Truth and Illusion

in Photography
Due: April 11 (last work period April 7th)

How does photography reveal truths about our lives?

How does it conceal truths and present illusions/lies?
Assignment: Using digital photography, you are going to work in pairs to
create a series of at least 10 finished images that answer the questions
above. You can choose to answer these questions any way you like, but you
must be able to explain your images in an artist statement at the end of the
project.

Part I: Planning (1-2 pages in sketchbook)

Mindmap or notes of your ideas
Thumbnail sketches for (at least) four ideas.
***Think: virtual reality, social media, identity, reflections, perception,

Part II: Photographs

(minimum) 10 completed photographs (submit on a flashdrive)

Your photographs must somehow represent ideas of truth and illusion.
You can choose to answer this within each individual photograph, or
have all the photos work together to answer the question as a whole.
Your photo series should be cohesive (connected in some way through
theme, design, etc.)

Part III: Artist Statement and Group Evaluation

Must include a title

Explain your ideas and your approach to the questions and the
photographic process.
We will do this in class on April 7th, however if you are absent this day
you will be responsible for completing it on your own time.

Skills, techniques, and

processes (digital
photography and
photoshop):
demonstrates sustained
experimentation and
manipulation of a range of
skills, techniques and
processes showing the
ability to select and use
materials appropriate to
their intentions.
Communication of ideas
and intention in both
visual and written form
(planning and
photographs):
clearly articulate how initial
ideas and intentions have
been formed and developed
and how they have
assimilated technical skills,
chosen media, and ideas to
develop their work further.
Reviewing, refining, and
reflection in both visual
and written forms (artist
statement and group
evaluation):
selected ideas, skills,
processes and techniques,
and to reflect on the
acquisition of skills and
their development as a
visual artist.

1-2

3-4

5-6

Some
experimentation/
manipulation, but
may not be
appropriate or
related to
intentions. Work is
incoherent.

Experimentation/
manipulation of
some skills,
techniques,
processes; largely
consistent with
intentions but
superficial at
times.

Assured and
sustained
experimentation/
manipulation of a
range of skills,
techniques and
processes, and a
highly appropriate
selection of
materials,
consistent with
intentions.

List of how initial

ideas or intentions
have been formed
or developed.
Rarely
communicates
how technical
skills, media or
ideas have
contributed to
their work.

Attempts to
identify how initial
ideas and
intentions have
been developed,
but this is
underdeveloped.
Communicates
how technical
skills, media and
ideas have been
assimilated, but
with room for
further depth.

Clearly articulates
how initial ideas
and intentions
have been
developed.
Effectively
communicates
how technical
skills, media and
ideas have been
assimilated to
develop the work
further.

Demonstrates
little
understanding of
the process of
reviewing or
refining ideas,
skills, processes,
or techniques.
Reflection is
mostly descriptive
or superficial.

Demonstrates a
process of
reviewing and
refining ideas,
skills, processes
and techniques,
but this is
underdeveloped.
Reflection upon
the acquisition of
skills as an artist,
but with room for
further depth.

Demonstrates a
highly effective
and consistent
process of
reviewing and
refining ideas,
skills, processes
and techniques.
Meaningful and
assured reflection
upon the
acquisition of
skills and analysis
of the students
development as
an artist is
presented.

Presentation and
subject-specific
language (sketchbook and
USB drive):
information is conveyed
clearly and coherently in a
visually appropriate and
legible manner, supported
by the consistent use of
appropriate subject-specific
language.

Some attempt to
convey
information
clearly or in a
visually
appropriate
manner; however,
this may be
inconsistent or not
always
appropriate. Some
attempt to use
subject specific
language but this
is infrequent or
with inaccuracies.

Clearly and
coherently
conveys
information which
results in visually
appropriate,
legible and
engaging work.
Subject-specific
language is used
throughout.

No 5-6 for this

criterion. It is out
of 4.