1st Term Lesson for Music Arts (10) Week 5.pptx

1st Term Lesson for Music Arts (10) Week 5.pptx

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  GRADE 10 Learning Session1-2
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  LEARNING COMPETENCY: Learning Session 1 •ASSESS RELEVANT CAREER OPTIONS IN CREATIVE INDUSTRIES BASED ON THEIR CAREER PLAN ANALYSIS. 1.Identify relevant career opportunities related to the 9 domains of Philippine Creative Industries. 2. Conduct a SWOT analysis based on a chosen creative career path. LEARNING OBJECTIVES:
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF I will show you pictures with a Philippine Creative Industry (PCI) Domain written below. Determine if the information given is a Fact or a Bluff. INSTRUCTION:
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF CULTURAL SITE FACT
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF PUBLISHING AND PRINT MEDIA BLUFF
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF ADUIO VISUAL BLUFF
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF DIGITAL INTERACTIVE MEDIA FACT
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  PRE-LESSON Learning Session 1 SHORTREVIEW: FACT OR BLUFF PERFORMING ARTS FACT
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  PRE-LESSON Learning Session 1 PROCESSQUESTIONS: • How were you able to correctly guess the answer? • What characteristics or hints from each example helped you in guessing correctly?
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  • The classwill be divided into 5 groups. • Each group will select one member who will choose a box containing 5 different careers. • Then, the representative of the group will have their team members guess the chosen career in the box by drawing clues on the board to help them figure it out. • A maximum of one minute will be given to FLOW Learning Session 1 ACTIVITY: HULANG GUHIT
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  FLOW Learning Session 1 ACTIVITY:HULANG GUHIT
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  • What weresome of the most surprising guesses made by your classmates? • How did this game help you learn more about the careers available in the creative industries? • Do you believe these careers are relevant? Why or why not? • Are there specific careers in the creative FLOW Learning Session 1 PROCESSING QUESTIONS:
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  • The teacherwill select one student from each group to throw a paper ball at the board where secret words are posted. • The teacher will reveal and define the word that the ball touches. The FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY
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  • describes somethingthat surrounds or fills the environment in a subtle, pervasive, and often FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY AMBIENT
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  • a modeof writing or communication that aims to explain, inform, or clarify a topic or concept. FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY EXPOSITORY
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  • refers toliterature, stories, or narratives that are imagined or invented rather than based on real FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY FICTION
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  • a processof organizing information, ideas, or content in a structured and hierarchical manner. FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY OUTLINING
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  • the actof convincing someone to adopt a certain belief, attitude, or course of action. FLOW Learning Session 1 UNLOCKING CONTENT VOCABULARY PERSUASIVE
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  Learning Session 1
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  Learning Session 1 •Illustrators create pictures to represent a writer's words. They often work with authors to make colorful images for children's books, graphic additions to textbooks or manuals, and other visuals to complement a piece of writing. ILLUSTRATO R
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  Learning Session 1 •Authors create with their words. Fiction and non-fiction authors write content sought by traditional publishers or work independently to publish and market their writing. Anyone with a passion for words and a writing talent can become an author by dedicating time and effort to their craft. Authors can also work in the publishing industry or as scriptwriters for various AUTHORS
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  Learning Session 1-2 •Creative individuals with a love for film can work as video editors, revising and changing recorded videos to craft a story. Video editors can work on film projects, helping create a director's vision by arranging scenes like puzzle pieces. Video editors can also work with digital content for social media or websites VIDEO EDITOR
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  Learning Session 1-2 •Animators turn drawings into moving pictures. They help conceptualize characters and settings, creating a visual story using traditional and digital tools. Animators may work on staff for movie and television production companies, collaborating with fellow artists to make a show. They can also work for video game producers to create game scenes and characters. Some creative professionals also complete animated projects for the ANIMATORS
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  Learning Session 1-2 •A choreographer uses dance to express ideas. They plan movements that sync with music to create a dance performance for entertainment. Choreographers create routines for live theater, concerts, and film productions. Some choreographers also choose to teach dance to learners of all CHOREOGRAP HER
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  Learning Session 1-2 •Graphic designers create images for business and artistic purposes. They may be asked to design a new logo for a company or create artwork for the cover of a book. Graphic designers use artistic foundations in color theory, visual weight, and composition to create imagery. GRAPHIC DESIGNER
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  Learning Session 1-2 •Composers use a deep knowledge of music theory, instrumentation, and vocals to create original music compositions. They can apply their talents to a range of industries in the creative arts including composing for professional musicians, entertainment productions, mobile apps, games and even ambient music for theme park attractions COMPOSER
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  Learning Session 1-2 •A video game designer uses their creativity to develop the main aspects of a video game from helping craft the story and characters to planning how users interact with each feature of the gameplay. VIDEO GAME DESIGNER
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  Learning Session 1-2 •Makeup artists use their creative artistry to enhance the beauty of a client. Using cosmetic products as their medium, makeup artists work for various industries including events, fashion, and entertainment. Some professionals also choose to work in special effects makeup, creating character looks for films, MAKE UP ARTIST
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  Learning Session 1-2 •Art directors oversee the visual design of a publication, piece of media, or production. Their creative vision helps tell a story or send a message using graphics, visual layout, color, and font choice. In a film or stage production, the art director establishes the overall artistic theme of the sets, costumes, and other stylistic choices. An art director may also choose to work in the field of advertising, using their creativity to blend artistic expression ART DIRECTOR
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  Learning Session 1-2 •In any setting, lights can help create an environment. Theatrical venues and production sets need lighting designers to control the lighting ambiance during a stage show or film scene. It's the job of a lighting designer to physically rig up equipment and initiate light effects. They may also assist in the lighting design for a LIGHTING DESIGNER
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  Learning Session 1-2 •For those who enjoy acting, lending your voice to animated roles for entertainment, business or instruction can prove a rewarding and challenging career. Voice actors perform in film and television productions, commercials, and training videos.They get creative with vocal tone and inflection as they act in VOICE OVER ARTIST
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  Learning Session 1-2 •Sometimes called a sound engineer, audio engineers record and modify live or recorded audio feeds for many different entertainment venues. An audio engineer might be responsible for recording and mixing music in a studio or at a live concert. They also work in film and television production overseeing recorded dialog, sound effects, and postproduction edits for audio used AUDIO ENGINEER
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  Learning Session 1-2 •An event planner helps organize large events like weddings, conferences, and parties. They may be asked to plan entertainment, decorate with a theme, and create a memorable experience for guests. Creatives can thrive in a role like this where they can see their ideas come to life at an event. EVENT PLANNER
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  Learning Session 1-2 •Photographers often work for various clients as freelance artists or journalists, capturing the best moments for a publication or piece of art. A photographer needs to understand composition and lighting to effectively create a picture. Creatives in this career can be out in nature, travel and find inspiration from people in PHOTOGRAPHE RS
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  Learning Session 1-2 •Web designers use their creative abilities to plan the visual design, layout, and features of a website. They need technical abilities and artistic capabilities to make a website that matches a client's needs and presents users with an engaging WEB DESIGNER
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  Learning Session 1-2 •Copywriters use their creativity to find the right words to fit any piece of content. They write informative, persuasive, and expository pieces for business clients, crafting both short and long-form articles, blogs, advertising copy, and other COPY WRITERS
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  Learning Session 1-2 •Creatives who enjoy the challenge of marketing a product to consumers can apply their unique thinking and ideas to advertising. An advertising director oversees ad campaigns for client products from the initial concept pitch to the final launch of the campaign. They may be involved in many different artistic processes from scripts for commercials to choosing ADVSERTISING MANAGER
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  Learning Session 1-2 •An architect solves complex challenges to design structures for both public and private use. Many architects study art and design as part of their educational training and personal interests. Some also complete training in interior design to complement their technical expertise. Creatives who are also mathematically talented can find an outlet for both their artistic and logical side in this career. ARCHITECT
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  Learning Session 1-2 •Technical professionals who create mobile applications use artistic design skills along with coding and software-building expertise to make digital platforms interesting and easy to use. Creatives bring their unique approach to implementing new concepts and solving problems in MOBILE APP DESIGNER
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  • A SWOTanalysis focuses on the internal and external environments, examining strengths and weaknesses in the internal environment and opportunities and threats in the external environment. FLOW Learning Session 1 SWOT ANALYSIS
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  FLOW Learning Session 1 STRENGTHWEAKNESS INTERNAL Internal positive aspects that are under control and upon which you may capitalize in planning ∙ Work Experience ∙ Education, including value-added features ∙ Strong technical knowledge within your field (e.g. hardware, software, programming languages) ∙ Specific transferable skills (e.g. communication, teamwork, leadership skills) ∙ Personal characteristics (e.g. strong work ethic, self-discipline, ability to work under pressure, creativity, optimism, or a high level of energy) ∙ Good contacts/successful networking Internal negative aspects that are under your control and that you may plan to improve ∙ Lack of Work Experience ∙ Low GPA, wrong major ∙ Lack of goals, lack of self-knowledge, lack of specific job knowledge ∙ Weak technical knowledge ∙ Weak skills (leadership, interpersonal, communication, teamwork) ∙ Weak job-hunting skills ∙ Negative personal characteristics (e.g. poor work ethic, lack of discipline, lack of motivation, indecisiveness, shyness, too emotional)
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  FLOW Learning Session 1 OPPORTUNITIESTHREATS EXTERNAL Positive external conditions that you do not control but of which you can plan to take advantage • Positive trends in your field that will create more jobs (e.g. growth, globalization, technological advances) • Opportunities you could have in the field by enhancing your education • Field is particularly in need of your set of skills • Opportunities you could have through greater self-knowledge, more specific job goals • Opportunities for advancement in your field • Opportunities for professional development in your field • Career path you've chosen provides unique opportunities Negative external conditions that you do not control but the effect of which you may be able to lessen • Negative trends in your field that diminish jobs (downsizing, obsolescence) • Competition from your cohort of college graduates • Competitors with superior skills, experience, knowledge • Competitors with better job-hunting skills than you • Competitors who went to schools with better reputations • Obstacles in your way (e.g. lack of the advanced education/training you need to take advantage of opportunities) • Limited advancement in your field, advancement is cut-throat and competitive
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  • Perform aSWOT analysis on themselves as if you are applying for a FLOW Learning Session 1 MINI-ANALYSIS:
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  • 1. Whichcareer involves creating pictures to represent a writer's words? • 2. A "Weakness" in SWOT is an ______ factor. • 3. Which professional oversees the visual design of a publication or film? FORMATIVE ASSESSMENT Learning Session 1-2 ANSWER THE FOLLOWING:
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  Interview a localartist or creative professional in the community about their "Strengths" and EXTENDED LEARNING Learning Session 1-2
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  Teacher Eugene GRADE 10 LearningSession 3-4
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  LEARNING COMPETENCY: Learning Session 3-4 •ASSESS RELEVANT CAREER OPTIONS IN CREATIVE INDUSTRIES BASED ON THEIR CAREER PLAN ANALYSIS. 1.Evaluate the alignment of personal career goals with specific industry requirements. 2. Create a basic career plan outlining short-term actions for a chosen creative industry role. LEARNING OBJECTIVES:
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  • In 2minutes, sketch yourself in your dream creative job (e.g., wearing a headset as a voice artist, holding a palette as a PRE-LESSON Learning Session 3-4 ACTIVITY: QUICK DRAW INSTRUCTION:
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  • Reviewing thesample "Lead Chef" career plan. Identify what actions were taken to gain knowledge, skills, and experience. FLOW Learning Session 3-4 PATHWAYS ANALYSIS
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  Learning Session 3-4
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  Aligning Career Goals with Opportunitiesin the Creative FLOW Learning Session 3-4 EXPLICITATION
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  • Among thecareer opportunities presented in the Creative Industry lesson, which one captured your interest and would you want to include in your career goals? • How can you leverage your strengths and opportunities to achieve your desired career path? in the Creative Industry? • What steps can you take to address your weaknesses and mitigate potential threats in achieving your desired career path in the Creative FLOW Learning Session 3-4 EXPLICITATION
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  • Career Plan-a structured roadmap outlining your professional goals, aspirations, and the FLOW Learning Session 3-4 WHAT IS A CAREER PLAN?
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  • My long-term careergoal is to: be a lead chef in a FLOW Learning Session 3-4 SAMPLE CAREER PLAN
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  My short termaction to support this goal: • I will learn more. • I will interview 3 experienced chefs to gain knowledge and insights. • I'll explore by reading cookbooks to discover new cuisines and cooking styles, inspiring my unique creations. • I will practice skills. • I will practice creating new dishes with at least one new recipe every week FLOW Learning Session 3-4 SAMPLE CAREER PLAN
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  • I willget experience. • I will get an entry-level job in a restaurant within 6 months. • I will build connections within the industry to learn more about opportunities and best practices in the industry in which I am interested. • I will gain training. • I will consider formal training through culinary FLOW Learning Session 3-4 SAMPLE CAREER PLAN
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  • Using asimplified grid (Action, Date, Resources, Reward), Write your long-term creative goal and three short-term steps. FLOW Learning Session 3-4 DRAFTING A ROADMAP My long-term goal is: __________ I will do this short-term action: By this Date: I will use these resources: I will reward my success by:
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  • What aresome key takeaways or insights you gained from the presented career plan example? • How did you apply this career plan's strategies and FLOW Learning Session 3-4 PROCESS QUESTIONS:
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  Swap your planswith a partner and provide "Praise and Tip" feedback based on clarity and FLOW Learning Session 3-4 COACH YOUR PAIR
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  1. A careerplan is a roadmap of professional goals. (T/F) 2. Match the Action "Interviewing a Pro" to: (Skill/Knowledge/Experience) 3. Short-term actions should support long- term goals. (T/F) 4. Why is "Re-evaluation" date important in a FORMATIVE ASSESSMENT Learning Session 3-4 ANSWER THE FOLLOWING ITEMS:
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  Refine your CareerPlan based on peer feedback and share it with a family member or guardian. EXTENDED LEARNING Learning Session 3-4
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  Learning Session 1 Thank you!