CURRICULUM MAP: 10109.map

Advanced Photography (ACP) 869
Concentration

TIME FRAME:
GRADE: 11-12
CONTACT:

         MAP LEVEL:

01.4 THE ARTS - VISUAL ART --- 01.4.1.9.1 --- 01.4.1.0.4 --- 01.4.1.5.1 --- 01.4.1.9.3 --- 01.4.2.9.1 --- 01.4.2.5.3 --- 01.4.4.9.1 --- 01.4.5.9.4 --- 01.4.5.9.3 --- 01.4.5.5.6 --- 01.4.5.5.5 --- 01.4.6.9.3



1. How does an artist investigate, develop, and defend a concentrated body of work?
2. How are the elements of art and principles of design used to communicate visual ideas?
3. How does photographic history play a part in the development of an idea?



This unit focuses on the research and development of a focused body of photographic work, the development of several sub-ideas under the main focus and demonstrates visual growth of the idea from one sub-topic to the next, the exploration and use a variety of photographic techniques and materials to communicate the focus of the work, the exploration and creation of unique compositons to communicate the focus of the work, the researching of historical and contemporary styles of photography to develop a theme for a focused body of work




When students are developing a theme for a focused body of work, they will develop the ability to:

-- research historical and contemporary photographers and develop a theme,
-- create several sub-units within their theme to create a focused body of work,
-- write and record the process of their experience and reflect on changes over time,
-- work with a chosen photographic technique to best express their concentration,
-- demonstrate proficiency in compositon and photographic techniques.




All students will:

-- apply problem solving in organizing knowledge and ideas to communicate visually,
-- demonstrate a srong proficiency in photographic media and techniques,
-- demonstrate good compositional skills,
-- respond to and receive feedback on their own work,
-- produce a body of work related to a theme of choice.






1. Homework is used as a formative and summative evaluation tool.
2. Quizzes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
4. A portfolio demonstrates skills learned and personal, aesthetic growth. The body of work stands as a visual record of the creative process experienced throughout the semester.
5. Group discussions give insight into the creative process and problem solving, providing an avenue for learning, how to talk about art, how to view art, and how to improve one's skills.