MADISON PUBLIC SCHOOLS
Alternative Imaging Techniques
(Formerly Advanced Digital Photo)
Authored by: Kathryn Cimis-DeBiasse
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
I. OVERVIEW
Alternative Imaging Techniques is a semester course that builds on the basic photo skills the students
acquired in Fine Art Digital Imaging. Students will also advance their knowledge and expertise using
Adobe PhotoShop CS as a “tool” to create digital, mixed-media, art and design. Successful completion
of Fine Art Digital Imaging is a pre-requisite to this class.
Students will work independently and in groups using various methods of creating digital images. The
students will investigate advanced photographic techniques, as well as scanning as methods of
obtaining unique digital imagery. Students may incorporate scans of the own conventional artwork (ie:
drawings and or paintings), or “found objects” to be incorporated with their digital photographs in
Adobe PhotoShop thus creating new, mixed media, designs.
Students are required to burn a CD of their Digital Photography portfolio upon completion of the
course. This portfolio will enable students to review processes and techniques more quickly and it may
serve as possible “spring-board” for new projects.
II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards)
1. The student will gain knowledge and proficiency in advanced photographic techniques as they
demonstrate their expertise in digital photography.
(Standards 1.1, 1.2)
2. The students will gain a knowledge and proficiency in advanced Adobe PhotoShop techniques .
(Standards 1.1, 1.2)
3. Using digital photography, scans, and found objects, students will be able to produce an original
body of work in PhotoShop that demonstrates mastery of methods and techniques. (1.1, 1.2)
4. The students will gain a knowledge and proficiency in introductory typography as students combine
word and image. (Standards 1.1, 1.2)
5. 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)
6. 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)
7. Students will demonstrate the willingness and ability to internalize valuable feedback received during
a critique by modifying an existing or new digital artwork. (1.2, 1.4)
8. The students will gain knowledge and understanding of various movements in Art History and their
influence on art and design. (Standards 1.2, 1.5)
9. The students will attain proficiency in other modes of self expression as they master this new digital
medium. (Standards 1.1, 1.2)
III. ESSENTIAL QUESTIONS AND CONTENT
The Units and Objectives are intended to provide the instructor with guidelines and parameters as they
deliver the curriculum for this course. The sequence of Units has been established to allow for flexibility
for the instructor and students. The time allocated for each Unit of Study is expressed as a variable ie:
(4-6 weeks) or (3 – 5 weeks). This flexibility is necessary 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. Prior to the beginning of the course the instructor will need to
estimate the time they will require for each Unit based on their selection of studio projects in order to
assure that each Unit and Objective is adequately covered. 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.
Unit: Art History (Throughout the semester)
Obj. 1: SWBAT Gain an understanding of a given period of art history, a movement in art, and/or the
work of a particular artist as it relates the specific studio project they are currently working on.
(Standard 1.5)
Suggested Activities:
A. Analysis of current digital artist’s work as it relates to techniques utilized
by the students on a given project. (Standard 1.5)
B. Students will analyze the Surrealist Movement at its inception in the
early 20th century and find examples of digital photography and digital art
that has “surrealistic” references. (Standards 1.1, 1.4, 1.5)
C. Students will create their own compositions incorporating elements of
surrealism into their digital photography utilizing techniques in Adobe
PhotoShop. (Standards 1.1, 1.2, 1.5)
Materials:
Powerpoint presentation, LCD projector, Digital Photos, Adobe PhotoShop
Obj. 2: SWBAT understand the history of Photography and its impact on society
and its impact on fine arts. (Standard 1.5)
Suggested Activities:
A. Study the work of photographer Edward Muybridge and the impact his
studies in motion had on the art world. (Standard 1.5)
B. Study the impact of Harold Edgerton’s development of the strobe (flash)
and its use in nighttime photo reconnaissance in World War II.
(Standards 1.5)
C. The Civil War was the first American war to be documented
photographically, how has photography and photo journalism impacted
other wars? (Standards 1.5)
Materials:
Powerpoint presentation, LCD projector, Digital Photos, Adobe PhotoShop
Unit: Critique Process (Throughout the semester)
Obj. 2: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional digital
photographers and artists. (Standard 1.4)
Suggested Activities:
A. Introduce and apply the 4-step method for art criticism and aesthetic
judgment to the paintings of De Chirico, Man Ray, and Rene Magritte.
(Standard 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ digital photos and artwork. (Standards 1.1, 1.4)
Materials:
Activity Worksheet on 4-Step Method for Art Criticism and Aesthetic
Judgment, completed student work, powerpoint presentation artworks
created by several Surrealist artists.
Obj. 3: SWBAT Utilize the Elements & Principles of Design in their written and
oral critiques of digital art and photography. (Standards 1.1, 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students ability to integrate the elements
of design; line, shape, form, space, color, value and texture
as they critique the work of professional artists and the work of their peers.
(Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students ability to integrate
the principles of design; rhythm, movement, balance, proportion, variety,
emphasis, harmony, and unity as they critique the work of professional
artists and the work of their peers. (Standards 1.1, 1.3, 1.4)
Materials:
Assessment activity worksheet, professional digital artwork, completed
student work, pencil
Unit 1: REVIEW of Basic Digital Photography Techniques
(1 - 2 weeks)
Obj. 4: SWBAT demonstrate their proficiency using the camera and all of its
internal features and settings. (Standard 1.2)
Obj. 5: SWBAT download pictures from the camera. (Standard 1.2)
Obj. 6: SWBAT understand and utilize depth of field in the photography. (Standards 1.1, 1.2)
Obj. 7: SWBAT control and manipulate exposure. (Standard 1.2)
Obj. 8: SWBAT create a composition (applying the Rule of Thirds, Elements & Principles of design).
(Standards 1.1, 1.2)
Obj. 9: SWBAT photograph a subject in motion. (Standards 1.1, 1.2, 1.3)
Obj. 10: SWBAT create photographic compositions using lighting.
(Standards 1.1, 1.2, 1.3)
Obj. 11: SWBAT create photographic compositions using color theory.
(Standards 1.1, 1.2, 1.3)
Note: See Fine Art Digital Imaging Curriculum in order to elaborate on each objective listed above.
Suggested Activities to Review Objectives 4 - 11:
A. Students will work in pairs to complete a comprehensive activity sheet
of photographic assignments that will allow the students to demonstrate
their proficiency with each of objectives listed above. (Standards 1.1, 1.2)
B. Students will break-up into (8) teams. Each team will be assigned one
of the (8) objectives listed above. The teams will work for (3) days to
develop an interactive presentation to the class on their activity. Each
group will then have (1) class period to make their presentation and
“teach” their objective to the class through their interactive activity.
(Standards 1.1, 1.2)
Materials:
Pencils, paper, digital cameras, camera manuals, internet access,
Powerpoint software, resource texts
Unit 2: REVIEW of Basic Adobe PhotoShop Techniques (1 - 2 weeks)
Obj. 12: SWBAT open their digital photographs as an Adobe PhotoShop file.
(Standard 1.2)
Obj. 13: SWBAT work with floating palettes and navigate within the PhotoShop.
Environment. (Standard 1.2)
Obj. 14: SWBAT understand the basic function of following tools in the Tool
Palette: the Marquee, Lasso, Crop, Clone Stamp, Eraser, Gradient, Smudge, and
Pen Tools. (Standard 1.2)
Obj. 15: SWBAT change Image Modes when necessary. (Standard 1.2)
Obj. 16: SWBAT adjust Brightness/Contrast, Color Balance, and Hue &
Saturation to manipulate the color of their digital photographs. (Standard 1.2)
Obj. 17: SWBAT edit their digital image using basic transformation functions
such as scale, rotate, flip horizontal, flip vertical. (Standard 1.2)
Obj. 18: SWBAT apply Filters to their digital photographs. (Standard 1.2)
Obj. 19: SWBAT work with multiple layers in a document. (Standard 1.2)
Obj. 20: SWBAT create a basic mask. (Standard 1.2)
Suggested Activities to Review Objectives 12 - 20:
A. Students will work in pairs to complete a comprehensive activity sheet
of photographic assignments that will allow the students to demonstrate
their proficiency with each of objectives listed above. (Standards 1.1, 1.2)
B. Students will break-up into (9) teams. Each team will be assigned one
of the (9) objectives listed above. The teams will work for (3) days to
develop an interactive presentation to the class on their activity. Each
group will then have (1) class period to make their presentation and
“teach” their objective to the class through their interactive activity.
(Standards 1.1, 1.2)
C. Students will engage in a series of short-term design projects to serve
as a review of techniques and processes they have already learned in
PhotoShop. These projects will serve as a form of review and an
introduction to more advanced digital effects they will be mastering in
Unit 4: Advanced Adobe PhotoShop Techniques. (Standards 1.1, 1.2, 1.3)
Materials:
Pencils, paper, digital cameras, camera manuals, internet access,
Powerpoint software, resource texts
Unit 3: Advanced Digital Photography Techniques (4 - 5 weeks)
Obj. 21: SWBAT create a photographic composition that suggests a narrative. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will work in pairs to create and photograph a still-life that tells
a story. (Standards 1.1, 1.2)
B. Students will analyze and critique the work of professional
photographers who incorporate narrative in their work. (Standards 1.1,1.2)
Materials:
Resource material on photographers, internet access, digital cameras
Powerpoint presentation
Obj. 22: SWBAT create a photographic composition using lighting to suggest “mood”. (Standards 1.1,
1.2)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
pairs to a photographic composition that expresses an emotion or
feeling such as joy or sadness through the use of lighting.
(Standards 1.1, 1.2, 1.4)
work in
B. Students will analyze the work of the peers and determine which
emotion is expressed in the composition. (Standards 1.1, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Obj. 23: SWBAT create a photographic composition using color to suggest “mood”. (Standards 1.1,
1.2)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
work in pairs to create a photographic composition that expresses an
emotion or feeling such as calm or frantic through the use color.
(Standards 1.1, 1.2, 1.4)
B. Students will analyze the work of the peers and determine which
emotion is expressed in the composition. (Standards 1.1, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Obj. 24: SWBAT create a photographic portrait that expresses some aspect
of the subject’s personality. (Standards 1.1, 1.2)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
work in pairs to a create a photographic portrait of an individual that
expresses some aspect of their personality. The students may use
point of view, lighting, color, and environment in addition to the subject
to create their composition. (Standards 1.1, 1.2, 1.4)
B. Students will analyze the work of the peers and determine which
personality quality the photographer was attempting to capture in the
portrait. (Standards 1.1, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Obj. 25: SWBAT create an abstract or non-representational composition
photographically. (Standards 1.1, 1.2, 1.3)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
create abstract compositions by taking “close-ups” of their subject matter
and masking the identity of the object. (Standards 1.1, 1.2, 1.3)
B. Students will analyze the work of the peers and determine the identity
of the object that was photographed to create an abstract digital
photograph. (Standards 1.1, 1.3, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Obj. 26: SWBAT create a photographic composition utilizing one of the elements of design. (Standards
1.1, 1.2, 1.3)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
observe their environment and create photographic compositions that
utilize elements of line or texture. (Standards 1.1, 1.2, 1.3, 1.4)
B. After analyzing the work of professional photographers, students will
observe light and shadows in their environment and create photographic
compositions that utilize the element of shape.
(Standards 1.1, 1.2, 1.3, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Obj. 27: SWBAT create a photographic composition utilizing one of the principles
of design. (Standards 1.1, 1.2, 1.3)
Suggested Activities:
A. After analyzing the work of professional photographers, students will
observe their environment and create photographic compositions that
utilize the principle of rhythm or movement. (Standards 1.1, 1.2, 1.3, 1.4)
B. After analyzing the work of professional photographers, students will
create (2) photographic compositions that utilize principles balance, both
asymmetrical and symmetrical. (Standards 1.1, 1.2, 1.3, 1.4)
Materials:
Resource material on photographers, subject matter, digital cameras,
lights.
Unit 4: Advanced Adobe PhotoShop Techniques (4 - 5 weeks)
Obj. 28: SWBAT use blending modes to create different effects. (Standard 1.2)
Suggested Activities:
A. The instructor will demonstrate blend modes and the students will
follow along each completing an activity utilizing blend modes.
(Standard 1.2)
B. Students will work in pairs to complete tutorial activities using blend
modes. (Standards 1.1, 1.2)
C. Students will incorporate blending modes in their designs as one
method of integrating layers. (Standards 1.1, 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 29: SWBAT use layer styles to create various effects. (Standard 1.2)
Suggested Activities:
A. The instructor will demonstrate layer styles and the students will
follow along each completing an activity utilizing layer styles.
(Standard 1.2)
B. Students will work in pairs to complete tutorial activities using layer
styles. (Standards 1.1, 1.2)
C. Students will incorporate the use of drop shadows (found in layer
styles) to create a sense of space in their digital compositions.
(Standards 1.1, 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 30: SWBAT use curves to adjust and improve the tonal range of a
photograph. (Standard 1.2)
Suggested Activities:
A. The instructor will demonstrate curves and the students will follow along
each completing an activity utilizing curves. (Standard 1.2)
B. Students will work in pairs to complete tutorial activities using curves.
(Standards 1.1, 1.2)
C. Students will adjust curves to improve the range of grays in a black and
white digital photograph. (Standards 1.1, 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 31: SWBAT apply filters to their digital photographs to achieve a
desired effect. (Standards 1.1, 1.2)
Suggested Activities:
A. The instructor will demonstrate advanced filter techniques and the
students will follow along each completing an activity utilizing filters.
(Standard 1.2)
B. Students will work in pairs to complete tutorial activities using filters.
(Standard 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 32: SWBAT work with multiple layers in a document to seamlessly integrate
multiple images into one final composition. (Standards 1.1, 1.2)
Suggested Activities:
A. The instructor will demonstrate advanced layer techniques and the
students will follow along each completing an activity utilizing layers.
(Standard 1.2)
B. Students will work in pairs to complete tutorial activities using layers.
(Standards 1.1, 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 33: SWBAT create masks to create complex layered compositions.
(Standards 1.1, 1.2)
Suggested Activities:
A. The instructor will demonstrate advanced masking techniques and the
students will follow along each completing an activity utilizing masks.
(Standard 1.2)
B. Students will work in pairs to complete tutorial activities using masks.
(Standards 1.1, 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 34: SWBAT use a scanner as another method of translating a 2 or 3
dimensional objects into digital format (Standards 1.1, 1.2)
Suggested Activities:
A. The instructor will demonstrate using the scanner as another means of
obtaining digital images. (Standard 1.2)
B. Students will work in pairs to practice using the scanner to “capture”
digital images of 2 & 3-dimensional “found objects”. (Standard 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Obj. 35: SWBAT incorporate typography effectively in their digital art. (Standards 1.1, 1.2)
Suggested Activities:
A. Using tutorial activities, the instructor will introduce students to the Text
Tool and how to make adjustments to Font, Style, Kerning, Leading, and
Tracking. (Standard 1.2)
B. Students will work in pairs to incorporate text into there compositions as
a graphic element used to add texture. (Standard 1.2)
Materials:
LCD Projector, PhotoShopCS, Emacs, Digital Imagery, Tutorial Activities.
Unit 5: Independent Digital Image Concept Development(1 - 2 weeks)
Obj. 36: SWBAT develop design objective for a series of digital, photographic
images they will create in response to a topic they have researched.
(Standard 1.2)
Suggested Activities:
A. Class discussions on current issues in the news.
(Standard 1.5)
B. Students will work in pairs to review the art and design work of various
artists who have explored the use of photo essays. (Standards 1.4, 1.5)
C. Students will keep a portfolio articles from various sources on “issues”
in the news. This portfolio will serve as a starting point for the topic the
would like to research in depth and respond to visually. (Standard 1.5)
Materials:
Internet, newspaper articles, paper, pencil, art/design history resources.
Unit 6: Implementation of Independent Design Concept (4 - 6 weeks)
Obj. 37: SWBAT develop their own design vernacular derived from the research
they have done on their particular subject matter and their knowledge of various
movements in design history. (Standards 1.1, 1.2)
Suggested Activities:
A. Students can create thumbnail sketches of design elements they would
like to incorporate into their series of visuals. (Standards 1.1, 1.2, 1.3)
B. Students will work in pairs to review the art and design work of various
artists and brainstorm what visual elements they would like to incorporate
to reinforce the message and/or establish “mood”.
(Standards 1.1, 1.4, 1.5)
Materials:
Computer, digital camera, PhotoShop, internet, paper, pencil, art/design
history resources.
Obj. 38: SWBAT create a series of successful, innovative compositions.
(Standards 1.1, 1.2)
Suggested Activities:
A. Students will brain storm in pairs or groups about an individual design
concept to decide what photographic techniques will help reinforce the
“message”. (Standards 1.1, 1.2)
B. Students will brain storm in pairs or groups about an individual design
concept to decide what Photoshop techniques will help reinforce the
“message”. (Standards 1.1, 1.2)
Materials:
Computer, digital camera, PhotoShop, internet, paper, pencil, art/design
history resources.
Obj. 39: SWBAT apply their knowledge and expertise of advanced digital
photographic techniques to their own artwork. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will have an opportunity to incorporate any of the (7)
objectives they learned in Unit 3 to create their digital, photographic
visuals (Standards 1.1, 1.2, 1.3)
Materials:
Digital camera, lights, still-life items, models
Obj. 40: SWBAT apply their knowledge and expertise of advanced Adobe PhotoShop techniques to
their own artwork.
Suggested Activities:
A. Students will have an opportunity to incorporate any of the (8)
objectives they learned in Unit 4 to create their digital, photographic
visuals (Standards 1.1, 1.2, 1.3)
Materials:
Computer, Adobe PhotoShop, digital images
IV. EVALUATION
Evaluations and assessments allow a teacher to analyze their 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: Do the students demonstrate their mastery of the media and
techniques in the way they create their artworks? Are students able to
employ certain effects in a new an novel way?
Work Habits/Attitude: Is the student committed to their work? Do they
work diligently? Does the student contribute to a positive classroom
environment? Does the student create artwork that represents their
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 their peers?
Methods of Evaluation and 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-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.
V. RESOURCES
A History of Graphic Design, Philip Meggs,
Watson-Guptill Publications
Art Talk, Rosalind Ragans, Ph. D.
Glencoe Publishers
Digital Photography for Dummies, Frederic H. Jones,
Wiley Publishing, Inc
Digital Photography, 2nd Edition, Charlotte K. Lowrie,
Wiley Publishing, Inc
Gardner’s Art Through the Ages 12th Edition, Fred S. Kliener, Christin J. Mamiya,
Wadsworth Publishing
History of Art 6th Edition, H.W. Janson, Anthony F. Janson
Prentice Hall
PhotoShop Down & Dirty Tricks, Scott Kelby,
New Riders Publishing
Surreal Digital Photography, Barry Huggins and Ian Probert,
Course PTR, a division of Thompson Course Technology
The PhotoShop WOW Book, Jack Davis,
Peachpit Press
VI. SCOPE AND SEQUENCE
Unit
Suggested Timeline
Art History
Throughout the semester
Review of Basic Digital
Photography Techniques
Weeks 1 - 2
Review of Basic Adobe
PhotoShop Techniques
Weeks 3 - 4
Advanced Digital Photography
Weeks 5 – 14
Advanced Adobe PhotoShop
Weeks 5 – 14
Independent Digital Design
Concept Development
Weeks 15 – 16
Execution of Independent Digital
Design Concept
Weeks 17 – 20
Critique Process
Throughout the semester
New Jersey Department Core Curriculum Content Standards for Visual and
Performing Arts
STANDARD 1.1 (AESTHETICS) ALL STUDENTS WILL USE AESTHETIC
KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC,
THEATER, AND VISUAL ART.
STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL
UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES
APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND
PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.
STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL
DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES
OF DANCE, MUSIC, THEATER, AND VISUAL ART.
STANDARD 1.4 (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND
REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.
STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND
AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF
THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.