Identity and Social Practice in

Photography
Kallista Toconis and Amber Westmoreland
Art 135
Group #7
Lesson #1: VTS, Identity and Social Practice through Photography
Powerpoint, Think Sheet

This lesson will allow the class to study an image by an inspiration artist for two
quiet minutes. Afterwards students will discuss in their table groups, what they see,
if there is deeper meaning and if so what is it? Students who are most comfortable
speaking in front of the class will share out their findings from their group.
Afterwards, students will transition into a powerpoint led by teacher that includes
modern and contemporary photographers whose content is driven by social
practice.
Big Idea: Identity within Social Practice
Lesson 1:
Key Concepts
1. Students will know why a work is powerful
2. Students will know how to interpret deeper meaning
3. Students will know what social practice means
4. Students will know how to express their identity

Essential Questions:
1. In what ways does (inspirational work) incite an emotional response?
2. How does this work apply to the theme of identity and social practice?
3. How is social practice shown in the works presented in class?
4. In what ways can you express who you are through your artwork?

Vocabulary:
1. Unity- A principle of design that connects a variety of elements of art and principles of design into a work of art with harmony and balance
2. Mood -The state of mind or emotion communicated in a work of art through color, composition, media, scale, size, etc
3. Theme- A subject or topic of discourse or of artistic representation.
4. Content The representations, messages, ideas, and/or feelings expressed in a work of art.
5.Composition The overall placement and organization of elements in a work of art, as well as the interrelationships between individual elements.
Inspiration Artist:
Dorothea Lange
Inspiration
Artist:
Sarah Maple
Lesson #2: Practicing Successful Compositions through Photography

Teacher will show a video to students about pointers on how to create a successful
composition. Teacher will lead students through demo, and have students practice
taking pictures using supplied electronics, or personal cell phones. Students will
complete an in class activity practicing making cohesive compositions by arranging
still lives at their unit group table. Objects will be provided by teacher.
Big Idea: Identity within Social Practice
Key Concepts:
1. Students will know how to create successful compositions within photography
2. Students will know how to use cameras, electronic devices for creative intents to complete practice activity
3. Students will know how to answer essential questions in think sheet and formulate ideas for their project

1. How do you bring a photograph to life through the tips shown in the video?
2. How do you properly use classroom equipment, and personal devices to create meaningful art works?
3. In what ways can you answer the think sheet using information from the inspirational artists, and practice
activity using what weve learned from previous lesson?
Vocabulary
1. Composition The overall placement and organization of elements in a work of art, as well as the
interrelationships between individual elements.

2. Rule of Thirds- compositional rule suggests imagining the image has been divided into three parts both
horizontally and vertically. Often the most interesting compositions result in placing the subject on one of the
intersections of those imaginary lines, instead of in the center of the photo

3. Angle- vantage point from which the photograph was taken; generally used when discussing a photograph taken
from an unusual or exaggerated vantage point.

4. Central Focus- the objects(s), which appear most prominently, and/or most clearly focused in a photograph.

5. Contrast- strong visual differences between light and dark, varying textures, sizes, etc.
 Photography Compositions Based on the Work of
Steve McCurry

https://www.youtube.com/watch?v=7ZVyNjKSr0M
Lesson 3: Stereotype
Portrait
Big Idea: Identity within Social Practice
Lesson 3 Overview: Students will understand arts role in changing society's perception and its power to challenge
social confines. They will evaluate generic social labels which are put onto individuals. Students will question the
accuracy of those roles.

Key Concepts:
1. Students will know social roles and responsibilities
2. Students will know individuals cant be defined by stereotypes
3. Students will know environment and personal relations play a role in shaping an individual.

Essential Questions:
1. What role does society label you with and why?
2. How are those roles correct and inaccurate?
3. How does/how your cultural experience define you?
4. What positive and negative roles do you play and represent within society?
Rubric
Lesson 4: Individual
Essence
Portrait
Big Idea: Identity within Social Practice
Lesson 4 Overview: Students will understand arts role in changing society's perception and its power to challenge
social confines. They will evaluate generic social labels that are put on individuals. Students will question the
accuracy of those roles. They will come up with creative visual ways to challenge social constructs and stereotypes.

Key Concepts:
1. Students will know healthy ways to challenge social constructs
2. Students will know will know that they have the power to develop self identity that is true to them rather than
fall into the labels society marks them with
3. Students will know how to take selfies that empower them

Essential Questions:
1. How have you challenged the social norm?
2. How can you create change in other peoples perception?
3. How does does photography challenge and enhance societys view on matters of race, gender, and age?
Vocabulary
1.Structure:The way in which parts are arranged or put together to form a who
2. Foreground: the ground or parts situated, or represented as situated, in the front; the portion of a scene nearest
to the viewer (opposed to background ).
3. Subordination: Making an element appear to hold a secondary or lesser importance within a design or work of
art.
4.Dominance: The importance of the emphasis of one aspect in relation to all other aspects of a design.
5. Visual Literacy: Includes thinking and communication. Visual thinking is the ability to trans-form thoughts and
information into images; visual communication takes place when people are able to construct meaning from the
visual image
Rubric
Lesson 5: Post Edit
Big Idea: Identity within Social Practice
Lesson 5 Overview: Students will experiment on how to enhance or decrease attention to aspects of the image
they want to represent as dominant or subordinate. They will do this by learning to utilizing the cropping, lasso,
and paint brush tool in photoshop. Students will learn how to import to, export and print from photoshop.

Key Concepts:
1. Students will know how to use basic tools in photoshop
2. Students will know how to properly and export images for print
3. Students will learn how to draw draw attention to important subject matter within their photograph

Essential Questions:
1. what tools can you use to draw/decrease attention to various parts of your image?
2. what are the steps you need to go through in order to export a file for print?
3. What items in the image are distracting or contradicting to your message?
Rubric
Exit Ticket (Include Screenshot)
Lesson 6: Framing &
Exhibition
Big Idea: Identity within Social Practice
Lesson 6 Overview: Students will learn how to make frames for their art work. Students will learn how to display
artwork taking into account the size color and grouping when hanging photographs. Students will learn how to
decipher the narratives of various images and have a better understanding of different cultures.

Key Concepts:
1. Students will know how to frame their artwork
2. Students will know how to interpret deeper meaning within social practice
3. Students will know that value, size, grouping, color and height placement all affects how the viewer interprets
work

Essential Questions:
1. What steps do you need to take in order to create a frame?
2. How does this work apply to the theme of identity and social practice?
3. Where is your eye drawn to and how does it move across the wall and why?
Rubric