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    Portraitphotography

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    The lesson teaches high school photography students how to create a self-portrait that conveys emotion through the use of lighting, background, and composition. The teacher begins by displaying her own dramatic self-portrait to spark discussion. She then differentiates between casual "selfies" and intentional self-portraits. Students view examples and discuss how various lighting techniques, backgrounds, and compositions can influence mood. Working in groups, students analyze sample portraits based on these elements and how they make the viewer feel. The goal is for each student to apply these techniques in creating their own emotional self-portrait.

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    Portraitphotography

    Uploaded by

    api-297301883
    92 views11 pages
    The lesson teaches high school photography students how to create a self-portrait that conveys emotion through the use of lighting, background, and composition. The teacher begins by displaying her own dramatic self-portrait to spark discussion. She then differentiates between casual "selfies" and intentional self-portraits. Students view examples and discuss how various lighting techniques, backgrounds, and compositions can influence mood. Working in groups, students analyze sample portraits based on these elements and how they make the viewer feel. The goal is for each student to apply these techniques in creating their own emotional self-portrait.

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    portraitphotography

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    The lesson teaches high school photography students how to create a self-portrait that conveys emotion through the use of lighting, background, and composition. The teacher begins by displaying her own dramatic self-portrait to spark discussion. She then differentiates between casual "selfies" and intentional self-portraits. Students view examples and discuss how various lighting techniques, backgrounds, and compositions can influence mood. Working in groups, students analyze sample portraits based on these elements and how they make the viewer feel. The goal is for each student to apply these techniques in creating their own emotional self-portrait.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    92 views11 pages

    Portraitphotography

    Uploaded by

    api-297301883
    The lesson teaches high school photography students how to create a self-portrait that conveys emotion through the use of lighting, background, and composition. The teacher begins by displaying her own dramatic self-portrait to spark discussion. She then differentiates between casual "selfies" and intentional self-portraits. Students view examples and discuss how various lighting techniques, backgrounds, and compositions can influence mood. Working in groups, students analyze sample portraits based on these elements and how they make the viewer feel. The goal is for each student to apply these techniques in creating their own emotional self-portrait.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 11

    Ronni Haslett-Art Teacher

    Lesson Title/Topic: Portrait photography, 9-12th Grade, Photography II


    Target Concept: Students will learn the art of a self-portrait by concentrating on

    using light, background and composition to convey a message or feeling.


    Standards/Rationale: TEKS 117.53. Art, Level II. (c) (2) (C) select from a variety of art

    media and tools to communicate specific ideas in drawing, painting, printmaking,


    sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic mediagenerated art.
    Lesson Objectives:

    Assessment:

    The student will create an emotion(s) Photographic portrait.


    in a photographic portrait using light,
    background choice and composition
    with 90 percent accuracy.
    Materials:

    Camera (or cell phone with camera), lights and either an iPad or computer.
    Lesson Cycle: (Direct instruction)
    The teacher will:
    Focus/Mental Set: Create an over the

    The student will:

    Students will come in and observe my


    top selfie of myself and display it on self-portrait selfie. It will be
    the large screen so the students cant interesting enough that the students
    miss it when they come inside the
    will ask questions on why I have a
    room. The portrait will provoke
    picture of myself on the big screen.
    questions. I will ask the students why
    they are so shocked by the picture.
    We will discuss why this got their
    attention.
    Teacher Input: Start off discussion
    Students will discuss the difference
    between selfies and self-portraits.
    about selfies by asking questions.
    They will watch a slideshow of
    Why do they take so many selfies?
    different examples of portraits and
    What is the difference between a
    discuss how the photographer uses
    selfie and a self-portrait? (No
    lighting, background and composition
    wrong answer here, but I am looking to provoke an emotion.
    for words, like intent Im looking to

    have a discussion about the


    differences of a quick selfie and a
    thought out and purposeful self-
    portrait.)

    The students will work in groups and


    discuss how the portrait makes them
    feel. They have 3 minutes to fill out
    the provided worksheet as a group.
    They will move to a new station every
    3 minutes.
    Teacher will introduce three basic

    ideas of what makes a portrait
    Students will answer the following
    interesting. 1. Lighting 2. Background
    question at each station:
    3. Composition. Examples will be
    What does the photograph remind
    shown on a slideshow. Slideshow will you of?
    be paused to discuss as needed.
    Write phrases or words your group
    used to describe the photo.
    1. Lighting: Start off with slides
    What type of lighting is used in the
    showing a few different types photograph? What mood does the
    lighting convey?
    of lighting to review.
    Describe the background.
    A. Split Lighting: As the name Describe the composition and rather
    implies, half of the face is lit or not it is an important aspect to set
    the mood of the photograph.
    and the other half is not.

    This can cause a very
    After the students have rotated
    dramatic effect. (see
    through the centers, one student from
    examples)
    each group will read what their group
    wrote.
    B. Rembrandt Lighting:

    Named after the Dutch
    Students will discuss how different or
    painter, Rembrandt, who
    similar their answers were compared
    often used this lighting in
    to the other groups.
    his paintings. The model
    turns slightly toward the
    light and it creates a
    triangle of light on the
    darker side of the face.
    C. Backlit Lighting: The light
    source comes from behind
    the model. The face can be
    illuminated with a fill light,
    or you can leave it dark for

    effect.
    2. Background: Show examples of
    different interesting
    backgrounds, or lack of
    backgrounds. Talk about what
    that does to the subject. Are
    they isolated? Are they in a
    busy, loud, distracted location?
    What feelings do you get from
    the different backgrounds?
    (see examples)
    3. Composition: Show examples
    of different compositions in a
    portrait. How much of the
    frame does the subject take
    up? If it is a small amount, how
    does this make the viewer feel?
    Does the subject seem stronger
    if they take up a large portion
    of the frame?
    Divide students into groups. Instruct
    them to discuss the portrait at their
    station. They have 3 minutes to fill
    out the provided worksheet as a
    group. They will move to a new
    station every 3 minutes.
    After students are done with the
    stations, call on students to read from
    their group answers. Make mention
    of the fact that although they can be
    similar, everyone comes with
    different life experiences, so students
    may have different reactions to the
    same photograph.

    Guided Practice: The teacher will be

    Students work together on ideas for


    available to help guide students with portraits. They can take self-portraits
    or portraits of each other. Students
    their ideas for their portraits.
    will discuss ideas for light,
    background and compositions. Lights
    will be available to work on the
    different lighting patterns we
    discussed.
    Independent Practice:
    Student will make photographs of
    Prompt students to take their own
    themselves or another person. They
    self-portraits outside of the
    will practice the different elements
    classroom. At home? In the hallway? we learned in class and try to
    At a track meet? What is important to combine them coming up with the
    them? What do they want to be
    best portraits they can.
    remembered by?
    Closure: Reiterate the difference
    Students will discuss the different
    lighting options, different background
    between casual selfies and self-
    options and different compositions.
    portraits.
    They should be able to tell the
    teacher and the class why they chose
    certain elements in their own
    photograph.
    Options:
    Enrichment:

    Reteach:

    Modifications/Correctives:

    References:
    Slideshow: http://ronnihaslett.weebly.com/portrait-slideshow.html
    Notes for teacher to discuss during Selfie VS Self Portrait Section

    Some studies have estimated that a third of the photographs teenagers, ages
    14 to 18 take is of themselves. I dont think its because teenagers are
    narcissists. They are empowered and have been raised on social media sites,
    so this has become second nature to them. This is why every phone has a
    camera.
    At the heart of each poorly lit, poorly composed selfie, lays the heart of a
    wonderful portrait.

    Notes for teacher to discuss during slideshow.

    First Slide (review of Rembrandt Lighting)

    Backlight. Background might be more important than subject.


    Interesting composition.

    Split Lighting. Mysterious.

    Centered and strong composition, background is important.

    Angelina Jolie By Annie Leibovitz (Simplified background,


    composition is soft.)

    Cate Blanchet By Annie Leibovitz (Background with meaning,


    model looking down at viewer shows confidence.)

    artists studio.)

    Richard Avedon By John Loengard (Busy background, but it is the

    Rembrandt Lighting. Smokey background. Confident gaze.

    George Cloony By Annie Leibovitz (background tells a story,


    hes a move star.)

    Make sure that the background celebrates who you are, and
    doesn't over shadow it!

    Georgia OKeefe by John Loengard, Rembrand lighting, solitary


    background, important as she approaches old age.

    Michael Jordan by Annie Leibovitz Iconic and strong image.


    Simple background. Dynamic composition because the subject matter is dynamic.

    composition, forced to engage.

    Misha Baryshnikov -Annie Leibovitz Strong

    camera.

    Backlighting. Subject in middle, but not facing the

    Nelson Mandela 1990 by Annie Leibovitz. No background. Very


    strong subject. Iconic.

    Backlight. Strong gaze, makes the background unimportant.

    Split Lighting. Mysterious.


    Composition: subject is very small in frame.

    Interesting composition. Traditionally, the more triangles in a


    portrait, the stronger the portrait is.

    Background is extremely important in this image because it


    defines this model. Backlight. Composition: Large in the frame.

    Susan Sontag By Annie Leibovitz (Rembrand Lighting).


    Sontag is a longtime friend who is dying of cancer. If you know the back story, this is
    a very intimate time in her life.

    person.

    Busy background, but gives an idea of what is important to this

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