Mastering Multimedia Art, Industry Competencies, and Career Planning

Libby Griffin, Anaheim High School

Libby is a C.T.E. teacher at Anaheim High School. In Project LEARN Libby's perspective and approaches began to change. She invited and encouraged students to utilize their full linguistic repertoires. Libby acknowledges her responsibility to stretch herself and help them in as many ways as she can. She believes students' cultural and linguistic backgrounds add a deeper personality and texture to the content they produce, especially in her Animation class.

Goal Setting and Life Planning

This unit aimed to develop students' digital literacy skills using design applications, multimedia art creation, industry competencies, and career planning. Students learned to integrate and organize visual art elements across digital media, and created a multimedia work of art demonstrating their knowledge of media and technology skills. Two core assignments for this unit were using visual development tools to set goals and create a life plan. Students were also encouraged to adjust their language choices according to the context, purpose, task, and audience of each assignment, and participated in glass and group discussions in multiple languages.

Throughout this unit, Libby used a variety of teaching methods, such as incorporating students' languages into examples visual diagrams, and graphic organizers. She found that intentionally including students' cultural and linguistic backgrounds into the classroom created richer, meaningful connections to students' lives, resulting in higher quality work. Here, you will find the slides Libby created and used to introduce students to their Life Plan Project.

Project LEARN: Life Plan Project

Life Plan in Lucidchart.docx.pdf

Life Plan Directions

Life Plan

To introduce this project, students read and discussed the article, "The 10 Most Important Things in Life." After reading, students worked to identify three areas of importance to them, and briefly explained why these three areas were important to them. Their responses were recorded on a Life Plan Handout given to them at the beginning of this activity. Libby modeled expectations for completing this activity on the board, and included students' languages in her example.

Students were then divided into teams to review another article, "100 Goals for Teens." After reading, students identified 5 goals of importance to them from the list, and wrote them on the board. Libby then connected this activity to the previous reading by facilitating a discussion about how each of their goals might be categorized. Students then completed the second part of their worksheet with their personal goals and indicated what category each goal fits into. A student example of this completed handout is included below.

Student Example: Goal-Setting Handout

Using Figma to Create a Life Plan

After creating life goals for themselves, students then transferred their written responses into Figma. To represent their goals and hopes for the future, students included a variety of images, shapes, and text. Throughout this activity, Libby modeled expectations, provided support, and encouraged students to use their full linguistic repertoires to convey their chosen goals. Examples of students' Figma creations are included in the accompanying slideshow.

Student Examples

Embracing Linguistic Diversity

"I believe students’ cultural and linguistic backgrounds add a deeper personality and texture to the content they produce. Creating meaningful connections to the content they are producing is very important to me, and I would like to start much sooner in the year."

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