Link with Prior Learning / How to adjust lighting and contrast using Photoshop
Applying rule of thirds to a composition
Developing ideas on how to create a double exposure / 1. Developing ideas through investigations, demonstrating critical understanding of sources.
2. Refining work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
3. Recording ideas, observations and insights relevant to intentions as work progresses. Written annotation using appropriate specialist vocabulary relating, to initial ideas, practical considerations, communication of intentions, responses to sources, critical reflection and personal self-evaluation.
4.Presenting a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Link with future learning
Timing (Number of weeks/length of unit) / 19 weeks
What is the next Unit? How does it build on/extend this unit? / Portraiture development and refinement of ideas, demonstrating a critical understanding of portrait photographers.
Key Learning Outcomes / Key Assessment Activities
Mid-scheme End of Scheme / Key Questions /Success Criteria
Highest ability students should be able to:
Make critical judgements which demonstrate how you have developed your portrait compositions
Evaluate and demonstrate perceptive edited photographs justifying your refinements. / What recommended changes would you make to the photograph? Justify the reasons for your refinement. / Is their perhaps a story behind the portrait photograph? If so what is it suggesting and why do you say this? / How have you taken creative risks when exploring and experimenting with portraits applying a range of photo shop tools?
Does your print screen evidence demonstrate analytical editing and refinement?
Middle Ability students should be able to:
Edit and adapt your photographs explaining how you have refined your composition.
Compare your portrait photograph compositions with identified photographer applying appropriate key language. / Analyse, describe and explain the photographers’ photographs that you have identified. / What ideas may the photographer be communicating about the portrait? / How have you comparisons of portrait strategies improved your realised intentions? Explain how your have refined photographs infer improved compositions?
LESSON BY LESSON OUTLINE
Lesson Number / Learning outcome / Teaching and Learning Activities (including homework and differentiated tasks) / Resources (where and what are they? Include hyperlinks where possible) / Assessment for Learning (AfL) opportunities (Summative/Formative/diagnostic)
1 / Research and investigate portrait photographers / Matching definitions to Portrait photographs / / How do portrait photographers demonstrate identified portrait strategies?
2 / Comparing recorded photographs with identified photographers. / Analysis of recorded portrait photographs in relationship to portrait strategies. / Shared>Art>Art Photography>Portrait strategies>
Portrait Photographers (2) Slide 1 and 2 and Slide 13 / How has their portrait photographs transformed the way we view traditional portraits in photography?
3 / Investigating and developing ideas for alter my perspective / Analysing the strategies applied by Irving Penn.
Below and above eye level. / Annotating Irving Penn Portrait Photographs
Cameras / Applying the key words comparing your interpretation of Annie Leibovitz’s portrait of the Queen.
4 / Investigating and developing ideas for alter my perspective / Taking photographs experimenting with different viewpoints. / / Print screen evidence demonstrating
5 / Experiment with lighting by control of exposure and ISO setting. / Comparison of how lighting is controlled in portrait photography / Cameras
/ How has the lighting effected the portrait photographs?
6 / Experiment with lighting by control of exposure and ISO setting. / Experiment with direction of lighting and controlling exposure. / Cameras
/ Print screen evidence demonstrating and annotate different lighting on portrait.
7 / Refine , explore and experiment ideas using Photoshop / What tools can you use to suit your intentions?
Modelling. /
/ What you have considered to realise your intentions- Eg. Cropping, Brightness/Contrast; Levels; Curves; Exposure)
Filter – Lens blur; Shadows/Highlights
8 / Refine , explore and experiment ideas using Photoshop / Modelling of experimenting with adjustments > Cropping, Brightness/Contrast; Levels; Curves; Exposure) / Comparison and realisation of editing. PowerPoint.
Print screen and editing. / Print screen evidence explaining your choices.
9 / Examine photographs considering introducing a prop / Analysing how a prop tells a story about the portrait photograph. / Research the work of Nick Knight and Richard Avedon. / How have you applied “the rule of thirds” to effectively arrange the composition of your portrait photograph using props?
10 / Examine photographs considering introducing a prop / Annotating how props have changed the viewpoint of the portrait / Extend research of appropriate Portrait photographers who use props to change the focal point. / How have you used the crop selection to change the composition? Explain your reason for your chosen choice selection.
LESSON BY LESSON OUTLINE
Lesson Number / Learning outcome / Teaching and Learning Activities (including homework and differentiated tasks) / Resources (where and what are they? Include hyperlinks where possible) / Assessment for Learning (AfL) opportunities (Summative/Formative/diagnostic)
11 / Record (take photographs)for opportunities of close up / Investigate contextual sources / / How has your close-up affected the way the portrait photograph is viewed?
12 / Identify photograph from thumbnails and analyse reason for selection. / Critical analysis.
Point, evidence and evaluation. / Exemplar model of thumbnails. PPT. / Compare your photographs and rank them in order of importance criteria, justifying reason.
13 / Record (take photographs) for “rule of thirds” / .Investigate and identify contextual sources. / / How have you organised your composition? Review photographs and consider 3 different crop selection in relationship to “rule of thirds”
14 / Identify photographs from thumbnails and analyse reason for selection. / Critical analysis.
Point, evidence and evaluation. /
Exemplar model of thumbnails. PPT. / Compare your photographs and rank them in order of importance criteria, justifying reason.
15 / Review A03 recording of photographs and produce more evidence of identified thumbnails / Classify portrait strategies.
Explore and record identified portrait strategies. / / What are the factors you have considered when assessing your existing thumbnails?
16 / Complete refinements for selected portrait strategies / Modelling.
Depth of field /
/ Print screen evidence demonstrating annotated reasons for refinement.
17 / Complete refinements for selected portrait strategies / Modelling.
Dramatic lighting. /
/ Critically make reasoned judgements of what has been successful and what further decisions you must reconsider.
18 / Complete refinements for selected portrait strategies / Making informed judgements.
Considerations of adjustments. / Comparison and realisation of editing. PowerPoint.
Print screen and editing. / Examine check list, of potential further refinements and consider how you might apply further adjustments
19 / Critical analysis of refinements / Comparison before and after / Exemplar modelled project. / Examine check list, of potential further refinements and consider how you might apply further adjustments
20 / Critical analysis of refinements / Comparison before and after / Exemplar modelled project / Examine check list, of potential further refinements and consider how you might apply further adjustments
Scheme of Work DepartmentTopic/Unit Page1 of 3