Students will create a 10-image abstract photography portfolio based on one clearly defined visual concept. Students will explore how photographic techniques can transform recognizable subjects into increasingly abstract and nonrepresentational images.
Students will select one visual concept such as:
Repetition
Rhythm
Texture
Geometry
Reflection
Movement
Distortion
Scale
Negative Space
The portfolio should demonstrate a gradual progression from recognizable subject matter → abstraction → almost completely nonrepresentational imagery.
Students will use advanced photographic strategies including composition, camera angle, cropping, focus, depth of field, motion, exposure, reflections, perspective, and post-processing to control how much information the viewer receives.
10 original photographs
One consistent visual concept
Images demonstrate increasing levels of abstraction
Strong use of composition and visual hierarchy
Intentional use of photographic techniques
Images should demonstrate experimentation and refinement
Final portfolio presented digitally
Artist statement explaining the concept, process, and progression toward abstraction
Students will:
Develop a cohesive photographic series based on a single visual concept.
Apply advanced photographic techniques to transform recognizable subjects into abstract imagery.
Experiment with composition, perspective, focus, movement, light, scale, and cropping.
Analyze how photographic choices affect the viewer's interpretation of an image.
Refine photographs through intentional editing and sequencing.
Evaluate their own work and provide constructive feedback during critique.
Demonstrate increasing levels of abstraction from recognizable imagery to nonrepresentational photography.
Photography can communicate ideas without clearly depicting recognizable objects.
Abstraction changes how viewers interpret ordinary subjects.
Photographers control meaning through what they include, exclude, emphasize, and obscure.
A cohesive photographic series can communicate more effectively than a collection of unrelated images.
Technical decisions become artistic decisions when they are made intentionally.
Ordinary objects, spaces, and environments can become visually complex when photographed from unexpected perspectives.
How can photography transform a recognizable subject into an abstract image?
How does removing visual information change the meaning of a photograph?
How can composition guide the viewer's attention in an abstract photograph?
What makes a group of photographs feel like a cohesive series?
How can photographers use technical controls to communicate an idea?
At what point does a photograph stop representing an object and become nonrepresentational?
Vocabulary
Description
Abstraction
Representing a subject by emphasizing visual qualities rather than showing it realistically.
Nonrepresentational
Imagery that does not clearly depict recognizable objects, people, or places.
Concept
The central idea or visual theme guiding a photographic series.
Composition
The deliberate arrangement of visual elements within the frame.
Cropping
Removing portions of an image to change composition, emphasis, or meaning.
Negative Space
The empty or relatively unoccupied area surrounding a subject.
Pattern
A repeated visual element or arrangement.
Rhythm
A visual sense of movement created through repetition or variation.
Texture
The visual appearance or implied surface quality of an object.
Geometry
The use of shapes, lines, angles, and spatial relationships within an image.
Distortion
A deliberate alteration of the appearance, shape, or proportions of a subject.
Scale
The perceived size of an object in relation to other elements.
Perspective
The visual relationship created by the photographer's position and viewpoint.
Visual Hierarchy
The order in which the viewer's attention is directed through an image.
Focal Point
The area of an image intended to attract the viewer's primary attention.
Series
A group of related artworks connected by a common concept, subject, or visual strategy.
Nonrepresentational
Imagery where the subject is no longer intended to be identifiable.
Visual Concept
A specific visual idea explored consistently throughout a body of work.
Bell Ringer: "How Would You Improve It?"
Show a poor logo, advertisement, or photograph. Students list:
Three improvements
Why those changes would help
Students then examine examples of representational, abstract, and nonrepresentational photography.
Analyze how photographers use the elements and principles of design.
Investigate abstraction as a photographic concept.
Research photographic examples related to their selected concept.
Select a visual concept for their 10-image portfolio.
Introduce the Photographic Abstraction assignment.
Demonstrate the progression from recognizable → abstract → nonrepresentational.
Present examples of contemporary and historical photographers.
Model how cropping, perspective, focus, scale, reflection, and movement can transform a subject.
Students will:
Select one concept: repetition, rhythm, texture, geometry, reflection, movement, distortion, scale, or negative space.
Research photographic examples.
Create a concept/mood board.
Identify possible subjects and locations.
Plan photographic experiments.
Students explain their concept to a partner and identify how they intend to use elements and principles of design to create abstraction.
VAHSPH.CR.1.a — Develop work through open-ended inquiry and consideration of the elements and principles of design.
VAHSPH.CR.1.b — Investigate and research various themes, interests, materials, and methods.
VAHSPH.CN.1.d — Research and identify the artistic voice of contemporary and traditional photographers. (Common Planner)
Students examine abstract photographs and discuss:
"How much information does the photographer need to give the viewer?"
Students identify what has been removed, emphasized, distorted, or concealed.
Experiment with multiple photographic approaches.
Use camera controls and composition to alter perception.
Explore natural and available lighting.
Create multiple solutions to their photographic problem.
Demonstrate:
Extreme close-ups
Unusual camera angles
Cropping
Shallow depth of field
Intentional motion blur
Reflections
Shadows
Perspective
Scale
Conference with students about their concepts.
Students capture 15–20 experimental photographs exploring their selected concept.
Students should intentionally vary:
Camera position
Focal length
Aperture
Shutter speed
Lighting
Composition
Distance from subject
Orientation
Students select three experimental photographs and identify the specific photographic decision that made each image successful or unsuccessful.
VAHSPH.CR.3.a — Utilize both digital and analog processes.
VAHSPH.CR.3.b — Explore natural and studio lighting methods.
VAHSPH.CR.3.d — Demonstrate understanding of f/stop and shutter speed.
VAHSPH.CR.3.g — Demonstrate safe and proper use of photographic tools and processes.
VAHSPH.CR.4.a — Incorporate the elements and principles of design as they relate to the creation of a photograph. (Common Planner)
Visual Challenge:
Students view a recognizable photograph and consider:
"What could you remove or change until the subject is almost impossible to identify?"
Analyze the level of abstraction in their photographs.
Create multiple interpretations of the same subject.
Progress from recognizable imagery toward nonrepresentational imagery.
Evaluate how photographic choices influence meaning.
Demonstrate:
Extreme cropping
Changing perspective
Removing contextual information
Motion
Reflection
Selective focus
Repetition
Distortion
Challenge students to move beyond simply photographing unusual objects.
Students produce another 10–15 photographs.
They categorize their images:
Level 1 — Recognizable
The viewer can identify the subject.
Level 2 — Abstract
The subject is partially recognizable, but visual qualities dominate.
Level 3 — Nonrepresentational
The subject is no longer important or identifiable.
Students select one image from each level and explain:
"The photographic choice that pushed this image toward abstraction was ______."
VAHSPH.CR.4.a — Incorporate the elements and principles of design as they relate to the creation of a photograph.
VAHSPH.CR.4.b — Consider and incorporate self-expression and explore how it relates to the creation of a photograph.
VAHSPH.CR.4.c — Explore a variety of subjects and photographic styles including historical, contemporary, commercial, and fine art.
VAHSPH.CR.3.e — Explore digital manipulation of photographs. (Common Planner)
Students compare two versions of a photograph and determine which communicates the concept more effectively.
They consider:
Composition
Abstraction
Visual hierarchy
Technical quality
Conceptual strength
Evaluate their photographic experiments.
Select the strongest images.
Edit and refine photographs.
Identify weaknesses and gaps in their series.
Make revisions based on artistic intent.
Model an editing workflow.
Demonstrate cropping and digital adjustments.
Conduct individual portfolio conferences.
Help students determine whether images contribute to the overall concept.
Students narrow their work to approximately 15 candidate images.
Students will:
Adjust exposure and contrast.
Crop intentionally.
Refine color or black-and-white treatment.
Remove distracting elements.
Compare similar photographs.
Re-photograph missing concepts when necessary.
Students complete:
My strongest image is...
My weakest image is...
My concept is strongest when...
I need to revise/rephotograph...
VAHSPH.CR.5 — Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation.
VAHSPH.CR.5.c — Evaluate choice of media, technique, and process as a means to edit, revise, and modify photographic works.
VAHSPH.CR.5.d — Maintain notes and class information.
VAHSPH.CR.5.e — Make visual/verbal connections through recording artistic research, planning, and reflection. (Scribd)
Students examine a professional photographic series and discuss how sequence changes the viewer's experience.
Sequence photographs to create a visual progression.
Participate in an individual and collaborative critique.
Use photography vocabulary to discuss artistic choices.
Apply peer feedback to their work.
Model constructive critique.
Facilitate small-group portfolio critiques.
Ask students to evaluate conceptual consistency and progression.
Provide feedback on composition, technique, and artistic intent.
Students present their candidate series.
Peers respond to:
What concept do you see?
Which image is most successful?
Which image is most abstract?
Where does the progression become apparent?
Which image could be pushed further?
Does the series feel cohesive?
Students revise their selections and sequence.
Students identify one specific change they will make before final submission and explain why.
VAHSPH.CR.2.b — Critique in-process works individually and collaboratively.
VAHSPH.RE.2.a — Select, analyze, and critique works of art from various photographers and photographic styles to communicate expressive content and ideas.
VAHSPH.RE.2.b — Self-evaluate and respond by relating and connecting personal photographs to historical and contemporary photographers and photographic movements.
VAHSPH.RE.3.a — Formulate written and/or oral responses to works of art through various approaches. (Common Planner)
Students review the final portfolio requirements and evaluate their work against the rubric.
Finalize a 10-image photographic series.
Sequence images intentionally.
Present a cohesive body of photographic work.
Write an artist statement.
Reflect on their artistic development.
Conduct final portfolio reviews.
Assess technical, conceptual, and creative development.
Facilitate a digital gallery walk or class presentation.
Provide final feedback.
Students complete their:
10-Image Photographic Abstraction Portfolio
The final sequence should demonstrate:
Recognizable → Abstract → Highly Abstract → Nonrepresentational
Students also complete an artist statement addressing:
Selected concept
Inspiration
Photographic techniques
Movement toward abstraction
Strongest image
Challenges
Artistic discoveries
Students participate in a gallery walk and respond:
"How did your understanding of your subject change as you made it less recognizable?"
VAHSPH.PR.1.a — Exhibit works of art with a written supporting artist statement that communicates purpose and/or intent.
VAHSPH.PR.1.b — Create exhibition-level series of photographs.
VAHSPH.RE.1.a — Evaluate and respond to artists' choices in technique, media, and style by relating and connecting personal photographic content to historical and contemporary photographers.
VAHSPH.RE.2.b — Self-evaluate and respond by relating and connecting personal photographs to historical and contemporary photographers and photographic movements.
VAHSPH.RE.3.a — Formulate written and/or oral response to works of art. (Simbli)
This project provides particularly strong alignment to these Photography III GSE standards:
Standard
Application in Photographic Abstraction
VAHSPH.CR.1
Concept development, research, and exploration
VAHSPH.CR.2
Planning, experimentation, and in-process critique
VAHSPH.CR.3
Camera controls, lighting, digital processes, and experimentation
VAHSPH.CR.4
Composition, elements/principles, self-expression, and photographic style
VAHSPH.CR.5
Editing, revision, refinement, and reflection
VAHSPH.PR.1
Portfolio presentation and artist statement
VAHSPH.RE.1
Connecting student work to photographers
VAHSPH.RE.2
Critique and self-evaluation
VAHSPH.RE.3
Art criticism and visual literacy
VAHSPH.CN.1
Artistic voice and historical/contemporary photography
VAHSPH.CN.2
Collaboration, creativity, critical thinking, and communication
VAHSPH.CN.3
Research, careers, technology, and photographic styles