This particular lesson on photographic techniques for publication falls in the overall unit of publishing. This lesson broadens the students view on creating and/or choosing photos for publication. (See Photography for Publication Lesson Plan attachment at top.) Students will progress from the typical point and shoot method where the photographer puts the subject in the center of the photo and clicks the button to more aesthetically pleasing and interesting composition techniques. Next, students learn writing concepts for news and feature article writing and compose one of each. Finally they put all the components together and publish a newspaper front page containing their two articles and their photograph.

        Intentions for student learning in this lesson are essentially that they both recognize the 10 photographic composition techniques in photos they see as well as understand the basic idea of creating those same techniques in photos they create. Goals that students should obtain will not only be used for class projects but will also improve their personal photography. Further, they will be able to appreciate the technique used by professional photographers and know the reason why such a technique was selected.

        As the teacher, the goal is to have students not only know the definition of the photographic technique but also to recognize it in photos and be able to compose it in a photo. The method employed allows students’ hands on “play” as Vygotsky would define it. They are allowed to take photos, delete attempts they do not like, and then try again. In this lesson, the learning will be reiterated by showing examples with definitions and then having students create their own examples. Finally, students will have further reinforcement as they label their photos and give justification as to why their example fits the criteria of the technique definition. Expectations of learning include students 1) knowing the definition, 2) recognizing the technique in photographs, 3) creating the technique in their own photography, and 4) explaining the reasoning for the technique in their photo.

        Evidence of learning will be compiled in the quantitative summative assessments of 1) the photo creation assignment and 2) a quiz on terminology. Formative qualitative assessments will include observation and student comments. The quantitative assessment will demonstrate how well students understand and apply the photographic technique vocabulary. The qualitative assessment will gauge student engagement and understanding as the assignment is being completed. Both will be used to revise future lesson planning.