OREGON CERTIFICATE OF ADVANCED MASTERY

ARTS AND COMMUNICATIONS CONTEXTUAL FRAMEWORK

Oregon Certificate of Advanced Mastery

Arts and Communications Contextual Framework

The Arts and Communications Endorsement Area includes a wide range of career clusters. A common thread shared by these careers is the involvement in the creation or transmission of information through the manipulation of a symbolic language. There is an emphasis on process, and although a product is usually associated with that process, it is the process that retains primary importance. Associated with that process are the concepts of creativity, integrity and aesthetic awareness. The ability to manipulate the process is improved through practice, resulting in products of high quality. Self-critique is an essential characteristic for this improvement to take place.

The diversity of occupations found in Arts and Communications is defined further by the inter-relationships among recognized areas of emphasis - broad key career areas related to the endorsement area. Arts and Communications areas of emphasis are:

Fine and Applied Arts
Architect, artist, designer (fashion, floral, interior, landscape, lighting, product, scene), filmmaker, graphic artist, hair stylist, jeweler, lithographer, makeup artist, musical instrument builder, photographer, potter, seamstress, sculptor, silk screener, textile artist, videographer /
Humanities
Arts administrator, copy writer, critic, editor, genealogist, game designer, historian, interpreter, journalist, museum curator, novelist, playwright, poet, reporter, sign language/oral interpreter, translator
Performing Arts

Actor, announcer, athlete, choreographer, clown, coach, comedian, composer, dancer, director, disc jockey, magician, mime, model, music director, musician, newscaster, producer, production designer, stagehand, television/radio personality

/
Communications
Audio-visual specialist, bookbinder, broadcast technician, cable television technician, camera operator, computer programmer, desktop publisher, engraver, film editor, lighting technician, network administrator, printer, projectionist, public relations officer, publisher, radio operator, technical writer, telephone technician, typesetter, webmaster

HOW TO USE THE ENDORSEMENT AREA CONTEXTUAL FRAMEWORK

The endorsement area contextual framework guides the development of curriculum, instruction and assessment in a Certificate of Advanced Mastery program. It is a framework for integrating the academic and career-related learning standards within the context of an endorsement area.

The contextual framework provides essential broad-based concepts that are important to the area of study. Organizing around these concepts provides teachers the opportunity to integrate academic and technical knowledge and skills, including career-related learning standards. The framework identifies unifying concepts that provide the basis for instruction. Specific knowledge and skills further define the concepts as they relate to the endorsement area. Suggested applications are provided to guide instructional development and identify how unifying concepts can be applied in the context of the endorsement area.

Developmental History

The Arts and Communications Contextual Framework was developed over a period of several years by a mixture of people who are employed, teach, or administrate in the field of Arts and Communications. The current version, developed in the summer and fall of 1998, is a refinement of the previous version.

Experts in Arts and Communications fields convened to discuss what students need to know and be able to do in order to be successful in those fields. The comprehensive list that was produced during these discussions was used to generate the contextual framework. After items that were more appropriate to the academic content and career-related learning standards were removed from the comprehensive list, related items fell into several broad categories; these are the unifying concepts of the contextual framework. Within these unifying concepts some items further differentiated themselves into more specific categories; these are the Arts and Communications knowledge and skills of the contextual framework. A draft of this portion of the framework was sent to more people for review and comment, and revisions were made. The most important items of the comprehensive list were then edited to comprise the suggested applications of the contextual framework.

Arts and Communications Contextual Framework

Unifying Concepts

/ Arts and Communications
Knowledge and Skills / Suggested Applications

Arts and Communications Literacy

/ Demonstrate knowledge and skills in the Arts and Communications field with contextual, in-depth literacy in one specific discipline. / Recognize and correctly use Arts and Communications terminology.
Understand the relationships and interconnections among the Arts and Communications fields, and with language, history, culture, tradition, technology and the academic disciplines.
Understand works of varying length, complexity, and cultures in relation to their technical, cultural, social, historical, artistic and communication contexts.
Understand the role of analysis and creativity in making judgements about one's work and the work of others.
Initiate and implement Arts and Communications processes, using appropriate technology, to achieve products of high quality. / Demonstrate the knowledge and skills required for proficiency in an Arts and Communications field.
Apply processes and produce work in several disciplines/techniques, both alone and in collaborative settings.
Demonstrate effective use of a range of technologies and tools appropriate to a given discipline.
Create/present/perform/produce works that demonstrate excellence of technical application and the ability to respond to, assimilate, analyze and synthesize old and new information.

Business, Management, and Marketing Skills

/ Apply appropriate business, management, and marketing principles and practices in the production and marketing of Arts and Communications. / Demonstrate knowledge of business and money management.
Demonstrate marketing skills, including advertising and promotion.
Understand an Arts and Communications market, including the value associated with products/skills and the targeted and potential audience for them.
Use an understanding of the relationship of time and cost in planning a project.
Legal and Ethical Issues / Demonstrate ethical behavior and an understanding of legal issues pertinent to Arts and Communications occupations. / Maintain a professional integrity and ethical behavior, with sensitivity to standards specific to a given field.
Demonstrate knowledge and understanding of legal and ethical issues, especially copyright, contracts and labor laws.
Negotiate a contract and produce work under the terms expressed.
Demonstrate an understanding of constitutionally guaranteed freedom of speech as it relates to Arts and Communications.

Arts and Communications Contextual Framework

Unifying Concepts

/ Arts and Communications
Knowledge and Skills / Suggested Applications
Professional Awareness / Demonstrate knowledge of, and the ability to work effectively within, an Arts and Communications environment. / Develop the knowledge, skills and abilities necessary to prepare for a career, continuing education or avocation in Arts and Communications, including:
  • self assessment of one's own suitability for such a career, education or avocation
  • the availability of opportunities
  • the ability to work effectively with people from a variety of backgrounds, cultures,
experiences and disciplines.
Participate in different roles, including teaching and helping others.
Demonstrate knowledge of the working conditions typical of careers within an Arts and Communications field.
Exhibit an understanding of how professional attributes can affect a career in the Arts and Communications field. / Demonstrate the following qualities:
Self-motivation
Self-discipline
Self-reflection
Creativity
Imagination
Recognition of personal strengths and weaknesses
Openness to new ideas
Curiosity
Supporting Skills / Use research, organizational, critical thinking, problem solving and other skills to support and enhance Arts and Communications activities. / Demonstrate the ability to be a self-learner and apply knowledge in new ways.
Exhibit social skills, including negotiation and conflict mediation.
Think and work in both a linear-sequential and a non-linear mode.
Demonstrate organization skills, including an understanding of systems dynamics.
Demonstrate the ability to apply critical thinking, personal and material resources, and trouble shooting skills to the solution of problems involving scheduling, resources, cost, marketing and creative issues.
Research, locate, schedule and apply resources to individual projects and work relationships.

Arts and Communications

Sample Career Opportunities

The following opportunities represent a sample of careers found in the diverse areas of emphasis related to theArts and Communications Endorsement Area of Study.

Area of Emphasis / Sample Career Opportunities
Requires On-the-Job or Specialized Training / Requires Experience or Community College Education / Requires High Level of Experience, Community College or University Education
Fine and Applied Arts
/ Floral Designer
Hair Stylist
Merchandise Displayer
Photo Journalist
Photographer
Potter
Seamstress
Silk screener
Textile Artist / Artist
Cartoonist
Ceramist
Computer Artist
Costumer
Dance Studio Manager
Fabric Artist
Fashion Designer
Graphic/Commercial Artist
Interior Designer
Jewler/Silversmith
Lithographer
Make-up Artist
Textile Designer / Architect
Art Director
Art Restorer
Artist
Costumer
Fashion Designer
Filmmaker
Graphics Arts Management
Graphics Designer
Industrial Designer
Landscape Architect
Literary Agent
Music Video Producer
Musical Instrument Builder
Production Designer
Sculptor
Videographer
Humanities
/ Classified Ad Writer
Genealogist
Game Designer / Journalist
Playwright
Poet
Reporter
Writer (Copy, Fiction, Screen, Script, Technical) / Arts Administrator
Critic
Editor
Historian
Museum Curator
Sign Language/Oral Interpreter
Translator/Interpreter

Arts and Communications

Sample Career Opportunities

Area of Emphasis / Sample Career Opportunities
Requires On-the-Job or Specialized Training / Requires Experience or Community College Education / Requires High Level of Experience, Community College or University Education
Communications
/ Audio-visual Specialist
Bookbinder
Camera Operator
Darkroom Technician
Engraver
Job Printer
Lighting Technician
Projectionist
Music Copier
Photoengraving Machine Operator
Radio Operator
Sound Technician
Telemarketer
Telephone Operator/
Service Representative
Telephone Technician / Broadcast Technician
Cable Television Technician
Color Scanner Operator
Communications Technician
Computer Artist
Electronic Pagination System Worker
Film Dubber
Film Editor
Layout/Paste-up Artist
Music Instrument Repair/Tuner
Proofreader
Recording Engineer
Sound Technician / Advertising Copywriter
Cable Television Engineer
Communications Manager
Computer Programmer
Data Communication Analyst
Desktop Publisher
Network Administrator
Public Relations Specialist
Publisher
Recording Engineer
Webmaster
Performing Arts / Announcer
Clown
Comedian
Disc Jockey
Magician
Mime
Model
Stagehand / Actor
Dancer
Lighting Technician
Musician
Newscaster
Private Dance Teacher
Private Music Teacher
Radio/TV Personality / Actor/Actress
Artist Manager
Athletic Coach
Choral/Instrumental Director
Choreographer
Composer
Dancer
Director
Musician
Producer
Production Designer
Professional Athlete
Theatrical Agent

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For more information, contact: Michael Fridley, Curriculum Specialist, Arts and CommunicationsOregon Department of Education

Office of Professional Technical Education255 Capital Street NE, Salem, OR 97310-0203

(503) 378-3584, ext. 300Phone (503) 378-3573, Fax (503) 373-7968

-mail

This document was published as a teacher resource for the 1999-2000 school year. Replacement documents will be provided to schools in May 2000.

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Oregon Department of Education, Office of Professional Technical Education

Teacher resource for the 1999-2000 school year