Photography Curriculum
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Photography Curriculum



Curriculum for Photography at Victor Senior High School.

Curriculum for Photography at Victor Senior High School.



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Photography Curriculum Document Transcript

  • 1. Photography  Curriculum   Victor  Central  Schools         Acknowledgements    Dave  Denner           Senior  High  Art  Teacher  Shawn  Duckworth       Senior  High  Art  Teacher                                                                                  
  • 2. New  York  State  Learning  Standards  for  the  Visual  Arts   (Note:  performance  indicators  for  9-­‐12  grade  level  only)    Standard  1:  Creating,  Performing  and  Participating  in  the  Arts  Students  will  actively  engage  in  the  processes  that  constitute  creation  and  performance  in  the  arts  (dance,  music,  theatre,  and  visual  arts)  and  participate  in  various  roles  in  the  arts.    Commencement  Performance  Indicators:   • create  a  collection  of  art  work,  in  a  variety  of  mediums,  based  on  instructional  assignments   and  individual  and  collective  experiences  to  explore  perceptions,  ideas,  and  viewpoints     • create  art  works  in  which  they  use  and  evaluate  different  kinds  of  mediums,  subjects,   themes,  symbols,  metaphors,  and  images     • demonstrate  an  increasing  level  of  competence  in  using  the  elements  and  principles  of  art   to  create  art  works  for  public  exhibition   • reflect  on  their  developing  work  to  determine  the  effectiveness  of  selected  mediums  and   techniques  for  conveying  meaning  and  adjust  their  decisions  accordingly      Standard  2:  Knowing  and  Using  Arts  Materials  and  Resources  Students  will  be  knowledgeable  about  and  make  use  of  the  materials  and  resources  available  for  participation  in  the  arts  in  various  roles.    Commencement  Performance  Indicators:   • select  and  use  mediums  and  processes  that  communicate  intended  meaning  in  their  art   works,  and  exhibit  competence  in  at  least  two  mediums   • use  the  computer  and  electronic  media  to  express  their  visual  ideas  and  demonstrate  a   variety  of  approaches  to  artistic  creation     • interact  with  professional  artists  and  participate  in  school-­‐  and  community-­‐sponsored   programs  by  art  organizations  and  cultural  institutions     • understand  a  broad  range  of  vocations/avocations  in  the  field  of  visual  arts,  including  those   involved  with  creating,  performing,  exhibiting,  and  promoting  art        Standard  3:  Responding  to  and  Analyzing  Works  of  Art  Students  will  respond  critically  to  a  variety  of  works  in  the  arts,  connecting  the  individual  work  to  other  works  and  to  other  aspects  of  human  endeavor  and  thought.    Commencement  Performance  Indicators:   • use  the  language  of  art  criticism  by  reading  and  discussing  critical  reviews  in  newspapers   and  journals  and  by  writing  their  own  critical  responses  to  works  of  art  (either  their  own   or  those  of  others)     • explain  the  visual  and  other  sensory  qualities  in  art  and  nature  and  their  relation  to  the   social  environment   • analyze  and  interpret  the  ways  in  which  political,  cultural,  social,  religious,  and   psychological  concepts  and  themes  have  been  explored  in  visual  art     • develop  connections  between  the  ways  ideas,  themes,  and  concepts  are  expressed  through   the  visual  arts  and  other  disciplines  in  everyday  life      
  • 3.  Standard  4:  Understanding  the  Cultural  Dimensions  and  Contributions  of  the  Arts  Students  will  develop  an  understanding  of  the  personal  and  cultural  forces  that  shape  artistic  communication  and  how  the  arts  in  turn  shape  the  diverse  cultures  of  past  and  present  society.    Commencement  Performance  Indicators:   • analyze  works  of  art  from  diverse  world  cultures  and  discuss  the  ideas,  issues,  and  events   of  the  culture  that  these  works  convey     • examine  works  of  art  and  artifacts  from  United  States  cultures  and  place  them  within  a   cultural  and  historical  context     • create  art  works  that  reflect  a  variety  of  cultural  influences                                                                      
  • 4. Victor  Central  School  District   K-­‐12   Commencement  Outcomes   World-­‐Ready  Graduates    Effective  Communicators  Students  will:   • Read,  write,  listen  and  speak  purposefully  and  critically  in  a  variety  of  situations.   • Communicate  in  multiple  ways,  including  through  the  arts.   • Understand  and  perform  in  a  variety  of  group  settings  and  diverse  populations.   • Work  collaboratively  as  an  effective  member  of  a  team.    Quality  Producers  Students  will:   • Produce  relevant,  innovative,  high  quality  products  that  reflect  originality  and  excellence.   • Prioritize,  plan,  and  manage  for  optimum  results.    Complex  Thinkers  Students  will:   • Identify  problems  and  use  effective  strategies  to  reach  solutions.   • Use  critical  and  creative  thinking  strategies  and  skills  in  a  variety  of  situations.   • Take  risks  when  tackling  challenging  problems.    Life-­‐Long  Learners  Students  will:   • Develop  and  apply  effective  study  skills.   • Use  state-­‐of-­‐the-­‐art  technology  communications  networks  to  access,  manage,  integrate,   evaluate,  and  create  information  in  order  to  function  in  a  global  society.   • Modify  and/or  influence  thinking,  attitudes  and/or  behaviors  to  function  in  a  multi-­‐cultural   society.   • Be  driven  by  curiosity  and  a  desire  to  know.                                
  • 5. Essential  Understandings  and  Benchmarks  for  Art  9-­‐12:   Regardless  of  the  course,  these  are  all  encompassing  at  the  9  –  12  Levels        Essential  Understandings:   • Art  is  a  vehicle  for  communicating  an  idea.   • Assessment  in  the  visual  arts  needs  to  be  an  objective  process  despite  its  subjective  nature.   • The  end  product  is  created  with  craftsmanship  in  mind  in  order  to  create  a  professional   product,  whether  aesthetic  or  utilitarian.   • Artwork  is  created  today  as  a  result  of  the  work  that  was  created  in  the  past.      Benchmark  1:  The  Elements  of  Art  Line,  Shape,  Color,  Value,  Texture,  Space,  &  Form  The  Students  Will:   • Recognize  the  elements  within  a  work  of  art   • Apply  the  elements  as  a  tool  for  creating  a  work  of  art  with  the  intention  of  strengthening   their  work   • Describe  the  use  of  each  specific  element  within  the  context  of  a  work  of  art    Benchmark  2:  The  Principles  of  Design  Balance,  emphasis,  variety,  movement,  proportion,  contrast,  unity,  rhythm,  pattern,  repetition,  &  harmony  The  Students  Will:   • Recognize  the  principles  of  design  within  a  work  of  art   • Apply  the  principles  of  design  as  a  tool  for  creating  a  work  of  art  with  the  intention  of   strengthening  their  work   • Understand  the  concept  of  a  principle  and  how  it  differs  from  an  element    Benchmark  3:  Color  Competency  12  Step  Color  Wheel,  Additive  (RGB)  Color  Wheel,  Subtractive  (CMYK)  Color  Wheel,  Tints,  Shades,  Tones,  &  Color  Schemes:  Monochromatic,  Analogous,  Complimentary,  Triadic,  Warm,  and  Cool  The  Student  Will:   • Be  able  to  identify  the  12  step,  additive,  and  subtractive  color  wheels  within  their   appropriate  contexts   • Manipulate  color  through  the  use  of  various  artistic  media     • Expand  their  knowledge  of  color  beyond  the  color  wheel  through  understanding  tints,   shades,  and  tones   • Learn  a  variety  of  techniques  for  mixing,  blending,  and  layering  colors   • Know  the  components  of  color:  hue,  value,  and  intensity   • Understand  that  color  can  impact  the  mood  and  meaning  of  a  work  of  art   • Know  and  be  able  to  apply  six  common  color  schemes:  Monochromatic,  Analogous,   Complimentary,  Triadic,  Warm,  and  Cool    Benchmark  4:  The  Creative  Process  Brainstorming,  Concept  Mapping,  Thumbnail  Sketching,  In-­‐Process  Critiques,  Diversity  in  Potential  Outcomes,  Critical  Thinking  &  Creative  Problem  Solving  
  • 6. The  Student  Will:   • Learn  strategies  for  critical  thinking  and  creative  problem  solving   • Understand  that  creating  a  work  of  art  is  a  process  that  requires  the  development  of  an   idea  and  the  revisions  of  that  idea  that  lead  to  the  creation  of  a  visual  piece     • Learn  how  to  generate  ideas  through  techniques  such  as  brainstorming,  concept  mapping,   and  thumbnail  sketching   • Understand  that  a  work  of  art  is  a  problem  that  can  result  in  an  endless  amount  of  possible   outcomes    Benchmark  5:  Critiquing  Compare  and  contrast,  reflection,  and  constructive  criticism    The  Student  Will:   • Analyze  artwork  using  the  language  of  visual  art  including  vocabulary  terms,  the  elements   of  art,  and  principles  of  design   • Have  the  confidence  to  make  informed,  objective  statements  about  their  own  work  and  the   work  of  their  peers   • Reflect  on  the  processes  and  products  created  as  a  form  of  self  assessment    Benchmark  6:  Quality,  Craftsmanship,  and  Care  for  Materials  Preparation,  Art  Process,  Presentation,  Organization,  Cleanup    The  Student  Will:   • Demonstrate  respect  for  classroom  materials  in  order  to  maintain  the  organizational   structure  of  the  physical  environment   • Understand  that  creating  a  quality  product  requires  time,  effort,  and  patience  throughout   the  creative  process   • Recognize  that  developing  an  investment  in  their  work  while  avoiding  careless  mistakes  is   integral  to  the  creation  of  a  quality  product    Benchmark  7:  Art  Criticism  and  Aesthetics  Feldman’s  Model  for  Art  Criticism,  Formalism,  Expressionism,  Imitationalism,  &  Functionalism  The  Student  Will:   • Learn  how  to  formally  analyze  a  work  of  art   • Describe  specific  qualities  of  a  work  of  art  based  on  Feldman’s  Model  of  Art  Criticism   • Recognize  the  key  aesthetic  characteristics  of  Formalism,  Expressionism,  Imitationalism,  &   Functionalism    Benchmark  8:  Media  Literacy  Computer  Usage  Goals,  and  Introductory  Media  Experience  Expectations  The  Students  Will:   • Develop  a  basic  skill  set  using  the  following  digital  media  formats:  computers,  digital   cameras,  scanners,  and  a  drawing  tablets  in  conjunction  with  an  industry-­‐standard   software  format   • Be  exposed  to  a  variety  of  visual  arts  media      Benchmark  9:  Art  History  Breadth  in  Art  History  Timeline,  Depth  in  Modern  Art  (Since  Impressionism)  The  Students  Will:  
  • 7. • Understand  the  visual  arts  in  relation  to  history  and  cultures  • Analyze  common  characteristics  of  works  of  art  and  artifacts  across  time  periods  and   among  cultural  groups  to  identify  influences  • Identify  the  characteristics  of  the  major  art  movements  since  the  invention  of  photography  • Create  works  of  art  that  incorporate  art  history  into  their  own  creative  processes  • Appreciate  the  rich  history  of  art,  its  evolution  throughout  time,  and  how  it  continues  to   impact  the  art  they  create  today  • Recognize  specific  Modern  Art  Movements                                                                  
  • 8. Philosophy  of  Art  Education   Victor  Central  School  District      Art  is  a  language  that  allows  the  student  to  express  individuality  and  communicate  ideas  about  self  and  the  world  through  the  use  of  visual  symbols  and  images.  The  need  to  create  has  been  an  essential  part  of  human  nature  since  the  beginning  of  times.  It  enriches  the  human  experience  on  many  levels  (functional,  decorative  and  spiritual),  and  can  serve  as  a  format  for  historical  documentation  and  social  commentary.      Art  is  a  natural  vehicle  for  nurturing  problem  solving,  decision-­‐making  and  self-­‐evaluation  opportunities  along  with  other  higher  order  thinking  skills.  Art  education  seeks  to  develop  creative,  sensitive  and  artistically  literate  individuals  who  may  grow  emotionally,  aesthetically  and  intellectually  through  active  expression  or  reflective  appreciation  of  the  arts.    The  study  of  art  from  other  cultures  heightens  the  student’s  aesthetic  awareness,  sensitivity  and  respect  for  other  views,  values,  and  traditions  as  well  as  their  own.  Study  of  the  visual  arts  provides  students  with  the  opportunity  to  develop  a  critical  and  intensely  personal  view  of  them  in  relation  to  the  world.  As  an  integral  part  of  the  life-­‐long  learning  process  that  extends  beyond  the  classroom,  art  connects  with  the  other  disciplines  to  create  a  collective  experience.    Experiences  in  art  help  to  educate  the  while  child  while  nurturing  the  individual  strengths  of  each  student.  Learning  cooperatively  in  a  common  environment  encourages  growth  of  self-­‐esteem  and  self-­‐confidence.  Development  of  sensitivity  to  the  needs  and  feelings  of  others  balances  with  responsibility  for  one’  s  own  personal  well  being  in  the  art  room.  Students  learn  tolerance  for  one  another  and  an  ability  to  consider  taking  new  points  of  view.  New  challenges  in  the  art  room  support  the  skill  of  risk-­‐taking,  which  leads  to  a  lifetime  of  successful  personal  and  professional  growth.                                            
  • 9. Photography  Units  and  Timeline    1st  Marking  Period:  Weeks  1  -­‐  10    Unit  #1:  What  is  Photography?  (2  weeks)    Unit  #2:  Composition  and  Light  (3  weeks)    Unit  #3:  Subject  Matter  (3  weeks)    Unit  #4:  Point  of  View  (2  weeks)      2nd  Marking  Period:  Weeks  11  -­‐  20    Unit  #5:  Conceptual  Photography  (3  weeks)    Unit  #6:  Art  History  and  Careers  (4  weeks)    Unit  #7:  Photo  Essay  (3  weeks)        *Beyond  curricular  units  students  will  solve  a  series  of  problems  throughout  the  course.  Refer  to  the  list  below  for  starting  points:     • Flat  Stanley   • Common  Elements   • Architecture   • Rorshach     • Backpack  Still  Life  Story   • Facebook®  Profile  Photo   • Name  in  Found  Letters   • Magazine  Cover  Design   • Upside  Down  Photos   • Reflections   • Exploration  of  Web-­‐Based  Image  Editing  and  Sharing  Sites                      
  • 10. Photography  Timeline   (1/2  Year  course  meeting  2-­‐class  blocks  every  4  days)   1st  Marking  Period         What  is     Subject  Matter     Photography?   Composition  &  Lighting   -­‐  Portrait,  Still  life,   Point-­‐of-­‐View       Landscape                       2nd  Marking  Period         Conceptual  Photography   Art  History  &  Careers   Final  Project         -­‐  Photo  Essay                                                                          
  • 11. Photography  Unit  #1   What  is  Photography?    NYS  Learning  Standards  for  the  Arts:  2  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Photography  has  evolved  through  time   2. Notable  photographers  have  had  an  impact  on  the  progression  of  the  craft  through  their   contributions   3. The  language  of  art  and  design  has  specific  terminology  associated  with  photography    Terminal  Objectives  The  Students  Will-­‐   1. Be  introduced  to  the  historical  evolution  of  photography  through  class  discussion  and   formal  presentations   2. Analyze  the  work  of  well  known  photographers  as  it  pertains  to  the  historical  context   3. Learn  basic  vocabulary  about  photography  including  technical  and  compositional  terms    Task  Analysis  The  Students  Will-­‐   • Examine  a  slideshow  presentation  overview  of  the  technical  history  of  photography     • Examine  a  slideshow  presentation  overview  of  basic  technical  and  compositional   vocabulary  terms   • Determine  positive  habits  of  creating  and  working  with  a  sketchbook  for  brainstorming,   planning,  and  process  documentation   • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations,  both  inside  and  outside  of  the  classroom   • Conduct  individual,  independent  research  on  notable  historic  photographers  in  their   sketchbooks   • Learn  how  to  categorize  photography  based  on  subject  matter  and  styles     • Compare  and  contrast  the  differences  between  a  “snap  shooter”  and  “photographer”   through  class  discussion  and  small  group  work    Relevant  Activities   1. Brief  Historical  Introduction  to  Technical  Photography   a. Define  photography,  evolution  of  the  camera  (camera  obscura  to  DSLR),  first   permanent  images,  daguerreotype,  calotype,  collodion,  gelatin  emulsion,  Kodak’s   “Brownie,”  35mm  photography,  the  evolution  of  digital  photography   2. Vocabulary     a. Camera  Terms,  Composition  &  Lighting,  and  Digital/  Technical  Terms     3. Individual  Investigative  Research  on  Famous  Photographers   a. Categorize  the  Work  of  Famous  Photographers   b. Reflect  Upon  the  work  of  specific  Photographers    
  • 12. Photography  Unit  #2   Composition  &  Light    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Great  photographs  contain  exceptional  compositions  and  quality  lighting   2. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome       3. Storage  and  organization  allows  photographers  to  archive  their  work  in  a  retrievable   format  and  share  their  work  with  ease    Terminal  Objectives  The  Students  Will-­‐   1. Understand  the  importance  of  composition  and  light  in  photography   2. Create  a  series  of  photographs  demonstrating  a  variety  of  compositional  guidelines   3. Learn  the  basic  guidelines  for  taking  digital  photographs  including  organization,   formatting,  and  working  with  the  school’s  server  space    Task  Analysis  The  Students  Will-­‐   • Observe  a  presentation  on  the  “Rule  of  3rds”     • Analyze  the  concept  of  Rule  of  3rds  by  finding  examples  in  print  media   • Exercise  positive  habits  of  creating  and  working  with  a  sketchbook  for  brainstorming,   planning,  and  process  documentation     • Apply  what  they  have  learned  by  taking  40  photographs  experimenting  with  the  Rule  of   3rds     • Learn  how  to  upload  digital  images  and  create  contact  sheets  of  their  work   • Learn  about  proper  storage  habits,  organization,  and  submission  of  work  for  digital   photography  files   • Examine  a  presentation  on  different  types  and  qualities  of  lighting  in  photography   • Compare  and  discuss  how  lighting  can  affect  the  quality  and  meaning  of  a  photograph     • Brainstorm  subject  matter  using  learned  lighting  techniques  and  connect  their  findings   through  creating  visual  examples  of  the  lighting  in  action   • Apply  what  they  have  learned  by  taking  40  photographs  showcasing  each  of  the  different   lighting  techniques  discussed  in  class   o Select  their  best  two  works  and  submit  for  evaluation  along  with  a  contact  sheet   showing  evidence  of  understanding   • Examine  a  presentation  on  compositional  guidelines   • Compare  and  contrast  photographs  based  on  level  of  compositional  effectiveness   • Brainstorm  subject  matter  using  learned  compositional  guidelines  and  connect  their   findings  through  creating  visual  examples  of  the  guideline  in  action   • Apply  what  they  have  learned  by  taking  40  photographs  showcasing  at  least  6   compositional  guidelines  discussed  in  class  
  • 13. • Select  their  best  two  works  on  compositional  guidelines  and  submit  for  evaluation  along   with  a  contact  sheet  showing  evidence  of  understanding    Relevant  Activities   1. Presentation  on  “Rule  of  3rds”  with  examples  explaining  how  it  helps  to  create  an  effective   composition   2. How  to  create  a  digital  contact  sheet   a. What  is  a  contact  sheet?   b. Uploading  images   c. Converting  digital  images  into  a  contact  sheet   d. Introduction  to  saving,  file  organization,  server  space,  and  drop  boxes   3. Assign  investigation  for  examples  of  photographs  applying  the  Rule  of  3rds  found  in  print   media   a. Physically  draw  the  Rule  of  3rds  grid  directly  on  the  images   b. Assemble  a  contact  sheet  (40  images)  experimenting  with  the  Rule  of  3rds  and   submit  along  with  their  two  most  successful  digital  images/  outcomes   4. Presentation  on  Lighting     a. Effective  vs.  Ineffective   b. Mood  and  meaning   5. Brainstorming  Worksheet   a. Highlights  each  lighting  technique     b. Connect  imagery  with  techniques  as  exemplars     6. Assign  photographs  applying  all  of  the  lighting  techniques  discussed  in  the  presentation     a. Assemble  a  contact  sheet  (40  images)  and  submit  along  with  their  two  most   successful  digital  images/  outcomes   7. Presentation  on  Composition   a. Effective  vs.  Ineffective   b. Compositional  guidelines   8. Brainstorming  Worksheet   a. Highlights  each  compositional  guideline     b. Connect  imagery  with  guidelines  as  exemplars     9. Assign  photographs  applying  at  least  six  of  the  compositional  guidelines  discussed  in  the   presentation     a. Assemble  a  contact  sheet  (40  images)  and  submit  along  with  their  two  most   successful  digital  images/  outcomes                            
  • 14. Photography  Unit  #3   Subject  Matter    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Photographers  develop  personal  style  through  in-­‐depth  investigation  of  a  particular  subject   matter   2. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome       3. Combining  multiple  photographs  is  a  strategy  for  conveying  deeper  meaning  in  your  work    Terminal  Objectives  The  Students  Will-­‐   1. Understand  what  subject  matter  is  and  apply  it  to  their  work   2. Create  a  series  of  contact  sheets  for  each  major  subject  matter  category:  still  life,  landscape,   and  portrait   3. Combine  multiple  images  from  one  subject  matter  in  order  to  create  a  work  of  art  that  tells   a  greater  story      Task  Analysis  The  Students  Will-­‐   • Be  able  to  distinguish  between  different  types  of  subject  matter  in  a  work  of  art   • Analyze  the  work  of  notable  photographers  based  on  their  style  and  use  of  subject  matter   • Exercise  positive  habits  of  working  with  a  sketchbook  for  brainstorming,  planning  and   process  documentation   • Complete  a  series  of  sketchbook  entries  related  to  each  subject  matter  and  assignment   • Apply  what  they  have  learned  about  portrait  photography  by  taking  40  self-­‐portraits   focusing  on  a  moment  in  time   • Select  their  best  works  and  submit  for  evaluation  along  with  a  contact  sheet  showing   evidence  of  understanding   • Participate  in  a  demonstration  on  techniques  of  collaging  multiple  photographs  together   using  imaging  software  in  order  to  create  a  work  of  art  that  tells  a  greater  story   • Learn  how  to  use  image  manipulation  software  to  crop,  convert  color  to  black  and  white,   and  add  text  to  their  work   • Understand  how  to  convey  meaning  in  a  photograph  through  composition,  lighting  and   context.   • Apply  what  they  have  learned  about  expressive  portrait  photography  by  taking  40  portraits   of  another  person  with  and  emphasis  on  conveying  their  personality   • Select  their  2  best  works  and  submit  for  evaluation  along  with  a  contact  sheet  showing   evidence  of  understanding   • Examine  the  work  of  multiple  artists  who  excel  in  landscape  photography  and  analyze   different  compositional  techniques  that  make  the  work  effective  
  • 15. • Apply  what  they  have  learned  about  landscape  photography  by  taking  40  photographs   highlighting  a  variety  of  outdoor  scenes   • Select  their  2  best  works  and  submit  for  evaluation  along  with  a  contact  sheet  showing   evidence  of  understanding   • Analyze  the  work  of  multiple  artists  who  excel  in  still  life  photography  and  discuss  how   composition,  lighting,  and  background  are  used  to  create  successful  still  life  images   • Apply  what  they  have  learned  about  still  life  photography  by  taking  40  photographs   showing  3  different  still  life  scenarios   • Select  their  2  best  works  and  submit  for  evaluation  along  with  a  contact  sheet  showing   evidence  of  understanding   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class  critiques  and   aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork    Relevant  Activities   1. Break  subject  matter  down  into  3  categories:  Still  Life,  Portraits,  and  Landscape   2. Discuss  why  photographers  prefer  one  subject  matter  over  another   3. Aesthetic  Discussion   a. What  makes  an  effective  still  life,  landscape,  and  portrait?   4. Show  examples  of  exceptional  work  from  each  category  and  critique  with  students   5. Self  Portrait  moment  in  time  project   a. Think  about  your  best  moment  in  time  and  take  multiple  contact  sheets  reflecting   this  moment   b. Focus  on  hands  feet  and  face;  demonstrating  how  each  expresses  that  moment   6. Brainstorming  worksheets  relative  to  photo  assignments  for  each  subject     7. Assign  weekly  contact  sheets  for  self-­‐portrait,  expressive  portrait,  landscape,  and  still  life                                                  
  • 16. Photography  Unit  #4   Point  of  View    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Point  of  view  plays  a  major  role  in  the  effectiveness  of  a  composition  and  the  meaning  of   the  work   2. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome       3. Photography,  like  fine  art,  does  not  always  have  to  be  representational  to  be  interesting   and  thought  provoking     4. The  editing  process  provides  the  photographer  an  opportunity  to  further  manipulate  their   work  beyond  its  original  context      Terminal  Objectives  The  Students  Will-­‐   1. Realize  that  exceptional  compositions  often  come  from  interesting  and  unique  points  of   view   2. Create  a  series  of  contact  sheets  depicting  imagery  from  multiple  points  of  view   3. Discover  that  the  process  of  abstraction  affords  the  photographer  opportunities  for   interesting  and  unexpected  outcomes     4. Learn  strategies  for  editing  digital  imagery  for  more  long-­‐term  photography  projects    Task  Analysis  The  Students  Will-­‐   • Be  able  to  distinguish  between  different  points  of  view  in  a  work  of  art  and  apply  this   concept  to  the  work  they  create   • Analyze  the  work  of  photographers  based  on  point  of  view   • Exercise  positive  habits  of  working  with  a  sketchbook  for  brainstorming,  planning  and   process  documentation   • Complete  a  series  of  sketchbook  entries  related  to  point  of  view  and  abstraction   • Apply  what  they  have  learned  about  point  of  view  photography  by  taking  40  images   depicting  interesting  and  unique  points  of  view   o Select  their  best  works  and  submit  for  evaluation  along  with  a  contact  sheet   showing  evidence  of  understanding   • Apply  what  they  have  learned  about  digital  manipulation  in  order  to  edit  new  imagery   based  on  point  of  view  and  abstraction   • Understand  how  to  convey  meaning  in  a  photograph  through  composition,  lighting  and   context   • Examine  the  process  of  abstraction  through  the  analysis  of  images  and  determining  subject   matter,  lighting,  point  of  view,  color  palette,  etc.   • Apply  what  they  have  learned  about  abstract  photography  by  taking  40  photographs   capturing  images  with  the  absence  of  a  clear  subject  
  • 17. o Select  their  5  best  works  and  submit  for  evaluation  along  with  a  contact  sheet   showing  evidence  of  understanding   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class  critiques  and   aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork    Relevant  Activities   1. Demonstrate  strategies  for  using  multiple  points  of  view  such  as  bird’s  eye,  worm’s  eye,   fish  eye,  zooming  at  angles,  etc.   2. Compare  and  Contrast  a  common  subject  matter  from  multiple  points  of  view  and  discuss   the  impact   3. Assign  a  contact  sheet  (40  images)  of  images  taken  from  an  interesting  point  of  view  other   than  eye  level   4. Discuss  abstract  photography  capturing  images  with  the  absence  of  a  clear  subject   5. Develop  a  worksheet  and  presentation  for  students  to  use  in  examining  abstract  images   6. Sketchbook  Assignment:  Brainstorm  a  list  of  subjects  that  students  can  photograph  in  an   abstract  manner   7. Assign  a  contact  sheet  (40  images)  of  images  depicting  shadow,  food,  industrial  objects,  and   natural  objects  taken  from  an  abstract  point  of  view                                                              
  • 18. Photography  Unit  #5   Conceptual  Photography    NYS  Learning  Standards  for  the  Arts:  1,  2,  3,  and  4    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. A  successful  photographer  can  make  any  subject  matter  interesting  by  exercising  their   knowledge  of  composition,  lighting,  and  point  of  view   2. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome   3. Incorporating  text  into  photography  creates  a  graphic  element  that  adds  literal  meaning  to   conceptual  imagery   4. Artists  often  personalize  their  work  by  creating  images  that  they  feel  passionate  about  and   are  connected  to    Terminal  Objectives  The  Students  Will-­‐   1. Realize  that  even  a  simple  subject  provides  multiple  opportunities  for  many  successful  and   unique  outcomes   2. Create  a  series  of  contact  sheets  exploring  strategies  for  interjecting  meaning  into  their   work   3. Incorporate  text  into  imagery  in  the  form  of  a  poster  design   4. Determine  a  social  issue  that  has  personal  meaning  and  incorporate  it  into  a  series  of   photographs  to  advocate  for  a  cause  and/or  generate  awareness    Task  Analysis  The  Students  Will-­‐   • Utilize  the  skill  set  developed  in  this  course  to  create  new  and  thought-­‐provoking  works  of   art  based  on  an  overarching  concept   • Analyze  the  work  of  photographers  based  on  concept  and  meaning  of  their  work   • Exercise  positive  habits  of  working  with  a  sketchbook  for  brainstorming,  planning  and   process  documentation   • Complete  a  series  of  sketchbook  entries  related  to  subject  matter,  social  issues,  and   conceptual  development   • Apply  what  they  have  learned  about  composition,  lighting,  and  point  of  view  by  taking  40   images  depicting  one  single  interesting  subject   o Select  their  best  works  and  submit  for  evaluation  along  with  a  contact  sheet   showing  evidence  of  understanding   • Apply  what  they  have  learned  about  digital  manipulation,  editing,  and  the  incorporation  of   text  in  a  way  that  adds  literal  meaning  to  conceptual  imagery   • Examine  the  process  of  taking  a  social  issue  and  incorporating  it  into  their  work   • Apply  what  they  have  learned  about  conceptual  imagery  and  social  awareness  by  taking  40   photographs  highlighting  a  social  issue  in  a  way  that  advocates  for  their  cause  
  • 19. o Select  their  best  works  and  incorporate  text  into  a  design  that  effectively   communicates  a  desired  message  in  the  form  of  a  poster   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class  critiques  and   aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork    Relevant  Activities   1. Discuss  the  importance  of  taking  multiple  images  of  one  subject  in  order  to  have  various   successful  outcomes   2. Sketchbook  Assignment:  Brainstorm  a  list  of  interesting  subjects  that  could  be   photographed  from  numerous  points  of  view,  scenarios,  and  sources  of  light   3. Assign  a  contact  sheet  of  40  images  depicting  one  subject  taken  from  a  variety  of  points  of   view,  scenarios,  and  sources  of  light   4. Add  text  to  one  image  and  manipulate  it  10  different  ways  using  image  manipulation   software   5. Discuss  social  issues  that  impact  our  community,  society,  and  world     6. Sketchbook  Assignment:  Brainstorm  a  variety  of  social  issues  that  are  important  to  the   individual  and  find  relevant  imagery  to  support  their  stance  on  the  issue   7. Assign  a  contact  sheet  of  40  images  depicting  a  chosen  social  issue  that  they  would  like  to   advocate  for   8. Create  an  awareness  poster  by  adding  text  to  their  imagery  in  order  to  enhance  the   meaning  of  their  work                                                          
  • 20. Photography  Unit  #6   Art  History  and  Careers    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Understanding  the  artwork  that  was  created  in  the  past  has  an  impact  on  the  work  that  is   created  today     2. Multiple  and  varied  career  options  are  available  in  the  field  of  photography   3. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome   4. Image  manipulation  software  can  be  used  to  modify  photographs  in  a  way  that  can  not  be   done  by  using  traditional  methods    Terminal  Objectives  The  Students  Will-­‐   1. Examine  work  from  photo  and  art  history  and  apply  concepts  to  their  own  work   2. Examine  careers  in  photography  and  apply  concepts  to  their  own  work   3. Create  a  series  of  contact  sheets  exploring  artistic  influence  and  professional  applications   4. Manipulate  digital  imagery  to  modify  photographs  beyond  conventional  representation      Task  Analysis  The  Students  Will-­‐   • Learn  how  to  use  clone,  lasso,  filter,  color  adjustment  and  blending  tools  to  edit   photographs  using  digital  image  manipulation  software  and  apply  it  to  experimentation  of   their  own  images   • Analyze  the  work  of  famous  photographers,  fine  artists  and  art  historical  movements  based   on  subject  matter,  themes  and  creative  influences   • Analyze  and  research  careers  in  photography  and  professional  photographic  opportunities   • Exercise  positive  habits  of  working  with  a  sketchbook  for  brainstorming,  planning  and   process  documentation   • Complete  a  series  of  sketchbook  entries  related  to  photo  and  art  history   • Research  a  chosen  influential  photographer  and  share  their  findings  with  the  class  via  an   oral  presentation  with  visuals   • Apply  what  they  have  learned  throughout  the  course  and  about  the  work  of  an  influential   photographer  by  taking  40  images  emulating  the  style  of  the  photographer  while  also   making  the  work  unique  and  their  own   o Select  their  best  works  and  submit  for  evaluation  along  with  a  contact  sheet   showing  evidence  of  understanding   • Learn  how  to  use  marquee,  transformation  and  vector  mask  tools  to  edit  photographs   using  digital  image  manipulation  software  and  apply  it  to  experimentation  of  their  own   images  
  • 21. • Apply  what  they  have  learned  throughout  the  course  and  about  art  historical  movements   by  taking  40  images  in  the  style  of  one  movement  while  also  making  the  work  unique  and   their  own   o Select  their  best  works,  combine  and  edit  multiples  images  using  photo   manipulation  software  in  order  to  create  a  work  of  art  inspired  by  an  art  movement   • Complete  a  sketchbook  or  research  assignment  specific  to  one  chosen  career  in   photography   • Apply  what  they  have  learned  about  one  specific  career  in  photography  by  taking  40   images  inspired  by  that  career  in  order  to  create  a  new  body  of  work   o Select  their  best  works,  edit  if  necessary,  and  submit  for  evaluation  along  with  a   contact  sheet  showing  evidence  of  understanding   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class  critiques  and   aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork    Relevant  Activities   1. In  several  stages  throughout  unit,  use  image  manipulation  software  to  edit  and  alter   photographs  for  use  in  subsequent  assignments.  Focus  on  clone,  lasso,  filter,  color   adjustments,  opacity  and  blending  modes,  marquee,  transformation,  and  vector  masks.   2. Assign  oral  presentations  based  on  one  of  40  historically  influential  photographers   3. Analyze  the  work  of  notable  photographers  that  have  been  influential  in  the  history  of   photography  and  discuss  how  they  have  changed  the  way  we  look  at  photography  and  take   pictures   4. Sketchbook  Assignment:  Research  influential  photographers,  examine  their  subject  matter,   and  brainstorm  ways  that  their  work  reflects  the  work  of  one  chosen  artist  while  making   the  work  their  own     5. Assign  a  contact  sheet  of  40  images  showing  influence  and  inspiration  from  one  famous   photographer   6. Analyze  the  work  of  fine  artists  from  the  Cubist,  Surrealist  and  Pop  Art  movements  and   discuss  how  their  work  has  changed  the  way  people  perceive  a  work  of  art  and  create  their   own   7. Sketchbook  Assignment:  Research  artists  and  artwork  from  the  Cubism,  Surrealism  and   Pop  Art,  include  details  and  information  about  why  artists  worked  in  this  style,  find   example  paintings  from  each  movement,  and  brainstorm  ways  to  incorporate  a  chosen  fine   art  movement  into  their  own  photography   8. Assign  a  contact  sheet  of  40  images  specific  to  the  ideas  generated  in  sketchbook   assignment   9. Discuss  the  variety  of  careers  in  photography  that  one  could  pursue     10. Sketchbook/Research  Assignment:  Research  careers  in  photography,  choose  one  to  focus   on  and  do  a  more  detailed  research  on  subject  matter  and  requirements  of  this  career   11. Assign  a  contact  sheet  of  40  images  focusing  on  the  chosen  career                  
  • 22. Photography  Unit  #7   Final  Project  –  Photo  Essay    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers,  and  Life-­‐Long  Learners    Essential  Understandings   1. Understanding  that  a  combination  of  images  with  a  common  thread  or  story  can  result  in   an  impactful  end  product   2. Taking  a  successful  photograph  requires  practice  and  multiple  images  captured  in  order  to   get  a  desirable  outcome   3. Image  manipulation  software  can  be  used  to  combine  photographs  for  story  telling   purposes    Terminal  Objectives  The  Students  Will-­‐   1. Examine  examples  of  photographic  story  telling     2. Create  a  contact  sheet  emphasizing  one  chosen  personal  story   3. Digitally  arrange  a  series  of  images  to  create  a  photographic  essay      Task  Analysis  The  Students  Will-­‐   • Analyze  a  variety  of  photographic  essays  and  discuss  how  a  more  complete  story  can  be   told  than  with  a  single  image     • Exercise  positive  habits  of  working  with  a  sketchbook  for  brainstorming,  planning  and   process  documentation   • Complete  a  sketchbook  entry  related  to  personal  stories   • Apply  what  they  have  learned  throughout  the  course  by  taking  40  images  related  to  a   chosen  story   o Select  their  best  works,  digitally  combine  them  into  a  photo  essay  and  submit  for   evaluation  along  with  a  contact  sheet  showing  evidence  of  understanding   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class  critiques  and   aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork    Relevant  Activities   1. Analyze  photographic  works  that  combine  a  series  of  images  that  tell  a  greater  story  than   one  image  is  capable  of   2. Sketchbook  Assignment:  Brainstorm  a  list  of  personal  stories  that  can  be  told  through  a   series  of  images     3. Assign  a  contact  sheet  of  40  images  highlighting  the  chosen  story   4. Create  a  collage  by  combing  a  series  of  related  images  together  in  order  to  tell  a  complete   and  personal  story