This is an interview with Bobbi Balderman who teaches digital graphic arts at Santa Barbara Community College and also runs an after-school "internships" program at Ojai Valley Youth Foundation.

(PM) Thanks for your time Bobbi.

(BB) My pleasure.

(PM) Can you tell me about the program you run at the community college?

(BB) Sure. The classes I teach at the CC are in digital media specifically graphic design.

(PM) What does that encompass?

(BB) For us graphic design includes everything from web design to more traditional types of arts design, such as prints, posters, etc. Specifically Graphic Design I begins the process of developing the student's design skills and understanding of the creative potential of form and message to create a visual language.

That means that through developing a sense for good design through critiques, the student gets to experiment with typography, integration of images and text to create projects through digital media including posters, brochures and newspaper ads. In this way students gain specific understanding of graphic design techniques. That means they learn how to develop concepts to use design as an effective communication tool and learn the importance of meeting client objectives and criteria.

(PM) Your description of the graphic design class sounds very career oriented. What might be the academic objectives? Do students get art credit for the class? You said "Not state standards!" which sounds like you don't find them helpful. If that's true why not? Are the class credits easily transferable to CSU or UC?

(BB) I'll get back to you on these questions once I speak to the department chair. I want to make sure I have clear answers.

(PM) Do you ever have students in a dual enrollment from high school?

(BB) No.

(PM) What kind of preparation do you see students getting at HS?

(BB) Our high school has an ROP graphics class. Many students take it to fulfill the arts requirement and really could care about graphics while some are sincere in seeing it as a possible career.

(PM) Do you find some students well prepared to take the graphics class?

(BB) Occasionally, but usually not.

(PM) I know this is a basic class and probably they have no prerequisites but I am trying to get a feel for what the students know prior to taking the class.

(BB) Others have taken a fine arts class. Most are very inexperienced. SBCC cannot have prerequisites for this class (unfortunately). They can only recommend that students take the basic skills class first.

(PM) A related question is about student visual art skills. Do you see students with mostly good skills, mostly bad skills or all over the map?

(BB) Definitely all over the map but they usually have some interest and artistic capability or they would not enroll in the class. The ROP class mostly has non-experienced students. When they come to my program at OVYF they cannot participate if they don't already have some skills. As a result most of my students come from the ROP class. Some students know a little Photoshop or have some computer experience with an obscure software program. At SBCC I have had some students that actually already have degrees in some form of digital arts other than graphics and come to class quite skilled but want to expand their knowledge.

(PM) Do you meet with the feeder high schools?

(BB) There is only one in Ojai and I do. I am actually one of the advisors that meets with the instructor once a year to review curriculum and to discuss state-of-the art equipment, software and industry requirements.

(PM) You checked that the curriculum is articulated with other systems. Can you tell me a little about that?

(BB) The teacher of the ROP class is very interested in making sure her curriculum prepares students to have basic knowledge and skills to be able to continue at the college level without having to start at ground zero. In fact, she has expressed an interest in DASP because she thinks it is so important to create curriculum that is articulated for four-year institutions. Her challenge is that the class is ROP and she has struggled to get it approved as an accepted course by colleges. The only way she could do so was to call it a fine arts class.

(PM) What advice would you give to decision makers in high schools? This paper is geared toward superintendents. What could they do to expand, improve, support digital media at the high school level or is that not relevant in your opinion?

(BB)I think it is highly relevant at the high school level to support digital media. Patrick Gregston and I have been working for quite a while on a presentation regarding this very issue. Here are some our thoughts that we put in a Powerpoint for potential funders:

ISSUES (Current situation)

No standards Đ industry wide/education
Technical/applications emphasis/focus (tools over skills)
Isolation of teaching community

Lack of cultural references in current GE
No connection to current workplace

VISION

Talented and skilled students prepared for in depth challenges of college level programs/workplace

Integrated public and private sector cooperation and interaction

Fundamentals of self employment built into educational experiences

Cultural context

CHALLENGES

Establish skill based curriculum

Career based coursework

Entrepreneurial context

Establish teacher value beyond applications

Bring best practices to school

Manifest examples

OPPORTUNITY

Provide career ladder/pathways

Support teaching careers through enduring knowledge

Transcend applications

Real world economic circumstances

Cultural context

Tell prospective employees what to study

STRATEGY

Coordinated progression of coursework from elementary to college

Skills over tools

Teachers empowered by enduring skill focus

Entrepreneurial client based experiences

Private sector members participation

REQUIREMENTS

Fund staff/activity

Execute strategy with partners

Coordinate private sector interaction

Market to broader geography

Track students/results

Establish product distribution/funding

RESULTS

Career ladder/pathways

Curriculum and teacher value based on enduring career skill expertise

Community founded on shared activity

Students delivered to college with career based skill set

Organizational development through engagement in common goals/activity.

NEXT STEPS

Secure funding

Enroll teachers, institutions, companies

Execute coordination seminars

Execute Óteach the teachersÓ

Produce curriculum products

Distribute

Support

BENEFITS

Superior students graduated with ready for work skills in digital arts and entrepreneurial economy Sustainable value added teaching corps

Ongoing presence in digital arts classrooms (of sponsors or funders)

(PM) Great stuff. Thanks. Let me play devilŐs advocate here. Is it the role of schools to provide such a career orientation? I mean by that some people think that it is enough to give students a grounding in visual art in high school and they will get vocational training in college or on the job. Do you agree or disagree?

(BB) It is really about integrating the career tech and visual art standards. ItŐs not enough to just give visual art. The reality is that many students do not go onto college, especially those that are more creative and less academic. Because so many jobs today involve some form of digital media, it is critical to set the foundation early and provide the career pathways that may not be attained otherwise. That way students can value and appreciate the importance of continuing education. In addition, vocational training is not just learning software programs or developing skills. Students must learn to integrate story telling, art and practical skills in real world context. This cannot be done if just visual arts or vocational skills are taught. They must be integrated from the beginning to be successful. The curriculum should be developed as a ladder where the student will start with the basics early on (even as early as middle school) and continue to develop throughout their education. In fact, I have witnessed that those students that come to my college course with a balance of visual arts and practical skills excel much faster than those who do not.

(PM) Where do the students who attend the OVYF internship come from?

(BB)They come from high school and some private schools in Ojai.

(PM) What ages or grade levels?

(BB) They are enrolled as students grades 8-12.

(PM) Is this project related to an ROP project?

(BB) We are not an ROP project but the school district has recently recognized that it would make an excellent ROP course. My program integrates the entire marketing process which may include several forms of digital art, so it would not conflict with the existing graphics class.

(PM) You stated in the survey that the curriculum is "looser." Is that because it is a project- based program?

(BB) Yes

. (PM) Do the students receive any kind of credit?

(BB) The ROP graphics teacher will give credit to those attending my graphics program.

(PM) Do you work with digital media businesses to get a sense of industry standards?

(BB) I am personally active in the industry. I attend AIGA meetings and stay connected with industry professionals. I also invite students to industry programs that are open to students such as paper shows, printing tours, etc.

(PM) Is this more enrichment or Career Tech Ed?

(BB) ItŐs really a balance of both. We donŐt expect every student to go into the business, but they perform work on a professional standard so they could very well see this as a career.

(PM) Who funds the project?

(BB) We get funds from clients and grants plus some donations.

(PM) How old is this program?

(BB) The OVYF program was loosely formed around 7 years ago but did not really become a solid program until I started working at OVYF 5.5 years ago.

(PM) Do you have any anecdotal stories to tell about students who came there and got turned on to digital media?

(BB) I have great stories, especially a couple with at risk youth. I had a Latino student in my program who never intended to go to college. She had little interest in school. After a semester in my program she enrolled in the ROP graphics class. She took that class for 2 years and continued coming to my program. Eventually I hired her to be my assistant (after school). She graduated, went on to Santa Barbara City College in graphics and is now finishing her education at a 4 year college, studying to be a graphic designer.

A couple of years ago I had 7 at risk boys in one of my internships. They each had very difficult home situations and all but one was ADD and they were all bright. (What fun this was for me!) Somehow they stuck out 2 years in my program. They each had an interest in computers and that is how they came to the program. Plus they needed a place to be after school! I watched them not only develop their skills but their attitudes and behavior changed dramatically. One youth in particular was failing school and causing serious problems by disrupting the classroom. I watched him completely change while in my program. His self- confidence improved as did his attitude. In fact, he was doing so well in my program that I invited him to attend the DASP conference that was held in March 2005 along with 2 other of my students. I'll never forget what he said to me in the car coming back from the conference, "You have helped me see that there is life beyond high school and that I can actually be something more than my mother's punching bag. I will never forget this experience. I have learned so much. Now I really want to continue with something in the digital arts and I know I can do it." David is now in college and studying web design.

(PM) Tell me where your students generally go after the program?

(BB) I am pleased to say that a high percentage of my students continue on to study some aspect of digital arts including video, web and graphics.

(PM) It would be great if you could say how you think after-school projects could be valuable enhancements to in-school curriculum.

(BB) My program is very unique in that we have actual clients. Therefore it is a perfect enhancement to the in-school curriculum because it takes the work to the next level. In addition, we can offer students an opportunity to focus on an area that resonates with them and provide additional time to practice their skills in that specific area while working in a friendly and supportive environment. Because the school is limited in what they can offer we provide an opportunity for the students to really grow and develop stronger career and personal skills. It goes without saying that having a smaller group working with a mentor who is a professional certainly is a major benefit. I am a big advocate of after school programs that provide a beneficial activity and safe haven for youth. The following are some of the benefits for the youth:

- High level career training

- Absorbing after school activity

- Community involvement

- Development of personal, professional and life skills

- Connection to adult mentors

- Being viewed as vital community resources

- Intern programs that provide hands on training

- Empowerment to affect their community

I am so much an advocate of this program that I would love to do more to see other programs like it happen in other communities. If you ever want me to make a presentation about the program we do have a Powerpoint and I would be happy to do so.

(PM) Bobbi, thank you so much for the interview. It was very rich.

(BB) Any time.