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MEANING AND CREATIVE THINKING
The student engages in the creative process, finds and solves problems, and pursues open-ended inquiry through the production of artworks. The student develops aesthetic understanding through the examination of his/her own art and the artwork of others (National Standards 1 & 2).
Description: The student develops creativity, critical-thinking, and problem solving skills. The student engages in aesthetic dialogue, making effort toward constructing meaning as he or she encounters and produces works of art based on photographic approaches.
VAHSPDMC.1 Engages in the creative process, imagines new ideas by using mental and visual imagery, conceptualizes these ideas by using artistic language and contextual understandings in assessing learning, and develops a personal artistic voice that gives unique form to these concepts.
a. Identifies artistic styles of a range of contemporary and past photographers.
b. Recognizes personal motivations and interests.
c. Identifies a personal viewpoint.
d. Selects self-assessment standards.
e. Identifies themes and interests to which they are drawn.
f. Identifies preferred working methods
VAHSPDMC.2 Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results.
a. Uses sketchbook journal to research and experiment with artistic conventions to communicate ideas.
b. Generates more than one solution to a single artistic problem and assesses merits of each.
c. Analyzes, in both written and oral form, the implications of artistic decisions.
d. Solves artistic problems through discussion and interaction with peers.
e. Supports peers though informal, on-going critique of works in-progress.
f. Recognizes and develops art making as a risk-taking process that incorporates existing knowledge, brainstorming, planning, and discovery of unexpected connections.
VAHSPDMC.3 Cultivates critical thinking and logical argumentation in aesthetics.
a. Discusses aesthetic issues, such as what is beauty? What affects my personal aesthetic?
b. Discusses the beauty of simple line and form in photographs
c. Discusses how photography causes one to see the world from an aesthetic viewpoint and the importance of aesthetics in everyday life
d. Discusses, what makes quality photography? What affects the student's own personal aesthetic?
e. Discusses aesthetic issues related to photography such as, when is a photograph art and when is it a personal record of one's life? What is the role of darkroom photography in our digital world? What is the relationship between traditional photography and digital photography? What ethics apply to copyright issues, digital art, altered photographs, Internet images?
f. Writes, reflects, and revises throughout the course a personal answer to the question, what is photography?
g. Identifies the ideas and values reflected in the photography of past and present cultures.
h. Explores ideas and values reflected in the way the student's current culture(s) define and use art/photography.
i. Researches and analyzes the work of a photographer and writes about how the photographer's style contributes to the meaning of the work.
VAHSPDMC.4 Analyzes the origins of one's own ideas in relation to community, culture, and the world.
a. Compares and contrasts the works of a wide range of contemporary and past photographers.
b. Identifies values and practices in his or her community culture and world that inform art.
c. Reflects on how his or her personal experience in community, culture, and the world inform his or her work.
d. Identifies the values and contributions of diverse peers, cultures, and communities.
CONTEXTUAL UNDERSTANDING
The student understands photography in relation to history and culture (National Standard 4).
Description: The student recognizes the impact of photography on history and different cultures and how history and culture have influenced photography. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture.
VAHSPDCU.1 Articulates ideas and universal themes from diverse cultures of the past and present.
a. Identifies how the issues of time, place, and culture are reflected in selected photographs.
b. Discusses how understanding the original context of an artwork affects a viewer's connection with and interpretation of the photograph.
c. Recognizes art, art styles and artists and writes and talks about them from a wide range of perspectives, including cultural context, formalist, expressionist, conceptual, functional, and technical.
d. Discusses the importance of photography in daily life (personal significance, social commentary, self-expression, spiritual expression, planning, recording history, for beauty's sake, and marketing / advertising).
e. Supports, with examples from history, the assertion that humanity has an innate need to create or make their world a more beautiful place.
f. Compares and contrasts works from theories of art: Formalism (Structuralism), Imitationalism (Realism), Emotionalism (Expressionism), and Functionalism (Utilitarian).
g. Discusses the role of photography in at least two historical cultures; compares and contrasts to art today.
h. Discusses the role of photography and artifacts as a visual record of humankind's history and a vehicle for gaining understanding of another culture.
i. Discusses historical and social issues reflected in and influenced by photographs (e.g. child labor, The Great Depression, etc)
j. Analyzes stylistic characteristics and recognizes the work of major 20th century and current photographers
k. Writes, reflects upon, revises throughout the course, a personal answer to this questions: How does photography impact our society?
VAHSPDCU.2 Demonstrates an understanding of how art history impacts the creative process of photography.
a. Develops a repertoire of contemporary and historical art exemplars.
b. Relates own photographs to work by major 20th-century photographers
c. Creates photographs that explore ideas, issues, and events from current and past cultures.
d. Traces the technical development of photography from Camera Obscura to current high-tech photography.
e. Discusses how and why photography and the role of photographers have changed over time
f. Discusses how photography is important in daily life and today's world
PRODUCTION
The student creates photographs by applying media, techniques, and processes to formulate and express his/her ideas and conceptual understanding (National Standard 1).
Description: The student applies media, techniques, and processes with sufficient skill, confidence, and sensitivity to carry out personal intentions in photographs. Through experience in a range of photographic subjects, use of pinhole camera, photographic paper and darkroom processes, and development of a repertoire of techniques, the student understands the relationship of process, material, and technique to communication of ideas.
VAHSPDPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning.
a. Uses a viewfinder to develop compositions.
b. Uses visual/verbal planning to explore multiple solutions before shooting photographs that consciously use principles of design to communicate meaning,
c. Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition.
d. Uses thumbnail sketches and visual/verbal notes to plan compositions.
e. Uses side-lighting, front lighting, back-lighting to create purposeful compositions with meaningful content
f. Uses vantage points to create compositions with meaningful content
g. Uses foreground and background layering of subjects to create purposeful compositions with meaningful content.
VAHSPDPR.2 Understands and applies media, techniques, and processes in pinhole photography.
a. Constructs a working pinhole camera and test for light leaks
b. Analyzes the physics of the Camera Obscura; knows how it evolved into a tool for photography
c. Analyzes how parts of the human eye and camera are similar
d. Uses the chemistry of light-sensitive materials and black-and-white developing
e. Applies, and discusses rationale for, darkroom procedures in working with light-sensitive materials
f. Produces, and evaluates qualities of, properly exposed black-and-white negative/ positive
g. Experiments to determine appropriate exposure times for light condition/subject value and keeps an exposure log
h. Makes test strips for future reference and to determine exposure for desired effect
i. Presents photographs in traditional and alternative form
j. Produces photographs with traditional and alternative processes
k. Demonstrates safe and proper use of photographic tools and processes.
VAHSPDPR.5 Creates artwork reflecting a range of concepts, ideas, and subject matter.
a. Keeps a visual/verbal journal with personal ideas, course information
b. Brainstorms multiple solutions before beginning artwork.
c. Creates sketches/artwork from formalist, emotionalist, and realist approaches.
d. Uses symbolic representation in work.
e. Works to find individual voice (creativity within guidelines); understands that creativity is problem-solving within given parameters.
f. Explores digital media as a tool for art production.
g. Uses concepts / ideas from other disciplines as inspiration for artwork.
h. Recognizes the application of higher-order thinking skills (e.g., tolerance of ambiguity, nuanced judgment, and complex thinking, and finding structure in apparent disorder) in the creation and production of photographs; discusses their transfer to life and work situations.
VAHSPDPR.6 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning.
a. Creates sketches/artwork from formalist, emotionalist, and realist approaches.
b. Writes reflections on work, idea generation, and skills progress.
c. Analyzes and critiques works of art - personal, peers, and professional.
d. Makes visual/verbal connections.
e. Practices direct observation and reactions in words, images, and symbols.
f. Records artistic research.
g. Collects, develops, and preserves personal ideas and thoughts.
h. Records inspirational images, words, thoughts, and ideas.
i. Maintains notes and class information.
j. Plans artwork.
k. Identifies emerging personal, artistic voice.
l. Records plans, attempts, test strips, critiques - uses as a process journal.
VAHSPDPR.7 Develops a portfolio of artwork for the course.
a. Self-evaluates progress and completes work using criteria such as composition, craftsmanship, technical skill, meeting goals of work, and progress over time.
VAHSPDPR.8 Plans and presents appropriate exhibition of own artwork.
a. Observes the preparation of art for the purpose of displaying own work.
- Prepares own artwork to be exhibited in the classroom and school community.
ASSESSMENT AND REFLECTION:
The student critiques photographs, reflecting upon and assessing the characteristics and merits of his or her work and the artwork of others (National Standard 5).
Description: The student describes and assesses materials, techniques, and processes used to complete a photograph. He or she demonstrates the ability to reflect upon and interpret personal photographs and the photographs of others, expressing personal viewpoint, and constructive criticism.
VAHSPDAR.1 Makes written and oral critiques of own photographs.
a. Reflects on the artistic process (through journal-keeping, reflective writing, and discussion).
1. Composes artist statements to accompany own photographs
2. Analyzes how elements and principles (form) are used by photographers (including
themselves) to communicate meaning
3. Interprets the content of objective, abstract, and nonobjective photographs and
discuss why photographers might choose to work in each style [QCC P.10]
4. Uses art vocabulary to discusses/analyzes photography in a sophisticated manner and support opinions with evidence within the artwork [QCC P.11]
5. Writes and talks about photography from multiple viewpoints, (e.g. cultural context, content, stylistic, technical, formalist, expressionist, functional) and discusses how a repertoire of viewpoints enhances ones experiences with artwork
6. Verbalizes reactions to photographs using adjectives, analogy, and metaphor to communicate the work's content
8. Discusses the connection between artist's intent and viewer's interpretation
b. Reviews portfolio to identify growth over the course of the class, mastery of skills and techniques, strongest works and what makes them strong, areas needing improvement, and effective communication of thoughts and ideas.
c. Self-evaluates in progress and complete work using criteria such as composition, craftsmanship, technical skill, meeting goals of work, and progress over time.
d. Sets high standards for craftsmanship and skill mastery in own photography.
e. Revises photographs based on input from the critique process.
VAHSPDAR.2 Critiques photographs of others individually and in group settings.
a. Provides respectful and constructive criticism to peers in formal class critiques.
b. Develops skills to provide informal feedback to peers on work in process as part of a community of learners.
c. Uses established criteria to analyze specific strengths and weaknesses of art works based on the ways technique and composition are used to convey meaning.
d. Analyzes how formal qualities (elements/principles) are used to communicate meaning.
e. Discusses the connection between intent and viewer's interpretation--active participation by viewer to bring personal experience to the interpretation.
f. Discusses content in artwork and how it is communicated; ―reads artwork and shares interpretations and personal responses to representational, abstract and non-objective artwork.
g. Verbalizes personal reactions to artwork; develops descriptive vocabulary including adjectives, analogies, and metaphors.
h. Compares and contrasts the work of photographers with similar and different styles.
VAHSPDAR.3 Develops multiple strategies for responding to and reflecting on photographs.
a. Employs specific art vocabulary, accurately and routinely, to critique art in discussion and writing.
b. Evaluates artwork using diverse criteria.
c. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, processes, and intentions of those who created the works, such as using ―Visual Thinking Skills or Feldman's Art Criticism process.
d. Analyzes how elements and principles (form) are used by photographers (including themselves) to communicate meaning.
e. Uses a variety of approaches, in his or her visual journal, to explore and find personal connections to artworks.
CONNECTIONS
Students make connections to other disciplines and the world around them through photography
(National Standard 6).
Description: The student makes connections from the world of photography to other areas of learning and personal endeavor. He or she derives inspiration from varied areas of knowledge and life experiences. Through the study and production of photographs, the student develops visual and verbal literacy and life and work skills including appropriate use and development of technology.
VAHSPDC.1 Applies information from other disciplines to enhance the understanding and production of photography.
a. Uses inspiration from other disciplines to influence idea development in art.
b. Understands how knowledge of art enriches and enhances learning in other core disciplines.
c. Makes interdisciplinary connections, applying art skills, knowledge, and habits of mind to improve understanding in other disciplines.
d. Develops the ability to integrate visual and verbal skills to communicate.
e. Identifies visual choices as a part of life.
f. Describes and discusses the importance of aesthetic experiences in daily life.
VAHSPDC.2 Develops 21st century life and work skills and habits of mind for success through the study and production of photography.
a. Manages goals and time.
b. Directs own learning.
c. Guides and leads others.
d. Works in diverse teams.
e. Adapts to change.
f. Uses current technology as a tool.
VAHSPDC.3 Utilizes a variety of resources to see how artistic learning extends beyond the walls of the classroom.
a. Accesses resources such as museums, Internet, visiting artists, galleries, community arts organizations, and visual culture to research art in the world around them.
b. Identifies various art related careers and post-secondary options.
c. Draws inspiration for artwork from the world and resources outside the traditional classroom.
1. Discusses connections between photography, science, and mathematics (e.g., light and color theory, anatomy of the eye and camera, f-stop/shutter ratios, aperture/distance ratios)
2. Discusses artistic and commercial careers in photography and the role of photography as an avocation, the role of computer technology in photography careers, the importance of visual imagery in the digital world.
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