Recently another Illinois FACS teacher posted how she introduced her culinary students to food styling and photography so they could use those skills to help reflect on their teamwork and individual contributions during and after their lab experiences.
As I was seeing her photos, student examples, and explanations, I immediately thought about how I used to write my paper-crafting blog posts with steps and photos showing some of the actual stages from start to finish. (Lately I've been using my printer's scanner function to get different sections and whole views of the card fronts whereas before I used cell phone camera and could stand up the card or lay it flat or angle it.)
It struck me that this could be a wonderful way to integrate technology & ELA communication career skills into culinary, sewing/fashion, and housing/interior design projects. Even advanced child development course students who need to create booklets, games, and/or bulletin boards/learning centers could document several stages showing their processes and progress from start to finish.
Exciting isn't it???!!!!!!!
So to help us all with the planning of this, here are some applicable National FACS Standards:
for this part one posting, I'm just focusing on culinary class usage standards; however some of my added notes share transferable usage to other FACS courses...
A. 8.0 Food Production & Services
8.1 =
Analyze career paths with the food production and food service industries [
incorporating food blogging and marketing skills to students' laboratory practices as a way for them to analyze and assess their team efforts and individual contributions to the team]
8.1.1=
Explain the roles, duties, and functions of individuals engaged in food production and services careers [food
bloggers; food
stylists and
photographers; food company
marketing PR specialist; transferable skills= craft and/or fashion bloggers; teacher bloggers; ]
8.1.2=
Analyze opportunities for employment and entrepreneurial endeavors [
bloggers that promote and link company product(s) can
receive some type of
compensation; sometimes it's free product and sometimes they receive financial payment whether in form of gift card, discount code, or check]
8.1.3=
Summarize education and training requirements and opportunities for career paths in food production and services [the other IL FACS teacher has her culinary students use those lab documentation to
create a semester portfolio that serves as their final exam!!! These digital
portfolios can be shared with future employers, college admissions counselors, and other training apprentice programs! School
guidance counselor can be a guest speaker to help advise and lead students to website and reference materials that give specific education requirements and future outlooks for potential employability.]
B. 1.0 Career, Community and Family Connections
1.2 =
Demonstrate transferable knowledge, attitudes, technical, and employability skills in school, community, and workplace settings
1.2.3=
Apply communication skills in school, community, and workplace settings and diverse populations [
Google classroom can be shared with more than the FACS teacher and her students--administration, other faculty and staff can be added on;
Google's blogger can be used for sharing student work identified by number or code name instead of identifiers and then students' families and friends can view their work; students
take turns maybe with
taking photos of how or what they've contributed;
type their answers to journaling or assessment prompts....]
1.2.4=
Demonstrate teamwork skills in schools, community, and workplace settings and diverse populations [one obvious example is
students working in kitchen lab zones in a small group; ECE students can be divided into small work teams, too; Fashion or H/ID students could work together for a
service project to demonstrate the teamwork skills...the second example is applying photography and blogging skills for
formative assessment and reflective practice as a team]
1.2.8=
Demonstrate employability skills, work ethics, and professionalism [take part of a class period for students to
look online at different blogs, company websites that are food production, and TV channels like Food Network and Cooking Channel for appearance/visual appeal of their page layouts, photographs, videos, etc. and then apply this and incorporate into classroom practice; get a local bakery or another company marketing PR
staffer to guest speak;
websites like Career One Stop, Career Cruising, and others can give work skills and attributes needed for various FACS careers]
*****
Photo examples from a past paper-crafting blog post of mine from Becca's Heart for Creativity
Card 1 uses a required digital image to use for a design team commitment for a challenge blog:
A. Photo taken of
three of the tools used= textured rubbing plates I used to add waves and fish scales/scalloped lines to cardstock and some old crayons=
B. Photo taken of
one stage when the created textured cardstock has been measured and cut and ready for applying to the card base
C. Photo of the
finished card with first one laid on my
printer and scanned and the second one was
photographed with my cell phone's camera function and then sent digitally to my email account and downloaded to my personal computer. Being able to photograph with a camera allowed for closeup angled shot that helps shows depths of gem dots and the bling trim added to the card:
Example 2 is a scrapbook layout:
Photo 1 shows a
mass of papers and some embellishments that I pulled out of my stockpile to use in March 2019 for layouts and cards=
Photo 2 shows some
papers and embellishments separated to make a smaller mini kit. A scrap size section of the green tonal floral print paper was used for the featured layout that you will see further in this post:
Photo 3 features
the layout base (green mottled cardstock 8.5" x 11")
with 6 "quilt" squares of patterned papers to use on the layout. I had moved around the pieces several times until I had a balance of colors and prints that I liked:
Photo 4 is a
closeup photo for the bottom portion of the finished layout in order to see my hand-written captions, stickers serving as sentiments, and some additional scrap papers used in the middle. Did you notice that the
layout direction changed from the above photo to the finished product? Yep! I went vertical.
Photo 5 is the
full finished layout taken with my cell phone's camera function. The butterfly stick-ons help the viewer's eyes to move around the layout. The different patterned squares also do that as well as the scattered stickers and hand-written captions:
Are these photos helping you see the possibilities for students' reflecting on their work and how they contribute to either individual or team work?
****
Imagine transferring these kinds of stages in production for sewing a pillow or apron? or for creating a teen dream bedroom in a shoebox? or for a bulletin board showing apple counting and number recognition for #1-3?
HMM??? Transferring skills...come on FACS teachers, let's incorporate more career skills into our classroom formats.
Loving all things FACS,
Becca S
