- photography curriculum.docx · web viewopening and resizing an internet image in photoshop...
TRANSCRIPT
Unit Title: History of PhotographyClass: PhotographyGrade Level: 10-12
Timeframe: 4 blocks
Essential QuestionsWho created the first camera?What was the first camera and how does it compare to camera’s today?Who is are key players in the history of photography?What are the components of a camera?What are some careers for photographers?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.2.D.4 outline a variety of pathways and the requisite training for careers in the visual arts
1.4.A.2 Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art
1.5.A.1 Parallel historical events and artistic development found in visual art
1.5.B.1 Evaluate the impact of innovations in the arts from various historical periods in works of visual art stylistically representative of the times
1.5.B.2 Compare and contrast the stylistic characteristics of a given historical period through visual art
21st Century Skills Standard and Progress Indicators:9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.4.12.C.(6). 1 Research the history of the visual arts and analyze the role of the visual arts in society to develop a broad understanding of the nature and scope of the pathway
9.3.12.AR-VIS.1 Describe the history and evolution of the visual arts and its role in and impact on society
9.3.12.AR.5 Describe the career opportunities and means to achieve those opportunities in each of the Arts, A/V Tech & communications Career Pathway
CAR © 2009
9.4.12.C.31 Analyze and summarize the history and evolution of this industry to understand the current place the field holds within society and the economy
9.4.12.C.(6). 4 Research careers and the qualifications they require to build an understanding of opportunities in the pathway
Instructional Plan ReflectionPretest Presentation Work
Do NowsGroup Notes
SLO Student Strategies Formative Assessment Activities and Resources ReflectionStudents will identify and characterize historical photography components.
Note takingSmall Group
Do NowsPresentation
Students will pick from a variety of historical topics, research information and create a class
Do NowsNotes
CAR © 2009
Cooperative LearningResearch Skills
ResearchPeer Assessment
timeline.
Student presentations on historical topics
Compare and contrast of cameras
Analyze historical photographs
Camera Diagram
Career Speaker
Adobe Education ExchangePhoto.net
Adorama.comKodak.com
Class Website: tchsphotography.weebly.comCurrent Class Text
Dropbox.comDrive.google.com
Pinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Peer assessmentsSelf assessmentsPresentations
Students will be able to put historical items in chronological order.
Students will be able to identify different career paths with in photography
Benchmark Assessment:
Summative Written Assessments
Student Self scored rubricsTeacher Rubric
Summative Performance Assessment
PresentationTimeline
Unit Title: Taking a good photograph
CAR © 2009
Class: PhotographyGrade Level: 10-12
Timeframe: 5 Blocks
Essential Questions
What makes a successful photograph?What are the elements of art and principles of design?What is a viewpoint?What makes a strong composition in photography?What are the 3 types of Balance?Describe Rule of Thirds.How does color affect photographs?Describe the characteristics of color.
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.A.2 Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art
21st Century Skills Standard and Progress Indicators:9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.19 Employ technological tools to expedite workflow
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
CAR © 2009
Instructional Plan ReflectionElements and Principles Information Sheet Do Nows
Scavenger HuntNote SheetsPower Point
SLO Student Strategies Formative Assessment Activities and Resources ReflectionStudents will be able to identify the elements of art and principles of design in a given photograph. Students will be able to utilize the elements and principles with in their own photographs.
Small groupTime ManagementReference SkillsCooperative LearningNote Taking
Google SlidesPicturesDo NowsNotes
Students will use their cell phones to photograph the different elements and principles of art and
design.
Students will match images with definitions
Students will complete a color study on the effects of color and photography and create a
photography color wheel
Students will complete a view point challenge also incorporating elements and principles
Adobe Education ExchangePhoto.net Adorama.com
Class Website: tchsphotography.weebly.comCurrent Class Text
Dropbox.com Drive.google.comPinterest.com Remind.com
Google, G+, and CommunityTeacher given examples
Do NowsNote SheetFinal Slide showImagesDefinitionsColor Wheel
Students will be explore viewpoints, angles and composition in photography.
Benchmark Assessment:
Summative Written Assessments
Self reflectionDefinition Sheets
Summative Performance Assessment
Final Slide ShowColor Wheel
CAR © 2009
Unit Title: Depth of Field and Photoshop BasicsClass: PhotographyGrade Level: 10-12
Timeframe: 13 blocks
Essential Questions
What is a DSLR and how does it function?What is depth of field?What are the 2 different types of depth of field?How does depth of field play a roll in your photography?What is Photoshop?How do you transform images?How do you use the paintbrush?What are ways you can manipulate the eraser tool?How do you add text to a document?Why is it important to name your layers?What are filters?How do you open Photoshop correctly?How do you upload an image?How do you safely remove an SD card?
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
CAR © 2009
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings
9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan Reflection
CAR © 2009
Photography Pretest Portfolio PrepDo Now: projectStudent ReflectionCritique
SLO Student Strategies Formative Assessment Activities and Resources ReflectionStudents will be able to use a DSLR camera to create depth of field images. Students will understand and exhibit the knowledge of aperture using a DSLR camera.
Small groupTime ManagementReference SkillsTrouble ShootingProblem Solving
Do Now QuestionsPractice picturesPortfolio PrepCritiquesGoogle Slides
Students will create shallow depth of field images utilizing the elements and principles of art and design.
Students will create broad depth of field images utilizing the elements and principles of art and design.
Adobe Education ExchangePhoto.net
Adorama.comClass Website: tchsphotography.weebly.com
Current Class TextDropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small group critiquePortfolio prepProject Self critique
Students will be able to navigate the Photoshop interface by opening, closing, and saving a document in multiple formats.
Time ManagementTrouble ShootingProblem SolvingReference SkillsPeer References
PS projectsDo Now QuestionsPortfolio PrepRed, Green, Yellow Light
Creating a new document
Opening and resizing an internet image in photoshop
Creating an image using a variety of tools from the toolbox and changing them with in the tool options bar
Portfolio PrepPeer reviewProject self critique
CAR © 2009
Manipulate an image using basic tools such as but not limited too filters, selecting different parts of an image, filling parts of an
image with color, adding text, changing opacity, and using layer styles
Adobe Education ExchangeClass Website: tchsphotography.weebly.com
Adobe Photoshop in the Classroom (text)Dropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Students will begin learning basic tools and manipulation of images.
Benchmark Assessment:
Summative Written Assessments
Portfolio PrepFinal Portfolio
Unit 1 and 2 TestPhotography Post Test
Summative Performance Assessment
Final Depth of Field ImagesFinal Photoshop projects
CAR © 2009
Unit Title: Shutter Speed and Selection ToolsClass: PhotographyGrade Level: 10-12
Timeframe: 13 blocks
Essential Questions
What is the purpose of a shutter?How do you show movement in your photographs?What is a tripod and when is one needed?What are the selection tools?Why is it important to name your layers?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings
9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities
CAR © 2009
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan ReflectionPhotography Pretest Portfolio Prep
Do Now: project reflectionCritique
SLO Student Strategies Formative Assessment Activities and Resources Reflection
CAR © 2009
Students will be able to use a DSLR and appropriately control shutter speed to show real and implied movement in photographs.
Small groupReference SkillsTrouble ShootingTime ManagementProblem SolvingCritical Thinking
Do Now QuestionsPractice picturesPortfolio PrepCritiquesGoogle Slides
Students will create implied movement using fast shutter speed; images will also incorporate the elements and
principles of art and design.
Students will create real movement using slow shutter speed; images will also incorporate the elements and
principles of art and design.
Adobe Education ExchangePhoto.net
Adorama.comClass Website: tchsphotography.weebly.com
Current Class TextDropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small Group CritiquePortfolio PrepProject Self Critique
Students will be able to use selection tools to manipulate different pieces to create an image in photoshop.
Small groupReference SkillsTrouble ShootingTime ManagementProblem SolvingCritical Thinking
Red, Green, Yellow LightPractice PS projectsDo Now Questions
Create an image using selection tools such as but not limited too: marquee tools, quick select, magic wand, and
lasso tools
Adobe Education ExchangeClass Website: tchsphotography.weebly.com
Adobe Photoshop in the Classroom (text)Dropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Portfolio PrepProject Self CritiquePeer Review
Benchmark Assessment:
Summative Written Assessments
CAR © 2009
Portfolio PrepFinal Portfolio
Unit 1 and 2 TestPhotography Post Test
Summative Performance Assessment
Final Shutter Speed ImagesFinal Photoshop Projects
CAR © 2009
Unit Title: Portraits and Blending people with in an imageClass: PhotographyGrade Level: 10-12
Timeframe: 15 blocks
Essential Questions
What are the four types of portraits?What is a portrait?What is a tripod?What are ways to make a client feel comfortable?Why is Shallow Depth of Field important for Candid portraits?Why is Broad Depth of Field important for Environmental portraits?How can you combine multiple images together?How does lighting play a roll in your portraits?Why is it important to name your layers?How do you create shadows in photoshop?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
21st Century Skills Standard and Progress Indicators:
9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster
9.3.12.AR.2 Analyze the importance of health, safety and environmental management systems, policies and procedures common in arts, AV technology, and communications activities and facilities
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations
CAR © 2009
9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products
9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.36 Demonstrate knowledge of personal and jobsite safety rules and regulations used to maintain safe and healthful working conditions and environments
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.13 Listen to and speak with diverse individuals to enhance communication skills
9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.19 Employ technological tools to expedite workflow
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.4 Explain why some uses of media are unethical
Instructional Plan ReflectionPhotography PretestPortrait Pretest
Portfolio PrepDo Now: project reflectionCritique
SLO Student Strategies Formative Assessment Activities and Resources Reflection
CAR © 2009
Students will demonstrate the different types of portrait photography. Using the appropriate depth of field, lighting, and backgrounds.
Small groupTime ManagementTrouble ShootingReference SkillsClient Communication
Do Now QuestionsPractice picturesPortfolio PrepCritiquesGoogle Slides
Use a partner to work take Formal Portraits using the classroom studio set up and lighting
Create a lighting study utilizing the different types of portrait lighting
Plan and photograph a variety of self portraits using different methods for each
Use relationships built with teachers, faculty, and staff to photograph candid and environmental portraits throughout the school building
Adobe Education ExchangePhoto.net
Adorama.comClass Website: tchsphotography.weebly.com
Current Class TextDropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small Group CritiquePortfolio PrepProject Self Critique
CAR © 2009
Students will be able to incorporate more then one image with in another. Shadows and other such blending tools will be utilized appropriately.
Peer MentoringTime ManagementTrouble ShootingReference SkillsProblem Solving
Practice PS projectsRed, Green, Yellow LightPortfolio Prep
Use an image of oneself with in an image multiple times to create an a unified composition
Create shadows and blending methods to ensure an image is a unified composition
Adobe Education ExchangeClass Website: tchsphotography.weebly.com
Adobe Photoshop in the Classroom (text)Dropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Portfolio PrepProject Self CritiqueTeacher/student review
Benchmark Assessment:
Summative Written Assessments
Portfolio PrepFinal Portfolio
Photography Post TestSummative Performance Assessment
Final Portrait ImagesFinal Photoshop Projects
CAR © 2009
Unit Title: Still life and AdvertisementsClass: PhotographyGrade Level: 10-12
Timeframe: 13 blocks
Essential Questions
What are the 3 types of still life photographs?Why is it important to know your audience?What does the word Alignment mean?What is the importance of having objects be clean before photographing them?What is the difference between the patch tool and the clone stamp?What are ways to whiten teeth or brighten eyes?What are identifiable information for common text types?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.1.8.D.2 Demonstrate the ability to understand inferences
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.4 Explain why some uses of media are unethical
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
CAR © 2009
9.1.12.E.5 Compare laws governing the unethical use of media in different countries
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents
9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction
9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan ReflectionPhotography Pretest Portfolio Prep
Do Now: project reflectionCritique
SLO Student Strategies Formative Assessment Activities and Resources Reflection
CAR © 2009
Students will use a variety of still life object and backgrounds to create different type of still life images.
Small groupReference SkillsTrouble ShootingTime ManagementProblem Solving
Do Now QuestionsPractice picturesPortfolio PrepCritiquesGoogle Slides
Using given, found, and brought in objects students will be able to utilize the still life table along with other appropriate backgrounds to
create different types of still life images
Adobe Education ExchangePhoto.net
Adorama.comClass Website: tchsphotography.weebly.com
Current Class TextDropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small Group CritiquePortfolio PrepProject Self Critique
Students will be able to touch up an image for print.
Reference SkillsTrouble Shooting
Practice PS projectsRed, Green, Yellow Light
Using formal portraits taken in a previous unit students will learn how to make adjustments for
Portfolio PrepProject Self Critique
CAR © 2009
Time ManagementProblem SolvingPeer Mentoring
Google SlidesPortfolio Prep
print: such as but not limited to facial corrections, teeth whitening, color adjustments,
and overall finishing
Using text and images to create a composition appropriate for print such as but not limited to a magazine cover, advertisement, movie poster, or
CD cover
Adobe Education ExchangeClass Website: tchsphotography.weebly.com
Adobe Photoshop/Lightroom in the Classroom (text)
Dropbox.comDrive.google.com
Pinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Teacher/student reviewStudents will create a composed image utilizing images and text.
Benchmark Assessment:
Summative Written Assessments
Portfolio PrepFinal Portfolio
Photography Post Test
Summative Performance Assessment
Final Still Life ImagesFinal Photoshop Project
CAR © 2009
Unit Title: Series and TransformationsClass: PhotographyGrade Level: 10-12
Timeframe: 13 blocks
Essential Questions
What is a series?How do you change your images to black and white on your camera?What are some strategies you can use to merge two images together?Why is it important to name your layers?Why is it important to review your images half way through working on your series?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
21st Century Skills Standard and Progress Indicators:
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.4 Explain why some uses of media are unethical
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
9.4.12.C.6 Locate, organize, and reference written information from various sources to communicate with others
CAR © 2009
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
Instructional Plan Reflection
Photography Pretest Portfolio PrepDo Now: project reflectionCritique
SLO Student Strategies Formative Assessment Activities and Resources ReflectionStudents will be able to brainstorm, plan, and photograph a cohesive series of images.
Reference SkillsTrouble ShootingTime ManagementPlanning and Brainstorming ideas
Do Now QuestionsPractice picturesPortfolio PrepCritiques
Research and plan out topics for a cohesive series
Pitch ideas to teacher and small class group to further develop plan for shooting
Practice taking images relating to approved series
Refine series topic and make adjustments to camera before continuing with shoot
Create a well rounded cohesive set of images
Adobe Education ExchangePhoto.net
Adorama.comClass Website: tchsphotography.weebly.com
Current Class TextDropbox.com
Drive.google.comPinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small Group CritiquePortfolio PrepProject Self Critique
CAR © 2009
Students will be utilizing blending tools and merging techniques to combine multiple images into something new.
Problem Solving Practice PS projectsPortfolio PrepRed, Green, Yellow Light
Activities similar to but not limited to creating a new creature by combining multiple animals or
people togetherTurning themselves into an old person
Manipulating themselves or a friend to look drastically different
Adobe Education ExchangeClass Website: tchsphotography.weebly.com
Adobe Photoshop/lightroom in the Classroom (text)
Dropbox.comDrive.google.com
Pinterest.comRemind.com
Class Google + Community PageGoogle
YoutubeTeacher given examples
Small Group CritiquePortfolio PrepProject Self Critique
Summative Written Assessments
Portfolio PrepFinal Portfolio
Photography Post Test
Summative Performance Assessment
Final Series ImagesFinal photoshop project
CAR © 2009
Unit Title: PortfolioClass: PhotographyGrade Level: 10-12
Timeframe: 15 blocks
Essential Questions
What is the purpose of a Portfolio?How can lightroom be helpful when organizing your images for your portfolio?What are the differences between lightroom and photoshop?What are the different forms that a portfolio can take?What is the process of matting?What are different ways to matte a photograph?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.1.B.2 Formulate a personal philosophy or individual statement on the meaning of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.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
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences
CAR © 2009
9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives
9.1.12.C.5 Assume leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.30 Describe and use quality control systems and practices to ensure quality products and services
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations
9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products
9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations
Instructional Plan ReflectionPersonal and peer critique Critique reflections
Do nowsSelf evaluationsTeacher feedback
SLO Student Strategies Formative Assessment Activities and Resources Reflection
CAR © 2009
Students will print and matte images to include in the hard copy of their portfolio.
Peer MentoringReference SkillsGroup CritiqueTime ManagementMeasuringProfessionalism
Do Now QuestionsPortfolio PrepCritiques
Critique work of oneself and othersReshoot images if necessary
Dry Mounting Images for their portfolioMatting images for their portfolio
Critique reflectionsDo nowsSelf evaluationsTeacher feedbackPortfolio prep
Students will choose, critique, title and date images in their electronic portfolio.
Peer MentoringReference SkillsPeer CritiqueTime ManagementMeasuringProfessionalism
Do Now QuestionsPortfolio PrepCritiques
Critique work of oneself and othersReshoot images if necessary
Finalize the electronic portfolioCreate a gallery or website utilizing their images
to shareTitle, date and describe each piece or series of
work
Students will create and publish their personal business card, logo, and artist statement.
Peer MentoringReference SkillsPeer CritiqueTime ManagementMeasuringProfessionalism
CritiqueTeacher/Student conferences
Create a logoDesign a business card
Come up with a watermark for images used on the web
Brainstorm, prewrite, edit, and finalize an artist statement
Students will process and finish all images used for their portfolio
Peer MentoringReference SkillsGroup CritiqueTime ManagementMeasuringProfessionalism
Do now questionsPortfolio prepCritiqueRed, yellow, green system
Use lightroom to create an organized system and correct images easily
Use photoshop to make major adjustments or “polish” images of people as needed
Summative Written Assessments
Portfolio PrepFinal Portfolio
Photography Post Test
Summative Performance Assessment
CAR © 2009
Final Portfolio
CAR © 2009