Mike Simons West & East High Schools Corning-Painted Post, N.Y.

Take Control of Your : and Priority Modes for DSLRs

I. Overview: Rookie photographers often use the “green square” mode on their DSLRs and lack confidence with or understanding of the advanced modes available to them. In this exercise, new photographers will gain the skills necessary to have reliable control with their hardware and images, developing the skills that will be a stepping stone to working in full manual mode.

II. Goals for understanding: 1. Participants will understand three factors that contribute to a given image's . 2. Participants will be able to use Shutter Priority mode on their DSLR. 3. Participants will be able to use Aperture Priority mode on their DSLR.

III. Essential questions: 1. What impact does changing the have on an image? 2. What impact does changing the aperture have on an image?

IV. Critical engagement questions: 1. How can photographers use shutter priority mode to convey action/motion? 2. How can they use shutter priority to freeze action? 3. How can photographers use aperture priority mode to separate the subject from the background? 4. How can they use aperture priority to decrease or increase (DoF) in a controlled way?

V. Overviews and timeline: 1. Lesson 1: One 45-minute class period (or more, for practice) ◦ The instructor explains ISO (sensor sensitivity), shutter speed, and aperture, and how priority modes allow the photographer to select one (shutter or aperture), leaving the to define the other variable, based on chosen ISO and normal (+/- 0 EV) exposure. ◦ Instructor shows examples of panning action, frozen action, shallow depth of field, and large depth of field on screen, discussing with the class where and why particular results would be desirable for particular coverage/storytelling ◦ With class outside, arrange photographers shoulder-to-shoulder with some gaps along a driveway, sidewalk, or similar. should be set to “S” (Nikon) or “Tv” (Canon) for shutter priority, and “burst” drive mode. ▪ Set cameras to ISO appropriate to lighting conditions, and 1/1,000 shutter speed. Have volunteer run, ride a skateboard, or bike quickly from one end of photographers to the other. Photographers track subject and take 2-3 photographs of the subject in motion, panning from the hip. ▪ Reduce shutter speed to 1/500th (in half), and have subject run/skate/ride past photographers a second time. ▪ Repeat, reducing shutter speed by half each time – 1/250, 1/125, 1/60, 1/30, 1/15, 1/10, 1/6. Students may need to reduce ISO to maintain exposure over longer exposures. ▪ Students and instructor can then compare images from 1/1,000 to 1/30 or lower and observe the impact shutter speed has on the image, and how shutter priority mode allows easy control of the camera. ▪ Extension activity: Repeat the activity without panning, with students taking pictures as subject passes through field of view. Lower shutter speeds will result in blurred subject. Seeing how this happens can help photographers assess their own images and troubleshoot images in the future. ◦ For a study in aperture priority, students need to select a stationary subject with elements in fore-, mid-, and background. A computer keyboard, bed of flowers or park bench would all be adequate. ▪ Much like the shutter priority exercise above, students will start by selecting an appropriate ISO and setting their camera to “A” or “Av” for aperture priority. ▪ Students will compose an image and it at f/22. Then, without moving the camera from their eye or changing composition, they use the dials and the display to reduce the aperture to f/16. Take the same photograph again. ▪ Continue reducing aperture – f/11, f/8, f/5.6, f4.5, f/4, f/3.5, and f/2.8 (if possible). Again, composition should be identical or nearly the same throughout. ▪ Students and instructor can compare images from f/22 down to f/3.5 or beyond and observe the impact aperture has on the image, and how aperture priority mode allows easy control of the camera.

VI. Assessment: 1. Students can be assessed on participation and engagement, as well as producing their two series of approximately 6-10 images each; total 12-20. 2. Extension: Students can use their images as content for a design project where they produce an 11x17 inch poster for the publications lab that describes shutter and aperture priority modes and shows the progression from one end of the example to the other, either 1/1,000- 1/30 or f/22-f/3.5.

Additional resources: • Instructors may find the DSLR Camera Simulator an effective tool to illustrate these concepts in the lab, on screen: http://camerasim.com/camera-simulator/