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Keywords: photography, long expsosures
Subject(s): Photography
Grades 9 through 12
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Manatee School for the Arts, Palmetto, FL
Planned By: dimitri jansen
Original Author: dimitri jansen, Palmetto
Course Title Creative Photography II
Course Number 0108320
Grade 9-12
Instructor Jansen
Date 10.27.2012-11.06.2012
Assignment Long-Exposure Studio Pictures

Benchmarks and Objectives/ Includes the use of ARTS INFUSION

VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme.
Students use critical thinking to determine adjustments that need to be made in the creative process.
VA.912.C.2.2: Assess the works of others, using established or derived criteria, to support conclusions and judgments about artistic progress.
Students assess the work of others as well as themselves to support their conclusions and theories on what outcomes a technique will produce.
VA.912.C.1.5: Analyze how visual information is developed in specific media to create a recorded visual image.
Students must evaluate and understand how light is captured in the photographic process to record an image.
VA.912.C.1.6: Identify rationale for aesthetic choices in recording visual media.
Each student will have the opportunity to create their own desired scene, describing their motivations in creating it.
VA.912.C.2.7: Assess the challenges and outcomes associated with the media used in a variety of one’s own works.
Students must assess the challenges of working with long exposures and their cameras equipment because it is a specialized and highly specific type of photography.
VA.912.F.1.1: Use divergent thinking, abstract reasoning, and various processes to demonstrate imaginative or innovative solutions for art problems.
Students must think outside the box and try to envision what the outcomes will be from a variety of different experiments and scenarios and then reason what caused certain outcomes and how to augment them for more precise creative processes.
VA.912.F.1.4: Use technological tools to create art with varying effects and outcomes.
Students use a wide variety of technology in the creative process.
VA.912.H.2.1: Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
Students will discuss the changes that have come in photography with advancements such as photoshop and how to create those types of images with only the use of the cameras and specialized techniques.
VA.912.H.3.3: Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
A wide variety of materials will be used.
VA.912.O.3.1: Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
Students have the opportunity to convey a message, symbolism and personal experience through the creative process.
VA.912.O.1.2: Use and defend the choice of creative and technical skills to produce artworks.
The students defend/explain their creative choices.
VA.912.O.2.2: Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.
Creating a specific look or feel with long exposures is not easy. Some problems are straight forward in answering and some require more abstract thought processes.
VA.912.S.2.1: Demonstrate organizational skills to influence the sequential process when creating artwork.
The students demonstrate a very well organized work environment.
VA.912.S.3.3: Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.
Students discuss as a group proper safety strategies.
VA.912.S.1.7: Manipulate lighting effects, using various media to create desired results.
Lights are an integral part of this assignment.
VA.912.S.3.11: Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
Taking care of the equipment is important. Each day when the students finish they are in charge of putting aways things properly.
LACC.910.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Long-Exposures deal a lot with time and ratios. When creating a ghosting effect in a picture it is important to maintain a certain ratio of time with the subject in the picture and time without them in the picture.
LACC.910.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to
special cases or exceptions defined in the text.

Each group must prepare the people, light and props that will be used. We then get verbal confirmation from each group that they are ready to have the lights turned off. Once the lights are turned off certain groups that are using a flash with work first and then give a verbal signal to the other groups that they are ready for them to create their picture as well. A final verbal confirmation will give the ok to have the main lights be restored. Then the cycle begins again.
LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 9–10 texts and topics.
Students have to determine the meaning of specific terms, words and phrases etc. when reading about and preparing for long-exposure photographer. When shooting long exposures there are many technical aspects to consider such as light intensity, light duration, shutter speed, length that subject is in the picture.
LACC.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
This project leads to some really great group brain storming/ problem solving conversations during the preparation phase and also during the review stage as they make procedural changes to more closely create the image they want to create.

ESOL Strategies for LEP Students and ESOL Strategies and Techniques for Intergrading Language and Content Instruction
Specific strategies are used in accordance with identified student needs and adhered to as outlined in the ESOL Strategies and Techniques for Intergrading Language and Content Instruction recommended outline provided in the front of the Digital Art and Technology departmental binder.

504 Accommodations/ESE
Extra time is allotted for tests and assignments, preferential seating, notes provided, visual and graphic aides, color coded reference material, read aloud, peer tutoring, the encouraged use of student planner, extra time given for breaks.

Objective: The objective is for the students to create artistic “long-exposure” photographs. They must employ critical thinking and work together in groups to analyze outcomes and make adjustments for future applications. Each class will visit the photography studio multiple times, each time having a discussion of how to be more effective, productive and efficient. Some of the questions that students will have to answer to have a successful experience are:
1. How to properly prepare the photo studio and its equipment to be a safe and productive work environment. Including how to control the amount of light that is coming in from outside sources, what type and color of background they would like and how and where to set up their cameras so they are in proper position and also safe and secure while people move around them.
2. What non-photo tools and props will be needed to create their images. I.E. clothes, props, lights, glow-sticks, backgrounds.
3. What camera settings to use? – evaluating theses setting throughout the process to see if changes will improve outcome
4. What is the desired outcome/’look’/’feel’/symbolic meaning of their images and how to create that outcome with the tools at hand?
5. How to be efficient with work space and time to include as many different photographic ideas at one time as possible.
6. What lighting techniques and types to use – continually evaluating the outcome to make adjustments to refine their photographic outcomes to be that which they desire to create. I.E. the students will use lights from a certain position with a certain intensity then evaluate the image and adjust the lights to better capture the desired effect.
7. The students must evaluate very specific attributes and terms in preperation to determine their influence on an image and use problem solving to adjust these attributes to produce the desired outcome. These may include but are not limited to A. Shutter Speed B. Film Speed C. Aperture D. Lighting types, intensity and duration E. Background color F. Color and reflective nature of props and clothing.
Cross Curriculum Tie-In – There is a tie in with modeling, lighting techniques, problem solving and statistics, science and math.

Integration of the Multiple Intelligences – Verbal/Linguistic (working with the written word, verbal description given by instructor), and reading. Visual/Spatial (vision and spatial judgment, students develop original art), Bodily-Kinesthetic (hand and body movement using camera equipment and computer equipment), Interpersonal (interactions with others, peer critiques), Intrapersonal (internal analysis of creative processes), Musical (listening to music during the creative process).

Description: The students will first research long-exposure photography to become familiar with recommended techniques & camera settings and to inspire the creative process. They will have the opportunity to look at the work of other successful long-exposure photographs. They will then work in small groups to come up with ideas of what they would like to create in the studio. Each group will bring in supplies from home to use in the creative process, including school-appropriate clothing, props, light sources and any other supplies to aide them in the creative process. Each photo class will work in the studio multiple class periods, building on their knowledge from the previous to improve outcomes, productivity, performance and efficiency. To give an example, Group 1 spends their first day in the studio trying out different theories and taking turns using the backgrounds and light sources. After their visit, in a group setting, they discuss possible ways to be more efficient with the time they have by setting up multiple backdrops and dividing into smaller groups instead of working as one large one. The next visit increases their productivity by 2 or 3 fold with a higher rate of success. In regards to the actual photographs they make evaluations and using critical thinking after each picture to make camera adjustments to influence and augment their photographs to greater convey their desired outcome. The process is ever changing and an outstanding example of how critical thinking and problem solving by individuals and groups are important for photographic success.
Students Examples:

Common Core Standards
Grades 6-12
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Marzano’s Four Domains:
Routine Segments
Design Question1: What will I do to establish and communicate learning goals, track student progress and celebrate success?
1. Providing clear learning goals and scales to measure those goals
2. Tracing student progress
3. Celebrating student success
Design Question 6: What will I do to establish and maintain classroom routines?
4. Establishing classroom routines
5. Organizing the physical layout of the classroom learning
Content Segments
Design Question 2: What will I do to help students effectively interact with new knowledge?
1. Identifying critical information
2. Organizing students to interact with new knowledge
3. Previewing new content
4. Chunking content into “digestible bites”
5. Group processing of new information
6. Elaborating on new information
7. Reflecting on learning
Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?
8. Reviewing content
9. Organizing students to practice and deepen knowledge
10. Examining errors in reasoning
11. Practicing skills, strategies and processes
12. Revising knowledge
Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?
13. Organizing students for cognitively complex tasks
14. Engaging students in cognitively complex tasks involving hypothesis generating and testing
15. Providing resources and guidance
Segments Enacted on the Spot
1. Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socioeconomic groups,
different ethnic groups)
Developing and Implementing a Professional Growth Program
1. Developing a written growth and development plan
2. Monitoring progress relative to the professional growth plan
Promoting a Positive Environment
1. Promoting positive interactions about colleagues
2. Promoting positive interactions about students and parents
Promoting Exchange of Ideas and Strategies
1. Seeking mentorship for areas of need or interest
2. Mentoring other teachers and sharing ideas and strategies
Promoting District and School Development
1. Adhering to district and school rules and procedures
2. 2. Participating in district and school initiatives
Materials: Digital Cameras, Camera/Video Accessories, Math