What’s It Like to be an Artist and Photographer?

by  Educate.Today

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Curious about a career in the arts? Join Sandy Brooks, artist and photographer as she discusses her career. After retiring as a physical therapist, she became a wildlife artist and photographer. As students we focus on the production of the art, but preparation for a career in the arts is a critical component to making a living with your art. She will answer your questions and share information about the day to day aspects of her job as well as the possibilities you can create for yourself as an artist or photographer. Are your interests inclined toward architectural design, graphic design, illustration or fine art? Do you want to work in a group or company or prefer to be an entrepreneur? 

The program's conversation will be guided entirely by the topics you wish Sandy to address and the questions your students want Sandy to answer.  For example, if your students are elementary or middle school students who send topics and questions focusing on general career exploration then that will be the direction of your interaction; if your students are high school students wanting to focus on more specific aspects of that industry, then that will be the direction of your interaction. Your topic preferences and advance questions are due to us no less than three days prior to your scheduled interaction.

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About This Program


Point to Point: $150.00
Point to Point Premium: $130.00
By Request: $150.00
By Request Premium: $130.00


45 to 50 minutes

Target Audience

Education: Grade(s) 5, 6, 7, 8, 9, 10, 11, 12, Adult LearnersPublic Library: Library Patrons

Minimum participants:


Maximum participants:


Primary Disciplines

Career Education, Economics/Business, Fine Arts, Language Arts/English

Program Delivery Mode



Booking Information

Program requests must be made at least two weeks prior to your desired date. This program can be scheduled between 8 and 5 p.m. Central Time. When enrolling, please let us know several possible dates and times you'd like to schedule your interaction.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

In the event of severe weather or other emergency preventing a scheduled videoconference session from occurring, Educate.Today and partner will reschedule the conference in a timely manner so that the educational collaboration may continue.

About This Provider

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St Louis, MO
United States

Student and educator focused and standards-based, our interactive programs, videos and related curriculum resources authentically link students and the curriculum they study to individuals and organizations who are applying that curriculum in the real world. We offer on-demand interactive programs whose content and time frame are designed to best meet your students’ learning needs.

Helen Headrick

Program Details


Sandy will give a short biography and show examples of her work.

Overview of program: The arts range from drawing to dancing, music to theater among other creative endeavors. As such they are critical to many careers not just the primary arts. Obvious careers in the arts as well as not so obvious careers that require the creativity of the arts will be the focus of the discussion.

Heart of the program: Beginning with images of my art and photographs showing my work as a wildlife photographer, we will discuss the day to day of what I do know. From there we will incorporate a discussion about how my science background gave me perspective to develop my arts. Discussion will include role of biology, math, anatomy, chemistry and physics as well as social studies in my art. Then we will discuss careers with an art focus from architecture to zoology and drawing to theater!

Conclusion: Reemphasizing important points
Arts are a vital contributor to all careers whether the main focus or a creative way of understanding the world.
Variety of careers where a strong arts background is required.
Arts in your life, even if they are not your main career, provide balance and perspective.

Final questions


Participants will be able to:
1. define Arts in the broad sense
2. apply that definition to careers that benefit from the arts
3. list at least 5 careers that benefit from an arts background

Standards Alignment

National Standards

Visual Arts

NA-VA.9-12.3--Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture.
NA-VA.9-12.5--Reflecting Upon and Assessing the Characteristics and Merits of the Work of Others

Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions.
NA-VA.9-12.6--Making Connections Between Visual Arts and Other Disciplines
Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis.


Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

When individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase.

Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services.

Prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives.

Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

NSS-EC.K-12.13 ROLE OF RESOURCES IN DETERMINING INCOME Income for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are.

Entrepreneurs are people who take the risks of organizing productive resources to make goods and services. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure.

State Standards

Please reference the National Standards provided above.