Can You Teach Traditional Art With a Cte Credential

Description

The California Section of Education established the Arts, Media, and Entertainment (AME) industry sector to support high schoolhouse students interested in pursuing careers in California's thriving creative workforce. AME programs align with California Career Technical Education (CTE) Model Curriculum Standards which ascertain the knowledge, skills, and practical experience students should have to pursue their chosen profession through postal service-secondary, professional person skills training, and/or apprenticeship training. AME programs build on traditional arts programs to include a comprehensive career readiness component. In 2019, the sector has grown to serve 231,000 students and is the largest CTE sector in the state of California.

Arts, Media, and Entertainment Industry Programme Summary

The AME Industry Sector is a California Section of Education programme designed to identify and develop curriculum, standards, instructional resources, and assessment strategies for teachers, students, guidance personnel, curriculum planners, and administrators. Leadership in the AME Industry Sector is fostered through partnerships with a diversity of media and entertainment industry partners and central representatives from the California Community Colleges, California State Universities, and the University of California Postsecondary Education systems. The plan identifies tools, resources, strategies, activities, and standards to assure that students are offered challenging, relevant academic and career-related experiences. Through on-going implementation of high quality, standards-based programs, students may access a range of sequential courses of study developing skills in various AME Manufacture Sector career pathways, as well as focused in-depth report of specific AME Industry Sector careers.

Plan/Services

CDE services for the AME Industry Sector are located within the High School Innovations and Initiatives Office. The CDE assigned AME Industry Sector Lead and participating industry partners support implementation of a quality standards-based program of instruction for AME.

The specific services and program objectives include the following:

• Provide technical assistance and monitor the work of industry sector grant recipients to ensure compliance to land and federal laws and regulations.
• Assist with statewide AME Industry Sector work groups and informational committees.
• Promote the development and implementation of AME Industry Sector professional person evolution activities through programs and services provided in statewide and local seminars, conferences, and workshops.
• Promote the inclusion and expansion of AME Industry Sector activities in unproblematic and heart school career sensation programs.
• Establish programs and initiatives that will develop new ways for business and industry to work closely with schools on an ongoing basis.
• Analyze and share innovative approaches to bridge the gap between schoolhouse and the world of work to create a diverseness of opportunities for a complimentary flow of arts industry information, resources, and career-oriented experiences for students.

Outcomes

AME instructional programs provide pre-professional level preparation to prepare students for careers in artistic manufacture.  AME courses can be aligned with the 2019 California Arts Standards and submitted to satisfy A-G (F) requirements for university admission. AME programs should provide:

• New and existing resources, strategies, activities, including standards-aligned curricula to clinch that students are offered challenging, bookish and career-related experiences.
• Opportunities for work-based learning and industry connections.
• Learning opportunities and partnerships that increase career guidance and educational relevance leading to improved student interest and achievement and preparation for continued educational activity and careers in the AME Industry Sector.
• Arts-focused career and academic curriculum that includes industry-based standards.

Arts, Media, and Entertainment Industry Sector Pathways

AME pathways are sequential focus areas that allow students to advance their studies in a particular art form and gain pre-professional career and mail-secondary preparatory experience at the high school level. Students must complete 300 hours (or two sequent years) of standards-aligned intermediate and advanced level coursework in one of the career focus areas to complete a pathway. Workforce Pathways Guiding Policy Principles define high quality CTE and institute essential elements for programs to follow. Components of a successful pathway include a professional person or technical cadre, bookish connections, a work-based learning or internship plan, student, strong industry informational, leadership, and educatee support services, to name a few.

Design, Visual and Media Arts

• Graphic Design:  Students utilize industry standard digital design tools, processes and systems mutual to careers in graphic arts and media production. Shut examination of topics include: web pattern, marketing, art and copy grooming, graphic pattern, publishing, paradigm generation and associates, graphic reproduction operations, binding and/or finishing related to digital imaging, printing, and digital production. [Calpads codes 7210-7212]
• Animation: Students refine artistic and technical animation skills to set up for specific career paths in the animation and visual furnishings (VFX) industries. Students learn almost computer generated imagery (CGI), anatomical accuracy in cartoon and design, larn the fundamentals and physics of movement, execute artistic story development, and explore visual advice and computer generated imaging through a variety of animated formats and manufacture standard software. [Calpads codes 7213-7215]
• Visual and Commercial Art: Students refine skills in digital and traditional two-D and iii-D mediums such as cartoon, painting, sculpture, and photography common to careers in fine arts, photography, and commercial art.  Students volition design, produce and exhibit art as a advice and marketing tool for industry specific purposes, and examine topics such as arts management and arts instruction, copyright, curation, exhibition, archiving, and monitization.  [Calpads codes 7216-7218]
• Media Arts: Students focus on the design aspect, artistic qualities and interaction between media sources in live, recorded, print, and web-based productions. Students develop artistic skills and learn to address industry specific challenges through cross-disciplinary media arts applications and industry standard software.  [Calpads codes 7219-7221]

Performing Arts

• Professional person Dance and Choreography: Students refine multi-genre technical, performance, and choreographic skills for live and recorded operation to prepare for careers in professional person trip the light fantastic toe.  They blueprint product elements (i.e., staging, lighting, moving picture, projection, costuming, and sound); perform for multiple audiences;  explore careers in commercial, educational, and concert dance; and larn about the business concern side of trip the light fantastic toe including licensing, company and studio management, and self marketing. [Calpads codes 7230-7232]
• Professional person Music:  Students build on technical knowledge to prepare for artistic career paths in the music manufacture. They refine skills in instrumental, vocal, and/or digital music composition, organisation, functioning and product. Topics such equally music monetization, contracts, licensing, and navigating the music manufacture are explored.   [Calpads codes 7233-7235]
• Professional Theatre: Students set for creative careers on the phase or screen.  They learn to create, perform, and straight for live audiences and the camera. Students will learn and refine writing, acting and directing techniques, and understand the concern side of the professional theatre, film, and idiot box industries, including the part of the Actor's Equity Association and SAG-AFTRA. Students will prepare audition or direction portfolios, learn business/managerial skills, and develop a professional person website and career plan to gear up for employment, advanced training, or higher education in professional person acting and directing. [Calpads codes 7236-7238]

Production and Managerial Arts

• Stage Technology: Students execute the pattern and technical aspects of dance, theatre, and music productions to prepare for careers in technical theatre and theater management.  They are trained in costuming; lighting and projection pattern, installation, and performance; set design, construction and installation; sound design and product; front and back of house management; phase direction; and marketing for live and recorded operation. Students acquire virtually unions and how to gain employment in the manufacture.  [Calpads codes 7240-7242]
• Motion-picture show and Video Product: Students are prepared for employment, advanced training, or higher educational activity in film, tv set, and video production.. They are trained in pre and mail service production; camera operation; framing and composition; lighting technique and equipment operation; narrative and story development; visual advice strategies, and commercial video production.  Students use industry standard software for film editing and are responsible for post production marketing, distribution and copyright. Students learn about labor unions, and how to gain employment in the technical theater, movie, and telly industries. [Calpads codes 7243-7245]
• Multimedia Production: Students set up for careers in audiovisual (A/V) and broadcast production for alive and recorded events.  Students learn manufacture standard equipment and software for broadcast engineering, sound design, production and technology; and A/V production and engineering science. Students examine the technological interface of equipment installation and functioning; audiovisual manipulation; mixing, recording and editing; switching, and alive streaming; and other pre and post production components to prepare for employment, advanced training, or college education in multimedia production. [Calpads codes 7246-7249]

Game Blueprint and Integration

• Game Design: Students prepare for careers in the rapidly developing gaming industry. They explore electric current manufacture standard technologies, media and art applications, and emerging technological advances.  Students will refine skills in drawing, narrative development, design, blitheness, graphic imaging, coding and multimedia product to set for employment, advanced training, or higher education in game design. [Calpads codes 7260-7262]

AME Grants and Funding Profiles

Demonstration and Regional Technical Assistance Sites: The AME Demonstration and Regional Technical Assistance Sites for the California Section of Education serve every bit examples of exemplary Career Technical Education (schoolhouse-to-career) programs and equally resource for California secondary schools wishing to develop an AME Industry Sector CTE program.

AME Workforce Grooming Programs: The California Department of Educational activity's Arts, Media, and Entertainment (AME) Workforce Training programme connects high school programs to industry-connected grooming and youth apprenticeship opportunities. Loftier school campuses will develop articulated course sequences that fix students for entry-level work. The program will found work-based learning and internship experiences, public course content and curriculum, and pathway certification materials.

Hip Hop Education and Equity Initiative: The Hip Hop Education and Equity Initiative is a collaboration between state and local education agencies, mail-secondary, and non-profit partners. Core elements of the initiative involve recruitment and mentoring of AME educators, and the establishment of culturally responsive and sustaining model grade outlines and curriculum.

Partnership with CDE Foundation and The California Film Commission : The California Department of Education (CDE) has partnered with the California Film Commission (Chlorofluorocarbon) to provide career readiness opportunities for California'southward students enrolled in the Arts, Media, and Entertainment (AME) industry sector. Through this partnership, film and video product companies provide a variety of "career readiness" opportunities for both students and teachers and receive a revenue enhancement credit for filming in California.

Resources

• CA-AME Schools Coalition Webpage
• Arts, Media and Amusement 2013 Model Curriculum Standards (PDF)
• CTE Distance Learning Resources and Guidance
• AME Industry Sector Form Samples
• Arts Education Webpage

Allison Frenzel, Pedagogy Programs Consultant
High School Innovations and Initiatives Office
Career and College Transition Division
California Department of California
1430 N Street, Suite 4202
Sacramento, CA 95814-5901

Last Reviewed: Monday, April 26, 2021

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Source: https://www.cde.ca.gov/ci/ct/gi/ameindustrysector.asp

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