Creative Careers

From KNILT
photography


"Difficult situations breed astonishing results" - Jeffery Veen



PREREQUISITES UPON ENTRY:

Before starting this course, students should be able to demonstrate:

  1. Willingness to acquire artistic, creative skills
  2. Understanding of terminology related to professional/college level literacy
  3. Experience in scanning and displaying work or in uploading photos.
  4. Experience using word processing and editing programs to create various documents

Materials needed:

  • 1.) Sketchbook
  • 2.) Pencil
  • 3.) Colored Pencils
  • 4.) Camera or Scanner

Overview

The goal of this course is for educators to understand the value of art included in overall curriculum. Thinking creatively is a skill needed for many professions, not just the ones in the units listed below. Sometimes in art there isn't one finite answer when it comes to production. This can become perplexing in many cases so in order to center in on an idea, you will understand what it's like to inventively problem solve, making connections to real professional fields.


General prerequisites for each career are as follows: 1) Bachelors Degree 2) Certification/Resume/Field Experience 3) Masters Degree

Some of these are needed and some are not. As a high school teacher, I'm constantly thinking ahead. This course benefits multiple realms of individuals.


Secondary Teachers - To look ahead and consider a variety of lessons/ways of presentation. Each of us are an expert in the content of our field, or close to it (not to brag or anything). Take a look at the quote on the top part of this page. By posing tasks in each realm, you should be able to relate it to your field automatically. Students in high school are thinking to the future of their adult lives. If they aren't, it's key for them to look at the larger picture and develop purpose in what they are doing in school. If they can take what we've introduced to them as teachers and use it in the future, then we've done our job sufficiently.

Guidance Counselors/Administrators - To be able to understand each realm to direct students who value innovative courses. Courses such as math and art are connected, english and art are connected, science and art are connected; this course outlines where those connections are occurring.

Post-Secondary and Elementary Teachers - "To think like a _________" is inspiring to younger students. You can get them to think ahead and develop more purpose in doing activities in school as a habit from an early age. Hopefully you will be able to adjust your lessons so your students have a good sense of self-awareness.

High School/College Level Students - At the young age of 18 having just graduated from high school, I wasn't quite sure what I wanted to do with my life (I'm sure most of us can attest to this). I had full control and this was exciting but in some ways frightening. I always thoroughly enjoyed my art classes because I got to make these qualitative decisions in construction and make sense of my complex thoughts. I wasn't sure of the options I had professionally. I'm so glad that I eventually chose the path of an art teacher, but I also wasn't aware of the creative options I had. Hopefully this course is an eye-opener to all. Here, the end goal becomes more clearly established and it's important to think ahead.


Realms of Creative Careers

Performance Objectives

By the end of this course students will be able too:

1.) Acquire background knowledge to understand the options to pursue art professionally.

2.) Understand the basic job tasks and skills required in everyday tasks of each creative career.

3.) Relate inventive thinking to a classroom of their own.

UNITS

Unit 1: Art Education

Communicate Content

Unit 2: Fine Artist

Expressive Representation

Unit 3: Designer

Originate Aesthetics Coinciding With Function

Unit 4: Architect

Plan and Design Structures

Unit 5: Digital Artist

Depict Digitally

Unit 6: Videographer

Capturing Moving Images

Resources

Brommer, G. F., & Gatto, J. A. (1999). Careers in art: an illustrated guide. Worcester, MA: Davis Publications.

KEYSER, T. (2011, August 21). Spark of creation. Times Union. Retrieved from http://www.timesunion.com/living/article/Spark-of-creation-2134387.php

Ragans, R. (2004). Arttalk. Brantford, Ont.: W. Ross MacDonald School, Resource Services Library.

Sherwin, D. (2010). Creative workshop: 80 challenges to sharpen your design skills. Cincinnati, OH: HOW Books.

Real life stories. (n.d.). Retrieved December 5, 2017, from http://creativeskillset.org/creative_industries/film/real_life_stories%20

Closing

"Until man duplicates a blade of grass, nature can laugh at his so called scientific knowledge" - Thomas Edison''