Ms. Echols (Examples & Assignments): March 2015

Tuesday 31 March 2015

Lincoln Clarkes

Here is a link to a mini-documentary about an interesting Vancouver-based Photographer who is famous for photographing women on the downtown east side....

Lincoln Clarkes

Q: How did Lincoln approach is subjects/models? What was his philosophy?

A: Watch this video again in your own time and spend some time thinking about this question. Answer it in your process journals along-side your visual response.

Below are several examples of students' visual responses:
What will yours look like?

Monday 30 March 2015

Thinking & The Creative Process (Bloom's Taxonomy)

Bloom's Taxonomy

Here's another version of the same thing....

Which one works best for you?

Assignment: Re-create Bloom's Taxonomy in your process journals. Make it make sense for you. Below are some student examples..

Passionate and talented Arts' students, who's passion is clearly demonstrated by their full participation in the curriculum.

Translation: Teachers are less concerned with natural talent, and more concerned with work ethic. To have an effective creative education, students need to be "coach-able." Therefore, teachers at LFAS are looking/marking for the following qualities:

1) Resilience

Students who are able listen to feedback, and implement said feedback into their own practice
Students who take their own initiative to overcome challenges

2) Creative Thinking ("Novelty Factor"/ Generating Ideas / Developing Ideas)

Students who use their creative ideas as a form of self-expression
Students who are able to generate new ideas
Students who are able to develop a body of creative work
Students who are willing to take risks with their thinking

3) Collaboration & Participation (Relational Learning / Collaborative Relations)

Students who are engaged listeners

Students who clarify and extend questions (translation: students who strive to understand and then take it to the next level)

Students who contribute to plans

Students who solve conflicts or challenges

Students who share and connect ideas to others

Students who give and receive constructive feedback

Friday 13 March 2015

Spring Break Homework

Document the signs of Spring...using both shallow & deep depth of field. We will have a class slide-show of your favorite images when we get back. :)

Portraiture & Aperture Assignment

6 Portraits in Total due April 20th!!!

a) Three of them showcasing a deep depth of field (where almost everything is in focus and paying special attention to the visual cues of your subject's surroundings

b) Three of them showcasing a shallow depth of field (paying special attention to facial expression and cropping...see if you can capture their soul!)

The easiest way to approach this is to pick 3 models (people that you know and have a connection with) and photograph each person two different ways: deep D.O.P & shallow D.O.P

1 a) Deep D.O.P (almost everything in focus)

1 b) Shallow D.O.P (very little in focus)

2 a) Deep D.O.P (almost everything in focus)

2 b) Shallow D.O.P (very little in focus)

3 a) Deep D.O.P (almost everything in focus)

3 b) Shallow D.O.P (very little in focus)

Be sure to fill out a "Portraiture" Handout (or your own version) for each model. Ms. Echols will be looking for evidence of your planning process.

***If you want to change an aspect of this assignment, please speak to Ms. Echols about your idea***

Monday 9 March 2015

PORTRAITURE ~ Deep D.O.P.

One thing that is really important when photographing people, is that you treat your model with the utmost respect. Honor who they are as people.

Here is a link to a mini-documentary about an interesting Vancouver-based Photographer who is famous for photographing women on the downtown east side....

Lincoln Clarkes

Q: How did Lincoln approach is subjects/models? What was his philosophy?

A: Watch this video again in your own time and spend some time thinking about this question. Answer it in your process journals along-side your visual response.