This document outlines a lesson plan for students to explore alternative photographic processes. The lesson introduces students to alternative processes through online research and hands-on experimentation. Students will research 4 alternative processes, choose one to try, and create a print using that process. They will then write a paper explaining their process choice and how it enhances their image. The document provides evaluation criteria and resources to support implementing the lesson.

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exploration of Alternative processes Designed by Genevieve Barbour [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a photographer who is tired of working in the dark room and ending the day smelling like developer and fixer. You are going to explore the internet to find different ways to develop your photos, maybe even different ways to take your photographs. Keep in mind these questions: What is the benefit of using an alternative process? How would it work with your image- strengthen or weaken it? How can trying something new and thinking outside of the box enhance your artistic creativity?

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY Excellent Above Average Average Below Average Poor Developing Process A very original process that is far different from the normal chemical process. Picked out more than 4 types and researched then before deciding on final process. An original process that is far different from the normal chemical process. Picked out 4 types and researched then before deciding on final process. A original process that is different from the normal chemical process. Picked out 3 types and did little researched before deciding on final process. Only picked out 2 process that were somewhat similar. Didn't do much research if any to decide on one process. Only picked out 1 process or made print with normal processes. Didn't do much research if any to decide on one process. Image Quality Tonality range very even. Interesting subject. Free of blemishes. Tonality range very even. Interesting subject. Free of or very few blemishes. Tonality range fairly even. Interesting subject. Some of blemishes. Poor tonality range, bland subject matter. Many blemishes Very poor tonalirty range blemishes distract so much that the subject is not even the focus. Image's Asthetic Quality The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing. The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing. The process chosen worked fairly well with the images subjects and over all did not distract from the images aesthetically quality. The process chosen somewhat highlighted the images subjects and didn't help the aesthetics of the image. The process chosen did not highlight the image's subjects and over all made the picture less aesthetically pleasing. Paper-Overall Well written and clearly explains the chosen process, and it's connection with the artists image. Goes into detail and cites outside sources from their research. Clearly explains the chosen process and how it works with the image. Cites one outside source from research on processes. Somewhat explains the chosen process and how it works with the image. Does not clearly explain the process and can't explain why the process works well with the photograph Doesn't make an attempt to explain process and can't explain why it was chosen.

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits Paper- Grammar, Spelling, and Formatting No grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out. No or very little grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out. Some grammatical or spelling errors. Contains an introduction body and conclusion and is somewhat well organized and thought out. Many grammatical or spelling errors. Is missing either an introduction, body or a conclusion and is not organized or thought out. Many grammatical or spelling errors. So much so that the reader is distracted.Is missing either an introduction, body or a conclusion and is not organized or thought out at all. Participation Student comments on almost every project. Gives appropriate, insightful, and encouraging advice but it also honest. Student comments on over half of the projects. Gives appropriate and encouraging advice but it also honest. Student comments on about half of the projects. Student only comments on 2 or 3 of the projects Student fails to speak at all during the critique

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Through this quest you will discover several new ways of processing that will hopefully give you new ideas for your artistic growth. I hope that in the future you don’t just stick with what you are comfortable with and think outside of the box. You will be amazing at how much you will grow through doing something new and different.

8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Image on Title Page: http://www.alternativephotography.com/process_gumoils.html Resources: The WebQuest Page The WebQuest Slideshare Group http://www.alternativephotography.com/

9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exploration of Alternative processes Designed by Genevieve Barbour [email_address] Based on a template from The WebQuest Page

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed based off an exhibit at the Museum of Contemporary Art in Fort Collins and the website http://www.alternativephotography.com/ . It is designed to introduce students to the idea that normal dark room chemicals are not the only way to develop photographs. Evaluation Teacher Script Conclusion

11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for a middle school or a high school photography course. It is supposed to cover alternative photographic processes. Through discussion and online research hopefully it will open students minds to different photographic processes. The students will need prior knowledge of the computer, photographic processes and an ability to make photographs. Evaluation Teacher Script Conclusion

12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Visual Arts Standards Addressed 2. Students know and apply elements of art*, principles of design*, and sensory* and expressive* features of visual arts. 3. Students know and apply visual arts materials, tools, techniques, and processes. 5. Students analyze and evaluate the characteristics, merits, and meaning of works of art. Evaluation Teacher Script Conclusion

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY Excellent Above Average Average Below Average Poor Developing Process A very original process that is far different from the normal chemical process. Picked out more than 4 types and researched then before deciding on final process. An original process that is far different from the normal chemical process. Picked out 4 types and researched then before deciding on final process. A original process that is different from the normal chemical process. Picked out 3 types and did little researched before deciding on final process. Only picked out 2 process that were somewhat similar. Didn't do much research if any to decide on one process. Only picked out 1 process or made print with normal processes. Didn't do much research if any to decide on one process. Image Quality Tonality range very even. Interesting subject. Free of blemishes. Tonality range very even. Interesting subject. Free of or very few blemishes. Tonality range fairly even. Interesting subject. Some of blemishes. Poor tonality range, bland subject matter. Many blemishes Very poor tonalirty range blemishes distract so much that the subject is not even the focus. Image's Asthetic Quality The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing. The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing. The process chosen worked fairly well with the images subjects and over all did not distract from the images aesthetically quality. The process chosen somewhat highlighted the images subjects and didn't help the aesthetics of the image. The process chosen did not highlight the image's subjects and over all made the picture less aesthetically pleasing. Paper-Overall Well written and clearly explains the chosen process, and it's connection with the artists image. Goes into detail and cites outside sources from their research. Clearly explains the chosen process and how it works with the image. Cites one outside source from research on processes. Somewhat explains the chosen process and how it works with the image. Does not clearly explain the process and can't explain why the process works well with the photograph Doesn't make an attempt to explain process and can't explain why it was chosen.

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Paper- Grammar, Spelling, and Formatting No grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out. No or very little grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out. Some grammatical or spelling errors. Contains an introduction body and conclusion and is somewhat well organized and thought out. Many grammatical or spelling errors. Is missing either an introduction, body or a conclusion and is not organized or thought out. Many grammatical or spelling errors. So much so that the reader is distracted.Is missing either an introduction, body or a conclusion and is not organized or thought out at all. Participation Student comments on almost every project. Gives appropriate, insightful, and encouraging advice but it also honest. Student comments on over half of the projects. Gives appropriate and encouraging advice but it also honest. Student comments on about half of the projects. Student only comments on 2 or 3 of the projects Student fails to speak at all during the critique

18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Through this quest the students will discover several new ways of processing that will hopefully give them new ideas for your artistic growth. One can hope that in the future the students won’t just stick with what they are comfortable with and step outside of their comfort zone. Hopefully the students will be amazing at how much they will grow through doing something new. Evaluation Teacher Script Conclusion

19. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Image on Title Page: http://www.alternativephotography.com/process_gumoils.html Resources: The WebQuest Page The WebQuest Slideshare Group http://www.alternativephotography.com/ Evaluation Teacher Script Conclusion