Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Kiarra Roundtree

School High School
Grades 10-12

Visual Narrative: How it is used in modern

UNIT TITLE
society
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Unit
Ending Date for this Unit

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance and
interest when expressing themselves through visual art.

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS (FROM ODE STANDARDS)

C. Address and communicate complex visual and conceptual ideas using a range of technical
skill and art media including new technologies.

F. Analyze and use digital tools to understand how and why images are created and interpreted
and how media influences culture, beliefs and behaviors.

G. Demonstrate flexibility and reflective habits when creating visual art forms in a variety of
artistic contexts and environments.

H. Demonstrate respect for, and effectively work with, socially and culturally diverse teams or
content to increase innovation and quality.

CRITICAL ISSUE / BIG IDEA

A). Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A) This unit will utilize photography as a form of visual narrative and also introduce black
and white photography, as it portrays a difference when photographs are produced in
color. Students already have prior knowledge on digital camera functions. Including,
adjusting the aperture and shutter speed to implement stunning viewpoints and
perspectives.
B) This lesson will help students address their social surroundings within their community,

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 and connect their findings with modern social issues or see how their lives are similar to
their peers through photo documentation. In addition, this will help students
communicate by learning about visual narrative and demonstrate cultural respect
when seeing their peers convey their own culturally different environment through their
narrative.
I want my students to understand how visual narrative is used daily, and connect how social
media sites such as Snapchat and Instagram are modern-day forms of visual narrative. I want to
explain to students that they can capture intriguing stories about their lives or their environment.
Just like on social media, the students can instantly convey compelling and breath-taking forms
of visual art. I also want students to understand that producing visual narrative, they must be
aware and show respect for their classmates who are from different environments and learn to
encourage peers who have different living situations. This way, students can broaden their
understanding that not everyone has a similar environment, also to become inspired by their
peers and their perspectives of how they view their life and environment.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
As modern day continues to utilize social media and smartphone cameras to capture memories,
achievements, and continuous selfie production. Exploring the relationship between
photography based will allow students to critically approach to analyze modern photography
social media and visual narrative.

I want students to focus on social issues and environmental awareness that are being produced
within our society and for students being able to express and share their concerns about their
community or their everyday lives that they can share with their peers to interpret its
significance.

Essential Questions (provocative, engaging, critical)

What is Visual Narrative? Do we currently see this being used in our society?
How can photography be used as a form of documentation without the use of words?
How can black and white or color photography change the visual image?
How does black and white photography communicate differently than color
photography?

Possible Integration
History
Visual narrative was used throughout history to capture the worlds most devastating and
enjoyable moments throughout our time.
Students can refer to their history courses, and video documents on how visual narrative
was conveyed in the past.
Geography
As we are within a diverse culture, students will view how different cultures integrate
visual narrative differently, and gain respect towards the culture differences of how that
culture interacts with their environment.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One

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 Title Intro to Visual Narrative
Lesson Description Students will learn about visual narrative and understand the difference
between black and white photography versus using color. Students will
capture photos of people within their community or the environment of
which the community is in. Students will also create a 3x4 contact sheet in
Adobe Lightroom to omit or add photographs they taken to tell a story.
Students will then choose 4 of their best shots for their final contact sheet.
Then the students will print the images with the option of mounting the
image on a black board or making the images glossy. The students have
already learned how to mount in Intro Photography earlier in the semester.

I will be providing a printed rubric of what I am looking and a handout that

remind the students of what is expected, also I will hand each student a
hardcopy of the rubric and also uploaded on Google Classroom. Providing
the students the options to mount, helps me let the students explore more
freedom on how they wish to convey their photographs. If the class does
not have enough time for every student to print out their 4 best shots, we
will present them on the projector and have the next group of students
print them out next class for the art show at then end of the year.

Lesson Two
Title Personification and visual narrative
Lesson Description Students have just learned about how to convey their environment by
capturing people and their background. Now this lesson will be only on
capturing objects that can tell stories as well. I will introduce the students
to two Instagram photographers for inspiration and then have the students
create their own narrative using an object. The students will use the 3x4
contact sheet we already created in the previous lesson and they will
mount 4 of the best images on black mounting board.

I will be presenting the lesson on a PowerPoint and introducing the two

Instagram photographers to help the students obtain inspiration. I will also
supply a printed rubric of what is expected during the project.

Lesson Three
Title Express yourself
Lesson Description Now that the students learned about environmental and personification of
visual narrative. The students will be given the opportunity of executing
self-portraiture. I will provide the students two photographers who utilize
this technique and then let the students brainstorm by conversing with
other students about their ideas and what about themselves they would
like to express in more detail and why. They will then make the same
contact sheet and a 6 image series about themselves and mounted on a
black board.

I will supply a printed rubric, show a PowerPoint of the two photographers,

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 and talk to students who have questions or give them feedback about what
they should highlight about themselves.

Explain how technology has been used in this unit

PowerPoint
I will be using a smartboard or projector to explain to students the lesson overview,
examples, introduction to visual narrative photographers, and the rubric explained
project expectations.

Adobe Creative Suite

Students will have access to Adobe Photoshop and Adobe Lightroom to use as digital
photo correcting and photo organization.

Cameras and Computers

Students will be given a digital single lens reflex (DSLR) camera provided by the school
and Macintosh and Windows computers available for documentation and researching
their topic.

LESSON PLAN 1

Teacher Candidate Kiarra Roundtree

School High School
Grade 10-12

LESSON NUMBER 1
Lesson Title Intro to Visual Narrative
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Lesson Friday, November 10th, 2017
Ending Date for this Lesson Tuesday, November 13th, 2017

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

High School Intermediate
3PE Explore the relationship between community or cultural values and trends in visual art.

5PE Explore the application of technology to the production of visual artworks.

High School Accelerated

3PE Compare and contrast the styles in artworks by artists of different cultures and historical

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trends.
5PE Investigate the influence of technology on visual art and its effects on their own works.

CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

High School Intermediate
4PR Establish and apply appropriate levels of craftsmanship to complete artworks

5PR Understand and demonstrate how to access available digital tools and innovative
technologies to create and manipulate artwork.

High School Accelerated

5PR Explore and expand on personal art applications through the use of available digital tools,
innovative technologies and media arts

6PR Expand visual literacy as a means to create images that advance individual expression and
communication.

CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

High School Intermediate
2RE Apply assessment practices to revise and improve their artworks and to document their
learning.
4RE Explain the role of innovative technologies in the creation and composition of new media
imagery.

High School Accelerated

3RE Explain artistic processes from idea conception to completion of a work of art using
descriptive and arts-specific terminology
4RE Respond to critical questions about the meaning and influence of new media imagery in our
culture

Performance-based Assessment Objectives

1. Students will learn how to establish visual narrative and will be able to connect how
their own social media accounts such as Instagram as a modern form a contact sheet of
visual narrative.
2. Students will compare their findings to the example photographers to understand how

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 professional photographers convey their work.
3. Students will understand the importance of visual narrative and translate it to social
culture and expand their prior knowledge on other cultures and establish true
understanding for how their classmates environments are different and unique from
one another.
4. Students will investigate new practices in how to create compelling works of art.

Performance-based Assessment Strategies

(attach assessment documents if applicable)

1. Students will create a 3x4 contact sheets will display understanding of visual narrative,
this will also be in a similar grid form used on Instagram for easy recognition.
2. Students will expand their knowledge on photo editing software and use Adobe
Lightroom for additional expansion of photo organization and handling.

Students already have prior knowledge of how to use a digital camera, and know about the rule
of thirds and taking more than the required images to complete the contact sheet. I will be
supplying the students examples of photographers for inspiration while brainstorming. Students
will also brainstorm in small groups of 2-3 about how they would execute their project. I will
utilize the scaffolding method, to demonstrate how to create a contact sheet in Adobe Lightroom
and how to edit the images to provide visual compelling edits such as enhancing focal points
and contrast in Adobe Photoshop. This will be done by using the photos I have taken so
students can see my example of brainstorming and executing the project. I will go around the
computer lab to students who need additional assistance and to check if the students are
following along effectively.

Academic Language
Vocabulary (define each)
Visual Narrative - is a story told primarily through the use of visual media.

Contact Sheet - Columns and rows of image thumbnails, making photos communicate
with one another.

Rule of Thirds A compositional rule that divides a photo horozontally and vertically.

RAW - is a file type that gives the photographer more control over photo
editing

Additional Language Demands (specific communication task)

Students will first be given a question following along with the main vocabulary word Visual

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Narrative, the students will write on an index card of what they think visual narrative is to them
and provide a written example of what it looks like to them.

Accommodations for Special Populations

Students with ADHD will be having special accommodations so they can also reach their
academic success and achieve superior achievement in the classroom with equity learning
values.

I will provide them additional time to brainstorm ideas about what they want to take
photos of.
I will invite them to work along with others so the student can feel accepted.
They can take as many photos as they want for the first round of shots, and I will provide
them a special rubric to accommodate their learning needs.

Art/Visual Culture Examples (list all artists, artwork or media used)

Carrie Mae Weems The Kitchen Table Series (1990)

Dawound Bey Early Photographs (1970)
Chien-Chi Chang Taiwan (1960)
@jasonpeterson @ shirrenlim
@555design @jayscale

Preparations
Materials/Resources for Teacher
I will have a smart board or projector so I can show students the PowerPoint introduction of the
unit and to show them visual literacy artist that are on social media and traditional
photographers.

Materials for Students

Students will be a computer lab. Each student will have a notebook for ideas and to brainstorm
with at least 2-3 other classmates about what they want to narrate about.

Safety Procedures
Always have the DSLR camera strap around their neck and hold the DSLR camera with
both hands

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 Be aware of your surroundings at all times If you are taking photos in an isolated area,
please travel with a friend or guardian for safety.
Never leave the camera unattended.
Always use the lens cover when not in use.
Do not take images that may harm someones privacy or reputation (nudity, bills
displayed in background, off guard)
Always ask permission before taking the shot, not everyone wants their photo taken or
their environment.

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1 10 mins Students will answer the question given at Overhead Projector
the end of the presentation on
Give an example on where you seen Handout: Rubric
visual narrative in your everyday life,
what was the feeling you had after
viewing it?
Which artist inspired you the most
and why?

I will have students communicate in a group

of 2-3 and they will brainstorm and answer
the questions as a group and exchange
ideas with one another. I will give them 5
minutes to brainstorm. I will be pacing
around the classroom over hearing ideas
and classroom discussion. When I say the
time is up, I will ask each group their ideas.
1 10 After conversing with peers, the students will Handout: Rubric
thumbnail sketch their ideas in their sketch
books of at least 6-12 perspectives of how Handout: Artist work
they want to execute their images and to list for hands on
out ideas of where it would be and how they inspiration
would execute it.

I will check with each student while handing

out the rubric of what is to expect when
capturing images and the list of
requirements. Students already have prior
knowledge in what is expected in a
thumbnail sketch. I will credit 5 participation
points to each student who utilizes class time
to work on the assignment and a rubric of
what is expected of the thumbnail sketches.
Class will utilize the remaining class time for
working on the project.

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1 5 The remaining 5 minutes will be students Overhead projector
talking to their classmates about their
thumbnail sketches and to research the Handout: Rubric
given artists on the classroom computers for
inspiration. I will then announce to the Handout: Artist
students if they have any questions about examples
the rubric and requirements I handed out. I
would call students by row to check out a
DSLR camera. I will close the class by
stating what is expected next class and what
we will go over. With an example of the
board of a contact sheet in Adobe Lightroom.

I will read over the rubric and requirements

in class and show a PowerPoint of what is
expected next class. Having the students
create thumbnail sketches will help me know
where each student stands and how they will
need additional help or development.
2 5 Welcome the students into the classroom The classroom list
while giving a name call for attendance.
2 35 The class will upload their images from their Overhead projector
DSLR cameras and watch me do a demo of of live demo
how to upload the files into Adobe Lightroom.
During this process, I will be using the Handout: Rubric
photos I have taken and demonstrate to the
class how to create a contact sheet and use Handout: Contact
simple photo edits, like adjusting the sheet guidelines
brightness, contrast, and straightening the
images.

I will remind students to refer to their

thumbnail sketches when deciding which is
more visually compelling and I will meet with
each student periodically about if they
resembled the thumbnails or went a different
direction.
2 5 Students will use the remaining 5 minutes to Overhead Projector
ask me questions or work in class. Handout: What is
expected for next
class
I will be going to each student and checking
on their progress and also answer any
questions they might have. I will show a
presentation of what is expected for next
class and preview of next class final.

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3 5 Welcome the students into the classroom Class list
while giving a name call for attendance.

3 10 I will announce to students to finish up their

contact sheets and print out their photos
using the schools 4 photo printers.

I will be going to each student who has

questions and help students who need
assistance with the printer.
3 35 Students will turn in their contact sheets and
print out 4 of their images for critique. If not
all the students can print out their work, we
will present the images on the board when
the students turn in their classroom files to
me via memory card or flash drive.

We will be doing an in-class critique I will

remind the students to be respectful and
listen while each student presents their
project and ask questions or critique after the
student has finished describing their project.
3 5 After the critique, I will congratulate the Handout
students for their hard work and handout a
sheet of self-assessment during the project.

The questions on the sheet will consist of

How do you think you did? Describe

how you performed in a 5-sentence
paragraph and for the questions
below.
What was the most enjoyable
moment of the project and why?
What did you like least about the
project and why?
What grade do you think you deserve
on the project? Explain your
reasoning with examples and artist
statement.

As I give this out to the students I will have

them either write it while in class or they can
turn it in to me next class for homework.
Giving this prompt to students helps me
learn about how each student did and what I
can improve on next time for teaching this
project. I provided the personal grade
question so students can learn how to
defend their work as an aspiring artist. This

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 will help with their communication skills and
boosting self-confidence when defending a
work they have created that deserves more
than what I have given.

Clean-up Procedures (Room, Materials & Work Storage)

Students are given a 10-minute reminder that they need to finish up their photo sorting and
brainstorming.

Students are required to wipe down the monitor screens and the mouse and keyboard. After
wiping, they may dispose their wipe and wait patiently for the bell for dismissal.

Closure, Review & Anticipation (whats next?)

I will close with congratulating all the students who have submitted work and for their
participation in the unit. I will supply a brief PowerPoint of the next lesson and the final project of
what that next lesson will look like.

Supplemental Activity

N/A

Teacher reflection focused on the lesson after it has been taught

N/A

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