Photographic and Digital Media Years 7–10: Advice on Programming and Assessment
Teaching, learning and assessment activities
Critical and Historical Interpretations
Students plan a series of photographs that explore the idea of shapes and shadows. Using a viewfinder they plan their shots, frame images and make a minimum of 10 thumbnail sketches of interesting views which incorporate shadows.
Students use these as a guide to shoot a roll of film, process the negatives, print a proofsheet and develop 3–4 provisional prints for teacher feedback.
These images are discussed with the teacher and suggestions for cropping, dodging, burning in and manipulation of filters to enhance the photograph are recorded. The focus is on the selection and combination of images to create a series or sequence that conveys meaning, narrative and atmosphere about their world.
Students produce 3–4 final prints that show development and refinement from their first set of prints and present these for exhibition with a statement explaining their intentions.
The final submission forms part of the student’s Photographic and Digital Media portfolio.
Students select one photographer from the following list: Harold Cazneaux, David Moore, Andre Kertesz, Wolfgang Sievers.
They investigate the way in which light and shadow create atmosphere and communicate a response to the world in two or three images by the photographer.
Students read these responses in class to share ideas and generate discussion that informs their selection of images for their photographic sequence. Students record this discussion in their Photographic and Digital Media journal.
Evidence of learning
Recording of intentions, sketches and ideas in Photographic and Digital Media journal indicates student understanding of concepts of shapes and shadows and awareness of photographic practices.
Participation in classroom discussion and written responses to questions indicates understanding of issues and trends in contemporary photography and how photographers use light and shadow to create atmosphere and communicate a response to the world.
Observation of students’ darkroom practices, recordings in Photographic and Digital Media journal and photographic series indicate confidence and skills in using the camera and darkroom to make images.
Teacher provides oral feedback in classroom discussions about the development of a photographic sequence.
Teacher provides oral feedback in discussions about selected photographer and their practice and written feedback in the student’s Photographic and Digital Media journal.
Teacher provides oral feedback during the selection of images, decisions about framing and composition and printing techniques and written feedback about submitted first drafts of photographic sequence. Peer assessment and self-reflection sheets completed on final submission.