Photo II: Portfolio Development HN and AP Borleis

2017-2018
long reach high school visual arts alex_borleis@hcpss.org

Course description
In this course, students refine and master technical skills as well as experiment with alternative approaches
and materials as they compose unique photographs. Additionally students will develop a photographic portfolio
that demonstrates quality, shows breadth of formal, technical, and expressive experiences, and concentrates
on a specific theme or problem. Through collaboration with peers and instructor, students will develop a
personal aesthetic viewpoint. In-class and independent problems further the development of skills and
techniques.

Course objectives
1. Evaluate and analyze work from Photography I and related experiences.
2. Maintain a photographic sketchbook/binder and an online digital portfolio which demonstrates a
collection and evolution of personal imagery authenticated by written documentation with peers and
instructors.
3. Identify and describe the criteria used for the selection of photographic images for various portfolio or
display purposes.
4. Develop, refine, and validate a theme for a series of photographic and digital images based upon
conceptual and/or technical direction.
5. Compile a portfolio, which includes traditional and digital photographic images that empty traditional
and alternative materials and techniques.
6. Engage in a dialogue with instructor and peers to develop an independent plan, which demonstrates
personal intent and serves as a role model to first level students.
7. Identify and evaluate how artistic behaviors and problem solve skills are essential components for
success in a variety of career fields.
8. Practice and apply a variety of alternative contemporary, and traditional photographic techniques.
9. Analyze and apply various thematic approaches used by master photographers to produce a
meaningful series of photographic images in a variety of genre intended for specific and general
audiences.
10. Produce meaningful photographic images that tell a story, document an event, market an idea, or
promote a cute to specific or general audiences.
11. Select and display a body of photographic images accompanied by a statement of purpose for an
audience that encompasses the development of ideas and skills.

Materials
All basic photo materials for this class will be provided by the instructor. However, photographic
materials that are lost or misused must be replaced at cost by the student. Provided materials will include:
photo paper, 35mm B&W film, and camera.

Traditionally, the following materials have been required for this class for the organization of negatives, prints,
and notes. If students are unable to purchase these materials on their own, they may need to make or borrow
used ones in class:

_____ 9x12 spiral or hardbound sketchbook/notebook (students may use an older sketchbook from a
previous class) Please no tape bound sketchbooks as they fall apart in a matter of weeks!
_____ OR 3-ring binder with sections (protects and stores all negatives and prints which are easily
damaged)
_____ OPTIONAL thumb-drive or disk on key (for saving Photoshop Assignments in-progress)
Cameras
Due to the number of students we have enrolled this year, we have a very limited supply of cameras. However
a student is not required to purchase a camera for this class. Cameras (SLR, DSLR, and Point & Shoots) are
available to sign out for a period of two days. If you are interested in purchasing your own camera this year, I
am more than happy to help you on your research. ;) Note we will be using film and digital cameras this year.

Photographic Equipment Expectations

Because photography requires the use of many expensive and complex equipment and tools, you must treat
all tools (cameras, enlargers, filters, darkroom equipment, chemistry, computers, dry-mount press, etc.) with
utmost care and respect. Equipment that can be signed out for out of school use is used at our (yours and
mine) discretion. The cost of lost, damaged, or broken equipment will be the responsibility of the student who
signed it out. Failure to comply with proper use and responsibility of any or all photographic tools and
equipment will result in a phone call home and potentially in the loss of privileges in signing out or using
equipment. Photo equipment can be signed out for a period of two days. For each day past the date the
equipment must be returned, students will be penalized a letter grade for the current unit.

Assessment and Grading

Grading and assessments will take various forms. You will be graded on all parts of your process, with the
greatest number of points allowed to how well your final product meets the criteria of the assignment. You will
be graded on only your own performance and progress on your individual effort, growth, and
improvement- NOT how your finished work compares to the rest of the class. At the completion of each
unit, you will asses your own progress through written refection before submitting the work for a grade.
Students will be assessed by participating in small-group and class critiques, as well as completing a self-
assessment based on the criteria clearly stated when the assignment is given out. The criteria is based upon
the following categories:
IDEA DEVELOPMENT - Critical thinking and brainstorming of the concepts and problems (essential
questions) posed in the unit.
DESIGN - The use of the Principles of Design to create an elegant visual answer to the essential questions
post in the unit.
PERSONAL CHOICES - The unique exploration of the essential question specifically encouraging the use of
the students personal experiences and perspectives.
CRAFTSMANSHIP - Addresses the neatness of presentation and physical care of work.
STUDIO SKILLS - Handling/use of materials and equipment in a way that helps effectively communicate the
students solution to problems posed in the unit.
The grading scale is as follows:
A = 90 - 100 B = 80 - 89 C = 70 - 79 D = 60 - 69 E = 0 - 59
NOTE THAT INCOMPLETE WORK WILL NOT BE ACCEPTED; ONLY FINISHED WORK WILL RECEIVE A
GRADE.

Quarterly Grade Break-Down

40% Classwork/Studio Time
60% Homework

Classwork vs homework
As this is an Honors/Advanced Placement source, a minimum of three to four hours of outside work is
expected each week. Most often, for each marking period there will be three assignments, each taking nine or
more hours to complete. As long-term homework assignment allows for the greatest individual interpretation
and creative problem solving, the expectation is substantial.
Significantly, these are also the works that colleges tend to be MOST interested in because the problems have
the greatest latitude for personal interpretation. Therefor these works are primarily responsible for getting you
into the college level art program of your choice. The homework given more weight than individual classwork
assignments. Therefor any student not submitting homework- or submitting hastily prepared homework - will be
unlikely to pass that marking period. Any student enrolled in AP will have work in addition to this.

Out of class work will consist of 60% of the grade for the cause while 40% will be in class work/studio time.
This at home time will be used for journal assignments, some preparation and brainstorming, reviewing
information, and for completing major assignments. Most assignments will require students to complete out-of-
class work. It is in the students best interest to use their regular class time wisely to complete assignments. If
in-class time is not used wisely, more out-of-class work may be the result. It is the students responsibility to
check the class website/blog regularly for assignments so that they meet all posted deadlines.

Late and Missed Work Policy

Assignment deadlines are set at the discretion of the instructor when the assignment is given. It is the students
responsibility to make up any missed work due to absences, and to collect daily objectives, handouts, and
notes. Students are also responsible for scheduling appointments with the teacher to discuss make-up work. If
the student is absent on the day an assignment is due, the assignment should be handed in the following
grade. Late work from unexcused absences or otherwise will not be given full credit.
Classwork/Studio Time work will be deducted one letter grade (or 10%) for each day it is late.
Sketchbook/Binder work will lose 50% after one day and receive no credit on the second.
Homework will not be accepted late (unless you have an excused absence).

There is NO EXTRA CREDIT - Do your work the first time!

Photo Studio
Students enrolled in the Photo Studio Course concurrently with your regular Photo class (either Photo II
Honors/Ap or Photo III Honors/AP) will be expected to use class time to work on your AP Rolls or current
assignments. You will receive a daily participation grade for this course meaning you should be actively
working on a photo assignment to receive credit for this course.

Academic Integrity
Each student is responsible for upholding and maintaining academic integrity. If there is a question in reference
to a students academic integrity, they will be referred to their administrator by way of a disciplinary referral,
given due process, and receive the appropriate consequences based on Long Reach High Schools Academic
Honor Code. Any violation of academic integrity will impact a students eligibility for credit in this course.

Denial of Credit
According to county-wide policy, students are not to miss more than 5% of any credited classes for the entire
school year. Missing a studio class can put a student in a difficult position for making up work. All students
should be responsible for making up missed assignments of their own accord. Since this course is only offered
during 4th period, that means you can only miss 5 days before you are in danger of not receiving credit.
Reminder that if you are late to class 3 times that counts as 1 absence.

Behavior Policy
Code of Conduct - All students are expected to abide by the Long Reach Honor Code at all times and will be
held accountable for any violations of the Honor Code. Failure to do so will result in an intervention or referral
depending on the frequency or severity of the offense.
Sequence for Minor Incidents:
1st Offense: Verbal Warning
2nd Offense: Contact home and teacher consequence.
3rd Offense: Contact home and discipline referral.
Students will be asked to initial a form after each offense to note that each step in the sequence has been
taken and to give students knowledge of what is happening.
Incidents not considered minor will result in an automatic contact home and discipline referral.

Late Policy
Due to past years, a new late policy has been put in place. Students will be asked to fill out a form after each
tardy. The sequence is as follows:
1st Offense: Teacher/Student Conference
2nd Offense: Teacher/Student Conference and Parent Contact
3rd Offense: Teacher Detention & Parent Contact
4th Offense: Teacher Detention & Parent Contact
5th Offense: Administrative Referral & Parent Contact

Cut Policy - If a student cuts class, he/she will be referred to administration on the first offense and receive a
phone call home and discipline referral as well.

Electronics Policy
While we are a BYOD (bring your own device) school, all cell phones are expected to be off and away
during class hours unless otherwise instructed. In this course, you may very well be asked to use your
cameras, interact through applications such as Instagram, or find photographs for reference. During these
specific times you may use your phone. However playing on your phone, texting, and other activities are
strictly prohibited and will result in either contact home or possible removal from class. This goes for all other
electronic devices too. (Sorry, no listening to music in class!)

Food and Beverages

Due to the expensive equipment and chemistry housed in our room, no food or drink is allowed except for a
bottle of water. (Yes, this means during lunch as well!)

IF YOU ARE TAKING AP READ THIS

In addition to all assignments given throughout the course of the year, all AP students will complete an
ADDITIONAL shooting assignment (film or digital) every 2 to 3 weeks throughout the year. Each AP
assignment will require a rubric stating a student generated objective, a researched artist with images
and description of their work posted online, a contact sheet analysis turned in, and final edited photos
turned in online or in print form. The aim to have an additional 7 shooting assignments throughout the
year ON TOP of the 7 shooting assignments students will complete.

I. Development of the students submitted portfolio for the AP 2-D Design has three parts:
A. Quality (Original Works)
1. Five matted works for 2-D design, five actual works
B. Concentration
1. This should include 12 slides exploring a single visual concern in depth. It is something like a visual
term paper and is an important part of the class. When a subject is settled on, the student should
spend considerable time developing the concentration. It should show investigation, growth, and
discovery involved with a compelling visual concept. The concentration is usually completed in the
second semester of the Photo II course.
 C. Breadth
1. This is a set of 12 works showing mastery of varied media, techniques, and subject matter.

2-D Design Portfolio Sections

2-D Design Portfolio

Section I - Quality (one-third total score)

5 actual works that demonstrate mastery of design in concept, composition, and execution.

Section II - Concentration (one-third total score)

12 slides: some may be details

A body of work investigating a strong underlying visual idea in 2-D design.

Section III - Breadth (one-third of total score)

12 slides: 1 slide each of 12 different works.

Works that demonstrate a variety of concepts an approaches in 2-D design.

BREADTH:
Examples of 2-D Breadth problems;
Media could include graphic design, typography, digital imaging, photography, fabric design, weaving,
illustration, painting, or printmaking.
Work that employs line, shape, or color to create unity or variety in a composition.
Work that demonstrates symmetry/asymmetry, balance, or anomaly.
Work that explore figure/ground relationships.
Development of modular or repeat pattern to create rhythm.
Color organization using primary, secondary, tertiary, analogous, or other color combinations for
emphasis or contrast in compositions.
Work that investigates or exaggerates proportion/scale.

CONCENTRATION:
Examples of 2-D Concentration problems;
Design and execute a childrens book.
A series of identity products for an imaginary business.
Political cartoons using current events and images.
Series of works starting with representational interpretations and evolving into abstraction.
Exploration of pattern and design found in nature and/or culture.
Abstractions developed from cells and other microscopic images.
A personal family history communicated through symbols and imagery.
A series of fabric designs, apparel designs, or weavings on a theme.
Use of multiple modules to create compositions that reflect narrative or psychological events.
Series of landscapes that uses color and composition to intensify artistic expression.
QUALITY:
(Five Actual Works) Asses your selected portfolio work and score it on the following criteria:
Poor Moderate Good Strong Excellent

Materials well used; technique is

1 2 3 4 5
excellent

Inventive/Imaginative 1 2 3 4 5

Evidence of thinking; clean visual

1 2 3 4 5
intent

Purposeful composition 1 2 3 4 5

Awareness of style and format 1 2 3 4 5

Sensitive/Evocative 1 2 3 4 5

If you have not scored your work consistently in the 4 or 5 range, now assess what the strengths and
weaknesses are, and how to rework the piece so it will score a 5. Use the questions below to help you explain
your rationale:
1. Have you done anything special with the use of the art elements (line, color, shape, texture, value)?
2. What are some of the dominant shapes, expressive forms, color scheme, and textures that carry
significance in this artwork?
3. Is the work ordered/balanced? Or chaotic/disturbing? What makes for the order of chaos? Would
you use words such as unity, variety, contrast, balance, movement, and rhythm to describe formal
characteristics of this work?
4. Describe the quality of execution and technique. What gives the work its uniqueness?
5. Does the work evoke any feeling? To what do you ascribe your feelings- the use of color, shape,
technique, theme?
6. Is there symbolism used in the work to convey meaning other than what you want the viewer to
think about? Did you successfully get your message across?
7. What is your general impression of the work? What did you want the viewer to think about? Did you
successfully get your message across?
Discuss if the work is a significant success, why or why not, and support your judgment with evidence.
 Long Reach High School Visual Arts Department Syllabus Contract
This syllabus is a contract. It can be found through both Canvas and the class website provided during class.
By signing below, you and your parents/guardians are acknowledging that you have read the entire course
syllabus AND will abide by and support all of its stated policies.

x x
student name (please print) student signature

I have reviewed the expectations for this course with the student in my care.

x x
parent/guardian name (please print) parent/guardian signature

phone number (home) parent/guardian email address

phone number (work or cell) student email address

Publication Notice
Some of the work we will be undertaking this year will be used for building/updating a school-based
visual arts website. For this purpose, I, the teacher will photograph some of your artwork, students
working in class, and taking some quotes from reflective statements. Students will also their
documented work for a digital portfolio.

Please ask your parents/guardians to sign below giving permission for your artwork to be reproduced for/in the
school based website and art education publications. (I can publish and post only student work for which
parent/guardian permission has been granted.) Permission is not required and will in no way affect the
assessment and grading of student work throughout the year.

I grant permission for the Long Reach Fine Arts Department to document my child, their artwork, and reflective
statements for publication in school-based websites and art education journals.

x
parent/guardian signature date