Sharing and Commenting

Sharing your work is an important part of being an artist.

Engaging in discourse with other artists is an important part of being an artist.

You will use the blogger comment section, to comment and ask questions of artists in other groups as well as the artists in your group.

For the first assignment, ask question about The Beatles/Eppridge project. Find one group in this class and ask questions. When you receive a question, reply.

For the second assignment, discuss with the other groups, The Unity Project.

For the third, find two groups in the other Advanced photo glass, and discuss The Beatles/Eppridge project.

For the fourth assignment, ask the remaining groups in the other Advanced Photo class and discuss The Unity project.

Group leaders, please share your link in the comment section so that other groups can contact you. Are you period 2 or 3?

I will also provide a bonus blog post from my personal blog so that students can create extra work for me and learn about my process. Here is the post. (Note: the post was created on March 11, 2014. This blog post was edited on March 12, 2014.)

bf

Artistic Review - Photographer's Website

Students had the option to review a student website or a teacher website. The students chose to review their teacher's photography website. Below is the description of the assignment with the rubric. (Earlier, students reviewed the new camera's before receiving a rubric.)

Website- Artistic Review- Bryan Farley dot com

PROMPT: Analyze the website of teacher Bryan Farley before he changes to new theme?

Requirements:

• 3-4 Paragraphs
• Posted to blog

Must include

• Intro with background information
• Thesis Statement
• Topic sentences
• Examples from site
• Commentary that supports the examples with live links

Objective	Standard	Below Expectations	Progressing	Proficient	Exemplary	Score
Student will include relevant and sufficient evidence.	CCSS W1	Student includes no background information on piece being reviewed	Student includes minimal background information on piece being reviewed	Student includes basic background information on piece being reviewed	Student provides detailed background on the piece.  This background includes historical cultural connections and/or artist information beyond name.
Student will use valid reasoning in order to choose sufficient evidence in order to support claims	CCSS W1	Student includes no examples from piece.	Student includes minimal examples from piece. These examples may not be relevant.	Student includes specific, relevant examples from piece.	Student includes many specific, relevant examples from the pieces, artfully weaving these examples into the review.
Student will use relevant evidence in order to support claims concerning interpretation of text and analysis of textual parts as they create meaning.	CCSSW1, CCSS R4, R5	Student does not address the specific choices within the piece and their effect on the piece as a whole	Student addresses the specific artistic choices seen in the piece and attempts to discuss how these elements provide meaning within the piece as a whole.	Student discusses the specific artistic choices seen in the piece and the meaning of these choices within the context of the whole.	Student uses the specific examples in order to discuss the choices made by the artist. This discussion includes the way in which these choices give meaning,
Student is able to produce clear, coherent writing which uses a style appropriate to the task, purpose, and audience.	CCSS W4	The writer's opinion is unclear and/or unsupported. The writer does not write for a specific audience.	The writer's opinion is stated, but is not supported. The audience for the review may be unclear or the tone inappropriate	The writer's opinion is clearly stated and supported. The review is written for the desired audience and maintains an appropriate tone throughout.	The writer's opinion is artfully stated and supported. The review flows smoothly from one idea to another. The intended audience and purpose are clear.
		1	2	3	4

Go to www.bryanfarley.com