Finding a Voice through Photography

Finding a Voice through Photography

Overview: Photography is a way expressing one's self or finding one's voice. This project will challenge you to observe yourself and your surroundings through the lens of camera.

Part 1 (1 Week) Directions: 
1) Find a lyric or quote that you feel tells a story reflective of who you are at this chapter in your life.
2) Take a self-portrait and add to Photoshop to manipulate details using tools and filters that you feel better describe your vision.
3) Find a background online that you feel enhances the story being told in your image and creatively add it to your self-portrait in Photoshop.
4) Add the lyric/quote in a font that you feel fits the mood of your piece using Photoshop.

Student Example by Shadasia Stanley:

Photoshop Project: Double Exposure

Double Exposure

For this project, you will combine two or more photos into a "Double Exposure" effect.

Double exposure is a popular darkroom technique where negatives were sandwiched together or a piece of photo paper was exposed twice. Some photographers even do double exposures in the camera by shooting an image and not advancing the film.

The result is a stunning and meaningful combination of two images.

 

 

 

 

Directions:

1.       Locate a photo of a person, and a photo that is meaningful to or about that person. You can use photos taken by you, or found on google images.

2.       Using layers, combine the two photos.

3.       Adjust the opacity to reveal the back layer.

4.       When finished name file with your name and project name and save onto my flashdrive.

 

CLICK HERE to view a video tutorial on creating a double exposure in Photoshop.

 

 

Advanced Digital Multimedia - Educational Foundation Videos (Update)

Advanced Digital Multimedia - Educational Foundation Videos 

Directions: You will be responsible in teams of two (2) to record and edit a short film highlighting each of the six (6) grants below. We will be scheduling special recording time to visit the schools where the grants are being awarded and will be given class time to edit your video using sound bytes and b-roll from the footage you captured. 

Here is an example of a video created a few years ago for Mr. Lisi's "This is What Professionalism Looks Like" grant: https://www.youtube.com/watch?v=tdJawtb4LfA

Below are your assignments:

Thursday, January 28th -

3D Self Expression Architectural Letter (November, Khalif):

Students will be designing and constructing a 3-D letter using one of their initials. Students will then decorate their letter with words and images that are meaningful to them using a variety of mediums. A group of students will also be chosen to produce a collaborative piece that spells Frazer, and will be displayed in the entrance way in the glass display case. 

Exploring the Earth Through Water (Nalazia, Kalin):

The underwater robotics program works with students across the SCSD to support team work and project based learning. It encourages young individuals to pursue the STEM fields with an additional concentration on Ocean engineering at an early age. Careers in the STEM field have evolved with the use of technology, computers and robots. The funds from this grant will provide the technology necessary for students to learn, utilizing, working collaboratively and using problem solving logic. The purchase of underwater cameras, laptop computers and computer cases will allow students to document and view their robots as they work underwater. Students will capture important information as they explore and design an ROV (Remote Operated Vehicle) that will help scientists research the earth's surface under water.

Connecting Learning and the Process of Preparing Foods (Kadeer, Tania):

This grant includes planning and creating a meal each week to correlate with the Scott Foresman stories that the students are required to read at the 5th grade level.  The goal is to inspire and educate  students about various foods, teach them how to prepare different types of meals and help them understand how the meals they are planning connect to the stories they will read about throughout the school year.  After preparing and eating each meal students will be required to indicate what they have learned and enjoyed from the process and explain the communication between the meal they created and the story they read that particular week.

Building Community and Cultural Awareness Through World Drumming (Danyell, Naseem):

This grant provides funding for new percussion instruments for both schools to be used by their respective drumming clubs.  The clubs, comprised of 25 fifth grade students at Dr. Weeks and 25 multi-age students at Henninger, will collaborate four times during the school year.  In November, Henninger students will perform and provide support and instruction to elementary students. In January both groups will work together with Biboti Ouikahilo, drummer and Executive Director of Wacheva Cultural Arts Center and in April the drummers will work with Samba Laranga, Syracuse University’s Brazilian Ensemble.  The grant provides funding to pay for these guest artists to work with students on authentic world music.  A culminating performance will take place in June 2016.

Supporting the Arts with a "Paint Knight" (Terrell, Cambria):

Making art is a shared experience, and this project to reaches beyond the classroom and the creative process that takes place there, into the community – to the parents of students, and staff and administration- with an invitation to participate and witness the joy and positive effects of making art. This project will use art students as facilitators, helpers and instructors because art is a shared experience. Attendees will be supplied with a canvas, paint, brushes, a picture to follow and individualized instruction and support from students and art teachers. The new artists will learn how to mix colors, apply paint and how emotions can affect color choices. Students work at tables of small groups of parents to answer questions, talk about color choices, techniques and application of paint. The idea is to share the process of creating art with families and to give people an opportunity to experience the joy and cathartic benefits of creating. This will also provide a forum for students to take on leadership roles and showcase their talents as student facilitators. The experience of families painting alongside their students will provide an opportunity to actually participate in an aspect of their lives they may not be familiar with.  This project is making art accessible to families and staff that may not have an opportunity to experience an artistic process such as painting.

Inspectors of the Future (James, Kaelon):

This project on drones will include understanding drone construction, design, functionality, regulations and career applications. Students will participate in several hands-on projects in this cross-curricular unit. Students will work with Math and Science teachers on understanding the principles of lift. They will work with their English and Global teachers on ethics and regulations of drones and the many different ways they are being used in the military and private sectors. The Engineering teacher will work with students on building and flying drones and performing authentic projects using an industry standard drone incorporating video technology.

Take a Breath-Yoga and Mindfulness in the 4th Grade (Lazaria, Makayla):

There is a growing body of evidence that suggests that exposing both teachers and students to yoga and mindfulness training has a positive effect on learning, pragmatic sills, focus and attention. This effect appears to have a lasting, durable positive impact.  This project will offer a yoga program with mindfulness training to a group of students at McKinley-Brighton Elementary.  The project funds will be used to bring a certified children’s yoga instructor in to offer a six-week series of yoga classes to an inclusive group of 4th and 5th grade students.  The yoga teacher will provide instruction and support in simple yoga postures and breathing techniques for our students as well as some basic mindfulness and mediation training. Additionally, she will also provide a one-hour, after-school training for teachers that would introduce them to the benefits and applications of some simple yoga-based activities that they can use in the classroom.  Funds from the grant will also be used to purchase a class-set of yoga mats for the students and a set of the “Tools for Schools” Classroom Bundle from YogaKids so that after the yoga program has been completed, teachers would have the knowledge and materials to continue to provide yoga-based and mindfulness activities to enhance students’ well-being.

Camera Exposure

For this project, you will learn about Camera Exposure.

After viewing the video and answering the questions below, you will have a photography project to try using the DSLR that will help your understanding of "Exposure".

Before starting this project, view this video on Exposure.

CLICK HERE to view the video.

After viewing the video, log on to the web site “Exposure”. Read the information on Camera Exposure and answer each question below.

CLICK HERE to log onto the site: “Exposure”  

1    1) What is exposure?

      2) What are the three camera settings that control exposure? 

3) What two camera settings control how much light falls onto the camera sensor? 

4)  Which camera settings acts like an “iris” in your eye? 

5)Which camera setting is also referred to as “F-Stops”. 

6) What camera setting controls “Depth of Field”? 

7) Define “Depth of Field”. 

8) In the examples given in the reading, what happens to the background of the photo of flowers taken with F16? 

9)  In the examples given in the reading, what happens to the background of the photo of flowers taken at F2.8. 

10) What camera setting works like a “window blind”? 

11) How much light hits the camera sensor when using the “B” setting?

12) In the examples given in the reading, what happens to the water in the photo when taken at 1/40 of a second.

  

13) In the examples given in the reading, what happens to the water in the photo when taken at 1/500 of a second.

14) Describe how you must use Aperture and Shutter Speed settings together.

15) In the examples in the reading, describe what happens to the photos of the motorcycle engine when Aperture and Shutter Speed settings are not used together.

      16) Which of the three camera settings stands for International Standards Organization?

17) Which camera setting measures the sensitivity of light?

18) In the examples given in the reading, what ISO setting produces the best quality photographs?

19) In the examples given in the reading, what ISO setting produces the worst quality, or “noisy” photographs?

20) When you set your camera on AUTO, it selects what three camera settings?

21) When you set your camera on AV, which camera setting do you select?

22) When you set your camera on TV, which camera setting do you select?

23) When you set your camera on M, which camera settings do you select?

24) What is used to calculate exposure?

25) Describe “Average Weight” metering.

26) Describe “Center Weight” metering.

27) Describe “Spot” metering.

28) Define Aperture.

29) Define Shutter Speed. 

30) Define ISO.

Exposure Practice

This is an exercise to help you understand and practice how to make a correct exposure when shooting a photo.

Click HERE to access the Camera Simulator.

In the center of the options, click Manual.

Now adjust the Lighting, Distance, Focal Length (of your lens...remember what that is?), ISO, Aperture and Shutter Speed.

When making the adjustments, be sure to look at the camera meter and be sure its lined-up to make a proper exposure.

Make 10 photos using different exposures. See if you get them all correct.



When you have finished click the link below to access the site and select other camera simulators to try.

http://camerasim.com

ISO Speed

ISO Speed for a DSLR Camera

The ISO setting in a camera is the third item that is vital when calculating any exposure. Think of your ISO setting as the “foundation” of all exposure. Once you set your ISO, then you can set your shutter speed and aperture by looking at your camera meter.

 First view the video on ISO. Then read the article on ISO and answer the questions. Links to the video and article can be found below.

VIDEO: ISO Speed Explained

ARTICLE: ISO Settings in Digital Photography

Aperture, Shutter Speed, ISO

View the video on Aperture, Shutter Speed and ISO and answer the questions below.

CLICK HERE TO VIEW THE VIDEO

1.       What three items make up the Exposure Triangle?

2.       What is Aperture?

3.       Which Aperture setting is larger; f1.4 or f16?

4.       What is Shutter Speed?

5.       Which Shutter Speed setting will show blurring of your subject? 1/250, 1/125 or 1/15?

6.       What effect does using a high ISO setting have on the quality of your photo?

7.       What effect does using a low ISO setting have on the quality of your photo?

Advanced Media Project - SCSD Enrichment Programs Video

Advanced Media Project - 
SCSD Enrichment Programs Video

Directions: Create a video piece that includes pictures, video clips, and quotes from SCSD enrichment partners for an event they are having on January 29th.

Videos and clips can be found here:
https://drive.google.com/folderview?id=0BzwS7OncvnlMbWVqeUFVLXY3d28&usp=sharing

The video should resemble this: 
https://vimeo.com/131693526

Our client would like to throw a pizza party / breakfast bash for our class.

This will be the biggest highlight of their enrichment program event.

Photoshop: Replacement Color Tool

Photoshop: Replacement Color Tool

Photo by ITC Student Faith Emerson

Directions: To complete this Photoshop skills assignment, you will need 5 color photos. The photos can be photos shot by you, or photos you download from the web.

Before you begin, video the video tutorial and instructions on how to use the tool.

CLICK HERE TO VIEW THE VIDEO TUTORIAL

CLICK HERE TO VIEW THE STEP BY STEP DIRECTIONS

1)   The 5 photos should have a theme.

2)   Put the photos in a folder with your name.

3) Launch Photoshop and begin following the attached directions on how to use the Color Replacement Tool technique.

4) As you work with the tool, change the color in several parts of the photo.

5) When you are finished, save the photos into your folder.

                                       Photo by ITC Student Nyhrie Balaam-McGriff

CTE Expo Brochures

Career & Technical Education Expo Brochures

Objective: Use Adobe Photoshop and InDesign to create a tri-fold brochure complete with type and image advertising the SCSD CTE Expo.

Agenda: 
Create your brochure cover. The cover should include:
1) 8.5 height x 3.33 width inches.
2) Title - "Syracuse City School District CTE Expo"
3) Tagline - "Turn Up Your Future"
4) Image to illustrate tagline (for example: volume knob, stove heat knob, car speedometer, soundwaves, electrical signal, etc.)  

Advanced Media - Intro to Adobe Premiere Pro

Intro to Adobe Premiere Pro 

Objective: Given the Adobe Premiere Pro video editing software, create a 15 photo slideshow of a specific theme.

Agenda:

1)     Save at least 15 photos from Google to your desktop.

2)     Open Adobe Premiere Pro.

3)     Put the photos into the timeline to create a slideshow.

4)     Save project as: “Your Name Adobe Premiere - Photo Slideshow”

For Reference: Watch this tutorial on how to use Adobe Premiere Pro

https://www.youtube.com/watch?v=BlVWL26HK-8

PhotoShop: History Brush Tool

History Brush Tool

Photo by ITC Student Katy Fermin

Objective:

Using Photoshop, enhance the quality of a series of images using the History Brush Tool to take a color photo, change it to black and white, then bring back selected parts of the photo to color. This technique is widely used by wedding photographers, graphic artists, and many other professionals to “wow” their clients.

Agenda:

Each students will select 6 photos that have a similar theme for this project. They can be photos you shot, or selected from a web site. Using the History Brush Tool, students will change the feeling or mood of the photo. You must use the History Brush Tool on each photo. Students will turn in the Before and After of each photo.

Follow the step-by-step instructions below for this project.

Step One:

Select the photos you will be using for this project and save into a folder.

Step Two:

Open one of the photos in Photoshop.

Step Three:

At the menu selection across the top select IMAGE> ADJUSTMENTS>VIBRANCE
Drag the Saturation slider left to -100 to take out all the color and clock OK. Your photo should now be desaturated of all color tones and look black and white.

Step Four:

Next select the History Brush Tool from the tool bar at the left.

Step Five:

Now adjust the brush size, hardness and opacity. It’s located in the top left corner of the menu. Look for the small black arrow next to the words Brush and click on it.
Start with a brush size (Master Diameter) of 50px, Hardness of 100%, Opacity 100%. These can be adjusted as you work along on the project.

Step Six:

Bring your curser onto you photo. Using the History Brush Tool, hold the mouse button down and begin to paint back in the color to parts of your photo. 

Take your time during the painting process. You can adjust your brush size as you work on smaller or larger areas. Adjust you hardness as you need a softer edge. Adjust you opacity as you want more or less density of color to show.

Step Seven:

When your photo is done, give it a new File Name, and save it into your folder.
Do this for each of your photos. 

Composition in Photography

ITC Digital Photography: Composition in Photography

Mr. Newell

Overview: Composition in photography is the placement or arrangement of visual elements or ingredients in the photograph, as distinct from the subject of a work. 

Directions: Over the course of the week. (Monday, January 11th - Friday, January 15th) explore taking photos applying each of these rules of composition. Class instruction throughout the project will cover these rules in detail.

Due Friday, January 15th: Five photographs per rule of composition: 5 photos displaying Symmetry, 5 photos displaying Framing, 5 photos displaying Leading Lines, 5 photos displaying Rule of Thirds, 5 photos displaying Balancing Elements, 5 photos displaying Viewpoint, and 5 photos displaying Depth. 

You must save a main folder titled a folder titled "Your Name - Composition". Within that folder there should be a folder for EACH RULE of composition: "Your Name - Symmetry". Your 5 photos from each rule should be placed in these folders. 

Below are explanations and examples of each rule of composition to be explored:

Symmetry: Things that have symmetry are balanced with each side reflected one another. 

Photograph by Jeffrey Newell

Framing: Framing is simply using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.

Photograph by Jeffrey Newell

Leading Lines: Leading lines are lines within an image that leads the eye to another point in the image, or occasionally, out of the image. 

Photograph by Jeffrey Newell

Photograph by Jeffrey Newell

Rule of Thirds: Imagine that your image is divided into 9 equal segments by 2 vertical and 2 horizontal lines. The rule of thirds says that you should position the most important elements in your scene along these lines, or at the points where they intersect.

Photograph by Jeffrey Newell

Photograph by Jeffrey Newell

Balancing Elements: Placing your main subject off-centre, as with the rule of thirds, creates a more interesting photo, but it can leave a void in the scene which can make it feel empty. You should balance the "weight" of your subject by including another object of lesser importance to fill the space.

Photograph by Jeffrey Newell

Viewpoint: Before photographing your subject, take time to think about where you will shoot it from. Our viewpoint has a massive impact on the composition of our photo, and as a result it can greatly alter the message that the shot conveys. Rather than just shooting from eye level, consider photographing from high above, down at ground level, from the side, from the back, from a long way away, from very close up, and so on.

Photograph by Jeffrey Newell

Photograph by Jeffrey Newell

Depth: Because photography is a two-dimensional medium, we have to choose our composition carefully to convey the sense of depth that was present in the actual scene. You can create depth in a photo by including objects in the foreground, middle ground and background. 

Photograph by Jeffrey Newell