SITP Curriculum 2009-10 page 1 School In The Park Curriculum S.I.T.P Curriculum: Museum of Photographic Arts (Grade 4) Rotation: #1 Topic: Photography California State Content Standards: Visual Arts 1.0 Artistic Perception Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe contrast and emphasis in works of art and in the environment. 1.2 Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art. 1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood. 1.4 Describe the concept of proportion (in face, figure) as used in works of art. Analyze Art Elements and Principles of Design 1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment. 2.0 Creative Expression Communication and Expression through Original Works of Art 2.6 Use the interaction between positive and negative space expressively in a work of art. 2.7 Use contrast (light and dark) expressively in an original work of art. 2.8 Use complementary colors in an original composition to show contrast and emphasis. 3.0 Historical and Cultural Context Role and Development of the Visual Arts 3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture). 4.0 Aesthetic Valuing Derive Meaning 4.1 Describe how using the language of the visual arts helps to clarify personal responses
SITP Curriculum 2009-10 page 2 to works of art. 4.2 Identify and describe how a person's own cultural context influences individual responses to works of art. 4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art. Make Informed Judgments 4.4 Identify and describe how various cultures define and value art differently. 4.5 Describe how the individual experiences of an artist may influence the development of specific works of art. 5.0 Connections, Relationships, Applications 5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event. California State Content Standards: Reading and Writing Standards 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). 1.6 Distinguish and interpret words with multiple meanings. 2.0 Reading Comprehension Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. 2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games). 3.0 Literary Response and Analysis Structural Features of Literature 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on
SITP Curriculum 2009-10 page 3 future actions. 3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales). 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. California State Content Standards: Writing Standards 1.0 Writing Strategies Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements. 1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention. 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question). Penmanship 1.4 Write fluidly and legibly in cursive or joined italic. Research and Technology 1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. 1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive). Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
SITP Curriculum 2009-10 page 4 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives: Relate ideas, observations, or recollections of an event or experience. Provide a context to enable the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable. 2.3 Write information reports: Frame a central question about an issue or situation. Include facts and details for focus. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). California State Content Standards: Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Use simple and compound sentences in writing and speaking. 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases. Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking. Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions. 1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate. Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. California State Content Standards: Listening and Speaking 1.0 Listening and Speaking Strategies Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
SITP Curriculum 2009-10 page 5 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. 1.4 Give precise directions and instructions. Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence. 1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, posing and answering a question). 1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts. 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information. 1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning. Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues. 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable. California State Content Standards: Measurement and Geometry 3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems: 3.1 Identify lines that are parallel and perpendicular. Key Vocabulary Angle View When the photographer is at an angle to the subject and you can see two sides of it. Aperture- The size of the hole in the camera that the light squeezes in through Background Everything that is behind the subject. Bird s Eye View When the photographer is above the subject and looking down at it. Caption The short description written directly under and about the photograph. Close-up When the photographer is very close to the subject and the subject appears large in the frame.
SITP Curriculum 2009-10 page 6 Collage An artistic combination of different materials or images glued onto a surface. Color - The mixing and matching of color in a picture is another Element of Design. We often use the color wheel and look for harmonious and contrasting colors to make an impact. Harmonious colors are colors that lie next to each other on the color wheel. Contrasting colors are colors that lie opposite from each other on the color wheel. Composition How you arrange objects in a photograph or picture using the elements of design. Contrast- Contrast is the difference between the light areas and the dark areas in a picture or the difference in colors or intensities of colors in a picture. A photograph that has high contrast means that there is a strong difference between the dark areas and the light areas. Deadline A date or time when something needs to be done. Digital camera A camera that captures images with a memory card instead of film. This camera also has a screen to preview pictures and can be plugged into a computer. Editor The person in charge of the different magazine departments. Elements of design The combination of line, shape, color, contrast, texture, scale, and pattern that make photographs more interesting to look at. Exposure - The act of letting light touch photographic film; also: the amount or length of time light is allowed to touch the film. Film - A roll or strip of thin flexible transparent material coated with a chemical substance sensitive to light and used in taking pictures. Foreground - Everything that is in front of the subject. Framing Arranging the subject, foreground, and background within the boundary of the frame. Headline The title over an item or article in a newspaper or magazine. Journalist The person that puts together all of the story material and actually writes the article. Layout The design or arrangement of articles or images before final printing. Layout Designer The person that takes all of the finished articles and photographs and arranges them on the magazine pages for final printing. Lens The glass element on the front of the camera that lets in the light and focuses it onto the film. Light The most important thing in photography. Without it, there would be no photographs. Line- Lines are the visual effects created by the outline of objects in your frame, actual lines in the objects, or lines where objects meet. Long Shot When the photographer is far from the subject and the subject appears small in the frame. Pattern- Pattern is the repetition of shapes, colors, lines, or other elements in an image. Photograph A picture or likeness made by a camera. Photographer The person that goes out on assignment with a camera to capture images for the story. Photography - The art of producing images on a photosensitive surface using light. The word comes from the Greek word "photos" which means "light" and "graphos" meaning "graph." Photosensitive The characteristic that makes photo paper, film, and sunprints react to light. Pigments - A natural coloring matter in animals and plants. Publisher- The person who oversees the entire magazine. Scale- Scale is how big or small things look compared to other things. Objects that are closer to your camera will appear bigger, while things that are farther away will appear smaller. Shape- Shape is the outline of an object or its visible characteristics. Circles, squares, rectangles and triangles are some possible shapes you might find in a photograph.
SITP Curriculum 2009-10 page 7 Shutter Speed- The shutter speed controls the amount of time light is allowed to pass into the camera through the shutter, which opens and closes like a window. Subject The main focus of a story or image. Vantage points Where the photographer stands in relation to the subject they photograph. Viewfinder The window on the back of the camera that allows the photographer to see how the image will look. Worm s Eye View When the photographer is below the subject and looking up at it. Zoom Using a control in the camera that makes the subject appear either closer or farther away without the photographer actually having to move. Days 1 5 Activity Descriptions Day 1 Introduction to photography and The MoPA Weekly Squid Today we discuss the foundations for the rest of the week: photography and magazine publication. We will be looking at how cameras work and how light is the foundation of all photographic image making. Students will be introduced to The MoPA Weekly Squid, the magazine they will produce, the structure of the activities, and how they relate to the plan for the rest of the week. Day 2 Today students will learn how professional photographers make great pictures! From the Elements of Design, Composition and Vantage Points, students will learn how to view and talk about photographs in a new visual language: combining vocabulary and tools that a photographer uses to make photographic imagery. Students will learn to engage their critical and visual thinking skills while looking and talking about images. Day 3 Today we learn about the different types of cameras and the way they work. Students will be instructed how to be thorough observers and documenters when they are out in the field on assignment. They will be asked to research, observe, and take notes on the places they visit. They will be required to take three photographs incorporating Vantage Point, Composition, and the Elements of Design into their images. Day 4 Emphasis is on teamwork and communication today. All of the information that was gathered the previous day comes together and the students write articles for their magazine publication. The students are involved with the magazine design and layout; deciding on the visuals, images, and included text to be included in their magazines. Day 5 The last day is dedicated to a review, a post-test and group-sharing of the finished products. Final Assessment Instrument Students will be assessed by their pre and post-tests. Data is gathered and recorded to evaluate the students progression and absorption of information and activities done during the week. An evaluation is completed by the classroom and museum teacher,
SITP Curriculum 2009-10 page 8 providing feedback, comments, as well as future ideas for engaging the class, extending what the students learned, and bringing the ideas and concepts back into their classroom.