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Photography

Grade 7-9

Challenge Unit Plans

Shayne Brown

2015 - 2016

Unit Overview

This unit is designed to be approximately 30 classes long, or 10 weeks in length. This is an option course open for only junior high students at the school. The entire course is built off the CTF foundations and framework. The unit will be split into 5 challenges throughout the term in which the students will need to complete at the end of the term. The students will learn a variety of skills related to the profession of photography. Students will be able to explore the job itself, as well as any type of career opportunities that may be open to them in the future. Students will develop basic skills in digital photography and create projects that incorporates all material from the lessons. Students will have a choice in the style in which they are to complete the projects in order to encourage student choice. The challenges are designed to get the students to develop final products that best suits their personality or talents. They will have to use a variety of different technological platforms, but all of which will be used as a way to show the students different choices when they are further in their careers.

Key Questions

What are the main components of taking a high quality photograph?

What type of career can a photographer have at the peak of their career?

What type of job opportunities are available worldwide?

Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologies.

CTF is designing, creating, appraising and communicating responses to challenges • I problem solve in response to challenges. • I design in response to challenges. • I adapt to change and unexpected events. • I make decisions in response to challenges. • I appraise product(s), performance(s) or service(s) created in response to challenges. • I appraise the skills/technologies I use in response to challenges. • I communicate my learning.

CTF is working independently and with others while exploring careers and technology • I describe how my actions affect learning. • I develop skills that support effective relationships. • I collaborate to achieve common goals.

Resources and Materials

iPhone Photography School - http://iphonephotographyschool.com/

Tips for beginners - http://digital-photography-school.com/digital-photography-tips-for-beginners/

Basics of photography - http://www.exposureguide.com/photography-basics.htm

Photography tips - http://www.hongkiat.com/blog/photography-tips-12-elements-to-capture-that-winning-shot/

Rule of thirds - http://digital-photography-school.com/rule-of-thirds/

Technology used in this Unit

Weebly Powerpoint Prezi Easel.ly Youtube Aurasma Windows Movie Maker

*List incomplete until I get to the school to see availabilities

Assessment and Evaluation

CTF Challenges

Outcome Assessment - https://education.alberta.ca/media/8863017/3ctfassessmenttool.pdf

*The class is a Pass or Fail, no grades assigned

Considerations/Differentiated Instruction

Students may work in groups of two in some projects if needed Give students a choice in the design of some of the projects Students may get instructions read to them out loud when doing a task, quiz, project or exam Exams and quiz questions may be read out loud outside of the classroom Identify key concepts and create a word wall in class or a place where all students are able to view it

CTF Challenge Plans

*All challenges are to be completed at the students own pace. They need to complete at least 4 out of the 5 challenges in order to receive a passing mark by November 10, 2015.

Challenge 1

Challenge Title

Career in Photography Grade 7-9

Inquiry Questions

What can we learn from the study of photography about taking high quality photographs?

Can we rely on only a few techniques to produce high quality images?

What are the possible career paths of a photographer?

What are some limitations for a career in photography?

Total Duration

1 week

All CTF learning outcomes must be addressed within your Detailed Challenge Guide

Challenge

Description

The students will have total access to the challenges hosted entirely online. The students will need to conduct online research into the professional field of photography and develop a presentation based on their findings. The students will be given guiding questions to help them throughout the process in which they are in a way to answer to fulfill the requirements for this challenge.

Scenario The Canadian Photographers Association (CPA) is having an open competition to the public and are looking for a student in grades 7-9 to complete a presentation about the career of a photographer.

This challenge from the association asks you to think about the endless career possibilities of a photographer.

They are asking the students to do extensive research in this field and develop a presentation that will be shared at their next convention.

There can be many different type of job positions or even different job types in the photography field, so they need your help.

This challenge gets you to think about the many possible careers in the field, and at the same time to hopefully stimulate interest from the students in Canada.

The challenge from the Canadian Photographers Association needs you to use a platform (of your choice) to host all of your research in order to successfully complete this challenge.

Platforms that you may find useful could be:PreziEasel.lyYoutube

http://www.youtube.com/

http://www.easel.ly/

https://prezi.com/

*The platform you choose is up to you, but has to be approved by the instructorEnsure that you discuss with the instructor the platform you choose before starting your challenge

The CPA has informed me that you may team up with another individual, as long as you meet the presentation deadline set for one week.

Questions that need to be answered in your project:1. What duties or "jobs" does that person in that career do?

2. How much money can you make?

3. How do you become a photographer? Do they need University, College, Trade School, Apprenticeship or can you do courses online?

4. How long does it take to become a photographer?

5. Where can you find jobs in this field?

6. Could you become your own boss and own your own business?

7. What are the local photography businesses around our region?

8. Find some global agencies (In Alberta, Canada, North America or the World) that hire professional photographers. *Try to find out if an agency is currently hiring, and what the requirements would be for that

job.

Occupational Areas

BUSINESS

☐ Enterprise & Innovation ☐ Management & Marketing

COMMUNICATION

☐ Communication Technology ☐ Design Studies ☐ Fashion Studies

HUMAN SERVICES

☐ Tourism

TECHNOLOGY

☐ Electro-Technologies

How the Occupational Areas Relate to the Challenge

Photography could relate to all of the areas given, but photography is mainly provided to gain public interest. This challenge allows students to explore the different areas in which photographers work and the career possibilities that may arise in each area. These occupational areas can all benefit from the use of photography to help grow their business and their brands globally.

Skills Related to the Occupational Areas

Graphic design Sports photography Travel and tourism photographer Magazine

Safety and/or Environmental Concerns

Online digital citizenship Do not use the computers as a form of communication with others to avoid harassment

and bullying Stay away from any blocked websites, or websites that you feel are inappropriate Avoid printing images for rough copies, only print if needed for the Aurasma project

Facility Type Computer lab Library

Equipment and/or Consumables

Computers Career infographic on photography

InterdisciplinaryLearning Opportunities

SUBJECTS

☐ ELA

☐ Fine Arts

Interdisciplinary Learning Outcomes: Identify possible learning outcomes from other subjects.

ELA

General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information. - 3.1 Plan and focus - 3.2 Select and process- 3.3 Organize, record and evaluate

- 3.4 Share and review

ArtCompositions 1. Students will develop competence with the components of images: media, techniques and design elements

Cross-curricular Competencies:

☐ Know how to learn: to gain knowledge, understanding or skills through experience, study, and interaction with others

☐ Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge

☐ Manage information: access, interpret, evaluate, and use information effectively, efficiently, and ethically

☐ Innovate: create, generate, and apply new ideas or concepts

☐ Apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance

☐ Demonstrate good communication skills and the ability to work cooperatively with others

☐ Demonstrate global and cultural understanding, considering the economy and sustainable development

☐ Identify and apply career and life skills through personal growth and well-being

Literacy and Numeracy Learning Opportunities:

AwarenessStudents are able to use their literacy skills to represent what they know and what they have learned based off the requirements of the project. The students are able to navigate online and read through material, then transfer the information from the web page to the project in their own words and understandings.

Knowledge and UnderstandingStudents are able to use many different forms of media and texts in order to develop concepts, ideas and understandings based off the challenge. Students will be able to express their experience and the research process from within the challenge.

StrategiesStudents connect and select the appropriate background knowledge to develop new understandings. Students will be able to make the connection between their previous understandings of the subject and us it to determine what information is reliable on the internet or not based on their literacy level.

Opportunities for Students to Reflect on their Learning: What strategies will guide students to reflect on their learning, their thinking, their experiences and the processes they used?

Students will reflect on their research process in the form of a journal write up Exit slip each day in class will help determine their frustration or ease with the challenges Classroom survey each class time

Challenge 2

Challenge Title

Photography Manual Grade 7-9

Inquiry Questions

How many elements are in a high quality photograph?

What is a way to transfer and provide all the essential information about a high quality photograph to someone who has never learned before?

Can professional photographers not care about the many elements that are in a photograph?

How are you able to manage all the information and transfer it in a clear and logical way?

Total Duration

2 weeks


Challenge

Description

Students are to create a "how-to-guide" or digital photography manual. They need to include a step-by-step process for taking photos with the rule of thirds, focus, blur and all the photography elements discussed within class time. They are to create a manual of all the important elements of a high quality photograph and create it in a power point, Prezi or some form of presentation software. They should complete this challenge as a way to give someone the manual, and they could go through it and learn the basics to digital photography.

Scenario You are a professional photographer. You have been a professional photographer for ten years now and your boss thinks very highly of you within their company.

They recently hired university graduates to start at the company, but there is one thing wrong. All of the new employees never received a photography manual from the printing place because their printing machines will not work for at least 2 more months.

Now, the company needs a manual to give to the new employees so that they can head out into the field and begin taking photos for the company.

The manual must be completely built online (because we cannot print) and built in presentation form.

The presentation should include all the elements of a high quality photograph in order to be

passed on to the new employees to provide training for them.

Please provide an explanation for the differences of good photographs between taking photographs for a marketing firm and a graphic design business. Again, I am not sure their level of knowledge, so please be as descriptive as possible.

The company is unsure of what the new employees have learned in university, so make sure to include all of the important elements and how to take a stunning photograph in your presentation.

Please include links to where you find your information and also, please include videos of taking high quality images in order for our new employees to explore the material more!

We need this presentation within two weeks time, beyond that, the new employees will need to be transferred to Australia for more training. We do not have the time and money to do that, so we need you to develop this photography manual as fast as possible.

Occupational Areas

BUSINESS

☐ Management & Marketing

COMMUNICATION

☐ Design Studies

TECHNOLOGY



Photography is part of these two occupations to thrive. Marketing heavily relies on the use of images to capture a select audience and to get the message across in a clear and easy way. The images in marketing are to capture the audience and gain their attention immediately. A bad photograph in marketing simply will not get the job done. Design studies also relies on the use of images to capture an audience. It seems that design studies or graphic design seems to have the images in where you need to be with trends and have a stunning image to stand out amongst the rest. In this challenge the students are able to distinguish these differences and write about the importance for photography for each occupation. The challenge allows for the students to think about what makes a high quality photograph, and how it may apply to each occupation.


Graphic design Magazine Image manipulation

Safety and/or Environmental


Concerns and bullying Stay away from any blocked websites, or websites that you feel are inappropriate Avoid printing images for rough copies, only print if needed for the Aurasma project



Computers

Tips to basic photography handout

Interdisciplinary

Learning Opportunities

SUBJECTS

☐ ELA -presentation

☐ Fine Arts - Visual representation of presentation

☐ Math - rule of thirds


ELA

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.2.2 Respond to texts 2.3 Understand forms, elements and techniques 2.4 Create original textGeneral Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information. 3.1 Plan and focus 3.2 Select and process 3.3 Organize, record and evaluate 3.4 Share and review

Fine Arts - Art

Compositions 1. Students will develop competence with the components of images: media, techniques and design elements. 2. Students will analyze the relationships among components of images.

MathPATTERNS AND RELATIONS

Patterns • Use patterns to describe the world and to solve problemsSHAPE AND SPACE Measurement • Use direct and indirect measurement to solve problems.








Literacy and Numeracy Learning Opportunities: Identify how the challenge supports l i t e r acy and n u m era c y s kil l s in order to construct and communicate meaning.

Awareness

The challenge supports literacy skills y allowing students to explore personal interests in the field of photography. The challenge allows for the students to express their knowledge in the subject area and demonstrate how they can effectively manage that information into a presentation format.

Knowledge and Understanding

This challenge ensures that students use proper terminology and vocabulary when designing their project to demonstrate their understandings of the material specifically for photography. The students are to retrieve and process necessary material for the manual and input it into their presentation. The students are able to demonstrate that they can use that information and communicate it clearly using a specific tool.

Strategies

Students will connect background knowledge learned in class or from previous experiences and develop new understandings from this challenge. Students will need to ensure they understand all material learned and present it in a way that makes sense for the reader. Students will need to use keywords and terminology used in class in an effective way in their presentation. Students will need to complete the presentation in way that demonstrates their understandings by creating contextual cues and multiple perspectives.


Peer to Peer feedback Exit slips Survey Written reflection

[Examples: individual journal, written responses, survey, fishbowl discussions, interviews, questioning, modelling of the reflection process or other activities]

Challenge 3

Challenge Title

Photo Mural Grade 7-9

Inquiry Questions

What are the best methods to use when selecting images?

What do I have to consider when taking my photographs?

What are the elements of a high quality photograph when designing a different style of photograph?

Total Duration

2 weeks


Challenge

Description

Students will need to take a wide variety of photos throughout the project. The students will need to demonstrate their understanding of the material learned in class of what makes a high quality photograph. The students are tasked to take photos of letters found in a natural format. Students will need to create a mural of their word that they create from their photos. The photos of the letters must demonstrate a variety of point of view, focus, blur, rule of thirds, etc. methods of taking a high quality photograph. No photo may be repeated in the challenge. This is to ensure that students are thinking in a dimensional way and looking for a variety of objects rather than only one.

Scenario Dear John,

Hey my little grand-baby! It's your Grandpa Brad!

I have heard from a few people now that you are currently taking a photography class and learning about a variety of photograph techniques. I know you are very busy, but I really need your help.

Your grandmother recently has been looking on Pinterest and found something that she really wants someone in the family to create.

She found what I think is called a Photo Word Mural. You know, where you take photos of letters that are found outside and inside from different objects.

She specifically said that she doesn't just want a mural with letters that were found printed, but something that is natural or manmade in the form of a letter.

I know this is a hard thing to ask from you, but would you be willing to do this for our family reunion?

We would need to have the letters formatted onto one sheet to get framed, or if not, then just print each letter you find on a single sheet of paper and we can create one from that.

Oh! And I almost forgot. She wants something original, not premade or found on the internet. Her specific instructions.

Also, she wants all the letters to be different. So, if the "S" happens twice in the word, she doesn't want the same "S" twice. Get it?

Hope you can do this for me! I owe you big time!

Thanks,

Grandpa Brad

Occupational Areas

COMMUNICATION

☐ Design Studies

TECHNOLOGY



Students will need to design a photo mural that is aesthetically pleasing and interesting. Graphic design is not interested in images that look bad or does not have the time taken to take photograph. This challenge allows for the students to be creative and at the same time design something that will look good to an audience. Students will also get a hands on experience using technology to view their images and change the format of the picture with tools found in their software program.


Graphic design Photo manipulation Photo formatting




Facility Type Computer lab Library Outdoors


Camera Computer Previous examples


SUBJECTS

☐ ELA

☐ Fine Arts

☐ Physical Education


ELAGeneral Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and exploreGeneral Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.4 Create original text

ArtDrawings 1. Students will acquire a repertoire of approaches to recording visual information. 2. Students will develop the ability to investigate visual relationships in their recorded images and in the environment.Compositions 1. Students will develop competence with the components of images: media, techniques and design elements. 2. Students will analyze the relationships among components of images.Physical Education (walking outside)General Outcome B - Benefits Health

understand, experience and appreciate the health benefits that result from physical activity









Draft Literacy and Numeracy Benchmarks (see Appendix F)

Awareness

Students will understand that their ability to understand letters and words can help transfer into the completion of multiple images based on their literacy. Students will be able to understand that by being literate, they are able to express meaning in their work.


Students are able to explore and understand how the application of taking letter photographs can construct a word in which they are to communicate to their peers.

Strategies

Students will use their previous knowledge of where to find letters in objects and use this a basis of understanding on how to complete the project. The student will compare and contrast multiple images in order to choose for their product based on all the photos they will take.


Exit slip Reflective writing Presentation of the process

Challenge 4

Challenge Title

Selfie Portfolio - Aurasma Grade 7-9

Inquiry Questions

How am I able to portray the meaning of my images to a wide audience?

What can I do to ensure that the message from my final product is clear?

Total Duration

2 weeks

http://education.alberta.ca/media/7779143/curriculum%20development%20protoypting%20guide.pdf

How am I able to distinguish the difference between a stationary object and moving object and what would be the effects on the audience?


Challenge

Description

Students will need to take a wide variety of photos of themselves throughout the project. The students will be tasked with a heavy load of pre assignments before they are to reach the final process. Students are to create an Aura of their selfie portraits from around the school. The students will need to go around the entire school and take selfies at places that they love to be in the school. At the same time, students will need to take selfies from different points of view and from different angles to demonstrate their understanding of the class material. Once they have taken a wide variety of photos, they are to create a mini video of their favourite places in the school. The video can include word elements, but mainly should be selfie based photos. Then, the final product of this challenge will be for the students to create an Aura on the app Aurasma by uploading a selfie photo as the image to be scanned, then upload their video created to be played when the image is scanned by the app. The video will play once the app is scanned. The students will need to print off the photo to be scanned, with the title "My Favourite Places Selfies".

Scenario ATTN: All School Staff

We are looking to for ways to build school community and school pride. We are unsure of how to do this and need some ideas as soon as possible.

One idea that was floated around was from Mr. Brown.

He gave the idea that we create an Aura that can be scanned by all of the people in our school.

This Aura would be created by the students themselves in a way that shows their love for the school.

The students would have to begin by taking selfies at all of their favourite spots in and around the school.

The selfies will be from different angles and different points of view and incorporate their favourite place to be here at the school.

The students will then upload all of their selfies onto a computer and create a video of their selfies.

They can include text throughout when creating the video, but will mostly be of their self portraits.

Oh this isn't just it, but then he also said that the students will be uploading their photos to an app called Aurasma.

The video created will only work when the picture they choose to be scanned, is scanned. Whoever has the app Aurasma can then scan their selfie portrait and then immediately be directed to the video right there on their screens!

The project would be to demonstrate to the students that they are able to be professional

photographers and yet tech saavy at the same time!

I thought this was an excellent idea and sounds very exciting for our school.

Any more ideas like this, please email me!

Thanks,

Mrs. P

Occupational Areas

COMMUNICATION

☐ Design Studies

TECHNOLOGY



Students will need to design an Aura that reflects their selfie photography process. The occupational areas relate to the challenge by including a variety of design elements that will lead to a final product for the public to view. They will have a hands on experience with multiple technologies as they complete the challenge. The final product will be designed as a sort of graphic design process while implementing technology to assist them in the process.


Graphic design Photo manipulation Photo formatting Video creation




Facility Type Computer lab Library Outdoors




SUBJECTS

☐ ELA

☐ Fine Arts


ELAGeneral Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and exploreGeneral Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.4 Create original text

ArtDrawings 1. Students will acquire a repertoire of approaches to recording visual information. 2. Students will develop the ability to investigate visual relationships in their recorded images and in the environment.Compositions 1. Students will develop competence with the components of images: media, techniques and design elements. 2. Students will analyze the relationships among components of images.











Awareness

Students will understand that they have the ability to demonstrate their skills in what they know and were able to do in the form of a final product.


The students will understand that when they use diverse modes of media, it communicates a new meaning to their audience.

Strategies

Students will use their previous knowledge of how to use the software programs needed to fulfill the requirements of this project. The students will use multiple strategies to help guide them to the end and final result of their learning.


Exit slip Reflective writing Presentation of the process Peer Feedback

Challenge 5

Challenge Title

Be my own boss Grade 7-9

Inquiry Questions

Do I have any limitations in my career when I am done my schooling?

What can I do in my life that makes sense for me as an individual?Total Duration

2 weeks


Challenge

Description

Students will develop a photography company. The students will need to describe what they offer for photography services, what types of photos they specialize in, what services they could provide, images previously taken, how much they would realistically charge a customer, and an about the company description. The students will need to take photos of their business in real time (photos of them taking pictures) and include them in their business plan. This business plan can be typed, made into a presentation, website or in any way that they wish to create it.

Scenario Stephen Harper is currently looking into buying multiple photography businesses for his 2015 election campaign in order for the to follow him and take pictures everywhere he goes.

However, he only has interest in purchasing a company if the business shows that they are

very professional and have taken excellent photographs.

What Mr. Harper is looking for is a company that can offer a wide variety of services with a high degree of knowledge in the field.

Also, Mr. Harper is looking for a business plan that can demonstrate the companies abilities and performances in order to be considered.

Mr. Harper is looking for what they offer for photography services. This needs an explanation of everything the owner is capable of producing for photographs and what the company can do for photographs.

Mr. Harper is also looking for what types of photographs the owner specializes in. Whether the company specializes in sports photography, wedding photography or whatever.

He also asked to see lots of examples of the owners previous work in order for him to have a look at the types of photographs the company has taken previously.

Also, Mr. Harper wants to know how much you charge his Canadian citizens for your services. This is very important to him because he wants to see if you are in it for the money or the love of the profession.

Please also include a company description of where you are located and why you chose that location for your business.

Mr. Harper wants to make a decision as soon as possible, so please get all the material he has asked for in on time. The material could be created in a word document, power point, video, website or whatever the owner thinks is the best way to communicate their business!

Thanks!

Government of Canada

Occupational Areas

BUSINESS

☐ Enterprise & Innovation

☐ Management & Marketing

COMMUNICATION

☐ Communication Technology

TECHNOLOGY



Students will design a company base doff their own area of interests. The students will need to develop a company that would be functional in the real world and provide specific details of what it would look like. The students would have an opportunity to explore which type of technology would best suit their ideas and interests in order to complete the project as well.


Business Management Marketing Entrepreneurial skills








SUBJECTS

☐ ELA

☐ Fine Arts


ELAGeneral Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and exploreGeneral Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.4 Create original text

ArtDrawings 1. Students will acquire a repertoire of approaches to recording visual information. 2. Students will develop the ability to investigate visual relationships in their recorded images and in the environment.Compositions 1. Students will develop competence with the components of images: media, techniques and design elements.






☐ Create opportunities through play, imagination, reflection, negotiation, and competition, with an entrepreneurial spirit





Awareness

Students will understand that they have the ability to demonstrate their skills in what they know and were able to do in the form of a final product.


The students will understand that when they use diverse modes of media, it communicates a new meaning to their audience.


Strategies

Students will use their previous knowledge of how to use the software programs needed to fulfill the requirements of this project. The students will use multiple strategies to help guide them to the end and final result of their learning.


Exit slip Reflective writing Presentation of the process Peer Feedback

Lesson Plans at a Glance for unit:

3 days a week - day 1 is in class lessons, day 2 photographs/challenges, day 3 is challenges

Lesson 1: Basics to digital photography Time Allotted: 40 min

Objective Provide students with the basics of photography. Students will understand the basic design elements of what makes a photograph high quality. This is an introduction to digital photography to demonstrate to the students the high level complexity of taking photos with their digital cameras.

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas.CTF is designing, creating, appraising and communicating responses to challenges• I appraise product(s), performance(s) or service(s) created in response to challenges. • I appraise the skills/technologies I use in response to challenges. • I communicate my learning.

Assessment Feedback from discussions

Exit slips

Challenge 1

Resources http://digital-photography-school.com/camera-basics-101-the-exposure-triangle/

http://www.basic-digital-photography.com/

Notes Go through each slide as a group, use Kagan strategies to help students discover material

Lesson 2: Photo Manipulation Time Allotted: 40 min

Objective Provide students with the elements of photo manipulation and image editors. The students will experience the use of these tools and apply them to their challenges. The students will learn about the many elements of how to manipulate photos and make them unique.

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologies.CTF is designing, creating, appraising and communicating responses to challenges • I problem solve in response to challenges. • I design in response to challenges. • I adapt to change and unexpected events. • I make decisions in response to challenges. • I communicate my learning.CTF is working independently and with others while exploring careers and technology • I develop skills that support effective relationships. • I collaborate to achieve common goals.

Assessment Feedback from students

Exit slips

Challenge 2

Resources http://www.astropix.com/HTML/J_DIGIT/ETHICS.HTM

http://digital-photography-school.com/20-incredible-photo-manipulation-examples/

Notes Provide students with clear examples of photo manipulation and image editing

Lesson 3: Angles of Photography Time Allotted: 40 min

Objective Provide students with the material about angles in photography. Explain the relationship between a high quality photograph and the angle in which it was taken from. Get the students to take photos from different angles and do class activity where they need to find the best angle for photography.

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologiesCTF is designing, creating, appraising and communicating responses to challenges • I problem solve in response to challenges. • I design in response to challenges. • I adapt to change and unexpected events. • I make decisions in response to challenges. • I communicate my learning.CTF is working independently and with others while exploring careers and technology

• I develop skills that support effective relationships. • I collaborate to achieve common goals

Assessment Observation

Feedback from students

Exit slips

Surveys

Challenge 3/4

Resources http://www.digitalcameraworld.com/2013/03/20/camera-angles-5-ways-to-add-impact-with-unusual-perspectives/

http://digital-photography-school.com/20-examples-of-low-angle-photography/

Notes Get students to take photos of one another from different angles in a safe way, provide specific examples in photography

Lesson 4: Rule of Thirds Time Allotted: 40 min

Objective The teacher will provide the students with many examples of the rule of thirds in photography. The students will demonstrate their understandings by explaining why this photography abides by the rule of thirds. Students will complete group rule of thirds activity. Get students tot ake a photo of the class with the rule in mind.

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologies.CTF is designing, creating, appraising and communicating responses to challenges • I problem solve in response to challenges. • I design in response to challenges. • I make decisions in response to challenges. • I appraise product(s), performance(s) or service(s) created in response to challenges. • I appraise the skills/technologies I use in response to challenges.CTF is working independently and with others while exploring careers and technology • I develop skills that support effective relationships. • I collaborate to achieve common goals.

Assessment Exit Slips

Class discussion


Challenge 3

Resources http://digital-photography-school.com/rule-of-thirds/

https://www.youtube.com/watch?v=7GcpP-n-94I

Notes Give students a viewfinder for a class activity made out of glass, all students should describe the rule to the teacher or as a group

Lesson 5: I want to take a selfie Time Allotted: 40 min

Objective The students will be taught how to take a proper selfie and how self portraits have meaning to an audience. The students will go through several examples of self portraits with the teacher and avoid any traditional ways of self portraits. Explain rule of thirds, angle of a portrait and the message it will send. Discuss selfie sticks and why they are so popular

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologies.CTF is designing, creating, appraising and communicating responses to challenges • I appraise product(s), performance(s) or service(s) created in response to challenges. • I appraise the skills/technologies I use in response to challenges. • I communicate my learning.CTF is working independently and with others while exploring careers and technology • I describe how my actions affect learning. • I develop skills that support effective relationships. • I collaborate to achieve common goals.

Assessment Exit slips

Observation


Project 4

Resources http://www.digital-photo-secrets.com/tip/3743/take-great-selfie/

Notes Remind students that selfies are the new fad but can still communicate a different meaning, explain the uses of angles with visual demonstrations

Lesson 6: Interest in Photography Time Allotted: 40 min

Objective Based off what has all been discussed in class, what part do the students find most interesting? Get the students to write down what they find interesting and explain why they find it interesting. Try to spark

student engagement by getting them excited about photography by getting them to present in groups to one another.

Learning Outcomes

CTF is exploring interests, passions and skills while making personal connections to career possibilities • I explore my interests and passions while making personal connections to career possibilities. • I use skills/technologies associated with occupational areas. • I follow safety requirements associated with occupational areas and related technologies.CTF is designing, creating, appraising and communicating responses to challenges • I appraise product(s), performance(s) or service(s) created in response to challenges. • I appraise the skills/technologies I use in response to challenges. • I communicate my learning.CTF is working independently and with others while exploring careers and technology • I describe how my actions affect learning. • I develop skills that support effective relationships. • I collaborate to achieve common goals.

Assessment Exit slips

Observation


Project 5

Resources http://photographyconcentrate.com/54-reasons-why-you-should-be-photographer/

Notes Get all students to participate, get students to quickly write down notes about their interest areas

Resources: Identify potentially useful resources for teaching and learning the challenge.

The following resources are not authorized but are provided as a service to identify potentially useful ideas for teaching and learning. The responsibility to evaluate these resources rests with the user. Note: All website addresses listed for this project were confirmed as accurate at the time of publication but are subject to change.

Aurasma App

Youtube

Prezi

Power Point

Photography 101 Lesson Manual

Books and Articles

http://www.all-things-photography.com/photography-articles/

Websites and Multimedia

https://www.ppoc.ca/

http://capacanada.ca/

http://www.groupoftenphotographyclub.com/photographic_outings

http://digital-photography-school.com/camera-basics-101-the-exposure-triangle/

http://www.basic-digital-photography.com/

http://www.astropix.com/HTML/J_DIGIT/ETHICS.HTM

http://digital-photography-school.com/20-incredible-photo-manipulation-examples/

http://www.digitalcameraworld.com/2013/03/20/camera-angles-5-ways-to-add-impact-with-unusual-perspectives/

http://digital-photography-school.com/20-examples-of-low-angle-photography/

http://digital-photography-school.com/rule-of-thirds/

https://www.youtube.com/watch?v=7GcpP-n-94I

http://www.digital-photo-secrets.com/tip/3743/take-great-selfie/

http://photographyconcentrate.com/54-reasons-why-you-should-be-photographer/

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