Unit Title: Environmental Portraiture Digital Photography II

Transcription

1 Stage 1 Desired Results Summary of Unit Anyone can take a picture of someone else. If you hand a camera or a smart phone to a young child they will be able to point the camera or phone at you and take your picture. Does this picture capture the essence of who you are? Did they take into consideration the relationship of the person to their background? Which historical master photographers have been instrumental in helping to create this dynamic genre? Unit Specific: Interview your portrait subject to discover biographical elements that can be emphasized through props and setting. What is their life narrative and can you express this within a photograph? Refining the use of the artistic process to successfully articulate your purpose or intent. (Capture the essence of your subject). Discover and experiment with technical camera settings to add emphasis to the subject. Depth of field, aperture, shutter speed and ISO. Transfer General: Established Goals and Standards Visual Arts Grade Level Expectations at a Glance Standard Grade Level Expectation Portrait photography is deeper than pointing and shooting Expression of voice and capturing an autobiographical narrative adds interest to your photographs. 1. Observe and Learn to Comprehend 1. Visual art has inherent characteristics and expressive features 2. Historical and cultural context are found in visual art 3. Art and design have purpose and function 2. Envision and Critique to Reflect 1. Reflective strategies are used to understand the creative process 2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3. Interpretation is a means for understanding and evaluating works of art 3. Invent and Discover to Create 1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas 2. Assess and produce art with various materials and methods 3. Make judgments from visual messages 4. Relate and Connect to Transfer 1. The work of art scholars impacts how art is viewed today

2 21 st Century Skills: Collaboration Self Direction Invention and experimentation Information Literacy Critical Thinking & Reasoning Understandings: There is more to a photographic portrait than meets the eye, what processes can we practice to help communicate this within an artwork? By researching and discussion famous environmental photographs from both modern and historical resources we can improve our ideas and hone in on our purpose and intent. Planning is essential in order to capture our purpose/intent. Students will know What makes a good portrait photograph verses a bad one. How to identify narratives within artworks and how to create similar qualities within their own compositions. Compare/Contrast: Historical and contemporary environmental photography to decipher what elements make artworks timely and timeless. Comprehension: Students will practice using technical camera settings to create desired effects. 2. Communication through advanced visual methods is a necessary skill in everyday life 3. Art is a lifelong endeavor Meaning Acquisition of Knowledge and Skill Stage 2 Evidence Essential Questions: How can a photograph become a narrative? What makes one portrait photograph more interesting than another? Students will be able to Interview portrait subjects to determine biographical elements. Plan and design portraits that communicate narratives. Improve compositions through peer critiques and revisions. Reflect on insights for future transfer of skills and concepts.

3 Evaluative Criteria: Rubric Components Performance is judged in terms of Referencing and evaluating the level or degree of mastery of meeting Quality, Voice, Interest, & Composition Rubric criteria. Assessment Evidence: Students will show their learning by Performance Tasks (Evidence of understanding): Means o Produce 9 images/photographs (3 x 3 x 3) three different people in three different environments communicating three different narratives from three different points of view. o Practice the creative process all nine steps. o Plan and sketch out ideas o Research and Brainstorm o Experiment and create environmental portraits o Edit product and submit 1 st attempts for peer review o Listen to and document suggestions on how to improve o Take action to revise and resubmit new iterations of artworks that were originally partially proficient or proficient to achieve advanced imagery/creations o Reflect on the learning experiences from this event and document them so as to help ensure application and transfer in the future. o Add all images to both hard bound and digital portfolios (online {popplet.com} and Adobe Acrobat 9 Pro) Burn CD. Other Evidence (Formative Assessment, Quizzes, etc.): Edmodo responses Peer reviews/critiques Evidence of iterations showing revisions and resubmissions of environmental portraits within popplet.com Suggested improvements will be documented within a creative journal and revisions and resubmissions with new iterations will be placed in proximity to original artworks within popplet. Pre-assessments: Done by way of bell work, surveys, clickers Review autobiographical self portraits from Digital Photography 1 Stage 3 Learning Plan (WHERETO)

4 Critique previous student work to identify strengths and weaknesses that can be considered while creating original artworks Classroom critiques identifying narratives within environmental photographic portraits. Practice taking environmental portraits and discuss issues and concerns within the projects being produced. Vocabulary Progress Monitoring: Done by means of sharing Digital Photography II portfolios within popplet.com Ongoing Vocabulary 9 Steps of Creative Process evidenced within an artistic journal Art Criticism Processes Self evaluation Looking for Understanding and consistently referencing quality, voice, interest, composition and unit criteria to successful complete the required tasks Understanding technical camera settings Knowledge of historical master photographers Vocabulary knowledge and proper usage Understanding of the importance in revision and resubmission to improve knowledge and skills Reflecting on insights for future transfer Key Learning Events and Instruction: Teaching for ATM Student success of transfer, meaning, and acquisition depends upon The introduction to environment portrait photography is approached by referencing artists such as: Alfred Stieglitz, Annie Liebovitz, and Lewis Hein. Students will practice their ability to compare and contrast contemporary portraits to historical portraits enhancing their ability to decipher timely and timeless elements within visual images. Students will present their interpretations of artist s intentions and narratives during whole class critiques. Within their creative journals students will go through the entire 9 steps of the creative process. Instruction continues and is formatively assessed through a continuum of direct instruction, guided instruction, and application of learning. It is a fluid process that allows progress monitoring to direct pace and provide the ability to revisit each stage as necessary. A

5 Vocabulary: Students are introduced to the vocabulary, practice it, and make connections with it to apply it in the upcoming stages. Vocabulary is continuously practiced throughout the unit. Methods o Graphic organizers: help students to separate the different cognitive processes. o Demonstration/model large group Q/A Photographic editing using Adobe Photoshop o Brightness & Contrast o Curves o Cropping o Matting, mounting, adding titles o Selecting final images for critique submission Questions: What is the problem we are trying to solve? How have others in the past solved this problem? Which environmental photographs tell a story/narrative and which do not What is our intent? What mood are we trying to create? What can we do to our light source to enhance the mood? What vantage point is most effective to tell our story? What are we trying to say? How will we tell our story? Thumbnails and Sketches: Create rough sketches or drawings of what you are trying to create/capture Discuss your intent with peers and teacher to gain collaborative support. Research and collect resources: Using both the internet and the school library collect references for influence and further understanding. Draw, scan, photocopy, or cut and paste imagery from the internet to help support ideas or provide examples. Experiment, explore, play, create and invent: Take photographs with limited light and adjust the shutter speed and ISO. Take photographs with both short and long depths of field adjusting the aperture. Acquisition Acquisition/Meaning

6 Take photographs of models in different settings with different light sources trying to tell different stories Have fun get into a mindset that is childlike, playful, humorous and giddy. Skills: Adjusting camera settings to desired exposure, depth of field, shutter speed and ISO. AV & TV settings, what is their relationship to each other? Culture & History: Review environmental portraits from around the world (Magnum photography.com) What can we learn about other cultures from viewing photographs that have been taken on location? Compare/Contrast photographic documentaries verses photo essays/stories. Whole class critique verses gallery walk: Project images for whole class critique Small group or individual critique stations at each computer Communication: Means o High school display cases o Submit artworks to art shows o Add artworks to digital portfolios (Adobe Acrobat & Popplet) Revision and Resubmission: Listen and take notes of student responses and constructive feedback Make a plan to address the areas or weakness and explore new solutions Resubmit new iterations Reflect on entire creative process: What part of the process helped you to learn the most? What are some of the insights that you gained? What knowledge and skills will you transfer to future projects? Acquisition/Meaning AMT Meaning Meaning Transfer

7 Performance Task Think Dots: Consider how a task you already use might be made into a performance task 1. Explain What opportunities exist for student theories and demonstrating the why behind something? Explain why you think it is important to learn how to take good photographs? 4. Perspective How are students becoming aware of other points of view? Have students try to discover writings from children growing up in war zones. What do they have to say about their experiences? 2. Interpret How are students creating their own meaning? Generating their own stories or theories? Students are encouraged to write their interpretations of historical and cultural portrait photography. They will share their interpretations in small groups. 5. Empathy How are students being asked to walk in the shoes of someone else, or something else? By providing prompts like; what do you think the boys are thinking about as the play in a war zone? What does it feel like to have to look over your shoulder worried about get wounded all the time? 3. Apply What opportunities are provided for them to put wheels on their learning and use knowledge and skils in a new context? Art is project based and provides opportunities for students to apply what they have learned each and every time. 6. Self-Knowledge How do students become aware of their habits of mind? Their prejudices or stereotypes? After students have had an opportunity to develop their own interpretations of cultural and historical images they listen to other peoples interpretations of the same imagery. This provides an opportunity to hear other perspectives and question personal responses.

8 Learning Goals (UKDs) Experience Environment Portraiture Create a plan for what their final product will look like or capture Brainstorm/Mindmap ideas Sketch thumbnails to help visualize final compositions Comparison/Contrast: Research and collect references and resources to improve and refine idea Experiment and create 1 st drafts Edit photographs to make them stronger and provide clues to your intent Submit 1 st draft environmental portraits for peer review/critique Identify, & define areas of weakness. Develop an action plan to improve original attempt Label each LG as U-K-D Label each LG as A-M-T Corresponding Standard(s) (if applicable) if Pre- Assessed K, D A K, D M K, D T K, D T How Formatively Assessed large group, small group & individual Q/A; interviews, edmodo large group, small group & individual Q/A; interviews, edmodo large group, small group & individual individual Q/A; interviews, edmodo Instructional Strategy and Day(s) large group, small group & individual Q/A; interviews, edmodo large group, small group & individual Q/A; interviews, edmodo large group, small group & individual Q/A; interviews, edmodo large group, small group & individual Q/A; interviews, edmodo if Summatively Assessed via Performance Task U, K M survey, exercises readings, Q/A D A D A K, D A K A Independent application exercises Independent application Individual, Whole Class, Small group, think pair share exercises, quizzes, Quia U T individual Q/A; if Summatively Assessed via the TEST charts, puzzles, races, exercises charts, puzzles, races, exercises Peer Critiques, verbal or written Journal entries Add journal entry with new sketches and plans Revise and resubmit K, D A, M Individual application exercises, interviews, Q/A

9 advanced imagery Whole Class Final Critique Add project to ongoing hard bound and digital portfolios to promote archival practices Reflect and journal personal insights gained from experiencing this unit U, D A, T T exercise exercises, written and spoken presentation Individual application exercise, progress monitoring Individual application exercise, journal entry exercises, written and spoken presentation

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13 UbD Standards Design 2.0 Unit Plan Stage Feedback and Guidance 1. Specifies the desired long-term transfer goals that involve genuine accomplishment. 2. Identifies important, transferable ideas worth exploring and understanding. 3. Identifies understandings stated as full-sentence generalizations: students will understand that 4. Is framed by a few open-ended, thought-provoking, and focusing essential questions. 5. Identifies relevant standards, mission, or program goals, to be addressed in all three stages. 6. Identifies knowledge and skill needed to achieve understanding and address the established goals. 7. Aligns all the elements so that Stage 1 is focused and coherent. Stage 2 8. Specifies valid assessment evidence of all desired results: Stage 2 aligns with Stage Includes authentic performance tasks based on one or more facets of understanding. 10. Provides suffiient opportunities for students to reveal their achievement. 11. Includes evaluative criteria to align each task to desired results and to provide suitable feedback on performance. Stage Includes learning events and instruction needed to help learners a. Acquire targeted knowledge and skills b. Make meaning of important ideas. c. Transfer their learning to new situations. 13. Effectively incorporate the WHERETO elements so that the unit is likely to be engaging and effective for all learners. Overall 14, Is coherent, with all three stages in alignment. 15. Is likely to work; is feasible and appropriate for this situation.