Вы находитесь на странице: 1из 4

Course: Digital

Photography

# of Days: 7

1c: Unit Essential


Questions:

1a: Concepts: Still Life


Students will be able to

What are some of the major


genres of photography?
Who are some prevalent
photographers in each
genre?
What characteristics should
be in your photograph when
working within each genre??

1a: Prior Knowledge


Required:

Basic computer skills.

Compose & photograph a still life using intentional


lighting, strong technical and compositional skills.

1a: State Standards:


PA ART:
9.1.12. E. Delineate a unifying theme through the production of a work of
art that reflects skills in media processes and techniques.
9.1.12.H. Incorporate the effective and safe use materials, equipment and
tools into the production of works in the arts at work and performance
spaces.
9.2.12: A: Explain the historical, cultural, and social context of an
individual work in the arts.
PACC READING:
CC.3.5.11-12 B. Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text
by paraphrasing them in simpler but still accurate terms.
PACC WRITING:
CC.3.6.11-12.C. Produce clear and coherent writing in which the
development, organization, and style.
CC.3.6.11-12.I. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.

1c: Lesson Essential Questions:


How can you tell a story with objects?
How do you properly light an indoor photograph?
1a: Vocabulary:
Still Life, Tripod, Domestic Lights, Studio Lighting, Reflectors, Light
1d: Materials and Resources:
Poster Board 10x 12
Power Point Presentation
Glue/ Xacto Knives/
Projector
Cutting Boards/ Rulers
Plotter
Worksheet: Analyze
the photograph.
Matte or Glossy Letter Sized
Photo Paper
1f: Assessments:
Day 3: 25 Thumbnails
Day 7: Submission of Project.
Day 7: Group critique
Participation
Day 7: Project Self-Reflection.
1b: Differentiation:

box, Black Card.


Project Rubrics &
Descriptions
Reading on Composing
Still Life and Indoor
Lighting.
Lamps, backgrounds,
light tables
1e: Sketches/ Homework:
Camera- every day
Day 3: 25 Thumbnails

Individual goal measure charts are created with each student. Student and teacher will
use these to create individual differentiation. (Fill out with students individually on first
work day. Review with students during following workdays)
One on one, assistance, modifies project requirements on rubric (increase or decrease).
Specific adjustments made on an individual basis and in accordance with GIEP, IEP, or 504
plans.
1c: Instructional Strategies:
Day 1
DO NOW: Take out your folders.
Pass out reading on still lives.
Read the article as a class.
Show the examples larger and in color on the power point.
Ask students to work in their groups to come up with an analysis of the artwork (split
the images up evenly throughout the groups). Discuss their answers.
Pass out project descriptions.
Tell students that tomorrow in class we will practice setting up indoor lighting and
need to bring objects to photograph that will tell a story of a person or an experiencebut make sure that they are not irreplaceable objects. They can take photographs of
those at home.
Homework: 25 Thumbnails for Day 3 and cameras and (non-precious) objects to
photograph for tomorrow.
Day 2
DO NOW: Take out your folders.
Pass out reading on indoor lighting
Students will read the articles in groups and answer questions on the worksheets.
Review the answers as a class.
Use indoor lighting and backgrounds to demonstrate setting up a still life on a table,
on a light box, and by the window.
Homework: 25 Thumbnails for Day 3
Day 3
DO NOW: Upload your thumbnails.
Students will upload their thumbnails and begin to edit.
Remind students that they will need to crop their photos to a 8x10 format (landscape
or portrait)
As students upload their photos, check them for credit.
The remainder of the period will be a student work day.
Day 4
DO NOW: Open up your favorite three photos.
Put the mid-progress critique and rubric on the screen from the PowerPoint.
Students will work in groups of 3-4 to answer the following:
What is your focal point? Is your focal point in focus?
Is there a full range of values present?
How is your color editing?
What do you like about the photograph?

What do you think could make the photograph better?


After the mid-progress critique, students will return to working on their projects,
choosing their top two photos. For the mounting of this assignment, it is best that the
two photographs share an orientation (both landscape or both portrait)

Day 5-6
DO NOW: Continue working on your assignment.
Student workdays.
As students prepare for printing, remind them that their photos should be in a 8x10
format.
All projects should be sent to the printer by the end of Day 6
Day 7
DO NOW: Continue working on your assignment. It is due by the end of the class
period.
Students will cut and mount their photographs on board. They should have a

1.5 border on all sides.


Explain to students how to fill out the self-reflection and rubric.
In the describe part for the first couple projects, students will describe
how they used the camera and Photoshop for their photographs.
Project, Rubric, and Reflection are due by the end of the class period.
IN THEIR REFLECTIONS: WHAT STORY ARE YOU TELLING IN YOUR
PHOTOGRAPH?

1f:Notes/ Teacher Reflection for Future Implementation:

Вам также может понравиться