2019_2020 Literacy

Artistic Literacy, Visual

Literacy, Textual Literacy

Literacy is a complex term with multiple definitions including: a set of skills, the knowledge and understanding of a particular content area, or the act of learning (Burnett, 2005). In the visual arts standards, there are several types of literacy, which can involve some or all of these definitions as students engage in communication, interpreting and constructing meaning, using materials and techniques, and relating personal, historical, or contextual knowledge to artistic endeavors. The three specific areas of literacy that are included within the visual arts standards are artistic, visual, and textual literacy, which have been defined in more detail below.

Artistic literacy is the knowledge and understanding required to participate authentically in the visual arts. Fluency in the language of the visual arts is the ability to Create, Produce, Respond, and Connect through symbolic and metaphoric forms that are unique to the visual arts. It is embodied in specific lifelong goals that enable an artistically literate person to transfer visual arts knowledge, skills, and capacities to othersubjects, settings, and contexts (NCCAS, 2013). Artistic literacy fosters connections among the arts and between the arts and other disciplines, thereby providing opportunities to access, develop, express, and integrate meaning within the visual arts and across a variety of content areas.

Visual literacy is a general term used to describe the ability to engage with visual images. Understanding and analyzing the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials requires visual literacy skills. Visual literacy is developed as a result of intentional practice in effectively finding, interpreting, evaluating, using, and creating images and visual media. An individual who is visually literate is both a thoughtful consumer of and contributor to visual materials (Hattwig, 2011).

Textual literacy is a term that has traditionally been used to describe reading, writing, and analyzing written text. However, many goals including engagement,understanding, and making meaning are common throughout each of the areas of literacy. When building textual literacy, it is common to ask students to cite evidence within the text to support inferences. This is similar to asking students to cite evidence within visual images to support inferences to meaning, mood, and purpose. Another link between textual, visual, and artistic literacies is the consideration of how context impacts the meaning of the material being studied. The visual arts standards provide a unique opportunity to build textual literacy skills as visual and artistic literacy skills are developed due to the similarities between the areas of literacy.

standards

Click here
https://www.tn.gov/education/instruction/academic-standards/arts-education.html


Scroll down to Resources>Click on Media and Visual Arts for standards

creative photography ideas & creating a website

https://www.studentartguide.com/articles/creative-photography-ideas

everything you need to know about photography

http://www.shortcourses.com/use/

19_20 sequence and pacing guide

Photography 1

Pacing guide and course outline rev july 24_2019

First quarter

Weeks 1 and 2

Day 1_business

Traditional Collage_15-20 photos you like_spell out “photography” with magazine letters

Create Google account

Set up digital gallery in Google drive

What is photography

What is a camera

The beginnings of photography

Pixels, Mega Pixels, DPI, PPI

Beginning Photoshop_Adobe Photoshop Basics

    

 Draw a Photoshop mindmap on 11x17 paper, folded

    

1. Open Photoshop

2. New document

3. The open window

      Draw:  Window_ Check Workspace, Adjustments, Layers, Application Frame, Options,Tools

      Draw: Toolbar

4. Get a high res image in Google images

5. Images (Pictures)

   •Drag image into document

   •Move Tool

   •Paint Bucket (see paint bucket lesson) https://digitalarthillwood.blogspot.com/2019/06/paint-bucket-first-assignment.html

My favorite things_photographs that you like, your ideas

        (Selfies are fine!)

Load photos on a Mac

Introduction to Photography and Composition

    The rule of thirds

    Point of view (POV) Normal, bird's eye, worm's eye, other




Photo 1 assignments

Scope and sequence

Art Elements

week 3

Line

week 4

Shape and form

week 5    

Value

Principles of design

week 6

Movement and Rhythm

     Pattern

     Rhythm and movement

week 7 

Balance

     Asymmetrical

     Symmetrical

week 8

Proportion

Rule of thirds

Proportion

Compositional Photographs: Lines

Compositional Photographs: Shape and form

Compositional Photographs: Value (Black and White)

Compositional Photographs: Color

        Tabletop color

Compositional Photographs: Texture

Compositional Photographs: Space

Compositional Photographs: Pattern

Compositional Photographs: Emphasis

Compositional Photographs: Pattern

Compositional Photographs: Variety

Compositional Photographs: Balance

Compositional Photographs: Rhythm and Movement

Compositional Photographs: Proportion

Oil and water do not mix

A model from a bird’s eye POV

Empty hallways and stairways

A changing scene, shot from the exact same position

Something  tall, shot from a worm’s eye POV

An abstract form

Review of Photoshop Basics: Photoshop Tool Bar

Working with Layers

Selections and Compositing

Camera Functions and Modes

Exposure

13 Creative Exercises

https://www.bhphotovideo.com/explora/photography/tips-and-solutions/13-creative-exercises-for-photographers

Photos of car wheels

Photos of snacks

Research Photographers

Journalism

Portfolio presentation

1920 photo 1 syllabus

Photography 1 Syllabus  & Grading Policy rev 6_8_19

Hillwood High School

Teacher: Stephen Campbell
email: stephen.campbell@mnps.org
phone:615-353-2025 extension 440109

Course Description and objectives

Course description

Beginning level use of a digital camera and digital editing software on a Macintosh computer.  In addition students will get instruction in traditional art and design concepts, composition, design and layout techniques, history of photography, and the use of digital media and the internet to display and present their digital images.

Course objectives (What I Want You to Know)

How to use the camera’s features for creative control of your photographs

The kind of lighting to use in a given situation to create the best photographs

How to demonstrate good composition in your photographs

How to use the computer and digital imaging software

Course standards

https://www.tn.gov/content/dam/tn/education/standards/art/std_art_va_gr_9-12.pdf

Course Requirements and Teaching Methods

Classes will consist of a combination of lecture, discussion, lab activities and project-based learning. Projects are usually completed in-class. In addition to in-class activities, quizzes and semester exams are designed to test the student’s skills, knowledge and vocabulary. Students are required to begin the development of a portfolio which properly presents their work. 

Suggested materials

Pencils, pens

Grading scale

A 100-93

B 92-85

C 84-77

D 76-70

F 69 and below

(more on back side)

Grading

How your grade is determined

Nine-week grades are determined by the following categories and percentages:

Homework 10%

Formative grades 0%

Summative grades 90%

Daily classwork: Many assignments are graded on satisfactory completion of the daily assignment. Daily classwork assignments are due on the day they are assigned. A 0 will be recorded if the daily assignment is not done. Daily assignments may only be made up for excused absences.

Projects: Assignments for projects usually contain criteria and problem solving content encompassing the entire range of cognitive abilities. The student will exhibit knowledge, comprehension, application, analysis, synthesis, and evaluation in almost all assignments completed for a grade. Evaluation is determined by the proper execution of criteria contained in each assignment (Were all the specifications & conditions accurately met? Are minimum standards and competencies exhibited? Is the work professionally prepared and presented? etc.). Projects usually take more than one class period and count more than daily assignments. Projects are due on the due date. If project work is late and must be made up, the makeup period may be extended to 2 class periods for a maximum grade of 80. A 0 will be recorded if assignments are not done.

I utilize rubrics, score sheets and checklists to determine the numeric grade for most projects.

Signatures acknowledge understanding of this document.

Student Signature:___________________________________________Date:__________

Parent/Guardian Signature:___________________________________________Date:___________

Definitions

Homework: The purpose of homework is to help reinforce what was taught in class. Sometimes its purpose is to gather extra information beyond what was taught in class

Formative assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments are generally low stakes, which means that they have low or no point value.

Summative assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.

19_20 expectations

Steve Campbell

rev 6_7_19

Expectations

1. Be considerate. Treat others as you would like to be treated.

2. Start assigned work when the bell rings. Usually there is a 10 minute warmup, then a daily assignment. I will grade your work throughout class.

3. Be seated and listen when I am giving instructions. If you need to ask questions, raise your hand.

4. Work on your assignment the entire period. If you have finished assignments, work on tutorials or sketchbooks.

5. Follow all school rules and safety rules.

6. There are district and school rules related to cell phones and electronic devices. If you violate those rules, I have the right to collect, hold, and turn the phones and devices in to an administrator. If you refuse, I will follow school and MNPS procedures and policies. Cell phones and electronic devices are easily stolen. Protecting your cell phones and electronic devices and preventing their loss or destruction is totally your responsibility. Cell phones and electronic devices may not be used when I am giving you instructions. If I see them during this time, I will ask you to give them to me.  I will usually return them to you at the end of class. Never use phones, cameras, or any digital device to create images that might make a classmate or adult uncomfortable or be considered bullying or harassment. If your use of a computer is preventing you from completing assigned work, I will turn your computer off.

7. If you have been absent, it is your responsibility to find out about missed work and make it up.

8. During this class, if you need to go to another teacher, to guidance, or any other location for school work, you need to bring a note from the person who will be supervising you requesting permission for you to leave class. You must also get permission from you academy principal.

9. Any sound that I can hear from a computer or electronic device is too loud.

10. Please do not have food or beverages near the computers. Clean up after yourself if you have food or beverages.

I understand these expectations and agree to abide by them:

__________________________________________________________

Name                                                          Date

Agreed & Consented To:

___________________________________________________________

Parent/Guardian                                            Date