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STAGE RIGHT - UNIT

Concept: Photographers stage their shoots. Sometimes you have to make the action happen.
Unit Description: Photography is about creating an event. Sometimes the action does not
come to you . . . you have to make the action happen. You can do this by staging something.
Staging means to intentionally set up your environment using props, lighting, models, and
gestures. Staging something should create a specific atmosphere/mood and your images
should convey a specific meaning/intent. Fashion and commercial photographers often stage
their photo shoots in studios, but you can stage a photo shoot anywhere. Photographers that
stage their shots include: Annie Leibovitz, David Levinthal, Sandy Skoglund, and Andy
Goldsworthy.
SOLS Objectives:
AI.2 The student will select representative works of art for a portfolio.
AI.7 The student will use a variety of subject matter and symbols to express ideas in works of
art.
AI.8 The student will create works of art that represent originality, personal expression, and
craftsmanship.
AI.13 The student will describe works of art using appropriate art vocabulary.
Cultural Reference: Students will look at the photography of Annie Leibovitz, David
Levinthal, Sandy Skoglund, and Andy Goldsworthy. Students will also conduct independent
research on known photographers that stage their shoots.
Defined Vocabulary:
Stage (v)To set up an environment that represents a specific scene or mood using props,
lighting, model(s).
Gesture(n)
An intentional motion that conveys meaning.
Juxtapose(v) To intentionally place objects that have symbolic meaning next to each
other to produce an
alternative meaning, often used in satire, parody, or homage.
Critique(n)
Affective Objective (Motivation):
The student will learn about photographers that stage their shoots.
Cognitive/Creative Objective:
The student will discus how and why photographers stage their shoots and apply the
information to their own images.
Artistic Objective:
The student will produce a set of images that demonstrate the principals of staging a shot and
participate in a critique.
Instruction (90 minutes) 4 - 5 classes:
CLASS ONE: Greet students, take attendance. Today, students will discuss how photographs
can convey meaning and brainstorm ways to stage shots. Have students describe and define
the vocabulary words. (15-20 mins) Students will move furniture and set up a backdrop in the
room and use their cameras to set up shots (5-10 mins). Demonstrate various angles,

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gestures, and how the use of props can convey certain meanings, especially when juxtaposed
in intentional ways (5-10mins). Rotate students every 15-20 minutes from shooting to posing
and handling the lighting and props. All students should have a chance to be involved in at
least two steps of staging and shooting. With 15 minutes left in class go over home assignment
handout (see lesson plan). Closure and dismiss (5 mins).
CLASS TWO: Greet students, take attendance. Review home assignment handout and due
date policy (5-10mins).
Develop assessment checklist and rubric with students and have a student take notes and
print out (5-10mins). In order to In class students will have the option of working on 3 activities
1. Home assignment handout, 2. Staging and shooting, 3. Selecting, editing, and printing a
proof sheet of images for the final critique. Closure and dismiss (5 mins).
CLASS THREE: Greet students, take attendance. If possible, show powerpoint of images from
the 4 photographers listed in the home assignment to promote a class discussion regarding
how and why photographers stage their shoots. Compare and contrast photographers. Ask
students if they can think of any other photographers that stage their shoots (movie directors,
graphic designers, plays etc.) (15-20 mins). Go over assessment checklist again (written on the
board) and review expectations and deadlines for this unit. Closure and dismiss (5 mins).
CLASS FOUR: Greet students, take attendance. Discuss expectations for class today. Use the
first half of the class to finish editing, titling, and printing out proof sets. Give sketch and
research assignment to students who are finished with this or who were absent (home
assignment) (30-45 mins). For the second half of class students will participate in small group
(two three groups) critiques (see critique guidelines). Students will then participate in a full
class critique and complete grading checklist and select their final image/title. Closure and
dismiss (5 mins).
CLASS FIVE: Students will use this class to print out a final image from this unit and create a
hallway display. Introduce another unit.
List of Materials: Backdrop, various props, chairs, cameras + camera accessories (film or
digital), strong light source(s), reference images of photographers, access to a computer lab or
darkroom to print out image proofs.
Closure: What did we learn about today? How do photographers stage their shoots. How
would you stage a shoot? What are you trying to say with gesture and juxtapositioning?
Compare and contrast two of the photographers we referred to.
Backup Plan: For students who are absent and miss both days of the photo shoot, have them
conduct the photographer research handout component of this unit. If possible, make room
available during planning period/lunch for students to complete photo shoot. Have students
work in pairs/groups. Offer the Wild Card assignment for students to complete the unit.
Simplify assessment criteria for students that are LD, ie: accept oral feedback as opposed to
written feedback.

CHECKLIST/ASSESSMENT 100pts:
Participation/Classwork

20pts

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Movement (at least three different POVs)

Lighting (strong and intentional)
Gesture (conveys meaning)

10pts
10pts
10pts

PHOTO QUALITY
25pts
Student must select a set of three images for a proof set that show:
Good composition (how is the subject framed/cropped?)
Edges look good (no distracting clutter)
Subject is clear (not blurry, correct exposure)
CRITIQUE
Participation in class discussion
Title/Presentation of own work

25pts

CRITIQUE:
A critique gives the artist helpful feedback about their unfinished or finished
work of art.

A critique is a discussion between the artist (YOU), the class, and a Facilitator
The Facilitator leads the discussion between the artist & the class. Both you & the
class have a chance to answer each prompt. Let one person speak at a time. Listen to
each other & encourage each other!
You will get 3 5 minutes to be the featured artist.
You must take notes about how the class responded to your piece, at least three
comments.
You can also use this guideline to reflect on your work independently.
1. I Created: What did the artist create?
2. I See:
What does everyone see in this artwork? What symbols? One person
speaks at a time.
3. I Think:
What does the class think is interesting or confusing about this
artwork? How did the
artist create emphasis? (stage)
4. I Wonder: (Ask the artist first) Is there anything you would change or that makes
you wonder?
5. I Love:
What do you like about this artwork? Did you enjoy making this
artwork?

CRITIQUE:
A critique gives the artist helpful feedback about their unfinished or finished
work of art.

A critique is a discussion between the artist (YOU), the class, and a Facilitator

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The Facilitator leads the discussion between the artist & the class. Both you & the
class have a chance to answer each prompt. Let one person speak at a time. Listen to
each other & encourage each other!
You will get 3 5 minutes to be the featured artist.
You must take notes about how the class responded to your piece, at least three
comments.
You can also use this guideline to reflect on your work independently.
6. I Created: What did the artist create?
7. I See:
What does everyone see in this artwork? What symbols? One person
speaks at a time.
8. I Think:
What does the class think is interesting or confusing about this
artwork? How did the
artist create emphasis? (stage)
9. I Wonder: (Ask the artist first) Is there anything you would change or that makes
you wonder?
10.
I Love:
What do you like about this artwork? Did you enjoy making this
artwork?

STAGE RIGHT HOME ASSIGNMENT 100pts

Name:______________________________________________________________Date:________________
DUE DATE POLICY
All home assignments are due by the beginning of the next class.
Home assignment must be typed or neatly handwritten on a separate paper(s).
Minus 15 pts. for each class late.
If late by more than 3 classes the assignment will be graded as a 0.
1. Define these words (relating to photography): 25pts.
a. STAGE (v)
b. GESTURE (n)
c. JUXTAPOSE (v)
2. Research these four photographers: Annie Leibovitz, David Levinthal, Sandy Skoglund,
Andy Goldsworthy. First, look up images created (Google image) by them and read a bit
about them (Wikipedia is okay).

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3. Select one photographer and describe, using complete sentences, how, where, in what
ways, and why you think he/she stages their shoots (should be at least 5 10
sentences). 25pts
4. Compare and contrast two of the photographers you researched. Answer these questions
using complete sentences and the photographers names:
a. How are the styles of these photographers similar? How are they different?
b. Compare and contrast the materials the photographers use.
c. What do you think each photographer is trying to say with their artwork, ie: What
message are does their photography convey? 25pts
5. Which photographer do you like the most? Explain, using complete sentences, why you
prefer this photographers work. Explain how you would refer to their style in your own
photography (ie: how, who, where, what would you stage your photo shoot?). 25pts
OPTIONAL WILD CARD* BONUS ASSIGNMENT
Select a photographer listed, or do some independent research on another known
photographer that stages their photo shoots. At home, stage a photo shoot of your own that
follows the checklist for the STAGE RIGHT assignment and is in the style of the photographer
you researched:

Photos must
concept).
Photos must
Photos must
Photos must
Photos must
lighting)
Photos must
Photos must

say something (have a specific title, message, meaning about an idea or

have intentional lighting.
use props and show juxtapositioning.
show good composition, exposure, focus.
use gesture (emotion, symbolic movements, movement of camera or
show juxtapositioning of objects
be in the style of the photographer you researched.

Print your three favorite images, put your name, date, and a TITLE on the back of each one
along with the name of the photographer you were referring to. Save them to your portfolio
and hand them to me for feedback.

WILD CARD assignments can be used to help bolster your grade at the end of each grading period at the
teachers discretion but do NOT count as official assignments. They are fun experiments for you to try on
your own.

SAMPLE IMAGES FROM PHOTOGRAPHERS STAGE RIGHT

ANNIE LEIBOVITZ http://anthonylukephotography.blogspot.com/2011/04/annie-leibovitz-shoots-hollywoodstars.html

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DAVID LEVINTAL Wild West series

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SANDY SKOGLUND http://www.mymodernmet.com/profiles/blogs/incredibly-elaborate-nonphotoshopped-scenes

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Revenge of the
Goldfish

The Cold War

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ANDY GOLDSWORTHY http://www.youtube.com/watch?v=B4jV87O_cMI

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