21st Century Instructional Guide for Career Technical Education
Photography and Darkroom Procedures
Arts and Humanities Cluster
Graphic Communications Concentration
Title:
Photography and Darkroom Procedures (WEVIS 1831)
Standard Number:
AH.S.DARKRM.1
Essential
Questions:
Objectives:
AH.O.DARKRM.1.1
Basic Procedures
Students will demonstrate basic photography and darkroom procedures.
How does film quality affect the finished product?
AH.O.DARKRM.1.2
recognize the basic parts of the camera.
AH.O.DARKRM.1.3
compare methods of developing film.
AH.O.DARKRM.1.4
AH.O.DARKRM.1.5
implement a correct procedure for
developing film.
determine base and emulsion sides of film.
Learning Plan & Notes to Instructor:
Horizontal Camera
 Through the wall camera
Vertical Camera
 Located in and referred to as a darkroom camera
35 mm Camera
Digital Camera
Parts of the camera
 Copyboard
 Lensboard
 Lights
 F stop
 Film Back
 Aperature
 Controls
Time and Temperature
Gray Scale
Automatic Processor
Depending upon camera and film teach the appropriate
method of film development.
shine, color, curve, right/wrong reading, and/or notches
AH.O.DARKRM.1.6
select best F-stop, time, percentage, and
Depending upon existing variables select best F-stop,
Students will
distinguish between different types of
cameras.
1
AH.O.DARKRM.1.7
safelight for exposing film.
select best temperature for developing film.
time, percentage, and safelight for exposing film.
Refer to film specifications for desired temperature and
results.
Standard Number
AH.S.DARKRM.2
Essential
Questions:
Objectives:
AH.O.DARKRM.2.1
Safe Work Habits
Students will demonstrate safe work habits while working with graphic arts materials and equipment.
What safety materials and equipment are required in the darkroom?
AH.O.DARKRM.2.2
use toxic and/or flammable substances and
chemicals safely.
AH.O.DARKRM.2.3
dispose of toxic and/or flammable
substances and chemicals safely.
Standard Number:
AH.S.DARKRM.3
Essential
Questions:
Objectives:
AH.O.DARKRM.3.1
Line Negatives
Students will demonstrate the ability to photograph and develop line negatives.
What is the correct procedure to develop the desired quality of line negatives?
Students will
practice safety procedures used in the
darkroom.
Students will
differentiate between types of film used in
cameras.
Learning Plan & Notes to Instructor:
Safety Procedures:
 Safety glasses
 Gloves
 Aprons
 Ventilation
 Proper mixing procedures
 Proper storage/disposal of chemicals
 MSDS (Material Safety Data Sheet)
Utilize safety storage cabinets
Follow appropriate mixing procedures
Dispose of chemicals according to EPA Guidelines
Silver recovery
Pour in recovery unit box/collection points for contracted
pick-up
Learning Plan & Notes to Instructor:
Common Film Types
 Panchromatic film
 Orthochromatic film
 Infrared film
 Blue sensitive film
 Rapid access film
 Positive/negative developing film
 Daylight film
2
 Duplicating film
Note safe lighting conditions
Calculate film development based on sensitivity
guide/film ISO exposure.
Checklist
 Clean copyboard glass
 Clean lens
 Select f-stop
 Color balance (digital)
 Adjust lighting
 Set for enlargement/reduction
 Select shutter speed
Implement set up to produce an adequate line negative.
AH.O.DARKRM.3.2
AH.O.DARKRM.3.3
handle film according to specifications.
use camera operator’s sensitivity guide.
AH.O.DARKRM.3.4
prepare camera for basic exposure.
AH.O.DARKRM.3.5
Standard Number:
AH.S.DARKRM.4
Essential
Questions:
Objectives:
AH.O.DARKRM.4.1
produce line negatives.
Halftone Negatives/Prints
Students will demonstrate the ability to photograph and develop halftone negatives/prints.
What is the correct procedure to develop the desired quality of halftone negatives/prints?
AH.O.DARKRM.4.2
care for contact screens.
AH.O.DARKRM.4.3
expose a halftone negative/print.
AH.O.DARKRM.4.4
develop a halftone negative/print.
AH.O.DARKRM.4.5
recognize the three areas of halftone.
Students will
calculate main, flash, and no screen
exposures.
Learning Plan & Notes to Instructor:
Utilize
 Through the lens light meters
 Densitometer
 Hand held meters
 Density guide
Contact screen care
 Proper handling
 Proper storage
 Proper cleaning
Expose film for
 Bump
 Flash Exposure
 Main Exposure
Calibrate for gray scale values
Implement set up to produce an adequate line
negative/print.
Areas of halftone
3
 Shadow
 Highlights
 Midtone
Halftone dots
 Square dot structure
 Elliptical dot structure
 Round dot structure
 Dual-dot screen
 Film grain structure
 Pixel structure and resolution
Computer software
Exposure for tone and screen angle
AH.O.DARKRM.4.6
distinguish types of halftone dots.
AH.O.DARKRM.4.7
examine duotones.
Standard Number:
AH.S.DARKRM.5
Essential
Questions:
Objectives:
AH.O.DARKRM.5.1
Student Organization Participation
Students will participate in a local student organization.
How can a student organization better prepare me to work in a global society?
AH.O.DARKRM.5.2
AH.O.DARKRM.5.3
21st Century Skills
Information and
Communication
Skills:
Students will
Learning Plan & Notes to Instructor:
examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations.
organization such as Skills, USA and/or TSA.
demonstrate leadership skills through
Encourage membership in local student organization
participation in student organization
such as Skills, USA and/or TSA.
activities such as meetings, programs,
projects, and competitions.
discover the benefits and responsibilities of Encourage attendance and competition at local, state,
participation in student, professional, and
and national Skills, USA and/or TSA conferences.
civic organizations as an adult.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9Student recognizes
Digitally design trifold
Finished product
12.1.LS1
information needed for
brochures, magazine covers, Lack of lawsuit
problem solving, can
posters, flyers, etc. Check
efficiently browse, search and for copyright.
navigate online to access
relevant information,
evaluates information based
4
21C.O.912.1.LS2
21C.O.912.1.LS3
21C.O.912.1.TT1
on credibility, social,
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student makes informed
choices among available
advanced technology
systems, resources and
services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting,
online collaboration tools) for
Digitally design magazine
covers, commercially
designed packaging,
webpage design, etc.
Demographics considered
with each project.
Finished product
Electronic portfolios
Finished product
Internet research
Completed report
5
21C.O.912.1.TT2
21C.O.912.1.TT3
21C.O.912.1.TT4
21C.O.912.1.TT5
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
information.
Student routinely applies
keyboarding skills,
keyboarding shortcut
techniques, and mouse skills
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
electronic products that
inform multiple audiences
both inside and outside the
school environment.
Student uses advanced
features of word processing
software (e.g., outline, table
Students will utilize computer Completed assignments
software on a routine basis
to complete assignments.
Used daily to create file
formats such as jpegs, word
documents, pdf, tiff, indd, etc
Student file folders
Flash drives
Intranet
DVDs
CDs
Digital portfolios and daily
design exercises
Completed activities
Used in several daily
activities. Example:
magazine cover, newspaper
Completed assignments
6
21C.O.912.1.TT7
21C.O.912.1.TT9
21C.O.912.1.TT10
Thinking and
21C.O.9-
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
presentation software (e.g.,
slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a nonlinear presentation) to
communicate ideas to
multiple audiences.
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student engages in a critical
article, CD covers, etc
Digital portfolios using
PowerPoint or Keynote
software.
Completed portfolios
Interactive website
Completed website
Google
Ask.com
Wikipedia
Graphic communication
specific websites
Acquired information
Hands on activities to
Completed project
7
Reasoning Skills:
12.2.LS1
21C.O.912.2.LS4
21C.O.912.2.TT2
21C.O.912.2.TT3
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student visualizes the
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
completion, and persistence
to develop unique and cogent
products.
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
provide higher order thinking
skills completed daily.
Example: commercial
packaging project
Corporate Identity:
stationery, envelope, logo,
and business card.
Completed project
Project based learning
activity such as school
newspaper, programs for
community project,
advertising designs, etc
Completed projects
Digital cameras, scanners,
computers, browsers, search
engines, printing presses,
laser printers, plate makers,
utilized daily.
Observation
Completed
projects/activities
8
21C.O.912.2.TT4
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.9-
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
Student demonstrates
ownership of his/her learning
How to design a program for Completed project
the local Lion’s Club
Program
Trifold brochure for the local
animal shelter and other
community related projects.
Brochure for new transferring
students into the district.
Continual deadlines for print Deadline met
productions.
Introduce activities where
students must comply with
customer specifications.
Necessary job changes
made
Project goals set to meet
deadlines. Students
Deadline met
9
12.3.LS3
21C.O.912.3.LS4
21C.O.912.3.LS5
21C.O.912.3.LS6
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
continually modify actions to
meet/exceed required
goal(s). Example: graphic
representative of data for
school newspaper similar to
sectional front page of USA
Today
Acceptable and fair use of
copyright research on all
major projects
Completed projects
Nonprofit community work
Students will participate in
SkillsUSA or TSA and
become a chapter or state
officer or serve as
chairpersons of committees.
Students will work
cooperatively in the
classroom taking leadership
roles.
SkillsUSA or TSA
meeting minutes
Thumbnail, rough,
mechanical, storyboards, etc
for certain projects for
smooth project
implementation.
Observe different
completed phases of
project.
Class work
10
21C.O.912.3.TT1
21C.O.912.3.TT2
21C.O.912.3.TT3
to beginning work, student
reflects upon possible
courses of action and their
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
School utilizes software such
as Deepfreeze, filtered sites,
spyware removal/detection
programs. Student adheres
to acceptable use policy.
Personal student
accounts/folders.
Projects incorporating
cooperative learning
opportunities
Field trips to innovative
Graphic Communication
business and industry such
as Quad Graphics in
Martinsburg, WV
Observation
Observation/completed
project
Completed field trip
11
21C.O.912.3.TT4
21C.O.912.3.TT5
use and reliance on
technology in the workplace
and society.
Student adheres to
acceptable use policy and
displays ethical behaviors
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
12
regarding the use of
technology and information.
21C.O.9Student evaluates and
12.3.TT6
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
21C.O.9Student protects his/her
12.3.TT7
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
21C.O.9Student uses technology to
12.3.TT8
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Utilize Internet resources
such as Google, MySpace,
Youtube, Facebook,
Wikipedia, etc
Observation
Adheres to acceptable use
policy.
Observation
Personal Interaction
Peer to peer mentoring
Require Internet based
research on projects
Completed research
Evidence of Success
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Student understands
Students will utilize computer Completed assignments
Results from self-quizzes
13
Culminating
Assessment:
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
concepts and strategies
individuals in the graphics
needed for career exploration, industry to learn how their
development and growth.
career paths developed.
Culminating Assessment:
End of Concentration Performance Evaluation
Interviews/reports
Students will participate in TSA’s competitive events: Promotional Graphics, Desktop Design,
Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team,
Extemporaneous Presentation, and Prepared Presentation
Links and Other
Resources:
Students will participate in SkillsUSA’s competitive events: Graphic Communications, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
Links and Other Resources
Related Websites:
Graphic Communication Central
www.teched.vt.edu/gcc
Graphic Reporter
www.graphicreporter.com
Graphic Arts Technical Foundation
www.gain.com
Heidelberg USA
www.heidelbergusa.com/
Adobe
www.adobe.com
14
Apple
www.apple.com
Quia.com ($50 subscription)
www.quia.com
Graphic Arts Monthly
Printing Impressions
Adobe InDesign CS2, Classroom in a Book
Revealed, Adobe InDesign CS3 Revealed
Multi-state Academic Vocational Curriculum Consortium (MAVCC) Digital File Preparation & Output
Student Workbook
Multi-state Academic Vocational Curriculum Consortium (MAVCC) Digital File Preparation & Output
Student Guide
Graphic Communications, The Printed Image
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
15
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
16
OCTI Executive Director: Gene Coulson
17