photography curriculum

Photography Curriculum Victor Central Schools

Acknowledgements Dave Denner Senior High Art Teacher Shawn Duckworth Senior High Art Teacher

New York State Learning Standards for the Visual Arts (Note: performance indicators for 9-‐12 grade level only)

Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Commencement Performance Indicators:

• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints

• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images

• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition

• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly

Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Commencement Performance Indicators:

• select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums

• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation

• interact with professional artists and participate in school-‐ and community-‐sponsored programs by art organizations and cultural institutions

• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art

Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Commencement Performance Indicators:

• use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others)

• explain the visual and other sensory qualities in art and nature and their relation to the social environment

• analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art

• develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Commencement Performance Indicators:

• analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey

• examine works of art and artifacts from United States cultures and place them within a cultural and historical context

• create art works that reflect a variety of cultural influences

Victor Central School District K-‐12

Commencement Outcomes World-‐Ready Graduates

Effective Communicators Students will:

• Read, write, listen and speak purposefully and critically in a variety of situations. • Communicate in multiple ways, including through the arts. • Understand and perform in a variety of group settings and diverse populations. • Work collaboratively as an effective member of a team.

Quality Producers Students will:

• Produce relevant, innovative, high quality products that reflect originality and excellence. • Prioritize, plan, and manage for optimum results.

Complex Thinkers Students will:

• Identify problems and use effective strategies to reach solutions. • Use critical and creative thinking strategies and skills in a variety of situations. • Take risks when tackling challenging problems.

Life-‐Long Learners Students will:

• Develop and apply effective study skills. • Use state-‐of-‐the-‐art technology communications networks to access, manage, integrate,

evaluate, and create information in order to function in a global society. • Modify and/or influence thinking, attitudes and/or behaviors to function in a multi-‐cultural

society. • Be driven by curiosity and a desire to know.

Essential Understandings and Benchmarks for Art 9-‐12: Regardless of the course, these are all encompassing at the 9 – 12 Levels

Essential Understandings:

• Art is a vehicle for communicating an idea. • Assessment in the visual arts needs to be an objective process despite its subjective nature. • The end product is created with craftsmanship in mind in order to create a professional

product, whether aesthetic or utilitarian. • Artwork is created today as a result of the work that was created in the past.

Benchmark 1: The Elements of Art Line, Shape, Color, Value, Texture, Space, & Form The Students Will:

• Recognize the elements within a work of art • Apply the elements as a tool for creating a work of art with the intention of strengthening

their work • Describe the use of each specific element within the context of a work of art

Benchmark 2: The Principles of Design Balance, emphasis, variety, movement, proportion, contrast, unity, rhythm, pattern, repetition, & harmony The Students Will:

• Recognize the principles of design within a work of art • Apply the principles of design as a tool for creating a work of art with the intention of

strengthening their work • Understand the concept of a principle and how it differs from an element

Benchmark 3: Color Competency 12 Step Color Wheel, Additive (RGB) Color Wheel, Subtractive (CMYK) Color Wheel, Tints, Shades, Tones, & Color Schemes: Monochromatic, Analogous, Complimentary, Triadic, Warm, and Cool The Student Will:

• Be able to identify the 12 step, additive, and subtractive color wheels within their appropriate contexts

• Manipulate color through the use of various artistic media • Expand their knowledge of color beyond the color wheel through understanding tints,

shades, and tones • Learn a variety of techniques for mixing, blending, and layering colors • Know the components of color: hue, value, and intensity • Understand that color can impact the mood and meaning of a work of art • Know and be able to apply six common color schemes: Monochromatic, Analogous,

Complimentary, Triadic, Warm, and Cool Benchmark 4: The Creative Process Brainstorming, Concept Mapping, Thumbnail Sketching, In-‐Process Critiques, Diversity in Potential Outcomes, Critical Thinking & Creative Problem Solving

The Student Will: • Learn strategies for critical thinking and creative problem solving • Understand that creating a work of art is a process that requires the development of an

idea and the revisions of that idea that lead to the creation of a visual piece • Learn how to generate ideas through techniques such as brainstorming, concept mapping,

and thumbnail sketching • Understand that a work of art is a problem that can result in an endless amount of possible

outcomes Benchmark 5: Critiquing Compare and contrast, reflection, and constructive criticism The Student Will:

• Analyze artwork using the language of visual art including vocabulary terms, the elements of art, and principles of design

• Have the confidence to make informed, objective statements about their own work and the work of their peers

• Reflect on the processes and products created as a form of self assessment Benchmark 6: Quality, Craftsmanship, and Care for Materials Preparation, Art Process, Presentation, Organization, Cleanup The Student Will:

• Demonstrate respect for classroom materials in order to maintain the organizational structure of the physical environment

• Understand that creating a quality product requires time, effort, and patience throughout the creative process

• Recognize that developing an investment in their work while avoiding careless mistakes is integral to the creation of a quality product

Benchmark 7: Art Criticism and Aesthetics Feldman’s Model for Art Criticism, Formalism, Expressionism, Imitationalism, & Functionalism The Student Will:

• Learn how to formally analyze a work of art • Describe specific qualities of a work of art based on Feldman’s Model of Art Criticism • Recognize the key aesthetic characteristics of Formalism, Expressionism, Imitationalism, &

Functionalism Benchmark 8: Media Literacy Computer Usage Goals, and Introductory Media Experience Expectations The Students Will:

• Develop a basic skill set using the following digital media formats: computers, digital cameras, scanners, and a drawing tablets in conjunction with an industry-‐standard software format

• Be exposed to a variety of visual arts media Benchmark 9: Art History Breadth in Art History Timeline, Depth in Modern Art (Since Impressionism) The Students Will:

• Understand the visual arts in relation to history and cultures • Analyze common characteristics of works of art and artifacts across time periods and

among cultural groups to identify influences • Identify the characteristics of the major art movements since the invention of photography • Create works of art that incorporate art history into their own creative processes • Appreciate the rich history of art, its evolution throughout time, and how it continues to

impact the art they create today • Recognize specific Modern Art Movements

Philosophy of Art Education Victor Central School District

Art is a language that allows the student to express individuality and communicate ideas about self and the world through the use of visual symbols and images. The need to create has been an essential part of human nature since the beginning of times. It enriches the human experience on many levels (functional, decorative and spiritual), and can serve as a format for historical documentation and social commentary. Art is a natural vehicle for nurturing problem solving, decision-‐making and self-‐evaluation opportunities along with other higher order thinking skills. Art education seeks to develop creative, sensitive and artistically literate individuals who may grow emotionally, aesthetically and intellectually through active expression or reflective appreciation of the arts. The study of art from other cultures heightens the student’s aesthetic awareness, sensitivity and respect for other views, values, and traditions as well as their own. Study of the visual arts provides students with the opportunity to develop a critical and intensely personal view of them in relation to the world. As an integral part of the life-‐long learning process that extends beyond the classroom, art connects with the other disciplines to create a collective experience. Experiences in art help to educate the while child while nurturing the individual strengths of each student. Learning cooperatively in a common environment encourages growth of self-‐esteem and self-‐confidence. Development of sensitivity to the needs and feelings of others balances with responsibility for one’ s own personal well being in the art room. Students learn tolerance for one another and an ability to consider taking new points of view. New challenges in the art room support the skill of risk-‐taking, which leads to a lifetime of successful personal and professional growth.

Photography Units and Timeline 1st Marking Period: Weeks 1 -‐ 10 Unit #1: What is Photography? (2 weeks) Unit #2: Composition and Light (3 weeks) Unit #3: Subject Matter (3 weeks) Unit #4: Point of View (2 weeks) 2nd Marking Period: Weeks 11 -‐ 20 Unit #5: Conceptual Photography (3 weeks) Unit #6: Art History and Careers (4 weeks) Unit #7: Photo Essay (3 weeks) *Beyond curricular units students will solve a series of problems throughout the course. Refer to the list below for starting points:

• Flat Stanley • Common Elements • Architecture • Rorshach • Backpack Still Life Story • Facebook® Profile Photo • Name in Found Letters • Magazine Cover Design • Upside Down Photos • Reflections • Exploration of Web-‐Based Image Editing and Sharing Sites

Photography Timeline (1/2 Year course meeting 2-‐class blocks every 4 days)

1st Marking Period

What is Photography?

Composition & Lighting

2nd Marking Period

Subject Matter -‐ Portrait, Still life,

Landscape

Point-‐of-‐View

Conceptual Photography

Art History & Careers

Final Project -‐ Photo Essay

Photography Unit #1 What is Photography?

NYS Learning Standards for the Arts: 2 and 3 VCS Commencement Standards: Effective Communicators, Complex Thinkers, and Life-‐Long Learners Essential Understandings

1. Photography has evolved through time 2. Notable photographers have had an impact on the progression of the craft through their

contributions 3. The language of art and design has specific terminology associated with photography

Terminal Objectives The Students Will-‐

1. Be introduced to the historical evolution of photography through class discussion and formal presentations

2. Analyze the work of well known photographers as it pertains to the historical context 3. Learn basic vocabulary about photography including technical and compositional terms

Task Analysis The Students Will-‐

• Examine a slideshow presentation overview of the technical history of photography • Examine a slideshow presentation overview of basic technical and compositional

vocabulary terms • Determine positive habits of creating and working with a sketchbook for brainstorming,

planning, and process documentation • Develop an awareness for common assessment, craftsmanship, and work ethic

expectations, both inside and outside of the classroom • Conduct individual, independent research on notable historic photographers in their

sketchbooks • Learn how to categorize photography based on subject matter and styles • Compare and contrast the differences between a “snap shooter” and “photographer”

through class discussion and small group work

Relevant Activities 1. Brief Historical Introduction to Technical Photography

a. Define photography, evolution of the camera (camera obscura to DSLR), first permanent images, daguerreotype, calotype, collodion, gelatin emulsion, Kodak’s “Brownie,” 35mm photography, the evolution of digital photography

2. Vocabulary a. Camera Terms, Composition & Lighting, and Digital/ Technical Terms

3. Individual Investigative Research on Famous Photographers a. Categorize the Work of Famous Photographers b. Reflect Upon the work of specific Photographers

Photography Unit #2 Composition & Light

NYS Learning Standards for the Arts: 1, 2, and 3 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers, and Life-‐Long Learners Essential Understandings

1. Great photographs contain exceptional compositions and quality lighting 2. Taking a successful photograph requires practice and multiple images captured in order to

get a desirable outcome 3. Storage and organization allows photographers to archive their work in a retrievable

format and share their work with ease Terminal Objectives The Students Will-‐

1. Understand the importance of composition and light in photography 2. Create a series of photographs demonstrating a variety of compositional guidelines 3. Learn the basic guidelines for taking digital photographs including organization,

formatting, and working with the school’s server space Task Analysis The Students Will-‐

• Observe a presentation on the “Rule of 3rds” • Analyze the concept of Rule of 3rds by finding examples in print media • Exercise positive habits of creating and working with a sketchbook for brainstorming,

planning, and process documentation • Apply what they have learned by taking 40 photographs experimenting with the Rule of

3rds • Learn how to upload digital images and create contact sheets of their work • Learn about proper storage habits, organization, and submission of work for digital

photography files • Examine a presentation on different types and qualities of lighting in photography • Compare and discuss how lighting can affect the quality and meaning of a photograph • Brainstorm subject matter using learned lighting techniques and connect their findings

through creating visual examples of the lighting in action • Apply what they have learned by taking 40 photographs showcasing each of the different

lighting techniques discussed in class o Select their best two works and submit for evaluation along with a contact sheet

showing evidence of understanding • Examine a presentation on compositional guidelines • Compare and contrast photographs based on level of compositional effectiveness • Brainstorm subject matter using learned compositional guidelines and connect their

findings through creating visual examples of the guideline in action • Apply what they have learned by taking 40 photographs showcasing at least 6

compositional guidelines discussed in class

• Select their best two works on compositional guidelines and submit for evaluation along with a contact sheet showing evidence of understanding

Relevant Activities

1. Presentation on “Rule of 3rds” with examples explaining how it helps to create an effective composition

2. How to create a digital contact sheet a. What is a contact sheet? b. Uploading images c. Converting digital images into a contact sheet d. Introduction to saving, file organization, server space, and drop boxes

3. Assign investigation for examples of photographs applying the Rule of 3rds found in print media

a. Physically draw the Rule of 3rds grid directly on the images b. Assemble a contact sheet (40 images) experimenting with the Rule of 3rds and

submit along with their two most successful digital images/ outcomes 4. Presentation on Lighting

a. Effective vs. Ineffective b. Mood and meaning

5. Brainstorming Worksheet a. Highlights each lighting technique b. Connect imagery with techniques as exemplars

6. Assign photographs applying all of the lighting techniques discussed in the presentation a. Assemble a contact sheet (40 images) and submit along with their two most

successful digital images/ outcomes 7. Presentation on Composition

a. Effective vs. Ineffective b. Compositional guidelines

8. Brainstorming Worksheet a. Highlights each compositional guideline b. Connect imagery with guidelines as exemplars

9. Assign photographs applying at least six of the compositional guidelines discussed in the presentation

a. Assemble a contact sheet (40 images) and submit along with their two most successful digital images/ outcomes

Photography Unit #3 Subject Matter


1. Photographers develop personal style through in-‐depth investigation of a particular subject matter

2. Taking a successful photograph requires practice and multiple images captured in order to get a desirable outcome

3. Combining multiple photographs is a strategy for conveying deeper meaning in your work


1. Understand what subject matter is and apply it to their work 2. Create a series of contact sheets for each major subject matter category: still life, landscape,

and portrait 3. Combine multiple images from one subject matter in order to create a work of art that tells

a greater story


• Be able to distinguish between different types of subject matter in a work of art • Analyze the work of notable photographers based on their style and use of subject matter • Exercise positive habits of working with a sketchbook for brainstorming, planning and

process documentation • Complete a series of sketchbook entries related to each subject matter and assignment • Apply what they have learned about portrait photography by taking 40 self-‐portraits

focusing on a moment in time • Select their best works and submit for evaluation along with a contact sheet showing

evidence of understanding • Participate in a demonstration on techniques of collaging multiple photographs together

using imaging software in order to create a work of art that tells a greater story • Learn how to use image manipulation software to crop, convert color to black and white,

and add text to their work • Understand how to convey meaning in a photograph through composition, lighting and

context. • Apply what they have learned about expressive portrait photography by taking 40 portraits

of another person with and emphasis on conveying their personality • Select their 2 best works and submit for evaluation along with a contact sheet showing

evidence of understanding • Examine the work of multiple artists who excel in landscape photography and analyze

different compositional techniques that make the work effective

• Apply what they have learned about landscape photography by taking 40 photographs highlighting a variety of outdoor scenes

• Select their 2 best works and submit for evaluation along with a contact sheet showing evidence of understanding

• Analyze the work of multiple artists who excel in still life photography and discuss how composition, lighting, and background are used to create successful still life images

• Apply what they have learned about still life photography by taking 40 photographs showing 3 different still life scenarios

• Select their 2 best works and submit for evaluation along with a contact sheet showing evidence of understanding

• Assess and reflect upon their work and the work of their peers through class critiques and aesthetic discussions based on the formal qualities of their artwork

Relevant Activities 1. Break subject matter down into 3 categories: Still Life, Portraits, and Landscape 2. Discuss why photographers prefer one subject matter over another 3. Aesthetic Discussion

a. What makes an effective still life, landscape, and portrait? 4. Show examples of exceptional work from each category and critique with students 5. Self Portrait moment in time project

a. Think about your best moment in time and take multiple contact sheets reflecting this moment

b. Focus on hands feet and face; demonstrating how each expresses that moment 6. Brainstorming worksheets relative to photo assignments for each subject 7. Assign weekly contact sheets for self-‐portrait, expressive portrait, landscape, and still life

Photography Unit #4 Point of View


1. Point of view plays a major role in the effectiveness of a composition and the meaning of the work


3. Photography, like fine art, does not always have to be representational to be interesting and thought provoking

4. The editing process provides the photographer an opportunity to further manipulate their work beyond its original context


1. Realize that exceptional compositions often come from interesting and unique points of view

2. Create a series of contact sheets depicting imagery from multiple points of view 3. Discover that the process of abstraction affords the photographer opportunities for

interesting and unexpected outcomes 4. Learn strategies for editing digital imagery for more long-‐term photography projects


• Be able to distinguish between different points of view in a work of art and apply this concept to the work they create

• Analyze the work of photographers based on point of view • Exercise positive habits of working with a sketchbook for brainstorming, planning and

process documentation • Complete a series of sketchbook entries related to point of view and abstraction • Apply what they have learned about point of view photography by taking 40 images

depicting interesting and unique points of view o Select their best works and submit for evaluation along with a contact sheet

showing evidence of understanding • Apply what they have learned about digital manipulation in order to edit new imagery

based on point of view and abstraction • Understand how to convey meaning in a photograph through composition, lighting and

context • Examine the process of abstraction through the analysis of images and determining subject

matter, lighting, point of view, color palette, etc. • Apply what they have learned about abstract photography by taking 40 photographs

capturing images with the absence of a clear subject

o Select their 5 best works and submit for evaluation along with a contact sheet showing evidence of understanding


Relevant Activities 1. Demonstrate strategies for using multiple points of view such as bird’s eye, worm’s eye,

fish eye, zooming at angles, etc. 2. Compare and Contrast a common subject matter from multiple points of view and discuss

the impact 3. Assign a contact sheet (40 images) of images taken from an interesting point of view other

than eye level 4. Discuss abstract photography capturing images with the absence of a clear subject 5. Develop a worksheet and presentation for students to use in examining abstract images 6. Sketchbook Assignment: Brainstorm a list of subjects that students can photograph in an

abstract manner 7. Assign a contact sheet (40 images) of images depicting shadow, food, industrial objects, and

natural objects taken from an abstract point of view

Photography Unit #5 Conceptual Photography

NYS Learning Standards for the Arts: 1, 2, 3, and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers, and Life-‐Long Learners Essential Understandings

1. A successful photographer can make any subject matter interesting by exercising their knowledge of composition, lighting, and point of view


3. Incorporating text into photography creates a graphic element that adds literal meaning to conceptual imagery

4. Artists often personalize their work by creating images that they feel passionate about and are connected to


1. Realize that even a simple subject provides multiple opportunities for many successful and unique outcomes

2. Create a series of contact sheets exploring strategies for interjecting meaning into their work

3. Incorporate text into imagery in the form of a poster design 4. Determine a social issue that has personal meaning and incorporate it into a series of

photographs to advocate for a cause and/or generate awareness Task Analysis The Students Will-‐

• Utilize the skill set developed in this course to create new and thought-‐provoking works of art based on an overarching concept

• Analyze the work of photographers based on concept and meaning of their work • Exercise positive habits of working with a sketchbook for brainstorming, planning and

process documentation • Complete a series of sketchbook entries related to subject matter, social issues, and

conceptual development • Apply what they have learned about composition, lighting, and point of view by taking 40

images depicting one single interesting subject o Select their best works and submit for evaluation along with a contact sheet

showing evidence of understanding • Apply what they have learned about digital manipulation, editing, and the incorporation of

text in a way that adds literal meaning to conceptual imagery • Examine the process of taking a social issue and incorporating it into their work • Apply what they have learned about conceptual imagery and social awareness by taking 40

photographs highlighting a social issue in a way that advocates for their cause

o Select their best works and incorporate text into a design that effectively communicates a desired message in the form of a poster


Relevant Activities 1. Discuss the importance of taking multiple images of one subject in order to have various

successful outcomes 2. Sketchbook Assignment: Brainstorm a list of interesting subjects that could be

photographed from numerous points of view, scenarios, and sources of light 3. Assign a contact sheet of 40 images depicting one subject taken from a variety of points of

view, scenarios, and sources of light 4. Add text to one image and manipulate it 10 different ways using image manipulation

software 5. Discuss social issues that impact our community, society, and world 6. Sketchbook Assignment: Brainstorm a variety of social issues that are important to the

individual and find relevant imagery to support their stance on the issue 7. Assign a contact sheet of 40 images depicting a chosen social issue that they would like to

advocate for 8. Create an awareness poster by adding text to their imagery in order to enhance the

meaning of their work

Photography Unit #6 Art History and Careers


1. Understanding the artwork that was created in the past has an impact on the work that is created today

2. Multiple and varied career options are available in the field of photography 3. Taking a successful photograph requires practice and multiple images captured in order to

get a desirable outcome 4. Image manipulation software can be used to modify photographs in a way that can not be

done by using traditional methods Terminal Objectives The Students Will-‐

1. Examine work from photo and art history and apply concepts to their own work 2. Examine careers in photography and apply concepts to their own work 3. Create a series of contact sheets exploring artistic influence and professional applications 4. Manipulate digital imagery to modify photographs beyond conventional representation


• Learn how to use clone, lasso, filter, color adjustment and blending tools to edit photographs using digital image manipulation software and apply it to experimentation of their own images

• Analyze the work of famous photographers, fine artists and art historical movements based on subject matter, themes and creative influences

• Analyze and research careers in photography and professional photographic opportunities • Exercise positive habits of working with a sketchbook for brainstorming, planning and

process documentation • Complete a series of sketchbook entries related to photo and art history • Research a chosen influential photographer and share their findings with the class via an

oral presentation with visuals • Apply what they have learned throughout the course and about the work of an influential

photographer by taking 40 images emulating the style of the photographer while also making the work unique and their own

o Select their best works and submit for evaluation along with a contact sheet showing evidence of understanding

• Learn how to use marquee, transformation and vector mask tools to edit photographs using digital image manipulation software and apply it to experimentation of their own images

• Apply what they have learned throughout the course and about art historical movements by taking 40 images in the style of one movement while also making the work unique and their own

o Select their best works, combine and edit multiples images using photo manipulation software in order to create a work of art inspired by an art movement

• Complete a sketchbook or research assignment specific to one chosen career in photography

• Apply what they have learned about one specific career in photography by taking 40 images inspired by that career in order to create a new body of work

o Select their best works, edit if necessary, and submit for evaluation along with a contact sheet showing evidence of understanding


Relevant Activities 1. In several stages throughout unit, use image manipulation software to edit and alter

photographs for use in subsequent assignments. Focus on clone, lasso, filter, color adjustments, opacity and blending modes, marquee, transformation, and vector masks.

2. Assign oral presentations based on one of 40 historically influential photographers 3. Analyze the work of notable photographers that have been influential in the history of

photography and discuss how they have changed the way we look at photography and take pictures

4. Sketchbook Assignment: Research influential photographers, examine their subject matter, and brainstorm ways that their work reflects the work of one chosen artist while making the work their own

5. Assign a contact sheet of 40 images showing influence and inspiration from one famous photographer

6. Analyze the work of fine artists from the Cubist, Surrealist and Pop Art movements and discuss how their work has changed the way people perceive a work of art and create their own

7. Sketchbook Assignment: Research artists and artwork from the Cubism, Surrealism and Pop Art, include details and information about why artists worked in this style, find example paintings from each movement, and brainstorm ways to incorporate a chosen fine art movement into their own photography

8. Assign a contact sheet of 40 images specific to the ideas generated in sketchbook assignment

9. Discuss the variety of careers in photography that one could pursue 10. Sketchbook/Research Assignment: Research careers in photography, choose one to focus

on and do a more detailed research on subject matter and requirements of this career 11. Assign a contact sheet of 40 images focusing on the chosen career

Photography Unit #7 Final Project – Photo Essay


1. Understanding that a combination of images with a common thread or story can result in an impactful end product


3. Image manipulation software can be used to combine photographs for story telling purposes


1. Examine examples of photographic story telling 2. Create a contact sheet emphasizing one chosen personal story 3. Digitally arrange a series of images to create a photographic essay


• Analyze a variety of photographic essays and discuss how a more complete story can be told than with a single image

• Exercise positive habits of working with a sketchbook for brainstorming, planning and process documentation

• Complete a sketchbook entry related to personal stories • Apply what they have learned throughout the course by taking 40 images related to a

chosen story o Select their best works, digitally combine them into a photo essay and submit for

evaluation along with a contact sheet showing evidence of understanding • Assess and reflect upon their work and the work of their peers through class critiques and

aesthetic discussions based on the formal qualities of their artwork

Relevant Activities 1. Analyze photographic works that combine a series of images that tell a greater story than

one image is capable of 2. Sketchbook Assignment: Brainstorm a list of personal stories that can be told through a

series of images 3. Assign a contact sheet of 40 images highlighting the chosen story 4. Create a collage by combing a series of related images together in order to tell a complete

and personal story