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Photo 2 Syllabus - 2
Photo 2 Syllabus - 2
Rebecca Cauchon
http://cauchonphotoclass.edublogs.org/ (http://cauchonphotoclass.edublogs.org/)
caucrg@fusd.net (mailto:caucrg@fusd.net)
Course Description:
This is an advanced digital photography course for students who have completed Digital Photography 1.
Students will build upon their skills in Adobe Photoshop, Lightroom, and Premier, while practicing their
digital photography camera skills and techniques learned in the beginning course. The course focus will
include both image capture techniques and post processing techniques in the digital lab. The projects will
be both fine art and commercial art based. The students will explore studio and on location lighting
techniques to enhance their photography in the fields of commercial art, advertising and product
photography, portraiture, fashion, nature and landscape, photojournalism, lifestyle, documentary and fine
art. They will learn and research various artists in these fields, emulating their styles, yet creating their own
vision and personal style with an increase in complexity, visual metaphors and emotions, demonstrated
through technically demanding projects. Printmaking and multi media techniques are infused in the course
through screenprinting, painting and collage. Students will assess their own strengths and weaknesses,
and be routinely critiqued by peers and instructor. Each student will create a brand for their photography
and turn their blogsites into websites as a place to exhibit their work and promote themselves through
social media marketing. Guest business partners in the field will connect with students remotely. Real world
commercial photography will be explored through virtual field trips and guest speakers, and projects will be
career-based. Hands on experience will be both independent and team based. Students can earn
certifications in the field of digital photography. Course is articulated with Chaffey College and San
Bernardino Valley College.
Course Objectives/Goals:
Build a familiar space where students feel included and a part of a community that they helped
create.
Use smartphone photography to encourage creative empowerment and nurture students’ working
with a low monetary and technical threshold.
Help students edit their work and develop the ability to see.
Help students produce a final edited and sequence portfolio, challenging them to think through
their public identity online.
Pay attention to the class structure, to inform the student ahead of time how each class will
unfold and to have every minute planned out before classes start.
Recognize that each class will have it’s own personality and be willing to be flexible in changing a
class up to meet the needs of the students during the class time, while recognizing that some of the
best learning opportunities come up spontaneously.
Do tutorials on any new or unfamiliar apps or editing methods before introducing them to the
class.
Do the assignments themselves before giving them to the students.
Make pictures that show an understanding of the elements of composition, light, moment,
gesture, and color.
Articulate the components of an image and give a critique of imagery using a visual vocabulary.
Have a strong social media presence with accounts set up for their photography on Instagram,
and Facebook.
Demonstrate an understanding of photo editing through applications.
Demonstrate an understanding of different types of photography and image processing appropriate
to each medium.
Demonstrate thoughtfulness and independent thinking through articulately commenting on the
images of their peers through social media.
Publish thoughtful and responsible social media accounts that build a strong identity for each
student as an artist.
1. Does the student understand composition, light and color as seen through his/her portfolio?
2. Is the student articulate in the way he/she speaks and comments on images?
3. Does the student understand the difference between editorial and fine art photography?
4. Has the student explored different apps presented and put together a personalized toolkit of apps
he/she prefers to use for image making?
5. Has the student developed a portfolio that showcases an understanding of objectives and
concepts taught in the workshop?
6. Has the student developed a thoughtful online identity and created social media accounts that are
beginning to attract a following?
7. Has the student developed a strong story and style?
Student Assessment
Course Objectives:
-Proficiency with and command of Adobe Photoshop, Lightroom, Spark, and Premiere
-Understand how and when to use flash and studio lighting techniques to control and manipulate artificial
light
-Organize selected images into a final artistic creation in conjunction with a reflective critique process in
which the student is able to synthesize his/her conceptual idea, decision-making and final output.
-Create a cohesive body of exhibition quality work that collectively explores an idea or concept and be
able to explain the significance of subject, form, presentation and meaning of student’s own work and the
work of others.
-Have a competent website displaying their creative work and their brand
Sample Assignments
Strong Composition
Location Lighting
Logo Production
Beauty Retouching
Advertising Photography
Photo Screenprinting
Nature/Landscape
Photography Careers
Participation in critiques
Grading
Portfolios/20%
Presentations/10%
Students may, at any time, return to a previous lesson to add further enhancements and receive a better
grade on any lesson/project with the exception of the final.