AnimoArt.org Home
updated weekly
  Welcome Advanced Digital Artists & Photographers !

You have entered the third stage of the AVCHS Digital Arts Pathway. Those students who perform exceptionally well in this course, receive above an 85%, will receive a Digital Arts Diploma, documenting your mastery of the course.

To receive a successful grade in this course, you will need to use this site regularly. This course will focus on the image, its importance in contemporary culture, the ethics behind photography, how to manipulate imagery, design powerful and provocative images and develop a portfolio of art work that displays both a focus and the courage of experimentation.

Students will need to produce 12 different works for their Breadth portfolio, 12 consistent works for their Concentration portfolio, five best Quality works. All work needs to be completed by the first week in May.

 
FALL SPRING
U1: Photo Mechanics U6: Photosynthesis
U2: Community Photography U7: Visual Narrative
U3: Photo Portraiture U8: Creative Choice
U4: Photomontage Methods U9: Concentration Portfolio
U10: Photo Film
WINTER BREAK SUMMER BREAK

google image check
free online photos
photo quotes
art wish list

FALL SEMESTER Digital Darkroom vs. Photo Manipulation

YOUR FIELD JOURNAL

  • Bring journal to every class
  • Number each page (only front)
  • Leave first 5 pages blank
  • Place a border around each drawing
  • Design each page using the grid system
  • Date and title each page
  • Bring pencils / erasers / ruler to every class
  • Work with a partner in case of absence

LESSON A Mondays 45 MIN SCHOLARS: Academic

  • Field Journal See Think Wonder / Think Aloud / thumbnail sketches (8)
  • Field Journal Homework evaluation - write discuss (12)
  • Discussion Close Reading / Vocabulary(20)
  • Evaluation of class / work (10)

LESSON B Tuesdays 90 MIN PHOTO SCHOLARS: Training / Exercises

  • Field Journal (FJ) Quick Write / thumbnail sketches (10)
  • Lecture EQ, topic, reading / Socratic discussion (15)
  • Computer / FJ Log / write share about today's photo (15)
    Break
  • Field Journal Work (5)
  • Computer / Camera Photo skills by instructor, online (10)
  • Computer / Camera Studio Work (25)
  • Field Journal Evaluation of class / work (5)

LESSON C Thursdays 90 MIN PHOTO ARTISTS: Studio Work

  • Quick Write / thumbnail sketches in Field Journal (10)
  • Pick up laptop / evaluate your work / email to instructor your timeline (10)
  • Journal Design using images (15)
  • Photography / Digital Darkroom / Photo Manipulation / Benchmarks (45)
  • Journal Evaluate your work (10)

GETTY Museum Video Lessons

LACMA

RESOURCES

TEACHING TECHNIQUES (MORE)

  • Explication de Texte: By reading and analyzing passages from the text aloud, learners can see higher-order thinking skills and that 'criticism' is a participatory intellectual exercise.
  • Lecture/Rhetorical Questioning: Talk in 7 to 10 minute segments, pause, ask pre-planned rhetorical questions; learners record their answers in their notes.
  • Surveys with Exemplifier: Pause, ask directly for a show of hands: 'Raise your hand if you agree... disagree... etc.' or 'Raise your hand if you have encountered an example of that.' Ask for a volunteer to speak for the response group whose hands are raised.
  • Construction Spiral: Pose problem questions in a three-step learning cycle-(1) each individual writes down their thoughts, (2) all share in a small groups of three, and (3) compile the answer on the board in front of the whole class avoiding any evaluation or changes to what the class offers. Let the group correct itself. If weaknesses appear or more sophisticated understanding is needed, pose a second problem in the same manner. First questions usually begin at a reflex level to engage the students. Used to construct understandings and concepts.
  • Learning Cells: Each learner reads different selections and then teaches the essence of the material to his or her randomly assigned partner.
  • Poster Sessions: Groups of three to five students each complete a poster or stand-alone display that conveys the group's work in (a) identifying and clarifying a controversial issue, (b) locating appropriate information and resources concerning their issue, and (c) critically evaluating the evidence they find. The posters are displayed in a public area of the college, so that not only can the students in the course learn from each others' work, students from other classes and other faculty can see it, too.

 

  • UNIT 1 The Mechanics of Photography & Film Composition & Principles of Design

    • UNIT Objective In this unit, students will review a variety of photo compositional techniques and connect these practices to the elements and principles of art. Students will also make strong connections to language in their design and photo practice. Students will be integrating text into their work, using language to promote a deeper understanding of their artistic practice.
      (16 classes - 6 weeks)

    LESSONS | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • What are the essential skills of a contemporary photographer?
      • How do design principles make a photo composition successful?
      • What are the most successful techniques in photographic work?
      • How will students show mastery of this unit’s projects?
      • How do students discover their subject or content of their work?
      • What are the ethics of photo editing?

    • ENDURING Understandings
      • All photos should show a concept or idea behind it.
      • Photographs should be in focus.
      • Photographers should understand basic photo techniques.

    • VOCABULARY
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus.
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower the shutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white
      • Photography Masters
    • DESIGN Journal Daily Writing Prompts
      • What might be some of the basic rules that all photos must follow?
      • Photo Art History What is the meaning of their work? Henri Cartier-Bresson, Jeff Wall, Ansel Adams, Walker Evans, WPA
      • Analyze the difference between original and cropped images
      • How do specific compositional techniques such as rule of thirds and rhythm change the visual interest in a photographic work?
      • What are the formal and conceptual differences between color and black & white photography?
      • Personal statement / manifesto Why do you take photographs?
      • Vocabulary Building Students work with instructor to generate list of unit specific terms

    • FINAL Projects
      • GOOGLE Slides (individual)
        • Four Photos showing four different techniques, subjects and/or compositions
        • Four Panel Zoom Still Life - Zoom-in Zoom-out Still Life
        • Breadth 4 - First Four Breadth Photoworks
      • PHOTO Film (group)
        • 60+ seconds Still Photo Film (group)
      • ALPHABET Poster (group)
        • 26 Panel Alphabet Photo Board - group work photographing all "letters"

    • BASIC Camera Technology Review
      • WEEK 1
        • L1 Scholar Photographer
          "Busy Child" - The Crystal Method
          • OPENING
            • "The illiterate of the future will be ignorant of the use of camera and pen alike." - Mology Nagy - Explain meaning
            • Why would you want to be a photographer?
            • How is photography different from any other art form? Is photography an important medium? Why or why not?
          • ACT I
            • Rules / Methods / Goals
            • Create Booklet - 8 pages
            • Classroom Setup here
            • Computer Use / Classroom Experience
          • ACT II
          • ACT III
            • National Geographic: Choose one image and give it a caption / describe
            • Why did you choose this photo? See Wonder Think
          • ACT IV
          • ACT V
            • Create own selfie using the computer's web cam
              • Add a text to selfie in Photoshop - Self Portrait
          • Homework
            • One photo of an important object. Must be in focus.
            • One selfie & one self-portrait
        • L2 Artist Photographer
          "Gnossienne N°1" Alexandre Tharaud (Erik Satie : Gnossiennes)
          • OPENING
            • Take out your cell phones
            • Look at your photos
            • What might be some of the basic rules that all photos must follow?
          • OBJECTIVE
            • Students will synthesize basic photo genres and techniques by creating one or more successful photographs
          • ACT I
          • ACT II
          • ACT III - Group Work: 3 -4 students (setup / lighting /camera)
            • Personal Still Life objects from classroom collection; indoor / outdoor
            • Eye Portraits @ Rule of Thirds
          • Homework -
            • AP SUMMER Work on Tumblr - 2 printed out by Thursday (here)
            • Diptych (2 panels): Same still life, different lighting environments
              • Construct a Still Life Work using the 3 C's
              • Arrange your own composition using one or more methods from class
              • Use both artificial(inside) and natural light(outside)

    • PHOTO Methods / Exercises 
      • WEEK 2
        • L3 Photo Scholar
          • OPENING
            • What did we learn last time we met?
            • Essential Questions:
              • What are the essential skills of a contemporary photographer?
              • How do design principles make a photo composition successful?
              • What are the most successful techniques in photographic work?
              • How will students show mastery of this unit’s projects?
              • How do students discover their subject or content of their work?
              • What are the ethics of photo editing?
          • OBJECTIVE
            • Students will learn to look at / critique work using a variety of methods
            • Students will set up their digital portfolio
          • ACT I
          • ACT III
            • 100 Ideas Packet
              • "Digital Photography" & "Cropping" articles
              • Read twice: Anotate, Summarize, How will you use this information?
              • Google Slides Examples
          • ACT III
            • Syllabus - Review / Quiz
              • How many photographs / images will be in your final portfolio?
              • What is the basic rubric that will be used throughout the school year?
              • List two principles of art - define or describe
              • What is the graphic software we will be using?
              • When will homework be regularly due?
          • ACT IV
            • Google Slides Portfolio Setup
              • Breadth Slide
              • Concentration Slide
              • Tumblr Link Slide
              • Add Homework I to Slides
              • One Letter Photo from Classroom
        • L4 SCHOLAR Artist
          • OPENING Find a photo in National Geographic magazine
            • Use Denotation / Connotation or 3 Cs to unpack the image's meaning
            • Why was this image used? Review the article
          • HOOK:
          • ACT I
            • 100 Ideas Packet
              • "Digital Photography" & "Cropping" articles
              • "Cropping"
                • Read twice: Anotate, Summarie
                • Quote: How will you use this information?
          • ACT II
            • Digital Darkroom vs. Photo Manipulation
              • DD: color correction, cropping, contrast / example
              • PM: filters, photomontage, collage, clone tool / example
          • ACT III
          • ACT IV
            • Photo Manipulation Triptych
              • Addition / Subtraction Cut-n-Paste / Rubber Stamp Tool
              • Choose one image from slides here
              • Add / substract to change meaning
              • Place images side by side to create narrative triptych
          • Homework
            • Five Panel Narrative: Take a photo of an area, ground, floor, table top, that you may use to add items to it
        • L5 Artist Photographer
          • OPENING
            • How might a photographer become an artist? Explain
          • ON THE Edge - Josef Koudelka - Street and Chance
          • Objective
            • Work with Still Life Setups and DSLRs
            • Review homework and course requirements
          • ACT I
            • 100 Ideas Packet: Review "Artificial Lighting"
          • ACT II: Nikon Use / STILL LIFE Setups
            • Setup each table to create a series of photographs
            • How to set up a still life
            • Light / Flashlights
          • ACT III: Digital Darkroom Setup
            • Standard Fireworks / Photoshop Layers: original, color correction, black and white, blur / spot area
          • GOOGLE SLIDES Share Exercise
          • Homework
            • Read: Artificial Lighting - annotate / summarize / apply
            • Digital Darkroom: Three Photo assignments: Lighting and Your Still Life
              • Different Lighting Sources
              • Three Object Still Life using artificial lightling lamp, flashlight, flash
              • Use the 3 C's when constructing your composition
              • Share with Instructor
            • Photo Manipulation: Photomontage / Photo Collage
              • Create a collage adding three or more elements
              • Rubric well made / glued, elements look integrated
            • AP 2-D Evaluation:
              • Review the AP 2-D Rubric for Breadth here
              • Answer this question: How will you receive a "4" on the AP Breadth Rubric?

    • ELEMENTS and Principles of Design
      • WEEK 3
        • L6 PHOTO Scholar
          • ACT IV
            • Vocabulary Work
              • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
              • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
              • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
              • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
              • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
              • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white
        • L7 SCHOLAR Artist
          • OPENING See Wonder Think & 3 Cs
          • OBJECTIVE
            • Students will effectively use both digital darkroom and photomanipulation techniques and establish three or more differences between the methods
            • Students will evaluate camera methods and be able to differentiate between ISO, F-stop, and shutter speed
          • HOOK: AP Breadth Rubric here
          • ACT I: DIGITAL Darkroom (does not change meaning of work)
            • Photoshop CS3
              • Five Layers
                • Original street photo (outdoors)
                • Color Correction
                • Contrast
                • Cropping
                • Spot Color: one area in color, most in black and white
          • ACT II: PHOTO Manipulation (changes meaning / subject of work)
            • Add two or more elements to one of your photos
            • The elements should be opposite of the space; ex. outdoor space should have indoor elements and vice versa
            • Turn all into black and white
            • Add Noise Filter to all if necessary
          • ACT III: NIKON DSLR - Notes
            • Tutorial on ISO, Aperture / F-stop, shutter speed (4:15)
            • Vocabulary:
              • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
              • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus.
              • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
              • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
              • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower the shutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
              • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
            • ACT IV: Reading Protocol
              • 100 Ideas Essay:
                • The Street
                  • Annotation / Summarize / Quote and its use
            • CLOSING:
              • What are the differences between digital darkroom and photomanipulation?
          • L8 ARTIST Photographer
            • OPENING See Wonder Think / Denotation Connotation / Three Cs
            • WEEK in Review - QUIZ
              • What are two methods of composition?
              • What makes Bresson important?
              • Why is denotaion important? Explain.
              • Explain one difference between street and studio photography.
            • OBJECTIVE
              • Students will create one work that is similar to a work from previously explored photographers
              • Students will evaluate one work from their homework
              • Students will take photographs using the 3 Cs.
            • THREE Cs from Handouts
              • Choose one image from each photographer
              • Glue in journal
              • Talk to the Image: Three Cs
            • AP STUDIO LINK
              • How would you receive a "4" on the Breadth section of your portfolio?
              • Check out this link: AP 2-d rubric
            • PHOTO BOOKS
              • Find a photo book from the back shelf
              • Find one work in the book that shows a principle of art
            • STUDIO Work - Principle of Design: Emphasis - one image dominates photo
              • INDOOR / OUTDOOR Still Life Design / Setup
                • One object photographed indoors and outdoors
                • Where will you situate the object? centered? rule of thirds? Close-up? Wide shot?
                • Create Diptych: two panels together
            • GOOGLE Share one diptych from your group
          • HOMEWORK
            • Photo Beast I
              • 20 photos posted on Tumblr
              • Pick 5 categories / 4 images each
              • Choose one work that is best from this: share
            • Digital Darkroom: Three Photo assignments: Lighting and Your Still Life
              • Different Lighting Sources
              • Three Object Still Life using artificial lightling lamp, flashlight, flash
              • Use the 3 C's when constructing your composition
              • Share with Instructo
            • AP 2-D Evaluation:
              • Review the AP 2-D Rubric for Breadth here
              • Answer this in your Google Slides: How will you receive a "4" on the AP Breadth Rubric?
            • Interior / Exterior
              • One photo indoors / one outdoors - use rule of thirds composition
              • Placed side by side on Tuesday as diptych

      • YOUR FINAL Projects
        • WEEK 4
          • L9 PHOTO Scholar
            • OPENING See Wonder Think / Form Content / Den - Con
              • Photographer William Eggleston
              • Form / Content Critique
              • Develop questions that partners can answer
            • OBJECTIVE Evaluate images using different techniques
            • READING The Ethics of Photo Editing / 3-5 sentence summary
            • PHOTO BOOKS
              • Find a photo book from the back shelf
              • Find one photo work in the chosen book that shows a principle of art
              • Discuss using this method: I chose this work because it shows...; explain
            • 100 Ideas Packet: Discuss one essay each - Pair Share
            • VOCABULARY List: Review
            • TUMBLR account: 20 images uploaded / Five in Google Slides / Share
          • L10 SCHOLAR Artist
            • OPENING See Wonder Think / Form Content / Den Con
              • Nat. Geographic: Use from pile of loose magazines
                • Cut out two images - connected by color, content, etc.
                • Interior / Exterior Diptych
                • T-Chart - form / content
              • Analysis Method
            • OBJECTIVE
              • Students will work with DSLRs, interior / exterior objects, evaluating light source, POV, etc. that address principle(s) of art
            • LECTURE REVIEW: Compositon Techniques using Thumbnails
            • MONDAY Work Review: The Ethics of Photo Editing / 3-5 sentence summary
            • COMPUTER
              • Upload to Tumblr
              • Create a Five Image Google Slides of best Photo Beast work
              • Share work
            • STUDIO Practice
              • Three Tripod Setups using DSLRs
              • Final Project discussion Brainstorming
                • What is a Genre Collage?
                • What is a Still Life?
            • HOMEWORK Post all work on Tumblr
          • L11 ARTIST Photographer
            • OPENING See Wonder Think
              • Photographer Diane Arbus - photography | information
              • What makes her work successful? Three Cs on one of her works
              • Generate two questions about her work
            • VOCABULARY: Review List / Quiz September 12
            • AP 2-D RUBRIC
            • MONDAY Reading Discussion: The Ethics of Photo Editing
            • AV INTERIOR - EXTERIOR / Design Principles Shots
              • In groups take two images addressing different design principles
              • Principles: Balance, Contrast, Emphasis, Rythm
            • AP TUMBLR Review
            • DSLR STUDIO Work - Setup still life or objects using fabric
              • Find two best works
              • Place together using software
          • HOMEWORK - TUMBLR
            • Photo Beast II 5 interiors / 5 exteriors
            • One object in five situations
        • WEEK 5
          • L12 SCHOLAR
            • OPENING
              • Choose one photo work from your cell phone
              • See Wonder Think with table partner
            • OBJECTIVE
              • Photographers will learn to discuss their work, using some of the learned techniques such as see wonder think, denotation/connotation, principles of design and the 3 C's.
            • HOOK
            • ACTIVITY I
              • Journal Setup
              • How to speak about art
                • 3 C's - Craft, Concept, Composition
                • Denotation / Connotation
                • Principles of design
                • Vocabulary
            • ACTIVITY II
            • ACTIVITY III
              • DSLR SETUPS / TRIPODS
                • Ballance, contrast, emphasis
                • Interiors with lighting
                • Bokeh / depth of field
              • Vocabulary & Voice
              • Photography, Photomontage and Copyright
            • ACTIVITY IV
              • Digital Darkroom Review
                • Cropping – What is the criteria for cropping a photo?
                • File formats – What file formats create the highest resolution and best quality image?
                • Color Process – What process should you use when presenting your work? RGB? CMYK?
            • STUDENT EVALUATION
              • What did you learn?
              • How will you use this information / skills?
              • What will the next class be about?
          • L13 SCHOLAR ARTIST
            • OPENING
              • Choose one photo work from your cell phone
              • See Wonder Think with table partner
            • OBJECTIVE
              • Photographers will learn to discuss their work, using some of the learned techniques such as see wonder think, denotation/connotation, principles of design and the 3 C's.
            • HOOK
            • ACTIVITY I
              • Journal Setup
              • How to speak about art
                • 3 C's - Craft, Concept, Composition
                • Denotation / Connotation
                • Principles of design
                • Vocabulary
            • ACTIVITY II
            • ACTIVITY III
              • DSLR SETUPS / TRIPODS
                • Ballance, contrast, emphasis
                • Interiors with lighting
                • Bokeh / depth of field
              • Vocabulary & Voice
              • Photography, Photomontage and Copyright
            • ACTIVITY IV
              • Digital Darkroom Review
                • Cropping – What is the criteria for cropping a photo?
                • File formats – What file formats create the highest resolution and best quality image?
                • Color Process – What process should you use when presenting your work? RGB? CMYK?
            • STUDENT EVALUATION
              • What did you learn?
              • How will you use this information / skills?
              • What will the next class be about?
          • L14 ARTIST PHOTOGRAPHER
            • OPENING
              • Using one of the images chosen, circle and identify parts of the image
              • Use the 3 C's craft (is it in focus/ shows emphasis), concept (what is the subject of the image?), composition (rule of thirds? depth of field? bokeh? centered? framed?)
              • Research image
            • OBJECTIVE
              • Students will be able to evaluate their work using one of these four methods of criticism See Wonder Think, Denotation & Connotation, Form vs. Content, Question the Image
            • HOOK
            • ACTIVITY I
              • Demo of four methods on one image using chart
            • ACTIVITY II
              • Four Methods Critique
                • Chose one of your photos
                • Place in PowerPoint
                • Evaluate using a critique method
                • What do find difficult about this process?
              • Consensus of best work with partner
              • PowerPoint Portfolio Production
              • Written Evaluation of Work
            • ACTIVITY III
              • DSLR SETUPS
                • Ballance, contrast, emphasis
                • Interiors with lighting
                • Bokeh / depth of field
            • ACTIVITY IV
              • Apply critique to your next work
              • Cropped photography / Digital Darkroom
                • Image fills frame
                • Convert to B/W
                • Add filters to improve image
            • Benchmarks
              • Complete all work / photo projects by the end of Week 6
            • Discuss Homework
              • Vanitas traits dark background, symbols of person, reminder of mortality
              • Three object narrative
          • HOMEWORK - Label and Post on TUMBLR / GOOGLE SLIDES
            • Photography/Google Slides: Interpreting the Still Life
              • Design one personal vanitas, using objects at home
              • Take three strong photos of the vanitas
                • Show emphasis, figure ground, and space
                • B/W & Color
            • Journal: Genre Poster Photomontage I - Landscape Background
              • Create a photomontage using magazine elements
              • Add and remove two or more elements / including text
              • Rubric: well made, well cut, mounted on paper
            • Photography / Google Slides: Photo Beast III
              • Choose one category
              • Take five photos (Three Cs / principles)
              • Post in Google Slides
        • WEEK 6
        • L15 SCHOLAR

          • OPENING
            • Week 6 Photographer: Diane Arbus
            • Arbus PDF: Evaluate one work using any method you desire
          • HOOK
            • Focused Blur - Breadth Portfolio / Instructor's Example
            • Three Minute Instructor Presentation: Vocabulary and Analysis
          • OBJECTIVE
            • Students will evaluate their partner's photo work using the Critique Chart, making two suggestions about the work
          • ACTIVITY I
            • Discuss final project / work
            • Requirements: Homework vs. Classwork
          • ACTIVITY II
            • 100 Ideas: Birth of Photography Reading
              • Annotate / Summarize
              • Write out one advanced level question from the reading
              • Pose it to your table
          • ACTIVITY III
            • Critique of partner's work
              • Using the Critique Chart: Questioning the Image, See Wonder Think, Denotation/Connotation, Form vs. Content, Three C's
          • ACTIVITY IV
            • Produce Google Slides
          • FIELD TRIP - Forms returned on Wednesday
            • Discuss field trip standards
            • Look for the Three C's / Denotation Connotation
          • L16 SCHOLAR PHOTOGRAPHER
            • OPENING
              • What is the purpose of photo and art history research, gallery and museum visits?
              • Go go Magnumphotos.com - Choose one favorite artist
            • OBJECTIVE
              • Students will discuss the goals of research, their future projects and how they will be able to produce the work necessary to be successful in this course.
            • ACTIVITY I
              • Four Essay Mood board Google Slides
                • Choose most useful essays
                • Essay Title each page
                • Two or more sentences about the essay
                • How would the essay be useful to you?
                • Find one example for each essay - How is it connected?
            • ACTIVITY II
              • Final projects - Digital Portfolio I - Keep separate from other Google Slides
                • Best Photographs
                  • Three Photo Beasts
                  • Photo Vanitas
                  • Two best images
                • Best Photomontages
                  • One Natural - add / subtract images / magazines
                  • One Digital - Vanitas Dyptich (2 panel, same background)
                  • One Natural or Digital - Genre Collage
            • ACTIVITY III
              • Homework
                • Review assignments
                • Choose best work
                • Explain why you chose these
            • ACTIVITY III
              • Moodboard: One Digital Genre Photomontage from each
              • Photomontage artists: David Hockney, Jerry Uelsmann
              • Explain how each were made
          • L17 SCHOLAR PHOTOGRAPHER
            • OPENING
              • What is interesting about photography?
              • What is more interesting: straight photography or photo manipulation?
              • Explain.
            • OBJECTIVE
              • Students will complete their final portfolio, share with instructor.
              • Students will review basic digital photomontage skills
              • Students will learn basics of a DSLR
            • ACTIVITY I
              • Final projects - Digital Portfolio
                • Best Photographs - 7 photos
                  • Three Photo Beasts
                  • One Photographed Vanitas
                  • Two best images
                • Best Photomontages - 4 photos
                  • One Natural - add / subtract images / magazines
                  • One Digital Vanitas Diptych: Table - objects on / off
                  • One Natural or Digital Genre Collage (landscape / portrait / abstract / figure)Moodboard: One Digital Genre Photomontage from each
            • ACTIVITY II
              • Homework
                • Review best work
            • ACTIVITY IV
            • HOMEWORK
              • Photo Beast IV: Five Photos - photojournalist story of an activity or action
              • Print out your best image from previous works
      • UNIT 1 FINAL

        • Design Journal Prep Brainstorming / Creative Writing
          • What is the difference between constructing a still life and finding one already created?
          • Storytelling / Creative Writing Methods
        • Portfolio Project Interpreting the Still Life
          • Create four original photos from personally constructed and natural still life setups
          • T-chart comparison of original and cropped work
          • Uses one or more principles of design to construct compositions
        • Topic Experiment Personal Genre Collages: Naturaal and Digital
          • Two Mixed Genre (landscape, portrait, narrative, cityscape, still life) natural composite collages using 1) found public domain digital online imagery,  2) magazine imagery project photographed
          • Rubric a) well made, b) well manipulated imagery, c) original / unique work
          • T-chart comparison of collage

      • UNIT Length: 6 Weeks

      • ONLINE Gallery Walk
        • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Critique / redesign of one Topic Experiment image



  • UNIT 2 Personal vs. Public Space - Your Community Recorded & Decoded

    • UNIT Objective Students will work with composing the space around them, how they interact as a photographer with that space, and how that space is represented as both a personal and public “community”.  Students will write short stories, integrating imagery into comic book-style photo projects, addressing how their community can be documented both verbally and visually.
      (12 classes - 4 weeks )

    LESSONS | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • What are the specific differences between a your “personal” space and the “public” community? Describe those differences.
      • How do you visually record the meaning and mood of a “place”?
      • What software techniques change the meaning of an image?

    • ENDURING Understandings
      • Any subject, object, image will change meaning based on place, filter, manipulation.
      • Photo manipulation changes the meaning of an image.

    • DESIGN Journal Daily Writing Prompts
      • Analyze the difference between original and manipulated images
      • What images, concepts, beliefs define your community?
      • Personal manifesto on community, location and place
      • Vocabulary Building Students work with instructor to generate list of unit specific terms
      • Photo Art History Comparison with one Master William Eggleston, Duane Michals, Lee Friedlander, Alfred Stieglitz, László Moholy-Nagy, Lyonel Feininger

    • DESIGN Journal Prep
      • Brainstorming location shoots home, store, neighborhood, define “place”
      • Journal Questions What is community? How do you photograph community? How is a space different from “place”?

    • VOCABULARY
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus.
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white
      • Photography Masters
    • FINAL PROJECTS
      • Photo Film Portrait - 1 minute (20+ images)
      • Constructed City-Geoscapes Geometric collage from image of home, community - example
      • Five Photojournalism Story with text / poetry
      • Breadth 4 - Second Set of Four Breadth Photoworks

    • PHOTO Concepts / Exercises (in addition, use techniques from previous units)
      • WEEK 7
        • L18 SCHOLAR
          • OPENING
          • HOOK
            • Focused Blur
              • Three Minute Presentation
              • Take notes on methods
          • OBJECTIVE
            • Students will evaluate photo work, homework, and collage work by following the Three C's of photography / balance / emphasis / contrast
          • ACTIVITY I
          • HOMEWORK
            • Photo Beast IV: Five Photos - photojournalist story of an activity or action
            • Google Slides
          • ACTIVITY II
            • Requirements for Unit I Portfolio PowerPoint
              • Digital Darkroom
                • Three Still Lifes
                • One Personal Vanitas
                • Three panel visual narrative / comic
                • Two additional images from Tumblr
              • Photo Manipulation
                • Natural - add / subtract images / magazines
                • Digital - Vanitas
                • Digital - Genre Collage
            • Follows the Three C's
              • Craft - uses Digital Darkroom, in focus, color corrected, etc.
              • Concept - follows the required basic concept / genre / experiment
              • Composition - uses a compositional device such as rule of thirds, emphasis, asymmetry / balance
          • ACTIVITY III - Retain Meaning / Improve image
            • Homework: Photo Beast IV
              • Digital Darkroom
                • Crop
                • Contrast
                • Color Correction
                • Tilt Shift
                • Spot Color
          • ACTIVITY IV - Change Meaning
            • Photo Manipulation Techniques: Practice
              • Photomontage: scale, texture, mismatch, edges - example
              • Clone / Rubber Stamp - example
              • Texture Treatment - example
        • L19 SCHOLAR - POWERPOINT
          • OPENING
          • OBJECTIVE
            • Students will learn to colorize, remove color, add additional filters, manipulate images by adding and subtracting objects. Students will decide which method changes the meaning of the work.
          • HOOK
            • Focused Blur
              • Three Minute Presentation by instructor
              • Evaluate in Journal
          • ACTIVITY I
            • Principles of Art / Design
              • Balance
              • Emphasis
              • Contrast
              • Rhythm
          • ACTIVITY II
            • Focused Blur
            • How do you create a portfolio?
            • Photomontage: scale, texture, mismatch, edges - example
            • Clone / Rubber Stamp - example
          • ACTIVITY III
            • Photo Manipulation Techniques: Practice
              • Texture Treatment - example
          • HOMEWORK
            • Photographs (not manipulated)
              • Two Breadth Works
                • Digital Darkroom
                • Color / B&W
      • Week 8
        • L20 UNIT 1 PRODUCTION
          • OPENING
          • OBJECTIVE
            • Students will complete their first portfolio of best still life works, collages, and be able to evaluate which is the best and why.
          • ACTIVITY I
            • Collage Work
              • Three Panel Visual Narrative Collage
              • One Image Google Maps Environment
              • One Digital Vanitas
          • ACTIVITY II
            • Photo Work (Digital Darkroom)
              • Three Still Lifes
              • One Vanitas
              • Three panel visual narrative / comic
              • Two additional images from Tumblr
          • ACTIVITY III
            • PowerPoint Production
            • Portfolio Folder
        • L21 SCHOLAR PHOTOGRAPHER
          • OPENING
            • Sketch / write out details of your communities:
              • streets, businesses, signs, buildings near your home and school
            • Week 8 Photographer: Josef Koudelka | PDF
              • See Wonder Think / Three Cs
              • Koudelka Reading / Use as Model of Description
          • OBJECTIVE
            • Students will analyze how they will be able to create unique imagery / photography based on their community, using the Three C's and other critique methods
          • HOOK
          • ACTIVITY I
            • Journal What images, concepts, beliefs define / illustrate your community?
            • Google Maps Search Construct your own collage using a variety of images from Google Maps, rotating and lining up images using building lines
          • ACTIVITY II
            • AP 2-D Portfolio
              • Breadth Work How to create a variety of imagery using photography as your base to create mixed media images
                • Brainstorm
              • Concentration Work What is your theme or focus? Choose three possible concepts that you might consider spending six weeks exploring
                • Brainstorm
          • ACTIVITY III
            • Breadth / Concentration
              • “Your Neighborhood Re-Considered” Students will take a dozen “portrait” action shots of their community focusing on figure / ground, contrast of subject, using a variety of shots, angles and techniques, people in space; post in Tumblr
              • Geo-tecture Found Photo Composition - example
                • Deconstruct your neighborhood
          • ACTIVITY IV
            • Collages
              • One Vanitas
              • Three Panel Visual Narrative
              • One Google Maps Collage Environment
          • HOMEWORK
            • Tumblr
              • Photo Beast II
                • Five Photos
                • Choices from here 1, 2 or 3
            • Journal
              • Two Panel Magazine Comic
                • Using word bubbles
                • Do not add text to bubble
              • One Magazine Photo
                • See Wonder Think
                • Extend with drawing
        • L22 SCHOLAR
          • OPENING
          • OBJECTIVE
            • Students will collect their best photo and collage work into a PowerPoint portfolio.
          • HOOK
            • Weegee Lecture
          • ACTIVITY I
            • Two Printed Breadth Pieces
          • ACTIVITY II
            • Breadth Work How to create a variety of imagery using photography as your base to create mixed media images
            • Concentration Work What is your theme or focus? Choose three possible concepts that you might consider spending six weeks explorin
          • HOMEWORK
            • Breadth / Concentration
              • “Your Neighborhood Re-Considered” Students will take a dozen “portrait” action shots of their community focusing on figure / ground, contrast of subject, using a variety of shots, angles and techniques, people in space; post in Tumblr
              • Geo-tecture Found Photo Composition - example
                • Deconstruct your neighborhood
      • WEEK 9
        • L23 SCHOLAR
          • OPENING
          • OBJECTIVE
            • Students will review their homework, their journal, their methods for successful image making
          • HOOK
            • Feininger Lecture
          • ACTIVITY I
            • Breadth Work How to create a variety of imagery using photography as your base to create mixed media images
            • Concentration Work What is your theme or focus? Choose three possible concepts that you might consider spending six weeks exploring
          • ACTIVITY II
            • Follow process for creating Breadth / Concentration work
        • L24 SCHOLAR PHOTOGRAPHER
          • OPENING
            • Master Photographer: Robert Frank PDF
            • Quick Three C's
            • Robert Frank Film Trailer
          • OBJECTIVE
            • Students will complete their Unit I Portfolio
            • Students will create a professional portfolio
          • HOOK
          • ACTIVITY I
            • 100 Essay Packet
          • ACTIVITY II - UNIT I Additions
            • Collage Work
              • Three Panel Visual Narrative Collage
              • One Image Google Maps Environment
              • One Digital Vanitas
            • Photo Work (Digital Darkroom)
              • Three Still Lifes
              • One Vanitas
              • Three panel visual narrative / comic
              • Two additional images from Tumblr
          • ACTIVITY III
        • L25 PHOTOGRAPHER STUDIO - COMPLETION
          • OPENING
          • OBJECTIVE
            • Using the Three Cs, students will photograph the school and its surrounding, creating material that will be used to create a collage.
            • Students will create a superimposed work using a figure and background.
          • HOOK
            • Superimposition / Hocknety Collage
          • ACTIVITY I
            • School Community Portraiture: buildings, foliage, students
            • Multiple photos of building, nature, space of school
            • Final: Superimposition of two images using filters / contrast
          • ACTIVITY II
            • Breadth Work: How to create a variety of imagery using photography as your base to create mixed media images
            • Concentration Work: What is your theme or focus? Choose three possible concepts that you might consider spending six weeks exploring
        • HOMEWORK
          • Breadth: Photo Manipulation / Installation
            • “Your Neighborhood Re-Considered” Students will take two best “portrait” action shots of their community focusing on figure / ground, contrast of subject, using a variety of shots, angles and techniques, people in space; post in one Google Slide (remember Baldessari)
            • Geo-tecture Found Photo Composition - example
              • Deconstruct your neighborhood / rotate images to line up buildings
              • Rotate work in Google Slides
            • Two best photos based on one idea here
            • Add all to Google Slides
      • WEEK 10
        • L26 SCHOLAR
          • OPENING You should never think without an image. - Aristotle
          • OBJECTIVE
            • Students will be introduced to UNIT 2 requirements, final projects; community narratives for school, home, neighborhood;
          • HOOK
            • Master Photographer: Lyonel Feininger | PDF
            • Basic Vocabulary discussed / used
            • The DSLR and its elements
          • ACTIVITY I
            • School community photography
          • ACTIVITY II
            • DSLRs: f-stop, aperture, ISO, etc.
            • F-stop tutorial: Which F-stop gives you bokeh?
          • ACTIVITY III
            • “Constructed City-Geoscapes” using a variety of angles, contrast, framing devices, students construct a collage work mixing together a variety of shots of personal buildings into a single work
              • May use 6-9 found images from Google Images
              • Example
          • ACTIVITY IV
            • Narrative Structures How to construct a visual narrative
          • ACTIVITY V
            • Discuss Breadth, Quality and Concentration Portfolios
        • L27 SCHOLAR PHOTOGRAPHER
          • OPENING
            • Master Photographer Dorthea Lange PDF
            • Portraiture as part of community / defines community
          • OBJECTIVE
            • Students will create a variety of small works: geoscape, school community portrait, comparison with Lange photo
          • ACTIVITY I
            • “Constructed City-Geoscapes” using a variety of angles, contrast, framing devices, students construct a collage work mixing together a variety of shots of personal buildings into a single work
              • May use 6-9 found images from Google Images
              • Example
          • ACTIVITY II
            • Portfolio Design
            • Artist Statement: what interests you, who influenced you, why do you make photography, what is different about photography
          • ACTIVITY III
            • PROJECTS/ HOMEWORK
              • Two photos based on one idea here
          • HOMEWORK
            • Community work - Tumblr
              • 10 photos of community
              • Rubric: variety of photo techniques and subjects
        • L28 ARTIST STUDIO
          • OPENING
            • What are your expectations when attending the Getty Center Field Trip?
            • What will make this trip interesting for you?
          • OBJECTIVE
            • Students will research the Getty.edu website to create a small series of table presentations about work they will see.
          • ACTIVITY I
            • Getty.edu / Research
          • ACTIVITY II
            • Selfie with another member of community
          • ACTIVITY III
            • Nikon Video in groups
            • Group photos using still life objects OUTDOORS
          • ACTIVITY IV
            • Review the Three Cs, SWT
            • Groups of 15
            • Expectations

    • UNIT 2 Topic Experiment Community Diptychs / Constructed City-Geoscapes
      • Personal / Public photography Create works that address personal and public imagery by connecting works in a two-panel format. This form may include
        • Color vs. B&W photography
        • Personal vs. public
        • Constructed City-Geoscapes Geometric collage from image of home, community

    • UNIT 2 Online Portfolio Project Community Photojournalism
      • Generate five or more image work using progressive or visual narrative techniques
      • Address motif, consistent concept and composition devices

    • ELEMENTS and Principles of Design
      • Rhythm Students investigate the method of using repeating elements
      • Balance Students investigate how the use of symmetry and asymmetry are different
      • Contrast Students investigate how to use figure-ground relationships in their practice

    • DIGITAL Darkroom / Software Skills
      • Desaturation Create Black & Whites from color photos
      • Dodging / Burning tools working with image detail
      • RGB Color Correction

    • DUE: November
    • ONLINE Gallery Walk
      • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Critique / redesign of one Breadth image


  • UNIT 3 The Self as Subject - Traditional vs. Contemporary Portraiture

    • UNIT Objective In this unit, students will work with their own “self”, focusing on their own image, as cipher, as symbol, and as nexus for ideas, creating portraiture through a variety of methods, arranging personal objects, using software manipulation, and attaching contemporary techniques to traditional portrait compositions.  Students will mix language, text, symbols, graphics, critiques, and other found elements to create a variety of unique artistic projects.
      (12 classes - 4 weeks)

    EXERCISES | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • What are the traditional methods for creating portraiture?
      • What are some of the methods that will change traditional portraiture?
      • What software techniques change the meaning of an image?

    • ENDURING Understandings
      • Any subject, object, image will change meaning based on place, filter, manipulation.
      • Photo manipulation changes the meaning of an image.

    • DESIGN Journal Daily Writing Prompts
      • How many variations of the concept of “self” can be photographed?
      • Vocabulary Building Students work with instructor to generate list of unit specific terms
      • What images, concepts, beliefs define portraiture?
      • Personal statement What traits determine “photographer as artist”?
      • Photo Art History Comparison with one Master Diane Arbus, Rineke Dijkstra, Cindy Sherman, Richard Avedon, Sally Mann, Joel Peter Witkin, August Sander, Walker Evans

    • DESIGN Journal Prep
      • Create a mood board of a variety of portrait styles from current fashion magazines
      • Journal photomontage experimenting with image combinations
      • Journal entries about own traits as well as alter ego and fantasy figure
      • What are the most successful compositional devices for creating photo “portraits”?

    • VOCABULARY
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus.
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white
      • Photography Masters
    • FINAL Projects
      • Multi-Panel Self Portrait - 4 or more panels | two using Fireworks / Photoshop
      • Four Double Exposure Portraits - Examples | Examples
      • Vocab Image Bank - 1 photo for each vocabulary word
      • Breadth 4 - Final Set of Four Breadth Photoworks

    • PHOTO Concepts / Exercises (in addition, use techniques from previous units)
      • WEEK 11
        • L29 SCHOLAR
          • OPENING
            • Master Photographers: Arbus vs. Frank - Comparison - Three Cs
            • Students will evaluate their printed work and their current work on Tumblr using one of the critique methods: Three Cs, Denotation Connotation, See Wonder Think, Form Content, or Feldman Model.
          • ACTIVITY I
            • Google Share: Portfolio Design / Design Statement
            • Print out by instructor / design
          • ACTIVITY II
            • Six Breadth Works in Portfolio
          • ACTIVITY III
            • Using the web cam, experiment with portraits / self-portraits different angles, POV, “selfies”, symbolism, etc.
            • Create a Four Panel Self Portrait using the web cam. Compile the work into one Fireworks or Google Slides project.
            • Google Slides
          • ACTIVITY IV
            • Silhouettes and Images inside
              • Adding your images into a portrait silhouette
              • Some examples here
            • Four plus images in one panel
        • L30 SCHOLAR PHOTOGRAPHER
          • OPENING Journal
          • OBJECTIVE
            • Students will evaluate and work on their previous projects
            • Students will prepare for the Getty Field Trip
          • ACTIVITY I
            • Review each part of the Getty Center Field Trip Handout
            • Evaluate / predict what you will do that day.
          • ACTIVITY II
            • Complete Portrait based works
            • Complete Portfolio Design
            • Google Share: Portfolio Design / Design Statement
          • HOMEWORK
            • Breadth IV: Two Breadth Photos / Digital Darkroom
    • UNIT 3 Topic Experiment Two mixed media “Persona” photomontages
      • WEEK 12
        • L32 PHOTOGRAPHER STUDIO
          • OPENING
            • To say that "the camera cannot lie" is merely to underline the multiple deceits that are now practised in its name. - Marshall McLuhan - 1964
            • Review your Tumblr work and Google Slides
            • Review your printed portfolio work
          • OBJECTIVE
            • Students will complete
              • Four Digital Darkroom Portraits
              • Four Silhouette / Shadow Photo Manipulations
            • Add to Google Slides
          • ACTIVITY I
            • Complete Portrait based works
            • Mix multiple portraits: your image with others
          • ACTIVITY II
            • Complete Portfolio Design
            • Google Share: Portfolio Design / Design Statement
          • HOMEWORK
            • Breadth IV: Two Breadth Photos / Digital Darkroom (DD)
            • Breadth V: Two photo manipulations
            • Tumblr: Post four figure / portraits / DD
            • Tumblr: Post four street scenes with figures / DD

    • UNIT 3 Online Portfolio Project: Serial “Self” Portraiture / Photo Screens
      • WEEK 13
        • L33 SCHOLAR
          • OPENING
            • Students will review work they have done including work on Tumblr.
            • Students will review photomontage / manipulation work.
          • OBJECTIVE
            • Students will review several techniques for portraiture.
            • Student will practice these methods and decide which methods.
            • Students will be introduced to Photoshop.
            • Students will be introduced to DSLR advanced.
          • ACTIVITY I
          • ACTIVITY II
            • Practice one method above
          • ACTIVITY III
            • AP: DSLR work
          • HOMEWORK
            • Street Series Project: one printed photo that might be part of a series
            • Image / Text: Writing on the printed image that describes the series
            • Private / Public Persona: tell a story or visual narrative "portrait" by adding elements to a private space, using one of the Photo Basics techques
        • L34 SCHOLAR PHOTOGRAPHER
          • OPENING
            • One printed photo in portfolio
            • How might you create a visual narrative / serial work from this image?
            • Write about it in Google Slides - Choose D/C, SWF, Form Content, Feldman
          • OBJECTIVE
            • Students will design two folding screens of five panels, one traditional, without variety, one with variety. Either could be used for their visual narrative, story or photo journalism presentation.
            • Students will evluate their Tumblr and Portfolio work
          • ACTIVITY I
            • Discuss methods, styles for a folding presentation screen
              • Centered
              • Bleed
              • Changing panel sizes
          • ACTIVITY II
            • Sketch out three different folding screen designs
            • Explain your sketches
          • ACTIVITY III
            • Tumblr Meeting
              • What photo / collage works need to be posted?
              • Due by end of semester
            • Portfolio Meeting
          • ACTIVITY IV
            • Printed photo work
              • Writing ideas all over the image using methods for connecting ideas with a visual representation
            • Consider Three C's: craft, composition, concept
          • HOMEWORK
            • Breadth V
        • L34 PHOTO STUDIO
          • OPENING
            • Folding Screens: How are they different?
          • OBJECTIVE
            • Students will work on their Folding Screen Photo Project. They will decide what subject will be their focus for their final.
          • ACTIVITY I
            • Folding Screens
              • 9x12 - Seven Best Works - full page
              • Small Screen - Focus on one subject / bleed
          • ACTIVITY II
            • Evaluate what must be done over the next week
          • ACTIVITY III
            • Artist Statement here
        • HOMEWORK
          • Experimental Portraits Projects:
            • Folding Screens
              • Fractured Portrait based on pieces combined into a whole
              • Size, bleed, b/w, color
            • Breadth Portfolio - 12 best works / shows variety
      • Week 14
        • L35 Photographer Studio
          • OPENING
            • Pick up Portfolio - Review work using rubric
            • Review this Breadth Portfolio Google Slides here
            • Questions: What are the most Locations? Most principles used?
            • Review the rubric. Choose one indicator that received a "4". Explain.
          • OBJECTIVE
            • Students will discuss their photo installation methods
          • ACTIVITY I
            • Folding Screen: Focus on one subject / bleed
            • Experimental Portraits Projects:
              • Portrait Box: one subject / bleed
              • Folding Screen Portraits
                • Fractured Portrait based on pieces combined into a whole
                • Size, bleed, b/w, colo
          • ACTIVITY II
            • Discuss Portfolio and Breadth work
          • ACTIVITY III
            • Artist Statement here
    • ELEMENTS and Principles of Design
      • Balance: construct portraits using both symmetry and asymmetry to shift emphasis
      • Emphasis: How many ways can you emphasize an image / section in a composition?

    • DIGITAL Darkroom / Software Skills
      • Color correction Manipulate RGB and CMYK to create the strongest image
      • Using Filters adding contrast, changing hue and saturation, to discuss changes in meaning
      • Compare Cropped vs. Uncropped images
      • Digital Darkroom Dodge / Burn software as a traditional darkroom method

    • UNIT 3 Finals
      • Digital Breadths I - V PowerPoint
      • Photo Screen: 5 - 7 images front and back
      • Artist statement on screen

    • DUE December

    • ONLINE Gallery Walk
      • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Critique / redesign of one Experiment image

  • UNIT 4 Photomontage Methods - Traditional vs. Contemporary Portraiture

    • UNIT Objective In this unit, students will work with a variety of photomontage and photo collage methods, comparing straight, digital darkroom photography with software methods.
      (10 classes - 3 weeks)

    EXERCISES | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • How does meaning change when a photomontage process begins?


    • ENDURING Understandings


    • DESIGN Journal Daily Writing Prompts


    • DESIGN Journal Prep


    • VOCABULARY
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus.
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white
      • Photography Masters
    • FINAL Projects


    • PHOTO Concepts / Exercises (in addition, use techniques from previous units)
      • WEEK 11
        • L29 SCHOLAR
          • OPENING
          • ACTIVITY I
          • ACTIVITY II
          • ACTIVITY III
          • ACTIVITY IV
        • L30 SCHOLAR PHOTOGRAPHER
    • UNIT 3
      • WEEK 12

  • UNIT 5 Building Your Breadth Portfolio: Determining Your Final Images

    • UNIT Objective In this unit, students will collect and assemble their final Breadth portfolio over the final two weeks of the semester. They will present their work to the class and in a group show at the end of the semester.
      (6 classes - 2 weeks)

    EXERCISES | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • How does a designer / artist / photographer choose their best work?
      • What is the difference between best work and innovative work?

    • ENDURING Understandings
      • Any subject, object, image will change meaning based on place, filter, manipulation.
      • Photo manipulation changes the meaning of an image.

    • UNIT 4 FINAL BREADTH PORTFOLIO
      • WEEK 15
        • L36 SCHOLAR
          • OPENING
            • Research Fotor.com
            • Find the Simple borders section
            • What works are part of a serial or narrative?
          • OBJECTIVE
            • Students will organize their photo screens:
              • Seven Best Works
              • Concentration Project (8 or more images)
          • ACTIVITY I
            • Evaluate their project
            • Office Hours
        • L37 SCHOLAR PHOTOGRAPHER
          • OPENING
            • How to create a seriel work or narrative?
            • Ed Ruscha's "Every Building on the Sunset Strip" here
          • OBJECTIVE
            • Students will divide works into two pathways:
              • 9x12 - Seven Best Works Folding Screen Project
              • Folding Screen Narrative PowerPoint - Four or more panels any size
          • ACTIVITY I
            • Folding Screen Production
            • Brainstorming:
              • Signs: street, on buidings, etc.
              • Trees, clouds
              • Buildings
              • Close-ups of faces (eyes only, hair only, etc.)
              • Close-ups of cars / motorcycles
              • Lights at night (must be in color)
              • Student hands: gestures, fingers
          • ACTIVITY II
            • What must be done by Thursday?
            • NO LATE WORK
            • Period 4 production / setup
        • L38 PHOTO STUDIO
          • OPENING
            • Complete Folding Screen Piece
          • OBJECTIVE
            • Students goal is to complete a successful, well-constructed project that uses the Three C's, has a serial nature or narrative (5 or more panels)
          • ACTIVITY I
            • Folding Screen Production / Setup
            • No late work
          • ACTIVITY II
            • Evaluation of work
      • WEEKS 16 - 17
        • L39 / L40 / L41 SCHOLAR PHOTOGRAPHER
          • OPENING
            • Evaluate your progress: Review PowerSchool projects and due dates
            • What does Breadth mean?
            • What works are part of a serial or narrative?
            • Evaluate your own work: Google Slides / Tumblr / Portfolio
          • OBJECTIVE
            • Students will complete their Google Slides Portfolio
            • Students will begin working on their box and panels
          • ACTIVITY I
            • Printed work in folders
            • Complete Box / Folded Panel Work Setup
          • ACTIVITY II
            • Evaluate Google Slides - Example - only if completed other work
            • Portfolio: 12 Breadth / Variety Printed / Artist Statement / Name and Title
            • Self Portrait Box: Close-ups / Well made / connected images
            • Three Panel Landscape Screen: Six images visually connected
            • FINAL: Google Slides Portfolio with Review Example
        • L42 / 43 / 44 PHOTO STUDIO - FINAL CLASS
          • PowerPoint Evaluation by two students
          • Three C's Photos: Craft / Composition / Concept
          • Breadth Portfolio Evaluation
        • HOLIDAY BREAK PHOTO WORK
          • Twenty photos of one subject / different angles / different subjects
          • Post in Tumblr
SPRING SEMESTER: Mixed-Media, Photojournalism & Your Portfolio
  • UNIT 6 Photo-Synthesis: Mixed-Media Art & Photography

    • UNIT Objective In this unit, students will add graphic and natural elements with both commercial and fine art goals. Students will compare how these elements change the meaning of the work. Students will work with imagery as essential elements and as minor compositional device then discuss how the work changes based on scale, emphasis, detail, location, and figure/ground relationships. Students will also experiment with mixed-media photography and photomontage. (11 classes - 4 weeks)

    LESSONS | VOCABULARY

    • ESSENTIAL Questions
      • How should an image be photographed when it will be used as part of a graphic design such as a poster or advertisement?
      • How should an image be manipulated to become part of or more like a graphic?
      • When should an image be the emphasis and when should it be secondary?
      • What natural art methods might work with photographic imagery?

    • ENDURING Understandings
      • Any subject, object, image will change meaning based on placement, filter, manipulation.
      • Photographs usually dominate a poster or other graphic.

    • DESIGN Journal Prep
      • Basic typography manipulate scale, font face, leading, kerning, style
      • Graphics Text boxes, word bubbles, organic/geometric text shapes, text paths
      • Photo imagery isolated with background added using paint

    • DESIGN Journal Daily Writing Prompts
      • How do graphic elements help communicate meaning beyond the images used?
      • Vocabulary Building: Students work with instructor to generate list of unit specific terms
      • How does the use of text change the purpose and meaning of the work?
      • Personal statement on graphic design, image text analysis
      • Photo Art History Comparison with one Master Milton Glaser, Alexander Rodchenko, Laslo Maholy-Nagy, Gyorgy Kepes, Bauhaus, Russian Constructivism

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • FINAL Projects
      • Digital Triptych - Three panels connected by subject (drawing, photo, digital work)
      • Hockney Filter Portrait- multi-panel photomontage using filters
      • Baldessari Narrative - five panel project that creates a narrative
      • Kruger Pastiche - image / text
      • Dual Concentration Statement - two possible directions for their concentration work

    • PHOTO Concepts / Exercises (uses compositional techniques from previous units)
      • WEEK 1
        • L1 SCHOLAR ARTIST
          • OPENING
            • What was you photo goals for the two week break?
            • How will I improve my grade this coming semester?
            • What methods/techniques did I learn / use during semester I?
          • OBJECTIVE
            • Students will evaluate their past semester and review their future semester. Students will review their skill sets and design principles.
          • ACTIVITY I - Critique
            • Review portfolio using worksheet
            • Evaluate Principles here
            • Complete Worksheet / teacher will evaluate work
          • ACTIVITY II - Homework
            • Tumblr work
            • Google Slides
          • ACTIVITY III - Concentration
          • FINAL ACT
            • Review Your Process
        • L2 SCHOLAR ARTIST
          • OPENING
            • History of Photomontage
            • Why use photomontage? List some techniques of photomontage
          • OBJECTIVE
            • Students will brainstorm and list a series of methods for mixing natural and digital media; photography extensions using paint and photomontage techniques
          • ACTIVITY I - Concentration
          • ACTIVITY II - Photoshop Techniques
            • 6 images from Tumblr Homework
            • Photoshop techniques: Two additional Photoshop techniques on each
            • Three images per slide
          • ACTIVITY III - Creativity List
            • Creative Photo Choices list
            • Mixed-media photography examples
          • HOMEWORK
            • Research - Five Example Moodboards
              • Five Images: Develop a process to create a political mash-up.
              • Five Images: Develop a process for a narrative Photo Comic Book
              • Five Images: Develop a process to a create a image-based poster
            • Example: Mash-up Portrait Tupac Van Gogh example
    • UNIT 5 Concentration Experiment Exercises
      • WEEK 2
        • L3 ARTIST
          • OPENING
          • OBJECTIVE
            • Students will be able to use specific tools in Photoshop with their own photographs
            • Students will complete their 6 specific Photoshop triptychs
          • ACTIVITY I
            • Concentration Google Slides
            • Concentration Ideas
          • ACTIVITY II
            • Photoshop I: Selections
              • Magnetic Lasso selections
              • Pen Tool selections
              • Selections Saved
          • ACTIVITY III
            • Google Six Photoshop Triptychs
              • Six original photos with 2 Photoshop effects each
              • One Multiple Selections Photoshop Photo
          L4 SCHOLAR ARTIST
          • OPENING
            • Artist: John Baldessari
            • What makes this artist unique?
            • List the steps in creating one of his works.
          • OBJECTIVE
            • Students will develop techniques for mixing imagery with natural materials.
          • ACTIVITY I
            • 100 Ideas Packet Review Chart
            • Introduction to each reading / essay
          • ACTIVITY II
            • Choose five ideas from packet
          • ACTIVITY III
            • Edmodo Brainstorm: Sketch / write out / design a three panel visual photo comic book using graphics, text, visual repetition based on a concept
            • List ideas / shapes / elements for repitition
          • FINAL ACT
            • Tumblr Work
      • WEEK 3
        • L5 SCHOLAR ARTIST
          • OPENING Denotation / Connotation
            • Artist: Hannah Hoch - Found images collaged
            • Artist: Joseph Cornell - Found objects / images collaged
            • Artist: John Baldessari - Found images collaged
              • Choose one work from each / analyze using the 3 Cs
              • How would your create each?
          • OBJECTIVE.
            • Students will discuss concentration possibilities with instructor.
            • Students will review their previous work: Six Diptychs / Filters Work
          • ACTIVITY I - Lecture
            • Digital Darkroom vs. Photomanipulation
            • Concentration Methods here
              • Process for finding your "focus"
          • ACTIVITY II
            • Photomontage & Mixed Media Methods
              • Brainstorm / Research: How to create works that integrate photography with drawing, painting and other materials.
              • List methods for creative work
              • Artists: Hannah Hoch, John Baldessari, Joseph Cornell
          • ACTIVITY III
            • Create one photomontage using Hoch/Baldessari techniques
              • H. Hoch - collage portrait on paper
              • J. Baldessari - 4 or more found images connected (like geoscape)
          • ACTIVITY IV
            • Complete:
              • 6 Triptychs
              • Concentration Digital Portfolio Basic
              • Tumblr 30 photos
        • L6 ARTIST STUDIO - Catch up
          • OPENING
            • Art: Dada - image / text collage
            • Artist: John Baldessari - Found images collaged
            • How did Dada artists use photography?
            • Describe Baldessari's work - Craft and Content
          • OBJECTIVE
            • Students will complete their 6 panel Google Slides Triptych
            • Students will work on their Tumblr account
            • Students will create a Dada collage using found images and text
          • ACTIVITY I
            • Photoshop III - Surrealism I
              • Cut and Paste Tools: advanced tutorial here
              • Combine 2 seemingly unconnected objects (apple and a Frisbee)
              • Find / write a short story about explaining their connection
              • Write on top of / or next to image (theoretical turn essay)
          • ACTIVITY II
            • Complete multi-selection Photoshop collage
            • Complete 6 panel triptchs
            • Add Tumblr images
          • ACTIVITY III - 20 minutes
            • Concentration Handout
          • HOMEWORK - Research
            • Tumblr Project: Create six political or social memes addressing a contemporary figure using an app (Phonto)
            • Essay Photos: Illustrating one of your past essays with five photos
            • Concentration Handout - Complete

    • UNIT 5 Online Portfolio - Catch Up + Concentration / Focus
      • WEEK 4
        • L7 SCHOLAR + Catch Up
          • OPENING
            • Mash-up Portrait - Tupac Van Gogh example
              • Download graphic
              • How might you create this type of mashup?
          • OBJECTIVE
            • Students will use the design thinking handout to create a brainstorming process that can be used for a variety of projects
          • ACTIVITY I
            • How to be Creative video
            • Notes
          • ACTIVITY II
          • ACTIVITY III
            • Concentration Work: Five Strong Ideas
              • Work with associative thinking to create similar but different concentration focus - take an idea and make specific
              • Brainstorming - how to take an idea, develop / create tangents
              • Write out 5 Strong Ideas for your Concentration
              • Compete Homework Handout for Tuesday
          • FINAL ACT
            • Review Powerschool projects
        • L8 SCHOLAR DESIGNER + Catch UP
          • OPENING
            • Artist: Lorna Simpson > Collages
            • What are the methods Simpson uses to create mixed-media work?
            • How might you use this method to create your own work?
          • OBJECTIVE
            • Students will learn methods for creating image based mixed media work
            • Students will catch up with their previous week's work
            • Students will focus on two possible subjects for their final concentration
          • ACTIVITY I - How to create a Lorna Simpson Work
            • Lorna Simpson / Collage / Painting Technique - Mixed Media
              • Cut out a face / head image
              • Add painted body / hair
            • Political Photography
            • Metacognitive: analyze your process
          • ACTIVITY II
            • Tumblr / Google Slide Assignments:
              • Six Poli-Sci Memes | How to create ironic / parodic work?
              • Five photos based on one school essay or PowerPoint
          • ACTIVITY III
            • Concentration Handout
            • Google Slide: Write out process
          • ACTIVITY IV - 30 minutes
            • CATCH-UP
              • Review Powerschool for missing assignments
          • PROVING BEHAVIOR
            • List all Powerschool projects that are not complete
        • L9 ARTIST STUDIO
          • OPENING
            • What are some of the photomanipulation techniques you have used?
            • What are some of the issues that photomanipulation creates?
          • OBJECTIVE
            • Students will use Photoshop Digital Darkroom techniques
            • Students will design an image-based graphic in Photoshop that focuses on emphasis and contras
          • ACTIVITY I
            • Found Image Artist: Robert Rauschenberg
              • How would you create a Rauschenberg work?
              • Photoshop Technique: Colorize Filter
                • Create work similar to this work
                • Use Layers Transparency in Photoshop
          • ACTIVITY II
            • Image Text Artist: Barbara Kruger
              • How did she make this work? What is the process? What is the one concept she uses to tell her message
              • How would you create a Kruger image / text work?
          • ACTIVITY III
            • CATCH UP: Review work in Powerschool
            • Office Hours: Tuesday / Thursday
        • HOMEWORK
          • 24 Image Quilt: Take 24 images of one subject topic / make sure image shows emphasis
          • Concentration Research / Photography

    • ELEMENTS and Principles of Design
      • Emphasis direct focus on image / text
      • Balance Symmetry / Asymmetry with similar imagery / elements
      • Visual Narrative - Rhythm / Pattern / Movement

    • DIGITAL Darkroom / Software concepts
      • Vector tools organic / geometric shapes
      • Filters contrast, colorization, distortion, saturation
      • Color Correction traditional vs. distorted

    • DUE FEBRUARY

    • ONLINE Gallery Walk
      • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Improve Topic Experiment - Compare before / after


  • UNIT 7 Visual Narrative - Photo Comic Book

    • UNIT Objective Students will work with several of the skills developed over the course to create a six panel comic book using photography and graphics to create a meaningful project that addresses a dream or surrealist-style memory.
      (11 classes - 4 weeks)

    LESSONS | VOCABULARY

    • ESSENTIAL Questions


    • ENDURING Understandings


    • DESIGN Journal Prep


    • DESIGN Journal Daily Writing Prompts


    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • FINAL Projects

    • PHOTO Concepts / Exercises (uses compositional techniques from previous units)
      • WEEK 1
        • L1 SCHOLAR ARTIST
          • OPENING
          • OBJECTIVE
          • ACTIVITY I - Critique
          • ACTIVITY II - Homework
          • ACTIVITY III - Concentration
          • FINAL ACT
        • L2 SCHOLAR ARTIST
          • OPENING
          • OBJECTIVE
          • ACTIVITY I - Concentration
          • ACTIVITY II - Photoshop Techniques
          • ACTIVITY III - Creativity List
          • HOMEWORK

    • UNIT 5

    • ELEMENTS and Principles of Design
      • Emphasis direct focus on image / text
      • Balance Symmetry / Asymmetry with similar imagery / elements
      • Visual Narrative - Rhythm / Pattern / Movement

    • DIGITAL Darkroom / Software concepts
      • Vector tools organic / geometric shapes
      • Filters contrast, colorization, distortion, saturation
      • Color Correction traditional vs. distorted

    • DUE FEBRUARY

    • ONLINE Gallery Walk
      • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Improve Topic Experiment - Compare before / after


  • UNIT 8 Creative Choice: Experimentation, Concentration & Photo-Synthesis

    • UNIT Objective In this unit, students will experiment and find their own concentrations of work, developing their own artistic process from design journal sketches to photo production and evaluation. Students will develop a concept, generate a general timeline and produce a body of work that follows the concept and timeline. Students will generate their own manifesto / statement about their artistic trajectory, and what direction they might be headed in their work.
      (6 classes - 2 weeks)

      LESSONS | VOCABULARY

    • ESSENTIAL Questions
      • How does a photographer determine which is their best work?
      • How does a photographer determine a concept, focus or direction in their work?

    • ENDURING Understandings
      • A body of photographic work should show consistency of style, subject, composition or elements.
      • A photographer uses many points-of-view to determine a pathway of work.

    • DESIGN Journal Prep
      • Brainstorming / idea generation around concepts, student vision developed
      • Generate Student Concentration summary
      • Create process and benchmarks for project completion

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • DESIGN Journal Daily Writing / Discussion Prompts
      • What photo processes and methods help create a consistent body of work?
      • Vocabulary Building Students work with instructor to generate list of unit specific terms
      • Students design a feedback loop based on current process / practice.
      • Photo Art History Comparison with one Master: Lucas Samaras, John Baldessari, Duane Michaels, Graciela Iturbide, William Christenberry, Cindy Sherman, Ed Ruscha

    • UNIT 6 Topic Experiment The Ultimate Photo Beast
      • WEEK 5
        • L10 SCHOLAR ARTIST + GRADED WORKSHEET - 24 pts.
          • OPENING
          • OBJECTIVE
            • Students will review their process for creating digital darkroom photography and photomanipulation.
            • Students will begin a photomanipulation portfolio, connecting their work to the artist that inspired the process and imagery.
          • ACTIVITY I
            • Review photomanipulation methods
              • J. Baldessari: combine multiple images to create a story
              • H. Hoch: combine into foreground image / blended
              • L. Simpson: multiple panels with images and text / political
              • D. Hockney: one image with multiple pieces / cubist?
              • R. Rauschenberg: multiple colorized found images layered
              • B. Kruger: found b/w image with red box and text
            • What graphic / photomanipulation style do you prefer? Explain the process.
          • ACTIVITY II
            • Concentration Portfolio Research
          • ACTIVITY III - Due Thursday
            • Photoquilt Benchmark I - 16+ images of an object, subject or space
              • Uses emphasis, contrast / Three Cs
              • Construct in Photoshop
          • EXIT QUES
            • What genre, method and artist do you find the most influential?
        • L11 DESIGNER STUDIO
          • OPENING
            • Photographer: Ed Ruscha
            • How to create a series, a book, a quilt
            • Create a process / transform / combine
          • OBJECTIVE
            • Students will review methods of advanced photography
            • Students will revisit photomanipulation techniques
          • ACTIVITY I
            • Current Projects
              • Poli-Sci Memes: clever critique
              • Theoretical Turn: 3 disconnected images in a space with text describing the work
              • Five Image Illustrating a Personal Essay
              • Sixteen Image Concentration Image Quilt
            • ALL DUE ON THURSDAY, FEBRUARY 9
          • ACTIVITY II - Google Slides
            • Assignment
              • Photomanipulation Research - Moodboard - Choose one
                • Five Images: Research collage mash-up
                  • Mixing images together as a collage
                • Five Images: Research photo comic books
                  • Adding text / graphics / word bubbles
                • Five Images: Research image graphics / posters
                  • Add text and graphics to create a poster
              • NOTES: Last manipulation discussion / will discuss individually
          • ACTIVITY III
            • Concentration Portfolio Research
            • Assignment
              • Create a Concentration Portfolio Google Slides
              • Add an artist statement (see above)
          • ACTIVITY IV
            • Assignment
              • Research ISO / F-Stop / Aperture on Youtube
              • Describe how these are different
              • Add one image that illustrates your research
          • HOMEWORK
            • Photoquilt
            • Two images / Two Concentrations / Two: B/W and Color
      • WEEK 6 - BRAINSTORMING / IDEA GENERATION FOR YOUR CONCENTRATION
        • L12 SCHOLAR
          • OPENING
            • Photographer: Lewis Baltz - What makes his work interesting?
            • What is the process for creating a concentration of work?
            • How do you work with associative ideas / concepts?
          • OBJECTIVE
            • Students will create a Google Slides Concentration Portfolio and artist statement that addresses an interesting subject, personal to the student
          • ACTIVITY I
          • ACTIVITY II
            • Concentration Portfolio Research
            • Assignment
              • Create a Concentration Portfolio Google Slides
              • Add an artist statement (see above)
          • ACTIVITY III
            • Assignment
              • Research ISO / F-Stop / Aperture on Youtube
              • Describe how these are different
              • Add one image that illustrates your research
          • FINAL ACT
            • Review week: Concentration Focus
              • Two Directions using Digital Darkroom
        • L13 SCHOLAR DESIGNER + GRADED WORKSHEET - 24 pts.
          • OPENING
            • Photographer: Tina Barney - What makes her work interesting/unique?
            • Photographer: Lewis Baltz - What makes his work interesting/unique?
          • OBJECTIVE
            • Students will review methods of DSLR photography
            • Students will develop a process for creating Concentration photo work
            • Students will develop an artist statement that addresses a specific concept / subject
          • ACTIVITY I
            • Assignment - Moodboard Comparisons / Explanations
              • Research ISO / F-Stop / Aperture on Youtube
              • Add one image for each aspect of photography techniques illustrates your research
              • Write out definition for each using own language
              • Notetaking
              • Compare
          • ACTIVITY II
            • CONCENTRATION Digital Portfolio
              • Concentration Research | Process
              • Artist Statement example here
              • Instructor's Work / Statement: Focused Blur
              • Write out Artist Statement adding photographer inspiration
            • CONCENTRATION Digital Portfolio
              • Pick up Portfolios / Remove Breadth Work / Add to Front Section
              • Requirements: Weekly print-outs of work for evaluation
          • ACTIVITY III
            • Write out the process for choosing a concentration focus
            • How will you accomplish this?
          • PROVING BEHAVIOR
            • Compare Barney with Baltz using these images here
          • EXIT QUES
            • What are some consistent elements of a series of works?
            • What make a series successful?
        • L14 DESIGNER STUDIO - All Work Completed Today
          • OPENING
          • OBJECTIVE
            • Students will complete several projects that are due today
            • Students will discuss Concentration work with instructor
          • ACTIVITY I
            • Complete these projects
              • Photo Quilt
              • Five Photo Essay Illustration
          • ACTIVITY II - Instructor Evaluation
            • Concentration Portfolio Review - Google Slides Share
              • What are your two concentrations?
              • How will you be able to complete your project
      • WEEK 7
        • L15 SCHOLAR
          • OPENING
            • Photographer: Uta Barth
            • What is the process / method of her photo work?
            • Why is her work interesting?
          • WEEK'S OBJECTIVES
            • Students will evaluate their Concentration focuses
            • Students will upload their two Concentration Works after they have completed Digital Darkroom for each
          • ACTIVITY I
            • Concentration Work: Digital Darkroom
            • Example setup
          • ACTIVITY II
            • Students will review missing work in Powerschool
              • 16 image quilt
              • 5 Photo Essay Illustration
              • Theoretical Turn
              • Concentration Work: 2 images
          • ACTIVITY III
            • Students will review Tumblr homework in Powerschool
            • 70 images in Tumblr
          • FINAL ACT
        • L16 SCHOLAR ARTIST
          • OPENING
            • Photographer: Uta Barth
            • What is the process / method of her photo work?
            • Why is her work interesting?
          • OBJECTIVES
            • Students will evaluate their Concentration focuses
            • Students will upload their two Concentration Works after they have completed Digital Darkroom for each
            • Students will complete any missing work
          • ACTIVITY I
            • Concentration Work: Digital Darkroom for each image
            • Example setup
          • ACTIVITY II
            • Students will review missing work in Powerschool
              • 16 image quilt
              • 5 Photo Essay Illustration
              • Theoretical Turn
              • Concentration Work: 2 images
          • ACTIVITY III
            • Six Image Photomanipulation Portoflio
              • Improve Photoshop work
              • Make one additional work from one of the techniques
          • FINAL ACT
        • L17 DESIGNER STUDIO
          • OPENING
            • Review work to be completed
            • Setup meeting with instructor here
          • OBJECTIVES
            • Students will evaluate their Concentration focuses
            • Students will upload their two Concentration Works after they have completed Digital Darkroom for each
            • Students will complete any missing work
          • ACTIVITY I
            • Concentration I / II: Google Slides
              • Digital Darkroom for each image
              • Example setup
          • ACTIVITY II
            • Students will review missing work in Powerschool
              • 16 image quilt - 16 similar image connected
              • 5 Photo Essay Illustration - illustrate an essay with photos
              • Theoretical Turn - 2 dissimilar images on a background with descriptive and theoretical text connecting the images
          • ACTIVITY III
            • Six Image Photomanipulation Portoflio
              • Improve Photoshop work
              • Make one additional work from one of the techniques
          • FINAL ACT
          • HOMEWORK
            • Concentration 2: Two different images
            • Uses Three Cs

  • UNIT 9 Your Concentration Portfolio Project: Designing & Production

    • UNIT Objective In this unit, students will work 6 weeks designing and producing two Concentration portfolios. The final portfolio is determined by the student but will ultimately include 24 works that follow two separate but not necessarily completely different directions. Students will use the Three Cs(craft, composition, concept) and the Four Cs(cropping, contrast, color correction on the computer), addressing a variety of design and photographic principles.
      (16 classes - 6 weeks)

    LESSONS | VOCABULARY

    • ESSENTIAL Questions
      • How does a photographer determine a concept, focus or direction in their work?
      • How does a photographer determine which is their best work?

    • ENDURING Understandings
      • A body of photographic work should show consistency of style, subject, composition or elements/principles.
      • A photographer uses many points-of-view to determine a pathway for their work.
      • An artist experiments then develops their first work as part of the pathway.

    • DESIGN Journal Prep
      • Brainstorming / idea generation around concepts, students “vision”, goals and style
      • Generate Concentration summary Students write a short trajectory of their future work
      • Create process and benchmarks for work

    • DESIGN Journal Daily Writing / Discussion Prompts
      • How does one design and create a series of work?
      • What are the criteria for choosing best work?
      • Vocabulary Building Students work with instructor to generate list of unit specific terms
      • How do artists/designers/photographers prepare to present their work?

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • FINAL PROJECTS
      • Concentration 12 - All 12 images due Week 13 for evaluation
      • Breadth 12 - All 12 images due Week 13 for evaluation
    • WEEKLY Work & Evaluations
      • WEEK 8
        • L18 SCHOLAR DESIGNER + WORKSHEET
          • OPENING
            • Pick up a National Geographic magazine
            • Find one article with photography
            • Three for Three (Three Cs on Three Images)
          • OBJECTIVE
            • Students will begin 100 Ideas Packet completing two articles today following the methods by instructor
            • Students will complete their Concentration 1 PowerPoint.
          • ACTIVITY I
            • 100 Ideas Annotation Process
            • Complete one essay following process
            • Complete one essay on your own
          • ACTIVITY II
          • ACTIVITY III
            • Photomanipulation Pastiche Portfolio
              • Six Works Total: Notes
                • 3-4: Hoch, Baldessari, Rauschenberg, Kruger, Hockney
                • 1+: Own method / Use methods above to make second work
                • 1+: Conflate two methods
              • Best Work: Evaluation Methods Redux
                • Camera Lucida:
                  • Studium / Punctum
                  • Camera Lucida Wiki / PDF (pages 23-30)
                • Methods: List here
                  • Denotation / Connotation: Objective/Subjective
                  • Three Cs: Craft, Composition, Concept
                  • Feldman Analysis: Description, Analysis, Interpretation, Judgment
                  • AP Critique
          • PROVING BEHAVIOR - Notes
            • Transfer one evaluation method to your Concentration Portfolio
              • Evaluation one of your works using one method above
          • HOMEWORK - Thursday
            • Setup meeting with instructor here
            • Concentration I & II: Two images each / Digital Darkroom for each
            • Tumblr Work: 72 images
        • L19 PHOTO STUDIO - 8 school weeks until AP / Advanced Portfolios due
          • OPENING
            • Pick up a National Geographic magazine
            • Find one article with photography
            • Three for Three (Three Cs on Three Images)
          • OBJECTIVE
            • Students will complete Camera Lucida Packet with a partner.
            • Students will complete their Concentration I / II Google Slides
          • ACTIVITY I
            • Camera Lucida Packet: Studium vs. Punctum
            • Supports: Camera Lucida Wiki / Camera Lucida PDF (pages 23-30)
          • ACTIVITY II
          • ACTIVITY III
            • Photomanipulation Pastiche Portfolio
              • Six Works Total: Notes
                • 3-4 works: Hoch, Baldessari, Rauschenberg, Kruger, Hockney
                • 1+ works : Use methods above to make second work
                • 1+: works: Conflate two methods
          • ACTIVITY IV
            • Concentration I / II: Evaluation Methods Redux
              • Camera Lucida:
                • Studium / Punctum: How to decipher and use ideas?
                • Wiki / PDF (pages 23-30)
              • Methods here
                • Denotation / Connotation: Objective/Subjective
                • Three Cs: Craft, Composition, Concept
                • Feldman: Description, Analysis, Interpretation, Judgment
                • AP Critique
          • PROVING BEHAVIOR - Notes
            • Transfer one evaluation method to your Concentration Portfolio
              • Evaluation one of your works using one method above
          • HOMEWORK - Thursday
            • Setup meeting with instructor here
            • Concentration I & II: Two images each / Digital Darkroom for each
            • Tumblr Work: 72 images
      • WEEK 9
        • L20 SCHOLAR
          • OPENING
            • Essay Packet
          • OBJECTIVE
            • Complete one essay / email image of work
        • L21 SCHOLAR ARTIST
          • OPENING
            • Review the AP Critique method. How is different than Camera Lucida?
          • OBJECTIVE
            • Students will complete their Concentration II and III and be given a grade based on the AP rubric.
            • Students will produce a Photomanipulation Portfolio
          • ACTIVITY I
            • Concentration Portfolio
          • ACTIVITY II
            • Photomanipulation Pastiche Portfolio
              • Six Works Total: Notes
                • 3-4 works: Hoch, Baldessari, Rauschenberg, Kruger, Hockney
                • 1+ works : Use methods above to make second work
                • 1+: works: Conflate two method
        • L22 ARTIST STUDIO - 7 school weeks until AP / Advanced Portfolios due
          • OPENING
            • Evaluate your work ethics AND what you need to do to accomplish and complete your different portfolios
          • OBJECTIVE
            • Students will complete their Photomanipulation Portfolio
            • Students will add their Concentration photos
          • ACTIVITY I
            • Photomanipulation Pastiche Portfolio DUE
              • Six Works Total:
                • 3-4 works: Hoch, Baldessari, Rauschenberg, Kruger, Hockney
                • 1+ works : Use methods above to make second work
                • 1+: works: Conflate two methods
          • ACTIVITY II
            • Concentration Portfolio: II / III
          • ACTIVITY III
            • Essay Packet: 4 essays complete
          • HOMEWORK
            • Concentration IV
            • Essay Packet: two additional essays
      • WEEK 10
        • L23 SCHOLAR
          • Sub/ Essay Packets
          L24 SCHOLAR DESIGNER
          • OPENING
            • Evaluate your work ethics AND what you need to do to accomplish and complete your different portfolios
          • OBJECTIVE
            • Students will complete their Photomanipulation Portfolio
            • Students will add their Concentration IV photos
            • Students will work with their Tumblr account
          • ACTIVITY I
            • Photomanipulation Portfolio DUE
              • Six Works Total:
                • 3-4 works: Hoch, Baldessari, Rauschenberg, Kruger, Hockney
                • 1+ works : Use methods above to make second work
                • 1+: works: Conflate two methods
          • ACTIVITY II
            • Concentration Portfolio: II / III / IV
          • ACTIVITY III
            • Essay Packet: 6 essays complete
          • ACTIVITY IV
            • Student evaluation / review
              • Concentration / Tumblr
          • HOMEWORK
            • Concentration IV
            • Essay Packet: two additional essays
        • L25 DESIGNER STUDIO - 6 school weeks until AP / Advanced Portfolios due
          • OPENING
            • Review Powerschool Projects
          • OBJECTIVE
            • Students will meet with teacher about their progress in the course
            • Students will review DSLR methods: ISO / F Stop /
            • Students will look at photo books, analyzing / reviewing a work from three books
          • ACTIVITY I
            • Google Slides
              • Book Rotation: Three books / review one image from each
              • National Geographic: Three articles
          • ACTIVITY II
            • 100 Methods Essays Packet: First six reviewed / graded
          • ACTIVITY III
            • Review student work
            • Review Concentration
          • HOMEWORK
            • Concentration V: Two additional works
      • WEEK 11
        • L26 SCHOLAR ARTIST
          • OPENING
            • Review your Concentration Portfolio / Artist Statement
          • OBJECTIVE
            • SWBAT continue with their Concentration Portfolio
            • Concentration Portfolio VI: Six images
          • ACTIVITY I
            • AP Signup: Upload Breadth Portfolio
          • ACTIVITY II
            • Homework: Tumblr 72
          • ACTIVITY III
            • Four DSLRs: How to adjust - aperture, ISO, shutter speed
            • By table
        • L27 SCHOLAR ARTIST - Worksheet
          • OPENING
            • Review your Concentration Portfolio / Artist Statement
            • Evaluate your work so far
              • What is missing?
              • What is the connection between each of your works?
              • What are your strengths / weaknesses?
          • OBJECTIVE
            • SWBAT continue with their Concentration Portfolio
            • Concentration Portfolio V: Two sets of five images
            • SWBAT complete review of two essays and their application
          • ACTIVITY I
            • 100 Methods Worksheet - 2 additional essays
              • Annotation
              • Summary
              • How will you use the ideas from this essay?
          • ACTIVITY II
            • Homework: Tumblr 72
              • How many do you have on your site?
              • Write out your URL
          • ACTIVITY III
            • Four DSLRs:
              • How to adjust - aperture, ISO, shutter speed
              • Show instructor work: in focus / well exposed
          • PROVING BEHAVIOR
            • Evaluate one of your Concentration Works using the Three Cs
        • L28 DESIGNER STUDIO - 5 school weeks until AP / Advanced Portfolios due
          • OPENING - 20 mins.
            • Review your Artist Statements
            • Consider influences: Which artists / photographers do you see as a mentor or influence?
          • OBJECTIVE
            • SWBAT continue to build their Concentration Portfolio
            • SWBAT manipulate one image to add to their Breadth / Concentration Portfolio
          • ACTIVITY I
            • Research one photographer from Magnum Photos
            • Find one work that compares to your work
            • Add image to an Artist Statement / Write out connection to your work
          • ACTIVITY II
            • Diptych I:
              • Manipulate one work using Photoshop tools / experiment
                • Place next to original
                • Explain how the meaning has changed
          • ACTIVITY III
            • Continue with Concentration Work
            • Concentration 5: Five works for two sets of Concentrations
          • ACTIVITY IV
            • AP Benchmark: Upload 6 Breadth works to your AP Central Account
          • HOMEWORK
            • Complete Tumblr 72
            • Continue Concentration Work
      • WEEK 12
        • L29 SCHOLAR
          • OPENING
            • Evaluate Concentration Portfolios
            • Artist Statements Review
          • OBJECTIVE
            • SWBAT evaluate their work, progress, using several techniques: Three Cs, denotation connotation, studium punctum, Feldman.
            • SWBAT evaluate their work in relationship to the field trip / street photography.
          • ACTIVITY I
          • ACTIVITY II
            • Concentration Work
              • Concentration Portfolio Printed: Six Images
              • Concentration Rubric Completed
              • Due: March 30
          • ACTIVITY III
            • Tumblr 72 Complete
          • ACTIVITY IV
            • Work Due: All work due by March 30.
          • ACTIVITY V
            • Field Trip Forms - Groups of four for each camera
        • L30 SCHOLAR ARTIST - 4 school weeks until AP / Advanced Portfolios due
          • OPENING
            • Review your Concentration Portfolio
          • OBJECTIVE
            • Abbot Kinney Field Trip
          • ACTIVITY I
            • Expectations:
              • Students will stay together during field trip
              • Each student will use DSLR cameras
              • Camera Setup here
          • HOMEWORK
            • Concentration Portfolio Work
            • Google Slides of Field Trip Work
            • AP - Upload All Breadth work by March 30
      • WEEK 13
        • L31 SCHOLAR
          • OPENING
            • Laptops: Review Powerschool work that is due by end of week
            • Organize the week: What must be done in class? outside class?
          • OBJECTIVE
            • SWBAT analyze their requirements then create a process to complete their work for the week.
            • SWBAT review their email to see what is due by end of week.
            • SWBAT review their essay packet to catch up their work.
          • ACTIVITY I
            • Essay Packet Review: 6 completed Annotation | Summary | Analysis
            • Completed: 12 essays by Thursday
          • ACTIVITY II
            • Concentration Portfolio: Seven sets by end of week
          • ACTIVITY III
            • Review Powerschool assignments due
          • HOMEWORK
            • Concentration Portfolio Work
            • AP - Upload All Breadth work by March 30
        • L32 SCHOLAR ARTIST - 3 school weeks until AP / Advanced Portfolios due
          • OPENING
            • Laptops: Review Powerschool work that is due by end of week
            • Organize the week: What must be done in class? outside class?
          • OBJECTIVE
            • SWBAT analyze their requirements then create a process to complete their work for the week.
            • SWBAT review their email to see what is due by end of week.
            • SWBAT review their essay packet to catch up their work.
          • ACTIVITY I
            • Essay Packet Review: 6 completed Annotation | Summary | Analysis
            • Completed: 12 essays by Thursday
          • ACTIVITY II
            • Concentration Portfolio: Seven sets by end of week
          • ACTIVITY III
            • Review Powerschool assignments due
          • HOMEWORK
            • Concentration Portfolio Work
            • AP - Upload All Breadth work by March 30
    • UNIT 8 Final Concentration
      • Photo Gallery -  discussion with peers, instructors, and photography panel
      • Display work in a class exhibition
      • Write an Artist’s Statement for catalogue
      • Instructor's Example Focused Blur

    • FINAL Portfolio
      • Twelve final works for your Concentration PowerPoint portfolio (similar concept)
      • Twelve final works for your Breadth PowerPoint portfolio (variety)
      • Six final works for your Photomontage PowerPoint (collage / photomontage)
      • Twelve Best Works printed / placed in Concentration Portfolio
      • Present final portfolio to art panel

    • CAREERS / Colleges
      • Research careers in graphic design, photography and photojournalism
      • Produce a PowerPoint that compares each of these careers
      • Plan a trajectory for becoming a professional commercial / fine artist and photographer


  • UNIT 10 Photo Film: A Story Without Words

    • UNIT Objective Students will construct visual narrative film using specifically still images to construct a story. Students may use imagery using pieces based on a chosen genre or subject such as landscape, a site-specific location, personal / public issue, manipulated imagery, or mixed media experiment. In addition, students will illustrate a short story, comic book or poem, and compare types of communication, both visual and verbal, and how they convey meaning. (11 classes - 4 weeks)

    LESSONS | VOCABULARY

    • ESSENTIAL Questions
      • What are some of the important techniques that will create a film / visual narrative?
      • How is a visual narrative similar to / different from a traditional verbal narrative?
      • What methods can be manipulated or expermented with when creating a story?

    • ENDURING Understandings
      • Visual narratives require visual consistency to create connections
      • To create a narrative, the story must be embedded in the image, through gesture, composition, and emphasis.

    • DESIGN Journal Prep
      • Brainstorming activities list and address local social concerns
      • Create concept maps from chosen subjects
      • What issues are personal /public? How are they different?

    • DESIGN JOURNAL Daily Writing / Discussion Prompts
      • How can a photographer create a series of photos that connect visually, or by concept, or through language?
      • Vocabulary Building - Students work with instructor to generate list of unit specific terms
      • Personal Manifesto on visual storytelling
      • Photo Art History Comparison with one Master - Dorthea Lange, Sebastião Salgado, André Kertész, W. Eugene Smith, Dan Eldon, Margaret Bourke-White, Duane Michaels, Cristina De Mittel

    • VOCABULARY
      • mis-en-scene multiple shots that make up a scene in a film
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • PHOTO Concepts / Exercises (uses compositional techniques from previous units)
      • WEEK 17 - Photo Film
        • L41 SCHOLAR
          • OPENING
            • Melania Trump as Photographer- analyze / write her artist statement
            • What is a Visual Narrative?
          • OBJECTIVE
            • Students will work on elements of their photo film
            • Students will research basic storyboard techniques
          • ACTIVITY I
            • Create a Photo Film Google Slide
            • Photo / Review two pages in a comic book
            • Add to Google Slides
          • ACTIVITY II
            • Film Genres: science fiction, adventure, biography, western, romance
            • Script to Storyboard
            • Mis-en-scene: composition of your shots
            • Develop ideas for your project
          • ACTIVITY III
            • Four Photos Movie
              • Thumbnail sketches: Copy / Transform / Combine
              • Examples
              • Photos to Movie Maker with Audacity audio
              • Example using film stills from La Jetee
        • L42 SCHOLAR ARTIST
          • OPENING
          • OBJECTIVE
            • Students will learn basic mis-en-scene by watching a film and sequence of images, analyzing a comic book
          • ACTIVITY I
            • Film: La Jetee | Sequences
            • Analysis of sequence of 5 shots
            • Reflection about work: How does this filmmaker tell a visual narrative?
          • ACTIVITY II
            • Film: The Belly of the Architect
            • Reflection about work: How does this filmmaker tell a visual narrative?
          • ACTIVITY III
          • ACTIVITY IV
            • DSLR Work: Aperture / Mis-en-scene
          • FINAL ACT
        • L43 FILMMAKER STUDIO
          • OPENING
          • OBJECTIVE
            • Students will begin the process of creating a photo film project
            • Students will set up their Google Slides Final for their Breadth, Concentration and Photo Film.
          • ACTIVITY I
            • Photo Film Project: Set up Google Slides for entire group
            • What is a good visual narrative?
            • How do you create a dream-like film?
            • What methods / materials do you need to complete this project?
          • ACTIVITY II
          • ACTIVITY III
            • Review Concentration Work Portfolio
            • Review Powerschool Assignments
          • HOMEWORK
            • Photo Film Project
            • Review all work from year
      • WEEK 18 - Photo Film
        • L44 SCHOLAR
          • OPENING
            • Use Photo Film Google Slides example
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will begin the process of creating a photo film project
            • Students will set up their Google Slides Final for their Breadth, Concentration and Photo Film.
          • ACTIVITY I
            • Photo Film Project: Set up Google Slides for entire group
            • What is a good visual narrative?
            • How do you create a dream-like film?
            • What methods / materials do you need to complete this project?
          • ACTIVITY II
          • ACTIVITY III
            • Review Concentration Work Portfolio
            • Review Powerschool Assignments
          • HOMEWORK
            • Photo Film Project
            • Review all work from year
        • L45 SCHOLAR FILMMAKER
          • OPENING
            • Use Photo Film Google Slides example
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will begin the process of creating a photo film project
            • Students will set up their Google Slides Final for their Breadth, Concentration and Photo Film.
          • ACTIVITY I
            • Photo Film Project: Set up Google Slides for entire group
            • What is a good visual narrative?
            • How do you create a dream-like film?
            • What methods / materials do you need to complete this project?
          • ACTIVITY II
          • ACTIVITY III
            • Tripods
            • Camera Check Outs
          • HOMEWORK
            • Photo Film Project
        • L46 FILMMAKER STUDIO
          • OPENING
            • Use Photo Film Google Slides example
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will begin the process of creating a photo film project
            • Students will set up their Google Slides Final for their Breadth, Concentration and Photo Film.
          • ACTIVITY I
            • Photo Film Project: Set up Google Slides for entire group
            • What is a good visual narrative?
            • How do you create a dream-like film?
            • What methods / materials do you need to complete this project?
          • ACTIVITY II
          • ACTIVITY III
            • Review Concentration Work Portfolio
            • Review Powerschool Assignments
          • HOMEWORK
            • Photo Film Project
      • WEEK 19 - Juniors SBAC
        • L47 SCHOLAR
          • OPENING
            • Use Photo Film Google Slides example
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will begin the process of creating a photo film project
            • Students will set up their Google Slides Final for their Breadth, Concentration and Photo Film.
          • ACTIVITY I
            • Photo Film Project: Set up Google Slides for entire group
            • What is a good visual narrative?
            • How do you create a dream-like film?
            • What methods / materials do you need to complete this project?
          • ACTIVITY II
          • ACTIVITY III
            • Review Concentration Work Portfolio
            • Review Powerschool Assignments
          • HOMEWORK
            • Photo Film Project
        • L48 FILMMAKER SCHOLAR
          • OPENING
            • Use Photo Film Google Slides template
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will complete their photo film project, due next week
            • Students will set up their Google Slides Final for their Breadth, Concentration, Photomanipulation and Photo Film.
          • ACTIVITY I
            • Photo Film Project Google Slides template
          • ACTIVITY III
            • Combine all work into one Google Slides Project
              • 12 Concentration Works with Artist Statement
              • 12 Breadth Works
              • 6 Photomanipulation Works
              • Photo Film Slide with screen captures and Youtube link
        • L49 FILMMAKER STUDIO
          • OPENING
            • Use Photo Film Google Slides template
            • Complete each of these assignments as a group
          • OBJECTIVE
            • Students will complete their photo film project, due next week
            • Students will set up their Google Slides Final for their Breadth, Concentration, Photomanipulation and Photo Film.
          • ACTIVITY I
            • Photo Film Project Google Slides template
          • ACTIVITY III - 240 pts. x 3
            • Combine all work into one Google Slides Project
              • 12 Concentration Works with Artist Statement - 108 pts.
              • 12 Breadth Works - 96 pts.
              • 6 Photomanipulation Works - 24 pts.
              • Photo Film Slide with screen captures and Youtube link - 12 pts.
      • WEEK 20 - EVALUATION OF ALL WORK: Breadth / Concentration / Film
        • L50 SCHOLAR
          • OPENING
            • Use Photo Film Google Slides template
            • Complete each of these assignments as a group
          • OBJECTIVE
            • SWBAT complete all work today including their Final Portfolio
            • SWBAT complete Photo Film Google Slides template format
        • L51 SCHOLAR PHOTOGRAPHER
          • OPENING
            • Set up Google Slides Work
          • OBJECTIVE
            • SWBAT setup their own work to be evaluated by their peers
            • SWBAT score which portfolio if the best, most creative, etc.
      • WEEK 21 - FINAL WORK
        • L52 / L53
          • FINAL: Photo Film Google Slides template
          • FINAL: Eight Vocab words used for one or more photos in your Breadth or Concentration Work

    • UNIT 9 Topic Experiment Two photo comic book studies (3+ panels each)
      • One visual narrative comic book without text
      • One visual narrative comic book with color manipulation and word bubbles added

    • UNIT 9 Online Portfolio Visual Narrative Project
      • Idea generation to develop a photojournalism project
      • Storyboard imagery / photo-illustrate
      • One film made of stills with sound / voice over - 120+ seconds

    • ELEMENTS and Principles of Design
      • Principle: How do you create rhythm using motif?
      • Photo / Film Techniques: Create photo “mis-en-scene”, narrative, close-ups, etc.
      • Visual narrative techniques repeating elements, motif, object / subject  

    • DIGITAL Darkroom / Software concepts
      • Cropping / Close-ups
      • Copy / Paste techniques
      • Desaturation B&W vs. Color

    • DUE

    • ONLINE Gallery Walk
      • Group / Self Evaluation Student creates rubric / criteria to evaluate their work
      • Improve one Topic Experiment - Compare before / after


The mission of Ánimo Venice Charter High School is to prepare students for college, leadership, and life through innovative instruction, a rigorous curriculum, and the use of technology. At Ánimo Venice, we are committed to the education, and social and economic success of students who historically are unlikely to attend and excel at an institution of higher learning. We aim to achieve our mission by creating a student-centered environment that unifies the efforts of family, community, and school to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence.