Jean Pesce EDET 793, Spring 2014 Instructional Multimedia Project Proposal: Textile Arts Programs Full STEAM

M Ahead! February 2, 2014 In light of several present conditions I feel it would be pragmatic to promote programs of study in textile arts in South Carolina (SC) high schools. The programs suggested here would be considerably different than those previously offered mainly to supply employees for the local industry. It was reported that,between 1990 and 2012, according to Bureau of Labor Statistics datatextile and apparel subsectors(lost) 76.5 percent of their jobs, or 1.2 million.(Clifford, 2013) As these businesses moved their manufacturing operations overseas, along went the prospects of employment for graduates of local apparel design and construction programs. The fiscal response of the education system was to curtail funding of programs promoting these seemingly dead-end aspirations. Presently, only two SC Career and Technology Centers these programs.(Director, 2013) However, in deleting these programs, careers in this vibrant industry were almost completely discouraged resulting in elimination of the potential prospects for the current generation particularly for the traditionally female students. The textile industry, as well as others, is currently in the process of relocating back to the United States to South Carolina in particular. As one South Carolina apparel manufacturer said, We just avoid so many big and small stumbles that invariably happen when you try to do things from far away, (Clifford.1, 2013) With this in mind and the move toward student-centered learning, it behooves educators to reintroduce these programs, even on a limited scale, to address current trends promoting the arts in conjunction with science, technology, engineering and mathematics, especially for females. The current STEAM (Science, Technology, Engineering, Art and Math) initiative to encourage creative and innovative thinking along with the learning of concepts is directly addressing study in fields such as textile arts. According to Rhode Island School of Design President, There is no greater integrity, no greater goal achieved, than an idea articulately expressed through something made with your hands. We call this constant dialogue between eye, mind, and hand "critical thinking -- critical making." (Maeda, 2012) On the other hand, those who are creative benefit equally from the academic skills. As mentioned by another manufacturer, Language skills are essential so workers can communicate with their bosses, but math skills are just as important in textile work because sewing requires precise measurements. (Clifford.2, 2013) Another main focus of this project is to help address the persistent issue of high school drop-outs. Recent discussions among the National Governors Association on the retention these students suggested dropout recovery can succeed if states take these actions to facilitate the reengagement of out-of-school youthprovide flexible, high-quality school options for recovered dropoutsandconsider incentives to focus on dropout recovery if resources exist. (State, 2011) Students from a range of ability experiencing two learning environments each day were found to prefer the career-oriented programs over traditional academic settings for the specific aspects of: autonomy; effective, caring teachers; students with similar interests; and relevant content in an applied setting. (Gentry, 2013) These thoughts support the prospects of providing textile arts programs for students seeking a thought-provoking and rewarding learning experience. Curtis Aikens in his research on promoting self-motivation in teenagers states: To summarize all the research, we are connected regardless of how independent any one person feels. When [it] comes to motivation one can use the eyes of another to reflect or

Jean Pesce

EDET 793, Spring 2014

IMP Proposal

mirror the desires and goals one has set. When we see ourselves in the eyes of others, we are able to tap into self and motivate self. (Aikens, 2013) Perhaps it is just those effective, caring teachers in the autonomous CATE environments that will encourage a sense of self-motivation in applying the inter-related STEAM content to truly significant outcomes for many teens. Intended audience My vision for the Textile Arts Programs Full STEAM Ahead! instructional multimedia project (IMP) is to promote these programs in middle and high schools in South Carolina. The diversity of this audience is intended to include three sectors of the population: school constituents; the education community; and relevant businesses. The first group includes the potential students, especially those who are disengaged potential drop-outs, and their legal guardians. The second group is composed of high school and college educators in academic, business, and technical fields because, as one career center director said, "Science and math teachers don't realize how much science and math there is in career and technical education."(Reese, 2005) Additionally, this group would include counselors, administrators, school boards, and state education authorities. Finally, it is imperative to include the business community which can be invaluable as an advisory board in developing the curriculum and financial support necessary as they are looking to their new hires to be a source of technological skill and knowledge -- to be wired and connected.(Walbert, 2010) In one example an education institution listened to members of its program advisory councils and combined three outdated programs to mirror the industry's needs. (Walbert, 2010) Content This project will consist of several products intended to meet the following goals and objectives: Goals Encourage consideration of introducing textile arts programs in South Carolina high schools. Suggest alternative career paths for high school students. Objectives Identify the benefits of introducing textile arts programs in schools. Locate anecdotal and factual evidence on the relevance of the current STEAM initiative to textile arts. Use a resource base of supportive information with others as a tool in garnering support for these programs. Provide curriculum suggestions for a textile arts program. Delivery options In order to provide alternate means of receiving the intended concepts as advised in the Universal Design for Learning precepts several products will be created.(The Three, 2013) These address the concept of offering the learner a choice of different sensory tools to customize the experience for individual preferences. The sources of this information will be from a similar population as each section of my intended audience in order to foster a personal connection at one point or another. There will be facts from reliable sources, of course, but also suggestions from any interested persons. I see presenting this as described below. A site with an electronic storage cabinet with bins containing: 1) A 30-second audio-visual elevator speech pitching the program 2) A reference e-booklet with indexed links and supporting facts in text and/or multimedia formats

Jean Pesce a) b) c) d) e) 3) a) b)

EDET 793, Spring 2014

IMP Proposal

Dearth of textile arts programs within SC - # programs/# high school students Past drop-out rates Student retention rates through art programs Size of textile industry in US Career opportunities world-wide Video testimonials of the STEAM connections by: High school and college students in textile art programs National Association for the Sewn Products Industry (SEAMS) spokesperson(s) looking for skilled employees c) Textile arts entrepreneurs. 4) Posted comments by the SCDE Education Associate in Family and Consumer Sciences (FACS) on the state curriculum in Apparel Design and Construction 5) Posted comments by the president of the SCACTE (South Carolina Association of Career and Technical Educators) organization on engaging teens in relevant careeroriented programs 6) A bulletin-board for posting questions and suggestions for high and/or middle school programs. Constraints As with most efforts, difficulties may arise with the plans discussed here. Although others may be able to offer additional potential pitfalls, these are ones I presently foresee as I contemplate proceeding: 1) Means to engage the different segments of my audience. 2) Contacting students for interviews. 3) Suggestions for financial support within individual districts. Evaluation In order to determine whether my participants have achieved competency of the intended objectives a questionnaire will be provided. This document will allow participants to reflect on their resident district, or Local Education Authority (LEA), to ascertain the potential interest and possibility for a textile arts program. A record of inquiries and suggestions received on the site hosting the storage cabinet will also provide feedback on the effectiveness of my project in sparking interest in this topic. Ultimately, the installation of new or revised textile arts programs in South Carolina will be the evaluation of my efforts. As teenagers have a natural tendency and flair for expressing themselves and few means of earning money in the current economy, a career in textile arts can be an inviting prospect. With an intense academic influence, even those who venture into a tangent career will gain immensely simply by experiencing the real-world creative applications required in textiles. A final thought is that ultimately educational technology could be used to deliver the suggested textile arts programs more economically even to limited populations in a school district.

Jean Pesce

EDET 793, Spring 2014

IMP Proposal

References Aiken,C.r. (2013). Leading by Example: Creating Motivation That Fosters Positive Change in Young People. Online Submission, pg 24 Retrieved January 30, 2014, from http://eric.ed.gov/?id=ED542333 From a personal perspective of struggle to succeed, this author investigates those factors that may contribute to fostering self-motivation in teenagers. Clifford, S. (2013, September 19). U.S. Textile Plants Return, With Floors Largely Empty of People. New York Times. Retrieved January 30, 2014, from http://www.nytimes.com/2013/09/20/business/us-textile-factoriesreturn.html?pagewanted=all&_r=0 This is news about the textile industry returning to the United States (US). A particularly significant interview was conducted with a manufacturer from Gaffney, SC, on the financial and logistical considerations on returning sourcing and operations to the US. Clifford, S. (2013, September 29). A Wave of Sewing Jobs as Orders Pile Up at U.S. Factories. New York Times. Retrieved January 30, 2013, from http://www.nytimes.com/2013/09/30/business/a-wave-of-sewing-jobs-as-orders-pile-upat-us-factories.html?pagewanted=all This is news about the textile industry having difficulty filling jobs. In desperation immigrants are often hired but language and mathematics skills are necessary to operate effectively. Directory of Career Center Directors. (2013, October 28). Directory of Career Center Directors. Retrieved January 30, 2014, from http://ed.sc.gov/agency/ac/Career-and-TechnologyEducation/DirectoryofCareerCenterDirectors.cfm List of Career centers with information on apparel design and construction programs offered. Gentry, M., Peters, S. J., & Mann, R. L. (2007). Differences Between General and Talented Students Perceptions of Their Career and Technical Education Experiences Compared to Their Traditional High School Experiences. Journal of Advanced Academics, 18(3), 372-401. Retrieved January 31, 2013, from http://files.eric.ed.gov/fulltext/EJ773183.pdf Study results of improved student perceptions and performance in a career and technical center in comparison to a traditional high school environment. The four main criteria included: autonomy; effective, caring teachers; students with similar interests; and relevant content in an applied setting. Improving the High School-to-College Transition through Leadership and Governance. (2005). National Governors Association, n.a.. Retrieved January 31, 2014, from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED489216 A conference of American governors complied guidelines for improving education across the country through improvements on the state level. Maeda, J. (2012, October 2). STEM to STEAM: Art in K-12 is Key to Building a Strong Economy. edutopia, February 2, 2014 . Retrieved January 29, 2014, from http://www.edutopia.org/blog/stem-to-steam-strengthens-economy-john-maeda The president of the Rhode Island School of Design discusses the importance of art to be taught with the academic subjects to infuse the spirit of creativity and innovation. Reese, S. (2005). The New Career and Technical School. Techniques: Connecting Education and Careers, 80(7), 16-17. Retrieved January 31, 2014, from

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IMP Proposal

http://eds.b.ebscohost.com.ezproxy.usca.edu:2048/ehost/detail?vid=30&sid=b649d07f4fd5-4f3b-a01c524f5a33d5df%40sessionmgr113&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY2 9wZT1zaXRl#db=eric&AN=EJ720395 A, then, state-of-the-art career and technical center for high school students in Michigan is described with comments on the facility and programs from the director, Gary Wilke. State Policies to Reengage Dropouts. Issue Brief. (2011, July 12). ERIC. Retrieved January 31, 2014, from http://eric.ed.gov/?id=ED522054 National Governors Association publication suggesting ways to reduce and handle high school disengaged students. The Three Principles | National Center On Universal Design for Learning. (2013, April 17). udlcenter.org. Retrieved January 31, 2014, from http://www.udlcenter.org/aboutudl/whatisudl/3principles Here are the three basic principles of the researched Universal Design for Learning Guidelines. These include providing multiple means: of representing concepts: of action and expression; and of engagement for learners. Walbert, M. M. (2010). Merging Occupations: Employers Want Employees Who Are MultiSkilled. Techniques: Connecting Education and Careers, 85(8), 38-41. Retrieved January 31, 2014, from http://eds.b.ebscohost.com.ezproxy.usca.edu:2048/ehost/detail?vid=27&sid=b649d07f4fd5-4f3b-a01c524f5a33d5df%40sessionmgr113&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY2 9wZT1zaXRl#db=eric&AN=EJ909607 A description of how one education institution, East Valley Institute of Technology (EVIT) in Mesa, Arizona, works with the business community to provide curriculum aimed at employment opportunities which are local but transferrable to other areas.

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