THIS UNIT IS ASSESSED USING A STANDARD THAT
EXPIRE AT THE END OF 2012
Framing the Figure within Interior/Exterior
Level 2: Unit Standard 9050: Demonstrate basic black and white photography procedures and processes
6 credits – internally assessed.
Overall duration: 30–40 hours
This unit uses the Digital Handboek: Ans Westra Photographs, Visible Evidence available through Learning Media, Item 30882 . To order this resource contact:
Ministry of Education Publications Customer Services
Phone: 0800 800 565 Fax: 0800 800 570
Email:
Overview
This unit of work is an introduction to basic black and white photography including film exposure, film processing, black and white print processing, and compositional considerations. It may be used as an introduction to photography as a stand-alone unit, or as the foundation for a year-long programme used in conjunction with further unit or achievement standards such as US9055 or AS90471 (2.1) and AS90477 (2.2).
The teaching and learning sequence has been outlined as a series of five tasks with additional teaching resources where appropriate. It is anticipated that this unit will be adapted to meet the specific needs and prior knowledge of the student, including any additional technical information and resources needed.
Students will complete five tasks within the unit.
Additional resources included with this unit:
Technical teaching sequence: method for introducing the Single Lens Reflex (SLR) camera and, basic black and white photography, exposure and print processing.
Photographic genre exercise beginning of year activity or starter activity for any unit of work, introducing students to variety and purpose of photographic genre.
References
Beiringer, Luit., McDonald, Lawrence., Turner, John.,etal. (2004). Handboek: Ans Westra photographs .Wellington: Blair Wakefield Exhibitions.
Freeman, Michael. (1985). The 35mm handbook. New York: Watson-Guptill Publications Inc.
Kobre, K., Upton, J., London, B., Brill, B. Photography, Seventh Edition (2001). New Jersey: Prentice Hall.
Ans Westra, DVD Visible Evidence.
Curriculum links
This unit is based on the following Level 7 achievement objectives from The Arts in the New Zealand Curriculum (page 80):
Strand PK – Developing Practical Knowledge in the Visual Arts
Students will apply knowledge of elements and principles to solve particular art-making problems, using selected conventions.
Students will extend skills with techniques, tools, and materials in photography using appropriate processes and procedures.
Strand DI – Developing Ideas in the Visual Arts
Students will generate, analyse, and clarify ideas in a body of work in response to two-dimensional, three-dimensional, and design problems.
Students will use a systematic approach to develop ideas in a body of work.
Strand CI – Communicating and interpreting in the Visual Arts
Students will research and analyse how art works are organised and presented to communicate meaning.
Students will investigate and analyse how electronic media can modify ideas.
Students will use critical analysis to inform, interpret, and respond to art works.
Strand UC – Understanding the Visual Arts in Context
Students will research how evolving technologies have influenced the development of art-making techniques and practices in past and present contexts.
Students will investigate how social and cultural contexts affect the nature and production of art works.
Intended learning outcomes
Students will:
· develop an understanding of a range of photographic genres (CI, UC)
· investigate the particular genre of documentary photography and its traditions (CI, UC)
· identify and analyse the basic compositional conventions employed by Ans Westra (PK, DI)
· apply basic compositional conventions such as framing, viewpoint in producing 2 films and contact sheets (PK, DI)
· present evidence of a practical investigation to show understanding of basic film exposure, composition and processing; and demonstrate basic black and white photographic printing procedures. (PK)
Framing the Figure within Interior/Exterior
Level 2: Unit Standard 9050: Demonstrate basic black and white photography procedures and processes
Tasks 1 and 2
Understanding genres
These tasks involve students participating in a whole class activity, which provides a foundation of analytical language. These tasks also introduce students to the many photographic genres; their varied contexts, purposes, values and messages communicated. See Photographic genre exercise (attached).
Time: 2 hours
Compositional analysis of selected images
a) Students will be provided with a list of analysis vocabulary and definitions. See Documentary photography analysis sheet (attached).
Class to analyse the selected image (Lambton Quay, Wellington, 1974) and students will record their individual responses and class discussion in their workbooks as a framework for further individual analysis (task b). See Compositional analysis examples (attached).
b) Students will then be provided with 3 images to analyse individually. See Compositional analysis examples (attached).
Images for student analysis may include:
· Fairground, Agricultural and Pastoral Show, Carterton, 1975
· The Purple Onion, Vivian Street, Wellington, 1974
· Ringatu hui, Wainui, near Whakatane 1964, Ratana Pa 1971
· Jerusalem Post Office, Hiruharama (Jerusalem, Whanganui River, 1963)
· Te-Waiherehere, Koriniti, Whanganui River, 1961.
Questions to be explored:
1. Where is the figure placed within the frame?
2. Identify any diagonal, horizontal, vertical lines within the environment that have been used to frame the figure?
3. What is the focal point of the image or is there more than one?
4. What angle has the photograph been taken from?
Task 3
As a class, summarise key compositional conventions that could be explored in practical tasks. Students could explore composition within their own photographs by photographing a group of people within an environment where figures are placed in the foreground, mid-ground, and background. Emphasis to be placed on how the figure is framed in relation to the surrounding interior/exterior structures. The students are to use background internal or external building structures to frame the figure and the diagonal as a pictorial device for leading the eye through the image.
Due to the practical nature of the technical component to this unit, students may complete task two or one concurrently or in reverse order. This will allow for students to be divided or broken into smaller groups for ease of management. Students will need to have an understanding of the following. Additional learning opportunities or resources maybe required depending on the prior knowledge of students. See Technical teaching sequence (attached).
Camera / · Single Lens reflex· 35mm film
· Shutter speed and movement
· Aperture and depth of field
· Exposure and light
· Focus
Film / · Film loading
· ISO and film speeds
· Chemical handling
· Processing
· Negative drying and negative sleeves
Darkroom / · Safe lights
· Wet and dry zones
· Photographic paper
· Enlarger, filters and timer
· Print processing and drying
· Chemistry paper handling
· Making a test strip
· Making a contact sheet or proof sheet
Time: 5 hours
Task 4
Planning for a practical investigation
This task involves students planning for their first film. It is essential that emphasis be placed on the students' application of the studied compositional conventions for example, the placement of the figure within the interior/exterior (see task three). Students will have identified these conventions and principles in their workbooks and planning should reflect their intended use.
It may be necessary or appropriate to limit the environment or event to be documented. For example; the relationship between a figure and an interior/exterior such as a doorway, window frame, archway etc. This could take place within school environment, within their home, or in a designated public place.
Other considerations
Other considerations that could be discussed with reference to Westra's work include:
· How could students sensitively approach the person/people that they intend to photograph?
· What consent or permission should they obtain? What light will be available and how will that affect exposure?
· How could depth of field be used to place different emphasis within the image?
Time: 2 hours
Remind students that when photographing people, shutter speeds must be over 1/60 of a second or camera shake will affect the quality of their images. The correct corresponding aperture must be selected.
1 2 4 8 15 30 60 125 250 500 1000 2000+ /sec
Task 5
Exposing film, recording exposure and processing films
This task may involve students exposing film out side of classroom hours. Students should record their exposures, shutter speeds and corresponding apertures.
a) After processing the film and printing the contact sheet, students should select five images and make notes about the compositional devices they have used. They identify foreground, background, use of framing, compositional divisions etc. and then list ideas to try in second film for example, variance of camera angle, different placing of figure, etc.
These notes, contact sheet, test strips, and negatives should be shown to the teacher before continuing with the second film. It is advised that students meet with the teacher in between each film for authentication and feedback prior to planning and exposing the second film.
b) The exposure and processing of a second film. Students should record their exposures, shutter speeds and corresponding apertures. After the film has been processed, the students make a contact sheet. They must document all test strips and exposure selections in the journal for assessment.
Time: 20 hours
Assessment schedule
Framing the figure within interior/exterior
Unit 9050 Level 2: Demonstrate basic black and white photography procedures and processesTask / Element / Evidence
The answers or performance expected from the students / Judgment
A statement that defines the standard to be achieved
4a & 4b / 1.1 / 2 sets of negatives (minimum 12 exposures each) and corresponding 2 contact sheets / Exposures show use of correct metering/shutter speeds/depth of field to achieve sufficient film density to ensure best results for light conditions
4a & 4b
2b & 2c / 1.2 / 2 Contact sheets, journal notes / At least half of the images demonstrate framing and basic compositional principles for example, figures framed within exterior building structure. Foreground and background identified
3
4a & 4b / 1.3 / 2 Sets of negatives / Film is processed using accurate photochemistry processes to achieve negatives with clear tonal range
3
4a & 4b / 2.1 / Journal notes including test strips and analysis of exposure times
Contact sheets / Test strips and contact sheets show analysis of suitable exposure times for printing
3
4a & 4b / 2.2 / 2 Contact sheets / Contact sheets evidence accurate photochemistry and correct exposure
3
4a & 4b / 2.3 / Contact sheets / Contact sheets show all images exposed on the film
Unit Standard 9050: Technical teaching sequence – Black and white photography
Order of introduction, resources and activities
The following provides a possible method for introducing the Single Lens Reflex (SLR) camera and, basic black and white photography, exposure and print processing. Technical diagrams of camera functions and their applications can be obtained from most photographic textbooks and will support classroom notes and demonstrations. This material should be adapted where necessary and practical exercises added if time allows.
Introductory darkroom exercise
As an introduction to basic black and white photography, this simple exercise can be exciting and highly informative:
Process steps for teacher:
1. Pre-cut a sheet of plain black 20.32 x 25.4cm (8 x 10in) paper into four 10.16 x 12.7 cm (4 x 5in) squares – students to cut out any shape they like.
2. As a group take the shapes into the darkroom. Introduce students to wet/dry areas, sinks, enlarger bays, white light and red light etc.
3. With the safe lights on, give each student a 10.16 x 12.7 cm (4 x 5in) sheet of pre-cut photographic paper – stress students take note of the shiny side.
4. Instruct students to place their shape (or the remaining piece of paper from which the shape was cut) onto the shiny side of the paper and place the shapes in groups of four at an enlarger bay (if there is not enough space the darkroom floor works perfectly well). Glass can be placed on top of a group of four at once.
5. Turn the house lights on for a second or two. Process them though the labelled chemistry in batches (with willing students to assist).
6. Send the dry print and matching shape away with the student to be stuck in the front of their journal and documented with notes about the process of light and photographic chemicals immediately.
An alternative approach is for students to bring in ‘an object’ to use instead of a cutout shape – the result is far more experimental. Prior to starting formal lessons other ‘housekeeping’ information, specific to the needs of the department, may need to be given.
Teaching and learning
As all students learn differently and at a different pace, each key technical concept is best introduced with written information, a diagram, a photographic example or application, and then a practice or demonstration.
Sequencing
Depending on the facilities, teacher experience, and class numbers the following sequence may need to be adapted. Key technical concepts may be taught out of sequence; simplified further, condensed, or practical demonstrations taught in conjunction with written work as a way of splitting or reducing student numbers in the darkroom.
The single lens reflex (SLR) camera
It may be of benefit to introduce students to the range of cameras available including examples from photographic history. Demonstrating that the simplest of cameras can make interesting photographic images (such as a shoebox pinhole camera) provides a context for the SLR camera. If time and access allows, examples of pinhole cameras, medium format cameras or even large format photography could be shown or if possible used in class.
What is a single lens reflex?
Students could draw the camera that they intend to use, locate and label its key functions; Shutter release, shutter speed selector, f-stop, focal ring, battery, timer, power, ASA/ISO selector and so on. Students need to become used to handling the camera and caring for it. Some students may not have a camera and a photocopy of a diagram is useful.
What is 35mm film?
The different camera formats, shown earlier, and their corresponding film types provide a framework for introducing 35mm film. The following should be covered: