Digital Photography II Curriculum Grades 10-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Digital Photography II Curriculum Grades NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ September 30, 2015 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION Jason A. Jones, President Chanta L. Jackson, Vice President Dwayne Breeden Scott Fields Laura G. Granelli Monica Kowalski-Lodato Michelle A. Moss Donna Puryear William S. Wells SCHOOL DISTRICT ADMINISTRATION Tami Crader, Ed.D. Superintendent of Schools Bertha L. Williams-Pullen Assistant Superintendent of Schools Matthew Gristina, Ed.D. Assistant Superintendent for Curriculum, Instruction & Assessment Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Jennifer M. Clearwaters Director of School Counseling Services Gerald Glisson Administrator for Co-Curricular Activities & Athletics Kathleen M. Thomsen Supervisor of Early Childhood Education

3 ELEMENTARY SCHOOL ADMINISTRATION Principals Lori B. Burns, Early Childhood Center Lakeda D. Demery, Shark River Hills Sally A. Millaway, Ed.D. Gables James M. Nulle, Green Grove Arlene M. Rogo, Ed.D., Midtown Community Jerard L. Terrell, Ed.D., Summerfield MIDDLE SCHOOL ADMINISTRATION Mark K. Alfone, Ed.D., Principal Michael V. Smurro, Vice Principal HIGH SCHOOL ADMINISTRATION Richard W. Allen, Principal Titania M. Hawkins, Ed.D., Vice Principal James H. Whitson, Vice Principal SITE ADMINISTRATOR Tara L. Stephenson, Poseidon ECHS DEPARTMENT CHAIRPERSONS Thomas Decker Audra Gutridge Robert J. Hamm Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Karen Watt Hillary L. Wilkins Marjory V. Wilkinson

4 NEPTUNE TOWNSHIP SCHOOL DISTRICT DIGITAL PHOTOGRAPHY II CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Course Resources and Pacing Guide... v Essential Assessment Terminology... vi Unit Title Curriculum Page Introduction to Digital Photography 1 Personal Artistry Exploration.13 Proper Equipment Use 24 Post Production and Editing Techniques 36

5 NEPTUNE TOWNSHIP SCHOOL DISTRICT Digital Photography II Acknowledgements The Digital Photography II Curriculum guide was developed for Neptune High School through the efforts of Mrs. Amanda Fitzpatrick, Neptune High School Photography Teacher, in cooperation with Mr. Robert J. Hamm, Department Chairperson for the Performing and Visual Arts, and under the guidance of Richard Allen, Ed.S., Neptune High School Principal, and Matthew Gristina, Ed.D., Assistant Superintendent for Curriculum, Instruction and Assessment. The teacher is to be commended for her dedication in formatting this curriculum into UbD and her expertise in the area of Arts Education. This curriculum guide goes beyond skill instruction, and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. Also, it is our hope that this guide to support and advance Media and Visual Arts in our school district. The Digital Photography II Curriculum guide was written in alignment to the 2014 New Jersey Core Curriculum Content Standards for the Visual and Performing Arts, 21st Century Life and Careers, Technology, and Common Core State Standards. This curriculum guide is also aligned to the 2014 National Core Arts Standards. i

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: A strong foundation in academic areas, modern technologies, life skills and the arts. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its peoples. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

7 Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS) and the Common Core State Standards (CCSS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

8 DIGITAL PHOTOGRAPHY II CURRICULUM COURSE DESCRIPTION (5 Credits) The purpose of the Digital Photography II class is to further expand the knowledge and understanding of the art of photography to the learner and explore photography as an artistic medium. The course is intended for learners who want to pursue the development of a photography portfolio for college or work place readiness. Projects will be centrally based on specific camera equipment or post editing techniques but will be open for artistic interpretation based on the visual preferences of each student in the class. Learners will develop an evolving artist s statement that will drive their work throughout the course. Learners will become more familiar with camera lens terminology, studio lighting, and explore editing software (such as Adobe Photoshop and InDesign) at a higher level than Digital Photography I. In addition to developing a photographic artistic style, learners will explore real world skills such as photo layout and design. Through these techniques learners will display their own photographic work along with the incorporation of text with their images. Learners must complete an acceptable portfolio of work to pass the class in addition to completing weekly projects. Learners will be required to take pictures and do location research outside of the classroom in order to prepare a diverse body of work. Prerequisites: Successful completion of Digital Photography I, sophomore status, and teacher s prior approval iv

9 Course Resources During the entire course, the following resources will be necessary. All resources must be upgraded as technology advances, and deemed appropriate by standards and district administration Item Description CanonT3-DSLR Camera, or equivalent Cameras Adobe Creative Suite or equivalent software, Editing software deemed technologically current Memory cards, memory readers, or equivalent Project storage Appropriate graphically qualified computers, with Student workstations necessary accessories (monitors, mice, speakers, etc.) Digital Scanner Upgraded lenses as appropriate to lessons Camera equipment Studio lighting as appropriate to lessons Studio equipment Pacing Guide for Digital Photography II v

10 Most Frequent Use Solve Interpret Model Express Function Represent Understand Reason Describe Analyze Extend Find Define Graph Compute Explain Perform Construct Apply Compare Develop Recognize Solution Evaluate Essential Assessment Terminology for all Units by Frequency Order Attend Clarify Create Distinguish Identify Experiment Know Show Write Analysis Justify Communicate Look For Constant Observe Effect Visualize Encounter Abstract Engage Calculate Estimate Choose Examine Derive Generate Determine Make Infer Process Procedure Purpose Rewrite Result Summarize Reveal Conclude Sketch Connect Transform Decide Viewing Draw Ask Produce Concept Prove Consider Build Contextualize Contrast Convert Depend Discover Displayed Efficient Exhibit Expect Monitor Optimize Plan Predict Realize Relate Relationship Significance Skill Structure Suggest Weight Work Least Frequent vi

11 Unit Title: Introductory to Digital Photography II Unit Duration: First 1-2 weeks of course STAGE 1: Identify Desired Results Overview/Rationale: Learners will begin the course with a brief review of manual photography. Learners will review how the aperture, shutter speed and ISO settings all affect light entering the DSLR camera. Learners will use their DSLR cameras to set up a self-portrait portrait composition. This photograph will serve as our first critique as a group. The photographer should represent a piece of them in the photograph and use this image to say something about themselves. The ideas of critique will be revisited with emphasis on positive criticism that their peers can apply to their next project. Learners will also write an artist s statement during this introductory period. Learners will study other good and bad statements and how they represent an artist s body of work. This statement will be revisited and revised many times throughout the semester. The manual photography recap, the self-portrait and artist s statement will set the tone for the semester. There will be a final self-portrait photograph taken. These two photographs will be part of the learners final portfolio and should indicate both personal and technical growth. NJCCCS Visual and Performing Arts VPA Standard Standard Statement 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. Content Statement CPI# Cumulative Progress Indicator Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. Stimuli for the creation of artworks can come from many places, including other arts disciplines. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship D D A.2 (CPI) Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1

12 How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. The artist s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies. Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often D D D.3 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity. Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse twoand three-dimensional artworks, and emulate those styles by creating an original body of work A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. 2

13 expressed in qualitative, discipline-specific arts terminology. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact performed or shown. perceptions of its significance/meaning. NJCCCS Technology Standard 8.1 Strand Statement A. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. B. Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. C. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. D. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior E. Research and Information Students apply digital tools to gather, evaluate, and use information. Fluency F. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Content Statement CPI# Cumulative Progress Indicator (CPI) Understand and use technology systems A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Select and use applications effectively and productively. Advocate and practice safe, legal, and responsible use of information and technology A D.1 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. 3

14 Demonstrate personal responsibility for lifelong learning. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions D D E F.1 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information Compare and contrast policies on filtering and censorship both locally and globally Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. Use multiple processes and diverse perspectives to explore alternative solutions. National Core Art Standards for Media Arts Students who participate in this course will achieve the High School Accomplished Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Questions: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, MA:Cr1.1.II and increase the originality of approaches in media arts creation processes. Select Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea. Essential Questions: How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Apply a personal aesthetic in designing, testing, and refining original artistic ideas, MA:Cr2.1.II prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context. Develop Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Questions: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work? 4

15 Construct MA:Cr3.1.II a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition. b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences and contexts. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Questions: How are complex media arts experiences constructed? Integrate various arts, media arts forms, and academic content into unified media arts MA:Pr4.1.II productions that retain thematic integrity and stylistic continuity, such as transmedia productions. Integrate Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Questions: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks. Practice MA:Pr5.1.II b. Demonstrate effective ability in creative and adaptive innovation abilities, such as resisting closure, and responsive use of failure, to address sophisticated challenges within and through media arts productions. c. Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Questions: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? a. Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience. MA:Re7.1.II b. Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception. Perceive Anchor Standard 8: Interpret intent and meaning in artistic work. 5

16 Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Questions: How do people relate to and interpret media artworks? Analyze the intent, meanings, and influence of a variety of media artworks, based on MA:Re8.1.II personal, societal, historical, and cultural contexts. Interpret Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Questions: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Form and apply defensible evaluations in the constructive and systematic critique of MA:Re9.1.II media artworks and production processes. Evaluate Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Media artworks synthesize meaning and form cultural experience. Essential Questions: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? a. Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection, research, and exemplary MA:Cn10.1.II works. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences, such as new connections between themes and ideas, local and global networks, and personal influence. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Questions: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. MA:Cn11.1.II b. Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity. Common Core State Standards Note: When applying the CCSS to the arts, text and related terms can either be actual text/words/writing, or a piece of artwork/the creation of art Synthesize Relate Strand Anchor Standard # Statement Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to 6

17 Language Reading Literacy.CCRA.L.4 Literacy.CCRA.L.5 Literacy.CCRA.L.6 Literacy.CCRA.R.1 Literacy.CCRA.R.2 Literacy.CCRA.R.3 Literacy.CCRA.R.4 Literacy.CCRA.R.5 Literacy.CCRA.R.6 Literacy.CCRA.R.7 comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 7

18 Literacy.CCRA.R.9 Literacy.CCRA.R.10 Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Read and comprehend complex literary and informational texts independently and proficiently. Speaking and Listening Writing Literacy.CCRA.SL.1 Literacy.CCRA.SL.2 Literacy.CCRA.SL.3 Literacy.CCRA.SL.4 Literacy.CCRA.SL.5 Literacy.CCRA.SL.6 Literacy.CCRA.W.1 Literacy.CCRA.W.2 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of context and communicative tasks, demonstrating command of formal English when indicated or appropriate. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 8

19 Writing Math Literacy.CCRA.W.3 Literacy.CCRA.W.4 Literacy.CCRA.W.5 Literacy.CCRA.W.6 Literacy.CCRA.W.7 Literacy.CCRA.W.8 Literacy.CCRA.W.9 Literacy.CCRA.W.10 CCSS.Math.Practice.MP1 CCSS.Math.Practice.MP2 CCSS.Math.Practice.MP3 CCSS.Math.Practice.MP4 CCSS.Math.Practice.MP5 Enduring Understandings Students will understand that A successful self-portrait shows the artist in a well-composed image. The viewer can see some part of the artist in the picture or can learn Essential Questions Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Make sense of problems and persevere in solving them Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. What is an artist s statement? What is a self-portrait? 9

20 something about the artist through the objects or locations in the photograph. An artist s statement explains a body of visual work in words. An artist s statement can be expanded upon and edited as the artist grows. Learning Targets: Knowledge Students will know What information should be conveyed in a good self-portrait? Learning Targets: Skills Students will be able to The definition of an artist s statement. Write a cohesive, meaningful artist s statement. What a self-portrait is. Develop a self-portrait that will deepen the viewer s How to compose a good self-portrait knowledge of the artist. How to shoot manually with the DSLR camera. Set ISO, aperture and shutter speed, appropriately using the light meter to take a well exposed photograph. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills are: 21 st Century Themes E encouraged T taught A assessed Global Awareness ETA Creativity and Innovation X Environmental Literacy ETA Critical Thinking and Problem Solving Health Literacy ETA Communication Civic Literacy ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy STAGE 2: Determine Acceptable Evidence Formative Assessments & Other Evidence of Learning Summative Assessments & Performance Tasks Exit Slips Skill specific assessments In progress critiques Work block interactions Group critiques Quizzes Building mandated assessments STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions Explanation and demonstrations of shooting Manual on the DSLR camera Manual Camera Settings o ISO o Aperture o Shutter speed 10

21 Explanation and demonstrations on setting trifecta to create a well exposed image using the light meter. Research, explanation, exemplars and demonstrations on writing artist s statement. Research, explanation, exemplars and demonstrations on creating a selfportrait. Class led critiques and one-on-one critiques. Other learning activities that are appropriate to standards at the discretion of the teacher Differentiation occurs during all activities Essential Vocabulary and Terminology Manual photography DSLR Aperture Shutter speed ISO Shutter Memory sensor Light meter Resource/webpage Teacher Resources Description Explanation between selfies and self-portraits. Adaramo explains self-portrait set ups with and without a wireless shutter release Teacher resource for lesson ideas, project ideas and tutorials. Additional resources at the discretion of the teacher and school administration that meet appropriate standards and curriculum s learning plan 11

22 Unit Title: Personal Artistry Exploration Unit Duration: Continual and ongoing STAGE 1: Identify Desired Results Overview/Rationale: Learners will work throughout the semester to develop an overall theme for their portfolio. Although some projects may not pertain exactly to their concept, all projects will work towards bettering their photography skills. The learner will explore techniques and materials to convey their artistic intent to the viewer. The learner will use previous knowledge of compositions and how to arrange elements and principles of art to further develop their personal styles. Personal creativity, problem solving, expression of vision and artistic exploration will highlighted in the portfolio development throughout the semester. Learners will use DSLR, photo editing software, the internet and other material resources the meet the standards. NJCCCS Visual and Performing Arts VPA Standard Standard Statement 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. Content Statement CPI# Cumulative Progress Indicator (CPI) Common themes exist in artwork from a variety of cultures across time and are D.1 Distinguish innovative applications of the elements of art and principles of communicated through metaphor, design in visual artworks from diverse symbolism, and allegory. cultural perspectives and identify Stimuli for the creation of artworks can come from many places, including other arts disciplines. Cultural and historical events impact artmaking as well as how audiences respond to works of art D A.1 specific cross-cultural themes. Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks. Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 12

23 contributions to community and global citizenship. How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks D D A.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity. Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art A A A B.1 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia 13

24 The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown B.2 artwork from diverse cultural contexts and historical eras. Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. NJCCCS Technology Standard 8.1 Strand Statement A. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. B. Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. C. Communication and Students use digital media and environments to communicate and work Collaboration collaboratively, including at a distance, to support individual learning and contribute to the learning of others. D. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior E. Research and Information Students apply digital tools to gather, evaluate, and use information. Fluency F. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Content Statement CPI# Cumulative Progress Indicator (CPI) Understand and use technology systems A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Select and use applications effectively and productively. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Advocate and practice safe, legal, and responsible use of information and technology A B B D.1 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. 14

25 National Core Art Standards for Media Arts Students who participate in this course will achieve the High School Accomplished Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Questions: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, MA:Cr1.1.II and increase the originality of approaches in media arts creation processes. Select Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea. Essential Questions: How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Apply a personal aesthetic in designing, testing, and refining original artistic ideas, MA:Cr2.1.II prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context. Develop Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Questions: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work? a. Consolidate production processes to demonstrate deliberate choices in organizing and MA:Cr3.1.II integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition. Construct b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences and contexts. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Questions: How are complex media arts experiences constructed? MA:Pr4.1.II Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such as transmedia productions. Integrate Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. 15

26 Essential Questions: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks. Practice MA:Pr5.1.II b. Demonstrate effective ability in creative and adaptive innovation abilities, such as resisting closure, and responsive use of failure, to address sophisticated challenges within and through media arts productions. c. Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks. Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Questions: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow? MA:Pr6.1.II a. Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels. Present b. Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts such as changes that occurred for people, or to a situation. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Questions: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? a. Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience. MA:Re7.1.II b. Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception. Perceive Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Questions: How do people relate to and interpret media artworks? Analyze the intent, meanings, and influence of a variety of media artworks, based on MA:Re8.1.II personal, societal, historical, and cultural contexts. Interpret 16

27 Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Questions: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Form and apply defensible evaluations in the constructive and systematic critique of MA:Re9.1.II media artworks and production processes. Evaluate Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Media artworks synthesize meaning and form cultural experience. Essential Questions: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? a. Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection, research, and exemplary MA:Cn10.1.II works. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences, such as new connections between themes and ideas, local and global networks, and personal influence. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Questions: How does media arts relate to its various contexts, purposes, and values? How does investigating these Synthesize relationships inform and deepen the media artist's understanding and work? MA:Cn11.1.II Relate a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. b. Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity. Common Core State Standards Note: When applying the CCSS to the arts, text and related terms can either be actual text/words/writing, or a piece of artwork/the creation of art Strand Anchor Standard # Statement Language Literacy.CCRA.L.3 Literacy.CCRA.L.4 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 17