EL SEGUNDO UNIFIED SCHOOL DISTRICT

EL SEGUNDO HIGH SCHOOL

Course Title: Photography I

Department: Applied & Fine Arts

Grade level: 9 – 12

COURSE DESCRIPTION

Photography I is an introduction to black and white photography. This course will provide students with opportunities to extend their knowledge and skills in the field of photography. This course will familiarize the student with photographic equipment, materials, methods, and processes. Students will also be introduced to computer technology and digital photography.

All Eagle Expectations apply to this course: Integration of Core Knowledge; Critical Thinking; Effective Communication; Personal and Social Development

Length of course: One year (10 credits)

Pre-requisites: None

Type of Course: Elective; Pending UC/CSU approval to meet the Fine Art requirement

SEQUENCING OF UNITS:

Unit I - Introduction

A. History of photography

1. Cultural distinction

2. Technological developments in photography

B. Safety

C. Course overview

D. Development of a photographic portfolio

Unit II - Printing

A Printing photo papers

B. Print chemicals

C. Enlargers and their uses

D. Printing in the darkroom

1. Develop a photo gram

2. Design a print using tones, lines and shape

3. Submit and evaluate

Unit III - Pinhole Camera

A. History of cameras

B. Parts of a pinhole camera

C. Exposure theory and practice

D. Use a pinhole camera to produce a series of photos

1. Develop, mount and submit

2. Evaluation and analysis

Unit IV - Printmaking From a Negative

A. Choose a 35mm negative

B. Develop a 3 x 5 print

C. Submit and evaluate

Unit V - Introduction to Film and Cameras

A. Film properties

B. Film types

C. Developing process

1. Times and temperatures

2. Tone analysis

D. Cameras

1. 35mm single lens reflex

a. Parts

b. Types and use

E. Exposure

1. Analysis of lighting

2. Relationship between shutter speed and aperture

F. Contact print

1. Take 20 photos and develop the film

2. Print negatives and submit

Unit VI - Perspective

A. Viewing 3-D objects

B. Using detail and contrast

C. Mounting prints

D. Develop, print and mount in 5 x 7 format

E. Submit and evaluate

1. Display print in class

Unit VII - Composition

A. Discuss rules and compositional guidelines

B. Compose and frame the subject to be photographed

C. Understand the principles of depth of field

D. View famous photographs from around the world

(Use the Internet.)

1. Discuss differences and similarities

2. Discuss cultural impact

E. Produce photographs using compositions rules

1. Open class photograph

2. Repetition / texture project

a. Analysis of rules

b. Choose at least three compositional rules each project follows

3. Bracketing

4. Night photography

5. Photo essay

6. Indoor portrait

7. Outdoor portrait

8. Silhouette

9. Solarization

10. Double exposure

11. Photocopy

Unit VIII - Self-Image Project

A. Use the camera and prints to describe yourself

B. Use of symbolism to depict personal goals, feelings and moods

C. Submit, display and discuss

Unit IX - Digital Photography

A. Digital camera use

B. Basic Computer techniques

1. Use of Photo-shop

2. Avid Cinema

C. Multimedia Project

1. Internet "Famous Photographer" Report

2. Photo Enhancement or Manipulation using Adobe Photo-shop.

3. Use of Avid Cinema to Edit and Create a Video Project.

Unit X - Portfolio Requirement

METHODS OF EVALUATION

1. Project evaluation

2. Written tests

3. Portfolio presentation and assessment

4. Public display

5. Reflective writing

INSTRUCTIONAL MATERIALS

1. TEXTBOOK: Photography In Focus, 4th edition,Mark Jacobs,

Ken Kokrda, National Textbook Company,

Lincolnwood, Illinois 1994

2. SUPPLEMENTARY

MATERIALS: Time-Life Photography Series, and Computer Software Programs (Photoshop 5.0)

COURSE OUTLINE AND STANDARDS

Based on ESHS Objectives & Standards

Standard I - Artistic Perception: Processing, analyzing, and responding to sensory information through the

language and skills unique to arts.

Visual Arts Descriptor: Students learn how to perceive the world in an artistic way by refining their sensory perceptions of works of art, objects in nature, events, and the environment. They identify visual elements and principles of design using the language of the visual arts.

9-12 Benchmarks

9-12.1 The student recognizes, describes, analyzes, discusses, and writes about the visual characteristics of works of arts,

objects in nature, events, and environmental.

9-12.2 The student identifies, records, and uses art elements as he/she explores, analyzes, and talks about what he/she sees in the physical world and in what he/she creates (line, color, shape/form, texture, space).

9-12.3 The student identifies, records, and uses design principles in exploring, analyzing, and talking about what he/she sees in the physical world and in what he/she creates (balance, contrast, emphasis, movement, rhythm, unity).

9-12.4 The student continues to expand and use art vocabulary to describe works of art and the environment.

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 2, 4	a. Perceive the world in an artistic way by refining his sensory perceptions of works or art, objects in nature, events, and the environment.	Students create artwork that shows the understanding of basic photo elements and rules of composition. (a)
1, 3, 4	b. Identify visual elements and principles of design using the language of the visual arts.	Students compare and contrast the works of Ansel Adams, Albert Stielglitz, and Weston in terms of photo principles and expressive content. (a)

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 2, 4	c. Describe and identify the principles and the techniques of photography.	Students select two works from National Geographic and write and discuss the intent of the work and how media and photographic compositional rules convey an idea or emotion (a, b)
1, 2, 3, 4	d. Recognize and discriminate among the visual characteristics of line, color, value, shape, texture, and space.	Students research and write a description of the history of photographic development and use in other countries. (c)
1, 3, 4	e. Increase aesthetic awareness of visual qualities in works of art, nature, events, and objects within the environment.	Students create photographs emphasizing line, color, texture, shape, value, and space to express emotion or a central theme. (a, b, c, d, e)
		Students derive meaning from master photographic works through interpreting the artist’s use of photographic principles and theme. ( a, e)

Standard II - Creative Expression: Creating, performing, and participating in the arts.

Visual Arts Descriptor: Students develop knowledge of and artistic skills in a variety of visual arts media and technical processes. They apply this knowledge and skill in creating original artworks based on personal experiences and by demonstrating the process.

9-12 Benchmarks

9-12.1 The student creates original works of art of increasing complexity and with increased skill.

9-12.2 The student explores a variety of visual art media, techniques and process, making choices, as to what to apply in

his/her work.

9-12.3 The student engages in expressive art experiences, gaining personal insight and appreciation of his/her own

accomplishments and the accomplishments of others.

9-12.4 The student demonstrates an understanding of how to effectively solve artistic problems in unique and expressive ways.

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 2, 3, 4	a. Develop knowledge of and artistic skills in a variety of visual arts media and technical processes.	Students work in small groups to develop a video presentation on a selected theme. They will use organizational skills to develop a storyboard and final product. (a)
		Students work in small groups to create a computerized, enhanced photograph from their portfolio of negatives. (a)
	b. Create original artwork based on personal experiences and by demonstrating the process.	Students complete a series of three photographs which communicate their self image or how they view themselves in their environment. (b)
	c. Develop skills through composition, proper exposure, and darkroom techniques.	Students complete a series of photographs discussing the use of exposure, materials used, and composition. (c)

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
	d. Acquire photographic skills to express and communicate responses to experiences.	Students will work in small groups creating photographs which communicate how they see and feel the world around them. (d)
	e. Demonstrate ability to use camera and darkroom techniques to organize and depict ideas, feelings, and mood.	Students complete a series of photographs in black and white. These works reflect an emerging personal style and are convincing in their communication of an idea or emotion. (e)

Standard III - Historical and Cultural Context: Understanding historical contributions and cultural dimensions of the arts.

Visual Arts Descriptor: Students explore the role of the visual arts in human history and culture. They investigate universal themes and concepts in historical and contemporary periods and styles in cultures throughout the world.

9-12 Benchmarks

9-12.1 The students will compare, contrast, analyze style of art from a variety of times, places, and cultures.

9-12.2 The students recognizes that the visual arts and artists reflect, play a role in, and influence culture.

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 2	a. Explore the role of the visual arts in human history and culture.	Students research the political, social, historical, and cultural issues in the visual arts, by viewing slides and videos of famous photographs. (a)
1, 2	b. Investigate universal themes and concepts in historical and contemporary periods and styles in cultures throughout the world.	Students choose a photograph and explain its political, historical, and cultural significance. (b)
1, 2	c. Identify themes in selected works of photography from various cultures.	Students work in small groups examining photographs from various cultures. They will contrast the photograph with their own culture and society. (c)
	d. Study a variety of photographic artwork of contemporary, historic cultures.	Students will compare and evaluate works from other cultures and times. They will be able to discuss why and how each work was completed.

Standard IV - Aesthetic Valuing: Responding to, analyzing and making judgments about artworks.

Visual Arts Descriptor: Students analyze, interpret, and derive meaning from works of visual art. They make critical judgment about and determine the quality of visual artworks and art experiences in accord with learned elements and principles of art.

9-12 Benchmarks

9-12.1 Students make informed judgments by applying the four steps of art criticism to their own artwork and art the work of others (describe the work, analyze the work in terms of the art elements and design principles, interpret the work in terms of ideas and emotions, judge the work as to its success both technically and in terms of communicating an idea or emotion).

9-12.2 Students respond to a variety of works of art and talk about their interpretations of the artists’ intentions.

9-12.3 Students express their ideas about art and give reasons for preferences in works of art.

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 2, 3	a. Make critical judgments about and determine the quality of visual artworks and art experiences in accord with learned elements and principles of art.	Students select two popular photographs from National Geographic and discuss the importance of composition, themes, and why they like or dislike the photographs. (a)
1, 2, 3	b. Use analysis, interpretation, and judgment about visual relationships based on learned aesthetic values.	Selecting three artworks from their portfolios, students reflect on and write about (1) how the work shows growth and (2) ways in which the photographs are successful. (b)
1, 2, 3	c. Use design elements to describe famous works of photography.	Students select a famous photograph using the Internet and describe the strong elements the photographer uses to show emotion and theme. (c)
1, 2, 3	d. Make informed responses to works of photography using objective criteria for analysis and interpretation.	Students compare and contrast two photographs from the Internet that are digitally created. (d)

Standard V - Connections, Relations, Applications: Connecting and applying what is learned in each art form to learning in

other art forms, subject areas, and careers.

Visual Arts Descriptor: Students apply what is learned in visual arts to learning across disciplines. They develop competencies

in problem solving, communications skills, and management of the time and resources, all of which contribute to lifelong learning and career skills.

9-12 Benchmarks

9-12.1 The students integrates what he/she learns in art to learning in other subject areas.

9-12.2 The student learns skills in art translate to careers.

9-12.3 The student explores careers in the visual arts.

9-12.4 The student learns diverse ways in which visual arts can communicate the same idea.

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 4	a. Apply what is learned in visual arts to learning across disciplines.	Students create photographs or down load photographs from the Internet which will enhance reports in other school disciplines. (a)
4	b. Develop competencies in problem solving, communication skills, and management of time and resources.	Students will write and discuss the compositional rules, themes, and design elements of three photographs from their portfolios. (b)
2, 3, 4	c. List careers in photography and art-related jobs available in California.	Using the “world wide web”, the student will list careers in photography and graphic arts in California. (c)
4	d. Participate in local contests.	Students will display their works in local fairs and contests. Each photograph will be mounted properly. (d)

Bench- mark	The student will be able to:	Sample tasks providing some evidence of meeting standards:
1, 4	e. Integrate at least one of his portfolio projects in another subject area.	Using video editing, Photoshop, or desktop publishing software, students will integrate a portfolio project into another subject area. (e)
1, 2, 3, 4	f. Complete an indoor project with the assistance of a local professional.	Students will work with a professional photographer to complete an indoor portraiture using correct lighting, poses, and use of props. (f)