Unit Title: Portrait PhotographyGrade level: 10-12Length of unit:4 Weeks

Stage 1 Desired Results

Meaning

Enduring Understandings/Generalizations:

1. Through the study of art, people learn to make informed critical judgments, gain knowledge about visual communication, and learn to respect ones own expression and those of others.

2. Art is a universal language that encompasses all forms of communication to express a variety of viewpoints, ideas and feelings.

Essential Questions:

1. How can you tell a story through photographs?

2. How can we use lightening to change the mood of an image?

3. How can one use body language to convey an expression or an emotion?

4. How do aperture, shutter speed, and ISO affect each other and how do the effect an image?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)Grade 9-12 Visual Arts Standard 2

Content Standard: Using knowledge of structures and functions.Achievement StandardProficient: Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art Students evaluate the effectiveness of artworks in terms of organizational structures and functions Students create artworks that use organizational principles and functions to solve specific visual arts problems

Students will know

Key Vocabulary Terms:Aperature/ fstopDepth of FieldShutter SpeedISORule of ThirdsExposure MeterFlashRAWJpeg.

The difference between hard light and soft lighting How you can use the settings on their cameras to get a purposeful effect.

Students will be able to

Know how to manually change the exposure of an image to compensate for too much or too little lighting. Use light to create mood Know the relationship between ISO, aperture, and shutter speed. How to shoot using Manual Mode Use basic photo editing software to enhance their images Change the format of their image digitally from RAW in to Jpeg How to take three different types of portraits

Resources/Materials: Digital SLR cameras Handouts/ expectations for each (3) portrait project Aperture, Shutter Speed, and ISO cheat sheet Computers with photo-editing software Tripods

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization)

Pre-assessment: The goal of my pre-assessment will to be to determine how much the students already understand the relationship between Aperature, Shutter Speed, and ISO. Also how to use other basic settings on their cameras, such as the different modes as well (Av, M, and Tv). This will take place in the form of class discussion.

Formative Assessment:

The Unit will be broken down in to 3 different portrait photography projects, each given and will be expected to be done within a week. These are:

Window Light Portrait Environmental Portrait Conceptual Portrait

Each assignment the students will be required to submit 3 of their best photos (edited) for each project.

Formative assessment will take place in the form a class critique. Also submitting their 3 images to the instructor for verbal/written feedback or what is good or needs to be improved.

Summative Assessment:

My summative assessment would to pick their best portrait from each of the three projects and submit them as their final graded work.The students will also be allowed to re-take or submit new (presumably improved) photos if need be. The portfolio will be graded and scored using a performance-based rubric that I have constructed.

Students will also fill out a reflective exit slip with this question:What are three things I have learned from this photography unit and how did I incorporate each in to my final photogrpahs?

Stage 3 Learning Plan

Use these questions to help guide the creation of your pacing calendar (learning plan).

How many days will your unit last?

How will you sequence/organize learning your unit in an iterative/incremental way?

What opening activity will you use to hook or engage student learning in this unit?

How will you ensure students know where the learning is headed in this unit?

How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have your students re-consider these understandings/questions?

How will you sequence/organize your assessments in an iterative/incremental way?

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and imagination? Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing information? Oral and written communication?

What active instructional strategies/learning activities might you use to engage students in learning (You need to use at least 3 different types of instructional strategies)?

How will you differentiate for individual student needs in this unit? What differentiated instructional strategies will you use (e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered assignments, anchor activities, etc.)?

How will you use technology to support and facilitate student learning in this unit?