CURRICULUM MAP: 10151.map

Photography (ACP) 861
History of Photography

TIME FRAME:
GRADE:
CONTACT:

         MAP LEVEL:
01.4 THE ARTS - VISUAL ART

01.4.4.9.3 -- Students will compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

08.1 SOCIAL STUDIES - HISTORY

08.1.4.9.3 -- Students will be active learners at cultural institutions such as museums and historical exhibitions



1. How has the history of photography affected the approach to photography over time?
2. How has the camera obscura informed contemporary photography?
3. How have contemporary photographers integrated digital imaging into visual arts?




This unit emphasizes photographic communication using the elements of art and the principles of design, the following media and techniques: silver gelatine print, digital inkjet print, historical, photographic processing, camera operations and mechanics, and film developing, composition, the processes of problem solving, creative thinking, and communicating ideas, photographic history and cultures, and career opportunities.



Students in Introduction to Photography will develop the ability to:

-- interpret, select, and choose the qualities that make a fine photographic image,
-- apply the elements of art and principles of design when composing photographs,
-- identify different media, techniques, and processes with sufficient skill, confidence, and sensitivity,
-- examine and apply historical to contemporary processes of photography as a means to communicate an idea,
-- describe, analyse, interpret, and evaluate their own photography as well as that of others.




All students will:

-- apply the elements and principles of art in relation to photography,
-- use and apply different approaches to composition and aesthetics as it relates to photography,
-- write about different genres in photographic history.




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.