Additional information below is for current Darkroom Photography students, but all Senior Legacy participants are encouraged to read for helpful suggestions and ideas. Looking forward to " seeing" YOUR story!
Student Examples coming soon...
Darkroom Photography Class: Documentary enrichment activity to be assigned in the near future... but you can start anytime!
Visual Legacy: milestones and memories of a life story through images.
What legacy do you want to leave DY (or, your family and your friends)? Look ahead 5, 10, 15, or maybe even 20 years (I know, just try). Imagine you are visiting DY (you know you will!) and remembering when you were here. What legacy do you want to leave your school community about YOU and your experience in life at this time?
Objective:
Students will take, create, or organize images to create a visual legacy...
Research, discuss and analyze the meaning of leaving a legacy.
Take, make, or utilize photographs of everyday life in the current moment.
Create an online portfolio of work in progress.
Engage in online critique or one-to one discussion about work in progress.
MATERIALS: Something to take/make pictures with...Ipad, smartphone, or camera (digital or analog), drawings, paintings, magazine and/or newspaper images, any other 2-D or 3-D media.
PROCEDURE: "Document" your current life using images (or other 2-D/3-D media) to help tell your story. Take, make, find and arrange visual imagery of choice that references any or all of the following...
your daily routine at this time
meaningful moments as they appear in real life
those who are close to you (family, friends, and loved ones/pets)
places, spaces, and environments in which you spend time
symbolic references to individual emotions, feeling and/or perspectives
abstract imagery to narrate a critical concept, idea or interpretation
REMEMBER TO BE RESPECTFUL OF THOSE AROUND YOU ...ALWAYS GET PERMISSION TO PHOTOGRAPH THEM (and to share)!
THINGS TO CONSIDER: Documentary photography/art lets things "happen naturally" (candid).
Capture the "essence of a person/moment" (personal characteristic/personality/feeling).
Include the "details of a scene" to give a sense of place (pieces of the environment, or the whole place as a background).
"Faces may be excluded" in portraits (capture/expose the unexpected). -Your job is to "tell a story" in a picture/work of art (close-up).
Refer to the Compositional Guidelines (on the "Photo Assignments" page) as a visual guide to successful photographs/2-D art.
Review the Elements of Art and Principles of Design as reminder of what contributes to successful 2-D and 3-D art.
Photography students are to check in on Google Classroom for additional information and expectations...
For the educators and administrators...
CORE ART STANDARDS:
Discipline: Visual Arts Artistic Processes: Creating, Presenting, Responding, and Connecting Title: Social, Cultural, or Political Issues in Contemporary Art Short Description of Assessment: Students examine and respond to a body of contemporary artworks and compare the themes of the artwork to social, cultural, or political issues in their own lives and in their local and global communities. Students choose a contemporary art making approach, plan an artwork that investigates meaning relevant to a current theme or idea, and document the art making process. After in-progress critique based on relevant criteria, students revise and complete their art work and provide an artist statement. Students curate and present an exhibition to the public.
Assessment
1.Proficient 2. Accomplished. 3. Advanced
Creating:
Investigate, Plan, and Make
Apply relevant criteria from traditional and contemporarycultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Engage in constructive critiquewith peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.
Reflect on, re- engage, revise, and refine works of art or design considering relevant traditional andcontemporary criteria as well as personal artistic vision.
Presenting:
Analyze
Analyze and evaluate the reasons and ways an exhibition is presented.
Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
Investigate, compare, and contrast methods for preserving and protecting art.
Share
Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
Curate a collection of objects, artifacts, or artwork toimpact the viewer’sunderstanding of social, cultural, and/or political experiences.
Responding:
Perceive
Analyze how one’sunderstanding of the world is affected by experiencing visual imagery.
Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
Connecting:
Synthesize
Document the process of developing ideas from early stages to fully elaborated ideas.
Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art- making.
Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
Relate
Describe how knowledge of culture, traditions, and history may influence personal responses to art.
Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.
Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.