| Learning Objectives | Notes |
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1.1 To recognize situations that illustrate the use of photographic technology. (CCT)
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Have students list situations they might encounter that make use of photography.
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1.2 To explore how photography impacts on everyday life. (IL)
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Students could collect photographs or make a journal record of situations they encounter during a day and comment on their findings with their classmates.
Lead a discussion of the role of photography/graphic arts in society.
Topics that may be included:
- medical and dental applications
- educational instruction
- scientific applications
- police work
- historic documentation
- personal use
- business applications
- fine arts
- motion pictures
- computer applications
- advertising.
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1.3 To recognize a variety of Graphics in our everyday world.
(CCT)
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Have students list the different types of graphics they see in their daily lives.
It is important for students to understand the function of graphic design is to communicate ideas. Graphics is derived from the Greek word Grafikos that means a picture or drawing that communicates a message in a telling way.
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1.4 To explore how graphics impacts on everyday life. (IL)
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Have the students discuss the role of graphics in society. They could brainstorm to create a list of places where they might be exposed to graphic displays during a day.
Topics might include:
- Animation
- Outdoor advertising (billboard)
- Product packaging
- Magazine advertisements
- Logos and emblems
- Television (commercials)
- Movies (special effects)
- Video production
- Interactive media (CDs and DVDs)
- Video games
- Computer technology
- Website design
- Stock photography
- Educational instruction
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1.5 To discuss the colours of light in the visible spectrum. (COM)
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Familiarize students with the full light spectrum pointing out that white light is a mixture of colours and is the light visible to humans. A student's experience with colour combination is usually with paint or pigments where a combination of colours produces a gray or black. An activity where coloured spotlights (red, green and blue) are combined to make white light demonstrates this well. Projection televisions and computer Graphics programs are other tools that could be used to reinforce this concept.
Include wavelength and colour relationships in your discussion. Infrared and ultraviolet light can be used to reinforce ideas of different colours being different wavelengths of light. Activities can be created using ultraviolet light sources often called black lights and infrared images.
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1.6 To explore the principles of light sensitive materials and their response to exposure to light.
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Discuss the chemical reactions created by the action of varying light intensity as it strikes photosensitive materials.
Have the students produce a photogram (place objects on photosensitive paper and expose it to light) as an assignment that will illustrate this principle. It will be necessary to have a small supply of photo printing paper, paper developer and fixer (hypo) to do this activity.
The Internet will also be a good resource to view and research the procedure to produce photograms.
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1.7 To explain the principle of a camera used to expose light sensitive materials. (TL).
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The students can use a simple diagram to show how light is carried through a camera lens and projected inverted and reversed on to the back surface of the camera body.
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1.8 To build and explore the use of a pinhole camera.
(IL)
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For a homework or in class assignment, have students make and use a pin hole camera. Some students may feel this is a kids' project. In fact some artistic photographers, who exhibit and sell their work regularly, use pin hole cameras. Some photographers feel that the images produced by pin hole cameras are more real than images produced by more advanced equipment. Check the document Photographics 10, Photography 20, 30, and Graphic Arts 20, 30: An Initial List of Implementation Materials for resources about pin hole cameras. |
