This unit is designed based on conceptual lenses. The overarching lens for the whole study will be communication. Students will seek to gain an understanding of how photography is a tool of communication. They will also address some underlying concepts of perspective, point of view, elements, and choice. After participating in this unit, students will be able to draw on what they learned in order to evaluate, critique, and approach art intelligently.
This unit is designed based on conceptual lenses. The overarching lens for the whole study will be communication. Students will seek to gain an understanding of how photography is a tool of communication. They will also address some underlying concepts of perspective, point of view, elements, and choice. After participating in this unit, students will be able to draw on what they learned in order to evaluate, critique, and approach art intelligently.
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
This unit is designed based on conceptual lenses. The overarching lens for the whole study will be communication. Students will seek to gain an understanding of how photography is a tool of communication. They will also address some underlying concepts of perspective, point of view, elements, and choice. After participating in this unit, students will be able to draw on what they learned in order to evaluate, critique, and approach art intelligently.
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
Mandy Fox Samford University Ansel Adams, a very famous nature photographer has said, There are always two people in every picture: the photographer and the viewer. Why would those two people be in every picture? In what ways can photography communicate a message from photographer to viewer? In this unit, you will seek to answer these questions for yourself on your journey to become a photographer who communicates to their viewers. Many photographers spend thousands of dollars on equipment and travel hundreds of miles just to get that perfect shot. Why do they work so hard to try and capture the ultimate photo? What drives them to continue in that pursuit? In this unit you will learn about the elements of a photograph such as light, line, color, depth of field, and balance. You will also discover ways to increase your chances of getting that perfect shot such as framing, using your camera effectively, and the materials to help you tweak the photo, once you have taken it. It is also important to study the famous photographers and look at their collections of work in order to see what techniques they have used to become successful. Get ready... get set... point, shoot, and click! Photograpy: Making Your Pictures Talk Photograpy: The Art of Communication Rationale This unit is designed based on conceptual lenses. The overarching lens for the whole study will be communication. Students will seek to gain an understanding of how photography is a tool of communication. They will also address some underlying concepts of perspective, point of view, elements, and choice. Through participating in this unit, students will know the elements that combine to effectively take a picture because they understand that art communicates a message. They will be able to use the digital camera to create their own portfolio of photographic work. Each student will be able to build this portfolio in a way that suits their style of learning as well as on the subject matter they feel demonstrates their photographic strengths. After participating in this unit, students will be able to draw on what they learned in order to evaluate, critique, and approach art intelligently. Purpose The purpose of this unit is to explore photography as an art an gain understanding of the following question: How does art communicate meaning to its viewers? During the unit, students will be given the opportunity to communicate their thoughts and feelings through a different medium than they are normally allowed to use in the school setting: photography. It is also designed to give students an opportunity to study how professional photographers are able to communicate messages to the viewers through their the pictures they capture. Target Audience This unit is targeted for third grade gifted students. The Alabama VIsual Arts Course of Study objectives were used when designing this unit. However, this unit could be expanded and used all the way up to the fth grade depending on students previous knowledge. Appropriateness for the Gifted Learner Sir Ken Robinson says it best when he talks about the lack of creativity in our schools today. He states, My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. Students are not given enough opportunities to develop their creativity and this includes gifted students. This unit aims to allow students to communicate their thoughts and feelings through a different medium than they are normally allowed to use in the school setting. It is also designed to give students an opportunity to study how professional photographers are able to communicate messages to the viewers through their the pictures they capture. Prerequisites for Students There are no prerequisites needed for any student to participate in this unit. Concept Based Curriculum Flow Chart Concept Based Curriculum Flow Chart Concept Based Curriculum Flow Chart Concept Based Curriculum Flow Chart Representative Topic Photography Representative Topic Photography Practicing Professionals 1. Fine Art Photographers 2. Photojournalists 3. Portrait Photographers 4. Commercial Photographers 5. Scientific Photographers Practicing Professionals 1. Fine Art Photographers 2. Photojournalists 3. Portrait Photographers 4. Commercial Photographers 5. Scientific Photographers Conceptual Lens Communication Conceptual Lens Communication Practicing Professionals 1. Fine Art Photographers 2. Photojournalists 3. Portrait Photographers 4. Commercial Photographers 5. Scientific Photographers Practicing Professionals 1. Fine Art Photographers 2. Photojournalists 3. Portrait Photographers 4. Commercial Photographers 5. Scientific Photographers Critical Content Critical Content Critical Content Critical Content Facts Skills/Processes Skills/Processes Concepts Visual Arts Standard 3.1- Utilize a variety of processes and media in the production of artwork. Standard 3.4- Create symbolic works of art to communicate ideas Standard 3.7- Identify symbols and signs depicting specific ideas, moods, feelings, and emotions generated by a work of art. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Math Standard 3.15-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Standard 3.25-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 1. Elements of a Photograph a. Light, Line, Color, Depth of Field, Balance, Framing 2. Elements of Photography b. Framing, Shutter Speed, Focus, Materials 3. Photography as a Means of Communication a. Critiquing Photographs 4. Famous Photographers a. National Geographic Photographers b. Anne Geddes c. Peter Lik d. Ansel Adams e. W.A. Bentley 1. Elements of a Photograph 2. Elements of Photography 3. Photography as a Means of Communication 4. Famous Photographers 1. Elements of a Photograph 2. Elements of Photography 3. Photography as a Means of Communication 4. Famous Photographers 1. Art 2. Communication 3. Expression 4. Perspective 5. Choice 6. Elements 7. Exploration Essential Understandings/ Generalizations Art communicates messages. Elements of art work together to help the artists communication. Looking at art from different perspectives can change your understanding. Artists must make choices before beginning creation of their work. Essential Questions In what ways can art communicate meaning? Why is art created? How do the elements of the art help the artists communicate? In what ways do artists use tools and techniques to express their thoughts and ideas? Has the change in the technology of cameras changed the purpose of photography? How might differing perspectives change your understanding of the art? In what way does a persons experiences influence art and its interpretation? What choices must an artist make before their work begins? Why do artists choose particular tools and materials to express their thoughts and ideas? Is one particular media better than another at expressing certain thoughts and ideas? Culminating Performance Task As a new photographer on the scene, you are interviewing for a job as a professional photographer for a leading magazine for teens. You will be putting together a portfolio of work entitled, A Day in the Life of a Normal Kid to present your best work for the interview team to see. Disney and Nickelodeon would like you to think that a normal teen would have a certain glamorous type of life. Using your camera, speak to the magazine audience about what a normal kids life would really be like. Use your photographs to tell a story. Make sure to use your photographic elements and tools to help you communicate. You may put your portfolio together using any of the following tools: - a website - a notebook with printed pictures - a poster board - any other tool approved by the magazine board Remember, you are applying for a job, so make sure that you are presenting your best. You might want to check out the job qualifications before beginning your portfolio. Instructional Activities 1. Hook- Dene art after looking at some interesting pieces such as Robert Rymans White on White, National Geographics Bedouin Girl, Claude Monets Waterlillies, Leonardo da Vincis Mona Lisa, and W.A. Bentleys Snowakes. 2. Create a picture dictionary that demonstrates the various elements of photography after visiting centers that give them opportunities to see the various elements in action and create their own examples. 3. Venn Diagram Activity of the Elements of Photography- pictures printed, they move them to the Venn to discuss the elements they see. Using the sheets provided, students analyze the photographs. 4. Watch clips of From the Edge with Peter Lik, The Photographers- National Geographic video and Anne Geddes: New Beginnings which show clips of photographers getting the shots. Read the story Snowake Bentley. Have students ll out a pie data collection sheet on what they all have in common. 5. Skype with a professional photographer to nd out about their ideas of what makes a successful photograph. 6. Every picture has a story activity from the Smithsonian Institute. 7. Illustrate a poem with a photograph. 8. Decide which type of photographer they would like to be and create a portfolio that illustrates their work. Essential Understandings: Students will understand that art communicates messages. Students will understand that the elements of art work together to help the artists communication. Students will understand that looking at art from different perspectives can change your understanding. Students will understand that artists must make choices before beginning creation of their work. Essential and Guiding Questions: What is arts purpose? In what ways can art communicate meaning? Why is art created? How do the elements of the art help the artists communicate? In what ways do artists use tools and techniques to express their thoughts and ideas? How might differing perspectives change your understanding of the art? In what way does a persons experiences inuence art and its interpretation? What choices must an artist make before their work begins? Why do artists choose particular tools and materials to express their thoughts and ideas? Is one particular media better than another at expressing certain thoughts and ideas? Preassessment: (30 minutes) The week before beginning the unit on photography, students will be asked to ll out the graphic organizer in order to nd out what they know and be able to better address areas of interest. Lesson One: Introduction to the Unit (1 1/2 hours) Guiding Questions: What is arts purpose? Why is art created? In what ways can art communicate meaning? 1. Begin with showing the students various pictures of art that challenge their thinking on what is art. (Type I) 2. Ask the students to come up with a group answer to the question why the artists would have created certain pieces? Then they must create a denition for what art is based on their answer to that question. They can present it to the whole class however they prefer. 3. After the presentations, as a whole class, come up with an agreement on what makes something art. Lesson Two: Creating a Picture Dictionary of the Elements of Photography (3 hours) Guiding Question: How do the elements of the art help the artists communicate? In what ways do artists use tools and techniques to express their thoughts and ideas? 1. Students will participate in centers that introduce them to the elements of a photograph and photography. (Type II) 2. Students will create their own picture dictionary of all the elements of a photograph and photography by taking photographs that demonstrate those elements. Unit Outline: Photography: The Art of Communication Lesson Three: Venn Diagram of the Elements/ Photographic Critiques (1 hour) Guiding Question: What is arts purpose? Why is art created? In what ways can art communicate meaning? How do the elements of the art help the artists communicate? In what ways do artists use tools and techniques to express their thoughts and ideas? What choices must an artist make before their work begins? Why do artists choose particular tools and materials to express their thoughts and ideas? Is one particular media better than another at expressing certain thoughts and ideas? 1. Students will participate in a Venn Diagram activity, where they group photographs based on their elements. After grouping, they write what they share what they have in common. 2. Students will choose their favorite group of photographs 3. Discuss with the whole group what each group came up with for groupings. See if they can discover different elds of photography. Lesson Four: Famous Photographers (2 hours) Guiding Question: What is arts purpose? Why is art created? In what ways can art communicate meaning? How do the elements of the art help the artists communicate? In what ways do artists use tools and techniques to express their thoughts and ideas? What choices must an artist make before their work begins? Why do artists choose particular tools and materials to express their thoughts and ideas? Is one particular media better than another at expressing certain thoughts and ideas? 1. Students will view clips of From the Edge with Peter Lik, The Photographers- National Geographic video and Anne Geddes: New Beginnings which show clips of photographers getting the shots. Read the story Snowake Bentley. 2. Students will ll out a pie data collection sheet on what they all have in common. 3. Students will nd their favorite form of photography (photojournalism, portrait, scientic, or landscape) and concentrate on that for their photographs they will be taking for their portfolio. Lesson Five: Skyping with Professionals (1 hour) Guiding Question: What is arts purpose? Why is art created? In what ways can art communicate meaning? 1. Before beginning Skype session, students will brainstorm a list of questions they would like to ask the photographer. Remind them of what they learned by watching the clips during lesson four. 2. Students will Skype with the photographer. 3. When nished, students will respond to the interview time in their blog responding to the statement: Name three things you learned after talking with this professional photographer. Lesson Six: Every Picture Has a Story (1 hour) Guiding Question: In what ways do artists use tools and techniques to express their thoughts and ideas? Has the change in technology of cameras changed the purpose of photography? How might differing Unit Outline Continued: Photography: The Art of Communication perspectives change your understanding of the art? In what way does a persons experiences inuence art and its interpretation? 1. Divide the class into four groups, and give them each the four different Smithsonian pictures. Have them use their observation skills and list everything they can see in the photo. Concentrate on facts rather than inferences during this time. 2. Then have them right down the setting, time, and purpose of the photos. 3. Then list all the questions they have about the photograph. 4. Now it is time to make inferences. Have them complete the handout included and speculate as to the story behind the photograph. 5. The students will put the four photographs in chronological order and cite evidence as to why they believe they are correct. Students will ll out the Then and Now handout. 6. The class will discuss the advancement in technology to help photographys purpose. Lesson Seven: Illustrate a Poem (2 hours) Guiding Question: In what ways do artists use tools and techniques to express their thoughts and ideas? Has the change in technology of cameras changed the purpose of photography? How might differing perspectives change your understanding of the art? In what way does a persons experiences inuence art and its interpretation? 1. Students will listen to the story of behind the looking glass. 2. Students will choose a poem from the choices given. 3. Students will formulate a picture and take that picture to illustrate the poem chosen. 4. Students will display their poem choice and illustration for others to react. Lesson Eight: Create Your Own Portfolio (6 hours) Guiding Question: What is my own photographs purpose? Why did I create what I did? In what ways can my art communicate meaning? 1. Discuss all the elements and communication techniques the students have learned. 2. Students will create a portfolio based on their favorite type of photography. 3. Students will present that portfolio to a board of advisors. Unit Outline Continued: Photography: The Art of Communication Photograpy: The Art of Communication I would like to nd out what you already know about the area of photography. Please ll in this graphic organizer below with as much information as you know to help me see where you are before we begin. The History of Photography Famous Photographers Digital Photography and How to Take a Good Picture What is the purpose of art? What is the purpose of art? What is the purpose of art? If you could learn anything in the world about photography, what would it be? Please list those below. If you could learn anything in the world about photography, what would it be? Please list those below. If you could learn anything in the world about photography, what would it be? Please list those below. Components Menu for Introductory Lesson Topic Thinking Creatively About Photography and Its Tools Grade Third Grade Lesson Length 2 hours Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Assessment Pre Assessment: Before beginning unit, have students ll out preassessment so that you can see where they are in regards to their photography knowledge and skills. Introduction Using a grab bag of various photography items, have the students blindly choose an item and then become the item and discuss what life would be like if they were that item. Hint: This does not have to be the items real use. If the student does not know what the item is, that is where their creativity comes into play. Teaching Methods Creative Dramatics, Talents Unlimited (Productive Thinking), and Socratic Circles Learning Activities 1. Students will choose an item from the grab bag and use creative dramatics to tell what life would be like if they were that item. 2. After participating in that exercise, they will choose another item from the grab bag and list on their paper many, varied, and unusual ideas (at least 20) for how that item could be used other than its normal use. 3. Students will then share their most creative ideas with the class and we will vote on the most creative as a class. 4. Once they have done that, we will talk about what those items are really used for if they are completely unfamiliar with them. 5. Once they have done that, students will read the poem, Photography by James Metcalfe and discuss their views on what they think a photograph really is by using the Socratic Method of discussions. Resources Poem Photography Products Notes from Socratic Circles Grouping Large and Small Group work as well as independent work Extensions Use the extension list for interest centers Differentiation/ Ascending Levels of Intellectual Demand Students will be allowed to communicate in their way, but activities are designed for all students to be able to participate at their level making their own contributions to the group understanding of photography and its tools. Photograpy by James Metcalfe A photograph is more than just A gift to bring or send. And more than just the likeness of A relative or friend. It is a kindly greeting and A memory to hold. Of happy times and pleasant things. However new or old. It is a mirror that reects Companionship and cheer. And now and then the wistfulness That turns into a tear. A photograph is something to Adorn a desk or wall. Or carry in a pocket and Display to one and all. It is a faithful portrait The smile that friendship shares To add its sunshine and to show That someone really cares. Introduction: Show students the grab bag of items you have collected related to photography. Today we are starting a new unit on photography. In order to understand a little bit about photography and to help me know where you are in your understanding, I have designed some fun activities. We will be pulling an item out of this bag and then pretending to be the item. You will tell us what life would be like if you were the item. Be creative. If you do not know what the item is or what it is used for, do not worry. Look at its shape and form and then make something up. We will discuss the real uses of these items later. Go around the room and let every student choose an item from the bag. Once they have done so, give them some thinking/planning time to come up with their ideas. Then using the stick choosing app, Stick Pick, randomly choose students to go. Once everyone has gone, collect the items back into the bag. Do not put it away as you will use it again. Wasnt that fun? We will continue with identifying the uses of these tools by being even more creative. You will now choose another item out of the grab bag. If you get the same item as last time, do not worry, that will just help you a little. Once you have gotten your item, you will use your paper to do some Productive Thinking. Look at our board (point to the Talents Unlimited Productive Thinking part of your bulletin board) and Productive Thinking. When we are doing Productive Thinking, what are we wanting to do to expand our thinking? Students should respond with think of many, varied, and unusual ways. Yes, that is right. Here you are going to think of many, varied, and unusual ways that your item can be used. You should think of at least 20 ways. Think outside of the box. You do not have to think of things that your item would normally be used for in photography. You can look at its shape, its form, etc. and decide what it might be useful for other than in the eld of photography. Give students time to brainstorm many, varied, and unusual ideas for their items. Once they are nished, allow students to share some of their best ideas for the object. Put the name on the board of the item and then see who is the closest to the real use and who has the wackiest use for their item. It is important to be able to think of many ideas and to think creatively. In this unit we will be doing a lot to help develop our creativity. So, hopefully, by the time we are nished with Introductory Leson: An Introduction to Photography and Its Tools this unit on photography, you will feel like you have another way to be creative or be able to understand others creativity. Now we are going to read a poem called Photography by James Metcalfe. After we read this poem, we are going to participate in a discussion called a Socratic Circle. Does anyone know what that is? Does anyone hear a name of someone famous in the word Socratic? Yes, you are right. It is Socrates. Socrates liked to allow people to discuss their understandings and ideas. That is what we are going to do. Lets start off by reading the rules to a Socratic Circle. Read the rules and highlight procedures. Ask if there are any questions. Now that we have read the rules and there are no questions, lets start by having you divide into two groups. The rst group may be seated and the second group will use their pencils and paper to take notes. Remember from our rules, you will only take notes on what the participants are doing, not on the material itself. Lets start off with a question from me. What do you think a photograph is? Do you agree with the author? Why or why not? Remember, talk to the group, not me. Give time for rst group discussion. Swap after conversation dies down. Then give time for second group to discuss and rst group to watch. Lets hear from the groups that watched the action. What did you all see? Give time for the students to explain what they saw and discuss their ndings with the class. Note any behaviors that might need to be changed for the next Socratic Circle and make sure to address what might improve it for next time. Now, how did you all like that method of discussing a poem or story? It is important to hear everyones opinions and especially in photography. We will hear lots of peoples ideas and opinions about photographs, some might even be our own photographs. Not everyone will agree and not everyone will like the same things. The important thing is that you back up your opinion and ideas with facts and rationals rather than just our own opinions. For instance, you cannot say you dont like the photograph without saying why. Your reason why cannot be because you think it is ugly. You must say what bothers you about the photograph such as that you dont like the subject of the photograph, or you dont like the colors in the photograph. This is called metacognition, which is thinking about your thinking. Hopefully, by participating in this Socratic Circle, you will be able to better discuss photographs and why you believe the way you do about them because you are thinking about your own thinking. Introductory Leson: An Introduction to Photography and Its Tools Continued You will be participating in a Socratic Seminar. In order to do this, you must follow these steps: 1. Read the text once all the way through. 2. Reread the text making notes as to questions you might have, thoughts you might have, things it might remind you of, or connections to yourself or others. You can write directly on the text by the place you thought about it so that you can see where you might have had thoughts or questions. 3. As you reread, mark any unfamiliar words and look them up so that you can share the words with others who might not know the words meaning as well. 4. Once you are done, you will be talking about the text in the group. The class will be divided into two groups. The rst group will talk about the text, while the second group watches and makes notes of the rst groups behavior or how they participate. They might notice things such as one member not talking at all, or one member talking too much. They might also notice if anyone is rude or says anything that does not help the group. 5. After the rst group has discussed, the groups will change places and the second group will discuss while the rst group watches and makes notes. To Participate Effectively You Must: Listen carefully to what others are saying Take what they say seriously Look for reasons and evidence from the story- you cannot just say it because it is your opinion, you must be able to prove it from the text Recognize and reect when someone is saying something that might not be in the text, but is their belief Discover examples, analogies, and objections you might see Seek to distinguish what is known from what someone might believe Seek to see things from others point of view Be alert for possible problems from the text Look beneath the surface of the words themselves. Could the author mean something else by what they said? Socratic Circle: Tips and Rules to Having a Good Discussion Components Menu for Lesson One Topic Introduction to Art Grade Third Grade Lesson Length 45 minutes Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Communication Choice Exploration Alabama Visual Art Course of Study- Standard 3.7- Identify symbols and signs depicting specific ideas, moods, feelings, and emotions generated by a work of art. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Graphic organizer completion done by students individually one week prior to unit beginning Post Assessment: Student reection posted in their blog Introduction Read the book, The Dot by Peter H. Reynolds. Class discussion on their feelings about art and what makes something museum eligible. Read the inspiration for the dot from the following website. Peter H. Reynolds: The Dot Questions & Answers Teaching Methods Direct Instruction, Brainstorming, and Group Sharing Learning Activities 1. Show students some interesting pieces such as Robert Rymans Twin, National Geographics Young Afghan Girl, Claude Monets Waterlillies, Leonardo da Vincis Mona Lisa, and W.A. Bentleys Snow Crystals. 2. In small groups, brainstorm answer to the question, What makes something art? Share ideas with whole group. 3. Large group discussion in order to solidify what makes something art. 4. After class denition is determined, students will respond in their blog as to their personal experience with art and photography. Resources Pictures following this lesson plan, brainstorming guide, projector and screen for large group viewing of photos Products Whole class denition on what makes art. Grouping Large and Small Group work Extensions Choose one activity from the following website to show how some art is exploration.The Dot Activity Ideas by Peter H. Reynolds Differentiation/ Ascending Levels of Intellectual Demand Groups of students will be grouped by learning styles and will have a choice on how to share with the class their denition of what makes something art. (Can act it out, draw it, write it, etc.) Introduction: Show students the book, The Dot by Peter H. Reynolds. Today we are starting a new unit on photography. We will call it Photography: The Art of Communication. Do you think photography is an art form? Students should answer yes. If you do, then in order to know about photography, we must start with knowing a little bit about art rst. How many of you have read this book before? Those of you who have not, what do you think it will be about based on looking at the cover and knowing the title? Lets read the story and nd out if you are right. When you are nished reading the book, ask: Why do we have museums? What makes something eligible to go in a museum? Do you think Vashtis work should go in a museum or not? Why or why not? I would like to show you some pieces of art, some of which are photographs. Use the sheet in front of you to mark whether you think the following pieces of art work should or should not go in a museum and why. I am going to tell you the history behind some of the art or art work. Listen carefully as that might help you make your decision. The rst piece is a sculpture work hanging in a London Gallery. Cornelia Parker is a professor of conceptual art at the European Graduate School. She likes to have a humorous, cartoonist style to her work and often suspends things in order to challenge time and space. The second piece is by Robert Ryman, a very famous modern artist. He is often called a minimalist. His main concern is presenting the materials that he uses at face value. He is known as a life-long experimenter with materials. The third piece is by Nicholas Nixon. He is famous for working with large format cameras, rather than the small 35mm cameras. He preferred it so that he would maintain the quality of the photos. He is famous for his portraits of people. The fourth piece is by Steve McCurry. He is a National Geographic photographer who took this shot in 1985 and it landed on the cover of the magazine in the June edition. It has Leson One: An Introduction to Art been known as the most well know National Geographic photo of all time. The fth piece is by TImothy OSullivan who was know for his photographic work of the Civil War and the American West. For two years, he was the ofcial photographer of the United States. The sixth piece is by Marcel Duchamp. He is a Surrealist which means that his art work is supposed to be like that of dreams or playfulness. He liked to take things and make them very playful so that the person viewing it would add to it whatever they wanted. The seventh piece is by Arman. He is an artist that like to accumulate things and put them all together. When he saw someone react to his rst viewing of his accumulation work, he realized how powerful they could be and began to create more. The eighth piece is by John Baldessari. He is a conceptual artist and taught at UCLA for over twenty years. He created this from a photograph and then printed it out. He likes to include language in his works along with images. The ninth piece is a painting by Leonardo da Vinci. His painting is considered the most famous painting in the world, however it was not well known until the mid 1800s when it was said to be a great example of what women are like. It was also stolen in 1911 from the Louvre, the museum in Paris where it now hangs, which skyrocketed its popularity. The tenth painting is of Waterlillies. It was done by Claude Monet and was his attempt to study light and color. He painted many of the same lilies in various times of day and weather conditions. The eleventh piece is by W.A. Bentley. He was the rst person to ever be able to capture actual photographs of individual snowakes. His life dream was to capture the beauty of snowakes so that other could see it. We will be reading a story about him later on when we study famous photographers. The twelfth piece is done by Scott Wade. He is a commercial artist that was bored when he got home. He had a long drive down a dusty road to get home from work and always had a dirty windshield to work with so he began to use them as his canvas. When someone posted a picture on the internet, his fame was born. What I want you to do is not take your data sheets to your group. I will put Leson One: An Introduction to Art Continued you in groups, so dont worry about nding someone right now. In your group you will decide on what makes something art. You can use these examples and information that I just told you to help you come to your decision. Then your group must come back to the whole group and present your decision on what makes something art. You can present however you would like. Be creative. You could draw, act something out, speak, or write a poem or short story. You be creative. After watching all these presentations, we will come to a whole group decision as to what we think, as a class, makes something art. Any questions? While the students are discussing in groups, walk around and listen and ask questions such as: What type of artist was he/she? Does that make a difference?What is happening in the art? What is the art asking the audience to do? What has the artist done with the materials? Once the students are done, have them come back to the main group and present their ideas. Have one student take notes of what they say on the SMARTBoard. Once they have presented the ideas, lead the group in a discussion that directs them to nding out that art communicates a message and art is about exploration. In order to have a good understanding of something, you have to be around it, talk about it, participate in it, and practice it. I would like to know a little bit about your background in the area of art. Your assignment tonight is to post a journal entry on your blog that tells me a little bit about your experience with art. This art could be photography or visual arts such as painting, sculpting, etc. If you have no experience or you have just gone to a museum, I want to know that. All of you have some experience in that you all participate in art class once a week during the school year. I also want you to tell me how you feel about art in general, do you enjoy it, do you dislike it, do you want to know more about it. Remember the criteria that makes a good blog post. This is not a text message, this is a post. Remember when you press that Post button it is as if you are saying to me and the world, This is my best work and I want you to see it. Leson One: An Introduction to Art Continued Art Piece Should it Go In a Museum? Yes or No Why or Why Not? Candelabra with Grand Reection Yes or No Twin Yes or No Self 4, Brookline Yes or No Young Afghan Girl Yes or No Canyon de Chelle Yes or No Bicycle Wheel Yes or No I Still Use Brushes Yes or No Goya Series: And Yes or No Mona Lisa Yes or No Water Lillies Yes or No Snow Crystals Yes or No Uncle Albert Yes or No Y#r Opinion: An Introduction to Art Caption: Cornelia Parker Candelabra with Grand Reflection, 2004. the Artist Courtesy Frith Street Gallery, London. Twin Robert Ryman (American, born 1930) 1966. Oil on cotton, 6' 3 3/4" x 6' 3 7/8" (192.4 x 192.6 cm). Charles and Anita Blatt Fund and purchase. 2011 Robert Ryman Self 4, Brookline Nicholas Nixon (American, born 1947) 2008. Gelatin silver print, 13 9/16 x 10 5/8" (34.5 x 27 cm). Carl Jacobs Fund. 2011 Nicholas Nixon Steve McCurry Young Afghan Girl 1985 National Geographic Cover Canyon de Chelle Timothy O'Sullivan (American, born Ireland. 1840-1882) 1871-73. Albumen silver print, 7 15/16 x 10 13/16" (20.2 x 27.5 cm). Gift of Ansel Adams in memory of Albert M. Bender Bicycle Wheel Marcel Duchamp (American, born France. 1887-1968) New York, 1951 (third version, after lost original of 1913). Metal wheel mounted on painted wood stool, 51 x 25 x 16 1/2" (129.5 x 63.5 x 41.9 cm). The Sidney and Harriet Janis Collection. 2011 Artists Rights Society (ARS), New York / ADAGP, Paris / Estate of Marcel Duchamp I Still Use Brushes Arman (American, born France. 1928-2005) 1969. Brushes embedded in plastic, in acrylic box, 80 x 80" (203.2 x 203.2 cm). Bequest of Richard S. Zeisler. 2011 Artists Rights Society (ARS), New York / ADAGP, Paris Goya Series: And John Baldessari (American, born 1931) 1997. Ink jet and synthetic polymer paint on canvas, 6' 3" x 60" (190.5 x 152.3 cm). Mr. and Mrs. Thomas H. Lee Fund. 2011 John Baldessari Mona Lisa by Leonardo da Vinci between 1503 and 1505 Oil on poplar 76.8 53 cm (30.2 20.9 in Claude Monet Water Lilies 1906 Oil on canvas 87.6 x 92.7 cm Wilson A. Bentley 1931 Snow Crystals photograph Uncle Albert Scott Wade 2009 Dirt, dust, and a rear window of a car Components Menu for Lesson Two Topic Introduction to the Elements of Photography Grade Third Grade Lesson Length 3 hours total Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Alabama Visual Art Course of Study- Standard 3.1- Utilize a variety of processes and media in the production of artwork. Standard 3.3- Apply the elements of art and principles of design, including complementary and monochromatic color schemes, value, contrast, and asymmetrical balance in works of art. Standard 3.6- Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Before beginning lesson, ask students to make a list of common elements they might see in all pieces of photography. Post Assessment: Completed student picture dictionary of elements of photography. Introduction Gather students and ask them to tell you certain things they think all photographs have in common. Have the students brainstorm a list at least ten things they think all photographs have in common. After brainstorming, have the students share and make a class list of those. Then share the real list of elements and see how close they were to the real list that professional photographers view as the elements of all good photographs. Teaching Methods Direct Instruction, Brainstorming, Individual Research and Group Sharing Learning Activities 1. Students will participate in centers that introduce them to the elements of a photograph. (Type II) 2. Centers: a. a. Line- Students will view photographs that have successfully used line. They will then take pictures of their own where line is successfully used. b. b. Light- Students will use the studio set up to learn about lighting and flash. They will take pictures of their own to help understand how light and shadows can affect your pictures. c. c. Color- Students will view the website http:// labs.ideeinc.com/ multicolr#colors=48a85b;weights=100; Then students will practice taking the exact same pictures in color and black and white. They will then explain which they think is better for certain situations and why color can aid or take away from the photograph. d. d. Depth of Field- Students will view examples of pictures that use depth of field to help highlight certain parts of the picture. Students will then use the studio set up to take still life pictures where they use short depth of field to highlight certain parts of the still lifes. e. e. Balance- Students will view pictures that are balanced and out of balance and put them in the correct category based on their opinions. Students will then take their own pictures and add them to the categories. f. f. Framing and Zoom- Students will read the books Zoom and ReZoom. After reading these books, they will take some consecutive pictures of the same subject at different zooming levels. 3. Students will create their own picture dictionary of all the elements of a photograph by taking photographs that demonstrate those elements and visually explaining how these photographs represent each element well. Students may choose whatever method they would like in order to create their dictionary such as a website, slideshow, paper dictionary, etc. Resources Center Materials (see centers descriptions), cameras, and photo paper. Products Student created picture dictionary that explains the elements of photography. Grouping Large, Small Group, and Individual Work Extensions Website http://www.nga.gov/kids/zone/zone.htm http://www.artsconnected.org/toolkit/index.html Differentiation/ Ascending Levels of Intellectual Demand Students can choose any method to put their visual dictionary together. They can create a website, create a paper dictionary, a slideshow, or any other that is deemed acceptable by the teacher. Elements of a Photograph Components Menu for Lesson Three Topic Venn Diagram of Elements and Photographic Critique Grade Third Grade Lesson Length 45 minutes Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.1- Utilize a variety of processes and media in the production of artwork. Standard 3.3- Apply the elements of art and principles of design, including complementary and monochromatic color schemes, value, contrast, and asymmetrical balance in works of art. Standard 3.6- Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Before beginning lesson, show students several different photographs and ask them to identify the major element used in that photograph. Post Assessment: Completed Venn Diagrams. Introduction Read one of the best examples of the picture dictionaries done by the students in Lesson Two. Review the elements of a photograph. Tell students they will be testing the skills that they learned in the elements centers during lesson two. Teaching Methods Direct Instruction, Problem Solving, Debate Learning Activities 1. Students will be given various photographs. In pairs, they will write one element on each blank. Then they will sort their pictures and place them in the appropriate areas based on where they put their element labels. 2. Students will then share with the class why they chose those locations. Resources Photographs, Venn Diagram Sheets Products Finished Venn Diagram Grouping Large and Small Group work Extensions Students can use their own photographs they took in centers and place them. Differentiation/ Ascending Levels of Intellectual Demand Students will be grouped in pairs. Can use a two circle Venn instead of a three circle if necessary. Elements of a Photograph Venn Diagram Fill in the blanks with one of these elements. Do not use the same one twice (notice there is a front and back): Light, Line, Color, Depth of Field, Balance, Framing. Then use the pictures to find the ones that would work for each element or combinations. Elements of a Photograph Venn Diagram Continued Photographs for Venn Diagram Activity Components Menu for Lesson Four Topic Famous Photographers Grade Third Grade Lesson Length 2 hours Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.7- Identify symbols and signs depicting specific ideas, moods, feelings, and emotions generated by a work of art. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Have the students list all the things they know about being a professional photographer on the pie chart. Post Assessment: Compare their two pie sheets and write what they have learned. Introduction Read the story Snowake Bentley. Ask students if they think William Bentley had any drive or desire to become a photographer. Teaching Methods Brainstorming, Discussion, Socratic Seminar Learning Activities 1. Students will view clips of From the Edge with Peter Lik, The Photographers- National Geographic video and Anne Geddes: New Beginnings which show clips of photographers getting the shots. Read the story Snowake Bentley. 2. Students will ll out a new pie data collection sheet on what they all have in common after watching the video. 3. Students will participate in a Socratic Circle discussion to decide on which characteristics they think all photographers possess. 4. Students will nd their favorite form of photography (photojournalism, portrait, scientic, or landscape) and concentrate on that for their photographs they will be taking for their portfolio. Resources From the Edge with Peter Lik, The Photographers by National Geographic, and Anne Geddes: New Beginnings DVDs Products Pie Chart with commonalities of all photographers Grouping Large and Small Group work Extensions Watch the rest of the movies on the iPod interest centers Differentiation/ Ascending Levels of Intellectual Demand Students can complete this pie chart by drawing pictures, writing, or a combination. This is what characteristics they think the photographers all share in common. Photographers Characteristics of All Photographers Components Menu for Lesson Five Topic Skyping with Professionals Grade Third Grade Lesson Length 1 hour Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: List any questions that you would like to ask the professional photographer. Post Assessment: Blog entry on what they learned from Skyping with a professional photographer. Introduction When class starts have students ll out sheet that asks them if they could talk to anyone in the world, who would it be and why. Discuss with students that I would love to talk with a National Geographic photographer. Tell them that they are going to be talking with a professional photographer today via Skype. Remind them of the rules of having a class visitor and that they are the same whether they are here in person or via webcam. Teaching Methods Interviewing, Discussion Learning Activities 1. Before beginning Skype session, students will brainstorm a list of questions they would like to ask the photographer. Remind them of what they learned when watching the clips during lesson four and discussing it in a Socratic Circle. 2. Students will Skype with the photographer. 3. When nished, students will respond to the interview time in their blog responding to the statement: Name three things you learned after talking with this professional photographer. Resources Skype and a Projector Products Blog Entry Grouping Whole class and individual Extensions Differentiation/ Ascending Levels of Intellectual Demand Students can complete this pie chart by drawing pictures, writing, or a combination. This is what characteristics they think the photographers all share in common. Brainstorming Sheet for Questions for the Professional Photographer Brainstorm a list of at least ten questions you would like to ask the professional photographer we will be interviewing via Skype. We will then compile the questions and choose the some to ask them during our interview time. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Components Menu for Lesson Six Topic Every Picture Has a Story Grade Third Grade Lesson Length 1 hour Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.6- Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Students will individually answer the question: Do photos have the same parts that a story has, such as setting, purpose, and characters? Post Assessment: Blog post entry: Why do you think it is important to have a story behind each photo that you take as a photographer? Introduction Show students the Smithsonian picture and ask them to write a story detailing what this picture is about. Teaching Methods Brainstorming, Group Discussion, and Learning Activities 1. For all of these activities, use the sheets contained in the Every Picture Has a Story Smithsonian Curriculum. 2. Divide the class into four groups, and give them each the four different Smithsonian pictures. Have them use their observation skills and list everything they can see in the photo. Concentrate on facts rather than inferences during this time. 3. Then have them right down the setting, time, and purpose of the photos. 4. Then list all the questions they have about the photograph. 5. Now it is time to make inferences. Have them complete the handout included and speculate as to the story behind the photograph. 6. The students will put the four photographs in chronological order and cite evidence as to why they believe they are correct. Students will ll out the Then and Now handout. 7. The class will discuss the advancement in technology to help photographys purpose. Resources Every Picture Has a Story Smithsonian Curriculum Products Handouts from the Every Picture Has a Story Curriculum Packet Grouping Whole and Small Group Extensions Students can go to http://www.smithsonianeducation.org/students/ photo/photo_index.html and do some more photo investigations. Differentiation/ Ascending Levels of Intellectual Demand Students will work in pairs to discover the stories behind the photos. They will also be allowed to use different pictures to help aid in the ability to come up with stories. Some of them are easier than others. 3-) 4(3/.) !. ) . 9/52 #,!332//- 3-) 4(3/.) !. ) . 9/52 #,!332//- 3-) 4(3/.) !. ) . 9/52 #,!332//- (ISTORY THROUGH 0RIMARY 3OURCES LVLRY PI C1URL HAS A S1ORY S P R I NC 2 0 0 4 W W W . S M I 1 H S O N I A N L D U C A 1 I O N . O R C Components Menu for Lesson Seven Topic Illustrate a Poem Grade Third Grade Lesson Length 2 hours Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.6- Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Pre Assessment: Ask students to illustrate the Star Spangled Banner. Give them the words to this song and ask them to draw a picture that illustrates this song. Post Assessment: Student critiques of their own photographs and each others. Introduction Read the poem, Photograph of a Gathering People Waving by Clarence Major http://www.poetryfoundation.org/poem/180526 Ask students to draw a picture of one scene they hear in this poem. Teaching Methods Whole class discussion and independent student work Learning Activities 1. Discuss the ability of photos to illustrate and how we see it every day. Show them the book Tuesday by David Weisner and explain that there is a story in this book, but completely without pictures. 2. Students will then choose a poem from the choices given in order to illustrate it through photography. 3. Students will formulate a picture and take that picture to illustrate the poem chosen. 4. Students will display their poem choice and illustration for others to react. 5. Students will create a blog post on their favorite illustration and why it was their favorite. Resources Poems and camera equipment for studio shots Products Poem and Illustration Grouping Whole and Small Group Extensions Take your poem and do one of these activities to illustrate your poem in another way: http://www.edu.pe.ca/southernkings/ merilynpoetryproject.htm Differentiation/ Ascending Levels of Intellectual Demand Poems will be at various vocabulary levels so as to help those students who may need lower level poems or those students who may need a challenging poem. Components Menu for Lesson Eight Topic Create Your Own Portfolio Grade Third Grade Lesson Length 6 hours Discipline Visual Art/ Photography Instructor Mandy Fox Content Knowledge/ Standards Conceptual Lens- Communication Concepts Addressed- Art Elements Expression Choice Alabama Visual Art Course of Study- Standard 3.6- Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance. Standard 3.8- Identify ideas and feelings expressed by individual artists in works of art. Assessment Students will create a rubric together that will be based on the job description requirements. Introduction Present the ad for a new photographer job opening. Ask students who would like to create a portfolio based on that job opening. Teaching Methods Independent Study Learning Activities 1. Discuss all the elements and communication techniques the students have learned. 2. Students will create a portfolio based on their favorite type of photography. 3. Job description: As a new photographer on the scene, you are interviewing for a job as a professional photographer for a leading magazine for teens. You will be putting together a portfolio of work entitled, A Day in the Life of a Normal Kid to present your best work for the interview team to see. Disney and Nickelodeon would like you to think that a normal teen would have a certain glamorous type of life. Using your camera, speak to the magazine audience about what a normal kids life would really be like. Use your photographs to tell a story. Make sure to use your photographic elements and tools to help you communicate. You may put your portfolio together using any of the following tools: - a website - a notebook with printed pictures - a poster board - any other tool approved by the magazine board Remember, you are applying for a job, so make sure that you are presenting your best. You might want to check out the job qualifications before beginning your portfolio. 4. Students will present that portfolio to a board of advisors and be scored based on a student created rubric of job qualications. Resources cameras and computer access Products nal portfolio Grouping Independent Study Extensions Students can upload their pictures to Lulu.com where they can have them professionally printed and framed. Students can also enter their photos into the Kodak Kids Photo Contest. Differentiation/ Ascending Levels of Intellectual Demand Each student has a choice as to how they will put their portfolio together. They can do a website, a notebook, a poster board, or any other tool approved by the teacher.
(Studies in Fuzziness and Soft Computing 240) Asli Celikyilmaz, I. Burhan Türksen - Modeling Uncertainty With Fuzzy Logic - With Recent Theory and Applications-Springer (2009)