Photography - Seeing Connections
Overview:
Sharing involves access to information, ideas, imagery, places, events, times, other peoples’ perspectives, the telling of stories.
The advancements of photography have led to huge impacts in the way we view life. Photographs have contributed to everything from social and political change, to sharing pictures of other planets, even our own earth from space and the surface of mars. A lot of people can easily look up pictures of friends and family using the internet, a cell phone and if needed a photo album.
Producing photographs has come from a sometimes arduous and dangerous process to the simple push of a button. Sharing photographs has developed in similar fashion.
Photographs have shaped history and shaped the way we view our world and each other. Let’s explore some of the things that evolving photo technology has done to change the way we think, the way we live and the way we express ourselves.
In our exploration, we will also take a look at technology and social media. The sharing of photographs has changed the way we communicate with photo media and led to discoveries/expressions scientifically, collectively and personally.
Finally we will use historical and current technology to create and share our own photographs and art.
Students will keep all field notes, journal entries and logs in the "AST Website Scavenger Hunt Learning Log."
The advancements of photography have led to huge impacts in the way we view life. Photographs have contributed to everything from social and political change, to sharing pictures of other planets, even our own earth from space and the surface of mars. A lot of people can easily look up pictures of friends and family using the internet, a cell phone and if needed a photo album.
Producing photographs has come from a sometimes arduous and dangerous process to the simple push of a button. Sharing photographs has developed in similar fashion.
Photographs have shaped history and shaped the way we view our world and each other. Let’s explore some of the things that evolving photo technology has done to change the way we think, the way we live and the way we express ourselves.
In our exploration, we will also take a look at technology and social media. The sharing of photographs has changed the way we communicate with photo media and led to discoveries/expressions scientifically, collectively and personally.
Finally we will use historical and current technology to create and share our own photographs and art.
Students will keep all field notes, journal entries and logs in the "AST Website Scavenger Hunt Learning Log."
Essential Questions:
What are some similarities and differences between historical and current photo technology?
How is our ability to create and share photographs different today than in earlier periods of history?
How can we combine ideas of previous photo technology with current technology to create art and share our artwork?
How has advancements in photo technology affected our ability to see the world in different ways and make new discoveries?
What are some similarities and differences between historical and current photo technology?
How is our ability to create and share photographs different today than in earlier periods of history?
How can we combine ideas of previous photo technology with current technology to create art and share our artwork?
How has advancements in photo technology affected our ability to see the world in different ways and make new discoveries?
Sunshine State Standards:
NGSSS Resource
Inclusive but not limited to:
Big Idea VA.912.H: Historical and Global Connections
Enduring Understanding 2 VA.912.H.2:
The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
VA.912.H.2.1Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
VA.912.H.2.3Analyze historical or cultural references in commemorative works of art to identify the significance of the event or person portrayed.
VA.912.H.2.5Analyze artwork from a variety of cultures and times to compare the function, significance, and connection to other cultures or times.
VA.912.H.2.6Analyze artistic trends to explain the rationale for creating personal adornment, visual culture, and/or design.
Big Idea VA.912.F: Innovation, Technology, and the Future
Enduring Understanding 1 VA.912.F.1:
Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.
VA.912.F.1.4Use technological tools to create art with varying effects and outcomes.
Big Idea VA.912.O: Organizational Structure
Enduring Understanding 1 VA.912.O.1:
Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
VA.912.O.1.4Compare and analyze traditional and digital media to learn how technology has altered opportunities for innovative responses and results.
Big Idea VA.912.S: Skills, Techniques, and Processes
Enduring Understanding 1 VA.912.S.1:
The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
VA.912.S.1.2Investigate the use of technology and other resources to inspire art-making decisions.
NGSSS Resource
Inclusive but not limited to:
Big Idea VA.912.H: Historical and Global Connections
Enduring Understanding 2 VA.912.H.2:
The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
VA.912.H.2.1Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
VA.912.H.2.3Analyze historical or cultural references in commemorative works of art to identify the significance of the event or person portrayed.
VA.912.H.2.5Analyze artwork from a variety of cultures and times to compare the function, significance, and connection to other cultures or times.
VA.912.H.2.6Analyze artistic trends to explain the rationale for creating personal adornment, visual culture, and/or design.
Big Idea VA.912.F: Innovation, Technology, and the Future
Enduring Understanding 1 VA.912.F.1:
Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.
VA.912.F.1.4Use technological tools to create art with varying effects and outcomes.
Big Idea VA.912.O: Organizational Structure
Enduring Understanding 1 VA.912.O.1:
Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
VA.912.O.1.4Compare and analyze traditional and digital media to learn how technology has altered opportunities for innovative responses and results.
Big Idea VA.912.S: Skills, Techniques, and Processes
Enduring Understanding 1 VA.912.S.1:
The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
VA.912.S.1.2Investigate the use of technology and other resources to inspire art-making decisions.
Lesson Objectives:
- Students will understand some of the changes throughout history and the photo making process.
- Students will see examples of how photography and photo technology can have varied uses/expressions and has influence in the course of human experience.
- Students will see scientist, inventors and artists who have used photography to make changes to our history and our cultures.
- Students will explore the use of photography to change the way we see the world and make scientific discoveries.
- Students will learn how to combine traditional photography techniques and modern technology to create unique pieces of photographic art.
- Students will explore the differences between sharing photographs in a more traditional fashion compared to current technology.
- Students will explore the connectivity of using photo sharing to see through the lens of another person and conversate on their work with the artist and collectively as a class.
- Students will prepare photographs for display on campus.
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Tools and Materials:
Digital Cameras Cell Phone Cameras Internet Computers Printer Printable Overhead Projector Sheets |
Cyanotype Paper (Sunprints) Water and Sinks Photo Trays or Plastic Bins Glass Contact Printers Organic Materials AST Website Scavenger Hunt Learning Log US Postal Service Supplies |
Additional Resources: A World history of Photography http://www.amazon.com/World-History-Photography-Naomi-Rosenblum/dp/0789209373 Cyanotype Store http://www.bluesunprints.com Alternative Photography http://www.alternativephotography.com/wp/processes |
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Artists Covered:
Joseph Nicephore Niepce Louis-Jacques-Mandé Daguerre Henry Fox Talbot Anna Atkins John Herschel Timothy O’Sullivan Ansel Adams Margaret Bourke-White |
Robert Frank Lewis Hine Man Ray Caterina Fake Chase Jarvis Dave Hill David Hobby Scott Kelby |
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Assessments:
Students will keep record of their research and web scavenger hunts on the ,“AST Website Scavenger Hunt Learning Log.”
Included in that log are the following exercises:
Students will complete a series of writing assignments, completing graphic organizers, using mind mapping and role play writing.
Students will complete field notes.
Students will create and complete a time line.
Students will complete a series of class discussions.
Students will make presentations in digital and personal formats.
Students will conduct an interview.
Students will complete the studio projects.
Students will keep record of their research and web scavenger hunts on the ,“AST Website Scavenger Hunt Learning Log.”
Included in that log are the following exercises:
Students will complete a series of writing assignments, completing graphic organizers, using mind mapping and role play writing.
Students will complete field notes.
Students will create and complete a time line.
Students will complete a series of class discussions.
Students will make presentations in digital and personal formats.
Students will conduct an interview.
Students will complete the studio projects.
Estimated Completion Time:
This unit can be used comprehensively or in part. Completion times may vary on the teaching style, technology available and methods implemented in class.
This unit in its entirety could be a 9 week unit of study or expanded to be a semester unit.
This unit can be used comprehensively or in part. Completion times may vary on the teaching style, technology available and methods implemented in class.
This unit in its entirety could be a 9 week unit of study or expanded to be a semester unit.
Activity 1 Exploratory: The Early Days
1A.
Photography in the old days was often slow, cumbersome, laborious and even ins some cases a dangerous process.
What are some of the hardships and dangers that early inventors and photographers had to deal with when using early photographic mediums?
Students will look at examples of the first permanent photograph by Joseph Nicephore Niepce and his process for creating the Heliograph. See links below.
The Teacher will explain that the students will explore the website for 30 minutes uninterrupted, then they will begin to fill out and keep their learning log entries (see document “AST Website Scavenger Hunt Learning Log”).
Students will explore each of the link banners on the right hand side of the screen on the link below:
(In addition, students should be instructed to watch the video under the “Tools” banner)
http://www.hrc.utexas.edu/exhibitions/permanent/firstphotograph/kids/#top
And
Students will read biography and explore links in the top menu bar.
http://www.hrc.utexas.edu/exhibitions/permanent/firstphotograph/niepce/#top
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
Students and teacher will discuss things they learned in their research.
Possible Deviations:
Student can work in teams for their research depending on technology availability. Each individual student should keep an, "AST Website Scavenger Hunt Learning Log."
In a flipped classroom setting or a classroom lacking technology, students could complete this research as homework/classwork.
Informational packets could be created sampling website information for reading and student log entry.
1A.
Photography in the old days was often slow, cumbersome, laborious and even ins some cases a dangerous process.
What are some of the hardships and dangers that early inventors and photographers had to deal with when using early photographic mediums?
Students will look at examples of the first permanent photograph by Joseph Nicephore Niepce and his process for creating the Heliograph. See links below.
The Teacher will explain that the students will explore the website for 30 minutes uninterrupted, then they will begin to fill out and keep their learning log entries (see document “AST Website Scavenger Hunt Learning Log”).
Students will explore each of the link banners on the right hand side of the screen on the link below:
(In addition, students should be instructed to watch the video under the “Tools” banner)
http://www.hrc.utexas.edu/exhibitions/permanent/firstphotograph/kids/#top
And
Students will read biography and explore links in the top menu bar.
http://www.hrc.utexas.edu/exhibitions/permanent/firstphotograph/niepce/#top
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
Students and teacher will discuss things they learned in their research.
Possible Deviations:
Student can work in teams for their research depending on technology availability. Each individual student should keep an, "AST Website Scavenger Hunt Learning Log."
In a flipped classroom setting or a classroom lacking technology, students could complete this research as homework/classwork.
Informational packets could be created sampling website information for reading and student log entry.
1B.
Students will explore Louis-Jacques-Mandé Daguerre and his Daguerreotype Process, including the limitations, cumbersome and dangerous attributes of the technology. Students will experience the first picture of the sun and the ghostly cityscapes the process created.
We have started to see that photography was experimental in it’s invention. What about afterwards?
Enter in: Louis-Jacques-Mandé Daguerre and the Daguerreotype. We will focus on this early evolution of photography.
http://memory.loc.gov/ammem/daghtml/dagdag.html
http://memory.loc.gov/ammem/daghtml/dagpres.html
http://news.nationalgeographic.com/news/2011/11/pictures/111118-louis-daguerre-google-doodle-science-photography/#/louis-daguerre-daguerreotype-photography-tools_43965_600x450.jpg
http://photography.nationalgeographic.com/photography/enlarge/first-solar-photo-photography.html
http://www.npr.org/blogs/krulwich/2010/09/20/129990964/once-in-a-lifetime-river-tour-starts-here-unfortunately-everybody-s-dead
http://www.thedaglab.com/daguerreotype-process-details/
http://historymatters.gmu.edu/d/6720/
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
Students will then discuss some of the similarities and differences between The Heliograph and the Daguerreotype.
Students will discuss how different these processes are from today.
1C.
Students will explore the life and work of Henry Fox Talbot.
Students will answer questions from “Website Scavenger Hunt” Document for all internet research.
http://www.metmuseum.org/toah/hd/tlbt/hd_tlbt.htm
http://www.bbc.co.uk/history/historic_figures/fox_talbot_william_henry.shtml
http://www.dptips-central.com/william-fox-talbot.html
http://www.kidsvillenews.com/articles/201202/art_gallery/william_henry_fox_talbot_photography_pioneer.aspx
Students will complete the Henry Fox Talbot Graphic Organizer in their “AST Website Scavenger Hunt Learning Log.”
Students will explore Louis-Jacques-Mandé Daguerre and his Daguerreotype Process, including the limitations, cumbersome and dangerous attributes of the technology. Students will experience the first picture of the sun and the ghostly cityscapes the process created.
We have started to see that photography was experimental in it’s invention. What about afterwards?
Enter in: Louis-Jacques-Mandé Daguerre and the Daguerreotype. We will focus on this early evolution of photography.
http://memory.loc.gov/ammem/daghtml/dagdag.html
http://memory.loc.gov/ammem/daghtml/dagpres.html
http://news.nationalgeographic.com/news/2011/11/pictures/111118-louis-daguerre-google-doodle-science-photography/#/louis-daguerre-daguerreotype-photography-tools_43965_600x450.jpg
http://photography.nationalgeographic.com/photography/enlarge/first-solar-photo-photography.html
http://www.npr.org/blogs/krulwich/2010/09/20/129990964/once-in-a-lifetime-river-tour-starts-here-unfortunately-everybody-s-dead
http://www.thedaglab.com/daguerreotype-process-details/
http://historymatters.gmu.edu/d/6720/
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
Students will then discuss some of the similarities and differences between The Heliograph and the Daguerreotype.
Students will discuss how different these processes are from today.
1C.
Students will explore the life and work of Henry Fox Talbot.
Students will answer questions from “Website Scavenger Hunt” Document for all internet research.
http://www.metmuseum.org/toah/hd/tlbt/hd_tlbt.htm
http://www.bbc.co.uk/history/historic_figures/fox_talbot_william_henry.shtml
http://www.dptips-central.com/william-fox-talbot.html
http://www.kidsvillenews.com/articles/201202/art_gallery/william_henry_fox_talbot_photography_pioneer.aspx
Students will complete the Henry Fox Talbot Graphic Organizer in their “AST Website Scavenger Hunt Learning Log.”
1D.
Students will research briefly the invention of the cyanotype by John Herschel. Students will discuss how oftentimes scientist would work together and share information or processes. Students will discuss how this process must have been slow going to reach mass audiences and limited based on proximity, travel and communication systems.
http://www.alternativephotography.com/wp/history/cyanotype-history-john-herschels-invention
Students will research Anna Atkins - Some consider to be the first Woman Photographer - Also the first person to use photographic illustrations in a book.
http://en.wikipedia.org/wiki/Anna_Atkins
http://www.getty.edu/art/gettyguide/artMakerDetails?maker=1542&page=1
http://www.flickr.com/photos/nypl/sets/72157610898556889/
http://www.blueprintsonfabric.com/history.php
http://digitalgallery.nypl.org/nypldigital/explore/?col_id=188
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
How have you been influenced by art in your life?
How do you collaborate with other artists or find sources for inspiration?
How do you think technology will speed up and change this process in the future?
1E.
Students will research Timothy O’Sullivan and be introduced to the wet plate process, the hardship of photography during the exploration of the early Western United States.
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
http://americanart.si.edu/exhibitions/archive/2010/osullivan/
http://www.flickr.com/groups/timothyhosullivan/
http://www.smithsonianmag.com/video/The-Photography-of-Timothy-OSullivan.html
http://www.artic.edu/exhibition/kingsurveywork
http://art134.blogspot.com/2007/10/landscape-and-american-tradition.html
http://prezi.com/lc14o1bciuv0/timothy-osullivan/
Students will research briefly the invention of the cyanotype by John Herschel. Students will discuss how oftentimes scientist would work together and share information or processes. Students will discuss how this process must have been slow going to reach mass audiences and limited based on proximity, travel and communication systems.
http://www.alternativephotography.com/wp/history/cyanotype-history-john-herschels-invention
Students will research Anna Atkins - Some consider to be the first Woman Photographer - Also the first person to use photographic illustrations in a book.
http://en.wikipedia.org/wiki/Anna_Atkins
http://www.getty.edu/art/gettyguide/artMakerDetails?maker=1542&page=1
http://www.flickr.com/photos/nypl/sets/72157610898556889/
http://www.blueprintsonfabric.com/history.php
http://digitalgallery.nypl.org/nypldigital/explore/?col_id=188
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
Ticket out the door:
How have you been influenced by art in your life?
How do you collaborate with other artists or find sources for inspiration?
How do you think technology will speed up and change this process in the future?
1E.
Students will research Timothy O’Sullivan and be introduced to the wet plate process, the hardship of photography during the exploration of the early Western United States.
Students will answer questions from “AST Website Scavenger Hunt Learning Log” Document for all internet research.
http://americanart.si.edu/exhibitions/archive/2010/osullivan/
http://www.flickr.com/groups/timothyhosullivan/
http://www.smithsonianmag.com/video/The-Photography-of-Timothy-OSullivan.html
http://www.artic.edu/exhibition/kingsurveywork
http://art134.blogspot.com/2007/10/landscape-and-american-tradition.html
http://prezi.com/lc14o1bciuv0/timothy-osullivan/
Activity 2 Studio: Cyanotype
Materials:
Glass Panes (electrical taped around edges)
Sunprint Cyanotype Photo Paper (Test Strips and Final Sheets)
Black Construction Paper
Trays with tap water
Photo Tongs or Kitchen Tongs
Organic Materials Found on a Photowalk
Students will now make their first Cyanotype Sun Print using the Glass contact Printer and Found Organic Materials.
Steps:
Students and Teacher will discuss making their own Cyanotype Photogram and the class will collectively make a book similar to Anna Atkins Photo Illustrations.
Students will collect organic materials on a nature walk.
Students will layout their sunprint paper on a piece of cardboard that can be transported outside for exposure.
Students will arrange their found organic objects in the art room on the sunprint paper.
Students will cover or flatten with a piece of glass.
Students will cover their artwork with a black piece of construction paper.
Students will transport to the sidewalk or area in direct sunlight for exposure.
Students will conduct a test strip exposure. Students uncover their arrangement, they will time 30 second increments, covering a portion of the test strip each time, making a series of exposures on one strip, up to 3 minutes.
Students then take their covered piece back to the art room for developing.
Students will submerge the sunprint into tray of tap water, using tongs they will develop their prints. (Prints should be developed in a very low lit room, preferably artificially lit).
(For my final website launch, I will make a how to Youtube Video of the entire process, forthcoming)
Students will analyze their exposures, making field notes in their, “AST Website Scavenger Hunt Learning Log.”
With teacher’s assistance and a trip to the post office, students will prepare their cyanotypes into class books and mail their cyanotypes/books back to the school librarian using traditional U.S. mail from the school/classroom. The photo books will be used later as a display in the school library, “Science (Cyanotypes), History (John Herschel and Anna Atkins) and Photography (Photo Illustrations).” These books can be maintained in the libraries permanent collection or may be dismantled and given back to the students for personal or portfolio reasons.
The librarian will contact the class when she received her shared photos. Students will help in displaying the books created in the library show. Including promoting the opening on campus using morning announcements, emails and poster design.
The students will discuss the amount of time it took once notified of the librarian’s receipt of the photographs using traditional mail systems.
The students will eventually compare and contrast some of their findings in sharing photographs throughout history and present day. They will be further along in the lesson unit when the librarian receives the photos, so some allotment of time should be dedicated to this discussion and exploration throughout the unit after this activity is initiated.
Materials:
Glass Panes (electrical taped around edges)
Sunprint Cyanotype Photo Paper (Test Strips and Final Sheets)
Black Construction Paper
Trays with tap water
Photo Tongs or Kitchen Tongs
Organic Materials Found on a Photowalk
Students will now make their first Cyanotype Sun Print using the Glass contact Printer and Found Organic Materials.
Steps:
Students and Teacher will discuss making their own Cyanotype Photogram and the class will collectively make a book similar to Anna Atkins Photo Illustrations.
Students will collect organic materials on a nature walk.
Students will layout their sunprint paper on a piece of cardboard that can be transported outside for exposure.
Students will arrange their found organic objects in the art room on the sunprint paper.
Students will cover or flatten with a piece of glass.
Students will cover their artwork with a black piece of construction paper.
Students will transport to the sidewalk or area in direct sunlight for exposure.
Students will conduct a test strip exposure. Students uncover their arrangement, they will time 30 second increments, covering a portion of the test strip each time, making a series of exposures on one strip, up to 3 minutes.
Students then take their covered piece back to the art room for developing.
Students will submerge the sunprint into tray of tap water, using tongs they will develop their prints. (Prints should be developed in a very low lit room, preferably artificially lit).
(For my final website launch, I will make a how to Youtube Video of the entire process, forthcoming)
Students will analyze their exposures, making field notes in their, “AST Website Scavenger Hunt Learning Log.”
With teacher’s assistance and a trip to the post office, students will prepare their cyanotypes into class books and mail their cyanotypes/books back to the school librarian using traditional U.S. mail from the school/classroom. The photo books will be used later as a display in the school library, “Science (Cyanotypes), History (John Herschel and Anna Atkins) and Photography (Photo Illustrations).” These books can be maintained in the libraries permanent collection or may be dismantled and given back to the students for personal or portfolio reasons.
The librarian will contact the class when she received her shared photos. Students will help in displaying the books created in the library show. Including promoting the opening on campus using morning announcements, emails and poster design.
The students will discuss the amount of time it took once notified of the librarian’s receipt of the photographs using traditional mail systems.
The students will eventually compare and contrast some of their findings in sharing photographs throughout history and present day. They will be further along in the lesson unit when the librarian receives the photos, so some allotment of time should be dedicated to this discussion and exploration throughout the unit after this activity is initiated.
Activity 3 Exploratory : Everybody’s Got One
Transition:
So how does the photography process move from a very cumbersome processes only available to scientists, wealthy, commissioned and the more privileged in society to the common person?
Fast forward to the Brownie Camera; lets take a look at a game changer:
The Kodak Brownie Camera - Putting photography in our hands
http://www.kodak.com/US/en/corp/features/brownieCam/
http://www.browniecamera.nl
http://www.geh.org/fm/brownie/htmlsrc/index.html#E130.00034
http://nationalmediamuseumblog.wordpress.com/2012/10/26/a-z-photography-collection-b-is-for-brownie/
http://www.fi.edu/learn/sci-tech/kodak-brownie/kodak-brownie.php?cts=photography-recreation
Students will interview someone that is over the age of 40 about their experience of photography when growing up.
Question Prompts will be discussed as a class. Possibilities include:
What kind of cameras do you remember from your childhood?
Did you take many pictures when you were my age?
What kind of photographs did your family usually take?
How would you view your photographs? How did you share them?
Were cameras expensive?
What do you remember about photography growing up?
Students will record their interviews on notebook paper to be included in their “AST Website Scavenger Hunt Learning Log.”
(Deviations include - Having students create a Powerpoint of their interview. Record their subject using video or voice memo technology, editing their final presentation to approximately 3 minutes).
Activity 4 Exploratory: Photography Becomes a Powerful Medium
Because photography became increasingly easier for people to use and learn, more began exploring it to document people, places and events, as well as using the medium as an art form.
Film became more readily available and various new cameras started being produced for personal and professional use.
How has photography changed our world artistically, socially, politically?
Students will research the following artists online. Students will complete the “AST Website Scavenger Hunt Learning Log.”
Man Ray
http://www.biography.com/people/man-ray-9452778?page=1
http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A3716&page_number=1&template_id=6&sort_order=1
http://www.metmuseum.org/collections/search-the-collections/265487
http://www.moma.org/collection/object.php?object_id=46483
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=53358
Lewis Hine
http://www.historyplace.com/unitedstates/childlabor/
Margaret Bourke-White (Female)
http://life.time.com/margaret-bourke-white/
http://en.wikipedia.org/wiki/Margaret_Bourke-White
Robert Frank
http://www.npr.org/templates/story/story.php?storyId=100688154
http://www.blouinartinfo.com/contemporary-arts/article/32776-finding-robert-frank
Ansel Adams
http://www.anseladams.com/contemporary-art/
http://www.youtube.com/watch?v=Dwar84JIcro
http://www.articlesbase.com/photography-articles/ansel-adams-changing-photography-forever-276347.html
http://www.pbs.org/wgbh/amex/ansel/peopleevents/p_aadams.html
Space, The Moon and Mars
Blue Dot History
http://news.discovery.com/space/history-of-space/pale-blue-dots-space-missions-pictures-130723.htm
Mars Multimedia
http://mars.jpl.nasa.gov/multimedia/images/
Transition:
So how does the photography process move from a very cumbersome processes only available to scientists, wealthy, commissioned and the more privileged in society to the common person?
Fast forward to the Brownie Camera; lets take a look at a game changer:
The Kodak Brownie Camera - Putting photography in our hands
http://www.kodak.com/US/en/corp/features/brownieCam/
http://www.browniecamera.nl
http://www.geh.org/fm/brownie/htmlsrc/index.html#E130.00034
http://nationalmediamuseumblog.wordpress.com/2012/10/26/a-z-photography-collection-b-is-for-brownie/
http://www.fi.edu/learn/sci-tech/kodak-brownie/kodak-brownie.php?cts=photography-recreation
Students will interview someone that is over the age of 40 about their experience of photography when growing up.
Question Prompts will be discussed as a class. Possibilities include:
What kind of cameras do you remember from your childhood?
Did you take many pictures when you were my age?
What kind of photographs did your family usually take?
How would you view your photographs? How did you share them?
Were cameras expensive?
What do you remember about photography growing up?
Students will record their interviews on notebook paper to be included in their “AST Website Scavenger Hunt Learning Log.”
(Deviations include - Having students create a Powerpoint of their interview. Record their subject using video or voice memo technology, editing their final presentation to approximately 3 minutes).
Activity 4 Exploratory: Photography Becomes a Powerful Medium
Because photography became increasingly easier for people to use and learn, more began exploring it to document people, places and events, as well as using the medium as an art form.
Film became more readily available and various new cameras started being produced for personal and professional use.
How has photography changed our world artistically, socially, politically?
Students will research the following artists online. Students will complete the “AST Website Scavenger Hunt Learning Log.”
Man Ray
http://www.biography.com/people/man-ray-9452778?page=1
http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A3716&page_number=1&template_id=6&sort_order=1
http://www.metmuseum.org/collections/search-the-collections/265487
http://www.moma.org/collection/object.php?object_id=46483
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=53358
Lewis Hine
http://www.historyplace.com/unitedstates/childlabor/
Margaret Bourke-White (Female)
http://life.time.com/margaret-bourke-white/
http://en.wikipedia.org/wiki/Margaret_Bourke-White
Robert Frank
http://www.npr.org/templates/story/story.php?storyId=100688154
http://www.blouinartinfo.com/contemporary-arts/article/32776-finding-robert-frank
Ansel Adams
http://www.anseladams.com/contemporary-art/
http://www.youtube.com/watch?v=Dwar84JIcro
http://www.articlesbase.com/photography-articles/ansel-adams-changing-photography-forever-276347.html
http://www.pbs.org/wgbh/amex/ansel/peopleevents/p_aadams.html
Space, The Moon and Mars
Blue Dot History
http://news.discovery.com/space/history-of-space/pale-blue-dots-space-missions-pictures-130723.htm
Mars Multimedia
http://mars.jpl.nasa.gov/multimedia/images/
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Activity 5 Studio:
Photowalk Challenge / Rule of Thirds (Upload to Class Instagram Site during lesson 9!) Cyanotype #2 - Hybrid of Film and Digital Camera or Cell Phone Camera Computer or Phone Application Pixlr Web Based Photo Editor Internet/Email Printable Overhead Projector Sheets Glass Panes (electrical taped around edges) Sunprint Cyanotype Photo Paper Trays with tap water Photo Tongs or Kitchen Tongs Students will briefly be introduced to the “Rule of Thirds” in composition and design of photographic images. http://digital-photography-school.com/rule-of-thirds http://photo.tutsplus.com/articles/composition-articles/quick-tip-the-rule-of-thirds/ http://www.cambridgeincolour.com/tutorials/rule-of-thirds.htm Students will then take some of the ideas about photography, photographing people and places and go for a photowalk around campus. Students will be given opportunity to shoot on their own time too. This lesson could be started now and completed after shooting for homework time was given. (Suggested after lesson 5). Teacher will explain the project as thus: Students will need to choose one image from their photowalk and/or homework. Once the photos of choice have been made students will email the photo to teacher for approval. (A personal formative assessment can be made as to whether the student has used the rule of thirds). Students will then load the photo onto the computer, or use their cell phones to invert the image to a negative. Students will then email final negative to teacher. Teacher will print each negative onto overhead projector sheets, unless students have the means to do this themselves, with teacher guidance. Students will then follow the process from Cyanotype #1 to create a test strip and then a final print from their hybrid negative. (The only difference is instead of using physical organic material, they will use their printed negative from digital file). Students will turn in for grade and display in library. Students will write about their experience in the “AST Website Scavenger Hunt Learning Log.” |
Activity 6 Exploratory:
Photo Tech Takes Root Now let’s take a look at another jump in photo processing and technology http://en.wikipedia.org/wiki/Timeline_of_photography_technology One Hour http://www.nytimes.com/1988/02/06/business/rapid-rise-of-fast-photo-processing.html http://en.wikipedia.org/wiki/Fotomat Polaroid - The Instant Camera is Born http://www.polaroid.com/75-years http://en.wikipedia.org/wiki/Instant_camera http://www.polaroid.com.au/history http://camerapedia.wikia.com/wiki/Polaroid http://inventors.about.com/library/inventors/blpolaroid.htm http://www.youtube.com/watch?v=4fE8yf5jajo http://www.youtube.com/watch?v=O0sGM9Pt434 http://www.youtube.com/watch?v=pBFs-QeqjFM The Instant Camera Dies? http://techland.time.com/2012/04/07/the-story-of-the-death-and-rebirth-of-polaroid-film/ https://www.the-impossible-project.com http://photojojo.com/store/awesomeness/polaroid-impossible/ Students will take what they have learned so far and create a timeline of events and technology covered using the “AST Website Scavenger Hunt Learning Log.” Extra Learning Here: http://gizmodo.com/5315737/polaroid-sx+70-the-joy-of-instant-photography-before-digital/ 
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Activity 7 Exploratory: The Person Behind the Media (Profile Study)
Flickr comes of age
Study on Flick’r and Caterina Fake - Founder of Flickr and Entrepreneur
http://web.archive.org/web/20130729204727id_/http://itc.conversationsnetwork.org/shows/detail1755.html
http://usatoday30.usatoday.com/tech/products/2006-02-27-flickr_x.htm
http://curiosity.discovery.com/question/influence-flickr-internet
http://dsc.discovery.com/tv-shows/curiosity/topics/caterina-fake.htm
http://www.entrepreneur.com/article/219402
http://bits.blogs.nytimes.com/2010/10/06/one-on-one-caterina-fake-flickr-and-hunch/?_r=0
http://www.youtube.com/watch?v=TWon_C_rng4
http://www.youtube.com/watch?v=9Dqt-4mW5bQ
Flickr is a New Species
http://www.npr.org/blogs/pictureshow/2012/08/11/158570034/a-new-species-discovered-on-flickr
http://www.engadget.com/2012/08/13/new-lacewing-species-found-on-flickr/
Students will discuss with the teacher the importance of photo sharing on the web.
What are it’s benefits? What has changed over the years? How does it affect us and our attitudes in society?
Students will update their timeline started in Activity 5.
Students will research Caterina Fake online. Students will complete the “AST Website Scavenger Hunt Learning Log.”
Example from "AST Website Scavenger Hunt Learning Log"
Caterina Fake - Fake Book Profile
http://missmosbacker.wordpress.com/2012/06/16/facebook-template-for-teachers/
Flickr comes of age
Study on Flick’r and Caterina Fake - Founder of Flickr and Entrepreneur
http://web.archive.org/web/20130729204727id_/http://itc.conversationsnetwork.org/shows/detail1755.html
http://usatoday30.usatoday.com/tech/products/2006-02-27-flickr_x.htm
http://curiosity.discovery.com/question/influence-flickr-internet
http://dsc.discovery.com/tv-shows/curiosity/topics/caterina-fake.htm
http://www.entrepreneur.com/article/219402
http://bits.blogs.nytimes.com/2010/10/06/one-on-one-caterina-fake-flickr-and-hunch/?_r=0
http://www.youtube.com/watch?v=TWon_C_rng4
http://www.youtube.com/watch?v=9Dqt-4mW5bQ
Flickr is a New Species
http://www.npr.org/blogs/pictureshow/2012/08/11/158570034/a-new-species-discovered-on-flickr
http://www.engadget.com/2012/08/13/new-lacewing-species-found-on-flickr/
Students will discuss with the teacher the importance of photo sharing on the web.
What are it’s benefits? What has changed over the years? How does it affect us and our attitudes in society?
Students will update their timeline started in Activity 5.
Students will research Caterina Fake online. Students will complete the “AST Website Scavenger Hunt Learning Log.”
Example from "AST Website Scavenger Hunt Learning Log"
Caterina Fake - Fake Book Profile
http://missmosbacker.wordpress.com/2012/06/16/facebook-template-for-teachers/
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Activity 8 Exploratory:
The Future is Instant INSTAGRAMMING Quote: “Not only does Instagram make it easy to share photos, it also comes with a bevy of effects that can be used to transform images.” - MARYALENE LAPONSIE http://www.emergingedtech.com/2013/03/picture-this-5-ways-teachers-can-use-instagram-in-the-classroom/ http://mashable.com/2012/04/12/instagram-worth-1-billion/ http://digital-photography-school.com/instagram-and-its-impact-on-the-world-of-photography Infographic http://mashable.com/2012/11/17/photography/ Students will answer questions from “AST Website Scavenger Hunt Learning Log.” |
Studio Activity 9:
Old meets New Continued from Lesson 5 Steps: Camera or Cell Phone Camera Computer or Cell Phone Application Students will photograph their cyanotypes and use a class Instagram (HorizonArtHawks2013) to share them online. #HorizonArtHawksCyanotypes2013 Teacher will aid students in their posts as needed. Students can work in groups based on available technology. The instagram page link will be placed on the teacher website. Students will complete the “AST Website Scavenger Hunt Learning Log.” |
Exploratory Activity 10: Current Artists
Students are encouraged to further research these artist on their own time.
Dave Hill
http://fstoppers.com/dave-hill-takes-you-inside-his-photographs-3d-style
Chase Jarvis
http://www.apple.com/aperture/action/jarvis/
http://www.youtube.com/watch?v=u8mbMqQG314
http://www.youtube.com/watch?v=WJEy8cDhG7g
Scott Kelby
http://scottkelby.com/about/
http://scottkelby.com/2010/matt-presents-five-lessons-from-a-landscape-shoot/
Students will write a reaction paper about the artists studied in this activity. What impressions the artist made on them. What did they find the most interesting about the artists advice on shooting and information about them and their work. Do they see the commercial photographer as an artist? Why or why not?
Students are encouraged to further research these artist on their own time.
Dave Hill
http://fstoppers.com/dave-hill-takes-you-inside-his-photographs-3d-style
Chase Jarvis
http://www.apple.com/aperture/action/jarvis/
http://www.youtube.com/watch?v=u8mbMqQG314
http://www.youtube.com/watch?v=WJEy8cDhG7g
Scott Kelby
http://scottkelby.com/about/
http://scottkelby.com/2010/matt-presents-five-lessons-from-a-landscape-shoot/
Students will write a reaction paper about the artists studied in this activity. What impressions the artist made on them. What did they find the most interesting about the artists advice on shooting and information about them and their work. Do they see the commercial photographer as an artist? Why or why not?
Exploratory Activity 9: A Convenient Journal - Final Project
VISUAL JOURNAL PROJECT
Steps:
Students will complete a visual journal of personal shooting. They will pick a topic important to them and photograph the project ongoing.
Their final will be due the last week of class.
Students will need to write descriptions of their work, developing an artist statement about the body of work they choose to present.
Students will present their visual journals in class.
They can collectively share their work on a class Instagram, Flick’r or Artsonia website. Students must get permission forms signed by their parents if they intend to post pictures disclosing personal identity and must have model releases signed from their subjects.
Students can create Powerpoints, printing and display or approved other means to share their photos with the teacher and class.
Students will write a one page paper on how they look at photography differently than before this class. Emphasis being placed on the changes they are now aware of and how technology and social media play a role in photography's development.
VISUAL JOURNAL PROJECT
Steps:
Students will complete a visual journal of personal shooting. They will pick a topic important to them and photograph the project ongoing.
Their final will be due the last week of class.
Students will need to write descriptions of their work, developing an artist statement about the body of work they choose to present.
Students will present their visual journals in class.
They can collectively share their work on a class Instagram, Flick’r or Artsonia website. Students must get permission forms signed by their parents if they intend to post pictures disclosing personal identity and must have model releases signed from their subjects.
Students can create Powerpoints, printing and display or approved other means to share their photos with the teacher and class.
Students will write a one page paper on how they look at photography differently than before this class. Emphasis being placed on the changes they are now aware of and how technology and social media play a role in photography's development.
| lesson_one_references_apa.pdf |