Virtual Career Fairs for the Arts Classroom

Format
Subjects
Let's Talk Science

Students conduct a virtual exploration of careers and career pathways in the field of the arts (drama, dance, music, visual arts, graphic arts).

Summary

  • Students will learn about careers, and career pathways, through their review of various career profiles
  • Students will relate topics being studied in the arts classroom with applications in the workplace
  • Students will recognize that skills developed in the study of the arts are applicable and valued in the workplace

Setting the Stage

Students may have a very narrow view of the types of careers available to them. The types of careers/jobs in which they see adults engaged informs their view. This information may come from TV shows, movies or real life experience with working adults (e.g., a visit to the dentist, a contractor hired to do work at their home, what their parents do). The less exposure young people have to the world of work, and workers in general, the more limited their view will be. To ensure students have the broadest perspective on careers available to them, they should be exposed to as many potential careers as possible. 

One way for young people to become aware of the variety of occupations available in the world of work is by direct interaction with individuals who work in different occupations or careers. Teachers can ensure that students have such contact by inviting people to visit the class to talk about their careers and their career preparation. Another method is to have students engage in job shadowing, work volunteering, or co-op placements. Or we can organize, and have students attend, a career fair where students can speak to people in careers that interest them and ask specific questions about those careers. Where attending a career fair is not possible, students can participate in a virtual career fair, which uses online information about people engaged in various careers.

Materials & Preparation

  • Computers or other devices with internet access (1 per student or group of students)
  • Download the Virtual Arts Career Fair Assignment Reproducible [Google Doc] [PDF] (1 per student or group of students) - provide as a paper or e-copy

What To Do

  • Identify and select the individual profiles you wish to include. For example, teachers could focus on particular educational pathways or career sectors or a mix of sectors/pathways. 
  • A sample collection of career profiles, in which an arts background is required or beneficial, is available below. As they read each profile, students get to “meet” individuals who work in careers that use arts knowledge. 

Name & Career

Link

Tegan Mierle, Product Designer

https://letstalkscience.ca/careers/tegan-mierle 

Jeremy Friedberg, Sponge Lab Interactive

https://letstalkscience.ca/careers/jeremy-friedberg 

Shelly Sandiford, Siconic Science Media

https://letstalkscience.ca/careers/shelley-sandiford 

Maya Bankovic, Cinematographer 

https://letstalkscience.ca/careers/maya-bankovic 

Maxyme Paiement, Team Lead – TFO 

https://letstalkscience.ca/careers/maxyme-max-paiement 

Kaylyn Roloson, Metal Fabricator 

https://letstalkscience.ca/careers/kaylyn-roloson 

Dino Pulera, Medical Illustrator 

https://letstalkscience.ca/careers/dino-pulera 

Rebecca Pilon, Background Artist

https://letstalkscience.ca/careers/rebecca-pilon 

Graham Qually, President – Liquid Entertainment

https://letstalkscience.ca/careers/graham-qually 

 

  • Individually, or in pairs, students could view the profiles provided. From the profiles provided, each student could select the career they found most interesting.
  • Teachers could use the following questions for think-pair-share activities or to stimulate whole class discussion. 
  1. Did any of these “Arts” careers surprise you? Did any challenge your definition of an “Arts career”? Explain. 
  2. Which career did you find the most interesting? Why? Could you see yourself doing this type of work? Why/why not?
  3. Without considering salary, what would be the features of your ideal career? 
  4. What other high school subjects would be necessary to get into this career?
  5. Do you think there are personality traits associated with Arts careers? Do you see these traits in any of the individuals in these profiles? Explain.
  • Teachers could use the downloadable Virtual Arts Career Fair Assignment Reproducible to structure students’ thinking and reflection on the profiles they read. Students could share their responses within a small group setting.
  • To extend learning, teachers could have students create their own virtual career fair using profiles from a sector/career path in which they have an interest. Student-developed virtual career fair selections can be shared with other members of the class.

Details

Assessment

  • Teachers could observe and make anecdotal notes while students are engaged in discussions.
  • Student responses to the Virtual Arts Career Fair Assignment could be collected and individual feedback provided.

Assessment

  • Teachers could observe and make anecdotal notes while students are engaged in discussions.
  • Student responses to the Virtual Arts Career Fair Assignment could be collected and individual feedback provided.

Downloads

  • Virtual Arts Career Fair Assignment Reproducible [Google Doc] [PDF]

Downloads

  • Virtual Arts Career Fair Assignment Reproducible [Google Doc] [PDF]

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