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UNIT OVERVIEW
Title Photogram Unit
Contextual Factors Iroquois Junior/Senior High School is a small school located in a
suburban part of Erie County. Throughout the school, the average number of students in a class is
20. There is one section of Photography offered throughout the school day. There are # students
in the class. # of which are male, # of which are female. The majority of students in these classes
are Caucasian. Aside from this, there are # African American students. A few of the students in
these classes have IEPs. Some of the disabilities present in the classroom include EBD and
SLD. All students are required to take Art 8 and Fundamentals of Art before taking Photography.
Within the classroom there are six tables available for students to use as a work space. Along
with this, there is a table with basic supplies and a small table where the instructor can put
handouts or use as a demonstration space. The art room has two spray booths with ventilation
available for students to use for spray paint or any other medium with a strong scent or
potentially toxic fumes. There are two sinks that the students use to wash their hand, clean their
tools or get water for painting. The students also have access to a computer lab within the art
room, a dark room for photography, and a ceramics room equipped with a small electric kiln.
Goals and Standards
To create a series of photograms that incorporate the elements and principles of design to
form interesting compositions.
9.1.12.A: Know and use the elements and principles of each art form to create works in the arts
and humanities.
Elements
Visual Arts: color form/shape line space texture value
Principles
Visual Arts: balance contrast emphasis/focal point movement/rhythm proportion/scale
repetition unity/harmony
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication,
multi-media
To analyze how WWI impacted artists at the time and discuss the common themes in art
that came to be as a result.
9.2.12.E: Analyze how historical events and culture impact forms, techniques and purposes of
works in the arts (e.g., Gilbert and Sullivan operettas)
9.2.12.L: Identify, explain and analyze common themes, forms and techniques from works in the
arts
To assess the work of students through the implementation of a class critique.
9.3.12.C: Apply systems of classification for interpreting works in the arts and forming a critical
response.
To evaluate and discuss the views of photography and art by Man Ray and other artists
associated with Dadaism.
9.4.12.D: Analyze and interpret a philosophical position identified in works in the arts and
humanities.

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Content During this unit students will learn about the process of photograms, or Rayograms
which were discovered by an artist from the Dada Movement. This artists name was Man Ray.
Students will view multiple compositions made by Man Ray and another artist from the
movement named Laszlo Moholy-Nagy. Student will draw upon these examples as inspiration
for their own compositions. Students should compose a least three photograms. These
compositions should all go together. Students can accomplish this through the use of material or
through incorporating a narrative in their composition. In other words, these three compositions
should for a triptych that tells a story. Students will have the opportunity to choose their own
narrative. In order to help create an aesthetically pleasing trio, the triptychs should implement the
use of the elements and principles of design. Through the completion of this project, students
will practice using the elements and principles of design, developing photographs in the dark
room, and accomplishing a narrative using only visual elements.
Vocabulary/Word Bank
Photogram: An image produced without a camera by placing an object on photosensitive paper
and exposing it to light
Rayograph: Another name for photogram coined by Man Ray.
Negative image: In photography, a negative is an image, usually on a strip or sheet of transparent
plastic film, in which the lightest areas of the photographed subject appear darkest and the
darkest areas appear lightest.
Light: Photographic lighting is the illumination of scenes to be photographed. A photograph
simply records patterns of light, color, and shade; lighting is all-important in controlling the
image. In many cases even illumination is desired to give an accurate rendition of the scene.
Exposure: the amount of light per unit area (the image plane illuminance times the exposure
time) reaching a photographic film or electronic image sensor, as determined by shutter speed,
lens aperture and scene luminance.
Multiple exposure: the superimposition of two or more exposures to create a single image, and
double exposure has a corresponding meaning in respect of two images. The exposure values
may or may not be identical to each other.
Aperture: is the unit of measurement that defines the size of the opening in the lens that can be
adjusted to control the amount of light reaching the film or digital sensor
Composition: the nature of something's ingredients or constituents; the way in which a whole or
mixture is made up
Triptych: a set of three associated artistic, literary, or musical works intended to be appreciated
together.
Narrative: art that tells a story, either as a moment in an ongoing story or as a sequence of events
unfolding over time
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,

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between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.
Materials/Resources/Technology
PowerPoint Presentation
YouTube
Projector
Paper Cutter
Dark Room
Developer
Fixer
Stop Bath
Photo Paper
Assorted objects to arrange on paper.
Pencil
Paper
Summative Assessment Plan See Rubric
Informal Assessment I will gauge student understanding though the use of
Bell Ringers. I will also circulate throughout the room to ensure that students
are implementing the concept correctly.

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SCOPE OF THE INSTRUCTIONAL PLAN
Lesson Title Introduction to Photograms
Day 1 of 7
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will examine multiple
examples of
photograms made by
Man Ray and Laszlo
Moholy-Nagy and
discuss the possible
intentions/ narratives
related to the
compositions.

Bell Ringer: Define

Photogram.

Students will view

multiple examples of
photograms made by
Man Ray and Laszlo
Moholy-Nagy and
discuss how/why they
were made.

Instructor will review,

repeat, and clarify upon
request.

Ask students the

following questions to
assess prior knowledge:
When was WWI?
What was unique
about this war
compared to the wars
prior?
Have you ever heard of
the Dada Movement?

Students will
participate in an
informal discussion
about the relationship
between the way artists
were approaching art
and WWI/
industrialization/
advancement of
technology.

Instructor will provide

further information/ ask
guiding questions
whenever needed.

Ask students the

following questions to
assess prior knowledge:
What is a triptych?

Students will sketch

and brainstorm which
objects they want to
incorporate into their
compositions.

9.4.12.D: Analyze
and interpret a
philosophical
position identified in
works in the arts and
humanities.
Objective 2: Students
will debate the
relationship between
WWI and the Dada
movement.

9.2.12.E: Analyze
how historical events
and culture impact
forms, techniques and
purposes of works in
the arts (e.g., Gilbert
and Sullivan
operettas)
Objective 3: Students
will sketch ideas they
have for their triptych
compositions.

9.1.12.A: Know and

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use the elements and
principles of each art
form to create works
in the arts and
humanities.
Elements
Visual Arts: color
form/shape line
space texture
value
Principles
Visual Arts:
balance contrast
emphasis/focal point
movement/rhythm
proportion/scale
repetition
unity/harmony
Lesson Body
Anticipatory Set https://youtu.be/JpQ1P7MRsnI
Procedures

Students will complete Bell Ringer

o Define Photogram.

Students will complete anticipatory set

o Dada/ Man Ray cartoon

Instructor will ask students if they know why the one characters name is Dada.
o Who has heard of the Dada Movement?
o Began at the beginning of WWI
When was WWI?
What was unique about this war compared to the wars prior?
Mass produced weapons
Gas
Industrialization
o What is industrialization?
Students will view a slideshow of various photograms created by two prominent
artists from the Dada movement
Man Ray
Laszlo Moholy-Nagy
Ask students to relate the imagery to what they know about Dada?
What narratives do you associate with the images

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Intuitive Criticism
What elements and principles of design are used?
Formal Criticism
What does the use of these elements and principles add to the
composition?
Do the images relate to what was happening during WWI?
Contextual Criticism
Students will draw inspiration from the images created by Man Ray and MoholyNagy to created their own Photograms
Ask students: What is a triptych?
Define triptych
Give assignment
Create a photogram triptych with a specific narrative.
Students will decide on a narrative to use
A simple story
Visually express a song lyric, poem, fairy tale, etc. that is
important to you
Students will sketch their ideas/ brainstorm about what objects to bring
from home
Students will complete closure activity.

Closure What is a photogram? How is it made?

Clean-up Students should ensure that their work area is clean before they leave the
classroom.
Independent Practice Bring in objects to create your photogram. Encourage students
to being in translucent materials that can be layered.
Safety Considerations N/A

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Lesson Title Photogram Practice

Day 2 of 7
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will employ their
knowledge of the
elements and principles
of design to practice
making photograms.

Bell Ringer: What is a

triptych?

Students will practice

creating photograms by
experimenting with
various objects that
they would like to
incorporate into their
final photogram
triptych composition.

Instructor will circulate

the room and remain
available for
clarification and
guidance.

9.1.12.A: Know and

use the elements and
principles of each art
form to create works
in the arts and
humanities.
Elements
Visual Arts: color
form/shape line
space texture
value
Principles
Visual Arts:
balance contrast
emphasis/focal point
movement/rhythm
proportion/scale
repetition
unity/harmony

Lesson Body
Anticipatory Set Students will view a photogram by Man Ray or Laszlo MoholyNagy and employ the use of all three types of criticism to discuss the composition.
o

Ask students to relate the imagery to what they know about Dada?
What narratives do you associate with the images
Intuitive Criticism
What elements and principles of design are used?

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Formal Criticism
What does the use of these elements and principles add to the
composition?
Do the images relate to what was happening during WWI?
Contextual Criticism

Procedures

Students will complete the Bell Ringer: What is a triptych?

Students will complete the anticipatory set

o Criticize a Photogram

Students will gather object that they brought from home or objects that they find
around the room.

Students will think about how to arrange objects in order to incorporate the
elements and principles of design in to their compositions

Student will use class time to practice and experiment with photograms
o Different lengths of exposure
o Layering
o Translucent objects

Students should consider which objects they want to incorporate into their final
triptych.

Students will complete closure activity.

Closure As an exit ticket, students should write down what their narrative or song
lyric is that they are going to portray with their compositon.

Collect each one

Clean-up At the end of each class students should ensure that their work area are
cleaned up before they leave the room.
Independent Practice Students should continue to bring in objects from home to
incorporate into their compositions
Safety Considerations Students need to wear eye protection when working with
darkroom chemicals.

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Lesson Title Photogram Tritptych (work days)

Day 3-6 of 7
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will compose a
photogram triptych
with a narrative that is
carried throughout all
three compositions.

Bell Ringer: Photogram

Critique.

Students will use

objects from around the
classroom and from
home to create a
photogram triptych that
tells a story or
represents song lyrics

Instructor will remain

available during each
class for assistance and
clarification of
assignment.

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set Students will view a photogram by Man Ray or Laszlo MoholyNagy and employ the use of all three types of criticism to discuss the composition.
o

Ask students to relate the imagery to what they know about Dada?
What narratives do you associate with the images
Intuitive Criticism

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What elements and principles of design are used?

Formal Criticism
What does the use of these elements and principles add to the
composition?
Do the images relate to what was happening during WWI?
Contextual Criticism

Procedures

Students will participate in Bell Ringer/ anticipatory set at the beginning of each
work day.

Students will continue to bring in imagery from home.

o Experiment with translucent objects and layering

Students should decide which narrative, song lyric, fairytale or lyric they are
representing before they being their final compositions
o Suggest to students that they write it down in three chunks

One for each section of the triptych

Made a list of images they associate with each chunk.

Student should work for the length of each class period

Students will develop their compositions as they work.

What students have successfully completed each of their three compositions they
should mount the images from left to right
o Name on back
o Title on back

The narrative they composed

o Which elements and principles of design they used

o Did they experiment with layering/ translucent objects?
Closure Class critique will be a closure for the entire unit
Clean-up At the end of each class students should ensure that their work area are
cleaned up before they leave the room.
Independent Practice Students should continue to bring in objects from home to
incorporate into their compositions
Safety Considerations Students need to wear eye protection when working with
darkroom chemicals.

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Lesson Title Photogram Critique

Day 7 of
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will identify common
techniques used by
fellow students during
the completion of this
assignment.

Bell Ringer: How is a

photogram made?

Students will discuss

the way the achieved
their imagery and
analyze common
themes and aesthetic
choices during class
critique.

Instructor will ask

prompting and guiding
questions during
critique.

Bell Ringer: List and

define the three types
of criticism used when
talking about art.

Students will
participate in a class
critique of their
photogram triptychs.

Instructor will ask

prompting questions
and guide the critique.

9.2.12.L: Identify,
explain and analyze
common themes,
forms and techniques
from works in the
arts
Objective 2: Students
will evaluate each
others photogram
triptychs during a class
critique.

9.3.12.C: Apply
systems of
classification for

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interpreting works in
the arts and forming a
critical response.
Lesson Body
Anticipatory Set View Roccos Modern Life How to Critique Art Video
Procedures

Students will complete Bell Ringer questions:

o List and define the three types of criticism used when talking about art.
o How is a photogram made?

Students will participate in a class critique

o Students will vote for their favorite compositions anonymously by voting
with orange slips of paper
o The triptychs with the most votes will be discussed first during critique.

Students should employ all three types of criticism during critique

Formal

Intuitive

Contextual

At the end of critique, students should submit their mounted triptych with the
following information written on the back:
o Name
o Date
o Title
o Song lyric or narrative they are portraying in their composition
o Elements and principles of design they incorporated into their
compositions
o Techniques they used to achieve their imagery

Did they use translucent object?

Did they layer things?

Multiple exposures?

Closure Class Critique will serve as a closure for the entire unit.
Clean-up Students should submit their projects to the turn in only box.
Independent Practice N/A

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Safety Considerations All criticism should be constructive. No hurtful comments or
unnecessary remarks will be tolerated

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APPENDIX
Rubric
Unacceptable
0
Student did not
participate in
class
discussions

Developing

Practice
Photograms

Students did
not submit any
practice
photograms.

Experimenting
with techniques

Student did not

experiment
with any
techniques. All
images are
solid black and
white.

Students submitted
1 practice
photogram that did
not show evidence
of using them as a
tool to develop
their concept.
Student displayed
one instance of
experimentation of
techniques.
(layering,
translucent
materials, exposure
time, multiple
exposure etc.)

Understanding
of Concept

Student did not

display a
narrative.

Participation

Student showed
minimal
interest/participatio
n in class
discussion/bell
ringers.

The intended
narrative is clear in
one of the three
images in the
triptych.

Supplemental Instructional Tools

YouTube videos
PowerPoint Presentation
Self-reflection

Acceptable
Student
participated in
class/
completed bell
ringers but did
not give
thoughtful
responses.
Students
submitted
multiple
practice
photograms.
Student
displayed
adequate use of
experimenting
with different
photogram
techniques.
(layering,
translucent
materials,
exposure time,
multiple
exposure etc.)
The intended
narrative is
clear in two of
the three
images in the
triptych.

Target
100
Student participated
in class discussion
and gave thoughtful
responses to
instructors questions
and completed bell
ringers daily.
Students submitted
practice photograms
that clearly showed
their developing
narrative or concept.
Student used various
methods of
experimenting with
photogram
techniques to create
an interesting image
that follows their
narrative.

Students intended
narrative is clearly
carried throughout
all three images in
their photogram
triptych.