Lesson Plan (Outline) - Art Education at Colorado State ...
Photography lesson Plan
Enduring Understanding: Students will be able to understand that an image is created by value and can change as time goes on.
• Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
• Critique personal work and the work of others with informed criteria
Objectives/Outcomes/Concepts/Standards:
• Students will be able to identify the difference between a photogram and a picture taken with a camera.
• Blooms: Understanding
• Standard: Observe and Learn to Comprehend
• GLE: Historical and cultural context are found in visual art
• Students will be able to create a portrait using the photogram method that has black white and grey on it. (They use a transparent object or create a grey color by allowing less exposure to the photo paper)The photo has sharp lines and is fully fixed.
• Blooms: Applying
• Standard: Invent and Discover to Create
• GLE: Assess and produce art with various materials and methods
• Students will be able to make a working pinhole camera.
• Blooms: Applying
• Standard: Invent and Discover to Create
• GLE: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
• Students will be able to explain the relation to aperture and exposure time.
• Blooms: Understanding
• Standard: Envision and Critique to Reflect:
• GLE: Reflective strategies are used to understand the creative process
• Students will be able to compare and contrast contemporary and historical photos.
• Blooms: Analyzing
• Standard: Observe and Learn to Comprehend
• GLE: Historical and cultural context are found in visual art
• Students will be able to assess photos critically for sharpness and contrast.
• Blooms: Evaluating
• Standard: Invent and Discover to Create
• GLE: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
• Students will be able to create a portrait, using their pinhole camera that has a sharp image, has contrast and is fully fixed.
• Blooms: Creating
• Standard: Invent and Discover to Create
• GLE: Assess and produce art with various materials and methods
Pre-assessment:
• Use a verbal pre-assessment ask:
• Who has done photography before?
• Who has made and/or used a pinhole camera?
• Who has made a photogram before?
Accommodations and modifications:
I believe that pinhole cameras are a new thing for everyone except for Mary so this will make it a harder more interesting lesson for everyone, (hopefully). The pinhole cameras take time and patience to make as do the prints themselves. This should challenge the students appropriately, any modification that need to be made during the teaching of the class will be done.
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Materials:
• Paint cans- Students will bring
• Photo paper
• Needles size 10 or 11
• Sandpaper
• Costumes- Students and I will bring
• Objects for photograms
• Processing chemicals
• Clap lights (bring some in and barrowing some from Haley)
• Matte black spray paint for the inside of the can
• Photo tongs
• Thin brass sheeting .002-.003
Resources:
• Pin hole diameter charts
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• Pin hole making
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• Definitions
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• Examples
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• Patrick
Preparation:
• Make sure chemicals have been mixed and are ready to go
• Hang up signs that the studio will be closed for the last hour of Monday and the first 2 hours of Wednesday
• Have clamp lights out and ready to go
• Have one or sheets set up as back drops for the pinhole photos
• Have pin hole camera made and ready to show
• Have demonstration photo paper ready to use for both photograms and pinholes (pinholes need to be cut down to size)
• Bring in costumes from home and have them ready to go in one area of the room
• Have paper in the dark room for the students to get,
• Have materials set out on each table
• 4 Needles
• 4 things of sand paper
• 4 nails
• Glue
• Be ready with examples of photo grams and pinholes
• Be ready to explain times
• Cut brass plates
• Safety
• No putting hands in chemicals
• Not putting tongs in other chemicals
Safety:
• No putting hands in chemicals
• Not putting tongs in other chemicals
Action to motivation/anticipatory:
1) As the students come in the room be seated behind a picture frame dressed up in a costume
2) After the students are settled in their seats
a) Introduction
b) Welcome everyone
c) Any announcements that Patrick might have
d) Any announcements that the next teacher might have
Ideation/Inquiry:
1) Examples of Photos both contemporary and historical
Procedures:
Day 1:
1. Action to motivation/anticipatory:
a. As the students come in the room be seated behind a picture frame dressed up in a costume
b. After the students are settled in their seats
c. Introduction
i. Welcome everyone
ii. Any announcements that Patrick might have
iii. Any announcements that the next teacher might have
1. Use a verbal pre-assessment
a. Who has done photography before?
2. Talk about a what photography is
a. We are going to be talking about and making photographs today?
b. What is a photograph? What makes it different then a drawing or painting?
i. n. the process or art of producing images of objects on sensitized surfaces by the chemical action of light or of other forms of radiant energy, as x-rays, gamma rays, or cosmic rays.
ii. Drawings are draw using paint or graphite, using a material that you can touch, photographs are drawn/created by light
c. What is a camera?(Picture of different types of cameras)
i. n. a boxlike device for holding a film or plate sensitive to light, having an aperture controlled by a shutter that, when opened, admits light enabling an object to be focused, usually by means of a lens, on the film or plate, thereby producing a photographic image.
ii. How does the camera work?
1. Talk about the different types on the screen and how they work
2. If needed draw a picture on the board of how the camera works
3. Do you know when the 1st camera was created? (Camera obscura, 956-1038 )
3. Ask inquiry questions and talk about the examples of pin hole photography and photograms
a. Next slide photograms(lemon and tomato slices)
i. Talk about how photograms were created
1. You take photo paper and place it down in a dark area, then place objects on it to create a pattern or an image and turn the light on for a few seconds to expose the paper
2. Places that had nothing on them will be black
3. Places that had something opaque on them will be white
4. Anything that had something trans parent or were only exposed to a little light will be grey
b. Next slide photogram(Random objects)
i. This photogram was created by unknown
ii. They used Jewelry and key chains seem to be the most used things here materials
c. Next slide (1st photo ever taken)
i. View from the Window at Le Gras” by Circa in 1826
ii. Blurry because no lenses and focal length was incorrect
d. Next 2 slide up on the screen(photo long time ago, portrait)
i. Talk about what the picture is of (a lady) (Man)
ii. Both taken by Mathew Brady
iii. Why would you want to take a picture vs. drawing or painting the image?
1. If no one says anything ask
a. Which is faster?
b. Can drawing be altered in a way that changes the way that a subject looks?
i. Do you think that they were able to do this when cameras first started ?
e. Next slide (Pinhole more recent portrait)
i. This was done by Alyson Belcher
ii. It was taken using a pinhole camera.
iii. People moving just a little the hole time
f. Next slide(Pin hole more recent Portrait)
i. Katie Cooke
ii. Taken using a pin hole
iii. Sharp stayed still
g. Next slide (Pin hole more recent portrait)
i. By Mariya Mileva
ii. Pin hole
iii. Same person moving slowly
iv. Why do we make paintings and drawings of people or take photographs at all, we have a memory so why the need? Or is it a desire?
1. Quick compared to painting
a. Time the subject has to sit for each
b. Time it takes to get the photo back
4. Have students move into the other room with you and bring their paint cans
5. 2nd part of verbal assessment
a. Who has made and/or used a pinhole camera?
6. Make pin hole camera-going to give every student a hand out (see below)
a. Take your paint can open it and carefully poke a hole half way down the wall on one side using the nails that are on the table. Push from the inside out. Not on the mats on a piece of wood.
b. File/sand down excess metal till smooth
c. Make the brass plate
i. Talk about aperture at this point and why we need to use this pin size for this size can
1. The length from the hole to the paper will make a sharp image or a blurry one depending on the size of the hole or aperture
ii. Give each student a brass plate
iii. Have students take needles and push them into the eraser of a pencil
iv. Take a piece of the brass and the needle on a pencil and slowly twist the needle on the brass until their is a dent on the other side.
v. Sand down the bump
vi. Twist the needle until there is a bump on one side
vii. Sand down the bump on the other
viii. Continue to do this until there is a hole.
ix. If you just force the needle through you will have a hole that is uneven and not give as good of a picture
x. Rotate the needle in the whole to get rid of any burs in the whole
d. Take the black tape and carefully tape the brass plate on the can covering all of the sides so that the only light that comes in is the light from the pinhole
e. Spray paint the inside of your in hole camera with the black spray paint,
i. Make sure to cover all of the surfaces including the lid
ii. Do 2 coats
iii. Make sure the names are on the outside of your camera
iv. Place needle in the whole or carve out the paint from the hole when the paint is dry
7. Allow time for the students to create the pinhole cameras
a. Walk around and work with the students on them make sure that they are doing ok don’t have any questions
8. Bring the student back whether they are done with the cameras or not, and talk to them about how to take the picture.
a. Placement of the paper
i. What side should be placed facing the hole and which side should be facing the wall
1. The shiny side out
2. Opposite the hole
b. How long to expose the film
i. This is really a trial and error
ii. If you have a camera on you, you can take a reading
iii. Take this time to talk about aperture because that is what we are making
1. What is an aperture?
a. The hole where the light comes in
iv. How does this affect the time that we expose the paper
1. Smaller the hole the longer the time
v. When you find the reading on your camera you can calculate the approximate reading by counting apertures over
1. Have this written out on the board
vi. How to tell if you need more time or less time.
1. To dark means less time
2. To light means more time
9. For the demo piece take a picture of the class.
a. Have one person switch places
b. Have one person spin in place
c. Have everyone else stay put.
d. Take the picture
10. Have the class go to the dark room and develop the picture
11. Talk about how long the paper stays in each chemical
a. Developer
b. Stop bath
c. Fixer
d. Wash
12. Check the image in the photo room.
a. How to make a positive from the negative
i. Place the negative face down on top of a piece of blank photo paper face up
ii. Put a piece of glass on top of them
iii. Make a test strip
1. Expose for 5, 10, 15, 20 seconds and then develop and check to see which one is the best time
2. Then place another black sheet down under the negative and expose for decided time.
3. Develop and see.
13. Go back into the darkroom and talk about how to make a photogram
a. Lay the paper down right side up in the holder and then place objects down on top of the paper
b. Expose paper doing another test strip
i. develop
c. Expose entire sheet to decided time
d. develop
14. Return to the classroom
15. Talk about what the assignments are
a. 1st assignment photogram “portrait”
i. Needs to have black, white, and grey
b. 2nd assignment Pinhole photo
i. Both negative and positive
ii. Of at least 1 person clearly in focus
16. and have them split into 2 groups
a. The may want a friend in their picture so they can decide the groups
b. One group goes into the darkroom to start their photograms
c. Other groups stays to finish cameras and start taking picures
17. Set them free to finish making cameras or start to take pictures
18. Clean-up (10 minutes to do this)
a. Have 2 students sweep
b. Have 2 students mop
c. Have all of the students help pick up costumes and put away camera making materials
d. Everyone is responsible for their own mess
Day 2:
1. Intro
2. Workday-In the photo lab on this day
a. Allow students to work on both their photograms and their pin whole camera pictures
b. Walk around and answer questions
c. If the students get done early they can do their short quiz on chemicals and types of photographs
3. Wrap up and clean up
a. Have 2 students sweep
b. Have 2 students mop
c. Have all of the students help pick up costumes
d. Everyone is responsible for their own belongings
e. Make sure that they have their own pictures when we head back into the education room
4. Photography tokens
a. Have everyone place photograms up on the wall
i. Give everyone their tokens
ii. Talk about which tokens are which
1. Best use of contrast
2. Most inventive
3. Would put up in their house
4. Longest exposure time
5. Sharpest image
6. Would pay the most for
7. One you love
iii. Have everyone place tokens
iv. Travel from piece to piece and talk about why the tokens were placed on each one
1. Each student must answer one, each photo will be talked about large amounts of token on each will have a few talked about but not all, mentally keep track of who is talked and who hasn’t
b. Do the same for pinhole photos, place both negative and positives up
5. Have the students turn in their work
6. Say goodbye and thanks.
Student reflective/inquiry activity:
1. Photography tokens
a. Do the token game but with photography
b. Have the same tokens and add
i. Best contrast
ii. Sharpest
Post-Assessment (teacher-centered):
| |Advanced |Proficient |Partially proficient |Unsatisfactory |
|Students can identify the|Students can always |Students can mostly |Students can sometimes |Students can never identify|
|difference between a |identify the difference |identify the difference |identify the difference |the difference between a |
|photogram and a picture |between a photogram and a|between a photogram and a|between a photogram and a|photogram and a picture |
|taken with a camera. |picture taken with a |picture taken with a |picture taken with a |taken with a camera. |
| |camera. |camera. |camera. | |
|Students can create a |Student created a |Student created a |Student created a |Student created a portrait |
|portrait using the |portrait using the |portrait using the |portrait using the |using the photogram method |
|photogram method that has|photogram method that has|photogram method that has|photogram method that has|that has all 1 of the 3 |
|black white and grey on |all 3 values (black, |all 2 of the 3 values |all 2 of the 3 values |values (black, white, and |
|it. That has sharp lines |white, and grey) in it |(black, white, and grey) |(black, white, and grey) |grey) in it and has no |
|and is fully fixed. |and has sharp lines and |in it and has sharp lines|in it and has no sharp |sharp lines and is not |
| |is fully fixed. |and is fully fixed. |lines and is only part of|fixed. |
| | | |the way fixed. (turning | |
| | | |yellow) | |
|Students can make a |Student made a working |Student made a mostly |Student made a somewhat |Student made a nonworking |
|working pinhole camera. |pinhole camera. (Camera |working pinhole camera. |working pinhole camera. |pinhole camera. (Camera |
| |takes sharp photo) |(Camera takes only blurry|(Camera takes pictures |does not take pictures) |
| | |photos) |but there are light leaks| |
| | | |on photo) | |
|Students can explain the |Students can clearly |Students can mostly |Students can somewhat |Students can not explain |
|relation to aperture and |explain how aperture |explain how aperture |explain how aperture |how aperture relates to |
|exposure time. |relates to exposure time.|relates to exposure time.|relates to exposure time.|exposure time. |
|Students can compare and |Students can clearly |Students can mostly |Students can somewhat |Students can not compare |
|contrast contemporary and|compare and contrast |compare and contrast |compare and contrast |and contrast contemporary |
|historical photos. |contemporary and |contemporary and |contemporary and |and historical photos. |
| |historical photos. |historical photos. |historical photos. | |
|Students can assess |Students can always |Students can mostly |Students can somewhat |Students can not assess |
|photos critically for |assess photos critically |assess photos critically |assess photos critically |photos critically for |
|sharpness and contrast. |for sharpness and |for sharpness and |for sharpness and |sharpness and contrast. |
| |contrast. |contrast. |contrast. | |
|Students can create a |Students can create a |Students can create a |Students can create a |Students can create a |
|portrait, using their |portrait, using their |portrait, using their |portrait, using their |portrait, using their |
|pinhole camera that has a|pinhole camera that has |pinhole camera that has 2|pinhole camera that has 1|pinhole camera that has 0 |
|sharp image, has contrast|all 3 of these things: a |of 3 these things: a |of 3 these things: a |of 3 these things: a sharp |
|and is fully fixed. |sharp image, has contrast|sharp image, has contrast|sharp image, has contrast|image, has contrast and is |
| |and is fully fixed. |and is fully fixed. |and is fully fixed. |fully fixed. |
Pinhole camera
Step 1: Write your name on your paint can with sharpie
Step 2: Measure ½ way up your paint can: about 58mm. Mark this spot with sharpie
Step 3: Slowly push the nail and twist to create a dent in the metal, then use a hammer to LIGHTLY tap the nail through metal.
[pic]
Step 4: sand the inside of the can over the hole till smooth
[pic] [pic]
Step 5: Take your piece of metal, (about .003 think) place the needle/pin (size 10 or 11) on to the metal and LIGHTLY push and twist. DO NOT push the needle through the metal. Do this just enough to create a dent on the other side of the metal.
[pic]
Step 6: Sand the back until the bump is smooth, (Sand in one direction and then turn 90 degrees and sand in that direction)
[pic] [pic]
Step 7: Repeat steps 6 and 7 until the hole goes all the way through the metal
Step 8: Line up the pinhole with the hole in the can and then tape all 4 sides with tape
[pic]
Step 9: Spray inside and lid with black matte spray paint
[pic]
Step 10: 2nd coat of black mat spray paint
[pic]
Step 11: Let it dry fully and then rotate needle through the hole again
Step 12: Use
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