For use at SECONDARY For use at SECONDARY For use at ... · State-Approved Technical Skill...

State-Approved Technical Skill Assessments 5/8/2017

Pathway: Audio/Video Technology and Film Cluster: Arts, Audio/Video Technology, and Communications

CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION

WEBSITEPlease report broken weblinks

ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION

ELIGIBILITY(Written, Oral,

Practical, etc.)

PASSING

SCORECOST COMMENTS

Audio/ Radio

Production;

Music/Media

Technology

Audio-Radio

Production

Academic and

Technical

Assesssment

SkillsUSA http://www.careeressenti

als.org/wp-

content/uploads/2017/07

/Audio-

RadioProduction_blueprin

t.pdf

Computer-driven

exam is 40 questions

Online 75% $10 -

SkillsUSA

member; $20 -

non-Member

Audio/Video

Technology

Television Video

Production

Academic and

Technical

Assesssment


als.org/wp-


/TelevisionVideoProductio

n_blueprint.pdf

Computer-driven


Online 60% $10 -

SkillsUSA

member; $20 -

non-Member

SkillsUSA Work

Force Ready

System

SkillsUSA SITE

COORDINATOR

Each institution /

consortium should have a

coordinator who contacts

SkillsUSA to obtain

assessment exams,

proctoring information,

data management needs,

and other important

functions. Your Proctor

name, email address and

phone number are

required when ordering

assessments to be

administered to students.

Click below for the

SkillsUSA Work Force

Ready System Web site

and browse the various

Assessment Links and

other details:

http://www.workforcerea

dysystem.org

● For use at SECONDARY For use at SECONDARY For use at SECONDARY For use at SECONDARY

Page 1 of 10

mailto:[email protected]?subject=BROKEN%20WEBLINK%20ON%20PATHWAY


http://www.workforcereadysystem.org/index.shtml
























CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS

● For use at SECONDARY For use at SECONDARY For use at SECONDARY For use at SECONDARYAudio/Video

Technology

Audio-Visual

Communication

s

Academic

Assessment

NOCTI http://www.nocti.org/PDF

s/JobReady/3005_Audio_

Visual_Communications_T

echnology.pdf

Job-ready

assessment that

verifies student

mastery of the

knowledge and skills

in audio-visual

communications

technology

Online or

written

National

Norm

$19 per post-

test exam;

$31 for pre-

test & post-

test exam

Contact NOCTI

directly to order

assessments for

your high school

program;

information is

on their web site

(http://www.no

cti.org).

Audio/Video

Technology

Television

Production

Academic

Assessment


s/JobReady/3427_Televisi

on_Production.pdf

Job-ready

assessment that

verifies student

mastery of the


in journalism and

broadcasting career

pathway

Online or

written

National

Norm

$19 per post-

test exam;

$31 for pre-

test & post-

test exam

Contact NOCTI

directly to order

assessments for

your high school

program;

information is

on their web site

(http://www.no

cti.org).

NOCTI NOCTI NOCTI: New

testing site

coordinator

webinar training

sessions:

http://www.noc

ti.org/pdf/NOCT

I%20Testing%20

at%20a%20Glan

ce.pdf

NOCTI strongly

recommends that new

Testing Site Coordinators

plan to attend a webinar

training session. Click here

to schedule a session or

take a tour:

http://www.nocti.org/We

binarRegistration.cfm

Page 2 of 10



http://www.nocti.org/forms.cfm






















http://www.nocti.org/RecordedSessions.cfm












CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS


Technology

Media

Production:

Motion Graphic

Artist

Academic

Assessment

CareerTech https://www.okcareert

ech.org/educators/asse

ssments-and-

testing/testing/study-

guides/study-guides-ok-

works-2015-

2016/MediaProduction

SG.pdf

Job-specific

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway

Online 70% $12 per exam-

-pre-test and

post-test

Contact Career

Tech,

http://www.okc

areertech.org/a

bout/state-

agency/divisions

/testing for

further info

Audio/Video

Technology

Media

Production:

Production

Assistant

Academic

Assessment



ssments-and-



works-2015-


SG.pdf

Job-specific

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway


-pre-test and

post-test

Contact Career

Tech,

http://www.okc

areertech.org/a

bout/state-

agency/divisions

/testing for

further info

Page 3 of 10





CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS

● For use at SECONDARY For use at SECONDARY For use at SECONDARY For use at SECONDARYCareertech

Testing

Information for

Consortia

Leaders and/or

High School

Testing

Coordinators

Careertech TESTING

AGREEMENT

Each institution/


Testing Coordinator who

contacts Careertech to

obtain assessment exams,



and other important

functions. Click here for

the Careertech Testing

Agreement form:

http://www.okcareertech.

org/about/state-

agency/divisions/testing

Audio/Video

Technology

Apple Certified

Associate Final

Cut Pro X

Certification Apple https://training.apple.c

om/us/en/courses/Fina

l_Cut_Pro_X/final_cut_

pro_x_10_3

Demonstrates

essential operation

knowledge of an

application

Online Pass-Fail $85 Can take the

exam at an

Apple

Authorized

Training Center

Page 4 of 10





CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS

● For use at SECONDARY For use at SECONDARY For use at SECONDARY For use at SECONDARY

Audio/Radio

Production

Audio-Radio

Production

Academic and

Technical

Assesssment


als.org/wp-


/Audio-

RadioProduction_blueprin

t.pdf

Computer-driven


Online 75% $10 -

SkillsUSA

member; $20 -

non-Member

Audio/Video

Technology

Television Video

Production

Academic and

Technical

Assesssment


als.org/wp-


/TelevisionVideoProductio

n_blueprint.pdf

Computer-driven


Online 60% $10 -

SkillsUSA

member; $20 -

non-Member

SkillsUSA SkillsUSA Work

Force Ready

System

SITE

COORDINATOR

Each institution/


coordinator who contacts

SkillsUSA to obtain

assessment exams,



and other important

functions. Your Proctor

name, email address and

phone number are

required when ordering

assessments to be

administered to students.

Click below for the

SkillsUSA Work Force

Ready System Web site

and browse the various

Assessment Links and

other details:

http://www.workforcerea

dysystem.org

● For use at POSTSECONDARY For use at POSTSECONDARY For use at POSTSECONDARY

Page 5 of 10



























CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS


Technology

Audio-Visual

Communication

s Technology

Academic

Assessment


s/JobReady/3005_Audio_

Visual_Communications_T

echnology.pdf

Job-ready

assessment that

verifies student

mastery of the


in audio-visual

communications

technology

Online or

written

National

Norm

$19 per post-

test exam;

$31 for pre-

test & post-

test exam

Contact NOCTI

directly to order

assessments for

your high school

program;

information is

on their web site

(http://www.no

cti.org).

Audio/Video

Technology

Television

Production

Academic

Assessment


s/JobReady/3427_Televisi

on_Production.pdf

Job-ready

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway

Online or

written

National

Norm

$19 per post-

test exam;

$31 for pre-

test & post-

test exam

Contact NOCTI

directly to order

assessments for

your high school

program;

information is

on their web site

(http://www.no

cti.org).

Audio/Video

Technology

Adobe Certified

Associate--Video

Communication

with Adobe

Premier Pro CS6

Certification Certiport/

Pearson VUEhttp://www.adobe.co

m/training/certification

.html

Display advanced

skills in video editing

Online Pass-Fail $84.00

Page 6 of 10

























http://www.adobe.com/training/certification.html





CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS

● For use at SECONDARY For use at SECONDARY For use at SECONDARY For use at SECONDARYNOCTI NOCTI NOCTI TESTING

AGREEMENT

Each institution/



contacts NOCTI to obtain

assessment exams,



and other important


the NOCTI Testing

Agreement form:

http://www.nocti.org/for

ms.cfm

NOCTI NOCTI NOCTI: New

testing site

coordinator

webinar training

sessions:

http://www.noc

ti.org/pdf/NOCT

I%20Testing%20

at%20a%20Glan

ce.pdf

NOCTI strongly

recommends that new

Testing Site Coordinators

plan to attend a webinar

training session. Click here

to schedule a session or

take a tour:

http://www.nocti.org/We

binarRegistration.cfm

Page 7 of 10


























http://www.nocti.org/WebinarRegistration.cfm












CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS


Technology

Adobe Certified

Associate--Video

Communication

with Adobe

Premier Pro CS6




.html

Display advanced


Online Pass-Fail $84.00

Audio/Video

Technology

Media

Production:

Motion Graphics

Artist

Academic

Assessment

CareerTech http://www.okcareerte

ch.org/educators/asses

sments-and-



works-2015-


SG.pdf

Job-specific

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway


-pre-test and

post-test

Contact Career

Tech,

http://www.okc

areertech.org/a

bout/state-

agency/divisions

/testing for

further info

Audio/Video

Technology

Media

Production:

Producer

Academic

Assessment

CareerTech http://www.okcareerte

ch.org/educators/asses

sments-and-



works-2015-


SG.pdf

Job-specific

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway


-pre-test and

post-test

Contact Career

Tech,

http://www.okc

areertech.org/a

bout/state-

agency/divisions

/testing for

further info

Page 8 of 10






http://www.okcareertech.org/educators/assessments-and-testing/testing/study-guides/study-guides-ok-works-2015-2016/MediaProductionSG.pdf


















CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS


Technology

Media

Production:

Production

Assistant

Academic

Assessment



ssments-and-

testing/careertech-

testing-center

Job-specific

assessment that

verifies student

mastery of the


in audio/video

technology career

pathway


-pre-test and

post-test

Contact Career

Tech,

http://www.okc

areertech.org/a

bout/state-

agency/divisions

/testing for

further info

Careertech

Testing

Information for

Consortia

Leaders and/or

High School

Testing

Coordinators

Careertech TESTING

AGREEMENT

Each institution/



contacts Careertech to

obtain assessment exams,



and other important


the Careertech Testing

Agreement form:

http://www.okcareertech.

org/about/state-

agency/divisions/testing

Audio/Video

Technology

Apple Certified

Associate Final

Cut Pro X

Certification Apple https://training.apple.c

om/us/en/courses/Fina

l_Cut_Pro_X/final_cut_

pro_x_10_3

Demonstrates

essential operation

knowledge of an

application

Online Pass-Fail $85 Can take the

exam at an

Apple

Authorized

Training Center

Page 9 of 10





CLUSTER/

PATHWAY/

PROGRAM

CERTIFICATION /

ASSESSMENT

TITLE

TYPEISSUING

ORGANIZATION


ELIGIBILITY

REQUIREMENTS /

PREREQUISITES

ADMINISTRA-

TION


Practical, etc.)

PASSING

SCORECOST COMMENTS


Technology

Avid Media

Composer

Certification

Certification Avid http://www.avid.com/

US/support/training/ce

rtification/media-

composer-expert

Display a firm grasp

of core skills,

workflows, and

concepts in non-

linear editing on the

Avid Media

Composer system

Online Pass-Fail $25 per exam

Audio/Video

Technology

Adobe Certified

Associate--Video

Communication

with Adobe

Premier Pro CS6




.html

Display advanced


Online Pass-Fail $65 student

price

Schools or

colleges can

become an

authorized

testing center.

Sign up on

www.certiport.c

om

Page 10 of 10



http://www.avid.com/US/support/training/certification/media-composer-expert







Minnesota Common Core Competencies 7/1/2018

Pathway: Audio/Video Technology and FilmCluster: Arts, Audio/Video Technology, and Communications

Secondary Post-secondary

MEASURE 01.01.01 Identify training,

education and certification requirements

for occupational choice.Y Y

B/I: most stated that certifications are

needed; one stated it is optional. Depends

on the ER- some require a degree. Freelance

does not.MEASURE 01.01.02 Participate in career-

related training and/or degree

programs.N Y

Job-specific

MEASURE 01.02.01 Model behaviors

that demonstrate active listening. Y Y

MEASURE 01.02.02 Adapt language for

audience, purpose, situation. (i.e.

diction/structure, style).Y Y

Comment from Secondary: Message format

must adapt to audience.

MEASURE 01.02.03 Organize oral and

written information. Y Y

MEASURE 01.02.04 Compose focused

copy for a variety of written documents. Y Y

e.g., Agendas, audio-visuals, bibliographies,

drafts, forms/documents, notes, oral

presentations, reports, and technical

terminology.MEASURE 01.02.05 Edit copy to create

focused written documents such as

agendas, audio-visuals, bibliographies,

drafts, forms/documents, notes, oral

presentations, reports, and technical

terminology.

Y Y

Comment from Secondary: Must

understand AV terminology. B/I: comes with

time. Not an entry-level requirement. May

be job-specific; should eb able to compose-

not edit.

KEY: Y=Essential N=Not Essential O=Optional

COMMON CORE

COMPETENCIES

Consensus among work groupPERFORMANCE INDICATOR PERFORMANCE MEASURE COMMENTS

INDICATOR 01.02 Demonstrate

language arts knowledge and skills

required to pursue the full range of post-

secondary education and career

opportunities.

TOPIC 1: ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to pursue the full range of career and education

opportunities within a career cluster and/or career pathway.

INDICATOR 01.01 Identify required

training, education, and certification to

prepare for employment in a particular

career field.

Page 1 of 26




COMMON CORE

COMPETENCIES


MEASURE 01.02.06 Comprehend key

elements of oral and written information

such as cause/effect,

comparisons/contrasts, conclusions,

context, purpose, charts/tables/graphs,

evaluation/critiques, mood, persuasive

text, sequence, summaries, and

technical subject matter.

Comment from Secondary: Comprehend

data visualization B/I: not always applicable.

Nice to have. May be job-specific, vary by

position.

MEASURE 01.02.07 Evaluate oral and

written information for accuracy,

adequacy/sufficiency, appropriateness,

clarity, conclusions/solutions,

fact/opinion, propaganda, relevancy,

validity, and relationship of ideas.

Y O

Job Specific B/I: next-level skill above entry-

level. Good to have. Understand vs.

evaluate.

MEASURE 01.02.08 Identify

assumptions, purpose,

outcomes/solutions, and propaganda

techniques.

Y O

Job Specific B/I: nice to have. More at a

management level.

MEASURE 01.02.09 Predict potential

outcomes and/or solutions based on oral

and written information regarding

trends.

Y O

Job Specific B/I: nice to have. More at a

management level.

MEASURE 01.02.10 Present formal and

informal speeches including discussion,

information requests, interpretation,

and persuasive arguments.

Y O

Job Specific B/I: to go further in this

business, must be able to do this. Important

for freelance and business management.


language arts knowledge and skills



opportunities.

Page 2 of 26




COMMON CORE

COMPETENCIES


MEASURE 01.03.01 Identify whole

numbers, decimals, and fractions. Y Y

Comment from Postsecondary: Expectation

that this is done at the secondary level

e.g., Cost for production; budgets

MEASURE 01.03.02 Demonstrate

knowledge of basic arithmetic

operations such as addition, subtraction,

multiplication, and division.Y Y

Comment from Secondary: e.g. Time code

and conversion scale

MEASURE 01.03.03 Demonstrate use of

relational expressions such as equal to,

not equal, greater than, less than, etc.Y Y

Comment from Secondary/ Postsecondary:

Application of math is important. Should be

able to demonstrate the ability not just on a

test.

MEASURE 01.03.04 Apply data and

measurements to solve a problem. Y Y

MEASURE 01.03.05 Analyze

Mathematical problem statements for

missing and/or irrelevant data.Y O

B/I: nice, but not expected.

MEASURE 01.03.06 Read

charts/tables/graphs from functions and

data and apply to career-specific activity.Y Y


May be essential dependent on job. B/I: job-

specific.

MEASURE 01.03.07 Analyze data when

interpreting operational documents. Y Y

Comment from Postsecondary: e.g.

Budgets, manuals B/I: need to learna dn

teach oneself due to changing software, etc.

MEASURE 01.04.01 Compare the

changing purposes served by visual arts

throughout history.Y Y

Comment from Postsecondary: Essential

based on visual arts (i.e. TV history). Should

have an understanding of history of linear vs.

nonlinear. B/I: need to be able to "speak the

language". Terminology may be based in

historical terms

MEASURE 01.04.02 Analyze the

opportunities for communication

through the visual arts.Y Y

INDICATOR 01.04 Research the history

and evolution of visual arts and their

role within society to demonstrate a

broad understanding of themes and

trends in the pathway.


mathematics knowledge and skills



opportunities.

Page 3 of 26




COMMON CORE

COMPETENCIES


MEASURE 01.04.03 Evaluate works of

art using critical thinking skills. Y Y

MEASURE 01.04.04 Present written and

oral evaluations of visual

communication.Y O

B/I: may be job-specific.

MEASURE 01.04.05 Explain written and

oral evaluations of visual art works. Y OComment from Secondary: Explain portfolio

choices.


development of recent tools and

technologies employed in the visual

communications.

Y Y

Comment from Postsecondary:

Demonstration of tools and technologies is

important and requires access to tools and

technologies. B/I: Must know how to train

self and learn.MEASURE 01.04.07 Explain the affect of

recent tools and technologies on the

evolution of the visual communications. Y Y

Comment from Postsecondary: Students

may train themselves.


elements and principles of art applied to

visual art forms.Y Y


communicative effects of art elements. Y YB/I: Need to eventually know why they are

doing what they are doing. Job specific.

INDICATOR 01.04 Research the history

and evolution of visual arts and their

role within society to demonstrate a

broad understanding of themes and

trends in the pathway.

INDICATOR 01.05 Analyze elements and

principles of the visual arts and what

they communicate to demonstrate an

understanding of this art form as a

means to express ideas.

Page 4 of 26




COMMON CORE

COMPETENCIES


MEASURE 02.01.01 Determine the most

appropriate reading strategy for

identifying the overarching purpose of a

text (i.e. skimming, reading for detail,

reading for meaning or critical analysis).

Y Y

Comment from Postsecondary: Expect to

occur at the secondary level. Postsecondary

curriculum will support reading strategies

used in other academic areas.

MEASURE 02.01.02 Determine and

select the reading strategy or strategies

needed to fully comprehend the content

within the written material. Y Y

e.g.., Skimming, reading for detail, reading

for meaning or critical analysis

MEASURE 02.01.03 Interpret,

transcribe, and communicate

information, data, and observations to

apply information learned from reading

to actual practice.

Y Y

MEASURE 02.02.01 Employ verbal skills

when obtaining and conveying

information.Y Y

MEASURE 02.02.02 Record information

needed to present a report on a given

topic or problem.Y Y

B/I: Job-specific.

MEASURE 02.02.03 Write internal and

external business correspondence that

conveys and/or obtains information

effectively.

Y Y

MEASURE 02.02.04 Communicate with

other employees / peers to clarify

workplace objectives. Y Y

MEASURE 02.02.05 Communicate

effectively with clients and peers to

further positive relationships.Y Y

TOPIC 2: COMMUNICATIONS - Communicate clearly and effectively with reason including technical terminology and information.

INDICATOR 02.01 Select and employ

appropriate reading and communication

strategies to learn and use technical

concepts and vocabulary in practice.

INDICATOR 02.02 Demonstrate use of

the concepts, strategies, and systems for

obtaining and conveying ideas and

information to enhance communication

in the workplace.

Page 5 of 26




COMMON CORE

COMPETENCIES


INDICATOR 02.03 Locate, organize and

reference written information from

various sources to communicate with co-

workers and clients.

MEASURE 02.03.01 Locate, organize

and reference written information used

to communicate with peers,co-workers

and clients.

O Y

MEASURE 02.04.01 Use informational

texts, Internet web sites, and/or

technical materials to review and apply

information sources for occupational

tasks.

Y Y

B/I: switched with 02.04.02

MEASURE 02.04.02 Evaluate the

reliability of information from

informational texts, Internet web sites,

and/or technical materials and

resources.

Y Y

B/I: switched with 02.04.01

INDICATOR 02.05 Use correct grammar,

punctuation and terminology to write

and edit documents.

MEASURE 02.05.01 Use correct

grammar, spelling, punctuation, and

capitalization when preparing written

documents.

Y Y

MEASURE 02.06.01 Prepare oral

presentations to provide information for

specific purposes and audiences. Y O

B/I: Job Specific

MEASURE 02.06.02 Identify support

materials that will enhance an oral

presentation.Y O

B/I: Job Specific

MEASURE 02.06.03 Prepare support

materials that will enhance an oral

presentation.Y O

B/I: Job Specific

MEASURE 02.06.04 Deliver an oral

presentation that sustains listeners'

attention and interest.Y O

Comment from Postsecondary: Freelance

may interview but doesn't really give

presentations.

MEASURE 02.06.05 Align presentation

strategies to the intended audience. Y OB/I: Job Specific

MEASURE 02.06.06 Implement

strategies for presentations. Y OB/I: Job Specific

INDICATOR 02.04 Evaluate and use

information resources to accomplish

specific occupational tasks.

INDICATOR 02.06 Develop and deliver

formal and informal presentations using

appropriate media to engage and inform

audiences.

Page 6 of 26




COMMON CORE

COMPETENCIES


INDICATOR 02.07 Interpret verbal and

nonverbal cues/behaviors to enhance

communication with co-workers and

clients/participants.

MEASURE 02.07.01 Interpret verbal and

nonverbal behaviors when

communicating with clients and co-

workers.

Y O

B/I: Learned with experience.

INDICATOR 02.08 Develop and interpret

tables, charts, and figures to support

written and oral communications.

MEASURE 02.08.01 Develop and

interpret tables, charts, and figures to

support written and oral

communications.

Y O

B/I: higher-level, not entry-level.

MEASURE 02.09.01 Apply factors and

strategies for communicating with a

diverse workforce.Y Y

MEASURE 02.09.02 Review techniques

to communicate and resolve conflicts

within a diverse workforce.Y Y

B/I: higher-level, job-specific.

INDICATOR 02.10 Exhibit public

relations skills to increase internal and

external customer/client satisfaction.

MEASURE 02.10.01 Communicate

effectively when developing positive

customer/client relationships. Y Y

MEASURE 03.01.01 Analyze elements of

a problem to develop creative solutions. Y yComment from Secondary: Analysis is

essential to redesign.

MEASURE 03.01.02 Use problem-

solving, critical thinking and creativity

skills to improve a situation or process.Y Y

Comment from Secondary: e.g. Design cycle

e.g., Ideas, proposals, and solutions.

MEASURE 03.01.03 Generate new and

creative ideas to solve problems. Y YB/I: Job-specific, comes with time.

MEASURE 03.01.04 Critically analyze

information to determine value to the

problem-solving task.Y Y

B/I: Job Specific

INDICATOR 03.01 Use critical thinking

skills independently and in teams to

solve problems and make decisions.

INDICATOR 02.09 Listen to and speak

with diverse individuals to enhance

communication skills.

TOPIC 3: PROBLEM-SOLVING AND CRITICAL THINKING - Utilize critical thinking skills to make sense of problems and persevere in solving them. Employ

valid, reliable research strategies. Demonstrate creativity and innovation.

Page 7 of 26




COMMON CORE

COMPETENCIES


MEASURE 03.02.01 Determine best

options/outcomes for conflict

mangement using critical thinking skills.Y Y

MEASURE 03.02.02 Resolve conflicts

with/for customers using conflict

mangement skills.Y Y

Comment from Postsecondary: Entry level

are generally not the one communicating

with clients/staff but this is still a beneficial

skill.MEASURE 03.02.03 Implement conflict

mangement skills to address staff

issues/problems.Y Y

Comment from Secondary: e.g. Teams

MEASURE 03.03.01 Write realistic

performance goals, objectives and action

plans.Y Y

Production schedules, storyboards Etc.

MEASURE 03.03.02 Monitor

performance goals and adjust as

necessary.Y Y

B/I: for own personal professional goals.

MEASURE 03.03.03 Communicate goal

achievement. Y Y

MEASURE 03.04.01 Align the

information gathered to the needs of the

audience.Y Y

MEASURE 03.04.02 Gather information

and data using a variety of resources. Y Y

MEASURE 03.04.03 Analyze and

evaluate information and data for value

to the research objectives.Y Y

B/I: Job Specific

INDICATOR 03.02 Employ critical

thinking and emotional intelligence to

resolve conflicts with staff and/or

customers.

INDICATOR 03.03 Identify, write and

monitor workplace performance goals to

guide progress in assigned areas of

responsibility and accountability.

INDICATOR 03.04 Conduct technical

research to gather information

necessary for decision-making.

Page 8 of 26




COMMON CORE

COMPETENCIES


e.g., Manage personal schedules and contact

information.

e.g., Create memos and notes.

MEASURE 04.01.02 Use information

technology tools to manage and perform

work responsibilities.Y Y

B/I: Job Specific

e.g., Use electronic mail applications to

share files and documents.

e.g., Search for information and resources

and evaluate it for its validity and reliability.

MEASURE 04.01.09 Utlize appropriate

computer software to manage and

complete work tasks. Y Y

e.g., Manage file storage; compress or alter

files.

MEASURE 04.02.01 Operate computer-

based equipment. Y Y

MEASURE 04.02.02 Locate installation

and operations manuals. Y Ne.g. Interpret manual/online resources.

MEASURE 04.02.03 Troubleshoot

computer-based equipment. O OComment from Postsecondary: Entry level

does need to demonstrate basic

troubleshooting. B/I: Job-specificMEASURE 04.02.04 Access support as

needed to maintain operation of

computer-based equipment.Y Y

Comment from Postsecondary: Basic

computer skills are covered within general

college programs. May be part of general ed.

INDICATOR 04.01 Use information

technology tools specific to Arts,

Audio/Video Technology, and

Communications.

TOPIC 4: TECHNOLOGY APPLICATIONS - Use technology to enhance productivity.

MEASURE 04.01.03 Operate Internet

applications to perform workplace tasks.

Y Y

Y Y

MEASURE 04.01.01 Apply technology to

manage personal information.

INDICATOR 04.02 Use computer-based

equipment.

Page 9 of 26




COMMON CORE

COMPETENCIES


e.g., Identify the current, key, local and

national issues for arts and communications

technologies.e.g., Compare the similarities and

differences in the issues currently affecting

arts and communications technologies. B/I:

expect curiosity

e.g., Evaluate how the visual and arts

economically impacts current society.

e.g., Evaluate how the technology industries

economically impact current society.

e.g., Describe how the arts have

economically influenced the inception of the

technology industry.e.g., Describe how the technologies industry

has influenced the economic growth of the

arts to the present time.

e.g., Identify the basic business principles

relative to the pathways in this career

cluster.e.g., Examine the business practices

amongst the diverse pathways in this career

cluster for similarities and differences.

B/I: Higher-up requirement.

MEASURE 05.01.01 Develop an

awareness of current issues related to

the arts, audio-video technologies,

telecommunications, printing, and the

media.

TOPIC 5: ORGANIZATIONAL AND GLOBAL SYSTEMS – Understand the environmental, social, and economic impacts of decisions within an organization.

Understand global context of industries and careers. .

INDICATOR 05.01 Develop an

awareness of the history and evolution

of the arts, audio-video technology, and

communications field to understand the

current place the field holds within

society and the economy.

MEASURE 05.02.01 Develop an

awareness of the industry’s economic

base pertinent to the arts and related

technologies.


industry’s business practices pertinent to

the arts and related technologies.


awareness of the arts, audio-visual

technology and communication

industry's economic base in order to

demonstrate the knowledge of industry,

clients, and producer's needs.

Y Y

Y Y

N O

Page 10 of 26




COMMON CORE

COMPETENCIES


e.g., Define the roles of the arts in business,

technology, and the community as identified

by society.

e.g., Present the role that business expects

from the arts in relation to economic

development.e.g., Describe the rationale for technical

aspects working with the arts and how this

provides a mutual benefit.

e.g., Illustrate roles that the community

expects from the arts in relation to quality of

life issues.e.g., Describe the impact that audio-video

technology, printing, broadcasting, and

journalism have on the development of

presentations and productions.

e.g., Analyze how technical areas and the

arts partner to produce high quality

presentations and productions.

B/I: Job-specificMEASURE 05.03.02 Analyze how the

roles of creators, performers,

technicians, and others are similar and

different from one another.

Y Y

e.g., Analyze the roles of creators,

performers, technicians, and others involved

in production, performance, and media to

identify similarities and differences.

MEASURE 05.02.03 Evaluate the role of

the arts in business, technology, and the

community.

MEASURE 05.03.01 Summarize the

partnership that technology and the arts

have in developing presentations and

productions.


awareness of the arts, audio-visual

technology and communication

industry's economic base in order to

demonstrate the knowledge of industry,

clients, and producer's needs.

O

INDICATOR 05.03 Analyze and

summarize evidence of interdependence

between the technical and the artistic

sides of this career cluster in order to

demonstrate an understanding of the

systems involved in the cluster.

N O

O

Page 11 of 26




COMMON CORE

COMPETENCIES


e.g., Define influences of government and

cultural perspectives as they relate to media

communications, visual arts or performance

as a business.

e.g., Define the influence of government

regulations on media, audio-video

productions, telecommunications, printing,

and artistic authorship.

e.g., Analyze a variety of persistent cultural

issues and dilemmas within society that

commonly affect how cultures are portrayed

within art forms and communication.

e.g., Evaluate how cultural issues and

dilemmas within society influence

government and public opinion and its

effects on developing a successful business.

e.g., Define labor management processes

and agreements used within each pathway

and career cluster.

e.g., Identify common labor management

processes and agreements used within this

career cluster.

MEASURE 05.04.01 Examine the

influence government, public opinion,

and diverse local and cultural

perspectives may have upon visual arts,

media communications, or performance

as a business.

MEASURE 05.04.02 Examine labor

management processes and agreements

generally used in the arts, audio-video

technologies, telecommunications,

printing, and media fields.

Y

Y Y

O

INDICATOR 05.04 Analyze and

summarize the structures of business

organizations within this cluster to


influences on holding careers in this

field.

Page 12 of 26




COMMON CORE

COMPETENCIES


Comment from Postsecondary: Program

dependent/ job-site dependent

Comment from Business/Industry: Students

should be introduced to hazard awareness.

e.g., Identify the types of risk of injury/illness

at work.

e.g., Describe ways to positively impact

occupational safety and health.

e.g., Describe ways to positively impact

occupational safety and health.


Know your environment/location for

potential hazards. Reassess your

environment based on current location.

e.g., Identify and describe major sources of

information about hazards in the workplace

(e.g., MSDS, work procedures, exposure

control plans, training materials, labels, and

signage).e.g., Identify sources of

combustible/flammable materials, fire and

emergencies to establish a fire safe

environment.e.g., Interpret safety signs and symbols.

TOPIC 6: SAFETY, HEALTH, AND ENVIRONMENT – Understand the importance of safety, health, and environmental management systems and their

importance to organizational performance and regulatory compliance.

INDICATOR 06.01 Maintain safe and

healthy working conditions by

completing work tasks in accordance

with rights and responsibilities in arts,

audio-visual technology and

communications work environment to

protect employees' well being.

MEASURE 06.01.01 Assess workplace

conditions with regard to safety and

health.

Y Y

Y

INDICATOR 06.02 Assess and control

methods to reduce sources of office and

worksite accident hazards common in

the arts, audio-visual technology and

communications industry in order to

promote a safe and accident free

working environment.

Y


completion of a variety of methods to

prevent and correct common hazards.

Page 13 of 26




COMMON CORE

COMPETENCIES

Consensus among work groupPERFORMANCE INDICATOR PERFORMANCE MEASURE COMMENTS e.g., Identify methods to correct common

hazards.

e.g., Identify methods for disposing of

hazardous materials.

e.g., Demonstrate principals of safe physical

movement to avoid slips, trips, and spills.

e.g., Inspect and use protective equipment

(PPE).

Comment from Postsecondary: Essential in

Performing Arts career pathway

e.g., Demonstrate a warm-up process to

prepare the body for various performing arts.

e.g., Illustrate how to recognize stress as a

potential safety factor to the body in various

movements.

e.g., Demonstrate ergonomic movements

related to artistic performance and technical

equipment use.

INDICATOR 06.02 Assess and control

methods to reduce sources of office and

worksite accident hazards common in

the arts, audio-visual technology and

communications industry in order to

promote a safe and accident free

working environment.


personal and group health and safety

practices.

MEASURE 06.03.01 Summarize the

physical preparation needed to maintain

the work activities of pathways in this

career cluster.

INDICATOR 06.03 Examine and

summarize the life style implications and

physical demands required by work

activities common in the arts,

audio/visual, technology and

communications cluster to demonstrate

an broad perspective regarding the

nature of work in the industry.

Y Y

N Y

Page 14 of 26




COMMON CORE

COMPETENCIES


MEASURE 07.01.01 Analyze the various

roles of leaders within organizations.

Y Y

e.g., Contribute ideas; share in building an

organization; act as role models to

employees by adhering to company policies,

procedures, and standards; promote the

organization’s vision; and mentor others.

MEASURE 07.01.02 Exhibit personal and

interpersonal skills appropriate to the

workplace.Y Y

MEASURE 07.01.03 Recognize

leadership and management styles. Y YIdentify leadership roles-director B/I:

And work culture as a result.

MEASURE 07.01.04 Participate in civic

and community leadership and

teamwork opportunities to enhance

skills.

O Y

e.g. service-learning B/I: Job-specific

MEASURE 07.02.01 Describe how staff

growth and development increases

productivity and employee satisfaction.O O

Comment from Secondary: Achieved

through student organizations.

MEASURE 07.02.02 Practice leadership

and teamwork qualities. Y Y

MEASURE 07.02.03 Identify, explain

and take responsibility for best practices

for successful team functioning.Y Y

B/I: accountability

MEASURE 07.03.01 Promote the full

involvement and use of team members'

individual talents and skills.Y Y

e.g., Work cooperatively with co-workers.

MEASURE 07.03.02 Take responsibility

for shared group and individual work

tasks.Y Y

TOPIC 7: LEADERSHIP AND TEAMWORK - Use leadership in collaborating with others to accomplish productive organizational goals and objectives with an

awareness of cultural/global competence.


interpersonal skills to accomplish

organizational goals and objectives.

INDICATOR 07.02 Use organizational

and staff development skills to foster

positive working relationships and

accomplish organizational goals.

INDICATOR 07.03 Use teamwork skills

to achieve collective goals and use team

members' talents effectively.

Page 15 of 26




COMMON CORE

COMPETENCIES


MEASURE 07.03.03 Assist team

members in completing their work. Y Y

MEASURE 07.03.04 Adapt to changes in

projects and work activities. Y Y

e.g., Build effective working relationships

using interpersonal skills.

e.g., Use positive interpersonal skills to work

cooperatively with co-workers representing

different cultures, genders and backgrounds.

e.g., Manage personal skills to accomplish

assignments.

e.g., Treat people with respect.

e.g., Provide constructive praise and

criticism.

e.g., Demonstrate sensitivity to and value

for diversity.

e.g., Manage stress and control emotions.

INDICATOR 07.04 Establish and

maintain effective working relationships

with all levels of personnel and other

departments in order to accomplish

objectives and tasks.

MEASURE 07.04.01 Establish and

maintain effective working relationships

with all levels of personnel and other

departments in order to accomplish

objectives and tasks.

Y Y

INDICATOR 07.03 Use teamwork skills

to achieve collective goals and use team

members' talents effectively.

Page 16 of 26




COMMON CORE

COMPETENCIES


MEASURE 07.05.01 Understand

meeting goals, objectives and agenda. Y Y

MEASURE 07.05.02 Conduct meeting to

achieve objectives within scheduled

time.Y O

B/I: not-necessarily entry-level


effective interpersonal communication

skills.Y Y

INDICATOR 07.06 Use mentoring skills

to inspire and teach others.

MEASURE 07.06.01 Use motivational

techniques and guidance to enhance

performance in others.N O

e.g., Define professional code of ethics.

e.g., Examine the professional code of ethics

(e.g., Society of Professional Journalism).

e.g., Identify consequences of non-ethical

decision-making on short and long term

reputation.e.g., Illustrate how credit is given for use of

copyright materials.

e.g., Identify the consequences in historical

examples of both ethical and unethical

conduct related to the use of intellectual

property.e.g., Identify current concerns about

consumer ethics related to the music and the

video industries.e.g., Identify ethical and unethical conduct

in a given work situation.

INDICATOR 08.01 Exhibit ethical

conduct in writing, creating, printing,

broadcasting, and performing to uphold

high standards for behavior in the

industry.

Y

INDICATOR 07.05 Conduct and

participate in meetings to accomplish

work tasks.

TOPIC 8: ETHICS AND LEGAL RESPONSIBILITIES –Know, understand, and model the importance of ethics, integrity, and legal responsibilities.

MEASURE 08.01.01 Demonstrate ethical

principles of decision-making related to

clients, customers, fellow workers, and

others.


ethical conduct that provides proper

credit to those whose ideas and content

have been used.

Y

YY

Page 17 of 26




COMMON CORE

COMPETENCIES


e.g., Define ethical standards.

e.g., Examine the problems related to

maintaining ethical standards in situations

without a clear standard.

e.g., Identify the degree of influence of print,

broadcast media, arts, and performance in a

given situation.

e.g., Evaluate historic political events and

actions instigated through the use of media,

print, art, and performance.e.g., Describe why responsibility for ethical

influence is a key issue related to this cluster.

B/I: Freedom of Speech issues.

e.g., Define proprietary information.

e.g., Describe how proprietary information is

a concern related to careers in this cluster.

e.g., Evaluate situations to judge the extent

to which information is proprietary and

whether or not it can be used.e.g., Identify steps for securing permission to

use copyrighted materials.

e.g., Exhibit how credit is given for use of

copyrighted materials.

e.g., Define what is original content and

when credit does not need to be given.

e.g., Identify the benefits of copyright laws.

e.g., Identify consequences if formal

permission is not secured.

YY

Y

INDICATOR 08.01 Exhibit ethical

conduct in writing, creating, printing,

broadcasting, and performing to uphold

high standards for behavior in the

industry.

Y

MEASURE 08.01.03 Use ethical

standards that apply to the delivery of

quality performance and products.

MEASURE 08.01.04 Identify ethics

involved in the degree of influence

media, arts, and performance have upon

individuals.

MEASURE 08.01.05 Identify the proper

use of proprietary information.

INDICATOR 08.02 Analyze and apply

laws affecting arts, technology and

communication enterprises to maintain

up-to-date compliance with key

regulations influencing the industry.

MEASURE 08.02.01 Identify the

copyright laws in relation to seeking

formal permission to use materials.

Y Y

Y Y

Page 18 of 26




COMMON CORE

COMPETENCIES


e.g., Examine different types of contracts.

Free-lance contracts

e.g., Interpret various types of contracts.

e.g., Identify essential elements a contract

needs to contain for protection of both

parties.e.g., Identify processes required to obtain

local, county, and state permits for building

structures and sets, and installing

communications mechanisms in various site

locations.

e.g., Describe relevant statutes for this

cluster.

e.g., Identify agencies and organizations

that oversee and enforce these statutes.

e.g., Identify assistance professional

organizations offer for securing permits.

e.g., Describe the intent and relationship of

the First Amendment to this cluster. e.g., Identify FCC Regulations, the Freedom

of Information Act, and state statutes and

liability laws pertaining to work in this

cluster.e.g., Identify court cases related to this

cluster that preserve business and individual

rights.e.g., Interpret how The Freedom of

Information Act affects workers in this

cluster.e.g., Illustrate instances when the intent of

the First Amendment was preserved in recent

times.

MEASURE 08.02.04 Identify and apply

the First Amendment, FCC, the Freedom

of Information Act, libel laws, and other

regulations for compliance issues

relevant to this cluster.






MEASURE 08.02.02 Analyze contracts

for potential work in career pathways

within this cluster.

MEASURE 08.02.03 Analyze and

understand state, county, city and local

site rules related to decision-making.

N Y

Y Y

Y O

Page 19 of 26




COMMON CORE

COMPETENCIES


e.g., Define the term liabilities.

e.g., Identify examples of potential

situations that could pose legal liabilities.

e.g., Analyze the risk level for work

situations related to this cluster.

B/I: more of a management issue.

e.g., Identify the contents of various

organizational publications.

e.g., Select the appropriate document (s) as

reference for a given situation.e.g., Locate and identify specific

organizational policy, rule or procedure to

assist with a given situation.e.g., Explain specific organizational policy,

rule or procedure to improve a given

situation.e.g., Locate and interpret career information

for at least one career cluster.e.g., Identify job requirements for career

pathways.e.g., Identify educational and credentialing

requirements for career cluster and

pathways.

INDICATOR 09.02 Identify, examine and

select career opportunities in one or

more arts, AV, technology and

communication related career pathways

in order to explore career options.

TOPIC 9: CAREER DEVELOPMENT, EMPLOYABILITY, AND CITIZENSHIP –Attend to personal health and financial well-being. Know and understand the

importance of employability skills. Plan education and career paths aligned to personal goals and employability goals. Act as a responsible and

contributing citizen and employee.

INDICATOR 09.01 Explain written

organizational policies, rules and

procedures common to careers in arts,

AV, technology and communication

fields to help employees perform their

jobs.

MEASURE 09.01.01 Locate appropriate

information on organizational policies in

handbooks and manuals.

MEASURE 09.01.02 Discuss how specific

organizational policies and rules

influence a specific work situation.

MEASURE 08.02.05 Identify the

liabilities associated with productions

and performances, media, and

telecommunications installations.






Y

Y

Y Y

Y Y

Y

Y

MEASURE 09.02.01 Locate career

opportunities that appeal to personal

career goals.

Page 20 of 26




COMMON CORE

COMPETENCIES


e.g., Identify personal interests and

aptitudes.

e.g., Identify job requirements and

characteristics of selected careers.

e.g., Compare personal interests and

aptitudes with job requirements and

characteristics of career selected.

e.g., Modify career goals based on results of

personal interests and aptitudes with career

requirements and characteristics.

e.g., Identify the technological systems and

their effects on the pathways in this cluster.

e.g., Predict and highlight technological

advancements for several pathways to

illustrate the effect on work in careers in this

cluster.e.g., Develop a research paper, media

production, or other event to demonstrate

the impact of technology on careers in this

cluster.e.g., Evaluate the business opportunities in

this cluster and identify how these will be

impacted by technological advancements

and systems.e.g., Identify the technological changes in

the past five years that have affected the

skill requirements for workers in this cluster.

INDICATOR 09.02 Identify, examine and

select career opportunities in one or

more arts, AV, technology and

communication related career pathways

in order to explore career options.

INDICATOR 10.01 Summarize

knowledge of the systems within the

various pathways of Arts, Audio/Video

Technology, and Communications to

keep abreast of new technological

advancements and tools important to

work in this industry.


technological systems that are apparent

within the various pathways in this

career field.

MEASURE 10.01.02 Research the impact

of potential new technology

advancements related to this career

field.

YY

Y Y

TOPIC 10: TECHNICAL LITERACY – Apply technical knowledge and skills required to pursue careers in a specific career cluster and/or career pathway.

Y Y

MEASURE 09.02.02 Match personal

interests and aptitudes to selected

careers.

Page 21 of 26




COMMON CORE

COMPETENCIES

Consensus among work groupPERFORMANCE INDICATOR PERFORMANCE MEASURE COMMENTS MEASURE 11.01.01 Analyze various

careers and their job descriptions in

audio and video technology, and film.Y Y

e.g., producers, directors, editors,

animators, lighting directors,

cinematographers, videographers, and

sound engineersMEASURE 11.01.02 Define commonly

used terminology in audio production,

video production, and film production.Y Y

MEASURE 11.01.03 Identify various

types of audio and visual approaches

that convey information or create an

emotional impact.

Y Y

MEASURE 11.01.04 Summarize how the

history of audio , video and film is

related to the industry today.

O O

e.g., Identify microphones used for audio-

video productions, music, and theater.

e.g., Explain why audio pick-up differs in

various types of microphones.

e.g., Describe the techniques to maximize

sound performance using various audio

formats. B/I:

Job-specifice.g., Identify basic recording session

equipment.

e.g., Select equipment required for specific

types of audio productions.

e.g., Describe how an audio mixing console,

quality-monitoring equipment, and basic

recording session equipment are utilized.

e.g., Demonstrate techniques used for

equalization.

INDICATOR 11.01 Examine and

summarize career opportunities in audio

and video technology and film to build

an understanding of opportunities in the

pathway.

INDICATOR 11.02 Employ knowledge

regarding equipment use and skills

related to audio production to


basic tools used in this pathway. Y Y

Y Y

TOPIC 11: AUDIO AND VISUAL TECHNOLOGY AND FILM: Use the technical knowledge and skills required to pursue targeted careers in Audio and Visual

Technology and Film.

MEASURE 11.02.01 Describe the types

of microphones, pick-up patterns, and

techniques required for a variety of

audio presentations.

MEASURE 11.02.02 Employ knowledge

regarding audio equipment used for

productions including: basic recording

equipment, equalizers, mixing consoles,

and monitoring equipment.

Page 22 of 26




COMMON CORE

COMPETENCIES


e.g., Demonstrate how to record and mix

audio. B/I:

Job-specifice.g., Distinguish between analog and digital

audio formats.

e.g., Describe the difference in data signals

and equipment for analog and digital

technology. B/I:

Job-specificMEASURE 11.02.04 Illustrate the

techniques required for synchronization

of an audio with video and multiple

sound tracks.

Y Y

e.g., Describe synchronization processes for

audio with video and multiple sound tracks.

B/I: Job-specific

e.g., Identify the key elements required in

audio and voice over scripts.

e.g., Explain how various styles of music can

create a specific emotional impact.

e.g., Apply writing skills to the development

of a short audio script. B/I:

Job-specific and higher level.

e.g., Demonstrate operation of a master

lighting panel and dimmer panel board.

e.g., Distinguish between analog and digital

video formats.

e.g., Describe the difference in data signals

and equipment for analog and digital

technology.e.g., Demonstrate operation of video

cameras and switchers.

e.g., Demonstrate how to clean, tune, and

align video equipment.


regarding equipment use and skills

related to audio production to


basic tools used in this pathway.


related to equipment use and skills

related to video production to



MEASURE 11.02.03 Explain features and

uses of analog and digital audio formats.

MEASURE 11.02.05 Write audio scripts

for various types of programs including

voice over.

Y Y

Y Y

Y Y

e.g., Demonstrate lighting techniques used

for portable and studio productions.

MEASURE 11.03.01 Identify types and

placement of lighting fixtures for various

lighting effects.

MEASURE 11.03.02 Understand analog

and digital video formats.


operation of video systems.

Y Y

Y Y

Y Y


regarding audio equipment used for

productions including: basic recording

equipment, equalizers, mixing consoles,

and monitoring equipment.

Page 23 of 26




COMMON CORE

COMPETENCIES


MEASURE 11.03.04 Demonstrate basic

video system maintenance procedures. N OB/I: Job-specific


camera operations.Y Y

B/I: Job-specific

MEASURE 11.03.06 Identify production

formats. Y Y

e.g., Interpret video signals and production

formats.MEASURE 11.03.07 Employ knowledge

of computer-based development in

video production and editing, with an

emphasis on digital technology.

Y Y

e.g., Define terms associated with computer-

based production, including motion video:

AVI, QuickTime and MPEG; and stills: JPEG

and TIFF.


elements of shot compositionY Y

Comment from Secondary/Postsecondary:

Examples include white balance, zoom,

focus, shutter speed, frame resolution, etc.

e.g., Demonstrate using software to edit a

video.

e.g., Define editing related to audio and

video productions.

e.g., Describe the differences between

offline and online editing related to low- and

high-resolution input, respectively.e.g., Identify editing skills related to various

delivery requirements, including commercial

broadcast and other forms of distribution.

e.g., Describe the significance of digital

technology and high definition production,

and the required equipment related to

editing.


related to equipment use and skills

related to video production to



Y Y

Y Y

INDICATOR 11.04 Edit audio and video

productions to demonstrate basic skills

in operating various elements in a

production system.

MEASURE 11.04.01 Identify and apply

the basic functions and resources for

editing.

MEASURE 11.03.09 Demonstrate the

use of camera controls to manipulate

the image(s)

Page 24 of 26




COMMON CORE

COMPETENCIES


e.g., Define wireless system components.

e.g., Define wired system components.

e.g., Describe how to repair transmitting

and receiving, and multi-channel systems.

e.g., Demonstrate reading a signal flow

diagram to determine cabling route.

Comment from Business/Industry:

Students need to be able to properly wrap

cable. e.g., Demonstrate pulling, routing and

securing cable.

e.g., Demonstrate how to document the

routing.e.g., Identify how to determine if the power

supply is adequate.

e.g., Demonstrate placement of a wireless

audio system for efficient operation.

e.g., Describe a scenario that requires

building support structures and tie-downs.

B/I: Business is moving in this direction.e.g., Identify and conduct the sequence

required for troubleshooting.e.g., Identify problems and potential

solutions.

e.g., Create a short script and identify the

resources needed to begin the production.

e.g., Identify the activities associated with

pre-production, production, and

postproduction.e.g., Analyze the script and storyboard

development processes for a successful

production.e.g., Identify the linkage from each stage to

the next in processes and activities.


technical production support for audio,

video, and film presentations to enhance

the operation of various production

systems.

MEASURE 11.05.04 Demonstrate the

proper use of a wireless audio-video

system.

MEASURE 11.05.05 Demonstrate how

to troubleshoot audio-video system

operations.Y Y

Y Y

Y Y

Y Y

O O

MEASURE 11.06.01 Apply knowledge of

the critical elements in designing a

production to activities in the pre-

production stage.

MEASURE 11.05.02 Demonstrate proper

cable management for audio and video

productions.

INDICATOR 11.06 Design a production

for audio- video presentation to acquire

an understanding of the entire

production process.


of wireless and wired transmission

systems.

Page 25 of 26




COMMON CORE

COMPETENCIES


e.g., Identify the team roles required for

completion of a production.e.g., Identify equipment, crew, and cast

requirements for a short, scripted audio-

video.

e.g., Identify several means to work within

budget restraints.

e.g., Conduct a casting day for the script.

e.g., Execute production of the script.

e.g., Critique a production to determine how

the various elements resulted in a successful

or unsuccessful presentation.MEASURE 11.06.02 Apply knowledge of


production to activities in the production

stage.

Y Y



production to activities in the

postproduction stage.

Y Y


the critical elements in designing

delivery methods.

Y Ye.g., DVD, tape, web, digital file

Technical Skill Assessment recommendations: 1. The more hands on experiences the student can get the better. 2. Many of the competencies listed in this survey are

evident in the catalog and course descriptions of programs at institutions like IAIA, Institute of American Indian Art, Santa Fe, NM. 3. Demonstrate ability to adapt the

PRINCIPLES of a medium to specific tools in-use in the industry. Avoid over-emphasis on proficiency with proprietary systems, just for its own sake.

Y Y



production to activities in the pre-

production stage.

INDICATOR 11.06 Design a production

for audio- video presentation to acquire

an understanding of the entire

production process.

Comments:

Page 26 of 26

Page 1 of 1 Blueprint

Technical Skill Assessment Blueprint 1/5/2018

Pathway: Audio/Video Technology and FilmCluster: Audio/Video Technology, and Communications

SECONDARYPOST-

SECONDARYBUSINESS & INDUSTRY

% of Assessment

↓

% of Assessment

↓

% of Assessment

↓

TOPIC 1

ACADEMIC FOUNDATIONS - Achieve additional academic knowledge and skills required to pursue the full range of career and education opportunities within a career cluster and/or career pathway. 14% 15% 17%

TOPIC 2

COMMUNICATIONS- Communicate clearly and effectively with reason including technical terminology and information. 15% 11% 17%

TOPIC 3

PROBLEM-SOLVING AND CRITICAL THINKING - Utilize critical thinking skills to make sense of problems and persevere in solving them. Employ valid, reliable research strategies. Demonstrate creativity and innovation.

15% 9% 10%

TOPIC 4

TECHNOLOGY APPLICATIONS - Use technology to enhance productivity.5% 3% 5%

TOPIC 5

ORGANIZATIONAL AND GLOBAL SYSTEMS - Understand the environmental, social, and economic impacts of decisions within an organization. Understand global context of industries and careers. 5% 6% 2%

TOPIC 6

SAFETY, HEALTH AND ENVIRONMENT - Understand the importance of safety, health, and environmental management systems and their importance to organizational performance and regulatory compliance.

3% 3% 2%

TOPIC 7

LEADERSHIP AND TEAMWORK - Use leadership in collaborating with others to accomplish productive organizational goals and objectives with an awareness of cultural/global competence.

10% 11% 10%

TOPIC 8

ETHICS AND LEGAL RESPONSIBILITIES - Know, understand, and model the importance of ethics, integrity, and legal responsibilities. 5% 4% 3%

TOPIC 9

CAREER DEVELOPMENT, EMPLOYABILITY AND CITIZENSHIP- Attend to personal health and financial well-being. Know and understand the importance of employability skills. Plan education and career paths aligned to personal goals and employability goals. Act as a responsible and contributing citizen and employee.

12% 10% 2%

TOPIC

10TECHNICAL LITERACY - Apply technical knowledge and skills required to pursue careers in a specific career cluster and/or career pathway. 16% 28% 32%

100% 100% 100%

An "assessment blueprint" is a document that indicates the knowledge and skills that will be covered in an assessment instrument and the percentage of the assessment that will be devoted to each area of knowledge and skills. The Minnesota assessment blueprints will be used to review the appropriateness of existing assessments by determining how closely those assessments match up to what the Audio/Video Technology and Film career pathway teams have determined should be assessed. The assessment blueprints can also be used to guide the development of new assessments where suitable third-party assessments do not exist.

Minnesota Program of Study

Arts, Audio/Video Technology and Communications: Audio and Video Technology and FilmCareer Pathway Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty--Effective Graduates 2015 & Beyond

EDU

CATI

ON

LEVE

LS

GRA

DE English/ Language Arts

Math ScienceSocial Studies/

Sciences

Other Required CoursesOther Electives

Recommended ElectivesLearner Activities

SAMPLEOccupations Relating

to This Pathway

9

English/Language Arts I

Algebra I or Geometry

Earth or Life orPhysical Science

Government & Citizenship/ Geography

• Introduction to Audio/Video Technology

10English/Language Arts II

Geometry or Algebra II

Biology U.S. History • Business Communications*Marketing

11

English/Language Arts III

Algebra II or Pre-calculus or Calculus

Chemistry or Physics or CTE Science Equivalent

World History • Audio-Video Arts and Design*Audio Production Technology

College Placement Assessments-Academic/Career Advisement Provided

12

English/Language Arts IV

Math Elective (i.e., Business Math or other CTE Math Equivalent)

Science Elective (i.e., CTE Science Equivalent)

Economics (Ag. Ed./ Bus. Ed./ Social Studies)

• Computer Systems Operations* Broadcast Journalism* Digital Film Production

Articulation/Dual Credit Transcripted-Postsecondary courses may be taken/moved to the secondary level for articulation/dual credit purposes.

Year 1

• Audio/Video Technology Core Classes (Examples: Video & Film Production; Audio & Video Editing)

Year 2

• Advanced Classes (Examples: Audio/Video/ Film Production Design, Advanced Motion Graphics)

Year 3

• Continue Courses in the Area of Specialization

Year 4

• Complete Audio & Video Technology and Film Major (4-year degree program)

Interest Inventory Administered and Plan of Study Initiated for all Learners

This Career Pathway Plan of Study (based on the Audio/Video Technology and Communications Career Pathway) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals. *This Plan of Study, used for learners at an educational institution, should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements.

SECO

NDA

RYPO

STSE

CON

DARY

Occupations Requiring Postsecondary Education:►Audio System Technician►Audio-Video Designer and Engineer►Audio-Video System Service Technician►Film & Video Editor►Free-Lance Video/Film Producer/Director/Editor►Technical Computer Support Technician: Film, Video, etc.►Videographer ►Special Effects & Animation►Video Systems Technician

All plans of study should meet local and state high school graduation requirements and college entrance requirements including art, health, and physical education. Certain local student organization activities such as BPA, DECA, or SkillsUSA are also important for personal growth and leadership development.

All plans of study need to meet learners’ career goals with regard to required degrees, licenses, certifications or journey worker status. Certain local student organization activities such as College BPA, College DECA, or SkillsUSA may also be important to include.Continue courses in the area of specialization.

Required Transfer Curriculum Goals Determined by Local College Program in College Year 1 and Year 2 - Goal 1: Communication; Goal 2: Critical Thinking/Problem-Solving; Goal 3: Natural Science; Goal 4: Mathematical/Logical Reasoning; Goal 5: History and the Social and Behavior Sciences; Goal 6: The Humanities and the Arts; Goal 7: Human Diversity; Goal 8: Global Perspective; Goal 9: Ethical and Civic Responsibility; Goal 10: People and the Environment

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