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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

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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Documents acquired by ERIC include many informal unpublished materials not available from other sources.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 na- tional cr,-igin, be excluded from participction in, be denied th benefit of or be subjected to discrim- ination under any program or activity receiving fed- eral 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 per- formed 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
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