STEPP Lesson Plan Form

Teacher: Daniel Schler

11/ 27/14
School:
Poudre High School
Photography 1

Date:
Grade Level: 9-12

Content Area:

Title: Get the Picture

Lesson #: 1 of 1

Content Standard(s) addressed by this lesson:

Standard 1: Observe and Learn to Comprehend
Standard 2: Envision and Critique to Reflect
Understandings: (Big Ideas)
1. Artists use close observation to understand objective reality.
2. Comprehending the intentions of art leads to understanding how meaning is
made.
Inquiry Questions: (Essential questions relating knowledge at end of the
unit of instruction, select applicable questions from standard)
1. What are the ways to analyze and discuss works of art?
2. What other ways are there to analyze and discuss works of art beyond the
characteristics and expressive features of art and design?
3. Why would context matter when interpreting art?
4. When is art criticism vital, and when is it beside the point?
5. To what extent does a work of art depend on the artists point of view?
6. To what extent does a work of art depend on the viewers point of view?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format)
1. TSWBAT use reflective strategies to understand the creative process. This
means students can use specific criteria to discuss and evaluate works of art.
2. TSWBAT understand that photography has inherent characteristics and
expressive features. This means the students can utilize the characteristics
and expressive features of art and design to communicate meaning.
3. TSWBAT participate and provide input in a group discussion. This means the
student can improve upon their communication/thinking skills to construct
their own meaning about artistic intent through the use of questions and
opinions.

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STEPP Lesson Plan Form

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
The assessment of lesson objectives will be determined by having a class discussion
involving every student. Every student will be required to interpret, analyze and
evaluate a work or multiple works of art verbally.

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Planned Lesson Activities

Activity Name

Get the Picture

Approx. Time

Regular class period (90 minutes)

Anticipatory
Set

The hook will be a Quick Write at the beginning of class. On a piece of paper the student will
be asked to: Write all you know about the critiquing process. What does it involve? Are their
specific strategies/ questions used? If so what are they? This will be used to activate prior
knowledge and also serve as a pre-assessment of where students are at (this will be helpful
when determining how much was learned) with their understanding of the critique process.

Teaching/
Presentation:
(Classroom
Discussion)

To begin, take attendance, introduce myself then get the ball rolling. (5 mins)
Next the teacher will have the students begin with a Quick Write. The question will be on
the smart board and each student will be required to write down their answer on a blank
sheet of paper. The question will be: Write all you know about the critiquing process. What
does it involve? Are their specific strategies/ questions used? If so what are they? (5-7
minutes)
Next students will volunteer to share their answers. (3-5 minutes)
Then the students will hang their chosen photograph on the display board. (3-5 minutes)
Next students will pull from a hat one piece of paper containing a question.
Questions provided (2 of each question multiplied by 16 questions= 32 = number of
students in class):
Questions:
1. What is happening in the picture? How do you know?
2. What caption would you give this image?
3. Imagine a photograph had been taken a few minutes before this one. What might it
show?
4. Imagine a photograph had been taken a few minutes after this one. What might it
show?
5. Who might have taken this photograph? Why? Where might the photograph have come
from?
6. How does this photograph captivate you? How has it been composed to achieve this?
7. What/who is not included in this photograph? Who/what could be present but is
excluded/silent?

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8. What might lie beyond the frame? If you could see beyond this image, what would you
see?
9. If you could ask the person/people in this image some questions, what would you ask?
10.How are you like the person/people in this photo? Is there anything about you, your life
or your experience that connects to this photo?
11.How does this image make you feel? Why?
12.What other images/events does this image remind you of?
13.How is loneliness portrayed? Describe that feeling as it relates to the image/
14.How does the artist use the expressive features and characteristics of art (texture,
value, tone, contrast, pattern, movement, repetition, form, line etc.) to get your
attention?
15.How is rhythm, pattern and or movement displayed?
16.How do the expressive features and characteristics (texture, value, tone, contrast,
pattern, movement, repetition, form, line etc.) of artwork together?
They will silently read that question then pick a piece of work that relates to that
question. Preferably, every student will talk about a different piece of work (I say
Preferably, because some students dont have any work to display). Each student will
verbally answer their question as it relates to the artwork they chose. If some students are
nervous to talk then they can have a peer speak for them. If a student does not
understand their question, then they can pull another question (if there are any
remaining) and/or the teacher will guide them towards an understanding (20-25 minutes
depending on the route of the discussion).
Next students will pull from a hat one piece of paper containing a statement.
Statements provided (2 of each statement multiplied by 16 questions= 32 = number of
students in class):
Statements:
1. The artwork is about
2. It makes me think about
3. When the photo was taken the photographer smelled
4. Then mood/feeling (Calm, violent, sad, joyful, etc) portrayed is:
5. The photograph feels
6. The artist wants you to think about
7. The artwork reminds me of
8. I want to know
9. The symbols mean
10.You just got your vision back and chose this spot because

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STEPP Lesson Plan Form

11.The metaphors of this photo are
12.This photo takes place in
13.The people in this photo are
14.The lighting in the photo means
15.The photo was taken at this particular angle because
16.Youre an alien who just landed on a planet, you stopped here because

Before the students begin, the teacher mentions, These statements are your
interpretation about the photo. Use your observational skills and imagination to determine
why you think that way. Even if you know who took the photo and/or what it was taken of,
create your own narrative like you have not seen it before. Remember, SCHOOL
APPROPRIATE. Also, choose a different photo than before to talk about. (Same rules apply
as the previous set of questions) (20-25 minutes depending on the route of the
discussion).
It is important to note that during these two discussions/critiques, the teacher is trying to
guide the conversations. The teacher has a goal in mind and that is for the students to
describe, analyze, interpret and judge various works of art. The teacher encourages
creativity, participation, and treats the students courteously. Also there is down time, to
allow for student thinking. If time adjustments need to be made then the teacher does so
fittingly. This whole process is an opportunity to practice higher-level thinking and verbal
skills while maintaining a fun environment.
The last discussion will give students the opportunity to talk about their work voluntarily
and ask questions they werent able too (directed towards their peers or the teacher).
Students will have the ability to judge their work. (I leave this towards the end because
this is where much of the hostility comes from). Constructive criticism is encouraged, not
rudeness! (12-15 minutes)
Depending on the amount of time remaining (with five minutes for closure) will determine
if the next activity can be done.
That activity is: Students will research a topic that interests them (can be anything from
video games to knitting). Then they will find 2 pieces of photography that relate to that
topic. One piece of photography will portray what they like and the other piece will be
what they dont like. Then volunteers will explain their two contrasting photos. Their ability
to justify their decisions using what was previously gone over (in the critique process)
determines their assessment. During this time the teacher will be roaming around taking
notes and assessing student understanding by asking questions (much of the same

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questions gone over during the critique).
Teaching
Strategy:
(Guided Practice)
Teaching
Strategy:
(Independent
Practice)

Closure

Materials

Differentiation

Assessment

Each student will be able to participate and come up with ideas, questions and statements as
they relate to the work of art. The teacher is present during the whole lesson as a guide;
meaning theyre directing the flow of the conversation towards completing the objectives.
Students will enhance their ability to describe, analyze, interpret and evaluate their artwork
and/or others throughout their artistic endeavors. For example, when they go to the Denver Art
Museum, they are able to set up some criteria and then from there, evaluate the artwork in the
building based off of the criteria they established. Or perhaps they get feedback from their peers
on an artwork they did and are able to understand their opinions. Whether they adjust their
artwork or keep it the way it is becomes an issue of artistic intent. It is an important to note, that
as an artist (visual, writer, chef, etc.) the critique process never ends, it is a part of being an
artist.
The lesson will end by having a short discussion on what was learned, what they liked and
what couldve been done differently. This allows the teacher to get student feedback and
make adjustments for the future.

Questions and statements students will be asked

Each student will have one piece of his or her completed photography work.
Computer with internet access

There will be a variety of questions students can choose from. If a question is too confusing or
difficult, students will have the ability to choose another question. If questions are too easy,
students will have the ability to create their own questions and/or choose from the list of
questions that are more difficult to answer.
There will be an on-going assessment from start to finish. The Quick Write will be a good
starting point to see where students are. There ability to participate and provide constructive
feedback verbally will be assessed by the teacher. This lesson is meant to get student engaged
and participating. Also, if time permits, there will be a chance for further assessment by seeing
how students transfer their critique knowledge of their own photos to photos of things they like
(video games, knitting, kite flying, deep sea fishing, etc.).

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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17. What is happening in the picture? How do you know?

18. What caption would you give this image?
19. Imagine a photograph had been taken a few minutes
before this one. What might it show?
20. Imagine a photograph had been taken a few minutes
after this one. What might it show?
21. Who might have taken this photograph? Why? Where
might the photograph have come from?
22. How does this photograph captivate you? How has it
been composed to achieve this?
23. What/who is not included in this photograph? Who/what
could be present but is excluded/silent?
24. What might lie beyond the frame? If you could see
beyond this image, what would you see?
25. If you could ask the person/people in this image some
questions, what would you ask?
26. How are you like the person/people in this photo? Is
there anything about you, your life or your experience
that connects to this photo?
27. How does this image make you feel? Why?
28. What other images/events does this image remind you
of?
29. How is loneliness portrayed? Describe that feeling as it
relates to the image/
30. How does the artist use the expressive features and
characteristics of art (texture, value, tone, contrast,

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STEPP Lesson Plan Form

pattern, movement, repetition, form, line etc.) to get your

attention?
31. How is rhythm, pattern and or movement displayed?
32. How do the expressive features and characteristics
(texture, value, tone, contrast, pattern, movement,
repetition, form, line etc.) of artwork together?
33.
17. The artwork is about
18. It makes me think about
19. When the photo was taken the photographer smelled
20. Then mood/feeling (Calm, violent, sad, joyful, etc)
portrayed is:
21. The photograph feels
22. The artist wants you to think about
23. The artwork reminds me of
24. I want to know
25. The symbols mean
26. You just got your vision back and chose this spot
because
27. The metaphors of this photo are
28. This photo takes place in
29. The people in this photo are
30. The lighting in the photo means
31. The photo was taken at this particular angle because
32. Youre an alien who just landed on a planet, you
stopped here because

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