The idea of using ‘CHANGE’ as a broad theme for students will give them opportunities to question the politics of society within the context of a relational universe (Bawaka country including Wright et al., 2016). The structure within Bloom’s taxonomy assists in students’ critical and creative thinking, which is vital to the acquisition of Art knowledge. At the end of the learning progression students should be able to apply their knowledge to meet applicable requirements.  To scaffold teaching decisions based on classroom diversity tasks for differentiation have been implemented at each level of the learning progression. Due to diversities in any classroom, I will take on knowledges from ‘Culturally Responsive Assessment 2.0: Revisiting the Quest for Equity and Quality in Student Learning’ when deciding how I assess students progression along the curriculum.  Evidence of what students do, may say, write or draw is behavioural evidence so that I can make judgements of student competence. Understanding the diversity of the classroom means I could use multiple teaching strategies when creating quality assessment that engage learners and develop rapport with students through use of verbal and non-verbal communication skills prior to assessment. I have provided video transcripts for students who are English as Additional Language etc. Using formative collection of student data to make inferences of what learnings students require in order to meet the overall task requirements. As I understand all classrooms are multifaceted with varying abilities and knowledges. With guidance of the universal design for learning and information gained from s ‘Teaching while measuring cultural bias in assessing student performance’. I considered ways of reducing construct irrelevance and bias to incorporate disabilities and language barriers the assessment strategies 4. Organise and adjust lesson plans as students develop in the continuum. Create engaging content, resources, and activities to support student learning. Plan a sequence of lessons effectively and use of informal and formative assessment to adjust and reorganise lesson requirements when necessary.

 I will Including a pedagogical teaching technique for a positive culture in the classroom that allows students to work together in providing one another with feedback and psychological safety to feel comfortable asking questions.

Through undertaking place-based classroom activities students will play on the understanding that Benson, 2010 suggests ‘embodied knowledge is developed, focusing particularly on the interrelationships between vicarious knowledge and social practice’ (Bawaka country including Wright et al., 2016).  Through the exploration of artists such as Richard Bell and Barbara Kruger students will begin to question justice and power. Which they will explore further in lessons targeted for cross-curriculum learning. 

The importance of a creative mindset is highlighted by using Blooms taxonomy to assist with the personalities and learning levels within the classroom. There is no ‘one size fits all’ to teaching art and creative practice it is important to accommodate for all student’s needs. I must also follow the customs and lore of the Koorie people I work with and communicate in a way relevant to those peoples (VAEAI members, 2007). As well as contacting local community members and elders of the community in which I teach to review teaching and ensure all First Nations practices are represented respectfully. I have incorporated Koori-developed education resources which must be recognised and provided of these resources and constant consideration of artists.

•       Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks (VCAVAE033)

•       Explore how artists use materials, techniques, technologies and processes to realise their intentions in artworks (VCAVAE034) 

•       Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks (VCAVAV035)

•       Develop skills in planning and designing art works and documenting artistic practice (VCAVAV036)

•       Create and display artworks, describing how ideas are expressed to an audience (VCAVAP037)

•       Analyse how ideas and viewpoints are expressed in artworks and how they are viewed by audiences (VCAVAR038)

•     Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAR039) 

 

Step 1: Generate a theme, through class investigation of themes and art movements in photography. Students will be provided with one theme, for example the theme will identify a place. From this, students will explore the theme ‘Country and Place’ from knowledges of Aboriginal and Torres strait islander photographers.

Step 2: Develop ideas and subject matter. Collect information and inspiration from artistic research. Plan the subject matter and the location of photoshoot.

Step 3: Select the Best Equipment for the photoshoo

Step 4: Create the Right Atmosphere. Decide on Art Elements and principles, Aesthetic qualities and Style. 

Step 5: Experimental photographs. Take many different photos to see what works. shoot from different perspectives – up high, down low etc getting in close – stepping back for a wider angle shot moving around your subject to shoot from different sides experimenting with different settings (teaching them about different exposure modes).

Step 6: Contact sheet 

Step 7: Select final image/s

Step 8: Reflect on what has been achieved from the photoshoot, use annotations and knowledge of art elements and principals, aesthetic qualities and style.

Potential resources: 

 

Students will learn to understand viewpoint and perspective. A photograph will contain one of more bits of subject matter. Students must be able to see what it is they whish to photograph and raise the camera to eye level, angle the camera in the direction as they release the shutter.  

Students will learn how to create a sense of depth and spatial relationship of subject matter when capturing an image. Perspective can transform images into three-dimensional perspectives with lighting techniques for greater depth. 

Potential resources:
Put perspective photography into perspective.

Potential resources: 

Compositional Video

 

Further, students will explore landscape orientation photography and light sensitivity. By researching artists and their stories for inspiration, students will begin to develop photographic visual language. The students will take exploratory images of everyday life to capture what they see and from which they will begin the planning process using technical camera skills developed throughout the year:

Step 1: Generate a theme, through class investigation of themes and art movements in photography. Students will be provided with one theme, for example the theme will identify a place. From this, students will explore the theme ‘Country and Place’ from knowledges of Aboriginal and Torres strait islander photographers.

Step 2: Develop ideas and subject matter. Collect information and inspiration from artistic research. Plan the subject matter and the location of photoshoot.

Step 3: Select the Best Equipment for the photoshoo

Step 4: Create the Right Atmosphere. Decide on Art Elements and principles, Aesthetic qualities and Style. 

Step 5: Experimental photographs. Take many different photos to see what works. shoot from different perspectives – up high, down low etc getting in close – stepping back for a wider angle shot moving around your subject to shoot from different sides experimenting with different settings (teaching them about different exposure modes).

Step 6: Contact sheet 

Step 7: Select final image/s

Step 8: Reflect on what has been achieved from the photoshoot, use annotations and knowledge of art elements and principals, aesthetic qualities and style. 

•       Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works (VCAVAE040)

•       Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works (VCAVAE041) 

•       Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (VCAVAV042)

•       Conceptualise, plan and design art works that express ideas, concepts and artistic intentions (VCAVAV043)

•       Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044) 

•       Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences (VCAVAR045)

Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints (VCAVAR046) 

Potential resources:
What is a DSLR
The best camera settings
CAMERA SETTINGS GUIDE – BEST PHOTOGRAPHY CAMERA SETTINGS

Photojournalism can be incredibly powerful. Time and again, photojournalists are the ones who define how people understand major events. Whether you know his name or not, when you think of the American Civil War, you think of Matthew Brady’s images of battlefields and Dorothea Lange’s photo Migrant Mother is the iconic image of the Great Depression. War photographers like Robert Capa witnessed some of the worst conflicts of the 20th century and when you imagine the end of World War II, the first image that comes to mind is often Alfred Eisenstaedt’s image V-J Day in Times Square.

 

Photojournalism is more diverse than that. It’s going to city council meetings week after week, snapping pictures of a community’s new construction project, photographing farmers markets and checking out a protest with a camera in hand. It’s a rewarding and challenging field. Use these tips to survive and thrive in photojournalism, whether you’re a freelancer submitting to Reuters or on staff for the Washington Post.' (Adobe, 2022)

 

Potential resources:
Aunty Barb McGrady photographs
https://www.adobe.com/au/creativecloud/photography/discover/photojournalism.html

The genre is both about the photographer and their subject.

Street Photographers filter the world to share what interests them and what they are feeling.

However, the term itself is inherently unclear and clunky and it can cause very specific thoughts of what it is, such as black and white photographs of people walking down the street. There is much more beyond that.

Street photography can be done anywhere and people do not have to be present in the photo. (New York Photography, 2022)

Potential Resources:
Beginners guide to street photography
Henri Cartier-Bresson: Principles of a Practice
https://www.instagram.com/aussie_street/?hl=en
What is Street Photography? – Learning the Sensibility and Techniques, from Beginner to Advanced
Creating narratives with street photography
https://www.youtube.com/watch?v=O5oAxxzTG34

Potential Resources:
What is ISO - complete guide for beginners 
Beginners guide video to ISO

 

There are many other speciality lenses, like tilt-shift and macro lenses and even zoom lenses that allow for multiple focal lengths, but this list is a good place to start building out your photo shoot kit.

Potential resources:
What is focal length

- Altering the Distance Between Camera and the Subject Using fast prime lenses generates beautiful bokeh or out-of-focus features in the backdrop.

- Use Focal Length A 14-24 mm lens for a wide-angle lens.

A 35-70 mm lens camera that comes with many DSLR cameras. 

- Telephoto lenses have a high magnification and are available in focal lengths ranging from 70mm to 300mm.

A narrow depth of field will separate the subject from the background in portraits.

- You can use a narrow depth of field to declutter an image’s background and focus on the foreground.

Portrait photography uses a shallow depth of field to draw focus on the subject.

- A wide Depth of Field in landscape photographs will include everything in focus.

- When shooting through a frame, you can use a wide depth of field to ensure that the subject and the frame are in focus.

- Landscape photography utilises a wide depth of field to capture even the most minute details in the landscape. (NFI, 2022)

Potential resources:
Introduction to depth of field
What is depth of field
Glossary 

Richard Bell: You can go now