Monroe Township Schools. Curriculum Management System

Transcription

1 Monroe Township Schools Curriculum Management System Grade July, 2007 * For adoption by all regular education programs Board Approved: September 2007 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

2 Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages Benchmarks Page 28 2

3 MONROE TOWNSHIP SCHOOL DISTRICT ADMINISTRATION Dr. Ralph P. Ferrie, Superintendent Dr. Christopher H. Tienken, Assistant Superintendent BOARD OF EDUCATION Ms. Kathy Kolupanowich, President Mr. Lew Kaufman, Vice President Mr. Marvin Braverman Mr. Joseph Homoki Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer Mr. Ira Tessler JAMESBURG REPRESENTATIVE Ms. Patrice Faraone Student Board Members Ms. Melissa Bonamici Ms. Upsana Natarajan 3

4 Acknowledgments The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Patricia Rein, Erica Blumetti Supervisor Name: Robert Mele Supervisor of Arts and Careers Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth 4

5 Monroe Township Schools Mission and Goals Mission The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society. Goals To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals. 5

6 INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS Philosophy Art education is basic to an individual s perception and understanding of the world in which we live today. Creative learning enables students to interpret these perceptions in a visual and hands on form. Art Education teaches students to respect and appreciate their own interpretations and those of their peers. A sequential art program develops basic skills, encourages visual awareness and is fundamental to intellectual growth and creative self-expression. A balanced and sequential art education program fosters the students perception of both their real and imagined worlds. Structured course work includes knowledge of artists, art elements and principles of design. The art program enables each student to develop positive attitudes towards themselves, others and the environment through creative experiences. Problem solving and creative learning encourages and fosters the students to relate visual knowledge to other core subjects and to respond with originality, appreciation, flexibility and imagination. The use and application of skills, processes and mediums encourages and encompasses self-expression, creative growth, discovery, and the realization of ideas. Assessment is made on individual achievement related to each student s stage of growth and development. The art program is essential to every student s development as a well-rounded, creative and productive human being. Educational Goals Photography I is a prerequisite for this full year course. It provides the student with the necessary experience and needed background to allow him/her to advance in this area. The course will enable students to: Operate a digital camera capture digital images upload images to a computer acquire the skills needed to manipulate a digital image using PhotoShop communicate and express new ideas 6

7 New Jersey State Department of Education Core Curriculum Content Standards INTRODUCTION The Vision Experience with and knowledge of the arts is a vital part of a complete education. The arts are rich disciplines that include a vibrant history, an exemplary body of work to study, and compelling cultural traditions. An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic growth. The education of our students in the disciplines of dance, music, theater, and visual art is critical to their personal success and to the success of New Jersey as we move into the twenty-first century. The arts offer tools for development. They enable personal, intellectual, and social development for each individual. Teaching in and through the arts within the context of the total school curriculum, especially during the formative years of an elementary K-6 education, is key to maximizing the benefits of the arts in education STANDARD 1.1 (AESTHETICS) ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Knowledge 1. Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form. 2. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology. 3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism. B. Skills 1. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies. 2. Formulate a personal philosophy or individual statement on the meaning(s) of art. STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Dance 1. Demonstrate technical proficiency and artistic application of anatomical and kinesthetic principles in performance. 7

8 2. Craft dances with themes that have unity of form and content and demonstrate the ability to work alone and in small groups to create dances with coherence and aesthetic unity. 3. Collaborate in the design and production of a dance work. 4. Outline a variety of pathways and the requisite training for careers in dance. B. Music AND/OR 1. Sing or play musical works from different genres with expression and technical accuracy. 2. Analyze original or prepared musical scores and demonstrate how the elements of music are manipulated. 3. Improvise or compose melodies, stylistically appropriate harmonizing parts and rhythmic accompaniments using a chosen system of notation. 4. Arrange simple pieces for voices or instruments using a variety of traditional and nontraditional sound sources and electronic media. 5. Outline a variety of pathways and the requisite training for careers in music. C. Theater AND/OR 1. Create original interpretations of scripted roles demonstrating a range of various appropriate acting styles and methods. 2. Interpret a script by creating a production concept with informed, supported, and sustained directorial choices. 3. Collaborate in the design and production of a theatrical work. 4. Plan and rehearse improvised and scripted scenes. 5. Outline a variety of pathways and the requisite training for careers in theater. D. Visual Art AND/OR 1. Interpret themes using symbolism, allegory, or irony through the production of two or three-dimensional art. 2. Perform various methods and techniques used in the production of works of art. 3. Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques. 4. Outline a variety of pathways and the requisite training for careers in the visual arts. STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Dance 8

9 1. Categorize the elements, principles, and choreographic structure of specific dance masterworks. 2. Articulate understanding of choreographic structures or forms such as palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation. 3. Analyze issues of ethnicity, gender, social/economic status, age, and physical conditioning in relation to dance. B. Music AND/OR 1. Evaluate a diversity of musical works to discern similarities and differences in how the elements of music have been utilized. 2. Synthesize knowledge of the elements of music. 3. Identify how the elements of music are utilized in a variety of careers. C. Theater AND/OR 1. Describe the process of character analysis and identify physical, emotional, and social dimensions of characters from dramatic texts. 2. Analyze the structural components of plays from a variety of social, historical, and political contexts. 3. Interpret a script to develop a theatrical production concept. 4. Explain the basic physical and chemical properties inherent in components of technical theater such as light, color, pigment, scenic construction, costumes, electricity, paint, and makeup. D. Visual Art AND/OR 1. Compare and contrast innovative applications of the elements of art and principles of design. 2. Analyze how a literary, musical, theatrical, and/or dance composition can provide inspiration for a work of art. STANDARD 1.4 (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Knowledge 1. Examine the artwork from a variety of historical periods in both western and non-western culture(s). 2. Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art. 9

10 3. Determine the influence of tradition on arts experience, as an arts creator, performer, and consumer. B. Skills 1. Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one s personal work and that of their peers, using positive commentary for critique. 2. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art. STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Knowledge 1. Parallel historical events and artistic development found in dance, music, theater, and visual art. 2. Summarize and reflect upon how various art forms and cultural resources preserve cultural heritage and influence contemporary art. B. Skills 1. Evaluate the impact of innovations in the arts from various historical periods in works of dance, music, theater, and visual art stylistically representative of the times. 2. Compare and contrast the stylistic characteristics of a given historical period through dance, music, theater, and visual art. 10

11 Big Idea: Introduction to 1. What is photography? a. History timeline: contributors, important dates advancing photography b. Differences between a snapshot vs. an art form: an exhibit quality image that tells a story. 2. Parts and functions of a 35mm film camera 3. Parts and functions of a digital camera 4. Differences between film camera and digital cameras 5. Digital Image Composition a. Elements of Design b. Student digital image activities reinforcing camera functions and composition 6. Proper exposure programming using the digital camera 7. Using the resolution functions on the digital camera a. Student digital image activities reinforcing camera functions: exposure and resolution 8. Saving the digital image, memory cards, uploading digital images to the computer Big Idea: Computer Literacy and the Digital Image 1. Advanced Photoshop a. Working with layers b. Using Photoshop filters and masking c. Manipulating the image d. Using type e. Combining images from different files f. Photoshop how to videos and tutorials reinforcing techniques 2. Ethics: manipulating your original image a. Is this defrauding the public? Grade Scope and Sequence Quarter I Quarter II 9. Photograph/digital image copyright laws 10. Introduction to Photoshop software a. Import an image using the computers scanner b. Open and save a file in Photoshop (proper file extensions) c. Introduction to basic tools and drop down menus d. Adjusting color and contrast levels e. Using the computers printers and the different printer photo papers f. Introductory tutorials reinforcing the basic Photoshop operations using their digital images 11. Capturing digital images a. Student image assignment list: students will be given five different image assignments requiring the student to use the proper menu selections, composition, and criteria specific to each image. 3. Capturing digital images a. Student image assignment list: students will be given five image assignments that can be combined with each in other using Photoshop requiring the student to plan their compositions, as well as, use the proper menu selections, and criteria specific to each image. b. Students will be required to upload their images into Photoshop c. Students will be required to combine uploaded images to create different images EX: change sky color, add sun, clouds, 2 moons, houses, animals, people etc. 11

12 Big Idea: Computer Literacy and the Digital Image 1. Advanced Photoshop Continued a. Working with layers b. Using Photoshop filters and masking c. Manipulating the image d. Combining images from different files e. Photoshop how to videos and tutorials reinforcing techniques 2. Introduction to Illustrator software a. Introduction to basic tools and drop down menus b. Adjusting color and contrast levels c. Introductory tutorials reinforcing the basic Illustrator operations using the programs tutorials. d. How to use the programs templates e. How to place their digital image into an Illustrator page. Quarter III Quarter IV Big Idea: Computer Literacy and the Digital Image 1. Advanced Photoshop and Illustrator 2. Improving digital images a. Students will apply the knowledge and skills learned in Photography I and to set-up and capture images of a product-line. They will design a product advertisement using these images with Photoshop and Illustrator software. b. Students will apply their knowledge and skills to create a fictitious magazine (i.e. gardening, sports, fashion, etc.), capture images related to the subject matter of that magazine, and design the cover using selected digital images with either/both Photoshop and Illustrator. 3. Capturing digital images d. Student image assignment list: students will be given five image assignments that can be used with the Illustrator CD template to create a CD cover Using Photoshop will be required to first alter images the student to plan to use in their project e. Students will place altered images into the Illustrator CD template and complete the cover using type and other effects as desired for design. f. Students will print finished project 12

13 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 1.1. Identify and understand the discoveries leading to the invention of photography. (1.5) 1.2. Discuss the persons responsible for the invention of the photographic process (1.5) 1.3. Discuss the dates of the photography timeline that were important to photography. (1.5) Big Idea: History Topic: Documented contributors to the history of photography Goal 1: The student will be able to identify the contributors to the invention of photography Essential Questions Sample Conceptual Understandings Throughout history, there were many significant historical events that have been captured on film and/or digital imagery. As a photographer, which event do you believe you would have liked to have participated? Did the invention of photography have the same impact on society then as it does now? What role has photography played throughout history? What is meant by the saying a photograph is worth a thousand words? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Instructor /class discussion of the historic contributors and dates which lead to the invention of photography. Activity Handouts for the discussion providing timeline dates and names of the contributors. Video on the History of Photography Text Book : Applied Methods of Photography Reading assignment on History of Photography The student will be able to recall and identify important facts and dates that have played an important part in the development of film photography. (knowledge) 13

14 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 2.1 Identify the basic parts of a film camera (1.1, 1.2) Body, lens, shutter/shutter speeds, film speed aperture/f stops, advance, rewind, film holder/focal plane, hot shoe, shutter release. 2.2 Demonstrate the functions of the parts of the film camera (1.1, 1.2 ) 2.3 Discuss the importance of understanding the parts and functions of a film camera (1.1, 1.2 ) Big Idea: Technology Topic: The Film Camera Goal 2: The student will be able to identify the basic parts of a film camera and their functions Essential Questions Sample Conceptual Understandings Why is it important to understand the functions of a manual film camera? Is there still a need for the film camera in the world of advancing technology or is it becoming obsolete? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Instructor demonstration of the parts and functions of a film camera. Students will have a hands on experience reviewing the parts and functions of a film camera Activity Instructor/individual student- verbal testing their knowledge of the film camera Students will label a diagram of the film camera using their memory skills which will reinforce their ability to recognize and identify the parts of a 35mm camera. (knowledge) 2.3 Understand what film is, its properties, and how it captures an image (1.1, 1.2) 14

15 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 3.1 Identify the basic parts of a digital camera: Body, lens, shutter, aperture, shutter release, flash, LCD Screen, batteries, memory source, USB port, icons for different image choices and menus for camera functions. (1.1, 1.2) 3.2 Demonstrate the functions of the basic parts of the digital camera (1.1, 1.2) 3.3 Understand how a digital camera captures and deletes an image CCD Charge Coupled Device and CMOS Complimentary Metal Semi Conductor, Area array, Pixels (1.1, 1.2) Big Idea: Technology Topic: The Digital Camera Goal 3: The student will be able to identify the basic parts and functions of a digital camera Essential Questions Sample Conceptual Understandings Comparing the digital camera to the film camera, has technology made picture taking better? How advanced do digital cameras have to be to satisfy the publics need? What advancements do you think will be made to the digital camera in ten years? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Instructor demonstration of the parts and functions of a digital camera. Activity Students will have a hands on experience reviewing the parts and functions of a digital camera Instructor/individual student - Each student will be asked to apply the knowledge they have acquired and demonstrate the parts and functions of a digital camera, as well as, capturing and deleting an image. (application) Through discussion the student will compare and contrast the differences between the film camera and a digital camera and calculate their pros and cons. (comprehension) 3.4 Compare and contrast the film and digial cameras (1.2) 15

16 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 4.1. Understand and define the meaning of the term photographic composition: A pleasing arrangement of elements within a photograph to achieve a desired effect. (1.1, 1.2, 1.3,1.4) 4.2. Identify the proper components of a well composed image and use them effectively. (1.1, 1.2,1.3,1.4) Elements of Design: Point or center of interest, line, shape, balance, emphasis, contrast, background (unwanted elements), leading lines, cropping, rule of thirds, zoom distortion, camera angle, filling the frame, inclusion/exclusion, frame within a frame. Big Idea: Aesthetics Topic: Composition of a digital Image Goal 4: The student will be able to identify the components of a well composed image Essential Questions Sample Conceptual Understandings Are the Elements of Design essential to the final photograph? Why is it necessary for a digital image to be well composed when you can alter it in a Photoshop program? When viewing a digital image are you aware of how the composition influences the overall appeal? What is the difference between a snapshot and an image that tells a story? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Vocabulary Packet is distributed to each student which lists all the Elements of design Class discussion of packet of Elements of Design and their meanings. Activity Instructor reinforcement of the usage of the Elements of Design, differentiating between a well composed photo and poor composition through the use of visuals. i.e.; photographs of previous students and famous photographers. Class discussion and analysis will aid the student in dissecting what a properly balanced and composed image looks like. (analysis, evaluation) Students discuss Elements of Design through group discussion. Students will capture random images identifying and interpreting a certain element of composition, print them for discussion, and be able to explain and critique their choice of composition. (knowledge, analysis, evaluation, synthesis) Students will present their images identifying composition elements within the photograph. (application) 16

17 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 5.1. Define the photographic term exposure The controlling of light using different methods for proper contrast and color balance. (1.1,1.2) 5.2. Understand how to manually adjust exposure settings on a SLR film camera: Aperture, f-stops, shutter, shutters speeds, filters, flash, lighting (1.1,1.2) 5.3. Understand how to manually adjust exposure/settings on a SLR digital camera: Aperture, f-stops, shutter, shutters speeds, filters, flash, lighting (1.1,1.2) 5.4. Understand how to adjust basic exposure settings on a digital camera using the programmable menus: White points, color balance, histograms, bracketing images (1.1,1.2) 5.5 Bracketing images at different exposures (1.1,1.2) Big Idea: Aesthetics Topic: Exposure Methods Using a Digital Camera Goal 5: The student will be able to capture a digital image using the proper exposure methods Essential Questions Sample Conceptual Understandings How does exposure and contrast become an important element when capturing a black and white image? Does color and contrast balance enhance a digital image? Black and white film photography has always been thought of as a fine art. Can digital black and white also be considered a fine art form? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor discussion and comparison of aperture/fstops and shutter/shutter speeds of a manual film camera and of the digital camera. Activity Students will have hands-on practice with the digital camera menus for exposure Students will capture one random image and adjust the exposure levels to create three different printed images showing different levels of exposure including the correct exposure. Activities will be followed by a presentation and critique of their images, reinforcing their knowledge of the lesson and demonstrating technical skills. (comprehension, knowledge, application, analysis) 17

18 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 6.1 Define the term resolution of a digital image: Fineness of visible detail in a captured image (The higher the megapixel the greater the resolution, the greater the resolution the larger and sharper the final print) (1.1,1.2) 6.2 Adjust the resolution of a digital image using the camera menus (1.1,1.2) Big Idea: Aesthetics Topic: Image Resolution Goal 6: The student will be able to adjust the resolution of digital image Essential Questions Sample Conceptual Understandings Is it necessary to have a high resolution when sending images via the internet? Why does the number of pixels affect the quality of a digital camera? When comparing digital to film, at what point is resolution considered when using a film camera? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor discussion of the term resolution and how the number of pixels determines the fine detail and the size of the final printed image. Activity Students will have hands-on practice with the digital camera menus changing resolution and zoom distortion. Students will capture 2 images using the same composition elements; one full composition, the second using the zoom to crop the elements creating a different composition. Activities will be followed by a presentation and critique of their images, reinforcing their knowledge of the lesson and demonstrating technical skills. (comprehension, knowledge, application, analysis) 18

19 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 7.1. Upload digital images from the digital camera to their personal folders on the school network (1.1,1.2) 7.2. Upload digital images using both memory card duos, USB cable and flash card (1.1,1.2) 7.3. Burn digital images to a C.D. (1.1,1.2) 7.4. Attach and selected digital images (1.1,1.2) 7.5. Scan an image using a computer scanner (1.1,1.2) 7.6. Identify the difference in photographic paper types for a computer printer (1.1,1.2) Matte, glossy, watercolor, art, etc. Big Idea: Technology Topic: Transferring the digital image Goal 7: The student will be able to transfer a captured digital image to the computer and make a print Essential Questions Sample Conceptual Understandings Is sending digital images via the too impersonal? Do digital images via the / internet aid you in decision making? Do you need a computer to complete digital images? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor demonstration of uploading digital images from the digital camera to the students personal folders using methods of memory card duos, USB cable, flash card and recordable C.D. Instructor demonstration of a computer scanner, computer/ scanner menus, printer and printer/computer menus Activity Using the digital cameras students will take pracitice digital images during class and upload/ view their digital images using the demonstrated procedures. (application) Students will review the computer menus in order to properly use the scanner and printer (knowledge) Students will be able to identify and describe the types of paper used for printing digital images (knowledge) 19

20 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 8.1. Understand the terms copyright and copyright infringement (1.1,1.2) 8.2. Understand the meaning of clip art and royalty free images (1.1,1.2) Big Idea: Business Ethics Topic: Copyright laws of photographs and digital images Goal 8: The student will be able to identify copyright laws as they pertain to photographs and digital images Essential Questions Sample Conceptual Understandings Is using another person s photograph found on the internet a copyright infringement even though they will never know it is being used? Are royalty free photos really free? How do these images differ from clip art? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor discussion of copyright laws and how they apply to personal photos and images found on the internet or in magazines. Activity Using the internet the web site: students will research stock photos and read about the usage of such photos. (knowledge) Discussion distinguishing the differences amongst royalty free photos, stock photos, plagiarism and copyright infringement and how it relates to the student and the use of these images. (knowledge, comprehension) 20

21 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 9.1. Demonstrate knowledge of PhotoShop drop-down menus (1.1,1.2) 9.2. Open selected digital images into PhotoShop (1.1,1.2) 9.3. Demonstrate knowledge of the PhotoShop tool box (1.1,1.2) 9.4. Demonstrate knowledge of basic color adjustments (1.1,1.2) 9.5. Demonstrate knowledge of proper saving practices and file extensions (1.1,1.2) Big Idea: Technology Literacy Topic: Introduction to PhotoShop software Goal 9: The student will be able to demonstrate introductory knowledge level of Photoshop Essential Questions Sample Conceptual Understandings Should manipulating a photo in Photoshop be considered fraud? Do you consider Photoshop an asset to the photography industry? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor discussion/demonstration of PhotoShop: opening files, drop-down menus, tool box tools, color balance and saving files using the proper file extensions. Activity Students will open and use the PhotoShop program stock photos to manipulate, review and practice the tools and drop down menus Students will use tutorials from Tutorial Valley : Effects: morning glow Effects: realistic fire Effects: realistic clouds Effects: plastic type Photo Retouch: cleaning skin Photo Retouch: changing eye color using the dodging tool Upon completion the student will have applied basic computer and Photoshop skills and will demonstrate their knowledge through completed tutorials (knowledge, comprehension, application) A self-assessment rubric will follow the finished project. (See page 27) 21

22 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Upload and resize a digital image as well as resizing canvas using drop-down menus (1.1, 1.2) Change a color digital image to a black and white image (1.1,1.2) Adjust brightness and contrast of a digital image using drop-down menus (1.1,1.2) Create, move and delete layers using the layers palette (1.1,1.2) Add text using selected tools and drop-down menus (1.1,1.2) Combine images from multiple files (1.1,1.2) Big Idea: Technology Literacy Topic: Advanced Methods of Photoshop software Goal 10: The student will be able to use more advanced Photoshop techniques Essential Questions Sample Conceptual Understandings What is meant by the term Digital Darkroom What are the advantages or disadvantages of this type of darkroom? Have photographers lost creative control? Are there other software programs that can be used with your digital images? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students will be required to take notes on discussions and demonstrations Instructor demonstration of : up-loading and resizing a digital image resizing canvas changing a color image to a black and white adjust brightness and contrast levels use fillters masking, opacity create, move and delete layers Adding type Select and combine images Activity Students will watch demonstration videos on the Web site: by Michael Blaustein Students will be assigned related tutorials using: and Tutorials by Jennifer Apple: Tips for working with layers in Photoshop Upon completion the student will have applied advanced computer and Photoshop skills and will demonstrate their knowledge through completed tutorials. (knowledge, comprehension, application) Self-assessment rubric (See page 27) 22

23 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Demonstrate knowledge of Illustrator drop-down menus ( 1.2) Open selected digital images into Illustrator (1.2) Demonstrate knowledge of the Illustrator tool box ( 1.2) Demonstrate knowledge of proper saving practices and file extensions (1.2) Add text using selected tools and drop-down menus (1.1, 1.2) Create, move and delete layers using the layers palette (1.1, 1.2) Use Adobe Illustrator to create simple digital image projects using the programs templates Big Idea: Technology Literacy Topic: Introduction to Adobe Illustrator software Goal 11: The student will be able to demonstrate introductory knowledge of Adobe Illustrator Essential Questions Sample Conceptual Understandings In addition to the previously described applications, what additional use can you make from your digital images and computer programs? (Making web pages, selling on Ebay, etc.) Using computer programs such as Photoshop and Illustrator in conjunction with captured digital images affords you an opportunity to correct and enhance these images. Do you think that learning these software programs is an asset or a necessity to the digital photographer? Do you think this photographer has an advantage over the film photographer? If so, what are these advantages? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Instructor demonstration of : Introduction to basic tools, drop down menus and layers Selecting and adjusting color and contrast levels Introductory tutorials reinforcing the basic Illustrator operations using the programs tutorials. How to use the illustrator program templates How to place their digital image into an Illustrator page. Activities Students will follow the Illustrator program tutorials to practice using the tools and drop down menus Students will open a new file, review the document set up menu, select an image from their folder and place that image into the new file. Students will practice selecting the image, change the image size, use the tools and menu commands, using type (knowledge, comprehension) 23

24 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Leve11-12 Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 12.1 Apply their knowledge of digital photography and capture images specific to themed assignments 12.2 Combine digital images using Photoshop software and apply it to a specific assignment 12.3 Use digital images for a specific assignment using Illustrator software 12.4 Use digital images combined with Photoshop and Illustrator and apply it to a specific assignment Big Idea: Technology Literacy Topic: Application of the digital image Goal 12: The student will be able to combine their digital images with their advanced knowledge of Photoshop and Illustrator software Essential Questions Sample Conceptual Understandings Why is it important to be able to use digital images with multiple software programs? How can this knowledge be helpful in your other courses? Do you feel computer literacy plays an important part in school? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Activities 1. Capturing digital images Student image assignment list: Students will be given five image assignments that can be combined with each other when using Photoshop. Students will be required to plan their compositions, use proper menu selections and criteria, specific to each image. (knowledge, comprehension, analysis, evaluation) 2. Students will be required to upload their images into Photoshop Students will be required to compose and combine uploaded images to create different images EX: change sky color, add sun, clouds, 2 moons, houses, animals, people etc. (knowledge, comprehension, analysis, synthesis, evaluation) Capturing theme related digital images Student image assignment list: Students will be given a five image assignments that can be used with the Illustrator CD template to create a CD cover Using Photoshop will be required to first alter images the student to plan to use in their project Students will place altered images into the Illustrator CD template and complete the cover

25 Suggested days of Instruction Curriculum Management System Grade Level/Subject: Leve11-12 Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Big Idea: Technology Literacy Topic: Application of the digital image Goal 12: The student will be able to combine their digital images with their advanced knowledge of Photoshop and Illustrator software Essential Questions Sample Conceptual Understandings Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model using type and other effects as desired for design. (knowledge, comprehension, analysis, synthesis, evaluation) 4. Advanced Photoshop and Illustrator and Improving digital images Students will apply their knowledge and skills learned in Photography I and to set-up and capture images of a product-line and design a product advertisement using these images using Photoshop and Illustrator software. Students will apply their knowledge and skills to create a fictitious magazine (i.e. gardening, sports, fashion, etc.), capture images related to the subject matter of that magazine, and design the cover using selected digital images with either/both Photoshop and Illustrator. Students will print finished projects. (knowledge, comprehension, analysis, synthesis, evaluation) Self assessment rubric (see page 27) 25

26 Curriculum Management System Grade Level/Subject: Leve11-12 Big Idea: Careers Topic: Career opportunities Goal 13: The student will be knowledgeable about career opportunities in the field of Photography Instruction Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 13.1 Understand education choices in the field of photography (1.3) 13.2 Identify career choices in the field of photography (1.3) 13.3 Understand ways to Market their own photos (1.3) Essential Questions Sample Conceptual Understandings Is choosing photography as a major a wise choice in college? Can you earn a good living selling your own photos? What does it take to set up a professional photography business? What is the difference between a photojournalist and a paparazzi photographer? Are the paparazzi invading people s privacy? Do they go too far? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Instructor/class discussion on the different types of photographers, college choices and the paparazzi. Activity Students will research a famous photographer and samples of their work to present to the class. (knowledge) 26

27 Ms. Rein Name DIGITAL PHOTOGRAPHY SELF ASSESSMENT RUBRIC Note: This is a rubric to give you guidance as to whether or not you have met the criteria of the project. The point outcome may not represent your final project grade so your answers should be an honest representation 5 Points - Excellent- I feel that I met this standard with no room for improvement 4 Points - Good- I feel that the work was well done, and my objectives were met. 3 Points - Average- I feel that the work was done with most objectives met. 2 Points - Fair- I feel that there was much room for improvement. 1 Point - Poor- I feel that I made an attempt but did not do this 0 Points - I did not do this standard Work Skills- 30 Total Points (Each objective is worth up to 5 points each). I demonstrated a strong understanding of the digital camera or computer software techniques in class work and exercises. I used correct terminology associated with the project. I worked quietly and used my time efficiently each day. I was quiet and ready to listen when teacher was talking. I was prepared each day of lesson with my notes and was always ready to work. I followed the directions required for the project Project- 70 Total Points (Each objective is worth up to 5 points each). I have correctly applied the proper digital camera techniques to capture my digital images I have correctly uploaded my digital images from the digital camera to the computer and imported them or placed them into my computer project. My digital images represent the required theme of the project or assignment I am able to explain the steps that I took to achieve my finished project The required number of digital images were used for this assignment The digital images and/or finished computer project demonstrates that everything was well thought out. The final images or project demonstrates good composition The final images or project demonstrates originality The final images or project are/is thought provoking There is a good balance of colors throughout my final piece The photo paper used for printing was appropriate for the project The final images/project was neatly presented I was able to complete the project with limited teacher intervention demonstrating my knowledge of lesson I was successful in communicating my ideas in my finished project. Check one: My project was handed in on time. My project was not handed in on time. Please put finish date on dash line. (Each day late will result in 5 points off final point total). Total points 27

28 Grade COURSE BENCHMARKS 1. The student will be able to identify the contributors to the invention of photography. 2. The student will be able to identify the basic parts of a film camera and their functions 3. The student will be able to identify the basic parts and functions of a digital camera 4. The student will be able to identify the components of a well composed image 5. The student will be able to capture a digital image using the proper exposure methods 6. The student will be able to adjust the resolution of digital image 7. The student will be able to transfer a captured digital image to the computer and make a print 8. The student will be able to identify copyright laws as they pertain to photographs and digital images 9. The student will be able to demonstrate introductory knowledge level of Photoshop 10. The student will be able to use more advanced Photoshop techniques 11. The student will be able to demonstrate introductory knowledge of Adobe Illustrator 12. The student will be able to combine their digital images with their advanced knowledge of Photoshop and Illustrator software 13. The student will be knowledgeable about career opportunities in the field of Photography 28