SECONDARY VISUAL ARTS CURRICULUM

Grade Level 9-12 Semester 20 weeks Author Mia Bogusz

Class Photo/Dig Group
Members


UNIT 1: 3 weeks UNIT 2: 5 weeks UNIT 3: 6 weeks UNIT 4: 6 weeks
Title Into to Darkroom Photography Exploring the Camera Celebrating photography Public Photographs
Theme Opposing Emotions Mood and Meaning Family Traditions Social Issues Out in the Open
Description Students will be briefed on Safety procedures, class
expectations, policies etc. The students will begin by
learning a brief history of photography and the basic
scientific explanation. The students will identify terms
relating to the darkroom equipment and general
photography from their own research. The class will
produce explanations of the terms. Some will be used
throughout demonstrations and as dialogue to involve the
students. The students will learn the development process
of photo paper from start to finish.
The students will learn how light is exposed onto photo
paper by making photograms and pin hole cameras to
express opposing emotions. The students will explore
composition as well and photographic characteristics
coincide with elements and principles. The students will
be introduced to basic editing techniques using the
enlarger. Students will explore artists who focus on
alternative processes.
Students will explore a manual
camera using 35mm film. Students
will define terms and the
technicalities of the camera. The
students will learn how to load film
and set their camera correctly. They
will learn the balance between
shutter and aperture and participate
in a study of light and motion to get a
deeper understanding of how the
settings effect the finished product.
The students will be introduced to the
correct use and definition of a
negative. They will demonstrate how
to roll and process film. They will
produce a contact sheet and keep a
journal of their light and motion study.
The students will demonstrate proper
exposure in a photograph using the
enlarger process. Students will
discuss how light and motion affect
the mood of a photograph. Students
will explore artists who utilize light
and motion in various ways.
(process journal)
Students will explore how
photography has benefited humanity.
Students will discuss ways
photography is incorporated into our
every day lives and other common
occasions for its use. Students will
explore various uses of photography
throughout history and how it has
evolved to its present form. Students
will relate photography to the media
and popular imagery. Students will
reflect on celebrations specific to a
chosen topic to create a 2-
dimensional piece that represents it
utilizing imagery and photographs.
The students will view photographs
from various national celebrations
throughout the world. Students will
reflect on their own familial/cultural
traditions and celebrations and
represent it in six photographs.
Students will keep a process journal
of thumbnail sketches, designs,
exposure charts, contact sheets, final
decisions and thoughts and ideas
along the way.
Students will explore site specific art in
the public sphere. Students will learn the
many reasons for public art and how it
makes its way into the public. Students
will relate works of art to their specific
locations, identifying connections and
appropriations. Students will learn the
process of scanning negative digitally,
and alter the photographs using basic
editing techniques. The students will
practice along with a demonstrations
after watching the demonstration without
working. The students will then practice
on their own with a hand out tutorial.
The students will discuss digitization
and what doors it has opened in regards
to photography and the media. The
students will choose an iconic
photograph and recreate it using their
own interpretation and digitization. The
students will design these works for a
specific location and plan the process,
and the justifications for its location.
Practice Studio Pract.
(60%)
Crit/Hist Study (40%) Studio Pract.
(60%)
Crit/Hist Study
(40%)
Studio Pract.
(60%)
Crit/Hist Study
(40%)
Studio Pract.
(60%)
Crit/Hist Study (40%)

Photograpms
B+W
Photography
Elements and Principles related to
photography,
http://weburbanist.com/2008/11/06/pinh
ole-photogram-photography-creative-
photographers/
Film processing
BW
Photography
Light and motion
and its affects on
photography.
Gregory
Crewdson, Jeff
Mixed Media,
Process journal
Color
photography
Discuss How
photography has
benefited
humanity and is in
their lives today.
Digital Photo
Installation
Relate works of
public art to their
specific locations.
Discuss How has
digitalization
SECONDARY VISUAL ARTS CURRICULUM
Expressing emotion in photographs,
Dorothea Lange, Sally Mann, Rhondal
McKinney, Julia Margaret Cameron,
Margaret bourke- White
Wall, Uta Barth,
Ansel Adams,
Students will
relate
celebrations
throughout the
world to their own.
changed imagery in
the media.
Objectives Students will be able to: Students will be able to: Students will be able to: Students will be able to:
In pairs, formulate at least two possible creative
problems from the first print in order to illustrate
opposing emotions in the final diptych. (Cr1-II a.)

Demonstrate the use of mood
though the process of shooting
and processing film, and
developing photo paper by
producing one contact sheet, one
exposure chart, and three prints
utilizing motion and light. (Cr2-II
a.)
Evaluate as a class, the use of
light and motion by identifying
three ways the images in class
contribute to the overall mood.
(Re7-II b.)
Document at least two
circumstances where Analyzing,
selecting, and critiquing images
through the decision making
process were used in a journal for
their final assignment collection
(Pr4-II a.)
Compile methods of research,
observations, and
experimentation used to explore
mood in a process journal. (Cn11-
II a.)
Explain and justify three decisions
made that connect personal
experiences to social and cultural
celebrations while creating their
work.(Pr6-II a.)
Individually, make a list of at least
three characteristics that were
utilized in interpreting the giving
images and explain why. (Re8-II
a.)
Plan a 2-dimensional collage,
consisting of at least two images
and mixed materials illustrating a
unique celebration they
participate in. (Cr1-II b.)
On paper, compare uses of
imagery in two celebrations
throughout at least three different
local/cultural/historical contexts.
(Cn11-II a.)
Redesign an iconic image from
history in response to todays
advances in technology (Cr2-II c.)
Compare and contrast the use of
imagery since digitization by
providing at least three images
exemplifying similarities and
differences within cultural or
historical contexts. (Cn11-II
a.)(connect unfamiliarity to site
specificity=cn10-11a?)
As a class, compile a list of
characteristics necessary for a site-
specific work to function successfully
from the site- specific work images in
class. (Re8-II a.)
Evaluate and select three utilized
methods or processes appropriate
for the chosen location of their work
in a presentation to the class. (Pr5-II
a.)
Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D 2D 3D 4D
Frames Cultur
al
Subj
.
Struct. PMod
Cultura
l
Subj. Struct. PMod
Cultur
al
Subj.
Struct
.
PMod
Cultu
ral
Subj. Struct. PMod
Conceptual
Framework
Artwor
k
Artis
t
Aud. World
Artwor
k
Artist Aud. World
Artwor
k
Artist Aud. World
Artw
ork
Artist Aud. World
Key Artists Dorothea Lange, Sally Mann, Rhondal McKinney, Julia
Margaret Cameron, Margaret Bourke- White
Eadweard Muybridge, Gregory
Crewdson, Jeff Wall, Uta Barth,
Ansel Adams
Vik Muniz, David Hockney, Mark
Wagner, Hannah Hoch
JR, Maya Lin, Santiago Calatrava,
Mehmet Ali Uysal, Anish Kapoor
SECONDARY VISUAL ARTS CURRICULUM
Key Artworks Dorothea Lange

Migrant Mother, 1936
Sally Mann

Candy Cigarette, 1969
Julia Margaret Cameron

Mary Mother, 1867



Eadweard Muybridge

The Horse in Motion, 1878
Gregory Crewdson

Production Still (Clover Street),
2005
Jeff Wall

After Invisible Man By Ralph
Ellison, The Prologue, 1999-2000










Vik Muniz
Sarah Bernhardt, 2010
David Hockney

Place Furstenberg, Paris, 1985
Mark Wagner

Unknown






JR

28 Millimeters, Women are Heroes,
2008
Maya Lin

Womens Table, 1990-1993
Santiago Calatrava
Ciudad de las Artes y las Ciencias,
Built 1991-2006



SECONDARY VISUAL ARTS CURRICULUM
Margaret Bourke-White

Marks Damm Family in their Car, 1987
Uta Barth

Untitled, 2002
Ansel Adams

Clearing Winter Storm, 1944
Hannah Hoch

Cut with the Kitchen Knife through
the Beer-Belly of the Weimar
Republic, 1919
Photographer Unknown

The Kiss

The Royal Wedding
Mehmet Ali Uysal

Giant Clothespin, 2010
Anish Kapoor

Cloud Gate, 2006
Key Critical
Questions
1. What are the rules of the darkroom?
2. Why are there safety procedures in the darkroom?
3. What does opposition mean in an artistic sense?
1. What helps us interpret the mood
of these photographs?
2. How do light and motion affect
1. What do we celebrate every day?
2. What do we celebrate on a rare
occasion?
1. What site specific works have you
seen?
2. What do site-specific works have the
SECONDARY VISUAL ARTS CURRICULUM
4. How can we utilize the elements and principles within
photography?
photographs when we talk about
mood?
3. How are aperture and shutter
related?
4. How would we interpret the mood
of this photograph?
3. Why do we celebrate?
4. What do we celebrate that is
significant to you personally?
ability to do that traditional gallery
work does not?
3. How has digitization changed our
society?
4. What are some examples of people
manipulating imagery throughout
history?
Vocabulary
Language
Functions
Analyze, compare/contrast, critique, describe, interpret, analyze, compare/contrast, describe,
interpret, question,
Analyze, compare/contrast, critique,
describe, interpret, question,
Analyze,, compare/contrast, critique,
describe, interpret, question
Language
Modes
Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak
Language
Demands
Syntax Discourse Syntax Discourse Syntax Discourse Syntax Discourse
Language
Tasks &
Activities
1. Label the items in the darkroom as a class
2. Speak through the demonstration of the paper
developing process
1. Aperture.shutter speed scenarios
2. Through definitions, have
students evaluate the terms
within images hung throughout
the room
1. Write responses comparing
celebrations in different contexts.
2. Write/reflect in the process
journal documenting decisions
and adjustments made to get to
final product.
1. Collectively make a list of
qualifications of a successful site-
specific work on the board to leave
up during the project.
2. Following along with a typed tutorial
rather than repeating a
demonstration. They can
troubleshoot on their own, ask for
individual support from friend or
teacher, and exercise the rarity of
having to follow extensive directions
that are written. So they learn from
reading and experience
simultaneously.
3. Students will reflect and justify their
site specificity in a process journal,
documenting decisions, peer
comments and options. Also, they
may reflect on their personal
experiences with public art and site
specific locations.
Language
Supports
1. Darkroom map/safety procedure handout
2. Marked chemical trays and times, along with process
steps
1. Images synonymous with the
term it is defining
2. Check lists of materials needed
for the various film process steps.
1. Rubric with guidelines of
evaluating written responses with
bolded terms
2. Prompts for written responses
1. Written editing tutorial
2. Check List on board

SECONDARY VISUAL ARTS CURRICULUM
Assessments Formative Summative Formative Summative Formative Summative Formative Summative
Process
Journal

Darkroom
dialogue w.
terms and
definitions
Evaluation of opposing emotion (rubric)

Completion of prints, with appropriate
development craftsmanship
Process Journal
Discussion of
mood.

Aperture/shutter
Scenarios

Classroom
critique of final
six works.

Reflection of
critique (guided
handout)
Process Journal

List of
characteristics
that formed your
interpretation

Written reflection
comparing
celebrations in
different contexts

Evaluation of
work with rubric
As a class,
make a list of
characteristics
that are
necessary in a
site specific
work.

Process
Journal

Discuss
imagery since
digitization
Evaluation of editing
and completion of
project


National
Standards
Cr2-II a.
Re7-II b.
Pr4-II a.
Cn11-II a.

Cn11-II a.
Cr1-II b.
Re8-II a.
Pr6-II a.
Cr2-II c
Cn11-II
Re8-II a
Pr5-II a.

Common
Core State
Standards

Illustrative
Artwork