Astoria Park Elementary
Gifted and Talented Classes
Mirror With a Memory
Fall 2007
Teacher: Sandy Beck
Class Syllabus
"In whatever one does, there must be a relationship between the eye and the heart. There must be time for contemplation, for reflection about the world and the people about one. If one photographs people, it is their inner look that must be revealed."
Henri Cartier-Bresson.
Objectives
The camera can capture the soul or essence of a person, scene, structure, animal or event. In this class, students will study and model outstanding photographs – “moments in time.” Students will learn how digital information is processed, read photographs, study composition, use a digital camera, write about their photographs and compile a portfolio of their best work.
Introduction: Pixels, Bits, Bytes, Binary Code and Resolution
How digital images are sent from a camera to a computer or printer.
Part One: The Best Part of Me
Introductions and Portrait Study. Study portrait photographs then students photograph each other. Exchange pictures. Write about what you like about yourself. Share.
Time: One to two class sessions
Part Two: Mirror with a Memory
Photographs have been called a “Mirror with a Memory.”
http://www.floridamemory.com/OnlineClassroom/Then_Now/index.cfm
1. Study the “Now and Then” photos and text in the online Florida Memory Project from the State Library and Archives of Florida.
2. Each child will select an old photograph from the State Archives website, http://www.memory.com/PhotographicCollection or from photos they have at home. The students will then find or take a new photograph of the same person, place or thing as they appear today and date both photos. The subjects can be parents, grandparents, buildings, beaches or other places. The “Then and Now” photographs will be displayed side-by-side along with a short essay by the student giving background information about the photos.
Time: Three class sessions
Part Three: The “Decisive Moment”
1. Study professional photos from Magnum Photos, http://www.magnumphotos.com. Pick out your favorites. Print (one per student). What is the “decisive moment”? Write about it in a “small poem” (haiku or haiku-style). Share. Discuss.
2. Friends and Community: Observe what is going on at school. Photograph. Write about a decisive moment in one of your photographs.
Time: Three class sessions
Part Four: Visualize History
1. Using the Florida Heritage Education Program publication “What Buildings Tell Us” and a PowerPoint slide show with photographs of structures from different historical periods and locations, students learn and practice how to “read a house.”
2. Using photos from the online Florida Photographic Collection, find old photos of an historic structure in Tallahassee. Begin at http://www.floridamemory.com/PhotographicCollection. Write a paragraph about what you are able to “read” in the structure. Save your photo on the class server for a collaborative PowerPoint presentation and be prepared to share your photos and “reading” with the class.
3. Field Trip: Go on walking tour of the historic section of downtown Tallahassee. Read and photograph the historic structures. Tour one of the buildings. Students will create a PowerPoint presentation of their favorite photos and impressions. Older students will also create a timeline that illustrates when each house was built with a coinciding significant historical event.
Time: Four class sessions
Part Five: “Still Life”
1. Students will study photographs of wildlife and natural areas (e.g. James Valentine, Clyde Butcher, Florida Wildlife Magazine) and learn how to compose a memorable nature photograph.
2. I will set up several wild animals for students to photograph: a hawk, an owl, Mississippi kite, a snake and a turtle.
3. Students will photograph trees, plants and flowers on the school campus.
Students will study, photograph and write a “short poem” (haiku or haiku-like style) about each of their natural subjects.
Time: Three class sessions
Part Six: Local Talent
Invite one or two local photographers – James Valentine, Thomas Eads, Diana Langston, or Mickey Adair – to share their work and do a photography workshop with students or visit an art gallery with a photography exhibit.
Time: One class session
Student Product
Each student will create a portfolio of his or her favorite photos and writings. Selections of each student’s work will be displayed in the school media center and be published on our class website: www.wildclassroom.net.
Time: Three class sessions
Materials
One Kodak EasyShare digital camera for every three or four students. EasyShare software. Computers. Printer. Powerpoint software. Photo editing software. Printer paper for text and photos. QX-5 microscopes.
Possible Extensions
1. Daguerreotype to Digital: A Brief History of the Photographic Process
http://www.floridamemory.com/OnlineClassroom/daguerreotype/
2. Google Earth
Aerial and satellite digital photography
3. Microscopic Images
Use QX-5 digital camera with computer
Sunshine State Standards, Grades 3 - 5
LANGUAGE ARTS
Writing
Standard 2:
The student writes to communicate ideas and information effectively. (LA.B.2.2)
1. writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
4. uses electronic technology, including word-processing software and electronic encyclopedias,
to create, revise, retrieve, and verify information.
5. creates narratives in which ideas, details, and events are in a logical order and are relevant to the story line.
6. creates expository responses in which ideas and details follow an organizational pattern and are relevant to the purpose.
SOCIAL STUDIES
Geography
Standard 2:
The student understands the interactions of people and the physical environment. (SS.B.2.2)
2. understands how the physical environment supports and constrains human activities.
3. understands how human activity affects the physical environment.
History
Standard 6:
The student understands the history of Florida and its people. (SS.A.6.2)
1. understands reasons that immigrants came to Florida and the contributions of immigrants to the state’s history.
2. understands the influence of geography on the history of Florida.
3. knows the significant individuals, events, and social, political, and economic characteristics of different periods in Florida’s history.
VISUAL ARTS
Skills and Techniques
Standard 1:
The student understands and applies media, techniques,
and processes. (VA.A.1.2)
1. uses and organizes two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination.
2. uses control in handling tools and materials in a safe and responsible manner.
3. knows the effects and functions of using various organizational elements and principles of design when creating works of art.
4. uses good craftsmanship in a variety of two- dimensional and three-dimensional media.
Creation and Communication
Standard 1:
The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. (VA.B.1.2)
1. understands that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.
2. understands what makes different art media, techniques, and processes effective or ineffective in communicating various ideas.
3. knows how to identify the intentions of those creating works of art.
4. uses the elements of art and the principles of design with sufficient manipulative skills,
confidence, and sensitivity when communicating ideas.
Cultural and Historical Connections
Standard 1:
The student understands the visual arts in relation to history and culture. (VA.C.1.2)
1. understands the similarities and differences in works of art from a variety of sources.
2. understands how artists have used visual languages and symbol systems through time and across cultures.
Aesthetic and Critical Analysis
Standard 1:
The student assesses, evaluates, and responds to the characteristics of works of art. (VA.D.1.2)
1. develops and justifies criteria for the evaluation of visual works of art using appropriate vocabulary.
2. uses different approaches to respond to and to judge various works of art.
3. understands perceived similarities and differences among different genres of art.
Applications to Life
Standard 1:
The student makes connections between the visual arts,
other disciplines, and the real world. (VA.E.1.2)
1. understands the influence of artists on the quality of everyday life.
2. knows the types of tasks performed by various artists and some of the required training.