Reality Check
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Nicole Beck Independent Project ARE 6148: Curriculum in Teaching Art Fall 2014
Unit Overview: How often do you look at a photographic image and simply assume that it is true? We’ve been socially programed to assume that photographic images are truth. However, with the technology advancements in image editing software nearly every image we look at contains some ‘untruth’. The popularity of image manipulation is not a new phenomenon, as it dates back to the days of the darkroom, but it seems much more prevalent in our society today. This unit is designed to investigate the use of technologies in photographic and mass media images.
Target Grade Level: Ñ
High School 9-‐‑12
Overarching Understandings & Key Concepts: Ñ Ñ Ñ
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Society and culture impact how we view images. Art is a tool for communication. Digital technologies raise questions about the authenticity and believability of photographic images. There is a fine line between art and reality in photographs.
Essential Questions: Ñ Ñ
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When is it ok to alter images? When is it morally/ethically incorrect to alter images? How does the use of digital technology affect how society views photographic images? Why do artists manipulate images? How do artists manipulate images?
PhotoMontage: A Statement Piece
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Lesson One
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Objectives Ó
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The student will demonstrate their understanding of Photomontage by effectively designing and communicating a message through their own digital collage.
WI State Standards Ó Ó Ó Ó
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F.12.2 Understand visual techniques used in mass media. F.12.5 Understand the effects of production techniques on viewer’ perceptions. F.12.6 Use a range of media techniques to create art. B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas . B.12.5 Understand how their choices in art are shaped by their own culture and society. C.12.2 Understand the procedures of developing quality designs. C.12.4 Use advanced design techniques to improve and/or change artwork. G..12.4 Create works of art that have complex meanings. H.12.6 Be critical viewers and producers of mass-‐‑media images. J.12.10 Reflect and talk about works of art
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Tools and Materials Ó Ó Ó Ó Ó
Computer (with internet access) Scanner Camera Photoshop (or other image editing software) Magazines
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Introduction Ó
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Students will view a “What is a ‘Photomontage’?” Prezi. The Prezi will define Photomontage (fragments of photographs, images, and other materials juxtaposed in single compositions) and provide students with a brief history of photomontage (Dada movement during WWI, the use of manipulated media images to make statements and progression from cut paper collage to using digital media. The artworks of several notable digital collage artists like Maggie Taylor, Emily Hoy, Sammy Slabbinick, Richard Hamilton, and Hannah Hoch will be analyzed and compared. The class will discuss the ways the artists used images from mass media to create a statement or message in their compositions. The teacher will talk about the appropriation of artwork by artists. Students will question why artists appropriate work and think about how often it is done. (Utilize the ‘Think/Pair/Share’ strategy to encourage discussion.) Understanding the basics of Photoshop and the use of layers is important background knowledge that may be revisited by the teacher. (This lesson will mostly utilize the cut and paste tools.)
Process Ó
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Students will start by brainstorming a social or political issue/event they want to illustrate in their photomontage. Creating a concept web will help students generate ideas. Students will collect items from several sources (web, magazines, newspapers) that may fit their idea. (Teacher will encourage students to understand the context of the images they are appropriating and the varied meanings that can be inferred from their use!) Students will scan images and start to import them into Photoshop. Students will determine a canvas size, but can not exceed 18x24”. (Specifics: RGB color, 300 dpi, saved as a psd file.) Students will begin to use the tools in Photoshop to design their composition.
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Assessment Ó
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Questions: Ô Can the student explain why they manipulated images the way they did? Ô Can the student explain what images they appropriated and how they affect the meaning of their artwork? Methods for Assessing: Ô Upon the completion of their photomontage, students will complete a short self-‐‑ assessment. Ô Students will work in small peer groups to discuss the project outcomes. Printed copies of student work will be circulated. Ô Teacher will assess student work using a 4 point class rubric. Ò Rubric criteria: originality of idea/creativity; composition/use of formal elements of design; craftsmanship/skill of the medium.
Photo  Composites
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Lesson  Two
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Objectives Ó
The student will illustrate their knowledge of a composite image by creating their own realistic looking surrealistic photographic image.
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WI State Standards Ó Ó Ó Ó
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F.12.2 Understand visual techniques used in mass media. F.12.5 Understand the effects of production techniques on viewer’ perceptions. F.12.6 Use a range of media techniques to create art. B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas . B.12.5 Understand how their choices in art are shaped by their own culture and society. C.12.2 Understand the procedures of developing quality designs. C.12.4 Use advanced design techniques to improve and/or change artwork. G..12.4 Create works of art that have complex meanings. H.12.6 Be critical viewers and producers of mass-‐‑media images. J.12.10 Reflect and talk about works of art
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Tools and Materials Ó Ó Ó Ó
Computer (with internet access) Card Reader or Scanner Camera (cell phones acceptable) Photoshop (or other image editing software)
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Introduction Ó
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Teacher will first introduce the works of Jerry Uelsmann, Scoo Muoer, Kyle Thompson, and Kelli Connell. A discussion will ensue on how these artworks were created? How do these artists force us to challenge reality? What elements do these images use to make us question reality? Teacher will state that a ‘composite’ image is the seamless combination of 2 or more images into one work of digital art. The process is very similar to creating a sandwich print in the darkroom or a double exposure image with a camera; however, artists use an image editing software (Photoshop) to manipulate and merge the image. Students will read and view Faking It: Manipulated Photography before Photoshop, an past exhibit from the Metropolitan Museum of Art. Students will debate excerpts from articles pulled by the teacher on how technology has changed our perceptions of traditionally truthful documentary photographs. To investigate the differences between a digital collage and a composite, students will view the Lynda.com video Jerry Uelsmann and Maggie Taylor: This Is Not Photography. A short discussion will follow the video to discuss and compare the works of both artists.
Process Ó
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Students will create a visual plan (sketch) for their final artwork. What type of message will you communicate with your composite? Will it be a self-‐‑portrait? Students must combine a minimum of 3 images for their final composite, but are highly encouraged to go beyond the necessary 3 images!) All 3 of these images must be of their own creation. Ô Student’s images may be taken with a film, digital, or cell phone camera. Ô Previous negatives/photos may be scanned in for the purpose of this assignment. It is the student’s choice to keep the image black and white or to include color. This choice does have a huge impact on the final composition. Size of the artwork is student choice, should be 300 dpi and saved as both a psd and jpeg file. Students will build upon previous Photoshop experience and learn some advanced editing skills to flawlessly combine their images. (Tutorials by teacher.)
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Assessment Ó
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Can the student explain how their work is similar to the composites of the artists we’ve studied? Can the student explain the role technology has played in the believability of images? How does your artwork blur the line of reality?
Methods of Assessment: Ô
Before the end of the first or second class, students will complete a “Most’ note card exit slip. Ò
“What is the _____________ that you have learned in this lesson? Give one reason explaining your answer.” Ñ Ñ
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Most unforgeoable artist OR Most important idea
Teacher will organize all images into a slide/movie presentation. Images will be shared with the class and discussed openly during the critique. Students will complete a short self-‐‑assessment and will be graded based upon a 4 point class rubric. Ò
Rubric criteria: originality of idea/creativity; composition/use of formal elements of design; craftsmanship/skill of the medium
Student Examples: Maggie Stumpf Ñ
Cassie Bertrand Alea Schmidt
Animated Gif:
Culture Jamming “Real(ly) Photoshop(ped)”
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Lesson Three
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Objectives Ó
Through the creation of an animated GIF, students will express their understanding of Cultural Jamming and the ethical debate over Photoshopping mass media images.
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WI State Standards Ó Ó Ó Ó
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F.12.2 Understand visual techniques used in mass media. F.12.5 Understand the effects of production techniques on viewer’ perceptions. F.12.6 Use a range of media techniques to create art. B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas . B.12.5 Understand how their choices in art are shaped by their own culture and society. C.12.2 Understand the procedures of developing quality designs. C.12.4 Use advanced design techniques to improve and/or change artwork. G..12.4 Create works of art that have complex meanings. H.12.6 Be critical viewers and producers of mass-‐‑media images. J.12.10 Reflect and talk about works of art
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Tools and Materials Ó Ó
Computers (with internet access) Image editing software (Photoshop)
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Introduction Ó
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This lesson introduces students to ‘Cultural Jams’ as a contemporary trend in art making and artists such as Ron English and Jorge Rodriguez-‐‑Gerada. Students will continue to question the messages being delivered through visual media by viewing select works by these artists and some organizations like Adbusters. Teacher will ask students why this form of art is effective in communicating ideas. Teacher will present students with information regarding popular image manipulations. Student’s will debate the ethics behind photo manipulation in class. When is it ‘ok’ to alter or manipulate photographic images? Students will investigate the Times magazine covers featuring O.J. Simpson and the Pyramids of Giza and the reasons behind the altered images. Students will discuss how some contemporary artists like Lorde and Colbe Calait are fighting overly photoshopped images of themselves. Teacher will show examples of animated gifs in class
Process Ó
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Students will research and chose a widely visible image from mass media to use in their animated gif. Students should explore the theme “Real(ly) Photoshop(ped)”, meaning find examples of overly photoshopped images from contemporary culture to use in their gif. Students will view a short Lynda.com tutorial to understand the process of creating an animated gif in Photoshop. Create 1 looping 4x4” animated gif at 72dpi. Artwork should consist of a minimum of 5 frames.
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Assessment Ó
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Questions: Ô Can you explain how your work employs ‘culture jamming’ ideas?
Methods: Ô
Students will complete a short self assessment to reflect upon their project. Questions may include (but are not limited to) the following; Ò
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Before starting this lesson, we discussed ‘Culture Jamming’ as a contemporary art form. In your own words, explain what culture jamming is. What images did you ‘appropriate’ for this assignment? And why did you choose those images to work with? Reflect upon the statement you wanted to make with your artwork. Why do you think you were successful at delivering that message in your animate gif? What was the most challenging part of this assignment? What problems did you face and how did you solve them? What is one thing you wish you could change about your artwork?
Students will submit work through an interactive classroom site, therefore this critique will be held in an online discussion forum. Students will be graded based upon a 4 point class rubric. Ò
Rubric criteria: originality of idea/creativity; composition/use of formal elements of design; craftsmanship/skill of the medium.
R e f e r e n c e s
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Nicole Beck'ʹs Independant Project Pinterest Page Ó
Includes artists websites, videos, exhibits, and articles.
Lynda.com (for various tutorials) Ñ Wikepedia. Retrieved October, 2014 Ñ . Ñ