Terry Borton - Academia.edu (original) (raw)
Educated at Amherst College, University of California (MA, English), and Harvard University (Ed.D., Education).
For the last 25 years, interested in the magic lantern, the projector of the 19th century. Active as magic lantern performer, collector, researcher, author. Published articles exploring the leading lantern lecturers of the Victorian period, and a book, with Deborah Borton, Before the Movies: American Magic Lantern Entertainment and the Nation's First Great Screen Artist, Joseph Boggs Beale.
Currently finishing a second book, Magic Lantern Art: Joseph Boggs Beale, First Great Narrative Artist of the American Screen.
Formerly educational writer and researcher, authoring the book Reach, Touch, and Teach, which included a simple rubric for experiential learning: What, So What, Now What. Also published extensively on Dual Audio Television, an experimental program to use children's entertainment TV for educational purposes.
As Editor in Chief for 15 years of the national children's newspaper, Weekly Reader, wrote many summaries for teachers of research in the field of education. Appeared many times on network television reporting on Weekly Reader research projects.
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Papers by Terry Borton
Amherst College Press, 1961
Examines the way Melville's characters and the way he writes about them change over time, from Mo... more Examines the way Melville's characters and the way he writes about them change over time, from Moby Dick to Billy Budd, and how that change in literary technique allows Melville to portray a more sophisticated way of responding to ambiguity.
Before the Movies is the first book about American screen entertainment in the pre-movie era. Il... more Before the Movies is the first book about American screen entertainment in the pre-movie era. Illustrated with 330 color pictures, it is a comprehensive survey of the American artists who created early magic lantern stories and songs for the screen. The book concentrates especially on Joseph Boggs Beale, a pioneer in the field, and demonstrates that Beale almost single-handedly created American-made screen entertainment for the generation before the movies. The provenance, attribution, dates, and usage information for each of Beale's 2,073 images is provided.
Realms of Light:, 2005
Magic lantern shows were certainly a common form of American entertainment in the 1890s. This stu... more Magic lantern shows were certainly a common form of American entertainment in the 1890s. This study focuses on the presentation of lantern shows in one small city in one period in 1895, documenting each presentation. Types of presentations and lecturers are discussed. From this sample a very rough estimate is made of the number of lantern shows in America in a year.
The Magic Lantern Gazette Research Supplement No. 3, 2023
Joseph Boggs Beale was the leading creator of illustrated lantern imagery for the American magic ... more Joseph Boggs Beale was the leading creator of illustrated lantern imagery for the American magic lantern, and a master of narrative art. In his youth he contributed to the creation of a large transparency celebrating the freeing of slaves in Maryland---a huge backlit painting hung on a building in the center of Philadelphia. This article explores the effect that working on this lighted image might have had on Beale's later artistic development as a magic lantern artist.
The Magic Lantern Gazette, 2014
Traces the process of coloring magic lantern slides, the major companies presenting colored slide... more Traces the process of coloring magic lantern slides, the major companies presenting colored slides to the public, colorists for professional lantern lecturers, the Japanese influence on American coloring, and profiles of some of the most important colorists. Appendix A provides information on all colorists the author could find.
The Magic Lantern Gazette, 2015
Drawing on the trade journals of touring lecturers, we discuss ideal venues, advertising, types o... more Drawing on the trade journals of touring lecturers, we discuss ideal venues, advertising, types of lecturers, experience and education, agents, touring, pay, lantern technique, and reviews. The second part of this article, published with the same name in the same journal (Summer, 2015), provides detailed information on each of 388 eminent illustrated lecturers, listed alphabetically in Appendix A.
The Magic Lantern Gazette, 2015
Summarizes information drawn from the professional journals of the lecturing industry, giving da... more Summarizes information drawn from the professional journals of the lecturing industry, giving dates, subjects, popularity, background of illustrated lecturers. The second of two articles with the same title. Traces the rise and fall of the Illustrated Lectures. Provides detailed information for 288 major lantern lecturers, listed alphabetically in Appendix A.
The Magic Lantern Gazette, 2013
Survey of the major "illustrated lecturers" (magic lantern showmen) of the Chautauqua movement, a... more Survey of the major "illustrated lecturers" (magic lantern showmen) of the Chautauqua movement, a very large American educational effort of traveling performers and lecturers, 1870-1920, at its height reaching a third of the population each year. Based on a review of lecturers' brochures in the Library of Congress (LOC) Chautauqua collection. Describes the lecturers' methods and general subject categories (Science, Nature, Music, Religion, etc.), dates, reviews, audience. For each of the 238 Eminent Showmen, gives name, brochure LOC number, date, subjects covered, a description of the brochure content, and background---listed alphabetically in Appendix A.
This report describes-a month-long: experiment conducted:to assess the POtential effectiveness of... more This report describes-a month-long: experiment conducted:to assess the POtential effectiveness of "cital audio1TV'inStrUetioe'as-a hi ass ,edudational medium. Dual :TV instruCtion- ;-CousiSts;ba radio program-designeClztoi-belheard:by children in_,theit-hOMes:Mhile they are matchingtheir-faVorite-TV4hoWs. The-dual audib-zinstructor does not talk when-the TV characters are talking, but .uses-"quiet times" between the-talk Of TV characters-to-help-With reading, define vocabulary, :explain concepts, and point out ,problem solving processes. The experiment reported here was a-field study conducted in-the homes of seventy primary children,: using-one_ groupof children whO watched an afternoon cartoon program-at-they ordinarily world, and a second group who could-also liSten to the-dual audio ins.ruction if they wanted to. The resUlts-of the experiMent showed-that all the necessary arrangements with the TV and radio stations could be macie_and maintained; that the children voluntarily listened to-the program a high percentage of the time; that they-learned. significantly more reading, vocabulary, and process skillS as a result of dUal audio instruction; that they talked more during-the shOw and made more cognitively complex comments; :and that they-and their parents like having dual audio instruction available to them. A diScussion of possible further research, practical applications on a mass scale, and valuequestions concludes the body of the report.
Curriculum Inquiry, Jun 1, 1977
For more than a century we have expected our children to give education their "undivided att... more For more than a century we have expected our children to give education their "undivided attention"-to go to a special place at a special time and be taught by special people. This kind of formal education now occurs in dozens of styles-traditional, individualized, open. It is enormously expensive (currently about $40 billion a year in the United States), and yet it is still not completely meeting the needs of many. An additional way to teach large numbers of children-reaching them where they are rather than requiring that they come to school-is possible through modern mass systems of distribution, entertainment, communication, and transportation. Developing these systems for educational purposes will require an understanding of a new kind of education which I have called "concomitant instruction." Concomitant instruction differs from formal schooling in that it is not designed for those times when children are focused on learning, but is meant to accompany noninstructional activities. It is the art of teaching to divided attention. Though it currently lacks developmental guidelines and practical coordination, concomitant instruction is already reaching millions of children daily. To clarify how it differs from other forms of instruction, it can be placed on a spectrum of instructional delivery systems running from formal school, to "nonformal" classes in civic centers or factories, to television programs such as Sesame Street, and finally to concomitant instruction itself. Though these systems blend into one another, they can be clearly distinguished according to the freedom of the learners, their purposes or expectations, the amount of consecutive time and specially designated space required for learning, and the instructional strategies used to obtain and hold attention.
* via the ERIC Document Reproduction ervic\* (EDRS). EDRS is not * responsible' for the quality o... more * via the ERIC Document Reproduction ervic\* (EDRS). EDRS is not * responsible' for the quality of the iginil. document. Reproductions * * supplied by EDRS are the best that c be made-ItOm the original,\
A study was conducted in conjunction with the first public announced broadcast of dual audio tele... more A study was conducted in conjunction with the first public announced broadcast of dual audio television-a new method of combining simultaneous radio instruction and commercial entertainment TV. The study was designed to determine the audience which would be attracted to dual audio, the practicality of such instruction, and the correlation between number of days listened and scores on tests of material taught. The results of the study indicated that dual audio could attract 24% of the target age range children watching the TV show, that it was practical as far as the TV station and parents were concerned, and that there was a positive correlation between number of days listened and test scores. These results, confirming data collected in a number of previous studies indicate that dual audio is now sufficiently developed so that its effectiveness as a mass medium should be tested over a full broadcast season.
The Philadelphia City Schools engaged in a four-year program to develop and test dual audio telev... more The Philadelphia City Schools engaged in a four-year program to develop and test dual audio television, a way to help children learn more from the massive amount of time they spend watching commercial telPvision.,Mhe format consisted of an instructional radio broadcast that accompanied popular television shows and attempted to clarify and amplify the vocabulary and word concepts that were introduced. The power of the dual audio was that it piggy-backed on an already existing delivery system, but difficulties derived from attempting to inject educational content into formats, that were in many ways inimical to good teaching practice. Research revealed that certain methods of presentation were more effective than others, but the overall results were disappointing. (EMH) N N\
English Journal, May 1, 1971
Amherst College Press, 1961
Examines the way Melville's characters and the way he writes about them change over time, from Mo... more Examines the way Melville's characters and the way he writes about them change over time, from Moby Dick to Billy Budd, and how that change in literary technique allows Melville to portray a more sophisticated way of responding to ambiguity.
Before the Movies is the first book about American screen entertainment in the pre-movie era. Il... more Before the Movies is the first book about American screen entertainment in the pre-movie era. Illustrated with 330 color pictures, it is a comprehensive survey of the American artists who created early magic lantern stories and songs for the screen. The book concentrates especially on Joseph Boggs Beale, a pioneer in the field, and demonstrates that Beale almost single-handedly created American-made screen entertainment for the generation before the movies. The provenance, attribution, dates, and usage information for each of Beale's 2,073 images is provided.
Realms of Light:, 2005
Magic lantern shows were certainly a common form of American entertainment in the 1890s. This stu... more Magic lantern shows were certainly a common form of American entertainment in the 1890s. This study focuses on the presentation of lantern shows in one small city in one period in 1895, documenting each presentation. Types of presentations and lecturers are discussed. From this sample a very rough estimate is made of the number of lantern shows in America in a year.
The Magic Lantern Gazette Research Supplement No. 3, 2023
Joseph Boggs Beale was the leading creator of illustrated lantern imagery for the American magic ... more Joseph Boggs Beale was the leading creator of illustrated lantern imagery for the American magic lantern, and a master of narrative art. In his youth he contributed to the creation of a large transparency celebrating the freeing of slaves in Maryland---a huge backlit painting hung on a building in the center of Philadelphia. This article explores the effect that working on this lighted image might have had on Beale's later artistic development as a magic lantern artist.
The Magic Lantern Gazette, 2014
Traces the process of coloring magic lantern slides, the major companies presenting colored slide... more Traces the process of coloring magic lantern slides, the major companies presenting colored slides to the public, colorists for professional lantern lecturers, the Japanese influence on American coloring, and profiles of some of the most important colorists. Appendix A provides information on all colorists the author could find.
The Magic Lantern Gazette, 2015
Drawing on the trade journals of touring lecturers, we discuss ideal venues, advertising, types o... more Drawing on the trade journals of touring lecturers, we discuss ideal venues, advertising, types of lecturers, experience and education, agents, touring, pay, lantern technique, and reviews. The second part of this article, published with the same name in the same journal (Summer, 2015), provides detailed information on each of 388 eminent illustrated lecturers, listed alphabetically in Appendix A.
The Magic Lantern Gazette, 2015
Summarizes information drawn from the professional journals of the lecturing industry, giving da... more Summarizes information drawn from the professional journals of the lecturing industry, giving dates, subjects, popularity, background of illustrated lecturers. The second of two articles with the same title. Traces the rise and fall of the Illustrated Lectures. Provides detailed information for 288 major lantern lecturers, listed alphabetically in Appendix A.
The Magic Lantern Gazette, 2013
Survey of the major "illustrated lecturers" (magic lantern showmen) of the Chautauqua movement, a... more Survey of the major "illustrated lecturers" (magic lantern showmen) of the Chautauqua movement, a very large American educational effort of traveling performers and lecturers, 1870-1920, at its height reaching a third of the population each year. Based on a review of lecturers' brochures in the Library of Congress (LOC) Chautauqua collection. Describes the lecturers' methods and general subject categories (Science, Nature, Music, Religion, etc.), dates, reviews, audience. For each of the 238 Eminent Showmen, gives name, brochure LOC number, date, subjects covered, a description of the brochure content, and background---listed alphabetically in Appendix A.
This report describes-a month-long: experiment conducted:to assess the POtential effectiveness of... more This report describes-a month-long: experiment conducted:to assess the POtential effectiveness of "cital audio1TV'inStrUetioe'as-a hi ass ,edudational medium. Dual :TV instruCtion- ;-CousiSts;ba radio program-designeClztoi-belheard:by children in_,theit-hOMes:Mhile they are matchingtheir-faVorite-TV4hoWs. The-dual audib-zinstructor does not talk when-the TV characters are talking, but .uses-"quiet times" between the-talk Of TV characters-to-help-With reading, define vocabulary, :explain concepts, and point out ,problem solving processes. The experiment reported here was a-field study conducted in-the homes of seventy primary children,: using-one_ groupof children whO watched an afternoon cartoon program-at-they ordinarily world, and a second group who could-also liSten to the-dual audio ins.ruction if they wanted to. The resUlts-of the experiMent showed-that all the necessary arrangements with the TV and radio stations could be macie_and maintained; that the children voluntarily listened to-the program a high percentage of the time; that they-learned. significantly more reading, vocabulary, and process skillS as a result of dUal audio instruction; that they talked more during-the shOw and made more cognitively complex comments; :and that they-and their parents like having dual audio instruction available to them. A diScussion of possible further research, practical applications on a mass scale, and valuequestions concludes the body of the report.
Curriculum Inquiry, Jun 1, 1977
For more than a century we have expected our children to give education their "undivided att... more For more than a century we have expected our children to give education their "undivided attention"-to go to a special place at a special time and be taught by special people. This kind of formal education now occurs in dozens of styles-traditional, individualized, open. It is enormously expensive (currently about $40 billion a year in the United States), and yet it is still not completely meeting the needs of many. An additional way to teach large numbers of children-reaching them where they are rather than requiring that they come to school-is possible through modern mass systems of distribution, entertainment, communication, and transportation. Developing these systems for educational purposes will require an understanding of a new kind of education which I have called "concomitant instruction." Concomitant instruction differs from formal schooling in that it is not designed for those times when children are focused on learning, but is meant to accompany noninstructional activities. It is the art of teaching to divided attention. Though it currently lacks developmental guidelines and practical coordination, concomitant instruction is already reaching millions of children daily. To clarify how it differs from other forms of instruction, it can be placed on a spectrum of instructional delivery systems running from formal school, to "nonformal" classes in civic centers or factories, to television programs such as Sesame Street, and finally to concomitant instruction itself. Though these systems blend into one another, they can be clearly distinguished according to the freedom of the learners, their purposes or expectations, the amount of consecutive time and specially designated space required for learning, and the instructional strategies used to obtain and hold attention.
* via the ERIC Document Reproduction ervic\* (EDRS). EDRS is not * responsible' for the quality o... more * via the ERIC Document Reproduction ervic\* (EDRS). EDRS is not * responsible' for the quality of the iginil. document. Reproductions * * supplied by EDRS are the best that c be made-ItOm the original,\
A study was conducted in conjunction with the first public announced broadcast of dual audio tele... more A study was conducted in conjunction with the first public announced broadcast of dual audio television-a new method of combining simultaneous radio instruction and commercial entertainment TV. The study was designed to determine the audience which would be attracted to dual audio, the practicality of such instruction, and the correlation between number of days listened and scores on tests of material taught. The results of the study indicated that dual audio could attract 24% of the target age range children watching the TV show, that it was practical as far as the TV station and parents were concerned, and that there was a positive correlation between number of days listened and test scores. These results, confirming data collected in a number of previous studies indicate that dual audio is now sufficiently developed so that its effectiveness as a mass medium should be tested over a full broadcast season.
The Philadelphia City Schools engaged in a four-year program to develop and test dual audio telev... more The Philadelphia City Schools engaged in a four-year program to develop and test dual audio television, a way to help children learn more from the massive amount of time they spend watching commercial telPvision.,Mhe format consisted of an instructional radio broadcast that accompanied popular television shows and attempted to clarify and amplify the vocabulary and word concepts that were introduced. The power of the dual audio was that it piggy-backed on an already existing delivery system, but difficulties derived from attempting to inject educational content into formats, that were in many ways inimical to good teaching practice. Research revealed that certain methods of presentation were more effective than others, but the overall results were disappointing. (EMH) N N\
English Journal, May 1, 1971