Lesson Plan 1

Name: Andrea Chu

Lesson Title: Photography as a narrative.

Grade Level: 9-12

Lesson Objective

Students will learn how photography can tell a narrative about the community you live in.

 Curriculum Standards

NY State Anchor Standard 6: Convey meaning through the presentation of artistic work.

Objects, artifacts, and artworks collected, preserved, or presented communicate meaning and function as a record or social, cultural, and political experiences, resulting in the cultivation of appreciation and understanding.

VA:PR6.1 HSI

Analyze and describe the effect what an exhibition or collection has on personal awareness or social, cultural, or political beliefs and understandings.

VA:PR6.1 HSII

Make, explain, and justify connections between artists or artwork and social, cultural and political history.

Vocabulary/ Academic Language

Key Terminology: Composition, narrative, cultural identity, community, contrast, and series.

Instruction

Motivator

By examining the photographic works by Hiriam Maristany ,Ai Wei Wei,, and Vivian Maier, students will create a narrative using photographs they create of their own community and what interests them in their community.

Instructional Procedures

Part I

Examine and discuss the artworks by Hiriam Maristany ,Ai Wei Wei, and Vivian Maier.

Part 2

Student will take photos of their own communities and will sin small groups share the images they created. Students will include considerations for composition, lighting, and subject matter. Students will be encouraged to think about how they can incorporate elements of the artists’ styles or techniques they discussed in Part 1 into their own work.

Questions and or Activities for higher order thinking

Part 1:

How would you interpret this artwork? (DOK 2)

How does light affect the mood in these photographs? (DOK 3)

What conclusions can you draw from these artworks? (DOK3)

How do the artists use composition to convey meaning in these photographs?(DOK 3)

Part 2:

How would you apply what you learned to develop your artistic skills? (DOK 2)

How does collaboration expand the creative process? (DOK 2)

What facts would you select to support your series of photographs? (DOK 3)

How might your photographs contribute to a broader understanding of your community for someone who has never been there? (DOK 3)

Closure

Through Critiques, students will present their photographs to the class and discuss and interpret each other’s work. I will present students with a guide of questions to ask and provide a worksheet with the questions.

Material/ Resources

iPhone Camera or camera, sketchbook, pens or pencils.

Adaptations

Some students might need more time to experiment and form their creative ideas on the subject that is presented. Students will be able to draw if they are not comfortable with taking photos. With encouragement and discussions, students will find a deeper connection to the community that they are in and foster new communities with each other in class. The assignment can benefit any stage of learner.

Assessment Evaluation

Formative: Students will be evaluated on following the assignment, understanding, the new concepts introduced in the lesson, use of creativity and craftsmanship, finish the project on time, use of time, and the achievements relate to the students’ level.

Summative: Students will gather to view each other’s work, critique, and discuss the process of the work they produced. By discussing the work in a group students will gain knowledge about their work from different peer perspectives.

Curriculum Connections

Math: Students will be encouraged to understand students could explore geometric principles in composition.

Social Studies: Students will be encouraged to incorporate elements like landscapes, landmarks, or natural features that hold significance for the community.

Science: By incorporating a discussion on the role of light and optics in photography, helping students understand the science behind capturing an image.

ELA: Connecting the new vocabulary with the art students broadens their scope of how to apply the new vocabulary when speaking about their photographs. Through critiques the students will also learn how to express, examine, and articulate verbally what they see in other student’s work.