

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and rivers etc. Maps are an important visual material and are indispensable in teaching
fundamental concepts such as size, distance, space, location and direction.

Globe: A globe is the three dimensional representation of the earth’s surface on a very
small scale. It is a round shaped wooden or plastic model of earth and provides
information about areas, distances, directions, time location, symbols, colours,
boundaries, rivers, change in weather, season, day and night etc.

Models: Models are scaled-up or scaled-down replicas or copies of the real objects.
According to Edger Dale, “a model is a recognizable imitation of the real thing with an
increase or decrease in size as the chief difference”. Thus they may be of the same size
or large or smaller than the thing it represents. They simplify reality and are helpful to
create interest in creative activity among pupils. They are generally of three types-
solids, cross- sectional and working models.

Cartoons: Cartoons are humorous caricatures which give messages subtly that evoke
laughter. In a cartoon the features of objects and people are exaggerated along with
generally recognized symbols.

Display Boards: Display Boards include a large variety of visual materials like the
bulletin board, flannel board, peg board, magnetic board and chalk/blackboard. A display
constitutes an organized visual arrangement on a given topic presented on a vertical or
horizontal surface. They are usually designed to present significant information.

a. Chalk/Black board: It is the oldest and best friend of a teacher. A teacher

cannot do without this visual material as words, diagrams, illustrations, concepts
are all written and drawn so that the learners can visualize and understand.
Various types of Display boards include fixed blackboard, blackboard on easel,
roller blackboard, graphic board, magna board etc. The Blackboard today is
replaced with a white board and marker.

b. Bulletin Board: Bulletin Board is a board of soft wood or cork that displays
bulletins, pictures, announcements, news items, newspaper cuttings, illustrations,
achievements etc. intended for display.

c. Flannel Board (felt board):- A wooden board covered with flannel cloth / felt
paper on which different flash cards/ flannelograms or flannel graphs can be
placed.

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 d. Magnetic boards: Display board with magnetic strips so that
objects/exhibits/letters with iron can be displayed. If tube lights are fixed at the
back of the glass, the material will be visible even at nights.

III. Audio Visual Materials

Audio Visual materials are those which can be heard and seen simultaneously. They
translate abstract concepts and ideas into a more realistic format. They allow instruction
to move from verbal representation to a more concrete level. Business Dictionary.com
defines Audio Visual materials as ‘Non-paper educational or promotional such as
cassettes, CDs, DVDs, videotape, etc.’ They integrate both sound and
visual components. The use of most of the Audio Visual materials is however dependent
on equipment since they are not directly accessible without use of specific playback
technology e.g. TV, films, Video tapes, projected materials. Many of these formats today
have becoming obsolete and some have even disappeared altogether. Some of our
Traditional practicing medias such as Puppetry, Folks theatre, songs and drama also are
part of this category.

The Audio Visual materials can be categorized as Projected and Non-Projected Audio
Visual materials.
Projected Audio Visual materials include Power point presentations, slides, film-
strips, films, transparencies and they are projected on screen or even against white-
washed wall to give an enlarged image of the material. They can be used suitably for
both large groups as well as small groups. The large, bright and colourful larger than life
images make them more effective than a non-projected aid.
Non-Projected Audio Visual materials include the traditional practicing media as
puppets, folks theatre, songs and drama and are not costly. They can hence be used
with good results. They provide first hand experiences and also make the learners
actively participate. They add an interest and involvement of the learner and ensure
better results and longer retention.

Television
Television means to see over a distance. Black box, idiot box, magic box…. The television
has acquired a number of acronyms. The power of television is immense. It’s a
broadcast medium, and provides experiences that are both visual as well as auditory.
So, it has an advantage over radio, where the audience is only listening. It can
mesmerize its audiences and has an immense quality to hook up viewers across the

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limits of time and space. Its coverage is far and wide. It can diffuse the requisite
information, impart skills and change attitudes due to its mesmerizing qualities, visual
impact and mass appeal. Michael J. Apter says, "Television is the most powerful medium
of mass communication which has ever existed and it has revolutionised our lives in
many ways." Television entered India on 15th September 1959 as a UNESCO sponsored
pilot project with education as its sole aim. The regular telecast began on the
Independence Day in 1965. It was originally construed that TV in India had an important
role to play in education, health, nutrition, agriculture and family planning. It was much
later that entertainment was included in its mandate. Doordarshan introduced colour TV
during the 1982 Asian Games. Since its advent a large number of educational TV
programs have been running for schools, universities and farmers in India. While the
developed countries are taking full advantage of television in education there is a greater
scope of its use in developing countries also.

Films: Films are one of the most effective Audio visual materials. Film showcase a story
or event that has been recorded by a camera as a series of moving images and shown in
a cinema or on television create the illusion of moving images due to ‘phi phenomenon’
or persistence of vision. Persistence of vision is created when exposed still photographs
are viewed at a specified number of still frames per second to replicate motion. The
ability to capture movement in a photographic process was first developed in France in
1888.

Films facilitate acquisition of new languages. They help learners geared towards self-
directed learning. The larger than life production helps learner to see, imagine, analyse
and criticize. Films help develop power of imagination and critical thinking. Films have
the possibility to take the learners on a voyage of discovery- self and others, help map
out unchartered terrains, discover people, cultures, civilizations, traditions of the past
and even imagine about distant future.

PowerPoint/ Slide Presentations

PowerPoint is useful for helping develop the slide-based presentations. They are very
popular instructional material comprising of a series of slides using software as
PowerPoint. They have become an integral part of many teaching learning si tuations.
When the PowerPoint presentation includes audio-commentary it is possible for the
teacher/facilitator to deliver the entire lecture electronically. Besides this PowerPoint/
Slide Presentations have an immense use when information has to be shared and skills
developed. PowerPoint presentations help in focussing student’s attention & the visual

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impact of the slides enrich curriculum and also increase interactivity. The PowerPoint
Presentations can be projected using the LCD Projector. Teachers have to be cautious
while using PowerPoint Presentations and keep the students interested and engaged.
Discussions should flow freely and feedback taken continuously

Dramatization

Acting out something is dramatization. It is a melodramatic re-enactment of events

actual. Dramatization is a very potent method teaching learning and keeps the learning
situation lively and interesting. During drama productions students/learners actively
participate both as ‘on stage’ or ‘backstage participant’ or spectator watching the
dramatized production. Either way learning is first hand, participatory or permanent.
There are different types of dramatizations-
a. Role-play involves taking on different roles and developing a deep understanding
of life, situations and characters played in the process. These are done in the
classroom setting itself.
b. Play lets are short scripted plays of 10 to 15 minutes performed on the stage
with full costume.
c. Pantomime involves use of exaggerated mime, gestures to the accompaniment
of music.
d. Opera is a musical theatre production incorporating both the singing and acting
skills of the actors.
e. Creative drama includes stage shows and theatre productions undertaken
frequently in schools and colleges to provide a platform to students for exhibiting
their acting skills and talent.
f. Tableaux require the actors/players only to pose different actions and neither to
talk or act.
Puppets

A Puppet is a doll dressed as a character and the performer a person manipulates in a

desired fashion using string, stick or his hands. In India tradition likens the God to a
puppeteer and the entire universe to a puppet stage. The living beings are different
performers on the puppet stage who perform their parts till a stipulated time. The God
manipulates each object in the universe as a marionette. In India the tradition of using
puppets is believed to be as old as the man himself. According to the Centre for Cultural
Resources and Training, historians have found the earliest reference to the art of
puppetry in Tamil classic ‘Silappadikaaram’ written around the 1st or 2nd century B.C.

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Different types of Puppets are used for education and recreation viz. String puppet or
marionettes or Sutradharika, Stick puppet, Finger puppet, Glove puppet and Shadow
puppet. Puppets capture the attention of children and adults alike and hold an immense
power of creating awareness about issues and driving home messages very powerfully.
Puppets powerfully integrate elements of storytelling, music and dance end product
leading to mesmerizing productions.

Conclusion

Audio visual materials are instructional aids, devices and materials which provide multi-
sensory experiences in the teaching- learning process. These materials translate the
most difficult, hard to see and understand abstract concepts into concrete realities and
experience. They help in carrying out teaching- learning process through the use of print
and non-print media; projected & non projected media; and hardware and software.
Audio visual materials elicit attention of the learners, motivate them to be part of the
learning process and keep their attention sustained. Audio Visual Materials are of three
types broadly, Audio materials- that can only be heard; Visual materials that can be seen
only and Audio Visual materials that can both be seen and heard. They may be used
individually or in conjunction with each other depending on the end goals desired by the
teacher or the facilitator.

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