Website Update

We are nearing the end of the school year. Our final exam will resemble the semester final. Return to your website (not your blog) and improve the portfolio of your best photos.

• Your portfolio will have from 7-10 of your best photographs.
• Your portfolio should be easily found on your website.
• Select your best photograph as your first photograph on your portfolio.
• Ask at least two people to review your portfolio.

Send the website link to me directly. You may also add your link to this post's comment section.

Masters Photos

For this assignment, publish a blog post with your master's inspired photographs.

1. Include a brief biography of the photographer selected by your group

2. Describe how your group was inspired by the photographer

3. Upload 5-10 edited photographs (taken by YOU) to the post

4. Chose the best and upload to your website)

5. Include a link to your website

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.
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Go to www.bryanfarley.com