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Groton Public Schools Curriculum Map

INTRODUCTION

Course Title: Digital Photography

Curriculum Area and Grade: Visual Arts, 9-12

Course Purpose:

Students will develop visual literacy skills and build a basic knowledge of photography and Photoshop. Students will learn about and understand the

Elements and Principles of Design as it relates to photography as well as composition. A portfolio of various digital assignments will be developed

throughout the course. Concentration will be on the expansion of technical skills and the refinement of aesthetic understanding of contemporary

photographic practice.

Major Learning Goals and Understandings:

Student Learning Expectation(s):

1) Students will produce a well exposed properly focused image.

2) Students will demonstrate skill and problem solving when selecting angles points of view and distance to subject when making decisions

regarding composition.

3) Students will demonstrate an understanding of an appreciation for the history of photography.

4) Students will demonstrate an understanding of the influence of world events and photography on each other.

5) Students will demonstrate the ability to critique and evaluate his/her own work and the work of others based on the technical, artistic, and

historical concepts learned in class.

6) Students will develop skill in expressing a thought, mood or emotion visually.

7) Students will demonstrate t

8) The ability to articulate an aesthetic opinion of the value of a photograph.

FHS Student Learning Expectation(s):

SE1 Apply effective analysis, synthesis, and evaluative processes that enable productive problem solving.

SE2 Communicate information clearly and effectively using a variety of tools/media in varied contexts and for a variety of purposes.

SE3 Work independently and collaboratively to solve problems and accomplish goals.

SE4 Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.

SE5 Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

SE6 Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

21st Century Learning Expectation(s): (see attached: P21 Framework: www.P21.org )

1.) Learning and Innovation Skills

4.) Information Media and Technology Skills

Digital Photography

Semester=18 weeks

1. Components of Art (What is Art?, The Elements and Principles,

Composition) 4 weeks

2. Photoshop Basics (Photoshop image adjustments, Drawing with

Photoshop) 4 weeks (concurrent with Unit #1)

3. Manipulating the Camera (Shutter Speed, aperture, exposure, direct/

diffused light) 5 weeks

4. Portraiture in Photography (Formal portraits, environmental portraits

and self-portraits) 3 weeks

5. Image Manipulation and Photo Illustrations (Ethics of Photoshop,

Digital Collages, Advertising Project) 6 weeks)

Mappers/Authors: Sarah LeFrancois, Sarah Nash

Date Approved: August 2012

http://www.p21.org/

UNIT 1: COMPONENTS OF ART

Grade:

9-12

Subject:

Visual Art

Course:

Digital Photography

Length of Unit:

Approximately 4 weeks/12 classes, 80

minute classes

Common Core State Standards

Reading Standards for Literacy in Science and Technical Subjects 10-12

Craft and Structure

R4. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in specific scientific or technical

context related to grades 10, 11, and 12 texts and topics.

Supporting Standards

Connecticut State Standards

Visual Arts Content Performance Standards Grades 9-12

Content Standard 1: Media

Students will understand, select and apply media, techniques and processes.

2.12.1 Students apply and give justification for the arrangement of elements in a composition.

Part 2 – Standards

Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels

Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering

The students will know:

The Elements and Principles of Art and

Design

What makes a good composition

What makes a photograph versus a

snapshot

Basic camera use and skills

The students will be able to:

Create photographs using the Elements and Principles of Art

and Design

Create photographs with captivating compositional elements

Understand the components in a fine art image versus a

snapshot

Apply knowledge to use a camera with the Auto function and

understand the parts of a Point and Shoot camera

All levels of Bloom’s

Taxonomy will be addressed in

a recursive manner

Big Idea and Essential Questions

Big Idea

Elements and Principles of Design are essential components of a work of art.

Photography is viewed as a means of expression because artists have the power to influence others through their vision of the world around

them.

Photographers use composition, elements of art and principles of design, and knowledge of their cameras to creatively problem solve so that

their imagery is not obvious or predictable.

Art of the past can be used as a springboard for investigating new concepts, techniques, media, and subject matter uses.

Essential Questions

How do photographers implement the elements and principles of design to create a work of art?

How is photography viewed as a means of expression?

How does a photographer think creatively and problem solve?

How do photographers become innovative with their medium and relate to the world around them?

Part 3 – Common Unit Assessments

Summative

Create components for a summative portfolio of work

Components of this unit include: Student created imagery based on elements of art, principles of design, and foundations of good

composition.

**NOTE: In class, mini formative exercises are covered during instructional periods and students then create imagery based on these

concepts. Each artwork created goes into a digital portfolio for review at the end of each quarter, semester or unit. Each image is graded based

on the attached rubric adapted from the Central Connecticut State University Visual Arts program.

A portfolio of artwork is a vital part of any visual arts class and is assigned a letter grade based on planning of artwork, completed artwork,

and student reflection.

Formative

Daily image response journals

Small group activities

Creation of images utilizing the elements of art and principles of design.

Group critique

Student and teacher critiques and formative verbal feedback

Quiz on Elements of Art and Principles of Design

7.) Quiz on Parts of the Camera

Part 4 – Common/Assured Learning Experiences

Guided Instruction of photographic/ Photoshop techniques

Portfolio building

Oral Critiques

Written Critiques

Final Exam

**NOTE: Final exam has been written and will be saved to the appropriate location.

Part 5-Teacher Notes

NOTE: *Units 1 & 2 run concurrently

Resources:

Use of National Geographic Photography/ CNN Photography/ NY Times “Lens” Blog as a standard for what makes

“good photography”

Compositional Examples/ Use of the Rule of Thirds:

www.ultimate-photo-tips.com/photography-rule-of-thirds.html

Notes on a Snapshot versus a Photograph:

http://scphoto.com/snapshot.php

Compositional Tips:

http://photofocus.com/2009/11/30/25-photo-composition-tips/

Camera Modes:

http://digitalphotographyclass.net/camera-modes.htm

http://www.ultimate-photo-tips.com/photography-rule-of-thirds.html

http://scphoto.com/snapshot.php

http://photofocus.com/2009/11/30/25-photo-composition-tips/

http://digitalphotographyclass.net/camera-modes.htm

Unit 2: Basic Photoshop

Grade:

9-12

Subject:

Visual Art

Course:

Digital Photography

Length of Unit:

4 weeks (runs concurrent with unit #1)



R3.) Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending

to special cases or exceptions defined in the text.

R4.) Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical

context relevant to grades 9-10 texts and topics.



Visual Arts Content Performance Standards Grades 9-12



2.12.1 Students apply and give justification for the arrangement of elements in a composition.

Content Standard 3: Content

Students will consider, select, and apply a range of subject matter, symbols, and ideas

3.10.2 Students create a series of digital altered squares that showcase different ways to edit an image to create a mood or feeling.


Key (GLE) Content Knowledge and Concepts/Skills

Bloom’s Taxonomy Levels



Remembering


Photoshop Basics

Drawing with Photoshop

Photoshop image adjustments

Computer workflow


Apply basic Photoshop image correction functions such as:

levels, contrast, hue and saturation and color casting to adjust

their images for the best exposure.

Apply basic Photoshop drawing tools such as: selection tool and

paintbrush tool to draw in Photoshop and alter their original

images.

Create a working knowledge of layers and palettes, and layer

mask in the Photoshop program.

Apply computer workflow knowledge in order to manage their

files digitally, including functions such as: how to upload

images from a camera, how to organize digital files, and how to

navigate the desktop of a computer.



a recursive manner


Big Idea

Photography is constantly changing as technology advances. Photographers have access to a myriad of technology in terms of their cameras

and the photo editing software developed. This allows artists to have more choice in the aesthetic outcome of their imagery in order to best

deliver their intentions.

A photographer thinks and problem solves by utilizing tools he/ she has access to: from pinhole cameras, to Digital Single Lens Reflex

cameras, and Photoshop- each choice offers a different aesthetic outcome for the photographer to choose from.

Using Photoshop gives photographs another choice of medium to express their opinions. Specific adjustments that can be made in Photoshop

(exposure, color cast, filters, etc.) allow photographers more room for error behind the camera that can be fixed in the computer later.

Essential Question

Have current trends in technology influenced changes in the design of photographic equipment and artwork used and created by today’s

photographers?

How does a photographer think and problem solve using the appropriate technology?

How do the components of Photoshop help us to create better imagery?


Summative


Components for this unit include: Photoshop drawing, Basic image edits

Formative



Quiz on Photoshop tools, functions, and palettes

Group critique


Image creation related to use of photo editing software


Guided Instruction of photographic/ Photoshop techniques

Portfolio building

Oral Critiques

Written Critiques

Final Exam



Resources:

Video on Tibetan Monks making a mandala:

http://religion.blogs.cnn.com/2010/06/02/a-mandala-in-minutes/

Best Photoshop Toolbox diagram:

http://punarvasi.com/wp-content/uploads/2011/01/photoshop1.jpg

Toolbox explanation:

http://www.tutorial9.net/tutorials/photoshop-tutorials/photoshops-basic-tools/

Good write up of workflow related to image adjustment in Photoshop:

http://digitalphotographyclass.net/page/elements_picture_prep.htm

Artists:

Jerry Uelsmann

David Hockney

Ukiyo-e art

http://religion.blogs.cnn.com/2010/06/02/a-mandala-in-minutes/

http://punarvasi.com/wp-content/uploads/2011/01/photoshop1.jpg

http://www.tutorial9.net/tutorials/photoshop-tutorials/photoshops-basic-tools/

http://digitalphotographyclass.net/page/elements_picture_prep.htm

Unit 3: Manipulating the Camera

Grade:

9-12

Subject:

Visual Art

Course:

Digital Photography

Length of Unit:

6 weeks, 15 eighty minutes classes



Integration of Knowledge and Ideas

R8.) Evaluate and hypotheses, data, analysis and conclusions in a science or technical text, verifying the data when possible and corroborating or

challenging conclusions with other sources of information.





1.10.1 Students focus on significant characteristics of a medium and why this medium was preferred to other media to express content in a

historical period with attention to design concepts and content.

Content Standard 2: Elements and Principles

Students will understand and apply element and organizational principles of art.

2.12.3 Students develop a portfolio of work including artwork in a series to achieve an in-depth study of a technique and/or concept; select four

works to assess using a peer assessment checklist; and examine other students artwork from the perspective of each element and principle of design

to determine the work’s strengths and weaknesses.






Remembering


How aperture and shutter speed affect

aesthetics of an image.

How lighting affects an image.

How different lenses affect the

outcome of the image


Apply knowledge of shutter speed to control motion blur.

Apply knowledge of aperture to control depth of field.

Understand how light creates/effects an image.

Analyze different types of lighting situations

Analyze which lenses are appropriate for given photographic

situations.



a recursive manner


Big Idea

Aperture and shutter speed work together to create an exposure. Their manipulations have different aesthetic outcomes on the image.

Different types of lighting create different moods within an image.

Knowledge of the light and the design of the camera allow us to have creative control over the image.

Essential Question

How does aperture and shutter speed affect an image?

How does lighting affect an image?

How do light and the camera work together to create an image?


Summative


Components for this unit include: Shutter Speed Project, Aperture project, Dramatic lighting






Formative



Creation of images using the different types of portraiture.

Group critique


Quiz on Shutter Speed, aperture, lenses, lighting


Guided instruction of photographic/ Photoshop techniques

Portfolio building

Oral Critiques

Written Critiques

Final Exam



Resources:

Virtual camera to see how shutter speed and aperture affect exposure:

http://camerasim.com/camera-simulator/

Another source of exposure related to the length of time the shutter is left open:

http://www.photocourse.com/1text/exposure/

Aperture related to depth of Field:

http://www.photocourse.com/1text/DOF/

Artists:

Aaron Siskind

Ansel Adams

Harold Edgerton

http://camerasim.com/camera-simulator/

http://www.photocourse.com/1text/exposure/

http://www.photocourse.com/1text/DOF/

Unit 4: Portraiture in Photography

Grade:

9-12

Subject:

Visual Art

Course:

Digital Photography

Length of Unit:

3 weeks, 7 80 minutes classes

Common Core State Standard

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12

W2.) Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes.

a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting, graphics,

and multimedia when useful to aiding comprehension.

b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic

c) Use varied transitions and sentence structures to link major sections of the text, create cohesion, and clarify the relationships among ideas and

concepts.

d) Use precise language and domain- specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline

and context as well as to the expertise of likely readers.

e) Establish and maintain formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing.

f) Provide a concluding statement or section that follows from and supports the information or explanation presented.





1.10.1 Students focus on significant characteristics of a medium and why this medium was preferred to other media to express content in a historical

period.






Remembering


Different types of portraiture.

Specific artist’s styles in portraiture.


Create environmental portraits, formal portraits and self-

portraits.

Evaluate portraits taken by various notable photographers.

Create portraits with appropriate lighting and portray the

character of their subject.

Create narratives related to imagery.

Analyze different types of portraiture.



a recursive manner


Big Idea

Portraiture has been used throughout history to depict images of people.

Photography has changed whose image is preserved for posterity and how they are portrayed.

The different types of portraiture lend themselves to different scenarios to convey a different meaning.

Essential Question

How does a portrait capture the personality and character of the subject?

What are the identifying characteristics of the different types of portraits we study?

What do the portraits taken during a specific time period tell us about that era in history?


Summative


Components for this unit include: Student created artworks of environmental, self, and formal portraits






Written critique of student generated imagery, graded using SE2 (Communication) SE5 (Creativity)

Formative



Creation of images using the different types of portraiture.

Group critique




Portfolio building

Oral Critiques

Written Critiques

Final Exam



Resources:

Chuck Close interview on Stephen Colbert Show:

http://www.colbertnation.com/the-colbert-report-videos/343737/august-12-2010/chuck-close

USA Network link to the “Character Project”

http://www.pbs.org/newshour/art/blog/2009/04/character-project-captures-faces-of-america.html

c. 1920’s Mug Shot portraits from Australia

http://www.npr.org/blogs/pictureshow/2011/03/16/134560009/eerily-beautiful-1920s-australian-mugshots#more

Robin Bowen’s The American Teenager Project

http://theamericanteenager.com/

Library of Congress Collection of Daguerreotypes

http://memory.loc.gov/ammem/daghtml/

Awkward Family Photos

http://www.awkwardfamilyphotos.com

Videos:

Annie Leibovitz Life Through a Lens

Noah Kahlina “Noah K Everyday” (Self-portrait taken every day for the past 12 years)

Artists:

Chuck Close

Richard Avedon

Diane Arbus

Cindy Sherman

Annie Leibovitz

http://www.colbertnation.com/the-colbert-report-videos/343737/august-12-2010/chuck-close

http://www.pbs.org/newshour/art/blog/2009/04/character-project-captures-faces-of-america.html

http://www.npr.org/blogs/pictureshow/2011/03/16/134560009/eerily-beautiful-1920s-australian-mugshots#more

http://theamericanteenager.com/

http://memory.loc.gov/ammem/daghtml/

http://www.awkwardfamilyphotos.com/

Unit 5: Image Manipulation and Photo Illustrations (Ethics of Photoshop, Digital collages, Advertising project)

Grade:

9-12

Subject:

Visual Art

Course:

Digital Photography

Length of Unit:

6 weeks, 15 80 minute classes



Integration of Knowledge and Ideas 11-12

R7.) Integrate and Evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a

problem.

Writing Standards for Literacy in Science and Technical Subjects 6-12

Grades 11-12

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships

between the claim(s) and reason, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.



Visual Arts Content Standard 4: History and Culture

Students will understand the visual arts in relation to history and cultures.

a. Analyze and interpret artworks in terms of form, cultural and historical context and purpose.

b. Analyze common characteristics of visual arts evident across time and among cultural/ethic groups to formulate analyses, evaluations and

interpretations of meaning.

Visual Arts Content Standard 6: Connections

Students will make connections between the visual arts, other disciplines, and daily life.

c. Students will create and solve interdisciplinary problems using multimedia.


Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels



Remembering


How to use digital media to inform and

persuade viewers.

Various standards of ethics that

photographers use


Evaluate and understand different types of propaganda in

advertising.

Create advanced Photoshop illustrations.

Understand when Photoshop has been used to manipulate an

image.

Apply knowledge of ethics and make judgments about the ethics

of manipulating an image.



a recursive manner


Big Idea

Ethics are a guiding set of moral principles that we each develop our own guidelines on.

Ethics are very personal and each person’s set of ethics is very different. We develop our own opinions about ethics and ethics related

to beauty and Photoshop. Through exploration of photographic manipulation throughout history we create our own set of rules and

beliefs.

The manipulation of photography has been around since its earliest days. Photographers can use many different tactics to persuade

viewers of their beliefs and opinions.

Essential Question

What are ethics?

When does the pursuit of aesthetics violate our code of ethics?

How can photographers manipulate images to persuade viewers to believe a certain view point?


Summative Create components for a summative portfolio of work

Components for this unit: Ad Project, Dramatic Photoshop alteration project, Digital Collage






Written argument for or against the use of Photoshop in imagery.

Graded using FHS rubric SE1 (Critical Thinking) SE2 (Communication)

Unit test on Photoshop methods and types of propaganda

Formative Daily image response journals


Creation of images using different types of propaganda

Group critique




Portfolio building

Oral Critiques

Written Critiques

Final Exam



Resources:

“Compelling” Public Awareness Ads:

http://speckyboy.com/2010/11/09/30-powerful-and-compelling-public-awareness-print-ads/

New York Times Article Smile and Say ‘No Photoshop’ (May 28,2009)

http://www.nytimes.com/2009/05/28/fashion/28RETOUCH.html?_r=1&pagewanted=2

Ethics Code from National Press Photographer’s Association

http://www.nppa.org/professional_development/business_practices/ethics.html

The language of Advertising Claims:

http://home.olemiss.edu/~egjbp/comp/ad-claims.html

Photoshop of Hosni Mubarak and Barack Obama

http://www.guardian.co.uk/world/2010/sep/16/mubarak-doctored-red-carpet-picture

Artists:

Jerry Uelsmann

Other Materials and Resources:

Collection of Photoshopped news covers (either copies or versions found online)

Videos:

Dove Awareness Campaign Ad

Photoshoot of a Campaign for “Bebe”

http://speckyboy.com/2010/11/09/30-powerful-and-compelling-public-awareness-print-ads/

http://www.nytimes.com/2009/05/28/fashion/28RETOUCH.html?_r=1&pagewanted=2

http://www.nppa.org/professional_development/business_practices/ethics.html

http://home.olemiss.edu/~egjbp/comp/ad-claims.html

ASSIGNMENT NAME:

Student Name:

Block:

Assignment Specifications:

Needs Improvement (C=17-19) Meets Expectations (B=20-22) Exceptional (A=23-25) Grade

Assignment Specifications

Satisfies Most of the requirements for

the assignment. Average – Satisfactory.

Turned in late.

Satisfies all of the requirements for

the assignment. Above Average.

Very good. Turned in on time.

Satisfies all of the requirements for

the assignment and demonstrates in-

depth understanding of photographic

ideas, concepts, and content.

Composition

(Elements and Principles, rule

of thirds…)

Average. The images are composed in a

manner that shows little to no organizing

principles. Assignment meets minimum

requirements in a satisfactory way but

will benefit from further refining.

Good composition. Assignment

demonstrates a good understanding

of the use of the organizing

principles of design when arranging

the elements of art.

Strong composition. Layout and

placement demonstrates

comprehensive understanding of the

organizational principles of design.

Arrangements of visual elements

clearly inform the viewer of the

ideas being expressed.

Technical Quality Average images, images are retouched

tastefully with purpose, average quality.

Good image quality. Images are

properly exposed, clear, and not

distracting in the way that they are

edited. Editing job is clean.

High quality images that are

properly exposed and effectively

retouched without being distracting.

A unique approach to a problem, a

mastery of technique.

Visual Impact

(Creativity & Concept)

Average concept. Ideas for images need

further development to avoid the obvious

interpretation of assignment.

Consideration to the elements within the

photo show some direction. The photo

shows thoughtful use of software

capabilities.

Very good concept. The elements

and principles had purpose and

direction. Personal and somewhat

revealing images.

Strong and effective concept.

Exceeds expectations. Idea is

communicated effectively. Image

shows direction.

TOTAL

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