Syllabus for Photography for Teachers

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(Author's Note: This is a working syllabus in progress)
 PHO XXX: Digital Photography for High School Teachers
 Course Policy and Assignment Manual
Prepared by Lori King

ABOUT THIS COURSE MANUAL:

This policy manual introduces the basic principles and theories of digital photography for the students of Digital Photography for High School Teachers course. This manual outlines the official classroom procedures and assignments for this course…with the teacher is always in mind.

                                                              Table of Contents
The Syllabus         
Catalog description/ Required textbooks/ Materials   
Materials cont./ Course objectives, overview & learning outcomes  
Course Rights & Responsibilities            
Assignment & Grade Procedures:           
          Grade scale, Poynter Institute, Dropbox/ Homework policy                            
    Procedures/ Email/Twitter/ Computer access/ Class attendance/ Re-dos             
Weekly Assignment Calendar  
Assignment Synopsis         
            Camera Operations 
            Editing Software/ Social Media/ Law & Ethics                                                      
Image permanence/ Critical thinking/ Critiquing and grading 
Weekly Lesson Plans        
     Week One: Camera operations 
     Week Two: Composition/ Light 
     Week Three: Photo Editing/ Social media 
     Week Four: Law and ethics 
     Week Five: Photography as art/photojournalism/interdisciplinary/marketing         
     Week Six: Image permanence 
     Week Seven: How to yeach photography/ Building a curriculum 
     Week Eight: Critiquing and grading student work 

Course Syllabus for Summer 20xx Semester
School of Arts and Sciences
Department of Fine and Performing Arts

Program Name: Photography
Course Name: Digital Photography for High School Teachers
Course Number: PHO XXX
Credits: X
Contact Hours: Day: Thursday/ Time: 9 a.m. – 2 p.m.
Instructor’s Name: Lori King
Office Hours:    By appointment
Classroom XXX Phone:
Campus E-mail: lori_king2@owens.edu
Catalog Description: Introduction to the basic principles and theories of photography, including the use of photography as communication and critical thinking tools. Study of and practice in using and teaching digital photography as fine art, as photojournalism, and for inspiring learning in interdisciplinary subjects. Course will cover digital camera operation, image correction and enhancement via image manipulation software, optimizing digital output, and optimizing image sharing using social media outlets. In addition to technical skills, students will address image concepts and composition as means of communication.
Pre-requisites: None  /Co-Requisites: None
Textbooks:
1.     Focus on Photography: A Curriculum Guide, by Cynthia Way (2006). International Center of Photography, New York. www.icp.org
2.     For interdisciplinary teachers: Teaching with Digital Images, edited by Glen L. Bull and Lynn Bell, International Society for Technology in Education, 1st Edition (2005). ISBN: 978-1-56484-219-0
3.     For photojournalism: Photojournalism, The Professionals' Approach, by Kenneth Kobre', Focal press, 6th Edition (2008) ISBN: 978-0-7506-8593-1

Required/Recommended materials and equipment:
Required:
  • A thumb-drive that is at least 2 GB. (All of your course material will be submitted and stored on this thumb-drive)
  • A 3-inch 3-ring binder. (All handouts and class documents will be saved in this binder)
  • A digital single lens reflex (DSLR) 35mm camera

Recommended but not necessary:
  • 35mm DSLR with manual capabilities and a memory card for your camera
  • A point and shoot camera and/or a cell phone camera
  • Various lens lengths that give you a wide (35mm) to telephoto (70-200mm) shooting range
  • An auxiliary flash with tilting head option
  • A small pack of colored Post-It strips for filing/labeling.

Course Objectives:
This course will:
  • Introduce photography as a mode of communication;
  • Reinforce how design principles communicate specific meaning;
  • Examine law, ethics and press freedom in relation to the various disciplines of photography;
  • Teach current strategy of social media and how it plays a vital role in disseminating visual information in the modern age.
  • Demonstrate and encourage the proper use of technology in all phases of digital photography, including input, manipulation and output.

Course Overview:
This course is two-prong:
  1. Teachers learn to comprehend the craft of photography so they can understand it themselves.
  2. This course strives to give teachers skills and confidence to teach photography. The skills learned in this class will enable teachers to use vocabulary associated with photography; to achieve visual literacy; to manipulate light using basic camera controls to obtain a correct exposure; to apply basic compositional and design elements to construct to communicate specific meaning; to use photography as a means of visual literacy and communication; and to effectively critique and grade student work.

Student Learning Outcomes:
At the end of the course, students will demonstrate the ability to:
  • Summarize their understanding of the image as a tool of communication;
  • Demonstrate the skill to analyze images to determine the degree of success at exposure determination, focus, composition, as well as communication during class critiques verbally or in written form;
  • Demonstrate ability to manipulate the color, tone, content, and dimensions of their digital images by completing lab exercises designed to develop these skills;
  • Understand and teach how to use light and compositional elements to make a good photo;
  • Examine and analyze media images using a variety of criteria and perspectives;
  • Know the ethical and legal differences between fine art, photojournalism and public relations/marketing photography;
  • Use industry standard software for editing photos/audio, and multimedia production/publication via Photo Mechanic, Audacity, Soundslides and Photoshop;
  • Create and maintain blog and Twitter accounts in order to further understand social media tools.

Course Rights and Responsibilities Agreement:


My student blog has been established as an open forum for student and faculty expression.
I will resist any attempt at censorship from people or organizations outside the staff and it will not be reviewed by school administration prior to publication. I will take into consideration guidance from my instructor, but will make my own decisions. Therefore, content represents my own views. and not the instructor’s.
Only spelling, grammar and AP style guidelines will be edited and graded by the instructor.
The photo blogs will endeavor to adhere to high standards of self-expression and journalism.
The following is a list of actions (or inactions) that warrant immediate failing grades:
• Plagiarism—Plagiarism is using someone else’s words or ideas without attribution and passing them off as your own.
• Falsified information and fabricated quotes—includes electronic manipulation that alters the truth of a photograph.
• Libel—Libel is writing anything that tends to expose another to public ridicule and to injure his or her character or reputation.
• Violation of copyright law—This occurs when a photographer uses someone’s copyrighted work without first obtaining written consent.
• Meeting deadlines
• Adhering to assignment descriptions
I will avoid publishing in my course blog innuendo, obscenity and material that threaten to substantially disrupt the learning process or is an invasion of privacy. I will not use my position as a scholastic photojournalist for unfair personal gain. Finally, I will strive to avoid all instances of conflict of interest.
I, as a student photographer, will conduct research to uncover factual information and will avoid hearsay. I will try to make my coverage and content unbiased, well rounded and meaningful to my blog readership.
The instructor will be responsible for all final decisions on policy issues that arise and is the person ultimately responsible for the student blogs.

Student Signature

_______________________________________

Assignments and Grading Procedures:  

Course Assignments
  1. Camera controls: The scavenger hunt
  2. Composition and design
  3. Editing software
  4. Social Media strategy
  5. The First Amendment
  6. Law, ethics, photographer’s rights
  7. Image Permanence
  8. Photography as art, photojournalism, yearbook and for interdisciplinary subjects
  9. Grading/critiquing photographs
  10. Final Project: developing lesson plans and syllabus for students
Total Assignment points = xx

Poynter Institute NewsU Tutorials
  1. Language of the Image
  2. What Makes a Winner: NPPA Contest
Total NewsU points = xx

Grading breakdown
Assignments = 60%
NewsU tutorials = 20%
Final Project = 20%
Total = 100%

Poynter Institute tutorials
You will work through a variety of self-directed courses offered by The Poynter Institute's News University, funded by the John S. and James L. Knight Foundation. The NewsU courses viewed in this class are free (there are fee-based courses available if you want to take your learning further.) At the end of each course, you will be required to submit a course report to your instructor to acquire a grade. Grade is determined by the amount of time spent on the course.

Dropbox.com
It is recommended you sign up for Dropbox.com as an effective way to share your homework assignments and other documents with your instructor. Dropbox.com is a free online service that provides online storage and sharing of your photos, documents and videos anywhere, anytime. This service eliminates the need to email you a file! The instructor can help you set up your account in class.

Deliverable homework assignments
Each homework assignment will have a due date. It is important to keep up with the work and submit work on time. Late assignments will be reduced 10 points each class week it's late. No exceptions.
Specific Course Procedures:
Classroom procedures
  • Lectures will include group discussions, Prezi presentations, online research, oral reports, and guest speakers.
  • Lab will include digital darkroom work, group photography sessions, image critiques, and possibly a field trip.
  • Use of Blackboard, Dropbox.com, lecture/lab resources and discussion boards.
  • You will be exposed to working photographers through scheduled field trips and classroom visits.
  • It is recommended you attend open labs to complete assignments on time.

Email and Twitter accounts
Students are required to have an available email account and check it regularly. Twitter will also be used to communicate with one another. This is a quick way of getting the word out about assignment changes, cool happenings, etc. You are required to monitor your Twitter account at least once a day.

Computer access
Students may be asked to do research online, as well as access their Blackboard account regularly. Students are expected to have basic computer literacy skills to take tests, check emails, submit assignments and view grades, the class calendar, etc. Class will be taught at a pace on that assumption.

Class attendance
  • Attendance will be noted in the instructor’s grade book, as well is in my Grade Center under Attendance.
  • Class meets once a week. Class sessions will consist of lectures and labs. The syllabus includes a weekly schedule, but that can change according to our class pace.
  • Expect to work on assignments in and out of class/lab.
  • If ill, stay home. You have 1 freebie; use it wisely. Each additional absence will lower your grade by 10%.
  • You will receive 1 point for each class period that your arrive before 9:05 a.m. These points award good, on-time attendance. Points are accumulative.

Re-dos
Any assignment turned in on time can be re-worked and re-submitted within one week of the critique. If you received feedback in a critique session or on a grade-sheet on how to improve the project, or you were not satisfied with the project when you completed it, you may improve it and I will re-evaluate if for a possible better grade. This is a benefit to you. Improvement is encourage

Weekly Assignment Calendar

Week
Topic
1
·      Camera types
·      Camera controls
2
·      Composition and design principles
·      Manipulating light for proper exposures; metering light sources
3
·      Photo editing tools: Photoshop, Lightroom, Photo Mechanic, Photoshop Elements, online/app editing systems.
·      Social media strategy: developing blog and Twitter accounts
4
·      Law, ethics, photographer's rights: copyright, ethics for different types of photography, legal concerns (trespassing, misappropriation)
5
·      Photography as art, photojournalism, marketing, critical thinking tool
6
·      Image permanence/storage/sharing (hard drives, memory cards, Cds/DVDs, print storage)
·      Discussion and study of photography as critical thinking and visual literacy tools: examples of interdisciplinary teachers using photography for class projects
7
·      How to teach what you have learned so far
·      Inserting photography into a curriculum; building a syllabus
8
·      How to grade and critique student work; standardizing a grade sheet

Final Exam Day: xxx - Attendance Required

Disclaimer: The instructor reserves the right to amend this syllabus as deemed necessary and will communicate such amendment to the students in the course.


“Technologies change. Media change. The need to recognize news and convey it clearly has not. Visual storytelling skills are more vital than they have ever been.” - Kenneth Kobre


       Assignment Synopsis

Camera Operations
Photography is a visual language. There are reasons some photos are successful and others are weak. Those reasons are more likely due to technical and aesthetic knowledge, or lack thereof. When photographers discuss photographs using visual terms to address the actual value of the image, the conversation goes beyond subjective likes and dislikes. We tend to discuss photos in terms of light and composition.
   Photographers look for good quality of light, juxtaposition, a point of entry, mood, emotion, and a sense of place in order to best tell a story. It becomes a natural process. Lots of instant decisions are made when making an image.
   Learning camera operations will help you teach your students how to shoot photos that are properly exposed and well composed.
   By the end of this course, you will:
  • Know how a camera works
  • Enhance your artistic vision by understanding composition
  • Understand how ambient and artificial light enhances the aesthetics of an image
You will learn the following lessons:

Camera types
In the 21st Century there are more camera types available than ever before. Though the DSLR camera is still the preferred choice for quality control, it’s not the only camera available for capturing visual images. In this block of instruction you will learn the various types of cameras on the market today, including cell phone and mirrorless cameras, as well as the advantages and disadvantages of each type.

Camera controls
You will learn everything you need to know about how a basic camera works to make a properly exposed digital image. This lesson covers ISOs, f/stops/apertures and shutter speeds; the concept of reciprocity; and how f/stops and shutter speeds control depth of field and motion, respectively.

Design principals
There are basic design elements that photographers abide by to make aesthetically pleasing images. These elements, though intuitive to an experienced photographer, are learned guidelines that have been passed down through the ages. Knowing these compositional elements allows you make better images through visual variety. Strong compositional elements enable a photographer use rhythm, balance and unity to hold a viewer’s eye.

Light
The word photo is defined as light, thus photography cannot happen without light. Cameras were invented to capture light, and camera controls manipulate that light (take away too much light, and add light when there is not enough). There are two types of light: ambient and artificial. You will learn how to read these two types of light, as well as learn how to operate your camera to control light.
Learning exposure and metering
Learning to properly expose a photo is one of the most important aspects of photography. It is also one of the most difficult lessons to master. In this block of instruction, you will learn how to properly expose the light at a scene using your camera controls and the internal camera meter.

Editing software
Once a photo is taken, the next step is the editing process. Toning, color correction and cropping are common editing tools, but there are many more, including the cloning and move tools. Multitudes of editing software are available for these functions.  Software is also used to preserve and share images.
   In this block of instruction, you will learn about the most commonly used photo editing software and applications available to accomplish these tasks. Lessons will cover but not limited the most common editing software for still photos, which are Photoshop, Lightroom and Photo Mechanic, which are provided on the classroom computers.

Mobile Editing Apps
Cell phone photography has become so popular that it must be addressed as a viable option for photography. Using a cell phone to capture images is convenient for two reasons: accessibility and connectivity to the Internet. This block of instruction will cover cell phone camera usage and the apps that are available, such as Instagram.

Social Media
In this course you will maintain Twitter and blog accounts. If you are not already connected, then these accounts will expose you to the power of social media. Because most of your students are so socially media savvy, this will help you to better relate to them.    Finding a social media voice is a process and will come with training and experience. This block of instruction will cover how to teach your students responsibility on the Internet.
   You will study other blogs for your inspiration and search for other educators to follow on Twitter so you have others to share and learn from.

Law and Ethics
For photojournalism: Establishing a school media organization that is an open forum for student expression is the ultimate goal of any student news staff. It takes:
  • continuous, well-planned lessons on photographer's basic legal rights and ethical standards;
  • an administration that trusts its student newspaper or other media staff to make content decisions;
  • a dedicated, educated student staff that knows its First Amendment rights
  • knowing the difference between photojournalism, yearbook, public relations and photography in classrooms.
   For art, journalism and interdisciplinary subjects: Yearbook advisers, art teachers and other teachers who want to use photography as a learning tool in an interdisciplinary subject, like science, should still understand basic photographer's rights and ethics.
   In this block of instruction, you will learn where students can and cannot take their cameras; when students need model release forms; when images can and cannot be shared on social media sites;
when it's acceptable or not acceptable to manipulate photos; and basic legal problems students can face when they don't know the law, like trespassing and misappropriation.

Image permanence, storage and sharing
Once the students learn how to operate a camera, the next logical step is creating a standardized organizational workflow for storing and sharing the images. You will learn about using removable media to capture and store photographs: smart media cards, memory cards, thumb-drives, hard drives, compact flash cards, etc. You will then learn how to move or download images from a camera or memory card into a computer, as well as discuss where to store the images during and after assignments in an orderly fashion. Preparing images for email, websites and presentations is also covered in this block of instruction.

Photography used for critical thinking in the classroom
Teaching with digital images: Acquire. Analyze. Create. Communicate textbook editors Glen L. Bull and Lynn Bell understood when they edited this book that photography is a universal visual language that can be used in any academic area. In this block of instruction you will learn how visual images can be used in science as data collection; in language as imagery in reading; in mathematics for problem solving; and in social studies as a tool for social inquiry.  Digital photography has broadened the power of photography as a means for teachers to use visual imagery as another useful way apply technology to develop students’ higher-order skills and creativity.

Critiquing and grading photographs
Critiquing and grading student photography is difficult because the art of photography is so subjective. It is always hard to judge another person’s artistic vision. After all, others could consider one artist’s self-described masterpiece rubbish. However, there are guidelines to help gauge what is a good photograph, and what is, well, rubbish. In this block of instruction you will learn how to objectively critique and grade the technical, aesthetic and overall meaning of photographs in a standardized way.


WEEKLY LESSON PLANS

WEEK ONE
Introduction: Syllabus and course requirements
Learning Objectives: Camera types and camera controls
Part 1: Different camera types and anatomies
·      Single Lens Reflex (SLR)
·      DSLR
·      cell phone cameras
·      point and shoot
·      mirrorless interchangeable lens cameras
- Show Camera Parts Prezi
- Students will split into groups with similar cameras to help each other identify parts of the   
  camera.

Part 2: Basic camera controls
·      ISO (International Standard Organization)
·      F/stop/aperture
·      Shutter speed
·      Other functions: self-timer, hot shoe, etc.

1. Show selected Foundations of Exposure (Lynda.com) movies:
  • Exposure Fundamentals
  • Camera Anatomy
  • White Balance
  • Meter Modes
  • Manual Mode
2. Continue with camera lecture:
  • Show Penn State Ppt on exposure
-       Depth of Field/shutter speed/aperture
-       RAW vs. JPG

Discussion Questions:
What types of cameras are the most popular among your students?
Do you know the difference between a point and shoot and a DSLR?
Is there a particular camera brand that most students are using?
Have you ever considered applying for a grant for camera equipment?
Is it easier for students to use the auto/program mode rather than the manual mode?
What are the advantages of students knowing how to use a camera on manual mode?


WEEK TWO
Learning Objectives: Composition and Light


Part 1:
Composition guidelines
·      Balance
·      Perspective
·      Rule of 3rds
·      Lines
·      Framing

Design principles
·      Balance
·      Logic
·      Purpose
·      Clarity
·      Dominance

Emotional appeal
·      Dynamic
·      Provocative
·      Creative
·      Unusual



1. Show Prezi tutorials 
2. View online work of professional photographers. 



Part 2: Light
·      Ambient
-       candlelight
-       tungsten
-       flourescent
·      Artificial
-     camera flash units
-     studio strobes

How to meter for light
-       18% grey card
-       Shadows
-       Silhouettes
-       High light
-       Dim light
-       Contrast




Discussion Questions:
Can you provide a distinct language to what makes a photo work, or what’s wrong with a photo?
What are the advantages and disadvantages of using artificial light?
Do you understand the 18% gray concept?
What is color temperature?
Are blurry photos ever acceptable?


WEEK THREE
Learning Objectives: Photo editing & Social Media


Part 1: Photo Editing Tools (These are provided on the classroom computers, except for Adobe Elements)
·      Photoshop
·      Adobe Bridge
·      Lightroom
·      Photo Mechanic
·      Adobe Elements
1.     Familiarize students with Mac computers
2.     Show Lynda.com and Prezi tutorials.
3.     Supply jpg images for students to work with for hands-on experience with each of the tools discussed above.

Discussion Questions:
When is acceptable to manipulate photos using Photoshop?
Can you justify installing editing software on classroom computers?
Can you identify differences between Photo Mechanic and Adobe Bridge?

Part 2: Social Media
·      Blogs
·      Twitter
·      Pinterest
·      Flickr


1.     Discuss modern age of social media, and the importance of it to your students.
2.     Open dedicated Gmail accounts for each student for their blogs and Twitter.
3.     Go over legal and ethical guidelines for social media.
4.     Create Twitter account
5.     Create Blogger account

Discussion Questions:
How can social media help you connect with your students?
Do you think it’s acceptable for teachers and students to Follow and Friend with one another?
When is it acceptable for students and teachers to be connected?
Is social media a necessary evil, the greatest teaching tool of all time, or both?
Are students too wrapped up in social media to pay attention to the world around them, or do you think social media connects them to the outer world?
How can you best use social media to connect with the students, and to prepare them for constant change in technology?
Can you think of other social media tools that are helpful in the classroom?


WEEK FOUR
Learning Objectives: Law & Ethics
Part 1: First Amendment
·      Students take the SPLC First Amendment quiz to gain knowledge and generate discussion.
Part 2: Photographer’s Rights
Part 3: Legal issues
·      Go over Legal Guidelines in the Student Manual handout provided on the first day of class:
-       Objectives
-       Goals and purposes
-       Errors in student blogs
-       Sensitive topics
-       Rule of Thumb guidelines: What we Can and Must do and abide by
-       What is obscene?
-       What is “a material and substantial disruption of school activities?”
-       Fair use in the classroom

·      Go over Ethical Guidelines in the Student Manual:
-       Rule of Thumb: What we should do.
-       The Potter Box
-       When a Red Light goes off
-       NPPA Code of Ethics
-       What to do while on assignment
-       What not to do while on assignment
-       Where and when students can shoot on and off school grounds
-       Tips in covering spot and general news and emotional events

Discussion Questions:
What is the primary difference between law and ethics?
Do you think students understand the ramifications of not knowing or ignoring the right thing to do?
Should law and ethics be taught to students even in an art class?
How should you handle a student who has violated a legal or ethical standard while taking photos for a class?
Do you have a written policy for legal and ethical situations in your classroom or in your organization?
Do you think it’s your responsibility, as a teacher, to teach students ethics, or do you think that falls to the parents?
Do you have an open forum for student expression policy in your classroom or on your newspaper or yearbook staff? If not, should you?
Is there something you or one of your students has done in the recent past that you now know is ethically or legally wrong?

WEEK FIVE
Learning Objectives: Teaching Photography
·      Teachers who already advise or instruct in the following respective subjects will have an opportunity to discuss their teaching practices involving photography.
·      Guest speakers will be scheduled for each section to discuss their established program or policies regarding their specialties.
·      Examples will be used to demonstrate each subject.
·      Homework assignments will vary according to the subject the student teacher chooses to study.
·      These four sections will be discussed one at a time:
Section 1: Photography as art

Section 2: Photography as photojournalism and yearbook
·      Learning how to shoot portrait, feature, sports and photo story assignments

Section 3: Photography for use in interdisciplinary subjects

Section 4: Photography as marketing and public relations

Discussion Questions:
Do you think you know enough from your current experience and education to teach any of these subjects if asked by your administration to do so today?
Do you think there is a distinct difference between these four sections? What are they?
What do you think is the primary ethical difference between marketing, yearbook and photojournalism?


WEEK SIX
Learning Objectives: Image Permanence
Part 1: Removable media
Demonstration of the various types of media available
Explain pros and cons of each (image size, memory space, quality)

Part 2: Storing images
Demonstration of how to upload images on a computer
Explain why it's a bad idea to store images on removable media
Factory software
Lightroom
Prints
·      home computers
·      inkjet computers
·      photo stores
·      sizing images for prints

Part 3. Preparing images for publication
·      email
·      websites (blogs, Twitter)
·      presentations (Powerpoints, Prezis)

Discussion Questions:
Should students supply their own memory cards for their class assignments, or should the school supply them?
Think of various ways can students back-up their photos.
What could happen if students stored their photos on their memory cards?
Do you have a class computer that can handle gigs of data? If not, how can this problem be remedied?
If you already teach student photographers, do you have a standardized workflow they follow?
How many ways are available to display and share your student's images


WEEK SEVEN
Learning Objective: How to teach what you’ve learned so far
This block of instruction will begin the process of incorporating all of the course lessons into a
syllabus. This includes designing lesson plans and homework assignments geared for your own purposes.

WEEK EIGHT
Learning Objectives:  How to grade and critique student work
Part 1: If you work with student photographers, you need to have a standardized rubric to grade or critique photos. In this block of construction, you will learn the various ways to grade and critique different types of student work, as well as how to standardize grading procedures.
Examples of available photography grading rubrics:

Part 2: Open lab for final project


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