Topic outline

  • Contests

     

    • Skills USA prints 2 11 x14 matted due 2/1/16
    • http://www.caea-arteducation.org/student-scholarships  Art scholarship Deadline 3.1.16
    • California Streaming Digital Photography Contest. Submission deadline: Friday, March 4th, 2016. Teachers submit student photos for contest around the theme: traditions.
      Deadline: February 15th for Monday Club: Fine Arts Awards. Win money. 
    • Monday Club Fine Art Contest. See attachment.

     

    • Baywood Oktoberfest - Not Required - Sunday October 25th, the class has a booth at the Baywood Oktoberfest. This is your chance to frame and sell your work. You must be part of set up and take down as well as a shift in the booth. We have had much success in past years. Parents are welcome to help.

    • Skills USA Regionals - Not all can go, but all will prepare- Feb 6, 2016 - 8am to 3:30 pm in Paso unless otherwise notified. http://www.skillsusaca.org/region/2

  • Course Outline and Documents

    URLs: 3Files: 6Pages: 2
  • Digital Bootcamp

    This is a quick review unit to kick off the course of skills from the prerequisite. There is a brief overview of Photo History, review of basic composition skills, such as the nine zone grid and post processing with digital editing skills using Adobe Photoshop.

    Page: 1URLs: 4File: 1
  • Making my Muse

    In this unit, the student's use idea creation techniques to develop their own Muse in a photographic format. They must study the concept of the Muse, research Greek Muses, identify what inspires them, convert that to visual symbols, plan, shoot, edit and produce their own Muse in an 8 x 10 x 300ppi format

    P21 skills - Idea Creation, To Use and Manage Information • Use information accurately and creatively for the issue or problem at hand                           

    VAPA and CTE Standards Skills, Processes, Materials, and Tools - 2.1Create original works of art of increasing complexity and skill reflect their feelings and points of view. Diversity of the Visual Arts 3.3 Investigate and discuss universal concepts expressed in works of art from diverse cultures.

     

    Workshop: 1Files: 3URLs: 4Forum: 1Assignments: 5
  • Magic Hour

     In this unit, the student review the work of a local photographer who is an expert in capturing the light of the Magic Hour. There is a lecture, research and technical practice to learn about ISO, long shutter speed, shadows, and tripod. The technical emphasis is using the digital negative format RAW for shooting and editing.

    Standards from California Department of Education, Visual and Performing Arts, Career Technical Education, Arts Media and Entertainment Pathway and Partnership for 21st Century Learning (P21)

    VAPA 4.0  - Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning - 4.1 Describe the relationship involving the art maker (artist), the making artwork (product), and the viewer.

    CTE - A8.0 Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. A8.1 Understand the component steps and skills required to design, edit, and produce a production for audio, video, electronic, or printed presentation. A8.2 Use technology to create a variety of audio, visual, written, and electronic products and presentations.

    P21 Skills - Ideas creation technique of changing your perspective

    Workshop: 1URLs: 4Files: 2Assignments: 5Assignment (2.2): 1
  • Street Photography Portraits - Shoot in RAW

     In this unit, the student will explore the culture of their own town using their camera, the idea creation technique, changing your perspective in combination with outdoor portrait skills involving natural light and reflectors. This is a partner project in which partners practice using the reflector and setting up the camera with the tripod. Interacting with the public and advocating for photography is addressed and practiced. The editing skills added to the toolbox are practicing photo retouching tools in Photoshop.

    The assignment: Imagine you are a tourist in your own town, write a plan for photography portraits on the street using the research and skills provided in this lesson as well as all knowledge from your toolbox. Interact with your models, creating a series of photos that tell the story of the people in your town. After your plan is approved by the teacher, shoot, edit and put the photos in a multimedia presentation to tell the story. Self reflect in this project by narrating your multimedia presentation.

    Standards from California Department of Education, Visual and Performing Arts, Career Technical Education, Arts Media and Entertainment Pathway and Partnership for 21st Century Learning (P21)

    VAPA 4.0  - Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning - 4.1 Describe the relationship involving the art maker (artist), the making artwork (product), and the viewer.

    CTE - A8.0 Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. A8.1 Understand the component steps and skills required to design, edit, and produce a production for audio, video, electronic, or printed presentation. A8.2 Use technology to create a variety of audio, visual, written, and electronic products and presentations.

    P21 Skills - Ideas creation technique of changing your perspective

    Assignments (2.2): 4URLs: 5Page: 1Assignments: 5Workshop: 1
  • Printing a Portfolio 5 pieces

     In this unit the student builds a resume, learns how to choose between their work and the work of their peers to create a 5 piece printed portfolio. They learn the basics of printing, matting, framing and wiring for hanging. They practice basic business ettiquette. The photoshop lesson is on color correction.

    The assignment: Meet with the teacher to establish the 5 pieces you will print. Print them and turn them in,  in your folder.

    Assignments (2.2): 4Files: 4Workshops: 2Forum: 1Assignments: 3Page: 1URL: 1
  • Experiment with the science of light

    In this unit the students research popular light painting artists and create a plan predicting how their experiment with light painting will come out. They use 3-4 different light sources, experiment with ISO and long shutter speed to discover how the camera reacts in a low light situation when using lights to paint on or around a subject.

    The assignment: Using the photographic paint with light technique, create a logo for an approved skateboard or surf business. Submit your best three ideas with a reflection how this technique worked for you.

    Assignments (2.2): 6Workshop: 1Pages: 2URLs: 5Assignments: 2Forums: 2Files: 2
  • Motion Sequence

    Students study motion sequencing work of Edward Muybridge and efficiency work of Frank Gilbreath comparing the techniques they used to those used today and predict future advances. Using knowledge of fast shutter speed, continuous shooting mode, refine edges and layers in Photoshop, a composition is created to show a reason to use a motion sequence, such as refining a sports skill. 

    The assignment: How can you make a task, sport or movement more efficient? After you have researched and had your plan approved for using the motion sequence technique to improve efficiency in a situation, prove that your idea works by creating a motion sequence on your own using a fast shutter speed, continuous shooting mode and layers in Photoshop in an 8x10" format with a resolution of 300ppi.

    URLs: 6Assignments (2.2): 5Book: 1File: 1Workshop: 1Assignment: 1
  • Cardboard cutout Promotion

    Students identify why photography is important to them, brainstorm slogans to promote the photography class, learn about image sensor size, review measurement in pixels for web based art 72ppi and resolution for printing, 300ppi and create a lifesize image of themselves using Adobe Photoshop batch processing and Panorama feature with Adobe Indesign tiling feature.

    The assignment: Create a promotion piece for this class using a lifesize cardboard cutout or idea of your choice that visually shows advocacy for the class and large size with cardboard.  Do the math with your image sensor size, your height and width and figure out how many photos it would take to build your project at 300ppi. In partners, pose with your slogan and shoot the numbers of pictures you need. Create lifesize image in Photoshop, print and piece together on cardboard. Figure out how to make this free standing.

    URLs: 2Assignments: 3Assignments (2.2): 4Files: 4Workshop: 1
  • Panorama Planet

    In this unit students explore the history of this style of photography and reason for using a panorama technique- Capturing a series of images to create a picture wider than what you could capture in a single image. This requires special "stitching" software to combine and blend the images into one finished image. They compare some of the first panoramic techniques with the current cell phone panoramic capabilities. The Adobe Photoshop lesson is on the photomerge feature and a how to about turning a panoramic into a planet. 

    The assignment: Create a 360 degree panoramic representation of the world you live in and modify that product to accommodate a different aesthetic perspective using the Filter > Distort > Polar Coordinates instructions which turns your world into a planet.

    1. Click here and watch this http://digital-photography-school.com/how-to-shoot-really-big-panoramas/
    2. Photomerge - Write the six ways to shoot for Photomerge and the steps to take to Photomerge 
    3. Practice in class and upload here today
    4. Use this tutorial to make a 360* panorama 
    5. Write the a step by step instruction sheet for a 360 pano. Answer the question - How is it different than Photomerge?
    6. Watch Ms. Moore's wonderful movie on Panoramic Photography
    7. Create a presentation - Discovering the power of panoramas
    8. Upload Power of panoramas presentation that you made
    9. Make your plan -  include that you will shoot 3pics deep x 9 pics wide(or similar) - Your plan here before you shoot detailing technical knowledge and creative inspiration for a great photo
    10. Final Panorama Upload low res with copy of plan.Workshop
    11. Upload high resolution 3pics deep x 9 pics wide(or similar) Panorama for printing at least 24" wide, so 24" x 300ppi 
    12. REQUIRED - Try this! Create a planet out of your photoURL
    13. 50 shot contact sheet with similar exposure
    14. Web photo 739 x 255px 
    URLs: 5Assignments (2.2): 9Workshop: 1File: 1
  • Photo Album of An Event

         You are a photographer for an event of  your choosing such as family celebration or get together. You must do a shoot, edit, write captions and put together a 16 page (or more) photo album that you share with me. Each photo must have a caption. You can have it printed for the people but it is optional. Some ideas are a birthday party, a family dinner, a friend get together, a child's Valentine party, Thanksgiving dinner, a picnic on the beach, a surf contest, a family fun run and so on....you tell me your plan using these criteria for shot planning. Grading is on focus, framing, creativity, editing the book and caption writing.

    • Portrait closeup
    • Group Picture
    • Super closeup detail
    • Emotion shot
    • Overview
    • Special use of Light
    • Creative angles
    Assignments (2.2): 8Folder: 1Files: 2URL: 1
  • Macro Lens and Critter shoot

    In this unit, students are introduced to the macro lens. They research how much the lens cost and the proper techniques to use them as well as experimenting with different focus and apertures. They learn about creating adjustment layers and masking in Photoshop.

    The assignment: Amaze the world with your closeup look at the natural world around us by doing a 50 shot exploration. Rate, rank and choose 3 best photos to lead the viewer to discover a world not often given the time to admire.

    Workshops: 2Assignments (2.2): 6Assignments: 3URLs: 2File: 1
  • Student Community Art Show

    Show your stuff" Art Show - This unit takes an intermediate to advanced  2-D media (graphic design, painting, photography)  student with a 5 - 10 piece portfolio through the steps of preparing, estimating budget, contacting, designing, setting up and publizing an art show in the local community. They will analyze color, size, shape and theme of portfolio to determine a plan to follow and execute this plan with a local art showing of their original work. This unit provides a sample contract to have signed with business owner. The ELA supporting lesssons develop an artist's biography and create a press release for publicity.What to expect

    URLs: 7Files: 7Assignments (2.2): 4Books: 2
  • Photographic Surrealism

    By using the concepts of surrealism, surprise, non sequitur and unexpected juxtaposition, the student will compare and contrast three artists in that style. They then will experiment with a class practice in surrealism and be released to produce their own contribution to surrealistic photography as they  interpret in. It can be an  original photo illustration with many layers or a series of photos that are set up.

    File: 1Pages: 2Assignments: 5URLs: 3
  • Andy Warhol or Chuck Close

    Research and discuss the pop art movement comparing Andy Warhol and  Chuck Close. Analyze and articulate how society influences the interpretation and message of a work of art from the art of this period in a written 3 page paper and or a taped 15 minute discussion  with peers using notes. Next develop your own pop art idea reflective of your views. Research photoshop techniques. Create this with the camera using the Photoshop skills of posterizing, levels and layers.

    The assignment:  Develop and create your own pop art idea reflective of your views using the camera and photoshop.

    Choose both of these styles and  create an abstract portrait poster.

    • Research 60 minutes
    • Writing paper 2 hours - 50 points
    • Researching technique - 60 minutes
    • Creating your own poster - 2 hours. 50 points
    Assignment (2.2): 1Workshops: 2Forums: 2Files: 2Assignments: 3URL: 1
  • Explore photo journalism with theme of social justice

    The teacher will explore the concept of social justice as documented through photography with the class and in small groups. The student will write what they know before the lesson begins, The teacher will show the work of well known social justice photographer, Lisa Kristine, then students will share out new knowledge in groups of three, creating a discussion and definition from each group to share out. Then a class definition of social justice will be developed. 

    The student will review images from well established social justice photographers, describe what they see in a photograph, identify the mood of a photograph and determine what elements contribute to creating that mood. They will analyze color, light and shadow, and how they contribute to a photograph's meanings. The student will create their own image in that photo matching mood, color, light and shadow observed.

    The assignment:   After plan is approved by the teacher, the student will use a digital camera and tripod (or other available devices, such as camera phones or tablets) to execute a plan for "Picturing Social Issue" by taking a series of 25 shots with partner or self timer. Edit for best choice and follow Adobe Photoshop lessons to complete the illustration 

    Standards

    California English Common Core Standards
    California's 2013 CTE Standards

    Related Instructional Objectives (SWBAT...)

    • The student will create a definition for social injustice by predicting, viewing a video and collaborating in a group and reviewing prediction.
    • The student will develop an understanding of social justice which will be demonstrated by sharing ideas, incorporating facts and opinions gathered in class shown in a written format.
    Files: 7URLs: 2Assignments (2.2): 10Pages: 2
  • Scavenger Hunt

    Objective:  Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

    Problem statement -  New perspectives - travel, in some fashion, air, sea, land, from the rock to Tidelands Park with a group of friends, documenting the town from a perspective other than your own. Discuss beforehand the plan, incorporate group input the work. Each student must  produce a multimedia piece.

    • Spend 30 minutes in your group, discussing, planning.
    • Spend 45 minutes each, writing up the idea. Each student submits their own idea of the plan BEFORE the shoot. Not accepted after. 25pts
    • Spend 2 hours actually traveling from the rock to tidelands and documenting the trip from a different perspective than yours.
    • Spend 2 hours editing your work.
    • 10-20 pics, Demonstrating your changed perspective - Spend 2 hours preparing the presentation of the work, in a movie format with voiceover audio and pictures or movie clips. Final product 50 pts.
    • Spend 45 minutes on the link below and comment - Where children sleep. 25 pts.

    Rubric based on communicating theme, changed perspective, technical ability, planning and presentation of ideas. It will be on Moodle.

    Questions to ask

    1. How can you change your perspective?
    2. What mode of travel would be different for you?
    3. What point of view would be different for you?
    4. What can your group add to your idea to boost the creativity?
    5. Would wearing different clothes be different? Could you be a tourist and ride the trolley?
    6. Could you take a handicapped friend and have them shoot? Could you put the camera on your dog?
    Assignment (2.2): 1Workshop: 1Forum: 1
  • Second Semester Video Final

    This is final unit and the culmination of the year. Students use a templated outline to prepare evidence and reflection of their artistic journey in the form of a sequenced multimedia presentation. Tutorials for Adobe Premier are available for student's who prefer this program. Video cameras are used to capture the student reading the reflection for each unit. Original digital photos are cropped and imported  to appear next to students in a layered technique as they are talking. The background, lighting and exposure are considered applying portraits techniques. It is peer edited, self graded, rendered, exported and posted to Youtube. Final products are shared with local educational channel.

    The assignment: Using the templated script, create an original multimedia (sound and visuals) presentation reflecting on your yearlong photographic journey. Start with your artist's statement and conclude with how you may have grown. Export and upload to Youtube

    Page: 1Assignment (2.2): 1