Assignment Description

Photography is a visual medium, but a powerful photograph can make a viewer imagine much more than what they can see.

For this assignment, you will create a photographic series inspired by the five senses: sight, sound, smell, taste, and touch. Your challenge is to use photography to communicate sensory experiences that cannot always be directly seen.

You will use thoughtful subject matter, composition, lighting, perspective, depth of field, color, texture, movement, and other photographic techniques to create images that cause the viewer to imagine a sensory experience.

Your photographs should go beyond simply documenting an object. For example, photographing a cup of coffee documents coffee. Creating an image in which steam, warm light, texture, environment, and composition make the viewer imagine the smell of coffee communicates a sensory experience.

The goal is to make the viewer almost feel, hear, smell, taste, or experience what is happening in the photograph.

Final Requirement

Create five finished photographs, with one photograph representing each sense:

• Compile all 5 images into One grid (see example)

THE FIVE SENSES

1. SIGHT

Create a photograph that emphasizes the experience of seeing.

Consider:

• • dramatic light

  • unusual color

  • reflections

  • patterns

  • optical effects

  • unusual perspectives

  • contrast

  • visual complexity

  • extreme detail

Your photograph should make the act of looking an important part of the experience.

2. TOUCH

Create a photograph that makes the viewer imagine how something feels.

Consider:

• rough versus smooth

• hard versus soft

• wet versus dry

• hot versus cold

• skin

• fabric

• hair

• water

• surfaces

• extreme close-ups

Use lighting, detail, focus, and texture to create a tactile experience.

3. TASTE

Create a photograph that makes the viewer imagine taste.

Food is an obvious possibility, but the photograph should be more than a snapshot of something you are eating.

Consider:

• freshness

• color

• steam

• condensation

• ingredients

• preparation

• presentation

• lighting

• texture

• human interaction

Make the viewer feel like they could almost taste the subject.

4. SMELL

Create a photograph that causes the viewer to imagine a smell.

Possible visual clues might include:

• flowers

• spices

• perfume

• smoke

• steam

• rain

• food

• coffee

• nature

• environmental clues

The photograph should visually suggest a scent without the viewer actually being able to smell it.

5. SOUND

Create a still photograph that makes the viewer imagine sound.

Consider:

• musical instruments

• movement

• crowds

• machinery

• water

• footsteps

• clapping

• shouting

• animals

• environmental movement

Experiment with shutter speed, gesture, repetition, movement, and visual clues that suggest sound.

Each photograph must be a unique, intentionally planned composition. Do not submit multiple angles or slight variations of the same photograph.

Photographs must demonstrate Photography II-level control of camera technique, composition, lighting, visual communication, and post-processing.

BIG IDEAS

Photography Can Communicate More Than What Is Visible

A still photograph can suggest experiences such as sound, smell, taste, temperature, movement, and texture.

Visual Choices Create Meaning

Lighting, composition, perspective, color, texture, focus, movement, and timing influence how viewers interpret photographs.

Photographers Solve Visual Problems

Some ideas cannot be photographed literally. Photographers must experiment with visual clues, symbolism, technical choices, and composition to communicate those ideas.

Revision Strengthens Artwork

Professional photographers rarely stop with their first photograph. Shooting, evaluating, editing, reshooting, and refining are essential parts of the creative process.

ESSENTIAL QUESTIONS

1. How can a photograph communicate something that cannot actually be seen?

2. How can visual elements make a viewer imagine a sensory experience?

3. How do composition, lighting, perspective, focus, color, texture, and movement affect meaning?

4. How can a photographer transform an ordinary subject into an engaging photograph?

5. How can technical camera choices strengthen an artistic idea?

6. How does critique help photographers revise and improve their work?

7. What separates a photograph that simply documents a subject from one that communicates an idea?

LEARNING OBJECTIVES

By the end of this assignment, students will be able to:

• Generate and develop photographic ideas based on the five senses.

• Translate abstract sensory experiences into visual imagery.

• Plan intentional photographs before beginning a photoshoot.

• Apply the Elements of Art and Principles of Design to photographic compositions.

• Use lighting, perspective, framing, depth of field, shutter speed, color, texture, and movement intentionally.

• Make appropriate technical decisions based on the visual idea being communicated.

• Experiment with multiple photographic solutions rather than relying on the first idea.

• Analyze photographs using appropriate photographic and artistic vocabulary.

• Participate in peer critique and provide specific, constructive feedback.

• Reflect on feedback and revise or reshoot photographs when necessary.

• Edit and retouch photographs while maintaining strong image quality.

• Select and present a cohesive group of finished photographs.

VOCABULARY

Sensory Imagery — Visual information that causes the viewer to imagine an experience connected to sight, sound, smell, taste, or touch.

Visual Communication — Using images and visual choices to communicate an idea, feeling, message, or experience.

Composition — The intentional arrangement of visual elements within the photographic frame.

Focal Point — The area of a photograph designed to attract the viewer's attention first.

Emphasis — Creating visual importance so that one part of an image receives greater attention.

Texture — The visual or physical surface quality of an object, such as rough, smooth, soft, wet, cracked, or fuzzy.

Contrast — A noticeable difference between visual elements, including light/dark, color, texture, size, shape, or subject matter.

Depth of Field — The range of distance within a photograph that appears acceptably sharp.

Shallow Depth of Field — A small area of sharp focus with other areas appearing blurred, often used to isolate and emphasize a subject.

Perspective — The position or point of view from which the photographer photographs the subject.

Motion Blur — Visible streaking or blurring caused by subject or camera movement during an exposure.

Shutter Speed — The amount of time the camera's shutter remains open. It affects exposure and how movement appears.

Aperture — The adjustable opening in the lens that controls the amount of light entering the camera and influences depth of field.

ISO — The camera setting controlling the image sensor's sensitivity to light.

Exposure — The amount of light recorded to create a photograph, primarily controlled through aperture, shutter speed, and ISO.

Visual Cue — Something within an image that helps the viewer infer information that is not directly shown.

Symbolism — Using an object, color, setting, gesture, or other visual element to represent a larger idea.

Concept — The central idea or meaning behind an artwork.

Intent — What the photographer wants the viewer to understand, feel, notice, or experience.

Critique — A structured discussion used to analyze, interpret, and evaluate artwork and identify opportunities for improvement.

Refinement — Improving an artwork through evaluation, editing, experimentation, revision, or reshooting.

Cohesion — The visual and conceptual qualities that make a group of photographs feel connected as a series.

CLASS 1 — SEEING THE PROBLEM & DEVELOPING IDEAS

Standards Focus

VAHSPH.CR.1 — Visualize and generate ideas for creating works of art.

VAHSPH.RE.3 — Engage in the process of art criticism to make meaning of works of art and increase visual literacy.

Opening — Bell Ringer: “How Would You Improve It?”

The teacher will display a poor photograph without immediately explaining what is wrong with it.

Students Will...

Independently examine the photograph and identify:

1. Three specific improvements they would make.

2. Why each change would improve the photograph.

Students should consider:

• composition

• lighting

• focus

• background

• perspective

• exposure

• timing

• subject placement

• visual interest

Students will then compare their responses with a partner before participating in a whole-class discussion.

Teacher Will...

Facilitate a discussion that moves students beyond statements such as “it looks bad” toward specific photographic analysis.

Prompt students with questions such as:

• Where does your eye go first?

• What is distracting?

• What could the photographer have controlled?

• How would changing the camera position affect the photograph?

• What would you change about the lighting?

• What photographic decision would create the greatest improvement?

Work Session

Students will be introduced to the Five Senses assignment and analyze examples of photographs that suggest sensory experiences.

Students will brainstorm possible subjects and visual strategies for:

Sight | Sound | Smell | Taste | Touch

Students will develop multiple ideas rather than selecting the first idea that comes to mind.

Students will begin creating a Five Senses Shooting Plan identifying:

• Sense

• Subject

• Location

• Intended sensory experience

• Composition

• Lighting

• Perspective

• Camera technique

• Visual cues

• Equipment/props needed

Closing/Debrief — Student-Centered

Students will pair with a classmate and explain one idea without naming the sense.

Their partner will identify which sense they believe the photograph is intended to communicate and explain the visual evidence supporting the answer.

Standard Connection: Students demonstrate VAHSPH.CR.1 by generating and communicating photographic ideas and VAHSPH.RE.3 by interpreting visual information and using photographic vocabulary to make meaning.

CLASS 2 — FROM IDEA TO INTENTIONAL PHOTOGRAPH

Standards Focus

VAHSPH.CR.2 — Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

VAHSPH.CR.4 — Incorporate formal and informal components to create works of art.

Opening

Students review their shooting plans with a partner.

Each partner must identify:

• the strongest idea

• one idea that needs additional development

• one technical or compositional suggestion

Students Will...

Select photographic methods that best communicate their intended sensory experience.

Students will explain why specific choices involving lighting, framing, perspective, depth of field, shutter speed, texture, color, or movement support their concept.

Teacher Will...

Conference with students about their shooting plans and question students about the relationship between technical choices and artistic intent.

The teacher will demonstrate or review relevant techniques based on student needs.

Work Session

Students finalize their Five Senses Shooting Plan.

Students begin photographing and/or conducting technical experiments.

Students should produce multiple genuinely different compositions rather than repeatedly photographing the same setup from slightly different angles.

Students should test changes in:

• camera position

• focal length

• distance

• lighting

• aperture

• shutter speed

• subject placement

• foreground/background

• orientation

Closing/Debrief — Student-Centered

Students select one test image and explain:

“I chose ______ because it helps communicate ______ by ______.”

Classmates identify whether the technical and compositional choices support the photographer's intent.

Standard Connection: Students demonstrate VAHSPH.CR.2 by selecting appropriate photographic methods and VAHSPH.CR.4 by intentionally organizing formal visual components to communicate meaning.

CLASS 3 — EXPERIMENTATION & PHOTOSHOOT DEVELOPMENT

Standards Focus

VAHSPH.CR.3 — Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence.

VAHSPH.CR.4 — Incorporate formal and informal components to create works of art.

Opening

Students examine their current photographs and identify:

• one technical success

• one compositional success

• one problem

• one experiment they need to try next

Students Will...

Experiment with photographic techniques and make intentional changes based on the results of previous images.

Students will demonstrate persistence by continuing to develop a photograph when the first attempt is unsuccessful.

Teacher Will...

Conduct individual progress conferences.

Rather than telling students exactly how to fix an image, the teacher will use questions such as:

• What are you trying to make the viewer experience?

• What is competing with your focal point?

• What happens if you change your perspective?

• What camera setting could strengthen this idea?

• Have you explored a completely different solution?

Work Session

Primary photoshoot and experimentation day.

Students work toward strong images for all five senses.

Students should intentionally apply:

• Elements of Art

• Principles of Design

• camera controls

• lighting

• perspective

• focus

• movement

• visual cues

Students review images throughout the work session rather than waiting until the end of the photoshoot.

Closing/Debrief — Student-Centered

Students select a successful image and an unsuccessful image.

With a partner, students compare the two and explain what changed or what needs to change.

Standard Connection: Students demonstrate VAHSPH.CR.3 through experimentation, practice, and persistence and VAHSPH.CR.4 through increasingly intentional use of photographic composition.

CLASS 4 — CRITIQUE, REVISION & RESHOOTING

Standards Focus

VAHSPH.CR.5 — Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation.

VAHSPH.RE.2 — Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

Opening

Students select their current strongest photograph and respond:

What do you want the viewer to sense, and what specific evidence in the photograph communicates that experience?

Students Will...

Participate in a structured peer critique.

For each photograph, peers will identify:

• I Notice... — objective observations

• I Experience... — what sensory experience the image suggests

• I Wonder... — questions about artistic choices

• I Suggest... — one specific improvement

Teacher Will...

Model constructive critique language and reinforce the use of photographic vocabulary.

The teacher will help students distinguish between personal preference and evidence-based critique.

Work Session

Students use critique feedback to:

• select stronger images

• identify weak photographs

• reshoot when necessary

• improve composition

• adjust exposure

• strengthen visual cues

• eliminate distracting elements

• refine the connection between concept and image

Students begin editing their strongest photographs.

Closing/Debrief — Student-Centered

Students complete:

“Because of today's critique, I changed/will change ______ because ______.”

Students must connect their revision to specific peer feedback or their own reflection.

Standard Connection: Students demonstrate VAHSPH.RE.2 by collaboratively critiquing photographs and VAHSPH.CR.5 by using reflection and feedback to revise and refine their work.

CLASS 5 — EDITING, RETOUCHING & COHESION

Standards Focus

VAHSPH.CR.3 — Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence.

VAHSPH.CR.5 — Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation.

Opening

Students compare two edits or two possible images and answer:

Which version communicates the sensory experience more effectively? What visual evidence supports your decision?

Students Will...

Use appropriate digital editing techniques to strengthen their photographs without allowing editing effects to replace strong photography.

Students will evaluate the five images as a series, not simply as five unrelated photographs.

Teacher Will...

Demonstrate targeted editing and retouching techniques as needed.

The teacher will conference with students about image quality, consistency, technical problems, and whether the photograph successfully communicates the intended sense.

Work Session

Students complete editing and retouching.

Possible adjustments include:

• exposure

• white balance

• highlights/shadows

• contrast

• color

• cropping

• straightening

• localized adjustments

• cleanup/retouching

• sharpening

Students place all five images together and evaluate the series for visual and conceptual cohesion.

Students make final revisions or identify any photograph requiring a last reshoot.

Closing/Debrief — Student-Centered

Students complete a 5-Senses Check.

For each image, another student attempts to identify the sense without being told the answer.

If the intended sense is unclear, the photographer records one possible revision.

Standard Connection: Students demonstrate VAHSPH.CR.3 through purposeful use of photographic and digital technology and VAHSPH.CR.5 by evaluating, revising, and refining the Five Senses series.

CLASS 6 — FINAL PRESENTATION, CRITIQUE & REFLECTION

Standards Focus

VAHSPH.PR.1 — Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

VAHSPH.RE.1 — Reflect on the context of personal works of art in relation to community, culture, and the world.

VAHSPH.RE.2 — Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

VAHSPH.RE.3 — Engage in the process of art criticism to make meaning of works of art and increase visual literacy.

Opening

Students arrange their five photographs in the order they believe creates the strongest presentation.

Students consider which photograph should be viewed first and why.

Students Will...

Prepare and present their completed Five Senses series.

Students will discuss their artistic intent and explain how photographic choices communicate sensory experiences.

Teacher Will...

Facilitate a student-centered final critique and assess completed work.

The teacher will ask students to support interpretations with visual evidence rather than simply stating whether they like or dislike a photograph.

Work Session

Students complete final export and submission.

Students participate in a gallery walk or projected critique.

For selected photographs, students discuss:

• What sense is being communicated?

• What visual evidence supports that interpretation?

• Where is the focal point?

• How does composition influence the image?

• How does lighting affect the sensory experience?

• What role does color or texture play?

• What technical decision is especially effective?

• What makes the photograph memorable?

Closing/Debrief — Student-Centered Reflection

Students respond:

1. Which photograph in your series is the strongest and why?

2. Which sense was the most difficult to communicate visually?

3. What technical or compositional decision had the greatest impact on your work?

4. How did critique change at least one photograph?

5. If you had another photoshoot, what would you change?

6. What did this assignment teach you about communicating ideas through photography?

Standard Connection: Students demonstrate VAHSPH.PR.1 by preparing and presenting a completed photographic series and VAHSPH.RE.1–RE.3 by interpreting, critiquing, and reflecting on their own work and the work of their classmates.

GEORGIA STANDARDS OF EXCELLENCE — PHOTOGRAPHY II

Creating

VAHSPH.CR.1 — Visualize and generate ideas for creating works of art.

VAHSPH.CR.2 — Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

VAHSPH.CR.3 — Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence.

VAHSPH.CR.4 — Incorporate formal and informal components to create works of art.

VAHSPH.CR.5 — Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation.

Presenting

VAHSPH.PR.1 — Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

Responding

VAHSPH.RE.1 — Reflect on the context of personal works of art in relation to community, culture, and the world.

VAHSPH.RE.2 — Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

VAHSPH.RE.3 — Engage in the process of art criticism to make meaning of works of art and increase visual literacy.

SUBMISSION REQUIREMENTS

Submit 5 final photographs — one for each sense.

File Naming Convention

LastName_FirstName_5Senses-01.jpeg
LastName_FirstName_5Senses-02.jpeg
LastName_FirstName_5Senses-03.jpeg
LastName_FirstName_5Senses-04.jpeg
LastName_FirstName_5Senses-05.jpeg

Your work will be evaluated on:

• Successful communication of each sense

• Originality and creativity

• Intentional composition

• Interesting and appropriate subject matter

• Technical camera control

• Lighting

• Focus and image quality

• Effective use of the Elements of Art

• Effective use of the Principles of Design

• Experimentation and development

• Response to critique and revision

• Quality of editing and retouching

• Cohesion of the final series

• Correct file preparation and naming

• Completion and presentation

Important

Plan your photoshoots. Do not wait until the night before the deadline to begin photographing.

Do not submit multiple angles of the same setup. Each photograph must represent a genuinely different and intentional photographic solution.

Photographs taken in or around school are prohibited for this assignment.

If you photograph a pet, the image must be a carefully planned and intentionally composed photograph—not a casual snapshot.

This structure keeps the core concept and expectations already on your site while turning it into a complete six-class instructional sequence with the standards embedded directly into each day's student-centered opening, work session, and debrief. (Google Sites)

Current Photography II — 5 Senses page

I can also convert this into a more compact Google Sites layout with collapsible-looking section organization, an assignment rubric, and a student shooting-plan worksheet to accompany the six classes.

Examples

Standards

• VAHSPH.CR.1 - Visualize and generate ideas for creating works of art.

• VAHSPH.CR.2 Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

• VAHSPH.CR.3 Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence.

• VAHSPH.CR.4 Incorporate formal and informal components to create works of art.

• VAHSPH.CR.5 Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation.

• VAHSPH.PR.1 Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

• VAHSPH.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

• VAHSPH.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

• VAHSPH.RE.3 Engage in the process of art criticism to make meaning of works of art and increase visual literacy.