Career and technical education curriculum and assessment strategies and instructional methods that enable integration, via applied learning opportunities and activities, of Vermont's standards and Grade Level Expectations with the industrial skills necessary for success in the specific career cluster area of study
Drying a thin layer of gelatin/glycerin that will act as a thin layer of skin for wound makeup
A combination of bruising and wound makeup
A gelatin/glycerin mix used as the basis for burn makeup
Evidence 1: Stage makeup workshop; plan for wounds lesson
Description: Students were engaged in a stage makeup workshop; techniques discussed and applied are industry standard.
Analysis: I have included this lesson as evidence as of a hands-on lesson that engaged students in a perennial favorite activity- wounds and bruises. Students were taught methods of creating the effects using a variety of materials (as well as a discussion of alternatives for those with allergies to latex products common in stage makeup). Students also had the opportunity to learn from a former student and current makeup artist in the film and television industry. This touches upon the current standards for stagecraft. Makeup, both corrective and effects, is an integral skill for both technicians and performers. In such workshops, students are provided the opportunity for guided practice, modeling, and, on such occasions as this, counsel from an industry professional; formative assessment is provided in real time, allowing for students to work toward proficiency.
Evidence: EDU 5515-C14, Instruction and Assessment in a Proficiency-Based System
Description: Castleton University course focused on instruction and assessment techniques in Proficiency-Based Learning
Analysis: During the course, we focused on incorporating PBL into our individual courses (all work was directed at reformatting our instruction practices) and refining both formative and summative assessment processes. PBL fits quite nicely into CTE, as it asks the teacher to clearly define expected outcomes and methods for demonstrating proficiency in these outcomes; the defined outcomes can literally be the industrial skills expected for workers in the field. The course also examined assessment techniques; these methods fit quite well into CTE and, in many cases, may very well be the format already used by instructors. In my class, for example, rehearsal of particular scenes or the application of a particular makeup technique is formative assessment- guided practice that allows for instant feedback that students may use. Summative assessments, in many cases, are actual performances, in which a multitude of skills are employed by students in the various areas of design and performance; skills coming together to form a complete production provide a meaningful and authentic opportunity for students to demonstrate proficiency.
