Management and Interpersonal Skills
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to an
efficient operation of a business. Students will discuss the relationship of interpersonal and team
building skills and how managers use them effectively.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an employee,
management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
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.
Practicum in Commercial Photography
130.92(c)
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relation skills to increase internal and external customer/client
satisfaction.
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(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.
(4) The student is expected to use personal information management, email, Internet, writing
and publishing, presentation, and spreadsheet or database applications for commercial
photography projects.
(7) The student applies leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the
various roles of leaders with organizations, exhibit problem-solving and management
traits, describe effective leadership styles, and participate in civic and community
leadership and teamwork opportunities; and
(B) employ teamwork and conflict management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions; and
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; prepare for and conduct meetings to achieve
objectives within scheduled time; produce meeting minutes, including decisions and
next steps; and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision-making and complies with laws regarding the use of
technology in commercial photography. The student is expected to:
(A) exhibit ethical conduct related to interacting with others, such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and duplication of images;
(D) demonstrate proper etiquette and knowledge of acceptable use policies, including
creative common laws and licensing.
(9) The student develops employability characteristics. The student is expected to:
(B) demonstrate positive work behaviors and personal qualities needed to be
employable;
(E) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student is expected to employ planning and time-management skills to complete
work tasks such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract
projects.
(11) The student develops an increased understanding of commercial photography. The
student is expected to:
(C) demonstrate the principles of commercial photography, such as working with
clients, interpreting client instructions, developing production schedules, and
delivering products in a competitive market;
(F) demonstrate appropriate digital black and white and color photography; and
(G) apply effective photographic lighting techniques including 3 Point, studio,
portraiture, and product.
(H) Produce professional quality photographs.
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(I) Use the most appropriate types of photographic paper for projects.
(J) Use the most appropriate solutions for mounting, matting, or framing photographs.
(L) evaluate photographs using principles of art, commercial photography standards,
and critical-thinking skills; and
(M) demonstrate use of appropriate resolution and digital file formats.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study.
The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
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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 (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom
 Copy the handouts and assignments
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments
 Empty CD cases
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to manage other people.
 Explain how effective interpersonal skills are necessary for managers to function in business.
 Tell students the information they will learn in this lesson will be important to them as they
complete the assigned project.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out Student
Notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually, in
pairs, or groups at the discretion
of the teacher.
This unit will easily take 25 class
days, due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is recommended that all
students present their findings to
the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges. Reach out to connect with
local small businesses and
organizations.
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Multiple Intelligence Guide
Existentialist
Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal
skills) and will have the students complete the included assignments. It is up to the teacher’s
discretion whether to assign some of the larger projects to pairs or small groups instead of to
individual students.
Independent Practice
 Students will research and plan an “Exhibition of _______ County Photography” program for
their community.
 Students will develop their own personal brand and create a CD cover.
 Students will work within groups to select and incorporate different photographers into their
exhibition.
 Students will figure out the best possible way to print, frame and mount various digital
photographs so that they are represented in the best way possible.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics. However, the degree to which we use them is an
individual choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
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Evaluation
Informal Evaluation: it is up to the teacher’s discretion how to grade the daily and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Management: Another Piece of the Puzzle
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of
Student Notes
material covered in this unit. Rubrics have been provided.
TERMINOLOGY:
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TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization (consists
of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________ management;
plans ways to implement ___________; communicates with __________________ level
management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of middle and top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ & make
their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and willingness to
take ________________________.
MANAGING: ______________________ the___________ of an organization through its __________
and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________, serving
goals ranging from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year or
_______. Usually evaluated on ________________ or _________________ basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and ________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A.
__________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows employees to make all decisions;
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
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D. ______________________:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER





Shows a __________ __________
o It’s ok to smile! It’s contagious!
Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
Listens
o _______ questions
o __________ information
Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of Top,
Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect on
the company.
MIDDLE MANAGEMENT: Implements the decisions of Top management; plans ways to implement
goals; communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the
instructions of Middle and Top management; assigns tasks and evaluates performance of employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals & make their own decisions.
Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and goals
for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one to
five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or less.
Usually evaluated on quarterly or semi-annual basis.
MANAGEMENT STRUCTURES:
C. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory level
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D. Horizontal Organization
1. Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set their own goals and make their own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
F. Planning
1. Long-range
2. Short-range
G. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
H. Controlling
1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
I. Staffing
1. Recruit and hire; evaluate performance
J. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
G. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
H. Chaotic:
Allows employees to make all decisions
Can be a “circus”
I. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
J. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
K. Laissez-faire:
Manager acts as a mentor; allows employees some control;
Focus on results, not how work gets done
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L. Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent, fair, and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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An “Exhibition of ________ County Photography”
OBJECTIVE: Students will use management and decision-making skills to complete all the necessary
tasks of staging a photography show or exhibition.
MATERIALS NEEDED: Computers, projector, Internet access, paper, printer, matting or framing
supplies, tools and material for hanging or displaying photos
PROCEDURE:
You are the Chairperson of the “Exhibition of ________ County Photography.” You supply the
name of your county committee. Your goal is to ensure 100% occupancy of photographers
working within YOUR county. You want photographers from your community to be present.
The event will take place on PICK A DATE. Your duties are as follows:
1. Determine your target audience (the people who you would like to attend your show)
2. Select the photographers whose work will be displayed and choose the photos that will be
displayed
3. Decide on admission charges, auction prices, etc.
4. Plan the arrangement of the floor plan for the event
5. Secure the site (must be in YOUR county)
6. Decide how you will promote the event. Think about things, such as:
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone participating
c. Create a social media campaign (hashtag, etc.) that will encourage people to share and
want to attend
d. Create an ad to be displayed online and find websites or social media sites that should
display it
7. Design a layout and floor plan and list the participating photographers and their booth
locations
8. Decide how you will ensure that attendees and participants of the event will have a good time
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Group Presentation Rubric
Presentation Title: _______________________________________________
Name: ________________________
Teacher: _________________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content Knowledge
2
3
4
Student presents
information in logical
sequence, which
audience can follow.
Student presents
information in logical,
interesting sequence,
which audience can
follow.
____
Student is uncomfortable
Student is at ease with
with information and is
content, but fails to
able to answer only
elaborate.
rudimentary questions.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
____
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Student does not have a
grasp of the information;
student cannot answer
questions about subject.
Visuals
Student used no visuals.
Student occasionally
used visuals that rarely
supported text and
presentation.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Delivery
Points
Visuals related to text
and presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings and/or
grammatical errors.
____
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation
students in the back of class
difficulty hearing
most words correctly.
of terms.
to hear.
presentation.
____
Total---->
____
Teacher’s Comments:
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Group Progress Rubric
Name: _____________________
Teacher: __________________
Date: ______________________
Title of Work: ______________
Skills
Criteria
0
10
Points
15
20
Helping:
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students working
from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and rethinking
ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Total Points
____
Teacher Comments:
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Who I am Self-Portrait
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to take a self-portrait and
use a digital image editing program to fill your body with things that represent you.
MATERIALS NEEDED:
Computer, Internet access, digital image editing program, computer, cameras, studio lights, personal
pictures, blank CD cases, good quality glossy or matte paper, printer







Take a self-portrait against a solid colored background.
Take photos of various people, places, or things in your life that you feel represent you.
Choose at least five different things.
When choosing things to photograph, think about the following things as possible
subjects:
 A photo that tells where you feel most comfortable
 A photo that tells what you would like to accomplish
 A photo that tells what you do well
 A photo that tells what makes you feel good
 A photo of another person
 A photo of a hobby you do
 A photo of a talent you have
 A place you would like to go.
Use a digital image editing program to overlap the subjects you have photographed onto
your body in your self-portrait. Try to keep your face visible.
Try to accurately size the objects you have selected in terms of how much they represent
you.
You may utilize a photo that you haven’t taken yourself if you are able to do so without
violating copyright laws.
When finished editing, save your project twice. Once for the web and once to print out
onto photo paper later.
WRITTEN REPORT:
How will you describe yourself? Type a summary on the following (one page minimum):




Purpose: Tell why these descriptors are a real representation of you and why you selected
them. Explain your choice of person of influence.
Plans: What would you like the results to be in the future?
Place: Where you would like to be located?
Promotion: How will you promote yourself?
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Name: _____________________
Date: ___________________
Who I Am Self Portrait Project Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final infographic and
directions were followed
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to present complete
and cohesive representation
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (in infographics form)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge of descriptors
and identifiers
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base with
examples ready for choices
5. Communicated efforts with teacher
Product (Project)
Total Score: ____________________________
Teacher’s Comments:
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility



_________________________________________
_________________________________________
_________________________________________
Attitude

_________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness


_________________________________________
_________________________________________
Self-Awareness & Willingness to Change




_________________________________________
_________________________________________
_________________________________________
_________________________________________
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Self-Esteem



_________________________________________
_________________________________________
_________________________________________
o ___________________________________
o ___________________________________
Empathy


II.
_________________________________________
_________________________________________
Personal Skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time Management:



_________________________________________
_________________________________________
_________________________________________
Goal Setting:




_________________________________________
_________________________________________
__________________________________________
__________________________________________
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Interpersonal Skills KEY
Student Notes
III.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:



Honesty
Integrity
Play Fair
Creativity Initiative and Responsibility



Find new ways to do your job (cuts boredom)
Doing what needs to be done without being told
Be accountable for your actions
Attitude

Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness


Tactfulness…what does it mean?
A must when dealing with difficult customers
Self-Awareness & Willingness to Change




Make a list of strengths and weaknesses
You may think you know everything!
The first 100 years are the hardest!
Adaptable employees are valuable
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Self-Esteem



The way you see yourself – your value
Demonstrate self-esteem on the job by showing confidence in your work
Build customers’ self-esteem too
o Call them by name
o Smile and greet them


Understand another’s situation or frame of mind
Putting oneself in another’s place
Empathy
IV.
Personal Skills
Assertiveness:



Stand up for yourself, but don’t be pushy
Don’t boss others
Make sure you know what you’re talking about
Time Management:



Budget your time
Don’t over commit yourself or you will regret it
Sometimes “no” is okay
Goal Setting:


What do you want out of:
o Life?
o Career?
o Personal Relationships?
Where do you plan to be in ______ years?
o Continue to ask yourself this question
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
“Personal Photography Bucket List”
30 Things You Want to Do Before Age 65
Think about these carefully before beginning! In your “50 Things,” you will need to use a wordprocessing program to devise a list of 50 things to do, complete, photograph, etc. before you reach
the age of 80. Include a brief (one or two sentence) explanation on why you would do each
task/activity. You may not repeat or combine any! Your list must include:
10 things you want to take a photo of
5 Artistic goals
1 education goal
1 fitness goal
2 sites in the world you would like to see (each counts as one thing)
2 career goals (can be a job you want to get)
2 personal goals (each counts as one thing)
3 friend and family goals (example: get to know your grandparents)
2 things you would do for someone else
2 activities you would do for your community
Add more if you feel like it!
Date Due:
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Photography Company Development
OBJECTIVE:
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in the Photography Company Project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, and paper for sketching and printing
Business cards and websites are both invaluable parts of a photographer’s branding. In this project,
your team, as part of the Department for Design and Development team for AlphaGenX
Photography Co, is vying for your branding and marketing idea to be the one chosen as the new
business that people in your area will go to for their photography needs.
First rule of thumb: Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your Math or English class. The survey is to find out
what your peers would like in a photography company. The survey must include at least 10
QUALITY questions. Type the questions, turn them in, and include the number of copies you
will need.
C. After your surveys have been completed, you are to write a final analysis of "A New
Photography Company for Your Generation," based on your ideas and the survey results.
Part 2: Research and Development
A. Research two different photography companies that are similar to yours in both scope and
location. For each of the two companies, you will need to find the following information:
1. Name of the company
2. Location
3. Number of photographers
4. Type of work they produce (wedding, portrait, product photography, etc.)
5. How much they charge
6. Their advertising methods
7. Who their clientele is
8. If they have a brick and mortar space
9. How long have they been in business
10. Critique their work or style
11. Surrounding cities
12. Any other pertinent information you discover (be sure you have some pertinent
information)
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Part 3: Your Proposed Photography Studio Outline
A. This is the section where the design of YOUR photography studio comes to life.
1- Overall Company Theme
2- Type of work you will produce
3- Location (brick and mortar?)
4- Number of photographers
5- Pricing tier (will you include prints?)
6- Advertising methods
7- Business card design
8- Website
Considerations
- Define your target market, its location and population of the area.
- Be prepared to defend your reasoning.
- What is the name, the type of photo studio or company it will be, and what is the overall theme?
- Include a logo design.
- What is the type of work you will be trying to produce?
- How will you market or advertise your company?
- What will your pricing structure be?
- What will your website look like?
- How will you advertise or market your company?
- What will be your days and hours of operation?
You must include the following:
- A typed proposal for the studio (limited to seven pages)
- A website for the studio or company
- A business card for the studio or company
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board of
Directors. Use sample branding and images in your presentation.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Photography Studio/Company Rubric
Presentation Title: _______________________________________________
Name: ________________________
Teacher: __________________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Student presents
Audience cannot
Audience has difficulty
Student presents
information in logical,
understand presentation following presentation information in logical
interesting sequence,
because there is no
because student jumps sequence, which
which audience can
sequence of information.
around.
audience can follow.
follow.
____
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
Student demonstrates
uncomfortable with
Student is at ease full knowledge (more
information and is able with content, but fails than required) with
to answer only
to elaborate.
explanations and
rudimentary questions.
elaboration.
____
Student used no visuals.
Student occasionally
Student used visuals
used visuals that rarely Visuals related to text
to reinforce screen
supported text and
and presentation.
text and presentation.
presentation.
____
Presentation has no
Student's presentation had Presentation had three
more than two
four or more spelling errors misspellings and/or
misspellings and/or
and/or grammatical errors. grammatical errors.
grammatical errors.
Student mumbles,
Student incorrectly
incorrectly pronounces
pronounces terms.
terms, and speaks too
Audience members
quietly for students in the have difficulty hearing
back of class to hear.
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Presentation has no
misspellings and/or
grammatical errors.
____
Student used a clear
voice and correct,
precise pronunciation
of terms.
____
Total---->
____
Teacher’s Comments:
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