curriculum management system › cms › lib › nj01000268 › ... · 2014-01-27 · curriculum...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Photography I Grade: 12

For adoption by all regular education programs Board Approved: January 2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page …. 3

Mission, Vision, Beliefs, and Goals Page …. 4

Core Curriculum Content Standards Page …. 5

Scope and Sequence Page …. 6

Goals/Essential Questions/Objectives/Instructional Tools/Activities Page …. 11

Quarterly Benchmark Assessment Page …. 72

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Doug Poye, Board Vice President Ms. Amy Antelis

Ms. Michele Arminio Mr. Marvin I. Braverman

Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Tom Nothstein Mr. Anthony Prezioso

Jamesburg Representative

Mr. Robert Czarneski

WRITERS NAME Patricia Rein

CURRICULUM SUPERVISOR

Robert Mele

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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

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Scope and Sequence

Quarter 1

Unit Topics(s)

UNIT 1 - iBIG IDEA – INFLUENCIAL COMMUNICATION I. PHOTOGRAPHY AS A VISUAL FORM OF COMMUNICATION a. Definition of Photography b. Types of Photography c. Famous Photographers of yesterday to present day d. Photography's role in the world today e. Camera Obscura f. Key People responsible for the early photo processes g. Early chemical processes h. Early Cameras UNIT 2 - BIG IDEA -TECHNOLOGY I. TYPES OF FILM CAMERAS a. Viewfinder b. Twin Lens Reflex c. 35mm Single Lens Reflex d. View Camera e. Basic Parts of the film camera f. Comparison of basic parts digital to film cameras g. The traditional darkroom vs. the digital darkroom UNIT 3 – BIG IDEA - TECHNOLOGY I. FUNDAMENTALS OF PHOTOGRAPHY a. Definition of Exposure b. Shutter/Shutter Speeds c. Aperture/F-Stops d. Film Speeds e. Light metering f. Focusing g. Depth of Field

UNIT 4 - BIG IDEA - TECHNOLOGY I. LENSES a. Types b. Focal Length c. Angle of View UNIT 5 – BIG IDEA - TECHNOLOGY I. TYPES OF BLACK AND WHITE FILM a. Composition of Film b. Film Speeds - ASA/ISO c. Image Sharpness d. Continuous Tone e. Panchromatic f. Chemicals to Process UNIT 6 – BIG IDEA - TECHNOLOGY I. TYPES OF PAPER a. Resin Coated b. Fiber Based c. Warm vs. Cold Papers d. Chemicals to Process

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UNIT 7 – BIG IDEA - TECHNOLOGY I. UNDERSTANDING THE 35MM SINGLE LENS REFLEX CAMERA a. Locating the Basic Parts b. Focusing c. Understanding the light metering system d. What parts influence exposure e. Loading film UNIT 8 - BIG IDEA - VISUAL AESTHETHICS I. COMPOSITION a. Elements of Art b. Principles of Design c. Rule of Thirds d. Communicating a Story UNIT 9 - BIG IDEA - VISUAL COMMUNICATION I. APPLYING THE PROCESS a. Taking the image b. How to shoot vertically c. How to stop action/panning a shot d. Improving the composition e. Using a tripod UNIT 10 - BIG IDEA – TECHNOLOGY I. FILM PROCESSING a. Rewinding the Film b. Loading Film into the tank c. Steps to Developing the Film

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Scope and Sequence

Quarter 2

Unit Topic(s)

UNIT 11 - BIG IDEA – VISUAL COMMUNICATION I. MAKING THE CONTACT SHEET a. Cutting the negative strips b. Definition of the contact sheet c. The Contact Printer d. The Enlarger Set Up e. Time Requirements f. The Chemical Process UNIT 12 – BIG IDEA – VISUAL COMMUNICATION I. MAKING THE ENLARGMENT a. Explanation of how the enlarger works c. The easel d. Setting up for a print e. Contrast Filters f. The print scale g. The test strip h. Contrast filters i. The print UNIT 13 - BIG IDEA – VISUAL AESTHETICS I. PHOTGRAPHIC LIGHTING a. Types of Lighting: natural, studio, flash b. Proper Positioning c. Shadows

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Scope and Sequence

Quarter 3

Unit Topic(s)

UNIT 14 – BIG IDEA – VISUAL AESTHETICS

I. APPLYING THE KNOWLEDGE a. Student application of their knowledge through photo assignments.

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Scope and Sequence

Quarter 4

Unit Topic(s)

UNIT 15 – BIG IDEA – VISUAL AESTHETICS I. ALTERNATIVE PHOTO TECHNIQUES a. Creating a negative sandwich b. Creating a reverse print c. Creating a kaleidoscope UNIT 16 – BIG IDEA – ADVANCES IN TECHNOLOGY I. THE DIGITAL CAMERA

a. Film camera vs. digital camera b. Digital Camera features c. The digital darkroom vs. traditional darkroom d. Uploading Images to the computer e. Editing the image using PhotoShop UNIT 17 – BIG IDEA – EXPLORATION I. CAREERS IN PHOTOGRAPHY

a. Different types of photography

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Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.2.12.A.1 – Determine how dance, music, theatre and visual arts have influenced world cultures throughout history. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.A.4 – Evaluate how exposure to various cultures influences individual, emotional, intellectual, kinesthetic responses to artwork. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 1.3.12.D.5 – Identify the styles and artistic processes used in the creation of culturally and historically diverse two-and three-dimensional artworks, and emulate those styles by creating an original body of work. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C(6).1 – Research the history of the

Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 1 – INFLUENCIAL COMMUNICATION Understand the meaning of photography and how this visual (optical) form of art has played and still plays an important role in documenting the historic events of the world.

Meaning UNDERSTANDINGS Students will understand that…

• Photography is a visual form of communication

• Photography has been a factor in documenting history

• Photography influences society • There are key people in history that are

credited for the development of photography.

• There are important historical photographers that still influence today’s photography .

• There are many different categories of photography.

• Photographic chemicals and photo paper are light sensitive.

ESSENTIAL QUESTIONS

1. How has photography played an important role in documenting history?

2. Could a person’s impression of a subject or story be influenced by photo documentation?

3. Would the world be a different place without photography?

Acquisition Students will know…

• The word photography means writing with light and Camera Obscura means dark chamber

• The historic timeline of photographic

chemical processes including the calotype, collodian and daguerreotype.

Students will be skilled at… • Identifying important dates, inventors

and chemical processes which lead to the discovery of photography.

• Understanding and using photographic terminology

• Identifying the different types of early

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visual arts and analyze the role of the visual arts in society to develop a broad understanding of the nature and scope of the pathway. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem CCSS ELA-Literacy WHST.11-12.2b – Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

• The names of early contributors to photography including the father of

photography, Joseph Niepce and camera inventor, George Eastman

• Ansel Adams and Edward S. Curtis were two well known black and white film

photographers

• How to create an early photo process called a Photogram

photography

• Identifying examples of photos by Ansel Adams and Edward S. Curtis

• Using light and photo chemicals to make a Photogram.

• Using an iPad to research important dates and photographers

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Stage 2 - Evidence Evaluative Criteria Assessment Evidence

• Lecture/class participation • Quiz on lecture materials • Notebook assessment • Attention to detail using step by step

instructions for Photogram project • Completion of required assignments • Retention of important information

related to lecture.

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion • Students will complete a review and quiz reflecting the lecture information. • Using the iPad/internet to research famous Photographers for group discussion • Completion of the Photogram project demonstrating the proper use of the darkroom and

the chemical process.

Exit tickets relating to lecture notes and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ______________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_________________

OTHER EVIDENCE:

• Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.

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Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Student success at transfer, meaning and acquisition depends on applying their learning. All instruction is carried out and formatively assessed under a five-level system of increased autonomy:

• The skill is introduced. • The skill can be carried out under full instruction. • The skill can be carried out correctly only when prompted. • The skill can be carried out with occasional prompting. • The skill can be carried out consistently without any prompting.

The instruction is presented in a series of methods in order for the student to fully understand and absorb this type of art form:

• Discussion of what photography is and how it relates to its use as an art form • Discussion of how photography has played/plays an important role in documenting historic events (essential question) • A timeline of the history of photography and its important contributors • Show and tell - examples of historic artifacts creating a visual reference. • Review and quiz reinforcing important facts (transfer of knowledge) • Research key photographers • Creating a Photogram project demonstrating the use of photographic chemicals and applying their knowledge.

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Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.2.12.A.1 – Determine how dance, music, theatre and visual arts have influenced world cultures throughout history. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.A.4 – Evaluate how exposure to various cultures influences individual, emotional, intellectual, kinesthetic responses to artwork. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C(6).1 – Research the history of the visual arts and analyze the role of the visual arts in society to develop a broad understanding of the nature and scope of the pathway.

Transfer Students will be able to independently use their learning to… QUARTER 1-UNIT 2 -TECHNOLOGY Identify the progression of photographic technology through the comparisons of early cameras to the present day film and digital cameras.


• Advancements in technology of the early film cameras lead to the diversity of photography and to the different types of film cameras.

• There are 5 basic camera types that

include the viewfinder, twin lens, 35mm Single Lens Reflex, View and Digital.

• The cameras have 7 basic operating

parts and how they function to produce a film image. Body, lens, film advance, film holder, shutter, aperture and viewfinder.

• When comparing early cameras to

present day film and digital cameras, they have the same basic parts.

• The digital camera is not a film camera

but it has the 7 basic part functions. Body, lens, image advance (film advance), memory card slot (film holder), shutter, aperture.

ESSENTIAL QUESTIONS

1. How have the improvements to cameras impacted the image results?

2. How have the technological

improvements to cameras impacted the average user?

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Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem CCSS ELA-Literacy WHST.11-12.2b – Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

• There are differences between the traditional darkroom (negatives/chemicals) and the digital darkroom (computer, editing software, printer)


• There are 5 basic camera types that include the viewfinder, twin lens, 35mm Single Lens Reflex, View and Digital.

• The cameras have 7 basic operating

parts and how they function to produce a film image. Body, lens, film advance, film holder, shutter, aperture and viewfinder.

• When comparing early cameras to

present day cameras, they have the same basic parts.

• The digital camera is not a film camera

but it has the 7 basic part functions. Body, lens, image advance (film advance), memory card slot (film holder), shutter, aperture.

• There are differences between the

traditional darkroom (negatives/ chemicals) and the digital darkroom (computer, editing software, printer)

Students will be skilled at…

• Identifying the 5 different types of cameras

• Identifying the 7 basic parts of the

camera and their functions.

• Comparing the traditional darkroom and the digital darkroom

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• Lecture/class participation • Quiz on lecture materials • Notebook assessment • Completion of required assignments • Retention of important information

related to lecture.

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion • Students will complete a review and quiz reflecting the lecture information resulting in a

grade • Using the iPad/internet to research types of cameras for group discussion

Other Criteria Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ______________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?________________

OTHER EVIDENCE:

• Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary. • Textbook chapter and review questions

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• Explanation of what the 7 basic parts of the camera and their functions • Lecture on the 5 different types of cameras to include: the viewfinder, single lens reflex, twin lens reflex, view camera and digital. • Lecture on comparisons between the camera groups and the mechanisms of the cameras that are similar. ( transfer of knowledge) • Students will have hands-on experience looking at all the camera example. (Applying their knowledge)

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Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem.

Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 3 - TECHNOLOGY Identify and control the basic parts and their functions of a 35mm Single Lens Reflex Camera resulting in a properly focused and exposed image


• Every function of the camera impacts the image results.

• Controlling light and how long it takes

to enter into the camera is key to a properly exposed image.

• A focused image is key to a successful

photo

ESSENTIAL QUESTIONS

1. Can the creative use of light have an artistic outcome even though it is not properly exposed?

2. Can the creative use of shutter speeds have an artistic outcome even though the image may be out of focus?


• The definition of Exposure – (exposing film to light) and how it relates to photography.

• How a shutter works, the different types

of shutters and the shutter speeds that regulate the shutter.

• How to stop action using shutter speeds.

• How an aperture works, the iris

diaphragm and the F-stops.


• Focusing the camera • Changing shutter speeds • Stopping action • Using the camera’s light meter • Using proper F-stops • Changing the cameras film speed

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CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

• What is and how to control Depth of

Field.

• How to use a camera’s light metering system

• You can regulate the camera’s computer

settings by changing the camera’s film speed.

• There are different types of camera

focusing systems.

• The viewfinder allows the photographer to view the subject area and aids in photo composition.



related to lecture.

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion • The student will complete a review and quiz reflecting the lecture information resulting in

a grade • Using the iPad/internet to research properly/improperly exposed images for group

discussion.

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Other Criteria Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?________________

OTHER EVIDENCE:

• Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary. • Textbook chapter and review questions





• Explanation of what the term Exposure means and how light plays an important part in the outcome of a photographic image. • Lecture of how the mechanisms of the camera all work together to produce a properly exposed and focused photographic image (transfer of

knowledge) • Hands-on camera work, experiencing how the basic mechanisms all work together. (Applying their knowledge)

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Transfer Students will be able to independently use their learning to… QUARTER 1- UNIT 4 - TECHNOLOGY Identify the types of lenses, the millimeter differences and how it affects the lens focal length and angle of view.


• Lenses allow the transfer of reflective light from the subject to the film creating the exposure.

• The lens system for the SLR camera

incorporates the aperture and the focusing mechanism.

• A composition can be altered by adding

different filters to the lens system.

ESSENTIAL QUESTIONS

1. Zoom and telephoto lenses have the capability of allowing a person to be photographed from a distance without their knowledge. The Paparazzi does this all the time. Is this an ethical practice?


• All cameras have a lens system, which is a critical component.

• Lenses gather and refract (bend) the light of an image, which is directed to the focal plane.

• Focusing is done with the lens system of

a SLR camera.

• There are interchangeable and fixed lenses


• Identifying different millimeter lenses.

• Using the correct lens for the best composition results.

• Focusing their image.

• Using and understanding correct

photography vocabulary relating to lenses.

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• There are many types of lenses which

come in different millimeter sizes and performance values such a macro for close ups, wide angle for large groups of people and telephoto lenses for grabbing distant images and bringing them closer.

• Lenses contain multiple elements and

many are made from ground glass.

• The addition of color filters, close up lenses, polarizing filters can improve a photo composition.

• The focal length is the measurement of

the optical center and is measured in millimeters.

• The focal length of a lens determines its

angle of view, which relates to the amount width of composition coverage.



related to lecture

PERFORMANCE TASK(S):

• Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion • The student will complete a review and quiz reflecting the lecture information resulting in a

grade • Using the iPad/internet to research the different types of lenses and examples of images

taken with each lens type.

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Other Criteria Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?________________

OTHER EVIDENCE:

• Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary. • Textbook chapter and review questions • Self-motivation leading to hands on exploration of the camera, its basic parts and its

functions. • Self-motivation leading to investigating the different lenses for their focusing and angle of

view capabilities.

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• Lecture on the different types of lenses • Hands-on examples of different types of lenses (transfer of knowledge) • Hands-on use of lenses on the school camera (applying knowledge) • Reference to textbook chapter

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Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem

Transfer Students will be able to independently use their learning to… QUARTER 1- UNIT 5 - TECHNOLOGY Identify the different types of black and white film along with their chemical and physical properties and the chemical developing process.


• Black and white film is made of a plastic layer that is coated with light sensitive chemicals.

• When the film is exposed to light it

creates a latent image until it undergoes a chemical developing process

ESSENTIAL QUESTIONS 1. As we move further into the 21st Century, the technological advances have made the digital camera become the camera of choice. Should film continue to be manufactured and used?


• Film is a light sensitive plastic material that captures an image.

• Black and white film is called

panchromatic film

• Black and white film is continuous tone, which means it can capture tones from whites to blacks and all gray tones in between.

• Film is made of several layers of plastic-

like substance and is coated with a light sensitive chemical called silver halide


• Identifying the different types of black and white film.

• Understanding what type of film to use

for different light situations.

• Understanding that there are different film speeds and that 100 ISO film is a slower, light sensitive film for bright light situations and that 400 is a faster, light sensitive film for lower light situations.

• Knowing which film speed will give

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crystals.

• The size of the silver halide crystals determines the image clarity. 100 ISO –small crystals, sharper image, 400 ISO-large crystals – sharpness reduced.

• Film speeds are regulated by their

sensitivity to light. It is regulated by a number followed by the initials ISO (International Standards Organization) or formally known as ASA ( American Standard Organization).

• The typical film speeds that are used in

class is 100 ISO/ASA which is a slow, light absorbing film for very bright, well lit situations and 400 ISO/ASA which is a fast, light absorbing film for lower light situations.

• The camera’s film speed needs to match

the film’s speed, ISO number.

• The film developing process consists of timed steps using film developing chemicals.

them a sharper image.

• Changing the camera’s film, ISO speed to match the film speed being used.

• Knowing that film is developed using a

chemical process that consists of several steps.



related to lecture.

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion • The student will complete a review and quiz reflecting the lecture information resulting in a

grade • Using the iPad/internet to research the different types of film examples.

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Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________

OTHER EVIDENCE:

• Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary. • Textbook chapter and review questions.





• Lecture on the different types of film, the light sensitive chemical layers and the different film speeds • Hands-on examples of different types of film (transfer of knowledge) • Lecture on the steps and chemicals of the film developing process • Reference to textbook chapter

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Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 6 - TECHNOLOGY Identify the different types of black and white, light sensitive photographic paper, along with their chemical and physical properties and the chemical developing print process.


• Black and white photographic paper is coated with light sensitive chemicals.

• When the paper is exposed to light, it creates a latent image until it undergoes a chemical developing process.

ESSENTIAL QUESTIONS

1. If you were assigned a project to recreate a photo from the early 1900’s what photo paper would you be inclined to use and why?


• There are several different types of light sensitive photographic paper, which include Resin Coated (RC) and Fiber Based.

• Fiber based paper is one of the oldest

types of paper.

• Photographic paper is made of several layers, including an emulsion layer, which contains silver chloride and silver bromide crystals.

• Black and white paper is continuous

tone, which is capable of recording


• Identifying the different types of photographic paper.

• Exposing and printing an image on

photographic paper in the traditional darkroom.

• Using the chemical developing process

to make a printed, latent image visible.

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tones from whites, different levels of grays, to blacks.

• Photography paper comes in different

sizes, weights, surface finishes (matte, glossy) contrast levels and tones: warm tones or cold tones.

• Photography paper needs to kept in

paper safes, away from natural or incandescent light, until chemically processed in a traditional darkroom.

• Photography paper is used to record an

image from a negative source, resulting in a visible print when chemically processed in a traditional darkroom.



related to lecture


• Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion. • Darkroom demonstration and hands-on processing. • Each student will be required to produce a “Photogram” project which, is a method of

placing cutouts or objects on the photo paper and exposing the paper and objects to enlarger light, followed by the chemical processing of the photo paper.

• The student will complete a review and quiz reflecting the lecture information resulting in a grade

• Using the iPad/internet to research the different types of photographic paper and examples of the printed results.

Exit tickets relating to lecture and learning goals:

OTHER EVIDENCE: • Exploring answers to the day’s Learning Goal

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4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on ___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________

• Proper use of Photography terms and vocabulary. • Textbook chapter and review questions.





• Lecture on the different types of photo paper, the light sensitive chemical layers, the different sizes, contrast values and tones. • Hands-on examples of different types of paper (transfer of knowledge) • Lecture on the steps and chemicals of the paper developing process. • Reference to textbook chapter.

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Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 7 - TECHNOLOGY Understand and operate a 35mm, Single Lens Reflex camera, to take a properly exposed photograph.


• 35mm is referring to the film’s frame size, not the lens size.

• There are basic parts of the SLR camera that are needed to take a photograph.

• The shutter, shutter speeds, and the aperture, f-stops will alter the exposure.

• The camera has a range of shutter speeds, which play a part in stopping action, and the need for a tripod.

• There are a series of f-stops that can alter the depth of field of an image

• There are a series of steps to operating the 35mm SLR camera before a photo can be taken. Cleaning the lens, checking the lens for focusing capabilities and checking the light meter functions.

• After loading the film into the camera,

changing the film speed tells the computer in the camera what exposure level is needed to start with.

• A subject composition is viewed using the viewfinder with the aid of the

ESSENTIAL QUESTIONS

1. As we move forward through the 21st Century, photographic technology is advancing quickly. Why is it important to understand how a manual camera works?

2. What differences in the printed image

do you think will arise between the 35mm SLR, film camera and the digital camera?

33


through the lens (TTL) prism system.

• Focusing the lens on the subject is necessary for photo clarity.

• There are several types of focusing

systems.

• Adjusting the aperture (f-stops) and shutter speeds according to the light meter readings will give a correct exposure.

Acquisition

Students will know…

• The basic parts of the 35mm, SLR camera that are needed to take a photograph.

• 35mm is referring to the film frame size, not the lens size

• There are a series of steps to operating the 35mm SLR camera before a photo can be taken. Cleaning the lens, checking the lens for focusing capabilities and checking the light meter functions.

• There are different light metering

systems that measure the light.

• The shutter, shutter speeds, and the aperture, f-stops will alter the exposure.

• The range of shutter speeds B-1000

• The shutter speeds 125-1000 will stop action.


• Locating the basic parts of the camera

• Adjusting the exposure levels

• Knowing the series of shutter speeds and how each shutter speed affects the photo’s outcome.

• Stopping action using a faster shutter

speed. Panning using a normal shutter speed.

• Knowing the series of F-stops and how

each f-stop affects the photo’s outcome.

• Recognizing the camera’s type of light metering system and using it for the proper exposure.

• Loading film into the camera

• Changing the film speed to match the

film loaded in the camera.

34

• Panning a shot at a mid shutter speed of

60 but moving the camera with the action will stop the action and blur the background.

• Shutter speeds below 60 you would

need a tripod.

• There are a series of f-stops from f-1.4 – f-22 . F-stops will adjust exposure.

• Adjusting the aperture (f-stops) and

shutter speeds according to the light meter readings will give a correct exposure

• f- 16, f-22 will give you the greatest

depth of field of an image.

• Depth of field is the distance between the furthest points that are in acceptable focus.

• How to load the film into the camera,

and how to change the film speed to match the film that is in the camera.

• A subject composition is viewed using

the viewfinder. What is seen in the viewfinder is what you get on film.

• How to use the rangefinder focusing

system.

• Focusing the lens on the subject is necessary for photo clarity and is an absolute must.

• Focusing their image

• Taking the photo and advancing their

film to the next frame.

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related to lecture


• Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion. • Camera demonstration and hands-on practice • Completion of a camera diagram to identify the basic parts • The student will complete a quiz reflecting the lecture information resulting in a grade • Using the iPad/internet to research the different types camera parts

Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?______________

OTHER EVIDENCE:


36





• Lecture on the different parts of the 35mm SLR camera including the ones that are responsible for a properly exposed photo. • Hands-on use of the camera (transfer of knowledge) • Adjusting the shutter speeds and aperture settings • Examples of “depth of field” • Learning how to load film into the camera using practice film. (applying knowledge) • Labeling a diagram of a 35mm SLR camera. (applying knowledge) • Reference to textbook chapter

37

Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.1.12.D.1. – Distinguish innovative applications of the Elements of Art and Principles of Design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C.(6).2 – Analyze how elements and principles are applied in a broad range of specific works of art. 9.4.12.C.(6).3 – Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas.

Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 8 – VISUAL AESTHETICS Complete a properly composed photograph using the Elements of Art and Principles of Design as an esthetic guide.


• A well composed photograph should include a pleasing arrangement of Elements of Art or Principles of Design and “tell a story”.

ESSENTIAL QUESTIONS

1. Photography is a visual form of art. Do you think that the photographic image always has to be viewed as an art form?

2. When would you think it is not viewed as

an art form?


• A person does not need an expensive camera to compose an award winning photo.

• It’s the photographer that “makes” the photo, not the camera.

• A well thought out composition using

one of the Elements of Art or the Principles of Design leads to a pleasing photograph.

• A well composed photograph should have a center of interest.

• A well composed photograph should

Students will be skilled at… Understanding the Elements of Art and Principles of Design and apply them to a photo composition. Being able to view an interesting center of interest before taking the photo. Using the eight guidelines of composition. Composing a well thought out composition photo “that tells a story”.

38

Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

follow the eight guidelines of composition:

1. Visualize your composition before

you take it 2. Compose in the viewfinder 3. Create a center of interest 4. Use framing techniques 5. Divide a scene using the rule of thirds 6. Observe your background 7. Watch your perspective 8. Be careful of motion.

• The photographer should be able to

“see” the composition before they look through the viewfinder.

• Keeping the composition simple. Filling

the frame with too much content is distracting



related to lecture.

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion. • Camera demonstration and each student will have hands-on practice looking through the

viewfinder to compose an interesting photo • Examples of well composed photos will be exhibited. • The student will complete a review and quiz reflecting the lecture information resulting in a

grade • Using the iPad/internet to research interesting photo compositions

39

Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________

OTHER EVIDENCE:






• Lecture on the Elements of Art and Principles of Design • Examples of well composed photos (transfer of knowledge) • Hands-on looking through the camera’s viewfinder to find interesting compositions (applying the knowledge) • Listing subject ideas for center of interest compositions • Reference to textbook chapter

40

Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.1.12.D.1. – Distinguish innovative applications of the Elements of Art and Principles of Design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C.(6).2 – Analyze how elements and principles are applied in a broad range of specific works of art. 9.4.12.C.(6).3 – Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the

Transfer Students will be able to independently use their learning to… QUARTER 1 - UNIT 9 – VISUAL COMMUNICATION Apply their learned camera and composition knowledge to take their own photos

Meaning UNDERSTANDINGS Students will understand that… Applying their learned camera and composition skills will result in a successful photograph with a center of interest that tells a story. Using the proper camera exposure components will result in a well exposed negative with the appropriate contrast ratios for easy printing.

ESSENTIAL QUESTIONS

1. Every professional photographer has a different photographic style. Why do you think it is important to find a photographic style of your own?


• Knowledge of the basic camera mechanisms will give them a properly exposed photo.

• Everyday objects and people can make

interesting compositions when looked at and arranged from a different viewpoint.

• That you should form a visual

composition first and then compose it for a photo looking through the camera’s viewfinder to produce an interesting photograph.

• How to observe and apply the Elements

of Art and Principles of Design to their


• Applying learned skills to specific photo assignments which will demonstrate their knowledge of these skills.

• Making the necessary adjustments to

the camera mechanisms in order to get the proper exposures for each photo.

• Using the learned fundamentals of the

Elements of Art and Principles of Design in order to compose a successful photograph that has a center of interest.

41

meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

composition.

• How to load film into the camera

• How to focus the lens when they have found the center of interest in the viewfinder of the camera.

• How to use framing techniques when

viewing their compositions.

• How to apply the eight guidelines of composition.

• How to apply stop action and panning

techniques.

• How to use a tripod when using a slower than 60 shutter speed.

• How to advance their film to the next

frame.

• How to rewind their film and remove from the camera.

• How to use the lens focusing system of the camera for a properly focused center of interest.

• Understanding depth of field by using

different f-stops.

• How to stop action and panning techniques using the proper shutter speeds.

• Rewinding film and removing it from

the camera.



related to lecture

PERFORMANCE TASK(S): • Students will be required to record lecture notes for a quarterly notebook check • Knowledge of lecture through group discussion. • Camera demonstration and hands-on practice loading practice film into the camera

followed by the real film. • Students will be given their own cameras and will be required to take an assigned list of

photos. Composition using the Elements of Art, Principles of Design and the eight composition guidelines will be stressed.

42

• Using the iPad/internet to research interesting photo compositions


OTHER EVIDENCE: • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary. • Proper photo composition • Textbook chapter and review questions.





• Lecture on the Elements of Art and Principles of Design • Examples of well composed photos (transfer of knowledge) • Hands-on looking through the camera’s viewfinder to find interesting compositions (applying the knowledge) • Students loading their film into the camera (applying the knowledge) • Students using the proper Elements of Design, Principles of Design and the eight guidelines of composition to take their own photos (applying the

knowledge)

43

Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.1.12.D.1. – Distinguish innovative applications of the Elements of Art and Principles of Design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C.(6).2 – Analyze how elements and principles are applied in a broad range of specific works of art. 9.4.12.C.(6).3 – Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas. Common Core State Standards (CCSS)

Transfer Students will be able to independently use their learning to… QUARTER I - UNIT 10 – TECHNOLOGY Process photographic film


• The film developing process will make the latent images on the film visible.

• The film developing process is a multiple

step, timed process, which relies on film speed and chemical temperature.

• If the developing process is done

incorrectly, the film may not produce a negative image.

ESSENTIAL QUESTIONS 1. Film developing is a time consuming process that allows you to see the image on the film. How does this process compare to the instant imagery of the digital camera?


• How to load film into a developing tank using the proper equipment.

• That the developing process will make

the latent image on the film become visible.

• How to develop their film using the film

developing chemicals and following the timed steps.


• Loading the film into a developing tank.

• Developing the film according to its film speed and following the timed chemical processing steps.

• Cutting their negatives and inserting

them into protective holders.

• Troubleshooting poor negative exposures.

44

CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

• How to squeegee their film and place it into the film dryer for the drying process.

• The developed film is now referred to as

negatives.

• Selecting negatives for printing.


• Lecture/Demonstration/class participation • Notebook assessment • Completion of required task • Retention of important information

related to lecture

PERFORMANCE TASK(S): • Students will be required to record lecture/demonstration notes for a quarterly notebook

check • Knowledge of the film developing demonstration through group discussion. • Knowledge of the film developing demonstration and film results through student

participation. • Students will be assigned a 35mm SLR camera and 400 ISO film. They are required to take a

total of 10 photos of personal choice. Compositions using the Elements of Art, Principles of Design and the eight composition guidelines were stressed. 1. The students will prepare their film following this photo shoot, for developing using a

developing tank, changing bag, and scissors. They will be given the opportunity to use “practice” film before advancing to their “real” film.

2. Once the film is in a developing tank, the student will begin the film developing process., using the film developing chemicals and following the handouts outlining the step by step instructions.

45


OTHER EVIDENCE: • Student/teacher evaluation of their finished negatives. • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.





• Demonstration of the film to tank loading process (transfer of knowledge) • Loading their film into a developing tank (applying the knowledge) • Demonstration of the film developing process ( transfer of knowledge) • Developing their film using the timed chemical steps. (applying the knowledge) • Reference to textbook chapter review questions

46

Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.1.12.D.1. – Distinguish innovative applications of the Elements of Art and Principles of Design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C.(6).2 – Analyze how elements and principles are applied in a broad range of specific works of art. 9.4.12.C.(6).3 – Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the

Transfer Students will be able to independently use their learning to… QUARTER 2 - UNIT 11 – VISUAL COMMUNICATION Make a contact print from negatives in the darkroom using a contact printer and enlarger


• Proper care and storage of their negatives is critical to the outcome of their final print.

• A contact print is made in the

darkroom using negatives, contact printer, photo paper and an enlarger.

• The exposed contact print is then

processed using the darkroom chemicals.

• A contact print creates positive images.

• Negatives will not always be at the

same exposure.

ESSENTIAL QUESTIONS

1. Is it possible to make a contact print using film negatives using a computer scanner?

2. What would cause negatives to vary in “exposure strength” , described as being “thin” (light) or “thick” (dark)?


• How to cut and store their negatives properly.

• Why their negative exposures are “thin” or “thick”.

• How to make contact prints to


• Cutting their negatives into strips and storing them properly.

• Making a contact print correctly, using

the enlarger and contact printer.

• Processing their exposed contact print

47

meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

accommodate the exposure differences.

• The steps to making a contact print from their negatives using a contact printer, an enlarger and photo paper.

• The chemical developing steps and times

needed to process their exposed contact print photo paper.

• How to view their finished contact sheet.

using the proper timed steps and photo paper developing chemicals.


• Lecture/Demonstration/class participation • Notebook assessment • Completion of required task • Retention of important information

related to lecture

PERFORMANCE TASK(S): • Students will be required to record lecture/demonstration notes for a quarterly notebook

check • Knowledge of demonstration through group discussion. • Knowledge of demonstration through student participation. • Students will print a contact print using their negatives and the darkroom chemicals

Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I

OTHER EVIDENCE:

• Student/teacher evaluation of their finished contact print • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.

48

need help with the information. What was today’s learning goal?_______________





• Demonstration of the contact printing process (transfer of knowledge) • Making a contact sheet using their own negatives resulting in small thumbnail versions of their photos (applying the knowledge)

( transfer of knowledge) • Reference to textbook chapter review questions

49

Stage 1 Desired Results ESTABLISHED GOALS Core Curriculum Content Standards (CCCS) 1.1.12.D.1. – Distinguish innovative applications of the Elements of Art and Principles of Design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g. the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. 9.4.12.C.(6).2 – Analyze how elements and principles are applied in a broad range of specific works of art. 9.4.12.C.(6).3 – Explain what and how specific works of art communicate meaning and how they are used as a means to express ideas. Common Core State Standards (CCSS) CCSS ELA – Literacy RST 11-12.4 –Determine the meaning of symbols, key terms, and other

Transfer Students will be able to independently use their learning to… QUARTER 2 - UNIT 12– BIG IDEA – VISUAL AESTHETICS Use an enlarger to project an image.


• The enlarger consists of a light source, lenses, an aperture, a negative carrier and a base

• The enlarger produces an enlarged positive of a negative.

ESSENTIAL QUESTIONS

1. Is it ok to use another student’s negatives to print an enlargement and consider the finished photo your own?

2. What are some of the safety

measures needed to have a safe darkroom environment?

Acquisition

Students will know…

• The parts of an enlarger and how they are used.

• An enlarger makes a photo enlargement

of a negative when placed into the enlarger’s negative carrier.

• The proper steps in making an

enlargement from a negative.

• The photo developing steps, times and chemicals needed to make the photo’s latent image visible.

• How to take care of a processed


• The proper use of the traditional darkroom

• Using an enlarger to make photo

enlargements from their negatives. Using the easel to crop their image to create a pleasant composition.

• Focusing their projected image

• Using contrast filters to improve tonal values.

50

domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

enlargement.

• Following the steps of print scale, test strip before the final print.

• Processing their enlargement using the

darkroom chemicals, finishing with the squeegee drying process.


• Lecture/Demonstration/class participation • Negatives/contact print • Completion of required print • Retention of important information

related to lecture


• Students will be required to read lecture/demonstration handouts for future reference • Knowledge of demonstration of the enlarger and its parts through group discussion. • Knowledge of demonstration using the printing easel through student participation. • Students will choose one of their approved negative images to produce an 8x10

enlargement. The student will make the necessary adjustments to the darkroom enlarger; insert the negative into the negative carrier, adjust the height of the enlarger, adjust the focus and aperture setting, set the timer in order to proceed to the first step to determine the correct exposure time of the print. The student will produce a print scale and a selected time for a test strip before the final print. The student will print an 8x10 enlargement using the tested time and process the latent image. The student will submit the final print for critiquing and a grade using the grading rubric.

Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________

OTHER EVIDENCE:

• Student/teacher evaluation of their finished enlargement using a grading rubric • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.

51

2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________





• Demonstration of the enlarger, timer and the easel printer for enlargement printing (transfer of knowledge) • Demonstration of the enlargement printing process (transfer of knowledge) • Demonstration of the print developing process ( transfer of knowledge) • Printing their enlargements using their negatives. (applying the knowledge) • Processing their exposed print using the photo paper developing process (applying the knowledge) • Critiquing and exhibiting their final image • Reference to textbook chapter review questions

52


Transfer Students will be able to independently use their learning to… QUARTER 2 - UNIT 13– BIG IDEA – VISUAL AESTHETICS Use natural studio lighting or flash lighting to enhance a composition


• There are many different types of natural lighting and studio (artificial) lighting that will enhance a composition

• Using and positioning natural light or studio light can create or minimize shadows.

• Strong light can create severe shadows.

• A flash is another artificial light source

and can be used to fill in shadows.

• Special effects such as a silhouette can be created by using strong lighting behind the subject.

• A light meter needs to be monitored

• Metering the subject light is key to good

image results.

ESSENTIAL QUESTIONS

1. Which type of lighting, natural or studio, would give you a more realistic photo?

2. In a public building or museum

exhibit, why is it important to know when you can or cannot use a flash, for additional light?


• The name and position of the basic


• The proper names of the studio lights.

53


studio lights.

• How to arrange the studio lighting to prevent shadows.

• When using studio or natural lighting

behind the subject, you need to meter your subject close up to prevent a silhouetted image..

• How to add a flash to the cameras’ hot

shoe and change its calibrations to coincide with the camera settings

• How to arrange the studio lights to get

the best results and to achieve the look that they visualizing.

• Using the cameras light meter to get

the proper exposure when using studio and natural lighting.

• When to use a flash and how to change

its calibrations to match the camera settings.


• Lecture/Demonstration/class participation • Proper use of lighting • Completion of required print • Retention of important information

related to lecture


• Students will be required to read lecture/demonstration handouts for future reference • Knowledge of the studio light through group discussion. • Knowledge by demonstration, using the studio lights through student participation. • Students will be given a series of photo assignments to demonstrate their knowledge of

studio, natural and flash lighting. They will need to demonstrate the differences between the three types of lighting. The student will select a student “model” to photograph, using the proper studio lighting techniques. They will use the technical skills learned in the demonstration, such as light positioning, shutter speeds and f-stops. Following the session using the studio lighting, they will use the same “model” to demonsrate their knowledge of the camera’s flash attachment and its calculations. The student will select the same “model” student to photograph, using natural lighting. The student will be able to choose an area outside for natural light or use inside window light to complete this photo assignment series. Using the same student “model” and the different lighting techniques, the student will be able to compare the different photographic light sources.

54


OTHER EVIDENCE:

• Student/teacher evaluation of their photo shoot using studio lighting • The finished photo exhibited for critique and evaluation • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.





• Demonstration of the names and use of studio lighting (transfer of knowledge) • Demonstration by students to successfully use the studio and natural lighting (applying the knowledge) • Printing their enlargements using their negatives to demonstrate the outcome of using studio or natural lighting (applying the knowledge) • Processing their exposed print using the photo paper developing process (applying the knowledge) • Reference to textbook chapter review questions

55


Transfer Students will be able to independently use their learning to… QUARTER 3 - UNIT 14– BIG IDEA – VISUAL AESTHETICS Produce a series of photo assignments that will reflect their knowledge of photo composition, developing film, printing a contact sheet and producing a final photo print.

Meaning UNDERSTANDINGS Students will understand that… A good photo is the result of a series of steps starting with:

• proper composition • proper exposure • proper focusing • proper film processing • proper printing procedures

ESSENTIAL QUESTIONS

1. Is it ok to use another student’s negatives to print an enlargement and consider the finished photo your own?

2. What are some of the safety

measures needed to have a safe darkroom environment?


How to apply the previous lessons learned:

• Elements of a good composition • Controlling exposure through the use

of the aperture and shutter speeds • Developing film properly • Their knowledge of the proper steps to

print enlarging

Students will be skilled at… Applying their knowledge of the camera parts for:

• proper composition • proper exposure • proper focusing

Applying their knowledge of film, film speed and the developing chemicals to:

• properly process film • make a contact sheet

Applying their knowledge of the photo printing process:

• understanding the enlarger

56


• using the proper printing steps • processing their enlargement using the



• Lecture/Demonstration/class participation • Negatives/contact prints • Completion of required prints • Retention of important information

related to lecture


• Students will be required to read lecture/demonstration handouts for future reference • Review of past demonstrations of the print enlarging process through group discussion. • Knowledge of demonstration using the printing easel through student participation. • Students will produce a series of 8x10 print assignments using their negatives and applying

the proper procedures learned. Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________ 2 ________ I did not understand a broad section of today’s lesson and need help with ________________ _______________________________________________________ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________

OTHER EVIDENCE:

• Student/teacher evaluation of their finished enlargements using a grading rubric • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.

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PHOTO I GRADING RUBRIC

CATEGORY 4 3 2 1

PHOTO

PROJECT REQUIREMENTS

Photo meets project subject requirements

Photo is close to project subject requirements

Photo was taken for the project but not completed

Photo that was taken for the project was incorrect.

PHOTO COMPOSITION

Photo has great composition and interesting subject matter which was well thought out.

Photo has good composition but more thought could have gone into subject matter

Photo composition is weak and little thought was put into subject matter.

Photo has no composition related t project.

PHOTO

TECHNIQUES

Photo contrast is strong black and white, subject is in focus

Photo lacks strong contrast but strong gray tones are still acceptable, subject is in focus.

Photo has good gray tones, subject is slightly out of focus

Photo lacks contrast completely

PHOTO

PRESENTATION QUALITY

Photo has great presentation: straight borders and no dust spots

Photo has good presentation: straight borders, but has some dust spots

Photo borders are off slightly, some dust spots

Photo borders are of negative edge is showing and has dus spots.

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• Review of the enlarger, timer and the easel printer for enlargement printing (transfer of knowledge) • Review of the enlargement printing process (transfer of knowledge) • Review of the print developing process ( transfer of knowledge) • Printing their enlargements using their negatives. (applying the knowledge) • Processing their exposed print using the photo paper developing process (applying the knowledge) • Critiquing and exhibiting their final images • Reference to textbook chapter review questions

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Transfer Students will be able to independently use their learning to… QUARTER 4 - UNIT 15– BIG IDEA – VISUAL AESTHETICS Produce a series of photo assignments that will reflect their knowledge of alternative photo processes


• There are many alternate and creative photographic processes. Examples are:

• Exposing two negatives at one time will result in a double exposure or a creative term known as a negative sandwich.

• Re-exposing a photo image

will produce a solarization effect.

• Layering an already printed photo with a new piece of photo paper will produce a negative, reversed image.

• Submerging a printed photo into a sepia chemical solution will result in a brownish tint to the finished photo.

ESSENTIAL QUESTIONS

1. Would you consider alternate processes of photography an art form?


How to apply the creative processes learned:

• Negative sandwich • Solarization

Students will be skilled at… Applying their knowledge of the darkroom chemicals and equipment to create:

• Alternative expressions using different methods of the photographic processes

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• Reverse printing • Sepia toning

Applying their knowledge of the photo printing process:

• understanding the enlarger • using the proper printing steps • processing their enlargement using the



• Lecture/Demonstration/class participation • Completion of required prints • Retention of important information

related to lecture


• Students will be required to read lecture/demonstration handouts for future reference • Review of demonstrations of the alternative processes through group discussion. • Knowledge of demonstration through student participation. • Students will produce a series of 8x10 print assignments applying the proper procedures

learned; negative sandwich, solarization, reverse printing, sepia toning. The student will be given the opportunity to select from their past marking period negatives to apply the newly learned, alternate printing and finishing methods. The student will produce a final print for each method: negative sandwich, solarization, reverse printing and sepia toning. The finished prints will be critiqued and graded using the grading rubric.

Exit tickets relating to lecture and learning goals: 4 _______ I fully understood today’s information 3 _______ I partially understand a portion of today’s lesson and need more information on___________________________________________________ 2 ________ I did not understand a broad section of

OTHER EVIDENCE:

• Student/teacher evaluation of their finished enlargements using a grading rubric • Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.

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today’s lesson and need help with ________________ ___ 1 _________ I did not understand today’s lecture. I need help with the information. What was today’s learning goal?_______________


CATEGORY 4 3 2 1

PHOTO






PHOTO COMPOSITION





PHOTO

TECHNIQUES





PHOTO





Photo borders are of negative edge is showing and has dus spots.

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• Review of the enlarger, timer and the easel printer for enlargement printing (transfer of knowledge) • Review of the enlargement printing process (transfer of knowledge) • Review of the print developing process ( transfer of knowledge) • Printing their enlargements using their negatives. (applying the knowledge) • Processing their exposed print using the photo paper developing process (applying the knowledge) • Critiquing and exhibiting their final images • Reference to textbook chapter review questions

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Transfer Students will be able to independently use their learning to… QUARTER 4 - UNIT 16– BIG IDEA – ADVANCES IN TECHNOLOGY Compare the continuous tone photographic process to the digital process.


• A film camera and a digital camera have the same basic parts

• The film camera records images using film and the digital camera uses a memory card to record images.

• The film images are processed in a physical darkroom.

• The digital image is “processed” in a “digital darkroom” using a computer and editing software.

• The basic features of the editing software, PhotoShop.

ESSENTIAL QUESTIONS

1. If a digital photo is edited using PhotoShop, does this cheat the viewing public into thinking this is a perfect photo?

2. Which method of photography,

digital or traditional has made the greatest impact on society?


• The basic parts of the film camera identified on the digital camera

• Elements of a good composition should still be followed.

• How to upload digital images from the camera into the computer

• The basic editing features of the workspace for the software PhotoShop.

Students will be skilled at… Applying their knowledge of the digital camera using

• proper use of the digital cameras’ features

• Uploading their digital images into the computer.

• Understanding the basic editing features of the editing software PhotoShop.

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• Lecture/Demonstration/class participation • Use of the digital camera • Editing of their digital images using the

PhotoShop software. • Retention of important information

related to lecture


• Students will be required to read lecture/demonstration handouts for future reference • Review of digital camera demonstrations through group discussion. • Knowledge the PhotoShop software through student participation. • Students will produce a series of 8x10 print assignments using their film and digital images.

Using film, the students will be given assignments to photograph and print using traditional photo techniques. Project recommendations: a close up of an object/objects using close up lenses, a group of people, a full frame of a pattern or multiple objects creating a pattern, a still life using related objects, a food selection. The final prints of the film projects will be used for comparison to the digital images. They will be required for good subject composition, good contrast, and even borders on the finished print. Using a digital camera, the students will duplicate the same image assignments. The student will learn how to upload their images from the camera into the computer. They will learn and apply basic editing techniques to their images. The requirements to meet will be good project subject composition, edited contrast-conversion to black and white. The student will be able to compare the film images to the digital images and the two techniques - traditional photography vs. the digital darkroom. Discussion /comparisons of the images. Photos will be graded by using the photo and digital grading rubrics

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OTHER EVIDENCE:

• Student/teacher evaluation of their finished images using a grading rubric • Exploring answers to the day’s Learning Goal • Proper use of Digital Photography terms and vocabulary.

DIGITAL GRADING RUBRIC

CATEGORY 4 3 2 1

PHOTO





Photo that w for the projec incorrect.

PHOTO COMPOSITION




Photo has no composition project.

PHOTO

TECHNIQUES

Photo was edited using the project guidelines of image resizing, brightness contrast

Photo was edited using the project guidelines but not resized, other editing such as brightness contrast were done

Photo was edited using the project guidelines but not resized, nor any other editing such as brightness contrast were done

Photo taken correct proj guidelines w done

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PHOTO


Photo has great presentation

Photo has good presentation but could use slightly more editing

Photo needs editing

Photo editing not well done.


CATEGORY 4 3 2 1

PHOTO






PHOTO COMPOSITION





67

PHOTO

TECHNIQUES





PHOTO





Photo borders are off, negative edge is showing and has dust spots.





• Comparison of the film camera to the digital camera (transfer of knowledge) • Introduction to the computer editing software, PhotoShop (transfer of knowledge) • Introduction to the image uploading process ( transfer of knowledge) • Editing their images on the computer using the editing software, PhotoShop. (applying the knowledge) • Printing their digital images (applying the knowledge) • Critiquing and exhibiting their final images using a grading rubric • Reference to handout information

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Stage 1 Desired Results ESTABLISHED GOALS 1.4.12.B.3 – Determine the role of art and art making in a global society analyzing the influence of technology on the visual, performing, and multimedia arts for consumer, creators and performers around the world. 8.1.P.E.1 – Use the internet to explore and investigate questions with a teacher’s support. Common Core State Standards (CCSS) CCSS ELA-Literacy RL.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or formats (visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS ELA- Literacy. WHST.11-12 – Draw evidence from informational texts to support analysis, reflection, and research.

Transfer Students will be able to independently use their learning to… QUARTER 4 - UNIT 17– BIG IDEA – EXPLORATION Explore the different types of photography and their career potential

Meaning UNDERSTANDINGS Students will understand that… There are a multitude of different types of photography career choices:

• Portrait photography • Wildlife photography • Glamour photography • Sports photography • Photo journalism • Advertising photography • Landscape photography • Wedding photographer • Instructor

ESSENTIAL QUESTIONS

1. What is the earning potential of the average photographer?

2. What would you do to help decide

if this is a career choice for you?


• What it entails to be a professional photographer

• What a good portfolio would

include

• What resources are available to research career choices in photography.


• Researching the different types of photographers and evaluating the career potential with each.

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• Lecture/ class participation • Retention of important information

related to lecture


• Students will be required to read lecture handouts for future reference. • Students will be required to research different types of photographers using their iPads for

an open discussion and critique. The students will select two types of photography and write a brief description of each. They will also include the name of a working photographer , past or present, who is associated with each type of photography and an example that best represents each.


OTHER EVIDENCE:

• Student Exploring answers to the day’s Learning Goal • Proper use of Photography terms and vocabulary.




The instruction is presented in a series of methods in order for the student to fully understand and absorb this type of art form: • Review of the different types of photographers (transfer of knowledge) • Review of what these different types of photographers do (transfer of knowledge)

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Benchmark Assessment Quarter 1

1. Students will demonstrate… their knowledge of the definition of photography as a visual form of communication.

2. Their knowledge of the different types of photography 3. Their knowledge of the history of photography, important dates and people related to

the “discovery” of photography, which lead to what photography is today. 4. Their understanding of the basic parts of the 35mm SLR camera to include the aperture,

shutter, film advance, body, film holder, lens and viewfinder. 5. The different group types of cameras from historic to present day, digital cameras 6. Students will be able… identify the parts of the camera that play an important role in the exposure of a film image. Adjusting the aperture f- stops and shutter speeds 7. Students will be able to identify different lenses and understand focal length and angle

of view 8. Students will successfully… be able to load film into a camera, take photos, develop film

and print a contact sheet and a print enlargement 9. Students will be able to operate…a 35mm SLR camera to take film images using the

proper camera functions for a well composed photograph 10. Students will be knowledgeable about the different types of black and white film

including film speeds and the film developing chemicals and process. 11. Students will be knowledgeable about the different types of black and white photo paper

and the photo print chemicals for print processing. 12. Students will be knowledgeable about visual esthetics of photo composition including the

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elements of art and principles of design needed to create a visual story 13. The student will be knowledgeable about how to stop action and panning a shot 14. The student will be knowledgeable about using a tripod 15. The student will be successful developing their film using the proper steps and chemicals

to film developing.

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1. Students will demonstrate…their knowledge of the different camera functions required to properly expose film

2. Students will be able to load film into a camera and change the cameras film speed 3. Students will be able to take a well composed photo using the proper elements of art and

principles of design 4. Students will be able to rewind the film in the camera and load it into a developing tank 5. Students will be able to successfully develop their film using the film developing

chemicals and following the steps for film developing 6. Students will be able to make a contact sheet using their negatives 7. Students will be able…use an enlarger to make an enlargement of a negative image and

process it correctly using the photographic chemicals. 8. Students will be able…take images using the photographic techniques of stop action and

panning 9. Students will successfully…remember the names and positioning of studio lighting, to

take a studio portrait 10. Students will successfully take properly exposed and composed photos and complete a

series of 8x10 photographs

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2. Students will be able to load film into a camera and change the cameras film speed 3. Students will be able to take a well composed photo using the proper elements of art and

principles of design 4. Students will be able to rewind the film in the camera and load it into a developing tank 5. Students will be able to successfully develop their film using the film developing chemicals

and following the steps for film developing 6. Students will be able to make a contact sheet using their negatives 7. Students will be able…use an enlarger to make an enlargement of a negative image and


panning 9. Students will successfully…remember the names and positioning of studio lighting, to take

a studio portrait 10. Students will successfully take properly exposed and composed photos and complete a

series of 8x10 photographs

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2. Students will be able to load film into a camera and change the camera’s film speed 3. Students will be able to take a well composed photo using the proper elements of art and

principles of design 4. Students will be able to rewind the film in the camera and load it into a developing tank 5. Students will be able to successfully develop their film using the film developing chemicals

and following the steps for film developing 6. Students will be able to make a contact sheet using their negatives 7. Students will be able…use an enlarger to make an enlargement of a negative image and


panning 9. Students will successfully…remember the names and positioning of studio lighting, to take

a studio portrait 10. Students will be able to follow the steps to the alternative photo processes demonstrated. 11. Students will successfully take properly exposed and composed photos and complete a

series of 8x10 photographs which will include alternative photo techniques learned

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12. Students will demonstrate… their knowledge of the digital camera as it compares to the 35mm film camera. 13. Students will identify the basic parts of the digital camera and understand their functions 14. Students will be able…Take digital images using the digital camera using the elements of a good composition 15. Students will be able…upload their images into the computer and begin to edit the images using the PhotoShop software. 16. Students will successfully…take digital images and be able to make the basic edits using

PhotoShop to enhance their images. 17. Students will be knowledgeable about the different types of careers in the field of

photography

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