alternative process
DESCRIPTION
A lesson for photography in alternative processes.TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Exploration of Alternative processes
Designed by
Genevieve Barbour
Based on a template from The WebQuest Page
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You are a photographer who is tired of working in the dark room and ending the day smelling like developer and fixer. You are going to explore the internet to find different ways to develop your photos, maybe even different ways to take your photographs.
Keep in mind these questions:What is the benefit of using an alternative process?How would it work with your image- strengthen or weaken it?How can trying something new and thinking outside of the box enhance your artistic creativity?
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
At the end of this lesson you should have discovered several alternative process for either take your pictures or developing them:
You’re bored of the usual developer and ;Discover several new ways of processing or taking your photos Explain why they will be better than standard developing;In the end you will choose 1 alternative process to use in order to make a print;You will also write a paper explaining why you chose that method and how it benefits your image;
You will be using the listed website and the web to research alternative process, create a print, and use a personal computer to create a paper explaining your decision.
Title
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Now in order to go about learning these new process you’ll have to visit the following site:1.http://www.alternativephotography.com/
Choose at minimum of 4 different processes.
You will visit the above site and compile a list of several alternative process. To help your decision you will need to research the 4 process through the internet or the library. You could also make a pro and con list about the process to help you make your decision.
Please do not chose a process that involves dangerous or hard to find chemicals. Be practical!
In the next class we will be discussing your findings.
Next you will need to decide on which process you will use and select the image that will be developed with this process.
You will be given several class periods to work on this print.
Finally you will be expected to write a paper discussing your process, how it is done, why you chose it and how it works with your image.
You will present your final image along with your paper to the class which will be followed by a critique.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
CATEGORY Excellent Above Average Average Below Average PoorDeveloping Process
A very original process that is far different from the normal chemical process. Picked out more than 4 types and researched then before deciding on final process.
An original process that is far different from the normal chemical process. Picked out 4 types and researched then before deciding on final process.
A original process that is different from the normal chemical process. Picked out 3 types and did little researched before deciding on final process.
Only picked out 2 process that were somewhat similar. Didn't do much research if any to decide on one process.
Only picked out 1 process or made print with normal processes. Didn't do much research if any to decide on one process.
Image Quality
Tonality range very even. Interesting subject. Free of blemishes.
Tonality range very even. Interesting subject. Free of or very few blemishes.
Tonality range fairly even. Interesting subject. Some of blemishes.
Poor tonality range, bland subject matter. Many blemishes
Very poor tonalirty range blemishes distract so much that the subject is not even the focus.
Image's Asthetic Quality
The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing.
The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing.
The process chosen worked fairly well with the images subjects and over all did not distract from the images aesthetically quality.
The process chosen somewhat highlighted the images subjects and didn't help the aesthetics of the image.
The process chosen did not highlight the image's subjects and over all made the picture less aesthetically pleasing.
Paper-Overall
Well written and clearly explains the chosen process, and it's connection with the artists image. Goes into detail and cites outside sources from their research.
Clearly explains the chosen process and how it works with the image. Cites one outside source from research on processes.
Somewhat explains the chosen process and how it works with the image.
Does not clearly explain the process and can't explain why the process works well with the photograph
Doesn't make an attempt to explain process and can't explain why it was chosen.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
Paper- Grammar, Spelling, and Formatting
No grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out.
No or very little grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out.
Some grammatical or spelling errors. Contains an introduction body and conclusion and is somewhat well organized and thought out.
Many grammatical or spelling errors. Is missing either an introduction, body or a conclusion and is not organized or thought out.
Many grammatical or spelling errors. So much so that the reader is distracted.Is missing either an introduction, body or a conclusion and is not organized or thought out at all.
Participation
Student comments on almost every project. Gives appropriate, insightful, and encouraging advice but it also honest.
Student comments on over half of the projects. Gives appropriate and encouraging advice but it also honest.
Student comments on about half of the projects.
Student only comments on 2 or 3 of the projects
Student fails to speak at all during the critique
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Through this quest you will discover several new ways of processing that will hopefully give you new ideas for your artistic growth. I hope that in the future you don’t just stick with what you are comfortable with and think outside of the box. You will be amazing at how much you will grow through doing something new and different.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Image on Title Page:http://www.alternativephotography.com/process_gumoils.html
Resources:The WebQuest Page The WebQuest Slideshare Grouphttp://www.alternativephotography.com/
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Exploration of Alternative processes
Designed by
Genevieve Barbour
Based on a template from The WebQuest Page
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was designed based off an exhibit at the Museum of Contemporary Art in Fort Collins and the website http://www.alternativephotography.com/. It is designed to introduce students to the idea that normal dark room chemicals are not the only way to develop photographs.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is designed for a middle school or a high school photography course. It is supposed to cover alternative photographic processes. Through discussion and online research hopefully it will open students minds to different photographic processes.
The students will need prior knowledge of the computer, photographic processes and an ability to make photographs.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Visual Arts Standards Addressed
2. Students know and apply elements of art*, principles of design*, and sensory* and expressive* features of visual arts.
3. Students know and apply visual arts materials, tools, techniques, and processes.
5. Students analyze and evaluate the characteristics, merits, and meaning of works of art.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Now in order to go about learning these new process you’ll have to visit the following sits:1.http://www.alternativephotography.com/
Choose at minimum of 4 different processes.
You will visit the above site and compile a list of several alternative process. To help your decision you could more a pro and cons list about the process.
Please do not chose a process that involves dangerous or hard to find chemicals or rare chemicals. Be practical!
In the next class we will be discussing your findings.
Next you will need to decide on which process you will use and select the image that will be developed with this process.
You will be given several class periods to work on this print.
Finally you will be expected to write a paper discussing your process, how it is done, why you chose it and how it works with your image.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Describe what's needed to implement this lesson. Some of the possibilities:
•The Book of Alternative Photographic Processes by Christopher James•E-mail accounts for all students•Class set of computers•http://www.alternativephotography.com/
One teacher should be enough for this lesson, but if you have an aid you could help the students in their research.
A field trip to an alternative Process show could be beneficial to the students.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
CATEGORY Excellent Above Average Average Below Average PoorDeveloping Process
A very original process that is far different from the normal chemical process. Picked out more than 4 types and researched then before deciding on final process.
An original process that is far different from the normal chemical process. Picked out 4 types and researched then before deciding on final process.
A original process that is different from the normal chemical process. Picked out 3 types and did little researched before deciding on final process.
Only picked out 2 process that were somewhat similar. Didn't do much research if any to decide on one process.
Only picked out 1 process or made print with normal processes. Didn't do much research if any to decide on one process.
Image Quality
Tonality range very even. Interesting subject. Free of blemishes.
Tonality range very even. Interesting subject. Free of or very few blemishes.
Tonality range fairly even. Interesting subject. Some of blemishes.
Poor tonality range, bland subject matter. Many blemishes
Very poor tonalirty range blemishes distract so much that the subject is not even the focus.
Image's Asthetic Quality
The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing.
The process chosen highlighted the images subjects and over all made the picture more aesthetically pleasing.
The process chosen worked fairly well with the images subjects and over all did not distract from the images aesthetically quality.
The process chosen somewhat highlighted the images subjects and didn't help the aesthetics of the image.
The process chosen did not highlight the image's subjects and over all made the picture less aesthetically pleasing.
Paper-Overall
Well written and clearly explains the chosen process, and it's connection with the artists image. Goes into detail and cites outside sources from their research.
Clearly explains the chosen process and how it works with the image. Cites one outside source from research on processes.
Somewhat explains the chosen process and how it works with the image.
Does not clearly explain the process and can't explain why the process works well with the photograph
Doesn't make an attempt to explain process and can't explain why it was chosen.
Paper- Grammar, Spelling, and Formatting
No grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out.
No or very little grammatical or spelling errors. Contains an introduction body and conclusion and is well organized and thought out.
Some grammatical or spelling errors. Contains an introduction body and conclusion and is somewhat well organized and thought out.
Many grammatical or spelling errors. Is missing either an introduction, body or a conclusion and is not organized or thought out.
Many grammatical or spelling errors. So much so that the reader is distracted.Is missing either an introduction, body or a conclusion and is not organized or thought out at all.
Participation
Student comments on almost every project. Gives appropriate, insightful, and encouraging advice but it also honest.
Student comments on over half of the projects. Gives appropriate and encouraging advice but it also honest.
Student comments on about half of the projects.
Student only comments on 2 or 3 of the projects
Student fails to speak at all during the critique
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Through this quest the students will discover several new ways of processing that will hopefully give them new ideas for your artistic growth. One can hope that in the future the students won’t just stick with what they are comfortable with and step outside of their comfort zone. Hopefully the students will be amazing at how much they will grow through doing something new.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Image on Title Page:http://www.alternativephotography.com/process_gumoils.html
Resources:The WebQuest Page The WebQuest Slideshare Grouphttp://www.alternativephotography.com/
Evaluation
Teacher Script
Conclusion