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:

• 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.

• 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:

• 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:

• Unit 2 Quiz • Art Elements Scrapbook/Poster Rubric • BCR Rubric

Website Links

Daily Warm-Up Name:________________________ Date:_________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Daily Warm-Up Name:________________________ Date:_________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Daily Warm-Up Name:________________________ Date:_________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HOMEWORK

Instructions: 1) Read artist’s biography and look at the artwork.

2) Write a BCR (Brief Constructed Response) that answers the following question. 3) 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….

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Instructions: 1) Read artist’s biography and look at the artwork.

4) Write a BCR (Brief Constructed Response) that answers the following question. 5) 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….

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

"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.

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

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

presently sell for between $1000 and $2500 at auction.

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 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: 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 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: 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

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

Apprentice Photographer

75

Novice Photographer

60

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

Criteria

Distinguished Photographer

100

Independent

Photographer 85.5

Apprentice

Photographer 75

Novice

Photographer 60

Subtotals 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.

1.A.1 1.A.2 III.B.1

The student worked collaboratively and remained on task.

Subtotal:

Divided by:

Total:

Student Self-Critique BCR Rubric

Criteria

Distinguished Photographer

100

Independent

Photographer85

Apprentice

Photographer 75

Novice

Photographer 60

Subtotals 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:

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.

1. What is the medium used to create this artwork? ___________________________ ___________________________ ___________________________

2. Describe the lines in this artwork: ___________________________ ___________________________ ___________________________

3. Describe the shapes in this artwork: ___________________________ ___________________________ ___________________________

4. Describe the space in the artwork: ___________________________ ___________________________ ___________________________

5. Describe the texture (visual or actual) in the artwork: ___________________________ ___________________________ ___________________________

6. Describe the value in the artwork: ___________________________ ___________________________ ___________________________

7. Describe the color in the artwork: ___________________________

___________________________

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. 1. What is the most important art

element in this artwork? __________________________ Why? ____________________ __________________________ __________________________

2. What is the focal area of this artwork? __________________ ____________________________________________________ Why? What makes your eye go there first or want to stay there? ____________________________________________________ ____________________________________________________ ____________________________________________________

3. Is the composition balanced? __________________________

Describe why or why not? __________________________ ____________________________________________________ ____________________________________________________

4. Is the composition unified (unity)? ___________________

Describe why or why not? __________________________ ____________________________________________________ ____________________________________________________

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. What mood does the artwork suggest? ______________________________________________________________ Describe what in the artwork contributes to this mood: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________

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? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________

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 Composition- Elements of Art- Principles of Design- Hue- Saturation- Value- Balance- Rule of Thirds- Unity- Variety- Pictorialist-

Straight Photography-