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Problem-Based Instructional Design Documentation

Project Name: Photographic Composition

Prepared by: Andy Petroski

Prepared for: LTMS 636 Example

Date: 10/22/14

Learning Goal: As a beginning photographer, using a single lens reflex camera, you will be able to take well-composed photographs of both

people and scenery.

Learning Objectives:

Apply simplicity principles to photographic composition

Apply the rule of thirds to photographic composition

Use an appropriate photographic format

Use framing to focus attention on the subject in a photograph

Use line elements in the photograph to make it interesting and engaging

Problem Description: (What are the circumstances and details of the problem?, What is the solution and/or consequences that result from

solving the problem?, What set of activities turns the circumstances and details into the solution?)

Taking well-composed photographs is an ill-structured task in that there are a wide variety of ways that any picture can be composed; there is

not one correct answer. Taking photographs is a real-world activity that can take place in a variety of contexts. Using a camera is not a

dangerous activity and cameras are readily available for anyone to practice taking well-composed photographs. Well-composed photographs

capture moments and elements of people and scenery in a way that aides in communication, catalogs life moments for future reference,

impacts emotion, creates entertainment and tells a story. Combining simplicity, rule-of-thirds, format, framing and line elements appropriately

along with simple backgrounds and foreground objects through the viewfinder results in a well-composed photograph. Photographic

composition can also be enhanced after the photo is taken by cropping and editing.

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Describe the Demonstration of a Whole Problem:

Display a photo of a baseball pitcher. Have the learner click on the photo to see the steps used to create the composition in the photo. Show

the learner how the photo was cropped to implement the rule of thirds; resulting in the pitcher throwing into the frame. Show the learner how

the photo was edited to remove distracting objects from the background.

Note: Show-Q: Show an instance of the consequence (Q) for the whole problem (Kind-of); Show-C: Show instances of conditions (C) that lead to

the consequence (What-Happens); Show-S: Show instances of the steps (S) that lead to each of the conditions (How-To)

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Problem Portrayals: (Excellent, good, marginal and poor examples)

Problem Portrayal 1: Photograph of a man working at the base of a mountain for a model railroad

Doid = There is none. Problem portrayal 1 is a demonstration of a whole problem.

Doex = There is none. Problem portrayal 1 is a demonstration of a whole problem.

Problem Portrayal 2: Photograph of a man working at the rails of a model train with bench work and wires showing.

Doid = Ask the learner to identify whether the composition demonstrates the rule of thirds

Doex = None

Problem Portrayal 3: Photograph of a child looking out from foliage.

Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner to identify whether the

composition illustrates effective format; Ask the learner to identify whether the composition illustrates simplicity;

Doex = Ask the learner to crop the photograph to improve the simplicity, rule of thirds, format and framing of the composition.

Problem Portrayal 4: Photograph of a mother holding a child at an event with others in the background.

Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner to identify whether the

photograph illustrates simplicity

Doex = None

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Problem Portrayal 5: Photograph of a baseball pitcher.

Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner whether the composition

illustrates effective format; Ask the learner whether the composition illustrates simplicity

Doex = Ask the learner to crop the photograph to improve its rule of thirds and format; Ask the learner to edit the photograph to improve

the simplicity of the composition

Describe the structural frameworks that will be used:

Direct the learner’s attention to the subject and action of the photograph:

Simplicity is a photograph free of complex background or other distracting elements that would pull the line of sight away from the

subject

Format (either landscape or portrait) allows the viewer’s line of sight to follow the action into the photograph

Rule of thirds is placing the point of interest in the area of a photograph where the viewer’s line of sight tends to naturally look first

Line is a diagonal or S-curved line that leads the viewer’s line of sight into the photograph

Frame is an arrangement of secondary elements in the photograph that surrounds the subject and draws the viewer’s line of sight to

the subject of the photograph

Good photographic composition funnels the viewer’s line of sight into the picture. A funnel metaphor will be referenced throughout.

Describe whether peer interaction will be used and how it will be implemented:

Peer-Sharing for Photographic Composition

Post three of you best photographs of individuals, groups, and objects or scenery to a group wiki. For each photograph, write a brief answer to

the following questions: What features of this photograph contribute to its composition? What features distract from the composition of the

photograph?

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Study the photographs submitted by the other members of the group. For each photograph, write a brief answer to the following questions:

What features contribute to the composition of this photograph? What features distract from the composition of this photograph?

Peer-Discussion for Photographic Composition

Each group of students is given a set of photographs of individuals, groups, objects and scenery. These photographs vary in their

implementation of the principles of good composition. Each discussion group of three students is required to meet together, either face-to-face

or via conference software, to review and discuss the photographs using a peer-critique rubric to guide the discussion.

Peer-Collaboration for Photographic Composition

Edit a series of photographs that demonstrate effective composition. For each of the following categories, post two photographs to your group

wiki: individuals, groups, objects, and scenery.

As a group, work together to critique and edit these photographs. Everyone in the group should agree that all of the photographs represent the

best composition possible. Post your edited photographs to your group wiki for critique and evaluation. Your score for this activity will be the

average score for all of the photographs of your group.

Peer-Critique for Photographic Composition

Working together as a group, students will critique the photographs of two other groups using the peer-critique rubric to guide the critique.

Write an explanation for each of the ratings. Select a 1st place photograph, a 2nd place photograph, a 3rd place photograph and an honorable-

mention photograph for each group critiqued. Strive for consensus among your group for your critique and awards.

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Problem Solving Event Analysis/Chart:

Properties Simple No distractions

Point of interest at intersection

Frame subject Frame subject Lea Attract attention Hold interest Tell story

Conditions Simplicity + Rule of Thirds + Format + Framing + Line = Good Composition

Steps Viewfinder Cropping Editing

Viewfinder Cropping

Viewfinder Cropping

Viewfinder Cropping

Viewfinder

Properties Simple background Remove distractions

Place point of interest at intersection of imaginary lines dividing into thirds

Avoid mergers Move into picture

Frame subject with foreground objects

Draw viewer to subject Draw viewer into picture

Note: Each problem-solving event consists of steps that lead to a condition; each step is defined by both defining and ordering properties; and

the resulting condition is also defined by both defining and ordering properties.

Problem and Component Skills Matrix: (Simple to complex)

Conditions and Steps (Component Skills)

Problem Portrayal 1 Problem Portrayal 2 Problem Portrayal 3 Problem Portrayal 4 Problem Portrayal 5

Simple ? ? ? ?

Rule of Thirds X X ? X ?

Format X X ? X ?

Frame X

Line

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Pose X

Viewfinder X X

Crop ? ? ?

Edit ? ?

Note: Put an “X” in the cell corresponding with a condition for a given problem portrayal if the component skill is already present and a “?” if the

component skill needs to be applied for the desired condition.

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Instructional Event Table:

Portrayal Demo Condition(s) Demo Step(s) Apply Condition(s) Apply Step(s)

1 – Working on railroad Rule of Thirds, Format Pose, Viewfinder

2- Man running trains Simplicity Cropping Rule of Thirds

3 – Child in bushes Frame Rule of Thirds, Format, Simplicity

Crop

4 – Mother with child Editing Rule of Thirds, Simplicity

5 – Baseball pitcher Rule of Thirds, Format, Simplicity

Crop, Edit

Describe the guidance (G) that will be put in place to support component skill learning and whole problem application:

Provide audio guidance in evaluating photographs for properties that result in good composition; referencing the funnel metaphor as

appropriate.

Highlight elements of the photos that are being described via audio to emphasize the properties that result in good composition in the

photo.

Example:

For a portrayal presenting the composition condition of a line; provide a written definition of line, and illustrate a composition whereby the

composition condition of a line is the primary property of the composition. The audio/animation will provide guidance for the

demonstration based on the metaphor of a funnel for the viewer’s line of sight.

Describe how multimedia (M) will be used in general and in specific instances to support component skill learning and whole problem

application:

Photographs; image editing tool icons; and audio guidance, coaching and feedback will be the primary ways in which multimedia will be

leveraged.

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Example:

The photograph of a man working at the base of a mountain for a model railroad will be displayed on the right-side of the screen.

Information about Rule of Thirds, Format, Post and Viewfinder will be displayed on the screen in text.

Learners will “Click here for demonstration” for Rule of Thirds, Format and Viewfinder.

When the Rule of Thirds demonstration plays an audio narration will describe the application of Rule of Thirds in the photograph and

and grid lines will display over the picture.

When the Format demonstration plays an audio narration will describe the benefits and constraints of landscape format versus

portrait format for the photograph.

When the Viewfinder demonstration plays a wider view of the scene in the photograph will display and then move closer and then

back and forth to finally frame the picture. An audio description of the animation will describe the animation and suggest turning

the camera for a portrait format and composing the subject using the Rule of Thirds.

Describe how repetition (>) will be established in general and in specific instances to support component skill learning and whole problem

application:

Key composition conditions like Rule of Thirds, Simplicity and Format will be repeatedly demonstrated and applied by the learner.

Example:

Portrayal 1 will demonstrate key composition conditions. Portrayal 3, 4, 5 will each give the learner an opportunity to apply the key

composition conditions.

Describe how coaching (C) will be established in general and in specific instances to support component skill learning and whole problem

application:

Provide audio coaching in evaluating a photograph via a Help button when asked to identify properties that can be addressed to enhance the

photograph (Doid) and/or select editing tools to enhance the photograph (Doex).

Example:

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When asked to modify a photograph given a crop tool and an editing tool, the learner is given the option to receive help based on the

structural framework of a funnel.

Describe how feedback (F) will be provided in general and in specific instances to support component skill learning and whole problem

application:

Provide constructive feedback in the form of photographic composition examples that provide an audio account of how an example was edited

to address the photographic composition element(s) being addressed at the time.

Example:

When presented with a photo of a bird and asked to edit the photograph to improve its composition, an example modification of the photo

and an audio description of the composition analysis and editing that took place to achieve the modified photo will be provided.

Describe the Whole Problem Application:

Ask the learner to rate the photographic composition of the photograph. Ask the learner to identify the features that most contribute to the

composition of the photograph. Feedback will reinforce the properties that define the components of a well-composed photograph.

Note: Doex=Q: Predict a consequence (Q) from a set of conditions for instances of the problem (What-Happens); Doex-C: Find faulted conditions (C)

or steps for an unanticipated consequence for instances of the problem (What-Happens); Doex-S: Execute all of the steps (S) for instances of the

whole problem (How-To)