Assignment Discovery Careers in Visual Arts Teacher s Guide

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1 Assignment Discovery Careers in Visual Arts Teacher s Guide Grade Level: 9 12 Curriculum Focus: Visual Arts Lesson Duration: Three class periods Program Description In the modern age, the arts spectrum has expanded to include cinema and television along with the classical arts of music, dance, and painting. Artists, designers, and photographers have an eye for beauty and form. See how this skill is honed to create careers. Lesson Summary Students discuss, explore, and research visual arts careers. Then they examine real-world expectations and opportunities through an interview or an online job search. Students track their own paths toward a career and consider how they might obtain the necessary education and experience. Onscreen Questions What are some careers in visual arts? What professions require talent in design? How would you define an artist? How is applying makeup a visual art? Lesson Plan Student Objectives Identify different careers in the visual arts. Demonstrate an understanding of the responsibilities, requirements, and outlook for one visual arts career. Interview or conduct an online job search to discover real-world expectations and opportunities in that career. Identify individual paths towards that career through education and experience.

2 Teacher s Guide 2 Materials Careers in Visual Arts video Computer with Internet access Procedures 1. Ask students to name the careers featured in the video; then make a list on the board. Ask students to think of other careers in the visual arts to add to the list. Here are some examples: photographer fashion designer interior designer abstract artist makeup artist graphic designer textile designer sculptor art historian floral designer jewelry designer industrial designer silversmith potter animator architect museum curator sketch artist product designer Web site designer set designer cartoonist costume designer illustrator science illustrator art appraiser art therapist 2. Tell students that their task is to explore one visual arts career that interests them. They can choose one from the list or find another from their research, which should include the following information: Overall job description and responsibilities Essential skills and experience Required education (including specific majors and degrees) Typical salary range (from entry level to experienced) Career outlook (number of available jobs and expected growth) One related career 3. Students will find a wealth of information about visual arts careers at the following Web sites: Bureau of Labor Statistics (scroll down for visual arts-related careers; see Art and design occupations ) BLS: Career Information: What Do You Like? Career Search (search for career, such as product designer or curator )

3 Teacher s Guide 3 Career Zone: Arts and Humanities (see visual arts-related careers) AydXH3XBhOv97G1ptN:-1?cluster=1 Careers: Visual Arts (See job listings at bottom of page) Careers: Design (See job listings at bottom of page) Visual Arts Career Guide 4. Once students have completed their research, have them do one of the following activities: a) Interview: Have students create a list of five to ten questions about a career that could not be answered by basic research and that relate to the real-world experience of people in this career. Explain that students will identify someone to interview, either in person, by phone, or . Help students identify people and review their interview requests. Encourage students to limit their interviews to 30 minutes. b) Job search: Have students search for current openings in a career. In addition to their local newspapers, encourage them to search online classifieds for newspapers in other cities, as well as national resources such as Have students find at least five job openings and record their findings in a chart that includes these details: job title company name and location primary responsibilities required education required skills or experience salary (if given) 5. Have students share and discuss what they learned. Interview activity: What did they discover by talking with people with specific careers? What was most surprising? What are some challenges and benefits of a career? Are they still interested in that career? Why or why not? Job search activity: What did they discover by searching for real jobs? What responsibilities are associated with a career? Did students find a higher number of jobs in some areas? What role does level of education or experience play in a job search? How do salaries range? 6. To conclude the lesson, ask students how they might need to prepare themselves for a specific career. Have them track their own path toward the career, focusing on three stages:

4 Teacher s Guide 4 Assessment High school: What classes or lessons could they take now? What jobs, internships, or volunteer opportunities would start to give them some experience in the field? College or post-high school: Is a college degree required or highly recommended? What major or majors might help students prepare? What colleges offer strong programs in an appropriate major? What activities, organizations, or internships might help direct them toward a career? After college: What graduate degrees are required or recommended? If none, what types of jobs would help students gain experience or get started in a career? Use the following three-point rubric to evaluate students work during this lesson. Vocabulary 3 points: Students identified many visual arts careers; accurately researched and recorded all the requested information about one career, including the responsibilities, requirements, and outlook; showed a strong understanding of real-world expectations and opportunities through an interview and online job search; identified a clear, rational, and realistic path towards that career through education and experience. 2 points: Students identified a few visual arts careers; researched and recorded most of the requested information about one career, including the responsibilities, requirements, and outlook; showed a satisfactory understanding of real-world expectations and opportunities through an interview and online job search; identified a clear path toward that career through education and experience. 1 point: Students identified few or no visual arts careers; researched and recorded little of the requested information about one career, including the responsibilities, requirements, and outlook; showed a weak understanding of real-world expectations and opportunities through an interview and online job search; had difficultly identifying a clear path toward that career through education and experience. abstract artist Definition: An artist who uses color and form to represent ideas and objects subjectively rather than as they appear Context: As an abstract artist, Warren does not paint recognizable objects, but the real world still affects his work. fashion designer Definition: An artist who designs clothing and accessories that reflect current social influences Context: A fashion designer keeps up with the most current styles and trends, and tries to set them with something unique.

5 Teacher s Guide 5 interior designer Definition: A designer responsible for the overall functionality and decoration of an interior space, such as an office or home Context: Interior designers try to create a unique look for each client, using the right combination of creativity and good taste. makeup artist Definition: An artist who applies makeup on models, actors, and other people, usually for photographs, or theater and film performances Context: A makeup artist must consider many factors in creating a new look for a client. portfolio Definition: A collection featuring an artist s creative work Context: Natalie shows her portfolio of photographs to clients interested in her work. Academic Standards Consortium of National Arts Education Associations The Consortium of National Arts Education Associations has developed national guidelines for what students should know and be able to do in the arts. To view the standards online, go to artsedge.kennedy-center.org/teach/standards.cfm. This lesson plan addresses the following national standards: Understanding and applying media, techniques, and processes Understanding the visual arts in relation to history and cultures Reflecting upon and assessing the characteristics and merits of their work and the work of others Making connections between visual arts and other disciplines Mid-continent Research for Education and Learning (McREL) McREL s Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education addresses 14 content areas. To view the standards and benchmarks, visit This lesson plan addresses the following national standards: Visual Arts Understands and applies media, techniques, and processes related to the visual arts; Understands the visual arts in relation to history and cultures; Understands the characteristics and merits of one's own artwork and the artwork of others. Art Connections Understands connections among the various art forms and other disciplines

6 Teacher s Guide 6 DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version. How To Use the DVD The DVD starting screen has the following options: Play Video This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls. Video Index Here the video is divided into sections indicated by video thumbnail icons; brief descriptions are noted for each one. Watching all parts in sequence is similar to watching the video from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video. Curriculum Units These are specially edited video segments pulled from different sections of the video (see below). These nonlinear segments align with key ideas in the unit of instruction. They include onscreen pre- and post-viewing questions, reproduced below in this Teacher s Guide. Total running times for these segments are noted. To play a particular segment, press Enter on the TV remote or click once on the Curriculum Unit title on a computer. Standards Link Selecting this option displays a single screen that lists the national academic standards the video addresses. Teacher Resources This screen gives the technical support number and Web site address. Video Index I. Picture Perfect (10 min.) Follow photographer Danny Sanchez as he photographs aspiring actors, children, and a cover for a new magazine. II. Dress to Impress (11 min.) See how Heidi Wiesel turned her dreams into reality when she began working as a fashion designer. III. A House Becomes a Home (8 min.) Learn about the life of interior designer Catherine Bailey Dunne, whose job involves much more than just picking out furniture. IV. Line by Line (8 min.) Take a closer look at the precise painting technique and daily routine of well-received abstract artist Warren Isensee.

7 Teacher s Guide 7 V. The Art of Beauty (11 min.) Watch makeup artist Natalie Miller create a brand new look as she combines colors and techniques in exciting, glamorous, and bold ways. Curriculum Units 1. A Working Photographer Q: What skills or talents should a good photographer possess? Q: How did Danny Sanchez get his start in photography? A: At age 25 Danny began learning his craft when he helped another photographer. One of his first big breaks was shooting The Ramones for Spin magazine. 2. Different Subjects and Media Q: What might be the hardest subjects to photograph? Explain your answer. Q: What kind of weather is ideal for photographing people outdoors? A: Cloudy weather is ideal because harsh sunlight may create shadows and other undesired effects in photographs. 3. Women s Evening Wear Q: Why are some clothing designers popular? Q: How does Heidi Wiesel get her design ideas? A: Fabric is the first element she works with. She works on a live model to see how the fabric drapes while in motion. 4. Selling and Buying Fashion Q: Have you ever had any creative work critiqued? Q: How does Heidi Wiesel prepare before meeting with a buyer?

8 Teacher s Guide 8 A: She and her assistant check all items in her showroom to make sure they are perfectly pressed and steamed, that all belts are right and the hangars are spaced perfectly, that everything looks beautiful, and the showroom is immaculate. Q: What are some duties of an interior designer? Q: Why must an interior designer have good organizational skills? A: According to Catherine Bailey Dunne, roughly 80 percent of her work is in the office. With numerous clients, she must be organized to avoid mistakes and confusion. No matter how good a design sense, a designer s project will not come together without good organization skills. 6. Abstract in the City Q: How would you describe abstract art? Q: How does Warren Isensee decide what to paint? A: Ninety percent of the time Warren starts with a drawing or a series of drawings and one jumps out at him. That is the one that he decides to turn into a painting. 7. The Art of Makeup Q: How can makeup change a person s appearance? Q: How did Natalie Miller practice her art? A: As a young girl, she practiced re-creating looks from magazines on her own face, redoing them until she was pleased. She uses the same technique today: When she has an idea for a new look, she experiments on herself until she gets it right before using the look professionally. 8. Preparing for a Makeup Portfolio Shoot Q: What artistic activities do you participate in? Q: What must a makeup artist do to be innovative? A: According to Natalie, makeup artists should make sure they are up to date on the latest fashions, including the newest, trendiest colors in lipsticks and other products. This helps them work as effective cutting-edge artists.

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