Schedule Details -
Affinity Group Workshops #2
Youth Power Session 2: BUILDING A YOUTH STATE
& REGIONAL ORGANIZATION – WHO& HOW WILL WE DO THIS?
This session will examine the need to build a broad youth
membership organization in order to establish a peer support way to connect
with hundreds and thousands of youth, exercise real influence, innovate for
future professional guild and association memberships.
1. What examples or real youth media arts
organization, if any, exist?
2. What are the
personal and community benefits and responsibilities of youth in organizing a
DASP Guild? (sharing, influence, recognition, school & job help, etc)
3. How can a Guild
best include many diverse perspectives and members?
4. How can a Guild best help support and showcase
youth media?
5. What are essential staff needs to insure
stability and membership?
6. What connections
must exist with industry, academies, other state, national and global media
arts initiatives?
Teacher Power Session 2: Program Content, Confidence,
Connections – “The Field”
This Session must define priorities and strategies to address and
develop the issues of teaching digital media arts, improve secondary and post
secondary teacher practices, unity and growth.
1. How define the
“field” of digital media arts to include the diversity of curriculum, purposes
and interests among specialized teachers?
2. How prepare,
arrive at, maintain and be rewarded for in being qualified instructors
in the field?
3. How, as teachers,
to compare, evaluate and rate our effectiveness in relation to curriculum
goals, other successful programs, and desired student outcomes?
4. What ethical and
philosophical values are shared and fundamental to this field?
Curriculum
Articulation Session 2: MODEL PROGRAMS
This session will examine several examples of model instructional
programs that have successfully navigated the curriculum approval process and
their relevance to building
1. What steps need to
be taken to get approval from the Board of Education or the State?
2. What are common
errors and mistakes to avoid so that programs can be approved more quickly?
3. What model
descriptions of course outcomes or instructional tasks seem to be most
effective?
4. Does the language
and design of the curriculum adequately reflect the needs of industry?
5. What are the
technology basics students must have in each kind of media arts instruction.
(eg. video, audio, text, graphics, animation and interactivity)?
6. Class syllabus examples of college level
courses will be welcomed.
Industry and
Technology Session 2: DIGITAL MEDIA &
COMMUNICATIONS TECHNOLOGY ENTERPRISE ZONE IDEAS – THE MODELS TO AMEND CA LAW
This
session will address the authoring of a model economic incentive bill, AB 1582
(Dymally) to encourage significant resource investments and partnerships from
industry proposed amendment (eg. Senate Bill 6 Ducheny) to add media arts and
digital communication technology industries to the existing “enterprise zone”
businesses to become eligible to receive major business benefit waivers and
economic incentives to promote regional partnership growth, and strengthen
desired economic and education community outcomes.
1. What benefits
and collaborations must exist to significantly encourage strategic industry
investment in the education system and community training partnerships to grow
this media and digital technology
2. What models
currently exist that demonstrate the feasibility and success of this policy?
3. What must be
done to successfully amend 2005, CA law to do this.. and who will lead?
4. What public
financing participation and other support involvements are essential and
realistic in 2005?
Best Practice
Partnership Session 2:
BENCHMARKING QUALITY & PRODUCING A COMPETITIVE WORKFORCE
This session will examine what is essential for education system
and community based training programs to actually meet industry performance
standards, needs, and deliver graduates with the capacities to be hired at all
levels of commercial operation.
1. How do we establish genuine relations with
industry that both define applicable skill and knowledge standards and lead to
meaningful employability for youth?
Examples?
2. What education based student competencies
will earn industry’s commitment to building a preferred large-scale domestic
workforce in an era of growing
outsourcing?
3. Is there a sustainable future for effectively
trained and educated youth beyond the traditional confines of existing media
industry work?
4. How do we deal with educational practices
that is below par and irrelevant?