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Unit Overview

Course: COM1205: Photography Introduction! High School! Brian Heidinger - Unit Plan!

COM1205 is an introductory course that will allow students develop foundational skills in camera use by focusing on basic composition, exposure, capture, and image production techniques. Students will have access to digital SLR cameras where they can manually control camera settings such as aperture and shutter speed. Students will process their own work, as well, they will have an opportunity to display their photographs for others to see.

Foundational Outcomes!
(as found in the program of studies)

The student will:

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1. describe the role of photography in society; e.g., art, social statement, entertainment, historical record, illustrating ideas and concepts, scientific research, exploration 2. use various photographic equipment, image-capture devices, materials and processes to demonstrate basic photographic skills 2.1 identify and describe the key components and functions of a camera 2.2 classify different types of image-capture devices and some of their potential applications 2.3 explain the rule of thirds as it applies to photographic composition and framing 2.4 identify the light sources and their roles in manipulating mood, given a set of photographs / images 2.5 explain the concept of focus in photography and differentiate between those photographs that are in focus and those that are out of focus 2.6 explain the notion of depth of field in photography and differentiate between those photographs that have a long depth of field and those that have a shallow depth of field 2.7 use correct terminology in the context of photographic work and during presentations 2.8 load and unload photographic film and/or storage media from a camera 2.9 differentiate between a snap shot and a planned photograph by: 2.9.1 framing for composition 2.9.2 focal point 2.9.3 camera placement; e.g., not a view of the top of the dogs backget down to subject level 2.9.4 choosing vertical or horizontal formatchanging camera direction

2.9.5 being aware of the background; e.g., not having a tree appear to be growing out of the subjects head 2.9.6 dynamic range 2.9.7 field of view 2.9.8 depth of field 2.9.9 using a camera/image-capture device to capture and log aperture and shutter for least 24 images 2.9.10 demonstrating an understanding of shutter speeds and aperture, basic composition (e.g., balance, line, perspective, rule of thirds, repetition), lighting (e.g., natural, artificial) 2 / CTS, MDC: COM1205 Introductory 2010 ! Alberta Education, Alberta, Canada 3. describe and/or use various processing methods; e.g., black and white, colour, digital 3.1 process images and print or display at least six images in proofing and in final format 3.2 process photographs to produce prints, images or displays 3.3 identify and demonstrate darkroom safety precautions and protocol (if applicable) 4. choose the proper International Standards Organization (ISO) light sensitivity/film speed and/or resolution setting, file format and image capture (camera) settings for good image capture; e.g., 64, 100, 160, 200, 400, 640, 800, 1600, raw, jpeg 4.1 explain what the International Standards Organization (ISO) system refers to when adjusting the ISO setting on film and/or digital type cameras; e.g., sensitivity to light by the film or digital sensor resulting in either film grain or digital noise 4.2 capture images using an image-capture device/camera, considering: 4.2.1 each image to be in focus 4.2.2 basic composition guideline: the rule of thirds 4.2.3 clear focal point 4.3 create photographic images that generate curiosity and discussion 5. present a selection of work completed in this course to an audience 5.1 create a display using a minimum of five predefined photographs 5.2 discuss each photograph regarding: 5.2.1 illustrating expectations 5.2.2 how the composition guidelines help facilitate good arrangement in his or her work 5.2.3 the technical and creative aspects of the work; e.g., quality, focus, rule of thirds 5.2.4 areas of challenge and solutions (if applicable) 5.2.5 meeting school and community standards; e.g., appropriate language 5.2.6 the use of tools and equipment; e.g., compare a photograph with a photo log 5.3 participate in peer/teacher assessment 5.4 add the selected work to a portfolio 6. apply consistent and appropriate work station routines 6.1 demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture

6.2 demonstrate security for hardware, software, supplies and personal work 7. demonstrate basic competencies 7.1 demonstrate fundamental skills to: 7.1.1 communicate 7.1.2 manage information 7.1.3 use numbers 7.1.4 think and solve problems 7.2 demonstrate personal management skills to: 7.2.1 demonstrate positive attitudes and behaviours 7.2.2 be responsible 7.2.3 be adaptable 7.2.4 learn continuously 7.2.5 work safely 7.3 demonstrate teamwork skills to: 7.3.1 work with others 7.3.2 participate in projects and tasks 8. make personal connections to the cluster content and processes to inform possible pathway choices 8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 8.2 create a connection between a personal inventory and occupational choices

Pre-Assessment

will have already covered the first two assignments of COM1205. Therefore, my pre-assessment will start as a discussion with my TA about what topics the students have covered, and what their level of understanding for each topic is. I also will look over the students work to see what they have learned so far.

! ! When I start teaching this unit in March, the Teacher Associate (TA)

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Learning Styles: Prior to teaching this unit, I want to discover how my students learn best. I will begin by directing the students to the website www.VARK-learn.com where they will complete the VARK learning assessment questionnaire. I will use this information to have a discussion with my students about their results. I am fortunate that my class is relatively small (less than 15 students), so this class discussion should not take too long. I will use the information about how my students learn to alter how I present my lessons to them. For example, it is likely that I will have many different styles of learners in my class. I will present information in the form of videos on the SMARTboard to assist my visual and auditory learners. The kinaesthetic learners might prefer to have the camera equipment in front of them while I am delivering the lesson. Some students may prefer to have clear written instructions to work through on their own; this will only require a simple accommodation, and they too will be able to learn using their strengths. Interests: Once I begin teaching the unit, I will use pre-assessment at the beginning of every lesson to go over the topics covered the day before. My daily pre-assessments will be simple conversations with the students. This will allow me to address any concerns as they arise, and keep the students on track. As well, these conversations will guide my instruction. If I discover that the students are interested in a certain type of photography, or a certain subject matter, I can include more of their interests in my following lessons. For example, I might discover that some of the students are

interested in portrait photography. During the lesson on photography lighting techniques I can give examples of lighting techniques used in portrait photography, instead of generic examples. This still accomplishes the learning outcomes, but with a specific focus on a subject that the students are interested in. ! 3. LearnAlberta has many useful resources regarding this photography unit. One of the resources includes 10 questions pre-assessment quizzes that I will use to formatively assess the students prior to teaching new information. Like my discussions with the students, this will allow me to gauge their level of knowledge, and tailor my teaching as I see fit.

High School. The school has a very diverse group of students from various different backgrounds. There are Mennonites, students who live on farms, students who live in town, students with various different religious backgrounds. It will be important to remember when talking about technology that every student comes from a different financial background. While the technology might be available at school, that may be the only place the student has an opportunity to access something like it.

! There are a number of things to be aware of at Senator Gershaw

Diversity Issues

! The computer lab at Senator Gershaw is adequate, and all students should be able to use a separate !

computer at one time. The equipment, however, is a little dated. Some programs may run slower than others.

be teaching this term. Assignment 1 and assignment 2 will be taught by the Teacher Associate prior to my arrival on March 3, 2014. Following the visual are the lesson plans that I will use to teach lessons 1, 2, 4, 7. The work periods will be used to cover material from the previous lesson if we run out of time. Work periods are for the students to take the photographs required for each corresponding assignment.

!Below is a visual representation of the COM1205 course that I will

Unit Organizer

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Meeting the Outcomes

The following chart describes the learning outcomes for COM1205, and how they are met in my unit plan.

Lesson! Number

Outcomes & Indicators 2.3, 2.4, 2.5, 2.6, 2.7, 2.9, 5, 5.2, 5.3, 5.4

Activities

Materials

Adaptations and Differentiations

Lesson 1! Image Critique !

Students show understanding of basic photography terminology and techniques.!

Gallery Walk # 1 using other peoples photographs. Critiques will be written on sticky notes, and discussed as a class.!

Laminated photographs for Gallery Walk # 1!

Gallery Walk # 2 using students photographs.

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prezi.com presentation! Sticky notes for Gallery Walks

Information will be presented to students verbally, and by text, graphics, and video on SMARTboard. !

2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 3

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Lesson 2! Light

Learn EveryWare formative preassessment!

Students can identify and describe different light sources.!

Students recognize how light sources can affect a photos mood. 3, 3.1, 3.2, 3.3, Students have basic understanding of processing methods for digital photography.!

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Class discussion about different sources of light.! Class discussion about photographic examples provided.! Project # 3 - Lighting for Effect

prezi.com presentation!

Examples of camera ashes, bounce reectors etc.

Information will be presented to students verbally, and by text, graphics, and video on SMARTboard.

Learn EveryWare formative preassessment! Class discussion about various different photo editing softwares. Including examples.! Class discussion about different lenses, and their effects on the photo.! Project # 4 - Lens Properties prezi.com presentation!

Lesson 4! Processing and Lens Properties

Students recognize differences in various different photographic lenses. 4, 4.1, 4.2, 5, 5.1, 5.2, 5.3, 5.4

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Examples of different camera lenses!

Information will be presented to students verbally, and by text, graphics, and video on SMARTboard.

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Lesson 7! Portfolio Creation

Learn EveryWare formative preassessment! Class discussion about portfolio options. Including examples.! Project # 5 - Portfolio

Students will create a working photographic portfolio to showcase their work.

prezi.com presentation!

Examples of photographic portfolios

Information will be presented to students verbally, and by text, graphics, and video on SMARTboard.

Assessment Plan

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Stage 1: Desired Results

Established Goals:!

Students will develop foundational skills in camera use by focusing on basic composition, exposure, capture, and image production techniques.
Understandings! Students will understand ! Essential Question!

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The elements of a quality photograph! How to create a quality photograph! Students will know / students will be able to! 1. 2. 3. 4.

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What role does photography play in todays society?!

the role of photography in society.! how to use various pieces of photographic equipment. ! and use various digital photography processing methods.! how to choose proper camera settings.! Stage 2: Assessment Evidence

Performance Tasks, Projects!

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Project 3 - Lighting for Effect! ! ! 4 B&W images which explore the quality of light! Project 4 - Lens Properties! ! ! 6 images which explore the effect of lens choice when taking photographs! Project 5 - Portfolio Creation! ! ! 12 - 20 images that demonstrate strong, interesting compositions ! Quizzes, Tests, Assignments Other Evidence! ! Formative - pre-assessments! Formative - class discussions! Formative - gallery Walk #1 & #2 Student Self-Assessment! As learning - continued self-evaluation through all assignments! For / as learning - gallery Walk #2

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Assessments
Title Learning Outcomes! (GLOs / SLOs) FOR / AS / OF Type! (Formative / Summative) Weighting GLO 1 2.1 2.2 2.3 2.4 GLO 2 2.5 2.6 2.7 2.8 2.9 3.1 GLO 3 3.2 3.3 4.1 GLO 4 4.2 5.1 5.2 GLO 5 5.3 5.4 6.1 GLO 6! 6.2 6.3 7.1 GLO 7 7.2 8.1 GLO 8 8.2 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Pre Quiz Assess 1 FOR / AS Assign 1 AS / OF Pre Quiz Assess 2 FOR / AS Assign 2 AS / OF Pre Quiz! Assess 3 FOR / AS Assign 3 AS / OF Pre Quiz! Assess 4 FOR / AS Assign 4 AS / OF Pre Quiz Asses 5 FOR / AS Assign 5 AS / OF

15%

15%

15%

15%

40%

The following table contains descriptions of my assessments. Please refer to the Pre-Assessment section at the beginning of this document for more details.

Assessment Tool Overview Tool Description For As Of

Found on the LearnAlberta website. These are LearnAlberta! simple pre-assessment quizzes used to formatively Pre-Assessment! gauge the level of knowledge of the students. As Quizzes 1 - 5 well, the students will have an opportunity to review their results, and analyze their learning. Students will be directed to the VARK website to complete the learning styles questionnaire. The information gathered from this survey will be used by me to determine how to deliver the lessons. This information will also be discussed with the students so they can begin to think about and understand how they learn. At the start of every lesson, I will have a class discussion about what we learned the previous day. This will allow me to interpret the level of student understanding, and adjust my lessons accordingly. See Pre-Assessment section for more details LearnAlberta has created 5 assignments to go along with this unit. These will be used to summatively assess student learning based on specic photographic elements such as image focus and exposure. Once the assignments are graded, the students will have an opportunity to review their own work.

VARK questionnaire

Pre-Assessment Discussions!

Assignments 1 5

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References

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Fleming, N. (2014, FEB 24). A guide to learning styles. Retrieved from http://www.VARKlearn.com/!

! Learnalberta.ca. (2014, FEB). Retrieved from http://www.learnalberta.ca/! ! ! ! ! ! ! ! ! ! ! ! !

Saskatoon Public Schools. (2014, FEB 24). Instructional strategies online. Retrieved from http:// olc.spsd.sk.ca/DE/PD/instr/strats/learningcontracts/index.html!