Composed Portraits

OTEC 603 - Spring 2010Michael Childers - John Coney

Jean Javellana - Myla Gumayagay

“If you saw a man drowning, and you could either save him or photograph the event, what shutter speed would you use?”

Instructional Goal

• A picture is worth a thousand words.• Defining a well composed portrait requires guidance. • The instructional goal is to teach university students and

staff to be able determine the components of a well composed portrait.

• Portrait may be perceived differently by different people, however we will introduce several key concepts to better define the components to a well composed portrait.

Target Audience • The setting for this training will be for college students and

staff of the University of Hawai`i System who recently upgraded from point and shoot to digital Single Lens Reflex (SLR) cameras.

• The SLR is defined as a type of camera which incorporates a viewing system where the subject is seen through the lens. Many students and staff share an interest in photography for artistic reasons as well as to support teaching. Today, with social networking, portraits are often posted online shortly after the pictures were taken.

 

Instructional Analysis

• Gagne's Condition of Learningo Focus of Theory - Intellectual Skills

• Instructional Analysiso Goal Analysiso Subordinate Skills Analysis

• Instructional Goal:  Given samples of portraits, the learners will be able to determine the components of well composed portraits.

Skills List: 1. Determine Subject for Portrait2. Determine Appropriate Background3. Determine Lighting4. Determine Composition5. Determine Camera Settings

Subordinate Skills: 1. Determine Subject for Portrait    a. Define subject2. Determine Appropriate Back    a. Define mood3. Determine Lighting    a. Define artificial lighting4. Determine Composition    a. Define rules of thirds    b. Define angle of subject5.Determine Camera Settings    a. Define aperture    b. Define shutter speed    c. Define focus

Entry Level (EL) Behaviors: 1. Understanding that a portrait commonly is the photograph of a human face depicting a mood.2. Comprehend different moods (i.e. happy, sad, romantic) are appropriate for different subjects.3. Understand adequate light is necessary for portraits.4. Understand composition is the arrangements of parts in relation to each other as a whole.5. Understanding that camera settings are important.

Instructional Strategy

Instructional Goal:  Given samples of portraits, the learner will be able to determine the components of a well composed portrait.

SKILL PERFORMANCE OBJECTIVE

11 Define aperture. Given four possible definitions, the learner will choose the answer that best describes the term "aperture".

12 Define shutter speed

Given four possible definitions, the learner will choose the answer that best describes the term "shutter speed"

13 Define focus Given four possible definitions, the learner will choose the answer that best describes the term "focus"

Content Analysis

• Pre-Instructional, Assessment, and Follow-through Activities• Sequence and Clustering of Objectives

• Gagne's Nine Events of Instruction Worksheet

• Content Presentation and Learner Participation o Skill #11 - Define Apertureo Skill #12 - Define Shutter Speedo Skill #13 - Define Focus

Transition to Prototype Module

 

Table of ContentsPre-testIntroductionPART 1 - Camera Settings

       

Lesson 1

Define ApertureExampleNon-examplesLesson 1 Practice TestLesson 1 Practice Test Key

Lesson 2 Define Shutter SpeedExamplesNon-examplesLesson 2 Practice TestLesson 2 Practice Test Key

Lesson 3 Define FocusExamplesNon-examplesLesson 3 Practice TestLesson 3 Practice Test Key

Post Test

Apeture  Post TestShutter Speed  Post TestFocus  Post TestPost Test KeyFormative Feedback

Introduction

Introduction - Module

Camera Controls

Best Design Features

• Terms were defined with Examples• Instruction was clear• Increased Understanding of Module Objectives

Formative Evaluation

• Module Evaluated by UH Students/Staffo  Interested in SLR Digital Photography 

• One on One Format  • Each Team Member Conducted One Evaluation

o (One Member Conducted Two)  N=5  • Conducted on Campus in "Quiet Place"• Each Evaluation took about One Hour

Likert Scale 1-5

1.    Strongly disagree

2.    Disagree

3.    Neither agree nor disagree

4.    Agree

5.    Strongly agree

Pretest Evaluation                      N=5

Understand Questions? Skill Level? Photography Interest? Identify Controls? Understand Aperture? Understand Shutter Speed? Understand Focus?

        4.2         2.8         4.2         3.2         3.8         4.2         4.0

Module Evaluation                      N=5

Module Hold Attention? Appropriate Length? Easy to Follow? Challenging? Illustrations Appropriate?

        3.4         4.0         4.0             2.6             3.8

Post Test Evaluation                   N=5

Understand questions? Understand Aperture? Understand Shutter Speed? Understand Focus? Tests Measure Materials?     

        3.6         4.6         4.8         4.4         4.2               

Formative Evaluation Summary

• What Went Well             Each Term was defined with Examples             Instruction was Clear             Increased Understanding of Module Objectives 

 

What Went Well

Aperture and Depth of Field (DOF)The Depth of Field is the distance wherein objects are in focus.

Formative Evaluation Summary

• What Went Wrong

• Pictures Too Small• Some Questions Difficult to Understand

What Went Wrong Some Images too Small

Next Time...

• Paper format was OK • Instruction could have been better using a different format,

would allow larger images        Use powerpoint        E - Pictures - Module online as a web page  Time and Money No object  • Overall Objective is to take better potraits

           Module may have been better presented if Instructor led            Learn by Doing - Have students use an SLR 

Mahalo