Michelle Helen Phaneuf
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High School Lesson Plans

Textile Photographs

1/25/2017

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Altered Photographs
Using photography and mixed media to explore inner and outer identity

Students will alter photographic self portraits with embroidery and other media to explore their inner vs. outer identity. They will begin with a photography portion, in which they will set up, shoot, edit and print self portraits. They will then use embroidery and other media of their choosing to explore how their inner self differs from their outward appearance. They may take many approaches to this concept, ranging from biological inner structures, to how past experience shapes identity, to fashion and appearance, and so on.

Big Idea

Identity

Student Group Targeted
Art II

Broad Goals
  • Students will master basic photography shooting and editing skills. This includes understanding and manipulating the components of exposure, being able to adjust lighting and backdrop on a set, and uploading and editing photos using photoshop
  • Students will be able to utilize different types of embroidery stitches
  • Students will choose an additional media to add to their portraits based on informed decisions about their personal artmaking skills and practices
    
Prerequisite skills/knowledge
  • basic principles of art and design
  • Basic computer skills
  • Familiarity with DSLR and/or cell phone cameras

Essential Questions and Key Concepts Related to the Big Idea
Essential Questions
  • How does your inner self differ from your outward appearance?
  • What influences your inner identity? What influences your outer appearance?
  • When?
Key Concepts
  • People’s outward appearance doesn’t tell of their complete identity     
  • Experience and biological structures influence our identities (nature vs nurture)
  • Personal style is a form of expression.

Full List of Artists and/or Other Sources of Content  
  • Juana Gomez
  • Stacey Page
  • Junko Oki
  • Lisa Smirnova
  • Maurizio Anzeri

Technology use:
  • Digital cameras (if available) or cell phone cameras
  • Internet based slideshows to introduce artists
  • Photoshop  

Time Required
Lesson 1 Intro - 1 period
Lesson 2 photoshoot - 1 period
Lesson 3 photoshop - 1 period
Lesson 4 mid-point crit - half period
Lesson 5 mixed media materials demo - 1 period
Lesson 6 workdays - 4 periods
Lesson 7 critique - 1 period
TOTAL: 10 class periods (1 month)
Materials and Resources
Printer for handouts
Projector to show artists
DSLR camera or camera phones
Sheet for backdrop
Clamp lights or standing lamps
Computers with photoshop (can supplement smartphones)
Printer that can print 11x14
Embroidery floss
Acrylic paint
pens/markers
Other media for experimentation

Related Visual Arts Standards of Learning
  • AII.1    The student will expand the use of a process art portfolio to include preliminary sketches, completed works, critical writings, and class notes     
  • AII.3    The student will demonstrate proficiency and craftsmanship (artisanship) in the use of a variety of art media.         
  • AII.4    The student will use traditional and nontraditional media and concepts as inspiration to create works of art.              
  • AII.5    The student will use contemporary media, tools, and processes to create works of art.    
  • AII.8    The student will employ elements of art, principles of design, and a variety of media to express meaning in works of art and design.
  • AII.10    The student will use drawing media and processes to plan for and create works of art.     
  • AII.12    The student will identify historical and contemporary works of art and artistic developments.          
  • AII.14    The student will describe traditional and nontraditional media and subject matter in works of art in relation to historical and contemporary meaning.              
  • AII.18    The student will participate in art criticism processes based on one or more established models.          
  • AII.22    The student will describe how the perception of quality in works of art shifts over time.
              
Related Standards of Learning from other Disciplines
  • C/T 9-12.16 Apply knowledge and skills to generate innovative ideas, products, processes, and solutions. A. Use various creative software, programming environments, or digital tools to convey existing ideas in new and effective ways. • Use technology to develop innovative and effective solutions for assignments.
  • C/T 9-12.3 Demonstrate an understanding of the strengths and weaknesses of various technologies for supporting different tasks (e.g., writing, research, presentations, creating artwork, statistical analysis). A. Make appropriate choices when determining how to use different technologies for different purposes. • Demonstrate the ability to choose appropriate resources when completing assignments in various content areas. • Make use of self-help tutorials and manuals to troubleshoot and explore unfamiliar features in various tools.
  • C/T 9-12.4 Incorporate new and emerging technologies as appropriate. A. Demonstrate knowledge of current advancements in information technologies. • Identify and describe the impact of new and emerging technologies and their applications.
Related National Standards for Visual Arts Education
#VA:Cr1.1 Anchor Standard: Generate and conceptualize artistic ideas and work
#VA:Cr3.1 Anchor Standard: Refine and complete artistic work.

Lesson Plan 1: INTRODUCTION
Students will be introduced to the project. A handout with the assignment will be passed out and a presentation of artists will be shown. Students will go over questions they have and begin sketching and brainstorming. Focus will be put on developing a concept and ways to translate inner identity into image.  

Lesson Plan 2: PHOTOSHOOT
Students will work as a class to set up a photoshoot for their self-portraits. We will discuss camera basics, including exposure, shutter speed, aperture. We will discuss how to utilize the features on a cell phone camera to replicate these camera elements. They will set up lighting, a backdrop,and set up the camera. Students will be given the option to do their self-portrait outside of school if they wish. The portrait should utilize a plain background (flat color or texture) and can show as much or as little of the body as fits the project. Students must get feedback from the teacher and 1+ other students before taking photos.  

Lesson Plan 3: PHOTO EDITING  
Students will upload their images to computers and edit using photoshop. They will learn to crop out unwanted details at the edges, adjust exposure, contrast, and other details they request. **If there is no computer lab or photoshop, this step can be done on cell phones.**

Lesson Plan 4: MID-POINT CRIT 1
When students are close to being done with editing, they will have a short, informal critique. Peers can help each other with technical issues that some have mastered. Students will receive feedback before making final touches on their photos. Depending on class size, students will break into small groups to have conversations about each work, and the teacher will float between groups.

Lesson Plan 5: EMBROIDERY AND MIXED MEDIA DEMOS/EXPERIMENTATION
Students will watch demonstrations of different types of embroidery stitches and be given a handout illustrating how to do each stitch. The remainder of class will be spent experimenting with embroidery on paper in students’ sketchbooks. They should be encouraged to try out/make up new types of stitches and patterns. They may also experiment with other media they wish to use, such as paint, pen, scratching tools, etc. This day is meant for play before working on the final piece.

Lesson Plan 6: WORKDAYS
Students will work on embroidering and adding other media to their portraits. The teacher will check in regularly with individual students to discuss ideas and technical issues. This will take around 4 class periods.  

Lesson Plan 6: MID-POINT CRIT 2  
Students will have an informal critique halfway through the process. They will give each other feedback on their technique as well as provide feedback on what they think the embroidery and other media are meant to say about the person’s identity. If they are unsure, what can be done to make the message more clear? They should be encouraged to share techniques in a mini skill-share format.

Lesson Plan 7: CRITIQUE
Students will have a formal critique of their finished work.


LESSON 1: INTRODUCTION
Instructional Strategies
  • Setting objectives and providing feedback
  • Nonlinguistic representations
  • Reinforcing effort and providing recognition  
• Key terms/vocabulary
  • Photography - the process/art of producing images of objects by light affecting a sensitized surface
  • Identity 
- the condition of being oneself and not another
• Motivation (hook) and explanations
  • Go over assignment
  • Hand out assignment sheet

• Questioning strategies/discussion
  • Talk about ways to show identity (we are our personalities, our bodies, our past experiences, our inner anatomy and physiology, etc)
  • Talk about inner vs outer self
SOLS
  • AII.1, AII.10, AII.12, AII.14, AII.22
• Demonstration
  • Artist presentation
• Student independent practice
  • Brainstorming and sketching
• Checking for understanding

  • Chatting with individual students about ideas, giving feedback
• Time flow

  • Introduction ~ 10 minutes
  • Artist lecture ~ 10 minutes
  • Discussion of assignment ~ 15 minutes
  • Sketching or work on other assignments ~ 55 minutes
  • Closure - 10 minutes
• Closure
  • Ask if there are any other questions about the assignment
  • Be prepared to take photos next class
Assessment
  • Question and answer
  • Group response
  • Sketches



LESSON 2: PHOTOSHOOT
Instructional Strategies
  • Cooperative learning
  • Generating and testing hypothesis
  • Identifying similarities and differences
• Key terms/vocabulary to be introduced

  • Backdrop - a background for a photo
  • studio lighting - lighting set up for the purpose of controlling light and shadows in a studio photograph
  • Exposure - how light or dark a photo is. It depends on how much light the camera sensor is exposed to  
  • shutter speed - the amount of time that the camera sensor is exposed to light for
  • Aperture - the hole in the camera lense that light travels through
  • ISO - a numerical scale that determines how sensitive the camera sensor will be to light.
  • manual mode
• Explanations/Questioning strategies/Discussion
  • Talk about how camera phones do all of the lighting adjustments automatically, but for more control, we can do them manually. What is the difference between cell phone cameras and DLSR cameras?  
SOLs
  • AII.4, AII.5, C/T9-12.16, C/T9-12.3, C/T9-12.4
• Demonstration
  • Show students where on the camera each control is and where on the screen each control is shown.
• Guided practice
  • Students will take photos adjusting each exposure control individually, trying to predict what change they will see before they take the photo. The teacher will check that each student understands what each control does.
• Student independent practice
  • Students will set up an area for photographing (set up lights, backdrop, etc)  
  • (Circumstance permitting) students may leave the room to photograph in other areas of the school.
• Checking for understanding

  • Checking in with students about adjusting exposure
• Time flow

  • Demo and guided practice ~ 30 minutes
  • Independent photoshoot ~ 45 minutes
  • Closure ~ 15 minutes  
• Closure
  • Discuss any  issues with camera controls, lighting or backdrop
  • Tell students if they are unhappy with their images, they may redo them at home for next class.
  • If a lot of the class had issues/are unhappy, they can extend the photoshoot into next class, but photoshop will still happen halfway through.
Assessment
  • Demonstration of camera skills
  • Successful completion of manipulating one exposure variable at a time
  • Class discussion


LESSON 3: PHOTOSHOP
Instructional Strategies
  • Summarizing and note taking
  • Cooperative learning
  • Setting objectives and providing feedback
• Key terms/vocabulary to be introduced

  • Move tool - moves the image around the screen
  • Crop tool - trims the edges of images
  • Spot Healing Brush Tool - uses information around part of an image to fill in small areas that stand out (example, it will remove a freckle by covering it with similar colors of skin surrounding it)
  • Eyedropper tool - matches a color
  • Pen tool - draws on top of an image
  • Brightness/Contrast tool - changes the brightness and level of value changes
  • Exposure - can raise or lower the brightness of an image
  • Hue/Saturation - changes how saturated a photo is, from grayscale to bright hues
  • History - shows all steps taken in editing and allows you to undo steps
  • Layers - separate levels with objects or images  
• Motivation (hook) and explanations
  • Yes, our phones can do a lot of this for us now, but if you go into a creative career, there are things you’ll need a photo-editing program for.
  • Learning digital programs is not easy. It’s like any other art skill. It requires practice before it becomes familiar and second nature.  It is good to get familiar with the process of self-teaching a program. A lot of it is googling specific questions, watching online tutorials, etc. You can teach yourself anything this way. You don’t need to be an expert to get the job done. Programming, web design, animation, etc.

• Questioning strategies/discussion
  • Does anyone know of helpful photoshop resources? How do we learn programs? [Lynda.com]
SOLs
  • AII.4, AII.5, C/T9-12.16, C/T9-12.3, C/T9-12.4
• Demonstration
  • How to upload a photo
  • How to make grayscale
  • How to remove small errors (spot on the wall, messed up eyeliner, etc)
  • Students will keep notes of each tool as they use them in sketchbooks
• Guided practice
  • 15 minutes just clicking buttons. Don’t ask me anything yet, just do random stuff. Make it weird.
  • Go through history tab to delete all experimentation steps and begin editing. Now you can ask questions. Encourage students to work together to figure out techniques.  
• Student independent practice
  • Students will edit photos
• Checking for understanding

  • Teacher will check in with students to give feedback and help with technical issues.
• Time flow

  • Upload photos ~ 10 minutes
  • Exploration ~ 15 minutes
  • Independent work time ~ 1 hour
  • Closure - 5 minutes
• Closure
  • Check in to see if more time is necessary for editing. Let students know a mid-point crit will take place near the beginning of next class before students print their images.
Assessment
  • Question and answer
  • Group response
  • Demonstration of using tools


LESSON 4: MID POINT CRIT 1
Instructional Strategies
  • Setting objectives and providing feedback
  • Cooperative learning
  • Reinforcing effort and providing recognition
• Key terms/vocabulary to be introduced

  • Critique
  • Constructive feedback
• Motivation/Questioning strategies/discussion
  • Talk about how before moving into the next phase of any project, it’s good to get feedback. Why is this? Once you print, you can’t re-edit. Maybe someone in the class knows how to fix a problem that you’ve been struggling with. You’re in a community of artists. Take advantage of that.
SOLs
  • AII.18, AII.22
• Demonstration
  • We will first critique my photo.
  • Using the Feldman critique model:
    • Describe
    • Analyze
    • Interpret
    • Evaluate
• Guided practice
  • Class discussion about each photo. Students will be encouraged to let conversation flow naturally, and if they get stuck, use the 4 critique steps just demonstrated with my piece.
• Time flow

  • ***Do sometime around middle of editing photos***
  • LESSON 3
  • Critique ~ 30 minutes
  • LESSON 3
• Closure
  • Let students know that next class will be a mixed media workshop day. They will not have time to work on their photos. They may come in during free periods or after school, or finish the class after next. Photos should be printed by the end of the class after next (Workday 1).
Assessment
  • Participation
  • Class discussion


LESSON 5: EMBROIDERY + MIXED MEDIA EXPERIMENTATION
Instructional Strategies
  • Nonlinguistic representations
  • Reinforcing effort and providing recognition
  • Setting objectives and providing feedback
• Key terms/vocabulary to be introduced

  • Embroidery - the art of working raised, ornamental threads on a surface
  • embroidery floss - string made of multiple threads used in embroidery
  • Needle - used to pull thread through fabric
  • mixed media -  art made with multiple types of artmaking materials
  • Sewing -  to join or attach by stitches
• Motivation/Questioning strategies/discussion
  • Talk about what a workshop day is and why they are valuable (new skills, no pressure, provides a break from a piece)
SOLs
  • AII.4, AII.5, AII.8
• Demonstration/Guided Practice
  • Running stitch, back stitch, chain stitch, satin stitch, etc?
  • The teacher will show each stitch and the class will practice together. The teacher will have to move around to smaller sections of the class because embroidery is so small and detailed it can’t be seen by the whole class at once.  
• Student independent practice
  • Students must practice each stitch in their sketchbook and create one stitch of their own/look up another one.
  • Students will know where most materials in the room are. They will be  free to use any materials we have already covered in class. Encourage students to use techniques they already know, and make up some new ones.
  • **put up slideshow from day 1 again of embroidery/mixed media portrait artists.
• Checking for understanding

  • Check in with students to make sure they have mastered each of the 4 stitches
  • Talk with students individually about the stitch they created/looked up
  • Talk with students about what other materials they chose and why.
• Time flow

  • Demo/Guided practice ~ 20 minutes
  • Independent work ~ 50 hour
  • Clean up ~ 10 minutes
  • Closure ~ 10 minutes
• Closure
  • Talk about what materials students chose to use and what issues they could run into when using these materials on photo paper (ex, watercolor won’t stick to photo paper well because it has a plastic-like surface. Chalk pastel won’t stick well because the surface is too smooth for it to stick to)
  • Talk about the plan for next class: finish editing and printing if necessary. Begin work on the final project.  
  • Homework: revisit sketches. Did your ideas change because of the workshop? Make notes, re-sketch, etc. Whatever you need to do to be ready to begin next class.
Assessment
  • Class discussion
  • Question and answer


LESSON 6: WORKDAYS
Instructional Strategies
  • Homework + practice
  • Reinforcing effort and providing recognition
  • Setting objectives and providing feedback  
• Motivation/ Questioning strategies/discussion
  • Ask if students have any questions before they being independent work. This is what we will do for the next few classes.
SOLs
  • AII.4, AII.8
• Student independent practice
  • Students will take out their portraits and begin working to alter them using embroidery and other media
• Checking for understanding

  • Check in with students individually as they work, providing feedback and encouraging staying on task
• Time flow

  • Questions ~ 5 minutes
  • Independent work ~ 70 minutes
  • Clean up ~ 10 minutes
  • Closure - 5 minutes
• Closure
  • Ask if there are any questions
Assessment
  • Participation
  • Staying on task


LESSON 7: MID POINT CRIT 2
Instructional Strategies
  • Setting objectives and providing feedback
  • Cooperative learning
  • Reinforcing effort and providing recognition
• Key terms/vocabulary to be introduced

  • Critique - the process of analyzing, evaluating or judging a work of art
  • Constructive feedback - feedback that is intended to be helpful instead of useful for further work
• Motivation/Questioning strategies/discussion
  • Talk about why feedback is useful towards the end of a project. Maybe someone in the class knows how to fix a problem that you’ve been struggling with.Maybe someone in class has a different interpretation of your work than you do.  You’re in a community of artists. Take advantage of that.
  • Discuss how critique can be nerve wracking but it is not meant to be seen as a judgement, but instead a tool to improve work. Don’t be afraid of criticism. It is not meant to hurt you. You are not your work.  
  • Ask each student to come up with 1 question they have about their work (can be technical issues, concept based, etc.)
SOLs
  • AII.18, AII.22
• Guided practice
  • Class discussion about each piece
  • For each piece students will write one thing they think is working in a piece, and one thing that is not.
  • The artist will ask their question to the group and we will have a discussion
• Time flow

  • ***Do sometime around halfway done with altering photo***
  • LESSON 6
  • Critique - 45 minutes
  • LESSON 6
Closure
  • Let students know that they will have more work time after this, and to think about what changes they would like to make based on the feedback they received
Assessment
  • Participation
  • Class discussion

LESSON 8: CRITIQUE
Instructional Strategies
  • Setting objectives and providing feedback
  • Cooperative learning
  • Reinforcing effort and providing recognition
• Key terms/vocabulary to be used
  • Color - produced when light strikes an object and is reflected back to the eye
  • Texture - tactile qualities of a surface
  • Pattern - repetition or recurrence of a design element which establishes a visual beat
  • Energy - a sense of activity in a work of art
  • Movement - a sense of things moving in a work of art
  • Craftsmanship - skill level at a particular craft
  • Identity - the state of being oneself, and not another
  • Self - a person’s essential being that distinguishes them from others
  • Appearance - the way that someone or something looks
  • style - a distinctive appearance, typically determined by the principles according to which something is designed
• Motivation/Questioning strategies/discussion
  • We’ve done a few critiques already. Why is it important to do a critique when a piece is finished?
  • What if the viewer and the artists disagree on what a piece is about?
SOLs
  • AII.18, AII.22,
• Guided practice
  • 3 artists will be critiqued at a time.
  • Students will break into 3 groups. Each group will go to an artist. After X minutes, the groups will rotate. After each group has critiqued each piece, 3 other artists will go.
  • The groups will be encouraged to use the terms listed above.
• Checking for understanding

  • The teacher will float between groups and facilitate conversation when necessary.
  • Students will write a brief reflection on what they think they did successfully and what they wish they could have done better.
• Closure
  • Discuss how the project went, would you want to do it again? What would you change about it?
Assessment
  • Participation
  • Class discussion
  

Assessment and/or Evaluation Strategies
Rubrics and/or criteria (Include rubrics/criteria (make sure they link with objective of the lesson)
(Explain how the lesson will be structured so that the students will demonstrate their understanding of the concepts; detail what will be used as indicators that the students acquired the skills and knowledge outlined in the objectives/learner outcomes; explain the methods to be used to collect the information upon which to base the evaluation.)
  • Sketches
    • Content,
  • Photo
    • Composition, lighting, exposure
  • Editing
    • Composition, lighting, exposure
  • Participation
    • Sketches, involvement in critiques  
  • Embroidery
    • Mastery of multiple types of stitches, control over medium
  • Other media
    • Informed decision-making in material use, control of chosen media
  • content/concept
    • Consideration of inner self vs outer self, research done into concept, use of symbols or emotion in mark making


Teacher Reflection:
What do you think?
What worked?
What didn’t?
What would I change for the next time I teach this?
What surprised me?
Was it worth doing?
Is it worth doing again?
How can it inform what I do next?
How can the students use the skills that they learned going forward?
Does it pass the “so what” test?
Did it connect on both ends (beginning and end)?
Logistics: set up, order, materials, skills taught?
What other materials may work better?
Was rigor high enough or too high?
How did student respond?
****ASSIGNMENT SHEET***
ALTERED PHOTOS


You will alter photographic self portraits with embroidery and other media to explore inner vs. outer identity. You will begin with a photography portion, in which you will set up, shoot, edit and print self portraits. You will then use embroidery and other media of your choosing to explore how their inner self differs from outward appearance. You may take many approaches to this concept, ranging from biological inner structures, to how past experience shapes identity, to fashion and appearance, and so on and so forth.  

TENTATIVE TIMELINE:
Sketches:
Photographs:
Editing and printing:
Final portrait critique:

ARTISTS:
Juana Gomez
Stacey Page
Junko Oki
Lisa Smirnova
Maurizio Anzeri


RUBRIC:

Part
What I’m looking for

Sketches
Stance on identity.  Evidence of time and effort. 3+ ideas or versions of the same idea.

Photo
Control over exposure and focus. Composition.

Edits
Control over exposure. Framing.

Embroidery
Mastery of back stitch, running stitch, chain stitch, satin stitch. Integration into portrait. Craftsmanship/ control over medium.  

Other media
Informed decision-making in material use. Control of chosen media.

Content
Consideration of inner self vs outer self, research done into concept, use of symbols or emotion in mark making

Participation
Active participation in critiques. Working during class. Keeping up with timeline.
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