High School Art Lesson - Photography and Text

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High School Photography Lesson

The Exploration of Self and Identity Lindsay Abramo - Master of Arts in Teaching - School of the Art Institute of Chicago

Black and White Photography Using photography and text to visually represent the collision between the inner world of self and outer world of identity OBJECTIVES • Incorporate text within your photograph to complicate, shed light on, or explain the relationship between the image and the chosen text • Using black and white photographic techniques, create a photograph that says more about who they are than a traditional self portrait • Draw inspiration from the photographic artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin

Artist Inspiration

Shirin Neshat!

Jeff Wolin

Dawoud Bey

Duane Michals

EXEMPLAR


High School Photography Lesson

STUDENT WORK BLACK aND WHITE PHOTOGRAPHY Lindsay Abramo - Master of Arts in Teaching - School of the Art Institute of Chicago

Lane Tech College Prep High School


Lindsay Abramo Photography Lesson Plan TITLE: The Exploration of Self and Identity: Using photography and text to represent how you see yourself GRADE LEVEL: High School TIMELINE: 7 weeks DESCRIPTION: For this lesson students will use black and white analogue photography to visually represent how they see themselves. The students will have two weeks to shoot one roll of 36-exposure B&W film that responds to the questions, “how do you see yourself” and “where do you see yourself?” This shooting assignment will encourage students to capture the places, spaces, people, objects, etc. that they feel is more representative of who they are than traditional self portraiture. Each student will choose one photograph from their roll that they believe tells the viewer something unique about their identity. These photographs will be paired with text as a way for the students to complicate, shed light on, or explain the relationship between the image and the chosen text. The students will be given the opportunity to represent how they see themselves by incorporating text on top of their photograph or pairing the text beside their photograph. They will draw inspiration from the photographic artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin. The photography project will allow students to explore their idea of self and identity while reflecting on their experience creating artwork about who they are. Big Idea / Key Concept: Students will explore the complexity of self and identity Essential Questions: • How do you see yourself? • How can you use artwork to communicate parts of yourself to the viewer? • How does your perception of who you are shape the way you see the world? • How can you pair text with photography to represent the complicated relationship between self and identity? OBJECTIVES: • Use text and photography to create a commentary between self and identity • Using black and white photographic techniques, create a photograph that makes a statement about who you are • Draw inspiration from the photographic artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin STATE GOALS: Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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STATE GOAL 25: Know the language of the arts. B. Understand the similarities, distinctions and connections in and among the arts. 25.B.5 Understand how different art forms combine to create an interdisciplinary work (e.g., musical theatre, opera or cinematography). STATE GOAL 26: Through creating and performing, understand how works of art are produced. B. Apply skills and knowledge necessary to create and perform in one or more of the arts. 26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision making. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. A. Analyze how the arts function in history, society and everyday life. 27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms. MOTIVATION / ACTIVITIES: Lesson Plan Activities (January 23 - March 9)

Materials / Supplies

WEEK 1: • January 23 - FIRST DAY! • Introductions and overview for next seven weeks • Artist presentation • Discuss the artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin • Pass out handout with shooting assignment guidelines and due date timeline • Introduce shooting assignment and answer student questions • Show and discuss exemplars • Brainstorm ideas for shooting assignment • Students will answer the question, “how and where do you see yourself throughout the day?” • Multiple interpretations are encouraged

• Shooting assignment handout and project timeline • Artist presentation • Exemplars

• January 24- 26 - Exam Week • January 27 - No Class - Professional Development

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 2: • January 30 • Filter presentation • Explain how and when to use filters when printing • Pass out filter handout and answer any questions • Filters will be use when printing final photographs • Pass out questions think sheet • Students will complete this think sheet to help them start thinking about how they can represent parts of who they are • Each student will be provided with the necessary supplies • Start working on artwork for the visual journal cover • Students will use the answers from their think sheet to create their artwork • Using a variety of materials, colors, fonts, and techniques the students will create a unique cover that represents something about who they are • Students will be instructed to use the answer to three questions, three images, three different types of paper, three different patterns, and one example of bold text to create a collage for the cover of their visual journal

• • • • • • • • •

Filter presentation Question think sheet Tracing paper Tissue paper Construction paper Glue sticks Scissors Markers/Sharpies Letter stencils

• January 31 - Junior testing (one group in the dark room) • Continue working on cover artwork • February 1 - Junior testing (one group in the dark room) • Continue working on cover artwork • February 2 - Junior testing (one group in the dark room) • Continue working on cover artwork • February 3 • Continue working on cover artwork • Complete artwork over the weekend if not completed in class EXTRA TIME: • Demo how to create the journal cover • Students will cover cardboard with collage artwork to create visual journal REMINDER: Film is DUE on Monday, February 6 (first group developing)

• 2 piece of pre-cut cardboard (book cover) • Ruler and pencil • Mod Podge • Paint brushes

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 3: • February 6 • Film Check • Collect film and check off who finished their shooting assignment (write name and class on film) • Group 3 developing film • Group 2 darkroom (Ms. McMeans project) • Demo how to create the journal cover (Groups 1 and 4) • Each student will be provided with the necessary supplies for the day • Students will cover cardboard with collage artwork to create visual journal • Start constructing accordion book visual journal (measure to create folds and attach to cover)

• 2 piece of pre-cut cardboard (book cover) • Ruler and pencil • Mod Podge • Paint brushes

• February 7 • Group 3 in darkroom (first rotation) • Finishing up Ms.McMeans print • Print contact sheet and choose potential final photographs • Group 4 developing film • Finish book construction (Group 1) • Start book construction (Group 2) • February 8 • Group 4 in darkroom (first rotation) • Finishing up Ms.McMeans print • Print contact sheet and choose potential final photographs • Group 1 developing film • Finish book construction (Group 2) • Start book construction (Group 3) • February 9 • Group 1 in darkroom (first rotation) • Finishing up Ms.McMeans print • Print contact sheet and choose potential final photographs Group 2 developing film • • Finish book construction (Group 3) • Start book construction (Group 4) • February 10 - No Class - Professional Development

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 4: • February 13 - No Class - Holiday • February 14 • Group 2 in darkroom (first rotation) • Finishing up Ms.McMeans print • Print contact sheet and choose potential final photographs • Finish book construction (Group 4) • Bey activity #1 (Group 1 and 3)

• Bey matching game materials • Construction paper • Glue sticks • Scissors • Markers/Sharpies • Letter stencils • Scratch off letters • Watercolor • Paint brushes • Blender markers • Reference photos

• February 15 • Group 3 in darkroom (second rotation) • Work on final print • Bey activity #1 (Group 2 and 4) • Bey activity #2 (Group 1) • February 16 • Group 4 in darkroom (second rotation) • Work on final print • Bey activity #2 (Group 2 and 3) • Bey activity #3 (Group 1) • February 17 • Group 1 in darkroom (second rotation) • Work on final print Bey activity #2 (Group 4) • • Bey activity #3 (Group 2 and 3)

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 5: • February 20 - No Class - Holiday • February 21 • Group 2 in darkroom (second rotation) • Work on final print • Bey activity day 3 (Group 4) • Neshat activity day 1 (Group 1 and 3)

• • • • • • • • • •

Construction paper Glue sticks Scissors Markers/Sharpies Letter stencils Scratch off letters Watercolor Paint brushes Clear packing tape Magazine and newspaper clippings

• February 22 • Group 3 in darkroom (third rotation) • Work on final print and use filter Neshat activity day 1 (Group 2 and 4) • • Neshat activity day 2 (Group 1) • February 23 • Group 4 in darkroom (third rotation) • Work on final print and use filter • Neshat activity day 2 (Group 2 and 3) • Neshat activity day 3 (Group 1) • February 24 • Group 1 in darkroom (third rotation) • Work on final print and use filter • Neshat activity day 2 (Group 4) • Neshat activity day 3 (Group 2 and 3)

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 6: • February 27 • Group 2 in darkroom (third rotation) • Work on final print and use filter • Neshat activity day 3 (Group 4) • Final artwork/visual journal day 1 (Group 1 and 3)

• • • • • • • • • • • •

Construction paper Tissue paper Glue sticks Scissors Markers/Sharpies Letter stencils Scratch off letters Watercolor Paint brushes Blender markers Clear packing tape Magazine and newspaper clippings

• February 28 • Group 3 in darkroom (forth rotation) • Finalize print • Final artwork/visual journal day 1 (Group 2 and 4) • Final artwork/visual journal day 2 (Group 1) • February 29 • Group 4 in darkroom (forth rotation) • Finalize print Final artwork/visual journal day 2 (Group 2 and 3) • • Final artwork/visual journal day 3 (Group 1) • March 1 • Group 1 in darkroom (forth rotation) • Finalize print • Final artwork/visual journal day 2 (Group 4) • Final artwork/visual journal day 3 (Group 2 and 3) • March 2 • Visual journals due at the end of the class • Group 2 in darkroom (forth rotation) • Finalize print • Final artwork/visual journal day 3 (Group 4) • Final artwork/visual journal day 4 (Group 1 and 3)

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Seven Week Breakdown

Materials / Supplies

WEEK 7: • March 5 - No Class - Holiday • March 6 • Last day to work on final artwork

• • • • • • • • • • • •

Construction paper Tissue paper Glue sticks Scissors Markers/Sharpies Letter stencils Scratch off letters Watercolor Paint brushes Blender markers Clear packing tape Magazine and newspaper clippings • Transparencies

• March 7 • Final artwork due (visual journal and final photograph) • Reflections due • Hang artwork up for critique • March 8 • Final critique • Students fill out evaluation of my teaching • March 9 - LAST DAY • Wrap up seven weeks • Reflect on experience • Hand the class over to Ms. McMeans

Lindsay Abramo - High School Photography Lesson Plan - The Exploration of Self and Identity

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Name: __________________________ Class: _____________

SHOOTING ASSIGNMENT DESCRIPTION: For this assignment, you will use black and white photography to respond to the questions, how do you see yourself and where do you see yourself? This project will give you the opportunity to think about how you define yourself in relation to the outer world ( ________________________, ________________________, ________________________ ). You will have two weeks to shoot one roll of 36-exposure B&W film. When shooting this roll, you should be thinking about how you can answer the questions listed above using multiple interpretations. Remember to utilize the formal compositional elements and photographic techniques you have already learned during this course. After creating a contact sheet, you will print one image that you believe best exemplifies the project’s criteria. Keep in mind that your photograph will be combined with text for your final project. Your photograph should be representative of who you are, so be creative! How you interpret this shooting assignment is up to you as long as you follow these GUIDELINES: • The final photograph must visually tell the viewer something about who you are • You must be able to explain how your final photograph responds to the project’s theme • Formal compositional elements must be utilized • Proper film exposure and printing • Complete assignment checklist, below ASSIGNMENT CHECKLIST: ___ Shoot one roll of 36-exposure B&W film exploring the theme of this project ___ Develop film ___ Make a contact print of your negatives ___ Choose one negative to print ___ Make and evaluate test strips to determine proper print exposure ___ Enlarge one image for final print ___ Creatively pair text with your final photograph ___ Complete written reflection of your final artwork ___ Hand in final artwork (photograph with text), contact sheet, and test strip(s) ___ Participate in the class critique DUE DATE: Wednesday, MARCH 7, 2012


{ PROJECT TIMELINE } SUN

MON

TUES

JAN 23

WED 24

THUR 25

FRI 26

START Shooting Assignment

29

31

FEB 1

2

START Visual Journal Project

7

FILM CHECK

START Dark Room Rotation #1

13

14

No School

3

4

8

9

10

11

15

16

17

18

Dark Room Rotation #2 PROGRESS CHECK

19

28

No School

6

START Developing Film 12

27 No School

30

5

SAT

20

21

No School

22

PROGRESS CHECK

PROGRESS CHECK

23

24

25

MAR 1

2

3

Dark Room Rotation #3 PROGRESS CHECK

26

27

28

29

Dark Room Rotation #4 (Last Time in Dark Room) 4

5 No School

FINAL VISUAL JOURNAL DUE

6

7 FINAL ARTWORK DUE

8 FINAL CRITIQUE

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Name: _________________________!

!

!

!

Period: _________

The Exploration of Self and Identity Evaluation Portfolio Requirements Portfolio is complete Negatives

______ (20)

______ (10)

Contact Sheet

______ (10)

Content of Print Composition visually describes something about you 20 Outstanding

18 Excellent

16 Good

14 Average

______ (20) 12 Poor

Creative or unique perspective 20 Outstanding

18 Excellent

______ (20) 16 Good

14 Average

12 Poor

Quality of Print Print demonstrates a high level of technique

______ (40)

Sharp focus

______ (10)

Range of tones

______ (10)

Clean print

______ (10)

Even borders

______ (10)

Inclusion of Text Artwork is complete Text is included on photograph

______ (10) ______ (5)

Materials are used appropriately ______ (5)

Text is visually interesting 20 Outstanding

18 Excellent

______ (20) 16 Good

14 Average

12 Poor

Text relates to the photograph 20 Outstanding

18 Excellent

______ (20) 16 Good

14 Average

12 Poor

Artwork Score

______ (150)

Self Reflection Score

______

FINAL Project Score

(50)

______ (200)


Name: _________________________! !

!

Period: _________

Final Artwork - Self Reflection 1. Please describe what you chose to photograph of for the final assignment: (What does the viewer see? How did you choose to capture your subject?) (5) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Why did you choose to capture this photograph and what is the personal significance of the subject you photographed? (Why is this important to you?) (10) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Please explain how your chosen text responds or relates to your photograph? (What does the your text say? How did you incorporate the text? Is the placement/font significant?) (10) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What do you want your final artwork (photograph with text) to say about you? (How do you see yourself?) (15) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 5. Are you happy with your final artwork? Why or why not? (5) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 6. What would you change or do differently? (5) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________


Name: _________________________! !

!

Period: _________

Final Feedback Please answer the following questions as thoughtfully and throughly as possible. Your answers will help me understand what you took away from the projects and what I could have been done differently. If you need more space, please write on the back, or another sheet of paper. Thank you! 1. What do you believe this project was about? What ideas or concepts did I ask you to explore through your visual journal and final photography assignment? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Do you feel the visual journal activities enhanced your ability to come up with ideas for your final photography assignment? Why or why not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. What was it like to create artwork centered around your own interpretations of who you are? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. Is there anything I, Ms. Abramo, could have done differently to enhance your experience? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 5. Anything else you would like to share? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________


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