Everyone has the capacity to interpret and create images. As educators, we need to use a teaching process that best develops our young photographers. A good curriculum brings out the innate creativity of the students, builds their interpretative and technical skills, and enhances their understanding of the power of photography to communicate their perspectives of the world.
4 Part Curriculum. 2-hour class sessions:
PART 1 HISTORY
Rather than lecturing on art history, we will present and discuss historical and contemporary photographs in a way that connects the photographic legacy to the students’ lives. The connection can be as broad as women photographers or as specific as neighborhood history, depending on our audience and goals. We'll examine contemporary trends in digital imaging or career opportunities using applications of photography.
PART 2 TECHNIQUE
The creation of the image depends on technique. There are many options for capturing an image with light: different types of film, cameras, and lighting sources. There are also different ways to render the images in final form: prints, slides, transfers, projections, Web sites, etc. The goal is to give students an understanding of the techniques and their effects on the resulting images. We'll understand the camera as a tool.
PART 3 AESTHETICS
Appreciating the aesthetics of art is like having an appreciation for the qualities of life. Aesthetics asks, what is the nature, quality, and meaning of art? When we consider aesthetics, we look at the way artists describe what they see and sense in the world and what they think is beautiful. In turn, this expands our own idea of what is beautiful. You can build students’ aesthetic sense by developing their understanding of the composition, the style, and the formal qualities of the artwork. This can be achieved in many ways like the discussion of artwork using slide presentations, books, and original art of other artists and their own imagery.
PART 4 PRACTICE
Students learn photography best by doing it. Hands-on learning should be part of every session. Practicing technique focuses students, creates vital learning experiences, and builds confidence. Once we have provided just enough information for students to absorb, we let them practice using the camera, mixing chemistry, or making the print on their own. Students work in pairs or teams with clearly defined roles and assignments so they can learn from each other