Introduction
Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Home Economics, Business Education, Work Experience Education/Career Education, Computer Education, and Industrial Arts Education. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA renewal. Some PAA curriculum guidelines have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and some new courses and guides have been developed.
A companion document, Practical and Applied Arts Handbook, provides background on Core Curriculum philosophy, perspectives, and initiatives. The handbook provides a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about work study and related transition-to-work dimensions. In addition, a PAA Information Bulletin provides direction for administrators and others regarding the implementation of PAA courses. Lists of recommended resources for all guidelines will be compiled into a PAA Bibliography with periodic updates.
Communication Production Technology 10, 20, 30 develops knowledge, skills, and abilities in audio, video, and multimedia production technologies. Throughout the course, students will participate in hands-on production-oriented activities, labs, and projects. Students will also engage in research and use industry specific terminology. Wherever possible, students will be learning concepts, vocabulary, and skills within the context of an actual production experience. The course will encourage students to work as a contributing member of a production team, engaged in processes commonly used within the communication production industry.
The Communication Production Technology course encourages the establishment of close links between schools and industry. For example, students should be exposed to site visits, work study, and job shadowing opportunities whenever possible. In an effort to provide students with employability skills in the industry, student assessment and evaluation should consider established and innovative practices within the industry. At the 30 level, students will be expected to compile a presentation portfolio of their work.
Aim
The Communication Production Technology 10, 20, 30 Curriculum Guide is designed to provide opportunities for students to acquire and develop knowledge, skills, and abilities in audio, video, and multimedia production technologies.
Goals
Awareness: To develop knowledge, skills, and abilities used in communication production technologies.
Business Environment: To respond to current and innovative practices of the video, audio, and multimedia industry sector.
Career and Employment: To develop team-building skills, technical skills, and communication skills required for the workplace.
Personal Development: To promote self-esteem, confidence, and a positive attitude to communication production technology and present the results of students' efforts in working and presentation portfolios.
Communications: To develop students' social and communication skills as practitioners, potential employees, and entrepreneurs in the communication production industry sector.
Business and Entrepreneurial Attitudes: To provide a practical approach to developing and using students' skills and abilities in a variety of communication production ventures.
Foundational Objectives
Foundational objectives are the major, general statements that guide what each student is expected to achieve. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a particular course. Both the foundational objectives for Communication Production Technology 10, 20, 30 and the common essential learnings (CELs) foundational objectives to be emphasized are stated in each module of this guide. Some of these statements may be repeated or enhanced in different modules for emphasis. The foundational objectives of the core modules of the Communication Production Technology 10, 20, 30 curriculum are presented below.
- To develop an understanding of the scope and expectations of the Communication Production Technology course.
- To understand the role and influence of communication technology in today's world.
- To develop an awareness of the three stages of communication production.
- To develop an awareness of current industry practice at each of the three production stages.
- To understand legal and ethical issues associated with communication production, and become familiar with the process of obtaining copyright permission.
- To become familiar with the range of career opportunities within the industry, and understand the roles and responsibilities of various personnel.
- To develop knowledge of basic video production concepts, equipment, and processes.
- To develop knowledge of basic audio production concepts, equipment, and processes.
- To develop knowledge of basic multimedia production concepts, equipment, and processes.
- To demonstrate basic understanding of communication production technology through the development of one or more projects.
- To increase and refine knowledge, skills, and abilities in video production.
- To increase and refine knowledge, skills, and abilities in audio production.
- To increase and refine knowledge, skills, and abilities in multimedia production.
- To demonstrate understanding of communication production technology through development of one or more projects.
- To incorporate techniques and practices recommended within the industry into projects.
- To demonstrate understanding of communication production technology through development of one or more projects.
- To demonstrate a high level of critical and creative thinking regarding decision making and the application of techniques and practices recommended within the industry, in projects.
Common Essential Learnings
Communication Production Technology encourages full incorporation of the common essential learnings (CELs). The incorporation of the CELs into Practical and Applied Arts programs offers many opportunities for students to develop knowledge, skills, and abilities necessary to make the transition to career, work, and adult life.
The CELs also establish a link between Transition-to-Work dimensions and PAA course content. The Transition-to-Work dimensions included in the PAA courses are: apprenticeship, career exploration/development, community project, employability skills, entrepreneurial skills, occupational skills, personal accountability, processing of information, teamwork, and work study/experience. Throughout PAA curricula, the CELs foundational objectives are stated at the beginning of each module with the following codes:
| COM
| =
| Communication
|
| NUM
| =
| Numeracy
|
| CCT
| =
| Critical and Creative Thinking
|
| TL
| =
| Technological Literacy
|
| PSVS
| =
| Personal and Social Values and Skills
|
| IL
| =
| Independent Learning
|
Selected learning objectives for the CELs are included throughout the modules. It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.