✔

First Stage (any time)

X

Teacher/Author meets with department chair and members of the department to discuss the possibility of a new course and secure their support.

X

Teacher/Author or Department Chair meets with principal to obtain support/signature for proposed course and his/her commitment to offer the course.

X

Teacher/Author contacts Learning Design Coach (LDC) aligned to content area for course

Second Stage (September–December)

X

Teacher/Author writes course description using the course description template from the UC Course Management Portal (CMP) website:  https://hs-articulation.ucop.edu/agcmp#/dashboard (Note: templates are content specific).  

X

Teacher/Author completes the Proposal for New Textbook Adoption form included in this document, if necessary.

X

Teacher/Author completes CALPADS/CBEDS information sheet to the best of their ability. Director of ISS and State Reporting Specialist will verify and complete.

Teacher/Author sends this completed document to the subject aligned Learning Design Coach (please contact an LDC team member if you do not have one aligned to your content area) who will establish the agenda date for review by content area department chairs (DCs)  and District Curriculum Committee (DCC).

Third Stage (December-March)

X

Teacher/Author presents proposed course to DCs.  Modify the course if needed. Obtain the DC endorsement or non-endorsement  and signatures. (Signature Page)

X

Teacher/Author sends proposed course electronically to the Director of ISS.

Teacher/Author attends DCC presents proposed course – First Reading – note any modifications needed.

Teacher/Author presents the completed and/or modified course for final DCC approval (repeat until accepted) – Second Reading.

Obtains endorsement and signature of Assistant Superintendent of Educational Services. (Signature Page)

Fourth Stage (March-May)

The Director of Instructional Support will notify the teacher/author of Board meeting presentation of course.  Teacher/Author are encouraged to attend and field any queries from trustees or administration to help obtain Board approval for course.

Director of ISS forwards course bundle to State Reporting Specialist to create DPC Code # for new course and uploading of CALPADs data.

ISS department notifies site department chairs, AP over master schedule and mentor counselors of new and revised courses.

Final Stage (February-May)

If in need of UC/CSU A-G approval forward final draft of course description to A-G Reference List Manager (i.e. Director of ISS) for UC “a-g” approval. (UC only)

Make changes to course as outlined by UC CMP and re-submit no later than September 15 until approved.

Revise OUHSD or CTE Course Description, and put on DCC agenda as a report item.

Name of Proposed New Course

Sound Engineering CTE

Department

CTE

Date Submitted

3/17/20; DC 5/21/20; DCC 5/28/20; Board 6/10/20

Author(s) of New Course

Daniel Cook

School or Educational  Services Department

Adolfo Camarillo High School

Phone

805-506-9997

Email of primary contact

daniel.cook@oxnardunion.org

 Principal or Director (e.g. SPED, CE) w/ oversight  

Date

Director of Instructional Support Services

Date

Assistant Superintendent of Human Resources

Date

Credential Authorization(s)

Assistant Superintendent of ED Services

Date

Site

Signature and  Date

Endorsement

Yes or No

If no, provide an explanation.

ACHS

Daniel R. Cook

Date: 5/19/20

Y

CIHS

Date:

CHS

Date:

FHS

Date:

HHS

Date:

OHS

Date:

OMCHS

Date:

PHS

Date:

RCHS

Date:

RMHS

Date:

Course Title:Leading AP/IB designation, Level designation CP/H after Course Name.  Courses that are not College Prep or Honors have no level designation.

Sound Engineering CTE

Transcript Title:If different than course title, MAX 23 characters including spaces. Must contain AP/IB, and level designations.  AP Environmental Science would become AP Enviro Sci H, Sustainable Agricultural Practices would become Sust Agriculture CP ...note we chose to leave the word Agriculture as it was the key descriptive word in the title.

SoundEngCTE

Category Code/State Course Code (Office use only):

Department:

CTE

Grades offered:

Schedule Priority: (mark with “X”)

Course Duration: (mark with “X”)

Academic Type (may select multiple):

Credits (may check multiple):

Course Subject Area: (mark with “X”)

DPC# (for existing courses being revised)

Course Title

Sound Engineering CTE

New/Revised/Replacing

(choose one)

Additional Details:
Name of course being replaced/ date of most recent previous revision/adoption.

NEW

1. BASIC COURSE INFORMATION

Transcript Title Abbreviation:

Sound Eng. - Mus Prod. CTE

Schools Offering This Course:

Adolfo Camarillo High School

Length of Course:  

             (semester or full year)

Full Year

If repeatable for credit, provide under what conditions

N/A

Subject Area/ Discipline:

(from UC CMP e.g. “b”/English)

CTE

UC Honors Designation:

N/A

District Only Honors :

N/A

Prerequisites

 Designate required/recommended:

Digital Music Production CTE

Co-requisites

 Designate required/recommended:

N/A

Grade Level(s)

10, 11, 12

Course Learning Environment:

Lab Environment (Computer), Mixed use spaces for recording

Modeled after another

institution, program or after a

UC approved course:

 N/A

II. COURSE DESCRIPTION

Course Overview:

Sound Engineering CTE is a Capstone class within the Arts, Media, and Entertainment pathway. Music Production CTE, students will have an understanding of recording concepts, techniques, terminology, and the applications of music technology. Students will produce live performances, mix recording projects, and further explore career opportunities. Students will present a portfolio of their work in the form of a personalized website as well as a professional career plan. The course is articulated with Moorpark College MUS-M03, Intro to Music Technology.

Content Standards:
Subject Area Content Standards/Common Core Standards (can be listed by number, standards need not be written out or can provide a link).

Academic:                                

RSL: 11-12.1 WS: 11-12.1, 11-12.4

WHSST: 11-12.3 PE: 12.1                                

CTE Anchor:                                        

Career Planning and Management: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9                                        

Technology: 4.5 Problem Solving and Critical Thinking: 5.4 Responsibility and Flexibility: 7.1, 7.3, 7.5, 7.6, 7.7, 7.8                

Ethics and Legal Responsibilities: 8.1, 8.2, 8.4, 8.5 Leadership and Teamwork: 9.2, 9.3, 9.4 Technical Knowledge and Skills: 10.2, 10.4        

CTE Pathway:                                        

B7.1, B9.3, B9.4, B9.6, B9.1, B9.2

Course Content:
Use the unit(s) and key assignments to demonstrate that the course meets the subject specific course criteria on the A-G Guide.

For each unit include a Unit Summary, Unit Assignments, Unit Lab Activities (for science), Unit Projects.

I. INTRODUCTION AND ORIENTATION

Demonstrate awareness of course objectives and competencies

Demonstrate understanding of course requirements and student expectations Demonstrate awareness of the industry standards and career opportunities

II. INDUSTRY OVERVIEW AND OUTLOOK

Understand the role of planning in decision-making and responding to client expectations within the music industry.

Discuss job responsibilities in a company and identify the chain of command using an organizational chart in a traditional office environment (publishing-side) to a recording studio or other specialized music industry work environments. Distinguish different management styles and identify the role of management.

Understand the cost of employee absenteeism and its impact on an organization’s finances and salaries. Understand the impact of errors and misuse of resources on an organization’s financial status.

Identify the role of labor unions and/or professional organizations in the Arts, Media, and Entertainment Industry.

Discuss the importance of maintaining a professional image to enhance the community perception of the company/ industry. Understand how individual actions can affect the larger community.

Identify the impact of the industry on the environment and public safety.

Identify the use of green technology within the industry sector.

Identify industry practices that demonstrate a commitment to sustainability.

Demonstrate an awareness of industry standards and career opportunities and how they may overlap with other sectors.

List personal qualifications.

Identify career entry opportunities within the Music and Publishing Industry.

Examine advanced training opportunities and certificates pertaining to the music industry.

Understand career paths and strategies for obtaining employment.

III. WORKPLACE SAFETY

Understand occupational safety issues and observe all safety rules as it relates to a recording studio or other live sound environments (wires, responsible electronic uses, and precautions).

Identify fire and disaster procedures in a variety of music recording and live sound locations.

Identify hazards in the workplace that cause accidents.                                 

Respond to emergency situations. Use of protective hearing devices.

IV. DEVELOP THE CREATIVE PROCESS Students will:

Research and present on various artists’ processes of creating a song Develop demo tracks

Write & Record an original song

Songwriting best practices

Practice the roles of producer, performer, & songwriter Apply Musical form

Work in recording platforms & workstations

V. BUILD A PERSONAL BRAND

Create an album & all content related such as song list, who was involved in the production of the artwork, layout, recording and the performers

Develop a brand

Research and present on sponsorship for a brand

Analyze and respond to existing bands/brands in various genres & time periods

VI. DEVELOP A PORTFOLIO Students will:

Assemble all compositions into a format that presents well on a website or cloud streaming service (Soundcloud, YouTube, Google Drive, etc.)

Further develop a Business/College Plan

Create a website that hosts your Portfolio

Create artwork & band photos

Rate & Evaluate the effectiveness of your plan and your peers’ plans utilizing the rubric provided.

Rubric will include: concise timeline.

Representation of broad industry certificates and achievements

A visually appealing and easily navigated digital portfolio/resume

Create a video recording of a studio performance of your group and analyze peers’ work                 

VII. EXPLORE USE OF MEDIA RESOURCES

Students will:

Analyze and respond to the stylistic norms of specific music genres as they’re related to the students’ original compositions

Adjust album songs according to popular music trends and norms in music and sound design         

Create mixed media presentations of the student's brand and portfolio in general.                 

VII. DEVELOP EMPLOYMENT OPPORTUNITIES IN FIELD

Students will:

Discuss the difference between becoming a Solo Artist vs a band member Form a Band

Book “Gigs”

Develop a setlist

Identify available positions in the industry through the use of the newspaper, networking or the Internet.

Complete an application form correctly Participate in a simulated employment interview. Review peer portfolios.

Join professional associations such as ASCAP (American Society of Composers, Authors, & Publishers) to claim copyrights and protect original work, AES (Audio Engineering Society) for professional development and networking, and IATSE (International Alliance of Theatrical Stage Employees, Moving Picture Technicians, Artists, and Allied Crafts) for Union benefits to any work the student may participate in filming or in a live theatrical setting.

Research & write reviews of articles from professional publications

Description of Computer, Technology, and Digital Media Implementation:
Provide a description of specific computer, technology, and digital media skills that students will be learning. Recommend reference: International Society for Technology in Education, ISTE. https://www.iste.org/standards

Students will utilize computer labs to create mixed media, develop a digital portfolio, maintain a cloud database of work for sharing and collaborate on music compositions. Additionally, students will utilize sound production and recording equipment  and associated accessories (MIDI keyboards, Digital and Analog mixers, and a variety of microphones and interfaces).

Describe how this course supports students’ academic literacy:

Provide a narrative how students will develop their academic literacy skills.  Recommended  reference: literacy standards  https://www.literacyta.com/literacy-standards/california

Students will develop digital and career literacy while also supporting their academic literacy through various research projects. Students will be expected to demonstrate their understanding of the content through mixed media and writing. Students will be expected to make presentation several times throughout the course to articulate their understanding of content and literacy standards.

Assessment:
Provide a short description of multiple measures and authentic assessments used to monitor student progress. Include how these assessments relate to the development of critical and creative thinking skills.

Students will be assessed on their use of digital media, presentation and completion of tasks as well as quizzes on content specific terminology. A culminating project of hosting a music festival is the capstone project.

Describe how this course supports students’ college and career readiness:
Recommended references: http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

Through thorough research of potential career paths and providing a pathway that culminates in a capstone course that obtains a career standard certificate, students will be on a pathway that provides career opportunities. Students will experience industry guest speakers and tours of local industry career opportunities as well as create a resume and experience mock interviews.

III. COURSE MATERIALS

Primary Textbook:

Title:    
            Author(s):
        Publisher:
        Edition/Year:            
            Publication Date:             
            Website/Url:

Secondary Textbook:

Title:    
            Author(s):
        Publisher:
        Edition/Year:            
            Publication Date:             
            Website/Url:

Supplementary Instructional Materials:  

Items listed below are commonly used as supplementary materials and are coordinated with the adopted course objectives, including Library Text, Manuals, Periodicals, Scholarly Articles, Websites, Primary Documents, Multimedia, Other:

Basic Information

Title of student textbook:

Title of student textbook:

ISBN # for student textbook:

Publisher:

Publisher contact information

Copyright/Edition:

Media Type: Print /  Digital Print Materials/   Interactive Text/  

Other (circle all that apply)

Please give a brief description of media type:

Price per copy:

Subscription price per copy/ Length of subscription

 Proposed for which course(s):

 To replace which adopted textbook(s):

Are teacher resource materials included with purchase of student book? If yes, describe briefly, and include media type of TE materials (Print/ Digital/ Interactive/ Other):

If yes, what is the number off student textbooks which must be purchased in order to generate one free set of teacher materials bundle?

If not, what is the cost of teacher materials bundle?

Attributes

The following attributes have been considered and support the proposal for a new textbook adoption:

Alignment to California Content Standards:Is this textbook aligned to California content standards and/or content objectives for Advanced Placement courses.  Call the publisher and request the Standards Map.  Evaluate the quality of the standards map.  Attach the standards map and your evaluation of its quality.

Appropriateness of reading level[State “readability level,” method/formula used to determine “readability,” and evaluation of study aids for student use. Can use FREE LEXILE ANALYZER https://hub.lexile.com/analyzer:

Summarize the advantages to students and teachers of this proposed textbook over the currently adopted textbook:

Other comments in support of this proposal for adoption

What additional support can the publisher provide, i.e., online resources, etc. for students and teachers?

Signature of person making proposal

Date Signed