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Digital High School Photography Curriculum

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Digital High School Photography Curriculum California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2003 Digital high school photography curriculum Martin Michael Wolin Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Art Education Commons Recommended Citation Wolin, Martin Michael, "Digital high school photography curriculum" (2003). Theses Digitization Project. 2414. https://scholarworks.lib.csusb.edu/etd-project/2414 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. DIGITAL HIGH SCHOOL PHOTOGRAPHY CURRICULUM A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education: Career and Technical'Education by Martin Michael Wolin June 2003 DIGITAL HIGH SCHOOL PHOTOGRAPHY CURRICULUM A Project Presented to the Faculty of California State University, San Bernardino by Martin Michael June 2003 Approved by: Dr. Ronald^Pendelton, Second Reader © 2003 Martin Michael Wolin ABSTRACT The purpose of this thesis was to create a high school digital photography curriculum that was relevant to real world application and would enable high school students to enter the work force with marketable skills or go onto post secondary education with advanced knowledge in the field of digital imaging. Since the future of photography will be digital, it was imperative that a high school digital photography curriculum be created. The literature review goes into extensive detail about digital imaging. More specifically, what digital imaging is, the comparison between traditional and digital photography, the make-up of the digital darkroom, a history of conventional photography, a history of digital photography, definitions of digital imaging terminology, flatbed and film scanning, image-editing software, photographic composition, and project- based learning. The project consisted of a syllabus, a detail course outline and power point presentations. iii ACKNOWLEDGMENTS I would like to thank the following people for their patience, encouragement, guidance, and inspiration. Without them, I would have never been able to complete this thesis and reach my dream. I feel very fortunate to have been given so much support by such gifted people. Joseph Scarcella, PhD Timothy Thelander, MA Ron Pendleton, PhD Donna Shea, MA Thomas Gehring,, PhD Carl Hoff Diane Hames Charlotte Nelson Chuck Rowley Dixie Coultant Marilyn Ghirelli Paulie Kimball Darcy Coulter Darren Lamb Gwen Lute In addition, I would like to thank the faculty at CSUSB for their dedication to teaching and for making me a better teacher. iv DEDICATION To My Parents Estella and Martin Wolin - I wish they could have been here to see me graduate. You were the best parents anyone could have. To My Sister Dr. Carrole Wolin - Thank you for always being there and supporting me. To My Children Lexie and Nick - I want you know I am proud of you and that anything is possible if you have perseverance. I love I you both very much. To My Best Friend Carl Hoff - Thank you for giving me so much so unselfishly and for always listening. I am lucky having you as my best friend. To My Love Diane Hames - Thank you for loving me so much and treating me so well. You are the best and I love you completely. To Mans' Best Friend Grover - Thank you for bringing so much joy into my life. TABLE OF CONTENTS ABSTRACT ............................................. iii ACKNOWLEDGMENTS ...................................... iv CHAPTER ONE: BACKGROUND Introduction .................................... 1 Purpose of the Project .......................... 1 Context of the Problem .......................... 1 Significance of the Project ..................... 2 Assumptions ..................................... 3 Limitations and Delimitations.................. •. 4 Limitations ................................ 4 Delimitations.......... .................... 4 I Definition of Terms ............................. 5 Organization of the Thesis ................... 10 CHAPTER TWO: REVIEW OF THE LITERATURE Introduction .................................... 11 What is Digital Imaging ......................... 11 Traditional and Digital Photography ............. 12 The Digital Darkroom ............................ 14 History of Traditional Photography .............. 17 History of Digital Photography ............. ..... 18 Digital Imaging Terminology ..................... 19 Flatbed and Film Scanning ....................... 20 Image-Editing Software.................. '....... 22 Photographic Composition ........................ 23 v Project-Based Learning .......................... 25 Summary......................................... 2 6 CHAPTER THREE: METHODOLOGY Introduction .................................... 28 Development..................................... 2 8 Resources and Content Validation ........... 29 Design..................................... 3 0 Population Served ............................... 31 Summary......................................... 31 CHAPTER FOUR: CONCLUSIONS AND RECOMMENDATIONS Introduction................ ,.................... 33 Conclusions..................................... 33 Recommendations............. 1.................... 33 Summary..................... '.................... 34 APPENDIX A: SYLLABUS DIGITAL HIGH SCHOOL PHOTOGRAPHY CURRICULUM ................... 35 APPENDIX B: DETAILED COURSE OUTLINE DIGITAL PHOTOGRAPHY............................... 39 APPENDIX C: PROJECT-BASED ASSIGNMENTS ................ 60 APPENDIX D: POWERPOINT - CAREERS IN PHOTOGRAPHY ....... 74 REFERENCES............................................ 101 vi CHAPTER ONE BACKGROUND Introduction The content of Chapter One presents an overview of the project. The contexts of the problem are discussed followed by the purpose, significance of the project, and assumptions. Next, the limitations and delimitations that apply to the project are reviewed. Finally, definitions of terms are presented. Purpose of the Project The purpose of the project was to develop a yearlong high school digital photography curriculum. This course supplements the existing traditional photography courses. Although the curriculum concentrated on computer technology and graphics, the ultimate goal was to present the students with alternative ways to create photographic works of art and effective commercial photographs. Context of the Problem The context of the problem was that there were very few dedicated digital photography classes for high school students that were relevant to real world applications. Completion of this class would enable students to enter the work force with marketable skills or go onto post 1 secondary education with advanced knowledge in the field of digital imaging. Because of computer and digital equipment costs and the need to continually update them, especially digital cameras and software programs, the ability to always have the necessary equipment and supplies necessary to operate a successful program can be extremely costly. Much time was spent looking for grants to help start and sustain the program. I Significance of the. Project The future of photography will be digital and high school photography students need to be introduced to a comprehensive digital photography class in order to go on to post secondary education or posses skills necessary to successfully enter the workforce. The curriculum incorporated all phases related to,professional digital imaging. This included a detail description of what digital imaging is, a comparison between traditional and digital photography, the make-up of the digital darkroom, a history of traditional photography, a history of digital photography, digital imaging terminology, flatbed and film scanning, enhancing and manipulating images using image­ 2 editing software, photographic composition, and project- based learning. Assumptions The following assumptions were made regarding the project: 1. There is an important need to incorporate a high school digital photography program. 2. The future of photography will be digital. 3. Any student interested in being a photographer must know digital imaging and computer I technology in order to be competitive in the work force or go on to advanced study - post secondary education. 4. High school students are capable of understanding the principles and techniques involved with digital imaging. 5. In order for the class to be relevant, there must be a periodical updating of computers, digital imaging equipment and related software. 6. Outside funding sources are needed to maintain and update hardware and software. 7. The school administration will support the digital photography program. 3 Limitations and Delimitations During the development of the project, a number of limitations and delimitations were noted. These limitations and delimitations are presented in the next section. Limitations The following limitation apply to the project: 1. This curriculum is targeted for high school students who have completed other photography and computer classes. 2. The cost of implementing this program can be high due to hardware and software requirements. 3. More space may be needed for the additional equipment requirements. Delimitations The following delimitation apply to the project:
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