MADISON PUBLIC SCHOOLS
Fine Art Digital Imaging
(Formerly Digital Photography)
Authored by: Mandy Coster
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
1
I. OVERVIEW
This one semester course covers the use of the digital camera and methods of enhancing and printing the captured
image using computer technology. It may be taken once on an introductory level. The course is a pre-requisite for
Alternative Imaging Techniques.
The course will expose students to the aesthetic as well as the technical aspects of taking quality photographs.
Through the eye of the camera, students must observe and make decisions about the visual world that surrounds
them. Participation in the process of making finished prints engages the student in the artistic process. This
engagement expands their own personal style and creativity as well as lends an appreciation of artists in all media.
The course will also give the students a comprehensive education in the industry standard’s photo editing computer
program, Adobe Photoshop. Students will learn how to use the program to work with their images, editing them on
a basic and an advanced level. Students will receive a solid foundation in Photoshop that will benefit them in other
courses, high school or college, in the workplace and for personal benefit.
Students will need to work collaboratively, sharing resources and managing their time. All students participate in
constructive critique sessions that supply helpful direction from peers as well as teacher. These sessions provide
feedback regarding technical and aesthetic issues.
Students will also be exposed to the societal role that photography has played in advertising, journalism,
education, public influence and art.
II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards)
A. The student will gain knowledge and proficiency in digital photographic techniques (Standards 1.1, 1.2)
B. The students will gain a knowledge and proficiency in Adobe Photoshop techniques. (Standards 1.1, 1.2)
C. Students will learn extensively about the aesthetic of the photographic image, and be able to produce a body
of work reflecting this new understanding. (1.1, 1.2, 1.3)
D. Students will be able to implement the elements of art and principles of design in the creation of their digital
artwork. (1.2, 1.3)
E. Students will be able to produce an original body of work in Photoshop that demonstrates mastery of
methods and techniques. (1.1, 1.2)
F. The students will gain a knowledge and proficiency in introductory typography as students combine word
and image. (Standards 1.1, 1.2)
G. The students will be able to formulate written and oral responses to digital art using the correct design and
Photoshop terminology. (Standards 1.1, 1.3, 1.4)
H. Students will demonstrate the willingness and ability to internalize valuable feedback received during a
critique. (1.2, 1.4)
I.
The students will gain knowledge and understanding of various movements in Art History and their
influence on art and design. (Standards 1.2)
J. The students will attain proficiency in other modes of self-expression as they master this new art
medium. (Standards 1.1, 1.2)
New Jersey Department Core Curriculum Content Standards for Visual and Performing Arts
2
1.1 Creative Process
1.2 History of Arts and Culture
1.3 Performance
1.4 Aesthetic Response and Critique Methodologies
III. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: The Evolution of Photography (1-2 weeks)
Obj. 1: SWBAT identify the most important advancements of photography from it’s beginning to modern
day digital using appropriate vocabulary/terminology.
QUESTION: What are the advantages and disadvantages of both film and digital photography?
Suggested Activities:
A. Lecture/note taking/quiz.
B. Reading/internet research.
C. Cooperative activity- students are divided into groups and assigned different topics in
photography to read/research and present to the class.
Obj. 2: SWBAT, using appropriate terminology, identify the important structural components of a
camera and know the differences between varying types- ie- SLR vs. point and shoot.
QUESTION: What determines your choice of camera?
Suggested Activities:
A. Discovery activity- students locate important camera parts and learn their functions by
experimenting with given cameras.
B. Challenge activity- students are given terms and definition of camera parts and are challenged to
find them on the camera.
C. Lecture/demo camera parts - student note taking
D. Students diagram two cameras and identify component functions--color code parts that are the
same/those that differ
Unit 2: Introduction to Mac and Photoshop (3-4 weeks)
Obj. 1: SWBAT complete functional tasks on the iMac and in Photoshop, such as creating or deleting
folders, moving items around on the desktop and network, and uploading images to computer and
Photoshop from camera.
QUESTION: How will you be able to feel more comfortable and stay organized throughout the course
while working in Mac and Photoshop?
Suggested Activities:
A. Discovery activity- teacher will provide different tasks to students and allow them to try and
figure them out with their computer partners.
B. Demonstration; note taking; students complete the tasks of creating folders on the computer and
learn how to use shortcuts to complete basic operations.
3
C. As a class, students will shoot their first images on the digital cameras, then upload them to their
desktop and network folders.
Obj. 2: SWBAT navigate and appropriately utilize palettes, toolboxes, drop down menus, and property bars
with each given assignment in Photoshop.
QUESTION: What are palettes, toolboxes, drop down menus and property bars, and how would knowing
their functions benefit your experience in Photoshop?
Suggested Activities:
A. Students will be provided a diagram of their Photoshop workspace and will label and fill in
descriptions of each of the items listed in the above Objective/Question.
B. Lecture/demo/note taking.
Obj. 3: SWBAT specifically utilize the following palettes, tools and functions: Layers palette, Move tool,
Crop tool, Zoom tool, Guidelines, Edit/Transform or Transform Controls and Image/Canvas Size.
QUESTION: What are some basic techniques you would need to know first in Photoshop as an
introduction to working with images.
Suggested Activities:
A. Image Size / Canvas Size activity- students will make image and canvas size changes to one of
their photographs writing down their observations and explaining the differences and purposes for
each.
B. Layers/Opacity Project- students will combine two different images together by laying them on
top of each other and making the top image transparent. They may also work with different layer
options to enhance the end result.
C. Mosaic Project- students will create a pattern with only one of their images by duplicating it
several times and utilizing the Transform Controls and Guidelines.
Obj. 4: SWBAT print images correctly using proper resolution, image size, and printing options.
QUESTION: What key factors determine your image size and printing choices?
Suggested Activities:
A. As required by teacher, print assignments independently.
B. Resize all images correctly for grading.
Unit 3: Composition in Photography (2-4 weeks)
Obj. 1: SWBAT know how to frame a photograph to create interest for the viewer.
QUESTION: Besides subject matter what makes a photograph interesting?
Suggested Activities:
A. Photograph the same subject multiple times from different angles and critique the results.
B. “Point of View”- Student will photograph images using dramatic points of view as their theme.
C. Photographically illustrate linear perspective using architectural or man made features
4
Obj. 2: SWBAT approach photographic subjects differently by learning how the subjects in the frame relate
to each other and how their arrangement affects the overall feeling of the photograph.
QUESTION: What types of compositional arrangements make the most powerful impact? What make the
most weak?
Suggested Activities:
A. Shoot a series of images as a class where the students are to focus on where they place the main
subject and what else they choose to incorporate in the frame. Class critique will follow.
B. “Rule of Thirds”- Students will photograph a series of images depicting rule of thirds as their
theme.
Unit 4: Image Enhancement in Photoshop (2-3 weeks)
Obj. 1: SWBAT understand all of the options under Image/Adjustments and be able to utilize them to alter
a photograph’s appearance.
QUESTION: How would you change a photograph’s appearance?
Suggested Activities:
A. Image Adjustments Worksheet- students will experiment with all Image Adjustments and write
down their observations of each.
B. Mirror Image Project- students will redefine one of their photographs by creating a mirror image
of it and further changing its appearance using Image Adjustment options.
C. Apply Image/Adjustments to any Photoshop project or as needed to shooting assignment
images.
Obj. 2: SWBAT correct flaws in a photograph by using certain tools, such as the Dodge, Burn, Saturate,
Healing, Red Eye or Clone Stamp.
QUESTION: Why is it important to make sure all flaws in a photograph are repaired/diminished?
Suggested Activities:
A. Students will fix a flawed image that is provided to them.
B. Utilize these tools as needed with their own assignments.
Unit 5: Design Elements in Photography (3-5 weeks)
Obj. 1: SWBAT understand that photographs may be composed of a visual idea, rather than a specific
subject.
QUESTION: What are design elements and where would you find them in your shooting environment?
Suggested Activities:
A. Lecture/Critique of other photographers’ works.
B. Students will observe their surroundings and make a written list of suggestions of objects that are
design elements.
Obj. 2: SWBAT separate from their familiar surroundings by challenging them to translate familiar ordinary
objects into powerful and striking visual elements within their photographs.
5
QUESTION: How can you, as a photographer, change something that is recognizable and familiar into
something new, exciting and different?
Suggested Activities:
A. Students will shoot various assignments relating to design elements: line, pattern, shape,
texture, contrast and color.
B. Photograph a common object in a way that makes it abstract and less recognizable or
humorous.
C. Students will create a Photoshop composition or hand-made project that depicts a theme of their
design elements images.
Unit 6: Creative Tools and Manipulation in Photoshop (4-6 weeks)
Obj. 1: SWBAT use both the Eraser and Pen tools to isolate simple and complex shapes.
QUESTION: Why would there be a need to isolate objects in a photo? What creative or functional
purpose does it serve?
Suggested Activities:
A. With the Pen tool complete an activity where students are required to trace specific shapes given
to them on the computer. Preceding this activity, students may also plot pen tool anchor points by
hand on a piece of paper in order to understand where they need to be placed.
B. Practice using the tools with specific photographs given by teacher.
C. Cut out a complex shape in Photoshop using either or both Eraser/Pen tools and place it on
another background photo.
D. Surrealism project- students will isolate a number of objects and put them altogether in one
canvas space commuicating a surreal narrative.
Obj. 2: SWBAT apply appropriate brushes when needed for various goals.
QUESTION: What purpose do brushes serve in Photoshop?
Suggested Activities:
A. Students will complete an exercise where they must cut out the same object using different
brushes.
B. Discovery activity- students will experiment with different brushes in Photoshop from multiple
menus and write down their observations. They must then decide on a brush style they favor and
cut out an object in a photo using that brush style.
Obj. 3: SWBAT feather and alter the edges of an entire photograph or isolated objects when needed.
QUESTION: How could an altered edge contribute to the meaning and aesthetic of an image?
Suggested Activities:
A. Change the edge of one photo from clean and straight to jagged or faded.
B. With two images on top of each other, and using the Eraser or Pen tools, make the top image
blend into the bottom image by altering its edges as needed.
Obj. 4: SWBAT apply and work with text and all of its options.
6
QUESTION: How may text be incorporated into a photographic composition?
Suggested Activities:
A. Create a Portfolio at the end of the course, incorporating text as labels and/or your signature.
B. Use text to create watermarks on your photographs.
C. Take one word that describes a feeling and find a photograph that would pair well with that
word. Blend them together by either fitting the photo inside the word or cutting the word out of the
photo.
D. Create a hand-made book with your photographs and incorporate text throughout the book as
telling a story or labeling your photographs.
Obj. 5: SWBAT utilize other creative tools in Photoshop for needed goals, such as the Selection, Blur,
Smudge or Gradient tools and Filters.
QUESTION: What could you do with a photograph that pushes beyond the options under
Image/Adjustments?
Suggested Activities:
A. Alter one portion of an image using Blur/Smudge.
B. Create a faded effect using the Gradient tool.
C. Change a photo using filters. Using the same image, make a variety of changes using different
filters and find a way to display them as one piece- in Photoshop or by hand.
D. Selection Tool Project- students will create a complex Cubist inspired piece working with the
Selection Tools and only one of their images.
Unit 7: Lighting in Photography (2-3 weeks)
Obj. 1: SWBAT recognize the role that lighting plays in photography.
QUESTION: How does light change the mood and possibly the identity of an object?
Suggested Activities:
A. Class discussion on using lighting in photography. Show master works whose theme was light.
B. Experiment with lighting changes on students’ own photographs in Photoshop.
Obj. 2: SWBAT identify light sources and the direction of those light sources when observing a photograph.
QUESTION: How is it possible to determine the direction of and how many light sources exist in given
photograph?
Suggested Activities:
A. Analyze other photographers’ work. Students will sketch their determination of the lighting set
up.
B. Demonstrate using the studio lights to determine the direction of lighting in a scene.
Obj. 3: SWBAT create strength and meaning in photographs through use of lighting.
QUESTION: What types of lighting would you choose to use in order to evoke various moods?
7
Suggested Activities:
A. Analyze other photographers’ work to critique the feelings and meanings the lighting manages
to evoke.
B. Students will shoot images using light as their subject. Sample assignments would be:
Reflection, Shadows, Mood Lighting, Flash at Night, etc.
Unit 8: Still-Life Photography (2-4 weeks)
Obj. 1: SWBAT build a clean “set” that is both professional and not contrived, much like their photographs
on assignment.
QUESTION: How can something that is set up seem authentic and natural?
Suggested Activities:
A. Analyze works of master photographers.
B. Cooperative activity- students will be assigned to different sets throughout the room. They will
be required to set up and photograph a scene that doesn’t seem static or contrived. Critique will
follow.
Obj. 2: SWBAT properly utilize studio lights and manipulate the lights as needed for intended mood.
QUESTION: Stemming from the Lighting Unit, how is it possible to recreate desired lighting that makes
an impact?
Suggested Activities:
A. Cooperative activity- students will practice shooting their scenes using a variety of lighting.
Class critique will follow.
B. Students will shoot a still-life assignment that is a “Still Life Self-Portrait” using personal objects
and lighting that defines themselves.
C. Give an inanimate object a story by manipulating its setting and/or lighting.
Unit 9: Photographing People (3-4 weeks)
Obj. 1: SWBAT photograph people in their natural environments allowing for an honest and effortless
feeling being evoked from photograph.
QUESTION: What makes a model look as if they feel comfortable and belong there?
Suggested Activities:
A. Analyze works of master photographers.
B. “Abstract Portrait”- students will warm up by photographing their models in an abstract fashion.
Obj. 2: SWBAT learn strategies in making both their models and themselves feel more comfortable during a
portrait photo shoot.
QUESTION: Photographing a subject that is animate, and therefore capable of reacting, creates a more
difficult and uncomfortable shooting situation for both the photographer and the model. What are ways in
which that discomfort could be diminished?
Suggested Activities:
8
A. Cooperative activity- students will be paired up with someone in class they have never worked
with before and will be challenged to reduce the level of discomfort by first participating in activities
that will allow students to get to know each other better. They will then begin to photograph each
other while still holding a conversation to further ease the possible discomfort.
B. “Environmental Portrait”- students will take a series of portraits of different people throughout
the school. All previous shooting units must be considered while photographing their models.
IV. STRATEGIES
1.
2.
3.
4.
5.
Teacher demonstrations
Guided practice
Collaborative and solo projects
Class discussions & critiques
Cooperative learning
6. Research
7.
Multi-media presentations
V. EVALUATION
Evaluations and assessments allow a teacher to analyze his/her students’ present levels of knowledge, skill and
understanding of the visual arts; it’s content, processes, techniques and meanings. This process assesses the
individual’s growth and development as a student and an artist. Grades are a means of communication with students
and parents - letting them know what is expected in the course and where they stand in relation to achieving those
expectations. Evaluations, critiques and grades should be seen as a means to expand one’s growth, not a goal. Grades
should not interfere with spontaneity and experimentation. Emphasis should be placed on the intrinsic reward of the
art process, not on using grades as rewards. Rather, evaluations should be used to reveal progress to the student and
help the teacher guide them to further growth. As art is a fluid and ever changing activity with different types of
objectives and outcomes, it demands different evaluative techniques or combinations of techniques. The following
areas are all to be considered when engaging in the process of evaluation or assessment::
Knowledge: Can students articulate, in writing or verbally, concepts or facts using the correct visual arts
terminology?
Skill: Does the student demonstrate a mastery of the media and techniques in the way he/she creates his/her
artworks? Is the student able to employ certain effects in a new and novel way?
Work Habits/Attitude: Is the student committed to his/her work? Does he/she work diligently? Does the
student contribute to a positive classroom environment? Does the student create artwork that represents
his/her absolute best effort?
Growth: Has the student grown as an artist in the course? Does the student internalize and implement
revisions based on constructive criticism from both the instructor and peers?
METHODS OF EVALUATION & ASSESSMENT
Observation - The instructor can observe the student at work to assess his/her confidence, self-reliance,
ability to work collaboratively, attitude, application of knowledge, commitment to the task, skill, and work habits.
Individual Critiques - This kind of dialogue between the instructor and the student allows the instructor to
assess the student’s intentions and compare it with the possible results. This process allows the instructor to give the
student feedback before the project is completed allowing the student the opportunity to make changes. Through one-
9
on-one discussion, the instructor can assess the student’s ability to verbally communicate information about their
artwork in a coherent and logical manner. This process is important as it allows the teacher to have a clear idea of the
student’s needs, strengths and weaknesses.
Portfolio Assessment - This can be a series of reflective activities that encourage students and teachers to
compare and contrast a sequence of works. This encourages recognition of the evaluation of a student’s work over
time. Whenever possible this type of review is recommended.
Written Evaluations - Students will have the opportunity to write critiques of their own work and the work of
their peers using the appropriate visual arts terminology. Students will also have the opportunity to write critiques of
works generated by professional artists.
Group Critiques - This involves a class discussion of an assignment or project upon its completion. This
process is invaluable because it allows the student to see their work in the context of the entire class. An important
goal in this process is to build a sense of community and build collaborative relationships between student artists. The
students will review the problem (assignment), discuss possible solutions (brainstorming), discuss why a particular
solution was chosen (intention), discuss if design decisions were successful (achievement of objectives), discuss any
revisions that could be made (improvement), discuss what each student would do differently (reflect on lessons
learned).
Behavior Assessment - This involves both the instructor and the students identifying and demonstrating
behaviors that reflect a feeling for the dignity and worth of other people, including those of other ethnic, cultural,
linguistic and economic groups.
Self/Peer Evaluation - Rubrics will be used to enable students to evaluate themselves and others during the
process of completing a project . Rubrics will also provide students with and understanding of their strengths and
weaknesses.
VI. REQUIRED RESOURCES
Photography 8th Edition, London, Upton, Stone, Kobre, Brill, Pearson Education
A World History of Photography, Naomi Rosenblum, Cross River Press Ltd
Adobe Photoshop CS3 Classroom in a Book, Adobe Systems, Adobe Press
The Practical Guide to Digital Imaging, Michelle Perkins, Amherst Media
Advanced Digital Photography, Tom Ang, Amphoto Books
VII. SCOPE AND SEQUENCE
The Units and Objectives are intended to provide the instructor with guidelines and parameters as they deliver the
curriculum for this course. The time allocated for each Unit of Study is expressed as a variable ie: (3 - 5 weeks). This
flexibility has been designed into this course to allow each instructor to adapt the curriculum to the needs of the
learners. It is also intended to allow the instructor to adjust for varying time needed for certain studio projects. The
“Suggested Activities” listed under each Unit of Study are intended inspirational examples that demonstrate how an
instructor might accomplish a given objective. The “Suggested Activities” are not intended to be a limiting
framework. Each instructor is encouraged to use their creativity to develop projects that accomplish the objectives for
each Unit of Study.
(Computers and cameras will need to be shared. Therefore the units have been designed to run concurrently
and the length of time for each unit is from the date started to the date finished.)
10
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
The Evolution of Photography (1-2 weeks)
Introduction to Mac and Photoshop (3-4 weeks)
Composition in Photography (2-4 weeks)
Image Enhancement in Photoshop (2-3 weeks)
Design Elements in Photography (3-5 weeks)
Creative Tools and Manipulation in Photoshop (4-6 weeks)
Lighting in Photography (2-3 weeks)
Still-Life Photography (2-4 weeks)
Photographing People (3-4 weeks)
11