Aperture Review

1) Click on the link below & watch this quick video on aperture:

Ted Forbes on Aperture

2) Make flashcards (ask teacher for the handouts ~ 2 people per set)

3) Study the image below and then practice photography flashcards with a buddy:

4) In groups of 3, spend 30 minutes outside (10 min each) and take turns taking photos of each other. You will need the following:

• 1 camera
• 1 tripod
• 2 models
• Aperture Review Handout
• 1 pen or pencil

**note: I am looking for 1 SHALLOW D.O.F. photo and 1 DEEP D.O.F. photo. Demonstrate that you understand the difference between the two and how to achieve the correct affect. 

***RULE OF THUMB: using a telephoto lens will help enhance a shallow d.o.f. by compressing the background. A wide angle lends itself well to having everything in focus. For more information, check the "Aperture & Focal Length" blog posting under "Ms. Echols Examples & Assignments."

Annie Leibovitz ~ Life Through A Lense

Click on the link below:

Annie Liebovitz ~ Life Through a Lens

1) Watch this video and make detailed notes of everything that sounds significant to you

(minimum 1 full page)

2) Please create a visual response based on what you have learned from watching this video. 

3) Answer the following questions:

How does she get the "best possible pictures"?

What makes her such a great portrait photographer?

What stands out about her? What makes her different? 

Why do you think Ms. Echols is showing you this video now? 

Quote of the Day

Take a moment and write this quote down in your process journal:

"Don't worry about having to be the best.

Just worry about DOING your best."

~Anonymous

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?

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..

LFAS Student Profile

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
• 
  

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. :)