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The purposes of this study are to develop criteria for examining a theory of communication and perception with particular reference to the principles of good filmstrip design, to produce a logical rationale for the step-by-step development of a filmstrip for use in the college introductory art class, to produce a sample of "Design-An Introduction", and to analyze the filmstrip on the basis of the criteria which result from the development of a theory of visually-oriented teaching which utilizes verbal means for additional amplification.

The problem of this study is the relationship of perception and a selected communication model to filmstrip design.

Two teachers with two classes each participated in the research, which used a modified Campbell and Stanley equivalent time series design. Each class was randomly assigned four of eight filmstrips. Both experimental and control classes heard lectures on a module, the experimental group viewed the filmstrip, and both were posttested. Independent variables controlling for student differences, module difficulty, student attitudes, and the critical independent variable, viewing of the filmstrip (View), were regressed on student cognition. In the analysis, significant at the .001 level, View exerted a significant positive influence on cognition scores. No relation was discovered between student attitudes toward filmstrips and increased cognition.