1. AS COURSEWORK People and Places Planner Autumn Term AS Photography Coursework Unit MM 2014

2. Overview Starting from your induction task to your final submission of coursework just before the Easter break 2015, you will be expected to produce a body of work that looks at people and places. Technically this is going to develop your knowledge and ideas in two different genres of photography: Portraiture & Landscape. This module will explore different approaches to using your camera, different lighting conditions and working with people and inanimate objects across a range of different environments. This unit requires you to produce a blog with research, analysis, photographic responses, experimentation and make a number of final outcomes, usually this takes the form of about 10 final prints as A4 or A3. ‘Imagination’, Beth Cumming 2014 ‘Ogier’, Charlotte Manby, 2014

3. "If your pictures aren't good enough, you're not close enough." Robert Capa, photojournalist. Hungarian (1913-54) “I photograph to see what the world looks like in photographs.” Gary Winogrand, street photographer, American (1928-84)

4. Homework and Deadlines Any student who fails to complete specific tasks or homework on set deadlines will be given a day’s grace, and if still unfinished, will be put in Supervised Study that same day after school between 3:30-5:00. Remember also, that is the policy of Hautlieu School that each students should spend an average of 5 hours of homework per subject per week, and the homework set in this module reflects that commitment.

5. Assessment This unit is part of your first Coursework module and will be assessed using the following assessment criteria. Each assessment objective is a awarded between 0-20 marks out of a total of 80 marks. To achieve an A-grade you need at least 72 marks. To achieve an A* you need 78 marks. Assessment Objectives A2 Photography: (Edexcel) AO1 – Develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. AO2 – Experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops. AO3 – Record in visual and/or other forms ideas, observations and insights relevant to their intentions, demonstrating an ability to reflect on their work and progress. AO4 – Present a personal, informed and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual, oral or other elements.

6. ASSESSMENT OBJECTIVE 1: DEVELOP RESEARCH > ANALYSE > PLAN ASSESSMENT OBJECTIVE 2: EXPERIMENT EXPLORE > REVIEW > EDIT > REFINE > MODIFY ASSESSMENT OBJECTIVE 3: RECORD VISUALISE > COMPOSE > PHOTOGRAPH ASSESSMENT OBJECTIVE 4: REALISE EVALUATE > SELECT > PRINT > PRESENT

7. AO1 AO3 AO2 AO4 KEY SKILLS SEVEN STEPS TO SUCCESS IN A-LEVEL PHOTOGRAPHY 1. RESEARCH To develop ideas and gain knowledge 2. ANALYSE To interpret images and demonstrate understanding 3. PLAN To specify ideas and organise shoot 4. RECORD To visualise, compose and photograph 5. EXPERIMENT To explore ideas, review shoots and edit, refine, and modify pictures 6. EVALUATE To assess pictures and reflect on work 7. PRESENT To produce a personal work book and select, print and mount final outcomes

8. A2 Assessment Grid – what we are looking for in your work MarksAO1 DEVELOPAO2 EXPERIMENTAO3 RECORDAO4 REALISE Limited (1-5 marks) evidence of a limited ability to develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding Basic (6-10 marks) evidence of a basic ability to develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding Competent (11-15 marks) evidence of a competent ability to develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding evidence of a competent ability to experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops Confident (16-20 marks) evidence of confident ability to develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understandingevidence of a confident ability to experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops Total Grade Grade boundaries: A* = 78-80 A=71-77 B=62-70 C=53-61 D=44-52 E=35-43 U=0-34

9. METHODOLOGY OF ANALYSIS How to analyse a photograph critically 1.Describing ~ FORM ~ What is here? What am I looking at? 2.Interpreting ~ MEANING ~ What is it about? 3.Evaluating ~ JUDGEMENT ~ How good is it? 4.Theorizing ~ CONTEXT ~ How does it relate to the history and theory of photography, art and culture? “Criticism is informed discourse about art to increase understanding and appreciation of art” Source: Criticizing Photographs: An Introduction to Understanding Images, by Terry Barrett, 1990, pg:3

10. FIRST ½ TERM: INTRODUCTION & DEVELOPMENT Week 1-2: Induction using blog, introducing teachers and workflow, Photoshop & File sizing Lesson time: upload induction task to blog. Use photoshop to adjust file sizes. Induction photo essay: ‘What I like about photography’, upload work to blog. GRG to introduce photoshop using blending techniques Homework: upload induction task (portrait 1) to blog, complete induction essay. Week 3: Introduce Research & Analysis: Apply to Portraiture Lesson time: Use photoshop to apply a range of post-production techniques. Including, clone, stamp, masks. Introduce some portrait photographers who use natural settings / light. Look to take a portrait photograph in the style of 2 different research artists - avoid studio photographers. Use N drive for resources. Think about focus & DoF. Use photoshop to increase focus. GRG to keep developing photoshop skills to help complete final portraits. Homework: complete portrait work as above (ie work since joining) Timeline Below is an outline of work that must be completed each week.

11. Diane Arbus Daniel Joseph Martinez Travis Hodge Loreta Lux Techniques to increase Focus (& Depth of Field / DoF)

12. Week 4-5: School shoot Lesson time: Use school as a site to explore ‘Places’. Look at abstract, formalist photography. Research this genre. Respond to at least 2 different artists. GRG to 1. introduce Abstraction eg Mondrain and colour zones; 2 to take students around school for shoot. Homework: On photo-assignment in School Week 6: Harbour / St Helier Shoot Lesson Time: Plan shoot / ideas. Go out into St Helier & Harbour, shoot at least 200 pictures ‘People & Places’. In class edit photos, upload to blog, select best images etc. GRG to help select best images and suggest post-production. Homework: Use homework time to complete above. Week 7-8: Producing Final Outcomes Lesson Time: Use last two weeks to revisit blog and to go back over any work that could be improved. Use time to select final images, print and mount. You must have 2 frame mounts & 2 foamboard. GRG to help with finals: printing, mounting, post-production. Homework: Deadline: last day of ½ term Complete at least 4 final prints 2 x People & 2 x Places and hand in for assessment. Half Term Timeline…continued

13. Imogen Cunningham Think about shape, form, colour, texture and pattern ie the Formalist or Geometric elements of an image. Pete Fraser Sugimoto Aaron Siskind Keld Helmer-Petersen Ernst Haas

14. SECOND ½ TERM: ADVANCED TECHNIQUES, SKILLS AND APPROACHES Week 9-10: Introducing Studio & Studio Lighting Lesson time: Watch Rankin Documentary. Research studio portrait photographers. Use critical language to understand how images are created. Focus on 3 photographers and respond appropriately. GRG to book studio for lighting tutorials. Homework: Use study periods to book up studio to work individually Week 11: Advanced Camera Controls Lesson Time: go through some manual setting ISO, Shutter Speed, Aperture. Look at photographers who have used technical approaches to photography to inform and stylise their work. GRG to go through AV/TV mode. Homework: use own time to produce a series of comparative shots showing the ability to use different settings and the effect these settings have on final images. If possible revisit previous sites and try to use manual settings to increase the creativity of your shots. Timeline…continued

15. Rankin Cindy Sherman David Bailey Techniques and approaches in studio lighting Man Ray

16. Week 12: Beach / Woods Shoot Lesson Time: Visit location to think about the idea of Romanticism, ie nature as a site of natural beauty and wonder. Look at a range of artists who are connected with this idea (both modern and old). Research Pictorialism, Ansell Adams, Imogen Cunningham etc. GRG to go through Ansell Adams zonal system & HDR photoshop techniques. Homework: follow up school shoot with individual shoot – sunsets? Week 13-14: Producing Final Outcomes Lesson Time: Use the final weeks of the term to complete 6 more final pieces. Try to make the final pieces more interesting and creative than an A3 or A4 print. Think about presenting your work in a different way that supports the photography you wish to present... Decorated frames, smaller prints, photobooks, use of paint or other textures etc.. Homework: Use all of your spare time to complete your finals. Submit for xmas assessment End of Term Timeline…continued

17. Edward Weston Pictorialism Jo Cornish Thinking about the natural environment. An approach known as Romanticism. Ansel Adams

18. SECOND TERM: 6 weeks & 5 weeks QUALITY DEVELOPMENT & ACADEMIC UNDERSTANDING Week 15: New Topography / Highlands Shoot Lesson time: research new topography, write up an illustrated essay that compares new topography with traditional romantic ideas of photography. Walk around Hautlieu / Highlands taking pictures in the style of the New Topographers Homework: Go on a shoot near your house and record your own environment in the style of New Topography. Week 16-17: Typologies Lesson time: Research Typologies and write up about this genre. Look at 4 photographers who use Typologies as an approach to photography. Plan your own Typology shoot (not in school). Record, edit, evaluate and print out. You will need to make a multiple mount for this. Homework: Complete outside Typology shoot Timeline…continued

19. Massimo Vitali William Eggleston Thomas Struth New Topography looked at the modern environment in a radical shift from Romanticism Bern and Hilla Becher

20. Week 5-6: Hockney Joiners (and other Montage / Collage approaches) Lesson Time: Look at the way in which Hockney stitches together similar images to create a joiner. Look at different ways of blending your work together from stitching in Photoshop to printing and sticking printed photos together. Start work on a significant joiner and make sure it fits into ‘People and Places’ theme. Homework: Take photographs for a significant joiner to complete in class. Week 6-8: Producing Final Outcomes Lesson Time: Use the final two weeks of the term to complete 3 or more final pieces. One of the pieces must be a Typology that has at least 8, 9 0r 12 different images in the same mount. One of the pieces must be a joiner. Half Term Timeline…continued

21. Christian Marclay Gilbert and George Robert Rauschenberg Joiners, montage, collage. David Hockney

22. EXTERNALLY SET ASSIGNMENT / EXAM Week 9: ESA 1 Lesson time: Introduce the externally set assignment from the board. Set up a new blog. Students to review AS year. Breakdown to Starting Point 1 & 2. Homework: Use independent home time to develop a plan Week 10: ESA 2 Lesson time: Students to start developing a plan of action and record response 1. Homework: Use homework time to complete response 1 Week 11-13: ESA 3 & 4 Lesson Time: Students to progress through ESA. Starting points 3 & 4. Record responses 2 & 3 Homework: Use homework time to complete response 2 & 3 Week 14: ESA 5 Lesson Time: Use the lesson time to start producing final images. Homework: Use independent time to print, mount and complete blog. End of Term Timeline…continued

23. TRACKING SHEETS Use the following sheets to track your progress Upload each sheet (or all of them) as you progress through the course

24. First Half Termwork to improve: Actions to takeComplete by: 1.upload induction task to blog. 2.Use photoshop to adjust file sizes. 3.Induction photo essay: ‘What I like about photography’, 4.photoshop using blending techniques 1.Photoshop: a range of post-production techniques. 2.Research / mood board at least 2 portrait photographers who use natural settings / light. 3.take a portrait photograph in the style of research artists - avoid studio photographers. 4.Show understanding of focus & DoF. 5.Use photoshop to increase focus & DoF 1.photo-assignment in School use school as a site to explore ‘Places’. 2.Look at abstract, formalist photography. Research this genre. Respond to at least 2 different artists. 1.Plan shoot / ideas for St Helier & Harbour shoot 2.Take at least 200 pictures ‘People & Places’. 3.edit photos, upload to blog, 4.select best images 5.experiment with post-production. 1.Use last two weeks to revisit blog and to go back over any work that could be improved. 2.Use time to select final images, print and mount. You must have 2 frame mounts & 2 foamboard. 3.Deadline: last day of ½ term Complete at least 4 final prints 2 x People & 2 x Places and hand in for assessment. Tracking sheet

25. Second Half Termwork to improve: Actions to takeComplete by: 1.Watch & make notes on Rankin Documentary 2.Research studio portrait photographers. Use critical language to understand how images are created. 3.Focus on 3 photographers and respond appropriately. 4.Use study periods to book up studio to work individually 1.go through some manual settings ISO, Shutter Speed, Aperture etc 2.Look at photographers who use technical approaches to inform and stylise their work. 3.produce a series of comparative shots showing the ability to use different settings to increase creativity 4.If possible revisit previous sites and try to use manual settings to increase the creativity of your shots. 1.Visit Beach / Woods location to think about the idea of Romanticism. 2.Look at a range of artists at least 4 who are connected with this idea (both modern and old). 3.Homework: follow up school shoot with individual shoot – sunsets? 1.Complete 6 more final pieces. Try to make the final pieces more interesting and creative than an A3 or A4 print. Think about presenting your work in a different way that supports the photography you wish to present... Decorated frames, smaller prints, photobooks, use of paint or other textures etc.. Tracking sheet

26. Third Half Termwork to improve: Actions to takeComplete by: 1.research new topography, 2.write up an illustrated essay that compares new topography with traditional romanticism. 3.Walk around Hautlieu / Highlands taking pictures in the style of the New Topographers 4.Go on a shoot near your house and record your own environment in the style of New Topography 1.Research Typologies and write up about this genre. 2.Look at 4 photographers who use Typologies as an approach to photography. 3.Plan your own Typology shoot (not in school). Record, edit, evaluate and print out. 4.make a multiple mount for this. 1.Look at the way in which Hockney stitches together similar images to create a joiner. 2.Look at different ways of blending your work together from stitching in Photoshop to printing and sticking printed photos together. 3.Start work on a significant joiner and make sure it fits into ‘People and Places’ theme. 4.Complete a significant joiner 1.complete 3 or more final pieces. One of the pieces must be a Typology that has at least 8, 9 0r 12 different images in the same mount. One of the pieces must be a joiner. Tracking sheet

27. Fourth Half Term EXTERNALLY SET ASSIGNMENT work to improve: Actions to takeComplete by: 1.Start the externally set assignment. 2.Set up a new blog. 3.review AS year. 4.Breakdown to Starting Point 1 & 2. 5.Start to develop a plan 1.Students to start developing a plan of action and 2.record response 1. 3.complete response 1 1.Maintain progress through ESA. 2.Starting points 3 & 4. 3.Record responses 2 & 3 4.complete response 2 & 3 1.Use the lesson time to start producing final images. 2.Use independent time to print, mount and complete blog. Tracking sheet