Assignment Description

Students will create a cohesive photographic series demonstrating their understanding and intentional use of the Elements of Art and Principles of Design. Students will photograph subjects outside of the school environment and use composition, camera position, perspective, lighting, and subject matter to communicate each assigned concept.

Students will create 14 final photographs—one photograph representing each of the seven Elements of Art and seven Principles of Design. The photographs should demonstrate intentional composition rather than simply documenting an object.

• Review the Videos

• Review the Examples

Final Deliverables

Students will submit:

• 14 final photographs

  • One for each assigned element/principle

  • Each image must be unique

  • Each image must clearly communicate the assigned concept

  • Photographs should demonstrate intentional composition and interesting subject matter

• Contact sheet

  • Minimum of 140 photographs

  • Demonstrates experimentation, planning, and photographic exploration

• Correct file naming:

  • LastName_FirstName_ProjectName-##.jpeg

• Final images should demonstrate appropriate editing/retouching and image quality.

• Photographs taken in or around school are not permitted for the final assignment.

Learning Objectives

Students will:

1. Identify and explain the Elements of Art and Principles of Design as they relate to photography.

2. Visualize and generate photographic ideas based on assigned visual concepts.

3. Plan photographic compositions before shooting.

4. Use camera position, angle, perspective, lighting, and subject matter intentionally.

5. Create photographs that demonstrate the difference between documenting a subject and creating an intentional composition.

6. Experiment with multiple photographic solutions before selecting final images.

7. Evaluate photographs using appropriate photographic and art vocabulary.

8. Critique their own work and the work of peers.

9. Revise and refine photographs based on feedback.

10. Present a cohesive photographic series demonstrating control of the elements and principles.

Big Ideas

• Photography is a visual language that can communicate ideas without words.

• The Elements of Art are the visual building blocks photographers use to construct an image.

• The Principles of Design describe how visual elements are organized within a composition.

• Strong photographs are intentional, not accidental.

• The same subject can communicate very different ideas depending on composition, camera angle, lighting, and perspective.

• Photographers create stronger work by experimenting, evaluating, revising, and refining their ideas.

• A successful photographic series demonstrates both technical control and visual thinking.

Essential Questions

1. How can photographers use the Elements of Art to communicate an idea?

2. How do the Principles of Design influence the way viewers experience a photograph?

3. What makes a photograph an intentional composition rather than simply a snapshot?

4. How can changing camera position, angle, perspective, or framing change meaning?

5. How does experimentation improve photographic decision-making?

6. How can critique help a photographer revise and strengthen an image?

7. How can 14 individual photographs work together as a cohesive photographic series?

Vocabulary

Elements of Art

Color – The visual quality produced by reflected or emitted light; can be used to create mood, contrast, emphasis, or visual relationships.

Form – The three-dimensional quality of an object; form suggests length, width, and depth.

Line – A path created by a moving point; lines can lead the viewer's eye, divide space, or create movement.

Shape – A two-dimensional enclosed area with height and width.

Space – The area or distance within, around, between, or surrounding objects in a composition.

Positive Space – The area occupied by the primary subject or shapes.

Negative Space – The area surrounding or between the primary subjects or shapes.

Texture – The actual or visual quality of a surface; photographs can communicate whether something appears rough, smooth, soft, hard, etc.

Value – The range of light and dark in an image.

Principles of Design

Balance – The distribution of visual weight within a composition.

Symmetrical Balance – Visual elements are balanced on either side of a central axis.

Asymmetrical Balance – Different elements have different appearances but are balanced through their visual weight.

Radial Balance – Elements radiate outward from a central focal point.

Contrast – A strong difference between visual elements, such as light/dark, large/small, rough/smooth, or warm/cool.

Emphasis – Creating an area of importance that attracts the viewer's attention.

Movement/Rhythm – The visual path that directs the viewer's eye through an image.

Perspective – The representation or illusion of depth created through camera position, scale, overlapping forms, converging lines, or unusual viewpoints.

Repetition/Pattern – Repeating visual elements to create consistency, rhythm, or visual interest.

Unity – The sense that all parts of a composition work together as a cohesive whole.

Composition – The intentional arrangement of visual elements within the frame.

Focal Point – The area of an image that attracts the viewer's attention first.

Visual Weight – The amount of attention an element attracts because of characteristics such as size, color, contrast, position, or detail.

Contact Sheet – A single presentation containing multiple photographs that allows a photographer to review, compare, and select images.

Six-Class Learning Sequence

CLASS 1 – Understanding the Elements and Principles

Standards

VAHSPH.CR.1, VAHSPH.CR.4, VAHSPH.RE.3

Opening

Students Will...

• Participate in the bell ringer:
  “How Would You Improve It?”
  Students will view a poor photograph and list:

  1. Three improvements they would make.

  2. Why each change would improve the photograph.

• Share one proposed improvement with a partner.

• Discuss how photographers make intentional choices about composition.

Teacher Will...

• Present the assignment and final deliverables.

• Introduce the seven Elements of Art and seven Principles of Design.

• Model how the same subject can communicate different concepts through composition.

• Facilitate discussion using photographic vocabulary.

Work Session

Students Will...

• Take guided notes on the Elements and Principles.

• Examine sample photographs.

• Identify which element or principle is most dominant in each photograph.

• Begin brainstorming possible subjects for all 14 concepts.

• Create a preliminary shot list.

Teacher Will...

• Demonstrate examples of Color, Line, Shape, Form, Space, Texture, and Value.

• Demonstrate Balance, Contrast, Emphasis, Movement, Perspective, Repetition, and Unity.

• Question students about how the photographer created each effect rather than simply asking what they see.

• Conference with students about potential concepts.

Closing/Debrief

Students will identify:

• One element they understand well.

• One principle they find difficult.

• One photographic concept they want to experiment with.

Student-Centered Standard Language:

“I can identify and explain how Elements of Art and Principles of Design are used to communicate visually.”

CLASS 2 – Planning and Visual Problem Solving

Standards

VAHSPH.CR.1, VAHSPH.CR.2, VAHSPH.CR.4

Opening

Students Will...

• Review the 14 required concepts.

• Participate in a quick visual analysis of sample photographs.

• Explain which element or principle is being emphasized and provide evidence from the image.

Teacher Will...

• Model how to turn an abstract concept such as “unity” or “movement” into a photographic idea.

• Demonstrate planning a photograph before pressing the shutter.

• Discuss location, subject, lighting, camera angle, framing, and safety.

Work Session

Students Will...

• Develop a detailed shot list for all 14 photographs.

• Identify:

  • Concept

  • Subject

  • Location

  • Composition

  • Camera angle

  • Lighting

  • Intended viewer response

• Sketch or visually plan difficult compositions.

• Identify opportunities for combining multiple concepts while maintaining one clearly dominant concept.

Teacher Will...

• Conduct individual planning conferences.

• Challenge students to move beyond obvious or cliché solutions.

• Ask:

  • “What makes this photograph unique?”

  • “How will the viewer know which concept you are communicating?”

  • “What could you change about the camera position?”

Closing/Debrief

Students will exchange shot lists with a partner.

Partners will identify:

• Strongest concept

• Weakest concept

• One suggestion for improvement

Student-Centered Standard Language:

“I can generate and plan multiple photographic solutions using the Elements and Principles of Design.”

CLASS 3 – Photographing: Elements of Art

Standards

VAHSPH.CR.2, VAHSPH.CR.3, VAHSPH.CR.4

Opening

Students Will...

• Review the seven Elements of Art.

• Select two elements they believe will be most challenging to photograph.

• Explain their strategy for making those concepts visually obvious.

Teacher Will...

• Demonstrate strategies for photographing:

  • Color

  • Form

  • Line

  • Shape

  • Space

  • Texture

  • Value

• Demonstrate how changing camera position can strengthen a composition.

• Reinforce that students should create multiple versions of each idea.

Work Session

Students Will...

• Photograph multiple interpretations of the Elements of Art.

• Experiment with:

  • Camera angle

  • Distance

  • Framing

  • Perspective

  • Lighting

  • Subject placement

• Record successful ideas.

• Continue building the 100+ image contact sheet.

Teacher Will...

• Circulate and provide individual feedback.

• Ask students to explain the intended element before accepting a composition as successful.

• Encourage experimentation rather than immediately selecting the first acceptable photograph.

Closing/Debrief

Students will select one successful photograph and explain:

“The dominant element in this photograph is ______ because ______.”

Student-Centered Standard Language:

“I can experiment with photographic techniques to intentionally communicate an Element of Art.”

CLASS 4 – Photographing: Principles of Design

Standards

VAHSPH.CR.2, VAHSPH.CR.3, VAHSPH.CR.4

Opening

Students Will...

• Analyze sample photographs for Balance, Contrast, Emphasis, Movement, Perspective, Repetition, and Unity.

• Explain what visual evidence supports their interpretation.

Teacher Will...

• Demonstrate strategies for creating each principle.

• Compare weak and strong examples.

• Model how changing one compositional decision can dramatically change visual impact.

Work Session

Students Will...

• Photograph multiple solutions for the seven Principles of Design.

• Experiment with:

  • Symmetrical and asymmetrical balance

  • High and low contrast

  • Focal points

  • Leading lines

  • Unusual perspectives

  • Patterns

  • Repeated subjects

  • Related colors, shapes, or forms

• Continue building the 100+ image contact sheet.

Teacher Will...

• Conduct individual critiques during the shooting process.

• Ask students to defend their compositional choices.

• Push students toward more sophisticated and less predictable solutions.

Closing/Debrief

Students will share one photograph with a partner.

The partner must identify:

1. The principle being demonstrated.

2. Evidence supporting the identification.

3. One possible improvement.

Student-Centered Standard Language:

“I can intentionally organize visual elements to create a Principle of Design within a photograph.”

CLASS 5 – Selection, Contact Sheet, and Critique

Standards

VAHSPH.CR.5, VAHSPH.RE.2, VAHSPH.RE.3

Opening

Students Will...

• Review their contact sheets.

• Identify photographs that are technically strong but conceptually weak.

• Identify photographs that are conceptually strong but need technical improvement.

Teacher Will...

• Demonstrate how to evaluate photographs using:

  • Concept

  • Composition

  • Technical quality

  • Creativity

  • Visual impact

  • Connection to the assigned element/principle

• Model constructive peer critique.

Work Session

Students Will...

• Create and review their 100+ image contact sheet.

• Select potential final images.

• Conduct a structured peer critique.

• Use vocabulary such as:

  • Composition

  • Contrast

  • Emphasis

  • Balance

  • Perspective

  • Value

  • Texture

  • Unity

• Revise photographs based on peer feedback.

Teacher Will...

• Facilitate small-group critiques.

• Conference individually with students.

• Help students distinguish between a photograph that merely contains an element/principle and one that intentionally emphasizes it.

• Check progress toward all 14 final images.

Closing/Debrief

Students will identify:

• Their strongest photograph.

• Their weakest photograph.

• One photograph they plan to reshoot or revise.

• One change they will make before final submission.

Student-Centered Standard Language:

“I can critique, revise, and refine my photographs using photographic vocabulary and constructive feedback.”

CLASS 6 – Final Presentation and Reflection

Standards

VAHSPH.CR.5, VAHSPH.PR.1, VAHSPH.RE.1, VAHSPH.RE.2, VAHSPH.RE.3

Opening

Students Will...

• Review the final submission checklist.

• Complete a self-assessment of their photographic series.

Teacher Will...

• Review technical submission requirements.

• Clarify naming conventions and submission procedures.

• Remind students to verify that all 14 concepts are represented.

Work Session

Students Will...

• Finalize their 14 photographs.

• Complete final editing and retouching.

• Verify file names.

• Submit the final photographs.

• Submit the 100+ image contact sheet.

• Complete a written reflection explaining their strongest and most challenging concepts.

Final Reflection Questions

Students will respond to:

1. Which photograph is your strongest and why?

2. Which element or principle was easiest for you to photograph?

3. Which was the most difficult?

4. How did experimentation improve your final photographs?

5. Which photograph changed the most during the revision process?

6. How did composition affect the meaning of your photographs?

7. What did you learn about your own photographic style?

Closing/Debrief

Students will participate in a gallery-style peer review.

Each student will identify one peer photograph that demonstrates particularly effective use of an Element or Principle and explain why.

Student-Centered Standard Language:

“I can present, reflect on, and critique photographic work using the Elements and Principles of Design.”

Georgia Standards of Excellence – Photography

VAHSPH.CR.1

Visualize and generate ideas for creating works of art.

Students develop photographic concepts and plan compositions based on the Elements of Art and Principles of Design.

VAHSPH.CR.2

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

Students select subjects, locations, camera techniques, and photographic approaches appropriate to each concept.

VAHSPH.CR.3

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

Students create multiple photographs, experiment with compositions, and refine their ideas.

VAHSPH.CR.4

Incorporate formal and informal components to create works of art.

Students intentionally incorporate elements and principles into photographic compositions.

VAHSPH.CR.5

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

Students evaluate contact sheets, select stronger images, receive critique, and refine final photographs.

VAHSPH.PR.1

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

Students prepare and submit a professionally organized photographic series.

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.

These are the Photography standards identified on the existing Elements and Principles assignment page. (Google Sites)

Videos

Examples