What defines you as a person? Is it: Culture? Personality? History? Gender? Your interests or activities?
How can the visual medium of photography be used to represent these aspects of identity?
What do you wish to share about yourself? What do you wish to keep private? How much can a photographic portrait show about a person?
Directions for Shooting this Assignment:
With a partner, shoot one portrait in the studio (our classroom). You will photograph them, and they will photograph you. Others can join in and help, but you and your partner will have a plan and will direct the crew.
For this image, think about one specific theme in your life (rather than every aspect of your life–that might be impossible to capture in one image!) You need to bring one prop or clothing item that shows a theme in your life. The quality of the light (direction, intensity, hardness or softness, color) can also help express your personality.
You are trying to get one great shot to print large that defines you (or apart of your life). Work until you get it!
You will spend 15 or 20 minutes setting up, 20 or so minutes shooting, and the remaining time in class putting the equipment (lights, backdrop, camera, tripod) away.
For your production to be successful, you need to plan the whole production, as well as each shoot. The more questions you answer before you start, the more organized and efficient you will be. For example, do you know exactly what equipment you need? Can all of your crew members and actors make it to your shoot dates? Do you have all important props or costume items with you for each shoot? Which scenes and which shots do you need to get on which days? By writing it all down, you, your crew, and your teacher will be confident that your production will go as well as it possibly can.
The film’s Producer turns in bulk of the the information listed below, and is in charge of gathering and writing up all the production information in it. The Writer/Director turns in the treatment and screenplay. The Director of Photography turns in the shot list (written in collaboration with the Director) and storyboard. All of these elements are combined to create the production packet.
The packet must be bound in a binder or organized in a folder. The production packet itself needs to be typed, clean and professional.
Your production packet should include:
Treatment: a paragraph or two describing your film from start to end. Your treatment should describe the theme, subjects (and their motivations), the story (place, time frame, events), and style. *
The most current draft of your screenplay. *
List of locations (with any relevant information: transportation to and from, hours you can shoot there, permissions needed or granted, and so on)
List of actors (cast, and to be cast)
List of props and costumes (be as specific as possible)
Equipment list (be as specific as possible–camera, sound, camera mounts, special rigs)
Shooting schedule (which scenes are you shooting when; start by breaking down your script into scenes–each new location is a scene)
Contact information for all cast and crew; also include their availability (ie “Abby, Director of Photography, available all weekends except first weekend in March, no after school”)
Complete shot list for each scene. *
Storyboards for at least three scenes (choose the scenes that are the most complex visually and show the style of the film).*
* The writer can add the treatment and current draft of the screenplay to the packet on the due date. The DP can add the shot list and storyboard to the packet on the due date.
Essential Question: What makes a movie “good?” What are the pieces of a “good” movie?
Choose one or two 3-5 minute clips from a movie, TV show, or short film –something you feel the class needs to see. Think carefully about which film and which clip(s) you choose to show. Th clip(s) should represent the film you are showing (ie give us a good idea of the style of the film, and what the filmmaker is doing. You will be encouraged to choose something the majority of the students in class have not seen. Look for something classic or independent.
Write a short paragraph (3-5 sentences) about each of the elements of cinema, below. This is one of two parts to this assignment, which you will turn in on our Google Classroom.
You have two options as to how you want to present your analysis:
Create a montage explaining your clip. You may make this in Adobe Premiere or a google slideshow (see example). Put your clip in context of the longer movie (etc) that it comes from–where does it fit? Overall, tell us why you chose this piece of media and why WE should see it too. OR…
Present the film clip to class. Plan, rehearse and deliver your thoughts on the clip. Delivering your presentation, you have some choices:
You may choose to introduce the film to put the clip into context for the class, then let the clip show in it’s entirely before delivering your analysis.
You can talk while your clip is playing, starting and stopping at times to point things out to us.
After your introduction, you can play the clip through once, then play it through a second time, pointing out elements of the film you want us to notice (this works better with a shorter clip, say 3 minutes).
Analyze the following elements of cinema in your presentation:
Storytelling (The Script / Writing: Plot, Beginning / middle/end – structure; Dialog; Characters; the IDEA)
Acting & Directing
Mise En Scene (‘What you see’ – Locations; props, costumes; makeup)
Communicate a message that’s important to you: First, identify problems in the school and give students the opportunity to come up with their own issues to tackle. In class, we will brainstorm areas of concern (no matter how big or small). Some suggestions:
‘Don’t text and drive”
“Get enough sleep”
“Get more exercise”
“Stand up to bullies; cyberbullying – see something, say something”
“Stand up to sexism/racism/etc”
“Help a student who needs it (ie suicide or drug addiction)”
“Get involved in politics/protest — speak your mind”
“Protect freedom of speech”
“Positive body image – Eating Disorders (raise awareness)”
Identify audience. Is it fellow students? Teachers? The community? The world that needs to know?
Find a visual way to convey this message, that is creative—think outside the box—don’t just stand there and say it. Show it! Tell us a story or create a scenario that cleverly relays this message.
During pre-production, you will storyboard this project and get more creative with camerawork (shots, angles) and editing (cuts, transitions, effects and graphics)
Every student in Digital Photography class will post work to personalized photo blog they make themselves. The blogs are free and easy to create through WordPress.com. Follow these steps:
Sign into http://www.wordpress.com (create a free account). You must remember which email you use and your password–write it down somewhere!
Create a free blog. Title your blog (something other than your name), that has to do with photography (think hard about this–once you choose it, you will be using it for the rest of the semester and beyond!)
Customize your site (we will demonstrate / work through this in class).
Give your site a “Site Title”
Edit your “Primary Menu” to add or subtract menus. You need to add a “About the Photographer”
Add one of your photos as a “Header Image” (if applicable to your site template)
…and so on! Note that you may alter your site after adding posts / content–that shouldn’t change or erase your content, but it may move things around. You can even apply a NEW template after you’ve started your blog, if you decide later that the template isn’t working for you.
Here is a assortment of some of my favorite contemporary photographers working in color, and web links to their work.
ASSIGNMENT: Visit all the photographer’s websites. Pick three photos from three different websites that interest or excite you. Create a google doc. Write a short paragraph (minimum 5, maximum 7) sentences describing what you see in the photo. For each, be sure to comment on what you see (what’s happening in the photo? What’s the subject? Where are we? Why is it important?), AND how composition and color are used by the photographer to enhance the image. Add the image to your description, so I can see what you are talking about.
Add a fourth photographer–one you find yourself. Your teacher can point you in the right direction if you like, but I recommend finding an area of interest and doing a web search to find photography you are interested in. Copy or screenshot an image for your google doc, and write about it. Be sure to write the name of the photographer and include a link to their website.
For your first shooting and editing assignment, your crew will film interviews with ten people in the hallways and common spaces around the school! Half can be fellow students; the rest must be staff members (adults).
We will shoot for two or three days. You will need a camera, handheld microphone, XLR cable, and headphones. You will rotate positions (interviewer, camera operator, and if you have three crew members, producer). You need to get steady, well-framed medium shots of interviewer and interviewee, and record your subjects names and positions. All shooting will take place during class time. You will learn a bit of digital editing to import and cut your shots together, and add lower thirds and titles to your piece.
Before you go out to shoot you and your crew needs to plan (or “pre-produce”), by researching and writing questions. The planning is a graded part of your assignment. Download the planning sheet here as a Word Doc, so you can type right into it: Street Interview Assignment.