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RE:[teacherartexchange] teacherartexchange digest: September 12, 2010

---------

From: Daniel Murren (djmurren_at_TeacherArtExchange)
Date: Mon Sep 13 2010 - 13:28:15 PDT


Here is a really great link to the Corcoran Museum of Art in Washington, DC.
They have an exhibit that is going on now.
Chuck Close Prints: Process and Collaboration. It has been extended until
September 26th. Here is the link: http://www.corcoran.org/close/index.php
It has videos of his printing process as well as other artists work at the
Corcoran. If you click on the link for Vimeo.com there are more videos. My
son lives in DC and went to see it this weekend. So if you live nearby
which I do, try to go see it. I just wanted to share this with you. I plan
on showing some of the videos to my students.
Sue
-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Monday, September 13, 2010 3:00 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: September 12, 2010

TEACHERARTEXCHANGE Digest for Sunday, September 12, 2010.

1. Digital Art & Special Ed Students
2. Re: teacherartexchange digest: September 10, 2010
3. student website access
4. Re: student website access
5. Re: student website access
6. Re: teacherartexchange digest: September 05, 2010

----------------------------------------------------------------------

Subject: Digital Art & Special Ed Students
From: heathermk@gmail.com
Date: Sun, 12 Sep 2010 08:48:30 -0600
X-Message-Number: 1

Claire,

I teach a digital art program to middle school students. In seventh
grade we begin learning PhotoShop and use Wacom tablets. In the past
I have had two developmentally disabled students, who both found
success in my class. I'm happy to share what works for me - maybe you
can adapt it to your program.

For the first two days in my class we 'play' in Photo Shop - I show
them basic tools (brush, paint bucket, erase, etc) and ask them to
experiment with them while using the pen tool. After this
experimentation, we work on projects. On day one I will demo the
entire project on an LCD screen, going slowly step by step. I tell
the students this is so they can get the 'feel' of the project and
have the ability to ask any questions that they might have. On day
two the students begin their project. In my classes every student has
a partner (teacher chosen); this is the first person they go to for
help AND the person who reads instructions to them. I have created a
step by step book for each pair that explains every project that we
do. We talk about and demo how to interact well with partners
(patiences, good attitude, good working pace, what helping looks like)
and how to help him/her when they are stuck. I try to choose a
patient partner that 'gets' Photo Shop for my Special Ed students to
work with - I try not to choose the strongest performers - the ones
that have Photo Shop at home; instead someone with a very caring
personality. They help their partner by reading instructions and
pointing to the screen where to click and what to do. The EA
(assistants) sit with this pair and help monitor/motivate the Special
Ed student, he/she also helps when it's time for reading the other
partner instructions.

After each big project or after every two smaller projects I
discreetly ask the Special Ed student's partner if they would like to
try a new partner. If they say yes I let them choose who they would
like to work with and then switch those two partners. I tell everyone
(the four students) it's a 'feng shui' thing, blaming the switch on me
not anything else. Sometimes that student's partner says no - they
enjoy working with their Special Ed partner (I tend to think those
students are future teachers.) But I will continue to check in with
them at different intervals in case they change their minds.

I think this system works in multiple ways - both partners get to see
the information up to three times per project. I find that the
student who goes second tends to get done faster then the first. The
written instructions help my audio and visual learners. Lastly ALL my
students get to work at his/her own pace - fast or slow and don't get
frustrated or distracted waiting for others to catch up. If the
'fast' ones get done early they get to open a new page and 'free draw'
with the pen tool (more practice ;-) or finish a previous project that
they didn't finish. I am free to walk around and answer questions,
provide help, and complement artwork.

As a class we can get through a small project in about three days -
demo day, partner one day, partner two day. Longer projects vary.

The big investment I made was in creating those written directions -
boy, that took a long time. I'm made many revisions from student
feedback and my own observations. But it's all worth it to me b/c of
the success I see. Written instructions might also help with your EA
problem. Many (but NOT all) EAs are older and don't feel comfortable
with technology - having written instructions could help them feel
more comfortable themselves. If you still have problems with them
helping after this then speak with their assigned Special Ed teacher
b/c they are not doing their job.

If you were interested in the written instruction idea I could email
you an attachment (off list) of my first project - so you could get
the feel of how they look. Just let me know.

I hope this helps.

Heather C.
Colorado Springs

> Subject: Help fo developmentally disabled students in Digital Art
> From: Claire d'Anthes
> Date: Fri, 10 Sep 2010 22:06:42 -0700
>
> Hi, all,
> I'm hoping that one of you will have some suggestions in this arena.  I
> have worked successfully for many years in my drawing, printmaking,
> digital art, and painting classes with all types of Special Education
> students.  This is the first year that Developmentally Disabled
> students have been assigned to my Digital Art Class and we are really
> struggling.  Students are supposed to have basic computer skills to
> take the class.  I use an online tutorial and large screen
> demonstratons/presentations to teach tools.  We learn a few tools and
> then I teach an art project  that uses these tools and some art
> concepts.

----------------------------------------------------------------------

Subject: Re: teacherartexchange digest: September 10, 2010
From: Lois Girbino <lgirbino@gmail.com>
Date: Sun, 12 Sep 2010 11:51:17 -0400
X-Message-Number: 2

Re:Help for developmentally disabled students in Digital Art

 I teach some Photoshop to my fourth & fifth graders as part of my
regular art curriculum, and think that I have one project that might
be a success with your students, "Typeface Faces". It teaches the
selection tool, the Type tool, and using layers. Basically, each
facial feature is its own layer, start with a round letter like "o",
"p" or "u". Select it, then transform>free transform>apply. Add a new
layer, choose a new font, make another facial feature (like an eye).
If they are catching on, start changing colors. My students love to
see me grab a bad layer & throw it in the garbage can (instead of
deleting from the drop-down). The repetition of those steps really
helps all my students, and I keep laminated instructions by each
computer, run a Powerpoint on the Smartboard, plus the 1:1. In the
end, some students make animals, even, and everyone now understands
layers enough that we can go onto other things. Another program I am
really fond of is "ArtRage" & it is really cheap, my "Adaptive Art"
class has made cool things with that program, which we put up on the
Smartboard. I think Photoshop is such a dense program, that limiting
the tools in the beginning will help your disabled students.

-- 
Life is short, art is long...-Hippocrates
----------------------------------------------------------------------
Subject: student website access
From: Boots13@aol.com
Date: Sun, 12 Sep 2010 14:15:14 EDT
X-Message-Number: 3
Hello All
I have a music teacher friend who would like to create a web site for his  
students where he can upload ppt. presentations and songs for his kids to  
review. 
What is the best way of doing this so the kids have access? He originally  
wanted to post all of these things on Facebook. 
 
Suggestions?
terri
NYC
----------------------------------------------------------------------
Subject: Re: student website access
From: Michal Austin <whest177@wheatstate.com>
Date: Sun, 12 Sep 2010 13:52:02 -0500
X-Message-Number: 4
We have Facebook blocked at school with 0% chance of unblocking it  
(I'm the district tech specialist and my staff is just not computer  
literate enough to be able to monitor properly). There are dozens of  
free sites available to upload your ready-made .ppt  - just google  
something along the line of "sites to upload powerpoints".  
Teachertube.com also allows uploading .ppt files. However, if it were  
me my first option would be to upload them to our school website.
~Michal
On Sep 12, 2010, at 1:15 PM, Boots13@aol.com wrote:
> Hello All
> I have a music teacher friend who would like to create a web site  
> for his
> students where he can upload ppt. presentations and songs for his  
> kids to
> review.
> What is the best way of doing this so the kids have access? He  
> originally
> wanted to post all of these things on Facebook.
>
> Suggestions?
> terri
> NYC
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: student website access
From: Diane Gregory <gregory.diane55@yahoo.com>
Date: Sun, 12 Sep 2010 15:00:14 -0700 (PDT)
X-Message-Number: 5
Hey Michal,
I did not know Teacher Tube accepted PowerPoints too.  Thanks for the tip!
 
Michal said,
> 
> We have Facebook blocked at school with 0% chance of unblocking it (I'm
the  
>district tech specialist and my staff is just not computer literate enough
to be  
>able to monitor properly). There are dozens of free sites available to
upload  
>your ready-made .ppt  - just google something along the line of "sites to  
>upload powerpoints". Teachertube.com also allows uploading .ppt  files.
However, 
>if it were me my first option would be to upload them to our  school
website.
> ~Michal
> 
> 
> On Sep 12, 2010, at 1:15 PM, Boots13@aol.com wrote:
> 
> > Hello  All
> > I have a music teacher friend who would like to create a web site  for
his
> > students where he can upload ppt. presentations and songs for  his kids
to
> > review.
> > What is the best way of doing this so the  kids have access? He
originally
> > wanted to post all of these things on  Facebook.
> > 
> > Suggestions?
> > terri
> > NYC
> > 
> > ---
> > To unsubscribe go to
> >  http://www.getty.edu/education/teacherartexchange/unsubscribe.html
> 
> 
> ---
> To  unsubscribe go 
>tohttp://www.getty.edu/education/teacherartexchange/unsubscribe.html
> 
----------------------------------------------------------------------
Subject: Re: teacherartexchange digest: September 05, 2010
From: Claire d'Anthes <cdanthes@verizon.net>
Date: Sun, 12 Sep 2010 21:04:39 -0700
X-Message-Number: 6
Thank you to everyone who has responded.  I see that this is a general  
problem.  I think that our district which has a certain # of very  
wealthy people and a # of people who are not wealthy but who know their  
rights, not a bad thing, is probably a little more "sue-happy" than  
many others. I've corresponded with some of you individually, I'll try  
to post what worked for my students.    This is a little bit weird for  
me as I've always been the go-to teacher for S.E.
Thanks, for your help,
Claire
On Sep 6, 2010, at 12:01 AM, TeacherArtExchange Discussion Group digest  
wrote:
> TEACHERARTEXCHANGE Digest for Sunday, September 05, 2010.
>
> 1. Re: HS Digital photo curriculum.
> 2. Re: HS Digital photo curriculum.
> 3. FW: 85 min for 7th and 8th graders
> 4. Re: FW: 85 min for 7th and 8th graders
> 5. Re: HS Digital photo curriculum.
>
> ----------------------------------------------------------------------
>
> Subject: Re: HS Digital photo curriculum.
> From: "Jim Chaput" <Jim_Chaput@englewood.k12.co.us>
> Date: Sun, 05 Sep 2010 07:38:57 -0600
> X-Message-Number: 1
>
> I am sorry this is so late. I am new to the list.  I have been teachig
> photo for a number of years. I was assigned to tale over the Middle  
> school
> 7th and 8th grade art classes. I have not taught art for over 20 years  
> and
> that was high school. Things have been rocky but getting better.
>
> Below is my complete curriculum, syllabus, scoring guidlines, etc.  for
> digital photo. I have assignment for PhotoShop, the internet, and the
> camera. After I take the students through ALL of the camera controls  
> and
> how to use them , The first assignment is for the students to shoot a
> picture each of the elements and principles.  After that they get into  
> the
> action photo, composition  and other standard assignments that have  
> been
> around since film days. After that I take the students into what i  
> called
> "Theme and Variation". This is a take off from baroque music.   The
> students shot a wide angle of a scene and then decide which art  
> element or
> principle they will  focus on and take 10 close up shots of that  
> element
> in the scene. if you picked texture you would walk up to a tree and  
> take a
> picture of the bark, a brick wall to illustrate texture. I hope that is
> somewhat clear. Let me know how deeply I have confused you .
>
>
> Any sufficiently advanced technology is indistinguishable from magic"
> --Arthur C. Clarke
>
> Regards,
>
> Jim Chaput, CTE Instructor
> Diesel and Gas Power Equipment Repair Program
> Englewood High School
> 3800  S. Logan Englewood, Colorado 80113
> Jim_Chaput@englewood.k12.co.us
> 303-806-2305
>
> Digital Photography
> Class Syllabus
> Mr. Chaput
>
> Course:
>    Digital Photography
>    One semester, every other day class.
>    5 credits
>
> Description
> This course trains the student how to take pictures with digital
> photographic equipment in order to expand their thinking about creating
> conceptual photographic images and how to use these images to impact  
> their
> world through the use of digital photography.
>
> All student training for camera operation, image downloads,  
> composition,
> image communication, etc. will be given in context with assignments  
> with
> as much hands-on activities as possible.
>
> Because of the complexity of digital photography, there will be a  
> certain
> amount of skills and knowledge the student has to understand and be  
> able
> to do before starting on assignments
>
> Choose a partner for the semester and where you will set. Please sit
> together.  This will be your assigned seats in the classroom. All  
> shooting
> on campus will be in student teams. Each student team is composed of  
> only
> two students with one camera. You must stay WITH your partner while  
> they
> are shooting or working on the computer.  Do not be on campus at any  
> time
> with anyone that is not a photo student from this class. ALL of your
> images will be taken OUTSIDE expect for the final. You will have to  
> learn
> how to work with the digital camera on the days that are cold. If it is
> snowing, raining, or very windy, we will make adjustments because you
> cannot shoot outside in the rain, snow, or strong wind.
>
> Class Structure
> Digital Photography is divided into three parts, 1) Camera back ground,
> the elements and principals of design and camera operation, 2) Software
> operation, and 3) photo assignments. You may have short training videos
> (3-7 minutes) at different times in the class
>
> The guiding principals for being successful in Digital Photo class are:
>
>      1 Make sure you understand the assignment and the camera settings
> Go slowly and deliberately
> Take time to think about each picture before you take it
>
>
>
>
>
> (Over)
> Text
> Focus on Photography
>
> Content
> Written Assignment #1 What is Photography?
> Written Assignment #2 The Art of Photography
> Assignment #3 Elements and Principals of Art
> Assignment #4 Bracketed and Front Lite Photos
> Assignment #5 Photographic Composition
> Assignment #6 Action Photography
> Assignment #7 Visual Restructuring of a Three Dimensional Form
> Assignment #8 Image Theme and Variation  Texture
> Assignment #9 Image Theme and Variation  Shape
> Assignment #10 Image Theme and Variation  Color
> Assignment #11 Image Theme and Variation  Line
> Assignment #12 Image Theme and Variation  lighting
> Photoshop Activity Assignment #1 Faces
> Photoshop Activity Assignment #2 Image Manipulation
> Photoshop Activity Assignment #3 Photoshop Layers
> Semester Final   Student Color Photo Printing
>
> Assignments may be added as time allows
>
> Instructor
> 	Mr. James Chaput
> 	Office phone (303) 806-2305
> E-Mail: Jim_Chaput@englewood.k12.co.us
>
> School Policies and Procedures
> All established school policies and procedures concerning attendance,
> student behavior, and academic achievement will be adhered to in this
> class.
>
> Absences
>
> This class is based around participation. If you are not here, you will
> not get the work done. If you do not get the work done, you will fail  
> the
> class.
>
> Extra credit Assignments
> 		
>   	Will be assigned as necessary after required assignments and  
> activities
> are
> completed.
>
> Class Critiques
> At the end of each assignment students might engage in a class  
> critique.
>
> Grading scale
> 	
>    A = 93% and above of the possible points
> 	B = 80% to 89% of the possible points.
> 	If there are not sufficient correctly completed assignment pictures
> in an
> assignment folder after the assignment due date to get a B, the student
> will receive 50% for the assignment until the assignment is caught up.  
> If
> no pictures are in the student assignment folder for that assignment or
> the folder is missing, the student will receive a 0 until the  
> assignment
> is caught up.
>
>    There is no penalty for late work.
>
> Assignments Grades
>
>    95% of your grades will come from photo assignments, reflections,   
> and
>     the final student color printing project
>    The written final will count for 5% of the total photo assignment
>     points.
>
> Grade Report
>
> All students can receive an update of their grades and class progress  
> by
> going on the Internet and using their individually assigned student  
> login
> code on the Power School web site.
>
> Due dates
>
>    Grades will be recorded as assigned.
>    You are expected to keep up with the class in the assignments.
>    Students will be assigned approximately one assignment per week
> No credit will be given for class work after the end of the period, the
> last day of class.
>
> Off campus shooting and extra credit assignments
>
>    All assignment pictures will be shot on campus during regularly
>     scheduled class.
>    No student is allowed to take camera equipment home over night or  
> over
>     the weekend.
> If the student finishes an assignment early another assignment will be
>     given.
>
> Class fees and charges
>
>    The required class fee of $30 will cover the printing of 25, 8x10  
> full
>     color digital images for each student and 3- CDs for each student  
> to
>     store student work. The printing will be done at the end of the
>     semester. The student fee is due even if the student drops class,  
> gets
>     an F, or does not print photos. Students that are on free and  
> reduced
>     lunch do not have to pay the fee.
>
> Campus Behavior
>
>    The student must gain parental approval before going on campus to  
> take
>     pictures with their partner.
>    All students will work in two student teams.
> One student will shoot while the other student assists them.
>    When one student on the student team is finished shooting the
>     assignment,  the team comes back to the photo room, turns off the
>     camera, and downloads the images. The camera must be downloaded  
> every
>     period or the images could be lost.  A second photo class will be
>     using the same cameras.
>
>
>
> Student Camera Responsibility
>
> The student is totally responsible for the safety and good keeping of  
> any
> photographic equipment they are during photographic activities.
>
> If any of the camera equipment is damaged while in the students
> possession during photographic activities, the student or their parents
> are responsible for repairing or replacing the equipment to the
> satisfaction of the instructor.
>
> The student is expected to ONLY take pictures of people that have given
> their permission to be photographed.
>
> A CF (Compact Flash) card will be issued to each camera. If the student
> loses or damages the CF card they will have to buy one or they will be
> charged for a new one.
>
>       Class Permission Sheet
>
> I have received and read a copy of the syllabus, class rules, and  
> fees. I
> understand that my student will agree to follow all of the rules and
> guidelines as set forth in the syllabus and on this sheet.
>
> Signed ________________________________
> 			Student	
>           _________________________________			Date
_____________
> Parent
>
> My students' photography fee will be paid by __________________
>      date
>
> Permission to be on campus
>
> As the Parent/legal guardian of __________________________ I give my
> permission for
(student)
> my student to be on campus taking pictures to complete their photo
> assignments for photo
>
> class. Signed	_________________________________	Date _______________
> 			Parent/legal guardian
>
> I understand that I will be responsible for any camera damage that  
> might
> occur while my student is on campus with a school camera
>
> Signed_________________________________	Date _______
> 		Parent/legal guardian
>
>
> Photoshop Activity Assignment #1
> Student Instructions
>
> Using ONLY people face pictures, combine two images that relate to each
> other and that clearly shows the emotions of:
>   1  Joy
> Anger
>   2  Love
>   2  Sadness
>   2  Depression
>   2  Boredom
> Peaceful
>
> One face image will be the back ground and the other face image will be
> the foreground
>
> Do not use images of cartoons, animals, sports figures, games, or  
> objects
> for this project.
>
> The background image is much lighter than the foreground.
>
> In the Photoshop software:
>   1 Click on. File  --- new  -- change the pixel size to inches
> Set the size to 8x10 inches
>   2 Click OK
> Reduce the Photoshop window and go onto the internet and find pictures  
> of
>     peoples faces
> Copy and paste two peoples faces images onto the Photoshop workspace  
> you
>     just created.
>
> THE TWO IMAGES MUST REALTE TO EACH OTHER IN SOME WAY
>
> Saving the combination images
> Save each combo image in the Assignment #2 folder using the above  
> emotion
> names for each. E.G. joy.jpg. Anger.jpg, etc.
>
> If you are lost on how to copy and paste images, lightening an image,  
> etc.
> go to: Help --- Photoshop help --- and type in your question. You can  
> also
> go to:  Help --- How to fix and enhance photos --- and make a selection
> and it will walk you through it.
>
> Photoshop Activity Assignment #2
> Image Manipulation
>
> Assignment description
> Purpose: To be able to read and follow PhotoShop instructions to
> accomplish image enhancements and image changes.
>
> You are going to create 3 different Images in PhotoShop from your  
> personal
> images that you have taken on campus.
>
> Instructions:
>
>   1 Log onto your student account and open up PhotoShop
> Bring up one of your images that you want to experiment with and open  
> up a
>     copy of the image
> Go to -- Help---and click on Photoshop help Type Add contract to a  
> photo
>     in the search box.
> Follow the instructions to add this to your image
>   4 Save the Image as, Photo Frame1.jpg in your assignment #2 folder
> If you do not know the definition of a word that is in the procedures  
> or
>     where that tool is located in the software, type the word in the
>     search box and it will tell you where the tool is located and the
>     definition of what that tool does.
> Bring up another one of your images that you have not used in this
>     assignment and open up a copy of the image
> Go to -- Help---How to fix and enhance photos  Dodge or burn
> Follow the instructions to change the lighting in your image
> Save the Image as, Dodge and Burn 1.jpg in your assignment #2 folder
> If you do not know the definition of a word that is in the procedures  
> or
>     where that tool is located in the software, type the word in the
>     search box and it will tell you where the tool is located and the
>     definition of what that tool does.
> Write a definition of:
>  Dogging __________________________________________
>
>   Burning __________________________________________
>
>   1 Bring up another one of your images that you have not used in this
>     assignment and open up a copy of the image
>   1 Go to -- Help---How to fix and enhance photos  make a photo frame
>   1 Follow the instructions to add this to your image
>   1 Save the Image as, Photo Frame2.jpg in your assignment #2 folder
> If you do not know the definition of a word that is in the procedures  
> or
>     where that tool is located in the software, type the word in the
>     search box and it will tell you where the tool is located and the
>     definition of what that tool does.
> Go to -- Help---How to fix and enhance photos  make a photo frame
>   1 Follow the instructions to add this to your image
>   1 Save the Image as, Photo Frame3.jpg in your assignment #2 folder
> If you do not know the definition of a word that is in the procedures  
> or
>     where that tool is located in the software, type the word in the
>     search box and it will tell you where the tool is located and the
>     definition of what that tool does.
>  Digital Photo Written Assignment #1
>
> What is Photography?
>
> Name __________________________ Period _________
>
> [Marker]Read chapter one and define the following terms:
>
> Lens
>
> Shutter
>
> Camera Obscura
>
> Normal lens
>
> Wide angle Lens
>
> Telephoto Lens
>
> Zoom Lens
>
> Negative
>
> Transparency
>
> Film Speed
> 	
> Digital Photo Written Assignment #2
> Photo Assignment #3
>
> The Art of Photography
>
> Name __________________________ Period _________
>
> Read chapter 2 and define the following terms:
>
> Composition ---
>
> Elements of design --
>
> Principles of Design --
>
> Hue --
>
> Saturation --
>
> Value --
>
> Balance --
>
> Rule of thirds --
>
> Unity/Variety --
>
> Pictorialist --
>
> Straight Photography --
>
> Viewpoint --
>
> Timing --
>
> Indirect lighting --
>
> Direct lighting --
>
>
> Digital Photo Assignment #3
> Elements and Principals of Art
>
> Put the camera on full auto and shoot an image that is a visual  
> example of
> each Elements of Visual Art and the Principle of design. (p27). The
> subject matter for each Element and Principal must fill the entire  
> picture
> and be a front lit photo.
>
>
>
> Digital Photo Assignment #4
> Bracketed and Front Lit Photos
>
> Assignment Outcome
>
> The student will demonstrate the rule of thirds, exposure bracketing,  
> and
> depth of field to produce a different visual interpretation of four
> different objects.
>
> Assignment Preparation:
>
> You are going to write a paragraph to describe the two steps below. You
> must use complete sentences and describe the two topics below. Use the
> back of this paper for your paragraph. Both team members must do the
> writing and show their paragraphs to Mr. Chaput before they proceed to  
> the
> assignment shooting.
>
>   1 Explain how the camera is set for auto bracketing (manual, p.76)
> Explain a front lit photo as it is used in photographic composition.
>
> Shooting preparation
>
>   1 Get your Compact Flash storage card and the assigned camera for you
>     and your partner.
> Open the compartment, make sure the card is going the right way, and
>     gently push the CF card into the slot until it is seated.
> Check the camera operations and the battery.
> Set the exposure bracket control to AEB (Auto Exposure Bracketing) to  
> go
>     over and under by a total of two stops over and two stops under the
>     normal exposure. This will take a series of three pictures of an
>     object with three different exposures.
> Set the camera to the P mode.
>
> Shooting Assignment
>
>   1 Set the picture resolution to small.
> You will shot three pictures of four different objects outside. Do not
>     pick a tree, car, or a sidewalk.
> Have the sun at your back while shooting the objects. This is a front  
> lit
>     picture.
> Shoot three bracketed exposures of each object. Move around and get  
> three
>     more shot of the object from different positions. Get close enough  
> to
>       the object in order to fill entire viewfinder with the object.
> You will be shooting a minimum of 12 pictures, three bracketed images  
> of
>       four different objects.
> When one partner is done shooting the assignment the team will come  
> back
>     to class and download the images.
> Repeat the steps for the partner that did not shoot
> Rename assignment images using the instruction sheet. 2_1rock.jpg,
>     2_2rock.jpg. etc. You will not receive a grade unless the images  
> are
>     labeled correctly and in each students folder in the assignment two
>     folder.  The pictures cannot be in a date folder to be graded.
>
>
>                                                 Total Shooting Points  
> 150
> points for 12 pictures
>
>
> PhotoShop Assignment #4
>
> Create an image in Photoshop that has:
>
>   1 A combination or 6 different pictures cut and pasted onto a  
> background
>     that has a theme of sports.
> Save this PSD  image in folder #4 with a title that describes the type  
> of
>     sports or a sports concept that your image is about
>
> You can use your own images from other assignments or go onto the  
> internet
> to find them. This is not a shooting assignment. Do not go onto campus  
> to
> take any pictures.
>
> This Image is due at the end of the period today
>
>
> Digital Photo Assignment #5
> Photographic Composition
>
> Name _________________________   			Period _______
>
> Objective: Learn how to handle, operate, and shoot digital pictures to
> meet the picture criteria below.
>
> Assignment Preparation:
>
>   1 Get the CF card assigned to the serial number of the camera and  
> load
>     it into your assigned camera.
>
>   2 Check the light meter, battery, and other operations of the camera.
>
>   3 Set the mode dial to P selection.
>
>   4 Make sure the camera is set on the S picture resolution.
>
>   5 Shoot the picture assignment below
>
>   6 Rename assignment images using instruction sheet. You will not  
> receive
>     a grade unless the images are labeled correctly.
>
>   7 Do not combine pictures with your partner. Each student MUST have
>     their own pictures on their own CF card with assignment pictures
>     stored in their student folder on the server.
>
>   8 All pictures must be shot outside.
>
>     Shoot the following pictures. Take notes in the lines next to the  
> each
> picture
>     assignment. Be sure you understand the picture assignment before  
> you
> go out to
>     shoot with your partner.
>
> Assignment Instructions
>
> a Choose one subject for each shot below.
> Bracket expose each subject by shooting two stops over and two stops
>   under. This will give you a total of three images of the same subject
>   for each shot below.
> Numbers 1-3 are front lit pictures. Numbers 4 and 5 are back lit  
> pictures.
>
>   1 Scenery shot using the rule of thirds
>     ____________________________________
>
>   2 Symmetrical balance.  
> _______________________________________________
>
>   3 Asymmetrical Balance  
> _______________________________________________
>
>   4 Back light Object #1  __________________________________
>
>   5 Back light Object #2  ___________________________
>
>
> Total Shooting Points 150 points for 15 pictures
>
>
>
> Digital Photo Assignment #6
> Action Photography
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, digital photographs that meet the
> picture criteria below.
>
> Assignment Preparation:
>
>   1 Check the light meter, battery, and other operations of the camera.
>
>   2 Make sure the camera is set on the S picture resolution.
>
>   3 Shoot the picture assignment below
>
>   4 Make sure your camera is set up for the assignment as listed below.
>
>   9 Rename assignment images using instruction sheet. You will not  
> receive
>     a grade unless the images are labeled correctly.
>
>   5 Do not combine pictures with your partner. Each student MUST have
>     their own pictures on their own CF card with assignment pictures
>     stored in their student folder on the server.
>
>   6 All pictures must be shot outside using front lighting on the  
> subject.
>
> Camera Setup
>
> Look at the camera manual and make sure you know how to set the camera  
> for
> the TV mode, the A-DEP mode, different shutter speed, and different ISO
> speed.
>
> Assignment Pictures
>
> Shoot the following pictures. Be sure you understand the picture
> assignment before you go out to
> shoot with your partner.  Record the normal exposure for each photo.
> Shoot three different versions of the required photos below. All  
> pictures
> in this assignment are front lit.
>
>
>    1 A stop or freeze frame picture. TV -- Time Value mode, set the
>      shutter speed manually
> Action is stopped and frozen in mid air
>           Entire frame is in focus
> 1600 ISO
>           1/1000th or above  shutter speed
>           Hold camera still as action passes in front of the camera  
> and
>            you take the picture
>
>    2 A panning action picture. Use the TV -- Time Value mode and set  
> the
>        shutter speed manually.
> Action object is in focus and the background is blurry
>           100 ISO
>           1/60th shutter speed
>           Follow action with camera as you take the picture and the
>            picture as the action passes in front of you.
>
>
> (Over)
>    3 A blurred action photo. TV -- Time Value mode and set the shutter
>      speed manually.
> Action object is in blurry and the background is in focus
>           100 ISO
>           1/60th shutter speed
>           Hold camera still as action passes n front of you and you  
> take
>            the picture
>
>    4 Depth of Field #1 object.  Set the camera on the A-DEP mode  --
>      Automatic Depth of Field mode which makes the background fuzzy.  
> These
>        pictures are front lit.
> Background is fuzzy and object is in focus
>           Focus on a object that is 5 feet away from you and that has
>            other objects behind it
>           Take the picture
>           Look at the preview and make sure the background is fuzzy
>
>    5 Depth of Field #2 photo.  Set the camera on the A-DEP mode  --
>      Automatic Depth of Field mode which makes the background fuzzy
> Background is fuzzy and object is in focus
>           Focus on a object that is 5 feet away from you and that has
>            other objects behind it
>           Take the picture
>           Look at the preview and make sure the background is fuzzy
>
>    6 Repeat this assignment two more times using different subject  
> matter.
>      You will have three sets of pictures, or 15 pictures for this
>      assignment.
>
> Label your images 	4_A_Stop.jpg, 4_A_Freeeze. Jpg
>  etc for the first set
> 				4_B_Stop.jpg, 4_B_Freeeze. Jpg
>  etc for the second set
> 				4_C_Stop.jpg, 4_C_Freeeze. Jpg
>  etc for the third
>
>
> Total Assignment Points: 150 points
>
>
>
>
> Digital Photo Assignment #7
> Visual Restructuring of a Three Dimensional Form
>
> Objective
>
> 	To photograph three different three dimensional shapes so that a  
> unique
> or different vision/version/feeling from the normal perception of each
> form is demonstrated in digital images.
>
> Guidelines
>
>      You will shoot a series of pictures that will explore the  
> different
> visual aspects of
> three different, three dimensional forms. This visual exploration will
> lead the viewer of your photos to have a unique visual experience of  
> those
> shapes. You will be shooting eight different photos of three different
> shapes for total of 24 required assignment images.
>
>       Possible Subjects:
> 		
> 	Sculpture
> 	Fruit
> 	Vegetables
> 	Tree
> 	Building
> 	Stream	
> 	Rocks
> 	Flowers
> 	Grass
> Or??
>
> Instructions
>
> You will pick three different 3-D forms outside to photograph. You will
> shoot eight pictures of each form. When you are taking pictures of the
> form you must follow the picture taking steps listed below. You will  
> have
> a total of 24 pictures for this assignment.
>
>     1 Shoot one shot, front lit, entire object. Front1(name of  
> object).jpg
> Move 180 degrees from where you shot #1 and shoot a back lit photo
> 		using the whole object Back1(name of object). jpg, etc
> 	     3. Shoot six different pictures of the object that are a close
up
> shots of
> six different areas of the shape. Shoot three close-up pictures that  
> are
> front lit and three close up pictures that are back lit.  
> CloseFront1(name
> of object)1.jpg, etc
> CloseFront1(name of object)1.jpg, etc
>
> B. Pick another 3-D form and shoot a second series of eight photos of  
> that
> form.
> C. Pick another 3-D form and shoot a third series of eight photos of  
> that
> form.
>
>
>
>
>
>    					
> Photoshop Activity Assignment 2
> Photoshop Layers
>
> Assignment Description
> This assignment will introduce you to a very interesting feature of
> Photoshop, layers. See the descriptions of what a layer is below. You  
> are
> going to create four different composite images. Each image will be a
> combination of four different assignment photos you have taken this
> semester. You can ONLY use assignment photos that you taken this  
> semester.
> Do not use other pictures or any internet images or objects. You can go
> shoot additional photos for this assignment if you would like.
>
> Layers Description
> This description of layers is in the help section. To find it go to:
> Help -- Photoshop help -- Contents -- Layers -- Layers basic
>
> Layers allow you to work on one element of an image without disturbing
> the others. Think of layers as sheets of acetate stacked one on top of  
> the
> other. You can see through transparent areas of a layer to the layers
> below. You can change the composition of an image by changing the order
> and attributes of layers. In addition, special features such as  
> adjustment
> layers, fill layers, and layer styles, lets you create sophisticated
> effects.
> You can also go to this help area to see what else you can do with  
> layers.
> The layers topic is very deep and wide ranging
>
> Assignment
>   1 Create four different composite images.
> Each composite image has four sections pasted onto it in four or more
>     layers from fouir of your photos.
> You can create a paint layer that is in addition to the image selection
>     layers
>
> Assignment Procedures
>   1 Start up Photoshop
> Open up one of your assignment pictures you have taken this semester.  
> Do
>     not use any images/pictures/etc., from anyone else or from the
>     internet
> Open up three more assignment pictures in the same workspace by  
> clicking
>     on: file (select the photo) -- open  -- select Discard the  
> Embedded
>     color Profile(dont color manage)  -- Ok
> You should have 4 of your photos in the Photoshop workspace
> Decide which photo will be the background and what will be the theme of
>     the finished image.
> Select an area from one of the Photos using:
> The Magic Wand tool
>         Lasso tool
>         Polygonal Lasso tool
>         Magnetic Lasso tool
>         Square selection tool
>         Elliptical selection tool
>         Column or row selection tool
>         Crop tool
>  (Over)
>         Slice tool
>         Slice select tool
> Copy and paste the selection to your background photo. An automatic  
> layer
>     will be created when you paste the selection of the background.
> Follow this same procedure to cut and paste one selection area from  
> each
>     of the 4 photos
> onto the background.
>   9 You can lighten, darken, change the color, or change the  
> transparency
>     of each selection area.
> You can create a paint layer for your image that si an additional  
> layer.
>
> Things to watch for
>         If you see a command to Flatten the image select no
> When you flatten an image the layers are compressed into one layer and  
> are
>               no longer accessible as individual layers.
> When saving image chose Maximum Capability
>
> Commands
>    Magic Wand  will select all areas of similar tone or value
> Right click add to selection
>       o  Holding down the control key while using the tool will  
> increase
>          selection area
> Clicking on the eye next to a layer in the layers palette will turn the
>     layer on or  off
>    Drag select an entire section of a layer
>    Ctrl +D will deselect and area that has been selected
>    Ctrl +Z will undo your last command
> Ctrl +Y will bring back your last command
> Photo Assignment #8
> Advanced Photographic Composition
> Color Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how interpret and shoot line as the major
> compositional element
>
> Assignment:
> You are going to compose and shoot nineteen different images from three
> different objects in the same scene. Each image must occupy at least  
> 95%
> of the viewfinder.
> 1 Choose a scene that you want to work with. Choose three different
>   color objects that are in the scene.  All of the color objects  
> must
>   be in the scene.
>
> Pick one element of the picture that is composed of color this is  
> object
> #1 fill 95% of the viewfinder with the color object. Shoot the picture
> sequence of:
> Picture #1 Wide angle front lit of the entire scene.
> Picture #2 Front lit close-up of line object
> Picture #3 Front lit close-up of another part of object
> Picture #4 Front lit close-up of another part of object
> Picture #5 Back lit close-up of another part of object
> Picture #6 back lit close-up of another part of object
> Picture #7 back lit close-up of another part of object
>
> 2   Pick a second color object in the scene and repeat the shooting
>     sequence above
> Pick a third line color object in the scene and repeat the shooting
>     sequence above
> Name the images
> First image of the whole scene, Color_wide_angle
> Object1,  Color_1_frontlit_1,  Color_1_frontlit_2, Color_1_frontlit_3,
>            Color_1_backlit_1, Color_1_backlit_2,  Color_1__backlit_3
> Object 2, Color_2_frontlit_1,  Color_2_frontlit_2, Color_2_frontlit_3,
>            Color_2_backlit_1, Color_2_backlit_2,  Color_2__backlit_3
> Object 3, Color_3_frontlit_1,  Color_3_frontlit_2, Color_3_frontlit_3,
>          Color_3_backlit_1, Color_3_backlit_2,  Color_3__backlit_3
>
>
>
>
>
>
>
>
>
>
> Photo Assignment #9
> Advanced Photographic Composition
> Line Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how interpret and shoot line as the major
> compositional element
>
> Assignment:
> You are going to compose and shoot nineteen different images from three
> different objects in the same scene. Each image must occupy at least  
> 95%
> of the viewfinder.
> 5 Choose a scene that you want to work with. Choose three different  
> line
>   objects that are in the scene.  All of the line objects must be in  
> the
>   scene.
> Picture #1 Wide angle front lit of the entire scene
>
> Pick one element of the picture that is composed of lines this is  
> object
> #1 fill the viewfinder and shoot the picture sequence of:
> Picture #2 Front lit close-up of line object
> Picture #3 Front lit close-up of another part of object
> Picture #4 Front lit close-up of another part of object
> Picture #5 Back lit close-up of another part of object
> Picture #6 back lit close-up of another part of object
> Picture #7 back lit close-up of another part of object
>
> 6   Pick a second line object in the scene and repeat the shooting
>     sequence above
> Pick a third line line object in the scene and repeat the shooting
>     sequence above
> Digital Photo Portfolio Assignment
> Final Project
>
> Project Description and Grades
>
> This is your final project for Digital Photography. This is an  
> opportunity
> to demonstrate how you see things differently using photography. This  
> is
> the outcome of the class.
>
> You are going to assemble 2, 8x10s and 12, 4x5s of your favorite
> assignment images into one a new folder. You will create this new  
> folder
> in your school account and label it
> .(your name) portfolio. This
> portfolio that is set up using the Portfolio Image Criteria below will
> count for 20% of your final grade.
>
> Due dates for Freshman-Juniors
> This portfolio and all of your other assignments will be due at the  
> end of
> the final exam period on 5/24/2010. No assignments will be accepted  
> after
> 5/24.  You are required to attend the final period on Monday 5/24,  
> even if
> you are done with everything.
>
> Due dates for Seniors
> This portfolio and all of your other assignments will be due Thursday
> 5/20/2010. No assignments will be accepted after 5/20.
>
> You can burn all of your photo assignment pictures that you do not get
> printed on a CD to take home.
>
> Portfolio Image Criteria
>   1 Create a new folder in your student account in your Photography  
> folder
>     called
> 	(your name) portfolio. Do not put this folder in any assignment  
> folder.
>   2 Start up Photoshop
>   2 Select an image from one of your assignments that you want to have
>     printed
> Adjust the exposure, brightness, etc., of the image. All images need
>     tweaking before printing.
> The image has to be an assignment image or a Photoshop composite image
>     that you put together. No Internet pictures will be printed unless
>     they were used in a composite cut and paste assignment.
> Only 8x10 or 4x5 images can be printed. This means that every image for
>       printing has to be adjusted to 8x10 or 4x5.
> To adjust the image size pull the image up in Photoshop and click on
> Image --- image size ----
> Go to Document size and change the size to 8x10 or 4x5
>                2  Click save as and save the image to (your name)  
> portfolio
> Put 3, 8x10s and 12, 4x5s combinations images into the portfolio.
>   7 Name the pictures, (name) Print1, (name) Print2, etc.
> Name the most important images to you in rank order from 1-15.
>
>
>
>
> Digital Photography Assignment
> Final Project
> Digital Photo final
> The final will consist of three parts
>   1 Assignment 7+
> Color printing and burning of assignment photos to CD
> Written final that covers basic camera functions and theory. Open book
>     test.
>
> Assignment Description
> In this assignment you will be putting into practice all of the things  
> you
> have learned this semester. All pictures MUST be new images that you  
> will
> be taking on campus. You cannot use any type of composite, pasted, or
> altered images of any kind in this series of assignments. The  
> assignment
> images must be as they came from the camera. You must use your own  
> images.
> These images cannot be shared with your partner or anyone else. Do not
> shoot the same scene position and variations as your partner.  This  
> series
> of assignments will consist of the image as it comes from the camera.   
> If
> you complete this assignment, start another one. Additional assignments
> after 7, will be Assignment 8, Assignment 9, etc. You are required to  
> do
> Assignment 7.  You have to choose a different theme for each assignment
> that you do. Assignment 7, Assignment 8, Assignment 9, etc., will be  
> extra
> credit. All of these assignments will be worth 150 points each.
>
> Create an Image Theme
> Choose a scene and a compositional element that appeals to you. Write  
> down
> or remember the theme of the scene. This theme name will be used when
> labeling your images
>
> Theme examples:  Line, shape, color, rhythm, value, texture, balance,
> variety, movement, pattern, etc.
>
> Image Theme and Variation
>                All variations must relate to and expand the theme of  
> the
> image
> 1 Select a theme as described above
> Theme -- Shoot the entire scene using front lighting and a wide angle
>   view.
> Variations -- Shoot a series of 10 pictures of the scene that  
> emphasizes
>   the theme of the
>                picture that you want to express. See how many  
> variations
> of the scene you can come
>                up with using but no limited to:
> a Different camera controls
> Different f-stops
> Different exposure times
> Different locations in the scene
> Different lighting techniques
>                  E.G., flash photography that is over and under  
> exposed,
> AEB, etc.
> Assignment Image labeling
> Assignment 7 labeling will be: number of assignment, name of theme,
> description of the image, and type of light.
> 		7_line_wideangle_FRT
> 		7_line_2stopunder_BKT
> 		7_line_closeup2_BKT
> 		7_line _closeup3_FRT
> 		7_line_sepia_BKL
> 		etc.
> Assignment 8 images   name of theme and description of the image
> 8_shape_wide angle_FRT
> 		8_shape_1.5stopsover_SIDE
> 		8_shape_backlight_BKL
> 		8_shape_closeup_TOP
> 		8_spape_sepia_FRT
> 		etc.
> Assignment 9
> 9_color_wide angle,
> etc.
>
> Assignment
> Final Digital Photography Photo Portfolio and Semester Grades
>     Images of My World
>
> Portfolio Project
>
> The portfolio project is a demonstration of what you have learned in
> Digital Photo and gives you an opportunity to artistically express
> yourself using photographic images.  All students Power Point
> presentations will be shown in the library on a TV during finals week.
>
> Semester Projects Deadlines and Final  No work will be accepted after  
> the
> dates below
>
> 1. Images of My World Final Project will count for 25% of the  
> semester
> grade and is due by:
> 		Seniors on Friday 05/15, 3:00
> 		Grades 9-11 on Friday, 5/22, 3:00
>
> All portfolio pictures MUST be properly categorized and shot from 5-4
> until the day they are due or they not be graded.
>
> 2. The written final will count for 5% the semester grade final will be
> given for:
>  		Seniors on Friday, 05/15, during class
> 		Grades 9-11 on Friday, 5/22, 9:40-11:15
>
> 3. Photo assignments 1-5 will count for 70% of the semester grade due:  
> and
> is due by:
> Seniors on Friday 05/15, 3:00
> 		Grades 9-11 on Friday, 5/22, 3:00
>
> All 1-5 assignment photos must be properly categorized and shot during
> this semester or they
> will not be counted
>
> Final Digital Portfolio Project
>
> Objective: This is an opportunity for the student to make images of  
> what
> is important to them on campus or in your life outside of school. This
> project can be shot on campus with a school camera off campus using  
> your
> own digital camera. All images MUST be new ones. Bring a CD or a flash
> drive from home to save the project to the school computers. Make sure
> ahead of time that the school computers can read the CD or flash drive  
> you
> have.
>
> Project description
>
>   1 Shoot a Minimum 15, maximum 20 new images that represent your  
> personal
>     view of EHS or off campus life.
> Write a minimum of a 50 word paragraph describing your project and  
> what it
>     was like to take the pictures and complete the project.
> Do not use your friends as the focus of your final project
>
>
>
>
>
> (Over)
>
> Project Instructions
>
>   1 Create a new folder in your student file that has a title name
>     (student name) View of EHS.
>   1 Download the pictures to this new folder.
> Put your pictures in order for a PowerPoint presentation that has a
>     beginning middle and an end
> Start up Power Point and cut and paste each picture into one slide. One
>     slide per page with one picture. Enlarge the picture if necessary.
>
>   5 Insert a slide at the beginning of the presentation explaining your
>     experience of doing this project. (#2 above)
> Save this PowerPoint presentation to the new student file using your  
> name
>     in the presentation title.
>   6 You can burn this presentation and all of your pictures to CDs to  
> take
>     home during final week in the afternoon after finals are over for  
> the
>     day.
> Print 2-4 color pictures of your project. 2- 8x10s, or 4  5x7s or 1-
>     8x10 and 2  5x7s
>
> Written Final
>
> The written final will cover:
>   1 Camera operation and controls
> Photoshop and Zoom Browser software operation as related to image
>     manipulation and saving.
> Photo Assignment #7
> Advanced Photographic Composition
> Shape Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print 35mm black and  
> white
> pictures that use shape as the major compositional element
>
> Assignment:
>
>   1 Compose and shoot ten different images that relate to each other  
> using
>     shape as the main compositional element that occupies at least 95%  
> of
>     the image area.
> Print one 4x5 of each required shot.
>
> Total Possible Assignment Points:  400 points
>
> Photo Assignment #9
> Advanced Photographic Composition
> Line Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print 35mm black and  
> white
> pictures that use line as the major compositional element
>
> Assignment:
>
>   8 Compose and shoot ten different images that relate to each other  
> using
>     line as the main compositional element that occupies at least 95%  
> of
>     the image area.
> Print and mount the images suitable for display.
>
> Total Possible Assignment Points:  400 points
>
> Photo Assignment #10
> Advanced Photographic Composition
> Texture Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print 35mm black and  
> white
> pictures that use texture as the main subject.
>
> Assignment:
>
>   1 Compose and shoot ten different images that relate to each other  
> using
>     texture as the main compositional element that occupies at least  
> 95%
>     of the image area.
> Print and mount the images suitable for display.
>
> Total Possible Assignment Points:  400 points
>
>
> Photo Assignment #11
> Advanced Photographic Composition
> Artistic Vision Exploration
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print a collection of  
> 35mm
> black and white prints that comprise a related or logical sequence to  
> form
> a personal artistic statement.
>
> 1. Decide on a personal visual statement that you will express as a
> series/sequence of images using photography. Research and view other
> photographers images for inspiration and direction. You may use any
> personal, political, racial, societal, environmental, spiritual,  
> sports,
> etc. as subject matter for your visual expression.
>
> 2. Formulate a written plan that will explain the guiding artistic
> statement and the composition tools that are necessary to create this
> series of images. These images can fit together in a traditional  
> sequence,
> non-traditional sequence, photomontage, or a photo collage.
>
> 3. Formulate a written plan that will create your artistic vision that
> includes:
> a. Which picture compositional techniques will be used
> b. The sequence of images
> c. The shooting location and shooting time for each image in the  
> sequence.
>
>
> 4 Compose and shoot the planned image sequence.
>
> 5. Print the planned image sequence.
>
> 6. Mount the photographs and artistic statement/s suitable for showing.
>
>
> This project is worth one or two semesters of credit
> Camera Operation
>
> Digital Canon Rebel XTi description
>
> The XTi is a single lens reflex (SLR) digital camera. When you look
> through the viewfinder you see what the camera lens sees because it is  
> a
> SLR (Single Lens reflex) camera. The XTI handles a lot like a 35mm film
> camera.
>
> The LCD screen in the back of the camera shows exposure information and
> previews of pictures already taken, The LCD shuts off when you put your
> eye up to the viewfinder. The LCD screen does not show you what the  
> camera
> is looking at. This is the function of the viewfinder.
>
> There are in excess of over a hundred different settings on the Canon
> Digital Rebel XTi. These controls influence the type, size, style,  
> color
> etc., of the final photographic image that is captured.
>
> The student needs to understand and be able to use all of these  
> controls
> in order to have maximum creative control of the camera image as it is
> being captured.
>
> The XTi camera manual is on each computer and there are also hard  
> copies
> in the classroom.
>
> Assignment Overview and procedure
>
>    1 Each team of two students will get one camera and two manuals.
> We will go through the camera controls as a class in chapters1-4.
>    2 Your team will fill out a worksheet as we go through the  
> operations
>      and controls.
> Your team will be working with the camera to learn how to operate the
>      controls found in the manual.
>
> Worksheet
> Canon Digital Rebel EOS XTi
> Introduction - 3
>
>  1 Contents,  page ________
> Simplified contents, page ________
>  2 Index, page ________
> What is nomenclature, ___________________________________
> page ________
> LCD screen, page ________
> What is white balance, _______________________location?- ___________
> List the basic zones on the mode dial and describe each
> _____________________________________________________________
> _____________________________________________________________
>      b _____________________________________________________________
>      b _____________________________________________________________
>      b _____________________________________________________________
>      b _____________________________________________________________
>
>  7 List the creative zones on the mode dial and describe each
> _____________________________________________________________
> _____________________________________________________________
>      b _____________________________________________________________
>      b _____________________________________________________________
>      b _____________________________________________________________
>
>
> Note: When the image is downloaded to the computer the shooting
> information is included with each image. This shooting information will
> show If you do not follow the assignment directions, you will reshoot  
> the
> assignment because you did not follow assignment directions.
>
>   1 The first person in a group will load the camera with their Compact
>     Flash (CF) card. That student will shoot the assignment while their
>     partner assists them. Then the team will come back to class turn  
> off
>     the camera, get the other students CF card, insert that Compact  
> Flash
>     card into the camera, and turn on the camera shoot the assignment.
>
> This procedure is necessary in order to enhance each students learning  
> by
> each student having their own images.
>
>   2 The student team will download the images from their own CF cards  
> into
>     the canon software.
>
>   3 The student will download their images to the computer using the  
> canon
>     software.
> The student can use the card reader or the camera to download the  
> images.
>      f Define all of the white balance settings with and example and a
>        definition
> Auto ___________________________________________________
>            i Daylight ________________________________________________
>            i Shade __________________________________________________
>            i Cloudy _________________________________________________
>            i Tungsten light ___________________________________________
>            i White, Fluorescent light  
> ___________________________________
>            i Flash __________________________________________________
>            i Custom ________________________________________________
> Why would you want to change or modify the WB settings?
> ____________________________________________________________
>
> Image Resolution Control and
> Downloading Images
>
> Digital image quality and size of the print (output) control can  
> happen in
> several places. Image size and quality can be controlled in:
>
>   1 Cameras settings before the image is taken
> During download to the computer from the camera
>   2 In the Canon software where the images are downloaded to
> Using image control/manipulation software such as Photoshop, Digital  
> Photo
>     Professional, Picture Style Editor, EOS utility, and Zoom browser  
> from
>     Canon camera software
>
> The picture taking flow in class will be:
>
>   4 Study and learn supporting technology and skills for the assignment
> Study and understand the shooting assignment
>   5
>
>
>
>
> Training videos
>
> During the first part of the class you will be learning how to use the
> camera and download images with short assignments and worksheets.
>
> The second part of the class will be devoted to shooting assignments  
> and
> class critiques.
>
> You are going to be watching a short series of videos about how the  
> camera
> is operated and
>
> Procedure
> 5 Watch one or two You-Tube videos (3-7 minutes) on the classroom TV.
> Complete the worksheet while watching the videos .
> 6 Go on campus with you partner and practice then things you just  
> leaned.
>
> First Canon Instructional Video
> Camera manual
>
> Procedure:
>
>   1 Get a copy of the Canon Xti camera manual
> Watch the video
>   2 Browse through the manual
>   2 Practice using the manual
> Second Canon Instructional Video
> Camera controls
>
>   1 3 step approach
> Configure the settings that stay the same
> Location setting  ISO speed rating
> white balance
> Inside
> Outside
>                2  Mountains
>                2  Cloudy
>                2  Clear
> Lock through the viewfinder
> Focus
> manual
> AF
> Aperature
>
> Shutter speed
>
>
>
>
>
>
>
> Buttons outside the camera. Look at the manual and write down the  
> location
> of each Storage
> 	Thumb drive
> 	CDs
> 	Prints
>
> You are going to learn al of the functions of the camera in order to  
> have
> the most creative control of your images
>
> contro;l button and its function
>
> Set
> ISO
> WB
> AF
> Metering  area
>
>
> Shoot 10 pictures using
> SP
> AP
> Full manual
>
> Mode dial
> White balance
>
> Exposure bracketing
>
> Disable flash
> ISO speed
>
> Selecting the AF spot/area
>
> Manual setting
> Move the f stop
> Move the Shutter speed
>
>
> View finder
>
> Over and under meter
>
>
>
>
>
>
>
>
>
> Digital Photo Assignments
>
> Camera operation
> Auto Focus and Manual focus
> Insert the CF card
> Power switch
>
> Definitions and control locations
> AF
> MF
> 	Where is that control
> Manual focus ring
> 	Where is it located
> Mode button
> Shutter speed
> f-Stop
> LCD
> Aperture Priority
> Shutter Priority
> Manual mode
>
>
> Take a series of 10 pictures of one subject and use
>
> Close up
> Wide angle
> Detail
>
> Adobe Bridge and Adobe Photoshop
>
> Dust video
> http://www.dpreview.com/reviews/canoneos400d/Digital Photography
>
> No shooting on campus today or leaving the room for any reason except
> bathroom breaks.
>
> Instructions:
> 1. Define the terms in the upper left corner of chapter:
>    5 page p. 102
>    7 p.156,
>    8 p. 178
>
> Do the definitions first before you go to the computers.
>
> 2. Go on the computers and log onto your file and arrange and rename  
> any
> assignments for grading purposes. I will be grading assignments from  
> 1-5
> this week.
>
> 3. Check you CDs that are on my desk and make sure they are the right
> pictures for the assignments. If the wrong pictures are on your disk  
> they
> will have to be renamed and saved in you student file.
>
>
>
> Renaming Assignment Photos To Be Graded
> 	
> This sheet covers renaming the assignment pictures that you want to be
> graded. Failure to follow this procedure will result in your photos not
> getting graded.
>
> You should have already:
>   1 Created a folder on your student folder and assignments folders for
>     each assignment inside of the Digital Photo
> Have your pictures downloaded to the proper assignment folder.
>
> Procedure
>
>   1 Log into your account from My Computer
> Click on your account to open it up
>   3 Browse to the assignment folder you want to work on.
>   3 Browse to the right date folder
>   3 Find the picture you want to be graded for the assignment
> Click on: save as. At this point you will rename the image to A2_P3.jpg
>       This means Assignment #1 Picture 3.(or name texture)  If you  
> were
>       required to shoot three pictures for one assignment picture then  
> you
>       would name them A2_P3a.jpg , A2_P3b jpg, etc. Make sure you put  
> .jpg
>     after the picture or the picture will be lost.
> Click on save.
> Drag the newly saved picture so that it is out of the date folded and
> inside of the assignment folder.
>   9 Do this for each image you want graded for each assignment. No  
> grade
>     will be given for any images that are not saved like this or  
> burned on
>     a CD.
> Delete unnecessary images from your student file. This will save space  
> in
>     your folder.
>   1 Do not combine your images with any other student. If more than one
>     students images are in one folder, neither student will receive
>     credit for the pictures.
>   1 Remember that images from previous assignments cannot be used for
>     future assignments. All of the shooting info and the date the  
> picture
>     was taken is on each image and cannot be changed.
>
> The instructor will give each student a digital contact sheet for each
> assignment with grades and comments for each image as necessary. The
> instructor will also give each student a digital contact sheet with  
> grades
> and comments for each image as necessary for each assignment already
> turned in.
>
>
>
>
>
>
>
>
>
>
>
>
>
> Preparing Assignment Photos
>
> You should have already created a folder on your student folder and
> assignments folders for each assignment inside of the Digital Photo
> folder. Shoot the assignment pictures using the S level of  
> resolution.
>
> Procedure to download the images to your student folder
>
>   1 .Log into your account
> Go to, all programs, Adobe Master Collection CS3, Photoshop CS3.
>   3 After the program starts up go to, File, Open, and browse to your
>     student folder
>   3 Open up your Digital Photography folder and open up the assignment  
> you
>     are working on.
>   3 Find the picture you want to modify and double left click on it.
>   3 Go to, image, adjustments, and pick the modification you want to  
> do.
>   3 Do the modifications
> Click on: file, save as. At this point you will rename the image to  
> A2_P3
>     This means Assignment #2 Picture 3. If you were required to shoot
>     three pictures for one assignment picture then you would name them
>     A2_P3a, A2_P3b, etc. Make sure you put the period after the  
> assignment
>     number and before the picture number.
> Click on save.
> Do this for each image you want graded for each assignment. No grade  
> will
>     be given for any images that are not saved like this or burned on a
>     CD.
>   1 Delete unnecessary images from your student file. This will save  
> space
>     in your folder.
>   1 Do not combine your images with any other student. If more than one
>     students images are in one folder, neither student will receive
>     credit for the pictures.
>   1 Remember that images from previous assignments cannot be used for
>     future assignments. All of the shooting info and the date the  
> picture
>     was taken is on each image and cannot be changed.
>
>
> Photo Assignment #5
> Advanced Photographic Composition
>
> Exposure Bracketing For High and Low Key Composition using Front lit
> subjects
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print 35mm black and  
> white
> pictures that use bracketed exposures for front-lit subjects that
> demonstrate high and low key    composition
>
> Definition:
>
>     a A high key negative is a very light negative and a low key  
> negative
>       is a very dark negative.
> Bracketing is a way of exposing a negative so that different exposures  
> are
>       used for the same scene.
>
> Directions:
>
>     a Every student must have their own matching negatives and prints  
> to
>       turn in.
> All of these shots are taken at the same time using the same subject
>       matter.
>
> Shoot and print one 4x5 of each of the following subjects. Make a test
> print for each print.
> You must fill out this sheet while you are shooting the assignment
>
>   1 Front Light. Choose a front lit subject. Shoot the subject with a
>     normal needle match. Shoot two pictures at this setting. Record the
>     setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   2 Use the same subject, position, and focus and open up the f-stop to
>     one stop larger than the normal needle match. Shoot two pictures at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   3 Use the same subject, position, and focus and open up the f-stop to
>     two stops larger than the normal needle match. Shoot two pictures  
> at
>     this setting. Record the setting.
> (Over)
>
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   4 Use the same subject, position, and focus and close down the  
> f-stop to
>     one stop smaller than the normal needle match. Shoot two pictures  
> at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   5 Use the same subject, position, and focus and close down the  
> f-stop to
>     two stops smaller than the normal needle match. Shoot two pictures  
> at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
> Total Assignment Points Possible:  200 points
>
> You may need to re-shoot this assignment. If you do, please check with  
> Mr.
> Chaput to get more film.
>
> Attention: When printing this assignment on the enlargers, do a test  
> strip
> using the normal exposure and make a 4x5 print of this negative.  
> Change
> negatives in the enlarger and make a print using the +1,+2, -1, and  
> the -2
> negativities without changing the enlarger f-stop or exposure time. The
> over and under prints will come out very differently from the normal
> exposure. This is normal.
>
> Turn In
>
>   a Five 4x5 finished prints and 10 matching negatives.  You will have  
> two
>     negatives for each print
> Test strips for all prints
>
> Label each print with your name, period, assignment number, and picture
> assignment name on the back. Put all of the assignment prints with all  
> of
> the matching negatives, and the test prints into an envelope. On the
> envelope put your name, assignment number, period and hand it into Mr.
> Chaput
>
>
>
> Photo Assignment #5B
> Visual Restructuring of a Three Dimensional Form
>
> Objective
>
> 	To photograph a three-dimensional form using black and white  
> photography,
> so that a unique or different vision of the form is demonstrated in
> photographic prints.
>
> Guidelines
>
>      You will shoot a series of pictures that will explore the  
> different
> visual aspects of a
> 3-dimensional form. This visual exploration will lead the viewer of  
> your
> photos to have a unique visual experience. This can be done with your
> pinhole cameras or a 35mm film camera
>
>       Possible Subjects:
> 		
> 	Sculpture
> 	Fruit
> 	Vegetables
> 	Tree
> 	Building
> 	Stream	
> 	Rocks
> 	Flowers
> 	Grass
> Car
>
>       Shooting guidelines
>
>     1 Roll 15 exposures of black and white film into a film cassette
> Review and/or learn the picture shooting sequence below
> Choose a three-dimensional object to photograph and shoot one roll of  
> film
>       using the guidelines listed under Picture Taking Sequence below
>
> Picture Taking Sequence
>
> A. You will pick one 3-D form to photograph and shoot 8 pictures of  
> this
> form. When you are taking pictures of the form you must follow the  
> picture
> taking steps listed below.
>
>     3 Shoot one shot, front lit, entire object.
> Move 180 degrees from where you shot #1 and shoot a back lit photo
> 		using the whole object
> 	     3. Shoot six different pictures of the object that are a close
up
> shots of
> 		six different areas. Shoot three close-up pictures that are
front lit
> and
> 		three close up pictures that are back lit.
>
> B. Rewind the film, reload the camera, pick another 3-D form and shoot  
> a
> second series of photos of the new form.
>
> 		
> 		
> 									
> 			
>
>
>
> Photo Assignment #6
> Advanced Photographic Composition
>
> Exposure Bracketing For High and Low Key Composition Using a back lit
> subject
>
> Name _______________   			Period ____________________
>
> Objective: To learn how to shoot, develop, and print 35mm black and  
> white
> pictures that use bracketed exposures for backlit subjects that
> demonstrate high and low key    composition
>
> Definition:
>
>     c A high key negative is a very light negative and a low key  
> negative
>       is a very dark negative.
> Bracketing is a way of exposing a negative so that different exposures  
> are
>       used for the same scene.
>
> Directions:
>
>     b    Every student must have their own matching negatives and  
> prints
>          to turn in.
> All of these shots are taken at the same time using the same subject
>          matter.
>
> Shoot and print one 4x5 of each of the following subjects. Make a test
> print for each print.  You must fill out this sheet while you are  
> shooting
> the assignment
>
>   1 Choose a tree branch that has the sun behind it.  Shoot the subject
>     with a normal needle match. Shoot two pictures at this setting.  
> Record
>     the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   2 Use the same subject, position, and focus and open up the f-stop to
>     one stop larger than the normal needle match. Shoot two pictures at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   3 Use the same subject, position, and focus and open up the f-stop to
>     two stops larger than the normal needle match. Shoot two pictures  
> at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   4 Use the same subject, position, and focus and close down the  
> f-stop to
>     one stop smaller than the normal needle match. Shoot two pictures  
> at
>     this setting. Record the setting.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
>   5 Use the same subject, position, and focus and close down the  
> f-stop to
>     two stops smaller than the normal needle match. Shoot two pictures.
>     Record the settings.
> f-Stop ________________
> Shutter Speed __________
> Distance to subject ______
>
> Total Possible Assignment Points:  200 points
>
> Attention: When printing this assignment on the enlargers, do a test  
> strip
> using the normal exposure and make a 4x5 print of this negative.  
> Change
> negatives in the enlarger and make a print using the +1,+2, -1, and  
> the -2
> negativities without changing the enlarger f-stop or exposure time. The
> over and under prints will come out very differently from the normal
> exposure. This is normal.
>
> Label each print with your name, period, assignment number, and picture
> assignment name on the back. Put all of the assignment prints with all  
> of
> the matching negatives, and the test prints into an envelope. On the
> envelope put your name, assignment number, period and hand it into Mr.
> Chaput
>
> Final Photo Assignment
> Advanced Photographic Composition
>
> Objective: To synthesize and reflect about the student experience of a
> photo assignment through writing.
>
> Assignment:
> 	In this writing assignment you are going to write a short paragraph
> describing your experience of the fifth and sixth shooting assignments  
> you
> have just completed. Be sure to use complete sentences, good grammar,
> restate the question, identify the assignment, and use accurate  
> spelling
> when answering the questions. You may combine the questions in your
> paragraph/s. You will not receive credit for the final if you did not
> complete the fifth and sixth shooting assignments
>
>     1 Name five things that you liked about these two assignments.
> What about these two assignments was hard for you?
> What problems and difficulties did you encounter while shooting or
>       printing this assignment?
>     3 How did you solve the problems or difficulties you encountered  
> while
>       shooting or printing this assignment?
> What did you learn about photography or printing during this  
> assignment?
> What advice would you give someone else so that they would be  
> successful
>       when shooting this assignment?
>     6 Tell me how the different photos of the same subject  
> communicated or
>       said something different then the regular exposures.
>
> Maximum Possible Points 200
>  Camera Check out list
> Period _____
>
>                Student Team Names 				Camera
Number
>   1 ________________	  _____________________			_____
>
>   2 ________________	  _____________________			_____
>
>   3 ________________	  _____________________			_____
>
>   4 ________________	  _____________________			_____
>
>   5 ________________	  _____________________			_____
>
>   6 ________________	  _____________________			_____
>
>   7 ________________	  _____________________			_____
>
>   8 ________________	  _____________________			_____
>
>   9 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   1 ________________	  _____________________			_____
>
>   2 ________________	  _____________________			_____
> Photography Class Fee
>
> My records show that  ______________________ has not paid the required  
> lab
> fee of $30.00 for beginning Photography or $40.00 for Independent study
> Photography. This is a mandatory fee that is necessary in order for  
> your
> student to pass Photography Class.
> These fees are used to partially offset the costs associated with
> operating the program. I need to receive this fee as soon as possible.
> Please feel free to call me if you feel I have made a mistake or there  
> is
> another problem of any kind regarding this fee. This fee can be paid on
> the EHS website or by sending a checek to school made out to EHS.
>
> Jim Chaput
> Photography and Diesel Equipment Repair Instructor
> Englewood High School
> 3800  So. Logan
> Englewood, Colorado 80110
> 303-806-2305
> [ mailto:Jim_Chaput@englewood.k12.co.us ]Jim_Chaput@englewood.k12.co.us
> Photo Assignment #1
>                                                     Visual Truth
>
> Objective: To make you start thinking and seeing like a photographer.
>
> This assignment is composed of three parts, 1A, 1B, and 1C.
>
> Procedure for Assignment 1B
>
>   1      Find the best example of each of the emotions that are listed
>          below in a
> newspaper photo and cut or carefully tear them out of the newspaper
>   2      Label each newspaper photo with only one emotion.
> Do not use any head and shoulder pictures. The entire body must be in  
> the
>     photograph
> The pictures must be of people where you can see their eyes. No  
> cartoons
>     or animals.
> Glue or tape them on another piece of paper, and label the emotional
>     quality that is show in the photograph.
> Store the finished pages in your folder until they are done
> Love
> Sadness
> Depression
> Joy
> Over confident
> Sleepy
> Thoughtful
> Quiet
> Angry
>
> Procedure for Assignment 1B
>
>   1 Pick out 5 new newspaper pictures that you have not used for 1a.   
> The
>     pictures have to tell a story with a beginning a middle and an end.
>     The pictures do not have to be related but able to tell a story.  
> The
>     pictures cannot be cutout from the same picture.
> Paste down you pictures on a piece of paper.
>   2 Write a short paragraph below the pictures that tells your story of
>     the pictures.
>
> Procedure for Assignment 1C
>
>   1 Bring a series of five pictures that relate to each other visually  
> to
>     communicate a social concept.
>
>
>             Photo Assignment
> Chapter 4
> Digital Photography
>
> Name ___________________________
>
> Part One Assignment
> Complete the following using complete sentences and logical thought.  
> Use
> another piece of paper for your answers.
>
>   1 Chapter 4 chapter review
> Define the following terms
> Imaging sensor
> Image noise
>       b  Pixel
>       b  Megapixel
>       b  Resolution
>       b  Interpolation
>       b  Bit Depth
>       b  Posterized
>       b  JPEG
>       b  TIFF
> Describe bracketing  p.74 and 75 in the text
>
> Part Two Use the camera manual (below the textbooks) for the following
> questions.
>
>   1 Describe the following camera controls and how to set the camera  
> for
>     each. List the options for each control. Use another piece of paper
>     for your answers.
>
>       a  Exposure compensation p. 74
> AEB p. 76
>       b  AE lock p. 84
> WB p.86
> Av setting p 68
> A-DEP p. 72
> ISO speeds p.53
> Mr. Chaputs Digital Photo Assignments Grade Sheet
>
> Name ___________________________________	Date ___________
>
>
> Assignment #1		
>   1 Set up digital photo folder in the individual student account with
>     assignment folders as sub folders in the digital photo folder
>
>   2 Put the camera on full auto and shoot a image that is a visual  
> example
>     of each Elements of Visual Art and the Principle of design. The
>     subject matter for each Element and Principal must fill the entire
>     picture,
>
> Folders
>
>   1 Digital Folder in student folder      Grade ________	Points
>     ____________
> Assignment folder in the
> Student folder			Grade _______	Points ____________
>
>       3. Photos in the right area 		Yes _________        No  
> ____________
>
> Images
>
> 1 Line 					Grade _______	Points
____________
> Shape/Form				Grade _______	Points ____________
> 2 Value 					Grade _______	Points
____________
> 2 Color					Grade _______	Points
____________
> 2 Space					Grade _______	Points
____________
> 2 Texture				Grade _______	Points ____________
> 2 Balance				Grade _______	Points ____________
> 2 Unity					Grade _______	Points
____________
> 2 Variety 				Grade _______	Points ____________
> 2 Movement				Grade _______	Points ____________
> 2 Emphasis				Grade _______	Points ____________
> 2 Proportion				Grade _______	Points ____________
> 2 Pattern				Grade _______	Points ____________
> Images marked properly 		Yes ______		No
____________
>
> Total Assignment 			Grade _______	Points ____________
>
> Assignment #2
>
> Use an image from Assignment 1, modify it with Photoshop and save it  
> to a
> CD
>
> Grade ____ A ____			Points ____50/50 ___
>
>
> Assignment #3
>
> Bracketing and Depth of Field for the Rule of Thirds
>
> Grade ________			Points ____/150 ___
> 					
> 					Comments __________________________
>
> Assignment #4
>
> Photographic Composition
>
> Grade ________			Points ____/200 ___
>
> 					Comments __________________________
>
> Assignment #5
>
> Action photography
>
> Grade ________			Points ____/245 ___
>
> 					Comments __________________________
>
> Mr. Chaputs Digital Photo Assignments 1-5 Grade Sheet
>
> Name ___________________________________
>
> Assignment #1		
>
> Take images that illustrate the Elements and Principles of design
>
> Grade ____ A ____			Points ____395/300 ___
>
> Assignment #2
>
> Use an image from Assignment 1, modify it with Photoshop and save it  
> to a
> CD
>
> Grade ____ A ____			Points ____50/50 ___
>
>
> Assignment #3
>
> Bracketing and Depth of Field for the Rule of Thirds
>
> Grade ________			Points ____/150 ___
> 					
> 					Comments __________________________
>
> Assignment #4
>
> Photographic Composition
>
> Grade ________			Points ____/200 ___
>
> 					Comments __________________________
>
> Assignment #5
>
> Action photography
>
> Grade ________			Points ____/245 ___
>
> 					Comments __________________________
>
>
>
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: HS Digital photo curriculum.
> From: "Jim Chaput" <Jim_Chaput@englewood.k12.co.us>
> Date: Sun, 05 Sep 2010 08:25:38 -0600
> X-Message-Number: 2
>
> I have really enjoyed the discussion on the best tempera since I am  
> doing
> my ordering this next week
>
> I am teaching 7th and 8th graders with 85 minute rotating block every
> other day. Does anyone have guidance of keeping kids with a 12-13-  
> minute
> attention span on task for 85 min? I have tried 2-3 assignments per  
> period
> with spotty results. I would like to go deeper into painting since they
> have very limited drawing painting skills since painting is my first  
> love.
> We have been in school since mid August which is one of the reasons of  
> my
> slow response on the Photography question
> Jim Chaput
>
> Jim Chaput writes:
>> am sorry this is so late. I am new to the list.  I have been teachig
>> photo for a number of years. I was assigned to tale over the Middle
>> school 7th and 8th grade art classes. I have not taught art for over  
>> 20
>> years and that was high school. Things have been rocky but getting  
>> better.
>>
>> Below is my complete curriculum, syllabus, scoring guidlines, etc.   
>> for
>> digital photo. I have assignment for PhotoShop, the internet, and the
>> camera. After I take the students through ALL of the camera controls  
>> and
>> how to use them , The first assignment is for the students to shoot a
>> picture each of the elements and principles.  After that they get into
>> the action photo, composition  and other standard assignments that  
>> have
>> been around since film days. After that I take the students into what  
>> i
>> called "Theme and Variation". This is a take off from baroque music.
>> The students shot a wide angle of a scene and then decide which art
>> element or principle they will  focus on and take 10 close up shots of
>> that element in the scene. if you picked texture you would walk up to  
>> a
>> tree and take a picture of the bark, a brick wall to illustrate  
>> texture.
>> I hope that is somewhat clear. Let me know how deeply I have confused  
>> you
>> .
>
>
>
> Jim_Chaput@englewood.k12.co.us
>
>
>
>
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: FW: 85 min for 7th and 8th graders
> From: San D Hasselman <shasselman@hotmail.com>
> Date: Sun, 5 Sep 2010 15:22:42 +0000
> X-Message-Number: 3
>
>
>
>
> This is for Jim who asked if there is a way to deal with the 85 min  
> period with 7th and 8th graders.
>
> I would do "altered books". When I did "altered books", each student  
> would take a used book, and change the cover and the back cover and  
> the end sheets, by establishing a theme and making art on those parts  
> that establishes the theme. They would keep the books on a designated  
> shelf. When they were done with their current assignment, they would  
> go over to the shelf and pick up someone else's book, and make a  
> double page spread in the book, based on the theme that was  
> established on the overs and endsheets. The books were there all year,  
> and available for students all year. In that way they had "choice" and  
> an established theme to work with.
>
> San D 		 	   		
> ----------------------------------------------------------------------
>
> Subject: Re: FW: 85 min for 7th and 8th graders
> From: Woody Duncan <woodyduncan@comcast.net>
> Date: Sun, 5 Sep 2010 11:15:48 -0600
> X-Message-Number: 4
>
> Jim - Sounds like you have a block schedule - I never had the
> opportunity to try one out.
> I dreamed and planned but no such luck. I once observed 3 mid schools
> that did and was
> disappointed to see them just teaching the same but longer. As I
> dreamed - I would
> have had time to do a decent introduction to a problem with exemplars
> and motivation,
> the students would have time to work and after clean up we might even
> have had time for
> closure. I envy the opportunity you have.
> 							Woody
>
>
> On Sep 5, 2010, at 9:22 AM, San D Hasselman wrote:
>
>> This is for Jim who asked if there is a way to deal with the 85 min
>> period with 7th and 8th graders.
>>
>> I would do "altered books". When I did "altered books", each student
>> would take a used book, and change the cover and the back cover and
>> the end sheets, by establishing a theme and making art on those
>> parts that establishes the theme. They would keep the books on a
>> designated shelf. When they were done with their current assignment,
>> they would go over to the shelf and pick up someone else's book, and
>> make a double page spread in the book, based on the theme that was
>> established on the overs and endsheets. The books were there all
>> year, and available for students all year. In that way they had
>> "choice" and an established theme to work with.
>>
>> San D 		 	   		
>
> Woody, Retired in Albuquerque
>          mailto:woodyduncan@comcast.net
>
> Join me as a friend on facebook:
> http://www.facebook.com/woody.duncan1?ref=name
>
> Read My 2010 September Blog:
> http://www.taospaint.com/WoodysBlog10/September.html
>
> Read My 2010 August Blog:
> http://www.taospaint.com/WoodysBlog10/August.html
>
> 35 Quality Middle School Art Lessons
> http://www.taospaint.com/QualityLessons.html
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: HS Digital photo curriculum.
> From: Barbara Marder <marder621@rcn.com>
> Date: Sun, 5 Sep 2010 19:23:13 -0400
> X-Message-Number: 5
>
> Hi Jim,
>
> I have urban kids and this has been a winner of a painting  
> lesson-super-structured too.
>
> I am teaching them about color and begin simply with the color  
> wheel-in fact I have them fill out a photocopied template and have a  
> large color wheel on my wall for reference.
>
> Then on 12 x 18 90lb white paper I have them sketch with pencil  
> lightly a snake, spiral or letters of their name stylistically.
>
> with a ruler they add stripes to the shapes of the drawing. Then  
> stripes in the background on a diagonal-in other words we have an  
> interrupted stripe pattern
>
> Lightly they pencil in roygbv in the background stripes and the shape  
> stripes (I even play Greg Percy's Roy G Bv song they find it too  
> corny-but it reinforces the lesson)
>
> Then with tempera cakes that I put on a cheap large plastic tray they  
> paint all the R's, then all the O's etc.
>
> The results are startling.
>
> I cannot add an attachment but if you email me at marder621@rcn.com, I  
> shall send you some finished examples.
>
> Okay after this, I have them hooked-so I continue with color unit  
> having them express an element (or two) in a painting (air eart fire  
> water) then I proceed to landscape using whatever artist I am  
> into-changes each year. Lat year I used Albert Bierstadt.
>
> Before you know it everyone is painting!
>
> Barbara from Boston photocopied template
>
>
> On Sep 5, 2010, at 10:25 AM, Jim Chaput wrote:
>
>> I have really enjoyed the discussion on the best tempera since I am  
>> doing
>> my ordering this next week
>>
>> I am teaching 7th and 8th graders with 85 minute rotating block every
>> other day. Does anyone have guidance of keeping kids with a 12-13-  
>> minute
>> attention span on task for 85 min? I have tried 2-3 assignments per  
>> period
>> with spotty results. I would like to go deeper into painting since  
>> they
>> have very limited drawing painting skills since painting is my first  
>> love.
>> We have been in school since mid August which is one of the reasons  
>> of my
>> slow response on the Photography question
>> Jim Chaput
>>
>> Jim Chaput writes:
>>> am sorry this is so late. I am new to the list.  I have been teachig
>>> photo for a number of years. I was assigned to tale over the Middle
>>> school 7th and 8th grade art classes. I have not taught art for over  
>>> 20
>>> years and that was high school. Things have been rocky but getting  
>>> better.
>>>
>>> Below is my complete curriculum, syllabus, scoring guidlines, etc.   
>>> for
>>> digital photo. I have assignment for PhotoShop, the internet, and the
>>> camera. After I take the students through ALL of the camera controls  
>>> and
>>> how to use them , The first assignment is for the students to shoot a
>>> picture each of the elements and principles.  After that they get  
>>> into
>>> the action photo, composition  and other standard assignments that  
>>> have
>>> been around since film days. After that I take the students into  
>>> what i
>>> called "Theme and Variation". This is a take off from baroque music.
>>> The students shot a wide angle of a scene and then decide which art
>>> element or principle they will  focus on and take 10 close up shots  
>>> of
>>> that element in the scene. if you picked texture you would walk up  
>>> to a
>>> tree and take a picture of the bark, a brick wall to illustrate  
>>> texture.
>>> I hope that is somewhat clear. Let me know how deeply I have  
>>> confused you
>>> .
>>
>>
>>
>> Jim_Chaput@englewood.k12.co.us
>>
>>
>>
>>
>>
>>
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
>
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