Compostitional Photography

In any beginning art class, it is imperative to first review the basics of the elements and principles of design along with introducing compositional rules to get the best work from your students. In a entry photography course, using compositional and photo journalism guidelines improves the quality and interest in photographs. Seven rules exist for governing this:

1. Proximity: The distance between the camera and the subject. Useful for when trying to talk about small details or evoking closeness/intimacy.

2. Vantage Point: Refers to the eye level of the photographer himself. Requires photographer to stand, squat, lean back, ect to achieve an interesting vantage point.

3. Disturbance: altering the edge of the photo to disturb the common rectangle that creates the border of a photograph. The object that is cut off creates a secondary frame within the photo that emphasizes the focal point.

4. Place: All about location. It allows the viewer to use contextual clues to infer something about the place the photo was taken












5. Rule of Thirds:
6. The Golden Triangle
7. The Golden Spiral

If your school doesn't have digital camera readily available for students to take pictures with, T students can use their cell phone camera to take detailed photographs. Students can explore the various compositional and photojournalist rules by coming up with 9 images (three for each comp. rule) detailing their lives/what is important to them. If the school has a darkroom or DSLR cameras, students can explore more in depth the various ways post production in the dark room can manipulate the images.











There are many famous photographers to study but the following have gained a famous following:

http://www.anseladams.com/
http://www.hockneypictures.com/
http://www.biography.com/people/annie-leibovitz-9542372

Letter Home For Parent(s)/Guardian(s)

Parent(s) and Guardian(s) of [insert school name here] students,

Hello and Welcome to the [school name] art program! If you are receiving this letter, it means that your student has signed up for an art class this semester, and we at [school name]'s art department couldn't be more excited!

Visual arts and design are essential to achieving a wholistic and well-rounded education. In classes like Art 1, 2-D design, 3-D design, Photography (1,2, and 3), and Ceramics, your student will learn critical thinking and problem solving skills, investigate/analyze/interpret broad global themes about the human condition in a personal context, become effective communicators of their ideas and emotions, and learn design skills and techniques that are essential in furthering their education/career in the arts.

Throughout the year, the Art department puts on and participates in several art shows to showcase student work and progress. In the fall, students are encouraged to submit their work to the State Fair for a professionally juried show. Also, a school sanctioned art show takes place once a semester in which every student enrolled in an art class is required to submit at least one work of art they have completed either that semester, or from prior completed courses. Receptions will be held for both school sanctioned shows and parents/friends/extended families are all welcomed and encouraged to be in attendance to view the amazing work the students here at [school name] are doing. Showcasing student work is a great confidence builder and an important part of the art making processes.

Students who are enrolled in art courses are encouraged to sign up/apply for the National Art Honors Society, an after school club that is nationally sanctioned and who's goal is to use the creative/artistic skills of students to better the community. This year, we will be creating ceramics to sell at the holiday festival to raise money for a school mural. Parents of all art students are encouraged to participate in the NAHS holiday sales as it greatly benefits the Art program, and the school community as a whole.

I can't wait to get to know you and your student over this next semester! Should you need to contact myself or the department head, you can call (555)-555-5555 or email exampleemail@art.school.net.

Sincerely,

Ms. Revels
Art 1, 2-D Design, Photography Teacher
N.A.H.S Co-sponsor
[School Name] [District Name]
(555)-555-5555 ext 2
exampleemail2@art.school.net

Continuing Color Theory

Building off the skills and techniques learned from experimenting with colored pencil shading and blending, students will now use paint to explore color theory more in depth. Paint allows students to use the three primary colors to act as a kind of 'scientist' experimenting with color mixing. Students will learn more color theory vocabulary and have quick formative assessments to test their knowledge.

Students will first watch an instructor led paint application demo that shows them how to accurately and precisely apply paint to paper. During this demonstration, I will also show students how to use the three primary colors to create a full color wheel. The first assessment will be a student completed color wheel in which they demonstrate accurate knowledge of color mixing and demonstrate good craftsmanship in their paint application. The color wheel will be completed in tempera paint on a paper plate that students create the outline for. They should write color schemes (primary, Tertiary, analogous, tints/shades, complementary, monochromatic, achromatic, cool/warm, triadic, split complementary) and definitions on the back of their color wheel for grading.

A more interesting, creative, and in depth exploration into color theory could see students creating another color wheel, but this time using hand drawn mandalas to first create a detailed design that allows for pure color, tints, and shades of each individual color to be painted in as well.
This will allow students to be a bit more creative in their color mixing and demonstrates knowledge of tint/shade gradation.

Self-portraiture is always a good project for high school students as it focuses on identity and self awareness. Using color theory vocabulary and techniques, Students will create a self portrait using tempera paint and a monochromatic color scheme. The teacher will take a photo of each student in the classroom (silly faces encouraged) and using photo shop, will use a filter to posterize the images and print them out in black and white (greyscale). On an 18" X 24" piece of paper, students will use the grid system of drawing to enlarge their portrait image onto their final piece of drawing paper. They will then choose one color to create at least 5 shade/tint variations according to their image. The final product will be a monochromatic self portrait of every student.

Color Pencil Shading Techniques

Colored pencils are a tool that most students have been using since elementary school. Usually, they have only used crayola or another cheaply made brand name pencil to create their works of art. Now that they are in high school, students can finally begin using artist grade colored pencils. Not only do Prismacolor pencils help create better works of art, students feel important and mature using high quality materials.

 Shading seems to most an easy task. Students will first begin the lesson with learning the basics about the color wheel: primary, secondary, tirtiary (or intermediate), complementary colors, and tints and shades. Students should be fluent in the color wheel vocabulary introduced in the powerpoint slides during this lesson. They will be given a quick quiz game test on the vocabulary.

 Students will begin preparation for their color pencil drawing by completing a few handouts to practice this vital skill. The first handout will be a standard fill in the color blank wheel with the prisma colors provided. This will determine that the student is aware and knowledgeable about the color wheel. The second, will focus on shading technique: directional lines, pressure, small circles, cross hatching, and blending colors. Students will complete a primary color rainbow shading gradient using only primary colors. They must be able to blend smoothly and reveal no directional lines.

Students will create a zentangle piece using colored pencils. They will design their zentangle first by choosing a shape to create a boundary, then filling in that space with various patterns in pencil. students may outline their shapes in sharpie if they wish. Students must choose from the color wheel vocabulary, a color scheme. They must demonstrate no directional lines, knowledge of the vocabulary, and mastery of blending tints/shades.