Design and applied arts vocational teacher

Design and applied arts vocational teachers instruct students in their specialised field of study, applied arts and crafts, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for an applied arts and crafts profession, such as graphic designer or interior designer. Design and applied arts vocational teachers monitor the students’ progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of applied arts and crafts through assignments, tests and examinations.

The following job titles also refer to design and applied arts vocational teacher:

educator in design and applied arts
design and applied arts teacher
applied arts and crafts vocational teacher
vocational teacher in design and applied arts
vocational instructor in design and applied arts
art and design teacher
vocational design and applied arts educator
design and applied arts instructor
art and design instructor
teacher of applied arts and crafts
vocational teacher in art and design

Associate’s degree is generally required to work as design and applied arts vocational teacher. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Design and applied arts vocational teacher is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to design and applied arts vocational teacher.

hospitality vocational teacher
business administration vocational teacher
hairdressing vocational teacher
travel and tourism vocational teacher
beauty vocational teacher

These occupations require some skills and knowledge of design and applied arts vocational teacher. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of design and applied arts vocational teacher with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of design and applied arts vocational teacher.

Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Design principles: The elements used in design such as unity, scale, proportion, balance, symmetry, space, form, texture, colour, light, shade and congruence and their application into practice.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Teamwork principles: The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Copyright legislation: Legislation describing the protection of the rights of original authors over their work, and how others can use it.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of design and applied arts vocational teacher.

Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Teach design and applied arts principles: Instruct students in the theory and practice of applied arts and (visual) design principles, with the aim of assisting them in pursuing a future career in this field, more specifically in courses such as graphic design, landscape design, interior design, animation, and photography.
Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Perform classroom management: Maintain discipline and engage students during instruction.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Work in vocational school: Work in a vocational school that instructs students in practical courses.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

This knowledge is sometimes, but not always, required for the role of design and applied arts vocational teacher. However, mastering this knowledge allows you to have more opportunities for career development.

Customer service: Processes and principles related to the customer, client, service user and to personal services; these may include procedures to evaluate customer’s or service user’s satisfaction.
Photography: Art and practice of creating aesthetically appealing images by recording light or electromagnetic radiation.
Digital compositing: The process and software for digitally assembling multiple images to make one, final image.
Green space strategies: The authority’s vision on how to use its green space. This includes the goals it wants to achieve, the resources, methods, legislative framework, and time needed to meet these goals. 
Technical drawings: Drawing software and the various symbols, perspectives, units of measurement, notation systems, visual styles and page layouts used in technical drawings.
Landscape design: Understand landscape design and maintenance.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
3d lighting: The arrangement or digital effect which simulates lighting in a 3D environment.
Graphic design: The techniques to create a visual representation of ideas and messages.
Motion graphics: The techniques and software for creating the illusion of motion such as keyframing, Adobe After Effects, and Nuke.
3d modelling: The process of developing a mathematical representation of any three-dimensional surface of an object via specialised software. The product is called a 3D model. It can be displayed as a two-dimensional image through a process called 3D rendering or used in a computer simulation of physical phenomena. The model can also be physically created using 3D printing devices.
Post-processing of photographs: The characteristics of software and techniques used in post-processing photographs.
Materials for interior design: Varieties and functionalities of interior materials and pieces of furniture, equipment and fixtures.
Home decoration techniques: The techniques, design rules and trends applicable to interior decoration in a private home.

These skills and competences are sometimes, but not always, required for the role of design and applied arts vocational teacher. However, mastering these skills and competences allows you to have more opportunities for career development.

Design spatial layout of outdoor areas: Design the spatial layout and functional and architectural appearance of outdoor areas. Integrate green spaces, social spaces, and regulatory aspects in outdoor design.
Apply 3d imaging techniques: Implement a variety of techniques such as digital sculpting, curve modelling and 3D scanning to create, edit, preserve and use 3D images, such as point clouds, 3D vector graphic and 3D surface shapes.
Possess visual literacy: Interpret charts, maps, graphics, and other pictorial presentations used in place of the written word. The graphics used vary from process to process; therefore, the professional must have sufficient knowledge of the field in order to follow and use the information presented.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Teach customer service techniques: Teach techniques designed to maintain customer service standards at a satisfactory level.
Develop a specific interior design: Develop a conceptual interior design fitting the global mood the room(s) must convey, according to the quality standards agreed on. Adhere to the order of a client for a domestic area or to the concept of an artistic production, such as a movie or a theatre play.
Use photographic equipment: Use analogue or digital camera equipment, along with a variety of accessories such as tripods, filters and lenses.
Collaborate with designers: Communicate and collaborate with fellow designers in order to coordinate new products and designs.
Operate 3d computer graphics software: Use graphical ICT tools, such as Autodesk Maya, Blender which enable digital editing, modelling, rendering and composition of graphics. These tools are based in mathematical representation of three-dimensional objects.
Draw design sketches: Create rough pictures to assist in creating and communicating design concepts.

2320 – Vocational education teachers

 

 

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References

1. Design and applied arts vocational teacher – ESCO