Saskatchewan Learning gratefully acknowledges the professional contributions and advice given by the following members of the Practical and Applied Arts (PAA) Reference Committee:
| Jerry Cherneski, Instructor SIAST Palliser Campus Hazel Lorenz LandsWest S.D. #113 Saskatchewan Teachers' Federation (STF) Saskatchewan Career/Work Experience Association (SCWEA) Dean Lucyk, Teacher Regina RCSSD #81 Saskatchewan Teachers' Federation Saskatchewan Industrial Education Association (SIEA) Barbara McKinnon, Teacher Moose Jaw S.D. #1 Saskatchewan Teachers' Federation Saskatchewan Business Teachers' Association (SBTA) Lance Moen, Dean Associated Studies SIAST Kelsey Campus Rose Olson, Trustee Saskatchewan School Trustees Association (SSTA) Dr. Len Proctor Professor, College of Education University of Saskatchewan Dr. Kevin Quinlan Professor, Faculty of Education University of Regina |
Ron Provali Teacher/Principal Potashville S.D. #80 Saskatchewan Teachers' Federation Saskatchewan Association of Computers in Education (SACE) Doug Robertson Lloydminster RCSSD #89 League of Educational Administrators, Directors and Superintendents (LEADS) Gayleen Turner, Teacher Swift Current Comprehensive High School Board Saskatchewan Teachers' Federation Saskatchewan Home Economics Teachers' Association (SHETA) Previous members: Susan Buck, SIAST Laurent Fournier, SSTA Morris Smith, LEADS Dave Spencer, LEADS Ron Wallace, SCWEA Debbie Ward, SSTA |
Saskatchewan Learning wishes to thank many others who contributed to the development of these guidelines:
This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Learning.
Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Business Education, Computer Education, Home Economics Education, Industrial Arts Education, and Work Experience Education. Saskatchewan Learning, its educational partners, and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guides have been updated. Some components of the PAA have been integrated, adapted, or deleted. Some Locally Developed Courses have been elevated to provincial status; and some new curriculum guides have been developed.
A companion Practical and Applied Arts Handbook provides background on Core Curriculum philosophy, perspectives, and initiatives. The PAA Handbook articulates a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guides 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 guides will be compiled into a PAA Bibliography that will be periodically updated.
Every day people are bombarded by photographic images. A better understanding of the skills and equipment used to create images can enrich the lives of students. Students enrolled in Photographics 10, Photography 20, 30 will have the opportunity to learn about the evolution of photography from pin hole to digital cameras, experiment with equipment and materials used to produce still photographs, and develop a critical awareness of good photographic techniques. The field of photography can lead to a variety of employment opportunities and to a very satisfying personal interest.
The graphic arts industry encompasses a wide range of skills and technologies. All printed materials including paper, textiles, clothing, objects, boxes, etc. are the end products of the industry. Students enrolled in Photographics 10, Graphic Arts 20, 30 will have the opportunity to learn about the evolution of printing, to use equipment, techniques, materials and processes used in the industry, and to develop an awareness of the many opportunities, both personal and professional, portended by the skills and knowledge learned.
The aim of the Photographics 10, Photography 20, 30 and Graphic Arts 20, 30 curriculum is to provide students with opportunities to acquire knowledge and develop skills used in the photography and graphic arts industries and to become familiar with career opportunities in these industries.
GoalsAwareness: To develop an appreciation for photography and graphic arts and to explore some occupations and locations where this awareness may be used.
Technological Skills: To develop technical skills to learn about new technologies and their impact on photography and/or the graphic arts industries using traditional and digital equipment.
Communication: To develop communication skills using technical vocabulary in context when relating to customers and employers.
Independent Learning: To promote a desire for life-long learning and independent work practices.
Accountability: To instill a sense of responsibility for and pride in one's work.
Career Development: To develop an awareness of the post secondary training opportunities and to explore various occupations available to students in the fields of photography and/or graphic arts, to support students in making career decisions.
Personal Management Skills: To enhance self-esteem through success with the production equipment, materials and techniques used.
Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guides. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. The Foundational Objectives for Photographics 10, Photography 20, 30, Graphic Arts 20, 30 and the Foundational Objectives for the Common Essential Learnings (CELs) are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Core Modules of the Photographics 10, Photography 20, 30 and Graphic Arts 20, 30 curriculum include:
The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment of the Practical and Applied Arts (PAA) curriculum offers many opportunities to develop students knowledge, skills, and abilities. The purpose of the CELs is to assist students with learning the concepts, skills, and attitudes necessary to make transitions to career, work, and adult life.
The CELs establish a link between the Transition-to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA curricula are: apprenticeship, career exploration/development, community project(s), employability skills, entrepreneurial skills, occupational skills, personal accountability, processing of information, teamwork, and work study/experience. Throughout the PAA curricula, the CELs objectives are stated explicitly at the beginning of each module and are coded in this document, as follows:
Common Essential Learnings (CELs) CodingAlthough certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other interrelated CELs may be addressed at the teacher's discretion.
Each secondary level credit for Photographics 10, Photography 20, 30 and Graphic Arts 20, 30 is based on 100 hours of instruction. Teachers need to review the material and equipment needs for each module and then take an inventory of the resources available at the school and in the community before choosing the modules that they will teach. Teachers are encouraged to pursue community partnerships to support work study opportunities for students, to use local speakers or mentorships and to access other resources within the local community.
Modules were designed for a 500 hour Photography and Graphic Arts course. The course developed for the Introductory level (10) provides access to further studies in Photography, the Photography focus leading to a career opportunity as a Photographer, or the Graphic Arts focus leading to a career in the Graphic Arts industry.
These courses may be delivered in a variety of ways and venues involving classroom instruction, computer assisted instruction, laboratory activities and industrial work sites. They lend themselves well to coordination with work study programs and industry partnerships. They provide opportunities for students who are interested in pursuing a photography or graphic arts career path or for self-interest.
This module permits the student to apply school-based learning to workplace settings in the community. Students are provided with an opportunity to experience the optional work study component through appropriate placements. Work Study Preparation and Follow-up Activities must be covered prior to and following the Work Study module. The Practical and Applied Arts Handbook has detailed information in the Work Study Guidelines. Students who have previously taken a work study module may cover content developed by Saskatchewan Labour found in the Career and Work Exploration Curriculum Guide and the Practical and Applied Arts Handbook. These content references include:
Partnerships are important to the success of the work study component. The three distinct partners that play an important role are the community business, the school, and the student.
Personal contact is the best approach to building partnerships. One should begin by making a presentation to colleagues within the school, to the student body, to school board members, to parents, and to local businesses. Follow up in-school sessions with community meetings with similar topics on the agenda. It is important to outline the curriculum and the benefits and responsibilities for each of the partners.
See the modules outlined in the curriculum and the Work Study Guidelines in the Practical and Applied Arts Handbook for further information on work study.
The courses in Photography and Graphic Arts are excellent opportunities to develop portfolios. A portfolio is a valuable organizer of student projects and assignments. It encourages students to collect examples of their work as they progress through the various activities, labs, and projects. Selecting particular items to include in a portfolio encourages students to reflect on what they have learned or accomplished and what they have yet to learn. Portfolio items may include: journal notes, drafts, photographs, audio or videotapes, computer files, sketches and drawings, etc. Portfolios may be used for peer, teacher, self-assessment, and as a format to present selected works to parents, post-secondary institutions, or potential employers. In addition, the portfolio can demonstrate the links among home, school and community in the student's education. Each student should develop a portfolio representing his or her work during the course.
Portfolios are a requirement for entrance into some post-secondary programs and courses at SIAST, including the Applied Photography and Media Arts Production programs.
The portfolio can help students:
The portfolio can help teachers:
The portfolio can help post-secondary institutions:
The portfolio can help communities:
The portfolio can help potential employers:
For purposes of Practical and Applied Arts courses, three kinds of portfolios may be valuable: a working portfolio to collect ideas observations, notes and critiques, a presentation portfolio to maintain completed work, and a personal career portfolio designed to help support transitions to further education and training or employment. By keeping track of this material, students are able to monitor their level of achievement. Additions to and revisions of the portfolio should be done at the end of each module.
Working PortfolioStudents collect work over time in a working folder. Each student should also keep a journal of observations, critiques, ideas, and reflections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of reflection, ongoing and summative, peer, teacher and self-evaluations.
Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher, or student and student. When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it contains may become documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student's use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
Presentation PortfolioTo compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students' experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy. It is strongly suggested that students at the 30 level prepare a presentation portfolio suitable for submission to potential employers or post-secondary institutions. Acceptance and placement in programs and courses at SIAST can be significantly influenced by a student's presentation portfolio.
Through collecting, selecting and reflecting, students are able to compile presentation portfolios that display their best collection of work.
A daily journal may also become a part of a working portfolio as a means of tracking the student's use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not addressed by current modules in the renewed PAA curriculum.
The flexibility of this module allows a school or school division to design one new module per credit to complement or extend the study of existing pure core modules and optional modules. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the selection of PAA modules.
The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination of those involved in using the module. The optional extended study module guidelines, found in the Practical and Applied Arts Handbook, should be used to strengthen the knowledge, skills and processes advocated in the Practical and Applied Arts curriculum in which the extended study module is used.
It is recommended that a summary of any extended study module be sent to the Regional Superintendent of Curriculum and Instruction to establish a resource bank of module topics.
For more information on the extended study module, refer to the Practical and Applied Arts Handbook.
To support the principle of Resource-based Learning, a variety of instructional resources have been evaluated and recommended. See Photographics 10, Photography 20, 30 and Graphic Arts 20, 30: An Initial List of Implementation Materials for a list of annotated resources. Teachers should also consult the comprehensive PAA bibliography. The annual Learning Resource Materials Update can also provide information about new materials evaluated since the curriculum was printed.
To order materials, except videos, teachers should also consult the department's Learning Resources Distribution Centre (LRDC) catalogue. An on-line ordering service is available at lrdc.sasked.gov.sk.ca.