MEDIA ARTS
Unit Three: Basic Rules of Photography
Grade: 9-12
Topic: Unit 3- Basic Rules of Photography
NYS Learning Standards/CCSS:
Learning Targets:
RST.11-12.1. Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any
gaps or inconsistencies in the account.
Students will read, comprehend, and cite from a
variety of text. They will be able to draw their own
conclusions about the meaning of the information and
reason why the information is being delivered.
RST.11-12.2. Determine the central ideas or
conclusions of a text; summarize complex concepts,
processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
Students will read large bodies of text, summarize, and
break down information into key ideas or chunks.
RST.11-12.3. Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
Students can follow multi-step technical documents
that illustrate a variety of techniques. They will provide
evidence of reading comprehension by arriving at the
desired outcome specified in the text.
RST.11-12.4. Determine the meaning of symbols, key Students will recognize common phrases, terms, or
terms, and other domain-specific words and phrases as visual metaphors used in content specific texts.
they are used in a specific scientific or technical
context relevant to grades 11–12 texts and topics.
Students will begin to familiarize themselves with how
RST.11-12.5. Analyze how the text structures
information is broken down into hierarchies in order
information or ideas into categories or hierarchies,
to better access information in reference material.
demonstrating understanding of the information or
ideas.
Students will analyze texts with various points of view
leaving them to determine the best way to complete a
RST.11-12.6. Analyze the author’s purpose in
task.
providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying
important issues that remain unresolved.
WST.11-12.1. Write arguments focused on disciplinespecific content.
a.
b.
Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims,
reasons, and evidence.
Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data and
April 2013
Students will write arguments supporting decisions
made while creating a variety of work. These
arguments will contain supportive evidence attained
from their reading assignments and notes taken during
class. They will end with a concluding statement.
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c.
d.
e.
evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the
audience’s knowledge level, concerns, values, and
possible biases.
Use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
Provide a concluding statement or section that follows
from or supports the argument presented.
Students will write text explaining how and why they
arrived at various design solutions.
WST.11-12.2. Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a.
b.
c.
d.
e.
Introduce a topic and organize complex ideas, concepts,
and information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of
the topic.
Use varied transitions and sentence structures to link the
major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary and
techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely
readers.
Provide a concluding statement or section that follows
from and supports the information or explanation
provided (e.g., articulating implications or the
significance of the topic).
Students will be able to write a description of the steps
they took to complete a task.
WST.11-12.3. In science and technical subjects,
students must be able to write precise descriptions of
the step-by-step procedures they use in their
investigations or technical work.
Student writing will be clear and coherent to the
teacher and students in the class.
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WST.11-12.4. Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WST.11-12.5. Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
WST.11-12.6. Use technology, including the Internet,
to produce, publish, and update individual or shared
writing products in response to ongoing feedback,
including new arguments or information.
Students will develop writing skills through group
work and class critiques. Students will take notes
reminding them of suggested revisions.
Students will be able to utilize the Internet to publish
and share writing via Edmodo.com
Essential Questions:
Define the Basic Photographic Principles: Macro-focus, Photographic Composition, The Rule Of
Thirds and The Golden Mean, The Triangle, The Frame Within a Frame, Leading Lines, The
Circle, Rhythm, Negative Space, and Abstract Photography.
How did you use one of the basic photographic principles to take a better photograph?
What are 2 important rules of photographic composition?
Vocabulary
A. Content/Domain/Text-Specific Vocabulary
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Macro-focus
Photographic Composition
The Rule of Thirds and Golden Mean
The Triangle
The Frame Within a Frame
Leading Lines
The Circle Composition
Rhythm
Negative Space
Abstract Photography
B. Academic Vocabulary
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create
contrast
demonstrate
photograph
generate
modify
technique
method
specify
assess
analyze
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Topics/Key Concepts
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Topic 1: Macro-focus
The first, and most important, rule: Simplify. The more you simplify a photo, the more attention you
draw to your subject. The more attention you draw to your subject, the more successful you are in
communicating your message to the viewer.
Topic 2: Photographic Composition
Most really strong photographs position their main elements in certain specific places of the frame.
Students should try to avoid centering subjects in the frame.
Topic 3: The Rule Of Thirds And The Golden Mean
One of the most commonly talked-about rules in photography is the rule of thirds. Take your canvas
and divide it up into thirds vertically and horizontally, so that you wind up with a tic-tac-toe board.
Keep your subjects in a two third to one third ratio in your picture. For example, two thirds of the
composition would be sky and one third would be ground or vice versa.
Topic 4: The Triangle
When you take a photograph in a rectangular frame, basing the composition on a triangle that goes
from any one corner to the two opposite sides is always a good way to create a strong image.
Topic 5: The Frame Within A Frame
Another way to strengthen a composition, especially landscapes, is to use materials near you in your
foreground and include them in your photograph around two or more of the edges to create a sort of
"frame". This is most often done with trees or branches on two or three sides of the image.
Topic 6: Leading Lines
Leading lines lead the viewer into the photo, as if they were standing on the trail, ready to walk right
into the image.
Topic 7: The Circle
A circle composition can be used effectively, if students choose the right subject.
Topic 8: Rhythm
Another way to create dynamic impact in your photograph is with the use of "visual rhythm". This is
a way to use repetition of form and shape in an image to create interest.
Topic 9: Negative Space
Negative space is a term used in photography that implies that only a fraction of the composition
contains the actual subject. Negative space is used to make the subject seem very small, or to give
the impression of the subject being in a wide-open space.
Topic 10: Abstract Photography
One of the best ways to learn to see compositionally is by taking abstract photographs. In these
photos, your subject will become almost become unrecognizable.
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Required Anchor Documents/Texts/Resources
Jodie Coston’s Online Digital Photography Course: http://www.morguefile.com/classroom/lesson_1
Common Core Aligned Writing Task
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Journal Entries
Written Responses
Guided Notes
Reading Comprehension Questions
Group Reading Comprehension Activities
Supplemental Documents/Texts/Resources:
Websites to obtain other resources:
Photography Mad:
http://www.photographymad.com/pages/view/10-top-photography-composition-rules
Suggested Activities:
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TASK AND PERFORMANCE MODELING
Teacher demonstrates a task students that students will be expected to do on their own. Students can
first observe what is expected of them, then feel more comfortable in engaging in a new assignment.
KWL charts - Students divide a sheet of chart paper into three sections: Label the parts Know, Want
to Know, and Learned (K, W, and L).
Graphic organizers (circle maps, brainstorming webs, charts)
Cooperative Learning (Think Pair Share)
Homework: Take 3 photos that represent each principle. Write down your reasoning for each
composition.
Group presentation representing basic rules of photography.
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Formative Assessments:
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Modeling
Guided Discovery
Independent Practice
Cooperative Learning
Performance Tasks
Mini Quiz
Class Participation
Small Group Instruction
Homework
Summative Assessments:
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Mini Quizzes
Multiple Choice Questions
Individual Projects
Group Projects
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