Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art

Transcription

1 Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art (Half-Year) 2.5 Credits Course This is an introductory-level course for the use of digital cameras and the programs associated with them. Students will learn how to shoot pictures and utilize the software programs, Adobe Photoshop to edit and enhance them. Expansion of the knowledge of the Elements of Art and Principles of Design, as well as, composition is an integral part of the course. There will be exploration of careers in Media Art such as, Portraiture, Photojournalism, Sports Photography, Newspaper Photography, Freelance Photography, and Fine Art Photography, etc. Research of career choices associated with the field of digital photography will occur. The creation of a digital portfolio is required. Students work cooperatively in a studio and field setting in order to produce visual art that is displayed within the school and shown on MSG Varsity. Participation in some after school projects is a required part of this course. Prerequisite Students who plan to enroll in Intro to Digital Photography and Computer Art must have successfully completed Foundations of Art.

2 Garfield Public Schools Intro to Digital Photography and Computer Art Unit Map Content Unit Title: Duration: Intro to Digital Photography and Computer Art Blocks Introduction to Digital Photography and Computer Art acclimates students to the digital equipment including camera, computers, manipulation software and accessories. Students learn the history and fundamentals of photography, while strengthening their prior knowledge base. Through a series of classroom activities students will understand proper use of tools and safety guidelines for working with digital equipment. Unit Title: Duration: Careers in Digital Photography/Computer Art Blocks This unit explores the many genres and job opportunities available to those in the photography and digital art world. This unit will expose students to the areas of Fine Art, Commercial, Fashion, Portraiture, Illustration, Advertising, Photojournalism and retouching as it pertains to the photographic community. Students will be given assignments that ask them to assume the role of these different working photographers. Unit Title: Duration: Fine Art Photography Blocks The fine art photography unit covers a variety of lesson plans that explores the concept of Art for Art s Sake. Students will produce fine art images using multiple techniques in camera and Adobe Photoshop manipulation. This unit relies heavily on aesthetics, color, lighting and artists intent. Unit Title: Duration: Closing Unit 9 10 Blocks The closing unit of digital photograph and computer art involves students final portfolio, review, and comprehension. Students will have spent the semester compiling a mini-folio of each assignment. They must also create a final thesis project portfolio of 5 images. Students will produce an artist s statement of intent supporting their portfolio. Students will participate in a final critique and prepare for the final examination.

3 Content Area: Career and Technical Education Intro Unit 1 Overview Unit Title: Introduction to Digital Photography and Computer Art Target Course/Grade Level: Digital Photography and Computer Related Art/ 9-12 Duration: 10 Blocks Introduction to Digital Photography and Computer Art acclimates students to the digital equipment including camera, computers, manipulation software and accessories. Students learn the history and fundamentals of photography, while strengthening their prior knowledge base. Through a series of classroom activities students will understand proper use of tools and safety guidelines for working with digital equipment. Concepts & Understandings Concepts Understandings Introduction to Digital Photography. The science behind photography. History of Photography. Gain knowledge of the timeline of Getting to know the camera. photographic technology. Shutter Speed/Aperture\ISO/Composition. Manual settings vs. program settings. Intro to Adobe Photoshop CS3 How to create works of art by utilizing image manipulating software. Unit 1 - Learning Targets NJCCCS: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods and technologies appropriate to creating, performing and/or presenting works of art in dance, music, theatre and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art. CPI Codes D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes A.1 Determine how dance, music, theater and visual art have influenced cultures through history. 21 st Century Themes and Skills C.(6).1 Research the history of the visual arts and analyze the role of the visual arts in society to develop a broad understanding of the nature and scope of the pathway C.(6).2 Analyze how elements and principles are applied in a broad range of specific works of art C.(6).3 Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas. Guiding Questions What is Photography? How has technology evolved since photography s inception? How do we use technology to create works of art? What kind of cameras have you used?

4 What do you do with your photographs after you take them? Can we see evidence of the elements and principles of design in photographs? Students will... Unit 1 Results Understand and interpret the parts of the camera, tools in software and accessories. Compare and contrast cultural and historical photography with modern digital art. Demonstrate knowledge of speed and aperture, light and composition. Create digital artwork using point and shoot/dslr camera and Adobe Photoshop manipulation. Unit 1 - Suggested Activities The following activities can be incorporated into the daily lessons: Make a timeline chart of the history of the camera. Prepare a chart of the camera labeling the buttons. Take photographs to demonstrate over exposure, proper exposure and under exposure. Examine each photograph and support the reasons for the above three exposures. Devise a way to teach the bracketing system to a fellow classmate. Make a booklet about the exposure triangle and types of photos. Weekly photographic assignments completed. Tests: Parts of the camera, history of photography, speed and aperture and Adobe Photoshop

5 Content Area: Career and Technical Education Unit Title: Careers in Digital Photography/Computer Art Careers Unit 2 Overview Target Course/Grade Level: Digital Photography and Computer Related Art/ 9-12 Duration: 10 Blocks This unit explores the many genres and job opportunities available to those in the photography and digital art world. This unit will expose students to the areas of Fine Art, Commercial, Fashion, Portraiture, Illustration, Advertising, Photojournalism and retouching as it pertains to the photographic community. Students will be given assignments that ask them to assume the role of these different working photographers. Concepts & Understandings Concepts Understandings Technical Skills. The correlation between technology and the Airbrushing/Retouching/Watermark/National digital art career world. Press Photographers Assoc. (NPPA) Knowledge of proper photographic Advertising/Public Service Announcement. retouching and restoration. Portraiture. NPPA Code of Ethics. Commercial Still Life. That works of art can generate a source Photo Essay. income. Unit 2 - Learning Targets NJCCCS: 1.4 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art. 1.5 History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures. 1.6 Performance: All students will synthesize those skills, media, methods and technologies appropriate to creating, performing and/or presenting works of art in dance, music, theatre and visual art. 1.7 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art. CPI Codes D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.1 Synthesize the elements of art and principles of design in an original portfolio of two and three dimensional artworks that reflect personal style and a high degree of technical proficiency and expressivity D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two and three dimensional artworks in multiple art media (including computer assisted artwork) and interpret themes and symbols suggested by the artworks B.2 Evaluate how an artist s technical proficiency may affect the creation of presentation of a work of art, as well as, how the context in which a work is performed or shows may impact perception to

6 significance/meaning B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing and multimedia arts for consumers, creators and performers around the world. 21 st Century Themes and Skills Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations. Employability and Career Development: Employability skills and career and entrepreneurship opportunities build the capacity for successful careers in a global economy C.(6).4 Research careers and the qualifications they require to build an understanding of opportunities in the pathway. Guiding Questions What are the different genres of photography? What are the different career opportunities in this field? How do we use technology to create commercial works of art? How do we differentiate between art for profit and art for arts sake? Unit 2 - Results Students will... Understand opportunities available to them should they choose to pursue a career in photography. Compare and contrast fine art for pleasure with commercial art. Demonstrate knowledge of said commercial art by completing a series of digital art projects. Create a commercial portfolio. Suggested Activities The following activities can be incorporated into the daily lessons: Write in your own words the equipment needed and camera settings needed to take a studio portrait. Choose and outline the education and requirements for a career in photography PowerPoint showcasing your career photos and including research. Identify and explain the types of photographs that correlate with the career you have chosen. Restore a damaged photograph. Create a business card/flyer to promote yourself as a photographer. Present your Power Point and convince your classmates that they should hire you. Weekly photographic assignments completed. Cumulative projects: Retouching, Illustration, Advertising/PSA, Portraits, Commercial Still Life, Nature, Journalism, Fine Art Parody, Self Portraits and Sports.

7 Content Area: Career and Technical Education Unit Title: Fine Art Photography Fine Art Unit 3 Overview Target Course/Grade Level: Digital Photography and Computer Related Art/ 9-12 Duration: 10 Blocks The fine art photography unit covers a variety of lesson plans that explores the concept of Art for Art s Sake. Students will produce fine art images using multiple techniques in camera and Adobe Photoshop manipulation. This unit relies heavily on aesthetics, color, lighting and artists intent. Concepts Art of Self portrait/expression. Nature/Macro. Art Parody. Abstract. Night Photography/Painting with Light. Unit 3 - Concepts & Understandings Understandings Art and photography is a form of personal expression. Knowledge that contemporary art can be inspired by art history, pop culture, current events and aesthetics. Each artist s style is individual. Unit 3 - Learning Targets NJCCCS: 1.8 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art. 1.9 History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures Performance: All students will synthesize those skills, media, methods and technologies appropriate to creating, performing and/or presenting works of art in dance, music, theatre and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art. CPI Codes D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.1 Synthesize the elements of art and principles of design in an original portfolio of two and three dimensional artworks that reflect personal style and a high degree of technical proficiency and expressivity D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two and three dimensional artworks in multiple art media (including computer assisted artwork) and interpret themes and symbols suggested by the artworks B.2 Evaluate how an artist s technical proficiency may affect the creation of presentation of a work of art, as well as, how the context in which a work is performed or shows may impact perception to significance/meaning B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing and multimedia arts for consumers, creators and performers around the world.

8 21 st Century Themes and Skills Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations C.(3).7 Analyze image retrieval through refinement, page assembly processes, and typeset and trapping to build an understanding of how to prepare products for printing. Employability and Career Development: Employability skills and career and entrepreneurship opportunities build the capacity for successful careers in a global economy C.(6).4Research careers and the qualifications they require to build an understanding of opportunities in the pathway. Unit 3 - Guiding Questions Why do we (artists) make art? What is my personal style? How is art used to express feelings and emotions? How do we differentiate between art for profit and art for art s sake? Unit 3 - Results Students will... Understand that fine artists can also be very technical, where lighting/color/skills can greatly affect a work of art. Compare and contrast fine art for pleasure with commercial art. Demonstrate knowledge of art history. Understand the importance of a portfolio of fine art images. Unit 3 - Suggested Activities The following activities can be incorporated into the daily lessons: K-W-L Translate what you see in your mind s eye to the results of the photograph. Gather a collection of photographs in each genre in photographic art history that interests you. Compare and contrast two famous photographer s work (one fine artist to one commercial artist). Create a portfolio of fine art images. Student critiques. Weekly photographic assignments completed. Cumulative projects: Nature, macro, night photography, long exposure, painting with light, selfportrait, trick photography and art parody. Written statements of intent.

9 Content Area: Career and Technical Education Unit Title: Fine Art Photography Closing Unit Closing Unit Fine Art Unit 4 Overview Target Course/Grade Level: Digital Photography and Computer Related Art/ 9-12 Duration: 10 Blocks The closing unit of digital photograph and computer art involves students final portfolio, review, and comprehension. Students will have spent the semester compiling a mini-folio of each assignment. They must also create a final thesis project portfolio of 5 images. Students will produce an artist s statement of intent supporting their portfolio. Students will participate in a final critique and prepare for the final examination. Concepts A. Career Choice B. Business Card C. Final Online Portfolio D. Final Exam Review Unit 4 - Concepts & Understandings Understandings What genre of Photography student would like to pursue as a possible career. How to critique properly. How to self-edit/group edit. All art has a purpose. Self Promotion Unit 4 - Learning Targets NJCCCS: 1.11 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures Performance: All students will synthesize those skills, media, methods and technologies appropriate to creating, performing and/or presenting works of art in dance, music, theatre and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art. CPI Codes D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.1 Synthesize the elements of art and principles of design in an original portfolio of two and threedimensional artworks that reflect personal style and a high degree of technical proficiency and expressivity D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to an art media, art mediums, and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two and three dimensional artworks in multiple art media (including computer assisted artwork) and interpret themes and symbols suggested by the artworks B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art,

10 as well as, how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators and performers around the world. 21 st Century Themes and Skills Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations C.(3).7 Analyze image retrieval through refinement, page assembly processes, and typeset and trapping to build an understanding of how to prepare products for printing. Employability and Career Development: Employability skills and career and entrepreneurship opportunities build the capacity for successful careers in a global economy C.(6).4Research careers and the qualifications they require to build an understanding of opportunities in the pathway. Unit 4 - Guiding Questions What have we learned this semester What are my plans to further my photographic education? How can I apply what I have learned to everyday photography Unit 4 - Results Students will... Make connections between what they have learned and their real life applications. Compare and contrast various forms of photography and its uses. Demonstrate proficiency in camera handling. Understand the importance of a portfolio of images for self-promotion. Understand the importance of cohesion in a body of work. Devise an artist s statement of intent. Perform a proper critique. Unit 4 - Suggested Activities The following activities can be incorporated into the daily lessons: Make a list of the Elements and Principles of Design. Take photographs using lighting, composition and proper exposure. Develop a thesis. Compare and contrast various forms of photography and its uses. Compose an artist s statement. Create a final portfolio of images. Weekly photographic assignments completed. Cumulative projects: final portfolio, thesis Final exam.