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Level II Photography I Discovery

Course Title: Level II, Photography ICourse Sequence: Follows all Level I coursesCredit: 1
TEKS Strand Expectations
Foundations: observation & perception
The Level II student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:
Level II students are expected to use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks; identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks; identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.
Creative Expression
The Level II student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:
Level II students are expected to create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent; apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions; use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination; create original artwork to communicate thoughts, feelings, ideas, or impressions; collaborate to create original works of art; and select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.
Historical and cultural relevance
The Level II student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:
Level II students are expected to examine selected historical periods or styles of art to identify general themes and trends; analyze specific characteristics in artwork from a variety of cultures; collaborate on community-based art projects; and examine and research career, entrepreneurial, and avocational opportunities in art.
Critical evaluation and response
The Level II student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:
Level II students are expected to interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites; evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork; use responses to artwork critiques to make decisions about future directions in personal work; construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning; and select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.
Example:

To enhance student understanding in Photography I, students are presented the Big Idea of Form and Content in photographs. They are asked the Key Question, "If you focus on a fragment of a photograph can you tell something about the photo as a whole?" Students study fragments of photographs from a set of photos from various time periods seeing if they can match the fragment with the complete photo. They will do a written evaluation of some of these photographs, thinking as an artist, a critic, and art historian.

The teacher then introduces students to Terry Barrett's categories of "Differences Among Photographs" which they apply to the same photographs. Students research one of the photographers represented in the original group and create their own photos based on Barrett's classifications and the idea that a part must reflect a whole. Periodically, learners participate in small groups in which they critique their photos in terms of Barrett's photographic contexts—original, external, and internal.

Through this project, students recognize intent in master photographers' work and apply these ideas in their own work.

After the entire project is completed, students will participate in a written and oral class critique with the key input being about the artwork solution to the Key Question. They will also participate in a photo swap and take the same "parts to whole" test using their own photos.

Students will evaluate their own artwork and add it to their portfolio body of work that constitutes evidence of their learning.

Differentiation Strategies for Students with Special Needs
 
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2013; Center for Educator Development in Fine Arts all rights reserved.