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UWCSEA Gr7 Art - Unit 2

Page history last edited by Frank Curkovic 9 years, 11 months ago

Published on YouTube 27 Sep 2013

National Geographic magazine marks its 125th anniversary with a special October issue devoted to celebrating the power of photography. Photographers use their cameras as tools of exploration, passports to inner sanctums, instruments for change. Their images are proof that photography matters—now more than ever. The issue looks at how photography has the power to impact our lives by bearing witness, helping to prove fact, giving us insight into each other, revealing unknown places, celebrating wonder and inspiring us to protect our natural world.

The Art of Portrait Photography | Off Book | PBS Digital Studios

Humans have been creating likenesses of each other for thousands of years, but with the introduction of photography, a new language developed for capturing the human image. Photography created opportunities for not just for biography and documentation, but also depth, empathy, and experimentation. Many portrait photographers today elevate their work from mere photo to art, communicating ideas and capturing the human subject with dignity, all while exploring the meaning and potential of portraiture.

 

 

 

Portraits as Stories, Digital Photography from ASL on Vimeo.

 

"Photography helps people to see"

-Berenice Abbott

 

"The painter constructs, the photographer discloses"

-Susan Sontag

 

 

 

"Me, Myself & I" Part 2

 

Enduring Understanding: Photography is a tool to document, describe and suggest.

 

Guiding Questions: Skills: (students will be able to...)
  • Why do we take photos?
  • What makes a good photo?
  • Why is experimenting a valuable part of the creative process?
  • How can emphasis change the intended purpose in photography? 
  • How do I make a difference to the community?
 
  • develop composition through the use positive/negative space, emphasis, focal point & angles
  • develop an understanding of depth of field
  • become familiar with using studio lighting, including casting shadows, diffusers and reflectors
  • store and share images online through Picasa albums
  • build Photoshop skills through layers, transformation and blending 

 

Key Terms: angles, balance, background, composition, depth of field, diffusers/reflectors, double-exposure, emphasis, exposure, framing/cropping, focus, impact, leading lines, pattern, photography, positive space/negative space, symmetry

 

Resources:

 

Analytical Writing:

 

*note: lessons below are subject to change at the discretion of the teacher.

Out of the 7 lessons, 1 lesson will encompass a trip to the Singapore Biennale. Thus, only 6 lessons are listed below.

 

Lesson 1

Task 1 - Pre-assessment task: Take a portrait of yourself/peer. (10mins x 2)

Insert the memory card into your laptop.

Open iPhoto.

Save the photo(s) to your laptop (iPhoto).

Drag your best photo to your desktop and title it "Your Full Name-Your Tutor Group-Project0-2013"

(It is project zero, because it is pre-assessment)

You are welcome to crop it in iPhoto. The only effect you are permitted to use is converting it to Black and White.

You will need to print your photo at a maximise size of half a page, or 5x7 by next class.

**You should also save your final photos for all projects in Google Drive as a backup**

Create a folder called Gr7 Art, if you have not done so. Share it with me. Create a sub-folder for unit 2.

Delete the photos from the camera.

 

Task 2 - In groups, discuss the following questions: (10mins)

  1. Why do we take pictures? 
  2. How do photographs help tell a story? 
  3. With the improvements in cell phones' camera capabilities, has the camera’s role changed?

     Is it about technical features?

     Does the fact that you can instantly transmit & publish a picture change what you want to take a picture of?

     Would cellphone cameras be so appealing if we couldn’t broadcast them to others?

     Be prepared to share your answers as a class in a speed geeking session.

 

Task 3 - Brainstorm the following in a new group: (20-30mins)

What makes a good photo?

 

Task 4 - Revisit your Pre-assessment photo. Complete the pie graph and answer the questions below:

How do you feel about your photo? Why?

How could you improve upon the image?

Are there any elements or research you can use to further develop your work?

What action will you take? What goals can you make?

 

Homework:

Complete pre-assessment reflection.

Have your pre-assessment photo printed, titled and glued into your sketchbook.

View 10 Ways to Take Stunning Portraits. Take notes in your sketchbooks.

 

Lesson 2

Teacher should prepare photography terms match up cards.

Arrange seating for students.

 

Warm-up: Definition match up on tables. (5mins)

(teacher)

 

Project 1: Exploring your subject (5mins x 2)

  • You will be assigned a subject (person) to photograph.
  • You will need to examine your subject in a creative way.
  • You should move around your partner and see him/her from different angles & distances.
  • Try to capture visuals from far away and from close up. Try bird’s eye view and worm’s eye view.
  • Try to capture your subject in as many different ways as possible. Move around your subject.
  • Experiment with how to frame your subject.  
  • Your model will remain static. They should not move around.
  • Your goal is to capture as many photos of the subject as possible in 5 minutes.

(activity adapted from Dave Caleb)

 

Upon returning to the classroom, import your photos to your laptop. (10mins)

  • You should also keep the "bad" photos.
  • You will need to print all of these during your time.
  • To do this, select all the photos within iPhoto and press Command/P.
  • From the pop up window, select "Contact Sheet."
  • Video tutorial below on how to print a contact sheet.

  • When printed title the document Project 1.
  • Glue this in your sketchbook. 
  •  Make annotated notes as to which pictures look best and why and which do not and why.
  • Create a folder for the unit in Google Drive to back up your work as outlined in the previous lesson.

 

NOTE: you should also get in the habit of titling your photos.

Drag them to the desktop and title them "Your Full Name-Your Tutor Group-Project1-2013" - With multiple pictures, title them:

"Your Full Name-Your Tutor Group-Project1a-2013"

"Your Full Name-Your Tutor Group-Project1b-2013"

"Your Full Name-Your Tutor Group-Project1c-2013" etc

Delete your photos from iPhoto, and re-import your newly titled pics.

Changing the titles within iPhoto alone gets lost when you drag them out!

 

Project 2: Playing with Scale/Forced Perspective (examples here & here) (20mins) 

  

First photo taken by Ms. Hambleton

  • In small groups, take a series of photos that play with scale.
  • Return to class to import your photos and print them as instructed in project 1.
  • You may delete the "bad" photos.
  • Save them as "Your Full Name-Your Tutor Group-Project2-2013"
  • No notes will be required for this.

UWC Perspective Play Highlights here:

 

Homework:

Print your 2 projects. Don't forget annotated notes for project 1.

Project 2 may be printed smaller than 5x7"

Rename your photos as outlined above if you haven't done so.

Back them up in Google Drive if you haven't done so.

 

How will you be assessed in this unit? View rubric here.

 

How to Take Better Photos presentation here.

 

Homework Extension: (optional, but results look pretty good.)

For project 1, select your best 9 photos.

Arrange your photos in an attractive 3x3 grid on a document.

Choose photos that vary the angles and proximities.

 

 

 

Lesson 3

Warm-up: Glitched Photography (15 minutes)

Open Photobooth and take a picture of yourself. Drag it to your desktop.

Or, use a previous photo that you have. Drag it to your desktop.

Follow along with the instructions in the video.

Title and save your photo. "Your Full Name-Your Tutor Group-Glitch-2013"

 

Share photos from previous lesson on perspective (may be easiest to simply email them to the teacher, so they can be projected).

How will you be assessed in this unit? View rubric here.

 

Task 1 - Discuss:

  • Why do we take portraits?
  • Is there a difference between a "selfie" and a portrait?

 

Project 3: Capturing Feeling (+Light) (10-15mins x 2)

People are often judged as individuals by their appearance, their actions and their status within society.

These judgements contribute to our awareness of 'self' and our self image.

The images we choose to represent ourselves help to establish our identity.

In photographs we might find evidence of the way we conform, share similarities and fit within society (e.g. uniforms, fashion etc.).

Through photography, we may find what makes us an individual, a unique person within society (e.g. expression, make-up, jewellery, important personal objects, locations and other people).

 

When we think of portraiture, we usually think about capturing a likeness of the subject to show personality and identity.

 

Task: A theatre company has commissioned you to produce a set of black and white photographs that will advertise and express one of the following emotions:

  1. anger
  2. fear
  3. love
  4. hate
  5. joy
  6. boredom
  7. hostility
  8. satisfaction
  9. peace
  10. concentration
  11. frustration

 

Your objective in this task is to capture the feeling.

Focus for the task should be on portrait and not long shots.

Work with your subject to create an image that evokes a strong emotion.

As a photographer, you will have to direct your model. This is your task, not theirs.

Take several photos from different angles with different framing.

Use strong suggestions to elicit emotion from your model.

Act like a movie director.

Tell them a story or joke.

Ask them to think about people they love or a difficult experience.

You can communicate strong emotion by using a combination of expression, posing and lighting.

Pose the model to convey feeling. Turn their body to convey feeling.

Turning their body away from the camera or from the side creates tension.

Can you use their arms or hands?

Can you incorporate candid shots?

Experiment with the camera angle. What does it suggest when you look up or down a subject?

Profile Pictures can also be a great alternative to straight-on face shots.

They can be super flattering and often feel more dramatic and special because they have a little bit of mystery.

Use a simple background.

Consider using the spotlights in class.

You and your partner need to balance your time, as you will have to switch roles.

 

Upon returning to the classroom, import your photos to your laptop. (10mins)

As the previous project, title your best photo as "Your Full Name-Your Tutor Group-Project3-2013". 

[You should also keep the "bad" photos.]

You will need to print a contact sheet as before, with annotated notes for each pic stating the strength or weakness.

To do this, select all the photos within iPhoto and press Command/P.

From the pop up window, select "Contact Sheet."

If you wish to change the sizing of the photos, select "Customize" and adjust the slider that appears.

When printed, write your full name and tutor group on the sheet(s).

Title the document Your Full Name-Your Tutor Group-Project3-2013

Glue this in your sketchbook. 

Print your "best" photo as 5x7 and glue in your sketchbook as well. 

 

Project 3 part 2 (time permitting):

Using your photo, we will insert it into Photoshop, to add an additional layer with text. Students may also wish to play with filters and effects on their photo.

This will then need to be exported as a JPG entitled "Your Full Name-Your Tutor Group-Project3 Text-2013"

 

Homework:

Complete contact sheet notes for project 3.

Print final project 3 photo (5x7) and glue in sketchbooks.

Watch the tutorial video below and blend any two of your own pictures you already have in your library.

How to blend 2 pictures in Photoshop

If requested by teacher, email your group's best perspective play photo(s).

 

Preview the work of the following artists to see what we're doing in the next lesson: Francesco Paleari, Dan MountfordChristoffer RelanderJon Duenas

 

 

Lesson 4

Project 3 Critique.

 

View the following images.

What are the similarities/differences?

What techniques do you notice that have been utilised?

What moods or feelings do they convey?

Why are they good photos?

Dorothea Lange photographed the unemployed men who wandered the streets during the great depression. Her photographs of migrant workers were often shown with captions that featured the words from the workers themselves. Dorothea Lange died from esophageal cancer in 1965. Click here to see more amazing photography from Dorothea Lange.  Irving Penn originally intended to become a painter, however, a job to design cover photographs for Vogue magazine in the 1940′s opened up and made him consider photography. He is one of the first famous portrait photographers to use natural light and spare backgrounds which he used for most of his photographic work. He died at age 92 in his home in New York City. Click here to see more amazing photography from Irving Penn.  Eve Arnold is one of the most famous portrait photographers to date. She is known for her celebrity photographs and perhaps best known for her photos of Marilyn Monroe & Jackie Kennedy. Eve almost lived to be 100 years old but died in London 3 months before her 100th birthday. Click here to see more amazing photographs from Eve Arnold. 

 

Discuss in groups

Can photography make change? Why or why not?

How can we use photography to celebrate, commemorate or comment on someone?

 

Organise work up to now. Make sure file names are correct. Backup via Google Drive in a correct folder. Share the folder with the teacher. Save folder as Gr7 Art > (have another folder inside called) Gr7 Art Unit 2

 

Project 4: Double Exposure Play

View the work of the following artists: Francesco Paleari, Dan Mountford, Christoffer Relander (2),  Jon Duenas

For this task, you will need to take a photo of yourself against a plain background, and have another photo of something you like/desire/admire etc.

This could include an object or a landscape.

You may also use a photo you already have in your library.

You will simply first experiment with this in class. Watch the following tutorial video on how it is completed.

You will then create a final version to be submitted for assessment. Your photos can be in colour, or black and white.

For your final piece, you are required to submit screenshots while creating your work.

Save your project as "Your Full Name-Your Tutor Group-Project4-2013"

(link)

 

Another way to do a double exposure, is to set you camera on a tripod or a desk. Take picture 1. Have your model make a new pose but stay in the same frame. DO NOT move your camera in the slightest. Take picture 2. Import both photos into Photoshop, putting each on a different layer. Reduce the transparency (opacity) of each image by 50%. Your 2 models should be semi transparent now. Alternatively, photograph your model. Take picture 2 without your model. Reduce transparency as above. An example is below.

 

 

Homework: 

Complete project 4. Don't forget about taking screenshots.

View the work of Barbara Kruger http://www.barbarakruger.com/art.shtml

How would you describe Barbara Kruger's work?

 

 

Lesson 5

Arrange seating for students.

 

Project 4 critique

 

How would you describe Barbara Kruger's work?

Project 5: Speak Up Ads

You are a designer. You wish to raise awareness to some of the plights of being a Middle School student.

You will do this through portrait photography and text.

You will select to promote an issue for Middle School students.

  • This can be items such as self esteem, exclusion, popularity, beauty, peer pressure etc.
  • You may also wish to promote a positive aspect or achievement.
  • You will need to include a bold statement or slogan to enhance your work. 
  • The image you produce should promote the principal objectives or symbolism related to your issue.
  • This can be done in several ways. You are invited to explore as many as possible.
  • You should consider, framing, light/shadows, background, pose and emotion.
  • When taking photographs, consider leaving space where your text can be placed.
  • If you wish to erase the background within Photoshop (like you did in project 4), you may do so.
  • How will you most effectively capture attention and generate thought about the issue?
  • How will the choice of font/text & placement contribute to the impact of your work?
  • You may alter the contrast of the photograph in Photoshop and/or put an effect.
  • You will create an additional layer for text. (**Tutorial provided below)
  • You should create some type of brainstorm/planning in your sketchbooks. This will also be submitted for assessment.
  • Create a contact sheet for all your photos. Annotate them. This will form part of your assessment.
  • [Your contact sheet should demonstrate variety and experiments/attempts with different angles, backgrounds etc.]
  • Save your project as "Your Full Name-Your Tutor Group-Project5-2013"
  • Backup your work in Google Drive.

Review rubric here on how you will be assessed.

 

Here is a student example:

(photo source & activity idea)

 

If you need assistance on how to use the type/text tools within Photoshop, view the following tutorial.

 

Homework: Complete project 5-Export from Photoshop-Save correct title

 

 

Lesson 6

Catch up week.

or,

Present/Reflect

 

Homework: none

   

WINTER BREAK

 

Extension if needed: Create a collage within Photoshop

Using 3-5 portrait photos from your library, create a collage following the tutorial video below.

video link

Examples (click the photo to go to the Flickr page details).

Most of these examples are fairly basic with minimal cuts.

Feel free to go beyond that with curved cutouts and segment cuts.

 

 

John Stezaker via Saatchi Gallery

 

 

 

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