Administering Communication Arts Activities

Instructor: Clio Stearns

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

If you are interested in making communication arts part of your school program, then you will want to think about how to administer relevant activities. This lesson discusses some of the issues you might encounter as you pursue this goal.

What Are Communication Arts?

As the chair of the arts department at a large high school, Jerry has been thinking about how to incorporate more opportunities for communication arts into the life of his school.

Jerry knows that communication arts have a broad definition. Usually, they are defined as any visual or performance art that is concerned at its base with communication with or between people.

Often, communication art is visual, but it can also be in the form of sound without any visual accompaniment. Some of the students at Jerry's school are very interested in design as a communication art, and increasingly, students show interest in the artistic dimensions of digital technologies, as well.

Jerry knows that communication art can be incorporated into his school in two different ways: curricular and co-curricular

Curricular

Some teachers may be interested in incorporating communication art activities into their regular curriculum. For instance, one English teacher has approached Jerry for help in making web design elements part of a regular final project his students do in a literature class.

Co-curricular

Others are more interested in fostering communication arts in the after-school activities students do, such as the school newspaper, choir, and even social justice clubs.

Finding Financial Support

Jerry starts thinking about what he can do to ensure adequate administrative support for the communication arts at his school. First of all, Jerry knows that working with communication arts can be costly. Some of the costs associated with communication arts activities include professional development for teachers, access to specific hardware and software, and access to other art materials.

There are two different ways Jerry thinks about finding financial support for communication arts: the school's budget and external grants

School's Budget

Jerry knows that the key to getting school money allocated to communication arts is convincing the principal and district leaders of the validity of these activities. He establishes a committee to document the various ways the communication arts can enhance students' academic outcomes, motivation for participation in school, and engagement with co-curricular activities.

External Grants

Jerry also pursues grants from local, state and national organizations who might be able to help fund specific projects at his school in the communication arts. He knows that grants should be oriented toward specific endpoints, and he encourages other teachers in his department to look for grants in their specific areas of expertise.

Liability and Insurance

Some communication arts activities also come with particular liabilities, or potential dangers to students. For example, when students are working with electronic equipment in the communication arts, there are associated dangers.

Jerry knows that guaranteeing student safety must be the number one priority of teachers working with communication arts. When a teacher proposes a new communication arts project or activity, Jerry sits with them to brainstorm any possible liabilities.

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