Commercial Photography
Aperture: The Photographic Golden Triangle Part 1
Arts, AV and Technology Communication
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will develop an understanding of the role that aperture
plays in getting the correct exposure in a photograph.
Specific Objective
 Students will be able to define aperture.
 Students will understand the role of aperture when adjusting camera settings.
 Students will be able to adjust aperture on a camera to achieve specific results.
Terms
Aperture
Exposure
F-Stop
Depth of Field
Shallow
Time
When taught as written, this lesson should take approximately 150 - 180 minutes to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.91. (c) Knowledge and Skills
(1) The student applies academic knowledge and skills in commercial photography. The student is expected
to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit
documents; and composing and editing copy for a variety of written documents such as brochures; and
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals and fractions
applied to measurement, percentages, depth of field, aperture, resolution, and scale; demonstrating
knowledge of arithmetic operations; using conversion methods such as fractions to decimals and
inches to points; and applying measurement to solve a problem.
Copyright © Texas Education Agency, 2014. All rights reserved.
1
(3) The student understands and examines problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills independently and in teams to solve problems.
(10) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to complete work tasks.
(11) The student develops an increasing understanding of commercial photography. The student is expected
to:
(L) produce a variety of photographs using current, industry-standard production processes; and
(M) evaluate photographs using principles of art, commercial photography standards, and criticalthinking skills.
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Photographer
O*Net Number: 27-4021.00
Reported Job Titles: Photographer, Advertising Photographer, Studio Photographer
Tasks: Take pictures of individuals, families, and small groups, either in studio or on location.
Adjust apertures, shutter speeds, and camera focus based on a combination of factors such as lighting, field
depth, subject motion, film type, and film speed.
Determine desired images and picture composition, selecting and adjusting subjects, equipment, and lighting
to achieve desired effects.
Estimate or measure light levels, distances, and numbers of exposures needed, using measuring devices and
formulas.
Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Copyright © Texas Education Agency, 2014. All rights reserved.
2
Preparation
 Review and familiarize yourself with the terminology, website links, and proper camera handling
techniques.
 Download or take example photographs that exemplify shallow and deep depth of field.
 Have materials and websites ready to go prior to the start of the lesson.
References
Gibson, H. L. (1975). Close-up photography and photomacrography (2nd combined ed.). Rochester, NY:
Eastman Kodak Professional and Finishing Markets Division.
Instructional Aids
 Textbook or Computer Program Diagrams/Charts
 Lesson: Aperture: Photographic Golden Triangle Part 1
 Aperture Slide Presentation
 Shallow Depth of Field Grading Rubric
 Instructor Computer/Projection Unit
 Online Websites
 Multiple DSLR cameras outfitted with memory cards.
Introduction
1. Show students a variety of different photographs with shallow depths of field.
2. Ask students how the photos are similar and how they think the effect was achieved.
3. Explain that there are three main ways in which you can control the end result of how a photograph
looks. One of them is called aperture. Aperture is what allows a photographer to create a picture with
a blurry background.
Copyright © Texas Education Agency, 2014. All rights reserved.
3
Outline
MI
Outline
Introduce the lesson to students by doing
the following:
Show students a variety of different
photographs with shallow depths of field.
Instructor Notes
Note: Many students will have
their own cameras and the
methods for adjusting the
ASK: How they are similar and how was the
effect achieved?
SAY: There are three main ways in which
you can control the end result of how a
photograph looks. One of them is called
aperture.
aperture on their cameras may
be different. Make sure that if a
student has a camera different
than the one shown in class,
Aperture is one of the most significant
ways in which you can adjust a camera’s
controls.
they also know how to adjust
their aperture.
Go through the slide presentation with
students. Discuss the following:
I: General Overview
a. What is aperture?
b. Measuring aperture
II: Aperture and Light
a. Wide f-stops let in lots of light
b. Narrow f-stops let in a little amount
of light
III: Aperture and Depth of Field
a. Wide f-stops and shallow depth of
field
b. Narrow f-stops and deep depth of
field
IV: Aperture and the Human Eye
a. Correlations between aperture and
the human eyeball
Copyright © Texas Education Agency, 2014. All rights reserved.
4
Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
The teacher will go through the lesson and slide presentation. Afterwards, the teacher will demonstrate how
to adjust a camera’s aperture in both manual mode and aperture priority mode, while asking students
questions about aperture.
Set the DSLR to a low F-stop number and ask students if this will result in a deep depth of field or a
shallow depth of field.
Set the DSLR to a high F-stop number and ask students if this aperture setting will let in a lot of light or
a small amount of light.
Model the proper camera handling techniques for students and have students practice in groups.
Pass out cameras to students in small groups and have them practice adjusting the aperture on their DSLRs in
both aperture priority (“AV”) and manual (“M”) modes. Have them try to go from the widest aperture the lens
provides (will be different depending upon the lens) to the smallest aperture that the lens can do.
During this time, the instructor should walk around the classroom, observing and reteaching where needed.
Ask students to predict what they think the resulting photos from their current apertures will look like and ask
them why.
Independent Practice
For independent practice, students will work in groups to take photos with a shallow depth of field by
adjusting the aperture on their DSLRs.
Students will take turns using the camera to adjust the aperture and take various photographs. They will
submit their best photograph for assessment.


Divide students into groups of three or four.
Give each group a camera with a memory card (if students have their own memory cards, this is even
better).
Copyright © Texas Education Agency, 2014. All rights reserved.
5






Explain that students will learn how to take pictures of someone or something that features a shallow
depth of field.
Instruct students to set their DSLR to either manual mode (“M”) or aperture priority mode (“AV”).
Students should be given 25 - 30 minutes to complete the task.
After the task is completed, students will upload their photograph to a shared folder where the
instructor can view all of the photographs.
Ask students to explain how they went about completing their photograph.
During the discussion ask if each team member was used effectively to take a photo with a shallow
depth of field.
Summary
Review
Review talking points and key terms from slide presentation.
Ask students what they would adjust on their cameras if they needed to change the depth of field.
Ask students how they would adjust their aperture if they wanted less light in a given exposure.
Ask students how they would adjust their aperture if they wanted more light in a given exposure.
Ask students how they would adjust their aperture if they wanted a deep depth of field.
Have students assess and critique their own work and other students’ work.
Evaluation
Informal Assessment
Students will be informally assessed through the following methods :
 Instructor Observation during Guided Practice and Independent Practice
 Question and Answer during the Review
Formal Assessment
Students will turn in a photograph exhibiting a shallow depth of field achieved through aperture
adjustments. An assessment of the students’ photos will be based on the attached rubric.
Enrichment
Extension
Have students use tripods to take photos that exhibit an infinite or “deep” depth of field.
Students may research and report on lenses that have very large or very narrow possible depth of field.
Students should share their research findings with the rest of the class.
Copyright © Texas Education Agency, 2014. All rights reserved.
6
Shallow Depth of Field Grading Rubric
Criteria
Completeness
(10 pts)
Basic
(30 points)
Understanding
(20 pts)
Creativity
(30 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity or
Gestalt.
Work is
incomplete.
No attempt was
made to produce
the document.
27-30 points
15-26 points
1-14 points
0 points
Photograph has
a focal point and
it is in focus.
Principles of
design are in
use in the
photograph.
Photograph has a
focal point and it
is in focus.
Slight issues
with focus or
subject.
Subject lacks a
focal point. Focus
issues.
0 points
Photo does not
exhibit a shallow
depth of field
through a shallow
aperture or was
not shot in AV or
M mode.
0 points
17-20 points
The student
used aperture,
along with focal
length to
achieve a photo
with a shallow
DoF
27-30 points
9 -16 points
1-8 points
Student has
achieved a
shallow depth of
field through the
use of their
aperture.
Depth of field
not very shallow.
15-26 points
1-14 points
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent
project; neat
and professional
in appearance.
Good project.
Very few
corrections are
needed
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
TOTAL
POINTS:
Copyright © Texas Education Agency, 2014. All rights reserved.
7
Points