DOCSLIB.ORG

Studio in Drawing and Painting; Graphics, Photography; Advanced Electric Courses in Art for Grades 10, 11, and 12, Volume 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Studio in Drawing and Painting; Graphics, Photography; Advanced Electric Courses in Art for Grades 10, 11, and 12, Volume 1 DOCUMENT RESUME ED 100 747 SO 008 028 TITLE Studio in Drawing and Painting; Graphics, Photography; Advanced Electric Courses in Art for Grades 10, 11, and 12, Volume 1. INSTITUTION New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 74 NOTE 67p. !DRS PRICE MF$0.75 HC-$3.15 PLUS POSTAGE DESCRIPTORS *Advanced Programs; Art Activities; *Art Education; Class Activities; Course Descriptions; Curriculum Guides; Evaluation; Grade 10; Grade 11; Grade 12; *Graphic Arts; *Painting; Photographic Equipment; *Photography; Resource Materials; Secondary Education ABSTRACT This is the first volume in a series that includes the syllabi for advanced elective courses in at education for grades 10, 11, and 12. The course objective is to provide a multiplici'lr of visual experiences in the drawing and painting areas of the grapuic arts and photography that are broad in scope and that will challenge the students ability and raise his creative potential to the highest level possible. Teaching techniques include teacher demonstrations, classroom discussion, hands on experiences with pen and ink sketching, contour and gesture drawing, encaustics, oil painting, printmaking, photography and various other art forms, The guide consists of three main sections:(1) Studio in Drawing and Painting; (2) Studio in Graphic Arts (Printmaking);(3) Studio in Photography Course. A description, student objectives, background reading for teachers or students, and suggestions for teacher demonstrations, classroom discussions;, and student activities are provided for each section. Evaluation methods and suggested supplementary readingsare also included. (Author/RM) U S DEPARTMENT OF I1EALTR. EDUCATION & WELFARE NATIONAL. INSTITUTE OF EDUCATION THIS DOCUMENT HAS REN REPRO DuCED tAACTLV AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS stA TEO DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OR POLICY drawing a,a p ain graphics photography BarCOPY AVAILABLE volumeone advanced electivecourses in art for grades 10,11, or 12 THE UNIVERSITY OF THE STATE OF NEW YORK / THE STATE EDUCATION DEPARTMENT BUREAU OF SECONDARY CURRICULUM DEVELOPMENT / ALBANY, NEW YORK 12234 1974 THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The t nivesity twills$ear., when termst.xpire) 1984 Jos Eett W. NIcCovv.ttx, A.B., J.D., L.H.D LL.D., D.C,L., 1.itt.D.,Chancellor New York 1981 I'm:mmHg M. litAcK, A.B., Litt.D., 1.1.D., Pfl.D., Vice Chancellor Sall& Point 1978 ALEXANDER J. ALLAN. JR., LLD., Litt.D. Troy 1987 Cwt. H. Pflatzumstft, Ju., A.B., M.B.A., D.C.S., 1 1.11.1), Purchase 1975 EDWARD M. St. WARBURG, U.S., L,H,D, New York 1980 Jos Eett T. Kim, LL.B. Shelter !slam! 1981 Jostett C. INowEvro. M.D. Brooklyn 1976 tha.Ks B. Pow Eit, A.B., Litt.D., 1.11,D., LLD, Rochester 1979 Fatycts W. McCINENx. U.S., JD., LL.D. Glens Falls 1986 Kt Nvilti B. (:LARK, AIL, M.S., Ph.D., LL.D., 1.11.D.. 1).SeHastings on ,Hudson 1983 1httot.o E. NKwcomit, Owego 1988 Wit.t.mt A. GENNICIL 1.1.8., L.H.D. Buffalo 1982 Emf.vx I, likiFFITIL J.D. Rome 1977 1;i:sfAto,f:S. KLEIN. B.S.. %LA. Bayside 1981 WILLItM A.B., LL.D., Litt.D. I...11,D. Briarcliff Manor President of The University and Commissioner of Education Ew kip B. Nycit.tsr Executive Deputy Commissioner of Education Gonoos M. AMIIALII Deputy Commissioner for Elementary, Secondary, and Continuing Education Ittomvs D. Silt:minx Associate Commissioner for Instructional Services Milt% I i..iltrstat III Assisfam commissioner for General Education andCurricularServices VIvti;xxv. ANDERSON Director, Division of Curriculum Development Co limos E. VAN 11 Chief, Bureau of Secondary Clirrkidnlit DPVPlopInput Director, Division of the Humanities and tLe Arts Chief, linreau of .1rt Education Vivi vs'. J.Piipm.filf, ACKNOWLEDGMENTS Examples Of student art have been used whenever feasibleto illustrate concepts and processes included in this volume. Sincere thanks are extended to the following schools for theircontributions: Photographs of Student Art: Studio in Drawing and Painting Afton Central High School, Afton Brentwood High School, Brentwood Chenango Valley High School. Chenango Valley Cicero High School, North Syracuse School District Kenmore West Senior High School, Kenmore Kingston High School, Kingston Lindenhurst High School. Lindenhurst Linton High School, Schenectady Mount Kisco High School, Mount Kisco Newark High School. Newark Northport Senior High School. Northport Studio in Graphic Arts Bethlehem Central High School, Delmar Brentwood High School. Brentwood Cicero High School. North Syracuse School District High School of Music and Art, New York City Holley Junior Senior High School, Holley Newark High School. Newark Niskayuna High School, Niskayuna Niagara Wheatfield KAI School. Sanborn Studio in Photography Hoard of Cooperative Services, Northern West pester Technical Center. Yorktown Heights Deer Park High School, Deer Park Ellicottville High School. Ellicottville Kenmore East Senior High School, Kenmore Niskayuna High School, Niskayuna iii THE VISUAL ARTS VOMINIM. Exploring the Visual Arts An exploratory course intended to meet the general art requirement for students in grades 7 and 8 by enabling them to experiment with the various fat ms and media of the visual cats in the contemporary world I I COMPREHENSIVE FOUNDATION COURSES Creative Crafts Studio in Art Art History and Appreciation Mechanical Drawing and Design A year-long introduction to A year-long introduction to A year-long introduction to A year-long introduction to the fundamentals of 3- the nature, function, and man's creative use of the a universal graphic language r me.onnl design through techniques of the visual visual arts throughout through which students can the creation of crafts in arts in the present and in history, with constant express their ideas with .various materials the pas' reference to the present and creativity, clarity, and implications for the future exactness IMMEMMI ADVANCEDELECTIVE COURSES* OW al IMPMIL ..... orMD ND =Ialb [Studioin Ceramics `Ancient Art J IAdvanced Mechanical Drawinuind Desiag ONNO MI IMOMO MO IMP NW 1 Studio in Sculpture `EuropeanArt Studio in Graphic Arts 'Architectural Drawing =1WEImml=1111mmeadmmmmor 1 and Design Studio in Jewelry and IlNonEuropeane or es GO Art Silversmithing Studio in Advertising ...... Design LIndustrial Design Modern Art I Advanced Creative CraftsI MI GO ON MN OS MI MO 1111 MI MI 1 rUrban Design and OM allMO AO 1 Studio in Fashion L Art of the Americas Design and Illustration LCommunity Planning 'Independent Study MI OM M MI MI 1111 MI ME rrrcaritecture Through 1 1 Ithe Ages rIndependent Study Studio in Jewelry and j fi Silversmithing 1 rEsthetics, and Art Studio in Product Design Criticism IIndependent Study 1 Studio in Interior Design Studio in Sculpture IStudio in Ceramics *Titles enclosed in dotted lines are suggestions for locally developed advanced elective courses. Cinematography II OW MO AMS 4110 ...... *Minor changes in titles have been made since the publication of STUDIO Independent Study 1 IN ART--A COMPREHENSIVE FOUNDATION COURSE. iv FOREWORD This is the first volume in a series that includes the syllabuses for the advanced elective courses in the art program for grades 10. 11. and 12. Volume I Studio inDrawiog and Painting Studio inGraphic Arts Studio inPhotography Volume 11 Volume 111 Studioin Sculpture Studio in Advertising Design Studioin Ceramics Studio in Fashion Design and Studioin Jewelry and Silversmithing Illustration Studio in Product Design Studio in Stage Design As with the other electives, those in this volume may be offered for one unit of credit to students who have earned credit in the basic course.Studio inArt.This credit may he applied as part of the threeunit. major sequence in art.See the flow. chart of the art program on the facing page. The following consultants were involved: Ntuttio inDrawing and Painting Studio in Graphic Arts Minerva Marko.. supervisor of art. Niagara-Wheatfield Central Schools, prepared the original materials for each of these courses of study. Ernest Andrew Mills. associate in the. Bureau of Art Education. authored several iections. Vincent J. Popolizio. chief of the Bureau of Art Education. and James V. Gilliland. associate in the. Bureau of Art Education. provided additional materials. Studio in Photography John Roder. art teacher. Ossining High School wrote the first draft. Denise Kaplan and Jared Fast. photography instructors at Deer Park High School. reviewed the manuscript and made meaningful suggestions for inclusion. The new svIlalatses were prepared under the general direction of Mr. Popo lizio. The draft materials prepared by the writing consultants indicated above were further supplemented and revised by Mr. Mills and Harold Laynor. formerly associate in art education. now on the faculty of Millersville State College. Pennsylvania. The layout of the publication was planned by Mr. Gilliland, The curriculum responsibility for preparing the preliminary drafts for publication was carried out by Richard G. Decker. formerly associate in Secondary Curriculum. now retired.Robert F Zimmerman. associate in Secondary Curriculum. coordinated the final revisions and prepared the materials for publication. Gott ov E. V AN noon.Director Division of Curriculum Development CONTENTS Acknowledgments .. iii Foreword V STUDIO IN DRAWING AND PAINTING ... 1 Introduction to Drawing Pastels and charcoal . 6 Pencil Crayon Ink and felt-tip pens . ... Equipment and supplies for drawing..." Introduction to Painting 4 Watercolor .. .......-........ ._ Equipment and supplies for watercolor painting .4 jk 4 6;6. 4i4 0000 6 6.: ri Oil paints p...... ..... 41. Equipment and supplies for oil painting.. .i 6 0000 ,41 6.4 4. o 6 Acrylic paints .. f f.018 Equipment and supplies for painting-with acrylics 000 21 Glossary of terms ,..23 STUDIO IN GRAPHIC ARTS (Printmaking) Introduction to Printmaking.... 4... 26 ,444 Monoprint . oo 0.6 28 af Reliefprinting...... 30 .z...,'4, L 4 o 30 4 4; block ,.printingprinting ...... tr Woodblock printing.
Load more

Recommended publications
  • Each Wild Idea: Writing, Photography, History
    e “Unruly, energetic, unmastered. Also erudite, engaged and rigorous. Batchen’s essays have arrived at exactly the e a c h w i l d i d e a right moment, when we need their skepticism and imagination to clarify the blurry visual thinking of our con- a writing photography history temporary cultures.” geoffrey batchen c —Ross Gibson, Creative Director, Australian Centre for the Moving Image h In Each Wild Idea, Geoffrey Batchen explores widely ranging “In this remarkable book, Geoffrey Batchen picks up some of the threads of modernity entangled and ruptured aspects of photography, from the timing of photography’s by the impact of digitization and weaves a compelling new tapestry. Blending conceptual originality, critical invention to the various implications of cyberculture. Along w insight and historical rigor, these essays demand the attention of all those concerned with photography in par- the way, he reflects on contemporary art photography, the role ticular and visual culture in general.” i of the vernacular in photography’s history, and the —Nicholas Mirzoeff, Art History and Comparative Studies, SUNY Stony Brook l Australianness of Australian photography. “Geoffrey Batchen is one of the few photography critics equally adept at historical investigation and philosophi- d The essays all focus on a consideration of specific pho- cal analysis. His wide-ranging essays are always insightful and rewarding.” tographs—from a humble combination of baby photos and —Mary Warner Marien, Department of Fine Arts, Syracuse University i bronzed booties to a masterwork by Alfred Stieglitz. Although d Batchen views each photograph within the context of broader “This book includes the most important essays by Geoffrey Batchen and therefore is a must-have for every schol- social and political forces, he also engages its own distinctive ar in the fields of photographic history and theory.
    [Show full text]
  • HDR Photography When to Use It and Why You Shouldn't!
    HDR Photography When to use it and why you shouldn't! By Steve Friedman September 30, 2020 HDR Topics • Just what is HDR? • History of HDR • Technical Considerations • HDR Best Practices • HDR Examples • More HDR Examples • Beyond HDR • Sample HDR Processing, Native and Plug-in • Questions Friedman 2020-09-30 HDR Photography 2 Just What is HDR? • High Dynamic Range, or HDR, is a technique to extend the dynamic range of imagery that can be obtained from a camera. • Cameras do not see the world as good as the human eye can • Early forms of plate technology cameras – Yes, of course! • Film cameras – of course • Digital Cameras – even the best digital cameras have limitations! • HDR is any technique, process, and/or procedure which serves to extend the dynamic range of a camera to more approximate what the human eye can see. Friedman 2020-09-30 HDR Photography 3 Just What is HDR? … continued • “Put simply it is a technique to create images with a higher range of luminosity that can be created with a single standard image. • “In other words, your camera’s sensor or film can capture a specific number tones between pure white and pure black. HDR is a technique to increase that number of tones beyond what can be captured in a single natural shot. • “Generally it is thought that the aim of an HDR images is to bring the tonal range of an image close to what the human eye can see.” Source: Lightstalking https://www.lightstalking.com/story-of-hdr-photography/ Friedman 2020-09-30 HDR Photography 4 HDR has a long history • HDR began during the early ages of photography.
    [Show full text]
  • The Integrity of the Image
    world press photo Report THE INTEGRITY OF THE IMAGE Current practices and accepted standards relating to the manipulation of still images in photojournalism and documentary photography A World Press Photo Research Project By Dr David Campbell November 2014 Published by the World Press Photo Academy Contents Executive Summary 2 8 Detecting Manipulation 14 1 Introduction 3 9 Verification 16 2 Methodology 4 10 Conclusion 18 3 Meaning of Manipulation 5 Appendix I: Research Questions 19 4 History of Manipulation 6 Appendix II: Resources: Formal Statements on Photographic Manipulation 19 5 Impact of Digital Revolution 7 About the Author 20 6 Accepted Standards and Current Practices 10 About World Press Photo 20 7 Grey Area of Processing 12 world press photo 1 | The Integrity of the Image – David Campbell/World Press Photo Executive Summary 1 The World Press Photo research project on “The Integrity of the 6 What constitutes a “minor” versus an “excessive” change is necessarily Image” was commissioned in June 2014 in order to assess what current interpretative. Respondents say that judgment is on a case-by-case basis, practice and accepted standards relating to the manipulation of still and suggest that there will never be a clear line demarcating these concepts. images in photojournalism and documentary photography are world- wide. 7 We are now in an era of computational photography, where most cameras capture data rather than images. This means that there is no 2 The research is based on a survey of 45 industry professionals from original image, and that all images require processing to exist. 15 countries, conducted using both semi-structured personal interviews and email correspondence, and supplemented with secondary research of online and library resources.
    [Show full text]
  • Principles of Photography and Photojournalism
    SYLLABUS DATE OF LAST REVIEW: 12/2019 CIP CODE: 24.0101 SEMESTER: Departmental Syllabus COURSE TITLE: Principles of Photography and Photojournalism COURSE NUMBER: JOUR0174 CREDIT HOURS: 3 hours - 6 studio (lab) hours INSTRUCTOR: Departmental Syllabus OFFICE LOCATION: Departmental Syllabus OFFICE HOURS: Departmental Syllabus TELEPHONE: Departmental Syllabus EMAIL: Departmental Syllabus KCKCC-issued email accounts are the official means for electronically communicating with our students. PREREQUISITES: None REQUIRED TEXT AND MATERIALS: Please check with the KCKCC bookstore, http://www.kckccbookstore.com/, for the required texts for your particular class. COURSE DESCRIPTION: This course is designed to familiarize you with basic camera mechanics and techniques. The emphasis of the course is on visual communication. You will also learn basic darkroom techniques and digital photo editing. You must have reliable access to a 35mm film camera, and reliable access to a digital camera will also be helpful. METHOD OF INSTRUCTION: A variety of instructional methods may be used depending on content area. These include but are not limited to: lecture, multimedia, cooperative/collaborative learning, labs and demonstrations, projects and presentations, speeches, debates, and panels, conferencing, performances, and learning experiences outside the classroom. Methodology will be selected to best meet student needs. COURSE OUTLINE: I. Photography basics and image control A. Film 1. Formats 2. ISO B. The camera 1. Focus and depth of field 2. Zoom 3. Aperture 4. Exposure time C. Accessories 1. Tripods 2. Cable releases 3. Flashes and off-camera lighting D. Lighting 1. Studio lighting 2. Flashes II. Darkroom Techniques A. Developing 1. Loading 2. Mixing / applying chemicals 3. Developing 4.
    [Show full text]
  • DIGITAL PHOTO MANIPULATION: a DESCRIPTIVE ANALYSIS of CODES of ETHICS and ETHICAL DECISIONS of PHOTO EDITORS Stephen Edwin Coleman University of Southern Mississippi
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2007 DIGITAL PHOTO MANIPULATION: A DESCRIPTIVE ANALYSIS OF CODES OF ETHICS AND ETHICAL DECISIONS OF PHOTO EDITORS Stephen Edwin Coleman University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Communication Technology and New Media Commons, Critical and Cultural Studies Commons, Ethics and Political Philosophy Commons, Journalism Studies Commons, Mass Communication Commons, Photography Commons, and the Publishing Commons Recommended Citation Coleman, Stephen Edwin, "DIGITAL PHOTO MANIPULATION: A DESCRIPTIVE ANALYSIS OF CODES OF ETHICS AND ETHICAL DECISIONS OF PHOTO EDITORS" (2007). Dissertations. 1304. https://aquila.usm.edu/dissertations/1304 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi DIGITAL PHOTO MANIPULATION: A DESCRIPTIVE ANALYSIS OF CODES OF ETHICS AND ETHICAL DECISIONS OF PHOTO EDITORS by Stephen Edwin Coleman A Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: December 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COPYRIGHT
    [Show full text]
  • Introduction to Printing in the Darkroom
    Introduction to Printing in the Darkroom Ansel Adams: The Tetons and the Snake River (1942) Overview • Philosophy • For Beginners First steps in the darkroom How to make your first print • Advanced Techniques How to get high quality prints every time! With a practical example... • Some Slide on the Theory Why it works… Philosophy “The negative is comparable to the composer's score and the print to its performance. Each performance differs in subtle ways.” Ansel Adams Principle Positive Negative What’s bright reality appears dark on the negative. What’s dark in What’s bright on the negative lets a lot of light though: it reality appears appears dark on the positive. bright on the What’s dark on the negative lets little light through and negative. appears bright on the positive. Dark areas in the negative are called Highlights: got a lot of light during exposure. Bright areas of the negative are called Shadows: got little light during exposure. Elements of a Darkroom Enlarger Dry area Safelight (red or orange) Lens Enlarger Timer Focus Finder Easel Wet area Stop-clock Measuring cylinders, Mixing jugs (many) Fixer Stop bath Developer Archival Washer Dishes The ESTEC Darkroom Durst Durst 670BW AC650 Dry area Durst Wet area ChemicalDishes 138S Fridge Light Table Tools Dryer Chemicals Some Useful Tools Only a few tools are needed: Permanent pen Tape Always useful tool Test strip holder Wire to make masks Pieces of cardboard Focus finder to make masks Universally versatile tool First Steps Setting up the processing dishes − Developer (yellow) − Stop (white) − Fix (red) − (optional) Washing Aid (red) Mixing the chemicals Fill the mixing jugs with cold water, the measuring cylinders with concentrate.
    [Show full text]
  • Traces of the (Un)Familiar : Family, Identity, and the Return of the Repressed in the Photographs of Ralph Eugene Meatyard
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 8-2017 Traces of the (un)familiar : family, identity, and the return of the repressed in the photographs of Ralph Eugene Meatyard. Hunter Martin Kissel University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Modern Art and Architecture Commons, and the Photography Commons Recommended Citation Kissel, Hunter Martin, "Traces of the (un)familiar : family, identity, and the return of the repressed in the photographs of Ralph Eugene Meatyard." (2017). Electronic Theses and Dissertations. Paper 2807. https://doi.org/10.18297/etd/2807 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. TRACES OF THE (UN)FAMILIAR: FAMILY, IDENTITY, AND THE RETURN OF THE REPRESSED IN THE PHOTOGRAPHS OF RALPH EUGENE MEATYARD By Hunter Martin Kissel B.A, Transylvania University, 2014 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Art(C) and Art History, Critical and Curatorial Studies Department of Fine Arts University of Louisville Louisville, Kentucky August 2017 Copyright 2017 by Hunter Martin Kissel All rights reserved TRACES OF THE (UN)FAMILIAR: FAMILY, IDENTITY, AND THE RETURN OF THE REPRESSED IN THE PHOTOGRAPHS OF RALPH EUGENE MEATYARD By Hunter Martin Kissel B.A., Transylvania University, 2017 A Thesis Approved on July 27, 2017 By the following Thesis Committee _______________________________________ Dr.
    [Show full text]
  • PJ Curriculum
    Photojournalism CURRICULUM GuideBY BRADLEY WILSON Spot News Still Life Feature Photo by Bradley Wilson Photo by Kelly Glasscock Photo by Rob Mattson PHOTOJOURNALISM 1 Grade: 9,10,11,12 Credit: /2 or 1 Prerequisite: Teacher recommendation A good syl- labus should contain: very day, people are bom- other hands-on production tools as • Course title barded with thousands of vi- well as modern darkroom facilities. • Course times (include sual images. The media of This course can serve as the pre- conference E period) the 21st century and beyond will requisite to newspaper production • Instructor continue this visually-oriented and or magazine/yearbook production biography • Grading graphic trend. One of the key com- and may provide students insights system • Required ponents to the success of these visual into college and career choices. materials print publications is photography. Some out-of-class time will be re- • Class rules • Course out- Photojournalism introduces students quired including the time to shoot line • Important to the world of photography and at least three photo assignments dates journalism. The law, ethics and his- per grading period. Completion • Student info form tory of photography will complement of photo assignments includes tak- • General per- mission form the major units of study: operation ing the picture, processing the film, • Student sig- and care of the camera, taking making a contact sheet, selecting nature line • Parent signa- pictures, film and print processing, the prints, making the prints and ture line digital photography, teamwork and turning them all in with a completed management skills. evaluation form on time. Late assign- In addition, students will have the ments result in a grade of 0 for that opportunity to use state of the art assignment.
    [Show full text]
  • The Legacy of Contrast Management: the Zone System
    The Legacy of Contrast Management: THE ZONE SYSTEM Shutter Release, March 2009 The Zone System has been the established methodology for precisely gauging and managing contrast in photography since the 1940s. In the contemporary digital era, only a small number of mostly film photographers expose their images according to original Zone technique with its quantitative scale for engaging differences in illumination. Nevertheless the principles and parameters of Zone methodology such as f-stop calculation continue to be used in manual photographic technique, and can be helpful in image planning for digital photography as well. Behind the scenes, essentials of Zone technique have been incorporated in the sophisticated automatic exposure capability taken for granted in advanced digital cameras. Why the Zone System A challenge of photography has been that film and digital sensors exaggerate differences of lighting within an image. Large variations among brighter and darker areas are difficult to capture without one or the other losing detail or fading out in print or on screen. The Zone System was designed to give photographers maximum control in analyzing and reducing such variation, so that no area of a photograph is too bright or dark to show detail, even in extremely diverse lighting conditions. The classic Zone System enables the photographer to precisely quantify the difference in brightness between the lighter and darker areas of a composition, assess the impacts of ways to reduce or increase contrast, and determine optimal exposure in anticipation of the selected adjustments. The Zone System provides: a framework for understanding the effects of lighting variances, integrating factors that influence contrast including exposure, filters, optics, film, development and printing; a zone scale to measure differences in brightness within a composition; and through this precision, assessment of the effects of any one or combination of means to adjust contrast to a desired level.
    [Show full text]
  • Photography Ii #614 Level: 2 Credits: 5.00 Grade
    PHOTOGRAPHY II #614 LEVEL: 2 CREDITS: 5.00 GRADE: 10-12 PREREQUISITE: Photo 1 (Recommendation: Successful completion of Photo 1 with a grade of B-) This course will take the student beyond the basic picture taking and darkroom techniques of chemical and digital photography learned in Photo I. It is designed for the advanced Photography student who desires to grow and expand upon their work. Attention will be given to developing a body of work that expresses not only sound technical skills, but a higher level of thinking. Students will further explore digital darkroom and shooting techniques using the Adobe Photoshop software program. Students must provide their own manually operated 35mm film camera and digital camera. Students must have successfully completed Photography I with a grade of “B-” or better. GOAL : Students demonstrate their ability to compose a photograph using a 35mm camera, develop film, and make a print using an enlarger. STRAND: Visual Arts STANDARD 1: Media, Materials, and Techniques Students will demonstrate knowledge of the media, materials, and techniques unique to the photographic medium. OBJECTIVES: The students will be able to: 1. Demonstrate the proper use of the camera functions, such as shutter speed and f-stops. 2. Demonstrate their ability to load a film tank properly and develop a roll of film. 3. Demonstrate their ability to print an enlargement using an enlarger. 4. Demonstrate proper retouching techniques. 5. Demonstrate their ability to mount a print for display. BENCHMARK : By the end of this course students should be able to load and shoot a roll of film, and produce a print suitable for display.
    [Show full text]
  • Elements April 2021
    LANDSCAPE PHOTOGRAPHY MAGAZINE • 2 Christopher Burket / Denis Hocking / Chuck Kimmerle / Jan Töve / Theo Bosboom / Chris Frost / Christan Fletcher / William Neill / Zac Henderson THE STORY OF CHRISTOPHER BURKETT Breathing Life Into the Print "... we don’t see the world the way it is, we see it the way we are." Growing up I was born prematurely in 1951 and, as was the custom of the time, spent my frst three weeks in an incubator at the hospital. It also happened that I was born severely nearsight- ed; around -7.0 diopters. My memories go back to earlier than age 2, by which time I was fully conversant. My nearsightedness was not a hindrance. Not knowing any diference, I assumed the world was as I perceived it. Leaves on the trees were amorphous and beautifully cloudlike. When they fell to the ground, they appeared to solidify into amazingly beautiful, highly detailed sculptures that I closely In a fash, the infnite details of the world were upon me. It examined and marvelled at. I recognized people by the fuzzy was a miracle! My astonishment and joy knew no bounds. I outlines of their bodies and the way they walked and moved couldn’t stop smiling and exclaiming at the discoveries ev- about. Faces were perceived clearly only if 12 inches away. It erywhere I looked. Later that morning when I walked into was a mythical world, flled with wonder and beauty. the classroom, 26 children turned to look at me. I suddenly saw each face with absolute clarity, an almost overpowering I adapted so well that my parents had no idea of the extent of experience that I vividly remember 65 years later.
    [Show full text]
  • Practices of Manipulation by Professional Photojournalists
    PRACTICES OF MANIPULATION BY PROFESSIONAL PHOTOJOURNALISTS by Melissa Marie Booraem (Under the Direction of Leara Rhodes) ABSTRACT In 2002 the three awards given to Patrick Schneider, of The Charlotte Observer, in a photography contest by the National Press Photographers Association were revoked. Contest officials ruled that the editorial content of photos had been altered when portions of the photographs had been darkened digitally (“Awards taken away,” 2003). During the days of the darkroom, photographers were allowed to heavily dodge and burn photographs, but it appears that standards have changed with digital technology. The main question being addressed is: Have photojournalists with experience working for American newspapers become more cautious to preserve the content of a photograph with new digital technology than they were in the darkroom, in terms of the steps they take to prepare images for publication? INDEX WORDS: Photojournalism, Digital Press Photography, Digital Manipulation, Darkroom Press Photography PRACTICES OF MANIPULATION BY PROFESSIONAL PHOTOJOURNALISTS by Melissa Marie Booraem ABJ, The University of Georgia, 2003 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements of the Degree MASTER OF ARTS ATHENS, GEORGIA 2005 © 2005 Melissa Marie Booraem All Rights Reserved PRACTICES OF MANIPULATION BY PROFESSIONAL PHOTOJOURNALISTS by Melissa Marie Booraem Approved: Major Professor: Leara Rhodes Committee: Janice Hume Hugh Martin Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2005 DEDICATION I would like to thank my family and friends for all of their love and support. iv ACKNOWLEDGMENTS I would like to thank Dr.
    [Show full text]