TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their...

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TEACHING AND LEARNING PROGRAM PHOTOGRAPHY – Year 10 Semester Program Rationale The following teaching and learning program is a guide to the scope and sequence of learning content that students will encounter during the term in Photography. The program also articulates the relevant Australian Curriculum links that will be met throughout the term through the various teaching and learning focuses and activities. Students will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking and understanding to inform all research, viewing and production. Finally, the school’s commitment to the AVID program and WICOR principles has been considered when developing this teaching and learning program. The program is supported by online learning through the blue sky classroom website. All assessments, marking keys and instructions including resources can be found here. http://www.blueskyclassroom.net/Photography_yr10_index.htm Week Teaching & learning Focus - Including ACARA Content How I will approach this in my classroom; including strategies for differentiation and addressing the needs of students with IEP’s: Assessment: Teachers are to record evidence in this column of how they have carried out each of these forms of formative assessment throughout the unit.

Transcript of TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their...

Page 1: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

TEACHING AND LEARNING PROGRAM

PHOTOGRAPHY – Year 10

Semester Program

Rationale

The following teaching and learning program is a guide to the scope and sequence of learning content that students will encounter during the term in Photography. The program also articulates the relevant Australian Curriculum links that will be met throughout the term through the various teaching and learning focuses and activities. Students will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking and understanding to inform all research, viewing and production. Finally, the school’s commitment to the AVID program and WICOR principles has been considered when developing this teaching and learning program. The program is supported by online learning through the blue sky classroom website. All assessments, marking keys and instructions including resources can be found here. http://www.blueskyclassroom.net/Photography_yr10_index.htm

Week Teaching & learning Focus - Including ACARA Content How I will approach this in my classroom; including strategies for differentiation and addressing the needs of students with IEP’s:

Assessment: Teachers are to record evidence in this column of how they have carried out each of these forms of formative assessment throughout the unit.

1-5 Assessment Task One: Photograms (see Task One Task Brief for specific details) Task to be completed by conclusion of week 5.ACARA Content Covered:

Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Week One: Introduction to the course and welcome

PowerPointo Go over course outline and

assessment outlineo Portfolio and cornel notebooks

organizationo Classroom expectationso Assessment policy

Ongoing formative assessment: Observation -Active listening, engagementduring question and discussion time, ability to take good notesand keeping up with the lesson.Consideration given to theType of questions being askedBy the students which may

Page 2: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)

Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)

o Computer use agreement Introduce students to Blueskyclassroom Look at the history of Photography using the

PP. Students to create cornel notes Introduce task one: Show examples of

Photograms Handout task sheet read through

requirements and glue into folios. Handout work sheet and read through

questions that will need to be completed as we do the practical demonstration

Indicate their level ofunderstanding of the concept being taught

Questioning –Ability to ask questions andinterpret my questioning. Abilityto analyse visual texts andinterpret meaning.

Collaborative learning –Observing willingness to engage with others, roles the student iswilling to take on in the group andcontribution. Working well withothers while using cameraequipment and darkroom.Feedback to studentswhat they have done well andwhere they can improve.

Discussion –Ensure all students have the opportunity to contribute todiscussions without judgement.Costas level of questioning, abilityto interpret questions and uselanguage effectively to articulateThoughts and ideas.

Portfolio –Responses to activitiesCornel NotetakingAbility to summariseTaking pride of work, neatness ofPresentation of workOwnership of learning by doingMore than the minimum

Week Two:Photograms

First lesson should be a practical demonstration of the process of creating the photograms.

Discuss the darkroom, light exposure using the enlarger, chemicals and development process.

Ensure students are aware of the dangers in the darkroom and that they must conduct themselves in a responsible manner.

Second lesson- Practical: using the objects we have or those brought in students should create a total of four prints this may take two double lessons.

Week Three:Photograms to scanner

Students should complete their prints by the end of lesson one and have them mounted into their portfolios.

Demonstrate the use of the scanner and have students work in small groups to scan in their two favourite images.

These should be saved to their folders and backup on a usb.

Best image should be imported into Photoshop

Page 3: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

Photoshop Lesson: Take students step by step through the importing, setting up of page size and duplication of their image.

Ability to communicate ideaseffectively through reflectionwriting

Week Four:Photoshop creation of Kaleidoscopes

Lessons this week should be devoted to editing their images in Photoshop.

Students should write some shortcuts and steps into their notebooks for future reference.

Once students are happy with their image instruct how to resize ready for printing and save to USB to be printed on A4.

Print out students work ready for the next lesson.

Week Five:Review

This week all students should have completed the print and be writing their review.

The review and print should be printed and mounted into their folios ready for marking.

Students who are finished early can create a second image to practice editing skills or begin Task two if class is ready to move on.

6-9 Assessment Task Two: Pinhole Photography (see Task Two Task Brief for specific details) Task to be completed by conclusion of week 5.ACARA Content Covered:

Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

Week Six:Pinhole Photography

Introduce the task and glue tasks sheet and marking key into folios.

Look over the worksheet, discuss the process and show the videos (links on the worksheet)

Students should research to answer the questions

Once they have completed the research questions students should create a poster of example images that appeal to them.

Discuss the Pinhole Movement and the popularity of this old technique in today’s

Ongoing formative assessment: Observation -

Active listening, engagementduring question and discussion time, ability to take good noteskeeping up with the lesson.

Questioning –Ability to ask questions andinterpret my questioning. Abilityto analyse texts and interpretmeaning. Collaborative learning –Observing willingness to engage

Page 4: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)

Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)

popular culture. Students create a poster of Pinhole examples

that appeal to them to add to their folios

with others, roles the student iswilling to take on in the group andcontribution. Feedback to studentswhat they have done well andwhere they can improve.

Discussion –Ensure all students have the opportunity to contribute todiscussions without judgement.Costas level of questioning, abilityTo interpret questions and uselanguage effectively to articulateThoughts and ideas. Portfolio –Responses to activitiesCornel NotetakingAbility to summariseTaking pride of workOwnership of learning by doingMore than the minimumAbility to complete language tasksAnd interpret the novel through writing and comprehensionactivities.

Week Seven:Pinhole Photography Production

Demonstrate how the pinhole camera process works using video examples, discussion and demonstration in the lab.

Take class out to photograph a scene, students will work in small groups as there are not enough cameras for each student.

Students will need to return to the darkroom to add new paper and develop images.

May take more than one lesson to complete practical task.

Images should be neatly added into their folios.

Week Eight:Pinhole editing and Review

This week students will scan images and invert using photoshop. Use this time to reinforce photoshop techniques such as levels, sizing, printing and file back up.

Students should complete their review and ensure all work has been neatly added to their folio by the end of this week

Week Nine:Introduction to Camera Angles

Using the PowerPoint introduce the ideas of camera angles. Worms eye, Birds eye and normal view along with landscape and portrait.

Create a set of cornel notes on these camera angles and basic camera settings

Page 5: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

Students should find examples of each and create a PowerPoint of their examples along with a definition of each angle.

Spend a lesson going over the camera functions and allow students some time to explore the functions

Take students out in a group and demonstrate different angles allowing them time to capture their own exmaples

Week TenPractical Lesson – Angles

This week students will be taking the images they need for their assessment.

Spend a lesson on capturing the images and a lesson on editing and correct filing of images

Students should reflect on their work so far by making some notes in their notebooks.

Break for Easter

10-12 Assessment Task Three: Camera Angles (see Task Three Task Brief for specific details) Task to be completed by conclusion of week 12.ACARA Content Covered:

Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)

Week ElevenPractical Lesson – Editing in Photoshop and completion of PowerPoint

Students will add their best examples to their PowerPoint and print their two favourite images to be added to their folios

Students should spend time polishing images in photoshop, ensuring PowerPoint has been completed at a high standard, printing slides, proof sheets and assembling them into their folios

Spend a portion of one lesson reteaching students how to size and print images

Week TwelveReflective Lesson – Reflecting on the process and production of photography

Page 6: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

Wk 13-16

Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)

Assessment Task Four: Photography Techniques (Pick One From The List) (see Task Four Task Brief for specific details) Task to be completed by conclusion of week 16 or 17.

Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)

Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)

Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Reflection should be written based on their notes taken during the process.

Ensure students refer to the handout on how to write a reflection to ensure they complete the task effectively.

Spend time with each student evaluating and giving feedback on production and reflection.

Week ThirteenIntroduction to new ideas and task lessons

Spend a lesson explaining the task and the two techniques of levitation and sequence composition.

Use the links on the task sheet and website along with PowerPoint to instruct students on the process and technique.

Students should create a set of cornel notes on the two techniques.

Students should be given a lesson to research the techniques, from here they will decide which technique they would like to try.

Guide students through the design process by using the design flowchart.

Create a mind map in their notebooks that outlines the design process.

Introduce the design development plan that they will complete to assist them with the process.

Week FourteenResearch and planning

Students should research a photographer that has used the technique they would like to try and should compile a word document of

Page 7: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

examples and annotate with why it appeals to them in the images.

Students need to complete the planning sheet and spend one on one time with the teacher discussing their ideas and options.

Students should be given constructive feedback that allows them to extend their ideas, look for alternatives and work through issues that may affect the success of the project.

Students should be given the borrowing form to have signed by parents and issued with borrowing cards this week

Allow 10 minutes for students to jot down some notes about performance, progress, learning, frustrations and future goals.

Week FifteenProduction

This week students will be taking their photographs. Some may choose to do this at school others may choose to borrow a camera over night or the weekend prior.

Students who are not shooting at school will need to have their images taken for this week’s lesson so they can download and evaluate whether they were successful or require re shooting.

Some student who are not shooting at school may be required to model for others or assist them.

Allow 10 minutes for students to jot down some

Page 8: TEACHING AND LEARNING PROGRAM - Web viewStudents will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking

notes about performance, progress, learning, frustrations and future goals.

Week Sixteen - SeventeenExam week – This may or may not effect classesPost Production and Reflection

This week students should be editing images using photoshop.

Students will work individually and will be required to work through challenges by researching how to videos etc..

Teachers will need to spend time with each student ensuring they are on track and achieving their desired outcome from their images.

Once editing is complete prints can be made and the review can be written.

Assessment Task Five: Photography Techniques (Love Letters) (see Task Four Task Brief for specific details) Task to be completed by conclusion of week 19.

Week 18 Research, planning and production Introduce the task and allow students time to

research and plan the task. Students will be required to take images

during their own time using their phones.

Week 19 Production and Reflection Students will edit and complete the reflection

process of the task this week

Week 20 finalising portfolio Students should use this time to tidy and

complete their portfolios If there is time students will be able to work

on an extension project of printing their kaleidoscope print on to fabric