21st Century Instructional Guide for Career Technical Education

Photography and Darkroom ProceduresArts and Humanities Cluster

Graphic Communications Concentration

Title: Photography and Darkroom Procedures (WEVIS 1831)

Standard Number:AH.S.DARKRM.1

Basic Procedures Students will demonstrate basic photography and darkroom procedures.

EssentialQuestions:

How does film quality affect the finished product?

Objectives: Students will Learning Plan & Notes to Instructor:AH.O.DARKRM.1.1 distinguish between different types of

cameras.Horizontal Camera

Through the wall cameraVertical Camera

Located in and referred to as a darkroom camera35 mm CameraDigital Camera

AH.O.DARKRM.1.2 recognize the basic parts of the camera. Parts of the camera Copyboard Lensboard Lights F stop Film Back Aperature Controls

AH.O.DARKRM.1.3 compare methods of developing film. Time and TemperatureGray ScaleAutomatic Processor

AH.O.DARKRM.1.4 implement a correct procedure for developing film.

Depending upon camera and film teach the appropriate method of film development.

AH.O.DARKRM.1.5 determine base and emulsion sides of film. shine, color, curve, right/wrong reading, and/or notches

AH.O.DARKRM.1.6 select best F-stop, time, percentage, and safelight for exposing film.

Depending upon existing variables select best F-stop, time, percentage, and safelight for exposing film.

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AH.O.DARKRM.1.7 select best temperature for developing film. Refer to film specifications for desired temperature andresults.

Standard NumberAH.S.DARKRM.2

Safe Work Habits Students will demonstrate safe work habits while working with graphic arts materials and equipment.

EssentialQuestions:

What safety materials and equipment are required in the darkroom?

Objectives: Students will Learning Plan & Notes to Instructor:AH.O.DARKRM.2.1 practice safety procedures used in the

darkroom.Safety Procedures:

Safety glasses Gloves Aprons Ventilation Proper mixing procedures Proper storage/disposal of chemicals MSDS (Material Safety Data Sheet)

AH.O.DARKRM.2.2 use toxic and/or flammable substances and chemicals safely.

Utilize safety storage cabinetsFollow appropriate mixing proceduresDispose of chemicals according to EPA Guidelines

AH.O.DARKRM.2.3 dispose of toxic and/or flammable substances and chemicals safely.

Silver recoveryPour in recovery unit box/collection points for contracted pick-up

Standard Number:AH.S.DARKRM.3

Line Negatives Students will demonstrate the ability to photograph and develop line negatives.

EssentialQuestions:

What is the correct procedure to develop the desired quality of line negatives?

Objectives: Students will Learning Plan & Notes to Instructor:AH.O.DARKRM.3.1 differentiate between types of film used in

cameras. Common Film Types

Panchromatic film Orthochromatic film Infrared film Blue sensitive film Rapid access film Positive/negative developing film Daylight film Duplicating film

AH.O.DARKRM.3.2 handle film according to specifications. Note safe lighting conditions2

AH.O.DARKRM.3.3 use camera operator’s sensitivity guide. Calculate film development based on sensitivityguide/film ISO exposure.

AH.O.DARKRM.3.4 prepare camera for basic exposure. Checklist Clean copyboard glass Clean lens Select f-stop Color balance (digital) Adjust lighting Set for enlargement/reduction Select shutter speed

AH.O.DARKRM.3.5 produce line negatives. Implement set up to produce an adequate line negative.Standard Number: AH.S.DARKRM.4

Halftone Negatives/PrintsStudents will demonstrate the ability to photograph and develop halftone negatives/prints.

EssentialQuestions:

What is the correct procedure to develop the desired quality of halftone negatives/prints?

Objectives: Students will Learning Plan & Notes to Instructor:AH.O.DARKRM.4.1 calculate main, flash, and no screen

exposures. Utilize

Through the lens light meters Densitometer Hand held meters Density guide

AH.O.DARKRM.4.2 care for contact screens. Contact screen care Proper handling Proper storage Proper cleaning

AH.O.DARKRM.4.3 expose a halftone negative/print. Expose film for Bump Flash Exposure Main Exposure

Calibrate for gray scale valuesAH.O.DARKRM.4.4 develop a halftone negative/print. Implement set up to produce an adequate line

negative/print.AH.O.DARKRM.4.5 recognize the three areas of halftone. Areas of halftone

Shadow Highlights Midtone

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AH.O.DARKRM.4.6 distinguish types of halftone dots. Halftone dots Square dot structure Elliptical dot structure Round dot structure Dual-dot screen Film grain structure Pixel structure and resolution

AH.O.DARKRM.4.7 examine duotones. Computer softwareExposure for tone and screen angle

Standard Number: AH.S.DARKRM.5

Student Organization Participation Students will participate in a local student organization.

EssentialQuestions:

How can a student organization better prepare me to work in a global society?

Objectives: Students will Learning Plan & Notes to Instructor:AH.O.DARKRM.5.1 examine the purposes and goals of student

organizations.Encourage formation of a school chapter in local student organization such as Skills, USA and/or TSA.

AH.O.DARKRM.5.2 demonstrate leadership skills through participation in student organization activities such as meetings, programs, projects, and competitions.

Encourage membership in local student organization such as Skills, USA and/or TSA.

AH.O.DARKRM.5.3 discover the benefits and responsibilities of participation in student, professional, and civic organizations as an adult.

Encourage attendance and competition at local, state, and national Skills, USA and/or TSA conferences.

21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Information and Communication Skills:

21C.O.9-12.1.LS1

Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and

Digitally design trifold brochures, magazine covers, posters, flyers, etc. Check for copyright.

Finished productLack of lawsuit

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persuasively using a range of technology tools and media.

21C.O.9-12.1.LS2

Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.

Digitally design magazine covers, commercially designed packaging, webpage design, etc. Demographics considered with each project.

Finished product

21C.O.9-12.1.LS3

Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.

Electronic portfolios Finished product

21C.O.9-12.1.TT1

Student makes informed choices among available advanced technology systems, resources and services (e.g., global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration tools) for completing curriculum assignments and projects and for managing and communicating

Internet research Completed report

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personal/professional information.

21C.O.9-12.1.TT2

Student routinely applies keyboarding skills, keyboarding shortcut techniques, and mouse skills with facility, speed and accuracy.

Students will utilize computer software on a routine basis to complete assignments.

Completed assignments

21C.O.9-12.1.TT3

Student uses advanced utilities (e.g., zipping or compressing files, file level anti-virus scans), converts files to different formats (e.g., .doc, .xls, .mdb, .htm, .pdf) and saves finished products to multiple media sources (e.g., CDRW, DVDR, USB drives, shared folders, web-based file storage).

Used daily to create file formats such as jpegs, word documents, pdf, tiff, indd, etc

Student file foldersFlash drivesIntranetDVDsCDs

21C.O.9-12.1.TT4

Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

Digital portfolios and daily design exercises

Completed activities

21C.O.9-12.1.TT5

Student uses advanced features of word processing software (e.g., outline, table of contents, index feature, draw tool, headers and footers, track changes, macros, hyperlinks to other

Used in several daily activities. Example: magazine cover, newspaper article, CD covers, etc

Completed assignments

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file formats, etc.).21C.O.9-12.1.TT7

Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non-linear presentation) to communicate ideas to multiple audiences.

Digital portfolios using PowerPoint or Keynote software.

Completed portfolios

21C.O.9-12.1.TT9

Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups.

Interactive website Completed website

21C.O.9-12.1.TT10

Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

GoogleAsk.comWikipediaGraphic communication specific websites

Acquired information

Thinking and Reasoning Skills:

21C.O.9-12.2.LS1

Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria.

Hands on activities to provide higher order thinking skills completed daily.Example: commercial packaging project

Completed project

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21C.O.9-12.2.LS4

Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products.

Corporate Identity: stationery, envelope, logo, and business card.

Completed project

21C.O.9-12.2.TT2

Student collaborates with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Project based learning activity such as school newspaper, programs for community project, advertising designs, etc

Completed projects

21C.O.9-12.2.TT3

Student uses multiple electronic sources of information and multiple technology tools and resource tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make

Digital cameras, scanners, computers, browsers, search engines, printing presses, laser printers, plate makers, utilized daily.

ObservationCompleted projects/activities

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decisions, and present and justify the solutions.

21C.O.9-12.2.TT4

Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution.

How to design a program for the local Lion’s Club ProgramTrifold brochure for the local animal shelter and other community related projects.Brochure for new transferring students into the district.

Completed project

Personal and Workplace Skills:

21C.O.9-12.3.LS1

Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.

Continual deadlines for print productions.

Deadline met

21C.O.9-12.3.LS2

Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work.

Introduce activities where students must comply with customer specifications.

Necessary job changes made

21C.O.9-12.3.LS3

Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to

Project goals set to meet deadlines. Students continually modify actions to meet/exceed required goal(s). Example: graphic representative of data for

Deadline met

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adapt to new situations, and displaying perseverance and commitment to continued learning.

school newspaper similar to sectional front page of USA Today

21C.O.9-12.3.LS4

Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning.

Acceptable and fair use of copyright research on all major projects

Nonprofit community work

Completed projects

21C.O.9-12.3.LS5

Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others.

Students will participate in SkillsUSA or TSA and become a chapter or state officer or serve as chairpersons of committees. Students will work cooperatively in the classroom taking leadership roles.

SkillsUSA or TSA meeting minutes

Class work

21C.O.9-12.3.LS6

Student maintains a strong focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets

Thumbnail, rough, mechanical, storyboards, etc for certain projects for smooth project implementation.

Observe different completed phases of project.

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objectives related to the larger goal; and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product.

21C.O.9-12.3.TT1

Student protects software, hardware and network resources from viruses, vandalism, and unauthorized use and employs proper techniques to access, use and shut down technology equipment.

School utilizes software such as Deepfreeze, filtered sites, spyware removal/detection programs. Student adheres to acceptable use policy.

Personal student accounts/folders.

Observation

21C.O.9-12.3.TT2

Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

Projects incorporating cooperative learning opportunities

Observation/completed project

21C.O.9-12.3.TT3

Student evaluates current trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society.

Field trips to innovative Graphic Communication business and industry such as Quad Graphics in Martinsburg, WV

Completed field trip

21C.O.9- Student adheres to Students will sign and Ethical use of technology

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12.3.TT4 acceptable use policy and displays ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus settling, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

adhere to a school-wide acceptable use policy.

21C.O.9-12.3.TT5

Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information and demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.

Students will sign and adhere to a school-wide acceptable use policy.

Ethical use of technology

21C.O.9-12.3.TT6

Student evaluates and applies technology tools for

Utilize Internet resources such as Google, MySpace,

Observation

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research, information analysis, problem-solving, content learning, decision making, and lifelong learning.

Youtube, Facebook, Wikipedia, etc

21C.O.9-12.3.TT7

Student protects his/her identity online and in email and/or websites, limits the distribution of personal information/pictures, and evaluates the authenticity of emails that solicit personal information. Student identifiesthe methodologies that individuals and businesses can employ to protect the integrity of technology systems.

Adheres to acceptable use policy.

ObservationPersonal InteractionPeer to peer mentoring

21C.O.9-12.3.TT8

Student uses technology to seek strategies and information to address limits in their own knowledge.

Require Internet based research on projects

Completed research

Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Entrepreneurial Skills:

Student understands the personal traits/behaviors associated with successful entrepreneurial performance.

Students take available on-line quizzes to learn their entrepreneurial aptitudes such as: http://www.bizmove.com/other/quiz.htm

Results from self-quizzes

Student understands concepts and procedures needed for basic computer operations.

Students will utilize computer software and hardware to complete assignments.

Completed assignments

Student understands Students will interview Interviews/reports

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concepts and strategies needed for career exploration, development and growth.

individuals in the graphics industry to learn how their career paths developed.

Culminating Assessment:Culminating Assessment:

End of Concentration Performance Evaluation

Students will participate in TSA’s competitive events: Promotional Graphics, Desktop Design, Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team, Extemporaneous Presentation, and Prepared Presentation

Students will participate in SkillsUSA’s competitive events: Graphic Communications, Leadership Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display, Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl

Links and Other ResourcesLinks and Other Resources:

Related Websites:

Graphic Communication Centralwww.teched.vt.edu/gcc

Graphic Reporterwww.graphicreporter.com

Graphic Arts Technical Foundationwww.gain.com

Heidelberg USAwww. heidelbergusa .com/

Adobewww.adobe.com

Applewww.apple.com

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Quia.com ($50 subscription)www.quia.com

Graphic Arts Monthly Printing Impressions

Adobe InDesign CS2, Classroom in a Book

Revealed, Adobe InDesign CS3 Revealed

Multi-state Academic Vocational Curriculum Consortium (MAVCC) Digital File Preparation & Output Student Workbook

Multi-state Academic Vocational Curriculum Consortium (MAVCC) Digital File Preparation & Output Student Guide

Graphic Communications, The Printed Image

Pathways to Successhttp://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Centuryhttp://www.dol.gov/

Advanced Distributed Learningwww.adlnet.org

America's Career InfoNetwww.acinet.org

America's Job Bankwww.ajb.org

America's Service Locatorwww.servicelocator.org

CareerOneStop15

www.careeronestop.org

Employment & Training Administrationwww.doleta.gov

The Job Accommodation Network (JAN)http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archiveshttp://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Networkwww.doleta.gov/programs/onet

Office of Disability Employment Policywww.dol.gov/odep

Career Voyageshttp://www.careervoyages.gov/index.cfm

Workforce West Virginiahttps://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE)http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Educationhttp://careertech.k12.wv.us/

ContactsContacts: CTE Teachers: See CTE Directory

Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson

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