ACTIVITY-BASED LESSON ADJUSTED TO COMMON CORE, EDTPA, AND DANIELSON DOMAINS
UNIT: Photography
LESSON TOPIC: Lens affecting lights and exposure (ch 2 and 3)
AIM QUESTION: How can we manipulate the exposure of a photo through lens?
A. What LEARNING OBJECTIVES/ MAIN IDEAS do students need to know (maximum of 3)?
how lens affect the light coming into the camera? Focus? how is the exposure established?
B. What COMMON CORE skills will be introduced or reinforced during this lesson?
Reading, summarizing and writing
C. Which content area STANDARDS are addressed in this lesson?
Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
D. What academic and content specific VOCABULARY is introduced in this lesson?
E. What materials (e.g., ACTIVITY SHEET, MAP, SONG) will I present to students?
Reading and summarizing of Ch 2 and 3 in the text book of a short course to digital photography
F. What activity, if any, will I use to settle students and establish a context (DO NOW)?
look up Humans of New York photographs and think about how you can take a picture like that?
G. How will I open the lesson (MOTIVATION) and capture student interest?
how does the Humans of New York take that picture?
H. What additional INDIVIDUAL/TEAM/FULL CLASS ACTIVITIES will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized? Project #2: Bokeh effect portrait
I. How will I DIFFERENTIATE INSTRUCTION with MULTIPLE ENTRY POINTS for diverse learners?
demonstrate and hands on for all students, peer assistant in adjusting the setting on the camera
J. What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion?
cause and effect of changing aperture
K. How will I ASSESS student mastery of the skills, content, and concepts taught in this lesson?
Quiz with lab practical (taking a photo).
L. How will I bring the lesson to CLOSURE (SUMMARY QUESTION)?
seeing the product of their trial and experimentation of various setting. what were the obvious results and problems from the project.
M. How will I reinforce and extend student learning?
taking similar photo at different location with different lighting situations to test their manual setting skills
1. CLASSROOM APPLICATION / FOLLOW-UP: try adjusting other settings in the exposure triangles.
2. ENRICHMENT ACTIVITIES:
3. HOMEWORK:
N. What topics come next?project 3 ISO effects on photographs
1. TOMORROW:project 4 Shutter speed effects.
2. DAY AFTER: sum up exposure triangles.
O. How do I evaluate this lesson? if students were able to manipulate the exposure triangle to create the effect they want for the 3 projects.
1. STRENGTHS: hands on
2. WEAKNESSES: takes many tries
3. AREAS TO WORK ON: find other visual videos for explanations
4. THINGS TO CHANGE: more cameras so each students have time to "learn" about the camera settings.
Chapter 02: Lens
Forming an image. Although a good lens is
essential for making crisp, sharp photographs, you don’t actually need one to
take pictures. A primitive camera can be constructed from little more than a
shoe box with a tiny pinhole at one end and a digital sensor, a piece of film,
or a sheet of light-sensitive photographic paper at the other. A pinhole won’t
make as clear a picture as a glass lens, but it does form an image of objects
in front of it.
A simple lens, such
as a magnifying glass, will form an image that is brighter and sharper than an
image formed by a pinhole. But a simple lens has many optical defects (called
aberrations) that prevent it from forming an image that is sharp and accurate.
A modern compound lens subdues these aberrations by combining several simple
lens elements made of different kinds of glass and ground to different
thicknesses and curvatures so that they cancel out each other’s aberrations.
The main function of
a lens is to project a sharp, undistorted image onto the light-sensitive
surface. Lenses vary in design, and different types perform some jobs better
than others. Two major differences in lens characteristics are focal length and
speed.
Lens focal length is, for a photographer, the
most important characteristic of a lens. One of the primary advantages of a
single-lens reflex camera or a view camera is the interchangeability of its
lenses; photographers own more than one lens so they can change lens focal
length. More about focal length appears on the following pages.
Lens speed is not the same as shutter speed.
More correctly called maximum aperture, it is the widest aperture to which the
lens diaphragm can be opened. A lens that is “faster” than another opens to a
wider aperture and admits more light; it can be used in dimmer light or with a
faster shutter speed.
TOPICS:
- Lens Focal Length: The basic
difference between lenses
- Normal Focal Length: The most
like human vision
- Long Focal Length: Telephoto
lenses
- Short Focal Length:
Wide-angle lenses
- Zoom, Macro, and Fisheye
Lenses
- Focus and Depth of Field
- Automatic Focus
- Depth of Field: Controlling
sharpness in a photograph
- More about Depth of Field:
How to preview it
- Perspective: How a photograph
shows depth
- Lens Attachments: Close-ups
and filters
Chapter 03: Light
and Exposure
Your digital camera’s sensor is light sensitive.
Like film, when a sensor is exposed to light, a change occurs that can be
recorded. Light is the visible part of the electromagnetic energy that exists
in a continuum from radio waves through visible light to cosmic rays. These
energy forms differ only in their wavelength, the distance from the crest of
one wave to the crest of the next. The visible part of this spectrum, the light
that we see, ranges between 400 and 700 nanometers (billionths of a meter) in
wavelength.
Exposing your pictures correctly (that is,
setting the shutter speed and aperture so they let in the correct amount of
light for a given ISO and scene) makes a big difference if you want a rich
image with realistic tones, dark but detailed shadows, and bright, delicate
highlights, instead of a too dark, murky picture or a picture that is barely
visible because it is too light.
At the simplest
level, you can let your automatic camera set the shutter speed and aperture for
you. If your camera has manual settings, you can calculate them by using a
hand-held or built-in exposure meter to make an overall reading of the scene.
You can even use a simple chart of general exposure recommendations like the
one on page 7. In many cases, these standardized procedures will give you a
satisfactory exposure. But standard procedures don’t work in all situations. If
the light source is behind the subject, for example, an overall reading will
silhouette the subject against the brighter background. This may not be what
you want.
You will have more control over your
pictures—and be happier with the results—if you know how to interpret the
information your camera or meter provides and can adjust the recommended
exposure to get any variation you choose. You will then be able to select what
you want to do in a specific situation rather than exposing at random and
hoping for the best.
TOPICS:
- Sensors and Pixels
- Pixels and Resolution
- Color in Photography
- White Balance
- Using Histograms
- Exposure Meters: What
different types do
- Exposure Meters: How to
calculate and adjust an exposure manually
- Overriding an Automatic
Exposure Camera
- Making an Exposure of an
Average Scene
- Exposing Scenes that are
Lighter or Darker than Average
- Backlighting
- Exposing Scenes with High
Contrast
- HDR: High dynamic range