CTE STANDARDS-ALIGNED COURSE WRITING TEMPLATE



Digital Photography

CTE Industry Sector: Media, Design and Entertainment

Career Pathway: Photographer

Career Pathway Occupations or Entry-Level Job Titles: Commercial Artist

Course Description: Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy

Course Hours: 1600

Course Goals: Course work will focus on 2-D and 3-D artistic products and their application to an industry/commercial environment. Skills and knowledge will be demonstrated in both the educational and work based setting. Instruction will focus on applying student knowledge of drawing, painting, graphic design, photo, and 3 –D forms in industry environments.

Course or Student Objectives: Students will create artistic products that demonstrate entry level workforce skills and comprehensive knowledge of industry practices.

Course Standards

[List here only those standards and performance indicators you will

teach in this course, list by number and include descriptions.]

|Industry Sector Anchor Standards |

| |

|2.0 Communications |

|Acquire and accurately use Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating |

|effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6) |

|2.2 Identify barriers to accurate and appropriate communication. |

|2.3 Interpret verbal and nonverbal communications and respond appropriately. |

|2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format. |

|2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats. |

|2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies. |

| |

|3.0 Career Planning and Management Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and |

|manage personal career plans. (Direct alignment with SLS 11-12.2) |

| |

|3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making. |

|3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success. |

|3.3 Explore how information and communication technologies are used in career planning and decision making. |

| |

|4.0 Technology Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the |

|Arts, Media, and Entertainment sector workplace environment. (Direct alignment with WS 11-12.6) 4.1 Use electronic reference materials to gather information and |

|produce products and services. |

|4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources. |

|4.5 Research past, present, and projected technological advances as they impact a particular pathway. |

| |

|5.0 Problem Solving and Critical Thinking Conduct short as well as more sustained research to create alternative solutions to answer a question or solve a |

|problem unique to the Arts, Media, and Entertainment sector, using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving |

|techniques. (Direct alignment with WS 11-12.7) |

|5.1 Identify and ask significant questions that clarify various points of view to solve problems. |

|5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate. |

|5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions. |

| |

|7.0 Responsibility and Flexibility Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional |

|responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment with SLS |

|9-10, 11-12.1) |

|7.4 Practice time management and efficiency to fulfill responsibilities. |

|7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession. |

| |

|8.0 Ethics and Legal Responsibilities Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving |

|contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SLS 11-12.1d) |

|8.1 Access, analyze, and implement quality assurance standards of practice. |

|8.3 Demonstrate ethical and legal practices consistent with Arts, Media, and Entertainment sector workplace standards. |

|8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace. |

|8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information. |

| |

|10.0 Technical Knowledge and Skills Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector, following|

|procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6) |

|10.1 Interpret and explain terminology and practices specific to the Arts, Media, and Entertainment sector. |

|10.2 Comply with the rules, regulations, and expectations of all aspects of the Arts, Media, and Entertainment sector California Career Technical Education Model|

|Curriculum Standards |

|10.3 Construct projects and products specific to the Arts, Media, and Entertainment sector requirements and expectations. |

| |

|11.0 Demonstration and Application Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway |

|standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. |

|11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory |

|practices specific to the Arts, Media, and Entertainment sector program of study. |

|11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in|

|the anchor standards, pathway standards, and performance indicators. |

| |

|Career Pathway Standards |

|A1.0 Demonstrate ability to reorganize and integrate visual art elements across digital media and |

|design applications. |

|A1.1 View and respond to a variety of industry-related artistic products integrating industry |

|appropriate vocabulary. |

|A1.2 Identify and use the principles of design to discuss, analyze, and create projects and |

|products across multiple industry applications. |

|A1.3 Describe the use of the elements of art to express mood in digital or traditional art |

|work found in the commercial environment. |

|A1.5 Research and analyze the work of an artist or designer and how the artist’s distinctive |

|style contributes to their industry production. |

|A1.6 Compare and analyze art work done using electronic media with those done with |

|materials traditionally used in the visual arts. |

|A1.9 Analyze the material used by a given artist and describe how its use influences the |

|meaning of the work. |

| |

|A2.0 Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety |

|of traditional and electronic media. |

|A2.1 Demonstrate skill in the manipulation of digital imagery (either still or video) in an |

|industry-relevant application. |

|A2.2 Demonstrate personal style and advanced proficiency in communicating an idea, |

|theme, or emotion in an industry-relevant artistic product. |

|A2.4 Use visual metaphors in creating an artistic product. |

|A2.5 Compile a portfolio of multiple original two- and three-dimensional works of art that |

|reflect technical skills in an industry-relevant application. |

|A2.6 Create an artistic product that involves the effective use of the elements of art and the |

|principles of design. |

|A2.7 Create original works of art of increasing complexity and skill in a variety of media that |

|reflect their feelings and points of view. |

|A2.9 Create a multimedia work of art that demonstrates knowledge of media and technology |

|skills. |

| |

|A3.0 Analyze and assess the impact of history and culture on the development of professional arts |

|and media products. |

|A3.1 Identify and describe the role and influence of new technologies on contemporary arts |

|industry. |

|A3.2 Describe how the issues of time, place, and cultural influence and are reflected in a |

|variety of artistic products. |

|A3.3 Identify contemporary styles and discuss the diverse social, economic, and political |

|developments reflected in art work in an industry setting. |

|A3.5 Analyze similarities and differences of purpose in art created in culturally diverse industry perspective. |

| |

|A4.0 Analyze, assess, and identify effectiveness of artistic products based on elements of art, the |

|principles of design, and professional industry standards. |

|A4.4 Analyze the relationship between the artist, artistic product and audience in both an |

|existing and self-generated project. |

|A4.6 Create an artistic product for a specific industry and modify that product to accommodate |

|a different aesthetic perspective. |

| |

|A5.0 Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. |

|A5.2 Explore the role of art and design across various industry sectors and content areas. |

|A5.3 Deconstruct works of art, identifying psychological content found in the symbols and |

|images and their relationship to industry and society. |

|A5.4 Predict how changes in technology might change the role and function of the visual |

|arts in the workplace. |

|A5.5 Create a commercial artistic product that communicates a cross-cultural or universal |

|theme. |

|A5.7 Synthesize traditional art work and new technologies to design an artistic product to |

|be used by a specific industry. |

| |

|A 8.0 Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway |

|A8.1 Understand the component steps and skills required to design, edit, and produce a |

|production for audio, video, electronic, or printed presentation. |

|A8.2 Use technology to create a variety of audio, visual, written, and electronic products and |

|presentations. |

|A8.4 Analyze the way in which technical design (e.g., color theory, lighting, graphics, |

|typography, posters, sound, costumes, makeup) contributes to an artistic product, |

|performance, or presentation. |

| |

| |

|Key Academic Standards from the Academic Alignment Matrix |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend|

|more fully when reading or listening. |

|11 – 12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a |

|range of strategies. |

|11-12.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. |

|11-12.6 Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college|

|and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or |

|expression. |

| |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text |

|leaves matters uncertain. |

|11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author |

|uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (See grade 11/12 Language|

|standards 4-6 on page 46 for additional expectations.) |

|11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in |

|order to address a question or solve a problem. |

|11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among |

|sources. |

| |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective |

|selection, organization, and analysis of content. |

|a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a|

|unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. |

|b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information |

|and examples appropriate to the audience’s knowledge of the topic. |

|c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas |

|and concepts. |

|d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. |

|e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide |

|a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of|

|the topic). |

| |

| |

|11-12.3 Write narratives to develop real or imaged experiences or events using effective technique, well chosen details, and well-structured event sequences. |

|11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |

|significant for a specific purpose and audience. |

|11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including |

|new arguments or information. |

|11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |

|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |

|11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a|

|range of tasks, purposes, and audiences. |

|Industry Standards [where applicable] |

|Unit 1 |Topic: Introduction to Photography |Class Hrs. |5 |Lab Hrs. |2 |

|Description: |

|Students will be introduced to the course and learn class expectations. Students will be exposed to the various themes in photography, which will |

|be covered in the course. Through this unit they will learn how to organize class work, turn in class assignments, use and care for the camera, |

|understand the routines and rules of the course. They will also gain and understanding of the difference between film and digital photography. |

| |

|Anchor Standards: 2.2, 2.3, 2.4, 2.5, 2.6, 8.4 |

|Pathway Standards: A1.6, A3.1, A5.4 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard#) |

|11-12.1, 11-12.2 , 11-12.3 |

|Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard #) |

|11-12.9 |

|Unit 2 |Topic: History of Photography |Class Hrs. |5 |Lab Hrs. |4 |

|Description: |

|Lessons in this unit will teach students about the history of photography, from the first inventions to present day techniques. They will gain an |

|understanding of historical figures have developed the technology and acceptance of photography as an art. They will create a camera obscura, be |

|introduced to film camera and the development of film in a dark room. |

| |

|Anchor Standards: 2.2, 2.3, 2.3, 2.5, 2.6, 4.5, 5.4, 10.1 |

|Pathway Standards: A1.5, A1.6,A1.9, A2.6, A3.1, A3.2, A4.5 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard#) |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard #) |

|11-12.7, 11-12.9 |

|Unit 3 |Topic: Adobe Photoshop CS6 |Class Hrs. |5 |Lab Hrs. |10 |

|Description: Lessons in this unit will cover Adobe Photoshop CS. The will gain an understanding of resolution and resizing photographs. They will |

|gain an understanding of how to select the entire or parts of an image, use of basic tools and adjustment layers. They will learn how to save work|

|and the various file formats. |

| |

|Anchor Standards: 2.3, 2.4, 5.4, 10.2, 10.2, 10.3 |

|Pathway Standards: A2.1, A2.5, A2.6, A3.1 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard#) |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard #) |

|11-12.7, 11-12.9 |

|Unit 4 |Topic: Camera Basics |Class Hrs. |5 |Lab Hrs. |10 |

|Description: Lessons on the basic setting and functions of a camera. Students will understand the difference between auto and manual settings. |

|They will gain experience and confidence in shooting in manual mode. |

| |

|Anchor Standards: 2.3 |

|Pathway Standards: A2.5, A2.7, A4.3 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard#) |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard #) |

|11-12.7, 11-12.10 |

|Unit 5 |Topic: History and Social Impact of Photography |Class Hrs. |3 |Lab Hrs. |3 |

|Description: Lessons in this unit will teach students the importance photography has played in social reform throughout history and photography |

|techniques that can be used as tools for social change. |

|Anchor Standards: 4.5, 5.1 |

|Pathway Standards: A1.2, A1.3, A1.7, A1.8, A1.9, A2.1, A2.2, A2.4, A2.6, A2.7, A2.8, A3.2, A4.4, A4.4, A4.5 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard#) |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.4, 11-12.7, 11-12.9 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.2 |

|Unit 6 |Topic: The Art of Seeing |Class Hrs. |5 |Lab Hrs. |5 |

|Description: |

|The Art of Seeing includes lessons in subject and background awareness, observation, compositional rules and techniques (e.g, rule of thirds, |

|leading lines, cropping guidelines, depth of field, etc.), elements of art and principles of design, color theory, naturalistic photography, |

|dominance and subordination in photography. |

| |

|Anchor Standards: 10.1, 11.1 |

|Pathway Standards: A1.2, A1.3, A1.7, A2.1, A2.2, A2.4, A2.5, A2.6, A2.7, A2.8, A2.9, A4.3, A4.4. A4.6, A5.6, A8.1, A8.2 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1, 11-12.2, 11-12.3, 11 – 12.4, 11-12.5 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.4, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.4, 11-12.9, 11-12.10 |

|Unit 7 |Topic: Portrait Photography |Class Hrs. |3 |Lab Hrs. |10 |

|Description: |

|Lessons in this unit will include many techniques in portrait lighting, subject posing guidelines, camera settings with flash as well as constant |

|lighting. Students will learn how to capture indoor and outdoor portraits. They will gain an understanding of camera setting’s, use indoor |

|lighting, flash, reflectors and diffusers. They will learn general posing techniques and candid versus posed photography. |

| |

|Anchor Standards: 4.5, 10.3 |

|Pathway Standards: A1.2, A1.3, A1.4, A1.5, A1.6, A2.1, A2.2, A2.5, A2.7, A2.9, A4.6, A5.2 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1, 11-12.2, 11-12.3, 11 – 12.4 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.4, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.9, 11-12.10 |

|Unit 8 |Topic: Creating Art with Photoshop CS |Class Hrs. |2 |Lab Hrs. |3 |

|Description: |

|This unit will cover techniques that will teach students about the world’s great artists, their styles, techniques, lighting concepts, a variety |

|of mediums all with the use of Photoshop CS. |

| |

|Anchor Standards: 5.4 |

|Pathway Standards: A1.2, A1.3, A1.4, A1.5, A1.6, A1.7, A1.9, A2.2, A2.4, A2.8, A2.9,A3.1, A3.2, A4.4, A5.2, A5.6 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1, 11-12.2, 11-12.3, 11 – 12.4 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.4, 11-12.7 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.4 |

|Unit 9 |Topic: Careers in Photography |Class Hrs. |4 |Lab Hrs. |0 |

|Description: Lessons in this unit will teach student about the many professional career opportunities, needed skills, and equipment utilized in |

|today’s digital photography world. |

| |

|Anchor Standards: 3.1, 3.2, 3.3, 3.4, 3.5, 3.8,4.1, 4.3, 9.2, 9.7 |

|Pathway Standards: A2.1, A2.6, A3.2, A3.3, A3.5, A4.3, A4.4, A5.3, A5.4, A5.7, A7.2 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3, 11-12.4 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.4, 11-12.9 |

|Unit 10 |Topic: The Digital Darkroom |Class Hrs. |3 |Lab Hrs. |6 |

|Description: |

|In this unit students will learn how photography and the digital processes in Photoshop merge to enhance our creative and problem solving |

|abilities. Students will learn how to create double and multiple exposures using digital methods. |

| |

|Anchor Standards: 10.1 |

|Pathway Standards: A2.1, A2.2, A2.5, A2.6, A2.7, A2.8, A4.6, A5.6 |

|Academic Standards: |

|Language Standards – LS (Standard Area, Grade Level, Standard #) 11-12.1. |

|11-12.1, 11-12.2, 11-12.3 |

|Reading Standards for Informational Text – RSIT (Standard Area, Grade Level, Standard #) |

|11-12.3 |

|Writing Standards – WS (Standard Area, Grade Level, Standard # |

|11-12.9 |

|Totals |Class Hrs. | |Lab Hrs. | |Class Hrs. | |

Unit 1: Upon completion of this unit, the student is able to:

|1 |Understand the general objectives of the course of study. |

|2 |Understand the various rules and policies implemented by the school. |

Unit 2: Upon completion of this unit, the student is able to:

|1 |Explain an overview of photography, from first inventions to modern day techniques. |

|2 |Explain the evolution of the camera from the camera obscura, film, to digital. |

Unit 3: Upon completion of this unit, the student is able to:

|1 |Understand the basic techniques and tools in editing photos with Photoshop CS. |

|2 |Create a portfolio of images that illustrate an understanding of editing with Photoshop CS. |

Unit 4: Upon completion of this unit, the student is able to:

|1 |Understand the difference between automatic and manual settings with a DSLR camera. |

|2 |Perform manual settings with a DSLR camera to capture photos with proper exposure and sharpness. |

Unit 5: Upon completion of this unit, the student is able to:

|1 |Describe the role photography has played in social reform through history. |

|2 |Describe photography techniques that have been used as tools for social change. |

Unit 6: Upon completion of this unit, the student is able to:

|1 |Understand subject and background awareness. |

|2 |Perform compositional techniques; depth of field, rule of thirds, leading lines and cropping guidelines. |

Unit 7: Upon completion of this unit, the student is able to:

|1 |Identify techniques in portrait lighting, subject posing guidelines, camera settings with flash as well as constant lighting. |

|2 |Perform use of manual camera settings, use indoor lighting, flash, reflectors and diffusers. |

Unit 8: Upon completion of this unit, the student is able to:

|1 |Describe some great artist’s and their techniques. |

|2 |Perform use of a variety of editing tools that resemble alternative mediums to photography. |

Unit 9: Upon completion of this unit, the student is able to:

|1 |Describe professional career opportunities, needed skills, and equipment utilized in today’s digital photography world. |

|2 |Prepare a portfolio for employment. |

Unit 10: Upon completion of this unit, the student is able to:

|1 |Develop complex compositions with photography editing tool Photoshop CS. |

|2 |Describe resolution standards for print and online photography. |

Instructional Strategies:

1. Whole group instruction (PowerPoint presentations, lecture).

2. Visual examples of student and professional work.

3. Visual demonstrations of Photoshop CS.

4. Group discussion and projects.

5. Photography demonstrations.

Instructional Materials:

1. Pearson Textbook of Photography

2. Movies and Youtube videos

3. Visual examples of students and professional work.

4. Website that links students to assignment and lesson details.

Assessments (or may be built into each unit above)

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