BAA [ Photography 11 ] Framework
District Name: Okanagan Skaha
District Number: 67
Developed by: Donna Cowles
Date Developed: June 28, 2010
School Name: Summerland Secondary School
Principal’s Name: Dave Searcy
Board /Authority Approval Date:
Board/Authority Signature:
Course Name: Photography 11
Grade Level of Course: 11
Number of Course Credits: 2/4
Number of Hours of Instruction: 60/120
Prerequisites(s): none
Special Training, Facilities or Equipment Required: darkroom and related equipment.
Course Synopsis:
This will be an introductory course to traditional black and white photography. Students
will develop an understanding of how light is controlled and handled by cameras and
film. They will learn the chemistry and artistry of developing prints from their negatives.
Students will also explore the careers and imagery of professional photographers. In a
more global sense, students will learn to “See” the world around them in a new and more
visually intelligent manner.
Photography 11 Course Description
Unit /Topic
Unit 1
Unit 2
Title
Time
Introduction to Camera Functions and Film 10
Introduction to Darkroom Use
10
Unit 3
Unit 4
Unit 5
Unit 6
Understanding Imagery
Study of Photographers and Careers
Technical Research
Shooting and Printing Projects
Total Hours
20
15
15
50
120
Unit/Topic/Module Descriptions:
Unit 1: Introduction to Camera Functions and Film
Time: 10
The first stage in this introductory photography course is to understand light and how a
camera controls it to create an image on film. The students will be able to identify the
parts of a camera and their related functions, how light is controlled through aperture and
shutter. As well as the nature of film and how it reacts to light.
Curriculum organizer: - Camera parts and functions
It is expected that students will:
 be able to identify camera parts
 understand the various functions of those camera parts
 be able to demonstrate proper care and handling of a camera
Curriculum organizer: - Understanding exposure
It is expected that students will:
 learn how the aperture relates to light entering the camera
 learn how the shutter relates to the light hitting the film
 understand the equivalent exposure relationship between aperture and shutter
Curriculum organizer: - Film
It is expected that students will:
 understand the physical construction of film
 understand the chemical process of developing film
 understand the various types and purposes of film
 be able to assess negatives for technical proficiency
Unit 2:
Introduction to Darkroom Use
Time: 10
Once students have created their negative the next stage is to understand and experience
the darkroom. Students will learn the parts and functions of the enlarger. They will also
learn the techniques involved in processing prints. As well, students will work through
safety in the darkroom.
Curriculum organizer: - Enlarger parts and functions
It is expected that students will:
 be able to identify the enlarger parts and controls
 understand the functions of those controls
 be able to demonstrate proper care and handling of an enlarger
Curriculum organizer: - Creating a Print
It is expected that students will:
 learn how to create an effective test strip
 use the enlarger and easel to expose a print
Curriculum organizer: - Developing Prints
It is expected that students will:
 understand the chemistry involved in the four stages of developing prints
 effectively develop prints
Curriculum organizer: - Darkroom Safety
It is expected that students will:
 be aware of and demonstrate safe procedures regarding chemicals and equipment
Unit 3:
Understanding Imagery
Time: 20
This unit will explore the nature of imagery from a technical and compositional point of
view. There are a variety of photographic techniques, both with the camera and enlarger,
that create different visual results. Before students can experience these techniques from
a shooting stand point they need to understand the imagery itself. Students need to be
able to identify a technique in an image as well as understand the process involved in
creating the image. Adding to their understanding of imagery it is critical that they have
a solid grasp of the elements of composition. The timing of the imagery lessons will
correspond to appropriate shooting assignments.
Curriculum organizer: - Photo Finding Assignments
It is expected that students will:
 identify various types of imagery
 understand the techniques involved to create those images
 present their images in a professional manner
Curriculum organizer: - Composition
It is expected that students will:
 understand the design elements involved in a composition
 be able to manipulate those elements when they create photos
Curriculum organizer: - Career
It is expected that students will:
 understand the opportunities that good composition creates in terms of careers
Unit 4: Study of Photographers and Careers
Time: 15
Students need to be aware of where photography has come from and where it is going. It
is important that students research the historic and active photographers. This will give
them an appreciation for the wide artistic scope of work as well as the variety of career
opportunities available.
Curriculum organizer: - Individual Photographer Research
It is expected that students will:
 learn the different tools available for researching given artists
 develop an understanding and appreciation for what is involved personally and
professionally to be a photographer
Curriculum organizer: - Compare and Contrast Photographers
It is expected that students will:
 move beyond simple descriptive responses regarding artist’s work
 use photographic terminology to compare and contrast the works of two or more
photographers
 understand how works of other artists provide context for what they are doing
Curriculum organizer: - Careers
It is expected that students will:
 develop an awareness for the diversity of career opportunities in the photographic
world
 understand how photography and it’s unique skills can be of benefit to nonphotographic careers
 successfully research career opportunities using the internet and other available
software
 understand the training required and the opportunities for the future
Unit 5:
Technical Research
Time: 15
There are a great deal of photographic elements beyond the basic functions of the camera
and enlarger. There is an endless list of additional tools and techniques that take
elements of photography further. Students not only need to find out about these
techniques and tools but more importantly learn how to access and interpret this
information.
Curriculum organizer: - Learning to Research
It is expected that students will:
 learn where and how to gather relevant photographic information
Curriculum organizer: - Application of Research
It is expected that students will:
 learn how to disseminate information and apply it to their work
Unit 6: Shooting and Printing Projects
Time: 50
This will be the practical, hands on experiential learning component of the course. The
information from the other units help feed the students outcomes for this unit. The
practical projects do not stand alone but fit into the learning processes that take place
during the other learning activities.
Curriculum organizer: - Understanding Links
It is expected that students will:
 make connections between learning activities in other units to their shoots
 be able to discuss their work compare to others using photographic terminology
 be able to compare their results to the work of others
Curriculum organizer: - Shooting Projects
It is expected that students will:
 effectively apply technical and creative knowledge to a variety of practical
applications
 be able to evaluate their performance during and after completion of activity
 develop their technical and creative language to a level which allows them to
effectively communicate with others
Instructional Components:
 direct instruction
 indirect instruction
 interactive instruction
 independent instruction
 modeling
 practical creativity
 brainstorming

community level expert instruction
Assessment Components:



twenty five percent (25%) of the marks will be based on the assignments outside
of the hands on practical shooting unit
fifty percent (50%) of the marks will be from the hands on projects
twenty five percent (25%) of the marks will be based on tests and quizzes
Performance Methods
Technical research
Creative projects
Practical projects
Personal Communication
student/instructor dialogue
self evaluation
outside expert assessment
Learning Resources:
 related information sites on the internet
 variety of current and historic articles and periodicals
 guest lecturers from the community
 The New Practical Guide to Photography
Additional Course Information:
Other
weekly assessment
anecdotal records