Beginning Photography—Grades 10-12—Gloria Jones, Instructor
Library Skills—Grades 9-10—Deborah Jaros, Instructor
This lesson is appropriate for IEP students
Title: Photography Research—Day 1
IL Learning Standards:
1. Read with understanding and fluency:
Language Arts: 1.B.4a, 1.B.4b, 1.C.4c, 1.C.4e
Fine Arts: 1.A.5a, 1.B.5a, 1.C.5c, 1.C.5d, 1.C.5e
2. Understand the role of the arts in civilizations, past and present.
Fine Arts: 27.A.2a, 27.A.5, 27.B.5
Skills Standards:
1. Communication on the job: follow written instructions (1.C.4c)
2. Solving problems and thinking critically: identify solutions to a problem and
their impact (1.C.5d)
3. Career Development Competencies: Understand how to make decisions
(1.C.5d)
Overview: Students will be given information on a photography project which will
require research in order to complete. Students will learn how to search for books on the
Shawnee Library System. Students will take a pretest of their Internet literacy level.
Objectives:
1. Students will choose a photographer from the project list provided.
2. Students will be able to conduct a library search for books on their topic using the
on-line Shawnee Library System.
3. Students will evaluate their Internet literacy skills by participating in a pretest and
post discussion.
Academic Principles:
1. Develop skill in online library collection searching
2. Develop a foundation for Internet searching
3. Develop a vocabulary of art and art principles
CTE Application:
1. Transfer library searching skill to any library for lifelong learning
2. Use of online technology for obtaining information
Reading Strategies:
The Multilevel Connections handout will be used for students to list experiential, general,
and textual knowledge on their subjects.
Pre-Activities:
Begin class by informing students of today’s overview. Distribute the reading strategy
handout for students to fill out during today’s lesson. Engage students in a casual
discussion of their own interests in order to match each student with an artist that may
encompass those interests. Explain to students that many of the photographers they are
looking for may not have books written about them, but we need to do a search to see
what may be available. Books remain one of the best sources of better quality
reproductions when searching for visual information.
Activities & Procedures:
1. Distribute handout explaining the photography project
2. Go over handout to check student’s understanding of each component
3. Demonstration of the on-line catalog for Shawnee Library System.
4. Each student conducts individual search, printing out results.
5. Allow 10 minutes for students to take pretest of Internet literacy.
6. Allow 10 minutes for discussion of pretest, thus creating a foundation prior to
Internet searching for this project.
Assessment:
Students will fill out Student Checklist for Today’s Lesson
Closing & Summarizing:
Sum up what we did and where we are headed with Internet searching tomorrow.
Allow students to complete the reading strategy handout.
Materials Needed:
Computer Lab
Handout of Project
Reading strategy handout, “Multilevel Connections”
Internet Pretest
Student Checklist for Today’s Lesson
Resources:
Shawnee Library Link on our website
BEGINNING PHOTOGRAPHY ORAL PRESENTATION RESEARCH
AND
ESSAY ASSIGNMENT
Oral Presentation
The object of the assignment is to familiarize the students
with the visual aspects of photographs as well as introduce
students to a few of the important, innovative, and
historical figures of the history of photography. This
research project should be about discovering an artist’s
journey and metamorphosis into becoming an artist.
The assignment will be presented orally to the class using
PowerPoint format. The students should have a knowledgeable
understanding of both the photographer’s life and of the
photographs.
Include the following information:
-place of birth, date
-family, upbringing
-education, apprenticeship, influences
-contributions
-timeline
Give at least ten examples of photographs and be prepared
to discuss them:
-technique
-content
-composition
-light
-significance
Essay
Each student is responsible for writing an essay based on
the presentations.
Take notes during the presentations.
The essay should be a personal opinion.
Choose five photographers to write about and give your
personal opinion on whose work you liked, or disliked, and
give reasons why. Talk about subject matter, aesthetics,
and other real issues for your opinion.
Beginning Photography Oral Presentation
Historical
Alfred Steiglitz
Matthew Brady
Louis Daguerre
Edward Steichen
Walker Evans
Edward Weston
Genre
Henri Cartier-Bresson
Gary Winogrand
Robert Doisneau
Bruce Davidson
Portraits
Gertrude Kasebier
Annie Liebovitz
Helen Levitt
Richard Avedon
African American
James VanDerZee
Carrie Mae Weems
Experimental
Man Ray
Jerry Uelsmann
Robert Parke-Harrison
Landscape
Ansel Adams
Emmit Gowin
John Pfahl
Alternative
Diane Arbus
Cindy Sherman
William Wegman
Dance/Music
Lois Greenfield
Bob Gruen
Howard Schatz
Hilary Shedel
Buildings
Andre Kertez
Norman Snyder
Political
Timothy Sullivan
Emmit Gowin
Mary Ellen Marks
Steve McCurry
Tina Modotti
Close-up
Paul Strand
Edward Steichen
Imogene Cunningham
NAME:__________________________________
INTERNET LITERACY PRETEST
1. If you want to find information on the Internet about what was found in King
Tut’s (Tutankhaman) tomb, what search engine would you start with to begin
your query?
2. What key words would you type to begin your search?
3. Explain the process you use to decide which sites (hits) to go to for your
information:
4. What is a URL?
5. What part of the URL is called the domain?
6. What do the following tell you about a site?
a.
b.
c.
d.
.gov
.com
.org
.edu
7. Have you ever used Boolean operators when conducting an Internet search? If so,
how? (Give example)
8. What do the following operators do when you add them to search engine queries?
a. and
b. not
c. or
d. “ “
e. +
f. –
9. Do you actively use some kind of evaluation system to assess the accuracy of
information on a given site?
_________yes
_________no
10. What kinds of things could you spot or investigate to evaluate a site?
11. How do you find out who “links to” a particular website?
12. What is the difference between a search engine, a subject index, and a metasearch engine?
13. List all of the search engines you can think of. Which one is your favorite and
why?
14. How do you look up magazine articles on the Internet?
15. Do you know how to properly cite a website in a bibliography or works cited
page?
NAME:_____________________________________
Student Checklist for Today’s Lesson
_________1. I understand the definition of each of the components explained in the
project handout.
__________2. I searched Shawnee Library System and found ________books.
__________3. I completed the Internet pretest.
___________4. I learned the following from the discussion after the pretest:
Title: Photography Research—Day 2
IL Learning Standards:
1. Read and understand literature representative of various societies, eras,
and ideas:
Language Arts: 2.B.4b
2. Use the language arts to acquire, assess and communicate information:
Language Arts: 5.A.4a, 5.B.4b, 5.C.4a, 5.A.5a, 5.C.5a
3. Know the language of the arts:
Fine Arts: 25.A.5
Skills Standards:
1. Communicating on the job: follow written directions (1.C.4c)
2. Career development competencies: understand how to make decisions
(1.C.5c)
Overview: Students will learn strategies for effective Internet research through
demonstration and practice. Students will search for information on their individual
photography subjects chosen day one of this project.
Objectives:
1. Students will create an Internet search strategy.
2. Students will utilize basic search tips to develop effective Internet searches to
obtain information for the photography project.
Academic Principles:
1. Develop effective Internet research strategies
2. Locate and evaluate information on photography subject
CTE Application:
1. Use of technology to obtain information
2. Develop technical vocabulary
3. Expand one’s creative perspective
Reading Strategies:
The handout of the graphic organizer for summarizing will be used with today’s lesson.
Pre-Activities:
Begin today’s lesson with having students find their pretests from yesterday’s lesson
(Day One) Review briefly the first seven questions of the pretest in preparation for
learning search strategy and basic tips of Internet searching (today’s lesson).
Activities and Procedures:
1. Pass out handouts on “Creating A Search Strategy” and “Basic Search Tips”
taken from Bare Bones 101: A Basic Tutorial On Searching the Web found at
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml. In obtaining
permission from the webmaster to use this site, I was asked that the instructor
mention the Bare Bones 101 site during instruction to make students aware of
the entire tutorial.
2. Using the handout, “Creating A Search Strategy,” decide what type of search
we need to create for this photography project.
3. Demonstrate how to create a search statement using one of the project
photographers, Ansel Adams and landscape(s).
4. Following the items given in the handout, “Basic Search Tips,” demonstrate
each item using Ansel Adams and landscape(s).
5. Distribute the reading strategy handout of the graphic organizer for
summarizing. Students will be required to fill out this organizer with
information from one of the websites found.
6. Each student will then create a search statement and apply basic tips to begin
Internet searching of his/her individual photographer.
7. Students are to cut and paste URL’s of useful sites to a Word program.
Assessment:
Each student will print out a word document listing at least three sites that include useful
information on his/her topic.
Closing and Summarizing:
The last five minutes of the class, students will share which basic tips were most useful to
them.
Materials Needed:
Computer Lab
Handouts: “ Creating A Search Strategy” and “Basic Search Tips”
Reading strategy handout “Graphic Organizer for Summarizing”
Resources:
Bare Bones 101: A Basic Tutorial on Searching the Web
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml
Title: Photography Research—Day 3
IL Learning Standards:
3. Read with understanding and fluency:
Language Arts: 1.B.4a, 1.B.4b, 1.C.4c
Fine Arts: 1.A.5a, 1.C.5a, 1.C.5c
4. Read and understand literature representative of various societies, eras,
and ideas:
Language Arts: 2.B.4a
Skills Standards:
1. Communicating on the job: follow written directions (1.C.4c)
2. Maintaining professionalism: identify work related terminology
(1.A.5a)
3. Solving problems and thinking critically: employ reasoning skills
(1.C.5c)
Overview: Students will be given information on how to evaluate web pages on
the Internet. Using an evaluation checklist (provided), each student will perform
a formal evaluation of one of the URL’s on their Word document, saved from
yesterday’s lesson (Day 2).
Objective:
Each student will be able to evaluate an Internet website, related to his/her
individual photographer, by using a formal evaluation instrument.
Academic Principles:
4. Develop effective techniques for evaluating Internet websites
5. Develop vocabulary for evaluation
CTE Application:
1. Use of technology to obtain information
2. Develop technical vocabulary
3. Develop expertise in evaluation of Internet information for lifelong use
Reading Strategies:
The reading strategy handout entitled “K-W-L Activity Sheet” will be used with
today’s lesson.
Pre-Activities:
Have students take out Internet pretest from Day 1. Review briefly the
information with questions #4,#5,#6,#9,#10,#11. Discuss briefly why evaluation
is important for good research. Distribute the reading strategy handout, “K-W-L
Activity Sheet.” Take a moment to let students fill in the first two columns.
Activities & Procedures:
1. Pass out handout on “Evaluating Web Pages” taken from Bare Bones
101: A Basic Tutorial On Searching the Web found at
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml.
2. Pass out the evaluation instrument that students will be asked to complete
on one of their URL’s. This instrument is taken from the University of
California at Berkeley’s Internet tutorial at
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
3. Discuss the vocabulary necessary for comprehension in order to perform
a formal evaluation.
4. Demonstrate the process of evaluation listed on the handout by using a
URL containing information on the photographer Ansel Adams.
5. Ask the class to fill in the evaluation instrument throughout the
demonstration.
6. Each student will then conduct a formal evaluation on one of his/her
URL’s having to do with his/her individual photographer.
7. If the site is found to be creditable for research, the student will begin
gathering information from this site to be used in his/her report.
8. If the site is found to be questionable for research, the student will move
on to another URL on his/her list, but will not be required to do another
formal evaluation.
9. Make sure students fill in the last column of the reading strategy handout.
Assessment:
Student success will be measured by completed evaluation and listing of useful
information from the site.
Closing and Summarizing:
Share with students that they will need more than one website to gather all of the
information needed for this photography project. Although they will not be doing
formal evaluations on each site, they need to informally question the content and
authority or each site using their new knowledge of how to evaluate websites.
Materials Needed:
Computer Lab
Reading strategy handout, “K-W-L Activity Sheet”
Handout: “Evaluating Web Pages” from
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml
Handout: “Web Page Evaluation Checklist” from
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
Resources:
Bare Bones 101: A Basic Tutorial on Searching the Web
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml
Finding Information on the Internet: A Tutorial
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
Further Resources for Students:
Have students check out a list of hoax sites found at
http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html
Title: Photography Research—Day 4
IL Learning Standards:
1. Through creating and performing, understand how works of art are
produced:
Fine Arts: 26.A.5
2. Understand the role of the arts and civilizations past and present:
Fine Arts: 27.B.4a, 27.B.5
3. Read with understanding and fluency.
Language Arts: 1.B.4a, 1.C.4c
Fine Arts: 1.C.5a, 1.C.5c, 1.C.5e
Skills Standards:
1. Communicating on the job: follow written directions (1.C.4c)
2. Career development competencies: understand how to make decisions
(1.C.4c, 1.C.5c)
Overview: Students will learn how to use our school’s subscription to EPSCO’s
MAS database of magazine and newspaper articles to search online for
information on their individual photographers.
Objective:
Each student will be able to search for current full text magazine and
newspaper articles on his/her photographer.
Academic Principles:
1.
Develop knowledge on using EPSCO’s MAS database program
for finding full text articles from magazines and newspapers.
2.
Apply basic search tips learned previously.
CTE Principles:
1. Use of technology to locate information
2. Awareness of different applications of photography career pathways
Reading Strategies:
The “Sub Search” reading strategy handout will be used with today’s lesson.
Pre-Activities:
Discuss the advantages of using educational databases as opposed to searching on
the Internet.
Activities:
1. Demonstrate how to use EPSCO’s MAS database using the example of
Ansel Adams.
2. Demonstrate how applying basic search tips apply here as well
3. Demonstrate how EPSCO’s program estimates the number of pages of
an article when printed out.
4. Demonstrate how to print selectively when the entire article is not
needed.
5. Distribute the “Sub Search” reading strategy handout.
6. Students will then search their individual photographers to find 1-3
articles they can use in their reports.
7. Students will print articles or portions of their articles.
8. Students will choose one of their articles with which to perform the
“Sub Search” reading strategy.
Assessment:
Students will yield printed information from 1 to 3 sources from the MAS
database. Students will successfully complete the “Sub Search” handout with one
of their articles.
Closing and Summarizing:
Summarize the value of adding articles to research information. Magazines and
newspaper articles showcase why a photographer is making the news. Remind
students that EPSCO’s MAS program can be accessed from home since it is a link
on our school website.
Materials Needed:
Computer Lab
Reading strategy handout entitled “Sub Search.”
Resources:
EPSCO’s MAS database