PHOTOGRAPHY CURRICULUM

Transcription

1 PHOTOGRAPHY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. September, 2001

2 PHILOSOPHY Business and Technology The philosophy of business and technology education is to assist students in becoming productive and contributing members of society capable of self-sufficiency, lifelong learning and adapting to change. Business and technology programs are competency-based, providing experiential learning that uses employment-related content to contribute to the development of a student's basic, academic and problem-solving skills, general employability attributes, and specific occupational knowledge. The acquisition of these skills, knowledge and attributes prepares students for success in employment, further education and their personal lives. Business and technology education serve diverse individual interests, accommodate different learning styles, and provide student with opportunities to master essential skills through practical application. Courses within our departments require students to demonstrate their knowledge, skills, and attitudes through hands-on experiences.

3 STATEMENT OF PURPOSE Business and Technology Education This curriculum has been organized to align the Newtown High School business and technology education programs with the State of Connecticut Vocational-Technical Education Policy Statement, the National Standards for Business Education, the Newtown School District Quality Model and High School Common Denominator. As stated in our philosophy, our business and technology program are competencybased, providing experiential learning for our students to become contributing citizens of our society. Further, the acquisition and melding of skills, knowledge and attributes prepare students for success in employment, additional education, and their personal lives. Analogous to this philosophy is the vision statement of the Common Denominator document, "The purpose of our school is to prepare all students to be productive workers, lifelong learners, and responsible citizens." To this end, our curricula is designed with heavy emphasis on the Common Denominator's productive worker. In addressing the productive worker essential question, "How do I know that I have created and produced significant work?", we endorse and adhere to the following content standards: The student accesses, organizes, analyzes, interprets, and used information to create an accurate and sound project The student communicates effectively with others in completing a project. The student evaluates both process and product to improve the project. The student sets goals, develops a plan to meet the goals, monitors and readjusts when necessary for goal attainment. The student demonstrates pride in workmanship. We believe that these standards are the essential operating elements within all the courses taught in our programs.

4 Newtown High School Photography Curriculum Contents Unit 1 Unit 2 Unit 3 Unit 4 Basic Introduction to Traditional Photography Technically, what is involved in producing a traditional photograph? Overall Operations for Digital Photography How do you produce a picture digitally? Traditional Camera Features and Photo Finishing What is relevant and important to know when selecting a camera and having pictures commercially prepared? 35mm SLR Camera Operation and Adjustments What must you know and do with your 35mm SLR camera, in order correctly expose your pictures? Unit 5 Black and White Film What is relevant and essential information to know when buying and using film? Unit 6 Unit 7 Unit 8 Unit 9 Black & White Film Development for Negatives What is a negative and how do you produce it? Making Photo Enlargements What specific materials, equipment and processes are involved in making a (traditional) photograph? Photo Composition What relates to composition and what constitutes good composition? Special Photographic Effects & Procedures What can you do with camera and darkroom to advance your photos?

5 Unit 1: Basic Introduction to Traditional Photography Essential Question: Technically, what is involved in producing a traditional photograph? Content Standard: The student will be able to list and describe without detail, all the basic materials, equipment and processes involved in making a photograph. Objectives: The student will: Recognize the term traditional photography Identify the basic parts of any camera Explain what comprises black and white film Explain what comprises black and white photo paper Explain the purpose of a darkroom enlarger Suggested Performance Assessment: 1. Upon written or oral examination, the student will be able to describe the entire general equipment and procedures used to produce a photograph with traditional means. Performance Standards: 1. The student defines traditional photography. 2. The student lists the parts of a basic camera. 3. The student selects a piece of film and describes its physical characteristics. 4. The student enters the darkroom, selects a sheet of photo paper and describes its physical characteristics. 5. While in the darkroom, the student recognizes an enlarger and explains its use. 6. The student recognizes then need for darkroom containers and chemicals.

6 Unit 2: Overall Operations for Digital Photography Essential Question: Technically, what is involved in producing a picture digitally? Content Standard: The student will understand all the processes and equipment used to produce a digital photograph. Objectives: The student will: Evaluate the price, operation and features of different digital cameras. Contrast and compare the digital photo camera to the traditional camera. Contrast and compare the digital photo process to the traditional process. Identify all of the current digital photo storage mediums. Identify the software used to print a picture. Understand the capabilities of photo software. Recognize the often-unforeseen expenses related to digital work. Use a digital camera. Set up and operate a computer system for picture processing. Modify a digitally stored image. Suggested Performance Assessment: 1. The student will operate a digital camera and using the appropriate software and hardware, will print one good 5 x 7 photograph applying correction and modification techniques. Performance Standards: 1. The student properly loads the camera s storage mechanism. 2. The student properly adjusts the camera to take a high quality JPEG photo. 3. The student will take pictures with the NHS or other, digital camera. 4. The student observes the on camera screen to judge the quality and value of the picture they took. 5. The student uploads a picture into a computer. 6. The student follows a detailed operation outline supplied by the teacher. 7. The student makes any required photo corrections using Adobe Photo Shop or Photo Deluxe software. 8. The student adjusts the computer system and printer for an optimal picture size. 9. The student selects ink jet photo paper or photo quality paper. 10. The student prints a digital photograph.

7 Unit 3: Traditional Camera Features and Photo Finishing Essential Question: What is relevant and important to know, when selecting a camera and having pictures commercially prepared? Content Standard: The student will recognize the features and characteristics of typical consumer cameras. The student will be knowledgeable when selecting a photo- finishing package. Objectives: The student will: Understand the term automatic point and shoot camera. Distinguish between an Advantix camera and regular automatic camera. Understand the difference between a point and shoot camera, a SLR camera, and a TLR camera. Identify all the features and accessories of a 35mm SLR camera. Determine what focal length lens is most suitable for the specific situation. Describe why the SLR camera is the most versatile camera they can buy. Make a knowledgeable selection between standard picture processing and Premium picture processing. Suggested Performance Assessment: 1. The student will select and use an appropriate camera and lens for this course. Additionally, when having pictures processed commercially, they will choose the best type of finishing to suit their needs. Performance Standards: 1. The student lists 3 advantages of an automatic point and shoot camera. 2. The student identifies the main disadvantages of the preceding camera. 3. The student explains the special features of an Advantix camera. 4. The student demonstrates the difference between a SLR and TLR camera. 5. The student describes the two greatest features of a SLR camera over all others. 6. The student makes a chart listing the four optional lenses available for their camera and discusses the characteristics of each. 7. The student describes four different accessories available for their camera. 8. The student is a knowledgeable consumer and capable of making intelligent choices as to what they need and can afford, when purchasing cameras and accessories sometime in the future. 9. The student properly selects and fills out a commercial order form for film processing.

8 Unit 4: 35mm SLR Camera Operation & Adjustments Essential Question: What must you know about and do with your 35mm SLR camera in order to take pictures that are exposed properly? Content Standard: The student will be a knowledgeable, competent and successful camera operator. Objectives: The student will: Define the term SLR Define exposure Define aperture and f-stop Explain shutter speeds Know the relationship between shutter speeds and apertures Know how and where to adjust shutter speeds and apertures Understand the purpose of a light meter Recognize different style light meters Recognize and adjust for situations which may fool the light meter Know how to turn on their camera Know how to focus properly Defines the term resolution Suggested Performance Assessment: 1. Using a pre-established subject, the student will demonstrate to the teacher that he or she is competent with all the camera adjustments and light meter system, to produce a properly exposed picture.

9 Performance Standards: 1. The student demonstrates where and why the term reflex is used in their SLR camera. 2. The student creates a chart grouping proper apertures and shutter speeds in such a way that all groups will yield the exact same exposure. 3. The student explains the operation of his or her particular style light meter. 4. The student will temporarily zoom in on any subject to meter it when extreme light situations exist. 5. The student turns on the camera, locates and properly adjusts: 6. Shutter 7. Aperture 8. Focus 9. The student describes what the results will be if a picture is taken with too much or too little exposure. 10. The student selects the correct shutter speed to accommodate the needs of a moving subject. 11. The student takes a picture with proper exposure and good resolution.

10 Unit 5: Black & White Film Essential Question: What is the relevant and essential information to know when buying and using film? Content Standard: The student will be able to produce a roll of film that is ready for successful development. Objectives: The student will: Identify the film make-up (chemicals). Identify the feature of different film sizes. Recognize the characteristics of different film speeds. Adjust the camera accordingly. Identify the trade names of common black and white films. Be aware of the consequences of improper camera loading. Know how to remove film from their camera. Suggested Performance Assessment: 1. The student will buy the (correct) film of their choice, load and expose 24 frames (pictures) and remove it from his/her camera properly prior to film development. Performance Standards: 1. The student defines the chemical layers of black and white film and explains what happens to them when they are exposed to light. 2. The student selects a photo that was taken with high-speed film and one that was taken with slow-speed film. 3. The student locates the camera s film loading spool. 4. The student properly loads film into his or her camera. 5. The student explains what will happen if film is not loaded properly. 6. The student locates the manual (or automatic) camera mechanism that sets film speed. 7. The student adjusts the camera for correct film speed. 8. The student exposes and advances each frame on the film. 9. The student locates the camera s film release button. 10. The student properly rewinds and removes the film from the camera.

11 Unit 6: Black & White Film Development for Negatives Essential Question: What is a negative and how do you produce it? Content Standard: The student will be fully knowledgeable in the development of a full roll of film. Objectives: The student will Explain why a negative is called a negative. Use the daylight tank system for film development. Identify all components of the daylight tank system. Understand the procedure for removing film from its canister and loading it into the developing tank. Recognize the need for a totally dark workplace and the consequences if any light gets in. Understand the purpose of the 5 different solutions (chemicals) used in development. Know the steps involved in developing film. Calculate proper temperatures and timing. Successfully develop roll film. Clean up after the developing procedure. Analyze any negative problems or flaws. Suggested Performance Assessment: 1. The students will successfully load film into their camera, set up the work lab for developing, proceed with the correct operational steps, and produce negatives.

12 Performance Standards: 1. The student explains why everything appears opposite in color on a negative. 2. The student procures a black changing bag. 3. The student identifies the 4 parts of a developing tank. 4. The student examines and adjusts the developing tank properly for 35mm film. 5. The student loads the developing tank in total darkness within 15 minutes. The student defines D-76, Stop Bath, Fixer, PermaWash and PhotoFlo. 6. The student provides the correct written steps outlining the complete development process. 7. The student adjusts the sink water temperature and calculates current developing times. 8. The student completes the entire film developing procedure, properly. 9. The student observes the negatives and analyzes any problems. 10. The student dries and stores the film in the correct manor. 11. The student leaves the lab area clean and picked up.

13 Unit 7: Making Photo Enlargements (Pictures) Essential Question: What specific materials, equipment and procedures are involved in making a (traditional) photograph? Content Standard: The student will work in a darkroom and produce good pictures in various sizes. Objectives: The student will: Describe the features of different photo papers that are available. Be competent in selecting the correct paper when purchasing in stores. Recognize the most common and popular brands of photo paper. Recognize the purpose of a red/amber safe lit darkroom when working with photo paper. Identify, adjust and use the seven major parts of a darkroom enlarger correctly. Identify the proper relationship of film and paper in an enlarger. Understand the value of a contact sheet and test print. Understand the requirements for exposing a black and white photograph, properly. Locate, understand, and set-up the 4 darkroom baths (chemicals) used in developing photo paper. Keep all photographic materials in clean working order. Operate in the darkroom in a neat, organized, and successful manor. Suggested Performance Assessment: 1. For each of the four rolls of film assigned during the course and taken, the student will produce one contact sheet and two separate photographs with all related test prints.

14 Performance Standards 1. The student lists the five criteria that must be recognized before buying photo paper. 2. The student purchases a package of photo paper suitable for the course. 3. The student describes what will happen to paper when it does and does not receive any light (exposure) and when it receives a small amount of light. 4. The student defines and explains the purpose of Dektol; Stop Bath; Paper Fixer and Wash. 5. The student properly adjusts the darkroom safelight; the darkroom sink and the four enlarging trays with correct chemicals. 6. The student adjusts the enlarger timer for both focusing and timing modes, and triggers it on/off. 7. The student keeps negatives in glassene envelopes and uses a camel- hairbrush or canned air whenever necessary. 8. The student makes all necessary enlarger adjustments to produce a properly exposed contact sheet and final print. 9. The student positions the negative and paper in the correct emulsion to emulsion position. 10. The student demonstrates and explains the six criteria related to photographic quality : Dust and scratches Blur Too dark Too light Poor contrast Alignment 11. The student works in an orderly fashion in the darkroom and makes good photo prints.

15 Unit 8: Photo Composition Essential Question: What relates to composition and what constitutes good composition? Content Standard: The student will take pictures that have the main elements/ subject(s) arranged in an esthetically pleasing fashion and appearance. Objectives: The student will: Understand the term photographic composition. Recognize good (and bad) composition. Realize the main concepts that support good photographic composition: Central theme Balance Subject matter Subject placement Subject appearance Camera angle and location Camera lens Background Depth of Field Lighting Absences or presence of movement Studio photography Creativity Take pictures while considering all of the relevant preceding criteria. Make any relevant changes or adjustments while photographing to achieve the requirements of good composition. Suggested Performance Assessment: 1. During the course, out of twenty possible selections, the student will select nine different photo subjects that are of particular interest to them. They will compose (and print) these, following and displaying the criteria for good composition.

16 Performance Standards: 1. The student defines the term composition. 2. The student selects, displays and analyzes prints exemplifying both good and bad composition. 3. The student chooses subject matter that will allow them to exemplify good composition 4. When composing a photograph the student: Physically locates the main subject following the artistic rule of thirds, balance and central theme. Analyzes the effects of the background on the picture. Controls the background by: Physically moving the camera. Selecting a specific lens (focal length). Adjusting the aperture for a large or shallow depth of field. 5. The student selects an appropriate shutter speed that will effectively stop action or purposely create blur. 6. The student explains low-key and high-key studio lighting, and totally sets up our portrait lab and subject model. 7. The student highlights the main subject most effectively by controlling the depth of field and/or lighting. 8. The student produces pictures that are unique and interesting, following classroom presentations and discussions.

17 Unit 9: Special Photographic Effects & Procedures Essential Question: What can you do both in the camera and in the darkroom to advance your photographic productions beyond those of a novice? Content Standard: The student will be capable of applying special camera and enlarger accessories and operations to enhance the appearance of their photographs. Objectives: The student will: Correct uneven print exposure that is the result of many typical negatives. Recognize and control print contrast with the use of enlarger filters. Reduce any skin blemishes that may appear on people/portrait pictures. Understand how a multiple print is made in the darkroom. Understand how a solarized print is made in the darkroom. Know the complete procedure for taking pictures at night without the use of a flash unit. Know how to paint with light during night photography. Identify different camera filters that are available to change the appearance of a composition. Suggested Performance Assessment: 1. The student will produce all prints that are free of flaws as discussed in class. Additionally the student will incorporate any special effects explained on at least one of their assignment projects.

18 Performance Standards: 1. The student burns in any areas of a print as necessary. 2. The student dodges any area on a print as necessary. 3. The student uses a diffuser to eliminate any skin blemishes that are present. 4. The student constructs the necessary tools to produce a multiple print. 5. The student selects 3 different camera filters that they can use to enhance photos. 6. The student selects and installs a # 1 through 5 contrast filter in order to print a photo with normal contrast. 7. The student prepares the enlarger station to produce a solarized picture. 8. The student follows an exposure chart when taking existing light only, night photos. 9. The student employs a tripod for long extended exposures. 10. The student employs a cable release for long extended exposures. 11. The student sets up a suitable night scene with both subject and equipment, and triggers an external flash unit to apply the paint technique.