Career Guidance in the Arts and Humanities: Activities, Information and Resources for Grades 7-12. Dance, Music, Theater and Media, Visual Arts and Crafts, Writing, Humanities

DOCUMENT RESUME

ED 138 029 EC 100 663 AUTHOR Ritvo, Phyllis; Hansen, Mary Lewis TITLE Career Guidance in the Arts and Humanities: Activities, Information and Resources for Grades 7-12. Dance, Music, Theater and Media, Visual Arts and Crafts, Writing, Humanities. INSTITUTION Technical Education Research Center, Cambridge, Mass. SPOIS AGENCY Office of Education (DHEW) , Washington, D.C. PUB DATE 76 CONTRACT OEC-0-74-9253 NOTE 212p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01644-3)

EDRS PRICE tiF-$0.83 Hc-$11.37 Plus Postage. DESCRIPTORS *Career Education; Dance; Fine Arts; *Gifted; Graphic Arts; Guidelines; Humanities; *Instructional Materials; *Jobs; Learning Activities; Music; *Resource Guides; Secondary Education; *Talented Students; Theater Arts; *Vocational Counseling; Writing

ABSTRACT Intended for counselors and teachers of students in grades 7 to 12, the volume presents guidelines for examining intet3st in arts and humanities careers. Chapters include the following: (1) nine self-assessment activities in career exploration related to arts and humanities;(2) suggestions for career education counseling strategies; (3) ideas for locating community resources, a directory frof associations providing career information, and a listing of books, films, and filmstrips with career information; (4) a discussion of ,pathways in preparation for a career in arts'and humanities; and (5) a discussion of'the special needs ofgifted and talented students. Appended are lists of job titles in the arts and humanities in the fi-elds of dance, music, theater and media, visual arts and crafts, writing, and humanities; and a directory of public secondary schools known to specialize in arts preparation. (IM)

*********************************************************************** Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * *,reproducibility are often encountered and this affects the quality * .* of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** ON U S DEPARTMENT OFHEALTA, CDUCATION I. WELFARE (NJ NATIONAL INSTITUTE OF EDUCATION Has BEEN REPRO CX) THIS DOCUMENT4,5 RECEIVEO FROM DUCED EXAC,TLYORGANIZATION ORIGIN- THE PERSON OR N.\ ATING IT POINTS OFVIEW OR OPINIONS NECESSARILY REPRE- r----4 STATED DO NOTNATIONAL INSTITUTE OF SENT OFFICIAt OR POLICY CZ) EDUCATION POSI ;ION

CareerGuidance in the Arts andHumanities

ACTIVITIES, INFORMATION AND RESOURCES FOR GRADES 7-12 DANCE MUSIC THEATER ANa MEDIA VISUAL ARTS AND CRAFTS WRITING HUMANITIES

BY PHYLLIS RITVO MARY LEWIS HANSEN, PROJECTDIRECTOR

TECHNICAL EDUCATION RESEARCN CENTERS, INC. 44 BRATTLE STREET CAMBRIDGE, MASSACHUSETTS 02138

U.S. GOVERNMENT PRINTING OPFIC6 WASHINGTON: 1976

For sate by the Superintendent of Documents, U.S. Oo.ernment Printing Omen,Washington, D.C. 20402

STOCK NO. 017-080-01644-3 2 Develope,1 mid disseminated pursuant to Lontract No. OLC-0-74-9253

for Curriculum Development Brarch 9kision of Research and Demonstration direau of Occupational and Adult Education U.S. Office of Education Department of Health, Education and Welfare under

PartI. Curriculum Development in Vocational and Technical Education Vocational Education Amendments of 1968 Public Law 90-576

Discriminaton Prohibited - Title VI of the Civi: Rights Act of 1964 states:"No person in the United States, shall, on the ground of race, c ior, or national cr,-igin, be excluded from participction in, be denied th benefit of or be subjected to discrimination under any program or activity receiving federal financial 4ssistance." Therefore, the Vocational Echr:ation program, like all other programs or activi- tics' reeelVing'finafici4I assistance from the Depart- ment of Health, Educati9n and Welfare, must be oper- ated in compliance with this law.

The project presented or reported herein was performed pursuant to a contract from the U.S. Office of Education. Department of Health, Education and Welfare. However, the opinions expresSed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should he inferred.

U.S. Government Printing Office Washington. 1976 PREFACE

This guide can help counselors A discussion of educational and teachers help students, grades pathways through which stu- sevLa through twelve, to look re- dents can prepare for a alistically at themselves and at career in Arts and Humanities careers in the Arts and Humanities. fields (Chapter Four). Because native talent alone does Because many of the young people not assure "success" in Arts and expressing to counselors a serious Humanities occupations, students interest in Arts and Humanities need knowledge about themselves, careers are gifted and talented about the fields they might enter, students, Chapter Five comments and about appropriate pathways to on some asPects of counseling career -goaJs. these students. The chapter also The guide assists counselcors points to sources of additional and Classroom teachers to wbrk information about gifted and tal- with groups of students or indi- ented students. viduals in acquiring knowledge Regular public schocl counselors through these methods: increasingly are responsible for Activities through which working with phySically'disabled students examine their in- young people who formerly attended terests, aptitudes, abili- special schools. Technical Edu- ties, experiences, and cation'Research Centers, 44_Brat- values as specifically itle Street, Camb lge, Massachu- related to Arts and Human- /setts 02138, is preparing for ities fields (Chapter One) Spring 1977 publication a manual to assist secondary schoplguid- Suggestions of more tradi- ance personnel in counselingphys- tional career education ically disabled students who are counseling strategies, , mainstreamed. An arts clearing- including descriptions of house, The National Arts and occupational interest in- the Handicapped Information Ser- ventories and aptitude vice, Box 2040, Grand Central tests (Chapter Two) Station, New York, New York 10017, Lists of possible sourc s provides lists of information through which students/can centers, sources of technical obtain detailed inforMation assistance, and consultants know- about Arts and Humanities ledgable about arts programs and occupations (Chapter Three) facilities for the handicapped.

4 The Council for Exceptional Chil- of 15 occupational clUsters. The dren and ERIC Clearinghouse on Arts and Humanities cluster pro- pandicapped and Gifted Children ject materials were pilot tested are both located at 1920 Associ- in Bradford, Vermont; Framingham, ation Drive, Reston, Virginia Massachusetts; and New Orleans, 22091. By writing to the Nation- Louisiana. Counselors and teach- al Center on Educational Media ers in the test sites found the and Materials for the Handicapped, material in this guide valuable 220 W. 12th Avenue, Columbus, Ohio in helping students explore ca- 43210, counselors can obtain the reers the Arts and Humanities; aduress of regional center, which students in the pilot-test sites lend materials. were highly motivated by the aCtivities in Chapter One to con- For all students, the principal sider their.futures. Such career philosophy underlying the career exploration and planning become counseling strategies in this -vitally important for an individ- guide is that the Arts and Human . ual's sense of identity if we ities occupational clusters in- agree with Donald Super that, clude a wide range of jobs -- not just those that receive great pub- In choosing an occupation licity. The list of job titles one is,in effect, choosing in Appendix A reveals the variety a means of implementing a of occupations in Aits fields self-concept. 1 (which we have classified as dance, music, theater and media, As the major developer of Career visual arts and crafts, writing) Guidance in the Arts and Humani- and in Humanities (education, ties: Activities, Information, history, social sciences, lan- and Resources for Grades 7 12, guages, law, museum work, philo- I wish to thank the project staff sophy, religion, humanities li- for providing special knowledge brarianship). about occupations and learning resources: Michael Allosso, -he- The guide and its companion ater and media; Ellen Andrew,, documents which are listed on the crafts; Richard Cornell, dance, inside front cover, were written pisic; Sheila Dubman, visual arts; under contract with the U.S. Jean Workman, humanities; and the Office of Education as part of a project librarian, Peggy Kapisov- series of curriculum development sky. projects b*d on the USOE scheme Phyllis Ritvo Cambridge, Massachusetts November, 1976

1 Donald E. Super, The Psychology of Careers ( New York: Harper and Row, 195 7)p. 196.

iv TABLE OF CONTENTS

1. CAREER EXPLORATION/SELF-ASSESSMENT ACTIVITIES DIRECTLY RELATED TO ARTS.AND HUMANITIES CAREERS 1

Activity 1: Here I Am, World! 2 Activity 2: Occupational Card Sort 10 Activity 3: What do I Have in Common with Arts ana Humanities Jobs? 19 Activity 4: Capsule Work Biographies 24 Activity 5: What's so Special about Me? 48 Activity 6: What Would I Do? 54 Activity 7: Discussion Topics and Provocative Questions for Arts and Humanities Career Exploration 67 Activity 8: Recording Results of Independent Occupational Research 70 Activity 9: What's in it for Me in the Arts and Humanities? A Summary 71

2. SUPPLEMENTARY CAREER EDUCATION COUNSELING STRATEGIES 75 Traditional Activities 75 Annotations of Selected Occupational and Aptitude Tests 79

3. RESOURCES FOR CAREER EXPLORATION 93 Identifying, Contacting and Using Practitioners from the Community 93 Professional Associations providiag Career Information 99 Books, Films, and Filmstrips with Career Information 110 Table of Contents

4. PREPARING FOR A CAREER IN AN ARTS OR HUMANITIES FIELD 117 Extracurricular Activities 117 Summer Programs 117 Specialized Schools 118 Courses to Take in High School 119^ Alternatives to Traditional Colleges as Educational Pathways 125 References Describing Traditional Colleges 126 Postsecondary Education According to Arts and Humanities Fields 127 Financial AssiStance 136

5. GIFTED AND TALENTED STUDENTS 139 Introduction 139 Definition 139 Identification 139 Counseling 141 Special Programs 142 National and State Resources 142

APPENDIX A. JOB TITLES IN THE ARTS AND HUMANITIES 151 Dance 151 Music 153 Theater and Media 156 Visual Arts and Crafts 159 Writing 164 Humanities 166

APPENDIX B. PUBLIC SECONDARY SCHOOLS KNOWN TO SPECIALIZE IN ARTS PREPARATION 187

vii I. CAREER EXPLORATION/SELF-ASSESSMENT ACTIVITIES DIRECTLY RELATED TO ARTS AND HUMANITIES CAREERS

INTRODUCTION

This chapter presents nine acti- Each of the nine activities can vities which will: be conducted independently or as part of a sequence in a mini- Help students assess their course led by a counselor and/or interests, abilities, values, classroom teacher. Sessions with and goals small groups of students offer the Provide some- knowledge about double benefit of using the lead- Arts and Humanities occupa- er's time efficiently and allowing tions students to interact. If used independently, an activity could Help students understand serve as an introduction to other themselves in relation to , career education activities in a those occupations regular classroom subject or as a 8 Enable students to make ten- special project for an interested tative or firm plans for individual. If used as a mini- Lheir educational and occu- course or unit, the activities 'pational futures. could be conducted in the same order as presented,in this chapter, Although students change over moving from simple to more sophis- time, carrying out the activitie8 ticated activities,and concluding should help them determine what with a session which summarizes is important to them, what ques- results of previously conducted tions to ask, and what informa- activ_ties. tion to consider in making decisions -- now and later. The Although the activities focus on results of participating in any Arts and Humanities careers, coun- or all nine activi.cies can be selors can adapt them to other used in future decision-making, occupational clusters. Classroom particularly if each student teachers, parent or community vol- maintains a personal."career plan unteers, and students could assist_ workbook," containing forms., test with the research necessary. for scores, notes on occupational re- _adapting the activities. search, aud so forth.

8 ACTIVITY 1: HERE I AM, WORLD!

Purpose

With this questionnaire, students can describe for themselves their general self-knowledge, achievements, limitations, interests, family, work values, physical characteristics, personality traits, risk- .;) taking dimensions, and future plans.

Procedures

Reproduce from.this guide a questionnaire for each participant, and include the questions at the end according to whether students are on the middle school/junior high level or senior high level. If the questionnaires are taken home to be filled out, students should answer the questions without assistance from family or friends.

Follow-up

The "Here I Am, World!" activity provides a useful base for career counseling discussions. At the counselor's discretion, students can share some or all responses in a group setting. By keeping the questionnaire in a "career plan workbook," a student can note changes and new experiences upon progressing in school. Here I Am, World!

Name: Date:

Age: Grade:

School-Related Questions

1. What subjects do I likemost? 1) 2) 3)

2. What subjects do Ilikleleast?1) 2) 3)

, 3. In what subjects dolidomy best work?1) 2) 3)

I 4. In what subjects doLidomy worst work?1) 2) 3) *

3. My study habits are excellent good fair pcipr.

6. My grades tell the Story of how well I can do in school.

Yes No If no, please explain:

7. I have participated in or am planring to participate in the following extra-curricular activities:

Work-Related Questions

8. When I was a child,I wanted to be a

9. Now I think I want to be a

(Check one of the following.) I am very sure, somewhat

sure, unsure that this is a good choice for me.

10. DoI have to go to college to do this kind of work? Yes No

110 11. I have had the following jobs (either fo pay or without pay):

a. .d.

b. e.

c. f.

Underline the ones you enjoyed.

Circle the ones you iiisliked;

12. An ideal job for me would have the following oharaCteristics:

13. I will be unhappy if I find myself working in a job where I have to:

14. I hope I hever have to work with people who are:

15. I think three reasons why people work are:

11 LeisureLRelated Questions

16. I like to do these activities in my free time:

a. d.

b. e.

c. f.

Underline those you do alone.

Circle your favorites.

17. I like to read the following kinds of books and magazines:

18. I have taken or plan to take the following lessons outside of

school:

19. If I had one full day to do anything I want,I would:

Family-Related Questions

20. My family wants me to be a to make a living.

I think this is a good idea a bad idea not sure.

Please explain

21. My family feel that I should should not go to college.

22. Which of my qualities or habits does my family want me to change?

9 4.4 General Questions

poor. 23. My health is excellent . good fair

low. 24. My energy level is high medium

which might limit my caree'r, or 25. Do I'have any physical handicaps

educational plans? For example, am Ihard-of-hearing?

might affect my choice of 26. DoI have any personality traits which jobs? For example, am Ishy,sociable,impatient,independent,etc..?

27. What do I think is my best quality?

28. What personal quality would I most like tochange?

29. What am I most proud of having done orbeing able to do?

30. What are three of my weaknesses?

C. with new ideas, friends, or situa- 31. Am I willing to get involved tions, even if I don't know whetherthey will work out?

Yes Sometimes No

13 32. Up until now, what is the most important thing I know about myself?

33. If my friends were to use one word or phrase to describe me,

what would it be?

34. When I am old, what doI want people to say about me?

35. IfI weren't me, what other person (real or fictitious) would I

choose to be?

Why?

1 Additional Questions for Junior High SchoolStudents

36 During high school,I plan to be in

the vocational program the general program the college preparatory program the business program the distributive education program other don't know.

37. I want to elect courses in these areas inhigh school:

a. d.

b. c.

c. f.

38. I plan to finish high school. Yes No

If no, please explain

and 39. I would like to talk with a counselor about my career

educational plans. Yes No 9

Additional Questions for Senior High School Students

36. I plan to finish high school. Yes No

If no, please explain:

S7. Wh1i I leave high school, the first thing Iplan to do is: get apprenticeship training get a job get married and work get married and not work go into military service attend a 2-year college attend a 4-year college attend a technical or career school take time off before doing any of the above other

38. IfI plan to go to college, it is becaus. (check all that apply) my.family expects me to my family will pay the bills it would be fun I want to learn more through formal academic courses I need it for the kind of work I am planning to do I don't want to begin steady work yet it is not too different from what I have been doing in high school

I ,,:ouid like to live ,away from home I aon't know much about other possibitities my friends are going other

39. I would like to talk with a counselor about my career and educational plans. Yes No

1 6 10

ACTIVITY 2: OCCUPATIONAL CARD SORT

Purpose

This activity'expands students' knowledge about the range of occupations in the Arts and Humanities occupational clusters. In choosing among them, students begin:to examine their personal interests and aptitudes as they relate to work roles. Because the job titles specified are only a representative sample of the many hundreds in the Arts and Humanities, the counselor may desire to add others which are important to a particular student population. Appendix A, "Job Titles in the Arts and Humanities," provides a more complete list.

Procedures

One method of conducting the Occupational Card Sort requires the counselor or students to duplicate and cut the job cards, and reproduce the response form according to the number of participants. When the materials are prepared, each student should:

1. receive two sets of cards one of Arts jobs and one of Humanities jobs. These are kept separate from each other. For jdentificatiori purposes, each card has an A (Arts) or H (Humanities) in the upper right-hand corner.

2 divide the Arts cards into three piles according to jobs which students might like to do, those they are indifferent to, and those they would not like to do.

3. rank order those in the "like to do" pile and write the titles of the top ten (if there are that many) on the response form.

4. still using the Arts cards, divide them into three new piles according to jobs,which students have the aptitude to do, students do not know if they could do, students do not think they have the aptitude to do.

5. rank order the job titles in the 6aptitude" pile and write the top ten titles (if there are that many) on the response form.

6 if the same job titles appear in both lists, students should note them at the bottom of the .esponse form.

7. fojlow the same steps in using the Humanities cards.

*1 7 11

./A simpler procedure requires each student to read the list of jobs and choose one or more jobs of interest. To empha- ize the immediacy of the choice, the counselor could ask, rIf you were going to work tomorrow, which job would you ,/most like to do?" Students should then describe, either in writing or orally, the reasons for their decisions.

v-up

After completing the activities, students coulddiscuss re- \lationships among tiwir job choices (e.g., competencies required, amount and kind of education necessary,availability of jobs)..For example, many of the jobs may take place in one setting (such as theater),involve similar skills (ch as writing), or exist within the samefield (such a_ ducation). To facilitate independent occupational researchby students, a letter beside the A on eachjob card designates the Student Guidebook of this series in which related occupationalinfor- mation appears. The code for the Guidebooks is as follows:

D Exploring Dance Careers: A Student GuidebooK M Exploring Music Careers: A Student Guidebook T - Exploring Theater and Media Careers: A Student Guidebook Exploring Visual Arts and Crafts Careers: A Student Guidebook

W Exploring Writing Careers: A Student Guidebook.

When no other letter appears, this occupationexists in more than one Arts field. Because all the Humanities fields are combined in Exploring Careers in the Humanities, onlythe letter H is present. Many schools have occupational briefs and other career learning resources to supplement students' knowledge. The "Occupational Information Form" in this chapter provides A concise manner of recording independent researchabout a specific occupation or field. 12

Arts Job Titles Dance, Music, Theater and Media, Visual Arts, Writing

A-D A-iti A-T Special Librarian \ Choreographer Playwright (helps people use (creates new dances) materials related to a particular field) A-T A-T A-W Backstage Person Literary Agent Camera Operator (helps with scenery, (represents writer in (films performances) costumes, lights, selling work to pub-

etc.) lisher) .

A-M A-T A-T .

Vocalist Actor Theater, Film, Tv (singer) Producer (has overall authority)

A-W A-T A-D

Stage Designer Dancer Advertising Writer (creates Scenery, costumes, lights, sound, makeup or hairstyles)

A-T AT A Theater Manager Editor Arts Manager (supervises business (cuts and organizes (manages business matters) film sections) affairs for artists) A-M A-T A-T H \ Theater, Firm, Tv Music Teacher Circus Performer Critic \ ... . (reviews performanees)

1 9 13

A-W A-M A-W

Technical Wqter Reoord Company Literary Writer (writes i:Sormation Producer novelist, poet, etc.) about equipment)

. - . A-M A-W A-V H

MuSic Publisher Newspaper Reporter Art Teacher

A-M A-W A-T H Drama or Film Teacher Music Composer Bookstore Salesperson

A-T A-T A-M Artist's or Entertainer -;Concert Manager Photographer's Model -Cperforms pantomime, (arranges musical comedy, magic, etc.) performances)

A-M A-V A-M

, Music Therapist Music Salesperson Photographer works with emotionally or physically ill people)

A-M A-M A-D T Sound Equipment Dance Therapist works with emotionally -' Operator Disc Jockey (operates mixing board or physically ill and other equipment) :people) A-V A-V A-D H

r Applied Artist Cartoonist Dance Teacher (creates art for / practical purposes)

A-V A-W A-M

Instrumentalist Fine Artist Greeting Card Writer (painter, sculptor, (performing musician) etc.)

2 0 14

A-V A7W A-T Editor Display or Sign Theater, Movie, Tv (chooses'work to pub- Director Designer lish, suggests changes in writers' work)

A-W A-V A-V . H Public Relations Textile or Fashion Urban Planner Writer Designer (designs towns and cities)

A-V A-V A-W H Textbook:Sales Industrial Designer Museum Educator Representative (designs manufactured ' (sells texts to teach- items) . ers,identifies writers)

A-V A-V A-T Broa-.1cast Journalist (announces on radio Art Gallery Architect or tv) Director 1

A-W A-M A-V H Musical Instrument Photoengraver English Teacher Builder (prepares material for printing)

A-T A-V W Script"Writer Craftsperson (creates scripts (potter, weaver, etc. for movies or tv)

A-M A-W Arts Critic Music Conductor (reviews art openings, books, records, etc.)

A-M MI! Arts Historian Piano Tuner/ (studies and records Technician past accomplishments in art, music, etc.) ,-----

2 1 15

Humanities Job Titles Foreign Languages, History, Socia.1 Science Religion, Law, Education, Museum Work

H H H Special Needs Teacher Foreign Language Religious Education Teacher (helps people who are Ttacher blind, retarded, etc.)

H H H Museum Curator College Faculv ClergypersOn (studies, collects, Member

. and explains significant objects) H H H .e Special Librarian Elementary School Geographer (helps people use ma- Teacher (studies terials related to space and place) a specific field)

H H H

Paralegal Historian Sociologist (helps lawyers) (studies the records (studies groups of people and events) of people)

H H H Economist Foreign Language Secondary School (studies exchange of Interpreter Teacher products, services, (of the spoken word) 'and money) H H H Archivist Linguist School Principal (specialist in (studies historical records) language structure)

H H H Political Scientist Archeologist Museum Conservator (studies (studies objects (preserves museum objects) political systems) . used by people)

2 2 H

Museum Director Judge Foreign Language Tianslator (of the written word)

. i-I

Anthropologist School Counselor Couft Reporter (studies everything . hupn)

._.

2 3 Res_ponse Form for Occupational Card Sort

ARTS HUMANITIES

1. Job Titles in "Like to Do" Pile 1. Job Titles in "Like to Do" Pile.

a. a.

b. b.

C. C.

d. d.

e. e.

f. f.

g. g.

h. h.

j. j-

2. Job Title.- I "AptitodJs" Pile 2. Job Titles in "Aptitudes" Pile

a. a.

b. L.

c. C.

d. d.

C. C.

f. f.

g. g.

h. h.

3. Job Titles Found in Both Piles 3. Job Titles in Both Piles

. a,

b. b.

C. C.

4 ACTIVITY 3: WHAT DO I HAVE IN COMMON WITH ARTS AND HUMANITIES JOBS?*

Purpose

Because job satisfaction may depend on an individual's personal needs, this activity allows students to compare some characteristics of Arts and;lianities occupations with their own requirements in a job. The occupations listed on the charts of job characteristics represent a sample of the many hundreds in the Arts and Humanities. Students should realize that jobs with the same title do not necessarily have identi- cal characteristics, especially with broad titles such as . "commercial artist."

Procedures

Each student should:

I. examine the list of 15 job chanctc istics and choose five of importance to him/her

2. list these five characteristics, in order of importance, on the accompanying response form

3. Using the charts and a ruler, follow the chosen characteristi'c down the columns on both pages and note five personally interesting occupations which have an X or S in the cell beside them

4. list these oCcupations under the first characteristic on the response form

5. follow the same steps for the other four choices

6. note any occupations which appear more than once on the response form, stating the number of times they occur.

Follow-up

Students may want to share their results. They could also mention othei occupations which lave job characteristics similar to the ones they chose. Eacb student could conduct independent research on available career learning resources and complete the "Occupational Information Form" in this chapter.

This activity is based on- a modified version of material by Don Dillon in an article in the Spring 1975 volume of Occupational Outlook Quarterly.

2 5 REQUIRED JOB CHARACTERISTICS f'

1 2 3 4 5 6 7 8 1 9 1011121314iS A ACTOR S ANTHROPOLOGIST S S S S a. ARCHITECT S S ARTIST/CRATTSPERSO(N 0 S S ARTS CRITIC e ARTS LIBRARIAN o ARTS MANAGER S ARTS THERAPIST

C to BACKSTAGE WORKER S BROADCAST JOURNALIST S S BROADCAST TECHWCIAN S o CHOREOGRAPHER 0 S CLERGYPERSON COLLEGE TEACHER S COMMERCIAL ARTIST S SSsS o COUNSELOR' CREATIVE WRITER op. S S DANCER DESIGNER S S s S S DIRECTOR

2 6

20 REQUIRED JOB CHARACTERISTICS

2 3 4 5 6 7 8 9 101112131415

ECONOMIST , EDITOR S S e ELEMENTARY/SECONDARY TEACHER s e

ENTERTAINER S S S GEOGRAPHER S S HISTORIAN INTERPRETER/TRANSLATOR S S. S LANDSCAPE ARCHITECT o S LAWYER S MUSEUM CURATOR S S 'MUSEUM TECHNICIAN S MUSICIAN' S S S S S NEWSPAPER REPORTER S S S PHOTOGRAPHER o S a S S S POLITICAL SCIENTIST PRINTING TEtHNICIAN e PRODUCER (Theater, Film, Tv) S SCIENTIFIC/TECHNICAL WRITER S c SOCIOLOGIST S

_ Code: S = Sometimes 2 7

21 22

Job Characteristics

Underline five characteristics which are important to you.

1. Work with things (requires manual skills)

2. Work with ideas (requires intellectualproblem-solving)

3. Help people

4. Work near people

5. Self-expression

6. Teamwork ,

7. Work independently (requires initiative,self-discipline, and organization)

S. Supervision by others

9. Direct others (requires leadership abilities)

10. Unusual or overtime hours 11. Outdoor work

12. Make decisions

13. Physical endurance

14. Work with details (requires thoroughness)

15. Motivate others (requires communication skills)

List characteristics in order of theirimportance to you, and then fill in job titles which requirethis characteristic (see accompanying chart)

Characteristic # Characteristic # Jobs Jobs

2 8 Job'Characterlstics - 2

Characteristic # Characteristic # Jobs Jobs

CharactE-,..istic # Jobs

List any occupations which appear more than once under the characteristics you have listed 4bove. Note the number of time each occupation appears. "4

ACTIVITY 4: CAPSULE WORK BIOGRAPHIES

Purpose

Condensed from personad interviews.with people who work in Arts and Humanities oCcupations, the capsule workbiographies help students to: become interested in a variety of careers learn about differences in the ways people view their work differentiate among tasks performed by Arts and Humanities practitioners develop realistic notions about some occupations within Arts and Humanities fields make cognitive and affective decisions.

These work biographies are not necessarily representative of the way all practitioners view their work; as case studies of individual attitudes, they are effective in stimulating students' thinking about careers.

Procedures

Students can read independently all or a portion of the personalized work histories; the counselor can read them aloud, or tape each biography for students to hear individually or in a group. After reading or 1.stening to each case study, each student or team of studefits marks the appropriate job title On the response form. Before or after checking the answer key, students can discuss answers and their reasohs for choosing particular answers to gain in cognitive decision- making skills. For affective decision-making, students can choose three of the occupations and discuss oraLly or in writing those aspects which appeal to them.

Follow-up

The discussion topics and provocative questions ir Section B of this chapter will help students examine their own work experiences and values. Individual research of the three occupations chosen by each student for particular appeal can be conducted through reading available resources, writing letters to professional associations, and carrying out shadowing and other community activities. 3 0 Work Biography 1

When I mention my job to most needs, whether it is in terms of people, they say, "Wow, that their art or putting food on their sounds really excitin!;. You.get tables. to meet such famous people!" This is a business where you must Well, I do, but if thatIlre all get most of your training on your there is to it,I would'have own. During my college years, I found myself out of work long ago. managed the school's orchestra in Coordinating people and events the summer and worked for a large takes a tremendous amount of or- city scheduling music events in For exam- ganizational ability. different neighborhoods. In the ple, once I have arranged a ,,book- process, I learned who does what, ing for a musical group, it, is my when, and how. Occasional summer jobto.sendpromotional releases workshops and courses run by uni- to4ocal newspapers, make travel . wersities and professional associ- and living arrangements, as well ations keep me current with new as to handle all the details for thinking and developments. Read- the programs and make certain the ing trade magazines and watching instruments which can't be car- groups in performance are vital to I have to handle ried are tuned. my job. Fads come and go so I have most details myself; otherwise, to know what the public wants. one goof and my .reputation can be ruined. The future looks good for this field. With more and more empha- A "shrinking violet" would have sis on music as an essential part a roUgh time in this business. of life, more people will want to If I/don't continually remind perform and more people will want people of my existence and the to listen. The idea of bringing many clientsI represent, some- together the right group with the one else may get the job. Be- right audience appeals to me. cause I have some background in music and am not a complete out- sider to the field, musicians know thatI understand their

3 1 26

Work Biography 2

Working under pressure much of of my budget, and what is happen- the, time is typical of my job. ing jn the world). Some of the I have to stay calm and be con- p,--ople who make up our team are fident thatI can make the con- writers, researchers, film-makers, stant deadlines. I must have camera and sound people, and graph- good writing and editorial skills, ic artists. Although I work in an 1:now about film and film-making office, many of the people Isuper- 'techniques, be tremendously well vise must be available to leave at organized, manage a varied group a moment's notice in order to be of people, communicate effective- on tiliscene while a story is ly with others (which includes breaking. Before getting this being firm when Ithink the qual- jobI worked as a reporter, and ity of my work will be compromised) that experience was at least as

and aiways keep my eyes and ears valuable as the degree I received open for stories which I think in broadcast journalism. People the majority of people in my com- in my field hear about job open- munity want to know about. ings through the "grapevine" and the professional organization to I am totally responsible for which we belong. One last word the quality of the work my team -- what always amazes me about produces, and I have a great deal this field is the amount of hard of freedom in choosing what will work necessary to succeed in it. be aired (within the limitations

3 2 27

Work Biography 3

Do you like to have your work Ever since elementary school I noticed by a lot of people? Does have en44?yed doing art ptjects; the idea of encouraging people to therefore,I went to art school buy certain products appeal to after I graduated from high school. you? If so, you might consider When the company I work for now my kind c- work, especially if you had a trainee job open, ,I.---fook it. like art and have a good sense of At first I did everything from color and design. changing mannequin's clothing to' setting up backgrounds', but regu- Each time I have a new assign- lar promotions have given,me more ment I talk with my boss; he knows responsibility. the image our management wants to project. Then I think of an idea Stores in big and medium-sized which will display our store's cities hire people to do my kind merchandise in an attractive and of job, although branches of big unusual manner. When that idea chainstores get this work done in is approved, I sketch in the back- the main office. To be successful, ground, design the props which are#you need patience, organizational needed, develop a mock-up of what skills, the ability to work under the finished scene will look like, pressure', and of course, knowledge and draw the accompanying signs of design. and posters. Lately, we have been making our own props because buying them from an outside firm is very expensive. 28

Work Biography 4

Although New York and Los Angeles My job requires artistry, curi- are the employment centers for osity, patience, concentration, the work I do,I have carved out and especially a willingness to do

a place for myself in Ohio. I any kind of work to get experience was always a dreamer and now I in the field. I was a production get paid to make my dreams come assistant and an assistant camera- true. Not only that,I work with operator for a crew making local interesting people, have flexible commercials. If you keep learning hours, lots of variety, and get to and offering your services, you travel. If I did not have to meet will have a chance to do increas- deadlines and sometimes work on ingly responsible work. After a products in which I do not believe, while, ,you will have samples of this job would be pure heaven. your work, friends who believe in you, and a reputation so that oth- College How did I get here? ers will seek you out. By the way, was a first step which helped me stay in phsyical shape as you have develop my pers'onal "artistic a lot of heavy equipment to lug vision" and a Master of Fine Arts around. One last message: I degree helped me to sharpen it. thought success was related only I joined film and camera clubs in to talent, but I realize that hard school, at night, during the sum- work and making others believe in mer, etc., and worked with old me is just as important. cameras until they were part of me -- like an extra pair of eyes. Electronics courses keep me current, especially in videotaping. (

3 4 29

Work Biography S

If you have ever seen Petrocelli them. They also get a regular sal- on television, you have some idea ary. Since I am in business for of what I do. My work is not so myself, my income is from the fees glamorous, and, of course,I don't paid me by my clients. always win my cases. I am the kind of person who would After college I taught high be bored working within the same school social studies until I rea- specialty all the time. In general lized that was not the field for practice,every day brings a differ- me, so I entered graduate school ent problem. Sometimes I make out for three years. I learned the wills, file for divorce, research principles of my profession there, tax laws, close house sales, or go but the summers when I worked for to court. .No matter what the.situ- a firm of professionals was espe- ation,I must always work with in- cially valuable for on-the-job dividuals; therefore,I need to be training. Before I could work on tactful as well as persuasive. To my own,I had to study around the be successful in this work, you . clock for the Bar Association need self-confidence so others . Examination given in my state. will believe in your ability to help them. You must also be will- When you begin practicing, cli- ing to analyze a problem in depth ents don't just walk through the in order to solve it. door, so it is a good idea to work for other people to make Think long and hard about going contacts. You also have to be into this field. It is becoming aggressive in meeting people extremely overcrowded, especially through friends, business associ- in the Northeast and in all big ates, and political organizations. cities. Despite the competition .My friends who work for government for jobs, increasing numbers of agencies don't need contacts be- women are finding it a fulfilling cause the work is provided for occupation. 30

Work Biography 6.

You would think I'd get sick of Because New York City is where my work because of all the ,hours much of the action takes place;'-. I I spend rehearsing and performing live here and take any kind of job (when I'm lucky enough to have a to tide me through periods of un- job) . YetI find thatI can't employment. Before moving here, stay away from plays and movies, I went to college and took lots of and I read constantly about my literature and psychology courses craft. I also observe everybne along with a theater arts major. around me to see if Ican pick up During two summers,I apprenticed new psychological insights for in a stock company to be eligible charactersI may have to portray. to get Equity card. It mould be great sto be "dis-2 Some of the qualities needed in covered" and never have to worry my job are: perseverance, energy, about work again, but that's not concentration, adaptability, self- the way it happens in this field. confidence, self-discipline, vocal There are zillions of people wait- skills, and especially drive. I ing for every job soI have to put up with this demanding kind of concentrate on-selling myself. I, life because I can't imagine my- answer casting calls which arc self doing anything else. I know posted at the union hall and ad- I could be selling advertising for

vertised in trade journals. I a magazine or working in my fath- also stay in contact with other er's business (and I would have a people in my field so I will hear regular.salary!),but my need to be of unadvertised opportunities. If on center-stage issomething I I have an agent next year, he/she realized about myself long ago. will inform me of other possibil- sities. Work Biography 7

I can live anywhere to do this WhenI was in college I never job, because I am called on the knew such work existed, but I ma- telephone when a job is available jored in French, ate most of my.

I accompany foreign visitors who meals at a French-speaking table, have different intereSts; one may and belonged to a foreign movie want to tour hydro-electric 'plants club. Since traveling always ap- while another may need to confer pealed to me, I spent my junior with American specialists in the year in Paris and even received same field. The travel itinerar- college credit. A College profes- ies are planned by the State De- sor told me about this kind of work partment. I get paid a daily and suggested that I contact some- saLary plus all expenses, and one in the Language Services Of- I do a lot of traveling. fice at the State Department.

Sounds great? Well, some a8- To supplement my income, I do pects are not so terrific. Think free-lance translating for a pri- of traveling with someone for 30 vate firm which gets contracts days who might be annoying, loud, from companies doing business

or uncommunicative. .4 never know abroad. If I ever want a mpre who I will get when the telephone regular kind of life,I might work

rings, although I have met some for a government agency, such as

extremely fascinating people. I the Foreign Service or the Agency

also have to visit some places for International Development. I

which don't interest me. Yet, I could also teach at an adult edu- like being able to choose when I cation center. want to work, and the excitement French is still an important of meeting new people and travel- language to know, but new oppor- ing is wonderful. tunities are opening in Spanish, Arabic, and Chinese.

3 7 32

Work Biography S

Although my parents are pretty Playing provides half my income open-min,!ed people, they balked and teaching private students pro- at the idea of my going into this vides the rest. Because I keep work because they thought the fu- learning from my students, I don't ture would he too insecure. In think of teaching as a chore. a way, they were right, but the If our group ever becomes suc- satisfactions I get from perform- cessful (andI have to believe we ing and having my work accepted will),it will be due to years of make up for the insecurity. An- hard work and study. I took piano other plus is that I associate lessons, but did not know until with people whose interests and eighth grade that I was really com- pleasures are similar to mine, mitted. In order to ;mprove, I and we keep growing together. kept on studying with private It helps to be a'"night person" teachers and took music courses. in my line of work. Practicing I played in bands and orchestras,

ikes place during the day, but and I joined a jazz club in high performances arc in the evening school. and often last until very late. Anyone who is thinking seriously I also have to be willing to tra- about my kind of work should know vel anywhere for a gig. Along hew tough the competition is. For with playing, I compose, arrange, every oneAf you there are thou- and transcribe the music. I ser- sands of oers, but if you must vice my own equipment, try to do if-then I wish you well. Last, keep our group relations harmoni- a word of advice: know your stuff, ous (pun!), and handle the bus-' don't be afraid of new ideas, and iness end of our affairs. Bus- be honest in expressing your own iness includes asking.people I style. respect to recommend an agent who will get us gigs and publicity. 33

Work Biography 9

I never knew howI could combine I like the idea of helping peo- my two favorite school subjects, ple understand what complicated English and mathematics, but my machincry can do, and it is my job job uses both abilities. It is to write manuals which explain lucky thatI have.always been in- their use. Technical information terested in people's jobs and am gets translated into instructions not shy about asking questions; for the installers, maintenance otherwise, I-might never have people, and actual users of the known about this kind of work. machines. Getting the user's man- A man I met at a party told me ual done on time means that I spend about it and said there was a job many evenings apd weekends working opening at his computer manufac- on them, hut because I plan to.movo turing company. up into management.I want to do an ,ospecially good job. During mY HadI not had experience in free time Itake matn and science writing and putting out a monthly courses at a nearby Lniversity. bulletin for a professional asso- Those are paid for by my company. ciation of engineers,I would I figure that the more I know never have been hired. It was about the technical aspects of important that I know math and machines, the betterI will be

engineering, and that I could . able to explain th(Ari to others. write clearly and accurately. My knowledge of graphics, layouts, and galley proofs for the printer was also useful. 34

IcoTk Biogra_phy 10

I ; The challenge of making something I have to make plans for what with my hands (even thoughI had will do when my learning period no previous experience) attracted is over. Maybe I will be hired at

me to this work. I must admit one of the neighboring yards or that the life-style appealed to even start my own business with me also -- working and learning some of the others who learned with others who like making a this craft and like our way of quality object from beginning to life. To make enough to live on end, being outdoors in grubby while.we get started, I could do clothes, and living simply. some carpentry on the side or work There is no pay during my 18- in a local store. am willing to month internship, althou'l food give up many comforts to live in a and living accommodations are personally satisfying way,'and an supplied. added- bencfit includes producing a quality item for others to use. I have a new respect for wood and tools. In order to make the There are very few builders who dories, peapods, and skiffs which are willing to take on complete

our shop store sells, I must plane, beginners', but along the cotists saw, screw, make patterns for the there are enough yards where you frame, sand, and paint them. Keep- might find -.)ne willing to ing my tools in working order takes teach you. If you are really in- time, but they arc no good if they terested, geta"how-tonbeok at the are rusty or dirty. Everyonein library and start building wooden our group helps each other, and objects to see if you have the the master craftsperson is goner- necessary mechanical and manual ous in answering our questions and abilities. giving us advice.

V. 0 35

Work Biography 11

If solving problems with oar mind taxes, new laws, c_ almost any challenges you, my job m inter- change in the world affects my est you. Clients come to my firm clients. I also have to know with a-Variety of needs; each one which agencies or companies plan requires a rlifferent kind of anal- projects. Then I have to meet the ysis. For example, we have helped people running the project, so they examine a city's air pollution will want to hire my firm to do problem, worked on possible uses some of the ..vork. Selling our ser- for a closed Air Force base, and vices is an important part of what looked at ways to bring a downtown I do, and at times,I wiA Iworked shopping center back to life. Some- for the governMent or on the staff times we must predict the future of one company whore selling is of an industry, according to what unnecessary. is presently happening in.govern- I have to know my subiect in ment and the economy. Just as a depth to do a good job. Communi- weather ,orecaster has information cating my ideas through writing on which to base a'report, I use and speaking is important. 'icing economic data in a similar way. good at math and statistics .s a I analyze the specific problem big asset, although computers arc and prepare a report for our cli- doing more and mo-c of this work. ent which includes recommenda- Tne hours are long, and I find tions for action. This can be that I often have to take mv work frustrating because I can advise home at night and on wee:;end-.., the best course of action, but However, being involved in a field only the' client decides if it I like and one in which my work be followed. ill can change what happens in the Keeping current with what is world compensates for the hafd happening in the business world work. I have a master's de'hle- is a necessity because higher business administration, hilt lat, ly our firm has been hiring people with doctoral degrees in economics.

4 i 36

Work Biography 12

I consider myself very lucky as One reason people respect me is I'm quite young to have the full thatI have learned as much as pos- responsibility for this very de- sible about the work done by those manding job. When I was looking whose jobsI oversee. I know what for work,I considered dyeing my is new in stage set materials and hair gravIrso someone would pay techniques in all areas of scenery, attention to me. Finally a pro- lighting, and sound. Being able ducer who saw some of my show, in to double as an electrician or summer stock needed someone with carpenter is very handy when some- my qualifications. He hired me one is out sick, and the produc- as an assistant to the stage man- tion .is about to begin. The back- ager. That job was my big break, stage machinery is very complicat- because it added some New York ed, and I have to know how it credits to my background and gave works when last minute problems me valuable experience. arise. Problems are the rule rath er than the exception, and it cool(

' am in charge of a production be disastrous if I got flustered. and barely have time to brush

Lieth when I get up in the As a kid I thought I wanted to ning late morning, that is! he an actor, but in summer stock

e strain is unbelievable. I realized that I lacked that spe-

,chedule and organize rehearsals. cial "star" quality. I loved the

I coordinate all of the work done theater world and since I knew I. by the backstage workers, such as was good at coordinating the vari- lighting and sound technicians, ous parts of a production, this set designers, carpenters, and kind of work appealed to me. If costumers. I stand in for the you are willing to make other peo- director when he can't get there. ple's ideas come to life rather

And I make sure we meet all the than expressing your own, you will union rules. To make everything find that you have tremendous pow- ard everybody run smoothly, I er in determining the overall qual must be pat psychologist and ity of the show. part politician; and although prefer to be tactful, sometimes

I haNwe to scream to get things done.

4 2 37

Work Biography 13

One reason why Ilike my job here This kind of work would be mar- so much is the variety of activi- velous for anyone who enjoys !-tis- ties in-my working week. Lectur- tory and who respects the peop'e ing to school children and members and the objects which are part of of the Community is one aspect of history. You have to be knoWedg- my job. I also prepare exhibits, able about at least one main .2ield, do research, and decli.de on new such as American art, and be imag- purchases for our collections. inative in making that field come We are open on Saturdays and Sun- alive for others. Working in this days, so occasionally I work on setting is a pleasure, because I weekends. Because I have my eye am surrounded by exciting art works on a highei-level job,I publish and interesting people. The pay is my research findings in profes- low unless you get to be the direc- sional journals and take courses tor of a department or an admini- at a local university. Not only strator. One way to discover if do I enjoy learning more about you want to do this work is to archeology, local history and offer your services as a volunteer. scientific restoration, but these Nowadays there are many college courses are very helpful in doing and university programs which will a more thorough job. train you in this field. 38

Work Biography 14

if anyone had told me how unglamor- progress, as well as newspaper re- ousthis kind of work could be, I views of my work. When. 1. exhibit would never have.helieved it. Be- my smaller pieces in galleries, cause I need to/express myself the gallery owner keeps about 50 through work,I have learned to percent of the selling price. Con accept loneliness, physical_ labor, tinually selling myself and my worl and hours of patient work to get is difficult, but a necessary part

A detail perfect. I will talk to of gaining a reputation. endless numbers of potential buyers, Mv advice to students think- mainly for the satisfaction of sec- ing about entering this field is ing an idea of my own come to life to learn as much as you can about and knowing that other people will various materials, and the tech- be affected by it. As only half niques and tools for working with of my income comes from my chosen them. If your work is going to be work, I add to it with teaching placed outdoors as mine is, you When these iobs and writiag. have to know which materials will I have cooked were not available, survive. Apprenticiug yourself to in a restaurant, installed tele- a master craftsperson makes excel- phones, and cleaned stores . lent sense, even if it is only for

Sometaws I have to do what a an afternoon a week after school . particular company has in mind, Your own artistic vision will come

and at other Umes I sell them as you learn about your art. When my own idea. To get commissions you think you are ready to go off

from individuals or companies, I on your own, remember that you mus follow up on leads and show people be truly committed and self-disci- a portfolio of slides of my pre- plined. Don't mind !1)- blisters you arc vious work. I also show them on your hands, for sketches, and models of work in finished you will have something worthy of pride.

41 39

Work Biography IS:

My parents were upset when I told spend a lot of Time thinking them my plans for the future. Be- about these questions too. I also causeI am a woman, they thought have a strong belief in God. Once my decision was foolish.. When I I began to work,I realized that I completed theological school, many could not drastically change the parishes weren't interested in my world or the people in it, but applications, hut a rural parish each small success brings me sat- decided to hire me. Since then I isfaction. My biggest problem is have married someone else in my trying to please my congregation field and we mirk as a team in a while staying true to my own he- suburban. church. I'm glad to say liefs. Being tactful is a that the future now looks better necessity. for women in my field. Students who think this job My work is very time7consuming might be for them should keep a (about SS hours a week)).. and pre- number of things in mind. You must paring and delivering mysermon be honest with yourself and he able occupies only a small fraction of to communicate with others. Get it. Administering the affairs of as broad an education in the the church, counseling indiv.idualL; eral arts as you can. Take all and families, and attending Com- the language arts, history, phi- mittee meetings are the major ac- losophy, and psychology courses tivities of my week. Much as I which are offered. Public speak- might like to take my vacation ing and drama courses are real around Christmas or Easter, those assets. You will take alot of are the times when my congrega- religion courses in seminary, hot tion expects my services. first take as man as you can in college. Why did i choose this kind of work? First. I had a desire to You will need patience, toler- work With people to help them ance for frustration, initiative, find the answers to some of the stamina, and self-discipline for questions which have been puz:ling this job, but I cannot imagine a people for thousands of more satisfying way of life. 4U

Work Biography 16

One thing is certain about my more responsibility for deciding work: it is never dull. There which stories to cover. is_ not enough time to get bored, Getting this job might have been since one dayI may be covering easier if I had gone to graduate a story about a parade and the school in journalism, lvit being next day one about corruption in editor-in-chief of my college news- To know what is., city government. paper and spending a summer as a going on now as well as what'is volunteer on my hometown newspaper about to happen, I keep in touch were both good preparation. I cer- with a lot of people. It is im- tainly am glad I took a lot of portant to listen carefully to government courses along with my what they say and to make sense English major. All those papers out of it. I also have to be I had to write for my professors accurate and get only facts, ra- forced me to be organized, criti- ther than rumors or opinions. cal, and able to write cler.r sen- Meeting the daily deadlines is tences and paragraphs. I learned a killer, butI would, not change aggressiveness and curiosity on my life for the world. I had ex- my own. pected to work on a big city pa- My kind of work is very popular, per, but the competition is fierce. so it is tough to get jobs. How- Although both the salary and ex- ever, iF you think this kind of citement are less in a suburban work is for you, you would be wise town, I like knowing the commun- to learn one area well, such as ityI write about. This suburb law or science, because the jobs is-growing fast; therefore, my are becoming increasingly spe- future looks good. Perhaps in cialized. timeI will move up to city editor a lob which will give me 41

Work Biography 17

When I was in elementary and se- I have a regular salary and can condary school, practicing was my develop my program according to whole life because I thought that what I think each individual or performing with the Atlanta Ballet group needs, although I do have a was allI wanted. Even though I supervisor who checks my progress. did reach that goal,I developed There is a tremendous amount of other interests as well; there- personal satisfaction when I see fore,I decided to plan for a patients responding to the non- life which combined both my de- verbal activities which I conduct. sires to help others and to dance. Sometimes this kind of self-ex- I was a dance counselor at a sum- pression is the beginning step in mer camp for three years which helping patients understand them- helped pay my way through college. selves and society. I took a degree in After college, My kind of work requires much psycho-motor therapy and interned patience, understanding, creativ- at a large state mental hospital ity, and emotional and physical where Ilearned that what happens stamina. Anyone who thinks that in the classroom is very different my job sounds interesting should from actual on-the-job experience. realize that the work itself is There are few jobs in my field demanding, and that you will con- and I had to talk my way into get- stantly have to fight for your ting work at a state hospital. It belief in it, because many members is fortunate that I live in a big of the helping professions are un- city, because few of these jobs sure of its worth. exist in rural areas. 42

Work Biography 18

Much asI wish I could make a The combination of teaching and living from my weaving alone, it creating works well for me, alis not really possible. For one though I never seem to have much thing, designing and completing spare time. When you do something a piece takes so much time that well and you begin to be known, I coUld never charge the true others come to you. Just last price for it -- taking into ac- week I was asked to coordinate count the cost of materials and both a fibers show of local art- the actual number of hours I ists at City Hall and a crafts ex- spend on it. Yet, weaving brings hibition at a temple (for pay, me such pleasure that I would con- but not much). My reputation is tinue to do it no matter what else growing and people ask me to give happens in my life. talks and demonstrations to women's clubs, service organizations, and Although I went to nursing art groups. These talks give me school and loved it, I changed an opportunity to show my work and careers when my interest and cur- to locate new sources of potential iosity became so great thatI used buyers. every free minute taking courses, hanging around the textile depart- Looking back,I guess there was ments at local museums, and weav- always a need to express myself i4, weaving, Weaving. I had in art. Who was involved in every taught nursing and enjoyed it, so art project in school, painted it seemed that I could put my scenery for plays, and headed the teaching skills to work in this decorations committees for dances? new area. I cornered mothers in Me! Maybe someday I may open a my neighborhood and offered to gallery to display the works of teach weaving and other kinds of other artists I believe in or be- art to theiT children for a small come the chairman of a profession- fee. This teaching led to a courseal crafts association, but for now for mothers and children at a sub- I am happy doing what I enjoy and urban museum nearby. Unless I re- helping others to do the same. turn to school and take education courses to become certified by my state,I won't be able to teach in public schools.

8 43

Work Biography 19

Being a "ham" certainly helps me When I was in high school,I con- keep the people I work with daily sidered teaching and was a member wide awake; however, knowing my of Future Teachers of America. subject thoroughly is just as im- Little did I know then how patient portant. I would like better pay, you have to be in this work, as but I re 'ive many kinds of satis- well as enthusiastic, sensitive, faction from my work such as help- and tolerant of Others. You pick ing people to communicate better up this knowledge along the way, (speaking and writing), to analyze for it cannot be taught in any, and question what they read, and school (although practice teach- to develop self-confidence in ing, as part of my college's pro- their own abilities. If I did gram, gave me a clue). not like and believe in people, Stories on television make my this job would be difficult for job seem glamorous, and perhaps good relationships are often the this false notion will encourage key to stimulating learning. people tO enter the field who are .Although I took the necessary unaware of the hard work involved. courses to be certified in my Not only do I instruct, but the.re state, reading, traveling, going are hours and hours spent on pre- to plays and movies, and talking paration, correcting papers, ad- with people have augmented my vising, and attending meetings. academic courses. If I wanted I'm glad that I have a job, be- to go into another field I might cause this field is now extiemely be an educational writer or a overcrowded. Yet there wili be textbook editor. Yet I would jobs for those who are dedicated miss the contact with students; to helping students realize their I probably learn as much from potentil, although you may have them as they do from me. Some- to search to find available open- times the paper work and disci- ings. plinary functions make me frus- trated with my job.

4 0 44

Work B o 20

I imagine most people think that chqose which jobs to take as well everyone who works in the field as get a bigger budget from my of visual arts has to know how to clies. Many clients allow me to draw, yet I'm one who doesn't need develèp ideas myself after they this skill. Whenever it is neces- have confidence in my ability. sary,I hire a competent person to Sometimes I get paid by the hour, do whatever drawing is necessary. but usually the fee is for a whole As a one-person company,I do project: ,One of the biggest prob- everything from meeting with cli- lems is reminding clients of what ents in order to determine what they owe me. A bigger one is coor- they want done to picking up fin- dinating all the steps to meet a ished posters or brochures from deadline. the printers. In the process, I When I see my completed work plan the design and do the actual being distributed as theatrical lettering, layout, and paste-up to playbills or advertising brochures produce camera-ready copy for the I get a thrill, but only I know printer. Because my outfit is all the drudgery necessary to get small,I do all my own billing and the work done. If I ever get to accounting. It would diminish my the point where I can't stand the profit if I farmed this work out hassle of working on my own, I to a'bookkeeper, and at this point could get a job as a paste-up art- every dollar helps. ist, designer, or art editor for Although I have a bachelor's a big company which has its own degree in art from a liberal arts staff. Publishing houses, adver- college,I learned all the tech- tising agencies, or television nical aspects while working on stations are some of the places the school yearbook and taking which need my kind of work. Yet, comMercial art courses afterwards. for the time being,I am satisfied At first I had to take whatever knowing that I can do a quality job jobs came my way. Now that peo- for my clients. ple appreciate my work, I am get-

ting so many offers that I can 45

Response Fb-2m for Capsule Work Biographies

A. Answer Sheet

1. Music critic 11. Economic consultant Stage manager Business administrator Talent broker Political scientist (Booking agent) 12. Theater producer 2. News director for tv Film director station Stage manager Newspaper reporter Broadcast journalist 13. Museum curator Museum director 3. SeL designer Museum technician Display designer -- Fashion illustrator 14. Landscape architect Photoengraver 4 ,AnematographetP Environmental sculptor Portrait photographer Film writer 15. Catholic priest Protestant minister S. Self-employed lawyer Director of religious Paralegal education Judge 16. Newspaper reporter 6. Musician Broadcast journalist Circus performer Magazine editor Actor 17. Ballet teacher 7. Bilingual administrator Dan,:e therapist United Nationt'canslator Physical therapist Escort interpreter

\ 18. Gallery director 8. Music accompanist Craftsperson/teacher Music equipment repairer Commercial artist Jazz musician 19 . Educational researcher 9. Computer proglmmer Guidance counselor Industrial desi High school English Technical writer teacher

10. Apprentice home builder O. Advertising manager Apprentice boat builder Graphic designer Apprentice furniture maker Architectural drafter 46

B. Work Biographies of Interest to You

Why?

r3 2 47

Answer Key for Capsule Work BidgraphieS

1. Talent broker (Booking-agerit) 11. Economic consultant (H)

(M) 12. Stage manager (T) 2. News director for tv station 13. Museum curator (H) (T) 14. Environmental sculptor (V) 3. Display designer (V) 15. Protestant minister (H) 4. Cinematographer (T) 16. Newspaper reporter (W) S. Self-employed lawyer (H) 17. Dance therapist (D) .6. Actor (T) 18. Craftsperson/teacher (V) 7. Escort interpreter (H) 19. High school English teacher 8. Jazz musician (M) (H) .9. Technical writer (W) 20. Graphic designer (V) 10. Apprentice boatbuilder (V)

Beside each answer is a letter in parenthesis which designates the volume in what related occupational information appears. The code is as follows:

Exploring Dance Careers: A Student Guidebook M Exploring Music Careers: A Student Guidebook T Exploring Theater and Media Careers: A Student Guidebook Exploring Visual Arts, and Crafts Careers: A Student Guidebook

- Exilloring Writing Careers: A Student Guidebook

H -Exploring Careers in the Humanities: A Student Guidebook 48

ACTIVITY 5: IMAI'S SO SPECIAL ABOUT ME?

Purpose

Before planning their educational and occupational future, students must understand the personal work values which may act as motivating forces; therefore,'this activity encourages students to view their own pattern of work values as expressed through their interests and experiences. Students should realize that their work values may change over time, and inte- grating them into their career decisions is a continuing process. Because the range of work-values is varied, the following list of behavioral statements and corresponding values is not intended to be definitive. The list contains suggestions which the counselor may change or supplement according to desire or need.

Procedures.

At ieast two methods for conducting this exercise are possible: spontaneous group participation or individually recorded activity. In either case, the counselor should print eaCh behavioral statement with its number on a card or large sheet of paper. Spontaneous Group Participation

a. Leader reads and shows each behavioral statement to students.

b. Students must raise their hands high if the statement pertains-to them, raise them to chest level if it is unimportant, or not raise their hands if is untrue for them.

c. If the counselor wishes,each. student could write down the statement numbers to which_he or she responded positively. The counselor should mpha- siz2 the importance of independent choices, re- gardless of the 'actions of other students. 49

Individually Recorded Activity

a. The counselor reads and shows each behavioral statement to students.

b. Using the r-ponse form, students check the appropriate box (Yes, this is true for me; Unimportant; or No; this is not true for n.

w Upon completion, the counselor and students extrapolate discussion the work value which corresponds to each behavioral statement. Students note on the form only those work values matching the statements chosen for importance.

Follow-up.

The information provided by this exercise, especially when s'tudents have the response forms for reference, could lead to further career exploration. Discussion cild focus on individual patterns of' work values. Brainstorming could result in students mentioning jobs in the Arts and Humanities which satisfy particular work values and conversely those jObs,which are unl:kely choices. Students could develop charts headed by either work values or specific occupations and fill in the missing information. Appendix A: Job Titles in tho Arts and Humanities might help in these tasks. Behavioral Statcments responding Work Values

1. I like to work with my hands Creating, fixing things

2. I liku to solve intellectual Working with ideas problems

3. I like to motivate others Lcadership/persuz:sion

4. I like to work with othen.. Teamwork

5. I like to be my own boss Independence/Autonomy

6. I like to help other people Social responsibility

7. I like comptition Competitiveness/self-confidence

S. I like the challenge of Variety different tasks

9. I do my best work during the 9 5 hours day

10. I ',ant to make alot of money Material possession/amoition

11. I want to have an ipteresting Satisfying work job

12. I was to be able to dress Casualness/non-conformity

as i iike

13. I want a job without hassles Harmony/relaxation

14. I want a:ot of time fol. Free 'Elmo leisure ad family

15. I like to develop original Creativity ideas

16. I like to stand out as an Self-expression/recognition individual

17. I like making important Responsibility/power decisions

16. I want to study after high Willingness to study/Self- school discipline

19. I like to have other pcIpple Approval/recognition see my work

20. I want to do the ab3olute Perfectionism/determination/ bestI can ambition

21. I like to coordinate ideas, Organization people, and plans

22.I want to do something to Social conscience benefit society 51

behavioral Statementc Corresponding Work Values

23. I like working with details Precision

24.I want to be assured of having Economic security a job

25.I try to be sincere and Honesty/integrity truthful

26. I like to be the chairperon Leadership/organization of a committee

27. I like to work with others on lt_imwork/people-oriented a committee

28. I like to write for the school Self-expression through writing newspaper or magazine like to manage school teams, Organization/leadership 1rformance groups, etc.

like to draw for the .:;choo,.1 Self-expression through art newspaper or magazine

31. I would like to be a member of Social responsibility through- Future Teachers of America teaching

32. I like to make scenery for ,1,71ual enjoyment/dexterity the school play

33. I like to be in the school Self-expression through music orchestra

34. I am willing to try out for Self-.:onfidence/self-expression a role in the school play through acting

35. I like to be on the decora- Self-expression through art tions committee for school parties

57 52

Response Form for What's So Special About Me?

State- ment Yes, This No, This Corresponding is True Unimportant is nct True Work Values

4. s.

10.

11.

13.

14.

15.

16.

17.

18.

19.

20. Response Form for What's So Special About Me?

State- ment Yes, This No, This Corresponding is True Unimportant is not True Work Values

22.

"3.

24.

25.

26.

"7.

28.

29.

30.

31.

32.

33.

34.

35. 54

ACTIVITY.6: WHAT WOULD I DO?

Purpose

Although factual information is necc.s.sry inmaking life decisions, other less tangible constderations arealso important. Practitioners in the Arts and Humanities provided the ideas for moral and ethical conflicts uponwhich activity is based. Through this activity, students can: become personally involved in conflict situations which might confront a worker in a particular occupation " analyze a problem by asking questions, weighing facts and alternatives, considering compromises, and evaluating potential consequences determine their own moral and ethical values. Before responding to the conflict situations,students should understand that there are no absoluteright or wrong answers.

Procedures

Each student should:

1. choose an occupational title from the accompanying list receive the corresponding personal conflict (Each conflict could be on a separate piece of paperfor ease in distribution.)

3. have five minutes, to determine the courseof action he or she would take, in the position of the :ler- son whose problem is described.

4. read or role-play the personal conflict to the group or the counselor, describe theaction the student would take and the rationale for it, askfor comments and questions from othersin the group, and defend his or her stand. Instead of conducting this exercise withindividual participants, the counselor could divide the groupinto pairs,or teams and follow the same instructions. If desired, a re- corder could write alternative,courses of action onthe black- board, and students could vote, eitherprivately or aloud.

GO 55

Another procedure is to choose ten personal conflicts, duplicate them, and ask students or unsigned,.written responses. The ccanselor or teacher can then read the anonymous solutions to individual conflicts and open the floor for debate. In examining each conflict, students should consider the following aspects of personal decision-making: What else would I want to know before making a decision? What are alternative courses of action and possible consequences? Is the final outcome (the job itself) worth the hassle

of dealing with the problem? . *. Are my personal values contrary to behavior which might be required in this occupation?

Follow-up

At the conclusion of this exercise, the counselor might develop and discuss a list cf opposing personal values which discussion of th L...;7:!cts elicited. Fu example:('

Standing up for your beliefs/Keeping your bosslappy Fighting for a job/iving up when the competition is tough Insisting on quality/Doing what ;:itl "sell" Having a stable income/WIling to live with insecurity Traveling extensively, working nights, etc./Regular hours Honesty/"Fudging" it If the school has contacts with community resource people, students could interview people having the chosen eccupations to determine if similar or other conflicts happened to them. 56

List of Occupational Titles Having Corresponding Personal Conflicts

Arts Humanities

Dance Education

1. Dance critic 20. School teacher 2. Dancer 21. College faculty member 22. School guidance counselor Music History and Criticism of the Arts 3. Talent broker (Booking agent) 23. Art historian

Law Theater and Media 24. Lawyer 4. Actor 25. Paralegal assistant 5. Actor 6. Stage manager Museum Work 7. Entertainer 26. Museum curator 8. Circus performer 9. Disc jockey Religion ,isual Arts and Crafts 27. Clergyperson

10. Craftsperson 11. Artist. or Craftsperson Social Science 19. Sculptor 33. Art gallery director 28. Economist 34. Industrial designer

. Graphic designer

Writing

16. Advertising copywriter 17. Script writer 18. Literary writer 19. Newspaper reportur

6 2 57

Conflicts

1. Da!3ce Critic

You realize many people read your modern dancers put on a sloppy reviews, and that if you write performance. Although you know negative comments about a perform- they have been trying to years to er,it might hurt that dancer's become recognized professionally.

career. Yet you have i responsi- and.that this is their big chance, bility to both your newspaper and you have to write a rev:ew for the the public to be objective and morning edition. Last night a troupe of honest. What would YOU do?

2. Dancer

As a member of the corps de ballet, the director is not satisfied and you have been practicing for months calls another rehearsal for the for a performance of Swan Lake. night before opening. You have Everyone is exhausted, so a few already made plans to go to a days ago the artistic director party with friends. Because you promised everyone the evening off are the only one with a car, your before the production opens. Al- not going will spoil everyone's though you think the show is fine, plans. What would YOU do?

3. Talent Broker (Booking Agent)

You have been building a solid nightclubs where you have good reputation for handling good contacts. You need the money, but quality musical performers, but you know in the long run this you are still having trouble pay- group ould hurt your reputation. ing your secretary's salary. A What would YOU do? "sleazy" group offers you big money to get them gigs in the

6 3 58

4. Actor

It finally happened! You have required to use foul language and been offered a part in a new play engage in behavior-on stage which which may get you recognition as is offensive to you. When you an actor and lead to other roles. think of your family sitting in Th ?. play itself does not appeal the audience watching you, the to you, but even worse, you are choice is even harder. What would YOU do?

5. Actor

After your audition for a part in -friend's house for the weekend, hc a television production, the di- hints that you might get the part. rector calls you at home. He says You realize this is un-fatr pTes- you were very good, but there were sure,_ but you haveibeen trying for a number of equally good candidates.years to get mgood role. What If you will accompany him to a. would YOU do?

6. Stage Manager

As a stage manager in a local The director is a very important repertory theater, you are angry person arA could be influential in with the way the director is deciding whether you will be hired treating you. He is making rude for future productions. comments about your being incom- What would YOU do? petent in front of everyone else. 7. Entertainer

Now that your name is becomi.Ag for it is hal:d work and has taken known on the nightclub circuit, a long time for you to become re- you get offers tc perform at char- cognized. Yet, important people ity benefits. This means yoli will who might help your career are receive no fee. u think people sometimes in the benefit audience. should pay to Sec:. you perform, What would YOU do?

8. Circus Performer

Your schedule is very demanding. pace is too hectic for you to keep Not only arc you always travel- up for long, but a friend suggests ing, but there are usually two you take speed (amphetamines) performances a day. Added to whicl- will keep you going. this, you are invited to many par- What would YOU do? ties aad banquets. You know this

9. Disc Jockey

A salesperson from a record pro- payment:; of money. This is called ducing companyants you to "plug" "payola" and is illegal under Fed- a particular reCord by playing it eral and most state laws. You many times over the air. If you think the record is good and will promise to push it more than is probably be a big hit anyway. usual, you will receive secret What would YOU do? 60

10 ilraftsperson

Because you cannot make enougu Doing ocasional yard work, money to support yourself through babysitting, ,9tc. making ceramics, you must decide Working as a designer at a how to supplement your income. factory which produces zillions Consider the following possibil- of ashtrays ities: Giving up ceramics completely Writing home for money Other? Taking a 9-5 sales iob at the local department store What would YOU do?

11. Artist or Craftsperson

A gallery is willing to shcw your each week to selling, cleaning, work, but they will keep 50 per- and general maintenance. 117 you cent of the price if a piece is join the cooperative, you can keep sold. You think this is outrag- the full price when you sell your eous, but they Thve an impor- work, minus your share of the gal- tant buying aud,nce and good lery's expenses. You'd like to press coverage. Another gallery show at both galleries, but the wants to show your work; it is a first gallgry demands that you sign cooperative gallery vihich means an exclusive contract, prohibiting that you will share the expenses you from showing anywhere else. of running it and devote a day What would YOU do?

12. Sculptor

You have landed a big commission shows the joys of smaing. You to execute a sculpture for the think smoking is unhealthy and do courtyard of .a new building. What not want to play a part in en7_ a break for your reputation! The couraging it. owners are cigarette manufacturers What would YOU do? and want you to design a work which

C 6 61

13. Art Gallery Director

One of your biggest customers customer thiks they are magnifi- brings in the paintings which cent and wants you to stage a one- his daughter completed while liv- s.person show in your gallery. ing on the French Riviera last What would YOU do? year. They are awful but your

14. Industrial Designer

The person who hired you at the according to a contract with the automobile factory said you would U.S. Department of Defense. Know- be helping to design the newer, ing that your work will be used to more efficient cars of the future, cause death to human beings, you bui you have been told to work in think seriously about quitting. the tank division to produce more What would YOU do? powerful and devastating tanks

1 . Graphic Designer

You work for an advertising agency' about your job, She al3o takes in a big city, but the art direc- all the credit when the work is tor always changes your work to praised and blames yGii when her the point where you think its boss does not like it. quality__poor: Therefore, you What woul,.: YOU do? find it difficult to feel good

6 7 62

16. Advertising Copywriter

One of the firm's biggest clients and ge."_ ecstatic over\what his new has just developed a new product, headache remedy can do\ When you and you are part of the team which find out that the "new" livoduct is has to write an advertisement for basically his old product which use in magazines throughout the never sold well, you really get country. Although you know that angry .1.bout what you are being laws require you not to make un- asked to do. true claims for a product, the What would YOU do? client wants you to ignore them

.17. Script Writer

Your job is to write a movie story even though they add nothing script from a best-selling novel. to the quality of the script. You In order to assiire a big audience, also feel that violence in movies your boss wants you to add some is wrong. Your integrity is im- extremely violent scenes to the portant, but so is your job. What would YOU do?

18. Literary Writer

You feel the quality ct yOlir nov- newsletter for a political group els keeps improving and som ay which stands for ideas to which you hope to be published, but you you are opposed. Not only will keep on getting rejection slips you have a secure,.income, but from publishers. In the meantime, there will still be time for you you survive by selling insurance, to continue your own writing. even though it brings you little. What would YOU do? pleasure. An acquaintance offers you a good-paying job writing a

Ci 8 6 3

19. Newspaper Reporter

While you are interviewing a can- that the public wants to know these didate for the mayoral election, facts, you also want to respect her she tells you some private details wishes. If you leak this,informa- about herself which she asks you tion, you know she might never not to mention. Although you know trust you again. that this information is an impor- What would YOU do? tant addition to your coverage and.

20 School Teacher

.Your decision to become as teacher teachers salaries next year, even was based on the fact that you though they just build an expen- like "kids" and want them to sive swimming pool for the town. learn to love your area of study The local teachers' iNsociation as much as you do. You have no has warned that the teachers will complaints aboift' thu school where strike if they don't get the in- you work and love what you're do- crease. You have to vote either ing. But the town officials have to strike or begin teaching at the said that they are unable to pro- usual time in the fall. vide a cost-of-living increase to What would YOU do?

21 CollegeFaculty Member

Although you are one of the most would not be able to spend the popular young faculty members at extra time with your students a well-known university and are which you feelis highly benefi- proud of the courses you teach, cial to tbeir education. You will there are angry rumblings in your not get tenure (iob security) at department that you have not pub- this university you don't puh- lished any scholarly article-. lish something soon, and colftgc If you devoted a great deal of te;Iching johs are exceedingly time to research and writing, you difficult to find. would YOU do? 64

22. School Guidance C.ounselor

Through the grapevine, !tudents had done in the past. The police know that you can be trusted and suspect that he is to blame and come to talk with you about their have asked you for information and pfoblems. One student in particu- your records. You feel the in- lar is seeing you for intensiVe formation is confidential, in the counseling, and you feel yow:. same way as between a doctor and lationship is lielping to sr patient, or a priest and confessor en out his problems. lle'tor'd What would YOU do? about some automobile stealing he

Art Historian

Your careful research has unce the articici about your new theory ered some facts which refute the before you sent o a journal. theory held by the chairperson of He threatened te c your life your university department. When miserable if you send in the ar- you told him about them, you were ticle. Since the chairperson hold surprised to find your discoveries a great deal of power over your ignored. For courtesy's sake, you future, you lwve a difficult de- let the department chairperson read cision to make. What would YOU do

. Lawyer

As N lawyer, you reali:e that to you that everyone in the com- everyone (even the guilty) has a pany isinnocent. Before the right to he defendcd in a fair case comes to trial, you are told trial, but you prefer not to take by authoritative sources that Ihe cases involving known criminals. president lied to you and the cum- You.have promised you would rep- pany's officials are guilty of resent a company which is being even more offenses than those for tried for unfair business prac- which they are being tried. What tices, and the president swore would YOU do?

7 65

25. Paralegal Assistant

Your job description specifies you are expected to help with their that you will work with two of work as well as do your own. You the firm's lawyers in doing re- feel exploited by your bosses, vet search and writing briefs for you love the paralegal part of them. It said nothing about sec- your work. retarial work, but when some of What would YOU do? the secretaries go on vacation

26. Museum Curator

A very wealthy townsperson died offered by the museum to local and left a large sum of money to schools, but the others want to your museum. Because it can be use it to increase their salaries. used for any purpose, you and the You seem to be the only person who other curators and museum officials holds this view and you feel strong- 'are trying to decide how to spend ly about it. it You think it should go to What would YOU do? imprm'ing the educational programs

27. Clorgyner1,..on

You bulieve st..rongly in the sanc- them. Not only is this against tity of human life but, during your heliefs, itis also against your tour of duty as an Army chap- the Geneva Conventions which spell lain, you hear officers telling out the treatment of prisoners of

soldiers they do not have time to 1,,;;11 take prisoners and should kill What would You do':

7 1 66

2S. Economist

You have been asked by a paper minimum rate. If your report does manufacturing company to write a not absolve the company completely, report proving that the company e plant may be closed down, put_7- is abiding by the Federal minimum ting many e ployees out of-work. wage regulations. Although the By omitting_spm-e-sEaions of the accounting figures show that the resportrryou could keep the busi- company has met the wage require- ness out of tTouble-- / ments, you have found through What would YOV do? other sources that the employees are still not being paid at the

t34

64 67

ACTIVITY 7: DISCUSSION TOPICS AND PROVOCATIVE QUESTIONS FOR ARTS AND HUMANITIES CAREER EXPLORATTON

A. DiscuSsion Tonics

Individuals perceive different advantages and disadvantages in jobs. For example, the axiom that "one man's meat is another man's poison"is true in discussing job satisfaction. Two people having the same job miaht have very different feelings about it. At this time it might be appropriate _..to discuss individual views of "success." Does it mean recognition, money, helping others, etc.?

Extracurricular and community activities can provide experiences which lead to reality-testing of potential occupations. Fur example, Poing an.,editor on the school newspapr o)r-es one to deal with evaluating the worij, ot othern, coordinating bolh the creating and production,1';p: of publihingpand meeting deadline'o.

People continue to change and grow.

r exJmple, rhr at 25 io oatiofied with hi he: job an a wrirer ma7 tind thai 0' ofwork w,ald better ouit nis/hernee(h and abilities.

The world changes and with change corws the need for ito adapt to new conditions. For example, Those worKers wno use art skillp in araphic arts (printing) must adjust to technological auvances in muteriuls and macniner/. Ancther example concerns the contractiun of whole fielus, t,ach as teajni,11, w:ien the er.:on(Jmi ::flj demand Ire at

6 Stereotyping johs according to sex is detrimental.

Lc:

I\'orl, environment plays a rolein job choice.

;.IfIln.7;, HT-! i

r rI ti t 2i: Irt.-

ri Hr: t tt.tt h,1,1

r7 ') I 68

There are different kinds of work within every career field. For example, there are fuirt divisions within Arts fields. These include many kinds at workers related to the overall field. Representative occupations in music, for instance, include: Performance musician Production recording engineers Eusiness and Management concert manager Education music teacher.

Individuals work to satisfy different needs. For example, ,ne rert.-_,on may want to work as little as possible to survive. Some people work at distasteful chores to support a hobby, such as photography. Some- times work fulfills so many needs (at times neurotic) fh:t there is little time and desire for family life an,1 leisure pursuits.

Learning does not end when work begins.

For example,d lawyer must stay curt.ent with channes in laws which affect his/her practL..e. o Every occupation has disadvantages as well as Advantages. For example, a televisin performrir or hacksThge tech- aLanrkrv ave to rise very early or stdy up 1,1[-e at

B. Provocative Question-

o Does society, in geneial, reward people (witn money or status) according to acJie,- theH work :,L-efits other people?

Jr-exirriple,wh n 't ieichcc Hui C ihly pail

considered at the t ,p of prestid

Why are people who werk with their hahds usually paid less than those who wori with ideas':

Fur example, druf tens are p. id I s thar rchitecl Is this strictly a mAtter t-')fed,..rtion? Sw huve uniuns been impprta, tin egua,Hin-." 'his Hrt,t .pf creHlni_y in sther ,re t-ich r.:?

7 4 69

What are some of the basic reasons why a person might want to devote hiS/her working life to the Arts or Humanities? For exampie,in the Arts there is often opporturlitv for self-expression, creativity, and recognition. The Humanities might s,:rfisfy indiiiddal needs of intelle:- tual curiosity, helping people, or :-)rovi,iing inaight into m;:in's past, presenf, end future.

What is the relationship between talent and success?

I 4- example, will an ur t a wa prcfluceb wori-

What i3 the relatioLl-hip between perf'prmance ..i..cnpations and business occupations in the Arts and Humanitic-.,? Do the latter exploit the performyr,, or du they provide useful services?

For- e7,. _imp Ic, a err In; ,1!-rert .-;nov,-, which pub lir-,ber mi71n; IcceH a writerh v-ei74ind !W:lus arrange bur,ine7s.-

f lei The a -rent' w-!r H. I C,'.yer.;Hine f,i,r the wr: `et riC'ji 1--te but ly) costr:-. the wriler afoe.

Why do many governments, such as Germany, Switzerl6id, and Canadapsubsidize the arts heavily, whil, in comparison, th.,' United States provides very fee: funds for this purpose? Fisr example, American born nS tcained cenductc,rs oftea get their beginnihc experiencc- in European r-:)er-a companies and symphonies, because r!nancial!

5uppOrtS a reat 5,mr,),!ffr f hen:

1.11 :fl r

:A)es wking a lr.it (t' money ne..-essarily mean i h;Ippier life?

!!!11) " HO ri. thun

Could computers or rohoti:tie tH, JoH of m 3tworkers in the Art.:-; And Ilumanit it;'":

F,[

H H .) 1 rucHiL,r

ri / U

ACTIVITY 8: RECORDING RESULTS OF INDEPENDENT OCCUPATIONAL RESEARCH

Student's Name Grade Home Room

Job tf,,le Brie,2' description of job duties

Skills

Usual eductional preparation (degree and source):

Necessary or useft cour:esi High school

Postsecondary

Employment prospects: Overcrowded field Average Undercrowded Advantages of job

Disadvantkles of job

Other,.jobs tiiring similar skill:

Other information of importance to me

Source of information 1 title and locati.on of book(s), film(s),

cassettc(s) ] or name of person interviewed: 71

ACTIVITY 9: WHAT'S IN IT FOR ME IN THE ARTS AND HUMANITIES? A SUMMARY

Purpose

For students who have participated in more than two or three of the previous activities, this form provides a clear picture of the overall results. It also includes space to note other career-related activities, such as occupa_ional test results and independent research.

Procedures

Using the response fowis (when provided) from previous acti- vfties, students should transfer the requested information onto the "What's in it for Me?" form. Other questions can be answered from memory or through self-assessment.

If the counselor desires further activities, many are de- scribL:d briefly in "Supplementary Career Education Counseling Strategies.' Students, teachers, and counselors will find many more activities by consulting 391 Ways to Explore Arts and Humanities Careers: Classroom Activities in Dance, Music, Theater and Media, Visual Arts and Crafts, Writing, and Humanitips. Learning from the community is a necessary adjunct to career exploration; therefore, Exploring Arts and Humanities Careers in the Community: A Program Planning Guide describes how to initiate or augment out-of-school activities. The above volumes are contained in the series of which this book is a part.

77g 72

What's in it for Me in the Arts and Humanities?

Name Grade Age Date

1. Please check the following Arts and Humanities career exploration activities in which you participated.

Here I Am, World! Occupational Card Sort

What do I have in Common with Arts and HumanIties Jobs? Capsule Work Biographies What's so Special about Mc?

What Would I Do? Discussion Topics and Provocative Questions Independent Occupational Research Other (please specify)

I ..liose the following jobsas 'icing interesting To me rrom the Occupational Card Sort: Art Humanities

3. I think I lwve the aptitudes to succeed in the followin joh From the Occupational Card Sort:

Art Ilumanities

7 8 73

4. I chose the following five (5) job characteristics as being the most important to me from the "What doI have in Common with Arts and Humanities Jobs?" exerciii:

5. I was most interested in the following three (3) job titles from the "Capsule Work Biographies:"

6. If t completed the work values section of "What's so Special about Me?", the following throe (3) work values were important to me:

Although there was no response form for "What would I Do?", the following personal values seemed important to me:

8. Did I do any research in other sources to find out more ahout

the Arts and Humaniti,2s occupations I chose in the previous activities? Yes .No

a. if yes, which ones WCFt: they?

h. Which ones still interest mi.? 74

9. Are there any Arts and Humanities occupations Iam considering to study and work toward?

a. (1) What high school or postsecondary courses should I take?

(2) What extracurricular activities would further this occupational goal?

(I) What high school or postsecondary courses should I take?

(2) What extracurricular activities would further this occupational goal?

c .

(1) What high school or postsecAdary coiirses should I take?

(2) What extracurricular activities would furthcr this occu- patjonal goal? 2. SUPPLEMENTARY CAREER EDUCATION COUNSELING STRATEGIES

Counselors can use traditional :careers. A second section ofithe methods of helping students ex- / chapter provides comments on se-

plore occupat.ions in addition to . lected occupational and aptitude the innovative activities described tests, with information about in Chapter One. This chapter de- tests which are specifi.c to the scribes several of these strate- Arts and Humanities . gies, with suggestions for focusing them on Arts and Humanities

TRADITIONAL ACTIVITIES

Career Day the counselor checks hi:,/her file for potential speakers. The most succeSsful career days Careful coordination among teach- are usually those which include ers, counselors, and resource peo- students and-teachers in both ple will assure success. The planning and implementing. For peakers must know dip kinds of example, in planning career days information to present as wel' as (and sometimel-i weeks) around each when and where to come. Before academic cIepartment, the counselor the speakers arrive, students can fir.,;t suggest to a department should discuss potential questions chairman that people who use that to ask. Following the career day, uepartment's subject in the per- the counselor should thank the formance of their work could visit speaker by letter,and talk to the the school. If teachers are inter- subject tLachers for an informal ested, the counselor then develops evaluation. a list of job titles which use that school subject. Students Of course, the counselor ray cheA off the jobs which appeal want to conduct a traditional kind to :':em and the kinds of quetions of Career Fair (for which Arts and they want answered. Using this Humanities practitioners coloc to- list as a basis for the community gether in a large hall), hut lhe resour.le people to he contacted, departmental Career Day descriheri

75 above concentrates on relating Local Educational school subjects to occupations and Employment Survey a useful objective for a career education program. Basing a study on the five fields of the Arts and ten of the Humani- The section in Chapter Three ties, the counselor may show on a on "Identifying, Contacting, and chart which local colleges and uni- Using Community Career Resource versities offer courses, Majors, or People" is helpful in ivlement- specialized training in thes;i ing this activity: fields. Another chart mightiout- line Ideal employment opporturities Develbping a 'Local .Audio-Visual according to the above fieldsi. Both Career Resources Library kinds of information are especially useful to senior high school stu- Before career resource speakers dents when they look for summy; and come to the school (or when stu part-time jobs, as well as for;I dents leave for field trips) ,the planning their future educational counselor can ask interested stu- and occupational decisions. dents to audiotape or videotape the talks. By filing these in the Career Resource Center, the counselor may use them with individual students, group sessions or for classroom activities. Or- ganizing a library of this sort Bulletin Boards is less expensive than buying commercial materials and has the The counselor may use bulletin double benefit of providing lo- boards in the counseling office, cally significant information Career Resource Center, or in any while encouraging student par- gathering place within the school. Pictures of workers (local and nationally-known), their tools and Fxchange Program clothing, job titles, as well as articles and cla.ssified advertise- If counselors or i-eachers have ments from newspapers could be.com- acquaintances in schoolsIn dif- bined in a collage for the Arts, ferent parts of the country. they the Humanities, or specific-occu- might exchange occupational In- pations within tnese fields. With formation so that students assitance from subject matter see regiona 1di fferences .in I e teachers, the counselor can use way work is done and in kinds of the bulletin board to display jobs life styles. Cassettes or video- in the Arts and Humanities which tapes of work irs:erviews can be use knowledge ond sills learned swapped. Newspaper clippings and in particular school subjects. "Help-wanted" advertisements relating to local jobs in the Arts and Humanities can atiNent the exchange package. 77

Stu.. file Students play a modified version uf "Twenty Questions" with the Students al,. ;\ ready resource con- answer being the name of a well- cerning the kinds of Arts and Hu- known person in the Arts and manities jobs and volunteer acti- Humanities. Questions might vities available in the community. concern place of residence, )ob Ry sharing student experiences, duties, preparalion required,ute. the counselor can offer sugges- tion for other students with sim- Students make 3 x5 cards with ilar needs Coaiselors may ask informatioo from any career students about their experiences learning resource about a spe- on an informal basis ^r survey cific job title. Other students them by questionnaire. must guess the job title or occupational family. Career Resources This game is based on the work values mentioned in the Chapter 'Commercially available printed One activity, "What's so Special and audio-visual resourc'es which about Me?" !:ach student must :ive current and realistic career divide a speelfic amount (if information are the tools of the imaginar),monev (e.g., S1,000) c.reer counselor. Chapter Four according to his/her view of provide.; information about such ' the importance of each work resources. value. Students can compare their choice/. s(if rtie counselor ;:ims NS N Counseling Strategy thinks t, nis i appropriate), or the:, can 'bid on the work values Students can role-play either in N simulated auction according, jobs or famou,4 people in the to their willingness tO .Tend Arts and Humanities. fach stu- for each value. dent chooes a card with the name of a job or person on it. Categoric.ing as N he pre.2.enter gives clue:-: oral- Counseling Strategy ly or through pantomime so that other students can guess the job Using categories from occupAtion- or the famous person. After al or aptitudes inventories each presentation, discuss:Ji (Coder, HAT, etc.) available ;n can focus on aspects such the counselor's school, the coup- where isthe work performed, :=elor and students devis,a list what does the worker do, or of jobsin the Arts and Humani- -;hat kind of preparatiei i s ties appropriate for each;cate- needed ? gory. Appendix . "Job Titles Students play a modified version in the Arts and Himanities." is helpful in.this task. of "Password" in pairs or in a group. One person gives a clue 6 Students interview Arts a.A Hu- about the tools, skills, dut- manities practitioners and then ies, etc.) concerri'ng a particu- d:scuss the various ways that lar job and others must guess these and other tobs are user ih it. A point system ;11,I. It might be he10-ul to divide late interest. the job titles into categories 9 3 7S

such as: 1) helping peopi,:, The counselor de-clops situations 2) providing entertainment concerning hyprihetical students 3) pi:.imoting culture. who plan caro.Ts in the Arts or Humanities: The counselor gives Students research jo,Js or occu- background inormation and brings pational famil'es in the Arts students to a decision point and Humanite-...: and categorize (volunteering for the Armed Ser- their perceptions into advan- vices; going to college, getting t'.ges ard disadvantages of a job, etc.). Students then these kinds of work. write endings to the story. Students categorize jobs in th_ Arts and Humnitiei, Selr-Ai,sessment Strategies to whether they involve people, ideas, or things. The jobs may Students list five or more also be sorted according to the achievements of and kind in which fields in the Arts and Humani- they take pride. Singly or in a ties to which they belong. Dis- group Setting, they extrapolate cussion could revolve around the the special abilities involved similarities within each grour in these activities. Through brainstorming, s'udents think of The counseuggests categor- Arts and Humar't:.::s occupations ies of settings where Arts and which use thcsu johs are performed (e.g., college, advertising Students assess theMselves ac- agency, motion picture studio). cording to the scales of the Students list or discuss the occupational or aptitudes inven- workers employed in these set- tory administered by tile school. tings, their responsibilities, They can devise a chart with two levels or kinds of training, levels: onc for their self- and inter-relationships. ratings for each scale (high, average, and low) and one to he The counselor develops hypothet- mark2,... after the test results ical people endowed with special are explained. interests, skills, needs, educational plans, C.:. Students Students complete open-ended then discuss the categories of sentences. Examples are; "I jobs or work in the Arts and thinkI would like to he an Humanities which these hypo- (artist) because thetical peovie might find or "The disadv antages of (te;Ich- satisfying. in) are 79

ANNOTATIONS OF SELECTED OCCUPATIONAL AND APTITUDE TESTS

lrtroduction b. Occupational Interests California Occupational Most counselors realize that tests Preference Survey should not constitute the sole evaluation of students' interests, Colleg Interest Inventory abilities, and achievements, be- The Guilford Interest cause no test can adequately as- Inventory sess individual differences. Nor- mative tests may also limit the Kuder i'c)rms C and A aspirations of those students who Kuder Form OD do not score high on them. Yet, the information obtained can help Kuder Form General 111(.'rcst students choose academic and vocational courses, extracurricular Minnesota cational !filen. t activities, and occupational goals. Inventory In the following comments, exact Ohio Vocational Iria_e grade levels are not designated, Survey but those tests which exist especially for junior high school or Strong-Campbell Interest for senior high school students Inventory are marked accordingly. Tests Thurston Interest Schedule examined by the developer of thi-: guide are marke,1 with asterisks. Occtipitional ALtitudes Publishers, whose addresses are Differential Aptitude Test listed at the end of this sectien. Flanagan Aptitude Classi- will often send \pecimen copies a fication Tests well as descriptive literature. For further information, the coun- General Aptitude Test selor should examine Oscar Burns' Battery Tests in Print II(1974) which d. Occ unational Maturity a cumulative source of reviews printed in the seven editions of Career Development Inventory his Mental Measurements Yearbool,,. Career Maturity Inventory These tests are described briefly. e. Occunational Values 1. General Occupational Inventories Minnesota Teacher ;.i.,-itudc. a. Occupational Planning Prorns Inventory Assessment of Career Develop- Work [nvironrient PrJerence ment Schedule lidividua Career Exploraton Work Values Im'entorv Plannin: !.ireer Goals Self-Dire_ted Search '. Arts and Humnitie:; A2titude 1. (;encral Occtioation:l ln\entores

Testt-', N. Occupational Pl.iniling Programs a, Creative Thinkin

Remote ASY,OciNtC::, Test As:;essmc.nt Career hevelopment* (ACH Torrance Test:: of Lreat i Yf,. Thinkin Career Plannin 5-11 ((..CP1 NotOlton W',Itson-(2,1;iser Critic.11

Thinhins!, Appraisal in

h. hork:6"j1 LAH:JIN!.",eS Iwohlyt W"1:-; dc-CeloPid th( T('Htin to udt.' i :,cparati: oc in con- Lareer i t.'11t Ar tt 11:c. pinction i:11 t -11. The AL, hattery r, :ipp 1 i lIlOt C 1 t iL-eo C 1 !Th and me,LIre,--. )0h kn10.1c,1,1?.,

i i.:I (-; t 01. '.\111- I 1)1-eft:I-red joh

career planH,, care,: I ui op c- Pro .1tis i c;11Apt it tidt: Ii tivcies and kro'wlyd:',e,

S,...ashore 01. Plortor:, Joh oxpericlice:-.

.1 .1I (NitS te-ts work hest as 0 diA?,ft.,-,tic tol (:xrressiny, stildeat;' lev- cs t i 1 t ei of pIle r..11 kfwv- 1(...de. Little irit'orr.lation :thou(

occupJtions or int'..re.,ts H-- pro- CoOp(.r.itiCt.: Indutrial AN- v t'o F:t l'1(2:1,11ry:L H,;;, rth-,1".111-,,..1 1 1 t 11:111

t _for Color lhe 1.N.o11 ! to :u1:: and o c,rave:s. i II( ed-;

rn Art r t n ,.o i re.Hi red.

I it5 i m. :1; Kniiiher ActAi P 5- I illyxplores 1,L1!". 'H r: rt apd A , I Cietic here ::150 :1 t hool- 1-1 A"-;, ii _ SP.it 1;11 Hi:: jou T.-:1 dent ;)rm,!sly

I \ 1

or:,:t:H (21 :1 t h11:

1 ;id i (,;t , r:11:1 Individual Career livlorition4 Planning Carce:- Goals SchoListic Testing Servik:c ,CTVIIcGraw-Ili 11

Anna Miller-Tiedeman developed The data source for this p. :(1 this self-scoring inventory ac- is from the massive Project [\;T cording to the Roe Theory of Occu- L;eparate student pations wnich has eight occupation- measure interests, knowledge el. al groups and six responsibility oc,:upational information, and al.: levels. Filch students uses a di,- it;.-2s (including creativity). posable booklet which includes a There i s a l s o as e c t i o n on p l m recor.fling sheet. Information on n i i2,oni 1 s . The st udent pro f studelit's intcre-Jts, exl'eriences. J/iincs : and preferred jobs is elicited according to the eig.ht occupaten- al groups, as are self-ratings of and abilities. Questions ,yading to a responsibility level arc also included. Ahe report sect ion issimpl,.-r than Ho I land' s Seareh on which the inventory .,,(,,oms to ho

l'o ing comp lk..t ion in- of ;hc The puhli,Jher ventory, students use An accom- ;roeVi2j iut he I;) CS: . :)anying hoohlet which ciassifie.:-. occupations hy group and tespon- ihillty level. ''pecific tion .,tudentshoul Ahotit ;1 part joh :tre 111C I 11(led I 11:I third hooi,let ed "JohIn format ion rind

i ory comb

exreri- t S I I.- I-11 mynidl euit ,:t this hut occupational daydryams, actiYitics. ea!,e 1Se ahilities, and In dddi-

t t the generalt ot he spec 1f I ell t t he diydryA!:1 .,eCt z:`|vxryoryp Uri I s :I :L.pect edelrterlt accordi :ethod which is Loth the author's (John Holland)

ad::1 el',:zdand self-s.-or,.. : !? systym of p,:rsonNlitv

i1.1:1 : re,1 i . , t ir,. iHt ;,)C :I , And conventiondl. On completion.

,T11(11...n7.-- loot tiv,' final three-

1 et t , ode I u "Occupat ions whi.cht, i inder" ( :1 houl, let > ---,Annie job titles. Var- ioiP-,S01:1,111;1t t

are :;,, ildyci 1 Student scorilo. is romewhat cow- College Interest Inventory plicated. :No t me limit is spe- (senior high) cified, and it4ii,L h norms were Persohal Growth Press, Inc. usedin Stara_lar,1. -.it i011,there are noue forcom!':-i1 son purposes. Thi..; simple, thirty-minute inven- Onl hand scoring is possible. tory consists of 45 items, each ot whieb has IS sub-items available fol final choices. Scores are dis- h. OecupationH Intere:;t. tribotcd among l6 college majors, Inventurie including literature and journalism. fine arts, social science,

La1ift.) ..ri i a Occult i :ma 1 Preference foreign language, and law. The .;onvev* iclucational and Industrial norms were '.;tandard_i:ed on students 'Icstin.g Service from two colleges who plan to work init')hs related to their college !he COPS a ks students to re:--,nond major fields o: study. Only cen- t() job act'..itiet; according to nuter scorin is possihle. their likesmid disliKes. Gradtp- atcd responses are provided rather than a 1-orecf-chnice answer. The The Guilford Interestinventory ,cores ar( plotted hy the students (senior hight on eigh'. -,_cunational cluster t:,heridan Psychological Services

:-L7Nlu-, 1:1(-; 1.(1 t.\thich all'diVided into i.t.ofes-tonal and skilled sec- Mils test i attract,ve because lions. thit- ,!iffcrentiation is of the thirty-minute working tii .. helpfulin deL uning the level and ease of hand-scoring. Yet, of education needed for each soh- reviews in the Mental Measurements: .--;cale and whether the expressed Yearboo.k find this simplicity of .. ______..... Iliterests are realistic and apnro- operation a problem inits valid- briate for each student. Their 1 ty ra t i ng S A I sO ,1-10-1-Fus .,- e participation in these processes developed only on college students is emphasized as a valuable learn- in two colleges in the same geo- ing experien:e leadin to planned graphic location. The test has independent research in the ii.ic- ISO items in a otaduated response Lionarv of Occupational Titles or pattern whie't nrovide results in V1FW (Vital Information for Ndu- ten areas,ic,,.luding aesthetic, cation and Work1 ,1,:tofilm system. service, lea.1.:.rship, literar, and creative. Flie test can be taken and scored in approximately one class perioj . io provide individual instructions for administration. scorin. and interpretation, the develebers offer a color filmstrip and audio c:tssette. 'Kuck r (Vocat iona I.'re male and feiiiale norms for the occu- ence Record) and pationaland collogo r scales ,

Crervi .moo Rt.'cord, i crhi ) but men are provided only ma le Resech norms. Working time is:loproXi- matelyforty minute!,,, and the re- Thyse tso lyeii\t or .1r, sults are machine-scored. A System eu.,sed togt_therusu /ho, Report provides information on the plement one roOler, ijl.1 JISOhe- pe'rcentage of students in a school 0;1t.i50t 1)0011 ft 10port idio chose individual occupations :-imultaneous scorin. LL1L C and college majors. The prepon- provides tn ten hroad derance of highly skilled occupa- cipation:il fields l'Grm tional scales as sell as the col- Inc Ilia'spercent in work lege major scales mean the test is area;. The:.t latter specify particularly appropriate for col- p.cfereces for,,roup acivity, students. le sitt' j!::

.1 .1 :'11 i i z ,

i Luder hIrm (;inerAl Survey' i:unior :r choice 00 '--Ccienct is asei in hoth. Tack ini77:5-tory requires ihoat This form of the Kittle!'is most ()f spet_lai interest in 1°fl for..itint%or hili clio tag tilet ocat tonal Record 'students considerini; tentative . Chartin the:1(11',1i n! 0;1-. career choice's as sell asror o,01 .r \1It (.:1- C:1 tI 011 :II I Alln 101 torIII 1 :11 ro , ;; r, I. c,,nres and extracurriciAar -,; t p tY1:10,S or sw::; I j) t .", surlrelated actIvities, and from OP. d 0 1'1:1:1Ch 11 Or i ('AL:h ',100111) .)ile must he chosen as IL lId t- t the activity "mos;t" liked And one iised either shich "least" liked, lhe test Women in that every variable, :<.cmpared sitn all others. The w.)rk-related activities are re- Kuder 1010 Occupationa! .hter- . lated to the ten interest areas cs_t.Sur_v_ey, high clas,;ified hy Frederick Kuder and -, ,,"1,1. 1:1 used in all his interest inven- torieS, and they ten.:1 to emphasic,e rovidesSc.:11%; r-- ;)rofessional ;Ind skilled occupa- 1.:te :5 :-.-itident tions. Apdliis provided to mark those of 5,11 I e'd isorher,;in 1 'he student's respons sAnd,Sir1- occult ions rc liltLd lilt t 111.t:lnuOli1 0to roYi inromation s arc: ',:imr,ared to seni:u.s tho cAn Sc com- sho expressed Heted hy the students. lestinr, 1.=iatisf'iction sith their choices. approximately .thirty-five. Triads of ich act v it i es;71ust inutes an.? s 01)1' iC trid interpre- marked sith l.st tation anotiler !!our. Coi..1- and "least preferred.- Women's puter Available. scores Are reported using hotL 8,1

Minne:.sota Vocational Interest vocational interets and education- lnventory (senior high) al plans. Local survey questions lhe Psychological Corporation may be included. The OVIS takes one to one-and-one-half hours to Although the MV11 uses the format complete. of the Strong Vocational Interest Blank,its intended population is males who do not plan to attend Strong Campbell Interest Hi,...,ntory college. Therefore, "tradesmen- (senior high) in-general" is the reference group The Psychological Corporation rather than workers in professional And .iness occupations. The SCI1is a recently merged version of the well-known Stcong Vo- Fest are based On three cational Interest Blanks fc,r Men job functions, one of which must And Women, Although the inventory hu chosen AS the activitY "liked itself is now apparently sex-fair, most and Another whichis "dis- norms for men And women are still liked most." The results on thy separate because the tested differ- occupational cales compare the ences arc significant. Another :y int ere:, t het ',Len major change is the occupational .,:adent semi-s1.111,..d scheme around which the results and skilled ccupations. BrOad arc based. John Holland's six work areas Are scored according personality types (realistic, to the kinds of job activities Vl'stiOtiye, artistic, social, la'rfoned in them. The tet enterprising, and concentio ali usually administered within ne are particularly appropriate-for class period and cAn he hand or occu)ations in the \rts and I.umani- maehine-seored. tie'.. Other information concerns 23 interest scales and 121 occupational scales, the latter -elat- Ohio Vocational Interest Survey ing An indHiduai's interest to Harcourt Brace Jovanovich, Inc. thos-e of worker!.in ttlese fields.

This widely-used interest inven- Fhe test itor asks stud,ts to tory mac developed hy the Ohio rate pi,:ferenc(s ("like, in,...iffer- Henartment of Lducation and is ent, dislike") regarding joh.:, job har;ed on thy data-p.eople-things activities, school subj-ek:ts, clas--sification of the hict-ionar.o sure actkitics, etc. Andr,iliiire-s of Occutional Titles. Students Approximat,ly one half-hour (or

Are Asked to respond in gradations i t cop let- Ion . ry.,dinr.; tic :11::RI iv it comprehension is atthe sixth i n t e r e s t s e c ti o n is machine-scored grade let- -1, mature high se:,00l according To 24!.scales represent:,- -students :11.(: college oriented

ti'ce of all occupAiiorns and "...orl- would hen f 50 1101:1 the 1 11,

er trait" grmips defined in the particolarlv IS the 00 OC i I uC rt:rort lr t' :11;11

: I (2 vi des:rim , r::rcent i 1 , i nitmi 1 :111,1sk1 led.icd,

and ;Uhl Hni ;'::,nput m pro::::ss

tle:crn\*: V e iiito t i .

Nil information qu,--:tionnairc individual adent's broad

\ 90 1 85

Thurstone Interest Schedule Flanagan Aptitude Classification (senior high) Tests (senior high) The Psychological Corporation Science Research Associates

One hundred pairs of job titles Sixteen job cOmpetencies are tested are given in a fon. 3-c1ioice for- in individual booklets and if the mat to elicit preferLaces in ten complete battery is taken, approx- occupational fields. Hand scor- imately eight hours.must be devoted ing is the sole method available. to its administration. Because of Only ten minutes are necessary. the time element and specificity Because there are no norms,indi- of the competencies, the test might vidual counselors could develop ho epecially useful for job place- their own tests based on local ment. needs. (leneral Aptitude Test Battery (senior high) c. Occupational Aptitudes U.S. Fmployment Service

Differential Aptitude Test' This vocationally-oriented test The Psychological Corporation was developed hy the U.S. kmploy- ment Service and is administered The DAT is a computer-scored nor- by them atlocal offices or by mative test. Percentiles 3re counselors trained in its use. graphed for the following apti- Nine aptitudes are measured in12 tudes: verbal rez..soning, numeri- tests. Because four of the latte'r 0' cal ability, combined verb31 and use manipulative cicces, it must numerical, abstract reasoning, be hand-scored, although the writ- clerical spelling and accuracy, ten sections provide for machine mechanical reasoning, space rcia- processing. Using the Dictionary tions, spellingIlanguage usage. of Occuional Titles classifica- As part of its Career Planning tion system, occupations are chart- Program (developed by Donald ed ksith vutoff scores, and the in-

Super) , an individual printout is dividual compares his/Vier scores supplied which correlates educa- to the standardi:led ones to eval- tional goals, previous grades, uate the-potential for success in sex, age, school interests. and these occupations. Batteries in tested aptitudes with the stu- many languages are available. The dent's stated career goals. his working timee..is approximately two DAT is widely iised. .ind ono-half hours. The test was standardized on members of the general working population In the 19.10's.

.."1;;/' 86

d. Occupational Maturity e. Occupational Values

Career Development Inventory* Minnesota Teacher Attitude Teacher's College, Columbia Inventory (senior high) University Tite Psychological Corporation

hxtensive field testing before This test wa-5 developed to screen publication is now being completed potential teijihers and to counsel on this inventory of vocational them concerqing the strengths and maturity developed by Donald Super weaknesses of their attitudes. et_ al. As of 1976,it was avail- Advanced high sebooDstudents con- able solely for research purposcs. sidering a career in teaching might find this test useful, Al- asks The draft copy of Form 11 though only school administrators, for multiplu-choice response to psychologists, and college faculty ')..; items aboutII career planning members in thu fields of education and decision-making, 2) actual or psychology may order It. Les,: kn(ns.lodge about jobs and sources than thirty minutes is reuuired, of occupational information, and And itCNI1 be--hAnd or machine :)! the usefulness of previous scored. sources. Machine processing is the only method Available for Work hnvironment hreference scoring and no working time is Schedule specified. Write t 1)r. Donald The Psychological Corporation Super At Columbia Univ,:rsity for further infkrmat,on. The title is confusing as individual personality and work values appear to be measured, rather than Career Maturity Inventory* what is generally considered Work CTB/McGraw Hill "environments." The test examines the relationsbip between the sub- lne title Careur Maturity Inven- ject's needs for autonomy, leader- tory is confusing in that this ship, etc., and the kinds of work tust is John Crite's or ginal found in large public and private Vocational Development Inventory organi:Ations, %jth a new name, The test attempts to "measJ1.2-e the maturity Work Values Inventory* of attitudes and c'ompetencies Houghton Mifflin Company 'chat are critical in realistic decision making." The reading lev- rionaId Super's short inventory el is based on sixth grade comF,Fe- 7, minutes) measures student. scor- honsion, and hand or machin '.-aHos in worl-. ing is possible for hoth thc Atti- inere aro IC !,1-atements, tud? Scale (affective) And the to 0 FIt oLl Accordip:', Ii five p,,s-

ve ) . Th !:ompetence Tes t ( cogn t sible respoin--,en from "i,*rv ..-ompetence secti n F11101 toii t ant " I 0111010,:-t ant ." i It t:en udt_nnt' S knoi...Me,i:.e 11'1 al) Link' 1. pa 1 anal i nformai ii ind pr(iu lILIIHItH, Hit -11:11 I vi n echn 1 t naluled to

r ! IS i t :t 1. I 1 .2. Arts and Humanities Watson-Glaser Critical Thinking .,%ptitude Tests Appraisal (senior high) Harcourt Brace Jovanovich, Inc. Greatie( Thinking Five subtests measure critical thinking abilities: drawingsound Remote Associates Fest I FtC rences from a summary of 'facts; (senior high) recognizing assumptions implied hy Houghton Mifflin Company a statement; reasoning logicnly by deduction, weighing cvhience; 1..he: are two forms (high school and discriminat:ng between strong and college) of this test which and weak argt.ments. ApprOxinitt2ly attempts to rAl'AllYe the aptitude

OHO class period is necessary t ) for creative thinking. In choos- complete the test, which may he ing a -ord which is nssociated either hand or machine scored. with three others im)\ided, the amilit to determine ahstract relationships is tested. H. !.,:rci:t1 lh( average time 1H fortm2, mifutes: the ci mur,t !!(' ILind Modern Language AntituLie lest (sonior highl Hy Psychological Curporatimn Tess of Cre,itivy Thinking Personnel Pres', tes helps predict stuilikit ssin foreign lanoages. a, Creativel-: Students Cc,iliplete all five Words parts v,hichinvo ve A tape record- h.Thinkin,..T; CreativelY v.th I ng. Or the may_.take. .shorter

Pictures version ithout Ili(' tape. The former rNiuires one hour, and thil Th '",mrls" battery consists of ty minutes is necesary for the :-(;vel) SOM0 0: ollich latter. Hand of machirm2 scorinz, require the su.)ject tO determine is AVNIIThic, and the norms in- the consequence of given pictaro clude students in intenske Ian- s.tmries my written .-ituations. ,nkage,cmilyses sponsored by the (It-her activities call for improv- IL S Pepartment of State As well ing the design of a child's toy, as those in public school systems, and determining new uses f r a common object. Scores are derived Fimsleur Language Aptitude Battery for fluency, flexibility, and Havcourt Brace Jovanovlch, 'Ac. ThFCC Activitiff t(:,t; Ccr

drawing pio..nres from shapes an,,I pHinnin t!) take Any torci,,,nIan-

the basi, for All of t tIlt i,I i Se mi.,' help to det!".immne their

Fluency , fl . or: I , leveluf rc;idi 1)1H istitiCt het cplacement. t h FFtCIIIN 1UFCP. so he ;Hid i lit le II' scor'n It ''(0 ihle. mainly throA;f1, th(- us!' of truv.' recordings. One c1J' period is rcd tlic ri:iyhe Lihd :11;ich i

0 3 SS

Seashore Measures o liis ical Talents_ The Psychological Corporation Iowa Tests of Music. Literacy Bureau of hdocatinal Research Six tests evaluating musical pro- and Service ficiency occur on a record on tape. Factors in auditory discrimination The authors developed two levels tpitch,loudnes::, time, timbre, of this test tone for grades 4-12 rhythm,and tonal 1:1LTIOry)are indi- and the other foo grades 7-12). vidually presented. The completc Aura] perception, reading recog- hatterr requires one hour and can nition, notational understandin, be hand or machine scored. and tonal are the abilities tested under both "tonal concepts" and "rhythmic concepts." A total Test of Musicalits., Fourth Ldition also given. 1oi sessions Test of Musicality aro recommended, and les: than an hour and a half is needed, Com- Almost half of the lu items in puter processing is the only this tal.t, which was normcd on a scorin.g method possible. large student population according to sex, are personal questions relating to the students' musical Music::1 Aptitude Profile background and interests. Careful Houghton Mifflin Company listening to selections on along- playing record. as well as sight Musical selections On tape are reading, conslitute the other played to students and are then items. Approximately one nour is compared with "musical answers." necessary for the latter sections. No previous training or knowledge lhi s t es t er rub iiics persona Iback- is necessary fur revealing musical Y-:round wit]. musical aptitude. aptitude on this test. Throe tests (Tonal Imarv, Rhythm Imagery, and Musical Sensitivity; constitute the battery, which when taken teether inveives slightly less than two hours. The measured fit:- tors are musical expre:.sion, aura: Perception, and kinesthetic '111S1- cAl feeling. Scoring may !Ie hand or machine procesed S9

J. Visual-Arts Graves Design illidgement Test The Psychological Corpw.-ation Cooperative Industrial Arts Tests Aptitude for appreciating or pro- (junior high)... ducing visual art is measured by Cooperative Tests and Services thi.s:test which provides two- and --ft-I.:cc-dimensional designs fol. Although this series of industrial dent evaluation. It can he arts tests provides achievement for diagnostic or placeMent pur- results, itis included because poses. Norms were derived from it is career-oriented and could art and non-art students in )10. form a basis for educational place- schools and colleges. Hand or ment. The drawing test in particu- machitte scoring is possihle, ;Ind lar has relevance for the Arts he- working time is between t%,untv and cause scores are distributed for thirty minutes. shape description, sia.) description, drawing techniques, alphabet of lines and lettering, and indus- Horn Art ,ytitueles Inventory trial applications and career in- (senior high) Stoelting Comflany formation. Information on rela- tive strengths per student are Predicting future success in artis- not provided. The test should tic activities is the concern of follow any one-semestr course this test which does not require in drawing given at the junior advanced skills. After drawing high level and takes about forty some simple pictures, the 5uhject minutes tc complete. Other tests composes more.elaborate pictures in the series are in the areas.of according to a few lines pr,ivided general industrial arts, woos, to give clues. Scoring, although metals,and electricity/electronics. executed hy subjective evaIuitioa, is helped by examples of various

quality work, ani.i Parnsworth-Munsell 100-Hue Tust among scores are hi)j). for Color Discrimination The Psychological Corporation Knailher Art Ability Test When precise color discrimination AlmaJoanrd Knauher is necessary, this test can dif-

ferentiate among subjects who . re Althoir,th no chile limit is speci superior, average, or defiLlunt fied, this test usually requies in this skill. It is wide.:y tied 1.11ree hours fm completion. Ac- in industry, ta.Kcs approximately tual drawln.; is neccsi;ziry on the ten minutes, :andis hand scored. part of each student la:al- ranging pictorial compositions. lost items aro scored on point scale, and examples of the quality of responses are provided in the hand-scoring key. 90

Meier Art Judgement Test .Si;Litial Visualization Test, Meier Aesthetic PerceEtion Test Houghton Mifflin Company (senior high) Bureau of Educational Service This spatial relations re- iind Research quires the student to :lize two-dimensional obirc: :hree- Thc Art Judgement Test is the first dimensional form." .Norms were of two tc:;ts developed to measure developed primarily with male artistic_ perception. The subject students. Test time is twenty must ,_:hoose one of an almost idenr- minutes and only machine scoring tieiil pair of IOU visual designs. is available. Only one of the pair is considered .aestbetically fine by a consensus of recognized art experts. The Aesthetic Perception Test asks each subject to rank by preference' 'four versions of a similar design. Neither, test requi res any drawing ability on the part of the suiiject, because tae element being testLd is the quality of design composition. Norms were derived from subjects in junior high schcol through ;idult courses. There is no time limit. The first test may be either hand or machine scored, whereas the second is only

av.ailable with a hand-scoring kc; . Addresses of Test Publishers

Bureau of Educational Research Personnel Press and Service 20 Nassau Street University of Iowa Princeton, New Jersey 08540 Iowa City, Iowa 53540 The Psychological Corporation Consulting Psychologists Press 304 East 45th Street 577 College Avenue New York, New York 10017 Palo Alto., California 94306 Scholastic Testing Service, Inc. CoOperative Tests and Services Bensenville, Illinois 60106 Educational Testing Service Princeton, New Jersey 05540 Science Research Associates 259 East Erie Street CHI/McGraw Hill Chicago, Illinois 60611 DeX'Moate Resedrch Park Máliterev, California 03910 Sheridan Psychological Services P.O. Box $37 hdueational and Industrial Beverly Hills, California 90312 Tostino Service P.O. Box 7234 C.H. Stoelting Company San Diego, California 9_:10- 424 North Homan Avenue Chicago, Illinois 60624 Harcourt Brace Jovanovich,inc. 737 Third Avenue Teachers College New York, 'New York 10017 Columbia University New York, New York 10027 Houghton Mit2flin Comnany 1 Beacon Street Test of Musicality Boston, Massachusetts 0210- 2315 Arkansas Street Lawrence, Kansas 66044 er, Alma yrja a '..)..571 Lorelei Drive U.S. Employment Service C i ic nnat 1 , 1h i a 1532I Department of Labor 14th Street and Constitution Personal Growth Press, Inc. Ave., N:W. 'Box M Washington, D.C. 20210 Berea, Ohio 44017

( '7 \ RhSolW DS 1.0i: L\pLo p.ATIOM

INIRoDUCVION

The activities and strategies (lc-- (or money)in Arts and Humanitios scribed ih the previous chapters Fields; professional associations will bique students interest in which provide brochures about ca- Arts and Humanities occupations reers; and books, films, and film -- or help some realize that ca- strips Apilable through commer- reers in these fields arc inap- cial plrishers. This chapter propriate for them. For students will assist counselors in leading desiring det.,a-1-1-1 information students to the three sources. about occup'ations\in the Arts and Students must be encouraged to Humanities, there are three major determine whether information sources: practitioners those from any source is up-to-Jate. people who worl: Wtcationallv or

IDENFIFYINO, COMACTINO, AND US1N(; PRACTITIONERS FROM THF COMMUNITY liithout doubt, one of the best could be interei7ted or disinter- was to provide students with ested in a job in direct propor- current and realistic occupation- tion to whether they like ordis- ai.information is through talking like the person describing it. with people in the field. Not Alihough certain kinds of people only do practitioners give facts are sometimes drawn to certain about the work thee do, but they kinds of jobs, counselors should also breathe life into this in- encourage students to diverce the formation; they generate a spe- resource worker's personality from cial personal quality concerning the work he/she does. their work with which secondary school students can readil: iden- Career resource specialists ean tify. Counselors must bewaru of reinforce the work of teachers who one major pitfallin this kind of ;ire;It tempt I op t o :;how the pric- learning experience: ;nident ty:11 :11,1)1i cu t inn oft ,-;11h the teach, or they may ta.k.' part Contacting newspaper sources, in a general .care(r exp!oration profesional associations, program in the school. Pro

dones concernin,g the worN '-ider young workers,oecause1 stu- roles of family members (2nts -can identify with them and their experiences and because !,1aLing a zeneral letter or their occupational information is brochure to all homes -- this likely to be current. is especially appropriate for community or neich- Nhen the Identification process horhood Is underway, the counselor needs specific information in order to Asking teachers to name determine which community members people they know are 51i ing to he1p.n career ex-

Cohtacting firms and hi-- Ploration and how hosl to vse dividuals which have hired tiu.'r talents and knowlede. The

students :uad graduates, or ft, I I i org le [i ch have provided field incorporates this,sind uC infor- trips or shadowing experi- mation

(11.H:es oheking the Yellow ra,-s Lommonitv Practitioners

.\;1:11(:: bate: Telephone:

Product or sereice

What of spccil'ic activirics do you do'.'

/ Please check any otthe following subiects usedfin your work:

Readin.g Writing -;peaking Foieign Languages Music Industrial Art... Visual Art

Ili;tory . Socil Sciences ;economics, sociology, etc.) Other NaMe and address of place where work performed:

00 Yon have any hobbies related to your work or to other Arts and Humanities fii..lds?

Would you willing to come to school at a convonient time to discus: your work and/or interests with students':

e;;

Would you be willing to have a studentor group of students you at work: Yes No Ma\,.be

'A'ould you He willing to provide an occupational learning experience (e.g., internship, apprenticeship, work-study) to dn interysted student': Yes No Maybe

100 91,

Community t.source people :Ivo most effective when they havc ti(2..-;tions from the school on which to ha,,,e a presentation. The in-school will mean more to students if they participate in developing,questions they want most to he answered. File mt,..sstions are suggested for ,;timu- lating the imainations of both the resource people and the tudents.

:tiested ,tit.-;tton!,for Community Practitioner:;

,ual;fic,Ittont; job

iii (. d() he jot)? b. What do yu do ill an ordinary day? Weel. th peop le docoil i n k:ont 011(1Cu t. wiw.t d. What kind of education or pecial trairing wa-s necesary to acqu;re the loh? Where does one gelit? How mom',

doesit t t 0001)11/ lc!. C.2 I IOW moneydo t I o. What ,;(condar'y-;chootCoursu',, were us clu y011rV.01 k':

Po voi., hay- 1.e1on:.!, t 1111 i-III010 mu i 1

1:i I I I cert i C;itOrr:

. 0,1 I ,i Z - C I, (it I

ATI:, HI\ C>lHL , t On, %till L'h\s',111 p

t ht.'', (IV1W:11'1111'; Hp.111.1;'!::

t' I oh!hi;

:,. 1.ir t or Lict :H. L;,t d id11 / /.1;1 t x, hr iht lit t\`ratIv.incement Cot

ix idI 11, TIC.' i r It t (.:h;11, I CO I tI Vt :II renti,, may t ect your

pt. 10 I 11:-,;(.);1.-I, I MI) r():1--VOI) r or

t -1 c",11,1 You b, doiny with your and

y-: i der t jobt ymporary or is it pen:lanent

Are tthopport lin: 1 I I II t Id throu,,,,hout the Hnit,...1

ht.ri :ummer of rt t I Mt:01H...11 i11 your work':

Art. to' ot hcr '0.:t I011('r(',VIVI'work i doiw?

1):).Jr: oo II' t- r womFm0thl,/0 r m r ; in po,..iti,ns of reHpon-,ibility. 97

Working Conditions a. How many hours a day (week) doyou spend working? at the 'ioh setting? at home? h. Do you consider the pay good? zclequate? poor? Is this usual? Are there any bonuses? overtime pay? fringe benefits? paid vacations? c. Do you do any strenuous physical work? d. Do you have any especially busy seasons': c. Do work alone? or with other people present? I. Are you part of a te;111r! Do VOH help people? In what way': h. Do you work mainly with ideas? with things? Do you work indoors? j. Do you mahe a lot of decisions? What hind? k. Do you do the same kind of work repeatedly? 1. Does your job ri.quire much travel? m. Are you ahlo to choose how_ your work is done? n. Do you meet "interesting" people :Is part ofyour o. .o you have to he "nice". - to oth,r people? P. What does your work place look like?

Personal Considexations a. Do you think your job is important? b. in what way do you find the job different fromyour expectations or it? c. What made you decide to enter this field? d. Did anyone influence your choice? e. What do you like best about your worh? least? f. What do you find frustrating? boring? interesting? g. If you didn't have to work fora living, would you continue to do this work? h. WIlat was your greatest accomplishment relatedto your work? h. What advice would you give to students whoare considering this kind of work?

102 haculty and Staff Members as Career infoimmtion Resources

The school itself can he a rich source for obtaining occupational information. Teachers and administrators might have had other johs in,the Arts and Humanities before they worked in education, or they may be involved in such jobs during their time away from school. Many also has'e avocational pursuits in these fields. One way to tap into their backgrounds is to develop a resource card file for use in career days, panel presentations, individual interviews, etc. At the beginning oC the academic year, the counselor mi'ght ask all faculty and staff members to complete cards containing the following questions:

Ime: Date:

Have vou ever had a job other than public schoel teaching in any of the followin):, fields? Arts Hance

N1u;

Tlieater ad

Humanitie,: Museum Work Languas Religion Histor' Sochi! Sciences LAW

What savo ificallv did you do?

Ho you h:1%.-e tii hohhies which are relatc.d t( the Movc Iiilds?

ynu h1 w 1 I inc to talk to 1,,tudent-; Mout rhese 99

PROHSSIONAL ASSOCIAT1ON PROVIDING CAREER INFORMATION

Counselors, teachers, and students the infocmation is still up-to- can write to the professional as- / date. Other associations are sociations listed below to obtain listed in Encyclopedia of Associ- a free copy (or for a small charge) ations, published by Gale Research of the career booklets, brochures, Company, Detroit, Michigan. While and fact sheets which the associ- many of these do not provide ca- ations publish. Do not expect an reer informatien, their literature immediate reply! When the mater- may be useful to students inter- ial arrives, be ca-eful tonote ested in a particular field. the publication date to see.whether

RTS ASSOCIATIONS

Dance

American Dance Therapy Association American Association for Health, 1821 La Coronilja Drive Physical Education, and Santa Barbara, CHifornia 93109 Recreation Dance Division 1201 16th Street, N.W. Dance :otation Bureau Washington, D.C. :00.46 19 Dnion Square West New York, New York 10005

Music

National Association for Music Music Educators National Conference Therapy Suite 601, 8150 Leesburg Pike P.O. Box 15 Vienna, Virginia 22180 Lawrence, Kalsas 66044 Piano Technicians' Guild American Music Conference P.O. Box 1815 332 Soudi Michigan Avenue Seattle, Washington 98111 Chicago, Illinois 60601

11 I 100

liic:iter and Media

Actors' Equity Association Educational Film Library 165 W. 46th Street Association New York, New York 10036 17 West 60th Street New York, New York 10023 Affiliate Artists, Inc. 155 West 68th Street Information Film Producers of New York, New York 10023 America, Inc. 1771 N Street, N.W. American Educational Theater Washington, D.C. 20036 Association 726 Jackson Place, N.W. International Alliance of Washington, D.C. 20506 Thetrical Stage Employees and Moving Picture Machine Operators American Guild of Variety Artists of U.S. and Canada 1540 Broadway 1270 Avenue of the Americas New York, New York 10036 New York, New York 10020

The American Mime Theater International Thespian Soeietc 192 Third Avenue College Hill Station, Box E New `:ork, New York 10003 Cincinnati, Ohio 45224

American Puppet Arts Council National Association of Broadcast 59 Barrow Street Employees and Technicians New York, Now York 10014 1601 Connecticut Avenue, N.W. Suite 420 \merican Theater Association Washington, D.C. 20009 1317 F Street, N.W. or Washington, D.C. 20004 `.0 East Jackson Boulevard Chicago, Illinois 00004 American Women in Radio and Tv 1321 Connecticut Avemie, N.W. National Association of Washington, D.C. 20036 Broadcasters 1771 N Street, N.W. Association for .1-'rofessioral Washington, D.C. 20030 Broadcasting Education 1771 N Street, N.W. National Association of Theatel Washington, D.C. 20056 Owners, Inc. 1501 Broadway Center for Understanding Mcdia New York, New York 1G:3o 75 Horatio Street New York, New York 10011 National Fducation Association 1201 16th Street, N.W. The Dramatists Guild, Inc. Washington, D.C. 20030 231 1tist 14th Street New York, New York 10036

I 0 5 101

New Dramatists Committee, Inc. Society of Motion Picture and 424 Nest 44th Street Television Engineers New York, New York 10030 8o2 Scarsdale Avenue Scarsdale, New York 10583 Screen Actors Guild 750 Sunset Boulevard Hollywood, California 00046

Visual Arts And CrAfts

Ani r! can \ rti S Pro t'c ion:!1 American Watercolor Society League 1083 Fifth Avenue 12 Ha't 10th Street New York, New Yor!: 10028 New York, New 'forklimo:, Appalachian Regional Commission American Association of Muisums 1666 Conne, '.i.cut Avenue, N.W. 2306 Massachusetts Avenue Washington, D.C. 20251 Washington, D.C. 20008 Architectural League of New York iterican Ceramic Society, Inc. 41 East 65th.Street 65 Ceramic Drive New York, New York 10021 Columbus, Ohio 43214 Archives of American Art American Crafts Council 41 East 65th Street 44 West 53rd Street New York, New York 10028 New York, New York 10019 Art Dealers Association of America American Federation of Arts 573 Madison Avenue 41 East 65th Street New York, New York 10022 New York, New York 10021 Artists Equiv.- Associations American Institute of Architects 2813 Alhcmarle Street, VW. 1735 Nu; York Avenue, N.W. Washington, D.C. 20008 Washington, D.C. 20036 Associated Councils of the Arts American Institute of Graphic Arts 1564 Broadway 1050 Third Avenue New York, New York 10036 New York, New York 10021 Association of Art Museum Pirc,cors American Institute of Planners Box 620 1776 Massachusetts Avenue Lenox Hill Post Office Washington, D.C. 20036 New York, New '.ork 10021

American Society of Contemporary Association of Collegiate Schools Artists of Architecture 166 Central Park South 1735 New York Avenue, N.W. New York. New York 10010 Washington, [Li:, 20006 102

Association of Handicapped Artists National Academy of Design 1134 Rand Building 1083 Fifth Avenue Buffalo, New York 14203 New York, New York 10028

Association of University Architects National Architectural Accredit- Eastern Michigan University ing Board Ypsilanti, Michigan 48197 1785 Massachusetts Avenue, N.W. Washington, D.C. 20036 Audubon Artists 1083 Fifth Avenue National Association of Women New York, New York 10028 Artists 156 Fifth Avenue Business Committer for the Arts New York, New York 10010 1700 Broadway, 5th Floor New York, New York 10019 National Cartoonists society 152 Colonial Parkway Caricaturists Society of America Man1.asset, Long Island 218 West 47th Street New York, Now York 11;r10 New York, Now York 1n036 National Endowment for the Arts Co ncil of American Artists 806 15th Stveet, N.W. Washington, D.C. 20506 East 19th 5treet York, Now York 10003 NatiOnal Folk Festival Association 1346 Connecticut Avenue, N.W. Drawing Society 710 Dup.cmt Circle Buildinp, 41 East 65th Street Washington, D.C. 20036 New York, Now York 10021 National Institute for Experimentsir. Art and Technology Architectural Education 49 East 68th Street Beaux Arts Institute of Design Now York, Now York 10021 20 West 40th Street New York, New York 10018 The Fashion Group 9 Rockefeller Plaza Natiolal Research Contcr for Noiw York, New York 10021 tho Arts 1270 Sixth Avenue Handweavers Guild of America New York, Now York 1013 Farmington Avenue West Hartford, Connocticilt 06107 National Society for Mural Ninters 41 East 65th Street International Association of New York, New York I002.1 Clothing Designers 12 South 12th Street Professional Photographer; of Room 1512 America Thiladelphia, Pennsylvania 19107 1090 Executive Way Des Plaines. Illinois 60018 International Graphic Arts Education Association, Inc. Sculptors Guild One Lomb Memorial Drive 75 Rockefeller Plaza Rochester, New York 14623 New York, New York 160H :i0,:lety 01 Therican Artits Southern Highland Handicraft Oui1d 1083 Fifth Avenue IS Reddick Road N2w York, New York 100.1S P.O. Box 9115 Asheville, North Carolin.1

rit i _ .

A:Tierican AJYerTising i.ejwration Association of' Industrial 1225 C:mnecticHt Advertisers Washington, ILL. 200f, 11 Nast 12nd treet New York, Ne%, York 1001- .\mer i can i Agencie Council for Advancement of Pan Am liuildin,; Scioncy Writer..-; '00 Park Room 100, Abbott:-; Buildin New. York, Yori. 1001- Drexel Mniversitv Philadelphia, Penn,,ylvani,t 19101 .Americ,in hr,; 173 rt Avenue Maga:.ine Publishers Associatin Nes.: York, New York 10010 Lexington Avenue New York, New Y0ck 10022 American Council on [ducation for Journalism National Association of Sci.11ice School of ]ournalism Writers University of Missouri Box H Columbia, Missouri 05201 Seacliff, New 'foi.:11379

\ Alilerican Newnaper Pnblisher:;' The Newspaper Fund A-ociation P.O. Box 500 P.O. Fox 17407 Princeton,Nel:i Jersey 08540 Dulles International Airport Washington, D.C. 20041 The Newspaper Guild 1125 15th Street, N.W. Association of American Publishers Suite 855 1 Park Avenue Washington, D.C. 20005 Now York, New York 1001b Public Relatioas Society of Association for [ducat or America Journalism 545 Third Avenue Room 118. ,Rt.:c.'H Hail Y(1rk, New Yor;, Northern PniverH!y DeFalb, rditH Sigma Delta Chi (The Society of rrofcionA1

J()Ii rna I ) kan,t Wacker Drive Chicago, Illinois ()0001 Society for Technical CommunicationWomen in Communications, Inc. 1010 Vermont Avenue, N.W. 8305A Shoal Creek Boulevard Suite 421 Austin, Texas 78758 Washington, D.C. 20005

HUMANITIES ASSOCIATIONS

Education

American Assoclation of Community American Personnel and Calidance ind Junior Co1ftge Association One Dupont Circle, N.W. National Career Information SI:rvice Washington, D.C. 20056 1607 New Hampshire Avenue, N.W. Washington, D.C. 20009 American Council on Education Publications Department National Education Association One Dupont Circle, N.W. Customer Service Washington, D.C. 20036 1201 16th Street, N.W. Washington, D.C. 20036 American Association of School Administrators Phi Delta Kappa 1801 North MOOIC Street Sth and Union Arlington, Virginia 22209 Bloomington, Indiana 71701

r!can Flertion of TeAcilci

U.C. 20005

I American Antiquarian Society Oral History Association 185 Salisbury Street Box 20, Butter Lihrarv WorcPster, Nlassachusetts U100'1 Columbia University New York, New Yorl, 10027 American Association for State and Loc,11 History Organimtion of merican Historian.; 1315 8th Avenue, South 112 North Bryan Nashville, Tennessee 57:95 Bloomington, Indiana 17101

American Historical'Association Society of American Archivists 400 A Street, The Lihrarv, P.O. Box SI98 Washington, P.C. 2_0005 University of Illinois at Chicago Circle The History Teacher Chicago, California State Hniversitv Long Beach. California 90810

Social Sciences Anthropology

American Anthropolo: Society for Historical Archeology Association Institute of Archeology and 1703 New Hampshire Avenue, N.Y;. Anthropology Washington, P.C. 20009 University of South Carolina Columbia, South Carolina 29208 Archeological lnstitute of America 200 West BroadwAy New York, New loll\IM013 Economics

American Agricultural Economics Joint Council on Economic Education Association 1212 Avenue of the Americas University of Kentucky New York, New York 10036 Lexington, Kentucky 40506 National Association of Business American Economic Association Economists 1313 21st Avenue, South .28349 Chagrin Boulevard Nashville, Tennessee 37212 Cleveland, Ohio 44122

American Marketing Association Society of Government Fconomists 222 South Riverside Pla:a P.O. Box 59066 Suite 606 Washirgton, D.C. 20015 Chicago, Illinois 6D606

American Stock Exchange S6 Trinity Place New York, New York 100Oo

l;e0(.2,1:11)11y

Association of American National Council for Geographic Geographers Education 1710 16th Street, N.W. 115 North Marion 1.:ashington, D.C. 20009 Oak Park, Illinois 60301

Ameri,:an Institute of Pi mners 1317 13th Street, N.W. 1Cashington, D.C.

rotitical

Departmental Services Program American Academy of Political aral American Political Science Social Science Association 3937 Chestnut Street 1527 New Hamp;ilire Avenue Philadelphia, Pennsylvania 19101 'A'ashiny,ton. D.C. '(0)3 1 SOCi010.,72:

American Sociological Association National Council on Crime cmd 1722 N Street, N.W. Delinquency Washington, D.C. 20036 411 Hackensack Avenue Hackensack, New Jersey 07601

Language

American Association of Teachers Center for Applied Linguistics of Spanish and Portuguese 1911 North Kent Street Wichita State University Arlingtun, Virginia 22209 A'ichita, Kansas 6722S LR1C Document Reproduction Service American Philological Association P.O. Box 190 431-52 North burrowes Arlington, Virginia 22210 Pennsylvania State University University Park, Pennsylvania 19802 !Aodern Language Association 92 Fifth Avenue American Council on the Teaching New York, New York 10011 of Foreign Languages 62 Fifth Avenue United States Information Agency New York, New York 10011 Office of Special Programs Washington, D.C. 20547 American Society of Interpreters 1010 Vermont Aenue, N.W. Suite 917 Washington, D.C. 20005

American Translators Association P.O. Box 129 Croton-on-Hudson, New York 10520

;1 2 Alumnae Adviso].y Center National Association of Leal 541 MadisoA Ay:nue Secretaries New York, New lurk 10022 3005 East Skelly Drive, Suite 12h Tulsa, Oklahoma 74105 American Bar Association 1155 East 60th Street National Clearinghouse for 1e01 Chicago, Illinois 60637 Services Northwestern University Association of American Law School of Law Schools 710 North Lake Shore Drive Law School Admission Test Council Chicago, Illinois 60611 Educational Testin.i2 Service P.O. Box 041 National Council on Crime Ind Princeton, New Jersey 08510 Delinquency 411 Hackensack Avenue Asso,:iation of Independent Hackensack, New Jersey ()Tool Schools and Colleges 1730 M Street, N.W. National Shorthand Reporters Washington, P.C. 20036 Association 2361 South Jefferson Davis Highway National Association of Legal Arlington, Virginia 22202 Assistants 3005 East Skelly Drive Suite 120 ThIsa, Oklahoma 74105

Museums

1merii:An Association of Moseum!-. American Association tmr StAle Wiconsin Avenue, N.W. and Local History Washinton, D.C. 20007 1315 8th Avenue, South Nashvill,?, Tennessee 37:.0.; B'nai B'rith Career and Connseliiv Natiowil Count:il of Churches oF Services Christ in the U.S.A. ';.W. Riverside Prlve, Room 770 INashinton, P.C. 20030 New York, New York 10027

The Christi,In lisslonary Serra International Alliance 22 WestMonroe Street 10,Thu Chicago, Illinois (J0603

Conieryac oi '6emyn Pahhinical Placement Commission Religious 2711 Avenue 1325 M:c;sJchi.,Yil \'.;..111ft., NA. Ne New loll.10021 1(1: rhe Hnited Methc;dist (A1111-01 P.0 box 871 Int yrn,it oini I , I Tenne 37202 PO.

Orl.2 Cc.:111,1' ,,r

I Pic niin,1 ITi i r. nT, Pet ro

AthyVICA:i 1,11Lti-: Tihrarte.; Associirtion 1) ft- i t kei ment Parl Avenue, South YorT, New York 10003 Chici.,,o, 11111 .tiooll qusiy kihraiv AsocMition, Inc.

Smut h ,.1:1 st ref Ann Arhor, BOOKS, FILMS, AND FILMSTRIPS WITH CAREER INFORMATION

As the following pages reveal, an abundance of books, films. and filmstrips exist which describe Arts and Humanities careers. Because of time and financial restrictions, we were not ahle to examine each one. Many publishers will allow school representatives to review their products before ordering. Wc highly recommend a review, because materials sometimes present glamorous or otherwise unrealistic views of occupations and may be inaccurate in discussing availability of work in a given career. The series of student guidebooks accompanying this guide for counselors includes: Exploring Dance Careers Exploring Music Careers Exploring Theater and Media Careers Exploring Visual Arts and Crafts Careers Exploring Writing Careers Exploring Careers in the Humanities These may be ordered from the Superintendent of Documents, Washington, D.C., or from Technical Education Research Centers, 44 Brattle Street, Cambridge, Massachusetts 0213S. Addresses for most of the following materials can-be found in: Audiovisual Market Place: A Multimedia Guide. New York: R.R. Bowker Co. Books in Print (Volume IV includes publishers' addresses). New York: R.R. Bowker Co.

A great abundance of material exists describing particular Arts and Humanities occupations. A 1975 publication available from Technical Education Research Centers lists nearly 500 H)o'r:s, films, etc. with titles such as "Be an Army Bandsman," Close-Up of a Comedian," "Your Future in Technical and Sci- ence Writing." These titles are categorized by Arts and Humanities fields, and listed in TERC's Annotated Bibliqyajahy Selected Curriculum Materials in the Arts and Humanities. It will be especially useful for counselors building a career resource cep ter to examine the lists of career books, filmstrips, etc. in the Annotated Bibliography. Some resources describe :,everalArts and Humanities occupations togethor. Among those aro:

Arts and Humanities Careers. ,lacqueline E. Rubel. Trenton, New Jer..;e: Dio.ision of Curriculum and Instruc- tioa. Department of Education. (Film) Career Wheels. Washington, 1).-C.: American Personnel and Guidance Association-National VocationalGuidance Associa- tio. (Social Sciences and Humanities) Focus on the Creative Artist. Jamaica, New York: Fyi.. Gate House. (Filmstrip)

Focus on the Performing Arts. Jamaica, New York: Eye l;ate House. (Filmstrip)

Introduction to the Performing Arts. New York: Learning Corporation of America. (Film)

Is a Career in the Performing Arts For You? Hollywood, Caliiornia: AlMS Instructional Media Services, Inc. (Film) Isa Career in the Performinc, Arts :or You? Philadelphia: CFI Films. (Filmstrip) Jobs ln 1:iny lnd Hu1:Initlos. Mel-Hr Berger. New Y-Ork: Loihrop, i,, and Shepard Co.,19-1. Jobs in t!ic Performing Acts. Chicago: cionce Research Associates.

Performing Arts Occupat.ions. Washington, DC.: U.S. Government Printing Office, 19-0.

Poreve and Fine Arts and HumanitiesCareers. Joe Gill. New York: 'King Features Syndicate,1973. (Comic Book)

Knowledge about jobsin other occupational clusters in addition to Arts an,1 Humanitiescan he obtained from these general sources of occupational information:

Aim High VoLational Guidance Series. New York: Richards Rosen Press.

Arco-Rosen Series. New York: Arco Publishing Company. Career Book Library. New Yorl,:: Putnam-Coward. Career Books. New York: Doubleday and Company.

Career Series. New York: Henry :. Snick, Inc. Careers in Pepth, New. York: Richards Rosen Press. Career Wise Kit. New York: Random House. Choice: Career Handbook of Occupational hiformation hy Clusters for Educators. Austin.lexas: Texas Education Agency.

1 16 Concise Handbook of Occupations. Chicago: J.G. Ferguson. Dictionary of Occupational Titles: VolumesI and II. Supplements. Washington, D.C.: U.S. Employment Office. Looking Forward to a Career Series. Mineapolis: Dillon Press. Encyclopedia of Careers and Vocational Guidance: Volumes

I and II. Chicago: J.G. Ferguson. Messner Career Book. New York: Julian Messner. Occupational Outlook Handbook. Washington, D.C.: U.S. Department of Labor, Bureau of Labor Statistics. Real People at Work Series.. Washington, D.C.: Changing Times Education Service. Saturday's Child: 36 Women Talk about their Jobs. New York: P..intam Books. Vocational Guidance Manuals. Louisville, Kentucky: Vocational Guidance Manuals.

What They Do Series. New York: Franklin Watts, Inc. Yellow Pages of Learning Resources. Philadelphia: Group for Environmental Education.

Cassettes

Caree Development Lab. Tulsa, Oklahoma: Educational Progress. Career Interviews. Kankakee, Illinois: Imperial Inter- national Learning Corporation. Career Tapes. Riverside, New jersey: MacMillan Library Services.

JNI) Audio tine Lihrary. New York: Jeffrey Norton Puhlisher,,,, Listen to Learn. Jamaica, New York: Eye Gate House The Talking Handbook of American Occupations. Big Spring, Texas: Creativr. Visuals.

Bread and Butterflies. Bloomington, Indiana: Agencyfor Instructional Television. Career Films. Chicago: Coronet Films. Career of the Month Films. Park Ridge, Illinois: Voca- tional Films.

- Careers Unlimited. Raleigh, North Carolina: Classroom World Production.

Career Awareness Films. Las 1.egas: Clark County School District.

Whatcha Gonna Do? Available from local Public Broadcasting atfiliates.

When You Grow Up. Philadelphia: Counselor Films, Inc. Working WorLdlS. Salt Lake City: Olympus Pub1ishers. World of Work, The. Philadelphia: Counselor Films, Inc. Your Working Future Series. Chicago: Encyclopedia Britannica Films.

Filmstrips

Adventure in the World of Work. New York: Random House. Career Education Clusters. New York: Westi,ighouse Learn- ing Press.

Career Information Library: Series 100 and 200. El Monte, California: Hoffman Occupational Learn inf Systems.

Careers and Lifestyles. Pleasantville, New York: Guidance Associates.

Careers Series. New Rochelle, New York: Pathescope Educational Films.

Exploring Careers, GrmIE 9. Chicago: Singer SVE, Inc. Career Education Slide Programs. New York: Fairchild Books and Visuals.

Career Clusters and the World of Work. Irvine, California: Iducational Properties.

Keys to Career Exploration. Chicago: Science Research Associates.

Livelyhoods. Boston: Houghton-Mifflin Company.

Modern Craftsman Series, The. Baysidc, New York: AIDS. Peopy at Work Series. New Rochelle, New York: Pathe- scope Educational

Who Works for You': New Yolq: Random House.

8 Pamphlets

Alumnae Advisory Center Reprint$, Now York:. Alumnae Advisory Center. _Ealoyment Outlook for... Series. Washington, D.C. U.S. Department of Labor, Bureau of Labor Statistics. Occupational Outlook Rurint Series. Washington, D.C.: U.S. Department of Labor, Bureau of Labor Statistics. (School Subject) and Your Career. Washington, D.C.: U.S. Department of Libor, Bureau of Labor Statistics.

Joh Description Briefs

Career Research Monographs and Pamphlets:-\Chicago: The Institute for Research. CARRERAS (bilingual). Newport B6ach, California: Career Associates. Desk-Top Career Kit. Largo, Florida: Careers, Inc. Job Box, The. Belmont, California: Fearon Publishers. Occupational Briefs. Moravia, New York: Chronicle Guidance Publications. Occupational Exploration Kit. Chicago: Science Research Associates. Occupational Guides. Sacramento, California: California State Department of Employment. Occupational Guidance Career Monographs. Minneapolis, Minnesota: Finney Company. Widening Occupational Roles Kit. Cliftago: Science Research Associates. Yellow Pages Car'eer Library. Arlington, Urginia: National As,sociation of Elementary School Principals.

Miscellaneous

Career Information Handbook. Waco, Texas: Texas State Technical Institute. LRIC 1T.D 085 504. Career Posters Related to School Subjects. St Paul, Minnesota:-Minnesota Department of Lducation.

Career World. Highwood, Illinois. Curriculum [ Inc. (PeriodIcall 115

Illustrated Occupations Related to Nine AcademicAreas. Montgomery, Alabama: Research Coordinating Unit for Vocational and Technical Education. ER 1 C VT 0 1 0 2, .1 1 1) 069 919.

Job Experience Kits. Chicago: Science Research Associate:;. I,Simulations)

Occupational Outlook _quarterly, Washington, D.C.: M.S. Department of Labor, Bureau of Labor Statistics. (Periodical)

Pc'eve and,.. Career.s.. York: King Features Syndicate. (Comic Books)

Scholastik. Scope. Parton, Ohio: Scholastic ScopeMaga:ine. (Periodical) 117

PRITAR I NG FOR A CAREER 1 N AN ARTS OR HUMANI T I ESHELM

Introduction performance fields (dance, music, theater, media) and in writing After looking at themselves careers, extracurricular activi- through the activities suggested ties both in junior and senior in Chapters 0-e and Two andafter high may he the key to admis- acquiring accurate knowledgeabout sion in specialized educationa, Arts and Humanities occupations programs and later the key to through sources suggested inChap- obtaining a job. In advising stu- ter Three, student!,; will havea dents on extracurricular activi- base for making realistic career ties, or pushing them intoappro- decisions. The counselor's func- priate ones, counselors willwant tion then is to assist each stu- to include community resourcesas dent to choose an appropriate well as traditional school clubs educational pathway to thatca- nod programs. In particular, the reer. This chapter discusses advanced or highly motivatedstu- extracurricular activities,sum- dent will benefit from volunteer mer programs, specialed public involvement with cultural institu- high schools and private secondary tions, individual professionals, schools, high school courses as and such arts-relatedsources as they relate to Arts and Humani- newspapers, television stations, ties career proparation, alterna- 4 etc.; sometimes the volunteer work tives to college, reference books turns into a paid part-time jub. about colleges, degreeprograms hxploring Arts and Humanities for each Arts field and for Human- Careers in the Community: A Pro- ities, kinds of questions students gram Planning Guide examines pos- should ask about colleges, and sibilities for student participa- financial aid for students plan- iic.1in comnnmity programs. ning postsecondary education. Summ:sr P ro Extracurricular Activities extracurricular aLtivities For the student who oas made a can be augmented by jobs,commun- tentative choice to pursue 3 ca- ity programs, or specialtraining reer in one of the Arts or Humani- ;a the summers. Community recrea- ties fields, participation in tion departments and otheragen- related extracurricular activitii ci,--. frequently step-up activity can be crucial, bspecially ia in the simmiers, There are also

121. 118

camps, trips and expedi- Whole World Handbook: A Student tions, and other summer exp,m.i- Guide to Work, Study and Travel -e-; aimed at students with a Abroad. Marjorie Adoff Cohen. keen inteist in Arts and Humani- New York: Council on Interna- ties; some of these opportunities tional Educational Exchange, 1974. are available through scholarship funds to sl.udents with high inter- Specialized Public High Schools; est but limited financial resour- Private Se'zondary S-hools ces. In addition to the following references,.local and national Metropolitan area public schools newspapers offer articles and ad- are increasingly establishing spe- vertisements about summer educa- cialized or magnet schft Is in tional programs. In every case, . fields such as Performing Arts, tho counselor should advise that Creative Arts, Visual Arts, or Hu- udents cheek the accreditation manities. These schools may offr dad/or stahilitv of a summer pro- academic courses in addition to ;1',IM before emharking on it. special courses, or may require R,:ferYnce works About summer thlt students spend part of the exburiepce school day at a "home" high school for academics and the remainder .11 10 rk Time Summer (41ide the specialized school. At least for Te4aagc.r Abroad. Bea- two states (North Carolina and trice and Howard Rowland. rlorida.) have residential puhlic York: adrange/New schools which offer secondary levil iimes rublishing Company, 1973. training in performing arts. 19-4 Collegiate Summer Students must audition or he ment Guide. Los Angeles, Cal- _ _ _ _ tested for admission to many spe- itornia: American Collegiate cialized public high schools. Employment Institute. Upon admission they work with a Summer .Camps and Summer Schools. fa;:ulty who are proficient as Boston, Massachusetts: Porter teachers and are usuany also prac- Sargent, t.-Icing artists. Some specialized "public schools arrange for very Summer Emploment Directory of advanced students to receive extra the United States, Cincinnati, preparation at local universities Ohio: National Directory Ser- or with community professionals. vice,Inc., 1974. A list of schools established Allan Teenage Employment 'Guide. by 1976 appears in Appendix B. B. Goldentha1. New York: When public schools do not offer Sjmon and Schuster, 1969. the kinds of learning necessary Teen-A_ge Summer Guide. Meyer for some students, parents and Reinhold. Woodhury, Ncis York: counselors may want to consider Eduyational private education. For exAmple, some private schools have intensive performing arts training t I I 1:(1 along with traditional academi, ; 1:0'icr.Lit ion." programs. Two reference hook'; hux dlich dHcims private scho,,i,:

throu.,:,hmit t 'um ry my

12 119

The Handbook of Private Schools: 'Visual Arts and Crafts: studio AiPAnnual DescriptiveSurvey of courses; art theory, apprecia- Independent Education. Boston, tion, and history; industrial Massachusetts: Porter Sargent. arts including welding; history .Prep School Guide. Red Bank, and literature; foreign lan- New Jersey: Lovejoy's College guages Guide. 'Writing: writing and journalism courses, literature, his- Courses to Take in High School tory, foreign languages including Latin, audiovisualcourses, As counselors and studentsplan math and science for potential each year of high school, they technical writers. should consider vocationalcourses to supplement the college prepara- Humanities: The major difficul- tory program. For example, cour- ty in advising students whoarc ses in woodworking, plastics, met- considering most careers in the als, and drafting can benefitstu- Humanities is that they haveusu- dents seeking careers in visual ally had little opportunityto arts and crafts, theater and med- test their aptitudes in these ia; electronics coursesare impor- areas. It is wisest to recommend ,tant to the performance ofmany the broadest choice ofcourses ilks,music occupations. Courses espe- within social studies, lahguae ')0ally useful to each Arts field arts, and foreign languages. Be- include: cause definitive occupational plans are often not made until 'Dance: physical eduion, well into their collegeyears, or music, drama, literature) even later, students should plan history, French high school programs making them 'Music: performance courLs-e'S; eligible for admission into four- music theory, appreciation year liberal arts colleges and and history; electronics; universities. histor and literature; the charts on the following (;erman, Italian, French pages indicate, some high school 'Theater and Media drama, courses are crucial and others are speech, music, literature, important in helping students gain history, audiovisuals, draft- the knowledge and skills forcar- ing, electronics, dance, and rying out specific jobs. physical education

123 l

Import:Inc,' of Eezular Sulects for Selected Occuptions in Arts andHnitiesuJia Fields

I 1 1 \ 1' I C. u I

Johs where r: Jobs where Art HIL-11rIllid ic IMPONTANT

Art Critic Architect* Art Historian' Art Business Person Art Therapist* Art/Crafts Manager Cartooni,;t Art/Crafts Technici:1 College Art Faculty Art Librarian* Member* Art Researcher* Costume Designer Art Salesperson Craftsperson Display Person Curator* Environmental Designer* Elementary/Secondary Fine Art Technician Art Teacher* Government Art Specialist Fashion Designer Landscape Architect* Fine Artist Lighting Designer Craphic Designer Makeup Person Handcrafts Designer Museum Technician Industrial Designer' Sign Painter Illustrator Interior Designer Illustrator Interior Designer Museum, Adult Education or other Teacher Photographer Scenery Designer Textile Dcsigner

' iiraduate study usually required

121 121

Spceh Cour. us

Jobs where Drama, Speech Jobs .1cre Drama, Speech background is CRDCIAL )ricky unC,is IMPORTANT

Actor All Teachrs Broadcast Journalist Arts Mt,ag..2,r All Dr,ama Teacher Arts Therapist*. Comedian Choreographer Dancer Circus Performer Magician Clergyperson Mime Community Arts Specialist Playwright Drama Critic Puppeteer Drama Historian Scriptwriter Lawyer* Opera Singer Movie or Tv Critic Stage or Media Director Opera Conductor

C. Cou_ses

Jobs where English Jobs where English background is GRIICIAL background is ImPORTANT

Actor Arts Business person All Teachers Arts Manager Anthropologist-' Arts Salesperson Arts Critic Director Broadcast or News Economist- Journalis,t Museum Curator* Clergyperson* Paralegal Editor Producer Educational Admini- Spccial Librarian* strator* Entertainer Historian* Interpreter Lawyer* Li- -ist* Phiiosopoer* oliticai Scientist" Sociologist' lranslator Nriter *- Graduate study usually um, i red

125 H. lorein LAngu:Ige Courses

Jobs where Foreign Jobs where Foreign Language hackground Language background is CRHCIAL is IMPORTANT

All Language Teachers Anthropologist* Foreign Broadcast Arts Manager Journalist Choral Conductor* Foreign Correspondent College Foreign Student for Newspaper Advisor Foreign Script Writer Historian* Interpreter Linguist* Opera Singer Museum Curator* Translator Political Scientist*

L. Music Courses

Jobs where Music Jobs where Music ackground is CRUCIAL background is IMPORTANT

All Music Teachers Community Music Specialist Choreographer Dancer . Conductor* Dance Teacher, Therapist Composer* Director Instrument Tuner Entertainer Music Critic* Instiument Builder Music Performer Music Manager Music Therapist* Music Publisher Musicologist* Music Salesperson Music Studio Technician Producer

(;r:tdurite study usu:illy required

2 6 123

Danc.el Courses

Jobs where Dance. Jobs where Dance haL.hround CRUCIAL hackground is 1MPORTWU

Actor Dance Historian* Choreographer Dance Researcher* Dance Critic Ethnomusicologist* Dance Notator Musical Director Dance Teacher Dance :herapist* Dancer Somc Tntertainers (Stunt People, Trat,c.:e Artists, etc.')

SocIJ Studies Courses

Jobs where Social Jobs where Social Studies backround is Studies background CRUCIAL is IMPORTANT

AlI Social Studies Arts Critic* Teachers Arts or Humanities Librarian* Anthropologist* Clergyperson* Archivist* Editor Arts Histor;.an* Educational Administrator* Economist* Elementary Teacher Educational Counselor* Writer Geographer* Historian* Lawyer* Museum Curator* Political Scientist' Sociologist*

usu;Illy required

127 121

iona I :Indust ri al Courses

Jobs where Industrial Jobs where Industrial Arts kackground is Arts background is CRUCIAL IMPORTANT

Acoustician Architect* Costume Maker Artist Craftsperson Archeologist* Display Technician Costume Designev Industrial Design Fashion Designer Technician Industrial Designer* Music Instrument Builder Interior Designer and Repairer Landscape Architect* Museum Technician Landscape Designer Photo Technician Lighting Designer Printing Technicinn Musician Sculptor Sound Designer Set Designer Stage Manager Set Builder Textile Designer Sound/Music Technician Vocational Teacher

* Graduate tudy usually required

2 8 125

Alternatives to Nontraditional College Route'. Traditional Colleges to Careers. Sarah Splaver. as Lducational Pathways New 'fork: Julian Messner, 1975.

Not all students will wantto ParaTrofessious: Careers of follow high school immediately the Future and Present. Sarah with college. For other students, Splaver. New York: Julian attending co11.2ge may he detri- Messner, 1972. mental to an Arts career: ballet This Way Out: A Guide to Alter- dancers, for example, usuallycon- natives to Traditional College centrate on perfecting performance Education in the United States, skills during the time whenother Europe, and the Third World. high school graudates are in col- John Coyne and Tom Hebert. New lege; some theater students go York: E.P. Dutton, 1972. straight to repertory companies or speciali:ed postsecondary drama Your Career If You're Not Going courses from high school. The fol- to College. Sarah Splaver. New York: lowing reference hooks suggestex- Julian Messner, 1971. periences other than those offered Your Future With or Without by traditional liheral arts insti- College. William C. Resnick tutions. and Philip B. Loltick. Arling- Alternatives to College. Miriam ton, Massachusetts: Bellman Hecht and Lillian Tranh. New Publishing Company, 1971. York: MacMillan, 1975. Specialized schools for aspiring Alternatives to Traditional actors, commercial artists, broad- Post-Secondary Education. S. casters, musicians, etc., may be Norman feingold. Washington: Appropriate for students desiring B'nai B'rith Career and Coun- to take only those courses which seling Services, 107:S. lead to their career,gonls. The Career Choice And Preparatiom following sources catalogmany William Schill and Harold occupational programs of interest Nichols. Danville, Illinoi to students who are fairly certain Interstate Printers and PHI' of their vocational plans, lishers, 1970. Vnerican Trade Schools DiTectory. Guide to Alternative College.. Ulrich F. Croner. Queens Vil- and Universities. A. Wayne lage, New York: Croner Publi- Bla:e, et al. Boston: Beacon cations, 1974 (updated monthly). Press, 1974. Blue Book of Occupational Edu- cation. Max M. Russell, editor. Guide to Career Education. _ _ . M-uriel Lederer. New Yorl:: New York: CCM Information Ou:Alrangle/The New York Tiiitc Corporation, 1971. Book Company,1974. 1)1 r2ctorv of Post-Secondnrv Meeting the Challenge: 1per- Schools±LJI Occupational Pro- imental and Innovative Colleges grams, Public and Private. and Universities. S. Norman 'Aashington, P.C.: National Feingold et al. Washington: Center for fducational Statis- B'nal B'rith Career And HUM- tics, Government Printing offL- soling Services, 1974. 175.

129 12A;

Directory of Vocwional Train- standard references which describe ing Sources. Chicago, Illinois: colloges and universities are: Science Research Associates, Two-Year Colleges 1904. American Junior Colleges. Wash- Lovejoy's Career and Vocational ington, D.C.: American Council School Guide. Clarence F.Love- on Education. joy. New York: Simon and Schuster, 1973. Barron's Guide to the Two-Year

Colleges (Volumes 1 and 2). New Training_pkaritILLi. Woodbury, New York: Barron's York: Simon and Schuster. Educational Series, Inc. Revised annually. Comparative Guide to Junior and The counselor can also-call the Two-Year Community Colleges. local or regional office of the James Cass and Max Birnbaum. U.S. Department of Labor, Bureau New York: Harper and Row. of Apprenticeship and Training, Community and Junior College to obtain information about the Directory. Washington, D.C.: few apprenticeship programs which American Association of Community exist in Arts/Humanities fields. and Junior Colleges. References Describing Ferguson Guide to Two-Year Pro- Traditional Colleges, Universities grams (for technicians and

specialists) . Garden City, Now Most Humanities occupations require York: Doubleday and Company. completion of at least four years Four-Year Colleges and Univer- of postsecondary education. Most sities Arts practitioners, while criti- cizing the lack of practical cour- American Universities and Col- ses offered in postsecondary insti- leges. Washington, D.C.: tutions, believe that a formal American Council on Education. liberal arts education helps po- Barron's Handbook of College tential workers become more effec- Transfer Information. Woodbury, tive in their chosen career than New York: Barron's Educational does narrow, specialized training. Series, Inc. Further, college training can add to the desirable possibility -- College Blue Book Series. River- and often necessity -- of career side, New Jersey: MacMillan alternatives. The future econo- Information. mist and sculptor alike benefit, College Handbook. New York: for example, from a teaching cer- College Entrance Examination tificate or accounting courses. Board. Colleges and universities have the advantage of affording stu- College View Deck (manipulative dents experience in productions, device which narrows choices art exhibits, newspapers, etc., according to individual speci- through which skills are honed fications). Moravia, New York: before the students face the com- Chronicle Guidance Publications. petitive work world. Among the

3 0 1 2-

Comparative Guide to AmericHn Counselors working with handi- Colleges. James Cass and Ma\ capped students will find those Birnbaum. New York: Harper two guides useful for describing and Row. postsecondary educational facili- Comparative Guide to Amcjican ties: Colleges: Professional and A Guide to College/Career Pro- Guidance Edition. James Cass 1.,,rams for Deaf Students. hdited and Max Birnbaum. New York: by E. Ross Stuckless and Gilbert Harper and Row. (Includes L. Delgado. Rochester, New York: visual, performing, commercial National Technical Institute for arts programs) the Deaf and Gallaudet College, Directory of Accredited lnsti 1975. tutions. Washington, D.C.: Higher Education Accessibilit_y Accrediting Commission of the Guide. Cambridge, Massachusetts: Association of Independent Abt Associates (55 Wheeler St.), Colleges and Universities. 1976. (Describes facilities of Guide to College Maiors. Mor- too colleges throughout the ivia, New York: Chronicle. United Staces1 Guida1P.e Publications. Postsecondary Education Meeting the Challenge: Experi- According to mental and Innovative Colleges Arts/Humanities Fields and Universities. Washington, D.C.: B'nai B'rith Career and The student choosing to prepare Counseling Services. for a career in an Arts or Humani New York Times Guide to CcIlege ties field by attending college will find that this discussion, Selection. Ella Manel. No: York: Quadrangle/The New York Times eategori:ed by field, contains Publishing Company. useful information about postsecondary education. The Annual Guides to Graduate and Underoraduate Study. Karen C. Dance Hegener, Editor. Princeton, New Jersey: Peterson's Guides. Private study is die prevalent

Profiles of American Colleges form of learning to perform dance . with students taking lessons con- Vol. I: Descriptions of the Colleges. Profiles of American tinually from about the age of Colleges Vol. II: Index to eight until they audition for pro- Major Areas of Study. Woodbury, fessional companies at about 17 or IS. New York: Barron's Educational Fewer colleges offer under- Series, Inc.,197S. graduate specialties in dance than in other fields of the Arts, and when these programs exist, they are often part of a physical education major (although there is a trend toward separate departments).

1 128

The degree conferred is Bachelor Directory of Profressional Pre- of Arts (B.A.) or Sciences (B.S.), paration: Programs in Reore- or Bachelor of Fine Arts (B.F.A.). ation, Parks, and 4lated Areas. Some graduate programs offering Washington, D.C.: American dance degrees are performance- Association for Health, Physical oriented, whereas others empha- Education, and Recreation. size research, teaching, or administration. Music As of 1976, only six states have puhlic school certification Preparation for music careers can requirements in dance education, be obtained in many settings, but and in these cases, courses in students who have not had inten- physical education, education, sive musical instruction during and dance (performance, theory, their high school years arc at a and methods) are basic. Some- disadvantage, because many college times dance education courses are and conservatory programs require offered in the school of education; auditions as part of their admis- in other colleges, the courses arc sions requirements. Even those in the liberal arts division or in colleges which emphasize liberal a separate school of physical edu- arts training are more often re- cation. Because very Tew public quiring proficiency in all aspects schools have intensive elementary/ of "musicianship," especially in secondary dance programs, dance keyboard knowledge and theory. teachers are trained to double Since voices do not mature until as physical education teachers, about the age .of 16, vocalists and therefore need physical edu- often have had less preliminary cation certification. If estab- training than instrumentalists. lished performers enter teaching Those students interested in they; rarely need to attend formal "classical" performance careers ed&ational institutions, because arc most likely to enter istitu- they usually work in private dance tions which confer B.F.A. or Ba- studios, dance companies, or in chelor of Music degrees; these special situations where state degrees are considered "profes- certification is not required. sional" rather than academic because of the emphasis on perform- Dance Directory: Programs of ance courses. Conservatories Professional Preparation in offer diplomas as well; fewer American Colleges and Univer- credits are required for.a diploma sities. American Associaticn than for a Bachelor of Music de- for Health, Physical Education, gree. The student who prefers to and Recreation Dance Division. get performance training at a lib- 1201 Sixteenth Street, N.W. eral arts institution can study Washington, D.C. 20036. until receiving the Master'of Directory of Professional Pre- Music (M. Mus.) degree. It is Eiration Institutions in Health, rare that a performer will desire Physical FOucation, and Recrea- a more advanced degree. Tradition- ally, "popular" performers have tion. Washington, D.C.: Amer- ican Association for Health, not needed the intensive training Physical Education, and Recre- required of "classical" performers, ation. although there is an increase in 129

number of jazz and modern mrp-hc List of Schools. National courses offered in performance- Association for Music Therapy, oriented schools. Students desir- P.O. Box 610, Lawrence, Kansas ing liberal arts subjectsas well 66044. as musical courses should probably choose general colleges and uni- o fheater _ versities, whereas studentswant- ing only music courses shouldcon- Rather than study toward either sider specialized schools and undergraduate or graduate degrees, conservatories. many students interested in the- Students planning to teach music ater attend specialized schools of acting. in public schools will findappro- The majority of these are priate courses inprograms leading in New York City and California. to the B.A., B. Mus., or Bachelor Another training ground formany of Music Education (B. Mus.Ed.), aspiring performers, designers, although there arc other iesswell- and backstage people is workwith known degrees according to the one of the repertory theaters in institution or region of thecoun- the country; most major cities in try. Graduate degrees for poten- the United States now haveat -.. tial college-level futichers in- -least one repertory theater. Stu- clude the Master of Arts (M.A.), dents audition for admission,as M. Mus., and Master of Music Edu- they will for many collegepro- grams. cation M.Mils. Ed.), and at the doctoral level, the Ph.D., Doctor College may be appropriate for Of MUSIC Fducation Or Doctor of the educational and career goals Musical Arts (D.M.A.) Private of many students interested in teaching depends more on the theater. Some of the best train- teacher's performance ability and ing exists at colleges whichhave salesmanship than on the degrees working relationships withreper- accumulated. tory companies. College produc- Music therapy is an emerging tions provide varied learning occupation which usually requires opportunities which illeater arts a graduate degree. Training in courses can complement. Humani- piano technology (piano tuning, ties courses help students under- repairing, and rebuilding)usu- stand the historical, sociological, ally takes two years at special- and psychological aspects of drama. ized technical schools. For potential producers, coll-ges and universities offer business List of "Endorsed" Programs. courses in addition to drama. the Piano technicians Guild. Students interested in designas- P.O. Box 1813, Seattle, pects of theater work can take Washingt'in, 98111.- necessary art courses in colleges and universities; increasingly, List of Member Schools. Nation- theater designers hold graduate al AssOciation of q-hoolsof degrees. Music, Suite zn2, 1424 Sixteenth Street, Washirn],ron, 20u36, The Bachelor of Fine Arts degree (B.P.A.)is consideredthe most career-oriented college

121 1::;0

degree; however students jfl t11(_ * Media Ater more commonly move from a Bachelor of Arts (B.A.) to a Although students can prepare for Master of Fine Arts (M.F.A.) than media careers through their own in other Arts fields. An M.F.A. efforts, proficiency in most as- or Ph.D. or Ed.D.is essential pects of the field is usually for people who want to teach the- acquired through formal coursework ater on the college level. either in a college Or proprietary school. Specialized electronic Summer stock experience is ex- schools offer programs to students cellent training for students in- interested in the technical aspects terested in any area of the the- of radio and television broadcast- ater and provides the requisite ing. In academic settings, stu- time leading to membership in dents can choose from two-year Actors Equity Ur.. a neces- programs to doctoral level diegre, sity for jobs in , ofessional focusing on film study, mass com- theater. munications, audiovisual methods, Entertainers do not require or other specialty. college to help them perform their A.ork; they learn from oth- The American Film Institute ersin their fields, whether in Guide to College Courses in loose apprenticeship systems or Film and Television. Acropolis by watching and continually prac- Books. Ltd., 2400 17th Street, ticing. However, special schools N.W., Washington, D.C. 20009. for potential circus performers, Colleges and Universities puppeteers, etc., do exist. Offering Courses and Degree Programs Involving Educational Directory of American College Broadcasting. National Associ- Theater. American Educational ation of Educational Broadcast- Theater Association. John F. ers, 1346 Connecticut Avenue, Kennedy Center for the Perform- N.W., Washington, D.C. 20036. ing Arts, 1701 Pennsylvania Avenue, N.W., Nashington, D.C. Film Schools List. Professional 20006. Photographers of America, Inc. Des Plaines, Illirois. Summer Theater Directory. American Theater Association, Film Study in Higher Education. Inc., 1317 Seventh Street, American Council on Education, N.W., Washington, D.C. 20004 1785 Massachutts Avenue, Washington, D.C. 20036. "Relationships between Educa- tional Theater and Professional Radio-T,-devision Degree Programs Theater: ActoT Training in the in American Colleges and Univer- United States." Educational sities. National Association Theater Journal, November, 1966. of Broadcasters, 1771 N Street, N.W., Washington, D.C. 20036. 131

4, Visual Arts and Crafts Baillelor or Master of Architecture. A three-year internship is required Students planning to concentate before an architect is eligible to in studio art or craftsare most take the state licensing examina- likely to attend specialized tion. Landscape architects need schools which give diplomas, cer- a similar length of training and tificates, or B.F.A. degrees, al- are usually state-licensed. though liberal arts colleges now allow more stiidio courses to be The American Art Directory. presented toward a B.A. degree R.R. Bowker and Company, 1180 than was previously possible. Avenue of the Americas, New If a student plans to follow.an York, New York 10036. academic program to becomea working artist, he/she may move from Architectural Schools in North America. a B.F.A. to an M.F.A. Intensive Association of Col- studio.exposure is the core of legiate Schools of Architec- these F.-ogramS. Emphasis may be ture, Inc., 1735 New York on fine arts or on applied arts. Avenue, N.W., Washington, D.C. 20036. Students concerned with the academic study of art theory, his- By Hand: A Guide to Schools tory, or criticism could move from and a Career in Crafts. E.P. a B.A. to an M.A. and eventually Dutton and Company, 201 Park to a Ph.D. The latter degree is Avenue, New York, New York usually essential for teaching on 10003. the postsecondary level. Students Directory of Colleges and Uni- planning to teach art in public versities Offering Degro6s in schools will probably acquirea Industrial Arts. American B.A. with a major in art or art Industrial Arts Association, education. The few art therapy 1201 Sixteenth Street, N.W., programs in the country are usu- Washington, D.C. 20036. ally offered at the graduate level and may be part of an occupational "Directory of Degree Granting therapy degree. Schools" in Art Career Guide, Watson-Guptill Publications, Most cpecialized arts schools One Astor Plaza, New York, and colleges/universities ask art New York 10036. maiors to pr^sent portfolios of their wor*, either upon admission Directory of Institutions as freshme.1 or upon declaring them- Offering Interior Design Edu- selves as art majors during their cation. Interior Design Edu- sophomore year. Counselor::; can cation Council, Department of encourage the high school art Interior Design, Virginia Com- faculty to work with art students monwealth University, 901. West during the high school years on Franklin Street, Richmond, prepar,tion of a portfolio. Virginia 23220. Professional training in archi- List of Accredited Schools in tecture usually requires a five Art and Design. National Asso- or six year undergraduate degree ciation of Schools of Art, or an extended master's degree. One DuPont Circle, N.W., Suite The degree awarded is either a 650, Washington, D.C. 2006.7, 132

List of Accredited Schools in are not yet a requirement for most Landscape Architecture. Chron- writing careers. icle Guidance Publications, Moravia, New York 13118. Colleges Offering Public Rela- List of Leading Art Schools. tions Courses. Public Relations Society of America, New York,N.Y. National Association of Schools of Design, One DuPont Circle, Education for a Journalism N.W., Suite 650, Washington, Career. American Council on D.C. 20036. Education for Journalism, School American Artist Art School of Jolnalism, University of Directory. American Artist, Missouri, Columbia, Missouri 65201. 1515 Broadway, 1\;(:.. York, New York 10036. Education for Advertising Accredited Programs in Archi- Careers. American Association tecture. National Architec- of Advertising Agencies, 200 Park Avenue, New York, New York tural Accrediting Board, Inc., 1735 New York Avenue, Washing- 10017. ton, D.C. 20006. Education for Journalism Careers. Technical Schools, Colleges, Association l'or Education in and Universities Offering Journalism, Northern Illinois Courses in Graphic Communica- University, DeKalb, Illinois 60115. tions. Graphic Arts Technical Federation, 4615 Forbes Avenue, "Education for Technical Writers," Pittsburgh, Pennsylvania 15213. John A. Walter in Journal of the Society for Technical Communica- Writing tion. Graduate Studies in Technical A Bachelor of Arts degree in Eng- lish or journalism combined with Writing and.Communications. extensive writing experience in Rensselaer Polytechnic Institute, Troy, New York.. college is tho typical preparation for most writing occupations. Po- Journal/Um Scholarship Guide and tential technical wrlters/editors Directory of College Journalism need to take sc;ence, math, Programs. The Newspaper Fund, or engineering courses; potential P.O. Box 300, Princeton, New secondary teachers w:11 need the Jersey 08540. education courses leading to pub- Where Shall G) to College to lic school certification. A very broad educational background is Study Advertising': American helpful 'for most writing occupa- Advertising Foundation, 1225 tions. Connecticut Avenue, N.W. Washington, D.C. 20036. Craduate programs exist in crcative writing, jOurnalism, and communications. These programs are useful for people planning to teach, or for students whose undergraduate major was not in a writfng field; graduate degrees

1 3 (i Humanities ------Archaeology in American Colleges. American Institute ofArchaeol- Since many occupations iu ogy, 260 West Broadway, New lork ties ficids require degreesbeyond 10013. the bachelor's level,students can anticipate earning at leasta mas- Annual List of AccreditedTeach- ter's degree and very likelya Ph.D. er Education Institutions. Na- or its equivalent. The Ph.D. tional Council fyr Accredita- almo,,t mandatory forpeople wishing tion of Teacher Education,1750 to teach in colleges and universi- Pennsylvania Avenue, N.W.,Room ties; to holp studentsokttain ad- 411, Washington, D.C. 20006. mission to graduate programs, Directoy -)f College Geography counselors should encourage high in the u..ied States. schoolers to choose The Geo- undergraduate graphical Studies and schools ..;ith an excellent Research depart- Center, Eastern Kentucky Uni- ment in the student's chosen field. versity, Richmond, Kentucky. S,condary level teachingin Human- itics fields requireseducation Education and Career Informa- courses for puhlic schoolcert tion and Related Fields. Ameri- fication, in additionto a bache- can Society, of Planning Offi- lor's or master's degree. cials, 1513 East 60th Street. Chicago, Illinois 60637. Among the oc-.upations inHumani- ties fields W :11 do not require Educational Directory: Careers undergraduate and advancedde.crees and Courses in ArchivalAdmini- stration. Society of American Archivists, P.O. Box 9198, Lon t)arcilegal aide U-tiversity of Illinois, Chica court ret:orter illinois.60680. ret:i GeograThylin the Two-YearCol- 1,rother-; and ,-,iyter leges. Association of Aim:rival, in-.or:- order (;eographer::,, i-10 Sixteenth 1111 t_ 10 11' Street, N.W Washington,P.C. 000. i 1 iii those11',111 .1111111111',1:0: (;ilide to 1)cpartment:; Anthro- ci vaililt 1111)11()0,1. lerLs, hilingual cal Associatio,m 1703 NeHamp- 1v)tei clerks, etc. shire Avenue, P.C. 20009. market resarclic:rs List of Accredited Law ":,chool. polling worl

1 .O. Museum Studies and Museum Train- Questions to Ask ing Courses in the U.S. and About Colleges Canada. American Association ot !'ouseums, 2233 Wisconsin Ave- When formal postsecondary (.'allco- nue, N.W., Woshington, D.C. tion is the appropriate path to a particular career goal, the counselor ;:tin help the student consid- Official Guide to Cntholic Edu- er a variety of factorsin choos- cational Institutions and Re- ing a college. Beyond the general. ligious Communities in the considerations of location, size, United States.100 North k.i1- accreditation, sex of student body, 1Age Avenue, Rockville Centre, degrees granted, cost, financial ,is York 115-0. aid, and living accommodations, Porolegal institute,132 Nassau '5.tudents are likely to be more let New York,Neci. \Ork 1UUS. satisfied with their college choice hy oxploring college cata- Hondbook. Education logues and talking with colle.,c rinceton, Service, admissions officers and faculty to answer these kinds of (uestion Preparkt ion ot- Humonitie's Nat ional General School information t con tor ilirminit ies liduc.it

N,(). rio. 1 , What percentage of beginning students leave after: 1) the Cirst year, 2) the second veor, 3) before graduation?

-hicogo, In general, how large are classes? Are most of them lecture, discussion, or applied courscs? Studt21, ..th: poi :iandhook: Guldi_ Does the school offer indepen- and Career. Leneral Learning dent scudy, exchange piograms, Press, Cambridge, \lassachusetts artists-in residence, viork-study, 02133. cooperative education, intern- ships, or community involvement l'raining Programs for New Opr- withpriicticing workers and c-,-- tunities in Applied Anthropology. ganizations in the student's American Anthropological Associ- field of interest? ation,1703 New Hampshire Avenue, ii;iiThington, D.C. 20009. 135

What are the overall graduation Do they seem interested in their requiements? students' futures or only in their performance in class? Does the school students to develop interdisciIiiw.ry or Are they willing to discuss the individual programs? career limitations of their fields? If the school is a proprietary chool,is it approved by tho Have they. 1143d_experience, other .eterans Administration or the than teatning, in their fields? State Department of Education? Will they be honest in evaluat- If it is a correspondencepro- ing the student's career and gram, is it accredited hy the educational potential, or do Home Study Accreditation Com- they need to keep students rn mission, Veterans Administra- their departments for purposes tion, or another ace rediting of financial appropriations, agency? faculty tenure, etc.?

%laior Departments Lareer Planning Facilities . _

Is the major departmentlaiTy Is there a career planninl', and varied enough Toaccommo- office? date student academic inrerests? llav any student use itor is it Does the department regularly mainly for seniors? invite professional worker:. Is there a career resource talk with students? section for student browsing? What is the range oC career Doe.; it have a library of grad- alternAtive:; icithir the major? uate school catalogues and Is the department reputation financial aid information? good? 1.1.e., do the studerts Are thefe career exploration et good jobs and go to qual- courses? ity graduate schoo1s?1 What are the departmental Are occupational interest and aptitude tests given? graduation requirements? Is there a knowledgeablecoun- Are the facilities adequateto selor usually available? meet the student's needs and the department's stated obiec- tives? Placement Offices

Is there a :trulv p1::cement Faculty Idenhersi, itilin ,r office', Departments

oe.'s, it have an updated po prom, neat Licil SIIM111(:1 arid pa t i lie 101.y. 111-;(1,:r:,r,l(M;11. ' Ii Vd4:11 t I lac.'111 (.Hiplc: tl V;liat (.1( !mtt,rxii.w

' ext. i i ir I r 136

What percentage of graduating . College BlueBook: Scholarhips, seniors looking for jobs uotind Fellowships, Grants, and Loans. them by the rnd of their final Riverside, New Jersey: Mac- Year? six months later? Millan Information, 1975. Does the office offer ',Advice or College Education Financing. courses on developing resumes, Washington, D.C.: AFL-CIO searching for jobs,. and prepar Pamphlet Division. ing for employment interviews Financial Aids for Higher Edu- or auditions? cation. Oreon Keeslar. Du- DoLs the school foliow-up its buque, Iowa: William G.Brown. graduat,es? Publishing. (Revised annually.) Guide to Financial Aids for Financial Assistance for Students in Arti; and Sciences Students Planning for Graduate and Professional Postsecondary Education Study. Aysdel Searles, Jr. and Anne Scott, Editors. New Some financial aid exists in the Yolk! Arco Publishing Company, form of gifts (either scholarships or grants which do not have to be repaid) ;other sources are loans Helping Students Meet College to he repaic.' over varying periods Costs: A Guide for Counselors. of time. A combination of work New York: College Entrance and study is often possible. Examination Board. Financial Peed does not always'. How and Where to Get Scholar- have to be established, because . ships and Loans. Juvenal Angel. some awards depend on creative, New York: Monarch Press, 1968. Athletic, or academic ability. Much of the available financial Meeting College Costs: A Guiile Aid is unused because students, cor Parents and Students. parents,and counselors do not Princeton, New Jersey: Col1egc I.11;, of its exHtence especial- Entrance Examination Board, 19,7,. ly students from economically dis- Need a Eift? Indianapolis: advAntaged or culturally different TEA' American legion. (Revised 1,aekground- annually.) lhc following books provide ScEolarships, Felloi,hips, and extensive information: Loans. S. Norman Feingold. Bari-on'A. Handbook of AmericAn Arlington, Massachusetts: Lo: :ege JIPAncial Aid. Wood- Bellman Publishing Company,1974. hi New York: Barron's Scholarships, Loans, and Awards ational Scries, InC. Offered by Independent and AFL- Junror CIO Affiliated Labor Unions. and Community College Finan- Moravia, ,New York: Chronicle cial Aid. Woodbury, New YorI; Guidance Publications, 1974. i'mrron'', Educational Nei-1,-i, ilL Student FInancial Help: A Guide oi Money for College.

1, F. And Joyce 4, SLAAH, HA len City, Nei, York: ihru;de- And CompAHy, 1971. 137

Toward Equal Opportunity for associations, business and civic Higher Education: Report of groups, religious organizations, the Panel on Financing Low- and such organizations as the Income and Minority Students National Merit Scholarship Corpor- in Higher Education. New ation and the National Honor So- York: College Entrance Exam- ciety. ination Board,1073. Beyond government and private You Can Win A Scholarship. funding sources, colleges and uni- Samuel Brownstein and Mitchell versities provide their own assis- Weiner. Woodbury, New York: tance, and the counselor may want Barron's Educational Series, to contact the financial aid oft- 1972. fices of these institutions for further information. The Federal government is a primary source of aid, but because Computer searches, although its major programs shift in empha- expensive (about $40) are guaran- sis from year-to-year the counselor teed to uncover at least minimum should obtain current information results. To learn more about this from the state Office of Higher service, contact Scholarship Search at 7 West Slst Street, New York, Education. This office will inform counselors about financial New York 10019, assistance available from the Physically handicapped students state also. are eligible for special assis- The Superintendent of Documents, tance. The counselor can contact Washington, D.C.,publishes these representatives of the Social pamphlets describing financial Security Administration, the Edu- assistance: cation Department of the United States Department of Labor, and Catalog of Federal Education the State Division of Vocational Assistance Programs Illepart- Rehabilitation for specific went of fair iOfl . infOrmation. and Welfart:! One source of financiai assis- Federal and'-',tAteStudent t:IPCe solely f) r young WOMen is Aid Proorams the Business and Professional Financini, Postsecondary !Au- Women's Foundation, 2012 Massa- . cation in the United States chusetts Avenue, N.W., Washington, ("The Isiationa1 Commission on the Financing of Postsecondary Information, counseling, and Education). funding organi:ations exist espe- The U.S. Office of Education in cially to assist minority student, Washington offers a h,-ochure titled Among them are the following groups: Five Federal Financial Aid Pro- grams Fact Sheet. Upward Bound ASPIKA Educiitional Opportunity and Talent Search are two programs Centcr (Puerto Rican Studenti;) for disadvantaged students i,pon- 210 Nest11th Street sorcd hv thi ')frHc.. Yor}. 1 HO 1)

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Bureau of Indian Affairs- Students who appear unusually Higher Education Program interested or talented in fields 123 Fourth Street, N.W. within the Arts and Humanitiesmay P.O. Box 1788 find help through related profes- Albuquerque, New Mexico 87103 sional organizations. Chapter League of United Latin-American Three lists those associations Citizens which publish career and education- 400 First Street, N.W. al information; some of them also Washington, D.C. 20001 provide scholarship aid. A .few publications which detail financial National Achievement Scholar- information pertaining to the needs ship Program for Outstanding of students planning education in Black Students the Arts and Humanities are the National Merit Scholarship following: Corporation Educational Services Department American Newspaper Publishers 990 Grove Street Association Federation Scholar- Evanston, Illinois 60201 ships for Minority Journalism Students. Washington, D.C. National Association for.Advance- American Newspaper Publishers ment of Colored People Association Federation. 1790 Broadway New York, New York 10019 Awards for Singers. New York: Central Opera Service, 1969. National Scholarship Servi,...c and Fund for Negro Students Financial Assistance for Library 1776 Broadway Education. Chicago, Illinois: New York, New York 10019 American Library Association, 1973. National Urban League 55 East 52nd Street Grants and Aids to Individuals New York, New York 10022 in the Arts. Washington, D.C.: Washington International Arts Letter. Literary and Library Prizes. Olga S. Weber. New York: R.R. Bowker Company, 1967. Journalism Scholarship Guide and Directory of College Jour- nalism Programs. Princeton, New Jersey: The Newspaper Fund, William Randolph Hearst Founda- tion Journalism Scholarship Awards Program, San Francisco: William Randolph Hearst Foun- dation. 5 . C I PIED AND TALENTED STUDENTS

Introduction Definition

Many of the students seeking ad- Hfted and talented children vice from counselors about Arts are those...with demonstrated and Humanities careers are gifted achievement and/or potential and/or talented people. Other Hbility [for high performance] gifted and/or talented students in Jny of the following arew,, deserve encouragement from coun- -,ingly or in gomtdnation: selors to consider careers in Arts and Humanities fields. 1. 1..!rieral iht-ellectual ahilitv aptitt: The widespread lack of knowlodge aative nr proguctivo ahout gifted and talented students necame painfully evident when a HIHrship U.S. 0,:fico of Education survey visun jr r net-forming cr in the early 1970's revealed that nt,ycho-rtur 0niii-ty.1 almost half of the school administrators contacted believed that Identification iheir student bodies contained no gifted and talented students. Yet Gifted aud talented youngst.ers do based on the 1070 census, the ERIC not inevitably surface. Identi- Clearinghouse on Handicapped and fication, particularly at the Gifted Children indicated that secondary school level, is some- from three to five peroent of our times difficult due to earlier school-aged children should be pressures on very bright or cre- classified as having exceptional tive students to conform to the abilicy in at least one area, if prevailing norms set by family and not in many. Of this group of peers. In many cases, students' 2,580,000 szudeats, oniy about concerns about seeming "different" four percent receive even the have effectively disguised their most minimal attention from spacial aptitudes and abilities. schools. Therefore, many screening methods

. ittucat tiAAM,1 ii ynt t t:011rCS t !Aired StAt,- C of Fdit:ation (Wa--,h-

Ligtan, . rInt ri ()ft :,ufn p 140

may be necessary to determine who of Divergent Production (Guilford). the gifted and talented are, for Chapter Two describes these tests. them to benefit from special Aptitude and ahility testsare courses, programs, and counseling. also helpful in providing informa- Group intelligence tests, the tion which may help identify gift- most ccmmon procedure, are inade- ed and m.lented students. Another quate as the sole means of identi- measure being exmpined more close- fication because studies 11,ive ly for identification purposes is determi-ned that these tests ignore the personality inventory. large numbers of truly capable Actual performance is often a students. The U.S. Office of Edu- better predictor of talent than cation Report on the Education of aptitude and ability tests, espe- the Gifted mid Talented states: cially in visual art, music, dance, mid theater. oitto,1 iiHil However, underachieve- ment by gifted and talented students is a serious problem and is th,J is, He 1!,:her lh particularly apparent in four seg- ments of the school population: t(1,7; ,7;r_Aip t(,-(st sa:-j1 blacks and other minorities, young women, rural students, and unmo- In contrast, individual Lg. tests tivated white urban males.4 allow for creative and original responses. Ruth Martinson of the Rather than relying on any one National/State Leadership Training method of identification, counse- Institute on the Gifted and Talent- lors can integrate a combination ed recommends the individual Stan- of cognitive, affective, ,and psy- ford-Binet as "the best indentifi- cho-motor data. Some othe most cation instrument currently avail- widely used criteria in/Clude: able."7' Teacocr rati; (although_ Because 1.0. tosts Are not al- r(-ear:h ways reliahlc indicators of trlent met 11,)(.1 t 0 bt2Ilnr 6, able ) and giftednes, educators are de- Parental judgment veloping and evaluating tests to measure aspects of creativity. Ltad(rnt's self-selection ipoe7 ratings) Nxamples (-4 creative t(-:::;tsare zhc .iorrance Tests of Creative Think- rest:-; (antitude. ing, Hatch Tet for Creativity, :ntelligence, achievement . and the Southrn California Tests and l'ersonality)

Education of die (;iftod ;Ind lalynted, p.

h the ldcnti fi cat ion ()I the (;, t.ted ;ind mikmi-ed(!.( ':ational"`-;tate Leadersnp !n..,,titure on tho 1;ifteCi ti ialcnted,H":1 p 1, curt Th(.. 1..(hr.-1 ion (P ill cc 141

Student's product andper- I. Indirectly, counselors formance (writing, Art, may intervene with teachers acting, etc.) and parents who need help in Grades communicatin-g with these youngsters. Motivation and self- discipline Direct assistance may take the form of recommendingcour- " Counseling. ses as well as teachers whose methods encourage optimum ini- Counsel ing tiative mid learning.

The counselor's role in identi- 3. The counselor should also fying and guiding gifted and suggest elective courses and talented students is paramount. extracurricular activities which The following questionscan help broaden mid challenge the inter- students in the process of self- ests and aptitudes of individual assessment in relation to career students, including art, music, exploration: and drama. 4. How do I feel about being The counselor might be in- classified As very bright, strumentalin gctting the school very talented? to give or substitute credit for out-of-school lessons orexper- What problems does itCOUSI': ,iences. What Advantagos doesit offer? Most schools arc unable to ful-

How do 17Iy I i crids and f;snti1 y fill the wide-ranging andsome- ercoucage br discourage me? times advanced needs and Abilities What are my plans? education- of gifted and talented students; al? o,:s.opatIonal? Nre the\- therefore, counselors must know realit:c? (he Available communityresources , for augmenting student developmk_nt.

mew I hop to atiain th-m: N0N1 example, relationshipY with Adhlts from the communitycan pro- time? vide hoth role models ar,dpersoh- alis.ed occupacional infolmation. What are my lit -spc fhe U.S. Offire of Nducation ci ahd ethical Affirms this view:

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yorl d ol I 1 !I:I! '10 !lel talented :;tIftftlit-sIT1ilIlT.

,15 142

SOmetimes local colleges allow the world. There arc special cat- students to attend regular classes eiories of winners from the fol- for high school credit or offer low'ing groups: Bureau of Indian special programs on Saturdays, Affairs, Model Cities Youth, Ex- after-school, or during summers. plore'r Boy Scouts, and general Regional theaters, orchestras, seniorhigh school students. Ex- and museums are a few of the pla- amples.of other programs and agen- ces which provide performance and cies which serve students inter- learning opportunities for secon- ested in experiential learning in dary school students. Special- the Arts and Humanities are listed ized public schools and/or pro- in Exploring Arts and Humanities grams as well as camps exist for Careers in the Community: A Pro- this purpose also. Occupational gram Planning Guide. sites provide places for field trips, volunteer, or paid exper- National and State Resources iences. Usually, these community resources are eager to help stu- The counselor wanting to know more dents who are genuinely interest- about helping gifted and talented ed; therefore, the counselor needs students can obtain information to know available programs,, people from the following agencies: and places. Exploring Arts and American Association for Humanities Careers in the Commun Gifted Children, Inc. ity: A Program Planning Guide 15 Grammercy Park lists rcpresentative sites for New York, New York 10003 placing students interested in Arts and Humanities careers. Council for Exceptional Children 1920 Association Drive Special Programs Reston, Virginia 22091 ERIC Clearinghouse on Handi- Two outstanding national programs capped and Gifted Children for gifted and talented students 1920 Association Drive in the Humanities are the Presi- Reston, Virginia 22091 dential Scholars Program and the Exploration Scholarship Program. Foundation for Gifted and The first provides 121 senior high Creative Children school students, identified by 395 Diamond Hill Road their S.A.T. scores, with a two- Warwick, R:liodeIsland 02886 day trip to Washington to meet the National Association for President and watch Federal govern- Gifteu Children ment in action. 8080 Srringvalley Drive Counselors who have exception- Cincinnati, Ohio 4527)6 'illy able and interested students - ' fields of anthropology and Four periodicals devoted to the archeology can write the regional needs of gifted and talented stn- U.S. Office of Educ.ition for appli dents are: cation forms to the Exroration Childrim larF.hip program, whose thrust fted Child Quarteri,: is scientific exploration. Over (rifted Child Newsletter 150 students spend from one to Superior Studelit. elOit weeksin various areas of Workshops and informationare each USOE Rcgional Office concludes available from: this chapte;:. The list:, are main- National/State Leadership tained by: Training Institute on the Office of Gifted and Talented Gifted and the Talented U.S. Office of Education Civic Center Tower Building ROB 3, 7th and 0 Streets, N.W. 316 West Second Street Washington, D.C. 20202 Los Angeles, California 90012 (202) 235-2482

Every state and territorynow The Office of Gifted and Talented has at least one individual desig- has funds available to support nated as the contactperson con- state and local education agencies cerning the education of gifted in special programs simedat gift- and talented students. The list, 1 and talented students. The along with the staff member at Office of Career Education, at the same address, sets aside some funding for gifted and ta:entedcareer education programs.

117 114

U.S. Office of Education Regional Offices Pro(-(rams for the Gifted and Talented

Region 1 Connecticut Dr. Harvey Liebergott Maine USOL/DHEW Massachusetts John F.Kennedy Federal Building New Hampshire Government Center Rhode Island Boston, Massachusetts 02203 Vermont (617) 223-5655 Region 11- New Jersey Commsr. Robert H. Seit:er Puerto Rico USOE/DHEW Virgin Islands Federal Building New York 26,,ihederal Pla:a Canal :one New 'fork, New York 1000- (212) 264-4370 Lgion 111-0elaware Mr. Albert C. Cramhert District of Colombia USOE/DHFW Maryland P.O. Box 15710 Pennsylvania Philadelphia, Pennsylvania 19101 Virginia (215) :97-105I') West Virginia keion IV- Alabama Miss Ellen Lyles Florida USOE/DHEW Georgia Peachtree-Seventh Building :,.cntucIsy 50 7th Street, N.E., Room 104 Atlanta, Georgia 50525 North Carolina (404) 520-5511 '30uth Carolina F(lines!,ee keg Or. Richard Nahec 050E/WIFa%. 300 South Wacker Drive 32nd Floor Chicago, Illinois 60006 (512; 555-1745 Mr. Ldward J. RACa DSOK/DHEW 1114 Commerce Street Dallas, Texas 75'02 7.19-2."31 145

Region VII luNa Dr. Harold Blackburn Kansas USOE/DHEW Missouri Federal Office Building Nebraska 601 East 12th Street Kansas City, Missouri 64105 (816) 374-2276 Region VIII- Colorado Dr. Edward B. Larsh Montana USOE/DHEW North Dakota Federal Office Building South Dakota 19th and Stout Streets Utah Denver, Colorado 80202 Wyoming (303) 837-3676 Region IX Arizona Mrs. Maryanne Faris California HSOE/DHEW Hawaii Federal Office Building Ne,fc,da 50 Fulton Street American Samoa. San Francisco, California 94102 Guam (415) 556-7750 Region X Mr. Robert Radford USOE/DHFW Oregon Arcade Plaza Building Washington 1321 Second Avenue, MS-628 Seattle, Washington 98101 (20() 442-0400 I .1

Slate Personnel to Contact for Information on Gifted and Talented Education

SueAkers Roger Duncan, Director 416 State ()thee foilding Development and Demonstration Unit State Department Education State Department of Education Programs for Exceptional DenJer, Colorado 80203 Children and Youth (303) 892-2486 Montgomery, Alabama 50104 (203J 832-3230 William G. Vassar Gifted and Talented Larry Roberts State Department of Education Eduzation Specialist P.O. Box 2219 Office for Exceptional Children Hartford, Connecticut 06115 State Department of Education (203) 566-3444 or 566-2492 Pouch F Juneau, Alaska 90811 Jimmy Wiggins and Donald Wachter . _ _ (007) 465-2858 Department of Public Instruction John G. Townsend Building Dennis McCreii Dover, Delaware 19901 Gifted and Tlente,1 (502) 678-4885 or 678-4647 Department of Special Education Department of Education Mary Harbeck rag.' Pa,,;(1, American Samoa 96790 Office of State Administration Dial 9 633-4780 Public Schools 12th Street, Room 1207 Donald Johnson Washington, D.C. 20004 Program Specialist, Gifted (202; 737-0980 State Department of Education 1535 West Jefferson Joyce Runyon Phoenix, Ari2ona 85ol7 Gifted and Talented (602)27f-=-P-1-3 State Department of Education 319 Knott Building Paul Plowman and Sieg Efken Tallahassee, Florida 52304 Jild Wonted Management (904) 433-3103

Stat e t' I duca Margaret Bynum 721 Capitel Mall Gifted and Talented !;acramento, Califurnia 95814 State Department of Ldui_ation State Office Building Jack Con!,,ultant Atlanta, Georgia 30334 Cifted :Ind Talented Mrmagement 1-10.11 656-2578 Fear!

() F.titIcV, 1 on Ju i ! Ler t

I St 1-!.!et . rth Stint . !-!pee i.!1[!, .11 i It: 1,I.:: !." 11) Dt:h! 14'111 c)1. ( 21 3 It,:!()_ P.O. Boy. DI! Asyina,Cua.!!! Ow.)ID

Di a 1 , 77 2- )1. -;

, r r.t')Lit Li Iii o Ga 11.1g:tier 1:11- ion Gifted :Ihd Talented :,epartM.'11 .1tion State Department of liduLdtm 12 -0 ,niyen ialima Street, Rm. I_Ht, P.O. Box 41004, Capitol St HAW111 H aton Rouge, Eoaisiana -0 i50J\ 589-61:1-,

Betty McLaughlin lalened Girted and Talented Perar:mni of 1...lai'.-ation Department of Educo.tion ind len V. Jordan Cultural Services Id:Ao 83-20 Augusta, Maine MI330 :84-21Se (207) 289-2181

it:Hiffrian ar.d Sidney Slyman James L. Fisher 1ifled Caildren Section Director of Cifted/Thlented Illinois Office of Education Programs lo20 South `)briru,-; P 0. Box 8717 -;)ringfiel, Illinois e.s.-06 B.W.I. Airport -8z--830 Baltimore, Marvland 21240 (301) 796-8300, ext. 351

of Curriculum Susan Nehergall C Division of Curriculini .-;1. rioni Instruction -1-120 I 182 Tremont Stre(.'t Boston, Massachusekt,-; (617) 727-11.0 t11 Manro He; ..i.tment of rani i c I ii H 1 ruct100 'Robert Tre:ise '4T:Lic Office Buildin Gifted and Talented Des Moines, Iowa 503t9 Michigan Department of 1ndiu23ti1)11 1..5, 281-3264 P.O. Box 420 Lansing, Michigan 48902 Director (517) 373-1484 -ro:riims for Gifted/Talented/ i1roiat ve Lorraine Bert: Dce.virtmentof NducrJion Gifted Education Coordinator Street State Department of Education

I I n-i;e: 641 Capitol Square ,13 liii- sr. Paul, Minnesota 55101 206-4072

Herman K.'White and i.arolvn P. McGuire Spe,sial Education Office Stat Department of Liucati(m P.n. Box 771 JacIison, Mississiiwi 39205 (601) .:54-6950 118

John Battcr.-.on ioger W. Ming Gifted and Tatented Educati(1n :or thc c1fted sc)ccial Education State Education Departmcnt Eepartment of iAL,mon(ary Lad Room 514 A Main Secondary Lducatio;1 Albany, New York 1223., P.O. Box 480 (5,8) 474 :973 Jefferson (1.ty Misouri 05101 (3141 751-3502 Cern:Iia Tongue Division for Exceptional Children Ellio,t Giftod and Taletted

Supery: :i of In-ag Loticat :on State Department of PubliL and COi instruction Capitol Building Raleigh, North Carolina 27(,0' Helena, Montana 52i,01 (919) 829-7911 (400) 149-3051 Janet M. Smaltc, Director ()lane Dudley Special Education Gifted and Talented State Department of Public State Pepal..,-meni of Lducation Instruction 233 South tenth Street Bismarck, North Dakota 58501 Lincoln, Nebra:-Th 08508 (701) 224-2277 \ (402) 471-2470 George R.Fichter Jane Early LoCicero Divi:-;ion of Special Education Gifted and Thiented Department of Education Nevada Dopartmont of F(.1tication 933 High St.eet 400 West King Street Worthington, Ohio 43085 (arson C'ty, Nevada 89701 (614) 466-8854 (702) 88F-5700. ext. 111 Lnrry Huff James Carr Cifted and Talented Consultant toi Sorvi State Deprtment of Eduoation Division of Instruction 4545 North Lincoln, Suiti:. 209 64 North Main Street Oklahoma City, Oklahoma 73105 Concord, New Hampshire 03301 (405) 521-3353 (005) 271-3740 Mason McQuiston Daniel Pinglheim Special Education Depuiy Associated Co-missioner State Department of Education Gifted and Talented 912 Lancaster Drive, N.E. Stae Pepartmcnt of Fducation Salem, Oregon 97310 225 Kest State Street- (502) 378-5598 Trenton.'1ew Jer-,ey 05()25 (6io) 292-7102 Noretta Bingaman Gifted and Talented Departamt of Education Fducation Services Specialist 123 Forster Street ',)iliisiork Of Sp cial Ed0,-ation Harrisburg, Pennsylvania 1-Ln 300 DeVargas (7171 -87-9S0 Sar-e rc, New Mexico 87:013 (505 527-27'o3 2 I ,D

(: armen Romero David P. Piercv General Supei\:,:or el Coordinator, Special Education Special Education Department of Education liepArtment of 1:60,'ation Headuarters Haio Rey, Pue.rto Rico mol)1: Trust Territory of Pacific Islands H09) 761-123: sa i pan, Niariana 9950

Carolyn Ha:ard Jewel Bindr:d Consultant, Program De%'elopmeHt Consultant i itted and Falented State Hepartment of Edcat:on 1000 University Club Building Haves Strt-.et 136 East South Temple Providence, Rhode1. land 02905 Salt Lake City, _Utah 81111 (101) 277-2821 (801) 328-5965

lames Turner Jean Garvin Coordinator for Programs of Gifted and Talep the Gifted and Talented Special Educati Room 313, Rutledge Building State Department State Department of Education Montpelier, Vermont 0,)e Columg,ia, South Carolina 29201 (802) 828-3141 (803) 758-339 Isabelle P. Rucker Robert Huckins Gifzed and Talented Gifted and Talented Director of Special Programs Division of Elementar State Department of Education Secondary Education Richmond, Virinia 23216 805 North Euclid (804) 770-3317 Pierre, South Dakota 1605 Robert Rogers :-;tate Director of Special lducation Vernon Johnson, Director ito. e30, Charlotte Amalie Special Education St. Thomas, Vitlin 1511115. 3551)1 State Department of Nducati,,!: (509! 111 Cordell Hull Buildin Nashville, Tennesee Donna T:ihir H1:-, -11-3eh5 Gifted and Talentt:d Superintendent of Public Irene St. flair Instructiou Gifted and TlIented Old Capitol Building Texas Educ. on Agenc Ulympta, Washington 98501 201 East 11:n Street (256) 753-1110 Austin, Texa-- 7S-+11 (s12 Roger Elser Division of Special Education Department oi Education State Capitol Complex Charleston, We',t 318-S30 1\:1 11iam 11rn,-; t oan Catrnull t1,1 fted ;.ind l'alk2nted t't ed and Talent ed Department o f Puh1 i c 1 ns t rtlet1 on SttC Department of 11ducat ton 126 Langdon Street State Office Building, 1Ce;t

11IIL1j OI1 Wi cons i n F,SS-02. Room 250 ; 60S, ' 2,Ho- 7,2 3;; Cheyenne ,Wyoming S2001 (1:0;71 777-7411 APPLNDI A.

.1OB1 ITI.IHIN THE ARTS AND IN THE[11,NAN T I ES

PerformaneAnd Creation 11. Production and Applie:ition

Choreographers Production Management 1. Ballet Manager, Hance Company Modern dance B. Camera, Tights, Sound 3. dance 4.Theater C.Stage Set, Properties 5. Film P. Costumes., Hairstyles, Makeup Televisien Night club ill. Dance Business S. Folk dance ensemhle Arts Business Management Concert Management , 1. Ballet 2. Modern B. Sales' 3.WI= 1. Mandg,er, dance sLti& 4. Popular 5.Theater 2. Salesperson, clancin,t B. Film instruction 7. Television Professional Associatioi-1,. Night club entertainers and Organittations

Dance Notators D. Legal -and Financia. 1. Notator 1 Reconstructot IV. Dance Education 3. Autographer Teaching Musicians 1. School, college F. Designers 2. Private studios S. 1. Stage scenery desi nor Folk dance societies Lighting designer 1. Ballroom ,r.tudiw,,

. Costume

M 1 t) 1S2

B Community Arts `,efl.lce D. Nriters and Researchers

library ser\;fes H!reau ot 1. Dance critics kInc Nnce historians

lerap. I Covernment Services

1. Hospitals I. State and regional

.2_ Clinics Councils on the Art--, 5 CH!-recti(Inal Citv officers of eul tura a ffa i rs I. r.oloHt N. 111.zt rit AIL r A. ConceFt 1 . Chamber iHnsH.2r1 c. Opera . In 1 c I S I ii !mu, d. Music Tiwater, . ',how Church soloit C.cIPCCIAI Popular vocalist 2. Nusemhle

Recital a. Opera cholu\s ,:unceru; h. Music theater chorus Opet-i vuilk:ars;ils Lhamher singers, d. Ballet madrigal 1)ance d. Professional chorus Music shows. e. Church .:hoir Music theate,.- C. Coaduct(s,:.;

h. Ic:levision,radic) 1. 1. Recording studio orchc:-.1.ca Orche.stral and 2. Ballet 3. Opera C.1tills 1. Televdion, radio Sylmh,,r.if. Schools, colleges, universities P.a I Civic music er5ani:at1ous .! 7. Popular hmds Armed forces hand,..-,

ordin Lomposert: C,mpose:..s C,haLer ri 4Hrct..1; hand Symphonic, chamher, opnra mr,;:tnist-- And chlir,sh P. For)ular sonp, Commercial jingle A. Organis,.s pipe am: d. Motion picture electric; e. Music theater Minist(.r of nusic C. Mu.--;L: for othei instru7r,entalit,, (H)ecia: ;)erfor.lancL.H) d.

.4 7 15 I

Arm.ingers D.St::.ge Set, Properties

a. Or:hcstrat..--; I. Opera h. Copyists 2. Ballet 5. Musical comedy

4. Lyricists P.(;os.tumes, Hairstyles, Mal,.eup L. Dancers Opera 2. Ballet 1. Ballet dancers in opera 2. Chorus dancersin music 3. Musical Comedy theater F. Musical Technical Services Dancer hi night cluH review I. Acousticians Designers in Opera and Ballet 1. Instrument building and maintenance

Production and At)1 icilt iOn i. Customarily handcratted a.)iistic instruments Production Performance Management (I) Fretted strin.,; (2) Harp I. Symphony orchestra managers (3) Harpsichord 2. aiorus managers (4) String (violin) 5. itage managers (5) Brass and wind Seund, Lights, Technical b. Music instrument repair Huipment Operators Instruments customarily

. Acousticians produced in factories

. Sound equipment operators (1) Accordian 5, Light show operators 4. Lighting engineer (2) Pipe organ builder, installer,,tuner C. On-Site Recordiop and (3) Brass and wind Broadcasting instruments (4) String instruments 1. Broadcast director (5) Pianos 2. Broadcast cogneer 5. Camora person (6) Percussion 4. Announcer instruments 5. Recording engineer (7) Fretted instruments Studio Recording d. Electronic musical instruments 1. Record producer 2. Artist and repertoire (1) Synthesizer person (2) Electronic or,gan Recording engineer (3) Electric guitar ;. Sound purson (4) Electric piano ,. Sound mixer (5) Electric versions of 6. Sound and laP engineer other im;trument Recordin,..1 machine operator Piano tuners, organ tuners Microphone operator )uhh i nc machine operator

I 155

G. Publishing Iv. Music Education

I, Publisher '. Music editor Feaching

3. Proofreader '. Public s(lioi 4. Music grapher S. Music engraver Superi.isor 6. Music copyist h. Director c. Teacher 2. College, conserdtory ill. Business 3. Community music school 4. Private studio A.\itts Business Management S. Music store Concert Management B. Community Arts Services 1. Concert manager 2. Booking agent 1. Museum services curator, 3. Business agent historical instrument 4. Hiring contractor collection 2. Library services B. Sales, Promotion a. Institutions (public, 1. Salesperson, mnsic:i1 university) instruments and b. Performing organization accessories c. Music theater 2. Salesperson, sheet music d. Opera s.I'..alesperson. recordings, tapes Community cultural affairs coordinator C. Professional Ai-,sociations and Organizations L. Music Therapy H. Publishing 1. Hospitals 2. Clinics F. Instrument Manufacture 3. Correctional institutions F. Recording Industry D. Writers about Music C. Legal and Financial Services 1. Musicologists 1, Music c,T\right lin,yers 2, Music critics 2. Copyright experts 3. Program annotators 3. Performing and broadcast 4. Album note writers rights organizations F. Government Services 1. State and local Councils on the Arts 2. City office of cultural affairs S. Program monitor 156

TUATER ANP MEDIA

Pert'orm:Ince II. Miterc and Script PeoTle

A.Actors A.PIdywrii,lits

Actor h. Scriptwriers 2. Double 3. Stand-in I. Screenplay writer 2. Continuity writer B. hutertainers 3. Scenario writer 4. Cag writer I. Collidian 2. Magiian A. Title writer 6. Reader 3. Popp,tiier 4. Aime 7. Script clerk 5. Dramatic reader 8. Script assistant 6. Story teller 7. Master of ceremonies III. Designers and Production 8. Impersonator/mimic 9. Hypnotist People 10. Ventriloquist A.Designers 11. Model 12. Photographer's model 1. Scene designer Artist's model 2. Costume decigner 14. Barker 3. Lighting designer 15. Show "girl" 4. Sound designer lb.C:ircus performers 5. Art director (motion a. Clown picture) b. Acrobat B.Backstage Theater c. d. Juggler I. Technical director 2. Stage manager e. Thrill perf, miler C. kingmaster 3. Assistant stage manager Stunt person 4. Stage carpenter supervisor h. Fire eater S. Stage settings painter 6. Grip (stagehand) C.Newspeople/Aunouncers 7. Flyer 8. Curtain operator Broadcast journalist 2. Announcer 9. Rigger 3. Specialized television 10. Circus supervisor 11. Property superviso: reporters 4. Sportscaster 12. Property handler 13. Prop maker 5. Disc ioclo-,v 14. Cos-umer Ptrectors IS. Wardrobe supervisor 16. Costumer assistant 17. Electrician supervisor

G 157

18. Lights operator Audio oper

10. Master sound tt..,:hnici,ip 1). Makeup mp, ,() 20. Sound person 11. Hairstyli-:t )1. Mak...up person Hairstylist Media i'roductioH IL 'Theater and Media Business

I. Technical director Producers Stage mat,ager 3. Camera operator Producer 4. Motion picture equipment Executive Producer supervisor 5. Associate Producer 5. Motion picture projec- 4. Assistant Producer tionist B. Theater Businesspeople and 0. Film editor Managers 7. Film tchnician S. Vault custodian General (business) manager 9. Film clerk Production (company) 10. Film assistant manager 5. 11.Speciil. effects specialist Publicity direutor (public relations manager) 12. C.:.rn,.:nter 13 Set decorator 4. Press agent (assistant) 11. Painter 5. Advance press agent IS. Greens planter h. Theater manager 16. Grip House manager 17. Rigger 8. Rox office treasurer 18. Production coordinator L). (Head) usher 10. Property master 10. Ticket taker 20. Property handler C. Television and Rad) o Dire,:tors 21. Prop maker '2. Shopper 1. Program department direct , 25. Property custodian '. Production manager 2-1. Special events coord 5. News director 25. Costumes supervisor 4, Program (production; assistant 2(,. presser (costrimer assistant) 5. Public arfairs director 27. Gaffer P. General (station) manager 28. Studio el(-ctrician 7. Business manager 29. Lights technician S. Copyright expert 50. Sound effects speci D. Agents and Sal(speople 31. Pecordist 32. Mixer 1. 1.1 t e rarv agent Lind sc ri 33. Re-recording mixer rental agent ) 34. Cutter Personal managot Engineer agent) 36. Playback ecluipment 5. Booking agent operator I. Ticket broker 37. Microphone upir:11-ur Tv-radio time salesl,e1 , 38. Mirophone boom operator o. Sales manager ffi e manager 151?

Thc:iter .ind Media Education B. Writers al Aeater and Media A. Teachers and Librarians 1. Critic 1. Collge or university 2. Research/dissertation faculty member writer 2. Secondary school teacher 3. instructional Wiiter S.Elementary school teacher 4.Theatrical biography writer 1.Adult/community education 5.Research director (motion teacher picture technical advisor) 5. Private acting teacher 6.Historian 6. Film librarian 150

V1SHAL ARTS AND (R'd

I. Commercial Art: Visual IL Displays and Signs CommuLiLations Manager, displays A. Illustration 2. Display designer 4. Display artist 1. 111ustiator 4. Direvtor, merchandising 2. General illustrator display and specialties 3. Technical illustrator department 4. Fashion artist 5. Merchandise displa).er S. Cartographer 6. Display asscmhler 6. Cartoonist (printed media) 7. Sign designer 7. Colorer S. Diorama model maker 3. Medical illustrator Sign painter 9. Calligrapher 10. Sign writer, hand 10. Courtroom artist 11. Cartoonist, motion picture, E Photography tv 12. Scenic artist 1. Photographers 13. Architectural renderer a. Photographer B. 6raphic Oesign h. Photographer,news c. Photographer,commercial 1. Craphi: designer d. Photographer,portrait 2. Production manager e. Photographer, I.D. advertising bureau 3. Director, art f. Photographer, scien 4. Book designer and biological S. Cover designer Photographer, aeria 6. Typographer h. Photographer, finis 7. Layout planner i. Photographer,street S. Paste-up planner j- Photo researcher 9. Mechanicals planner k. Photographer,photo- C. Printing Process engt-aver I. Photographer, litho- 1. Printer grapher Compositor Lithographer Photo-Technicians 4. Etcher Photo technician 5. Silk screen printer h. Film developi-r 0. Screen maker, photographic c. Copy camera operator process d. Phor t.inisher 7. Photoengraver e. Negative cutter and 8. Engraver spotter 9. Music grapher I. Photo checker and 10. Stripper a5sembler 11. Color separator g- Photograph retoucher h. Colorist, photography 160

Commercial Art. B. Landscape Architecture Product !'esi,.2n Landscape architect 2. Landscape drafter A. Industr,a1 Design C. Environmental Designer I. Industrial designer Commercial designer IPban planner 3. Model maker 4. Package designer D. Interior Design 3. Industrial renderer 1. Interior designer Patternmaker 2. Color expert 7. Sample maker 3. Stage set designer S. Model huilder 4. Miniature set designer D. Designer with specialt- i es in: a. Furniture 1V. Fine Art 0.Cabinetry A. Fine Artists Fixtures d. Metalwork 1. Two-dimensional art e. Musical instrument!, Painter 1. Jewelry and 11;ilware A. Glassware b. Diafter h. Tile c. Muralist Toys d. Photographer e. Printmaker

K. 1 :tile and Lash a Desi n f. Calligrapher 1. Textile designer 2. Three-dimensional art 2. Cloth designer Sculptor .,. Screen printer 1. Clothing designer 3. Other "mixed" media art a. Experimental materials D. Hats rtist 'Thous P. independent film maker tlaadDag c. Computer artist Copyist d. Media artist e. Experimental artist . L liii Dry B. Craftspersons in: W;li T'..`: t!'.;gner I. Wood r7, (1(:`; goer 7. Clay 3. Leather 1. Stone Ill. Commer,-ial Act: 5. Plastic F.1,;ironmental G. Horn/bone/shell 7. Fiber '.1Chitectare S. Glass 1. ':chitect 9. Metals Architectural drafter 10. Print

. Renderer, architccture 11. Mil.. /combined materials 4. Ac:hitectural modeler 12. Misc./other materials a. Needleworker f. Quilt maker LIAft,,payson and g. Fabric printer h. Macramaist 1. lood design i. Non-loom fiber worker Rug maker Cabinetmakar k. Custom sewer Aidcarvar Foatbuildar 8. Glass design oad s,:ulptor a. Glass blower mnt maker b. Glass decorator dc c. Stained glass worker d. Mosaicist

H,tler 9. Metal design de-,1 a. Silversmith lgoldi,mithi b. Jeweler a. Metal sculptor I I lie r war ker d. Blacksmith `-;i,mLiker, Custom e. Fnamelist -Hilda; and liarnes 10. Printmaking

.1. Bookbinder, hand b. Small press printi,r sca 1 1:ilwou ,:n11)); ncd Iteri:i1:-; a. Faad 11ka7

. roy maer

C. Crafti; 1 (Iasinei Mii;callJnaons/other m:Iteridls

1:lor:11 Candlamkar Papar amirt!TarHun d beaoupaa wim.kyr

1:H.1 [1.1 CA I `.--;1:r1.I c(:!, Picture Mal ,nitlyr

1. lilt 111'1 irAde Army bases \. :e;ition department 1. 1t,.. member, co111.-:',c or univrsity 1.ducationtil tv station Te;tcher, sc'condary Pris.)11 Ucacher, ,-lementory :-;choco. T,.ach,..r, indLr:,,Art,T; tud Teacher, nursery ..,,chool. W:11.hshops (). Teacher, visitin,..7. Instruct,.)r. Museum L...lucation

T. i n I. Museum educator Director, Mt:scum designer Feat:hoc, atk; 'T. c.iucat hobli.cations specia1it Pirf:ctor, 1. Publicity s7 iii Conserv.t-w ru,jt.i-ir, LLIiioduc.a

Oil L. Writers about . t Critic HNic;i1- I oi Art i-_,borter I . 111-,t/-11,:tr. cit Art reviewer t HY, .\rt H-t1 Art Therapy

I I } tH:Acit Art th,.r:. - Occupati,. l';1' H11 yvyry ion

I 1 iII t IiF

, HA

! T

t. IH.I Private dealer 1. Collections "advisor" Crafts Managemen7 5. Director, crafts center 1. Arts manager 0. Director, crafts fair Craftspersons' agent 3. 10 recto r a rt k". crganization, go\.ernmeat Artists agent or pc i vat e 0. Publicist 3. Researcher, raf s 10. Appraiser organization, government 11. Cataloguer or pri vate 12. Owner, retail shop or Administ rat or, art / :rafts; gallery organization, government 13. Manager, photogallery or private or studio Pul-)lic relations workei-, 14. Salesperson, art/crafts art/crafts organization, Salesperson, signs and government or private displays 10. Director, hobby shop Sale,, and 17. Sales, import crafts rmino t 18. Arts, crafts supply

d[z-c;_-'ror salesperson 10. Designer, shop or g:lilcry cxhihit WRiTtNi;

Creating 1. Puzzles, games m. Headlines, captions Literary Writers n. Obituaries o. Arts 1. Poet p. Education 2. Novelist 3. Short story writer S. News analyst 4. Essayist 9. Editorial writer 5. Non-fiction writer C. Specialized Writers O. Biographer T. Playwright 1. Advc.Ttising copywriter Scriptwriter for radio, a. Newspaper tv, film b. Magazine 9. I. i h ret t i st c. Radio, tv 10. Lyricist for music d. Other N. Journalistic Writers Public relations writer Social commentator a. Newspaper '. Political commentator b. Radio, tv, other media 3. News reporter releases 1. Feature writer c. Articles placed in 5. Humor writer trade journals Arts critic Publications sponsored

A. Theater t)y a particular com- b. Television pany OF OrgAni2Ation C. Movies Technical writer AFtS, Architecture and des a. Company news relea e',

. Books and other h. Advertisements publications. Sales materials d. Journal article', Spec:al reporter Crant proposals `-lport t. Company publicatien. h. Human relation"-, Lducational writer Home-related top, -

d. A . .RX.2 Arid ((thet ill

H((hi) ys i Pn:i 1 mat yr 1 1', Tra,;eI h. Journals and otler

inanc I t ,- media Reference puhli,:at! a,

'f i !II 1,yicographer Encyclopdi'i Health to reear,:h Wort If,.

ia t 5. Greeting card and other III. BusinessInd Management message i,Titers 6. (ame creators I. ii (.1-;]ry Agent for Manuscript

II. Lditors 1. Book, maga:ine, Ind ne..:s- paper sales 2. Sales to tv, film, and Literature (boo ; and journals) radio 1. Chief editor

2. Editor R. Piomotion it for Speeches S. Editorial assistant and Other Public/Media 4. Manuscript reader Annuar;rnces 5. Copy editor I.Log:;i Counsel for Copyright. o.Index editor Publications Contracts, 7. Proofreader Liability in Content of B.Jou-nalism (newspapers, l'i'ritten Material maga:lines, tv, radio) D.Technical/Production Occu- 1. Managing editor, allmedi pations 2. SpecialiLed editors, all Production supervisor, media all media J. Fditorial pages or Art supervisor, all media tv, radio time 3. Printers, film, or video- O City, State, U.S. tape reproducers interhation.1 nets..s F. Finished Product Sales

Spe,..-iali:ed department 1. Book store distributor edi tor and retail market sales

0H.),,rir1..y Film/tv distribution ,,q,:spaper syndicated column ditriblition t i i :11 t ,...1

i )1' r_s ,111, itt t rII II 1.11 I...H. 'achers irnAIHm,

ter C.1)1 , -1', I

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greci:t HUMANITIES OCCUPATIONS

Note

Consulting, Interpreting, and Libraricnship arc: all narrowly defined for the purposes of this chart.

Consulting Seeking or giving professional advice for a fce, rather than the day-to-day consultation which goes on between people who work together

inter=ting Refers to that skill which enables a person to repeat words spoken in onelanguago in another language. Translating, too,is used only asit applies to languages.

Librarianshio Refers to that group of skills which mark the professional librarian rather than the reference skills which are useful in all Humani- ties occu:lations OCCUPATIONS IN EDUCATION FUNCTION OR SKILL PREPARATION

NECESSARY

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Tax attorney

Lawyer, copyright

Bar examiner

JuL,es

Judge

Other

Aopeali reviewer

Patent agent

Title supervisor

Law clerk

Title examiner

1 59 200 i- 1 4J4-J k 0N 0>0 4-1.ri FREFAKATIUN NECESSARY 'A M7WaIC UO-HITI 01-10f-144. 0 r.140Ln41 r-1 0 o 44 .HOM0.0d : $ "^ Po - ot)atl IAb45 .1-1 3-,(1 ,,,r.:, .. n % 0 : -4 r r. v) .0-4 d C4H;-10T4 5K1LL T4t UK v) 0k i."..m".".7.14"....,, r4 ''-"."0.i-IU0dN Ti t11 ITNLIIW H 4-)0 ..-1.,-1c:cti4J . dtt vi .r1 0 k9-1(1) 0.1 5th a CuoHut:143.1d;...,-+Tir-4T4 d 00'001-1'00k HCC4U".4u4U1-1-1-1,.) .1-4 4 u d *-...."11."7"...... 11.1, INWI law: to related secretary OCCUPATIONS librarian reporter Law Paralegal Occupations Legislator Legal Court OLCUPATIONS IN MUSEUMWORK PREPARATION

NITESSARY

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Nrector

Rogistrar

l'Airator 0

ktant olrator

Musem.lochnHan

Anorer technician

Proamtor

TaxidermiSt

Corzic restorer

Restorer, lace andtextiles

Lducational dirtstor

203 CD Cr, ..- ("J (-.) -.1CD rt-.1 0 v.,O _ 0-.1v.-,i 0rt..-iC ,-,__.. cr.o- cro r-i.:-.:- 0o..-1 0f.r. TeachingResearch EditingWritingCounselingAdministrat, TranslatingLibrarianshipConsultingInterpreting AnalyzingCounselingCriticizingLitigating (legal) Master'sBachelcr'sHigh School or OpportunitiesPart-timeDoctorateEquivalent r-7.. LC":-

I-3Ili a c h 1--1 School1 c, 0-pP siDo Mr -t c st or a -t c> T1 ti t-ai m1Cr1t 7_7.7 77 MI MIME t- IMI 1111 EditingWriCounsliraAdministratiTechingResarch ring on alla n g MMINEN M NEM um. F i 1111116.111111 MEI MI 111.1111111111111 1111111=1.1 Ell CrLibrrinhip i tic2iItrprtin z.ingnrnlatin g =_ MEM 111.1.91..... 1111111=111 MI ECoun i t i gzit ing 1 i n g ( i ga I : 111111NMI= 11101.1UMISISIMMOimmmin 1.111.11111111.111111111.1.1.1 ==1111111.1 An zi 1 y :_- 1 n g MM. High School --- 11111 1 Bachlor's =zr- :.---- =:.--- 11.1111111111.1111111111Maill1111 1111 111111.1 IIIIMIME11111.1.1111. OpportunitePart-timcDoctoratcEquialcntMstr's or z.= ENE MO EWE 9S I MEM APPENDIX B. PUBLIC SEDIOARY SCHOOLS KNO4N SPECIALI-t IN ARTSPREPARATION

Alabama School of Fine Arts Honors Art High School 800 8th Avenue, West Shaw School Box A-16 5529 Columbia Avenue hj Alabama 55201 St. Louis, MissGuri

ihe Creative Arts Community Arts High School 115 Windsor Avenue SSO High Street Windsor, Connecticut 06095 Newark, New Jersey 17101 New Haven Regional School for Institute of American IndianArt Performing Arts Cerrillos Road Orange and :\lidubon Streets Santa Fe, New Mexico V7501 New Hav,:n, Connecticut06510 Miami Northwestern Senior Nast Harlem School of High School Performing Arts 7007 N.1i. 12th Avenue 340 East 117th Street Miami, Florida 35150. New York, New York 10035 St, John's River Junior College High Slhool of Art and Design Florida School of theArts 1075 2nd Avenue Palatka, Florida 32077 New York, New York 10022

Quincy High School #2 High School of Fashion 3322 Main Street Industries 225 West 24th Street Quincy, Illinois 62301 New Ybirk, New York 10011 New Orleans Center for HighAoolof Performing Arts Creative Arts 120 West 46th Street 6048 Perrier Street. New York, New York 1005o New Orleans, Louisiana 70118 LaGuardia High School of Cass Technical High School Music and Art Detroit, Michigan Convent Avenue and 155th Street New York, New York 10027 Childrcn' Thc.ater Company Technical School North Carolina School of thGArt,; 201 Nast 24th Street P.O. 8ox 4657 Minneapolis, Minnesota 55401 Winston-Salem, North Carol Ina27017

7 1i 188

Central High School High School for Performing and 212 Past oth Street ' Visual Arts Tulsa, Ohlahoma 74110 3517 Austin Street Houston, Texas 77004 Riverside Center for the Art 3210 Green Street Western High School Harrisburg, Pennsylvania 1711C. 55th and R Street, N.W. Washington, D.C. 20008 The Arts Center 281 Mineral Springs Avenue Penn Central School Pawtuckt?t, Rhode Island 028o0 5rd and R Street, NA. Washington, D.C. 20002 '4,v1ine High School 1;V: ic x -7:).

IJ S GOVERNMENT PRINTING OFFICE. 197G-700-391/5J