PHOTO/VIDEO I Fall 2023

CONTOOCOOK VALLEY REGIONAL HIGH SCHOOL

184 Hancock Road, Peterborough, NH 03458 (603) 924-3869 cvhs.convalsd.net

Lance Levesque Applied Technology Center @ConVal H.S. llevesque@conval.edu

Our Mission Statement

At ConVal High School, we have opportunities to grow and learn, both individually and as an inclusive community. We strive to be respectful and show compassion for others. We work to be creative thinkers and problem solvers who communicate and collaborate in an effort to take responsibility for our learning. As we build resilience in a safe school environment, we also commit to developing skills and tools to become civic-minded citizens.

Welcome: I will be providing you an education in not just the practical understanding of media making, but ways of thinking about media and story. You are responsible for your own learning and your actions. I am responsible for providing a safe environment for everyone. I look forward to getting to know all of you and creating great art together this semester. Syllabus subject to change throughout the semester, updated versions posted in Google Classroom.

Course Description: Digit Photography & Video Arts I - During this course, students will investigate the basic technical and artistic aspects of both photography and video arts. They will work individually and in collaboration with their peers to develop public speaking skills, learn about famous photographers and critique work. Students will analyze lighting techniques for still photography and formulate scripts and storyboards for film. They will create a blog, website, and take part in both local and national competitions for both photography and film. Through this course, students will learn to shoot manually and be introduced to professional Adobe editing software including Lightroom and Premiere. This course is designed to be hands-on and project based.

Learning Objectives/Competencies:

• ●  A working vocabulary for photography/video production

• ●  Valuable practice of basic photo/video production skills

• ●  Development of good workflow and media management habits

• ●  A balancing of the technical, conceptual and aesthetic decisions of the creative process

• ●  Experimentation with tools in order to explore personal approaches to filmmaking

• ●  Development of critical thinking skills through engaging with a wide variety of moving
  images forms.

• ●  Development of a personal creative voice
  COMMON COMPETENCIES

Upon completion of their selected pathway program, all NH CTE students will:

1. Use correct terminology, vocabulary and appropriate language to communicate effectively in the workplace

2. Select and safely use appropriate tools, supplies, and equipment for a specific task or set of tasks.

3. Employ effective time and project management strategies to complete work efficiently and proficiently.

4. Apply math concepts, including measurement, operations, and higher mathematics to relevant applications and specific tasks.

5. Demonstrate awareness strategies to safely work in a variety of workspaces and locations.

PATHWAY COMPETENCIES

Upon completion of the Digital Communication and Media/Multimedia pathway, students will achieve competency in six areas.

Learner will be able to:

1. Develop and plan for story and project concepts for various media productions.

2. Transfer knowledge and skills with various production tools and techniques to create
   various media productions.

3. Apply ethical standards and practices throughout the media production process.

4. Demonstrate design standards as it pertains to media productions.

5. Transfer knowledge and skills with various post-production software techniques to finish
   media productions.

6. Explore careers within the cluster to include developing individual career documents.

Grading Procedure
Grades can be monitored using the powerschool student/ parent portal. Teachers in Academic Service Centers (TASC) Conval High School has designed TASC (Teachers in Academic Service Centers) as a daily response to intervention block (RTI). This block was developed to accommodate the need for more academic support, enrichment, and extension opportunities within the school day. This daily, forty-three minute period provides the opportunity for students to work with their teachers to either make up work or receive additional, targeted instruction. Teachers may pre-schedule students to address academic needs or to make up work during TASC. Students who do not need additional support may use this time for enrichment or to engage in an extended learning opportunity (ELO). Students develop a weekly TASC schedule with their TASC homeroom mentors on Mondays and then spend the remainder of the week with their academic teachers or other learning environment, such as the library.

Retake policy:

All tests/quizzes may be re-taken for full credit
All projects may be redone for partial credit. However, if a student wants to turn a project in late they must meet with me prior to the deadline to discuss a plan.

Homework that is turned in late will be docked 1 pt. For example, a student who submits a 10 point homework assignment can not receive a grade better than a 9.
Presentations may be made-up during TASC.

Communication Protocols: For parents email or phone. Grades can be monitored using the powerschool student/parent portal. Communication will take place daily with students. Grades are generally updated bi-weekly, make-up work can happen during; TASC block, before or after-school.

Required Texts and Resources: Classroom Resources include online tutorials and resources. Chromebooks are not required for this class as each student has access to a mac computer. With that being said it is important to bring your Chromebook to class if there is information such as a writing exercise on the device.

Attendance Policy and Procedure: Absences
Students enrolled in the District must attend school in accordance with all applicable state laws and Board policies. The educational program offered by the District is predicated upon the presence of the student and requires continuity of instruction and classroom participation in order for students to achieve academic standards and consistent educational progress. Attendance shall be required of all students enrolled in the District during the days and hours that school is in session.
The Board considers the following to be excused absences:
1. Illness
2. Recovery from an injury
3. Required court attendance
4. Medical and dental appointments
5. Death in the immediate family
6. Observation or celebration of a bona fide religious holiday
7. Such other good cause as may be acceptable to the Principal or permitted by law
Any absence that has not been excused for any of these reasons will be considered an unexcused absence.
In the event of an illness, parents must call the school and inform the school of the student’s illness and absence. For other absences, parents must provide written notice or a written excuse

that states one of these reasons for non-attendance. The Principal may require parents to provide additional documentation in support of their written notice, including but not limited to doctor’s notes, court documents, obituaries, or other documents supporting the claimed reason for non-attendance.
If parents wish for their child to be absent for a reason not listed above, the parent must provide a written explanation of the reason for such absence, including why the student will be absent and for how long the student will be absent. The Principal will make a determination as to whether the stated reason for the student’s absence constitutes good cause and will notify the parents via telephone and writing of his/her decision. If the Principal determines that good cause does not exist, the parents may request a conference with the Principal to again explain the reasons for non-attendance. The Principal may then reconsider his initial determination. However, at this juncture, the Principal’s decision shall be final.

Electronic Device Procedure:

Cell Phones and other Electronic Devices While the ready availability of cellphones and other electronic devices is permitted before and after school as well as during school lunches, their presence in the classroom does lead to student inattention and disruptions of the learning environment. CONVAL HIGH SCHOOL WILL NOT BE RESPONSIBLE FOR LOST, STOLEN, OR DAMAGED CELL PHONES OR OTHER ELECTRONIC DEVICES. Student Expectations ● Cell phones and other electronic devices may NOT be used in the main office without explicit permission. ● No student shall connect their personal electronic device to the school network or a personal hotspot while at school. ● Students do NOT have the right to use their cellular device to audio- or video-record other students, staff or visitors without the express permission of the person(s) in the recording. Failure to comply with this rule will result in disciplinary action, up to and including suspension from school. ● Electronic devices may be used with teacher permission only, Violations ● 1st offense: Upon teacher request, students are expected to put their electronic device into the box on the teacher’s desk and will get it back at the end of class. ● 2nd offense: The student is directed to take their device to the main office. The student is directed to retrieve the device at the end of the day. ● 3rd offense: A parent/guardian is required to pick up the device at the end of the day.

Reminder: students are not allowed to bring to class and/or attach to the school network any personal electronics, including laptops.

Academic Honesty and Plagiarism: Academic Honesty ConVal High School is committed to the intellectual development of a student’s original work. Students who attempt to receive credit for work which is not their own are depriving themselves of an opportunity to learn and progress. When students copy a paper from the Internet or another student, copy another person’s homework, look at another student’s answers on a test or quiz, resubmit work that has already received credit, or fail to give adequate attribution for information from a source in a research paper, they commit acts of academic dishonesty. Plagiarism (definition provided by the American Heritage Dictionary) ● To use and pass off (the ideas or writings of another) as one's own. ● To appropriate for use as one's own passages or ideas from (another). ● To put forth as original to oneself the ideas or words of another. Plagiarism is one of the most serious violations of the principle of academic honesty. Intentional examples of plagiarism may include but are not limited to:● Buying or copying another person's paper. ● Getting someone else to write your paper for you. ● Taking a block of text and changing a few words, as opposed to paraphrasing or putting it in your own words. Other, less intentional types of plagiarism may include but are not limited to: ● Using photos and other images without providing the source. ● Copying sentences or paragraphs from a book, article, or website without using proper quotation and citation. ● Using an author or an expert's idea without citing them as a source, therefore taking credit for another person's idea, not necessarily their words. All instances of academic dishonesty will be treated and recorded as a major disciplinary infraction. Infractions will first be documented and reported to the department chair and administration. The teacher, department chair and administrator will determine an appropriate disciplinary consequence in all instances of academic dishonesty. The first instance of plagiarism will result in an opportunity to correct the piece of work in question, but will result in a grade of no greater than 50%. A second instance of such an infraction will result in a 0% for the work involved. Students can avoid the pitfalls of plagiarism by remembering these simple guidelines: ● Always keep careful track of your sources of information. Books, articles, websites, even interviews need to be cited. ● Keep your notes together with the source information; this will save you time and energy down the road. When taking notes, keep track of when you are quoting directly (even short phrases) and when you are noting another person’s idea or argument. ● Remember to note the author of an idea or text in your paper, either directly ("Freud argued...") or as an in-text citation (specific formatting guidelines will be provided by your teacher). ● Use quotation marks for any line or phrase that is copied verbatim. Remember: any idea, phrase, or image that did not come directly from you and

your own thought process must be cited. ● Facts considered general knowledge do not need to be cited. The basic rule of thumb is that any information that can be found in five or more credible, general reference sources is general knowledge.

Nondiscrimination Notice: ConVal Regional High School and the Region 14 Applied Technology Center (ATC) do not discriminate on the basis of race, color, religion, marital status, national/ethnic origin, age, sex, sexual orientation, or disability in its programs, activities and employment practices.

ConVal Grading Scale:

97-100 A+

87-89 B+

77-79 C+

67-69 D+

93-96 A

83-86 B

73-76 C

63-66 D

F Below 60

90-92 A-

80-82 B-

70-72 C-

60-62 D-

Use of Generative Artificial Intelligence (AI) for Assignments

The use of generative artificial intelligence (AI) in teaching and learning has emerged as a contested issue recently. While a student's use of AI programs, such as ChatGPT, Google Bard, Bing AI, DALL-E, Adobe Firefly, etc., to complete a class assignment may not technically constitute plagiarism because it does not involve the copying of another person's work, it still constitutes academic dishonesty if an AI-generated assignment is represented as the student's own.

However, artificial intelligence is likely to be built into an increasing number of online learning services, and learning how to use AI purposefully — e.g., through the intentional engineering of prompts — is recognized as a developing digital skill. Therefore, teachers will indicate on specific assignments if, and to what extent, the use of AI is permitted.

UNITS Course Requirements and Assignments:

1. Introduction to Media Arts and How to build a professional online presence?

Content: Students will know...

• ●  What elements/components are needed for a professional blog/website

• ●  The importance of workflow and development of a clear/useable file management
  system
  Students will be able to...

• ●  Create a blog using Google applications including Google Sites

• ●  Develop and articulate an artist’s statement

• ●  Develop a system for workflow and file management

• ●  Edit, organize and track images in Adobe Lightroom

• ●  Create specific sections of the blog dedicated to Photo Shares, assignments, and activism

• ●  Present work- including blog/website, workflow, and photo share to class

• ●  Understand the importance of composition to convey meaning- rule of thirds

• ●  Shot scales- els, ls, fs, ms, cu, ecu

• ●  Camera angles- Birds eye, high, eye, low, dutch, worm Vocabulary:

• ●  Blogger- Google Sites

• ●  Google applications

• ●  Artist’s statement

• ●  Workflow

• ●  File management

• ●  Photo share

• ●  Professionalism

• ●  Portfolio

• ●  Adobe Creative Suite- Lightroom, Photoshop and Premiere

• ●  Rule of Thirds

• ●  Basic rules of composition

• ●  Adobe Lightroom terms

Assessments

• ●  Photo share- 15 points possible (on blog, image, and answers to journalistic questions

• ●  Blog/workflow presentations- 30 possible points (professional appearance of blog/ Site
  and student during presentation, all blog/Site elements are visible, photo share is posted,
  student can articulate reasoning for selected workflow and file management system)

• ●  Google Site Website that houses the blog and presentations of work.

• ●  #ME Project- Google Slideshow- To conceive, design, and produce a piece of art that
  communicates who you are then present it to the class. Collecting photos from your phone and chromebook, saving to google drive then transferring to Google Slides. Include text and play with the presentation processes of Google Slides, think mood, colors and presentation toggles.

• ●  Rule of Thirds Project- Collect and edit six favorite photos from the rule of thirds presentation and workshop spaying attention to the rule of thirds.. Using Adobe Lightroom to complete the perfect photography possible.

• ●  Isolation of Color Project- Using Adobe Lightroom or Photoshop- isolate color(s) in order to evoke emotion
  2. Why do photographers shoot on manual? How does the camera work?
  Content: Students will know...

• ●  What the light triangle is

• ●  What shutter speed, aperture, and ISO are

• ●  How to control depth of field, blur, and frozen motion

• ●  What the various settings on the camera are and how/when to use them such as white
  balance, manual focus, file size and format card
  Skills: Students will be able to

• ●  Describe the light triangle

• ●  Analyze an image to determine the shutter speed, aperture, or ISO used

• ●  Understand Shot scales- els, ls, fs, ms, cu, ecu

• ●  Understand Camera angles- Birds eye, high, eye, low, dutch, worm

• ●  Create images that use a variety of shutter speeds to achieve either blurred or frozen motion

• ●  Create images that use a variety of apertures to demonstrate a shallow or deep depth of field

• ●  Create images that use a variety of ISO settings to demonstrate an understanding of noise, grain, and clarity

• ●  Discuss and evaluate the various settings on the camera including manual, automatic,

• ●  aperture priority, shutter speed priority, landscape, macro, action, etc.
  Vocabulary

• ●  The light triangle

• ●  Shutter speed

• ●  Aperture

• ●  ISO

• ●  Depth of field

• ●  Shot scales- els, ls, fs, ms, cu, ecu

• ●  Camera angles- Birds eye, high, eye, low, dutch, worm

• ●  Blur

• ●  Frozen motion

• ●  Settings on the camera- manual, automatic, aperture priority, shutter speed priority,
  landscape, macro, action etc.

• ●  Noise/Grain

• ●  File size JPG TIFF SD Cards
  Assessments:

• ●  (2) Photo Share(s)- a continuation of the Photo Share assignment- 15 pts. Ea

• ●  Shot scales Project- els, ls, fs, ms, cu, ecu- 6 of each

• ●  Camera Angles Project- Birds eye, high, eye, low, dutch, worm- 6 of each

• ●  Posters- In groups one poster each explaining: shutter speed, ISO, and aperture (10 pts.
  Each poster)

• ●  Projects- Individually students will create five images that show the effects of ISO
  Project, Aperture Project, and Shutter Speed Project. Each project will need to have 5

photos posted on the blog with a definition of how/why photographers control that

specific aspect of the camera. One picture from each will need to be printed

• ●  Final presentation- students will share the three photos they chose to print- one from
  each project (shutter speed, aperture, and ISO) they will present these images to the class along with an explanation of what they learned, what they struggled with and what they would do differently next time

• ●  Memento Project- In this project students are to choose a “memento” from home. This should be personal in nature with a story behind the object. Students will photograph these objects using both available light and studio light. Six pictures should be taken in different locations and setups. The student will then choose their favorite photo that best represents feeling and mood. All six photos will be uploaded to Google Classroom Folder. This final chosen photo will be uploaded to your blog and will be accompanied by a short story written about the importance of this object and the memory it holds.

3. What is light and why is it important to photographers?

Content: Students will know...

• ●  The three basic directions of light and the benefits of each

• ●  The definition and characteristics of light and why it is important to photographers

• ●  How light affects shadows

• ●  How a light meter works

• ●  How to share on a blog and present work publicly

• ●  What is the purpose, the benefits, and possible drawbacks of critique
  Skills: Students will be able to...

• ●  Create images of demonstrating light direction sidelight, frontlight, backlight

• ●  Discuss the characteristics of light

• ●  Analyze the benefits of a specific type of light direction and describe the impact it will
  have on an image

• ●  Use a light meter and describe how it works

• ●  Present work publicly

• ●  Critique their own work and the work of their peers
  Vocabulary: ● Light
  ● Shadow

• ●  Photography

• ●  Three basic directions of light- front, back, side

• ●  Light meter

• ●  Critique

• ●  Photo share
  Assessments

• ●  Photo share

• ●  Egg project- 20 points (post 5 images of the egg to the blog, images must be black and
  white and include the three basic light directions as well as two directions of your choice, egg blog post must include labels for each image- What direction is this image showing and what are the benefits of this light direction? Images are to be printed and students will present the project, what was enjoyed and what would be done differently?

• ●  Critique 10 points Students must critique their work and the work of at least two peers

4. What is the best approach when photographing people? Portrait Photography

Content: Students will know...

• ●  Different types of lighting both advantages and disadvantages

• ●  How to pose models

• ●  The difference between candid and posed photography
  Skills: Students will be able to...

• ●  Create images using a variety of different lighting styles

• ●  Apply concepts about candid photography and added light to create images that display
  an ability to control and filter light and create mood

• ●  Connect discussions about posing models to create images that demonstrate this
  understanding Vocabulary:

• ●  Portrait candid vs. posed

• ●  Light sources/types- natural (ambient) vs. added (rembrandt, butterfly, short, broad,
  and edge lighting)

• ●  Model

• ●  Filtered light

● Mood
● Critique- proper critique étiquette

Assessments:

• ●  Photo share

• ●  Candid Portrait- students will create 3 portrait images all in a candid style. They may use
  the same model but must have three different settings and light directions. One of the candid portraits must include filtered light. Each of these images must be posted on the student’s blog, along with a description/definition of each.

• ●  Added Light Portrait- students will create images that display each of the following: rembrandt, edge, side, butterfly, broad, short, and filtered light. Each of these images must be posted on the students blog with a brief explanation defining the type of light used.

5. How do we tell a moving story (motion poem)?

Content: Students will know...

• ●  The important players in the development of videoography

• ●  Uses for Adobe Premiere

• ●  What a motion poem is, what a documentary is

• ●  How to share research with a group in public

• ●  The definition for and use of a storyboard

• ●  Copyright rules regarding audio for video use
  Skills: Students will be able to...

• ●  Collect, edit, and use video to create a story

• ●  Work in groups to get a large project completed

• ●  Compile research and information to tell a historic story

• ●  Present work to a large audience
  Vocabulary

• ●  Motion Poem

• ●  Documentary - cinema verite

• ●  Adobe Premiere

• ●  Video

• ●  mise-en-scene

• ●  Storyboard

• ●  Clips

• ●  Sound

• ●  Audio

• ●  Copyright

• ●  PSA

• ●  Auteur Theory

• ●  Storytelling
  Assessments:

• ●  Motion Poem Project- students will work in groups of two or three to select a poem and
  using adobe premiere set this poem in motion- creating moving visuals to tell the story of the poem. Students will be required to use sound- either speaking or copyright free music as well.

• ●  Documentary project will be about a topic that enhances your own understanding of the world in which we live as well as contributing to your audience’s knowledge and understanding. You will conduct "research" (fact-finding, conducting interviews, seeking out original photographs and film clips, re-creating situations and environments, manipulating texts and images) which will enable you to create a documentary that adopts an angle that is new, interesting, and refreshing to your audience.

6. How do we develop our visual IQ and learn to see the world like professional videoographers/filmmakers/storytellers?

Content: Students will know...

• ●  How to conduct research to find photographers they admire

• ●  Methods for learning to see the world in unique ways and improve visual IQ

• ●  The six elements of composition- line, balance, simplicity, mergers, framing, and rule of
  thirds

• ●  The six elements of design-texture, shape, color, pattern, form, space

• ●  Share work publicly-
  Skills: Students will be able to...

● research , evaluate, and select three inspiring professional videographers (one must be

local)

• ●  Create and practice individual methods for learning to see the world in a unique/creative way by the process of telling a story.

• ●  Apply the six elements of composition and the six elements of design to images

• ●  Prove they have researched one online video and the YouTube platform and how it
  changes the world.
  Vocabulary:

• ●  Visual IQ

• ●  Admiration

• ●  Entrepreneur

• ●  Video share

• ●  Essay film

• ●  Six elements of composition- line, balance, simplicity, mergers, framing, and rule of
  thirds

• ●  Six elements of design- texture, shape, color, pattern, form, space

• ●  Online platforms for video submissions
  Assessments:

• ●  Favorite videographer- share with the class what your favorite YouTube video is and
  why? Tell us about how this platform and specific video changes the world.

• ●  Letter to professional photographer include student image, one page in length,
  professional style, edited for grammar/spelling, share information about why you are writing/background, demonstrate knowledge of the photographer, and include at least 5 questions for the photographer that specifically deal with entrepreneurship

• ●  Method for increasing visual IQ - create a personal approach to using the six elements of composition and design, articulate this approach on your blog. Share plans with class.

• ●  Final Film Project- This is a final film project which can be any genre or type of film as long as it is a short film format film. This final project can be a narrative or non-narrative film PSA, documentary, edutainment film, essay film, instructional or how to video

Photo Shares- include the following:
● Who (name and age)
● What (is the photograph of)
● Where (did /do they live/work)
● When (were they alive/working)
● How (did they contribute to the field of photography) ● Which (of their images is your favorite and why)

First two photographers must be from 1800-1861
Next two photographers must be from 1884-1942
Next two photographers must be from 1960-1986
Next two photographers must be from 1990-2016
The last two photographers can be from any time- but one must be a woman and the other must be a minority.

Two Video Shares-
Your favorite video
A video that changes the world

Art in the Atrium Installation Projects. Throughout the semester students will curate and display photos/videos choosing a favorite from each project for installation.

PHOTO II Fall 2023

CONTOOCOOK VALLEY REGIONAL HIGH SCHOOL

184 Hancock Road, Peterborough, NH 03458 (603) 924-3869 cvhs.convalsd.net

Lance Levesque Applied Technology Center @ConVal H.S. llevesque@conval.edu

Our Mission

At ConVal High School, we have opportunities to grow and learn, both individually and as an inclusive community. We strive to be respectful and show compassion for others. We work to be creative thinkers and problem solvers who communicate and collaborate in an effort to take responsibility for our learning. As we build resilience in a safe school environment, we also commit to developing skills and tools to become civic-minded citizens.

Welcome: I will be providing you an education in not just the practical understanding of media making, but ways of thinking about media and story. You are responsible for your own learning and your actions. I am responsible for providing a safe environment for everyone. I look forward to getting to know all of you and creating great art together this semester. Syllabus subject to change throughout the semester, updated versions posted in Google Classroom.

Course Description:

This is an advanced course designed to build off of the techniques acquired in Photo 1. The goal of this course is to give students “real world” photo/video experiences, practice working independently, and develop familiarity with the business aspects of earning a living in the field of photo/video. Students will also be responsible for weekly photo projects - based on a theme. They will post these photos to their Google Sites. Over the course of the semester they will research and collaborate with a community partner on a service-learning project. They will also participate in an organization to create a resume and website. The semester will culminate with a formal presentation of the work they have done. During this presentation they will share their body of work with community members, peers, and faculty.

Course Competencies:

COMMON COMPETENCIES

Upon completion of their selected pathway program, all NH CTE students will:

1. Use correct terminology, vocabulary and appropriate language to communicate effectively in the workplace

2. Select and safely use appropriate tools, supplies, and equipment for a specific task or set of tasks.

3. Employ effective time and project management strategies to complete work efficiently and proficiently.

4. Apply math concepts, including measurement, operations, and higher mathematics to relevant applications and specific tasks.

5. Demonstrate awareness strategies to safely work in a variety of workspaces and locations.

PATHWAY COMPETENCIES

Upon completion of the Digital Communication and Media/Multimedia pathway, students will achieve competency in six areas.

Learner will be able to:

1. Develop and plan for story and project concepts for various media productions.

2. Transfer knowledge and skills with various production tools and techniques to create
   various media productions.

3. Apply ethical standards and practices throughout the media production process.

4. Demonstrate design standards as it pertains to media productions.

5. Transfer knowledge and skills with various post-production software techniques to finish
   media productions.

6. Explore careers within the cluster to include developing individual career documents.

Grades can be monitored using the powerschool student/ parent portal. Teachers in Academic Service Centers (TASC) Conval High School has designed TASC (Teachers in Academic Service Centers) as a daily response to intervention block (RTI). This block was developed to accommodate the need for more academic support, enrichment, and extension opportunities within the school day. This daily, forty-three minute period provides the opportunity for students to work with their teachers to either make up work or receive additional, targeted instruction. Teachers may pre-schedule students to address academic needs or to make up work during TASC. Students who do not need additional support may use this time for enrichment or to engage in an extended learning opportunity (ELO). Students develop a weekly TASC schedule with their TASC homeroom mentors on Mondays and then spend the remainder of the week with their academic teachers or other learning environment, such as the library.

Retake policy:

All tests/quizzes may be re-taken for full credit
All projects may be redone for full credit. However, if a student wants to turn a project in late they must meet with me prior to the deadline to discuss a plan.
Homework that is turned in late will be docked 1 pt. For example, a student who submits a 10 point homework assignment can not receive a grade better than a 9.
Presentations may be made-up during TASC.

Communication Protocols: For parents email or phone. Grades can monitored using the powerschool student/parent portal. Communication will take place daily with students. Grades are generally updated bi-weekly, make-up work can happen during; TASC block, before or after-school.

Required Texts and Resources: Classroom Resources include online tutorials and resources. Chromebooks are not required for this class as each student has access to a mac computer. With that being said it is important to bring your Chromebook to class if there is information such as a writing exercise on the device.

Attendance Policy and Procedure: Absences
Students enrolled in the District must attend school in accordance with all applicable state laws and Board policies. The educational program offered by the District is predicated upon the

presence of the student and requires continuity of instruction and classroom participation in order for students to achieve academic standards and consistent educational progress. Attendance shall be required of all students enrolled in the District during the days and hours that school is in session.

The Board considers the following to be excused absences: 1. Illness
2. Recovery from an injury
3. Required court attendance

4. Medical and dental appointments
5. Death in the immediate family
6. Observation or celebration of a bona fide religious holiday
7. Such other good cause as may be acceptable to the Principal or permitted by law
Any absence that has not been excused for any of these reasons will be considered an unexcused absence.
In the event of an illness, parents must call the school and inform the school of the student’s illness and absence. For other absences, parents must provide written notice or a written excuse that states one of these reasons for non-attendance. The Principal may require parents to provide additional documentation in support of their written notice, including but not limited to doctor’s notes, court documents, obituaries, or other documents supporting the claimed reason for non-attendance.
If parents wish for their child to be absent for a reason not listed above, the parent must provide a written explanation of the reason for such absence, including why the student will be absent and for how long the student will be absent. The Principal will make a determination as to whether the stated reason for the student’s absence constitutes good cause and will notify the parents via telephone and writing of his/her decision. If the Principal determines that good cause does not exist, the parents may request a conference with the Principal to again explain the reasons for non-attendance. The Principal may then reconsider his initial determination. However, at this juncture, the Principal’s decision shall be final.

Electronic Device Procedure:

Cell Phones and other Electronic Devices While the ready availability of cellphones and other electronic devices is permitted before and after school as well as during school lunches, their presence in the classroom does lead to student inattention and disruptions of the learning environment. CONVAL HIGH SCHOOL WILL NOT BE RESPONSIBLE FOR LOST, STOLEN, OR DAMAGED CELL PHONES OR OTHER ELECTRONIC DEVICES. Student Expectations ● Cell phones and other electronic devices may NOT be used in the main office without explicit permission. ● No student shall connect their personal electronic device to the school network or a personal hotspot while at school. ● Students do NOT have the right to use their cellular device to audio- or video-record other students, staff or visitors without the express permission of the person(s) in the recording. Failure to comply with this rule will result in disciplinary action, up to and including suspension from school. ● Electronic devices may be used with teacher permission only, Violations ● 1st offense: Upon teacher request, students are expected to put their electronic device into the box on the teacher’s desk and will get it back at the end of class. ● 2nd offense: The student is directed to take their device to the main office. The student is directed to retrieve the device at the end of the day. ● 3rd offense: A parent/guardian is required to pick up the device at the end of the day.

Reminder: students are not allowed to bring to class and/or attach to the school network any personal electronics, including laptops.

Academic Honesty and Plagiarism: Academic Honesty ConVal High School is committed to the intellectual development of a student’s original work. Students who attempt to receive credit for work which is not their own are depriving themselves of an opportunity to learn and progress. When students copy a paper from the Internet or another student, copy another person’s homework, look at another student’s answers on a test or quiz, resubmit work that has already received credit, or fail to give adequate attribution for information from a source in a research paper, they commit acts of academic dishonesty. Plagiarism (definition provided by the American Heritage Dictionary) ● To use and pass off (the ideas or writings of another) as one's own. ● To appropriate for use as one's own passages or ideas from (another). ● To put forth as original to oneself the ideas or words of another. Plagiarism is one of the most serious violations of the principle of academic honesty. Intentional examples of plagiarism may include but are not limited to:● Buying or copying another person's paper. ● Getting someone else to write your

paper for you. ● Taking a block of text and changing a few words, as opposed to paraphrasing or putting it in your own words. Other, less intentional types of plagiarism may include but are not limited to: ● Using photos and other images without providing the source. ● Copying sentences or paragraphs from a book, article, or website without using proper quotation and citation. ● Using an author or an expert's idea without citing them as a source, therefore taking credit for another person's idea, not necessarily their words. All instances of academic dishonesty will be treated and recorded as a major disciplinary infraction. Infractions will first be documented and reported to the department chair and administration. The teacher, department chair and administrator will determine an appropriate disciplinary consequence in all instances of academic dishonesty. The first instance of plagiarism will result in an opportunity to correct the piece of work in question, but will result in a grade of no greater than 50%. A second instance of such an infraction will result in a 0% for the work involved. Students can avoid the pitfalls of plagiarism by remembering these simple guidelines: ● Always keep careful track of your sources of information. Books, articles, websites, even interviews need to be cited. ● Keep your notes together with the source information; this will save you time and energy down the road. When taking notes, keep track of when you are quoting directly (even short phrases) and when you are noting another person’s idea or argument. ● Remember to note the author of an idea or text in your paper, either directly ("Freud argued...") or as an in-text citation (specific formatting guidelines will be provided by your teacher). ● Use quotation marks for any line or phrase that is copied verbatim. Remember: any idea, phrase, or image that did not come directly from you and your own thought process must be cited. ● Facts considered general knowledge do not need to be cited. The basic rule of thumb is that any information that can be found in five or more credible, general reference sources is general knowledge.

Nondiscrimination Notice: ConVal Regional High School and the Region 14 Applied Technology Center (ATC) do not discriminate on the basis of race, color, religion, marital status, national/ethnic origin, age, sex, sexual orientation, or disability in its programs, activities and employment practices.

ConVal Grading Scale:

97-100 A+

87-89 B+

77-79 C+

67-69 D+

93-96 A

83-86 B

73-76 C

63-66 D

F Below 60

90-92 A-

80-82 B-

70-72 C-

60-62 D-

Use of Generative Artificial Intelligence (AI) for Assignments

The use of generative artificial intelligence (AI) in teaching and learning has emerged as a contested issue recently. While a student's use of AI programs, such as ChatGPT, Google Bard, Bing AI, DALL-E, Adobe Firefly, etc., to complete a class assignment may not technically constitute plagiarism because it does not involve the copying of another person's work, it still constitutes academic dishonesty if an AI-generated assignment is represented as the student's own.

However, artificial intelligence is likely to be built into an increasing number of online learning services, and learning how to use AI purposefully — e.g., through the intentional engineering of prompts — is recognized as a developing digital skill. Therefore, teachers will indicate on specific assignments if, and to what extent, the use of AI is permitted.

Units:

Course Requirements and Assignments:

1.) Re- Introduction to Media Arts through camera work and continuing to build a professional online portfolio.

Content: Students will know...

• ●  Students will be given the opportunity to become re-acquainted with the camera
  again

• ●  Students will be given the opportunity to become re-acquainted with the light
  triangle

• ●  Students will re-visit their Google Site/ Portfolios as they will be changing,
  updating and upgrading. Finding a new voice within through storytelling.
  Skills: Students will be able to...

● Identify every button and function on the canon dslr cameras as well as form an

Vocabulary

understanding of each of these functions.

• ●  Utilize Iso, Aperture, and Shutter Speed specific to the photographic needs.

• ●  Create a professional photo shoot through production skills specifically
  concentrating on the three stages of production.

• ●  The light triangle

• ●  Shutter speed

• ●  Aperture

• ●  ISO

• ●  Depth of field

• ●  Pre-Production, Production, Post- Production

• ●  Settings on the camera- manual, automatic, aperture priority, shutter speed priority, landscape,
  macro, action etc.

• ●  Noise/Grain

• ●  File size JPG TIFF SD Cards

• ●  Format Card

• ●  Understand the importance of composition to convey meaning- rule of thirds

• ●  Shot scales- els, ls, fs, ms, cu, ecu

• ●  Camera angles- Birds eye, high, eye, low, dutch, worm

• ●  Triptych
  Assessments

• ●  Introduction to My Photography Project- Prepare a Google Slides presentation 6-10 slides that tell your story or show off your photography skills. Each photograph needs to be titled and there must be at least 2-3 sentences of text that accompany each photo explaining the back story and techniques used in order to create said photo. That said, the presentation should be unique and you need to utilize some of the fun style techniques that are offered in Google Slides. These photos can include cell phone photos, upload to google drive then you can access from laptop. Be creative.

• ●  Weekly Theme- 30 points each week.

• ●  Story Told in Three Pics Project- Triptych Photography Project

• ●  Scholastic Arts Awards Submission Project- each student is required to submit one photography
  for consideration, the school waives the fee for you. You are graded on the submission of the one photo (If you decide to submit more than one it will have a small fee attached). Start building the folder throughout the semester until submission time, curating the best of the best of your work.

2.) Light Painting

Content: Students will know...

• ●  Review of light and how it impacts an image

• ●  Discuss the historical impact/role of Ernst Haas in Photography

• ●  Review the light triangle

• ●  What is light painting (3 types)

• ●  What are some types/alternative types of light sources
  Skills: Students will be able to...

• ●  Use a tripod effectively to create a light painting image

• ●  Use alternative light sources to create specific types of images

• ●  Actively listen and take notes

• ●  Share results with the class and present work effectively

• ●  Engage with other students and learn from critique
  Vocabulary

• ●  Shutter Speed/Aperture

• ●  Light Painting - 3 types

• ●  The light triangle

• ●  Ernst Haas

• ●  Off camera flash
  Assessments

• ●  Light Painting Project- In Class we photoshoot in the dark theater.

• ●  Weekly Themed Photography- 30 Points

• ●  Reflection Paper on short film Ernst Haas
  3.) What are the basic and essential editing tools in Adobe Photoshop and what do they do?
  Content: Students will know...

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Skills: Students

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The names and application for basic tools in Adobe Photoshop How to research for and learn from online tutorials
Traits necessary for a freelance photographer

will be able to...
Identify and describe the basic Adobe Photoshop editing tools Analyze online tutorials to learn new techniques
Create an images using Adobe Photoshop editing software Teach the technique they learned to their peers

Tutorial
Lasso tool
quick selection tool magic wand tool crop tool eyedropper tool pen tool brush tool eraser tool
Path selection tool Hand tool
Options bar
Dock
Applications bar

Vocabulary

Assessments

• ●  Weekly Themed Photography - 30 pts.

• ●  Sandwich Photoshop Project- build a sandwich with photos provided.

• ●  Adobe Photoshop Quiz - This is a short quiz - to make sure students can
  identify/name and describe the basic editing tools used in Adobe Photoshop. This will include a short essay where students will be required to write about the traits of an entrepreneur and how learning from online tutorials fits into running a photo business - 20 pts.

• ●  Editing Project - Students will research an online tutorial that uses Adobe Photoshop to modify a portrait, such as face swap. They will use the tutorial to learn a new editing technique in Photoshop. They will then critique the tutorial, before teaching the technique to someone else in a better way. 10 pts.

• ●  Whole New World Project- this is a project that we will team up with the graphic design class in order to create amazing new images of worlds that you will create as photographers while working with graphic designers.
  4.) How do we know which is the right camera or lens for the job? Content: Students will know..

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Skills: Students

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Different types of lens (advantages/disadvantages)
Different types of cameras (advantages/disadvantages)
The cost of cameras/lens
The difference between professional quality and hobby quality equipment will be able to...

Analyze and select a lens for a specific purpose depending on what they are going to photograph
Use a variety of lens and camera bodies to create images for specific purposes Articulate why they selected a specific lens

Compare cost to value and performance for specific lens and bodies Demonstrate an understanding of findings by sharing with a public audience in the form of a presentation

• ●  lens types - 50mm, macro, zoom, prime, fixed, etc.

• ●  camera body types - full frame and cropped

• ●  professional vs. hobby quality equipment ■ 18-135mm

Vocabulary

-

• 100mm (fixed, prime) (aka- macro lens)

• 16-35mm

• 24-70mm

• 85mm (fixed, prime) (aka- portrait lens)

• 18-200mm

• 70-200mm

• 75-300mm

• 18-55mm (Kit Lens)

• 50mm (fixed, prime) Nifty Fifty
  Assessments

• ●  Weekly Themed Photography - 30 pts.

• ●  Lens Checklist Project- Students will utilize each lens in the lens cabinet, each of the 10 lenses must be utilized and three photos per lens will be submitted.

• ●  Lens/Body Project - Students will be moved into pairs or groups of three.
  Working together they will determine what three lenses and which single body they would select if they were starting their own photography business. They must name the business and determine what type of photography they plan to do. They must create a PowerPoint or Google Slide presentation as a pitch to ask the bank for a loan to pay for the lens and body. They will need to make a strong case as to why they should be given this money. They will also need to include images with their presentation that they took using the lens they selected - 30 pts.

5.) Product Photography: Food Photography/Still Life

Content: Students will know...

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Skills: Students

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what product photography is
what food photography is
what still life photography is
a general history of still life and still life photography
how to arrange products to be pleasing to the eye and alluring to potential consumers

will be able to...
discuss and review the role light plays in photography
discuss and review the elements of composition and how to use them
arrange products (inanimate objects - such as food, watches, etc.) in a way that is pleasing for sales

• ●  photograph inanimate objects and set-up product shots Vocabulary

• ●  commercial/product photography

• ●  tripod

• ●  still-life

• ●  food photography
  Assessments

• ●  Product Photography - Students will learn about product photography, including
  practicing food photography in class, and hearing from guest speakers. Ultimately, they will pick 5 products to shoot. They will need to photograph these products and will share their images via a presentation for critique. Students can work in groups, but they must each have their own unique five product images to share with the class. 100 pts

• ●  Weekly Theme Photography- 30 Points
  6.) La Jette inspired short film. A story told with pictures through the medium of video.
  Content: Students will know...

• ●  How to tell a story through a series of photographs.

• ●  How to manipulate images to tell a story.

• ●  How to create the mood/voice of a story through pictures.
  Skills: Students will be able to....

● Create images that create a storyline.

Vocabulary:

Assessment:

• ●  Place and edit photos together to tell a story.

• ●  Demonstrate group working skills.

• ●  Memory films

• ●  Juxtapose

• ●  Mise en scene

• ●  Black and white vs. color

• ●  Pace

• ●  Pre production, Production, Post-Production

• ●  Kuleshov Effect

• ●  Pre Production storyboards/shot list

• ●  Production Skills in Photography including lighting

• ●  Editing pace clarity

• ●  Presentation- Formal exhibition of final film in a formal setting such as the theater. Each student will participate in a q & a after the screening of each film.

• ●  Weekly Theme Photography- 30 Points
  7.) Service-Learning Project
  Content: Students will know...

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Skills: Students

● ● ●

● ● ● ● ● ● ● ●

Assessments

●

what a service-learning project is
the impact photography can make on helping people/organizations
some examples of photographers who use their talents to create change in the world
will be able to...
plan a service-learning project
meet with professionals and discuss needs/wants
capture images that meet the needs/wants of an outside organization

service-learning
PR- Public Relations
Impact
Change
Social Media
Branding
Logo
Composition (as a storytelling process)

Students will work with a person or organization to create images that provide a service. Students will help the organization by providing a series of themed photos for several different social media platforms.

Vocabulary

8.) How does a photographer use a portfolio for self promotion and/or job searches?

Content: Students will know...

• ●  Appropriate dress/attitude/approach to a job interviewing

• ●  What should be included in a professional photographic resume and portfolio

• ●  Development of a business plan or personal career plan

• ●  The purpose and sources for crowdsourcing

Skills: Students

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●

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Assessments

●

●

will be able to...
Create a business plan or personal career plan
Research jobs in the photographic career field
Create a professional resume and online portfolio
Participate in a professional job interview
Share work with a large audience including articulating personal growth, areas for improvement, goals, and job plans
Articulate what crowdsourcing and venture start-ups are, identify successful examples, and articulate ways these resources could help them

Crowdsourcing Venture start-up Business Plan Resume Portfolio

Self promotion Job interview

Paper Portfolio - Students will create a packet of information including a resume, three possible jobs in the photographic field they can or would like to apply for, and a personal career/growth plan. They will identify their own goals and discuss venture startup and/or crowd sourcing (identifying successful examples and discussing ways these sources could benefit them). They will also detail their own for the future. Answering the question: How will you apply what you have learned this year? 30 pts

Online Portfolio and Interview - Students will create an online portfolio of exemplary work. They will title and show at least 20 images. Students will use this online portfolio during a job interview/final presentation - 30 pts

Vocabulary

Weekly Photo Assignments: Each week there is a photo theme. Each week we will discuss the theme in class. Students will work on pre-production, production, and post production of photography each week. Sometimes we will work on the weekly assignment in class, sometimes we will not. However, you will be responsible for taking the photos each week and uploading them to Google Classroom. Photos need to be posted in the

correct file format and labeled properly. 3-5 photos need to be edited in Lightroom and submitted per photo shoot.

Weekly Themes*

1. Self Portrait

2. Forms in Nature

3. Stranger Things

4. Texture/Abstract

5. Silhouette

6. Sitting in a chair

7. GenZ

8. Family/Thankful

9. Animal

10. Drab

11. Metal

12. Cliche

13. Night Owl

14. UpsideDown

15. Street Candid

16. Shadow

17. Change

18. Get Low

*Weekly themes are subject to change throughout the semester. Holidays are an example, halloween, turkey day, winter holiday, depending on the semester. Each weekly theme will be posted in Google Classroom.

Art in the Atrium Installation Projects. Throughout the semester students will curate and display photos/videos choosing a favorite from each project for installation.

STANDBY PROJECT 20 Hour Project

Content: Students will know...

• ●  How to research an area of photography they are interested in

• ●  Gather information and materials necessary to learn a new technique

• ●  Develop strategies for working in the field independently

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Skills: Students

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Share what they have learned and teach a new technique to their peers will be able to...
Collect data on a subject they would like to explore
Cite evidence

Analyze what they have seen and learn a new process
Then, they will synthesize that learning - applying these new concepts to create a powerpoint or presentation which they will share with the class. They will teach their peers how to do the thing they have learned

Vocabulary: life-long learning 20 hour project teaching presentation

Assessment: Students will learn a new photo technique. They will have 20 hours to research and learn as much as possible. Then, they will synthesize that learning, creating a presentation where they teach their peers what they have learned. In addition to a powerpoint or presentation students will need to create a "hands-on" activity that their peers can do. 100 pts