ACTIVITY 1: Rule of Thirds

Objectives:

• Understanding the concept guiding the rule of thirds.
  
• Applying the rule of thirds to photographs.

Estimated Time Needed for Activity:

One 90-minute class

Notes:

The rule of thirds teaches students a method to compose high-quality photographs. Many great photographers place the subject not in the center but rather in one of the outer regions of a nine-square grid.

Addressing Cultural Diversity in the Learning Environment:

• Jeff Bizzel and other well-known photo journalists seek out and capture a diverse population in their images.
  
• Encourage students to photograph people and places that “show emotion” rather than the typical “sweet” photo of the little girl holding flowers.
  
• Examples: people of different ethnic backgrounds in an activity, a variety of age groups interacting, etc.

Materials Needed for this Activity:

• Acetate nine-square grids, various sizes
• Newspaper and magazines for sample photographs
• Scissors for students
• Examples of outstanding photographs (prints, transparencies)
• Rulers

Additional Resources:

• http://www.apogeephoto.com/jan2002/altengarten.shtml
• http://www.miotke.com/exploring/tips/thirds.asp 
• http://www.palmettobayinc.com/PhotoTutorials/thirds.html
• http://www.fieldandforest.com/tips/99poy/tips_composition.html

Procedure:

1. Before the video, ask students if they take photos.
• Does anyone know what journalistic photography means?
• Do any of you use the rule of thirds? Do you know what it means?
2. View the OPB video featuring Jeff Bizzel, a journalistic photographer.
3. After viewing the video, use these questions for discussion:
• What are Jeff Bizzel’s passions?
• How does Jeff  “capture people's souls” with his photography?
4. Display a variety of professional photos (actual prints, transparencies or internet images).
5. After viewing the collection, conduct a class discussion on what makes a dynamic photograph.
6. Hand out newspapers and magazines.
7. Students will select and cut out pictures from newspapers and magazines that they find visually appealing. (10-15 minutes)
8. At this time show a transparency on an overhead projector of a photograph that demonstrates the “rule of thirds” to the class.
9. Show an example of clear acetate (transparency) with a grid on the overhead projector.
10. Rule of Thirds principle: you mentally divide the area of the picture into thirds, with two vertical and two horizontal lines, and compose your picture around the nine areas and four intersections.
11. Placing the main subject at the intersections of the vertical and horizontal line makes a more appealing photograph than a centered image.
12. Pass out acetate nine-square grids in varying sizes.
13. Students will lay grid over the pictures they selected from the newspapers and magazines. Check to see if the picture meets the rule of thirds.
14. Students will select one of their cut-out photos and draw the grid directly on the print with a ruler.
15. The print will be attached with tape or glue to a piece of notebook paper and turned in for grading
16. Homework assignment for Activity #2: Students will conduct research online for photo examples of recognized photographers (i.e. Ansel Adams, Clyde Butcher, etc.) and compare their works to working photojournalists (i.e. Steven Crowley, Eugene Richards, AP photographers). Encourage student to select at least one photographer from a different cultural group. (French, German, etc.) Tomorrow’s class will begin with a discussion of action and immediacy of moments versus staged and structured photography.

Assessment

• Use the following scoring guides to asses this activity:
• Group Discussion Scoring Guide
• Creation Scoring Guide

Extensions and Adaptations

If clear acetate is unavailable, students may draw the “rule of thirds” grid directly on the photograph.

ACTIVITY 2: Photojournalist Techniques

Objectives:

• Students will discuss yesterday’s homework assignment:
• Compare and contrast the styles of photojournalists of the past and present.
• Introduction to the use of a digital camera.

Estimated Time Needed for Activity:

One 90-minute class

Notes:

Digital cameras are needed for the third activity. Students may use their own camera or check out cameras from the media specialist or technology teacher.

Addressing Cultural Diversity in the Learning Environment:

• Last night’s homework assignment encouraged students to include at least one photographer from a different cultural group. (Refer to Activity 2, Procedure #1, 2 questions.)

Materials Needed for this Activity:

• Transparencies of photo journalists pictures
• Digital camera
• Photos showing photographic techniques of vocabulary words

Additional Resources:

1. These photographers represent a variety of cultural backgrounds and a mix of women and men.
• Alfred Steiglitz
• Ansel Adams
• Annie Liebowitz
2. Book on Women in Photography:
• In Real Life: Six Women Photographers
• Leslie Sills
• Cindy Sherman (Photographer)
• Lola Alvarez Bravo (Photographer)
• Format: Hardcover, 1st ed., 80pp.
• ISBN: 0823414981
• Publisher: Holiday House, Inc.
• Pub. Date: September 2000
• sales rank: 100,476
3. Other sources of journalistic photographers may be found on the internet:
• http://www.apogeephoto.com/jan2002/altengarten.shtml
• http://www.miotke.com/exploring/tips/thirds.asp
  
• http://www.palmettobayinc.com/PhotoTutorials/thirds.html
  
• http://www.fieldandforest.com/tips/99poy/tips_composition.html

Procedure:

1. Follow up on last night’s homework: Students will research the web for photo examples of recognized photographers (i.e. Ansel Adams, Clyde Butcher, etc.) and compare their works to working photojournalists (i.e. Steven Crowley, Eugene Richards, AP photographers).
2. Lead class discussion:
• Compare and contrast the above photographers. (style, composition, equipment, etc.)
• Compare action and immediacy of moments versus staged and structured photography.
• Compare and contrast photographers from different cultures. Did they have the same opportunities? Barriers? Successes?
3. Write the following words on the chalk board, define the words and show examples of each technique.
• Composition: The pleasing arrangement of subjects or objects within the picture area. It is the photographer’s choice of camera angle and object placement that leads the viewers eye to the center of interest.
  
• Subject: the key element of design. A good composition must have a subject. The subject is the center of interest or the reason for taking the picture. There should only be one center of interest. It should be where the viewer’s eye comes to rest. Keep the composition simple to make the subject obvious. This is best done by getting CLOSE to your subject and looking at the rest of the frame to be sure that there isn't anything in it that needs to be eliminated. Keep your pictures SIMPLE including only those things that make the picture interesting.
• Treatment: how you arrange a subject within a frame. Treatment is the second part of good composition. 
  
• Rule of Thirds: the main composition rule to follow. It divides the picture area into thirds both horizontally and vertically. The subject or center of interest should be placed on one of these lines for best balance in a photo.
• Camera angle and position has a lot to do with how the subject is viewed. Be aware of the horizon line in your picture. It should follow the rule of thirds. Be aware of objects in the background and move the camera position as needed to control what is visible in the background.
• Back Lighting: aiming this type of light into the camera lens can cause a lowering of contrast called flare. If hidden from direct reflection into the lens, it makes a silhouette or halo around a subject for dramatic effect
• Motion: can be implied by the angle of lines in a composition. Horizontal or flat lines are peaceful while 45 degree or slanted lines place motion emphasis on an object.
• Leading lines: use objects such as a fence or rail road tracks to catch the viewer’s eye and lead it into the subject. Leading lines can also be a row of objects such as cows that directs the viewer. Objects that are the same types but appear smaller and smaller as the go off into the distance lead the viewer’s eye also.
• Framing: the use of objects such as trees or door frames to surround the subject of our picture and add depth.
4. As you introduce these vocabulary words, examples will be shown of each. This may be done with actual prints, transparencies or digital images.
5. Give information about the final photographic project.
6. Students will practice their composition skills by photographing selected scenes from around the school.
7. Using digital cameras, they will take a series of pictures that show they have working knowledge of previously discussed terms and techniques.
8. Final Photography Project
• One scene taken at 25 feet, 12', 6' and finally as a close up.
• One photo that creates a triangulated dimension.
• One photo that utilizes rule of thirds.
• One photo that utilizes motion.
• One photo that utilizes framing.
• Three photos of the same subject from a bird's eye view, a worm's eye view, and a regular, straight view.
• One photo with available light.
• One photo with backlighting.
9. In Activity 3, Students will be assessed on:
• Completing 4x6 or 5x7 photo examples of the above, using the above bulleted techniques.
• Photos will be mounted on matt board with a 2” edge around the photo.
• A 3x5 card will be placed on the back with each picture's title. Discuss the significance of the words chosen. What impact/effect is desired? Is that effect created?
10. Review the use of a digital camera: on/off, loading flash card, taking a photo, care of the camera.
11. Show students how to download images on the computer.
12. Students will download images into the school computer system and store in personal files.

Assessment

• Use the Group Discussion Scoring Guide to assess this activity.

Extensions and Adaptations

Some students may need additional assistance with transferring files from the camera to a computer file and printing the image. Working in pairs or in small groups to complete the more technical digital part of this project may be preferable for some students.

ACTIVITY 3: Final project

Objectives:

• Students will practice their composition skills by photographing selected scenes from around the school.
• Using digital cameras, they will take a series of pictures that show they have working knowledge of previously discussed terms (Activity 2) and techniques.

Estimated Time Needed for Activity:

Project time will vary due to number of camera and computers available to students. Assign a completion date.

Notes:

The final project was discussed at the end of Activity #2. Students will need time to photograph, print and mount their photos. The class teacher will determine how many days this final project will span.

Addressing Cultural Diversity in the Learning Environment:

• The final project requires student to take nine photographs displaying their new photo skills. Students will also be asked to use these skills to photography a diverse population of people. Encourage students to venture to different areas and explore different cultures to photograph their subjects, especially for the diversity photo.

Materials Needed for this Activity:

• Digital camera
• Computer
• Printer
• Mat board
• Adhesive
• 3x5 cards

Additional Resources:

Some students may choose to use their own supplies or home computers to complete this project.

Procedure:

1. Students will continue to work on the final project that was assigned yesterday.
2. Answer any questions about the final photographic project at this time. Below are the guidelines for this project.
3. Students will practice their composition skills by photographing selected scenes from around the school.
4. Using digital cameras, they will take a series of pictures that show they have working knowledge of previously discussed terms and techniques.
5. Students will photograph:
6. One scene taken at 25 feet, 12', 6' and finally as a close up.
7. One photo that creates a triangulated dimension
8. One photo that utilizes rule of thirds
9. One photo that utilizes motion
10. One photo that utilizes framing
11. Three photos of the same subject from a bird's eye view, a worm's eye view, and a regular, straight view
12. One photo with available light
13. One photo with backlighting
14. One photo showing diversity (examples: show people of varied age or race or religion etc.)
15. Students will fill out the "Photo Self Assessment Worksheet." Teachers can print this out from the "Download Related Activities" link above.

Assessment

• Use the Jeff Bizzel Worksheet to assess this activity.

Extensions and Adaptations

Teachers could put on a show of students artwork and invite other classes to attend. Or a students could invite parents for a special showing either after hours or on the weekend, with the school's permission.