UNIT 2- The Art of Photography
OVERVIEW
Unit: The Art of Photography
Textbook Used for this Unit: Focus on Photography p. 24-53
Visual Arts Standards:
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Maryland Essential Learner Outcomes for the Visual Arts, Grades 9-12
National Standards for Visual Arts Education, Grades 9-12
Long Range Plan:
Lesson Plans: Previous Week-What is Photography, Photography Explained, Brief History, Photography
Today, Making a Camera Obscura.
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Lesson 1 Day 1: “The Art of Photography” – Chapter 2 Vocabulary, Introduction to Chapter 2 Read p.
25-48 Complete Chapter Worksheet.
Lesson 2 Day 2: “Art Elements Scrapbook/Poster” – Creating a Poster with Photographs which represent
the 7 Elements of Art, Part 1
Lesson 3 Day 3: “Art Elements Scrapbook/Poster” – Creating a Poster with Photographs which represent
the 7 Elements of Art, Part 2
Lesson 4 Day 4: “Art ElementsScrapbook/Poster” – Creating a Poster with Photographs which represent
the 7 Elements of Art, Part 3
Lesson 5 Day 5: “Photography Critique” – Photography Critique (BCR handout), chapter 2 vocabulary
quiz (found in vocabulary masters workbook), Read Career Profile on page 52 & 53, Complete Chapter
review on page-53.
Supplementary Materials:
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Daily Warm-Up Prints/Photographs & Questions
Warm-Up Rubric
Homework Handout [with photos & summaries (get ideas and artist from chapter)]
Homework Question Handout
Homework Rubric
Vocabulary Words (displayed) and definitions (use textbook or write on front board)
Photography BCR Worksheet
Creating Art Elements Scrapbook/Poster worksheet (found in Studio Support workbook)
Chapter 2 Vocabulary Quiz (found in Vocabulary Masters Workbook)
Textbooks
Chapter Summary Worksheet
Assessments:
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Unit 2 Quiz
Art Elements Scrapbook/Poster Rubric
BCR Rubric
Website Links
Daily Warm-Up
Name:________________________
Date:_________________________
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Daily Warm-Up
Name:________________________
Date:_________________________
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Daily Warm-Up
Name:________________________
Date:_________________________
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HOMEWORK
Instructions:
1)
2)
3)
Read artist’s biography and look at the artwork.
Write a BCR (Brief Constructed Response) that answers the following question.
Use R.A.C.E. to write the BCR (see the chart in Mr. Fried’s classroom to remind you what R.A.C.E. stands for).
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When was the artist born?______________ Is the artist still alive?________________If not, when did he/she die?_______________
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What medium did/does the artist work in? _________ What country did/does the artist live/work in ?_______________________
Answer TWO of the following questions:
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How might the time period in which the artist lived have influenced the kind of artwork s/he made?
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How might the country in which the artist lived have influenced the kind of artwork s/he made?
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How might the kind of life that the artist lived have influenced the kind of artwork s/he made?
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What I like about this Artwork is….what I dislike is….
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Instructions:
1)
4)
5)
Read artist’s biography and look at the artwork.
Write a BCR (Brief Constructed Response) that answers the following question.
Use R.A.C.E. to write the BCR (see the chart in Mr. Fried’s classroom to remind you what R.A.C.E. stands for).

When was the artist born?______________ Is the artist still alive?________________If not, when did he/she die?_______________

What medium did/does the artist work in? _________ What country did/does the artist live/work in ?_______________________
Answer TWO of the following questions:

How might the time period in which the artist lived have influenced the kind of artwork s/he made?

How might the country in which the artist lived have influenced the kind of artwork s/he made?

How might the kind of life that the artist lived have influenced the kind of artwork s/he made?

What I like about this Artwork is….what I dislike is….
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
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Unit 2 The Art of Photography
Hermon Joyner I’ve done commercial and personal
photography since I first learned how to use a camera.
Both are equally rewarding in their own ways, though, and
both tend to feed and nurture the other. I’ve led a varied
professional life and have worked as a musician,
photographer, writer, poet, editor, and teacher. My
photographs have been featured in over 100 exhibits
across the United States, as well as being published in
magazines such as American Photo and PHOTO
Techniques. My poetry has even been featured on National
Public Radio and published in literary journals. I am the
co-author, editor and photographer for You Can Weave!, a
book of weaving lessons published by Davis
Publications. I am also the author and photographer of
Visual/Haiku, a limited edition, hand-bound artist-book of
black-and-white photographs and haiku poetry about
Japanese gardens in the Pacific Northwest, which was
awarded a grant from the Regional Arts and Culture
Council in Portland, Oregon. Most recently, I am the
author of Focus on Photography, an award-winning high
school textbook published by Davis Publications. I was
the head of marketing communications for
cameraworld.com in Portland, Oregon and wrote articles, tutorials and marketing copy for their Website and catalogs, and continue to
freelance for clients such as Pendleton Woolen Mills, Portland Public Schools and Intellisoft Software. And finally, I received my
Masters in Professional Writing from Portland State University, where I recently taught writing and composition.
Jerry Uelsmann (born 11 June 1934) is an American
photographer.Uelsmann was born in Detroit, Michigan. He is a
master printer producing composite photographs with multiple
negatives and extensive darkroom work. He uses up to a dozen
enlargers at a time to produce his final images. Similar in
technique to Rejlander, Uelsmann is a champion of the idea that
the final image need not be tied to a single negative, but may be
composed of many. Unlike Rejlander, though, he does not seek
to create narratives, but rather allegorical surrealist imagery of
"Boulevard du Temple", taken by Daguerre
in late 1838 or early 1839 in Paris, was the
first photograph of a person. The image
shows a busy street, but because exposure
time was over ten minutes, the traffic was
moving too much to appear.
presently sell for between $1000 and $2500 at auction.
the unfathomable. Uelsmann is able to subsist on grants and
teaching salary, rather than commercial work.Today, with the
advent of digital cameras and Photoshop, photographers are
able to create a work somewhat resembling Uelsmann's in less
than a day, however, at the time Uelsmann was considered to
have almost "magical skill" with his completely analog tools.
Uelsmann used the darkroom frequently, sometimes using three
to ten enlargers to produce the expected effect. Photos are still
widely regarded as documentary evidence of events, and
Uelsmann, along with people like Lucas Samaras, was
considered an avant garde shatterer of the popular conception.
Uelsmann holds a B.F.A. degree from the Rochester Institute of
Technology and M.S. and M.F.A. degrees from Indiana
University. He began teaching photography at the University of
Florida in 1960. He is now retired from teaching and currently
lives in Gainesville, Florida along with his third wife, Maggie
Taylor.[1]. Uelsmann has one son, Andrew, who is a graduate
student at the University of Florida. In 1981, a report by
American Photographer ranked Uelsmann as being amongst the
top ten photographers collected in America.[2] His smaller works
Olivia Parker After graduating from Wellesley College with a
degree in the History of Art, she began her career as a painter, and
became involved in photography in 1970. Mostly self-taught in
photography she makes ephemeral constructions to photograph and
experiments with the endless possibilities of light. She has had more
than one hundred one-person exhibitions in the United States and
abroad, and her work is represented in major private, corporate, and
museum collections, including the Art Institute of Chicago, the
Museum of Modern Art in New York, the Museum of Fine Arts,
Boston, and the International Museum of Photography at George
Eastman House in Rochester, New York. Portfolios of her work have
been published in Art News, American Photographer, Camera, Camera
Arts, The Sciences and numerous other magazines in the United
States, Europe, and Japan. There have been three monographs of
Parker's work: Signs of Life (Godine, 1978), Under the Looking Glass
(New York Graphic Society, 1983), and Weighing The Planets (New
York Graphic Society, 1987). She has lectured and conducted
workshops extensively both in this country and abroad. In 1996 she
received a Wellesley College Alumnae Achievement Award. Olivia Parker makes black and white and color photographs in many
formats from 35mm to Polaroid 20x24. Also, since 1993 she has been using her photographs as source material for digital images. In
2000 she began to use digital cameras for straight work as well as composite. Presently she is using Canon D60, 1D and 1Ds cameras.
From 1993-2002 the composites became Nash Editions digital prints. Although she has been making smaller prints in her own studio
since 1993 it was only in 2003 that Parker started making her own large format digital prints both straight and composite with an Epson
7600.
Howard Bond- Ann Arbor artist Howard Bond began
photographing in 1945, at the age of fourteen. Working part-time in a
wedding and portrait studio, Bond received a bachelor's in music in
1953. This was followed by a master's degree in music in 1958 and a
master's in mathematics in 1961. It was after these achievements,
however, that Bond began his serious photographic education, largely
through experimentation and involvement in various workshops
(including those taught by Ansel Adams, Imogen Cunningham, and
Brett Weston). Gradually, Bond's photographic interests began to
dominate his career, and he devoted himself entirely to photography in
1979.
While best known for his striking images of churches, bristlecone pines,
and landscapes, Howard Bond has also created a body of work that
borders on the abstract. Including works which date from 1983 to 2002,
this exhibition takes an in-depth look at this fascinating subset of Bond's
creative output. In twenty-two works, the viewer will be engaged by
Bond's close-up, detailed photographs of a wide variety of objects, from
ice forming to details of architecture from a mining company. The result
is a fascinating and unsung body of work that operates both
photographically and abstractly at the same time.
In his better-known imagery of mountainous landscapes or quiet church
interiors, there exists an exceptional sensitivity to the way in which light
caresses and reveals the object. This same sensitivity is apparent in Bond's more abstract compositions, where light is often as much a
subject as what is being pictured. In these abstract compositions, Bond explores the often overlooked or forgotten aspects of everyday
existence. He finds beauty in the patterns caused by cracking and peeling paint on car hoods in junkyards. He also responds to the same
sort of patterns and lines formed in nature as ice freezes. Whether occurring in nature or as the result of nature's hand on man-made
objects, designs such as these are captured by his meticulous eye for detail. Sometimes they are left as the camera found them, while in
other instances, Bond manipulates the images, heightening and stressing certain inherent aspects. In all his work, and in these abstracted
compositions especially, Howard Bond elevates from obscurity the often-overlooked detail, forcing his viewers to contemplate the
world in which they live.
Place: Augusta Fells Savage Institute of Visual Arts
Date: Monday, September 13, 2008
Quarter: 1st Quarter
Art Activity/Problem/Overview: Introduction to Unit 2, Introduction to Unit 2 Vocabulary,
Read Textbook p24-48.
Unit: Unit 2 “The Art of Photography
Endorsement Area: AP Photography
Grade Level for this Lesson: 12 Grade
Achievement Standard: MSDE-Essential Learner Outcomes for the Fine Arts.
_____
I. Perceiving and Responding Aesthetic Education
___II. B. I_ II. Historical, Cultural and Social Context
_________ III. Creative Expressions and Production
___
_ IV. Aesthetics and Criticism
Instructional Objectives/Expectations/Goals: By studying artworks, and examining
information from a variety of sources that influenced artists and inspired artworks, students will
be introduced to the Art of Photography by reading chapter 2 in the textbook, completing chapter
2 worksheet and reviewing unit two vocabulary.
Estimated length of lesson (in time): 1 class, 90 minutes
Vocabulary: Composition, Elements of Art, Principles of Design, Hue, Saturation, Value,
Balance, Rule of Thirds, Unity, Variety, Pictorialist, Straight Photography.
Materials/ Supplies/ Equipment: Daily Warm-Up Prints/Photographs & Questions, Warm-Up
Rubric, Homework Handout [with photos & summaries (get ideas and artist from chapter)],
Homework Question Handout, Homework Rubric, DVD “The Art of Photography” worksheet,
Vocabulary Words (displayed) and definitions (use textbook or write on front board),
Photography BCR Worksheet, Building a Art Elements Scrapbook worksheet (found in Studio
Support workbook), Chapter 2 Vocabulary Quiz (found in Vocabulary Masters Workbook),
Textbooks.
Teaching procedures/methods/strategies:
What the teacher and student will do:
•
Warm-up: The student will enter the room, pick up their sketchbooks on the way in, sit
down and quietly do the “Warm-Up” that has been written on the board:
•
Motivator: The teacher will show students examples of a finished “Photography
Scrapbook” to establish the level of expectation for the students’ finished project, and
serve as a motivator. (See attached sample.) The teacher will explain that the students’
finished artwork must contain the criteria demonstrated in the given rubric.
•
Procedures: After the completion of the warm-up students will read and complete Unit 2
Vocabulary and definitions from the front board and place them in their portfolios. Then
students are going to read in their text pages 24-48, and a answer the questions from the
chapter review worksheet.
•
For fast finishers: The teacher will circulate through the classroom asking questions of
the students about today’s topic. The teacher will also offer assistance, clarification and
suggestions for students that need additional help. Fast finishers are able to work on
previous assignments or continue reading in their textbooks.
•
Reflection: The teacher will close the studio session by taking a brief survey of the
students to find out was something new they learned in today’s class.
•
Homework: Homework is in portfolio homework section. (see attachment)
Assessment Strategies: This assignments will be assessed using the attached rubrics.
Accommodations & Modifications:
• Simplified & Repeated Instructions
• Written Instructions
• Visual Instructional Aids
• Extended writing & work time
• Immediate & Frequent Feedback
• Peer & Small Group work
• Simplified Homework.
Technology Integration: Computer, LCD projector for slide presentation of instructions,
artwork examples, and cross-curricular integration.
Cross-Curricular Elements: History- Viewing different photographers found in the chapter and
the timeframe they completed their work, and the impact the moment had on their photography.
Resources: Textbook, Internet Search Engines, Wikipedia.
H.I.T.S: [High Impact Teaching Strategies]
#1-Identifying Similarities and Differences
#3- Reinforcing Effort and Providing Recognition
#4-Homework and Practice
#5-Nonlinguistic Representation
#6- Cooperative Learning
#7- Generating and Testing Hypothesis
#8- Questions, Cues, and Advanced Organizers
Extended Assignment : Students will prepare for the next day and the creation of the
Photography Scrapbook.
Place: Augusta Fells Savage Institute of Visual Arts
Date: Wednesday, September 15, 2008
Quarter: 1st Quarter
Art Activity/Problem/Overview: Art Elements Scrapbook
Unit: Unit 2 “The Art of Photography”
Endorsement Area: AP Photography
Grade Level for this Lesson: 12 Grade
Achievement Standard: MSDE-Essential Learner Outcomes for the Fine Arts.
_____
I. Perceiving and Responding Aesthetic Education
_________ II. Historical, Cultural and Social Context
___III.A.I__ III. Creative Expressions and Production
___
_ IV. Aesthetics and Criticism
Instructional Objectives/Expectations/Goals: Students will demonstrate a knowledge of
the elements of art and principles of design and how they are used in photography by completing
a art elements scrapbook.
Estimated length of lesson (in time): 2-3 class periods, 90 minutes
Vocabulary: Composition, Elements of Art, Principles of Design, Hue, Saturation, Value, Balance,
Rule of Thirds, Unity, Variety, Pictorialist, Straight Photography.
Materials/ Supplies/ Equipment: Daily Warm-Up Prints/Photographs & Questions, Warm-Up
Rubric, Homework Handout [with photos & summaries (get ideas and artist from chapter)],
Homework Question Handout, Homework Rubric, Photography BCR Worksheet, Making an Art
elements worksheet (found in Studio Support workbook), making and art elements scrapbook
rubric, Textbooks,
Project supplies-Magazines, Glue, Scissors,
Teaching procedures/methods/strategies:
What the teacher and student will do:
•
Warm-up: The student will enter the room, pick up their sketchbooks on the way in, sit
•
Motivator: The teacher will show students examples of a finished “art elements
scrapbook” to establish the level of expectation for the students’ finished project, and serve
down and quietly do the “Warm-Up” that has been written on the board:
as a motivator. (See attached sample.) The teacher will explain that the students’ finished
artwork must contain the criteria demonstrated in the given rubric.
•
Procedures: After the completion of the warm-up students will read the worksheet
(attached) on how to build an art elements scrapbook. Students will then acquire the
needed materials, and work step by step through the procedures on how to build the
scrapbook. Teacher will continually circulate throughout the classroom and provide
assistance with this process.
•
For fast finishers: These students may work on their homework. The teacher will
circulate through the classroom asking questions of the students about today’s topic.
The teacher will also offer assistance, clarification and suggestions for students that
need additional help. Fast finishers are able to provide assistance to other students and
continue reading in their textbooks.
•
Reflection: The teacher will close the studio session by taking a brief survey of the
students to find out was something new they learned in today’s class.
•
Homework: Homework is in portfolio homework section. (see attachment)
Assessment Strategies: This assignment will be assessed using the attached rubrics.
Accommodations & Modifications:
• Simplified & Repeated Instructions
• Written Instructions
• Visual Instructional Aids
• Extended writing & work time
• Immediate & Frequent Feedback
• Peer & Small Group work
• Simplified Homework.
Technology Integration: Computer, LCD projector for slide presentation of instructions,
artwork examples, and cross-curricular integration.
Cross-Curricular Elements: History- examples of the history of scrapbooks
Resources: Textbook, Internet Search Engines, Wikipedia.
H.I.T.S: [High Impact Teaching Strategies]
#1-Identifying Similarities and Differences
#3- Reinforcing Effort and Providing Recognition
#4-Homework and Practice
#5-Nonlinguistic Representation
#6- Cooperative Learning
#7- Generating and Testing Hypothesis
#8- Questions, Cues, and Advanced Organizers
Extended Assignment : Students will prepare for the next step in the creation of a camera
obscura.
Place: Augusta Fells Savage Institute of Visual Arts
Date: Thursday, September 16, 2008
Quarter: 1st Quarter
Art Activity/Problem/Overview: Art Elements Scrapbook
Unit: Unit 2 “The Art of Photography”
Endorsement Area: AP Photography
Grade Level for this Lesson: 12 Grade
Achievement Standard: MSDE-Essential Learner Outcomes for the Fine Arts.
_____
I. Perceiving and Responding Aesthetic Education
_________ II. Historical, Cultural and Social Context
___III.A.I__ III. Creative Expressions and Production
___
_ IV. Aesthetics and Criticism
Instructional Objectives/Expectations/Goals: Students will demonstrate a knowledge of
the elements of art and principles of design and how they are used in photography by completing
a art elements scrapbook.
Estimated length of lesson (in time): 2-3 class periods, 90 minutes
Vocabulary: Composition, Elements of Art, Principles of Design, Hue, Saturation, Value, Balance,
Rule of Thirds, Unity, Variety, Pictorialist, Straight Photography.
Materials/ Supplies/ Equipment: Daily Warm-Up Prints/Photographs & Questions, Warm-Up
Rubric, Homework Handout [with photos & summaries (get ideas and artist from chapter)],
Homework Question Handout, Homework Rubric, Photography BCR Worksheet, Making an Art
elements worksheet (found in Studio Support workbook), making and art elements scrapbook
rubric, Textbooks,
Project supplies-Magazines, Glue, Scissors,
Teaching procedures/methods/strategies:
What the teacher and student will do:
•
Warm-up: The student will enter the room, pick up their sketchbooks on the way in, sit
•
Motivator: The teacher will show students examples of a finished “art elements
scrapbook” to establish the level of expectation for the students’ finished project, and serve
down and quietly do the “Warm-Up” that has been written on the board:
as a motivator. (See attached sample.) The teacher will explain that the students’ finished
artwork must contain the criteria demonstrated in the given rubric.
•
Procedures: After the completion of the warm-up students will read the worksheet
(attached) on how to build an art elements scrapbook. Students will then acquire the
needed materials, and work step by step through the procedures on how to build the
scrapbook. Teacher will continually circulate throughout the classroom and provide
assistance with this process.
•
For fast finishers: These students may work on their homework. The teacher will
circulate through the classroom asking questions of the students about today’s topic.
The teacher will also offer assistance, clarification and suggestions for students that
need additional help. Fast finishers are able to provide assistance to other students and
continue reading in their textbooks.
•
Reflection: The teacher will close the studio session by taking a brief survey of the
students to find out was something new they learned in today’s class.
•
Homework: Homework is in portfolio homework section. (see attachment)
Assessment Strategies: This assignment will be assessed using the attached rubrics.
Accommodations & Modifications:
• Simplified & Repeated Instructions
• Written Instructions
• Visual Instructional Aids
• Extended writing & work time
• Immediate & Frequent Feedback
• Peer & Small Group work
• Simplified Homework.
Technology Integration: Computer, LCD projector for slide presentation of instructions,
artwork examples, and cross-curricular integration.
Cross-Curricular Elements: History- examples of the history of scrapbooks
Resources: Textbook, Internet Search Engines, Wikipedia.
H.I.T.S: [High Impact Teaching Strategies]
#1-Identifying Similarities and Differences
#3- Reinforcing Effort and Providing Recognition
#4-Homework and Practice
#5-Nonlinguistic Representation
#6- Cooperative Learning
#7- Generating and Testing Hypothesis
#8- Questions, Cues, and Advanced Organizers
Extended Assignment : Students will prepare for the next step in the creation of a camera
obscura.
Place: Augusta Fells Savage Institute of Visual Arts
Date: Thursday, September 11, 2008
Quarter: 1st Quarter
Art Activity/Problem/Overview: Art Elements Scrapbook
Unit: Unit 2 “The Art of Photography”
Endorsement Area: AP Photography
Grade Level for this Lesson: 12 Grade
Achievement Standard: MSDE-Essential Learner Outcomes for the Fine Arts.
_____
I. Perceiving and Responding Aesthetic Education
_________ II. Historical, Cultural and Social Context
___III.A.I__ III. Creative Expressions and Production
___
_ IV. Aesthetics and Criticism
Instructional Objectives/Expectations/Goals: Students will demonstrate a knowledge of
the elements of art and principles of design and how they are used in photography by completing
a art elements scrapbook.
Estimated length of lesson (in time): 2-3 class periods, 90 minutes
Vocabulary: Composition, Elements of Art, Principles of Design, Hue, Saturation, Value, Balance,
Rule of Thirds, Unity, Variety, Pictorialist, Straight Photography.
Materials/ Supplies/ Equipment: Daily Warm-Up Prints/Photographs & Questions, Warm-Up
Rubric, Homework Handout [with photos & summaries (get ideas and artist from chapter)],
Homework Question Handout, Homework Rubric, Photography BCR Worksheet, Making an Art
elements worksheet (found in Studio Support workbook), making and art elements scrapbook
rubric, Textbooks,
Project supplies-Magazines, Glue, Scissors,
Teaching procedures/methods/strategies:
What the teacher and student will do:
•
Warm-up: The student will enter the room, pick up their sketchbooks on the way in, sit
down and quietly do the “Warm-Up” that has been written on the board:
•
Motivator: The teacher will show students examples of a finished “art elements
scrapbook” to establish the level of expectation for the students’ finished project, and serve
as a motivator. (See attached sample.) The teacher will explain that the students’ finished
artwork must contain the criteria demonstrated in the given rubric.
•
Procedures: After the completion of the warm-up students will read the worksheet
(attached) on how to build an art elements scrapbook. Students will then acquire the
needed materials, and work step by step through the procedures on how to build the
scrapbook. Teacher will continually circulate throughout the classroom and provide
assistance with this process.
•
For fast finishers: These students may work on their homework. The teacher will
circulate through the classroom asking questions of the students about today’s topic.
The teacher will also offer assistance, clarification and suggestions for students that
need additional help. Fast finishers are able to provide assistance to other students and
continue reading in their textbooks.
•
Reflection: The teacher will close the studio session by taking a brief survey of the
students to find out was something new they learned in today’s class.
•
Homework: Homework is in portfolio homework section. (see attachment)
Assessment Strategies: This assignment will be assessed using the attached rubrics.
Accommodations & Modifications:
• Simplified & Repeated Instructions
• Written Instructions
• Visual Instructional Aids
• Extended writing & work time
• Immediate & Frequent Feedback
• Peer & Small Group work
• Simplified Homework.
Technology Integration: Computer, LCD projector for slide presentation of instructions,
artwork examples, and cross-curricular integration.
Cross-Curricular Elements: History- examples of the history of scrapbooks
Resources: Textbook, Internet Search Engines, Wikipedia.
H.I.T.S: [High Impact Teaching Strategies]
#1-Identifying Similarities and Differences
#3- Reinforcing Effort and Providing Recognition
#4-Homework and Practice
#5-Nonlinguistic Representation
#6- Cooperative Learning
#7- Generating and Testing Hypothesis
#8- Questions, Cues, and Advanced Organizers
Extended Assignment : Students will prepare for the next step in the creation of a camera
obscura.
Place: Augusta Fells Savage Institute of Visual Arts
Date: Friday, September 17, 2008
Quarter: 1st Quarter
Art Activity/Problem/Overview: “Photography Critique” – Photography Critique of Camera
Obscura (BCR handout), chapter 1 vocabulary quiz (found in vocabulary masters workbook),
Read Career Profile on page 22, and do activity. Complete Chapter review Questions.
Unit: Unit 2 “The Art of Photography”
Endorsement Area: AP Photography
Grade Level for this Lesson: 12 Grade
Achievement Standard: MSDE-Essential Learner Outcomes for the Fine Arts.
_____
I. Perceiving and Responding Aesthetic Education
___
II. Historical, Cultural and Social Context
_________ III. Creative Expressions and Production
__IV.A.I _ IV. Aesthetics and Criticism
Instructional Objectives/Expectations/Goals: Students will demonstrate the ability in
applying different theories of art to judge personal artwork and that of others by critiquing their
Art Elements Scrapbook. Students will also demonstrate their knowledge of photography by
taken chapter 2 vocabulary quiz, and completing chapter 2 reviews.
Estimated length of lesson (in time): 1 class, 90 minutes
Vocabulary: Composition, Elements of Art, Principles of Design, Hue, Saturation, Value,
Balance, Rule of Thirds, Unity, Variety, Pictorialist, Straight Photography.
Materials/ Supplies/ Equipment: Daily Warm-Up Prints/Photographs & Questions, Warm-Up
Rubric, Homework Handout [with photos & summaries (get ideas and artist from chapter)],
Homework Question Handout, Homework Rubric, Chapter 2 Vocabulary Quiz (found in
Vocabulary Masters Workbook), Artist Career Worksheet found in Textbook. BCR Worksheet.
Teaching procedures/methods/strategies:
What the teacher and student will do:
•
Warm-up: The student will enter the room, pick up their sketchbooks on the way in, sit
down and quietly do the “Warm-Up” that has been written on the board:
•
Motivator: The teacher will display students finished “Art Elements Scrapbooks” for
critiquing and to establish the level of expectation for the students’ finished project, and
serve as a motivator. (See attached sample.) The teacher will explain that the students’
finished artwork must contain the criteria demonstrated in the given rubric.
•
Procedures: After the completion of the warm-up students, students will first critique their
personal Art Elements Scrapbooks, and that of others. Student will then complete the
vocabulary quiz. Students will read Career Profile on page 50, and complete the activity.
•
For fast finishers: The teacher will circulate through the classroom asking questions of
the students about today’s topic. The teacher will also offer assistance, clarification and
suggestions for students that need additional help. Fast finishers are able to work on
previous assignments or continue reading in their textbooks.
•
Reflection: The teacher will close the studio session by taking a brief survey of the
students to find out was something new they learned in today’s class.
•
Homework: Homework is in portfolio homework section. (see attachment)
Assessment Strategies: This assignments will be assessed using the attached rubrics.
Accommodations & Modifications:
• Simplified & Repeated Instructions
• Written Instructions
• Visual Instructional Aids
• Extended writing & work time
• Immediate & Frequent Feedback
• Peer & Small Group work
• Simplified Homework.
Technology Integration: Computer, LCD projector for slide presentation of instructions,
artwork examples, and cross-curricular integration.
Cross-Curricular Elements: History- brief discussion of what was going on in the later 1800’s
when photography was invented. There will also a discussion about our technology today as
compared to then.
Resources: Textbook, Internet Search Engines, Wikipedia.
H.I.T.S: [High Impact Teaching Strategies]
#1-Identifying Similarities and Differences
#3- Reinforcing Effort and Providing Recognition
#4-Homework and Practice
#5-Nonlinguistic Representation
#6- Cooperative Learning
#7- Generating and Testing Hypothesis
#8- Questions, Cues, and Advanced Organizers
Extended Assignment : Students will prepare for the next day and the creation of a camera
obscura.
Daily Warm-Up Rubric
Photography I Warm-Up Rubric
Distinguished
Photographer
100
Independent
Photographer
85
Apprentice
Photographer
75
Novice
Photographer
60
Apprentice
Photographer
75
Novice
Photographer
60
The student composed to inform by using appropriate types of prose.
The student composed to express personal ideas, using prose and/or
poetic forms.
The student answered all of the questions.
The student employed R.A.C.E. when completing the BCR:

Restate the question

Answer the question correctly

Cite the text AND work of art

Extend the answer one step beyond the question by
making a
connection to his/her own experience.
The student answered all of the questions thoroughly and with a high
degree of thoughtfulness and wrote legibly.
MSDE Core Learning Goal for English: 2.1.1: The student will compose to inform by using
appropriate types of prose.
2.1.3: The student will compose to express personal ideas,
using prose and/or poetic forms.
Photography I Homework Rubric
Photography Homework Rubric
Distinguished
Photographer
100
Independent
Photographer
85
The student answered all of the questions.
The student’s answers proposed factors that influenced artist and
inspired the artworks created by that artist.
The student employed R.A.C.E. when completing the BCR:

Restate the question

Answer the question correctly

Cite the text AND work of art

Extend the answer one step beyond the question by
making a
connection to his/her own experience.
The student answered all of the questions thoroughly and with a high
degree of thoughtfulness and wrote legibly.
MSDE ELO II.B.1: Determine factors that influenced the creation of art in specific historical eras
And places by studying artworks and other sources of information by studying selected artworks, and examining
Information from a variety of sources and proposing factors that influenced artist and inspired artworks.
Name:
Art Elements Rubric
MSDE
ELO
1.A.1
1.A.2
III.B.1
Criteria
Distinguished
Photographer
Independent
Photographer
Apprentice
Photographer
100
85.5
75
Novice
Photographer
60
The student were highly motivated and
collected 20 images to include in
scrapbooks.
The student successfully identified chosen
images for a wide range of subject matter,
stylistic approaches, viewpoints, and
timing, and successfully categorized and
identified images for the elements and
principles of design, and placed them in
the proper category.
The students creatively organized and
created a scrapbook that is clean and neat.
Student critically reflected on and
evaluated the built scrapbook in terms of
concepts and techniques.
The student worked collaboratively and
remained on task.
Subtotal:
Divided by:
Total:
Subtotals
Criteria
Distinguished
Photographer
Independent
Photographer
Apprentice
Photographer
Novice
Photographer
100
85
75
60
The student answered all of the
questions, on both pages of the
worksheet.
The student used complete
sentences, correct spelling,
punctuation and grammar
throughout the worksheet when
answering all of the questions.
The student wrote legibly (so
that I could read it without
having to ask him/her what they
meant).
The student filled ALL of the
lines provided with his/her
answers.
The student wrote in lettering
that fit in the lines.
The student answered all of the
questions correctly, such that
the responses were valid and
substantial, and referred directly
to his/her artwork in meaningful
way.
Subtotal
Divided by:
Total:
Student Self-Critique BCR Rubric
Subtotals
Self-Critique of Student’s Own Original Photography
Instructions:
1) Answer ALL of the questions in the table on both the front and back pages.
2) Use complete sentences, correct spelling, grammar and punctuation.
3) Write legibly (so I can read it without having to ask you what you wrote).
3) Fill ALL the lines provided! If the lines are not filled, you are not finished!
4) Do not write in lettering that does not fit in the lines! Use lettering that fits in the space provided.
1) Description:
2) Analysis:
3) Interpretation:
When you describe an artwork, you identify
the things about the work that you can see,
name, and describe with certainty. You
should NOT include opinions, evaluations or
possible meanings here.
When you analyze an artwork, you
tell how the subject matter and
elements of the work have been
organized by the artist. You tell how
they work together.
Use the information from your description and
analysis to help you identify the meaning of the
work (this should be easy, because YOU created
the work!). What does your artwork tell you
about human experience?
1.
2.
3.
What is the medium used to create
this artwork?
___________________________
___________________________
___________________________
Describe the lines in this artwork:
___________________________
___________________________
___________________________
Describe the shapes in this artwork:
___________________________
___________________________
___________________________
4.
Describe the space in the artwork:
___________________________
___________________________
___________________________
5.
Describe the texture (visual or
actual) in the artwork:
___________________________
___________________________
___________________________
6.
7.
Describe the value in the artwork:
___________________________
___________________________
___________________________
Describe the color in the artwork:
___________________________
___________________________
1. What is the most important art
element in this artwork?
__________________________
Why? ____________________
__________________________
__________________________
1.
Describe what in the artwork
contributes to this mood:
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
2. What is the focal area of this
artwork? __________________
__________________________
__________________________
Why? What makes your eye go
there first or want to stay there?
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
2.
Write a simile or metaphor that
expresses the feeling the artwork
conveys: _______________________
_______________________________
_______________________________
_______________________________
_______________________________
3.
What is the artwork about? If this
artwork were telling a story, what
would the story be?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
3. Is the composition balanced?
__________________________
Describe why or why not?
__________________________
__________________________
__________________________
__________________________
__________________________
4. Is the composition unified
(unity)? ___________________
Describe why or why not?
__________________________
__________________________
__________________________
__________________________
__________________________
What mood does the artwork suggest?
_______________________________
_______________________________
4) Evaluation:
Using your analysis in the first three steps how would you judge the quality or success of this work?
a)
Circle the philosophy of art (below) that applies to this artwork:
a) This artwork is true to life and imitates reality.
b) This artwork is designed for perfect relationship
among art elements.
c) This artwork expresses ideas, feelings and
emotions.
d) This artwork advances human interests, a purpose
or a cause.
b) Based on your answer in the previous question, is this artwork successful? ___________Why or why not? _____
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
c)
Circle the adjective below that describes the craftsmanship in this artwork:
Excellent
Very Good
Good
Poor
Sloppy
Incomplete
Explain your answer. What aspects of the artwork justify the adjective that you chose? Be specific:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
d) Circle the adjective below that describes the level of originality of the subject and idea:
Original
Some Borrowed Ideas
Not Original
Explain your answer: What aspects of the artwork justify the adjective that you chose? Be specific:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Name:
Date:
Period:
UNIT 2 - The Art of Photography
1. What are the two things you will learn in this chapter? (p.25)
2. What is 1 thing you learned about Composition on page 26?
3. What are the 7 elements of art and 8 principles of design on page 27?
4. What is one thing you learned about Line and photography on page 28?
5. What is one thing you learned about Shape and Form and photography on page 29?
6. What is one thing you learned about Color and photography on page 30?
7. What is one thing you learned about Value and photography on page 32?
8. What is 1 thing you learned about Space and photography on page 33?
9. What is 1 thing you learned about Texture and photography on page 34?
10. What is 1 thing you learned about Pattern and photography on page 35?
11. What is one thing you learned about Balance and the Rule of Thirds on Page 37?
12. What is one thing you learned about Unity and Variety and photography on page 38?
13. What is one thing you learned about Movement and Rhythm and photography on page 40?
14. What is one thing you learned about Emphasis and photography on page 41?
15. What is one thing you learned about Proportion and photography on page 42?
16. What is one thing you learned about Choosing Subject and Setting on page 44?
17. What is one thing you learned about Viewpoint and Timing on page 45?
18. What is one thing you learned about Indirect & Direct Lighting on page 48?
Vocabulary
CompositionElements of ArtPrinciples of DesignHueSaturationValueBalanceRule of ThirdsUnityVarietyPictorialist-
Straight Photography-