Through the Lens of the Wild: A Photographic Journey Through The Carnival of the Animals | Carnival of Animals Lesson Plan

Learning Objective(s) aligned to standard(s):  The student will be able to research and identify renowned wildlife photographers who have captured images of the animals (and pianists!) in the 14 sections of “The Carnival of Animals”. They will compile and present a selection of the work and will incorporate the music from the specific piece as background for the visual presentation. 

In addition, the student will identify the camera settings and isolate composition tactics used in each piece. 

Success Criteria: I will describe success in using a rubric.

Rubric for Photos

Features included in a successful presentation:

• Identification of the number and content of the selected piece
• A thorough biography of the photographer
• A description of the type of photography that the photographer typically uses (wildlife, portraits etc)
• Be able to express why they believe the animal was the best choice for the piece of music it represents
• Select a variety of photos depicting the animal from this photographer

Student Check-in Strategy (ies): Each class period, I will have a short meeting with each group to ensure that they are working forward in a productive manner. I’ll give them time to ask for clarification and for reflection on what they have already completed. 

Connections to Prior Learning/ Setting Purpose (Opening): I would most likely assign this particular lesson toward the end of the school year, after the students have had time to learn about composition, tone, mood, and manual camera settings. The challenge here would be to combine photography to the musical piece in a way that makes sense. The students will have prior knowledge of most of the animals represented. We will conduct an introductory lesson about orchestral music and will listen to the individual pieces. The lesson is important because it will give the students insight into classical music types as well as into well-known photographers. Throughout my class I like to find examples of people who have made photography their careers so the material becomes more relevant to the students. 

New Learning: Tone and mood is an important aspect of photography. Photographers will often use this in communicating with the audience. Same as with music. The composer also communicates tone through choices of instruments, speed of play, etc. For example, in the section about the long-eared animals, there is communicated a sense of speed and levity, a lightness in the frolicking. The student would be charged to recreate this same tone in the choice of photographs.  

I will assist the students by checking their work at the end of the class period, review what has been created, and discuss any points that I feel need to be established or clarified. 

Practice: The students will interact with the learning content first by listening to the pieces. I will make the link available in the assignment so that they can go back on their Chromebook and further listen to the piece. They will also have links so that they can research and find photographers who have extensively photographed their assigned animal.  The students will have access to the section they have been assigned so that they can compare the piece to the animal and the animal’s characteristics. 

If the students are paired, they will work together and share the content. 

Differentiation: This lesson will reach all levels because photography is conducted across all levels. The material from the music is easy to grasp, as is the animal. Students will have prior knowledge of most of the animals. The challenge will be to find photographers. I will closely monitor the student activity

Lesson Reflection/Closure: At the end of the presentations, I will have the students write an exit ticket about how they feel the assignment went. They will also have the opportunity to write about the presentations that they enjoyed the most, and the least, and why.