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NAME:
GROUP:
TEACHER:
Design Faculty—
G.C.S.E Photography
COURSEWORK: Unit 1- An Introduction to Photography techniques: During this project you will gain an understanding of how to operate a DSLR camera and how to take creative and original photographs. You will also explore at least 10 different techniques from some of the following: Focusing the camera, print quality, resolution, aperture, shutter speeds, panning the camera, drawing with light, composition, leading lines, filters, angles, rules of thirds, colour, still life, black and white, and multiple images.
PORTFOLIO CONTENT:
Unit 1– Camera Techniques
8 to 10 techniques explored.
Unit 2– Themed project
Possible themes - Texture, Creative Landscape , Form and Decay.
KNOWLEDGE ORGANISER
TECHNIQUES EXPLORED: Angles
Rule of Thirds
Colour Photography
Black and White Photography
Using Filters in Photography
Viewpoints (David Hockney)
Still life
Bleach and Sandpaper
Mixed Media
Websites:
Pinterest Pixlr
Lens Culture
BBC Bitesize photography
THINK…
Why would a photographer choose to slow down the shut-ter speed on a camera?
What effect does lighting have on the impact of a photo-graph?
How important is rule of thirds in photography?
Spellings:
Aperture
Composition
Refinement
AQA GCSE SPECIFICATION
Component 1 96 marks = 60%
Component 2 externally set task 96 marks = 40%
HOMEWORK
This will be set in line with progress and will consist of photos, research work and presentation.
SEV.19
Pupil Progress
Photography Techniques
Started Working on
Complet-ed
How the Camera Works
Rule of thirds
Golden Ratio
Angles
Filters
Viewpoints/Layering
Cheating the lens
Colour
Digital Manip-ulation
Still Life
Grade 3 (D)
Grade 4-5 (C)
Good image, in focus, some thought, linked to theme, lim-ited or no experimentation with camera
Grade 5-6 (B)
Very good image, in fo-cus, techniques used, digital processes used in order to enhance image.
Grade 7-8 (A)
Excellent interesting im-age, inspired by re-search/ techniques, vari-ous processes or shots taken to enable best re-sults.
Grade 9 (A*) Highly developed im-age, highly developed original idea, large range of shots taken, well thought through, superbly presented.
Straight forward uninterest-ing image, out of focus no thought, lightly linked to theme.
Marks Out
of 24
Assessment Objec
ve 1 (AO1)
Develop id
eas through
inves
ga-
ons, demonstra
ng crical u
nder-
stan
ding of sources.
Assessment Objec
ve 2 (AO2)
Refine work by exp
loring idea
s, se-
lec
ng an
d exp
erimen
ng with appro-
priate m
edia, m
aterials, techniques
and processes.
Assessment Objec
ve 3 (AO3)
Record id
eas, o
bserva
ons an
d in
-sigh
ts relevant to in
ten
ons as work
progresses.
Assessment Objec
ve 4 (AO4)
Present a personal and m
ean
ingful re-
sponse that rea
lises inten
ons an
d dem
on-
strates understanding of visual langu
age.
0
Work not worthy of an
y marks.
1 Just
Minim
al ability to develop id
eas through
invesga
ons.
Minim
al ability to demonstrate cri
cal
understan
ding of sources.
Minim
al ability to refine id
eas.
Minim
al ability to select and experiment
with appropriate med
ia, m
aterials, tech-
niques and processes.
Minim
al ability to record id
eas, observa-
ons an
d in
sigh
ts through
drawing an
d
annota
on, and any other appropriate
mea
ns relevant to in
ten
ons, as work pro-
gresses.
Minim
al ability to present a personal and m
ean
-ingful response and rea
lise inten
ons.
Minim
al ability to demonstrate understanding of
visual langu
age.
2 Adequately
3 Clearly
4 Convincingly
5 Just
Some ability to develop id
eas through
purposeful invesga
ons.
Some ability to demonstrate cri
cal u
n-
derstan
ding of sources.
Some ability to refine id
eas.
Some ability to select and experiment with
appropriate med
ia, m
aterials, techniques
and processes.
Some ability to record id
eas, observa
ons
and in
sigh
ts through
drawing an
d annota-
on, and any other appropriate mea
ns
relevant to in
ten
ons, as work progresses.
Some ability to present a personal and m
ean
ing-
ful response and realise in
ten
ons.
Some ability to demonstrate understanding of
visual langu
age.
6 Adequately
7 Clearly
8 Convincingly
9 Just
A m
oderate ability to effec
vely develop
ideas through
purposeful invesga
ons.
A m
oderate ability to demonstrate cri
-cal u
nderstan
ding of sources.
A m
oderate ability to though
ully refine
ideas.
A m
oderate ability to effec
vely select and
purposefully experim
ent with appropriate
media, m
aterials, techniques and process-
es.
A m
oderate ability to skillfully record id
e-as, o
bserva
ons an
d in
sigh
ts through
draw-
ing an
d annota
on, and any other ap
pro-
priate mea
ns relevant to in
ten
ons, as
work progresses.
A m
oderate ability to competently present a
personal and m
eaningful response and rea
lise
inten
ons.
A m
oderate ability to dem
onstrate understan
d-
ing of visual langu
age.
10 Adequately
11 Clearly
12 Convincingly
13 Just
A consistent ab
ility to effec
vely develop
ideas through
purposeful invesga
ons.
A consistent ab
ility to demonstrate cri
-cal u
nderstan
ding of sources.
A consistent ab
ility to though
ully refine
ideas.
A consistent ab
ility to effec
vely select and
purposefully experim
ent with appropriate
media, m
aterials, techniques and process-
es.
A consistent ab
ility to skillfully record id
e-as, o
bserva
ons an
d in
sigh
ts through
draw-
ing an
d annota
on, and any other ap
pro-
priate mea
ns relevant to in
ten
ons, as
work progresses.
A consistent ab
ility to competently present a
personal and m
eaningful response and rea
lise
inten
ons.
A consistent ab
ility to dem
onstrate understan
d-
ing of visual langu
age.
14 Adequately
15 Clearly
16 Convincingly
17 Just
A highly deve
loped
ability to effec
vely
develop id
eas through
crea
ve and pur-
poseful invesga
ons.
A highly deve
loped
ability to demon-
strate cri
cal u
nderstan
ding of sources.
A highly deve
loped
ability to though
ully
refine idea
s.
A highly deve
loped
ability to effec
vely
select and purposefully experimen
t with
appropriate med
ia, m
aterials, techniques
and processes.
A highly deve
loped
ability to skillfully rec-
ord id
eas, observa
ons an
d in
sigh
ts
through
drawing an
d annota
on, and any
other appropriate mea
ns relevant to in
ten-
ons, as work progresses.
A highly deve
loped
ability to competently pre-
sent a personal and m
eaningful response and
realise in
ten
ons with confidence and convic-
on.
A highly deve
loped
ability to demonstrate un-
derstan
ding of visual langu
age.
18 Adequately
19 Clearly
20 Convincingly
21 Just
An excep
onal ability to effec
vely de-
velop id
eas through
crea
ve and pur-
poseful invesga
ons.
An excep
onal ability to engage with and
dem
onstrate cri
cal u
nderstan
ding of
sources.
An excep
onal ability to though
ully refine
ideas with discrim
ina
on.
An excep
onal ability to effec
vely select
and purposefully experim
ent with appro-
priate m
edia, m
aterials, techniques an
d
processes.
An excep
onal ability to skillfully and rig-
orously record id
eas, observa
ons an
d
insigh
ts through
drawing an
d annota
on,
and any other appropriate means relevant
to in
ten
ons, as work progresses.
An excep
onal ability to competently present a
personal and m
eaningful response and rea
lise
inten
ons with confidence and convic
on.
An excep
onal ability to dem
onstrate under-
stan
ding of visual langu
age.
22 Adequately
23 Clearly
24 Convincingly
Knowledge and understanding:
The way sources inspire the development of ideas, relevant to photography including: • How sources relate to historical, contemporary, social, cultural and issues-based contexts and external considera-tions such as those associated with the cultural industries and client oriented requirements • How ideas, themes, subjects and feelings can inspire creative responses informed by different styles, genres and aesthetic considerations and/or an individual's distinctive view of the world.
The ways in which meanings, ideas and intentions relevant to photography can be communicated in-clude the use of: • Figurative and non-figurative forms, image manipulation, close up, and imaginative interpretation • Visual and tactile elements such as: • colour • line • form • tone • texture • shape • pattern • composition • scale • sequence • surface and contrast.
Skills:
Within the context of photography, students must demonstrate the ability to: • use photographic tech-niques and processes, appropriate to students’ personal intentions, for example: • lighting • view-point • aperture • depth of field • shutter speed and movement • digital processes • use media and materials, as appropriate to students' personal intentions, for example: • photographic papers • pro-grams and related technologies • graphic media for purposes such as storyboarding, planning and constructing shoots.
AO1 Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 Refine work by exploring ideas, selecting and experimenting with appropri-ate media, materials, techniques and processes
AO3 Record ideas, observations and insights relevant to intentions as work pro-gresses
AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Examples of key pieces of work
Recommended