Introduce images by David Hockney. His Polaroid compositions Blue Guitar and Pearblossom Highway.

1. SWBAT to create a digital photo composite.
2. SWBAT define variety.
3. SWBAT define movement.
4. SWBAT to use photography to create their work and employ different camera angles.

1. digital camera or cell phone with photo capabilities
2. Computers
3. Software such as Pixlr or Photopea or Photoshop

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1. Teacher will introduce the work of David Hockney and discuss with students how they think he created his work. What meaning is he trying to create by using this technique? What are the results we see in the work. Teacher will introduce Cubism. (15 min)
2. Teacher will define variety and movement. ( 5 min)
3. Class will go outside and select different on school sites to take multiple photos. Required to take 20-30 photos of the same area using different camera angles. (20 min)
4. Go back and upload their photos to the computers. (5 min)
Next class
5. Review previous learning. (5 min)
6. Teacher will demo how to open their photos in Photoshop or other photo editor, and layer photos like Hockney. Students follow along. (15 min)
7. Students use the rest of the time to work (30 mi)
Next class
8. Review and continue to work (45 min)
9. Depending on class time may need one more session. Teacher will go over size and resolution and JPG file format to submit. (5 min)

1. Did students create a composition that shows various angles and directions of the same location?
2. Did they submit a final digital file of the required size and resolution?

1. https://www.dailyartmagazine.com/david-hockney-photographs/

Make sure students take enough photos at a variety of camera angles. I have a previous lesson where we learn about angles and then try and explore doing independent projects like Hockney lesson.

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

David Hockney

Photography, Cubism, Contemporary Art

Variety, Movement

Digital, Photography