Course Description 1st Quarter Learning Objectives 2nd Quarter Learning Objectives 3rd Quarter Learning Objectives:

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1 Rangeview High School Photography 1 and 2 Course Syllabus Instructor: Alison Manciu Contact Number: ext School address: acmanciu@aps.k12.co.us Teacher availability: 2nd hour 8:33-9:31 and 7th hour 2:23-3:21 Course Description: This is a beginning level course stressing technical, aesthetic, and critical skills in film and digital photography. The emphasis is for students to increase their ability to produce well-executed and effectively structured photographs. Additionally, students will broaden their ability to examine images critically so as to evaluate their own work, the work of other students, and mass media photographs. 1st Quarter Learning Objectives: Students will review the principles and elements of design and what techniques can be used to make a photo aesthetically interesting. They will also learn the history of photography and practice developing photos in a dark room and learn the functions of a camera. State standard assessed: Standard 3: Invent and Discover to Create Students will produce art with various materials and methods Discern and articulate the quality of personal works of art using a variety of reflective processes Create works of art that speak to personal artistic opinion in response to cultural contexts Skillfully create and exhibit one s own works of art Make judgments from visual images Interpret similarities and differences in artistic decision making Discuss and debate how society has come to value some works of art over others 2nd Quarter Learning Objectives: Students will learn to see the world through a camera and continue to develop black and white photographs in the darkroom. Students will experiment and take risks and find influence in each other s work, as well as historical and contemporary photographers. State standard addressed: Standard 1: Observe and Learn to Comprehend Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art Connect and compare visual art characteristics and expressive features of art and design in cultural contexts Debate divergent art histories and traditions (DOK 3-4) Research and document community art and architecture Analyze innovation in art through historical and cultural context 3rd Quarter Learning Objectives: Students will work with digital cameras and learn to process digital captures by applying digital photographic adjustment techniques. Students will complete digital imaging exercises and digitally process their own images. In class and in written format, there will be an emphasis in student critiques of their own work as well as work of famous artists. State standard addressed: Standard 2: Envision and Critique to Reflect

2 Explain the process of critique using the progression of description, analysis, interpretation, and evaluation Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information Provide examples of how critique may affect the creation or modification of an existing or new work of art Articulate and defend a personal philosophy of art using informed criteria Demonstrate fluency in using critique vocabulary to assess personal works of art and the others works of art Recognize and debate diverse approaches to creating art across time and culture 4th Quarter Learning Objectives: Students will continue to work digitally with photographs and gradually gain independence in concept and options for photograph display. Students will explore artistic options outside of the classroom and continue to study contemporary photographers. State standard addressed: Standard 4: Relate and connect to Transfer Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design Use sketches, plans, and models to create and/or design a functioning work of art Explain the personal influences shape the creation of functioning art Compare and contrast the roles of artists and designers in historical and contemporary context Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism

3 Standards Based Grading: Grades Grade book marks are converted to a single letter grade for eligibility and quarterly reports. Grades are recorded on an official student transcript. A The student consistently and independently demonstrates proficient and advanced understanding in course concepts and skills in a variety of assessments. B The student independently demonstrates proficiency in course concepts and skills in a variety of assessments. C The student demonstrates proficiency in course concepts and skills with teacher and peer support. D The student demonstrates limited understanding and application of course content and skills and is making progress toward proficiency. F The student has shown insufficient evidence to gauge understanding or progress. I Incomplete (+) and (-) symbols communicate a range within a proficiency level Marks Adv/adv Marks indicate levels of proficiency on individual assessments and are recorded in teacher grade book. Capital letters indicate summative assessments. Lower case letters indicate formative assessments. Advanced P/p Proficient PP/pp Partially Proficient U/u Unsatisfactory M/m Missing

4 Body of Evidence: There are two types of assessment, formative and summative. Formative (assessments for learning) provide direction for improvement for the student and adjustment of instruction for the teacher e.g. observation, quizzes, homework, discussion, drafts, etc. These assessments are identified by lower case letters in the teacher grade book. Summative (assessment of learning) provide information to be used in making judgments about a student s achievement at the end of a sequence of instruction, e.g. final drafts, tests, assignments, projects, performances, etc. These assessments are identified by capital letters in the teacher grade book. Art Starts/Sketchbooks Each time you come to class there will be a short 5-10 minute activity or question written on the board for you to complete in your sketchbook. These are a great way to get you warmed up to start thinking with the right side of your brain. I will check these periodically throughout the semester and may ask you to share from time to time. Artist Statements An artist statement is a written document that explains an artist s thoughts or objectives in creating a piece of work. You will be required to write an artist statement after completing each project. This must be handed in with the finished artwork. The artist statement should not be the step-by-step procedure on how you created the art. It should be about internal thoughts that the viewer cannot understand by just viewing the artwork. Critiques A Critique is a verbal evaluation or comment about a piece of art in which the artist is given feedback on his or her artwork. Comments are to be constructive and help the artist to see things that the viewer does. At the end of each project there will be a formal critique in which everyone is required to participate. There may also be a variety of informal in-progress critiques along the way to help guide you as you work. Materials Course Fee: There is a required fee of $50.00 per semester for all photography supplies and materials. Please pay the bookkeeper and return the receipt with your full name and class period to me by August 30th. Oatmeal container: Please bring in an empty oatmeal container as soon as possible. We will be using these for our pin hole cameras. Student Handbook and Classroom Policies: Bullying Definition: Any written, verbal or pictorial expression, physical or electronic act or gesture, or a pattern thereof by a student that is intended to coerce, intimidate or cause any physical, mental, or emotional harm to any student. This includes the creation of an intimidating, hostile, or significantly offensive environment that interferes with the learning or performance of school-sanctioned activities of any student. Cyberbullying Definition: Being cruel to others by sending or posting harmful material using the Internet, cell phone, or any social media. Spreading or forwarding rumors or threats or photos via social media is a serious offense. *Any student engaged in bullying will face disciplinary action. All concerns of threats or rumors must be reported to a staff member as soon as possible.

5 Late Work and Missing Assignments Projects must be submitted on the due date unless the student speaks with the teacher ahead of time. The project will be graded as is on the day it is due but may be resubmitted for a higher grade. Being absent does not give the student an automatic extension for a long-term assignment. Practice work must be made up the day the student returns from being absent. Leaving the classroom Students may not leave within the first five minutes of class or the last five minutes of class. They must use the hall pass one at a time. Please use the bathroom closest to the art department. If this privilege is abused, I reserve the right not to let the student go. Tardy Policy It is expected that you be on time and not sliding through the door when the bell rings. Each tardy will be tracked and after 5, the student will be assigned a Saturday school. Subsequent tardies may result in more detentions or Saturday school. Absence Policy If absent, it is your responsibility to get any missed work-you can me. If you know you will be absent ahead of time, let me know. Electronic Devices Electronic devices may not disrupt class time in any way. To insure this, please have them off and put away. During instructional time, no music/ear buds in ears. During studio time, listen to your music quietly. You will still need to be able to hear me if I need to address the class. Exceptions may be made regarding visual image needs so please discuss with me. For violations of electronic device policy, student will be asked to give the item to the teacher. Food and Beverages You may bring water to class, but no food will be allowed in the classroom. This is to protect your artwork from possible food spills and accidents. Homework It is important to practice and refine your photography skills outside of class to improve learning and understanding. You will have to take some photographs outside of class time to get a variety of shots and be able to edit/refine/develop the photos during class time. Expectations Turn work in on time: Turn your work on time. Due dates are final. If there is a concern with the ability to complete an assignment please see me. Late work will only be accepted if student had excused absence on the due date. If absent, the assignment must be turned in the next day you are in class. Be on time: I expect all students to be in the classroom, not sliding through the door, when the bell rings. Language: appropriate language must be used at all times. Use of profanity, racial slurs, sexual remarks etc. will result in a referral. Respect: for each other and materials. Please put back materials were they are stored, clean up after yourself, clean tables and tools.

6 Be Ready: Have materials ready for class. If you need to constantly borrow materials, in the end, it will hurt your grade. Open Mind: Be willing to try new things and explore the world you live in. Remember, this is a hands-on class. If you don t want your hands to get dirty you might want to enroll in a different class. Utilize your class time: Please do not line up by the door before the bell rings.