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Unit
overview

The unit will have students create a photographic
journal consisting of 15 to 30 photographs. Accompanying the photographic
journal will be a written journal. Students will choose a subject, prepare an
outline and then spend 5-10 days documenting the subject. Students will write a
brief synopsis for each photo taken and end the unit with a presentation
(physical or digital) of their work.

Outcomes
(1996
Visual Art 10, 20, 30 Curriculum Guide)

Students will learn about the jazz singer Billie Holiday and the sociohistorical context in which she performed. They will learn how discriminatory statutes (called Jim Crow laws) affected daily life. They will also analyze how movement is created in photographs and the effect of a photographer's point of view on composition. Finally, students will photograph a musician, paying attention to what can be communicated through point of view.

Students will learn about axial movements and locomotor movements by discussing dancers depicted in a drawing and photograph. They will then practice combining axial and locomotor movements. They will describe how artists depict a dancer's motion in drawing and photography. They will also analyze how an artist creates movement and emphasis through contrast, composition, and leading lines, and then experiment with photography to capture motion in dance.

This art history video discussion examines these portraits by August Sander: "Pastry Cook", gelatin silver print, 1928, "Secretary at a Radio Station", Cologne, gelatin silver print, c. 1931, and "Disabled Man", gelatin silver print, 1926.

Advanced-level students will write narratives from the perspective of slaves depicted in rare photographs, and then create a print depicting a moment from the narratives.

Students create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

Students create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.

Students create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.

This art history video discussion looks at Henri Cartier-Bresson's "Behind the Gare Saint-Lazare", Paris, 1932.

In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

Students will research how the development of the atomic bomb affected people in World War II, participate in a debate about the bomb's use, and investigate how it has affected people's lives since 1945.

Students examine the roles of mothers and grandmothers by looking at black-and-white photographs of one American family and comparing that family's multi-generational story with their own. Students will make a photo-collage triptych based on the theme of multi-generational families. This lesson connects to SRA's "Open Court Reading" units "Our Country and Its People" and "Sharing Stories."

Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy.

A photography website that has an indispensable amount of resources for teachers and students learning about photography.
There a many 'How To' articles for various techniques on taking photographs. There are many articles that give helpful tips and hints, as well as a lot of DIY techniques that can be cost effective. Any questions about equipment: what to buy or what you would need them for, there are lots of articles that help with that.
It is also a helpful website that gives help with post production work in Lightroom and Photoshop.
The website is often updated as there are weekly posts with new articles and project ideas.
If you sign-up, you can have the option of having project ideas and articles emailed to you.

Learn the basics of how to take great pictures with your digital camera or mobile device.

Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.

Students will analyze a photograph to learn about body image. They will also discuss how society views the human body in different cultures.

Students will learn about the juxtaposition of image and text to define the social and psychological mood of the civil rights movement in the United States.