High School Unit 1:Introduction to photographic terms Enduring Concept: Understanding Photography technique terminology Timeline: 3 weeks Vocabulary: Academic: 1. Observe and Learn to Comprehend Photographic Art, Observe, 1.1 Visual art has inherent characteristics and expressive features Depth of field, locate, 1.3 Art and design have purpose and function Lighting, photograph, 2. Envision and Critique to Reflect Color, describe or define 2.1 Reflective strategies are used to understand the creative process 2.3 Interpretation is a means for understanding and evaluating works of art 3. Invent and Discover to Create 3.3 Make judgments from visual messages 4. Relate and Connect to Transfer 4.1 The work of art scholars impact how art is viewed today Shadows, Line, Mass, Contrast, Rule of thirds Inquiry Question(s): What are ways to analyze and discuss works of art? What is the purpose of art? How do underlying structures guide the creation of art works? Why is one type of visual message or object considered to be more important than another? How does visual imagery used in mass media correlate with art? How is value assigned to art? Performance Tasks: - Book of definitions with visual examples from magazines, grading done by a rubric - PP of student photography defining terms w/typed definitions and reflection on how photo defines term, grading done by rubric. Other Vocabulary quiz w/word bank. Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Students will understand that. Students will be able to observe and explain the nine preliminary photography terms. Students will know how different concepts or patterns determine how a viewer will look at a photograph. 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.3.d Research and document how the visual arts are manifested in contemporary society 2.1.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 3.3.c Discuss and debate how society has come to value some works of art over others 4.1.a Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design Page 1 of 10
Instruction Students will actively seek visual definitions of the terms covered through teacher-instructed PowerPoint Cornell notes in class through the use of magazine photographs. Students will take magazines provided and cut out the photographs that they feel define the term. During this time students will have a chance to interact with each other and discuss the different terms and determine together what photo do and do not help to define each of the given terms. With the examples they choose to cut out of the magazines with the scissors provided, they will produce a construction-paper book with Short Constructed Responses regarding the term definitions and an explanation of how the photograph defines the term. Once completed, the students will then have the opportunity to handle camera s and take photographs of these terms. Students will share cameras and have a chance to think-pair-share over the terms and assist each other in finding real-world examples of those terms. The students will have a chance to find these terms in the real world with a guided walk of different areas in and around the school. The instructor will guide these walks while the students are taking photographs. With these photographs the students will then produce a PP that will highlight their photos along with a Short Constructed Response definition and a brief explanation as to how the photo defines the term. Resources: Magazines, glue, construction paper, access to computers with Microsoft PowerPoint, access to digital cameras and a method for those students to download the photos off the camera. Page 2 of 10
High School Unit 2: Camera Terminology overview Timeline: 2 weeks Enduring Concept: There are several different modes that each digital camera provides and each mode is used for and produces a different style of photograph. 2.1 Reflective strategies are used to understand the creative process 3.1 Demonstrate competency in traditional and new art media and apply appropriate and available technology for the expression of ideas. 4.3 Art is a lifelong endeavor Inquiry Question(s): To what extent does a work of art depend on the artist s point of view? To what extent does a work of art depend on the viewer s point of view? How does creating art differ from viewing art? What differentiates art-making technologies? How and why is art used as a vehicle for communication? How is art used in everyday life? Vocabulary: Portrait, Sports/activity, Landscape, Closeup, Night shot, Flash-off Academic: List, show, identify, plan, compare Performance Tasks: Students will take six photos (one for each mode on the dial) and turn them in electronically. Other : : Quiz over the notes on the 6 modes on the GCHS cameras, camera mode dial worksheet, Answer questions from chapter ten of the GCHS photo book Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Students will understand that for each of the modes on the dial a specific style of photography is enhanced through the camera s automatic functions Students will be able to determine what type of setting would produce the best photo for different situations. Students will know what the six setting mean and how each of the settings will affect a photograph. 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.3.a Investigate and articulate the aims of disparate art practices and traditions 2.1.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.2.b Document and apply investigations into a range of traditional and non-traditional studio practices to personal expression 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 4.3.b Research the range of careers available to artists such as but not limited to, museum curating, automobile design, gaming design, medical illustrator, photojournalist Instruction Students will learn how to use technology to create an image in a way that they want the viewer to see. The unit starts with the instructor giving the terms to students in Cornell-adaptable PP notes. Student-centered activities include: think-write-pair-share to determine a setting that requires one of the six modes of photography. Students will discuss what each mode function is, where an appropriate location to take that style of photograph would be and plan a photo shoot to take that photograph. Students will then need to fulfill the assignment of taking the six photographs, this will require that the students are able to check out cameras over night or the students will need to find a location that is totally blocked from light in order to take the night photograph. Students will also need to plan to take a photograph at a sporting event to fulfill the sports/activity setting. Peer tutoring will be available throughout the unit as students will have to share cameras. Progress monitoring will occur within the unit as students load their photographs to the computer with the instructor reviewing photos by monitoring the lab. Resources: Cameras, PP notes, computers with capability to download photos. Page 3 of 10
High School Unit 3: Using Photoshop Timeline: 3 weeks Enduring Concept: Photography and the use of computers to enhance photographs can create an image in the eyes of the photographer as opposed to how the camera produces the image. 1.3 Art and design have purpose and function. 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art 3.1 Demonstrate competency in traditional and new art media and apply appropriate and available technology for the expression of ideas 4.2 Communication through advanced visual methods is a necessary skill in everyday life. Inquiry Question(s): When is art criticism vital and when is it irrelevant? To what extent does a work of art depend on the artist s point of view? To what extent does a work of art depend on the viewer s point of view? How do underlying structures guide the creation of art works? What constitutes art? Why create art? How does beauty influence the quality of life? Vocabulary: Photoshop, adjusting color levels, cropping, stamping, cloning, paint brush, blending Academic: Show, recall, demonstrate, apply, manipulate, contrast Performance Tasks: students will create a selfportrait with 5 other photographs blended into the self-portrait. Each of the photos will have gone through the necessary photo adjustments described in the vocabulary terms. The five additional images will need to be blended into the self-portrait. This project will be graded with the rubric provided to the students at the beginning of the task. Other : Students will take photographs already taken and apply each of the six vocabulary terms to photographs, demonstrating use of the vocabulary terms. Grading here will be done as a yes/no check as to the beginning of mastery of the skill. Mastery will be graded in the Performance Task. Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Students will understand that specific tools within the Photoshop program can be used to manipulate photographs in several different ways. Students will be able to use the cropping, paint brush, stamp, adjustment tabs and blending tools to manipulate and highlight specific areas of a photo or the entire photograph. 2.1.a Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 2.1.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.1.d Provide examples of how critique may affect the creation and/or modification of an existing or new work of art 2.2.a Articulate and defend a personal philosophy of art using informed criteria 2.2.b Document and apply investigations into a range of traditional and non-traditional studio practices to personal expression 2.2.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist Page 4 of 10
Instruction Students will be introduced to Photoshop with the use of some of the photos the students have already taken. The instructor will give an overview of Photoshop to the entire class using the overhead projector and the instructor s computer so all of the students can see the program before they are allowed to use their own computers in the lab. Students will need to take Cornell-style notes on the six terms as the instructor goes over each terms function, how to use it and which icon represents the function required. Once the overview is complete, the students will have an opportunity to explore Photoshop on their own computer and will be required to use six previouslytaken photos to apply one of the six terms to a photograph. Once it is clear that the students understand which icons represent each function and have begun to use those functions on photographs the students will begin the Performance Task. This will involve students working together as they will have to share camera s and each student will be required to take a portrait of another student as the base photo for their portrait assignment. Upon completion of the initial portrait photograph, students will then begin shooting the other five photos for their portrait. The requirements for the 5 other portrait photographs are covered in the assignment handout for the students. They will focus on the student and some of the images or objects that define the student. At the end the students will then present their portrait to the class electronically on the overhead projector. They will go over their portrait and discuss with the class how the other five photographs help to define them as a person. Peers will then have a chance to participate in Q&A with the presenter. Resources: Computers with Photoshop, cameras Page 5 of 10
High School Unit 4: History of Photography Enduring Concept: The concept of photography is relatively new but over the past 150 years has Timeline: 3 weeks undergone some drastic changes. One person s art is another person s trash. 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art, the work of art scholars impact how art is viewed today, art is a lifelong endeavor. 4.1 The work of art scholars impact how art is viewed today. 4.3 Art is a lifelong endeavor. Inquiry Question(s): (From the standards document) Vocabulary: daguerreotype, tintype, box camera, film, collodian or wet-plate process, civil war Academic: interpret, criticize, research, describe, compare, write Performance Tasks: students will outline and then write a 5-paragraph research paper with a bibliography citing at least four different sources. This paper will be done on a famous historical photographer of their choice based on a list of photographers. Students will also present a brief, 5- slide PP to the class highlighting the accomplishments of the photographer chosen. Other : History of photography worksheet, famous American photography worksheet, Chapter 17 questions from the GCHS photography book. Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Students will understand that the history of photography is brief but full of changes. That those that take photographs for a living don t always take photographs of pretty subjects or subjects that make sense. Students will see that many of the worlds most famous moments are famous because of a photograph. Students will be able to timeline the history of photography including: changes in how photos are taken, how the process of taking a photograph has changed and those involved in the invention process of changing photography. 1.2.b Discern the complexity of art historical paradigms in cultural context 1.2.c Debate divergent art histories and traditions 1.2.e Analyze innovation in art through historical and cultural context 1.3.a Investigate and articulate the aims of disparate art practices and traditions 1.3.b Research and document how the visual arts are manifested in contemporary society 2.1.b Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art 2.1.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.1.e Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation and evaluation 2.2.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others Page 6 of 10
2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 4.1.a Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.1.b Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology that honors sensitive traditions 4.3.a Compare and contrast the roles of artists and designers in historical and contemporary contexts 4.3.b Research the range of careers available to artists such as but not limited to, museum curating, automobile design, gaming design, medical illustrator, photojournalist Instruction Students will start the unit by taking Cornell-style notes over the history of photography as shown on a PP. Once the notes are completed the students will have an opportunity to think-pair-share as they complete the History or Photography worksheet. The students answers will be turned in and graded on a correct/not-correct basis. Included in this portion of the lesson but not necessarily on the same day will be a book assignment. Chapter 17 is a review of the previous day s work dealing with the history of photography. A brief review of some of the concepts from the previous lesson will be important to tie-in to the concepts covered in the book assignment. This will open up to the lesson on the history of photography in the United States. A short overview by the instructor of famous historical events in America and how those events and moments are shown today through visual media, this would be a good time to talk about the difference between how painting depicted early American history and how the reality of photographs have changed our perception of historical events. Students then are given the Famous Historical photographs worksheet and complete that with the use of the internet. Four questions about four different photographs are given to students to research and answer. The final performance task for this unit will be the research paper for each student. Students will be given a handout that will go over the requirements for the paper including what each of the five paragraphs should be about, a list of photographers that the students can choose from, where to go on the schools website to find information to assist in creating a bibliography for the minimum four sources needed for the paper. Each student will need to choose a photographer so time is given for the students to image research the photographers they are thinking of covering. No two students are to do the same photographer to expand the number of famous photographers covered. An outline is provided to students and needs to be turned in for review before the student can begin the research paper. Resources: History of Photography worksheet, Famous American Photography worksheet, Photography book, computers with internet and Microsoft word, list of famous historical photographers, four famous American photographs. Page 7 of 10
High School Unit 5: The Exposure Triangle Timeline: 4 weeks Enduring Concept: Aperture, Shutter speed and ISO can all be used to manipulate several different aspects of a photograph. This will create highlights of different elements of a photograph but MUST be closely monitored to produce a quality photograph. 1.1 Visual art has inherent characteristics and expressive features 1.3 Art and design have purpose and function 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3.1 Demonstrate competency in traditional and new art media, and apply the appropriate and available technology for the expression of ideas. 3.2 Assess and produce art with various materials and methods Inquiry Question(s): What are the ways to analyze and discuss works of art? What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? What is the purpose of art? How do different cultures manifest the purposes of art? How can art make important contributions to society? What is old and what is new in any work of art? How and why is art used as a form of communication? How does creating art differ from viewing art? What differentiates art-making technologies? How are the characteristics and expressive features of art and design used to create art? How can an artist create works of art through combining, expanding, and sequencing? What problem-solving skills are employed in making works of art? Performance Tasks: Students will use the exposure triangle to create glow-stick photography. Students will use the exposure triangle to capture the image of a water droplet. Other : Chapter 2 worksheet from the GCHS photography book, exposure triangle worksheet, exposure triangle test. Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Vocabulary: Aperture, diaphragm, shutter speed, shutter, Image sensor, ISO (international standards organization), grainy, smooth, exposure, underexposed, overexposed Academic: recall, define, recognize, paraphrase, demonstrate, solve, manipulate, modify, plan, estimate, analogy Students will understand that through the use and comprehension of the exposure triangle, the student can manipulate photographs and take challenging photographs by adjusting the settings on the camera. Students will be able to use the concept of the exposure triangle to create photographs that go beyond the ordinary and into the extraordinary. Students will freeze water droplets, spell words with glow sticks and manipulate photos through the use of light and exposure time. Students will know what the terms aperture, shutter speed and ISO mean and how they affect the exposure of a photograph. 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning. 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts. 1.3.b Research and document how the visual arts are manifested in contemporary society 2.2.a Articulate and defend a personal philosophy of art using informed criteria Page 8 of 10
2.2.b Document and apply investigations into a range of traditional and non-traditional studio practices to personal expression. 2.2.c Compare and contrast the technical proficiency of artists to communicate ideas, emotions and information 3.1.a Articulate ideas that can be expressed in traditional, advanced and evolving media 3.1.b Investigate and document a wide range of traditional, advanced and evolving media used in creating images that communicate ideas 3.1.c Create works of art representing traditional subject matter using new media 3.2.a Skillfully use a variety of techniques and media to create works of art. 3.2.c Demonstrate collaboration to create works of art 3.2.d Create works of art that speak to personal artistic opinion in response to cultural contexts Instruction Students will be introduced to the concept of the exposure triangle through Cornell-style PP notes with discussion about how the three concepts work together. To review the concepts a short constructed response will be given after the notes are completed with the students answering questions such as: name and define the three parts of the exposure triangle, how do the three concepts work together, give an analogy as to how the three parts work together (example: the sunscreen analogy). Next the students will experiment and think-pair-share with cameras and test out the concept of the exposure triangle. This will be done in class and outside of class using four different types of lighting. Students will partner up so that each group has a camera and a few items to photograph. Students can use items they have or the instructor can provide items to the students (fruit works well, makes for good photos and the students can eat it when they are done). Students will take photos of their items with the lights on, the lights off, outside in the sun and outside in the shade. This will challenge the students to adjust the aperture, shutter speed and ISO so that the photograph is not under or overexposed. Tripods (as always) are available to the students if needed. Students will need to log and turn in the three elements of the exposure triangle for each lighting situation for the photographs that are properly lit and focused; this will be turned in on paper and graded on accuracy and completion. Once this is completed, this is a good time for chapter 2 out of the Photography book. Chapter two will focus on these concepts and give more information on how the numbers on the camera correlate with the function of the camera. Have the students read chapter two and answer the questions handed to each student. Once completed have the students exchange paper for peer grading with the instructor reading the answers aloud. Students will now focus their attention on the concept of shutter speed and how changing the shutter speed not only changes the lighting of a photograph but also the clarity of the photograph. Examples from the internet (or instructor photos) will be shown on the screen to the students and discussed in a large group setting. For the final performance task in two parts, for part one each student will pair up with 1-2 other students and each student will need a glow stick and each group will need a camera and a tripod. Using a completely darkened room, students will create designs and shapes by waving the glow sticks in the air while another member of the group photographs the glow sticks using a longer shutter speed. The object for the student is to take an in-focus, well-exposed photograph of the glow sticks to present to the class. The students will need to spell their name with the glow sticks and take a photo of each individual letter. Once they have all the letters of their name spelled out and photographed, they will then blend their photos in Photoshop of the letters to spell their name on the computer screen. Part two of the final performance will have the students taking pictures of pouring water, whether it is from a drinking fountain or a cup of water. Using the skills they have learned about the exposure triangle, their objective is to take a photo of a droplet of water suspended in the air. Students will need tripods for this part as well. Discuss with the students how they will go from long shutter-speeds to very short shutter-speeds in order to capture the water droplet. They will then present their names and their water droplet photos to the class using the overhead projector. Resources: Glow sticks, a completely darkened room, tripods, cameras, water in cups or a pitcher Page 9 of 10
High School Unit 6: Final Project Timeline: 4 weeks Enduring Concept: Photography and its positive influences on society. 1.1 Visual art has inherent characteristics and expressive features 1.3 Art and design have purpose and function 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3.1 Demonstrate competency in traditional and new art media and apply appropriate and available technology for the expression of ideas 3.3 Make judgment from visual messages. Inquiry Question(s): What are the ways to analyze and discuss works of art? What other ways are there to analyze and discuss works of art beyond the characteristics and expressive feature of art and design? What is the purpose of art? How can art make important contributions to society? To what extent does a work of art depend on the artist s point of view? To what extent does a work of art depend on the viewer s point of view? How does creating art differ from viewing art? What differentiates art-making technologies? How are the characteristics and expressive features of art and design used to create art? Vocabulary: review of vocabulary throughout the semester Academic: Show, summarize, demonstrate, illustrate, distinguish, choose Students will create three inspirational posters representing the school mantra. For example at Greeley Central Pride, Class and Dignity make up the schools general focus. Students will use Photoshop to create backgrounds for their posters. Students will also create a phrase representing the enduring concept of the poster. Students will be responsible for three different photographs that will focus on three different concepts: - Black and white - Motion photography - at least two blended images on the poster Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Students will be able to use Photoshop to create three quality posters that are acceptable for public viewing. Students will be able to change a photograph to black and white, show motion in focus in a photograph and blend at least two photographs into the background of a poster. The blending will create soft edges on the photographs. 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.3.b Research and document how the visual arts are manifested in contemporary society 2.2.a Articulate and defend a personal philosophy of art using informed criteria 2.2.b Document and apply investigations into a range of traditional and non-traditional studio practices to personal expression 3.1.a Articulate ideas that can be expressed in traditional, advanced and evolving media 3.1.c Create works of art representing traditional subject matter using new media 3.1.d Create works of art representing personal narratives that use new media Instruction Page 10 of 10
For the final project, the instructor should start with a discussion about pride in the school. Students will have time to reflect on what makes their school a great place. Instructor will then hand out the outline worksheet for students who will then develop an idea for their first poster. After the majority of the students have developed their first poster with an illustration to show what their poster might look like, a class discussion is advised so those who are struggling might find inspiration from others. Students will complete an outline for each poster and turn it in for review. Next the students need to be taught how to create their backgrounds and get their school logo off the internet. Each poster should contain three rectangles to make the background, two school logos and the inspirational phrase. The instructor will need to cover all of those elements with the students and then let them experiment with making the backgrounds. Students will then begin taking photographs and developing their posters over the next few days before turning in three finished posters for their final assignment. Resources: Cameras, computer with Microsoft PowerPoint, past posters for ideas and brainstorming. Page 11 of 10