Iguideaavtc 20111111 Final

Copyright Texas Education Agency, 2011. All rights reserved.
For more information about Arts, A/V Technology & Communications please visit:
www.CTE.unt.edu.

It is the policy of the Texas Education Agency and the University of North Texas not to
discriminate on the basis of race, color, national origin, sex or handicap in its vocational
programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as
amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation
Act of 1973, as amended.
J ohn Ellis
Arts, A/V Technology & Communications
Texas Education Agency
Curriculum Division
1701 North Congress
Austin, Texas 78701
Phone: (512) 463-9581
Fax: (512) 463-8057
J ohn.Ellis@tea.state.tx.us

Dr. Lynne Cagle Cox, Curriculum Coordinator
Arts, A/V Technology & Communications
University of North Texas
Department of Learning Technologies
3940 N. Elm Street, G150
Denton, Texas 76207
Phone: (940) 565-2299
Fax: (940) 369-8650
LynneCagle.Cox@unt.edu

Contents

Side-by-Side Summary of 2011-2012 Graduation Requirements ......1
Recommended Coherent Sequence Flow Chart................................5
Course Descriptions ...........................................................................6
Paid and Unpaid Training Plans .......................................................12
Paid Training Plan Agreement .........................................................14
Unpaid Training Plan Agreement .....................................................16
Child Labor Laws .............................................................................18
Arts, A/V Technology and Communications Cluster Model ..............20
Chapter 130. Texas Essential Knowledge and Skills for Career
and Technical Education Subchapter C. Arts, A/V Technology and
Communications ..............................................................................21

Innovative Course Descriptions .......................................................72

S
i
d
e
-
b
y
-
S
i
d
e

S
u
m
m
a
r
y

o
f

2
0
1
0
-
2
0
1
1

G
r
a
d
u
a
t
i
o
n

R
e
q
u
i
r
e
m
e
n
t
s

D
i
s
c
i
p
l
i
n
e

M
i
n
i
m
u
m

H
S
P

R
e
c
o
m
m
e
n
d
e
d

H
S
P

D
i
s
t
i
n
g
u
i
s
h
e
d

A
c
h
i
e
v
e
m
e
n
t

P
r
o
g
r
a
m
*

E
n
g
l
i
s
h

L
a
n
g
u
a
g
e

A
r
t
s

F
o
u
r

c
r
e
d
i
t
s
:

E
n
g
l
i
s
h

I
,

I
I
,

a
n
d

I
I
I

E
n
g
l
i
s
h

I

a
n
d

I
I

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

m
a
y

b
e

s
u
b
s
t
i
t
u
t
e
d

f
o
r

E
n
g
l
i
s
h

I

a
n
d

I
I

f
o
r

s
t
u
d
e
n
t
s

w
i
t
h

l
i
m
i
t
e
d

E
n
g
l
i
s
h

p
r
o
f
i
c
i
e
n
c
y

w
h
o

a
r
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

o
r

i
n
t
e
r
m
e
d
i
a
t
e

l
e
v
e
l
s

o
f

E
n
g
l
i
s
h

l
a
n
g
u
a
g
e

p
r
o
f
i
c
i
e
n
c
y
.

T
h
e

f
o
u
r
t
h

c
r
e
d
i
t

o
f

E
n
g
l
i
s
h

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

E
n
g
l
i
s
h

I
V

R
e
s
e
a
r
c
h
/
T
e
c
h
n
i
c
a
l

W
r
i
t
i
n
g

C
r
e
a
t
i
v
e
/
I
m
a
g
i
n
a
t
i
v
e

W
r
i
t
i
n
g

P
r
a
c
t
i
c
a
l

W
r
i
t
i
n
g

S
k
i
l
l
s

L
i
t
e
r
a
r
y

G
e
n
r
e
s

B
u
s
i
n
e
s
s

E
n
g
l
i
s
h

(
C
T
E
)

J
o
u
r
n
a
l
i
s
m

A
P

E
n
g
l
i
s
h

L
a
n
g
u
a
g
e

C
o
m
p
o
s
i
t
i
o
n

A
P

E
n
g
l
i
s
h

L
i
t
e
r
a
t
u
r
e

a
n
d

C
o
m
p
o
s
i
t
i
o
n

F
o
u
r

c
r
e
d
i
t
s
:

E
n
g
l
i
s
h

I
,

I
I
,

I
I
I
,

a
n
d

I
V

E
n
g
l
i
s
h

I

a
n
d

I
I

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

m
a
y

b
e

s
u
b
s
t
i
t
u
t
e
d

f
o
r

E
n
g
l
i
s
h

I

a
n
d

I
I

o
n
l
y

f
o
r

s
t
u
d
e
n
t
s

w
i
t
h

l
i
m
i
t
e
d

E
n
g
l
i
s
h

p
r
o
f
i
c
i
e
n
c
y

w
h
o

a
r
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

o
r

i
n
t
e
r
m
e
d
i
a
t
e

l
e
v
e
l
s

o
f

E
n
g
l
i
s
h

l
a
n
g
u
a
g
e

p
r
o
f
i
c
i
e
n
c
y
.

F
o
u
r

c
r
e
d
i
t
s
:

E
n
g
l
i
s
h

I
,

I
I
,

I
I
I
,

a
n
d

I
V

E
n
g
l
i
s
h

I

a
n
d

I
I

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

m
a
y

b
e

s
u
b
s
t
i
t
u
t
e
d

f
o
r

E
n
g
l
i
s
h

I

a
n
d

I
I

o
n
l
y

f
o
r

s
t
u
d
e
n
t
s

w
i
t
h

l
i
m
i
t
e
d

E
n
g
l
i
s
h

p
r
o
f
i
c
i
e
n
c
y

w
h
o

a
r
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

o
r

i
n
t
e
r
m
e
d
i
a
t
e

l
e
v
e
l
s

o
f

E
n
g
l
i
s
h

l
a
n
g
u
a
g
e

p
r
o
f
i
c
i
e
n
c
y
.

M
a
t
h
e
m
a
t
i
c
s

T
h
r
e
e

c
r
e
d
i
t
s
:

A
l
g
e
b
r
a

I

G
e
o
m
e
t
r
y

T
h
e

t
h
i
r
d

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
l
g
e
b
r
a

I
I

P
r
e
c
a
l
c
u
l
u
s

M
a
t
h
e
m
a
t
i
c
a
l

M
o
d
e
l
s

w
i
t
h

A
p
p
l
i
c
a
t
i
o
n
s

I
n
d
e
p
e
n
d
e
n
t

S
t
u
d
y

i
n

M
a
t
h
e
m
a
t
i
c
s

A
P

S
t
a
t
i
s
t
i
c
s

A
P

C
a
l
c
u
l
u
s

A
B

A
P

C
a
l
c
u
l
u
s

B
C

A
P

C
o
m
p
u
t
e
r

S
c
i
e
n
c
e

I
B

M
a
t
h
e
m
a
t
i
c
a
l

S
t
u
d
i
e
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

H
i
g
h
e
r

L
e
v
e
l

I
B

F
u
r
t
h
e
r

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

M
a
t
h
e
m
a
t
i
c
a
l

A
p
p
l
i
c
a
t
i
o
n
s

i
n

A
g
r
i
c
u
l
t
u
r
e
,

F
o
o
d
,

a
n
d

N
a
t
u
r
a
l

R
e
s
o
u
r
c
e
s

(
C
T
E
)

E
n
g
i
n
e
e
r
i
n
g

M
a
t
h
e
m
a
t
i
c
s

(
C
T
E
)

S
t
a
t
i
s
t
i
c
s

a
n
d

R
i
s
k

M
a
n
a
g
e
m
e
n
t

(
C
T
E
)

F
o
u
r

c
r
e
d
i
t
s
:

A
l
g
e
b
r
a

I

G
e
o
m
e
t
r
y

A
l
g
e
b
r
a

I
I

T
h
e

a
d
d
i
t
i
o
n
a
l

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

e
i
t
h
e
r

o
f

t
h
e

f
o
l
l
o
w
i
n
g

a
n
d

m
u
s
t

b
e

s
u
c
c
e
s
s
f
u
l
l
y

c
o
m
p
l
e
t
e
d

p
r
i
o
r

t
o

A
l
g
e
b
r
a

I
I
:

M
a
t
h
e
m
a
t
i
c
a
l

M
o
d
e
l
s

w
i
t
h

A
p
p
l
i
c
a
t
i
o
n
s

M
a
t
h
e
m
a
t
i
c
a
l

A
p
p
l
i
c
a
t
i
o
n
s

i
n

A
g
r
i
c
u
l
t
u
r
e
,

F
o
o
d
,

a
n
d

N
a
t
u
r
a
l

R
e
s
o
u
r
c
e
s

(
C
T
E
)

T
h
e

f
o
u
r
t
h

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

t
h
e

f
o
l
l
o
w
i
n
g

a
f
t
e
r

s
u
c
c
e
s
s
f
u
l

c
o
m
p
l
e
t
i
o
n

o
f

A
l
g
e
b
r
a

I
,

G
e
o
m
e
t
r
y
,

a
n
d

A
l
g
e
b
r
a

I
I
:

P
r
e
c
a
l
c
u
l
u
s

I
n
d
e
p
e
n
d
e
n
t

S
t
u
d
y

i
n

M
a
t
h
e
m
a
t
i
c
s

A
P

S
t
a
t
i
s
t
i
c
s

A
P

C
a
l
c
u
l
u
s

A
B

A
P

C
a
l
c
u
l
u
s

B
C

A
P

C
o
m
p
u
t
e
r

S
c
i
e
n
c
e

I
B

M
a
t
h
e
m
a
t
i
c
a
l

S
t
u
d
i
e
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

H
i
g
h
e
r

L
e
v
e
l

I
B

F
u
r
t
h
e
r

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

E
n
g
i
n
e
e
r
i
n
g

M
a
t
h
e
m
a
t
i
c
s

(
C
T
E
)

S
t
a
t
i
s
t
i
c
s

a
n
d

R
i
s
k

M
a
n
a
g
e
m
e
n
t

(
C
T
E
)

F
o
u
r

c
r
e
d
i
t
s
:

A
l
g
e
b
r
a

I

G
e
o
m
e
t
r
y

A
l
g
e
b
r
a

I
I

T
h
e

f
o
u
r
t
h

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

a
f
t
e
r

s
u
c
c
e
s
s
f
u
l

c
o
m
p
l
e
t
i
o
n

o
f

A
l
g
e
b
r
a

I
,

A
l
g
e
b
r
a

I
I
,

a
n
d

G
e
o
m
e
t
r
y
:

P
r
e
c
a
l
c
u
l
u
s

I
n
d
e
p
e
n
d
e
n
t

S
t
u
d
y

i
n

M
a
t
h
e
m
a
t
i
c
s

A
P

S
t
a
t
i
s
t
i
c
s

A
P

C
a
l
c
u
l
u
s

A
B

A
P

C
a
l
c
u
l
u
s

B
C

A
P

C
o
m
p
u
t
e
r

S
c
i
e
n
c
e

I
B

M
a
t
h
e
m
a
t
i
c
a
l

S
t
u
d
i
e
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

I
B

M
a
t
h
e
m
a
t
i
c
s

H
i
g
h
e
r

L
e
v
e
l

I
B

F
u
r
t
h
e
r

M
a
t
h
e
m
a
t
i
c
s

S
t
a
n
d
a
r
d

L
e
v
e
l

E
n
g
i
n
e
e
r
i
n
g

M
a
t
h
e
m
a
t
i
c
s

(
C
T
E
)

S
t
a
t
i
s
t
i
c
s

a
n
d

R
i
s
k

M
a
n
a
g
e
m
e
n
t

(
C
T
E
)

1
S
c
i
e
n
c
e

T
w
o

c
r
e
d
i
t
s
:

B
i
o
l
o
g
y

I
n
t
e
g
r
a
t
e
d

P
h
y
s
i
c
s

a
n
d

C
h
e
m
i
s
t
r
y

M
a
y

s
u
b
s
t
i
t
u
t
e

C
h
e
m
i
s
t
r
y

o
r

P
h
y
s
i
c
s

f
o
r

I
P
C

b
u
t

m
u
s
t

u
s
e

t
h
e

o
t
h
e
r

a
s

a
c
a
d
e
m
i
c

e
l
e
c
t
i
v
e

c
r
e
d
i
t

F
o
u
r

c
r
e
d
i
t
s
:

B
i
o
l
o
g
y
,

A
P

B
i
o
l
o
g
y
,

o
r

I
B

B
i
o
l
o
g
y

C
h
e
m
i
s
t
r
y
,

A
P

C
h
e
m
i
s
t
r
y
,

o
r

I
B

C
h
e
m
i
s
t
r
y

P
h
y
s
i
c
s
,

P
r
i
n
c
i
p
l
e
s

o
f

T
e
c
h
n
o
l
o
g
y
,

A
P

P
h
y
s
i
c
s
,

o
r

I
B

P
h
y
s
i
c
s

T
h
e

a
d
d
i
t
i
o
n
a
l

c
r
e
d
i
t

m
a
y

b
e

I
P
C

a
n
d

m
u
s
t

b
e

s
u
c
c
e
s
s
f
u
l
l
y

c
o
m
p
l
e
t
e
d

p
r
i
o
r

t
o

c
h
e
m
i
s
t
r
y

a
n
d

p
h
y
s
i
c
s
.

T
h
e

f
o
u
r
t
h

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
q
u
a
t
i
c

S
c
i
e
n
c
e

A
s
t
r
o
n
o
m
y

E
a
r
t
h

a
n
d

S
p
a
c
e

S
c
i
e
n
c
e

E
n
v
i
r
o
n
m
e
n
t
a
l

S
y
s
t
e
m
s

A
P

B
i
o
l
o
g
y

A
P

C
h
e
m
i
s
t
r
y

A
P

P
h
y
s
i
c
s

B

A
P

P
h
y
s
i
c
s

C

A
P

E
n
v
i
r
o
n
m
e
n
t
a
l

S
c
i
e
n
c
e

I
B

B
i
o
l
o
g
y

I
B

C
h
e
m
i
s
t
r
y

I
B

P
h
y
s
i
c
s

I
B

E
n
v
i
r
o
n
m
e
n
t
a
l

S
y
s
t
e
m
s

S
c
i
e
n
t
i
f
i
c

R
e
s
e
a
r
c
h

a
n
d

D
e
s
i
g
n

(
C
T
E
)

A
n
a
t
o
m
y

a
n
d

P
h
y
s
i
o
l
o
g
y

(
C
T
E
)

E
n
g
i
n
e
e
r
i
n
g

D
e
s
i
g
n

a
n
d

P
r
o
b
l
e
m

S
o
l
v
i
n
g

(
C
T
E
)

M
e
d
i
c
a
l

M
i
c
r
o
b
i
o
l
o
g
y

(
C
T
E
)

P
a
t
h
o
p
h
y
s
i
o
l
o
g
y

(
C
T
E
)

A
d
v
a
n
c
e
d

A
n
i
m
a
l

S
c
i
e
n
c
e

(
C
T
E
)

A
d
v
a
n
c
e
d

B
i
o
t
e
c
h
n
o
l
o
g
y

(
C
T
E
)

A
d
v
a
n
c
e
d

P
l
a
n
t

a
n
d

S
o
i
l

S
c
i
e
n
c
e

(
C
T
E
)

F
o
o
d

S
c
i
e
n
c
e

(
C
T
E
)

F
o
r
e
n
s
i
c

S
c
i
e
n
c
e

(
C
T
E
)

F
o
u
r

c
r
e
d
i
t
s
:

B
i
o
l
o
g
y
,

A
P

B
i
o
l
o
g
y
,

o
r

I
B

B
i
o
l
o
g
y

C
h
e
m
i
s
t
r
y
,

A
P

C
h
e
m
i
s
t
r
y
,

o
r

I
B

C
h
e
m
i
s
t
r
y

P
h
y
s
i
c
s
,

A
P

P
h
y
s
i
c
s
,

o
r

I
B

P
h
y
s
i
c
s

A
f
t
e
r

s
u
c
c
e
s
s
f
u
l

c
o
m
p
l
e
t
i
o
n

o
f

a

b
i
o
l
o
g
y

c
o
u
r
s
e
,

a

c
h
e
m
i
s
t
r
y

c
o
u
r
s
e
,

a
n
d

a

p
h
y
s
i
c
s

c
o
u
r
s
e
,

t
h
e

f
o
u
r
t
h

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
q
u
a
t
i
c

S
c
i
e
n
c
e

A
s
t
r
o
n
o
m
y

E
a
r
t
h

a
n
d

S
p
a
c
e

S
c
i
e
n
c
e

E
n
v
i
r
o
n
m
e
n
t
a
l

S
y
s
t
e
m
s

A
P

B
i
o
l
o
g
y

A
P

C
h
e
m
i
s
t
r
y

A
P

P
h
y
s
i
c
s

B

A
P

P
h
y
s
i
c
s

C

A
P

E
n
v
i
r
o
n
m
e
n
t
a
l

S
c
i
e
n
c
e

I
B

B
i
o
l
o
g
y

I
B

C
h
e
m
i
s
t
r
y

I
B

P
h
y
s
i
c
s

I
B

E
n
v
i
r
o
n
m
e
n
t
a
l

S
y
s
t
e
m
s

S
c
i
e
n
t
i
f
i
c

R
e
s
e
a
r
c
h

a
n
d

D
e
s
i
g
n

(
C
T
E
)

A
n
a
t
o
m
y

a
n
d

P
h
y
s
i
o
l
o
g
y

(
C
T
E
)

E
n
g
i
n
e
e
r
i
n
g

D
e
s
i
g
n

a
n
d

P
r
o
b
l
e
m

S
o
l
v
i
n
g

(
C
T
E
)

M
e
d
i
c
a
l

M
i
c
r
o
b
i
o
l
o
g
y

(
C
T
E
)

P
a
t
h
o
p
h
y
s
i
o
l
o
g
y

(
C
T
E
)

A
d
v
a
n
c
e
d

A
n
i
m
a
l

S
c
i
e
n
c
e

(
C
T
E
)

A
d
v
a
n
c
e
d

B
i
o
t
e
c
h
n
o
l
o
g
y

(
C
T
E
)

A
d
v
a
n
c
e
d

P
l
a
n
t

a
n
d

S
o
i
l

S
c
i
e
n
c
e

(
C
T
E
)

F
o
o
d

S
c
i
e
n
c
e

(
C
T
E
)

F
o
r
e
n
s
i
c

S
c
i
e
n
c
e

(
C
T
E
)

S
o
c
i
a
l

S
t
u
d
i
e
s

T
w
o

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s
:

U
.
S
.

H
i
s
t
o
r
y

S
t
u
d
i
e
s

S
i
n
c
e

R
e
c
o
n
s
t
r
u
c
t
i
o
n

(
o
n
e

c
r
e
d
i
t
)

U
.
S
.

G
o
v
e
r
n
m
e
n
t

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

T
h
e

f
i
n
a
l

c
r
e
d
i
t

m
a
y

b
e

s
e
l
e
c
t
e
d

f
r
o
m

t
h
e

f
o
l
l
o
w
i
n
g
:

W
o
r
l
d

H
i
s
t
o
r
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

W
o
r
l
d

G
e
o
g
r
a
p
h
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

T
h
r
e
e

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s
:

W
o
r
l
d

H
i
s
t
o
r
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

W
o
r
l
d

G
e
o
g
r
a
p
h
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

U
.
S
.

H
i
s
t
o
r
y

S
t
u
d
i
e
s

S
i
n
c
e

R
e
c
o
n
s
t
r
u
c
t
i
o
n

(
o
n
e

c
r
e
d
i
t
)

U
.
S
.

G
o
v
e
r
n
m
e
n
t

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

T
h
r
e
e

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s
:

W
o
r
l
d

H
i
s
t
o
r
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

W
o
r
l
d

G
e
o
g
r
a
p
h
y

S
t
u
d
i
e
s

(
o
n
e

c
r
e
d
i
t
)

U
.
S
.

H
i
s
t
o
r
y

S
t
u
d
i
e
s

S
i
n
c
e

R
e
c
o
n
s
t
r
u
c
t
i
o
n

(
o
n
e

c
r
e
d
i
t
)

U
.
S
.

G
o
v
e
r
n
m
e
n
t

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

E
c
o
n
o
m
i
c
s

w
i
t
h

e
m
p
h
a
s
i
s

o
n

t
h
e

f
r
e
e

e
n
t
e
r
p
r
i
s
e

s
y
s
t
e
m

a
n
d

i
t
s

b
e
n
e
f
i
t
s

O
n
e
-
h
a
l
f

c
r
e
d
i
t

O
n
e
-
h
a
l
f

c
r
e
d
i
t

O
n
e
-
h
a
l
f

c
r
e
d
i
t

2
A
c
a
d
e
m
i
c

E
l
e
c
t
i
v
e

O
n
e

c
r
e
d
i
t

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

W
o
r
l
d

H
i
s
t
o
r
y

S
t
u
d
i
e
s

W
o
r
l
d

G
e
o
g
r
a
p
h
y

S
t
u
d
i
e
s

A
n
y

s
c
i
e
n
c
e

c
o
u
r
s
e

a
p
p
r
o
v
e
d

b
y

S
B
O
E

(
I
f

s
u
b
s
t
i
t
u
t
i
n
g

C
h
e
m
i
s
t
r
y

o
r

P
h
y
s
i
c
s

f
o
r

I
P
C
,

m
u
s
t

u
s
e

t
h
e

o
t
h
e
r

a
s

a
c
a
d
e
m
i
c

e
l
e
c
t
i
v
e

c
r
e
d
i
t

h
e
r
e
.
)

N
o
n
e

N
o
n
e

L
a
n
g
u
a
g
e
s

O
t
h
e
r

T
h
a
n

E
n
g
l
i
s
h

N
o
n
e

T
w
o

c
r
e
d
i
t
s
:

T
h
e

c
r
e
d
i
t
s

m
u
s
t

c
o
n
s
i
s
t

o
f

a
n
y

t
w
o

l
e
v
e
l
s

i
n

t
h
e

s
a
m
e

l
a
n
g
u
a
g
e
.

T
h
r
e
e

c
r
e
d
i
t
s
:

T
h
e

c
r
e
d
i
t
s

m
u
s
t

c
o
n
s
i
s
t

o
f

a
n
y

t
h
r
e
e

l
e
v
e
l
s

i
n

t
h
e

s
a
m
e

l
a
n
g
u
a
g
e
.

P
h
y
s
i
c
a
l

E
d
u
c
a
t
i
o
n

O
n
e

c
r
e
d
i
t
:

T
h
e

r
e
q
u
i
r
e
d

c
r
e
d
i
t

m
a
y

b
e

f
r
o
m

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

t
h
e

f
o
l
l
o
w
i
n
g

o
n
e
-
h
a
l
f

t
o

o
n
e

c
r
e
d
i
t

c
o
u
r
s
e
s
:

F
o
u
n
d
a
t
i
o
n
s

o
f

P
e
r
s
o
n
a
l

F
i
t
n
e
s
s

A
d
v
e
n
t
u
r
e
/
O
u
t
d
o
o
r

E
d
u
c
a
t
i
o
n

A
e
r
o
b
i
c

A
c
t
i
v
i
t
i
e
s

T
e
a
m

o
r

I
n
d
i
v
i
d
u
a
l

S
p
o
r
t
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

c
r
e
d
i
t

f
o
r

a
n
y

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

A
t
h
l
e
t
i
c
s

J
R
O
T
C

A
p
p
r
o
p
r
i
a
t
e

p
r
i
v
a
t
e

o
r

c
o
m
m
e
r
c
i
a
l
l
y
-
s
p
o
n
s
o
r
e
d

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y

p
r
o
g
r
a
m
s

c
o
n
d
u
c
t
e
d

o
n

o
r

o
f
f

c
a
m
p
u
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

u
p

t
o

o
n
e

c
r
e
d
i
t

f
o
r

a
n
y

o
n
e

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

D
r
i
l
l

T
e
a
m

M
a
r
c
h
i
n
g

B
a
n
d

C
h
e
e
r
l
e
a
d
i
n
g

A
l
l

a
l
l
o
w
e
d

s
u
b
s
t
i
t
u
t
i
o
n

a
c
t
i
v
i
t
i
e
s

m
u
s
t

i
n
c
l
u
d
e

a
t

l
e
a
s
t

1
0
0

m
i
n
u
t
e
s

p
e
r

f
i
v
e
-
d
a
y

s
c
h
o
o
l

w
e
e
k

o
f

m
o
d
e
r
a
t
e

t
o

v
i
g
o
r
o
u
s

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y
.

C
r
e
d
i
t

m
a
y

n
o
t

b
e

e
a
r
n
e
d

f
o
r

a
n
y

T
E
K
S
-
b
a
s
e
d

c
o
u
r
s
e

m
o
r
e

t
h
a
n

o
n
c
e
.

N
o

m
o
r
e

t
h
a
n

f
o
u
r

s
u
b
s
t
i
t
u
t
i
o
n

c
r
e
d
i
t
s

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

s
u
b
s
t
i
t
u
t
i
o
n
s
.

O
n
e

c
r
e
d
i
t
:

T
h
e

r
e
q
u
i
r
e
d

c
r
e
d
i
t

m
a
y

b
e

f
r
o
m

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

t
h
e

f
o
l
l
o
w
i
n
g

o
n
e
-
h
a
l
f

t
o

o
n
e

c
r
e
d
i
t

c
o
u
r
s
e
s
:

F
o
u
n
d
a
t
i
o
n
s

o
f

P
e
r
s
o
n
a
l

F
i
t
n
e
s
s

A
d
v
e
n
t
u
r
e
/
O
u
t
d
o
o
r

E
d
u
c
a
t
i
o
n

A
e
r
o
b
i
c

A
c
t
i
v
i
t
i
e
s

T
e
a
m

o
r

I
n
d
i
v
i
d
u
a
l

S
p
o
r
t
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

c
r
e
d
i
t

f
o
r

a
n
y

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

A
t
h
l
e
t
i
c
s

J
R
O
T
C

A
p
p
r
o
p
r
i
a
t
e

p
r
i
v
a
t
e

o
r

c
o
m
m
e
r
c
i
a
l
l
y
-
s
p
o
n
s
o
r
e
d

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y

p
r
o
g
r
a
m
s

c
o
n
d
u
c
t
e
d

o
n

o
r

o
f
f

c
a
m
p
u
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

u
p

t
o

o
n
e

c
r
e
d
i
t

f
o
r

a
n
y

o
n
e

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

D
r
i
l
l

T
e
a
m

M
a
r
c
h
i
n
g

B
a
n
d

C
h
e
e
r
l
e
a
d
i
n
g

A
l
l

a
l
l
o
w
e
d

s
u
b
s
t
i
t
u
t
i
o
n

a
c
t
i
v
i
t
i
e
s

m
u
s
t

i
n
c
l
u
d
e

a
t

l
e
a
s
t

1
0
0

m
i
n
u
t
e
s

p
e
r

f
i
v
e
-
d
a
y

s
c
h
o
o
l

w
e
e
k

o
f

m
o
d
e
r
a
t
e

t
o

v
i
g
o
r
o
u
s

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y
.

C
r
e
d
i
t

m
a
y

n
o
t

b
e

e
a
r
n
e
d

f
o
r

a
n
y

T
E
K
S
-
b
a
s
e
d

c
o
u
r
s
e

m
o
r
e

t
h
a
n

o
n
c
e
.

N
o

m
o
r
e

t
h
a
n

f
o
u
r

s
u
b
s
t
i
t
u
t
i
o
n

c
r
e
d
i
t
s

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

s
u
b
s
t
i
t
u
t
i
o
n
s
.

O
n
e

c
r
e
d
i
t
:

T
h
e

r
e
q
u
i
r
e
d

c
r
e
d
i
t

m
a
y

b
e

f
r
o
m

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

t
h
e

f
o
l
l
o
w
i
n
g

o
n
e
-
h
a
l
f

t
o

o
n
e

c
r
e
d
i
t

c
o
u
r
s
e
s
:

F
o
u
n
d
a
t
i
o
n
s

o
f

P
e
r
s
o
n
a
l

F
i
t
n
e
s
s

A
d
v
e
n
t
u
r
e
/
O
u
t
d
o
o
r

E
d
u
c
a
t
i
o
n

A
e
r
o
b
i
c

A
c
t
i
v
i
t
i
e
s

T
e
a
m

o
r

I
n
d
i
v
i
d
u
a
l

S
p
o
r
t
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

c
r
e
d
i
t

f
o
r

a
n
y

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

A
t
h
l
e
t
i
c
s

J
R
O
T
C

A
p
p
r
o
p
r
i
a
t
e

p
r
i
v
a
t
e

o
r

c
o
m
m
e
r
c
i
a
l
l
y
-
s
p
o
n
s
o
r
e
d

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y

p
r
o
g
r
a
m
s

c
o
n
d
u
c
t
e
d

o
n

o
r

o
f
f

c
a
m
p
u
s

I
n

a
c
c
o
r
d
a
n
c
e

w
i
t
h

l
o
c
a
l

d
i
s
t
r
i
c
t

p
o
l
i
c
y
,

u
p

t
o

o
n
e

c
r
e
d
i
t

f
o
r

a
n
y

o
n
e

o
f

t
h
e

c
o
u
r
s
e
s

l
i
s
t
e
d

a
b
o
v
e

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

p
a
r
t
i
c
i
p
a
t
i
o
n

i
n

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

a
c
t
i
v
i
t
i
e
s
:

D
r
i
l
l

T
e
a
m

M
a
r
c
h
i
n
g

B
a
n
d

C
h
e
e
r
l
e
a
d
i
n
g

A
l
l

a
l
l
o
w
e
d

s
u
b
s
t
i
t
u
t
i
o
n

a
c
t
i
v
i
t
i
e
s

m
u
s
t

i
n
c
l
u
d
e

a
t

l
e
a
s
t

1
0
0

m
i
n
u
t
e
s

p
e
r

f
i
v
e
-
d
a
y

s
c
h
o
o
l

w
e
e
k

o
f

m
o
d
e
r
a
t
e

t
o

v
i
g
o
r
o
u
s

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y
.

C
r
e
d
i
t

m
a
y

n
o
t

b
e

e
a
r
n
e
d

f
o
r

a
n
y

T
E
K
S
-
b
a
s
e
d

c
o
u
r
s
e

m
o
r
e

t
h
a
n

o
n
c
e
.

N
o

m
o
r
e

t
h
a
n

f
o
u
r

s
u
b
s
t
i
t
u
t
i
o
n

c
r
e
d
i
t
s

m
a
y

b
e

e
a
r
n
e
d

t
h
r
o
u
g
h

a
n
y

c
o
m
b
i
n
a
t
i
o
n

o
f

s
u
b
s
t
i
t
u
t
i
o
n
s
.

H
e
a
l
t
h

E
d
u
c
a
t
i
o
n

N
o
n
e

N
o
n
e

N
o
n
e

S
p
e
e
c
h

O
n
e
-
h
a
l
f

c
r
e
d
i
t

f
r
o
m

e
i
t
h
e
r

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

C
o
m
m
u
n
i
c
a
t
i
o
n

A
p
p
l
i
c
a
t
i
o
n
s

P
r
o
f
e
s
s
i
o
n
a
l

C
o
m
m
u
n
i
c
a
t
i
o
n
s

(
C
T
E
)

O
n
e
-
h
a
l
f

c
r
e
d
i
t

f
r
o
m

e
i
t
h
e
r

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

C
o
m
m
u
n
i
c
a
t
i
o
n

A
p
p
l
i
c
a
t
i
o
n
s

P
r
o
f
e
s
s
i
o
n
a
l

C
o
m
m
u
n
i
c
a
t
i
o
n
s

(
C
T
E
)

O
n
e
-
h
a
l
f

c
r
e
d
i
t

f
r
o
m

e
i
t
h
e
r

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

C
o
m
m
u
n
i
c
a
t
i
o
n

A
p
p
l
i
c
a
t
i
o
n
s

P
r
o
f
e
s
s
i
o
n
a
l

C
o
m
m
u
n
i
c
a
t
i
o
n
s

(
C
T
E
)

T
e
c
h
n
o
l
o
g
y

A
p
p
l
i
c
a
t
i
o
n
s

N
o
n
e

N
o
n
e

N
o
n
e

3
F
i
n
e

A
r
t
s

N
o
n
e

f
o
r

s
t
u
d
e
n
t
s

w
h
o

e
n
t
e
r
e
d

G
r
a
d
e

9

b
e
f
o
r
e

2
0
1
0
-
1
1
.

O
n
e

c
r
e
d
i
t

f
o
r

s
t
u
d
e
n
t
s

w
h
o

e
n
t
e
r

G
r
a
d
e

9

i
n

2
0
1
0
-
1
1

o
r

l
a
t
e
r

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
r
t
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

D
a
n
c
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

M
u
s
i
c
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

T
h
e
a
t
r
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V
;

P
r
i
n
c
i
p
l
e
s

a
n
d

E
l
e
m
e
n
t
s

o
f

F
l
o
r
a
l

D
e
s
i
g
n

(
C
T
E
)

O
n
e

c
r
e
d
i
t

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
r
t
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

D
a
n
c
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

M
u
s
i
c
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

T
h
e
a
t
r
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

P
r
i
n
c
i
p
l
e
s

a
n
d

E
l
e
m
e
n
t
s

o
f

F
l
o
r
a
l

D
e
s
i
g
n

(
C
T
E
)

O
n
e

c
r
e
d
i
t

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

A
r
t
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

D
a
n
c
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

M
u
s
i
c
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

T
h
e
a
t
r
e
,

L
e
v
e
l

I
,

I
I
,

I
I
I
,

o
r

I
V

P
r
i
n
c
i
p
l
e
s

a
n
d

E
l
e
m
e
n
t
s

o
f

F
l
o
r
a
l

D
e
s
i
g
n

(
C
T
E
)

E
l
e
c
t
i
v
e

C
o
u
r
s
e
s

S
e
v
e
n

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

T
h
e

l
i
s
t

o
f

c
o
u
r
s
e
s

a
p
p
r
o
v
e
d

b
y

t
h
e

S
B
O
E

f
o
r

G
r
a
d
e
s

9
-
1
2

(
r
e
l
a
t
i
n
g

t
o

E
s
s
e
n
t
i
a
l

K
n
o
w
l
e
d
g
e

a
n
d

S
k
i
l
l
s
)

S
t
a
t
e
-
a
p
p
r
o
v
e
d

i
n
n
o
v
a
t
i
v
e

c
o
u
r
s
e
s

J
R
O
T
C

(
o
n
e

t
o

f
o
u
r

c
r
e
d
i
t
s
)

D
r
i
v
e
r

E
d
u
c
a
t
i
o
n

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

*

F
o
r

s
t
u
d
e
n
t
s

w
h
o

e
n
t
e
r

G
r
a
d
e

9

i
n

2
0
1
0
-
1
1

o
r

l
a
t
e
r
,

t
h
e

n
u
m
b
e
r

o
f

e
l
e
c
t
i
v
e
s

w
i
l
l

b
e

s
i
x

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s
.

F
i
v
e

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

T
h
e

l
i
s
t

o
f

c
o
u
r
s
e
s

a
p
p
r
o
v
e
d

b
y

t
h
e

S
B
O
E

f
o
r

G
r
a
d
e
s

9
-
1
2

(
r
e
l
a
t
i
n
g

t
o

E
s
s
e
n
t
i
a
l

K
n
o
w
l
e
d
g
e

a
n
d

S
k
i
l
l
s
)

S
t
a
t
e
-
a
p
p
r
o
v
e
d

i
n
n
o
v
a
t
i
v
e

c
o
u
r
s
e
s

J
R
O
T
C

(
o
n
e

t
o

f
o
u
r

c
r
e
d
i
t
s
)

D
r
i
v
e
r

E
d
u
c
a
t
i
o
n

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

F
o
u
r

a
n
d

o
n
e
-
h
a
l
f

c
r
e
d
i
t
s

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g
:

T
h
e

l
i
s
t

o
f

c
o
u
r
s
e
s

a
p
p
r
o
v
e
d

b
y

t
h
e

S
B
O
E

f
o
r

G
r
a
d
e
s

9
-
1
2

(
r
e
l
a
t
i
n
g

t
o

E
s
s
e
n
t
i
a
l

K
n
o
w
l
e
d
g
e

a
n
d

S
k
i
l
l
s
)

S
t
a
t
e
-
a
p
p
r
o
v
e
d

i
n
n
o
v
a
t
i
v
e

c
o
u
r
s
e
s

J
R
O
T
C

(
o
n
e

t
o

f
o
u
r

c
r
e
d
i
t
s
)

D
r
i
v
e
r

E
d
u
c
a
t
i
o
n

(
o
n
e
-
h
a
l
f

c
r
e
d
i
t
)

T
o
t
a
l

C
r
e
d
i
t
s

2
2

2
6

2
6

4
A
r
t
s
A
/
V
T
e
c
h
n
o
l
o
g
y
a
n
d
C
o
m
m
u
n
i
c
a
t
i
o
n
s
A
r
t
s
,
A
/
V
T
e
c
h
n
o
l
o
g
y
a
n
d
C
o
m
m
u
n
i
c
a
t
i
o
n
s
P
r
i
n
c
i
p
l
e
s
o
f
A
r
t
s
,
A
/
V
T
e
c
h
n
o
l
o
g
y
&
A
/
V
T
e
c
h
n
o
l
o
g
y
&
C
o
m
m
u
n
i
c
a
t
i
o
n
s
A
u
d
i
o
V
i
d
e
o
F
h
i
D
i
P
r
i
n
t
i
n
g
a
n
d
I
i
G
r
a
p
h
i
c
D
e
s
i
g
n
&
P
r
o
d
u
c
t
i
o
n
A
d
v
a
n
c
e
d
A
u
d
i
o
/
F
a
s
h
i
o
n
D
e
s
i
g
n
A
d
v
a
n
c
e
d
F
a
s
h
i
o
n
I
m
a
g
i
n
g
T
e
c
h
n
o
l
o
g
y
A
d
v
a
n
c
e
d
P
r
i
n
t
i
n
g
p
g
I
l
l
u
s
t
r
a
t
i
o
n
A
d
v
a
n
c
e
d
G
r
a
p
h
i
c
C
o
m
m
e
r
c
i
a
l
A
d
v
a
n
c
e
d
A
u
d
i
o
V
i
d
e
o
P
r
o
d
u
c
t
i
o
n
A
d
v
a
n
c
e
d
F
a
s
h
i
o
n
D
e
s
i
g
n
a
n
d
I
m
a
g
i
n
g
T
e
c
h
n
o
l
o
g
y
P
r
a
c
t
i
c
u
m
i
n
A
n
i
m
a
t
i
o
n
D
e
s
i
g
n
&
I
l
l
u
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
u
m
i
n
C
o
m
m
e
r
c
i
a
l
P
h
o
t
o
g
r
a
p
h
y
A
d
v
a
n
c
e
d
P
r
a
c
t
i
c
u
m
i
n
A
u
d
i
o
V
i
d
e
o
P
r
o
d
u
c
t
i
o
n
P
r
a
c
t
i
c
u
m
i
n
F
a
s
h
i
o
n
D
e
s
i
g
n
P
r
i
n
t
i
n
g
a
n
d
I
m
a
g
i
n
g
T
e
c
h
n
o
l
o
g
y
A
d
v
a
n
c
e
d
A
n
i
m
a
t
i
o
n
P
r
a
c
t
i
c
u
m
i
n
G
r
a
p
h
i
c
D
e
s
i
g
n
&
I
l
l
u
s
t
r
a
t
i
o
n
A
d
v
a
n
c
e
d
C
o
m
m
e
r
c
i
a
l
P
h
o
t
o
g
r
a
p
h
y
P
r
o
f
e
s
s
i
o
n
a
l
P
r
o
f
e
s
s
i
o
n
a
l
C
o
m
m
u
n
i
c
a
t
i
o
n
s
(
m
a
y
b
e
a
d
d
e
d
t
o
a
n
y
c
l
u
s
t
e
r
)
2
0
0
9
T
e
x
a
s
E
d
u
c
a
t
i
o
n
A
g
e
n
c
y
A
u
g
u
s
t
2
0
0
9
5
Animation (One to Two Credits)
Audio/Video Production (One to Two Credits)
Advanced Animation (Two to Three Credits)
General requirements. This course is recommended for students in Grades 11-12.
Prerequisite: Animation.
Careers in animation span all aspects of motion graphics. Within this context, in addition to
developing advanced knowledge and skills needed for success in the Arts, Audio/Video
Technology, and Communications career cluster, students will be expected to create two- and
three-dimensional animations. The instruction also assists students seeking careers in the
animation industry.
Recommended prerequisite: Principles of Arts, Audio/Video Technology, and
Communications.
130.85.
130.84.
AAVTC Course Descriptions
PEIMS # 13008200
General requirements. This course is recommended for students in Grade 9.
Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in
addition to creative aptitude, a strong background in computer and technology applications, a
strong academic foundation, and a proficiency in oral and written communication. Within this
context, students will be expected to develop an understanding of the various and multifaceted
career opportunities in this cluster and the knowledge, skills, and educational requirements for
those opportunities.
130.82. Principles of Arts, Audio/Video Technology, and
Communications (One-Half to One Credit)
PEIMS # 13008300
Recommended prerequisite: Graphic Design and Illustration or Art I.
Careers in animation span all aspects of motion graphics. Within this context, in addition to
developing technical knowledge and skills needed for success in the Arts, Audio/Video
Technology, and Communications career cluster, students will be expected to develop an
understanding of the history and techniques of the animation industry.
PEIMS # 13008400
PEIMS # 13008500
130.83.
6
Practicum in Audio/Video Production (Two to Three
Credits)
Prerequisite: Advanced Audio/Video Production or Advanced Animation.
Careers in audio and video technology and film production span all aspects of the audio/video
communications industry. Within this context, in addition to developing advanced technical
knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to develop an increasing
understanding of the industry with a focus on applying pre-production, production, and post-
production audio and video activities in a studio environment. This course may be
implemented in an advanced audio, video, or animation format. Instruction may be delivered
through lab-based classroom experiences or career preparation opportunities.
Graphic Design and Illustration (One to Two Credits)
Communications.
PEIMS # 13008700
PEIMS # 13008800
130.88.
130.87.
communications industry. Within this context, in addition to developing technical knowledge
and skills needed for success in the Arts, Audio/Video Technology, and Communications
career cluster, students will be expected to develop an understanding of the industry with a
focus on pre-production, production, and post-production audio and video activities.
Advanced Audio/Video Production (Two to Three Credits)
Prerequisite: Audio/Video Production.
communications industry. Within this context, in addition to developing advanced knowledge
career cluster, students will be expected to develop an advanced understanding of the industry
with a focus on pre-production, production, and post-production activities. This course may be
implemented in an advanced audio format or an advanced format, including both audio and
video.
PEIMS # 13008600
130.86.
7
Prerequisite: Advanced Graphic Design and Illustration, Advanced Commercial Photography,
or Advanced Animation.
Careers in graphic design and illustration span all aspects of the advertising and visual
communications industry. Within this context, in addition to developing technical knowledge
career cluster, students will be expected to develop a technical understanding of the industry
with a focus on skill proficiency. Instruction may be delivered through lab-based classroom
experiences or career preparation opportunities.
130.91. Commercial Photography (One to Two Credits)
communications industries. Within this context, in addition to developing knowledge and skills
needed for success in the Arts, Audio/Video Technology, and Communications career cluster,
students will be expected to develop an understanding of the industry with a focus on
fundamental elements and principles of visual art and design.
PEIMS # 13008900
PEIMS # 13009000
PEIMS # 13009100
Advanced Graphic Design and Illustration (Two to Three
Credits)
Prerequisite: Graphic Design and Illustration.
communications industries. Within this context, in addition to developing advanced technical
Communications career cluster, students will be expected to develop an advanced
understanding of the industry with a focus on mastery of content knowledge and skills.
Practicum in Graphic Design and Illustration (Two to
Three Credits)
Careers in commercial photography require skills that span all aspects of the industry from
setting up a shot to delivering products in a competitive market. Within this context, in addition
to developing knowledge and skills needed for success in the Arts, Audio/Video Technology,
and Communications career cluster, students will be expected to develop an understanding of
the commercial photography industry with a focus on creating quality photographs.
130.90.
130.89.
Recommended prerequisite: Graphic Design and Illustration or Art I.
8
Prerequisite: Commercial Photography.
Careers in commercial photography span all aspects of the industry from setting up a shot to
delivering products in a competitive market. Within this context, in addition to developing
advanced technical knowledge and skills needed for success in the Arts, Audio/Video
Technology, and Communications career cluster, students will be expected to develop an
advanced technical understanding of the commercial photography industry with a focus on
producing, promoting, and presenting professional quality photographs.
Communications.
Careers in fashion span all aspects of the textile and apparel industries. Within this context, in
addition to developing technical knowledge and skills needed for success in the Arts,
Audio/Video Technology, and Communications career cluster, students will be expected to
develop an understanding of fashion and the textile and apparel industries.
Advanced Fashion Design (Two to Three Credits) 130.94.
Prerequisite: Fashion Design.
Fashion Design (One to Two Credits) 130.93.
130.92.
PEIMS # 13009300
PEIMS # 13009400
PEIMS # 13009500
addition to developing advanced knowledge and skills needed for success in the Arts,
Audio/Video Technology, and Communications career cluster, students will be expected to
develop an advanced understanding of fashion, with emphasis on design and production.
Practicum in Fashion Design (Two to Three Credits) 130.95.
Prerequisite: Advanced Fashion Design.
PEIMS # 13009200
Advanced Commercial Photography (Two to Three
Credits)
9
Prerequisite: Printing and Imaging Technology.
Careers in printing span all aspects of the industry, including prepress, press, and finishing
and bindery operations. Within this context, in addition to developing advanced knowledge and
skills needed for success in the Arts, Audio/Video Technology, and Communications career
cluster, students will be expected to develop an advanced understanding of the printing
industry with a focus on press operations.
130.98. Practicum in Printing and Imaging Technology (Two to
Three Credits)
Prerequisite: Advanced Printing and Imaging Technology.
Advanced Printing and Imaging Technology (Two to
Three Credits)
130.97.
PEIMS # 13009600
PEIMS # 13009700
PEIMS # 13009800
addition to developing advanced technical knowledge and skills needed for success in the
Arts, Audio/Video Technology, and Communications career cluster, students will be expected
to develop an advanced technical understanding of the business aspects of fashion, with
emphasis on promotion and retailing. Instruction may be delivered through lab-based
classroom experiences or career preparation opportunities.
130.96. Printing and Imaging Technology (One to Two Credits)
Communications.
and bindery operations. Within this context, in addition to developing technical knowledge and
skills needed for success in the Arts, Audio/Video Technology, and Communications career
cluster, students will be expected to develop an understanding of the printing industry with a
focus on prepress and desktop publishing.
10
Professional Communications (One-Half to One Credit) 130.99.
Professional Communications blends written, oral, and graphic communication in a career-
based environment. Careers in the global economy require individuals to be creative and have
a strong background in computer and technology applications, a strong and solid academic
foundation, and a proficiency in professional oral and written communication. Within this
context, students will be expected to develop and expand the ability to write, read, edit, speak,
listen, apply software applications, manipulate computer graphics, and conduct Internet
research.
and bindery operations. Within this context, in addition to developing advanced technical
Communications career cluster, students will be expected to develop an advanced technical
understanding of the printing industry with a focus on finishing and bindery operations and
customer-based projects. Instruction may be delivered through lab-based classroom
experiences or career preparation opportunities.
PEIMS # 13009900
11
Paid and Unpaid Training Plans
Paid Training Plan
Career preparation learning experiences consist of time spent at an approved training site, as
well as time spent in the classroom.
Teachers develop career preparation learning objectives with employers. The paid training
component should provide the student with a variety of learning experiences that will give the
student the broadest understanding of the industry. Training sites that do not support the
program and student learning objectives should not be utilized.
Good practices for a successful paid training experience for students:
A paid training plan must be completed, signed, and in the students file within 15
instructional days. If a students employment ends before the end of the school year,
contact hours may be counted without interruption provided the students paid career
preparation training resumes within 15 instructional days and a written training
agreement is on file within 15 instructional days of employment.
Document student wages and hours of employment. Students are encouraged to attend
classes for the entire instructional day. Students who are absent from school should not
go to their training sites. The time a student spends at a training site is instructionally
engaged time.
All students enrolled in Career Preparation must have a Social Security number
according to federal law. Students enrolled in a practicum may be placed in an unpaid
training experience and would not need a Social Security number.
Document student career preparation performance by periodic employer evaluations.
Document paid career preparation training site visits. A teacher should document at
least one site visit every grading period for each student in the course.
Document student skill development by utilizing a student portfolio or competency lists.
In the practicum courses, the student portfolio is a part of the required knowledge and
skills of that course.
Provide all signing participants a signed copy of the training plan.
Look at the paid training plan agreement. On page one of the document there are spaces for
the student name, Social Security number, the course name, and the PEIMS code. The next
portion of the document including the program area (career cluster), campus, district, and the
company name where the student is gaining experience must also be completed. In the middle
of the page is an area to document the wages and the training period. Always answer the
question: Do any tasks fall under U.S. Department of Labor hazardous occupation orders?
12
See the Child Labor Laws for further information:
http://ritter.tea.state.tx.us/cte/curriculum/childlaborlaw.pdf .
The student, parent or guardian, training sponsor, and the teacher involved in the agreement
must sign the training plan.
A description of specific and related occupational training is on page two of the document. The
TEKS for the course are written in the left hand column and a check mark is placed in the
appropriate column related to work-based instruction and class instruction. The related study
assignments are tasks assigned to the student, related to the TEKS.
Below the area where the state-adopted essential knowledge and skills are written is an area for
additional occupationally specific knowledge and skills. The employer and the teacher
collaborate on these knowledge and skills for the student in training. The occupationally specific
knowledge and skills can be work-based instruction or class instruction. The related study
assignments would be agreed upon by the employer and teacher.

Unpaid Training Plan
Unpaid training provides students with the opportunity to explore a variety of careers, develop
knowledge and skills related to their field of interest, and transition from the student to
professional. An example of unpaid training would be students rotating among various
departments of a local facility in the community and developing an awareness of many career
opportunities available. Unpaid career preparation instructional opportunities must be planned
and supervised cooperatively by the local education agency and the training sponsor. In the
classroom or training site, students are expected to master the essential knowledge and skills
for the course in which the unpaid training plan is being used. The unpaid training plan is used
in courses that are two to three credits, such as the practicum courses for each cluster. It can
also be used in the other two to three credits, such as Advanced Architectural Design. The
unpaid training plan is NOT used in Career Preparation I and Career Preparation II.
The unpaid training plan is completed similarly to the paid training plan. Document the students
skill development by a student portfolio as required by the knowledge and skills of the practicum
course.
13
_________________________________________________________________________________________________________
_______________________________________________________ ______________________________________________________
_______________________________________________________ ______________________________________________________
Grade _________
Age ___________
Sex: M___ F____ Time of day related class meets ________________
TRAINING PLAN AGREEMENT
PAID Work-Based Instruction
STUDENT ___________________________________________SOCIAL SECURITY NUMBER ______________________________
(2-3 credit CTE course name) (PEIMS Code)
PROGRAM AREA____________________________________SCHOOL CAMPUS _______________________________________
SCHOOL DISTRICT__________________________________ COMPANY NAME________________________________________
The student agrees to diligently perform the work-based training experiences and conscientiously pursue the coordinated classroom course of study as
outlined in the attached training plan. Work-based training experiences will be assigned by the training sponsor and performed according to the same
company policies and regulations applicable to regular employees. The student agrees to take advantage of every opportunity to improve his or her
efficiency, knowledge, and personal traits in order to pursue further education and enter the chosen occupation as a desirable employee.
The company and school are responsible for providing students with opportunities for training in the basic skills of an occupation and knowledge of
related technical information. In order to provide a systematic plan for well-rounded training, a schedule of work-based training experiences and a parallel
classroom course of study have been coordinated and agreed upon by the training sponsor and teacher-coordinator.
In addition to providing practical instruction, the training sponsor agrees to pay the student for the useful work done while undergoing training according
to the following plan:
1) The beginning wage will be $__________ per __________ for __________ hours per school week.
2) Periodically, the training sponsor and teacher-coordinator will jointly review the wages paid the student to determine a fair and
equitable wage consistent with the students increased ability, prevailing economic conditions, and company policy.
The training period begins the ________ day of _________________, 20____, and extends through ___________________, ______.
There will be a probationary period of _______ days during which the interested parties may determine if the student has made a wise choice of an
occupational training area, and if the training should be continued.
This plan may be terminated for just cause by either party without recourse.
Students will be accepted and assigned to training stations without regard to race, color, creed, national origin, sex, or handicapping condition.
DO ANY TASKS FALL UNDER U.S. DEPARTMENT OF LABOR HAZARDOUS OCCUPATION ORDERS: YES _____ NO ______
If Yes, the EXEMPTION for APPRENTICES and STUDENT LEARNING will APPLY for TASKS COVERED BY HAZARDOUS
OCCUPATION ORDERS #5, 8, 10, 12, 14, 16 AND 17 (see attachment) to the extent:
1) The hazardous work of the student learner/apprentice is incidental to the training;
2) Such work shall be intermittent and for short periods of time and under the direct and close supervision of a journeyman if the student is
an apprentice or a qualified and experienced person if a student learner;
3) If the student is to be employed as an apprentice, the apprenticeable trade must be registered by the U.S. Department of Labor, Bureau of
Apprenticeship and Training;
4) Safety instructions shall be given by the school and correlated by the employer with on-the-job training; and
5) A schedule of organized and progressive work processes to be performed on the job shall have been prepared (see reverse side).
The school, the training sponsor, and the student will endeavor to cooperate with each other to insure that the applicable exemption is satisfied.
SIGNATURE APPROVALS
(Student) Date (Training Sponsor) Date
(Parent or Guardian) Date (Teacher-Coordinator) Date
(Note: Each party to this agreement should receive a signed copy. Keep the original or a copy with the students permanent record, and for
students with disabilities, the Individual Transition Plan.)
6/99
14
Description of Specific and Related Occupational Training
The occupational essential knowledge and skills listed below are provided as a convenience to promote quality standards in work-based training.
Additional space is available to add specific training opportunities not otherwise identified as essential knowledge and skills. NOTE: Occupational
training objectives having no state adopted essential knowledge and skills will require the training plans to be individually developed.
State Adopted To Be Done
Related Study Assignments Essential Knowledge and Skills Work-Based
Instruction
Class
Instruction
Additional Occupationally Specific
Knowledge and Skills
Work-Based
Instruction
Class
Instruction
Related Study Assignments
NOTE: The above should serve as a suggested format. Space allowances should be expanded to accommodate inclusion of appropriate information.
6/99
15
_________________________________________________________________________________________________________
_______________________________________________________ ______________________________________________________
_______________________________________________________ ______________________________________________________
Grade _________
Age ___________
Sex: M___ F____ Time of day related class meets ________________
TRAINING PLAN AGREEMENT
UNPAID Work-Based Instruction
STUDENT __________________________________________________________________________________________________
(2-3 credit CTE course name) (PEIMS Code)
PROGRAM AREA____________________________________SCHOOL CAMPUS _______________________________________
SCHOOL DISTRICT__________________________________ COMPANY NAME________________________________________
The student agrees to diligently perform the work-based training experiences and conscientiously pursue the coordinated classroom course of study as
outlined in the attached training plan. Work-based training experiences will be assigned by the training sponsor and performed according to the same
company policies and regulations applicable to regular employees. The student agrees to take advantage of every opportunity to improve his or her
efficiency, knowledge, and personal traits in order to pursue further education and enter the chosen occupation as a desirable employee.
The company and school are responsible for providing students with opportunities for training in the basic skills of an occupation and knowledge of
related technical information. In order to provide a systematic plan for well-rounded training, a schedule of work-based training experiences and a parallel
classroom course of study have been coordinated and agreed upon by the training sponsor and teacher-coordinator.
It is understood that the work-based training experiences will be unpaid. In order to qualify for an exemption from wage requirements, all six of the
following criteria must be met: training, even though it includes actual operation of the facilities of the employer, is similar to that which would be given
in a vocational school; training is for the benefit of the students; the students do not displace regular employees, but work under their close observation;
the employer that provides the training derives no immediate advantages from the activities of the students, and on occasion operations may actually be
impeded; the students are not necessarily entitled to a job at the conclusion of the training period; and the employer and the students understand that the
students are not entitled to wages for the time spent in training.
The training period begins the ________ day of _________________, 20____, and extends through ___________________, ______.
There will be a probationary period of _______ days during which the interested parties may determine if the student has made a wise choice of an
occupational training area, and if the training should be continued.
This plan may be terminated for just cause by either party without recourse.
Students will be accepted and assigned to training stations without regard to race, color, creed, national origin, sex, or handicapping condition.
DO ANY TASKS FALL UNDER U.S. DEPARTMENT OF LABOR HAZARDOUS OCCUPATION ORDERS: YES _____ NO ______
If Yes, the EXEMPTION for APPRENTICES and STUDENT LEARNING will APPLY for TASKS COVERED BY HAZARDOUS
OCCUPATION ORDERS #5, 8, 10, 12, 14, 16 AND 17 (see attachment) to the extent:
1) The hazardous work of the student learner/apprentice is incidental to the training;
2) Such work shall be intermittent and for short periods of time and under the direct and close supervision of a journeyman if the student is
an apprentice or a qualified and experienced person if a student learner;
3) If the student is to be employed as an apprentice, the apprenticeable trade must be registered by the U.S. Department of Labor, Bureau of
Apprenticeship and Training;
4) Safety instructions shall be given by the school and correlated by the employer with on-the-job training; and
5) A schedule of organized and progressive work processes to be performed on the job shall have been prepared (see reverse side).
The school, the training sponsor, and the student will endeavor to cooperate with each other to insure that the applicable exemption is satisfied.
SIGNATURE APPROVALS
(Student) Date (Training Sponsor) Date
(Parent or Guardian) Date (Teacher-Coordinator) Date
(Note: Each party to this agreement should receive a signed copy. Keep the original or a copy with the students permanent record, and for
students with disabilities, the Individual Transition Plan.)
6/99
16
Description of Specific and Related Occupational Training
The occupational essential knowledge and skills listed below are provided as a convenience to promote quality standards in work-based training.
Additional space is available to add specific training opportunities not otherwise identified as essential knowledge and skills. NOTE: Occupational
training objectives having no state adopted essential knowledge and skills will require the training plans to be individually developed.
State Adopted To Be Done
Related Study Assignments Essential Knowledge and Skills Work-Based
Instruction
Class
Instruction
Additional Occupationally Specific
Knowledge and Skills
Work-Based
Instruction
Class
Instruction
Related Study Assignments
NOTE: The above should serve as a suggested format. Space allowances should be expanded to accommodate inclusion of appropriate information.
6/99
17
CHILD LABOR LAWS
Texas Workforce Commission,
Labor Law Department, Child Labor Enforcement
U. S. Department of Labor
Wage and Hour Division
For further information about Texas child labor laws,
call:
1-800-832-9243
TDD 1-800-735-2989
This poster provides some guidelines to the Texas child
labor laws, but it is not complete. Chapter 51, Texas
Labor Code, governs the employment of children under
Texas state law. MINIMUM AGE FOR EMPLOYMENT
IS 14; however, state and federal laws provide for
certain exceptions. Please call TWCs Labor Law
department for a complete copy of the law or for
answers to questions about labor law. The Fair Labor
Standards Act (FLSA) governs federal laws and
guidelines pertaining to child labor. For information
concerning federal child-labor laws, consult your local
listing for the nearest office of the U.S. Department of
Labor, Wage and Hour Division.
The following are prohibited occupations for
14- through 17-year old children:
Prohibited occupations are the same for both federal and state law. The minimum
age applies even when the minor is employed by the parent or a person standing
in place of the parent. The hazardous occupations designated by an asterisk (*)
have provisions for employment of persons below the age of eighteen (18), pro-
vided applicable apprentice or student-learner certification has been obtained.
Persons desiring specific information about these exceptions should contact the
nearest office of the U.S. Department of Labor.
Occupations declared particularly hazardous or detrimental to the health or
wellbeing of all children 14 through 17 years of age include occupations:
(1) in or about plants or establishments which manufacture or store explo-
sives or articles containing explosive components other than retail estab-
lishments.
(2) involving the driving of motor vehicles and outside helpers
A. on any public road or highway
B. in or about any place where logging or sawmill operations are in
progress, or
C. in excavations.
(Under certain conditions driving a motor vehicle for a commercial pur-
pose is NOT considered a hazardous occupation under state law.)
(3) connected with coal mining.
(4) including logging operations and sawmill occupations.
(5) *operating power-driven woodworking machines.
(6) involving exposure to radioactive substances and to ionizing radiations.
(7) operating power-driven hoisting apparatus such as elevators, cranes, der-
ricks, hoists, high-lift trucks.
(8) *operating power-driving metal forming, punching, and shearing machines.
(9) in connection with mining, other than coal.
(10) *operation of power-driven meat processing machines, and occupations
including slaughtering, meat packing, processing, or rendering with the
exception of the killing and processing of poultry, rabbits, or small game
in areas separated from the killing floor.
(11) operating power-driven bakery machines.
(12) *operating power-driven paper product machines.
(13) manufacturing brick, tile, and kindred products.
(14) *operating power-driven circular saws, band saws and guillotine shears,
with the exception of machines equipped with full automatic feed and
ejection.
(15) wrecking, demolition, and ship breaking operations.
(16) *involving roofing operations.
(17) *connected with excavation operations.
Additional prohibited occupations that apply
only to 14- and 15-year olds:
Occupations declared particularly hazardous or detrimental to the health or well-
being of14- and 15-year old children include:
(1) Mining.
(2) Manufacturing.
(3) The performance of any duties in workrooms or workplaces where goods
are manufactured, mined or otherwise processed.
(4) Public messenger service.
(5) The operation or tending of hoisting apparatus or any power-driven ma-
chinery other than office machines.
(6) Occupations in connection with:
A. Transportation of persons or property by rail, highway, air, water,
pipeline, or other means. However, office or sales work is permitted
except on vehicles and other transportation conveyances or at the
actual construction site.
B. Warehousing and storage
C. Communications and public utilities.
D. Construction including demolition and repair.
(7) Any of the following occupations in a retail food service or gasoline service
establishment:
A. Work performed in or about boiler or engine rooms.
B. Work in connection with maintenance or repair of the establishment,
machines or equipment.
C. Outside window washing that involves working from window sills,
and all work requiring the use of ladders, scaffolds or their substi-
tutes.
D. Cooking (except at soda fountains, lunch counters, snack bars, or
cafeteria serving counters) and baking.
E. Occupations which involve operating, setting up, adjusting, clean-
ing, oiling, or repairing power-driven food slicers and grinders, food
choppers and cutters, and bakery-type mixers.
F. Work in freezers and meat coolers and all work in preparation of
meats for sale (except wrapping, sealing, labeling, weighing, pricing
and stocking when performed in other areas.)
G. Loading and unloading goods to and from trucks, railroad cars or
conveyors.
H. All occupations in warehouses, except office and clerical work.
Work times for 14- and 15-year olds
State Law A person commits an offense if that person permits a child 14 or 15
years of age who is employed by that person to work:
(1) more than 8 hours in one day or more than 48 hours in one week.
(2) between the hours of 10 p.m. and 5 a.m. on a day that is followed by a
school day of between the hours of midnight and 5 a.m. on a day that is
not followed by a school day if the child is enrolled in school.
(3) between the hours of midnight and 5 a.m. on any day during the time
school is recessed for the summer if the child is not enrolled in summer
school.
Federal Law The FLSA further regulates hours of employment for children:
(1) no more than eight hours on a non-school day or 40 hours during a non-
school week.
(2) no more than three hours on a school day, 18 hours during a school
week.
(3) Children may work only between 7 a.m. and 7 p.m. during the school
year. However, between June 1 and Labor Day, they may work between
the hours of 7 a.m. and 9 p.m.
Certificate of Age/Child Actors
The Texas Labor Code does not require a certificate of age. However, applica-
tions for certificates are available by phone by calling the 1-800 number above or
from your local office of the Texas Workforce Commission.
(1) A child who is at least 14 years of age may apply to the Texas Workforce
Commission for a certificate of age.
(2) TWC may authorize the employment of a child younger than 14 as an
actor or performer in a motion picture or in a theatrical, radio or televi-
sion production.
PENALTIES:
State of Texas An offense under Chapter 51, Texas Labor Code, is a Class B misdemeanor, except for the offense of employing a child under 14
to sell or solicit which is a Class A misdemeanor. If the Commission determines that a person who employs a child has violated this Act, or a rule
adopted under this Act, the Commission may assess an administrative penalty against that person in an amount not to exceed $10,000 for each
violation. The attorney general may seek injunctive relief in district court against an employer who repeatedly violates the requirements established by
this Act relating to the employment of children.
Federal The FLSA prescribes a maximum administrative penalty of $10,000 per violation and/or criminal prosecution and fines.
18
Hazardous Occupational Orders
U. S. Department of Labor
The following are conditions deemed hazardous for the
employment of minors between 16 and 18 years of age.
Occupations with an * are exempt from child labor laws for
apprentices and student learners under the conditions (e.g.
incidental to the training, intermittent and for brief periods of
time, under close supervision, etc.) set forth on the first page
of the training plan. Exemptions do not apply to student
learners under age 16.
1. Manufacturing, storing, handling or transporting
explosives or articles containing explosives (ammunition,
black powder, blasting caps, fireworks, high explosives
primers, smokeless powder). Exceptions are retail
establishments and non-explosive areas.
2. Engage as a motor-vehicle driver or outside helper (in
the use of an automobile, truck, truck-tractor, trailer,
semitrailer, motorcycle or similar vehicle on a public
road, highway, near a mine, near logging or sawmill, or
in an excavation) except incidental and occasional
driving.
3. Engaged in coal mining, including all work underground,
in open-pit, or at surface contributing to extraction,
grading, clearing or other handling. Exceptions are
picking slate or other refuse at a table or chute in a tipple
or breaker, working in surface offices or maintenance or
repair shops.
4. Work in all logging occupations or in the operations of
any sawmill, lath mill, shingle mill, or cooperage stock
mill. Exceptions include work in offices or in repair or
maintenance shops: construction, operations, repair, or
maintenance of living and administrative quarters; work
in timber cruising, surveying or logging-engineering
parties; repair or maintenance of roads, railroads or
flumes; clearing fire trails or roads, piling and burning
slash; maintaining fire-fighting equipment; constructing
and maintaining telephone lines; acting as fire lookout or
fire patrolman away from logging operations; peeling of
fence posts, pulpwood, chemicalwood, excelsior wood,
cordwood, or similar products when not done in
conjunction with and at the same place as logging
functions; and feeding or caring for animals. (Note:
Exceptions shall not apply to the felling or bucking of
timber, the collecting or transporting of longs, the
operations of power-driven machinery, the handling or
use of explosives and work on trestles.)
*5 Operating power-driven woodworking machines (feeding
material into fixed or portable machines used or
designed for doing any of the following to wood or
veneer: cutting, shaping, forming, surfacing, nailing,
stapling, wirestitching, fastening, otherwise assembling,
pressing, printing, or removal of materials directly from
the point of operations of circular saws and guillotine-
action veneer clippers.
6 Exposure to radioactive substances and to ionizing
radiations. Includes storing or using radium; making,
using, storing, processing, or packaging self-luminous
compounds and incandescent mantles; and exposure to
other radioactive substances and ionizing radiations that
exceed federal standards.
7 Operating or assisting in the operation of power-driven
hoisting apparatus (elevator, crane, derrick, hoist, and
high-lift truck), including functions performed by crane
hookers, crane chasers, and riggers. Exceptions
include operating an unattended automatic passenger
elevator or electric or air-operated hoist not exceeding
one-ton capacity, and riding on a freight elevator
operated by an assigned operator.
*8 Operating power-driven metal forming, punching and
shearing machines (metal-working machines [e.g. dies,
rolls, knives mounted on rams, plungers], rolling
machines [e.g. beading, straightening, corrugating,
flanging, bending, hot or cold rolling mills], pressing and
punching machines [e.g. full automatic feed & ejection
punch presses with fixed barrier guards, power presses,
plate punches], bending machines, [e.g. apron brakes,
press brakes, hammering machines, drop hammers,
power hammers, shearing machines, guillotine shears,
squaring shears, alligator shears, rotary shears].)
9 Engaged in mining, other than coal. Exceptions are work
in an office, warehouse, supply house, change house,
laboratory, repair or maintenance shop not under ground.
Other exceptions include operating and maintaining living
quarters, surveying, road work, general clean-up outside
the mine; building and maintaining railroad track when no
mining or hauling is ongoing; surface placer operations
other than dredging and hydraulic; metal millwork other
than mercury recovery or using cyanide; operating jigs,
sludge tables, flotation cells, drier filters; hand sorting at
picking table or belt.
*10 Operating power-driven meat processing machines (meat
patty forming machines, meat and bone cutting saws,
knives, head-splitters, guillotine cutters, snoutpullers and
jawpullers, skinning machines, horizontal rotary washing
machines, casing-cleansing machines, crushing
machines, stripping machines, finishing machines,
grinding machines, mixing machines, chopping ma-
chines, hashing machines, or presses machines.)
1 1 Operating bakery machines (dough mixer, batter mixer,
bread dividing, rounding, or molding machine: dough
brake; dough-sheeter, combination bread slicer/wrapper,
cake cutting band saw; setting up or adjusting [only]
cookie or cracker machine).
*12 Operating, assisting with, setting up or maintaining
power-driven paper-products machines (arm-type wire
stitcher or stapler, circular or band saw, corner cutter or
mitering machine, corrugating and single or double-facing
machine, envelope die-cutting press, guillotine paper
cutter or shear, horizontal bar scorer, laminating or
combining machine, sheeting machine, scrap paper
baler, vertical slotters, hand feed platen die-cutting,
platen printing and punch presses.)
13 Manufacturing of brick, tile, and kindred products.
Exceptions include work in offices, laboratories and
storerooms, storage and shipping, and drying depart-
ments for sewer pipe.
*14 Operating circular saws, band saws and guillotine
shears. (Note: Apprentices and student learners
restricted to machines equipped with full automatic feed
and ejection.)
15 Engaged in wrecking ,demolition and shipbreaking,
including cleanup and salvage done at razing, demolish-
ing, or dismantling of buildings, bridge, steeple, tower,
chimney, other structure, ship, other vessel.
*16 Engaged in roofing (applying weatherproofing materials
and substances to roofs, the installation of roofs
[including flashing], alterations, additions, maintenance,
or repair [including painting and coating]. (Note:
Apprentices and student learners also may engage in
gutter and downspout work, construction for sheathing or
base of roofs, installation of television antennas, air
conditioners, exhaust and ventilating equipment and
similar appliances.)
*17 Engaged in excavation (working in or backfilling trenches,
building excavations, tunnels or shafts). (Note: Appren-
tices and student learners restricted to depths of no more
than four feet, excavations whose side walls are shored
or sloped to the angle of repose, and tunnels or shafts
after all driving or sinking and shoring operations are
complete.)
19
D
e
s
i
g
n
i
n
g
,

p
r
o
d
u
c
i
n
g
,

e
x
h
i
b
i
t
i
n
g
,

p
e
r
f
o
r
m
i
n
g
,

w
r
i
t
i
n
g
,

a
n
d

p
u
b
l
i
s
h
i
n
g

m
u
l
t
i
m
e
d
i
a

c
o
n
t
e
n
t

i
n
c
l
u
d
i
n
g

v
i
s
u
a
l

a
n
d

p
e
r
f
o
r
m
i
n
g

a
r
t
s

a
n
d

d
e
s
i
g
n
,

j
o
u
r
n
a
l
i
s
m
,

a
n
d

e
n
t
e
r
t
a
i
n
m
e
n
t

s
e
r
v
i
c
e
s
.

Sample Career Specialties/Occupations

V
i
d
e
o

S
y
s
t
e
m
s

T
e
c
h
n
i
c
i
a
n
s

V
i
d
e
o

G
r
a
p
h
i
c
s
,

S
p
e
c
i
a
l

E
f
f
e
c
t
s
,

a
n
d

A
n
i
m
a
t
i
o
n

A
u
d
i
o
-
V
i
d
e
o

D
e
s
i
g
n
e
r
s

a
n
d

E
n
g
i
n
e
e
r
s

T
e
c
h
n
i
c
a
l

C
o
m
p
u
t
e
r

S
u
p
p
o
r
t

T
e
c
h
n
i
c
i
a
n
s
,

S
t
a
t
e
,

F
i
l
m
,

V
i
d
e
o
,

a
n
d

D
V
D

A
u
d
i
o
-
V
i
d
e
o

S
y
s
t
e
m

S
e
r
v
i
c
e

T
e
c
h
n
i
c
i
a
n
s

A
u
d
i
o

S
y
s
t
e
m
s

T
e
c
h
n
i
c
i
a
n
s

G
r
a
p
h
i
c
s

a
n
d

P
r
i
n
t
i
n
g

E
q
u
i
p
m
e
n
t

O
p
e
r
a
t
o
r
s

L
i
t
h
o
g
r
a
p
h
e
r
s

a
n
d

P
l
a
t
e
m
a
k
e
r
s

C
o
m
p
u
t
e
r

T
y
p
o
g
r
a
p
h
y

a
n
d

C
o
m
p
o
s
i
t
i
o
n

E
q
u
i
p
m
e
n
t

O
p
e
r
a
t
o
r
s

D
e
s
k
t
o
p

P
u
b
l
i
s
h
i
n
g

S
p
e
c
i
a
l
i
s
t
s
;

W
e
b

P
a
g
e

D
e
s
i
g
n
e
r
s

C
o
m
m
e
r
c
i
a
l

P
h
o
t
o
g
r
a
p
h
e
r
s
,

D
i
g
i
t
a
l
,

S
t
i
l
l
,

V
i
d
e
o
,

F
i
l
m

I
n
t
e
r
i
o
r

D
e
s
i
g
n
e
r
s
,

C
o
m
m
e
r
c
i
a
l
/
R
e
s
i
d
e
n
t
i
a
l

a
n
d

H
o
m
e

F
u
r
n
i
s
h
i
n
g
s

c
o
o
r
d
i
n
a
t
o
r
s

G
r
a
p
h
i
c

D
e
s
i
g
n
e
r
s
,

C
A
D

T
e
c
h
n
i
c
i
a
n
s
,

a
n
d

F
a
s
h
i
o
n

I
l
l
u
s
t
r
a
t
o
r
s

T
e
x
t
i
l
e

D
e
s
i
g
n
e
r
s

C
o
m
m
e
r
c
i
a
l

A
r
t
i
s
t
s
,

I
l
l
u
s
t
r
a
t
o
r
s
,

a
n
d

A
r
t
i
s
t
s
,

a
l
l

M
e
d
i
a

C
u
r
a
t
o
r
s

a
n
d

G
a
l
l
e
r
y

M
a
n
a
g
e
r
s

F
a
s
h
i
o
n

D
e
s
i
g
n
e
r
s

P
r
o
d
u
c
t
i
o
n

M
a
n
a
g
e
r
s
,

D
i
g
i
t
a
l
,

V
i
d
e
o
,

S
t
a
g
e

C
i
n
e
m
a
t
o
g
r
a
p
h
e
r
s
,

F
i
l
m
/
V
i
d
e
o

E
d
i
t
o
r
s

D
a
n
c
e
r
s

P
l
a
y

W
r
i
t
e
r
s
,

S
c
r
e
e
n

W
r
i
t
e
r
s
,

S
c
r
e
e
n

E
d
i
t
o
r
s
,

S
c
r
i
p
t

W
r
i
t
e
r
s

D
i
r
e
c
t
o
r
s

a
n
d

C
o
a
c
h
e
s
,

P
e
r
f
o
r
m
e
r
s
,

a
c
t
o
r
s
,

M
u
s
i
c
i
a
n
s

M
a
k
e
-
U
p

A
r
t
i
s
t
s

a
n
d

C
o
s
t
u
m
e

D
e
s
i
g
n
e
r
s

S
t
a
g
e
c
r
a
f
t

D
e
s
i
g
n
e
r
s
,

L
i
g
h
t
e
r
s
,

S
e
t
s
,

S
o
u
n
d

E
f
f
e
c
t
s
,

A
c
o
u
s
t
i
c
s
,

P
a
i
n
t
e
r
s

C
o
m
p
o
s
e
r
s
,

C
o
n
d
u
c
t
o
r
s
,

a
n
d

M
u
s
i
c

I
n
s
t
r
u
c
t
o
r
s

A
u
d
i
o
/
V
i
d
e
o

O
p
e
r
a
t
i
o
n
s
,

C
o
n
t
r
o
l

R
o
o
m

T
e
c
h
n
i
c
i
a
n

S
t
a
t
i
o
n

M
a
n
g
e
r
s

a
n
d

R
a
d
i
o

&

T
V

A
n
n
o
u
n
c
e
r
s

P
u
b
l
i
s
h
e
r
s
,

E
d
i
t
o
r
s
,

a
n
d

J
o
u
r
n
a
l
i
s
t
s

a
n
d

R
e
p
o
r
t
e
r
s
,

P
r
i
n
t
,

B
r
o
a
d
c
a
s
t
,

O
t
h
e
r

B
r
o
a
d
c
a
s
t

T
e
c
h
n
i
c
i
a
n
s

T
e
l
e
c
o
m
m
u
n
i
c
a
t
i
o
n

T
e
c
h
n
i
c
i
a
n
s

T
e
l
e
c
o
m
m
u
n
i
c
a
t
i
o
n

E
q
u
i
p
m
e
n
t
,

C
a
b
l
e
,

L
i
n
e

R
e
p
a
i
r
e
r
s
/
I
n
s
t
a
l
l
e
r
s

T
e
l
e
c
o
m
m
u
n
i
c
a
t
i
o
n

C
o
m
p
u
t
e
r

P
r
o
g
r
a
m
m
e
r
s
,

a
n
d

S
y
s
t
e
m
s

A
n
a
l
y
s
t
s

Pathways
A
u
d
i
o

a
n
d

V
i
d
e
o

T
e
c
h
n
o
l
o
g
y

a
n
d

F
i
l
m

P
r
i
n
t
i
n
g

T
e
c
h
n
o
l
o
g
y

V
i
s
u
a
l

A
r
t
s

P
e
r
f
o
r
m
i
n
g

A
r
t
s

J
o
u
r
n
a
l
i
s
m

a
n
d

B
r
o
a
d
c
a
s
t
i
n
g

T
e
l
e
c
o
m
m
u
n
i
c
a
t
i
o
n
s

Cluster K&S
C
l
u
s
t
e
r

K
n
o
w
l
e
d
g
e

a
n
d

S
k
i
l
l
s

A
c
a
d
e
m
i
c

F
o
u
n
d
a
t
i
o
n
s

C
o
m
m
u
n
i
c
a
t
i
o
n
s

P
r
o
b
l
e
m

S
o
l
v
i
n
g

a
n
d

C
r
i
t
i
c
a
l

T
h
i
n
k
i
n
g

I
n
f
o
r
m
a
t
i
o
n

T
e
c
h
n
o
l
o
g
y

A
p
p
l
i
c
a
t
i
o
n
s

S
y
s
t
e
m
s

S
a
f
e
t
y
,

H
e
a
l
t
h

a
n
d

E
n
v
i
r
o
n
m
e
n
t
a
l

L
e
a
d
e
r
s
h
i
p

a
n
d

T
e
a
m
w
o
r
k

E
t
h
i
c
s

a
n
d

L
e
g
a
l

R
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s

E
m
p
l
o
y
a
b
i
l
i
t
y

a
n
d

C
a
r
e
e
r

D
e
v
e
l
o
p
m
e
n
t

T
e
c
h
n
i
c
a
l

S
k
i
l
l
s

2
0
0
8
-
2
0
0
9

20
Adopted to be effective August 23, 2010.

Text of Adopted 19 TAC
Chapter 130. Texas Essential Knowledge and Skills for Career and Technical Education
Subchapter C. Arts, Audio/Video Technology, and Communications
130.81. Implementation of Texas Essential Knowledge and Skills for Arts, Audio/Video Technology, and
Communications.
The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011
school year.
130.82. Principles of Arts, Audio/Video Technology, and Communications (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grade 9.
(b) Introduction. Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in
addition to creative aptitude, a strong background in computer and technology applications, a strong
academic foundation, and a proficiency in oral and written communication. Within this context, students
will be expected to develop an understanding of the various and multifaceted career opportunities in this
cluster and the knowledge, skills, and educational requirements for those opportunities.
(c) Knowledge and skills.
(1) The student applies English language arts in Arts, Audio/Video Technology, and Communications
cluster projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communication.
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) give formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) develop and interpret tables, charts, and figures to support written and oral
communications;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills to increase internal and external customer client
satisfaction.
(3) The student understands and examines problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(4) The student applies information technology applications when completing Arts, Audio/Video
Technology, and Communications cluster projects. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or
database applications.
21

(5) The student understands Arts, Audio/Video Technology, and Communications cluster systems.
The student is expected to:
(A) describe the nature and types of businesses in this cluster;
(B) analyze and summarize the history and evolution of the various related fields of study in
this cluster;
(C) analyze the cluster's economic base; and
(D) analyze and summarize evidence of interdependence between the technical and the
artistic sides of this career cluster.
(6) The student applies safety regulations. The student is expected to implement personal and
classroom safety rules and regulations.
(7) The student develops leadership characteristics. The student is expected to participate in student
leadership and professional development activities.
(8) The student applies ethical decision making and understands and complies with laws regarding use
of technology in the Arts, Audio/Video Technology, and Communications cluster. The student is
expected to:
(A) exhibit ethical conduct related to interacting with others such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas;
(B) examine the First Amendment, Federal Communications Commission regulations, the
Freedom of Information Act, liability laws, and other regulations for compliance issues
relevant to this cluster;
(C) examine the liabilities, copyright laws, fair use, and duplication of materials associated
with productions and performances; and
(D) analyze the impact of Arts, Audio/Video Technology, and Communications cluster
industries on society.
(9) The student develops employability characteristics. The student is expected to:
(A) identify training, education, or certification requirements needed for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) create a career portfolio to document work samples; and
(D) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student applies technical skills for efficiency. The student is expected to employ planning and
time-management skills to complete work tasks.
(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and
Communications cluster. The student is expected to:
(A) research the scope of career opportunities;
(B) develop an understanding of the elements and principles of art;
(C) develop an understanding of the industry by explaining the history and evolution of
cluster career fields and defining and using related terminology;
(D) evaluate works of art using critical-thinking skills;
(E) demonstrate knowledge of various communication processes in professional and social
contexts by:
22

(i) explaining the importance of effective communication skills in professional and
social contexts;
(ii) identifying the components of the communication process and their functions;
(iii) identifying standards for making appropriate communication choices for self,
listener, occasion, and task;
(iv) identifying the characteristics of oral language and analyzing standards for using
informal, standard, and technical language appropriately;
(v) identifying types of nonverbal communication and their effects;
(vi) recognizing the importance of effective nonverbal strategies such as a firm
handshake, direct eye contact, and appropriate use of space and distance;
(vii) identifying the components of the listening process;
(viii) identifying specific kinds of listening such as critical, deliberative, and
empathic;
(ix) recognizing the importance of gathering and using accurate and complete
information as a basis for making communication decisions;
(x) identifying and analyzing ethical and social responsibilities of communicators;
and
(xi) recognizing and analyzing appropriate channels of communication in
organizations;
(F) use appropriate interpersonal communication strategies in professional and social
contexts by:
(i) identifying types, importance, and purposes of professional and social
relationships;
(ii) employing appropriate verbal, nonverbal, and listening skills to enhance
interpersonal relationships;
(iii) using communication management skills to build confidence and develop
appropriate assertiveness, tact, and courtesy;
(iv) using professional etiquette and protocol in situations such as making
introductions, speaking on the telephone, and offering and receiving criticism;
(v) making clear appropriate requests, giving clear and accurate directions, asking
appropriate and purposeful questions, and responding appropriately to the
requests, directions, and questions of others;
(vi) participating appropriately in conversations;
(vii) communicating effectively in interviews;
(viii) identifying and using appropriate strategies for dealing with differences,
including gender, ethnicity, and age; and
(ix) analyzing and evaluating the effectiveness of communication;
(G) communicate effectively in groups in professional and social contexts by:
(i) identifying kinds of groups and the importance and purposes they serve;
(ii) analyzing group dynamics and processes for participating effectively in groups,
committees, or teams;
(iii) identifying and analyzing the roles of group members and their influence on
group dynamics;
23

(iv) demonstrating skills for assuming productive roles in groups;
(v) using appropriate verbal, nonverbal, and listening strategies to promote group
effectiveness;
(vi) identifying and analyzing leadership styles;
(vii) using effective communication strategies in leadership roles;
(viii) using effective communication strategies for solving problems, managing
conflicts, and building consensus in groups; and
(ix) analyzing the participation and contributions of group members and evaluating
group effectiveness; and
(H) make and evaluate formal and informal professional presentations by:
(i) analyzing the audience, occasion, and purpose when designing presentations;
(ii) determining specific topics and purposes for presentations;
(iii) researching topics using primary and secondary sources, including electronic
technology;
(iv) using effective strategies to organize and outline presentations;
(v) using information effectively to support and clarify points in presentations;
(vi) preparing scripts or notes for presentations;
(vii) preparing and using visual or auditory aids, including technology, to enhance
presentations;
(viii) using appropriate techniques to manage communication apprehension, build
self-confidence, and gain command of the information;
(ix) using effective verbal and nonverbal strategies in presentations;
(x) preparing, organizing, and participating in an informative or persuasive group
discussion for an audience;
(xi) making individual presentations to inform, persuade, or motivate an audience;
(xii) participating in question and answer sessions following presentations;
(xiii) applying critical-listening strategies to evaluate presentations; and
(xiv) evaluating effectiveness of presentations.
130.83. Animation (One to Two Credits).
(a) General requirements. This course is recommended for students in Grades 10-12. Recommended
prerequisite: Graphic Design and Illustration or Art I.
(b) Introduction. Careers in animation span all aspects of motion graphics. Within this context, in addition to
developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to develop an understanding of the history and
techniques of the animation industry.
(1) The student applies academic knowledge and skills in animation projects. The student is expected
to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents; and
24

(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and
fractions applied to measurement and scale; demonstrating knowledge of arithmetic
operations; using conversion methods such as fractions to decimals and inches to points;
and applying measurement to solve problems.
(2) The student understands professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(D) present formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student applies information technology applications. The student is expected to use personal
database applications for animation projects.
(5) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations; and
(B) employ emergency procedures.
(6) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) demonstrate leadership skills;
(B) demonstrate teamwork and conflict-management skills;
(C) conduct and participate in meetings; and
(D) model mentoring skills.
of technology in animation. The student is expected to:
(B) discuss and apply copyright laws;
(C) model respect of intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) analyze the impact of the animation industry on society, including concepts related to
persuasiveness, marketing, and point of view.
(A) identify and participate in training, education, or certification for employment;
employable;
(C) demonstrate skills related to seeking and applying for employment;
25

(D) create a career portfolio to document work experiences, licenses, certifications, and work
samples;
(E) demonstrate skills in evaluating and comparing employment opportunities; and
(F) examine employment opportunities in entrepreneurship.
(10) The student develops an understanding of animation. The student is expected to:
(A) demonstrate appropriate use of hardware components;
(B) demonstrate appropriate use of software programs;
(C) demonstrate appropriate use of storage devices;
(D) demonstrate knowledge of sound editing;
(E) demonstrate knowledge of file formats and cross-platform compatibility;
(F) acquire information in a variety of electronic formats;
(G) evaluate visual information by:
(i) recognizing the use of principles and elements of design; and
(ii) recognizing the use of typography;
(H) use an appropriate design process to create and modify solutions to problems by:
(i) combining graphics, images, and sound;
(ii) applying principles of design;
(iii) developing and referencing technical documentation; and
(iv) editing products;
(I) publish and deliver the product in a variety of media;
(J) research the history and evolution of animation by:
(i) explaining the history of animation;
(ii) describing how changing technology is affecting the industry;
(iii) analyzing the use of symbols in the animation of diverse cultures;
(iv) comparing current animation technologies with historical technologies;
(v) comparing various styles of animation; and
(vi) exploring emerging and innovative animation technologies and software;
(K) understand and apply animation principles, elements, and techniques by:
(i) describing and using audience identification, script writing, character design,
storyboarding, audio uses, and delivery formats;
(ii) describing and using cell, stop motion, inbetweening/tweening, motion paths,
masking, looping, scripting/programming, and interactivity;
(iii) describing lighting and camera shots;
(iv) describing and using flip books, claymation, and cut-outs;
(v) rendering; and
(vi) describing and using postproduction processes such as editing, titles, credits, and
special effects;
26

(L) evaluate a product using critical-thinking skills;
(M) present oral or written evaluations of animation projects by:
(i) identifying the intended audience;
(ii) describing aesthetics;
(iii) explaining the storyline;
(iv) summarizing subject matter; and
(v) discussing the use of sound; and
(N) create animation projects using a variety of techniques and software programs.
130.84. Advanced Animation (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Animation.
(b) Introduction. Careers in animation span all aspects of motion graphics. Within this context, in addition to
developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to create two- and three-dimensional animations.
The instruction also assists students seeking careers in the animation industry.
(1) The student applies academic knowledge and skills in animation projects. The student is expected
to:
technical concepts, and vocabulary using correct grammar, punctuation, and terminology
to write and edit documents; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
database applications for animation projects.
(5) The student understands animation systems. The student is expected to analyze and summarize the
history and evolution of the animation field.
27

(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise
and criticism, demonstrating sensitivity to and value for diversity, and managing stress
and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; preparing for and conducting meetings to achieve
objectives within scheduled time; producing meeting minutes, including decisions and
next steps; and using parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision making and complies with laws regarding use of technology
in animation. The student is expected to:
(A) exhibit ethical conduct;
(B) apply copyright laws;
(C) model respect for intellectual property; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies.
(A) participate in training, education, or certification for employment;
(B) demonstrate positive work behaviors and personal qualities needed to be employable;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a resum and letter of
application, completing a job application, and demonstrating effective interview skills;
and
(D) maintain a career portfolio to document work experiences, licenses, certifications, and
work samples.
(10) The student applies advanced technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
(11) The student develops an advanced technical understanding of animation. The student is expected
to:
(A) operate communication systems to prepare and conduct verbal and visual
communication;
(B) use production elements such as transitions, edits, framing, angle, and lighting
techniques;
(C) use orthographic and isometric drawing techniques;
(D) demonstrate familiarity with commercial production applications;
(E) demonstrate animation principles and elements by:
28

(i) applying animation principles such as arcs, timing, and exaggeration; and
(ii) identifying animation elements such as cycles, layers, transitions, and
transparency;
(F) apply the elements and principles of art to animation projects by:
(i) identifying animation design elements such as line, color, shape, and texture;
(ii) explaining the use of additive color theory; and
(iii) comparing various styles of animation;
(G) apply pre-production processes by:
(i) analyzing target audience to identify needs and wants;
(ii) writing and editing scripts;
(iii) storyboarding; and
(iv) selecting aspect ratio and frame rate appropriate to delivery method;
(H) apply production processes by:
(i) designing color and compositional elements;
(ii) designing characters, environments, and props;
(iii) modeling characters, environments, and props;
(iv) lighting sets or animating lights as needed;
(v) developing rigs for animating characters;
(vi) assembling particle systems for visual effects such as rain, snow, and fire;
(vii) animating characters, environments, or cameras;
(viii) recording musical scores; and
(ix) rendering scenes; and
(I) apply post-production processes by:
(i) editing;
(ii) producing titles and credits;
(iii) adding visual effects and processing;
(iv) adding audio effects and processing; and
(v) producing output.
130.85. Audio/Video Production (One to Two Credits).
prerequisite: Principles of Arts, Audio/Video Technology, and Communications.
(b) Introduction. Careers in audio and video technology and film production span all aspects of the audio/video
communications industry. Within this context, in addition to developing technical knowledge and skills
needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will
be expected to develop an understanding of the industry with a focus on pre-production, production, and
post-production audio and video activities.
(1) The student applies academic knowledge and skills in audio and video projects. The student is
expected to:
29

documents such as scripts, captions, schedules, reports, and manuals; and
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
database applications for audio/video production projects.
(5) The student understands design systems. The student is expected to analyze and summarize the
history and evolution of the audio and video production fields.
(A) implement personal and workplace safety rules and regulations;
(B) follow emergency procedures; and
(C) examine and summarize safety-related problems that may result from working with
electrical circuits.
(7) The student develops leadership characteristics. The student is expected to:
(A) employ leadership skills;
(B) employ teamwork and conflict-management skills;
(D) employ mentoring skills.
in audio and video production. The student is expected to:
(A) exhibit ethical conduct related to interacting with others and providing proper credit for
ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect of intellectual property; and
(D) analyze the ethical impact of the audio and video production industry on society.
(A) identify and participate in training, education, or certification required for employment;
30

employable;
(D) develop a resum and letter of application;
(E) create a career portfolio to document work experiences, licenses, certifications, and work
samples;
(F) demonstrate skills in evaluating and comparing employment opportunities; and
(G) examine employment opportunities in entrepreneurship.
(11) The student develops a basic understanding of audio and video production. The student is
expected to:
(A) understand the industry, including history, current practice, and future trends by:
(i) explaining the beginnings and evolution of audio, video, and film;
(ii) describing how the changing technology is impacting the audio, video, and film
industries; and
(iii) defining terminology associated with the industry;
(B) employ knowledge regarding use of audio by:
(i) identifying the key elements required in audio scripts;
(ii) applying writing skills to develop an audio script;
(iii) explaining how various styles of music can create a specific emotional impact;
(iv) identifying various audio tape, tapeless, and file formats;
(v) understanding various microphones based upon type and pickup patterns; and
(vi) understanding various audio cables and connectors;
(C) employ knowledge regarding use of video by:
(i) identifying the key elements required in video scripts;
(ii) applying writing skills to develop a video script;
(iii) identifying various video tape, tapeless, and file formats;
(iv) understanding various video cables and connectors;
(v) distinguishing between analog and digital formats;
(vi) demonstrating operation of video cameras; and
(vii) demonstrating how to properly maintain video equipment;
(D) demonstrate various cinematography techniques by:
(i) demonstrating how to frame and maintain picture composition;
(ii) demonstrating focusing techniques;
(iii) demonstrating camera and tripod movements; and
(iv) demonstrating proper exposure and white balance; and
(E) edit basic audio and video productions by:
(i) understanding the differences in linear and nonlinear systems;
31

(ii) demonstrating skills required for editing using linear and nonlinear systems;
(iii) employing knowledge of control peripherals for capturing or ingesting media;
and
(iv) describing various digital platforms, including high definition and standard
definition.
(12) The student understands the pre-production process. The student is expected to:
(A) identify critical elements in the pre-production stage;
(B) use technology applications to facilitate pre-production by:
(i) designing and implementing procedures to track trends, set timelines, and
evaluate progress for continual improvement in process and product;
(ii) responding to advice from peers and professionals;
(iii) creating technology specifications;
(iv) monitoring process and product quality using established criteria;
(v) creating a script and identifying resources needed to begin the production; and
(vi) identifying budgeting considerations for crew, cast, and equipment;
(C) analyze the script and storyboard development processes for a successful production;
(D) identify and participate in the team roles required for completion of a production;
(E) identify equipment, crew, and cast requirements for a scripted production; and
(F) understand the casting or audition process.
(13) The student understands the production process. The student is expected to:
(A) understand the coherent sequence of events to successfully produce a script;
(B) use lighting techniques by:
(i) demonstrating three-point lighting, including key, fill, and back lights;
(ii) using reflected light;
(iii) understanding color temperatures; and
(iv) using filters;
(C) understand audio techniques, including microphone variances and sound mixing; and
(D) demonstrate knowledge of interpersonal skills with sensitivity to diversity when directing
crew or talent.
(14) The student understands the post-production process. The student is expected to:
(A) demonstrate appropriate use of hardware components, software programs, and their
connections by:
(i) demonstrating knowledge of video systems such as digital and analog systems,
software applications, and communication and networking components;
(ii) using various computer peripherals appropriately;
(iii) making appropriate decisions regarding the selection of software; and
(iv) making necessary adjustments regarding compatibility issues, including digital
file formats and cross-platform connectivity;
(B) apply animation effects to video by:
32

(i) using character generators, fonts, colors, and principles of compositions to
create graphic images; and
(ii) creating captions or titles for video and graphics;
(C) demonstrate proficiency in the use of a variety of electronic input devices;
(D) use a variety of strategies to acquire information from online resources;
(E) acquire electronic information in a variety of formats;
(F) use different compression techniques to output for distribution;
(G) format digital information for effective communication with a defined audience by:
(i) using appropriate font attributes and color;
(ii) using appropriate white space and graphics;
(iii) using appropriate camera perspective;
(iv) using appropriate content selection and presentation; and
(v) understanding target audiences and demographics;
(H) deliver the product in a variety of media by:
(i) understanding the various delivery formats such as disk, broadcast, cellular,
portable device, electronic, and online delivery;
(ii) researching to determine appropriate delivery method based on distribution
needs; and
(iii) extending the learning environment through digital sharing;
(I) use appropriate computer-based productivity tools to create and modify solutions to
problems by:
(i) integrating productivity tools;
(ii) creating audio and video technology products for a variety of purposes and
audiences;
(iii) developing technical documentation related to audio and video technology; and
(iv) critiquing a production; and
(J) use technology applications to facilitate evaluation of work, both process and product by:
(i) evaluating the project's success in meeting established criteria; and
(ii) researching the best method for promoting the product.
130.86. Advanced Audio/Video Production (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite:
Audio/Video Production.
communications industry. Within this context, in addition to developing advanced knowledge and skills
be expected to develop an advanced understanding of the industry with a focus on pre-production,
production, and post-production activities. This course may be implemented in an advanced audio format
or an advanced format, including both audio and video.
(1) The student applies academic knowledge and skills in production projects. The student is expected
to:
33

problems.
satisfaction.
database applications for audio and video production projects.
(5) The student applies knowledge of design systems. The student is expected to analyze and
summarize the history and evolution of the audio/video production field.
(B) follow emergency procedures.
in audio/video production. The student is expected to:
34

(D) update a career portfolio to document work experiences, licenses, certifications, and work
samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(11) The student demonstrates an understanding of audio/video production equipment. The student is
expected to:
(A) understand standard systems for the audio/video industry by:
(i) setting up editing systems and performing standard trouble-shooting;
(ii) understanding knowledge of wireless and wired transmission systems;
(iii) identifying appropriate cabling and configurations for engineering purposes;
(iv) setting up cabling for various productions; and
(v) routing standard cabling for broadcasting signal;
(B) employ knowledge regarding use of recording equipment by:
(i) explaining uses of analog and digital formats;
(ii) describing tape and tapeless formats;
(iii) demonstrating the operation of recording devices;
(iv) demonstrating how to properly maintain recording equipment; and
(v) demonstrating how to properly meter a recording signal for proper levels; and
(C) demonstrate appropriate usage of industry-related terminology.
(12) The student understands the pre-production process. The student is expected to:
(A) apply critical elements in the pre-production stage;
(B) use advanced technology applications to facilitate pre-production by:
(i) demonstrating procedures to establish timelines; and
(ii) developing a budget with considerations for crew, cast, and equipment;
(C) write production scripts for various types of programs by:
(i) using proper formatting for the specific type of script;
(ii) identifying specific elements of the script needed for successful production,
including cast, props, or sound effects; and
(iii) discussing how various styles of music can create a specific emotional impact;
(D) determine equipment, crew, and cast requirements for a successful production by:
35

(i) examining the end goal of the production to determine the appropriate format for
recording and distribution;
(ii) identifying several means to work within budget restraints;
(iii) conducting auditions for the talent; and
(iv) securing the crew required for a successful production; and
(E) examine various contracts related to industry tasks by:
(i) using talent releases for productions;
(ii) examining key elements for talent work contracts;
(iii) examining key elements for crew contracts; and
(iv) examining key elements in distribution contracts.
(13) The student applies the production process. The student is expected to:
(A) apply the coherent sequence of events to successfully produce a script;
(B) demonstrate a knowledge of audio techniques by:
(i) identifying various microphone types;
(ii) understanding the various microphone pickup patterns;
(iii) demonstrating understanding of sound mixing; and
(iv) demonstrating understanding of a final audio mix;
(C) execute production of the script by:
(i) demonstrating teamwork and knowledge of interpersonal skills with sensitivity
to diversity when directing crew and talent; and
(ii) applying knowledge of the critical elements in designing activities in the
production stage;
(D) employ knowledge of digital editing by:
(i) addressing various distribution formats, including electronic, disk, tapeless, and
tape; and
(ii) capturing media to an editing system for the purpose of manipulating recorded
media; and
(E) employ knowledge of recording equipment by:
(i) using proper monitoring of equipment to ensure quality recordings;
(ii) setting appropriate levels before recording using broadcast standard tools; and
(iii) identifying standards for logging notes or comments in the original recording
process.
(14) The student understands the post-production process. The student is expected to:
(A) apply knowledge and appropriate use of hardware components, software programs, and
their connections by:
(i) demonstrating knowledge and appropriate use of digital systems such as
software applications, communication, and networking components;
(ii) demonstrating an understanding of various input, processing, output, and storage
devices;
36

(iii) demonstrating an understanding of compatibility issues, including digital file
formats and cross-platform connectivity; and
(iv) demonstrating an understanding of high definition and standard definition output
media;
(B) acquire electronic information in a variety of formats;
(C) use various compression formats by:
(i) demonstrating knowledge of outputting for distribution; and
(ii) understanding the relationship between file size and quality;
(D) deliver the product in a variety of media by:
(i) understanding the various delivery formats such as disk, broadcast, cellular,
portable devices, electronic, and online delivery; and
(ii) researching to determine the appropriate delivery method based upon
distribution need; and
(E) use appropriate computer-based productivity tools to create and modify solutions to
problems by:
(i) integrating productivity tools to develop and modify solutions to problems;
(ii) developing technical documentation related to project specifications; and
(iii) critiquing a production to determine how the various elements resulted in a
successful or unsuccessful presentation.
(15) The student understands the business aspects of the industry. The student is expected to:
(A) understand the roles of various industry professionals by:
(i) discussing the responsibilities of producers;
(ii) discussing the responsibilities of directors, including the relationship to the
production team and the responsibilities of crew members;
(iii) discussing the duties of editors;
(iv) discussing the responsibilities of engineers;
(v) discussing the responsibilities of the talent; and
(vi) discussing the responsibilities of the sales team;
(B) understand the opportunities in the industry for freelance contractors by:
(i) identifying standard freelance self-promotion techniques;
(ii) understanding how to create invoices;
(iii) understanding standard billing practices for freelance labor;
(iv) researching rates and best practices for various freelance job responsibilities;
and
(v) identifying information technology applications common for small businesses;
(C) understand the unique characteristics of live productions by:
(i) identifying roles specific to live productions;
(ii) identifying the importance of time accountability;
(iii) demonstrating an understanding of back-timing and time-based mathematics;
37

(iv) demonstrating an understanding of Federal Communications Commission
guidelines for broadcast appropriateness;
(v) identifying equipment standard for live productions; and
(vi) identifying strategies for financially supporting live productions;
(D) understand the unique characteristics of studio productions by:
(i) identifying roles unique to studio productions;
(ii) identifying costs specific to studio productions;
(iii) identifying equipment standard for studio productions; and
(iv) identifying strategies for financially supporting studio productions; and
(E) understand the unique characteristics of field production by:
(i) identifying roles unique to field productions;
(ii) identifying costs specific to field productions;
(iii) identifying equipment standard for field productions; and
(iv) identifying strategies for financially supporting field productions.
(16) The student understands the broadcast standards established by the Federal Communications
Commission. The student is expected to:
(A) apply knowledge of broadcast formats by:
(i) distinguishing between analog and digital formats;
(ii) describing the difference in data signals and equipment for analog and digital
technology;
(iii) identifying the evolution of the broadcast signal; and
(iv) identifying various broadcast standards, including National Television System
Committee, Phase Alternating Line, and Sequential Color with Memory;
(B) identify radio and television frequencies location in the electromagnetic spectrum; and
(C) differentiate among various media by:
(i) identifying the evolution of various tape formats;
(ii) identifying the evolution of various tapeless formats;
(iii) identifying the evolution of various electronic formats;
(iv) identifying the evolution of various online delivery systems; and
(v) identifying the various film formats.
130.87. Practicum in Audio/Video Production (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Advanced
Audio/Video Production or Advanced Animation.
communications industry. Within this context, in addition to developing advanced technical knowledge and
skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster,
students will be expected to develop an increasing understanding of the industry with a focus on applying
pre-production, production, and post-production audio and video activities in a studio environment. This
course may be implemented in an advanced audio, video, or animation format. Instruction may be delivered
38

(1) The student applies academic knowledge and skills in production projects. The student is expected
to:
problems.
(2) The student implements advanced professional communications strategies. The student is expected
to:
satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation independently
and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected to
use personal information management, email, Internet, writing and publishing, presentation, and
spreadsheet or database applications for audio and video projects.
(5) The student implements advanced knowledge of design systems. The student is expected to
analyze and summarize the history and evolution of the audio and video production field.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
39

(8) The student implements ethical decision making and complies with laws regarding use of
technology. The student is expected to:
(A) exhibit ethical conduct related to providing proper credit for ideas and privacy of
sensitive content;
(B) discuss and apply copyright laws in relation to fair use and acquisition and use of digital
information by citing sources using established methods;
(C) model respect of intellectual property when manipulating, morphing, and editing
graphics, video, text, and sound;
(D) demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyze the impact of the audio/video production industry on society, including concepts
related to persuasiveness, marketing, and point of view.
(9) The student demonstrates appropriate employability characteristics and maintains a professional
portfolio. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for employment;
commitment;
work samples;
(10) The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work
tasks.
(11) The student implements an advanced understanding of a client-based production. The student is
expected to:
(A) determine client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develop a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
(C) engage in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
40

(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
(D) conduct a client meeting for presenting production strategies and implement client
feedback;
(E) apply advanced principles of production by:
(i) implementing a coherent sequence of events;
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity
to diversity;
(F) implement advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including digital
file formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) deliver the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student is expected to:
(A) implement standard freelance self-promotion techniques;
(B) develop invoices and standard billing practices;
(C) research small-business start up practices; and
(D) use information technology applications common to small businesses.
130.88. Graphic Design and Illustration (One to Two Credits).
(b) Introduction. Careers in graphic design and illustration span all aspects of the advertising and visual
communications industries. Within this context, in addition to developing knowledge and skills needed for
success in the Arts, Audio/Video Technology, and Communications career cluster, students will be
expected to develop an understanding of the industry with a focus on fundamental elements and principles
of visual art and design.
(1) The student applies academic knowledge and skills in art and design projects. The student is
expected to:
documents such as brochures, programs, posters, flyers, and magazine covers; and
41

and applying measurement to solve a problem.
database applications for art and design projects.
(5) The student understands design systems. The student is expected to analyze and summarize the
history and evolution of related fields.
of technology in graphic design and illustration. The student is expected to:
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) analyze the impact of the advertising and visual communication design industry on
society, including concepts related to persuasiveness, marketing, and point of view.
employable;
42

(C) demonstrate skills related to seeking employment to find and obtain a desired job;
work samples; and
(E) examine employment opportunities in entrepreneurship.
(11) The student develops an increasing understanding of graphic design and illustration. The student is
expected to:
(A) research art and design career opportunities and qualifications;
(B) research the history and evolution of art and design by:
(i) explaining the history of visual arts and design;
(ii) understanding general characteristics in artwork from a variety of cultures; and
(iii) comparing current visual arts technologies with historical technologies;
(C) interpret, evaluate, and justify design decisions;
(D) conduct oral or written critiques of designs by:
(i) applying a critical method of evaluation;
(ii) communicating an oral or written defense; and
(iii) evaluating oral or written feedback;
(E) analyze and apply art elements and principles;
(F) employ a creative design process to create original two- or three-dimensional projects by:
(i) creating designs for defined applications;
(ii) applying elements of design;
(iii) applying design principles and typography;
(iv) using good composition;
(v) demonstrating anatomical figure drawing;
(vi) demonstrating drawing in one-point, two-point, and multi-point perspective;
(vii) creating a project by applying color; and
(viii) applying printing concepts;
(G) apply art elements and principles to photographic works; and
(H) apply art elements and principles to multimedia applications.
130.89. Advanced Graphic Design and Illustration (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Graphic
Design and Illustration.
communications industries. Within this context, in addition to developing advanced technical knowledge
and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster,
students will be expected to develop an advanced understanding of the industry with a focus on mastery of
content knowledge and skills.
43

expected to:
database applications for art and graphic design projects.
(5) The student applies knowledge of design systems. The student is expected to analyze and
summarize the history and evolution of related fields.
in art and design. The student is expected to:
(9) The student applies employability characteristics. The student is expected to:
44

work samples; and
(11) The student develops an advanced understanding of graphic design and illustration. The student is
expected to:
(A) interpret, evaluate, and justify design decisions;
(B) participate in oral or written critiques of designs by:
(i) applying a critical method of evaluation; and
(ii) communicating an oral or written defense;
(C) apply art elements and principles to designs and illustrations; and
(D) employ a creative design process to create original two- or three-dimensional projects by:
(ii) applying elements of design;
(iii) applying design principles and typography;
(iv) using appropriate composition;
(v) using anatomically appropriate figure drawing;
(vi) using appropriate perspective;
(vii) using the most effective color choices in projects; and
(viii) using printing concepts.
130.90. Practicum in Graphic Design and Illustration (Two to Three Credits).
Graphic Design and Illustration, Advanced Commercial Photography, or Advanced Animation.
communications industry. Within this context, in addition to developing technical knowledge and skills
be expected to develop a technical understanding of the industry with a focus on skill proficiency.
Instruction may be delivered through lab-based classroom experiences or career preparation opportunities.
expected to:
45

to:
satisfaction.
critical-thinking and interpersonal skills, including data gathering and interpretation independently
and in teams to solve problems and make decisions.
spreadsheet or database applications for graphic design and illustration projects.
(5) The student implements advanced knowledge of design systems. The student is expected to
analyze and summarize the history and evolution of the commercial art and design field.
(8) The student applies ethical decision making and complies with laws regarding use of technology.
The student is expected to:
46

(B) discuss and apply copyright laws in relation to fair use and acquisition and use of digital
information by citing sources using established methods;
(C) model respect of intellectual property when manipulating, morphing, and editing
graphics, video, text, and sound;
(D) demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyze the impact of the advertising and visual communication design industry on
society, including concepts related to persuasiveness, marketing, and point of view.
(9) The student demonstrates appropriate employability characteristics and maintains a professional
portfolio. The student is expected to:
(A) identify and participate in training, education, or preparation for certification to prepare
for employment;
commitment;
work samples;
(10) The student applies effective planning and time-management skills. The student is expected to
employ tools to enhance results and complete work tasks.
(11) The student uses advanced graphic design and illustration methods and skills. The student is
expected to:
(A) interpret, evaluate, and justify design decisions;
(B) conduct verbal or written critiques of design projects;
(C) apply art elements and principles to designs and illustrations; and
(D) employ a creative design process to create professional quality two- or three-dimensional
projects by:
(ii) using appropriate elements of design;
(iii) using appropriate design principles and typography;
(iv) using appropriate composition;
(v) using anatomically appropriate figure drawing;
(vi) using appropriate perspective;
(vii) using the most effective color choices in projects; and
(viii) using appropriate printing concepts.
130.91. Commercial Photography (One to Two Credits).
prerequisite: Graphic Design and Illustration or Art I.
47

(b) Introduction. Careers in commercial photography require skills that span all aspects of the industry from
setting up a shot to delivering products in a competitive market. Within this context, in addition to
developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to develop an understanding of the commercial
photography industry with a focus on creating quality photographs.
(1) The student applies academic knowledge and skills in commercial photography. The student is
expected to:
documents such as brochures; and
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals and
fractions applied to measurement, percentages, depth of field, aperture, resolution, and
scale; demonstrating knowledge of arithmetic operations; using conversion methods such
as fractions to decimals and inches to points; and applying measurement to solve a
problem.
database applications for commercial photography projects.
(5) The student understands commercial photography systems. The student is expected to analyze and
summarize the history and evolution of commercial photography.
of technology in commercial photography. The student is expected to:
48

(B) discuss and apply copyright laws in relation to fair use and duplication of images;
(C) model respect for intellectual property when manipulating, morphing, and editing digital
images; and
(D) analyze the impact of photography on society, including concepts related to
employable;
(C) demonstrate skills related to seeking employment to find and obtain a desired job;
samples; and
(11) The student develops an increasing understanding of commercial photography. The student is
expected to:
(A) research career opportunities and qualifications in photography;
(B) research the history and evolution of photography;
(C) analyze principles of commercial photography such as working with clients, interpreting
client instructions, developing production schedules, and delivering products in a
competitive market;
(D) analyze and apply the elements and principles of art to photographs;
(E) demonstrate knowledge of different types of cameras and lenses and their applications to
photography;
(F) demonstrate knowledge of good photographic composition and layout;
(G) demonstrate knowledge of the characteristics of different types of photographic media;
(H) demonstrate knowledge of the basics of black and white and color photography
processes;
(I) demonstrate knowledge of photographic lighting techniques;
(J) identify characteristics of various types of photographic paper;
(K) demonstrate an understanding of standard conventions for mounting, matting, and
framing;
(L) produce a variety of photographs using current, industry-standard production processes;
and
(M) evaluate photographs using principles of art, commercial photography standards, and
critical-thinking skills.
130.92. Advanced Commercial Photography (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Commercial
Photography.
49

(b) Introduction. Careers in commercial photography span all aspects of the industry from setting up a shot to
delivering products in a competitive market. Within this context, in addition to developing advanced
technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to develop an advanced technical understanding
of the commercial photography industry with a focus on producing, promoting, and presenting professional
quality photographs.
(1) The student applies academic knowledge and skills in commercial photography. The student is
expected to:
documents such as brochures; and
fractions applied to measurement, percentages, depth of field, aperture, resolution, and
scale; demonstrating knowledge of arithmetic operations; using conversion methods such
as fractions to decimals and inches to points; and applying measurement to solve a
problem.
satisfaction.
database applications for commercial photography projects.
(5) The student applies knowledge of commercial photography systems. The student is expected to
analyze and summarize the history and evolution of the commercial photography field.
roles of leaders with organizations, exhibiting problem-solving and management traits,
leadership and teamwork opportunities;
50

in commercial photography. The student is expected to:
work samples; and
(11) The student develops an increasing understanding of commercial photography. The student is
expected to:
(A) create photographs for defined purposes;
(B) apply the elements and principles of art to a variety of commercial photography projects;
(C) use principles of commercial photography;
(D) use appropriate cameras and lenses;
(E) apply appropriate photographic composition and layout principles;
(F) use appropriate black and white and color photography processes;
(G) apply effective photographic lighting techniques;
(H) produce professional quality photographs;
(I) use the most appropriate types of photographic paper for projects;
(J) use the most appropriate solutions for mounting, matting, and framing photographs;
(K) use appropriate current, industry-standard production processes to produce photographs;
and
(L) evaluate photographs using principles of art, commercial photography standards, and
critical-thinking skills.
51

130.93. Fashion Design (One to Two Credits).
(b) Introduction. Careers in fashion span all aspects of the textile and apparel industries. Within this context, in
addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video
Technology, and Communications career cluster, students will be expected to develop an understanding of
fashion and the textile and apparel industries.
(1) The student applies academic knowledge and skills in fashion, textile, and apparel projects. The
student is expected to:
documents such as patterns, brochures, advertisements, and press releases; and
database applications for fashion, textiles, and apparel projects.
of technology in fashion, textiles, and apparel. The student is expected to:
52

(B) discuss and apply copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of the fashion industry on society, including concepts related to
employable;
desired job;
samples; and
(10) The student develops an understanding of fashion and the textile and apparel industries. The
(A) analyze the nature and scope of fashion by:
(i) explaining the importance of fashion;
(ii) demonstrating knowledge of fashion history relative to current fashions;
(iii) describing the spectrum of fashion businesses;
(iv) identifying prominent fashion publications;
(v) summarizing the fashion process; and
(vi) using appropriate terminology;
(B) use knowledge of textile and apparel manufacturing systems by:
(i) summarizing aspects of the textile and apparel industries;
(ii) comparing the organizational structures common in textile and apparel
manufacturing;
(iii) determining ethical practices within the textile and apparel industries; and
(iv) describing factors that contribute to a safe working environment;
(C) evaluate factors influencing the apparel industry by:
(i) describing the interrelationship of the apparel industry to the United States and
international economies;
(ii) explaining the impact of labor laws;
(iii) summarizing procedures within the apparel industry that protect the
environment; and
(iv) describing technological advancements influencing the apparel industry;
(D) analyze factors that impact consumer purchases of fashion and apparel accessories by:
(i) describing social, cultural, and life cycle influences on fashion and apparel
preferences and management;
53

(ii) explaining how fashion trends are determined;
(iii) analyzing the influence of advertising on consumer apparel choices;
(iv) evaluating textile products as to suitability for varied apparel uses; and
(v) determining apparel management techniques for individuals with special needs;
(E) select proper care and maintenance practices for apparel by:
(i) interpreting labeling information to determine care procedures for apparel
products;
(ii) evaluating clothing care products and equipment;
(iii) determining proper equipment and services related to care, maintenance, and
storage of apparel;
(iv) identifying proper safety procedures when using care products and equipment;
and
(v) analyzing the impact of clothing care requirements on clothing selection and the
clothing budget;
(F) apply skills related to commercial care of clothing by:
(i) demonstrating procedures to receive, mark, and identify laundry or dry cleaning;
(ii) determining appropriate laundry and dry cleaning procedures;
(iii) demonstrating safety and sanitary procedures while laundering, pressing, or dry
cleaning;
(iv) applying commercial laundry or dry cleaning techniques; and
(v) demonstrating pressing procedures;
(G) propose ways to effectively manage the apparel dollar by:
(i) proposing practices for effectively managing apparel and accessory costs, care,
and maintenance;
(ii) comparing various sources for apparel purchases;
(iii) predicting the impact of technology on consumer apparel purchasing options;
and
(iv) developing ideas for recycling apparel;
(H) design apparel products using principles of effective design by:
(i) identifying basic body types;
(ii) determining clothing silhouettes, fabric selection, and design elements
appropriate for specific body types;
(iii) using design elements and principles to design products for the human form,
including adaptations for individuals with special needs;
(iv) using basic design tools and techniques such as fashion drawing, draping, and
flat pattern methods for fitting a garment; and
(v) determining technology applications useful in the apparel design process;
(I) analyze the apparel production process from design concept to finished product by:
(i) analyzing elements and principles of design as related to apparel; and
(ii) outlining the apparel production process;
54

(J) apply knowledge of fibers, fabrics, and design when evaluating and designing textile
products by:
(i) analyzing characteristics and properties of natural and manufactured fibers;
(ii) describing methods of textile production; and
(iii) assessing the effects of various environmental conditions on textiles; and
(K) demonstrate effective repair, alteration, and construction techniques by:
(i) describing principles of quality apparel construction;
(ii) demonstrating appropriate use, selection, and care of equipment, tools, and
notions;
(iii) applying design elements when designing, constructing, or altering apparel;
(iv) applying appropriate construction and pressing techniques in garment
construction;
(v) applying safety procedures while operating equipment; and
(vi) determining apparel design and alterations to accommodate individuals with
special needs.
130.94. Advanced Fashion Design (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Fashion
Design.
addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video
Technology, and Communications career cluster, students will be expected to develop an advanced
understanding of fashion, with emphasis on design and production.
55

database applications for fashion, textiles, and apparel projects.
(5) The student understands fashion, textile, and apparel systems. The student is expected to analyze
and summarize the history and evolution of the fashion, textiles, and apparel field.
(8) The student demonstrates ethical decision making and complies with legal practices pertaining to
fashion, textiles, and apparel. The student is expected to:
(C) model respect for intellectual property;
(D) demonstrate knowledge of acceptable use policies;
(E) summarize the rights and responsibilities of employers and employees;
(F) exhibit ethical practices as defined by the fashion and apparel industries; and
(G) analyze legal aspects of the fashion and apparel industries.
work samples; and
56

(10) The student applies advanced technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
(11) The student develops an advanced technical understanding of fashion, with emphasis on design
and production. The student is expected to:
(A) describe how garment development and fashion have evolved from ancient times to
present day by:
(i) identifying significant historic fashions from early civilizations to today;
(ii) describing social influences that have affected fashion;
(iii) explaining values communicated through clothing in specific historical periods;
(iv) showing the influence of historic fashions on current-year fashion; and
(v) identifying prominent historical designers;
(B) analyze various types of worldwide fashion production by:
(i) describing mass production techniques; and
(ii) describing the development of haute couture;
(C) perform operations for various roles in the fashion industries by:
(i) identifying tasks that employees may perform;
(ii) following procedures identified for performing tasks; and
(iii) applying resource management procedures when completing assigned tasks;
(D) determine textile suitability for specific applications and uses by:
(i) comparing processes for dyeing, printing, and finishing used in the textile
industry;
(ii) explaining how finishes affect the characteristics of fabrics; and
(iii) recommending care procedures for various textile products;
(E) determine implications of textile characteristics on apparel and fashion by:
(i) outlining the textile design process from concept to finished product;
(ii) differentiating types and methods of textile production;
(iii) summarizing implications and methods of dyeing, printing, and finishing of
textiles;
(iv) determining textile and apparel labeling requirements; and
(v) determining factors affecting the cost of textile products;
(F) determine design influences on the fashion industry by:
(i) explaining the role of leading designers in determining fashion trends;
(ii) analyzing international factors affecting fashion design;
(iii) determining the impact of technology on the design industry; and
(iv) determining the impact of design decisions on product cost;
(G) create a portfolio of fashion designs by:
(i) demonstrating fashion figure drawing;
(ii) applying design elements and principles to create fashion drawings;
(iii) demonstrating the properties and characteristics of color;
57

(iv) using computer-aided techniques to create fashion designs;
(v) selecting appropriate textiles to use in specific designs; and
(vi) assembling portfolio components to present fashion designs;
(H) produce quality fashion products by:
(i) outlining general procedures and equipment used in apparel design and pattern
development;
(ii) identifying the processes for constructing custom made garments;
(iii) describing characteristics of proper fit;
(iv) applying correct procedures used in garment fitting, pattern making, and pattern
alteration;
(v) constructing custom made garments using appropriate tools, equipment, and
supplies; and
(vi) demonstrating safety practices when completing tasks related to garment
construction; and
(I) demonstrate basic techniques in personal fashion image analysis by:
(i) describing techniques used to analyze the fashion image of individual clients;
(ii) explaining factors involved in fashion image consulting such as personal
coloring, color harmonies, appropriate fabric textures, body proportion and
silhouette, figure, facial and hair analysis, and wardrobe coordination; and
(iii) developing a personal fashion image evaluation for an individual.
130.95. Practicum in Fashion Design (Two to Three Credits).
Fashion Design.
addition to developing advanced technical knowledge and skills needed for success in the Arts,
Audio/Video Technology, and Communications career cluster, students will be expected to develop an
advanced technical understanding of the business aspects of fashion, with emphasis on promotion and
retailing. Instruction may be delivered through lab-based classroom experiences or career preparation
opportunities.
to:
58

satisfaction.
critical-thinking and interpersonal skills independently and in teams to solve problems.
spreadsheet or database applications for fashion, textiles, and apparel projects.
(5) The student implements advanced knowledge of fashion, textile, and apparel systems. The student
is expected to analyze and summarize the history and evolution of the fashion, textiles, and
apparel field.
(8) The student applies ethical decision making and complies with legal practices related to fashion,
textiles, and apparel. The student is expected to:
(A) exhibit ethical conduct; and
(B) discuss and apply copyright laws.
(9) The student demonstrates employability characteristics. The student is expected to:
commitment;
work samples;
59

(10) The student implements technical skills for efficiency. The student is expected to employ planning
and time-management skills to complete work tasks.
(11) The student implements an increasing understanding of the business aspects of fashion, with
emphasis on promotion and retailing. The student is expected to:
(A) describe fundamentals of fashion buying by:
(i) explaining processes for retail buying;
(ii) identifying wholesale market resources;
(iii) comparing various apparel marts;
(iv) analyzing how timing and pricing of fashion apparel and accessories are
determined;
(v) analyzing the price of a fashion product;
(vi) describing various types of retail outlets;
(vii) describing how offshore sourcing impacts fashion retailing; and
(viii) composing a scenario plan for retail pricing, sales and inventory, and
purchasing;
(B) describe the relationship between marketing and the fashion industry by:
(i) explaining the marketing concept;
(ii) relating marketing functions to the fashion industry;
(iii) explaining how each component of the marketing mix contributes to successful
fashion marketing;
(iv) explaining the importance of target markets;
(v) describing advantages and disadvantages of market segmentation and mass
marketing;
(vi) researching trends and emerging technologies affecting fashion marketing;
(vii) determining examples of niche marketing;
(viii) describing cultural and societal influences on the fashion market; and
(ix) describing how international marketing has affected the fashion industry;
(C) develop, implement, and evaluate a promotional plan by:
(i) identifying components of the promotional mix such as advertising, visual
merchandising, and personal selling;
(ii) demonstrating visual merchandising techniques for fashion goods, services, or
ideas;
(iii) analyzing a promotional plan for effectiveness;
(iv) describing deceptive practices in fashion promotion; and
(v) employing ethical practices in promotional activities;
(D) apply marketing techniques when assisting with promotional activities by:
(i) describing various types of business promotion strategies;
60

(ii) classifying types of customers and their motives for buying textile and apparel
products;
(iii) describing roles of public relations and publicity in product promotion;
(iv) explaining the use of promotional activities to market textile and apparel
products and services;
(v) planning special fashion events such as fashion shows, trunk shows, retail
shows, and educational events;
(vi) creating and developing a fashion show theme;
(vii) developing a scale drawing to illustrate fashion show sets and staging;
(viii) describing all fashion show responsibilities; and
(ix) writing press releases to publicize promotional activities;
(E) create product displays using the principles of design by:
(i) identifying components used in developing displays;
(ii) determining ways in which design elements and principles are used in the
creation of displays;
(iii) describing types and uses of interior and exterior displays; and
(iv) creating window or other displays of fashion and apparel products;
(F) demonstrate effective customer service by:
(i) determining factors that promote quality customer relations;
(ii) evaluating the impact of cultural diversity on customer relations;
(iii) exhibiting skills needed for effective customer service;
(iv) creating solutions to specific customer issues; and
(v) examining the role of selling fashion products in retail;
(G) identify wholesale settings by:
(i) analyzing motives for consumer fashion purchases;
(ii) describing qualities of an effective salesperson;
(iii) applying appropriate fashion vocabulary in selling situations; and
(iv) demonstrating effective sales techniques from customer approach to closure; and
(H) summarize important business procedures in fashion retailing by:
(i) explaining methods a business uses to control risks such as surveillance, safety
training, and loss control;
(ii) explaining the use of inventory information such as preparing financial reports
and making buying decisions;
(iii) demonstrating cash and credit transaction methods;
(iv) analyzing data used to make accurate forecasts;
(v) demonstrating knowledge of the fashion buying process such as preparing a
buying plan, completing purchase orders, and processing invoices;
(vi) examining operational costs such as markup, markdown, cash flow, and other
factors affecting profit; and
61

(vii) demonstrating procedures for reporting and handling accidents, safety, and
security incidents.
130.96. Printing and Imaging Technology (One to Two Credits).
(b) Introduction. Careers in printing span all aspects of the industry, including prepress, press, and finishing
and bindery operations. Within this context, in addition to developing technical knowledge and skills
be expected to develop an understanding of the printing industry with a focus on prepress and desktop
publishing.
(1) The student applies academic knowledge and skills in printing and imaging projects. The student
is expected to:
documents such as brochures, programs, and newsletters; and
database applications for printing and imaging projects.
(5) The student understands printing systems. The student is expected to analyze and summarize the
history and evolution of the printing and imaging field.
62

of technology in printing. The student is expected to:
(B) apply copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of the printing industry on society.
desired job;
work samples;
(11) The student develops a technical understanding of printing and imaging. The student is expected
to:
(A) employ processes required for the production of various printed products by:
(i) understanding the diversity of the printing process;
(ii) understanding the impact of the printing industry on the United States economy;
and
(iii) understanding the impact of emerging technologies in hardware and software
applications;
(B) manage the printing process, including customer service and sales, scheduling, and
quality control;
(C) evaluate customer needs and materials;
(D) acquire information in a variety of formats;
(E) evaluate information for accuracy, validity, and usability;
(F) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and
white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and
proximity;
(v) editing products; and
(vi) developing and referencing technical documentation;
63

(G) prepare products for printing;
(H) demonstrate knowledge and appropriate use of hardware components, software programs,
and storage devices;
(I) demonstrate knowledge of file and cross-platform compatibility;
(J) deliver products in a variety of media; and
(K) evaluate products.
130.97. Advanced Printing and Imaging Technology (Two to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Printing and
Imaging Technology.
and bindery operations. Within this context, in addition to developing advanced knowledge and skills
be expected to develop an advanced understanding of the printing industry with a focus on press operations.
is expected to:
satisfaction.
database applications for printing and imaging projects.
(5) The student applies knowledge of printing systems. The student is expected to analyze and
summarize the history and evolution of the printing and imaging field.
64

of technology in printing. The student is expected to:
employable;
work samples; and
(11) The student develops an advanced understanding of printing and imaging. The student is expected
to:
(A) manage the printing process;
(B) prepare customer materials for printing;
(C) explain and apply printing processes related to lithographic, planographic, gravure,
intaglio, and screen;
(D) apply knowledge of inks and ink processes used for various types of printing, including
identifying ink types and describing how properties of ink affect coverage, color, and
color separation;
65

(E) apply knowledge of papers, including weights and finishes used for various types of
printing;
(F) apply offset duplication parts and operation;
(G) perform set-up for printing a single color job;
(H) produce a printed single-color job using an offset duplicator; and
(I) perform cleanup and maintenance of equipment.
130.98. Practicum in Printing and Imaging Technology (Two to Three Credits).
Printing and Imaging Technology.
and bindery operations. Within this context, in addition to developing advanced technical knowledge and
skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster,
students will be expected to develop an advanced technical understanding of the printing industry with a
focus on finishing and bindery operations and customer-based projects. Instruction may be delivered
is expected to:
(2) The student implements advanced communications strategies. The student is expected to:
satisfaction.
critical-thinking and interpersonal skills independently and in teams to solve problems.
spreadsheet or database applications for printing and imaging projects.
(5) The student implements advanced knowledge of printing systems. The student is expected to
analyze and summarize the history and evolution of the printing and imaging field.
66

(8) The student implements ethical decision making and complies with laws regarding use of
technology in printing. The student is expected to:
(B) discuss and apply copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of the printing industry on society, including concepts related to
(9) The student implements employability characteristics. The student is expected to:
commitment;
work samples;
(10) The student implements technical skills for efficiency. The student is expected to employ planning
and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes;
67

(D) apply binding processes, including cutting, folding, and trimming;
(E) calculate paper counts from a stock sheet;
(F) demonstrate folding a variety of print pieces, adapting equipment as needed;
(G) demonstrate saddle stitch, perfect bind, and flat stitching in various printed materials;
(H) demonstrate padding press operations;
(I) use appropriate specialty processes;
(J) use appropriate embossing, foil stamping, die cutting, and laminating samples;
(K) print appropriate paper labels, ink jet labels, and bulk forms;
(L) demonstrate knowledge of postal regulations related to packages, contents, sizes, and
destinations; and
(M) meet customer needs with regard to labeling, packaging, and shipping according to
regulatory standards.
130.99. Professional Communications (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-12.
(b) Introduction. Professional Communications blends written, oral, and graphic communication in a career-
based environment. Careers in the global economy require individuals to be creative and have a strong
background in computer and technology applications, a strong and solid academic foundation, and a
proficiency in professional oral and written communication. Within this context, students will be expected
to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate
computer graphics, and conduct Internet research.
(1) The student applies English language arts in professional communications projects. The student is
expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communications.
(A) adapt language for audience, purpose, situation, and intent;
(F) develop and interpret tables, charts, and figures;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills.
68

database applications for professional communications projects.
(5) The student understands communications systems. The student is expected to:
(A) describe the nature and types of businesses;
(B) analyze and summarize the history and evolution of the various related fields of study;
and
(C) analyze the economic base in order to demonstrate an understanding of the economic
factors influencing the industry as a whole.
(6) The student applies safety regulations. The student is expected to implement personal and
classroom safety rules and regulations.
(7) The student develops leadership characteristics. The student is expected to participate in student
leadership and professional development activities.
of technology in communications. The student is expected to:
(B) discuss copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of communications on society, including concepts related to
time-management skills to relate to professional communications.
(10) The student develops an understanding of professional communications through exploration of the
career cluster. The student is expected to:
(A) develop an understanding of the evolution of the career cluster by:
(i) explaining the history and evolution of career cluster fields;
(ii) defining and using related terminology;
(iii) analyzing foundation elements and principles of career fields; and
(iv) analyzing the communicative effects of career fields;
(B) demonstrate knowledge of various communication processes in professional contexts by:
(i) explaining the importance of effective communication skills in professional
contexts;
(ii) identifying the components and functions of the communication process;
(iii) identifying standards for making appropriate communication choices;
(iv) identifying the characteristics of oral language;
(v) analyzing standards for using informal, standard, and technical language
appropriately;
(vi) identifying types and effects of nonverbal communication;
(vii) recognizing the importance of effective nonverbal strategies such as a firm
handshake, direct eye contact, and appropriate use of space and distance;
(viii) identifying the components of the listening process;
(ix) identifying specific kinds of listening such as critical, deliberative, and
empathic;
69

(x) recognizing the importance of using accurate and complete information as a
basis for making communication decisions;
(xi) identifying and analyzing ethical and social responsibilities of communicators;
and
(xii) recognizing and analyzing appropriate channels of communication in
organizations;
(C) use appropriate interpersonal communication strategies in professional contexts by:
(i) identifying types and purposes of professional communications;
(ii) employing appropriate verbal, nonverbal, and listening skills;
(iii) using communication management skills;
(iv) using professional etiquette and protocol in situations such as making
introductions, speaking on the telephone, and offering and receiving criticism;
(v) using clear and appropriate communications with others;
(vi) participating appropriately in conversations;
(vii) communicating effectively in interviews;
(viii) identifying and using appropriate strategies for dealing with differences such as
gender, ethnicity, and age; and
(ix) analyzing and evaluating the effectiveness of communications;
(D) communicate effectively in professional group contexts by:
(i) identifying types and purposes of groups;
(ii) analyzing group dynamics and processes;
(iii) identifying and analyzing the roles of group members;
(iv) demonstrating skills for assuming productive roles in groups;
(v) using appropriate verbal, nonverbal, and listening strategies;
(vi) identifying and analyzing leadership styles;
(vii) using effective communication strategies in leadership roles;
(viii) using effective communication strategies for solving problems, managing
conflicts, and building consensus in groups; and
(ix) analyzing and evaluating group effectiveness;
(E) make and evaluate formal and informal professional presentations by:
(i) analyzing the audience, occasion, and purpose;
(ii) determining specific topics and purposes for presentations;
(iii) researching topics using primary and secondary sources;
(iv) using effective strategies to organize presentations;
(v) using information to support points in presentations;
(vi) preparing scripts or notes for presentations;
(vii) using visual or auditory aids to enhance presentations;
(viii) using appropriate techniques to manage communication apprehension, build
self-confidence, and gain command of the information;
70

(ix) using effective verbal and nonverbal strategies in presentations;
(x) participating in an informative or persuasive group discussion;
(xi) making individual presentations to inform, persuade, or motivate an audience;
(xii) participating in question-and-answer sessions following presentations;
(xiii) applying critical-listening strategies to evaluate presentations; and
(xiv) evaluating effectiveness of presentations;
(F) use a variety of strategies to acquire information from electronic resources;
(G) acquire electronic information in a variety of formats;
(H) use research skills and electronic communications;
(I) format digital information for appropriate and effective communication by:
(i) defining the purpose of a product;
(ii) identifying the intended audience;
(iii) using the principles of page design to create a product, including leading,
kerning, automatic text flow into linked columns, widows, orphans, and text
wrap; and
(iv) creating a master template that includes page specifications and other repetitive
tasks;
(J) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and
white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and
proximity;
(v) editing products; and
(vi) developing and referencing technical documentation; and
(K) deliver digital products in a variety of appropriate media.
71
AAVTC Innovative Course Descriptions
For innovative course descriptions, please visit the online list of approved
courses (http://www.tea.state.tx.us/index4.aspx?id=6079).
72
73

Iguideaavtc 20111111 Final

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Iguideaavtc 20111111 Final

Diunggah oleh

Hak Cipta:

Format Tersedia

Copyright Texas Education Agency, 2011. All rights reserved.

Anda mungkin juga menyukai