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AWQ4M, Photography

Photography, AWQ4M, Grade 12, University/College Preparation

Course Description

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process toexplore a wide range of themes through studio work that may include drawing, painting, the creation of collage,multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others.
 
Prerequisite: Visual Arts,Grade 9 or 10, Open Ownership of a digital camera or smartphone camera is strongly recommended.
 

Summary of Units and Timelines

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order

Unit Name

Suggested Time

Unit 1

 

REVIEW + VISUAL STORYTELLING

30 hours

Unit 2

 

SELF- PORTRAITURE

30 hours

Unit 3

 

THE PHOTOGRAPH

20 hours

Unit 4

THE PHOTOGRAPHER + THE CREATIVE PROCESS

40 hours

 

 

 

Total: 120 hours

 

 Fundamental Concepts Covered in This Course

The Grade 12 college preparation course Digital Photography provides excellent preparation for success in technology-related programs at the college level. It extends the understanding of visual concepts developed in the Grade 10 Visual Art, using a more applied approach, and may help students who decide to pursue certain university programs in fine arts.

Students of Digital Photography develop their understanding of visual storytelling using a photographic approach while reviewing the elements and principles of design. This course further refines students’ abilities to use the photographic medium to express ideas, change meaning through context, and further their understanding of visual culture. Students will focus on photographic mediums of self- portraiture, the photograph, the photographer, the creative process and understanding composition, lighting, audience and perspective.

 

Teaching and Learning Strategies

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student.  The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live.  Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners.

To make new learning more accessible to students, teachers build new learning upon the knowledge and skills students have acquired in previous years – in other words, they help activate prior knowledge. It is important to assess where students are in their photographic growth and to bring them forward in their learning. In order to apply their knowledge effectively and to continue to learn, students are recommended to have a photographic experience. Successful classroom practices engage students in activities that require higher-order thinking, with an emphasis on creative problem solving. The digital photography course will have opportunities to learn in a variety of ways – individually, independently, with teacher direction, through investigation involving hands-on experience, and through examples followed by practice. In photography, students are required to learn concepts, acquire procedures and skills, and apply processes with the aid of the instructional and learning strategies best suited to the particular type of learning.

 

The approaches and strategies used in the online classroom to help students meet the expectations of this curriculum will vary according to the object of the learning and the needs of the students. All learning, especially new learning, will be embedded in well-chosen contexts for learning – that is, contexts that are broad enough to allow students to investigate initial understandings, identify and develop relevant supporting skills, and gain experience with varied and interesting applications of the new knowledge. Such rich contexts for learning open the door for students to see the “big ideas” of visual cultures – that is, the major underlying principles or relationships that will enable and encourage students to effectively capture and visually represent stories for visual audiences throughout their life.  

Online & Offline Components

The design of this course is intended to offer a rich balance between online and offline elements.  The following is a summary of the course components and their delivery format.  Please refer to the individual unit outlines for specific details.

Course content & instruction: online

Communication between teacher and students: online & offline

Collaboration between students: online

Assessment & evaluation: online & offline

Practise exercises, readings etc: offline

Assessment & Evaluation for Student Achievement

The primary purpose of assessment and evaluation is to improve student learning.  Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.  This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.  As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.  All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.  A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations.  Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for digital photography outlines four categories of knowledge and skills.  They include; knowledge and understanding, thinking and investigation, communication and application.  Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.

A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher.  The final grade for this course will be determined as follows:

  • 100 percent of the grade will be based on evaluations conducted throughout the course.  This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The 70% will be distributed in the following achievement chart categories: 30% knowledge and understanding, 30% application, 20% communication, 20% thinking. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit throughout the course.

Accommodations

All students can succeed.  Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently.  Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate.  The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP).  Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Student Resource

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment.  Units in this course profile make specific reference to attached documents for the student.

Add another course and you will be eligible for $100 off your total fee.

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