Teacher Candidate Name:
School:
Photo 2 & Up – Reimagining Artists
Unit
Overview Information
Enduring
Understandings
(From ODE Standards)
Anticipatory Set
(What do students already
know? Or what would they
need to know to succeed in
this unit?)
Rationale
(Why is this concept/central
focus relevant for students
to learn?)
Length of class period: 45 min
Approximate number of students in each class: 21
Beginning date of UNIT: March 14th
Ending date of this UNIT: April 6th
Personal Choice and Vision: Students construct and solve problems of
personal relevance and interest when expressing themselves through
visual art.
Critical and Creative Thinking: Students combine and apply artistic
and reasoning skills to imagine, create, realize and refine artworks in
conventional and innovative ways.
Literacy: As consumers, critics and creators, students evaluate and
understand artworks and other texts produced in the media forms of
the day.
This class is made up of students in various levels; photo 2, photo 3,
and advanced students. Because of this, the students have different
amounts of experience with photography and cameras. This lesson
is setup in a way that allows for students to approach the project
from wherever they are. Students who don’t have as much
experience can take simpler approach, while still challenging
themselves. The students who have more expeience can take a
more complicated or involved approach so they can work on
technical or aesthetic aspects they are interested in while still
challenging themselves.
This project is meant to help the students focus on their process and
think about how their choices impact the end result. They start with
researching their artist and the process, style, influence, and intentions
of their work. They will use this research to guide their project and
plan the images they will take. Having the students investigate an
artist and do research about them before they start their project will
help them to develop their creative thinking and planning skills.
Another main focus of this project is self-evaluation and reflections.
They will do a self-assessment at the midpoint so they can think about
how they are doing so far and what changes they might want to make
as they continue working. They will also do a reflection at the end so
they can think about their overall process and how their project
developed and changed throughout the process.
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Teacher Candidate Name:
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Photo 2 & Up – Reimagining Artists
Description of Essential Educational Content
LESSON 1- Artist Research
Lesson Description: For the first lesson, students will focus on researching their artist and
(What are students familiarizing themselves with the background of the artist, themes
doing? Why are they found across their works, and the processes and methods that the artist
doing it? And how will used in order to achieve their desired photographs. They will have to
include information from their research in their artist statement they will
you teach it?)
submit at the end of the project. Once they have a good
understanding of the processes the artist used, they will determine
which approach they will take for their project. Once they pick which
approach they’ll use, they will make notes and plans for how they are
going to create their photos.
Approximately how Three-four days
long will this lesson
take?
LESSON 2- Studio Time
Lesson Description: The second lesson will be the studio time for the students to work on
(What are students their photographs. They will follow the plans they made in lesson one
doing? Why are they and work with the approach they chose (following the process the artist
doing it? And how will used or recreating specific photographs). While each student will work
on their own project, they will be encouraged to work in pairs or small
you teach it?)
groups in order to help with shots, bounce ideas off each other, and
give feedback as they work. On the fourth day, I will give the students
an exit-ticket to fill out which serves as a midpoint check-in to see how
they are feeling about the project. They will answer three questions,
and the next day I will check in with each student to respond to their
exit-ticket and help them if they need it. Along with the exit-ticket, they
will also make a digital contact sheet for the photos they have so far.
They will use these to assess the photos they have and decide what is
working and what they might want to try again. This project will
continue over spring break, so the students are encouraged to take
cameras home with them if they would like to work over break. After
they return from break, there will be one more studio day, and then we
will start to wrap up the project and they will move on to the final
lesson, which is their artist statement/reflection and final photos.
Approximately how Eight days
long will this lesson
take?
LESSON 3- Artist Statement

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Lesson Description:
(What are students
doing? Why are they
doing it? And how will
you teach it?)
Approximately how
long will this lesson
take?
Unit
Focus
What is the end goal of
this unit?
(You can paste an image or
describe what your end goal is
for this unit development)
The final lesson for this project is having the students write their artist
statement and reflection for the project. They will get a list of questions
and prompts that they will have to address/respond to in their artist
statement. The three main focuses of the artist statement are 1.
Summary of the research they did about their artist, 2. Explanation of
their plan for their approach/process and how it was inspired by their
artist, and 3. Reflection of how the project went, what they feel was
successful, things they struggled with, and how they feel about their
final images. The purpose of this writing assignment is to get the
students to do a self-reflection and think about their experience with
the project, which they can hopefully recall later on for other projects.
This assignment will be introduced at the beginning of the project so
the students are expecting it and can start keeping notes at the start to
make it easier to write at the end.
Two days
Feel free to add lessons if needed.
Central Focus/Theme/Concept: Researching and Reimagining Artists
Essential Questions:
1. How do artists use different methods and processes in their
work?
2. How can you personalize an artist’s process or style to
reimagine their works in your own way?
3. How can self-evaluations and reflections improve your art?
Project:
Researching an artist and reimagining their works, focusing on either
the process/methods they used to make their work, or the
aesthetic style and compositions of their photographs.
Anticipated # of lessons & days for the unit:
Three lessons- 13 days total
Lesson 1: 3 days
Lesson 2: 8 days
Lesson 3: 2 days
By the end of this unit, the students will have done research on an
artist, their work, and their processes/methods they use. They will
apply this research to plan how they will approach their “reimagined”
photographs; focusing on their process or their style. They will also
include personal influences in their photographs that are intentional
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Teacher Candidate Name:
School:
Photo 2 & Up – Reimagining Artists
changes from their artist. At the end of this unit, the students will write
an artist statement that includes their research about their artist, their
plan for their “reimagined” photographs, and a reflection of the
project as a whole.

Content Statement- Lesson 1:

Perceiving/Knowing 1PE Examine the context details of visual imagery and explain the
From ODE Standards social and cultural influences on the images.
2PE Describe sources visual artists use to generate ideas for artworks.
Intermediate 2PE Analyze and explain the factors that influence artworks.
Accelerated Lesson 2:
N/A
Lesson 3:
2PE Analyze and explain the factors that influence artworks.
3PE Compare and contrast the styles in artworks by artists of different
cultures and historical trends.
Content Statement- Lesson 1:
Producing/Performing 2PR Make informed choices in the selection of materials and
From ODE Standards techniques as they relate to solving a visual problem.
3PR Generate a variety of solutions to visual arts problems through
preparatory work.
6PR Expand visual literacy as a means to create images that advance
individual expression and communication.
Lesson 2:
1PR Demonstrate proficient technical skills and craftsmanship with
various art media when creating images from observation, memory,
or imagination.
6PR Incorporate visual literacy as a means to create images that
advance individual expression and communication.
3PR Solve visual art problems that demonstrate skill, imagination and
observation.
Lesson 3:
N/A
Content Statement- Lesson 1:
Responding/Reflecting 3RE Expand the use of arts-specific vocabulary to define and
From ODE Standards describe techniques and materials used to create works of art.
1RE Apply art criticism methods and inquiry skills to interpret visual
images produced by new media and media arts.
Lesson 2:
2RE Apply assessment practices to revise and improve their artworks
and to document their learning.

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Lesson 3:
6RE Identify the challenges various venues present to the creation of
works of art.
2RE Practice self-assessment to understand their progress and
prioritize steps for improvement.
3RE Explain artistic processes from idea conception to completion of
a work of art using descriptive and arts-specific terminology.
Performance Based Lesson 1
Objectives 1. Students will be able to analyze and explain their artist’s
process and style, and what influences their work.
2. Students will be able to generate a variety of ideas for how
they will reimagine their artist’s process or style with their
personal influences.
3. Students will be able to interpret their artist’s works and use
appropriate art vocabulary to describe how the artist’s works
inspired and influenced their project.
Lesson 2
4. Students will be able to demonstrate their understanding of
the technical skills required to create the images they planned.
5. Students will be able to include personal expression and
influences in their images.
6. Students will be able to assess their progress during the
project to revise and make improvements for their final
images.
Lesson 3
7. Students will be able to explain how their artist’s process and
style of work influenced their images.
8. Students will be able to compare and contrast their artist’s
work with the images they created and explain why they made
the choices they did.
9. Students will be able to describe their process for the project
and reflect on their experiences.
Performance Based Lesson 1
Assessments 1. Students will research their artist and address the
topics/questions provided to build their understanding of the
artist’s process, style, and influences.
2. Students will develop a plan for how they will create
photographs that reimagine their artist’s process or style with
their personal influences.

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Teacher Candidate Name:
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3. Students will use appropriate vocabulary to describe their
interpretation and understanding of their artist’s work and how
it inspired and influenced their project.

Lesson 2
4. Students will use appropriate settings and techniques to create
the images they planned.
5. Students will incorporate artistic choices that reflect their
personal expression and influence on their images.
6. Students will use the midpoint check-in to assess their work
thus far and plan the changes they’ll make to improve their
final images.
Lesson 3
7. Students will explain their artist’s process and style and the
evidence of its influence in their project.
8. Students will compare the images they created with the
images they referenced by their artist and identify the personal
choices they made and why they made those changes.
9. Students will describe their process for the project and reflect
on the things they feel successful with, the things they
struggled with, and changes they would make if they were to
do this project again or continue it.
Unit Vocabulary Process- a series of actions or steps taken in order to achieve a
particular end.
Style- a distinctive appearance, typically determined by the principles
according to which something is designed.
Intention- a thing intended; an aim or plan.
Influence- the capacity to have an effect on the character,
development, or behavior of someone or something, or the effect
itself
Composition- the artistic arrangement of the parts of a picture
Reflection- serious thought or consideration
Assess- evaluate or estimate the nature, ability, or quality of
Contact Sheet- a piece of photographic paper onto which several or
all of the negatives on a roll of film have been contact printed
Additional Language Research and reflection are important components of this unit. The
Demands students will have to research an artist they choose and become
(How have you designed familiar with their process, style, influences, and be able to explain
opportunities to speak these things and the role they play in their projects. There is a writing
and/or write throughout activity in each lesson for this unit. In lesson one, they will write out

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Teacher Candidate Name:
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Photo 2 & Up – Reimagining Artists
your unit so students have
multiple ways to learning
and knowledge?)
Accommodations For
Special Populations
Art/Visual Culture
Examples
(List all artists, artwork,
and/or visual culture
resources used for this
unit)
Materials & Supplies
Safety Procedures
Procedures for
Teaching/Learning
their research and their plans for their images (although the plans can
also include sketches). In lesson two, they will complete a midpoint
check-in exit-ticket where they will reflect on their project so far and
how they feel about it. In lesson three, they will be writing an artist
statement and reflection about the project, addressing questions and
prompts I provide.
Students who need assistance with the writing activities or the actual
project can let me know and I will work with them, or have someone
else in the class work with them so they can complete the
requirements for the project.
I will provide the students with a list of possible artists they can
choose from, but they are allowed to choose an artist not on the list as
long as they get it approved by me. They will be responsible for
choosing their reference photos and submitting those with their
research in lesson one.
Artists:
Phillip-Lorca DiCorcia
William Eggleston
Dorothea Lange
Annie Leibovitz
Sandro Miller
Arnold Newman
Cindy Sherman
Alec Soth
Mark Steinmetz
Carrie Mae Weems
Francesca Woodman
***NEED MORE***
Sketchbooks, exit-tickets, computers
Cameras, lenses, memory cards, tripods
*other materials and supplies dependant on individual projects*
Students are expected to treat all supplies and equipment with care
and respect, and to be safe and smart while using them. Students who
are using the supplies and equipment in unsafe or innapropriate ways
will not be allowed to use them.
In the days listed below, feel free to outline which days align with each
lesson design. Please feel free to add/remove days/lessons as your unit
design requires.- Give estimates of time regarding your plan and procedures
for each session and the instructional .
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Teacher Candidate Name:
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For example:

Day 1 – Lesson 1 5 min- Students arrive to class, I’ll take attendance and start with any
reminders for the students before we start
15 min- Introduce the project, go over the instructions, the rubric,
show examples, and answer any questions the students have
20 min- Students start their research and brainstorming and
determining the artist they want to choose
Once students decide on their artist, they must tell me and
make sure I approve it (if they pick an artist that isn’t from my
list). When they tell me their artist they will also tell me the
approach they choose.
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Remind them of the deadlines for the project (need their artist
and approach by end of class tomorrow, they’ll need to be
mostly done with their research by end of class Wednesday)

Day 2 – Lesson 1 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue their research and brainstorming
- Need to tell me their artist and approach if they haven’t
already
*Might have a mini activity for them to do during class as well,
depends how they are working*
35 min- Student Work Time
- Students work independently on their research and
brainstorming, create their plans for their images
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Everyone should have told me their artist and approach, must
tell me before they leave
- Tomorrow should be last day in class for research and
brainstorming, ready to start shooting on Thursday

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Day 3 – Lesson 1 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Last day in class to work on research and brainstorming
- Tomorrow everyone should start shooting
*Might have a mini activity for them to do during class as well,
depends how they are working*
35 min- Student Work Time
- Students work independently on their research and
brainstorming, create their plans for their images
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow we’ll start shooting, so they should be mostly done
with research and brainstorming and their plans for images
Day 4 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Starting to shoot today, should be mostly done with research
and brainstorming and have their plans for their images
- If they aren’t shooting during class they should be helping
their classmates, or at least working on something related to
the project
35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- *Even if students want to shoot at a different location outside
of school, they should find something they can work on or
shoot so they are being productive during class*
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow will be another studio day, they can choose what
they work on, but it should be related to their project or
helping their classmates
Day 5 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue shooting today
- If they aren’t shooting during class they should be helping
their classmates, or at least working on something related to
the project

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35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- *Even if students want to shoot at a different location outside
of school, they should find something they can work on or
shoot so they are being productive during class*
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on next class
- Monday will be another studio day, midpoint check-in on
Tuesday, students will fill out exit slips and create digital
contact sheets for their photos so far *If you haven’t been
shooting in class so far you will still need to have photos for
your contact sheet on Tuesday- use time wisely*
Day 6 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue shooting today
- Midpoint check-in tomorrow, students will create digital
contact sheets and fill out exit-ticket before they leave
35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- *Even if students want to shoot at a different location outside
of school, they should find something they can work on or
shoot so they are being productive during class*
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow will be another studio day, they will also have to
make their digital contact sheets and fill out the exit-ticket
before they leave
Day 7 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- I’ll start with the digital contact sheet demo, then pass out exit-
ticket, which they must fill out and turn in before they leave
- The rest of the time is theirs to continue working
10 min- Digital contact sheet demo
- Explain what a contact sheet is (show examples of mine from
my film class)

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- Show students how they can make their own in Photoshop
- Explain what the students will be doing with their contact
sheets once they make them
- Pass out exit-ticket once I finish my demo
25 min- Student Work Time
- Need to make their contact sheets and fill out exit-ticket
before they leave class, rest of the time is their’s to work
- I’ll be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Everyone should turn in their contact sheets and exit-ticket
before they leave
- Tomorrow I will have feedback for everyone based on their
contact sheets and exit-tickets, but it’s also a work day
Day 8 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue shooting today
- I have feedback for all of them based on their contact sheets
and exit-tickets from yesterday, I’ll try to talk to each of them
during class today, other than that it is their time to work
35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- I’ll meet with each student to give them their feedback from
their contact sheets and exit-ticket
- I’ll also be around to help or answer any questions they have
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- We have two more work days this week, then spring break
**They should consider working on their project over break,
maybe start working on their artist statement/reflection, some
of the things they’re writing about they could start on
(research, their process, reflection so far)** there will be three
more days for this project after spring break
Day 9 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue shooting today
- Today and tomorrow are last days before spring break, then
only three days for this project when they get back

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Teacher Candidate Name:
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35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow is the last day before spring break, then we only
have three days left for the project – they should consider
working on their project over break (many might need to)
could start their artist statement/reflection, or editing their
images they already have
- The three days after break will be wrapping up the project –
keep this in mind over break, know where you’re at and what
you still need to do
Day 10 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Continue shooting today
- Last day before break – know where you’re at and what you
still need to do, figure out what you can do over break (artist
statement/reflection, editing, shooting)
35 min- Student Work Time
- Students should be shooting for their projects or helping their
classmates
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on after break
- Know what you still have left to do – only three days after we
get back, and you should be wrapping things up at that point
- Need to make sure you have your final images, contact sheets
from the rest of the images you shot (since the midpoint), and
artist statement/reflection
Day 11 – Lesson 2 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Should be the last day for shooting, start making final contact
sheets, editing your final images, and writing your artist
statement/reflection
35 min- Student Work Time
- Students can be taking their final images, making contact
sheets, editing, or working on artist statement/reflection

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- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow is the second to last work day, everything will be
due Wednesday by the end of class (unless you talk to me and
I know when you are going to submit – no later than the end of
the day on Wednesday)
Day 12 – Lesson 3 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- Second to last day, no more shooting, should be making final
contact sheets, editing, or writing
35 min- Student Work Time
- Students should be making contact sheets, editing, or working
on artist statement/reflection
- I will be around to help and answer any questions
5 min- Wrap-up class
- Remind students what they should have done today and what
they will be working on tomorrow
- Tomorrow is the last day – everything is due by the end of
class tomorrow [final images, final contact sheets, artist
statement/reflection]
Day 13 – Lesson 3 5 min- Students arrive to class, I’ll take attendance, say any reminders
I have for the students, then tell them what they’re doing today
- LAST DAY FOR PROJECT
- EVERYTHING DUE BY THE END OF CLASS (final images, final
contact sheets, artist statement/reflection)
35 min- Student Work Time
- Students are expected to use this time wisely and make sure
they have eveyrhting submitted before they leave
5 min- Wrap-up class
- Everyone should have their projects submitted unless we have
talked and I know when they will get it submitted
- Tomorrow we will start our new project

Clean-up procedures Students are expected to return all supplies and equipment to its
to consider for this unit proper location before they leave the class. All files should be saved
to Buildingshare, NOT the computers (these are wiped clean
occasionally for maintenance)

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Closure/review- What The artist statement/reflection is how we will wrap up the project, the
comes next in curriculum students will self-reflect on how they feel their project went. I will tell
that will build on student the students what our next project will be once Strohl and I decide on
knowledge from this unit? that.
Supplemental Activities There are many components to this project, so the students should
that connect with this always have something to be working on, whether it is taking photos,
unit and corresponding creating contact sheets, editing photos, or working on their artist
lessons. statement/reflection. If they feel like they don’t have anything to work
on they should help their classmates shoot or talk to me and we can
check-in and see where they are and what they can do.
If students do finish early, I’ll ask them to help take example photos
for my other photography lessons.
Unit Reflection for art
educator
(Considerations for
when you teach this
again in the future)

Image of teacher (Link at bottom of page)

sample or samples to
help students learn
processes
APA Reference list of
sources and research
conducted for this unit

Include any handouts you have created, any slide shows, and any assessments you
plan to use with this unit.

Slides with Teacher Exmples:

https://docs.google.com/presentation/d/10c90pAhExwmNgaxWDsW33rd3HV13HWiM4XC5pv8
Bzq8/edit?usp=sharing

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