Incandescent Diffusers Deflectors Photo boxes

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1 High School Photography II Curriculum Guide Unit 1: Lighting and Lighting equipment Timeline: 5 Weeks Inquiry Questions: 1. What different types of lighting are available to a photographer? 2. How does natural lighting change a photograph from artificial lighting? 3. What deflectors and diffusers are available and how do they affect the lighting of a photograph? 4. What positive and negative effects to shadows have on a photograph? Vocabulary: Lighting Shadows Tungsten Fluorescent Standard: Standard: 1. Observe and Learn to Comprehend GLE 1.1 Visual art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function Standard: 2. Envision and Critique to Reflect GLE 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes Standard: 3. Invent and Discover to Create GLE 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods Standard: 4. Relate and Connect to Transfer GLE 4.1 The work of art scholars impacts how art is viewed today Assessments Evidence Outcomes Instruction a. Analyze visual arts traditions (DOK 2-4) b. Debate divergent art histories and traditions (DOK 3-4) c. Analyze innovation in art through historical and cultural context (DOK 2-4) d. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2) e. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information f. Create works of art representing traditional subject matter that use new media (DOK 3-4) g. Create works of art representing personal narratives that use new media (DOK 1-4) h. Skillfully use a variety of techniques and media to create works of art (DOK 1-4) 1. Hollywood Photo recreation. Student will recreate two photographs from the 1940 s-50 s using lighting techniques discussed in class. 2. Test over terminology of lighting. Resources: 1. Shadow PowerPoint x 10 sheet 3. Photography lamps and photo boxes 4. Camera flashes 5. Homemade filters. Page 1 of 11 Incandescent Diffusers Deflectors Photo boxes Students will start the unit with the inquiry question What different types of lighting are available to a photographer? Instructor will then lead into a PP on the different types of lighting/techniques for photography. Students will then have an opportunity to practice using the different types of lighting by; shooting outside, shooting using photo boxes, shooting using the larger tungsten lights. For the final assessment of the unit, students will choose two staged celebrity photographs they will try to replicate using the tungsten lights. Students in class will have to model for each other. Students will finish the unit with a test over the PP notes and terminology of photography lighting.

2 High School Photography II Curriculum Guide Theme: Word Representation Timeline: One week Inquiry Questions: 1. What are the ways to analyze and discuss works of art? 2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. How does context affect works of art? 4. Why would context matter when interpreting art? 5. How does context affect works of art? 6. Why would context matter when interpreting art? 7. What is a culturally sensitive issue, and how does it impact works of art? 8. To what extent does a work of art depend on the artist's point of view? To what extent does a work of art depend on the viewer's point of view? 9. How and why is art used as a vehicle for communication? 10. How does material culture influence artistic decisions Standard: Standard 1. Observe and Learn to Comprehend GLE: 1.1 Visual art has inherent characteristics and expressive features Standard: 2. Envision and Critique to Reflect GLE: 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Standard: 3. Invent and Discover to Create GLE 3.1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages Standard: 4. Relate and Connect to Transfer GLE 4.2 Communication through advanced visual methods is a necessary skill in everyday life Assessments Evidence Outcomes Instruction a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3) b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art (DOK 1-3) c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts (DOK 1-3) d. Demonstrate a practiced ability to critically analyze the origins of art and design across all cultures (DOK 3-4) e. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4) f. Compare and contrast the technical proficiency of artists to 1. Summary writing activity/expository paragraph using photos to interpret the meaning from. 2. Turn in final PowerPoint with 5 photos defining the term. 3. Participation and commentary in the Socratic seminar (or philosophical chair). Vocabulary: Representation Interpretation Context Expression Instructor and students will have a discussion about word representation and how to convey meaning without the use of words. Instructor should focus on visuals with meaning including how shapes/lines can influence emotion. Also discuss how interpretation can be an opportunity for education and reflection on how people see objects. For example; one person may look at a cow as a piece of meat and one person may look at it as one of God s creatures. Next the instructor should have some photographs for the students to summarize on the following content: - What is the photograph - What meaning do you get from the photograph Page 2 of 11

3 Resources: 1. List of words 2. Access to PowerPoint 3. Socratic Seminar rubric 4. Expository paragraph template. communicate ideas, emotions, and information (DOK 2-3) g. Provide examples of how critique may affect the creation or modification of an existing or new work of art (DOK 1-3) h. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4) i. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) j. Articulate ideas that can be expressed in traditional, advanced, and evolving media (DOK 1-2) k. Create works of art representing traditional subject matter that use new media (DOK 3-4) l. Create works of art representing personal narratives that use new media (DOK 1-4) m. Explain the personal influences shape the creation of functioning art (DOK 2-3) with an explanation of how the student made that deduction The instructor can then give the students some time to pair/share their responses before sharing them with the class. Once the concept of word representation has been covered, the instructor will then call on a student to draw a word from a hat, this will be the word the students will shoot for over the next two days before presenting their photographs on the final day of the assignment (Friday would be a good day!). The instructor may allow for a choice between two words chosen by students but all students need to shoot for one of the two words available. On the day of the final presentation, each student will present their photographs to the class on a PowerPoint for evaluation by the class. Page 3 of 11

4 High School Photography II Curriculum Guide Theme: Macro and close-up photography Timeline: Two weeks Inquiry Questions: 1. What are the ways to analyze and discuss works of art? 2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. What is considered art? 4. How does context affect works of art? 5. How can art make important contributions to society? 6. To what extent does a work of art depend on the artist's point of view? To what extent does a work of art depend on the viewer's point of view? 7. What is old, and what is new in any work of art? 8. How do underlying structures unconsciously guide the creation of art works? 9. What differentiates art-making technologies? 10. How are the characteristics and expressive features of art and design used to create art? 11. What problem-solving skills are employed in making works of art? 12. What constitutes art? According to whom? Standard: Standard: 1. Observe and Learn to Comprehend GLE: 1.1 Visual art has inherent characteristics and expressive features 1.2 Art and design have purpose and function Standard: 2. Envision and Critique to Reflect GLE 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Standard: 3. Invent and Discover to Create GLE 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods Standard: 4. Relate and Connect to Transfer GLE 4.1 The work of art scholars impacts how art is viewed today 4.3 Art is a lifelong endeavor Assessments Evidence Outcomes Instruction a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3) b. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts (DOK 1-3) c. Investigate and articulate the aims of disparate art practices and traditions (DOK 1-3) d. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2) 1. In-class macrophotography shoot featuring 5 macro photos. These photos will highlight the use of artificial lighting outside macro photos using natural lighting. 3. Student will turn in 10 macro photographs on a PowerPoint that we will take with the 2 assignments. 4. Test on macro photo terms. Page 4 of 11 Vocabulary: Macro Close-up Filters Lenses Overfill Magnification Enlargement To start the lesson, the instructor should either take some macro photos or find some on the internet that show both macro photos and wide shot photos of the same object. This will allow the students to make comparisons to what an object looks like close-up and what it looks like from a distance. Ask the questions: a. What looks similar in both photos and what looks different b. How did the macro photo change your feelings or view of each object? c. What objects can you think of that may look

5 e. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4) f. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) g. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4 h. Articulate and defend a personal philosophy of art using informed criteria (DOK 3-4) i. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others' works of art (DOK 3) j. Recognize and debate diverse approaches to creating art across time and culture (DOK 3-4) k. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas (DOK 1-3) l. Create works of art representing traditional subject matter that use new media (DOK 3-4) m. Skillfully use a variety of techniques and media to create works of art (DOK 1-4) n. Discern and articulate the quality of personal works of art using a variety of reflective processes (DOK 1-4) o. Demonstrate collaboration to create works of art (DOK 1-2) p. Create works of art that speak to personal artistic opinion in response to cultural contexts (DOK 3-4) q. Skillfully create and exhibit one's own works of art (DOK 1-4) r. Discern the value of works of art based on historical significance, craftsmanship, cultural context, and originality using appropriate, domain-specific terminology that honors sensitive traditions (DOK 3-4) s. Explain the personal influences shape the creation of functioning art (DOK 2-3) and feel one way on a wide shot and then look and feel different in a macro shot? This will be followed by a PP giving terminology on macro and information on how to read lenses for macro style photography. This would also be a good time to discuss the difference between macro photography and close up photography. What should be the expectations of close up photography and how is that different than macro photography. Also in the PP will be information on reading lenses and determining the focal length on lenses. Over the next couple of days the students should have the opportunity to practice macro photography both in class with studio lighting and light boxes as well as outside using natural lighting and flash lighting. The students will present their best work at the end of the unit and finish with a test on macro photography terms and lens terminology as well. Resources: 1. Photo light boxes small items from students home. (Items should be favorites of the student) 3. Table lamps from the science wing. 4. Macro filters Page 5 of 11

6 High School Photography II Curriculum Guide Theme: Telling a Story through Photography Timeline: 4 weeks Inquiry Questions: 1. What are the ways to analyze and discuss works of art? 2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. How do various cultures experience and define art? 4. What is the purpose of art? 5. How do different cultures manifest the purposes of art? 6. How can art make important contributions to society? 7. When is art criticism vital, and when is it beside the point? 8. To what extent does a work of art depend on the artist's point of view? 9. To what extent does a work of art depend on the viewer's point of view? 10. How does creating art differ from viewing art? 11. How are the characteristics and expressive features of art and design used to create art? 12. How can an artist create works of art through combining, expanding, and sequencing? 13. What problem-solving skills are employed in making works of art? 14. Why do artists produce preliminary plans? 15. How does material culture influence artistic decisions? 16. What informs the look of our material culture? Page 6 of 11 Vocabulary: Visualize Inference Analyze Planning Material Culture Controversial Standard: 1. Observe and Learn to Comprehend GLE 1.1 Visual art has inherent characteristics and expressive features 1.3 Art and design have purpose and function Standard: 2. Envision and Critique to Reflect GLE 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Standard: 3. Invent and Discover to Create GLE 3.1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3. Make judgments from visual messages Standard: 4. Relate and Connect to Transfer GLE 4.2. Communication through advanced visual methods is a necessary skill in everyday life Assessments Evidence Outcomes Instruction a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3) b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art (DOK 1-3) c. Connect and compare visual art characteristics and 1. Using a storyboard and magazines to create a six-pane story. Students will then exchange storyboards and write stories for others. 2. Socratic seminar using prior students stories to determine meaning and photographic Instructor will start the lesson with a single historical photo. Have the students discuss the series of events before and after the photograph. Then have the students discuss what kind of story may have led up to the photograph and what kind of story may have followed the photograph. It will be helpful if the instructor has access to prior

7 relevance. 3. Students will choose a poem to tell a story to. Student should have at least 6 photos and no more than 8 photos to tell the story. Student may use no words on the PowerPoint except the words to the poem. 4. Students will complete an expository paragraph using photos from CNN photos ( Paragraph should focus on photographer s ability to tell a story and how they used photography to tell that story 5. Students will tell a story using photographs. Story ideas include: a children s book, a song or a story a student creates themselves. Story should include: a photographs b. 2 in black and white c. 2 B & W with color d. 3 w/natural lighting e. 3 w/artificial lighting expressive features of art and design in cultural contexts (DOK 1-3) d. Demonstrate a practiced ability to critically analyze the origins of art and design across all cultures (DOK 3-4) e. Research and document how the visual arts are manifested in contemporary society (DOK 1-3) f. Interpret the purposes of art across time, culture, and diversity, and be mindful of cultural sensitivities (DOK 4) g. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2) h. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4) i. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) j. Provide examples of how critique may affect the creation or modification of an existing or new work of art (DOK 1-3) k. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4) l. Articulate and defend a personal philosophy of art using informed criteria (DOK 3-4) m. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression (DOK 1-4) n. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) o. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others' works of art (DOK 3) p. Interpret how meaning in works of art is related to the materials and processes chosen by the artist (DOK 1-3) q. Articulate ideas that can be expressed in traditional, advanced, and evolving media (DOK 1-2) r. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas (DOK 1-3) s. Create works of art representing traditional subject matter that use new media (DOK 3-4) t. Create works of art representing personal narratives that use new media (DOK 1-4) students stories or has created one on his/her own to share with the students. In a socratic seminar or philosophical chair the instructor can have the students discuss the merit of the stories; what is it about, how did the photographer convey the meaning of the story, how did the student use different camera angles and lighting effects to create the story. Students can then practice creating a story using magazine photographs. Have the students share their magazine stories. Next have the students select a 6-8 line poem and storyboard out what photographs could be taken to help tell the story. Over the next 2-3 class periods have the students work on taking photographs to tell the story of their poem. Photos can be taken in class using studio lighting or outside for natural lighting. At the end of the 3 days, have the students present their poems to the class. Using the CNN.com photos website have the students, in an expository paragraph, analyze two of the stories on the website. Providing the 10 facts and 5 commentaries, have the students report back on what they saw and what they believe the photographer was trying to convey in their story. Final assessment for this assignment is: 5. Students will tell a story using photographs. Story ideas include: a children s book, a song or a story a student creates themselves. Story should include: a photographs b. 2 in black and white c. 2 B & W with color d. 3 w/natural lighting e. 3 w/artificial lighting Page 7 of 11

8 u. Skillfully use a variety of techniques and media to create works of art (DOK 1-4) v. Discern and articulate the quality of personal works of art using a variety of reflective processes (DOK 1-4) w. Demonstrate collaboration to create works of art (DOK 1-2) x. Create works of art that speak to personal artistic opinion in response to cultural contexts (DOK 3-4) y. Skillfully create and exhibit one's own works of art (DOK 1-4) z. Compare and contrast the analytical processes used to interpret works of art and images of mass media (DOK 2-3) aa. Interpret similarities and differences in artistic decision making (DOK 1-3) bb. Discuss and debate how society has come to value some works of art over others (DOK 3-4) cc. Explain the personal influences shape the creation of functioning art (DOK 2-3) Resources: 1. Magazines 2. Storyboards 3. Glue 4. Scissors 5. To Tell a Story Rubric 6. Prior years stories Page 8 of 11

9 High School Photography II Curriculum Guide Theme: Final Project Timeline: 3 weeks Inquiry Questions: 1. What are the ways to analyze and discuss works of art? 2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. How do various cultures experience and define art? 4. What is considered art? 5. How does context affect works of art? 6. Why would context matter when interpreting art? 7. What is a culturally sensitive issue, and how does it impact works of art? 8. What is the purpose of art? 9. How do different cultures manifest the purposes of art? 10. How can art make important contributions to society? 11. When is art criticism vital, and when is it beside the point? 12. To what extent does a work of art depend on the artist's point of view? 13. To what extent does a work of art depend on the viewer's point of view? 14. How and why is art used as a vehicle for communication? 15. How do underlying structures unconsciously guide the creation of art works? 16. How are the characteristics and expressive features of art and design used to create art? 17. How can an artist create works of art through combining, expanding, and sequencing? 18. What problem-solving skills are employed in making works of art? 19. Why is one type of visual image or object considered to be more important than another? 20. How is value assigned to art? 21. How does visual imagery used in mass media correlate with art? 22. How is art used in everyday life? Standard: Standard: 1. Observe and Learn to Comprehend GLE 1.1 Visual art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function Standard: 2. Envision and Critique to Reflect GLE 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Standard: 3. Invent and Discover to Create GLE 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages Standard: 4. Relate and Connect to Transfer GLE 4.2 Communication through advanced visual methods is a necessary skill in everyday life 4.3 Art is a lifelong endeavor Vocabulary: Portfolio Page 9 of 11

10 Assessments Evidence Outcomes Instruction a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3) b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art (DOK 1-3) c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts (DOK 1-3) d. Demonstrate a practiced ability to critically analyze the origins of art and design across all cultures (DOK 3-4) e. Investigate and articulate the aims of disparate art practices and traditions (DOK 1-3) f. Research and document how the visual arts are manifested in contemporary society (DOK 1-3) g. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2) h. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4) i. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) j. Provide examples of how critique may affect the creation or modification of an existing or new work of art (DOK 1-3) k. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4) l. Articulate and defend a personal philosophy of art using informed criteria (DOK 3-4) m. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression (DOK 1-4) n. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) o. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others' works of art (DOK 3) p. Recognize and debate diverse approaches to creating art across time and culture (DOK 3-4) q. Interpret how meaning in works of art is related to the materials and processes chosen by the artist (DOK 1-3) r. Articulate ideas that can be expressed in traditional, advanced, and evolving media (DOK 1-2) s. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas (DOK 1-3) t. Create works of art representing traditional subject matter that 1. Students will complete a 5- paragraph essay on: a. Their chosen topic b. Two professional photographers who also shoot the same style. c. What the student would like to do with their photography experience now that he/she has completed Photo I & II. d. Reflections on the class. Student will be graded on completing two photos each day leading up to the due date. 2. Students will present a 15- photo PowerPoint showing their theme and the photographs taken representing the theme. For the final project, the students will be choosing their own theme for a final photography project. Each students theme should be unique and should not overlap or replicate any other student in the class. The final project should be an opportunity to have the creative freedom the student will most likely have asked for all semester. It is now time for them to prove they are near completion of Photo I and Photo II by choosing a theme that will allow them to photograph something they are interested in but also show off their photography skills by presenting the theme in a way most people would not normally see it. On the first day, review possible themes for the students and allow them to brainstorm with each other about what the chosen theme is. Cover the required elements of the assignment (see assignments for details) and, if possible, review past assignments showing off high quality work and low quality work so the students know what a good assignment needs to look like. The following class period, have the students choose their theme and begin the research portion of the assignment. Students may have difficulty finding photographers who cover the theme they have chosen, this gives the instructor and the student a chance to discuss the theme and maybe reshape or redirect the final project to something that can be accomplished by the student. Over the next several class periods, grade the students on the gradual completion of the final project by telling the students they will need to complete (shoot and edit) 2 photos per class period up to the final project due date. One week before the final project is due have the students turn in the research paper. Have students present their final project to the class for review and critique. Page 10 of 11

11 Resources: 1. Past final projects to view/inspire ideas for their project. 2. List of possible topics including: a. explain the lyrics to a song e. industrial b. People f. architecture c. A day in your life g. toys d. Reflections use new media (DOK 3-4) u. Create works of art representing personal narratives that use new media (DOK 1-4) v. Skillfully use a variety of techniques and media to create works of art (DOK 1-4) w. Discern and articulate the quality of personal works of art using a variety of reflective processes (DOK 1-4) x. Demonstrate collaboration to create works of art (DOK 1-2) y. Create works of art that speak to personal artistic opinion in response to cultural contexts (DOK 3-4) z. Skillfully create and exhibit one's own works of art (DOK 1-4) aa. Interpret similarities and differences in artistic decision making (DOK 1-3) bb. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism (DOK 1-2) cc. Outline required training for one's individual career goals Page 11 of 11