Exposing the topic to the Cultural foundations. Basic course. 4.

Cultural demand and supply

student

Cultural demand and supply

Today's society is developing a wide supply and demand for cultural products, leading to the development
of culture as an economic sector.
Cultural interests and entertainment needs determine the cultural offer for different target groups.
Cultural offerings can range from entertainment-oriented consumer cultural products, to high artistic value
cultural products, to specific niche products.
Cultural activities and artistic activities can be turned into products if they can be commercialised.
Creative activity, artistic creativity, elements of cultural heritage can form the basis of businesses known as
cultural and creative industries.

At the end of the topic

●
you will be able to describe the artistic and economic value and social significance of a
contemporary cultural artefact as a product of the culture industry;
●
present your chosen creative idea, relating it to your personal cultural experience and
possible career in the cultural sector.

Achievable results How will you learn?

You'll get to know cultural organisations,
a cultural profession relevant to your
personal experience and career. (K.V.
3.5; K.V. 4.1; K.4.2; K.4.3)
You will explore the information available on the
Ministry of Culture's website under "Culture" about the
different cultural and arts sectors to find out about the
opportunities and differences in professional
employment in the different cultural and arts sectors -
state, local, non-state, commercial.

You will see the differences between
commercial and non-commercial art,
professional art and amateur art.
(K.V.4.5; K.4.6)
You will describe, evaluate and
conclude how the authors/creators of
art express their attitudes towards
current and controversial issues in
society, the different values of
different communities. (K.V.4.2.;
You will use your cultural experience diary and
posters and advertisements of cultural events, get to
know the diversity of operators involved in cultural
life in the state (e.g. LNOB), municipal (e.g. Liepāja
Theatre), non-state (e.g. Ģertrūdes Street Theatre),
in the commercial sector (e.g. SIA Filmu studija
RIJA) and their most popular products.
You will see and analyse the cultural, social,
entertainment and market value of the cultural products
they produce, so you can distinguish between professional
and amateur arts and their role in a country's culture and
economy.
You will look for and predict the determining
conditions, such as target audience, resources, promotion,
collaboration, team, luck, talent, etc., for a work of art to
become a cultural product. You will discuss why a
particular cultural product can/cannot also become an
important part of cultural heritage.

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 1
K.V.4.3.)

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 2

Achievable results
You'll plan and organise your creative
work, and use the right media for your
ideas. (K.V.1.3; K.V.2.3; K.V.3.2;
K.V.3.3; K.V.3.6; K.V.3.9)
You will summarise your impressions of the Present your cultural experience diary, reflecting on your
cultural processes and works of art you have cultural experiences and knowledge.
explored. (K.V. 3.5; K.V. 4.1)
Key concepts
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum
Cultural foundations. Basic course. 4. Cultural demand and supply
How will you learn?
Individually or in a group, choose an idea for a cultural
product you would like to develop, e.g. an exhibition,
concert, performance
u. etc.:
● gather information about the means of expression
specific to the art genre. In discussions, you will bring
to light signs and symbols that you will later use to
express your creative ideas;
● individually or in a group, develop and present
an idea for a cultural product (exhibition,
concert, performance
u. etc.), describe and justify its cultural, social,
entertainment and market value;
● plan, predict the target audience for your creative
product, research their cultural needs and interests
(preferably using the one chosen in Theme 1)
and the group/community studied);
● plan the creative process, the place, time, price and
audience size of the product, according to the purpose
of the project;
● present to the class how the product was created, what
the value of the product is and what makes it unique
and if/why it could become an important cultural asset.
Creative process, consumer society, unification,
intercultural interaction, cultural and creative sector,
cultural product, mass product, elite product, niche product,
cultural operator, creative industries, cultural audience,
cultural and creative entrepreneurship, cultural tourism,
entertainment value, copyright.
3
Criteria Cultural foundations. Basic course. 4. Cultural demand and supply
sheet

Presentation evaluation criteria

KNOWLEDGE OF SUBJECT AND CONTENT

4 points 3 points 2 points 1 point

The speaker knows the topic and is
fluent in the content being presented.
The presentation looks at the issue
from many different perspectives. The
content is presented using a variety of
credible sources of information.
Answers questions about the content
of the work confidently and
demonstrates confidence in the
answers given.
The presentation of the topic
generates interest in learning more
about the subject.
The speaker is familiar with the topic
and has a general command of the
content being presented.
The presentation looks at the issue
from a single but broad perspective.
The content uses only a few sources
of information and/or their reliability
is questionable. Answers questions,
but not all answers confirm the
author's convictions.
The presentation of the topic only
slightly arouses interest in learning
more about the subject.
PRESENTATION STRUCTURE
The speaker has little knowledge of
the topic and the content being
presented. The presentation looks at
the issue from one narrow
perspective. The presentation of the
content uses only one source of
information and/or its reliability is
questionable. Does not answer all the
questions or the answers given are
not convincing. The overall
presentation of the topic does not
stimulate interest in learning more
about the topic.
The speaker does not know the topic
and does not master the content he/she
is presenting. The issue is treated
superficially and/or it is not clear from
which perspective it is done. Sources
of information are not used in the
presentation of the content or the
reliability of the sources used is
questionable.
Questions are not answered or the
answers are not clear. The
presentation of the topic does not
generate interest in learning more
about the topic.

4 points 3 points 2 points 1 point

The content is relevant to the
topic, it is presented in a logical
way (according to
criteria). The content is presented in a
concise and succinct manner.
The content is put into its own
words, highlighting and
emphasising the essentials.
The content is generally relevant to the
topic and logically presented (according
to the criteria). The content is presented
in a concise and succinct manner, but
lacks specificity in places.
The content is more in your own
words, but in places the text is taken
from another source. The content is
The content is partly relevant to the The content is minimally relevant
topic and the presentation is not to the topic and its presentation is
always logical. The presentation of not logical (does not meet the
the content is concise and specific in criteria). There is a lack of
places, but often lacks specificity. specificity and conciseness in the
The content is only in places in its presentation of the content. The
own words, and much of it is taken content is rarely formulated in the
from another source. The content does author's own words, and is mainly
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 4
The content is within the specified
length (number of slides). Sources
of information used in the
production of the content are
indicated.
within the scope (number of slides)
and the sources of information used
to produce the content are indicated.
not fit the scope (number of slides);
taken from another source.
the sources of information used to
Content is not within scope; sources
produce the content are cursorily
of information used to produce
indicated.
content are not indicated.
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 5

4 points
The work has a unified design and the
presentation is tailored to the
audience. The design is easy to read
(font design and size, background
colours, etc.) The use of visual
materials is purposeful and thoughtful
(sketches, pictures, diagrams, etc.)
The special effects used in the
presentation help to make the content
more comprehensible.
Language requirements (language
style, punctuation and orthography)
are met.
Elements are used consistently to
make the presentation stand out from
other presentations.
VISUAL AND TECHNICAL DESIGN AND
CREATIVITY
3 points
Overall, the work has a unified design
and the presentation is tailored to the
audience.
The presentation is generally good,
but in places it makes it a little
difficult to follow the content.
The work makes purposeful use of
visual material (sketches, images,
diagrams, etc.) in places.
Special effects are used in the
presentation, but sometimes they
make it difficult to understand the
content.
Language requirements (language
style, punctuation and orthography)
are generally respected. Elements are
used purposefully in places to make
the presentation stand out from other
presentations.
Cultural foundations. Basic course. 4. Cultural demand and supply
2 points
Some parts of the work have a
uniform design; the presentation is
only partly tailored to the audience.
Presentation design is not always
easy to understand and sometimes
makes it difficult to follow the
content.
The work uses visual materials
(sketches, images, diagrams
u. etc.), but the purpose of their use
is not clear. The special effects used
in the presentation make the content
more difficult to understand.
Language requirements and norms are
sometimes not respected.
Individual elements that make a
presentation stand out positively from
other presentations are rarely used.
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum
1 point
The work is not cohesively
designed; the presentation is
generally not tailored to the
audience.
The presentation is difficult to
understand. The use of visual material
(sketches, pictures, diagrams, etc.) is
absent or pointless. The special effects
used in the presentation make it
difficult to understand the content.
A large part of the presentation does
not respect language requirements,
style, punctuation and orthography.
Elements that positively distinguish
the presentation from other
presentations are not used.
6
Tasks/exercises Cultural foundations. Basic course. 4. Cultural demand and supply

Cultural supply, choice and consumption

Task. Look at the visual example and complete the tasks!
Works of art play an important role in communicating to society the ideas and values of an era.

Published: https://lv.wikipedia.org/wiki/Lielais_ Published: https://www.designboom.com/art/chris

Kanagawa_wolf jordanrunningthenumbers/

"The wave, like a hawk's talon, embraces Mount
Fuji. The tense pulse of life beats in the blue-black
teeth of the waves and in the white foam choruses
that oppose them, in the springy force of lines that
strikes the distances of the sky...."
(Catherine Gauthier "The Gravure Master's
Daughter")
"The painting is not only a challenging ocean
landscape with many layers of metaphor, but
also a clever symbol of yin and yang,
expressed in several yin-yang relationships."
(Chris Jordan)

1. Analyse the works in the pictures:

1) years of creation;
2) the authors of the artworks, their biographical details;
3) the techniques used to make the reproductions;
4) why the technical performance of the artworks is different, and what this has to do with;
5) how would you like to continue the quotes!

2. Waves are oscillations that propagate through time and space, transferring energy. What other
types of waves do you know? Name them and comment on them!

3. Write a review on "The 21st century wave of consumerism could lead to...."!
Identify 2-3 characteristics of a parent company, its benefits and risks (300 words)!

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 7
Tasks/exercises Cultural foundations. Basic course. 4. Cultural demand and supply

Career opportunities in the cultural and creative

industries.
Culture and arts
Explore the "Culture" section of the Ministry of Culture's website to find out about professional
employment opportunities and differences in the different cultural and arts sectors - state, local, non-state,
commercial!

Choose two subdivisions of architecture, design, film, literature, music, theatre or visual arts and make a
short description of what the field does!
●
What are the career opportunities in these sectors?
●
See the difference between the public and non-governmental sectors in these cultural and artistic sectors!
●
Evaluate which of the selected sectors you would like to develop your cultural project in! Justify!

You can design the form of the description as you like, for example as a table or other text organiser!

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 8
Tasks/exercises Cultural foundations. Basic course. 4. Cultural demand and supply

Development and presentation of a cultural project idea

Steps to create a student cultural project

1. Use your cultural experience diary and choose a specific field (music, theatre arts, visual arts)!
2. Individually or in a group, choose a cultural product you would like to create, e.g. an exhibition, concert,
performance
u. etc., and develop a rationale that presents the skills and knowledge you've gained from the course!
If working in a group, identify your group members and their strengths in implementing the project!
You can role-play "Consumer and creator of culture"!
3. Create a cultural project development plan!
●
Specify what will be the cultural product of your cultural project (exhibition, concert, theatre
performance...)!
●
Name a cultural project!
●
What is the aim of the cultural project?
●
Who will be the target audience?
●
What will be the objectives of the cultural project?
●
How much funding will be planned?

Content of the project presentation

Drawing on cultural experience and knowledge, create a presentation (12-15 slides) demonstrating the
title, purpose and rationale of your creative idea:
●
collect information on the means of expression specific to the art genre;
●
Actualise the signs and symbols that reflect the idea, identify the historical origins and cultural
belonging of the chosen signs and symbols;
●
plan, forecast the target audience for your creative product, research their cultural needs
and interests (preferably the group/community selected and studied in Theme 1), including possible
interest in the planned creative product, communication channels and tools;
●
clarifies its original intention;
●
planning the creative process, the place, time, price and audience size of the product, according to the
purpose, social, entertainment and market value;
●
evaluate your work!

Present to the other groups how your product idea came about, what the product is, what the value of the
product is and what makes it unique, if/why/who it could become an important cultural asset!

Self-assessment - why was it useful to learn about culture as a creative industry? What did I
realise? My benefits.

See the presentation evaluation criteria!

●
Knowledge of topic and content - 4 points.
●
Presentation structure - 4 points.
●
Visual and technical design and creativity - 4 points.

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 9