Nine Weeks: First Curriculum Map Instructor: Abbie Merryman Class: Photography & Digital Image Grade: 9-12 Shadyside Local Schools Building:

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1 Weeks: First Curriculum Map Instructor: Abbie Merryman Class: Photography & Digital Image Grade: 9-12 Shadyside Local Schools Building: Shadyside High Schoool

2 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 1st Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. One Object - Ten Photos Shutter Speed Aperture Introduce project via a Powerpoint Create a project folder out of posterboard. Design the illustration for front and back of project folder following assigned subject materials. Introduce project via a Powerpoint Develop letter design on manila paper. Transfer letter design to 12X18 white drawing paper. Work on design development and color scheme application. Introduce camera operation via a Powerpoint presentation and/or other visuals. Introduce composition, exposure, depthof-field and Portfolio creation via Powerpoint presentations and/or other visuals. Visit various outdoor areas for students to start developing their portfolios. 1PE - Examine and armculate the effects of context on visual imagery. 4PE - IdenMfy the factors that influence the work of individual armsts. 2PR - Apply the elements and principles of art and design using a variety of media to solve specific visual art problems. 3PR - Explore mulmple solumons to visual art problems through preparatory work. 5PR - InvesMgate how to access available digital tools and innovamve technologies to create and manipulate artwork. 1RE - Explore various methods of art crimcism in responding to artworks. 2RE - IdenMfy assessment pracmces to manage, monitor and document their learning. 6RE - IdenMfy various venues for viewing works of art. 7RE - Recognize and armculate the importance of lifelong involvement and advocacy in the arts. Subject Sharpness Auto-Mode Shutter Shutter-Speed Blur Blurred-Motion Pan Aperture Exposure Depth-Of-Field F-Stop F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

3 Weeks: Second Curriculum Map Instructor: Jeff Mamone Class: Photography & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

4 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 2nd Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Photography Alphabet Diorama Claymation Introduce project via a Powerpoint Spend ongoing time allowing development of patterns and textures in journals. Develop work on project. Introduce project via Powerpoint Develop print design. Work on creating printing plate(s). Print project. Finish project per instructions. Introduce project via computer projection on HD monitor. Demo various Photoshop tools used for photograph restoration and repair. Demo how to scan a photograph for restoration and/or editing. Work on restoring and repairing various photographs. 2PE - IdenMfy and describe the sources armsts use for visual reference and to generate ideas for artworks. 3PE - IdenMfy the relamonship between community or cultural values and trends in visual art 4PE - IdenMfy the factors that influence the work of individual armsts 6PE - Describe the decisions made in the design of everyday objects. 1PR - Demonstrate basic technical skill and crabsmanship with various art media when creamng images from observamon, memory and imaginamon. 4PR - Establish the appropriate levels of crabsmanship when complemng artworks. 2RE - IdenMfy assessment pracmces to manage, monitor and document their learning. 3RE - Use appropriate vocabulary to define and describe techniques and materials used to create works of art. Compostion Orientation Depth-of-Field 2D vs 3D Bluprint Stop Animation Film Point-of-View F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

5 Weeks: Third Curriculum Map Instructor: Jeff Mamone Class: Photography & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

6 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 3rd Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Music Video: A-Roll and B-Roll Personal Narrative/ Short Story: A-Roll and B-Roll Interview: A-Roll and B-Roll Introduce project via computer projection on HD monitor and/or other visuals. Introduce studio photography procedure and lighting. Introduce posing for a portrait. Demo work procedure in Photoshop using textures and patterns previously collected (continue collecting textures and patterns). Photograph each other for project. Work on Texture Portrait. Introduce project via computer projection on HD monitor and/or other visuals. Demo work procedure painting procedure in Photoshop. Find an image to paint. Work on Digital Painting. Introduce project via Powerpoint Demo work procedure for creating a Mandala using Photoshop. Work on Mandala using textures and patterns previously collected (continue collecting textures and patterns). 1PE - Examine and armculate the effects of context on visual imagery. 3PE - IdenMfy the relamonship between community or cultural values and trends in visual art. 1PR - Demonstrate basic technical skill and crabsmanship with various art media when creamng images from observamon, memory and imaginamon. 4PR - Establish the appropriate levels of crabsmanship when complemng artworks. 6PR - IdenMfy and apply visual literacy as a means to create images that are personally expressive. 1RE - Explore various methods of art crimcism in responding to artworks. 4RE - InvesMgate the role of innovamve technologies in the creamon and composimon of new media imagery. 6RE - IdenMfy the challenges various venues present to the creamon of works of art. A-Roll B-Roll Pan Range A-Roll B-Roll Narrative Voiceover A-Roll B-Roll Point-of-View Scrub Cut Voiceover F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

7 Weeks: Fourth Curriculum Map Instructor: Jeff Mamone Class: Photography & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

8 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 4th Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Senior Video: Layout Senior Video: Filming Senior Video: Editing Introduce project via Powerpoint Demo creating a palette. Demo clean-up. Demo acrylic painting. Design painting project. Work on acrylic painting. Introduce project via Powerpoint Demo creating an armature or skeleton for sculpture. Demo building bulk on sculpture. Demo applying polymer clay and working with the surface. Work on armature, foil and polymer clay sculpture. Introduce project via Powerpoint Demo work procedure for creating a Mandala using Photoshop. Work on Mandala using textures and patterns previously collected (continue collecting textures and patterns). 2PE - IdenMfy and describe the sources armsts use for visual reference and to generate ideas for artworks. 5PE - Describe the role of technology as a visual art medium. 2PR - Apply the elements and principles of art and design using a variety of media to solve specific visual art problems. 3PR - Explore mulmple solumons to visual art problems through preparatory work. 5PR - InvesMgate how to access available digital tools and innovamve technologies to create and manipulate artwork. 3RE - Use appropriate vocabulary to define and describe techniques and materials used to create works of art. 5RE - IdenMfy and explain one or more theories of aesthemcs and visual culture. 7RE - Recognize and armculate the importance of lifelong involvement and advocacy in the arts. Anchor Graphics Hot Topics Mic REC Slow Motion Footage Green Screen Cross-Fade Transition Cutaway Dissolve Fade Storyboard F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

9 Weeks: First Curriculum Map Instructor: Jeff Mamone Class: Photography & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

10 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 1st Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Project Folders (Art) Illuminated Letters (Art) Outdoor Photography (Digital Imaging) Textures & Patterns (Digital Imaging) Introduce project via a Powerpoint Create a project folder out of posterboard. Design the illustration for front and back of project folder following assigned subject materials. Introduce project via a Powerpoint Develop letter design on manila paper. Transfer letter design to 12X18 white drawing paper. Work on design development and color scheme application. Introduce camera operation via a Powerpoint presentation and/or other visuals. Introduce composition, exposure, depthof-field and Portfolio creation via Powerpoint presentations and/or other visuals. Visit various outdoor areas for students to start developing their portfolios. Introduce project via a Powerpoint Spend ongoing time collecting digital textures and patterns. Develop a folder of completed digital textures and patterns. 2PE - Interpret and evaluate the way a theme or meaning in an artwork expresses the social, polimcal or cultural context. 3PE - Compare and contrast universal themes and sociopolimcal issues in artworks from different cultures and historical periods. 1PR - Demonstrate advanced technical skills and crabsmanship with various art media when creamng images from observamon, memory and imaginamon. 3PR - Contribute to a porcolio of works that demonstrates technical skill, a range of media and various original solumons to visual art problems. 1RE - Apply art crimcism methods and inquiry skills as viewer, crimc and consumer of visual images produced by new media and media arts. 4RE - Analyze and explain the relamonship between the content and ideas in artworks and the use of media and composimonal elements. Portfolio Design Collage Illuminated Letters Medieval Printing Press Color Wheel Complimentary Colors Composition Exposure Depth-Of-Field Portfolio F-Stop Shutter Speed Texture Pattern Cropping Levels Curves F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

11 Weeks: Second Curriculum Map Instructor: Jeff Mamone Class: Advanced Visual Arts & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

12 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 2nd Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Zentangles (Art) Printmaking (Art) Photography Restoration - (Digital Imaging) Texture Portrait of Person, Car, Building, etc. (Digital Imaging) Introduce project via a Powerpoint Spend ongoing time allowing development of patterns and textures in journals. Develop work on project. Introduce project via Powerpoint Develop print design. Work on creating printing plate(s). Print project. Finish project per instructions. Introduce project via computer projection on HD monitor. Demo various Photoshop tools used for photograph restoration and repair. Demo how to scan a photograph for restoration and/or editing. Work on restoring and repairing various photographs. Introduce project via computer projection on HD monitor and/or other visuals. Introduce studio photography procedure and lighting. Introduce posing for a portrait. Demo work procedure in Photoshop using textures and patterns previously collected (continue collecting textures and patterns). Photograph each other for project. Work on Texture Portrait. 1PE - Interpret social and cultural contexts to develop personal meaning in visual imagery. 6PE - Apply self-direcmon, independence and a purposed approach when defining and solving a visual design problem. 3PR - Contribute to a porcolio of works that demonstrates technical skill, a range of media and various original solumons to visual art problems. 6PR - Visually express complex concepts and meaning in their artworks. 2RE - Apply assessment pracmces to select, organize and present personal artworks that document their understanding of visual art and literacy concepts. 5RE - Defend personal philosophies of art based on a connecmon to aesthemc theories and visual culture. 6RE - Engage in discourse and express a point of view about issues related to the public display of works of art. Zentangle Composition Printmaking Johannes Gutenberg Brayer Tintype Restoration Sepia Print Clone Levels Curves Texture Pattern Shutter Speed Aperture Exposure F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

13 Weeks: Third Curriculum Map Instructor: Jeff Mamone Class: Advanced Visual Arts & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

14 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 3rd Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Scratchboard (Art) Digital Painting 1 - (Digital Imaging) Mandala - Multi- Layered Advanced (Digital Imaging) Introduce project via computer projection on HD monitor and/or other visuals. Introduce studio photography procedure and lighting. Introduce posing for a portrait. Demo work procedure in Photoshop using textures and patterns previously collected (continue collecting textures and patterns). Photograph each other for project. Work on Texture Portrait. Introduce project via computer projection on HD monitor and/or other visuals. Demo work procedure painting procedure in Photoshop. Find an image to paint. Work on Digital Painting. Introduce project via Powerpoint Demo work procedure for creating a Mandala using Photoshop. Work on Mandala using textures and patterns previously collected (continue collecting textures and patterns). 3PE - Compare and contrast universal themes and sociopolimcal issues in artworks from different cultures and historical periods. 4PE - Demonstrate the ability to form and defend judgments regarding the relamonships between armsts and culture. 2PR - Use criteria to revise works-in-progress and describe changes made and what was learned in the process. 5PR - Create original artworks that demonstrate the ability to select, use and vary available digital tools and innovamve technologies. 1RE - Apply art crimcism methods and inquiry skills as viewer, crimc and consumer of visual images produced by new media and media arts. 3RE - Apply inquiry and analymc processes when viewing, judging and consuming visual content and images produced by new media and media arts. Scratchboard Illustration Scratch Pen India Ink Color Wheel Digital Mandala Kaleidoscope Arc Sectors Inscribe Mirroring F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

15 Weeks: Fourth Curriculum Map Instructor: Jeff Mamone Class: Advanced Visual Arts & Digital Imaging Grade: 9-12 Shadyside Local Schools Building: Shadyside High School

16 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary 4th Nine Weeks: Visual Arts & Digital Imaging PERCEIVING/KNOWING (PE) - Observe, listen, a<end to, discriminate. PRODUCING/PERFORMING (PR) - Generate, create, realize, use & master skills. RESPONDING/REFLECTING (RE) -Make connecmons, reconsider, quesmon, selfassess. Acrylic Painting Mixed Media Collage - (Art) Polymer Clay Sculpture (Art) Digital Painting 2 - (Digital Imaging) PhotoMontage 1 - (Digital Imaging) PhotoMontage 2 - (Digital Imaging) Introduce project via Powerpoint Demo creating a palette. Demo clean-up. Demo acrylic painting. Design painting project. Work on acrylic painting. Introduce project via Powerpoint Demo creating an armature or skeleton for sculpture. Demo building bulk on sculpture. Demo applying polymer clay and working with the surface. Work on armature, foil and polymer clay sculpture. Introduce project via Powerpoint Demo work procedure for creating a Mandala using Photoshop. Work on Mandala using textures and patterns previously collected (continue collecting textures and patterns). Introduce project via Powerpoint Demo creating layers in Photoshop. Work on creating a Digital PhotoMontage. 5PE - Envision and explain how technology can impact visual art and literacy. 6PE - Apply self-direcmon, independence and a purposed approach when defining and solving a visual design problem. 1PR - Demonstrate advanced technical skills and crabsmanship with various art media when creamng images from observamon, memory and imaginamon. 3PR - Contribute to a porcolio of works that demonstrates technical skill, a range of media and various original solumons to visual art problems. 4PR - Select, organize and prepare artworks for exhibimon. 2RE - Apply art crimcism methods and inquiry skills as viewer, crimc and consumer of visual images produced by new media and media arts. 7RE - Form and demonstrate personal strategies for lifelong involvement and advocacy in the arts. Acrylic paint Composition Balance Palette Wash Polymer Armature Sculpture 3-D Digital Color Wheel Blending Impasto Layers PhotoMontage Collage Transparent Scale F = daily mini critiques by the teacher as I walk around the room. F = Formal class critiques facilitated by teacher. S = Final project assessment accompanied by a rubric. S = Midterm exam S = Final exam

17 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building:

18 Weeks Cognitive & Creative Learning Processes (Common Core Standards) Projects (Unit/Topic) Activities/Resources Content Standards (Learning Objectives) Vocabulary

19 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

20 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

21 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

22 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

23 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

24 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

25 Weeks: Curriculum Map Instructor: Class: Grade: Shadyside Local Schools Building: Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary

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