Course Offerings in the Fine Arts Department
The mission of the Visual Arts department is to make art offerings available to every student through a variety of classroom experiences and interdisciplinary studies. Performance in a positive atmosphere is the key to artistic development and appreciation. It is based on the sharing of rigorous preparation, critical thinking, and fulfillment from the finished product.
The department goals are to:
• provide for the needs of every student through staff accessibility.
• acquire technical proficiency in many media and through many approaches and techniques.
• develop the intelligent, critical thinking required for skills such as visual perception, character development and interpretation of art.
• share knowledge of art through critical analysis.
• achieve an appreciation for a variety of visual art.
• heighten student awareness of the interrelationships between the arts and everyday life.
The department goals are to:
• provide for the needs of every student through staff accessibility.
• acquire technical proficiency in many media and through many approaches and techniques.
• develop the intelligent, critical thinking required for skills such as visual perception, character development and interpretation of art.
• share knowledge of art through critical analysis.
• achieve an appreciation for a variety of visual art.
• heighten student awareness of the interrelationships between the arts and everyday life.
STUDIO IN ART- Ms. Petras
Grades 9-12
1 credit
Prerequisite: Studio in Art I
This course is a foundation in drawing and painting,
and designed for students of all levels and abilities.
In the second half, this class will
explore collage, printmaking, and a variety
of other 2D drawing materials. This course
is a prerequisite for Intermediate Art,
Advanced Art, Portfolio Development and
Advanced Placement Art.
ADVANCED ART- Ms. Petras
1st or 2nd Semester
Grades 10-12
1 credit
Prerequisite: Studio in Art I and II
This course offers art students the
opportunity to expand on art skills learned in
Studio in Art while developing personal
statements in their work. Students will be
encouraged to investigate personal
directions and more in depth explorations
with materials.
ADVANCED ART- Ms. Petras
Full Year
Grades 10-12
1 credit
Prerequisite: Studio in Art I and II
This course offers art students the
opportunity to expand on art skills learned in
Studio in Art while developing personal
statements in their work. Students will be
encouraged to investigate personal
directions and more in depth explorations
with materials.
PORTFOLIO DEVELOPMENT- Ms. Petras
Full Year
1 credit
Grades 11-12
Prerequisite: Advanced Art or permission of
the instructor
This course is designed to assist students in
the challenging process of preparing a comprehensive entry level college art
portfolio. Students will prepare 12-20
works for their art portfolio, research
colleges, and learn how to photograph
artwork. Students will learn how to present
their work in original, slide and digital
formats. Guest speakers from various art
schools will be invited to speak to students.
ADVANCED PLACEMENT DRAWING
& PAINTING- Ms.Petras
Full Year
Grades 11-12
1 credit
Prerequisite: Advanced Art and Permission
of the instructor
In this rigorous course, students will prepare
20 portfolio quality works that will be
submitted to and evaluated by the College
Board. This course challenges students to
reach their highest potential and can
sometimes result in college credit. Success
in this course requires a mature, self-directed
art student with a strong work ethic.
Admission into this course is contingent
upon permission of the instructor and
completion of summer work.
PHOTOGRAPHY II- Mrs. Buonocore
Grades 9-12
1/2 credit
Prerequisite: Photography I
Emphasis in this course is on development
of more sophisticated skills and techniques
and a more creative, independent approach
to photography. Students will be expected
to spend additional time outside class to
work on assignments and individual projects.
Both film and digital are shot the course, allowing
for use of the Mac Lab as well. Field trips,
guest speakers, and student exhibitions are
part of the curriculum.
Students must supply their own 35 mm
manual camera camera.
PHOTOGRAPHY PORTFOLIO- Mrs. Buonocore
Full Year
Grades 11-12
1 credit
Prerequisite: Photo I and Photo II
This advanced class is designed for the self- motivated,
serious photographer. Each student will build a portfolio
including both digital and B&W images. In each portfolio
students will create a specific concentration as well as
develop individual bodies of work. This course will include
photo criticism, critiques, research, museum/gallery visits
and guest lectures. Students are expected to spend
additional time outside the classroom completing assignments.
ADVANCED PLACEMENT 2D DESIGN- Mrs. Buonocore
Full Year
Grades 11 or 12
1 credit
Prerequisite: Photography I and II
This advanced class is designed for the self-motivated,
serious photographer interested in pursuing photography on
the college level. This course will focus on building a portfolio.
Each student will create a concentration as well as develop
individual bodies of work. Students may work in film, digital,
or a combination of both media. This course will include
photo criticism, critiques, research, museum/gallery visits
and guest lectures. Students are expected to spend
additional time outside the classroom completing assignments.
Students who are planning to take the Advanced Placement
exam must enroll in the full time offering of the class.
Digital Photography- Ms. Petras
2nd Semester
Grades 9-12
1/2 credit
The focus of this course will be learning ways to use Photoshop to manipulate and transform student generated and found digital photography. Students should have a digital camera and flash drive before entering this course.
Course Syllabi-
Syllabi in the art room function as working documents and may change with the needs of the students.
Ms. Petras
Studio in Art
Welcome! This class has been designed to give students a general overview of visual art processes. In this class we will be creating artwork, using a variety of drawing materials and techniques. Students will generate and develop ideas for artwork while learning how to use materials competently and expressively. Students will also be using the art critiquing process to increase visual literacy and aid the creative process. Dear students, and parents or guardians:
Scope of the course:
Students will begin with formal drawing lessons that demystify drawing. How is that some people can draw and others cannot? How can we all get better using this skill? Students will learn various aspects of drawing everyday that break down observation, perception and the manual and technical aspects of successful drawing. This unit will culminate with an in class still life drawing.
The second unit explores basic color theory. How do colors work and do they impact our lives? Students will learn to mix colors and apply their color knowledge to their own landscape paintings.
The third unit combines aspects of drawing and color theory in an oil pastel animal drawing. With this project, they are encouraged to build on their knowledge further pushing and experimenting with texture and personal style. In the second half of the year, students will begin with a printmaking unit and move into more conceptual drawing and painting assignments. These assignments will reinforce skills practiced in Studio in Art 1, and emphasize new skills such as developing ideas and developing style.
Students will be expected to:
Behavior in the Art Room:
The Art Room is a space where students often need to get up to get materials, wash their hands, or get their artwork. Often when students are engaged in an artwork they may be connecting with friends. The physical and social freedom provided in the art room can offer a much needed and very beneficial change in the day for students. Students must be cognizant and respectful not too take advantage of these freedoms as it can have a negative effect on the class as a whole. Materials and supplies in the classroom are school property and their for all student use therefore respectful use of these materials is mandatory. General behavior expectations for the high school are outlined in the code of conduct.
If a student is not meeting the behavior expectations of the class they will be asked to leave the class and may not get credit for being in the class that day, a call will be made home, and a referral written. Repeated behavior issues may result in detentions, etc.
Units and Projects
1) Drawing From Observation
Introduction to basic drawing vocabulary.
Daily exercises include: working on the mechanics of drawing, negative space, drawing texture, and basic 1 and 2 point perspective.
Looking at Drawing throughout History.
Culminating Assignment: Class still life
2) Color Theory
Basic color theory exercises and vocabulary.
Looking at Color Theory and Painting from the Impressionist Movement
Culminating Assignment: Landscape Paintings.
3) Oil Pastel
This project combines and reinforces skills from the first two units while introducing a new material and process.
4) Time Permitting students will have an opportunity to work on a self generated project.
5) Printmaking
Introduction to Printmaking vocabulary, process and history.
Students will design their own repeating “textile” design.
Students will carve and print their own design to make a small edition print.
6) Conceptual Drawing
Art today is as much about ideas as it is skill and execution. Students will consider the relationships between objects and subjects and combine them in interesting ways.
7) White on Black Drawing
To strengthen their observational skills, students will reverse the drawing process and use white drawing materials on black paper.
8) Time Permitting students will have an opportunity to work on a self generated project.
9) Portrait Project
Students will make a large scale pencil portrait focusing on accuracy, gray scale and style.
10) Comic Strip
Students will design their own characters and story and make an original comic strip.
11) Time permitting students will work on a collaborative class project.
*in between projects relevant exercises, art history lessons and materials experimentation will take place as needed.
Students will be evaluated on:
Daily class attitude, participation and personal development and growth.
A detailed outline of the behaviors and characteristics I consider when grading is enclosed in this packet. Please read and discuss together. I will meet with each student individually each quarter to discuss their personal progress in these areas.
Studio in Art
Welcome! This class has been designed to give students a general overview of visual art processes. In this class we will be creating artwork, using a variety of drawing materials and techniques. Students will generate and develop ideas for artwork while learning how to use materials competently and expressively. Students will also be using the art critiquing process to increase visual literacy and aid the creative process. Dear students, and parents or guardians:
Scope of the course:
Students will begin with formal drawing lessons that demystify drawing. How is that some people can draw and others cannot? How can we all get better using this skill? Students will learn various aspects of drawing everyday that break down observation, perception and the manual and technical aspects of successful drawing. This unit will culminate with an in class still life drawing.
The second unit explores basic color theory. How do colors work and do they impact our lives? Students will learn to mix colors and apply their color knowledge to their own landscape paintings.
The third unit combines aspects of drawing and color theory in an oil pastel animal drawing. With this project, they are encouraged to build on their knowledge further pushing and experimenting with texture and personal style. In the second half of the year, students will begin with a printmaking unit and move into more conceptual drawing and painting assignments. These assignments will reinforce skills practiced in Studio in Art 1, and emphasize new skills such as developing ideas and developing style.
Students will be expected to:
- Come on time and prepared for class.
- Participate in class discussions and demonstrations.
- Complete all assignments in a timely manner.
- Respect the classroom, the materials, and each other.
- Put their best effort on all projects and assignments.
- Maintain appropriate classroom behavior.
Behavior in the Art Room:
The Art Room is a space where students often need to get up to get materials, wash their hands, or get their artwork. Often when students are engaged in an artwork they may be connecting with friends. The physical and social freedom provided in the art room can offer a much needed and very beneficial change in the day for students. Students must be cognizant and respectful not too take advantage of these freedoms as it can have a negative effect on the class as a whole. Materials and supplies in the classroom are school property and their for all student use therefore respectful use of these materials is mandatory. General behavior expectations for the high school are outlined in the code of conduct.
If a student is not meeting the behavior expectations of the class they will be asked to leave the class and may not get credit for being in the class that day, a call will be made home, and a referral written. Repeated behavior issues may result in detentions, etc.
Units and Projects
1) Drawing From Observation
Introduction to basic drawing vocabulary.
Daily exercises include: working on the mechanics of drawing, negative space, drawing texture, and basic 1 and 2 point perspective.
Looking at Drawing throughout History.
Culminating Assignment: Class still life
2) Color Theory
Basic color theory exercises and vocabulary.
Looking at Color Theory and Painting from the Impressionist Movement
Culminating Assignment: Landscape Paintings.
3) Oil Pastel
This project combines and reinforces skills from the first two units while introducing a new material and process.
4) Time Permitting students will have an opportunity to work on a self generated project.
5) Printmaking
Introduction to Printmaking vocabulary, process and history.
Students will design their own repeating “textile” design.
Students will carve and print their own design to make a small edition print.
6) Conceptual Drawing
Art today is as much about ideas as it is skill and execution. Students will consider the relationships between objects and subjects and combine them in interesting ways.
7) White on Black Drawing
To strengthen their observational skills, students will reverse the drawing process and use white drawing materials on black paper.
8) Time Permitting students will have an opportunity to work on a self generated project.
9) Portrait Project
Students will make a large scale pencil portrait focusing on accuracy, gray scale and style.
10) Comic Strip
Students will design their own characters and story and make an original comic strip.
11) Time permitting students will work on a collaborative class project.
*in between projects relevant exercises, art history lessons and materials experimentation will take place as needed.
Students will be evaluated on:
Daily class attitude, participation and personal development and growth.
A detailed outline of the behaviors and characteristics I consider when grading is enclosed in this packet. Please read and discuss together. I will meet with each student individually each quarter to discuss their personal progress in these areas.
Ms. Petras
Advanced/ Portfolio/ AP
Dear Students, and Parents or Guardians:
Welcome! This class has been designed to continue building on prior knowledge in the Foundation classes. All students in this class, (no matter what level) will become more skillful with a variety of materials and to begin to identify personal styles and interests through experimentation, investigation and revision.
Students taking Portfolio and AP will become confident with personal strengths and weaknesses and be able to generate, design and implement project ideas. Additionally, they will also document, edit their work and create a personal art website that highlights their working processes AND finished work.
Scope of the course:
This year their will be a strong emphasis on experimentation, investigation and revision. All students will have WEEKLY sketchbook assignments that will be considered in the grading process. Projects will focus on furthering a students understanding of themselves and their furthering the development of their artistic skills.
Sketchbook assignments will focus on:
Experimentation with processes and materials
Investigation of artists, and ideas
Revision of work to resolve formal or conceptual problems.
Students will be expected to:
Behavior in the Art Room:
The Art Room is a space where students often need to get up to get materials, wash their hands, or get their artwork. Often when students are engaged in an artwork they may be connecting with friends. The physical and social freedom provided in the art room can offer a much needed and very beneficial change in the day for students. Students must be cognizant and respectful not too take advantage of these freedoms as it can have a negative effect on the class as a whole. Materials and supplies in the classroom are school property and their for all student use therefore respectful use of these materials is mandatory. General behavior expectations for the high school are outlined in the code of conduct.
If a student is not meeting the behavior expectations of the class they will be asked to leave the class and may not get credit for being in the class that day, a call will be made home, and a referral written. Repeated behavior issues may result in detentions, etc.
Students will be evaluated on:
Daily class attitude, participation and personal development and growth.
A detailed outline of the behaviors and characteristics I consider when grading is enclosed in this packet.
Please read and discuss together. I will meet with each student individually each quarter to discuss their personal progress in these areas.
Project Examples:
Paper Sculpture Drawing
Students will be constructing a sculpture using only paper. Before any instruction, students must experiment and play to discover the possibilities of paper. How does paper bend, fold, connect, and wrinkle to make structure? How can a simple material be transformed into something extraordinary? Students will investigate paper sculpture throughout history as a source of inspiration and appreciation. Using a specific set of criteria students will make a final sculpture that will be used as the subject of a series of observational drawings. Students will first experiment with a variety of drawing materials and surfaces before they decide what their final drawings will be created with. Students will look at work throughout the process and revise until resolved.
2) Self Portrait
For this project, students will investigate self portraiture throughout history and look at the various ways artists have depicted themselves. How does this compare with the modern day selfie? What do self portraits offer society? Why do artists make self portraits? What will your self portrait say about you? Using the sketchbook, experiment with ideas and materials to determine the best direction for your self portrait. Throughout the process, we will look at areas that need revision or redirection.
3) Time
For this assignment, students will consider the concept of time. What is time? What are its qualities and characteristics? How can ideas about time be translated into art? What does time mean to you personally. Using the sketchbook, students will investigate notions of time. Students will experiment in their sketchbook with materials and surfaces before they decide what materials they will use to create their finished work. Students will look at work throughout the process and revise until resolved.
4) Time Permitting students will have an opportunity to work on a self generated project.
5) Sewing project
Students will investigate the three dimensional world of soft sculptures and stuffed animals. Students will experiment in their sketchbook with shapes, characters, color options, and construction ideas and details. Students will learn basic sewing and patterning techniques and create their own sewn sculpture or stuffed animal. Students will look at work throughout the process and revise until resolved.
6) Printmaking
Students will use their sketchbook to investigate greeting cards. Why are they part of society? What are the major greeting cards of our society? Do other societies have different types of greeting cards? Is there a type of greeting card that is missing in our society? Students will design a greeting card for Birthdays, Graduations, or a Holiday that doesn’t exist yet. They will choose a topic and design a greeting card. They will carve and print a series of the greeting card. Students will experiment with color combinations to determine the most effective selection for their idea. Students will look at work throughout the process and revise until resolved.
7) Drawing From Nature
To strengthen their observational skills, students will select multiple natural objects to draw in one finished work. Students will investigate and explore natural objects in their sketchbooks. They will consider categories, relationships, and the significance of these objects in our world. Why are artists drawn to the natural world? What is the history of nature in art? Students will experiment in their sketchbook with materials and surfaces before they decide what materials they will use for finished work.
*Further projects will be determined by the needs of the class.
*in between projects relevant exercises, art history lessons and materials experimentation will take place as needed.
*Each project will end with a class critique/reflection on the work and process.
Advanced/ Portfolio/ AP
Dear Students, and Parents or Guardians:
Welcome! This class has been designed to continue building on prior knowledge in the Foundation classes. All students in this class, (no matter what level) will become more skillful with a variety of materials and to begin to identify personal styles and interests through experimentation, investigation and revision.
Students taking Portfolio and AP will become confident with personal strengths and weaknesses and be able to generate, design and implement project ideas. Additionally, they will also document, edit their work and create a personal art website that highlights their working processes AND finished work.
Scope of the course:
This year their will be a strong emphasis on experimentation, investigation and revision. All students will have WEEKLY sketchbook assignments that will be considered in the grading process. Projects will focus on furthering a students understanding of themselves and their furthering the development of their artistic skills.
Sketchbook assignments will focus on:
Experimentation with processes and materials
Investigation of artists, and ideas
Revision of work to resolve formal or conceptual problems.
Students will be expected to:
- Come on time and prepared for class.
- Participate in class discussions and demonstrations.
- Complete all assignments in a timely manner.
- Respect the classroom, the materials, and each other.
- Put their best effort on all projects and assignments.
- Maintain appropriate classroom behavior.
Behavior in the Art Room:
The Art Room is a space where students often need to get up to get materials, wash their hands, or get their artwork. Often when students are engaged in an artwork they may be connecting with friends. The physical and social freedom provided in the art room can offer a much needed and very beneficial change in the day for students. Students must be cognizant and respectful not too take advantage of these freedoms as it can have a negative effect on the class as a whole. Materials and supplies in the classroom are school property and their for all student use therefore respectful use of these materials is mandatory. General behavior expectations for the high school are outlined in the code of conduct.
If a student is not meeting the behavior expectations of the class they will be asked to leave the class and may not get credit for being in the class that day, a call will be made home, and a referral written. Repeated behavior issues may result in detentions, etc.
Students will be evaluated on:
Daily class attitude, participation and personal development and growth.
A detailed outline of the behaviors and characteristics I consider when grading is enclosed in this packet.
Please read and discuss together. I will meet with each student individually each quarter to discuss their personal progress in these areas.
Project Examples:
Paper Sculpture Drawing
Students will be constructing a sculpture using only paper. Before any instruction, students must experiment and play to discover the possibilities of paper. How does paper bend, fold, connect, and wrinkle to make structure? How can a simple material be transformed into something extraordinary? Students will investigate paper sculpture throughout history as a source of inspiration and appreciation. Using a specific set of criteria students will make a final sculpture that will be used as the subject of a series of observational drawings. Students will first experiment with a variety of drawing materials and surfaces before they decide what their final drawings will be created with. Students will look at work throughout the process and revise until resolved.
2) Self Portrait
For this project, students will investigate self portraiture throughout history and look at the various ways artists have depicted themselves. How does this compare with the modern day selfie? What do self portraits offer society? Why do artists make self portraits? What will your self portrait say about you? Using the sketchbook, experiment with ideas and materials to determine the best direction for your self portrait. Throughout the process, we will look at areas that need revision or redirection.
3) Time
For this assignment, students will consider the concept of time. What is time? What are its qualities and characteristics? How can ideas about time be translated into art? What does time mean to you personally. Using the sketchbook, students will investigate notions of time. Students will experiment in their sketchbook with materials and surfaces before they decide what materials they will use to create their finished work. Students will look at work throughout the process and revise until resolved.
4) Time Permitting students will have an opportunity to work on a self generated project.
5) Sewing project
Students will investigate the three dimensional world of soft sculptures and stuffed animals. Students will experiment in their sketchbook with shapes, characters, color options, and construction ideas and details. Students will learn basic sewing and patterning techniques and create their own sewn sculpture or stuffed animal. Students will look at work throughout the process and revise until resolved.
6) Printmaking
Students will use their sketchbook to investigate greeting cards. Why are they part of society? What are the major greeting cards of our society? Do other societies have different types of greeting cards? Is there a type of greeting card that is missing in our society? Students will design a greeting card for Birthdays, Graduations, or a Holiday that doesn’t exist yet. They will choose a topic and design a greeting card. They will carve and print a series of the greeting card. Students will experiment with color combinations to determine the most effective selection for their idea. Students will look at work throughout the process and revise until resolved.
7) Drawing From Nature
To strengthen their observational skills, students will select multiple natural objects to draw in one finished work. Students will investigate and explore natural objects in their sketchbooks. They will consider categories, relationships, and the significance of these objects in our world. Why are artists drawn to the natural world? What is the history of nature in art? Students will experiment in their sketchbook with materials and surfaces before they decide what materials they will use for finished work.
*Further projects will be determined by the needs of the class.
*in between projects relevant exercises, art history lessons and materials experimentation will take place as needed.
*Each project will end with a class critique/reflection on the work and process.
Ms. Petras
Digital Photography
Dear students, and parents or guardians:
Welcome! This class has been designed to give students a general overview digital photography processes. In this class we will be creating artwork in the theme of self portraiture, using a variety of photography and Photoshop techniques. Students will be given weekly shooting assignments and learn new Photoshop techniques in order to make expressive work and gain skills in technology. We will explore digital images in society today and investigate the work and lives of relevant photographers throughout history.
Students will be expected to:
Needed materials and supplies:
A camera and its cord for taking and downloading pictures into the computer is a mandatory requirement. It does not have to be a fancy camera, it can even be your phone camera but you must come to class with it prepared, charged and ready. You must also have a flash drive EVERY day.
Students will be graded on the following:
Timely completion of projects: Students will be expected to complete all projects on time unless there is a special circumstance. Late or incomplete projects will not receive a passing grade.
Daily class attitude, participation. Because class time is limited, students must come in ready to begin, and participate. Good attitude and effort will be reflected in the student’s ability to relay ideas to others, work cooperatively with others and participate in classroom discussions. All students can improve on their skills no matter where they are starting.
Sample Projects:
Throughout the year, students explore various aspects of photography and Photoshop through the lens of self-portraiture.
Art projects are inspired by contemporary and historical artists and aim to inspire diverse ways of using photography and post process editing.
1) Weekly photographs- Students are givin a topic to take one photo of an everyday object, weekly critiques of these photographs offers a nice comparison of emerging styles in the classroom. Class critiques also offer the opportunity to discuss important formal aspects of photography.
2) Andy Warhol Style- Self- Portrait. A grid of 9 identical images of the artist, that cna be handcolored with tools in photoshop.
3) Family Portrait Coloring Book- Students use layering and selecting techniques to make a personal coloring page. Students can give their family new colors or keep them realistic.
4) Cloing project: Students use camera tricks and layering techinuqes to clone themselves.
5) Analysis of a famous photographer and emulation of there work.
6) Powerpoint about a Famous Photographer. Students chose a photographer that they love and present information about them to the class.
7) Photography Scavenger Hunt
8) Scale Shifting. Students learn how to change the scale of elements in a photograph to make them shockingly real!
Digital Photography
Dear students, and parents or guardians:
Welcome! This class has been designed to give students a general overview digital photography processes. In this class we will be creating artwork in the theme of self portraiture, using a variety of photography and Photoshop techniques. Students will be given weekly shooting assignments and learn new Photoshop techniques in order to make expressive work and gain skills in technology. We will explore digital images in society today and investigate the work and lives of relevant photographers throughout history.
Students will be expected to:
- Come on time and prepared for class.
- Participate in class discussions and demonstrations.
- Complete all assignments on time.
- Respect the classroom, the materials, and each other.
- Put their best effort on all project and assignments.
Needed materials and supplies:
A camera and its cord for taking and downloading pictures into the computer is a mandatory requirement. It does not have to be a fancy camera, it can even be your phone camera but you must come to class with it prepared, charged and ready. You must also have a flash drive EVERY day.
Students will be graded on the following:
Timely completion of projects: Students will be expected to complete all projects on time unless there is a special circumstance. Late or incomplete projects will not receive a passing grade.
Daily class attitude, participation. Because class time is limited, students must come in ready to begin, and participate. Good attitude and effort will be reflected in the student’s ability to relay ideas to others, work cooperatively with others and participate in classroom discussions. All students can improve on their skills no matter where they are starting.
Sample Projects:
Throughout the year, students explore various aspects of photography and Photoshop through the lens of self-portraiture.
Art projects are inspired by contemporary and historical artists and aim to inspire diverse ways of using photography and post process editing.
1) Weekly photographs- Students are givin a topic to take one photo of an everyday object, weekly critiques of these photographs offers a nice comparison of emerging styles in the classroom. Class critiques also offer the opportunity to discuss important formal aspects of photography.
2) Andy Warhol Style- Self- Portrait. A grid of 9 identical images of the artist, that cna be handcolored with tools in photoshop.
3) Family Portrait Coloring Book- Students use layering and selecting techniques to make a personal coloring page. Students can give their family new colors or keep them realistic.
4) Cloing project: Students use camera tricks and layering techinuqes to clone themselves.
5) Analysis of a famous photographer and emulation of there work.
6) Powerpoint about a Famous Photographer. Students chose a photographer that they love and present information about them to the class.
7) Photography Scavenger Hunt
8) Scale Shifting. Students learn how to change the scale of elements in a photograph to make them shockingly real!