Groton Public Schools Curriculum Map

Transcription

1 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.

2 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. 21 st Century Learning Expectation(s): (see attached: P21 Framework: ) 1.) Learning and Innovation Skills 4.) Information Media and Technology Skills 1. Components of Art (What is Art?, The Elements and Principles, Composition) 4 weeks 3. Manipulating the Camera (Shutter Speed, aperture, exposure, direct/ diffused light) 5 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 Digital Photography Semester=18 weeks 2. Photoshop Basics (Photoshop image adjustments, Drawing with Photoshop) 4 weeks (concurrent with Unit #1) 4. Portraiture in Photography (Formal portraits, environmental portraits and self-portraits) 3 weeks

3 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 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 Visual Arts Content Performance Standards Grades 9-12 Content Standard 1: Media Connecticut State Standards Students will understand, select and apply media, techniques and processes Students apply and give justification for the arrangement of elements in a composition.

4 The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 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 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?

5 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

6 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. NOTE: *Units 1 & 2 run concurrently Resources: Part 5-Teacher Notes 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: Notes on a Snapshot versus a Photograph: Compositional Tips: Camera Modes:

7 Unit 2: Basic Photoshop Grade: 9-12 Subject: Visual Art Course: Digital Photography Length of Unit: 4 weeks (runs concurrent with unit #1) Common Core State Standards Reading Standards for Literacy in Science and Technical Subjects 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. Supporting Standards Visual Arts Content Performance Standards Grades 9-12 Connecticut State Standards Content Standard 1: Media Students will understand, select and apply media, techniques and processes 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 Students create a series of digital altered squares that showcase different ways to edit an image to create a mood or feeling.

8 The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and 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. All levels of Bloom s Taxonomy will be addressed in a recursive manner

9 Big Idea and Essential Questions 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 Part 3 Common Unit Assessments Create components for a summative portfolio of work Components for this unit include: Photoshop drawing, Basic image edits Formative Daily image response journals Small group activities Quiz on Photoshop tools, functions, and palettes Group critique Student and teacher critiques and formative verbal feedback Image creation related to use of photo editing software

10 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 Resources: Video on Tibetan Monks making a mandala: Best Photoshop Toolbox diagram: Toolbox explanation: Good write up of workflow related to image adjustment in Photoshop: Artists: Jerry Uelsmann David Hockney Ukiyo-e art

11 Unit 3: Manipulating the Camera Grade: 9-12 Subject: Visual Art Course: Digital Photography Length of Unit: 6 weeks, 15 eighty minutes classes Common Core State Standards Reading Standards for Literacy in Science and Technical Subjects 6-12 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. Supporting Standards Content Standard 1: Media Connecticut State Standards Students will understand, select and apply media, techniques and processes 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 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.

12 The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and 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. All levels of Bloom s Taxonomy will be addressed in a recursive manner Big Idea and Essential Questions 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?

13 Part 3 Common Unit Assessments Summative Create components for a summative portfolio of work Components for this unit include: Shutter Speed Project, Aperture project, Dramatic lighting **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 using the different types of portraiture. Group critique Student and teacher critiques and formative verbal feedback Quiz on Shutter Speed, aperture, lenses, lighting

14 Guided instruction of photographic/ Photoshop techniques Portfolio building Oral Critiques Written Critiques Final Exam Part 4 Common/Assured Learning Experiences **NOTE: Final exam has been written and will be saved to the appropriate location. Resources: Part 5-Teacher Notes Virtual camera to see how shutter speed and aperture affect exposure: Another source of exposure related to the length of time the shutter is left open: Aperture related to depth of Field: Artists: Aaron Siskind Ansel Adams Harold Edgerton

15 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. Supporting Standards Content Standard 1: Media Connecticut State Standards Students will understand, select and apply media, techniques and processes Students focus on significant characteristics of a medium and why this medium was preferred to other media to express content in a historical period.

16 The students will know: Different types of portraiture. Specific artist s styles in portraiture. Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Create environmental portraits, formal portraits and selfportraits. 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. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels of Bloom s Taxonomy will be addressed in a recursive manner Big Idea and Essential Questions 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?

17 Part 3 Common Unit Assessments Summative Create components for a summative portfolio of work Components for this unit include: Student created artworks of environmental, self, and formal portraits **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. Written critique of student generated imagery, graded using SE2 (Communication) SE5 (Creativity) Formative Daily image response journals Small group activities Creation of images using the different types of portraiture. Group critique Student and teacher critiques and formative verbal feedback 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.

18 Part 5-Teacher Notes Resources: Chuck Close interview on Stephen Colbert Show: USA Network link to the Character Project c s Mug Shot portraits from Australia Robin Bowen s The American Teenager Project Library of Congress Collection of Daguerreotypes Awkward Family Photos 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

19 Grade: 9-12 Unit 5: Image Manipulation and Photo Illustrations (Ethics of Photoshop, Digital collages, Advertising project) Subject: Visual Art Course: Digital Photography Common Core State Standards Length of Unit: 6 weeks, minute classes Reading Standards for Literacy in Science and Technical Subjects 6-12 Integration of Knowledge and Ideas 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 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. Supporting Standards Connecticut State Standards 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.

20 The students will know: How to use digital media to inform and persuade viewers. Various standards of ethics that photographers use Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: 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. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels of Bloom s Taxonomy will be addressed in a recursive manner Big Idea and Essential Questions 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?

21 Part 3 Common Unit Assessments Summative Create components for a summative portfolio of work Components for this unit: Ad Project, Dramatic Photoshop alteration project, Digital Collage **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. 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 Small group activities Creation of images using different types of propaganda Group critique Student and teacher critiques and formative verbal feedback 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.

22 Part 5-Teacher Notes Resources: Compelling Public Awareness Ads: New York Times Article Smile and Say No Photoshop (May 28,2009) Ethics Code from National Press Photographer s Association The language of Advertising Claims: Photoshop of Hosni Mubarak and Barack Obama Artists: Jerry Uelsmann Other Materials and Resources: Videos: Collection of Photoshopped news covers (either copies or versions found online) Dove Awareness Campaign Ad Photoshoot of a Campaign for Bebe

23 ASSIGNMENT NAME: Student Name: Block: Assignment Specifications: Needs Improvement (C=17-19) Meets Expectations (B=20-22) Exceptional (A=23-25) Grade Assignment Specifications Composition (Elements and Principles, rule of thirds ) Technical Quality Visual Impact (Creativity & Concept) Satisfies Most of the requirements for the assignment. Average Satisfactory. Turned in late. 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. Average images, images are retouched tastefully with purpose, average quality. 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. Satisfies all of the requirements for the assignment. Above Average. Very good. Turned in on time. Good composition. Assignment demonstrates a good understanding of the use of the organizing principles of design when arranging the elements of art. Good image quality. Images are properly exposed, clear, and not distracting in the way that they are edited. Editing job is clean. Very good concept. The elements and principles had purpose and direction. Personal and somewhat revealing images. Satisfies all of the requirements for the assignment and demonstrates indepth understanding of photographic ideas, concepts, and content. 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. High quality images that are properly exposed and effectively retouched without being distracting. A unique approach to a problem, a mastery of technique. Strong and effective concept. Exceeds expectations. Idea is communicated effectively. Image shows direction. TOTAL