Teaching and Learning Program

TEACHING AND LEARNING PROGRAM

PHOTOGRAPHY – Year 10

Semester Program

Rationale The following teaching and learning program is a guide to the scope and sequence of learning content that students will encounter during the term in Photography. The program also articulates the relevant Australian Curriculum links that will be met throughout the term through the various teaching and learning focuses and activities. Students will also be encouraged to develop and refine their critical thinking skills through the use of Bloom’s and Costa’s levels of thinking and understanding to inform all research, viewing and production. Finally, the school’s commitment to the AVID program and WICOR principles has been considered when developing this teaching and learning program. The program is supported by online learning through the blue sky classroom website. All assessments, marking keys and instructions including resources can be found here. http://www.blueskyclassroom.net/Photography_yr10_index.htm

Week Teaching & learning Focus - Including ACARA How I will approach this in my Assessment: Teachers are to Content classroom; including strategies record evidence in this column of for differentiation and how they have carried out each of these forms of formative addressing the needs of assessment throughout the unit. students with IEP’s: 1-5  Assessment Task One: Photograms Week One: Ongoing formative assessment: (see Task One Task Brief for specific details)  Introduction to the course  Observation - Task to be completed by conclusion of week 5. and welcome PowerPoint Active listening, engagement ACARA Content Covered: o Go over course during question and discussion  Develop and refine media production skills to integrate and outline and time, ability to take good notes shape the technical and symbolic elements in images, assessment outline and keeping up with the lesson. sounds and text for a specific purpose, meaning and style (ACAMAM075) o Portfolio and cornel Consideration given to the  Plan and design media artworks for a range of purposes that notebooks Type of questions being asked challenge the expectations of specific audiences by organization By the students which may particular use of production processes (ACAMAM076) o Classroom Indicate their level of  Evaluate how technical and symbolic elements are expectations understanding of the concept manipulated in media artworks to create and challenge o Assessment policy being taught representations framed by media conventions, social beliefs o Computer use and values for a range of audiences (ACAMAR078) agreement  Questioning –  Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their  Introduce students to Ability to ask questions and media arts making, starting with Australian media artworks, Blueskyclassroom interpret my questioning. Ability including media artworks of Aboriginal and Torres Strait  Look at the history of to analyse visual texts and Islander Peoples, and international media artworks Photography using the PP. interpret meaning. (ACAMAR079) Students to create cornel notes  Collaborative learning –  Introduce task one: Show Observing willingness to engage examples of Photograms with others, roles the student is  Handout task sheet read willing to take on in the group and through requirements and contribution. Working well with glue into folios. others while using camera  Handout work sheet and equipment and darkroom. read through questions that Feedback to students will need to be completed what they have done well and as we do the practical where they can improve. demonstration Week Two:  Discussion – Photograms Ensure all students have the  First lesson should be a opportunity to contribute to practical demonstration of discussions without judgement. the process of creating the Costas level of questioning, ability photograms. to interpret questions and use  Discuss the darkroom, light language effectively to articulate exposure using the Thoughts and ideas. enlarger, chemicals and development process.  Portfolio –  Ensure students are aware Responses to activities of the dangers in the Cornel Notetaking darkroom and that they Ability to summarise must conduct themselves Taking pride of work, neatness of in a responsible manner. Presentation of work  Second lesson- Practical: Ownership of learning by doing using the objects we have More than the minimum or those brought in Ability to communicate ideas students should create a effectively through reflection total of four prints this may writing take two double lessons.

Week Three: Photograms to scanner  Students should complete their prints by the end of lesson one and have them mounted into their portfolios.  Demonstrate the use of the scanner and have students work in small groups to scan in their two favourite images.  These should be saved to their folders and backup on a usb.  Best image should be imported into Photoshop  Photoshop Lesson: Take students step by step through the importing, setting up of page size and duplication of their image. Week Four: Photoshop creation of Kaleidoscopes  Lessons this week should be devoted to editing their images in Photoshop.  Students should write some shortcuts and steps into their notebooks for future reference.  Once students are happy with their image instruct how to resize ready for printing and save to USB to be printed on A4.  Print out students work ready for the next lesson.

Week Five: Review  This week all students should have completed the print and be writing their review.  The review and print should be printed and mounted into their folios ready for marking.  Students who are finished early can create a second image to practice editing skills or begin Task two if class is ready to move on. 6-9  Assessment Task Two: Pinhole Photography Week Six: Ongoing formative assessment: (see Task Two Task Brief for specific details) Pinhole Photography  Observation - Task to be completed by conclusion of week 5.  Introduce the task and glue Active listening, engagement ACARA Content Covered: tasks sheet and marking during question and discussion  Develop and refine media production skills to integrate and key into folios. time, ability to take good notes shape the technical and symbolic elements in images,  Look over the worksheet, keeping up with the lesson. sounds and text for a specific purpose, meaning and style discuss the process and (ACAMAM075)  Questioning – show the videos (links on  Plan and design media artworks for a range of purposes that Ability to ask questions and challenge the expectations of specific audiences by the worksheet) interpret my questioning. Ability  Students should research particular use of production processes (ACAMAM076) to answer the questions to analyse texts and interpret  Evaluate how technical and symbolic elements are  Once they have completed meaning. manipulated in media artworks to create and challenge the research questions  Collaborative learning – representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078) students should create a Observing willingness to engage poster of example images  Analyse a range of media artworks from contemporary and with others, roles the student is past times to explore differing viewpoints and enrich their that appeal to them. willing to take on in the group and media arts making, starting with Australian media artworks,  Discuss the Pinhole contribution. Feedback to students including media artworks of Aboriginal and Torres Strait Movement and the what they have done well and Islander Peoples, and international media artworks popularity of this old where they can improve. (ACAMAR079) technique in today’s popular culture.  Discussion –  Students create a poster of Ensure all students have the Pinhole examples that opportunity to contribute to appeal to them to add to discussions without judgement. their folios Costas level of questioning, ability To interpret questions and use Week Seven: language effectively to articulate Pinhole Photography Thoughts and ideas. Production  Portfolio –  Demonstrate how the Responses to activities pinhole camera process Cornel Notetaking works using video Ability to summarise examples, discussion and Taking pride of work demonstration in the lab. Ownership of learning by doing  Take class out to More than the minimum photograph a scene, Ability to complete language tasks students will work in small And interpret the novel through groups as there are not writing and comprehension enough cameras for each activities. student.  Students will need to return to the darkroom to add new paper and develop images.  May take more than one lesson to complete practical task.  Images should be neatly added into their folios.

Week Eight: Pinhole editing and Review  This week students will scan images and invert using photoshop. Use this time to reinforce photoshop techniques such as levels, sizing, printing and file back up.  Students should complete their review and ensure all work has been neatly added to their folio by the end of this week Week Nine: Introduction to Camera Angles  Using the PowerPoint introduce the ideas of camera angles. Worms eye, Birds eye and normal view along with landscape and portrait.  Create a set of cornel notes on these camera angles and basic camera settings  Students should find examples of each and create a PowerPoint of their examples along with a definition of each angle.  Spend a lesson going over the camera functions and allow students some time to explore the functions  Take students out in a group and demonstrate different angles allowing them time to capture their own exmaples

Week Ten Practical Lesson – Angles  This week students will be taking the images they need for their assessment.  Spend a lesson on capturing the images and a lesson on editing and correct filing of images  Students should reflect on their work so far by making some notes in their notebooks.

Break for Easter 10-12  Assessment Task Three: Camera Angles Week Eleven (see Task Three Task Brief for specific Practical Lesson – Editing in details) Task to be completed by conclusion of Photoshop and completion of week 12. PowerPoint ACARA Content Covered:  Students will add their best  Develop and refine media production skills to integrate and examples to their shape the technical and symbolic elements in images, PowerPoint and print their sounds and text for a specific purpose, meaning and style two favourite images to be (ACAMAM075) added to their folios  Plan and design media artworks for a range of purposes that  Students should spend challenge the expectations of specific audiences by time polishing images in particular use of production processes (ACAMAM076) photoshop, ensuring  Evaluate how technical and symbolic elements are PowerPoint has been manipulated in media artworks to create and challenge completed at a high representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078) standard, printing slides,  Analyse a range of media artworks from contemporary and proof sheets and past times to explore differing viewpoints and enrich their assembling them into their media arts making, starting with Australian media artworks, folios including media artworks of Aboriginal and Torres Strait  Spend a portion of one Islander Peoples, and international media artworks lesson reteaching students (ACAMAR079) how to size and print images  Assessment Task Four: Photography  Techniques (Pick One From The List) Week Twelve (see Task Four Task Brief for specific details) Reflective Lesson – Reflecting Task to be completed by conclusion of week on the process and production 16 or 17. of photography  Reflection should be written  Experiment with ideas and stories that manipulate media based on their notes taken Wk 13-16 conventions and genres to construct new and alternative during the process. points of view through images, sounds and text  Ensure students refer to (ACAMAM073) the handout on how to write  Manipulate media representations to identify and examine a reflection to ensure they social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples complete the task (ACAMAM074) effectively.  Plan and design media artworks for a range of purposes that  Spend time with each challenge the expectations of specific audiences by student evaluating and particular use of production processes (ACAMAM076) giving feedback on  Develop and refine media production skills to integrate and production and reflection. shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Week Thirteen Introduction to new ideas and task lessons  Spend a lesson explaining the task and the two techniques of levitation and sequence composition.  Use the links on the task sheet and website along with PowerPoint to instruct students on the process and technique.  Students should create a set of cornel notes on the two techniques.  Students should be given a lesson to research the techniques, from here they will decide which technique they would like to try.  Guide students through the design process by using the design flowchart.  Create a mind map in their notebooks that outlines the design process.  Introduce the design development plan that they will complete to assist them with the process.

Week Fourteen Research and planning  Students should research a photographer that has used the technique they would like to try and should compile a word document of examples and annotate with why it appeals to them in the images.  Students need to complete the planning sheet and spend one on one time with the teacher discussing their ideas and options.  Students should be given constructive feedback that allows them to extend their ideas, look for alternatives and work through issues that may affect the success of the project.  Students should be given the borrowing form to have signed by parents and issued with borrowing cards this week  Allow 10 minutes for students to jot down some notes about performance, progress, learning, frustrations and future goals.

Week Fifteen Production  This week students will be taking their photographs. Some may choose to do this at school others may choose to borrow a camera over night or the weekend prior.  Students who are not shooting at school will need to have their images taken for this week’s lesson so they can download and evaluate whether they were successful or require re shooting.  Some student who are not shooting at school may be required to model for others or assist them.

 Allow 10 minutes for students to jot down some notes about performance, progress, learning, frustrations and future goals.

Week Sixteen - Seventeen Exam week – This may or may not effect classes Post Production and Reflection  This week students should be editing images using photoshop.  Students will work individually and will be required to work through challenges by researching how to videos etc..  Teachers will need to spend time with each student ensuring they are on track and achieving their desired outcome from their images.  Once editing is complete prints can be made and the review can be written.

 Assessment Task Five: Photography Week 18 Research, planning Techniques (Love Letters) and production (see Task Four Task Brief for specific details)  Introduce the task and Task to be completed by conclusion of week allow students time to 19. research and plan the task.   Students will be required to take images during their own time using their phones.

Week 19 Production and Reflection  Students will edit and complete the reflection process of the task this week

Week 20 finalising portfolio  Students should use this time to tidy and complete their portfolios  If there is time students will be able to work on an extension project of printing their kaleidoscope print on to fabric