Web viewHow to print a contact sheet using Preview on the Macbook computer. ... How to add music and sound effects to a stop motion movie

UNIT TITLE: YEAR: TIME SCALE:

Alive! (Photography) 10 GCSE Photography Half a Term

AREAS THE UNIT COVERS: TERM: STYLE OF WORK:

Focusing, Aperture, Composition and Stop Frame Animation Autumn 1B This unit aims to draw together the skills learnt in the first half term and put these in to

practice in a project/ theme based unit.

KEY VOCABULARY:

Inanimate, Aperture, Focus, AV setting, Blur, Background, Composition, Analyse, Annotate, Animation, Stop motion,

PUPIL INFORMATION:

Background EHCP (IEPs) to be taken into account

Major contributions to cross-curricular themes:

Literacy Annotations on work, analytical writing skills, writing of evaluations of work Speaking and Listening skills:

Discussions about own, peers and other photographers and artists work

Numeracy Working with f stops and shutter speed correlationsWorking on the computer to adjust sizing’s of photos

AIMS – Referenced to the AQA Photography SpecificationTo provide opportunities for pupils to:

● Work with increasing independence and develop the skills to be critical and reflective thinkers● Use their imagination to create original photographs● Take risks and learn from their mistakes while working on the tasks set out in this scheme of work● Build on and develop skills in a range of techniques, process and technologies● Develop knowledge and an understanding of various past and present photographers● Develop self-confidence, resilience, perseverance, self-discipline and commitment

Learning outcomes:By the end of the unit…(GCSE E/F) ALL pupils will have learned:

● To identify the work of Slinkachu, Brian McCarty and PES● That you need to plan a photo shoot before you take a set of photos● Where to find the settings needed to alter the aperture ● What a contact sheet looks like● What to include in the presentation of a photo shoot in their sketchbooks● What a storyboard looks like● How to take a set of photos that can be used to create a stop motion short film● The basic tools in iMovie, such as changing the framing and speed of the images● To describe their final movie and highlight positives and an area of improvement

(GCSE D/C) MOST pupils will have learned:

● To describe the work of Slinkachu, Brian McCarty and PES● To consider a range of factors when planning a photo shoot, such as location, equipment and composition● That setting a high aperture, such as f22 will result in more items in focus and setting a low aperture, such as f1.8 will result in less in focus● How to save images to the DRIVE ● How to print a contact sheet using Preview on the Macbook computer● To select quality images from a range taken and give a well reasoned explanation for this choice● To use a storyboard to plan a stop motion movie, by using thumbnail sketches● To make small movements when moving characters and objects in front of the camera so to make a smooth final movie● How to add a title and credits to their stop motion movie● To evaluate their final movie, highlighting a wide range of positives and areas for improvement

(GCSE A/B) SOME pupils will have learned:

● To critically analyse the work of Slinkachu, Brian McCarty and PES● When planning a photo shoot to consider all the elements that may effect the shoot● To adjust the aperture to match the desired outcome ● To effectively vary the composition of their shots to create creative and interesting outcomes● How to annotate a contact sheet to effectively express ideas and thoughts● To use Pixelmator to edit and improve their original photographs ● To use a storyboard to plan a short stop motion movie, such as thumbnail sketches and notes● How to add music and sound effects to a stop motion movie● To critically evaluate their work highlighting positives and areas for improvement

WK 1 - Lesson 1 - Introduction to the work of Slinkachu

Objectives Outline What students will produce Assessment FOR Learning

To gain an understanding of the work of photographer Slinkachu.

Discussion on the next 6 weeks – refining the skills learnt from the previous half term using the theme of Alive (bring inanimate objects to life).

Students are introduced to the work of Slinkachu. They must find the photographers website and find a section of images that they like.. Once these are presented in their sketchbook they must select one to analyse in detail.

PUPIL ACTIVITY:1. Go to Slinkachu’s website and select at least four

images they like and print these2. Write the photographers name in their sketchbook and

present the images3. Either handwrite or typed up analysis of one of the

images presented.

An investigation into the work of Slinkachu, this will include key images of the photographers work and a written analysis of one image.

During the teachers introduction stage of the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.

SEND identifier LSA functions Assessment OF Learning

●

Evidenced in the work:

An understanding of the photographers work and the meaning behind the images

The ability to discuss the photographers work in some detail

WK1 - Lesson 2 – Planning a photo shoot in the style of Slinkachu


To plan out a photo shoot using a set of given headings.

Once students have investigated Slinkachu’s work in the previous lesson they should plan a photo shoot using his style as a guide.

They must use the hand out ‘How to plan a photo shoot’ and write up their intentions in their sketchbook. The headings they must use are: Link to photographer Concept Equipment and Location Lighting Models/People Composition.

Some students may have time to create a set of sketches that show their ideas for their photographs.

Students must demonstrate their understanding of aperture, focus and composition in their photographs and so must consider this when planning their photo shoot.

PUPIL ACTIVITY:1. Using the ‘How to plan a photo shoot’ students

must write up their Slinkachu style photo shoot2. Some students may begin to sketch put ideas

for their photographs in their sketchbook and add annotations to these.

A fully planned and prepared photo shoot using the guidance sheet as a guide.

Students will know how their shoot links to the photographers work, what concept they are aiming for, where they wish to shoot and what the will need, the lighting they want to use, the models and set they need and lastly the style of compositions they wish to use.

During the teachers talk at the beginning of the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.

One on one discussion with students about their understanding will enable the teacher to give direct guidance.

SEND identifier LSA functions Assessment OF Learning●


A fully planned photo shoot Understanding of composition and the

camera settings to be used

WK1 - Lesson 3 – Photo shoot in the style of Slinkachu


To take a set of photographs that are inspired by the work of Slinkachu using the DSLR camera.

To use the aperture setting on the DSLR camera.

Using the notes made last lesson students must now begin to take their photos in the style of Slinkachu. They are to take these around the school site and may take some at home if they wish to supplement theses.

They must use their knowledge of aperture, focus point and composition when working the DSLR cameras (they should work in teams of two so that there are enough DSLR cameras to go around) and they should swap the SD cards around so each students images are saved on the correct card.

PUPIL ACTIVITY:1. In pairs capture the images they wish around

the school site2. Once all images have been taken they must

return to the classroom and save all their images to their DRIVE in a suitably named folder (Contact sheet Slinkachu)

3. Students are to print thumbnail images of ALL of their shots and use the ‘Annotating a contact sheet’ guidance to begin writing up the thumbnails in their sketchbook.

A range of photographs that are in the style of Slinkachu.

A thumbnail contact sheet which shows all of the students images and annotations which help to explain the student’s thoughts.


Whole class and peer reviews of the task and work created held in the lesson will be help students to gain information on where to improve.



A range of photographs that demonstrate an understanding of the photographer’s style

Thumbnail prints with annotations that help to explain the students ideas

WK2 - Lesson 1 and 2 – Presenting the Slinkachu style photographs and selecting the final shots


To present the results of the Slinkachu style photo shoot.

To be able to identify the the most successful images from a photo shoot.

Students must present their photo shoot in their sketchbook ‘Using the How do I… Present my work?’ hand out.

The key points they must include in this work are: Their intentions for the shoot The thumbnails and annotations (started in

the previous lesson) Enlarged prints of their best/ most

successful images Any experiments – using the computer

editing software (cropping and resizing only)

Annotations on showing their thoughts and opinions

PUPIL ACTIVITY:1. Complete the thumbnail contact sheet work

from the previous lesson2. Using the ‘How do I… Present my work?’ sheet

and the example images students must present the results of their photo shoot in their sketchbooks (they may hand write or type up any written work).

3. Edited images are to be saved in the drive in a suitably named folder (Slinkachu Edits)

4. Final images are to be saved in the drive in a suitably named folder (Slinkachu Final).

The previous lessons photo shoot will be presented in the student’s sketchbooks. It will include the following:

Notes on their intentions A contact sheet and annotations Enlarged best shots Experimented images Annotations to clarify their

thoughts and opinions

During the starter at the beginning of the lesson and during the presentation questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.


Whole class and peer reviews of the task and work created held throughout the lesson will be help students to gain information on where to improve.



Concise and clearly presented photo shoot

Thoughts and opinions formed Ability to select suitable final images

WK 2 - Lesson 3 - Introduction to the work of Brian McCarty


To gain an understanding of the work of photographer Brain McCarty, specifically his Toy series.

Students are introduced to the work of Brian McCarty (the toy series). They must find the photographers website and find a section of images that they like from the toy series. Once these are presented in their sketchbook they must select one to analyse in detail.

PUPIL ACTIVITY:1. Go to Brian McCarty’s website and select at least four images they like and print these2. Write the photographers name in their sketchbook and present the images3. Either handwrite or typed up analysis of one of the images presented.

An investigation into the work of Brain McCarty, this will include key images of the photographers work and a written analysis of one image.

During the teachers introduction stage of the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.

SEND identifier LSA functions Assessment OF Learning● ●




WK3 - Lesson 1 – Planning a photo shoot in the style of Brian McCarty


To plan out a photo shoot using a set of given headings.

Once students have investigated Brian McCarty’s work in the previous lesson they should plan a photo shoot using his style as a guide.

They must use the hand out ‘How to plan a photo shoot’ and write up their intentions in their sketchbook. The headings they must use are: Link to photographer Concept Equipment and Location Lighting Models/People Composition.

Some students may have time to create a set of sketches that show their ideas for their photographs.

Students must demonstrate their understanding of aperture in their photographs and so must consider this when planning their photo shoot.

PUPIL ACTIVITY:1. Using the ‘How to plan a photo shoot’ students

must write up their Brian McCarty style photo shoot

2. Some students may begin to sketch put ideas for their photographs in their sketchbook and add annotations to these.

A fully planned and prepared photo shoot using the guidance sheet as a guide.

Students will know how their shoot links to the photographers work, what concept they are aiming for, where they wish to shoot and what the will need, the lighting they want to use, the models and set they need and lastly the style of compositions they wish to use.

During the teachers talk at the beginning of the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.


SEND identifier LSA functions Assessment OF Learning●


A fully planned photo shoot Understanding of composition and the

camera settings to be used

WK3 - Lesson 2 – Photo shoot in the style of Brian McCarty


To take a set of photographs that are inspired by the work of Brian McCarty using the DSLR camera.

To use the aperture setting on the DSLR camera.

Using the notes made last lesson students must now begin to take their photos in the style of Brian McCarty. They are to take these around the school site and may take some at home if they wish to supplement theses.

They must use their knowledge of composition and aperture when working the DSLR cameras (they should work in teams of two so that there are enough DSLR cameras to go around) and they should swap the SD cards around so each students images are saved on the correct card.

PUPIL ACTIVITY:1. In pairs capture the images they wish around

the school site2. Once all images have been taken they must

return to the classroom and save all their images to their DRIVE in a suitably named folder (Contact sheet Brain McCarty)

3. Students are to print thumbnail images of ALL of their shots and use the ‘Annotating a contact sheet’ guidance to begin writing up the thumbnails in their sketchbook.

A range of photographs that are in the style of Brian McCarty.

A thumbnail contact sheet which shows all of the students images and annotations which help to explain the student’s thoughts.


Whole class and peer reviews of the task and work created held in the lesson will be help students to gain information on where to improve.



A range of photographs that demonstrate an understanding of the photographer’s style

Thumbnail prints with annotations that help to explain the students ideas

WK3 - Lesson 3 & WK4 – Lesson 1 – Presenting the Brian McCarty style photographs and selecting the final shots


To present the results of the Brian McCarty style photo shoot.

To be able to identify the the most successful images from a photo shoot.

To use computer software to edit and enhance photographs

Students must present their photo shoot in their sketchbook ‘Using the How do I… Present my work?’ hand out.

The key points they must include in this work are: Their intentions for the shoot The thumbnails and annotations (started in

the previous lesson) Enlarged prints of their best/ most

successful images Any experiments – using the computer

editing software Annotations on showing their thoughts and

opinions

PUPIL ACTIVITY:1. Complete the thumbnail contact sheet work

from the previous lesson2. Using the ‘How do I… Present my work?’ sheet

and the example images students must present the results of their photo shoot in their sketchbooks (they may hand write or type up any written work).

3. Edited images are to be saved in the drive in a suitably named folder (Brain McCarty Edits)

4. Final images are to be saved in the drive in a suitably named folder (Brian McCarty Final).

The previous lessons photo shoot will be presented in the student’s sketchbooks. It will include the following:

Notes on their intentions A contact sheet and annotations Enlarged best shots Experimented images Annotations to clarify their

thoughts and opinions






Concise and clearly presented photo shoot

WK4 – Lesson 2 – Introduction to the stop motion video artist PES


To gain an understanding of the work of photographer and stop motion artist PES.

Students are introduced to the work of PES. They must find the video artist’s website and take a section of screen grabs from one of the movies that they like. Once these are presented in their sketchbook they must select one to analyse in detail.

PUPIL ACTIVITY:1. Go to PES’s website and grab at least four screen grabs from one of the movies they like and print these2. Write the video artist’s name in their sketchbook and present the images in a creative manner3. Either handwrite or typed up analysis of the selected movie (a slightly adapted writing frame will be be on hand to analyse movie image).

An investigation into the work of PES, this will include key images of the photographers work and a written analysis of one movie.








WK4 – Lesson 3 – Using a storyboard to plan a stop motion movie


To use a storyboard to plan the shooting of a stop motion movie.

Introduce students to what storyboard is and how to use them to plan a stop motion movie.

Students are asked to select a Lego figure blind bag and then develop a story around the character they have selected.

PUPIL ACTIVITY:1. Select a Lego figure blind bag2. Mind map ideas for a story related to the figure

the student has received3. Once a clear idea has been thought of students

must take a storyboard and map out each key scene using mini thumbnail sketches and notes.

A mind map that shows all of the student’s ideas linked to their selected character.

A storyboard which maps out the key scenes they wish to shoot next lesson, using mini thumbnail sketches and notes.





Evidenced in the work: Selection of ideas linked to the

character they have selected A storyboard which features a storyline

WK 5 – Lesson 1 and 2 – Photographing the stop motion movie


To use the digital cameras to capture shots linked to the planned storyboard.

To use manual focus and the AV settings on the digital cameras.

Using their storyboards from the previous lessons students are to capture their shots using the digital cameras.

Demonstrations will be given by the teacher on moving the characters and objects and using the computer to edit a scene.

The photos will be captured around the school site. Some scenes of the movie maybe best created using the computer editing software (examples of this will be shown at the start of the lesson).

PUPIL ACTIVITY:1. Students use their storyboards to take their

shots for their stop motion movie.2. Once all the images have been taken students

must ensure they make a note of the SD card they are using (if a school card).

A range of photos taken that link to the storyboard idea created over the previous lessons.





Evidenced in the work: Link between the storyboard and the

photos taken

WK5 - Lesson 3 & WK6 1 and 2 – Using imovie to create the stop motion movie


To use iMovie and its functions to create a stop motion movie

Be able to change to the moving speed on a set of photographs

Upload the shots from the previous lesson to iMovie and arrange these to match the planned storyboard.

Some students may at this stage also edit their images using the computer manipulation software (such as to make it appear their character is flying) and then save these as jpegs and import to iMovie.

Once each image is placed in the correct order then the student may add a title, credits, music and sound effects.

PUPIL ACTIVITY:1. Import all images to iMovie and remove any

images that are blurry, wrong or have hands in them

2. If student wishes they can edit some images in keynote and then save as jpegs and import to iMovie

3. Go to Properties then change the preferences from “Ken Burns” to “Fit in Frame”. Also adjust the timings to anting between 0.1 to 0.5

A short stop motion movie that uses iMovie to arrange and edit it.

Some students may include a title, credits, music and sound effects in their movie.


One on one and mini group discussions with students about their understanding will enable the teacher to give direct guidance.


seconds a frame.4. Once all stills are imported and in the right

order students may experiment with creating a title shot, credits, adding music and sound effects.



A short stop motion movie that follows the original storyboard

An ability to utilise the iMovie tools A smooth film (use of the frame

speeds)

WK 6 – Lesson 3 – Evaluating the outcome (stop motion movie)


To review the final stop motion movie and recognise the positives and areas for future improvement

Once students have completed their stop motion movies they must evaluate their work.

They will be given a hand out which gives students a number of headings and question prompts to consider when writing up their evaluation.

If the evaluation is not completed by the end of term they must finish this over the Christmas break.

PUPIL ACTIVITY:1. Using the hand out students are to review their

final movie. Students notes must be detailed and critical.

An evaluation of their final stop motion movie using the hand out as a guide for what to write about.


One on one and mini group discussions with students about their understanding will enable the teacher to give direct guidance.



Evidenced in the work: Critical notes made about their work

(rather than descriptive) Full and detailed notes made (rather

than single words)

Documents

Web viewHow to print a contact sheet using Preview on the Macbook computer. ... How to add music and sound effects to a stop motion movie