Abstract
Visual communications curriculum was developed and piloted in Arkansas secondary agricultural science courses. Perceptions of the curriculum and an associated experiential learning activity were assessed. Teachers were provided electronic access to all lessons, instructional PowerPoints, worksheets and handouts. Lessons in the curriculum covered basic photography, writing and videography competencies and skills. Upon completion of instruction, the University of Arkansas visited identified schools with a mobile classroom equipped with computers, digital SLR cameras and video cameras. Students spent a full day collaboratively taking photos and capturing video, which supported their agricultural news or feature storyboards for video development. Student (N = 72) perceptions were assessed using a 20 question instrument. Teacher (N = 7) participates were also surveyed. At the time of publication, eight Arkansas high school agricultural programs had completed the program, with one school repeating participation with a different group of students. Students noted the curriculum was enjoyable, interesting and practical for their future. Overall, teachers agreed that students gained knowledge about visual communications and were engaged and interested in the topic. Also, 87.5% of the teachers noted they would include the curriculum without the experiential (mobile classroom) portion of the program.
 16. Edgar_NACTA Journal.pdf | [ ] | 294 kB |
