Lesson Plan
Course Title:
Commercial Photography
Session Title:
Your Portfolio
Lesson Duration: Approximately five 90-minute class periods
Proposed Schedule:
Day 1:
Cover portfolio concepts and how a portfolio can benefit students
(Outline 1-5; Slides 1 – 13)
Day 2:
Create portfolio structure
(Outline 6-8; Slides 14 - 25 )
Days 3-5:
Portfolio Documentation and Assembly
(Outline 9; Slides 26 – 29; Guided Practice/Independent Practice)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a portfolio for a specific
goal/purpose, complete with documentation and support documents.
Specific Objectives:
1. Define the term portfolio.
2. Identify uses for a portfolio.
3. Identify the benefits of creating and maintaining a portfolio.
4. Identify a personal goal/purpose for a portfolio.
5. Determine various types of content elements based upon portfolio purpose.
6. Create appropriate organizational filing structure.
7. Identify appropriate supporting documents - class assignment sheet, proposal request,
course syllabus, record or leadership – and select an appropriate file format.
8. Identify other important documents such as resume, transcripts, and test results.
9. Propose a process for maintaining and adding content to portfolio.
Preparation
TEKS Correlations:
§130.91(C)
(1) The student applies academic knowledge and skills in commercial photography. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as brochures.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for commercial photography projects.
(8) The student applies ethical decision making and understands and complies with laws
regarding use of technology in commercial photography. The student is expected to:
(B) discuss and apply copyright laws in relation to fair use and duplication of images;
and
AAVTC: Commercial Photography: Your Portfolio
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1
(C)
(9)
model respect for intellectual property when manipulating, morphing, and editing
digital images.
The student develops employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable;
(C) demonstrate skills related to seeking employment to find and obtain a desired job;
(D) create a career portfolio to document work experiences, licenses, certifications, and
work samples.
(E) examine employment opportunities in entrepreneurship.
Instructor/Trainer
References/Resources:
Reese, Luke. Digital Portfolio.
https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf
Guide to Your Career Portfolio:
http://www.potsdam.edu/offices/career/prepare/upload/Portfolio-Guide.pdf
Simmons, Angela & Lumsden, Jill. Preparing a Portfolio.
http://www.career.fsu.edu/experience/document/portfolio-guide.html
Instructional Aids:
1. Slide presentation for classroom display – Your Portfolio
2. Project Documentation Worksheet
3. Portfolio Organization Worksheet (Pre-Numbered and Blank)
4. Portfolio Checklist
5. Portfolio Rubric
6. File Log Template
Materials Needed:
1. Worksheets
2. Sample portfolios (teacher, former students, professionals)
3. Sample documents or projects
4. Storage media
Equipment Needed:
1. Projection system to display slide presentation
2. Digital camera
3. Computers with word processing, spreadsheet, presentation, and graphics applications
4. Printer
5. Scanner
6. Electronic media storage device (hard drive, flash drive, server-based folder, etc.)
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
AAVTC: Commercial Photography: Your Portfolio
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ASK: What is a portfolio? Have you created or seen a portfolio previously? What
did you think about the portfolio you created or saw?
[Allow students to share experiences, observations, etc.]
SHOW: Examples of exemplar portfolios (digital and hard copy).
SAY: A portfolio is a collection of your best or most memorable pieces of work,
projects, or record of important events. It is used in many fields in support of
professional and personal activities. You might say it is a professional scrapbook or
view book. In today’s competitive school and job market, a well-designed portfolio
can set your work experience and skills apart from others applying for the same
program or position.
With a little preparation, you can create a portfolio that can help you achieve your
goals!
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define the term portfolio.
A. Synonyms include scrapbook, view book,
log book, professional diary, pitch book
B. Way to showcase talent
C. Training/professional development tool
D. Organizational tool
E. Industry-specific nomenclature
F. Collection of very best work
(Slides 1 – 4)
Discuss industry-specific uses
and requirements for a portfolio.
NOTE: Refer to the Teaching Vocabulary Terms
and Phrases best practice
http://cte.unt.edu/content/files/_A%26C/A%26C_
BestPractices/Terms_Phrases/Terms_Phrases_L
esson_all.pdf
II. Identify uses for a portfolio.
A. School admissions
B. Job applications
C. Record of work
D. Resource/reference for future work
E. Supports development of organizational
skills
F. Additional uses of portfolio will be
identified (extra-curricular activities and
leadership position in organizations,
marketing tool, historical record, etc.)
For a more personal example,
discuss your own portfolio from
school or discuss the current
philosophy for teachers to have
portfolios that contain lessons,
grading rubrics, examples of
work, supporting documents,
and TEKS information. Be
prepared to share your own
portfolio as an example.
(Slides 5 – 8)
Use links in slide presentation to
illustrate schools, employers,
and organizations that
encourage or require creation
and use of portfolios.
AAVTC: Commercial Photography: Your Portfolio
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III. Identify the benefits of creating and
maintaining a portfolio.
A. Structure and organization for filing
projects and supporting documents
B. Track work
C. Track skill development
D. Identify areas for personal/profession
improvement to support goals
E. Other benefits?
(Slides 9-10)
Instructor will lead discussion
with questions regarding benefits
to student for creating and
maintaining portfolio. Sample
questions:
• How can a great portfolio
help you in the job market?
• How can an average portfolio
be a barrier to your success?
IV. Identify a personal goal/purpose for creating a
portfolio.
A. Documenting work
B. Resources for future work
C. Tools for assisting others
D. Examples to use for future projects
E. History of skill/knowledge progression
F. Acceptance into post-secondary program
G. Getting a job
(Slide 11)
Have students select a purpose
for the portfolio from the list
provided in the slide or identify
another purpose of their own
choosing.
NOTE: Students should record
this goal at the top of the
portfolio worksheet.
POINT FOR DISCUSSION:
Even though students may
change their minds during the
process of creating the portfolio
or later on in life, it is important
to establish a goal/purpose now
as this goal will direct
subsequent decisions in the
creation process. Sometimes
students may be reluctant to
commit to an overarching
purpose.
V. Determine various types of content elements
based upon portfolio purpose.
A. Graphics, word processing documents,
and other appropriate files
B. Appropriate support documents such as
course syllabus, awards, assignment
sheet, work order, grading rubric, etc.
C. Appropriate file types based on use
D. Appropriate filing structure for portfolio
content
E. Technology considerations
1. Computer capabilities
2. Software capabilities
3. Print capabilities
4. Access to camera/scanner
5. Storage media
(Slides 12 – 13)
Discuss with students difference
between source documents
(word processing) and
(professional display file) only for
sharing digital portfolio with
customers, schools, employers.
Discuss organization of the
portfolio based upon purpose.
Because files are maintained
electronically, you can
reorganize easily based upon
audience and need.
AAVTC: Commercial Photography: Your Portfolio
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6. Existing format of previous work
samples
VI. Create appropriate organizational filing
structure.
A. Alphabetical, chronological, purpose, or
other defining characteristic
B. Flow chart
C. Electronic spreadsheet/tracking document
(Slides 14 – 18)
Instructor will assist students in
identifying the best or most
appropriate organizational
structure based upon planned
purpose of portfolio. Instructor
will provide basic format for
electronic spreadsheet to be
used to document portfolio
organization.
Allow students time to review
portfolio examples online to help
determine structure and
organization based upon best
practices.
AAVTC: Commercial Photography: Your Portfolio
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VII. Identify appropriate supporting documents
for each item - class assignment sheet, proposal
request, course syllabus – and select an
appropriate file format
A. Assignment sheets, syllabus, work orders,
awards, rubrics, test scores, etc.
B. Appropriate file format for each
document/file type to be contained in the
portfolio
C. Converting objects/items to digital format
as necessary to include them in the
portfolio
1. Considerations:
a. Original project/assignment
b. Graphics software
c. Digital camera
d. Storage media
e. High-quality print
f. Type of work
g. Lighting
h. Size/shape of work
i. Color
j. Materials
k. Resolution/quality of image
l. Background
2. Process:
a. Take practice shots
b. Upload/transfer for review
c. Select best shots or reshoot
d. Save images to storage media
e. Rename images based on filing
structure and established file naming
convention
(Slide 19 - 24)
Instructor will discuss
appropriate file types with
students to ensure portfolio
contents are appropriate based
upon purpose.
VIII. Student will identify other important and
appropriate documents such as resume,
transcripts, and test results.
A. Scan and create digital copies of
certificates and awards
B. Documentation of certifications achieved
C. Scan standardized test scores
D. Request copy of transcript from Registrar
E. Scan and create a digital copy of diploma
F. Create basic resume
(Slide 25)
Instructor will discuss with
students the appropriateness of
including the various other
documents. Key questions to
address include: When should
they be included and/or deleted
from portfolio based upon
recipients/viewers?
NOTE: Make sure students
understand that original
documents should not be
included in the portfolio.
AAVTC: Commercial Photography: Your Portfolio
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IX. Student will propose process for maintenance
and adding content to portfolio.
A. Portfolio assembly
B. Benefits of regular maintenance
C. Consequences of irregular maintenance
D. Timeline considerations for maintenance
E. Recommendations for maintenance
(Slide 26 - 29)
Students work to assemble the
portfolio and then move on to
next steps for maintenance.
Instructor will provide calendar
with dates for ongoing evaluation
of maintained portfolio (for
instance, check portfolio updates
at the end of every month or
grading period).
Students should also be asked
to describe how failure to
maintain the portfolio could
impact their future goals.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the slide presentation with the class. Teacher may have
personal portfolio or examples of exemplary portfolios to share with the class.
Discuss the many different uses for portfolios and the different materials that could
go in a student’s portfolio, such as examples of best work, class projects, leadership
activities, etc.
NOTE: examples of various types of portfolios are available online. URLs provided
in reference section can be used as resource for helping students prepare their
portfolios.
MI
Independent Practice (LSI Quadrant III):
Students will select a minimum of three items to be used to create the base portfolio.
Worksheet and content description file should be used to help document portfolio
contents. If students do not have a resume′, this might be the perfect opportunity to
create one. View some sample resumes′ and discuss the information that should be
included in a resume′.
Ongoing practice-Students will maintain the portfolio throughout the
semester/course. Regular inspection of portfolio should be done to ensure students
add/update their portfolio throughout the remainder of the course.
Summary
MI
Review (LSI Quadrants I and IV):
Q & A to review purposes of a portfolio.
What are some of the purposes/goals of a portfolio?
Documenting work, resources for future work, tools for assisting others, examples to
use for future projects, history of skill/knowledge progression, document leadership
roles, acceptance into post-secondary program, getting a job, etc.
AAVTC: Commercial Photography: Your Portfolio
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What about entrepreneurship? Should a student still have a portfolio? How could a
portfolio help a student who is interested in becoming an entrepreneur?
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Have students share their portfolios with the class. Students should be encouraged
to maintain portfolios and provide constructive input to peers.
MI
Formal Assessment (LSI Quadrant III, IV):
Teacher will assess each portfolio for content and professional appearance using
the portfolio rubric. Assessment should be conducted during various grading periods
as well as at the end of the course to ensure portfolios are used throughout the
course as a way of documenting work that can be presented to potential schools and
employers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students may submit portfolios with school and/or job applications.
Students may begin the process of converting traditional portfolios to digital
portfolios using industry-standard software.
Discuss the job interview process and have students “role play” interviews, where
one student is employer and the other is the prospective employee.
Research entrepreneurship in the field of commercial photography. Learn about
some successful entrepreneurs in the field.
AAVTC: Commercial Photography: Your Portfolio
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Project Documentation Worksheet
Name
Work to be documented
Date work created
Client/course
Work details
Finished Size
Colors
Materials
Total time to create
Overall cost of materials
Special considerations
Lessons learned
Final location
AAVTC: Commercial Photography: Your Portfolio
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Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme1:1:
Topic/Theme
Topic/Theme 2:
2:
Topic/Theme
Topic/Theme 3:
3:
Project 1.1:
Project 2.1:
Project 3.1:
Project 1.2:
Project 2.2:
Project 3.2:
Project 1.3:
Project 2.3:
Project 3.3:
Project 1.4:
Project 2.4:
Project 3.4:
Project 1.5:
Project 2.5:
Project 3.5:
Project 1.6:
Project 2.6:
Project 3.6:
AAVTC: Commercial Photography: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
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Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme 1: :
Topic/Theme 2::
Topic/Theme
Topic/Theme 3: :
Topic/Theme
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
AAVTC: Commercial Photography: Your Portfolio
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Portfolio Checklist:
Commercial Photography
A portfolio can be a make or break moment when it comes to getting a job for a photographer.
Creating a portfolio of one’s own work can be a daunting task, but it’s an essential part of
presenting oneself as a professional. A top-notch book is one of the best ways communicate
one’s ability and vision, especially when it can be viewed online and around the world.
There are some strategies that should be employed when putting together one’s portfolio in
order to get the maximum retention from potential employers. These strategies are outlined
below and are expected to be followed by the students as they assemble their portfolios. The
rules are followed by a list of what is expected to be included in the portfolio.
Guidelines for developing the portfolio
1. Choose your best work. Try to avoid that cool photo of your dog when it was yawning.
Instead, try to be objective about what work you choose. Think about what other people will
like and what photos you have at your disposal that would make somebody want to hire you.
You’re a soldier and your photographs are your weapons. Choose wisely.
2. Divide your portfolio into sections. Nobody wants to look at a body of someone’s work that
hasn’t been organized. Take a moment and think about the type of work that you would like
to show off, and then amass photos you have taken that fit within those guidelines. Then,
group and display them together. Better yet, have your work divided into different sections or
folders to make it even easier for people viewing your portfolio to find what they want to. Try
to keep your various sections down to around 10 photos or so apiece. If you find that you
have more, then maybe you should create multiple portfolios for each type of photography
that you have an interest in.
3. Pick photos that show off the type of photography that you would like to do. For example, if
you want to focus primarily on shooting portraiture, jam-pack your portfolio with portraits.
Ideally you will divide your portfolio into different sections for various types of portraiture
(studio, natural lighting, babies, etc…).
4. Start strong and end strong. Make sure and put your best photo at the very front. First
impressions are very important and if you lead off with something amazing, your viewer will
be more likely to think the rest of your work is good. Likewise, it’s also a good idea to put
one of your other best pieces at the very end to have your portfolio end on a positive note.
5. Use high-resolution photographs. Cell phone pictures or scanned in film photos should
probably not be used. Students should stick towards showing larger images. They are more
impressive and allow people to look at things up close. Only higher-res photos allow for
larger printing and viewing capabilities.
6. Show range. Yes, in rule number three we discussed creating a portfolio that zoned in on the
type of photography that you’d like to do, but at the same time, it’s important to show that
you aren’t a one-trick pony. Case in point: if you’d like to be a product photographer, don’t
only put in example product photographs of soda bottles. Mix it up and show them not only
that you can make a Coca Cola bottle look awesome, but you can feature a can of assorted
mixed nuts as well.
7. Give yourself some contrast. Whether you are creating a digital or physical portfolio, pictures
look better when there is contrast. Black provides a better contrast than white, so when
AAVTC: Commercial Photography: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
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placing your photos, choose to place them on a black (or darker-colored background) rather
than a white one to better show off the quality of your work.
8. Give your viewers a way to contact you. Make sure that your email, phone, etc… are easily
accessible. Think about putting them on multiple pages of your portfolio. That way, if a
potential client likes your work and wants to contact you, they’re able to do so through any
means necessary.
9. Caption your photos. Inform your viewers what they are looking at. Make sure that your
photos aren’t named things such as, “IMG_90992453,” but rather “California Sunset” or
something that is actually descriptive. In addition, give your photos small captions that
describe what the work is (is it an ad? A portrait session? Etc…) and what you were going
for, looks-wise, when you took/edited the photo.
10. Stick to one orientation as much as possible. If your photos mainly consist of photos with a
landscape orientation, try to stick to landscape-only oriented images. You don’t want your
clients continuously having to turn their head or turn your portfolio from side to side to view
your work.
Portfolio Documents by Course:
Principles of AAVTC
Projects
• Floating Fruit
Commercial Photography:
While this portfolio is something that you are creating after completing only one year of
photography work, many students have received jobs/freelance work just by showing off
their portfolio.
Projects
• 3 samples of black and white portraits
•
3 samples of studio portraits
•
3 samples of natural lighting portraits
•
3 samples of product photography
•
1 self-portrait
•
3 samples that show off your retouching skills
•
2 samples that show off your computer editing/masking skills
•
1 sample of a composite photo
•
2 photos that demonstrate your understanding of the usage of light
Advanced Commercial Photography:
At this point in your photographic journey, your students should already be aware of just
how important a portfolio is to a job-hunting photographer. Not only does it show what a
person is capable of doing, but it gives them a short work history and allows potential
clients/employers to know that you are serious. In the previous Commercial Photography
class, students should have created a digital portfolio at some point. Now would be a good
point for them to bring in their portfolios that were created in the previous year for review.
AAVTC: Commercial Photography: Your Portfolio
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Have any students that used their portfolios in a professional capacity (college interview, job
interview, etc…) tell stories about how it went.
Remind students that creating a portfolio of one’s own work is sometimes a daunting task,
and that they will have to work hard and be introspective to create it. At this point, however,
they should all understand that a good portfolio is one of the few things that can stand in the
way between them and their dream job, especially when the portfolio can be viewed online
and around the world. Remember that you don’t get a second chance at a first impression.
There are some strategies that should be employed when putting together one’s portfolio in
order to get the maximum retention from potential employers. These strategies are outlined
below and are expected to be followed by the students as they assemble their portfolios.
Some of these are review from when the students first put together their portfolio. The rules
are followed by a list of what is expected to be included in the portfolio.
Remind students that in addition to a digital portfolio, a printed portfolio is also something
they should have in their bags and bring to job interviews. There’s just something about
having a printed version of your work to show potential clients that really says,
“professional.”
In addition, take into account the fact that your students have varied abilities and different
aspects of photography in which they excel. Take the time to review students’ portfolios and
evaluate them on an individual basis. For example, if a student happens to be very good at
food photography, suggest to them that their portfolio showcase more examples of food
photography.
Remind students not to forget about their portfolios as soon as they are finished. Their work
should inspire them to want to continuously update their portfolio whenever they create new
work that they are proud of.
Projects/Documents:
• An artistic statement that addresses who you are as a photographer and what you
strive for when you use your camera.
•
Table of contents
•
3 samples of black and white portraits
•
A series of 4-6 photos that fall under the same advertising campaign (variations on
the same theme)
•
Examples of published images
•
Examples of actual paid/volunteer work (could be senior portraits, etc…)
•
2-4 Photos of the same product shot under different lighting conditions and angles
•
3 samples of professional studio portraits
•
3 samples of natural lighting portraits
•
3 samples of product photography
•
4-6 sample images of photos that students’ feel best represents their own, individual
work
•
A letter of recommendation from a previous client
AAVTC: Commercial Photography: Your Portfolio
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Your Portfolio Rubric
Student Name:
CATEGORY
Body of Work
Date:
4
3
2
1
The portfol i o i s a n
a ccura te a nd
comprehens i ve
repres enta ti on of the
s tudent's body of work.
The portfol i o i s a n
a ccepta bl e refl ecti on
of the s tudent's body
of work but needs
devel opment.
The portfol i o i s a
The student's
poor refl ecti on of
portfolio is
the s tudent's body of incomplete.
work i n the progra m.
Creativity
The student's portfolio
design reflects an
exceptional degree of
student creativity in
organization and/or
final product.
The student's
portfolio design
reflects an acceptable
degree of creativity in
organization and/or
final product.
The student's
portfolio design
lacks creativity in
organization and/or
final product.
The student's
portfolio design
does not meet
expectations.
Attractiveness
The portfolio is
exceptionally
attractive in terms of
design, layout, and
neatness.
The portfolio is
attractive in terms of
design, layout, and
neatness.
The portfolio is
acceptably
attractive though it
may be a bit messy.
The portfolio is
distractingly messy
or very poorly
designed. It is not
attractive.
Graphic Images
Graphic images of
The quality of graphic
work are of exceptional images is acceptable.
quality throughout the
portfolio.
More than half of
the graphic images
of work are
unacceptable.
The quality of
graphic images is
unacceptable.
File Types
The file types used are Most of the file types
appropriate for the
used are appropriate
portfolio content.
for the portfolio
content.
More than half of
the file types used
are inappropriate
for the content.
The file types used
are inappropriate
for the portfolio
content.
Portfolio Planning Student fully
Student participated
in the portfolio
planning process.
One or two of the
planning
elements/documents
were not created.
Student minimally
participated in the
portfolio planning
process. Three or
more of the planning
elements/documents
were not created.
Student did not
participate in the
portfolio planning
process.
Grammar and
Mechanics
There is one
grammatical mistake.
There is one error in
capitalization or
punctuation.
There are two
grammatical
mistakes. There are
two errors in
capitalization or
punctuation.
There are three or
more grammatical
mistakes. There are
three or more errors
in capitalization or
punctuation.
participated in the
- Portfolio Goal
- Portfolio Worksheet
portfolio planning
- Organizational Structure process. All
- Supporting Documents elements/documents
- Tracking Spreadsheet
are of exceptional
quality.
There are no
grammatical mistakes.
Capitalization and
punctuation are
correct throughout the
portfolio.
Point to Grade Conversion: 25-28=A; 22-24=B; 19-21=C; 17-18=D; Below 17=F
TOTAL POINTS:
AAVTC: Commercial Photography: Your Portfolio
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