ACTIVITY 1: What is a Pinhole Camera?

Objectives:

• Students will be acquainted with the basic elements of photography while providing an inexpensive and interesting way to take pictures.
• This project may also dovetail into a history unit involving: The Westward Movement, Early Photographers or Inventors and their Inventions.

Estimated Time Needed for Activity:

One 30-45 minute session

Notes:

Excellent internet source for, “How to Make a Pinhole Camera” http://users.rcn.com/stewoody/index.htm
Assemble a Pinhole Camera ahead prior to class lecture.

Addressing Cultural Diversity in the Learning Environment:

• Early Famous Photographers http://www.primenet.com/~sos/famous.html
• Historic Photographers http://www.home.globalfrontiers.com/zanzibar/zanzibar_photographers.htm
• Books about Early Photographers http://www.camerabooks.com

Materials Needed for this Activity:

• Instructor will need: transparencies of early photographs from the 1800’s and 1900’s to show on overhead projector
  

Additional Resources:

• Instructions on making an oatmeal box camera:
• Oct and Nov 1975 issues of "Popular Photography", p. 85 in Oct and p.125 in Nov issue.
• "Art in America", March 1994, p. 84, photography by Steven Pippin
• Detailed instructions on pinhole cameras, and references: Robert Hirsch, Exploring Color Photography, Wm C Brown Publishers, Dubuque Iowa, 1989 p. 222.

Procedure:

1. Discussion: For those of you who enjoy photography; what was it that first captured your interest in this media?
2. Oregon photographer, John Maher, first became interested in photography by making a pinhole camera as part of a school project.
   
3. Show the OPB video featuring photographer John Maher.
4. The teacher will then give an introduction to “How to make a pinhole camera and how it works.”
5. Following the introduction, the teacher will assemble a sample pinhole camera and demonstrate how to take a picture.
   
6. Show the class a variety of historic photos from the 1880’s and early 1900’s.
7. Guide questions:
1. Describe the photos.
1. How did early photographers capture these historic images?
1. How are the photographic techniques in the photos different than today’s photos?
1. How are they the same?
1. What difficulties did these photographers deal with when photographing and developing film?
1. What value did the photos have at that time and now?
8. Tell the students they will make pinhole cameras in class and need to bring in materials for the next class.
   
9. Homework: Bring these materials to class: empty oatmeal box and lid, or coffee can and lid, or any light tight box with a lid. Pinhole cameras will be made the following class session.

Assessment

• Use the Creation Scoring Guide to assess this activity.

Extensions and Adaptations

• Written reports on early photographers such as:
  1840 William Henry Fox Talbot of England
  1851 F. Scott Archer of England
  Alexander Gardner, Timothy O'Sullivan, and James Gibson Documentation American Civil War
  1880 the American George Eastman of United States

ACTIVITY 2: Assemble Pinhole Camera

Objectives:

• Students will assemble pinhole cameras.
• Students will develop photographs taken with pinhole cameras.

Estimated Time Needed for Activity:

Two 45-minute classes

Notes:

Prior to developing film, check with students about allergies to photo chemicals.
Directions for assembling a pinhole camera. http://users.rcn.com/stewoody/index.htm

Addressing Cultural Diversity in the Learning Environment:

1. Teachers may want to check out these books from local libraries and have available in the classroom for student use:
• Nature Photographer’s Complete Guide to Professional Field Techniques by John Shaw
• Creative Techniques for Photographing Children by Vik Orenstein
• The Secrets of Close-up Photography by Lou Jacobs Jr.
• National Geographic 100 Best Pictures or
• online at http://www.NATIONALGEOGRAPHIC.COM/NGM/100BEST
• The Portrait by Kodak
2. Other sources of 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

Materials Needed for this Activity:

1. (* indicates the item is needed by each student)
2. A clean, 7-inch tall oatmeal box, in excellent condition (no tears, dents or holes) *
3. An aluminum soft-drink can *
4. Old scissors to cut the aluminum
5. Flat black spray paint
6. Dark, preferably black, contact paper to cover the lid of the camera: any color will work, however, since the lid will be spray painted black
7. A#16 bead-threading needle (used to make the pinhole in the aluminum).(If you can't find a #16 needle, look for a #15 or #14 beading needle instead)
8. A wood clothes pin *
9. Household epoxy glue (used for making the "pinhole drill")
10. Elmer's white glue or equivalent
11. Q-tips to spread the epoxy glue
12. A manila file folder *
13. Plastic (electrical) tape
14. Light cardboard, such as the side of a breakfast cereal box *
15. Ruler to measure the paper shutter parts *
16. An Exacto knife or one-sided razor blade to cut the hole in the oatmeal box. A Dremel high-speed tool can also be used instead of a blade.
17. Emery cloth or very, very fine sandpaper

Additional Resources:

Encourage students to bring additional “camera bodies” if possible. These boxes will be used for a second camera or given to another student.

Procedure:

1. The above list of material is for an oatmeal pinhole camera, but a light-tight box will also work well.
2. Demonstrate again, the construction of a pinhole camera.
3. Students will construct their own pinhole cameras.
4. Guidelines for taking a good photo will be given and students will load film and take one photo.

Assessment

• Use the Creation Scoring Guide to assess this activity.

Extensions and Adaptations

Some students may want to work with a partner on this project.

ACTIVITY 3: Developing Negative and Making a Print

Objectives:

• Developing and printing procedures will be demonstrated by the instructor
• Students will discuss the outcome of the pinhole photography project.
• Students will contrast and compare photo project results to photographers of the 1880s.

Estimated Time Needed for Activity:

Two 90-minute sessions

Notes:

Directions for developing and printing negatives and prints from a pinhole camera, see: http://users.rcn.com/stewoody/index.htm

Addressing Cultural Diversity in the Learning Environment:

• Students may be interested in these photographers, as they represent a variety of cultural backgrounds and a mix of women and men: Alfred Steiglitz, Ansel Adams, Annie Liebowitz.
• Other sources of 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

Materials Needed for this Activity:

1. Three 5x7 developing trays
2. Developer (Kodak Dektol - comes in quart and larger sizes)
3. Stop bath (optional - clean water may be used instead) (Kodak Indicator Stop Bath or Acetic Acid)
4. Fixer (very important-Kodak Fixer is least expensive, comes in quart and larger sizes)
5. Sheet of plate glass large enough to cover 5 x 7 paper--must have edges ground so they are not sharp.
6. White light (a 15-watt bulb on a cord with a line switch is recommended. The room light can be used, but it is usually more difficult to control. Test it out first--you will probably want to use the 15-watt bulb instead
7. Clean towels
8. Recommended: plastic photographic chemical bottles to keep solutions in (sold at photo supply stores)
9. These chemicals are common darkroom chemicals for black and white print developing. They are not toxic under normal use but ingestion is not recommended. Read all manufacturer's labels and cautions before using.

Additional Resources:

• For alternative methods of developing film check with http://www.kodak.com.

Procedure:

1. (Some dark room equipment needed)
   
2. Teacher will demonstrate developing and printing procedures.
3. Also include any information about the need for safety around chemicals.
4. Students will develop the negative and make a 4x6” print from pinhole camera project.
   
5. When the print is dry, students will mount it on a piece of 8 x 10” mat board with glue stick or a spay fixative.
6. Completed student work will be displayed on a bulletin board for all to view.
7. As a class, discuss the outcome of the pinhole photography project.
• What was difficult about the pinhole camera project?
• What did you enjoy about the project and why?
• If you were to take additional pinhole photos, what changes would you make?
8. With the students standing near the bulletin board display of matted photos, ask these questions: (students are encouraged to offer compliments to other students)
• Which photo portrays an emotion and why?
• Tell about a photo that looks similar to the early 1880s photographs and why.
• Encourage students to compliment other student’s photographs. This may include: lighting, clarity, emotion, tells a story, etc.

Assessment

• Use the Creation Scoring Guide to assess this activity.

Extensions and Adaptations

Writing assignment: Compare today’s photography to that of the early 1880s.