|
Standards-Based Planned Instruction Template |
Project Title: PA Governor’s Institute for Arts Educators
2001
Teacher E-Mail Address: huedream@gis.net
Your School District or
Diocese: Philadelphia
Your School Building: Luis
Munoz Marin
I Will Pilot This Plan with
Students in Grade: 5
Planned Instruction
Title: Landscape
Photograpy Then and Now:1849 and 2001
Grade Level (Check one):
9.1 Production, Performance and
Exhibition
9.2 Historical and Cultural Contexts
9.3 Critical Response
9.4 Aesthetic Response
Standard Statement: (Write out
from grades 3, 5, 8 or 12 in standards document) (Example: 9.2.8.A. – Explain the historical, cultural and social
context of an individual work in the arts.)
9.1.5.J:Apply traditional and contemporarytechnologies for producing,
performingand exhibiting works in the arts or the works of others.
. Experiment with traditional technologies (e.g., ceramic/wooden
tools,earthenclays,masks, instruments, folk shoes, etching tools, folk looms).
. Experiment with contemporary technologies (e.g., color fills on
computers, texturemethods on computers, fonts/point systems, animation techniques,
videoteleconferencing, multimedia techniques, internet access, library computer
card catalogues)
9.1.5.k:K. Apply traditional
and contemporary technology in furthering knowledge and understanding in the
humanities.
9.2.5.:Relate works in the arts
to geographic regions: North America
9.2.5.H. Identify, describe and analyze the work of Pennsylvania
Artists in dance, music, theatre and visual ar.t,9.2.3.A: Recognize critical
processes used in the examination of works in the arts and humanities.
. Compare and contrast
. Analyze
. Interpret
. Form and test
hypotheses
. Evaluate/form
judgments
9.3.5: Determine and apply criteria to a person’s work and works of
others in the arts (e.g., use visual scanning techniques to critique the
student’s own use of sculptural space in comparison to Julio Gonzales’ use of
space in Woman Combing Her Hair).
Overview: (A brief
description of your instructional plan) The
students are to compare, contrast and analyze photography as an emerging
technology in Pennsylvania of the early
19th and digital photography as an emerging technology in the later
20th century. The students will produce new images (photographs)
by combining their photographs with old
images produce by Pennsylvanian photographers of the early 19th
century.
Keywords: (Key words are search terms that enable other teachers to
locate your plan on the Web.) Pennsylvanian
photographers
Learning Objective(s): (What
will students know and be able to do to demonstrate that they have reached the
standard? List student competencies in clear, measurable terms.)
1). The
students will be able to compare and contrast the differences of the early 19th century camera with the digital camera of the late 20th
century.
2). The
students will be able to analyze camera as a tool for art.
3). The
students will be able to compare and contrast photography in Pennsylvania of
the early 19th century with photography of the late 20th
century.
Assessment-Task
and Criteria: What is the student
performance that demonstrates they have met each objective? Include actual assessment and scoring
tool(s). How will you judge “below
basic,” “basic,” “proficient” and “advanced”?
Do you have a model/exemplar of your expectations?)
Advanced: a)
The student was a very active participant in all discussion, with a deep
understanding of the content and concepts. b) The student expertly combined
their photographs with photographs from the early 19th century and
produced a new image using "Photoshop."c) The student was able to
identify all elements of the late 20th century landscape photography
from all the elements of early 19th century landscape photography in
their new image .
Proficient: a)
The student actively participated in all discussion, and had a good
understanding of the content and concepts. b) The student effectly combined
their photograph with photographs from the early 19th century and produced a new image using
"Photoshop."c) The student
was able to identify most elements of 20th century landscape
photography from most of the elements of early 19th century
landscape photography in their new image .
Basic: . a)
The student was a participant in all discussion, with a fair understanding of
the content and concepts. b) The student combined their photograph with a
photograph from the early 19th century and produced a new image using
"Photoshop."c) The student
was able to identify some elements of 20th century landscape photography from some of
the elements of early 19th century landscape photography in their
new image .
Below Basic:
a) The student was a minor participant in discussions or was silent, with
little to no understanding of the content and concepts of the lesson. b) The
student did little or no work. c)The
student was unable to identify elements of 20th century landscape photography from any of
the elements of early 19th
century landscape photography in their new image .
Materials: (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)
Author: Alma
Davenport :"The History of Photography An Overview: Focal Press(1991)
University of New Mexico Press(1999)
Author: Robert Hirsch
:ButterworthHeinemann(1991),ButterworthHeinemann(2000):"Photographic
Possibilities”
Author: Naomi Rosenblum:"A World History of Photography
Abbeville" Press(1984),Abbeville Press(1989),Abbeville Press,
Incorporated(1997),Abbeville Press, Incorporated
Author: Naomi Rosenblum :"A History of Women
Photographers", Abbeville Press, Incorporated(1994),Abbeville Press,
Incorporated(2000)
http://albumen.stanford.edu/idx/history.html· 2000 John Burke, Walter Henry, Paul
Messier, Timothy Vitale and Stanford University Libraries and Academic
Information Resources .
Daguerreotype. Library of Congress, Prints
& Photographs Division, http://lcweb2.loc.gov.ammem/daghtml [reproduction number, e.g., LC-USZ62-110212]
The first
class the students will disscus photography as an art .
Instruction: (What will you teach to prepare students to demonstrate proficiency in
mastery of the standard(s) identified?)
The students
will be instructed on how the camera works.
They will analyze the cameras of the early 19th century. They will analyze the cameras of
the late 20th century. The
second class, the students will go on a field trip in their community to
photograph the landscape. (Or they will bring in a landscape photograph, cut out landscape photographs from magzines,
or any combination of the above choices.) The third class, students will
compare and constrast their landscape photographs with the landscape photographs of the early 19th century in an open classroom disscusion.
They will also, compare and constrast the 19th century cameras with
digital cameras the late 20th century. The fourth class, students will use "Photoshop" to
combine the photographs from the two periods, synthesising a new photograph
which will encompass both periods. The
fifth class, students will disscuss (and/or write) what they have learned and
how the two time periods are alike and how are they different.
Correctives: (Activities for
students who have not met the objectives at proficient or advanced level)
The student will be given one 20th century landscape photograph with one
photograph from the early 19th century . They can produce a new image by using scissors, glue
and paper (cut and paste) . The student will write a short essay about the
photographic elements of the new image.
(what period is each element apart ?)
Extensions: (Enrichment activities for students who have
met the objectives at a proficient or advanced level)
The student
who is advanced (or wishes additional work) will be asked to produce a
photograph with the same elements as an early 19th century landscape
photograph.