Photography 11

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Photography
for example, film, digital, and alternative photography
is a unique art form that captures images in a variety of contexts.
Photography reflects the interconnectedness of the individual, community, history, and society.
Growth as a photographer is dependent on perseverance, resilience, and reflection.
Artistic expression is an artist’s physical and cognitive articulation of our humanity
for example, the capacity for love, creativity, inquiry
.

Content

Learning Standards

Content

elements of visual art
colour, line, shape, space, texture, light, exposure, contrast
principles of composition
balance, rule of thirds, point of view, leading lines (e.g., diagonals, S curves), framing, emphasis, movement, pattern, rhythm, unity, simplicity, depth, focal point
image development strategies
cropping, layering, colour manipulation (e.g., white balance, hue/saturation adjustment), rotation, multiplication, fragmentation, photomontage, elaboration (e.g., digital manipulation, addition of other materials to a photo)
in photography
photographic materials
of photography (e.g., printing ink, photo paper, various types of film, chemicals)
, techniques, processes, and image-making technologies
in photography, any image-making technology, such as cameras, lenses, lighting equipment, enlargers, computers, scanners, digital imaging software, accessories, and other pieces of equipment; could also include improvisational use of miscellaneous items
, used in one or more types of photography:
photographic chemistry
including developer, stop, fix, and other chemicals
(for film) or alternative chemical processes
for example, cyanotypes, Van Dyke Brown photographic processing
creative processes
the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes multiple processes, such as exploration, selection, combination, refinement, reflection, and connection
behaviours of light
  • reflection, diffusion, absorption, contrast, and shadow
  • images formed by lenses and mirrors
  • effects of translucent, transparent, and opaque objects
principles of light
  • light travels in straight lines
  • the subject receives less light as the distance is increased
ways of sensing light:
  • optical instruments
    for example, lenses, focus scopes, enlargers, camera obscura
  • parts and functions of cameras and accessories
roles of photographer and viewer
symbols and metaphors in photography
influences of visual culture
aspects of culture that rely on visual representation
in social and other media
traditional and contemporary First Peoples worldviews, stories, and history, as expressed through photography
moral rights
the rights of an artist to control what happens to his or her creations (e.g., preventing them from being revised, altered, or distorted); students should understand when they can and cannot modify an image created by someone else
, and the ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
health and safety protocols and procedures

Curricular Competency

Learning Standards

Curricular Competency

Explore and create

Create photographic works using sensory inspiration
ideas inspired by sensory experiences, such as the sound of an orchestra or the smell of a mechanics shop
, imagination, and inquiry
Explore
learn through experimentation, to engage and challenge thinking
photographic possibilities and cross-cultural perspectives
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
to express meaning, intent, and emotion through photography
Intentionally select and combine materials, processes, and image-making technologies to convey ideas
Create photographic images for a specific audience
Develop and refine photographic skills and techniques related to a range of styles
Photographic works that share common visual characteristics can be described as belonging to the same photographic style.
and genres
categories of photography similar in form, style, or subject matter (e.g., abstract, landscape, portraits)
Demonstrate active engagement in creating photographic images and resolving creative challenges

Reason and reflect

Understand the purpose of a critique
age-appropriate feedback strategies (e.g., one-on-one dialogue, safe and inclusive group discussions, reflective writing, gallery walks)
and choose when to apply suggestions
Describe and analyze, using discipline-specific language, how photographers use materials, technologies, processes, and environments in art making
Analyze design choices in photography
Develop personal answers to aesthetic questions
questions relating to the nature, expression, and perception of artistic works

Communicate and document

Document
through activities that help students reflect on and demonstrate their learning (e.g., drawing, visual journaling, constructing new works, compiling a portfolio)
, share, and appreciate photographic images
Demonstrate awareness of self, others, and place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
through photography
Communicate about and respond
through activities ranging from reflection to action
to social and environmental issues
including local, regional, and national issues, as well as social justice issues
through photography

Connect and expand

Create photographs that reflect personal, cultural, social, environmental, and historical contexts
Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge through photography
Explore personal, educational, and professional opportunities in photography and related fields
Explore the reciprocal relationships between photography, culture, and society
Engage in digital citizenship
understanding human, cultural, and societal issues related to technology, and engaging in legal and ethical behaviours
throughout the photographic process
Connect with others on a local, regional, and national scale through photography
Demonstrate safe and responsible use of materials
using materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling
, equipment, and work space