This study compared teacher demonstrations with a slide-tape methods of presenting demonstrations in graphic arts. It involved 134 eighth grade students and four teachers in four schools. Random assignment to treatments was made by classes. Four demonstrations randomly selected from a group were (1) composing a line of type, (2) locking-up a type form, (3) preparing the platen press, and (4) cutting a linoleum block. Measures were made on initial learning of terminology and procedural detail, operational procedures, and operation performance. Data were analyzed by analysis of covariance and groups were equated by adjusting means on the basis of intelligence test scores and dynamometer hand strength test scores. Findings included: (1) Initial learning of terminology and procedural detail was significantly better (.10 level) in the teacher demonstration group, (2) There were no significant differences between groups for operational procedures, and (3) Operation performance was significantly better (.10 level) in the teacher demonstration group. Intelligence scores were an effective equating factor but dynamometer test scores were not. (EM)