By: C. Holcomb
I am not sure if I invented it or saw it somewhere, but I have been teaching camera composition the same way for at least the last twelve years. I know a few others teachers that have a similar lesson to teach camera composition. The students take still photos for a scavenger hunt, then label the photos, and then create a powerpoint. The technology has evolved to a point where this project is getting easier and the pictures are better quality.
To start this assignment, I show the students a short powerpoint on different shots and provide them with different examples. I explain to the students that everyone has a slightly different definition on shot composition. It important for them to understand this because you can find some resources that explain composition slightly different. This might confuse a student who doesn’t pay careful attention. I rely on my professional experience and my textbooks to define what I require on this assignment.
In the past, I had the students take pictures with the still camera or sometimes with a video camera capable of stills. This project would take a while because I only had a few cameras and I would send the students out two at time to take pictures. Thanks to cell phones most of students do not need to use the school cameras to complete this project. So, a few years ago, I changed this from a partner project to an individual project.
Another benefit of using cell phones is that the students are no longer limited by their location. Most of the pictures were taken in locations just outside my classroom, but now students no longer need to be at school to take the pictures. The results of having a larger location base was that I had students turn in some really good looking pictures. Gone are the days of student taking pictures with a cinder block backdrop and florescent lighting (boring).
The next advantage is, I have been able to decrease the time needed to complete this project. Not only can the student upload the photos quickly to the computers, but they can also do their entire project on their phone. I no longer require the students to use powerpoint, and now I ask them to use Google Slides. They can work on their project on their phone, on a computer at home, or at school by logging into a Google Account. This semester I will give the students the option to turn in their project in as a Google Photo Album.
In the past, when they they did this assignment, they only took a few photos and many of them were incorrect. They felt rushed to take the pictures because someone was waiting to get the camera, and they had a limited amount of storage space. To overcome this, they had to delete the photos that were left on the card. My assignment only requires fifteen photos to make sure the students have a good grasp on camera composition, but I recommend taking much more than that.
Today, I had one student take only twenty photos, another take ninety-six and one take over two hundred. Now, they can afford to take more pictures until they get the picture they want. I am challenging students to show me something I haven’t seen before by using angles and lighting to their advantage. I have also made this a contest by telling them I would use the best ones in an article I was posting online. The downfall is not every student has a phone.
I know it is hard to believe. I still have a few who have broken their phone, or they refuse to clear up space on it. Others supposedly get grounded from their phone, or run the battery down before class. I started my lesson this year by explaining how to use Google Photos and letting them know it had unlimited storage. Still, I had to pull out some old still cameras to let them use for the projects. A benefit of this is, students working on their own device are finishing their project faster. The last two semesters I have had some talented students finish the assignment in one day!
Next year, I plan on adding lighting to this assignment. I want the students to experiment with lighting. The students will take photos that are backlit, overexposed, and underexposed. If the student can master this assignment we can make great looking projects all year long! One time, the students caught me experimenting, with lighting, while they were working on their projects, and they began taking their own lighting pictures.
Another thing I am experimenting with, is having the students do this project in a completely different format. When I first started, we were using video cameras with tape. Back then to have the students do this assignment as a video, would take way too long. It would a lot quicker these days. I have one student who is doing drawings on a computer. I would like to see someone, who is interested in animation, doing this as one.
Here is a list of the pictures I have been using for the assignment:
- XCU of an object
- XCU of a person
- MS of someone wearing a green or gold shirt
- MS of someone near the vending machines/ someone in the stands
- LS of someone walking (lead room)
- MCU of someone in front the media center/ someone near the gym entrance/ football gates
- MCU of someone in the cafeteria/ MCU of someone cheering
- XLS of a group of students
- 2 shot
- a shot with a canted angle
- CU shot of someone in profile
- a shot that shows great depth of field
- a shot that shows shallow depth of field
- a eagle eye shot
- a low angle shot
I hope this helps and email me if you have any suggestions firstname.lastname@example.org. If you would like to see how I define the shots above, you can download this short ebook to your favorite reader. Or read it online here.
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