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Beaverton's Arts And Communication Magnet Academy Spotlighted For Innovative Approach To E

Denis berberovic. Remember this name.
In Oregon, the College of communication and art can have one day a magnet of the famous film producer senior, he believed that the choice of schools, to help him prepare.
Berberovic in the morning is the gathering of ACMA on Wednesday highlights, including the Oregon Labor Commissioner, on behalf of the educators and business leaders to discuss the organization, the skills gap and prepare for the world of students.

ACMA is atypical compared to the usual schools highlighted for preparing kids for technical fields. Most are science-based, called STEM schools (science, technology, engineering and math).

But ACMA, which is based in art and performance with talented dance troupes, film makers, actors and other artists, represents the new acronym STEAM – the A stands for art.

Labor Commissioner Brad Avakian said corporate and business leaders have told him their priority is to find good, local, skilled employees but that isn't limited to a good welder.

"They're talking about really creative problem solvers," he said, adding that he wants the state legislature to put at least $50 million toward grants for Career and Technical Education.

That's what ACMA does, said Principal Michael Johnson.

"We can no longer continue to assume that we can teach as we were taught," Johnson told the group. "Students need to focus on how to be learners."

He said it's a myth that grade 6-12 school exists to create the next performing artist. It creates thinkers. "The arts are the vehicle to get there."

ACMA students take the same core classes – language arts, math, science, social science -- as all high school students. But their electives are focused on the arts instead of a broad array of electives.

"A dancer, a filmmaker can elect to follow an area of interest to a greater depth," Johnson said.

J.P. Palanuk, founder of the International Youth Silent Film Festival who works with ACMA students, said the school offers a "nice integration of the right and left brain." Filmmaking, for example, requires collaboration, executing the project, finding resources and meeting deadlines. Creating films involves a wealth of jobs, such as editors, architects, designers and lighting professionals.

Berberovic said his experience in creating films has required him to learn about the world beyond the camera. He needed permits to film at the airport, he had to understand lighting and sound and work with businesses for location shots. Collaboration is a big part of the job, he said.

"The art will not work unless I understand how all these other things work," he said. "It is incredibly technical."

ReadyNation, a Beaverton-based organization of business leaders, organized the gathering at ACMA to release a report that spotlights several innovative K-12 school and talks about "unprepared students, unprepared workforce."

ACMA was held up as an example of what schools can do to inspire students to learn and sends nearly all of its graduates to college – from elite arts schools to small liberal arts colleges and community colleges. But the school fell short last year in some traditional academic areas.

According to Beaverton School District data, ACMA had the district's lowest percentage of students meeting entrance requirements for the Oregon University System last year.

Districtwide, about 60 percent of Beaverton graduates have taken two years of a foreign language and completed language arts, science, social science and math with at least a 2.0 grade point average to meet the entrance requirements. About 47 percent of ACMA's students met the requirement down from 68 percent in 2012-13.

None of that is throwing Berberovic, however. He has applied to the top filmmaking schools in the U.S. and will know next month if he made it. Source:oregonlive.com

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