Webquest for Photography
16
Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page ] A WebQuest for 10th Grade Photography Designed by Nicole Stahly [email protected] Based on a template from The WebQuest Page Cameras Throughout the Ages
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Transcript of Webquest for Photography
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade Photography
Designed by
Nicole [email protected]
Based on a template from The WebQuest Page
Cameras Throughout the Ages
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] IntroductionIn this modern day of technology, there are so many different types of cameras and film to photograph with. With the dawn of the digital age, the art of photography is stepping out the back door. Everyone with a digital camera now thinks that they can take a snapshot of a flower, Photoshop it, and call it art.
You, however think differently (or at least you did before the amnesia!). You are a camera with amnesia trying to find your identity. What are you? When were you invented? By whom? What is significant about you? Are you still around today (if you’re not, make an argument why you should be)?
Your goal as a groups is to determine how the camera has changed from its original invention. What modifications and adaptations have been made to it? What role has technology played?
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
It is your job to persuade the public’s opinion! Photography is an art that has developed throughout the ages. As part of your persuasion techniques, you will:
Create a visual representation of the different types of images each camera can produce through the use of a PowerPoint presentation
Make a timeline of events in Excel of when each camera was invented and the events and reasons leading up to the inventions (newer technology, need for smaller film, etc.)
With Publisher, produce a brochure on each of the different cameras
Type a brief (one page) response in Word as to why you as a camera are the best invention (or the worst)
All of your research will be done using the internet and your final products should all be completed on the computer.
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] Before you begin your persuasion on the world, there are a few things you need to do first.
1. The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list:
A. DaguerreotypeB. Large format cameraC. SLR (Single-Lens Reflex)D. Digital Camera
2. Once you've picked a camera to become, you will individually research yourself using the websites provided below.
3. After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline.
4. Individually, each of you will produce the brochures about yourselves and the short write up.
Websites:For Everyone: http://www.digicamhistory.com/
Daguerreotypehttp://daguerre.org/resource.phphttp://www.thedaglab.com/dag_process_details.html
Large Formathttp://en.wikipedia.org/wiki/Large_format_camerahttp://www.largeformatphotography.info/
SLRhttp://en.wikipedia.org/wiki/Single-lens_reflex_camerahttp://www.geocities.com/RainForest/Andes/3256/innocams.html
Digital Camerahttp://electronics.howstuffworks.com/digital-camera.htmhttp://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html
The Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Content Content is minimal OR there are several factual errors.
Includes essential information about the topic but there are 1-2 factual errors.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Attractiveness Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Requirements More than one requirement was not completely met.
One requirement was not completely met.
All requirements are met. All requirements are met and exceeded.
Originality Uses other people's ideas, but does not give them credit.
Uses other people's ideas (giving them credit), but there is little evidence of original thinking.
Product shows some original thought. Work shows new ideas and insights.
Product shows a large amount of original thought. Ideas are creative and inventive.
Technology Does not comprehend programs necessary to complete assignment
Some-what comprehends programs necessary to complete assignment
Mostly comprehends programs necessary to complete assignment
Fully comprehends programs necessary to complete assignment
Evaluation
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
After completing this assignment, are you able to persuade the world? Are you persuaded yourself? Do you think that just anyone can take artistically beautiful photographs, or does a lot more work go into a photograph than just a snap of a button?
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
The WebQuest Page and The WebQuest Slideshare Group
RubiStar Rubrics
Creative Commons
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade Photography
Designed by
Nicole [email protected]
Based on a template from The WebQuest Page
Evaluation
Conclusion
Cameras Throughout the Ages (Mrs. Stahly)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art.
Evaluation
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This is designed for a high school level beginning photography class, but I am sure it could be used in the Junior High level as well.
The only skills necessary for this type of a lesson are computer skills, as this is a technology-integrated lesson.
Evaluation
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Conclusion
Curriculum Standards (Teacher)
# 1. Students will recognize and use the visual arts as a form of communication. They will select, organize and employ visual images, themes, and ideas in works of art to express an intended meaning.
# 3. Students will know and will apply visual arts materials, tools, techniques, and processes. They will identify and experiment with materials, tools, techniques, and processes.
#5. Students will analyze and evaluate the characteristics, merits, and meaning of works of art by formulating responses to works of art from personal and critical points of view.
Colorado State Art Standards Met:
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Conclusion
The Process (Teacher)Before you begin your persuasion on the world, there are a few things you need to do first.
1. The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list:
A. DaguerreotypeB. Large format cameraC. SLR (Single-Lens Reflex)D. Digital Camera
2. Once you've picked a camera to become, you will individually research yourself using the websites provided below.
3. After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline.
4. Individually, each of you will produce the brochures about yourselves and the short write up.
Websites:For Everyone: http://www.digicamhistory.com/
Daguerreotypehttp://daguerre.org/resource.phphttp://www.thedaglab.com/dag_process_details.html
Large Formathttp://en.wikipedia.org/wiki/Large_format_camerahttp://www.largeformatphotography.info/
SLRhttp://en.wikipedia.org/wiki/Single-lens_reflex_camerahttp://www.geocities.com/RainForest/Andes/3256/innocams.html
Digital Camerahttp://electronics.howstuffworks.com/digital-camera.htmhttp://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Individual Computers for each student with access to the internet
PowerPoint, Excel, Publisher, Word
The websites listed on the Process Page and the Credits Page
Evaluation
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Conclusion
Evaluation (Teacher)
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Content Content is minimal OR there are several factual errors.
Includes essential information about the topic but there are 1-2 factual errors.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Attractiveness Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Requirements More than one requirement was not completely met.
One requirement was not completely met.
All requirements are met. All requirements are met and exceeded.
Originality Uses other people's ideas, but does not give them credit.
Uses other people's ideas (giving them credit), but there is little evidence of original thinking.
Product shows some original thought. Work shows new ideas and insights.
Product shows a large amount of original thought. Ideas are creative and inventive.
Technology Does not comprehend programs necessary to complete assignment
Some-what comprehends programs necessary to complete assignment
Mostly comprehends programs necessary to complete assignment
Fully comprehends programs necessary to complete assignment
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
The WebQuest Page and The WebQuest Slideshare Group
RubiStar Rubrics
Creative Commons
