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Photographic and Digital Media Years 7–10: Advice on Programming and Assessment

Teaching, learning and assessment activities

Making

Critical and Historical Interpretations

1

Students are introduced to the conventions and procedures of wet, camera-based photographic practices and innovations related to this form.

Students learn to use SLR cameras. They are introduced to the variable function of film speed, shutter speed, aperture and focus and the technical and expressive applications of these functions.

3

Students practise camera skills and are introduced to the concept of selecting and framing the shot. They explore how to make decisions about lighting and learn how to bracket shots. Students work in the school grounds and photograph objects and their shadows, patterns, lines and shapes in the environment. For each shot students record the lighting conditions and camera settings.

5

Handouts and demonstrations are used to teach students to process film for development, how to create contact prints and to enlarge and print images. Occupational health and safety issues in the handling of chemicals and in using a darkroom are discussed. Students complete a chemical handling and darkroom safety test with written and practical components. Students practise their darkroom skills using shadow shots.

2

Students undertake a short study of the photographer Max Dupain. They view a video, complete worksheets and take notes about Dupain’s photographic practice. The emphasis of this study is on the use of light and dark in Dupain’s work.

Students investigate Dupain’s use of natural lighting by viewing selected images and discussing the time of day and lighting conditions that the photographer has utilised and the mood or atmosphere he conveys in the works.

4

Students are introduced to the structural frame as providing a language for identifying the artist’s intentions in representations of the world. They record a list of compositional, lighting and photography terms in their Photographic and Digital Media journal.

Students use these terms to write a short analysis of an image by Dupain. They use a scaffold to respond to this question about Dupain’s practice: What does Dupain want to communicate about his subject and how does he use composition and lighting to do this successfully?

Evidence of learning

1

Student participation in class discussion and demonstration of the workings of an SLR camera and their written responses to camera handouts provides evidence of their understanding of how to operate an SLR camera.

2

Student note-taking and annotations in their Photographic and Digital Media journal reflect an understanding of Dupain’s use of light and dark.

3

Student operation of the camera and recording of lighting decisions demonstrates their confidence and skills.

4

Written analysis of the symbolic structure of Dupain’s images provides evidence of student understanding of the structural frame and their ability to identify visual codes as signs that communicate meaning to an audience.

5

Safety test establishes student readiness to use darkroom. Contact sheets and prints provide evidence of practical understanding of darkroom procedures.

Feedback

1

Oral feedback from teacher in classroom interaction while handling cameras.

2

Oral feedback and peer response to ideas during class discussion of Dupain. Teacher observation of notetaking in Photographic and Digital Media journal.

3

Oral feedback from teacher during shooting of film.

4

Written feedback in Photographic and Digital Media journal about Dupain questions and analysis.

5

Teacher provides written and oral feedback about chemical handling and safety test. Teacher provides oral feedback about printing practices.

37

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