GCSE Photography

David Hockney
GCSE Photography

iWeb Intro
This lesson you must:
• Create your iWeb - Darkroom theme
– welcome page - images and info (see
worksheet)
– blog page
– archive page
– entries page
– albums page
• This is YOUR way to present all YOUR
work for photography. MAKE IT AMAZING!
3

Photography Introduction
This lesson you must:
• Discuss and understand each of the keywords and give
a definition in your OWN words explaining it.
• Create a written and visual (use internet image and/or
own) mind map based on your identity. It should include:
– Hobbies
– Important people and objects that represent them
– Places
– Important objects
– Key moments and objects that represent them
• HOMEWORK: complete both mind maps and keywords
worksheet for...

Keywords
APERTURE
ARTIFICIAL LIGHT
B&W
BACKGROUND
BACK-LIGHTING
BALANCE
BRACKET or
BRACKETING
CLOSE-UP/MACRO
COMPLEMENTARY
COLOUR
COMPOSITION
CONTRAST
CROPPING

DEPTH OF FIELD
DIGITAL ZOOM
MULTIPLE EXPOSURE
ENLARGEMENT
ENLARGER
f-NUMBER/f-stop
FILTER
FOREGROUND
FRAME/FRAMING
MONOCHROME
MONTAGE
NEGATIVE
OPTICAL ZOOM
OVEREXPOSURE

PANORAMIC/
PANORAMA
PERSPECTIVE
PINHOLE CAMERA
PORTRAIT
RED EYE
RULE OF THIRDS
SATURATION
SHUTTER SPEED
UNDEREXPOSURE
VIEWPOINT
ZOOM

Keywords
APERTURE
ARTIFICIAL LIGHT
B&W
BACKGROUND
BACK-LIGHTING
BALANCE
BRACKET or
BRACKETING
CLOSE-UP/MACRO
COMPLEMENTARY
COLOUR
COMPOSITION
CONTRAST
CROPPING
A circle-shaped opening through which light passes to strike the film. The aperture is usually
created by an iris diaphragm that is adjustable, enabling the aperture to be made wider or
narrower, thereby letting in more or less light. The size of the aperture is expressed as an f-
number, like f/8 or f/11.
Illumination that comes from a man-made source, such as electronic flash.
Black and white.
The part of a scene that appears to be furthest from the viewer, behind objects in the foreground.
The area within the viewfinder that is behind the subject of a photograph.
Light directed at the subject from behind the subject.
Compositional harmony of a scene based on the placement of elements of different sizes, shapes
and colours.
A series of pictures, at least three, of the same subject with varying exposures - (1) the main
exposure, which is presumed to be correct, but may not be; (2) a slight overexposure, (3) a
slight underexposure “Bracketed” exposures fall on either side of the exposure that is
presumed to be correct.
Generally, a picture of a subject that fills the frame, with the subject looking particularly close to
the camera. Images of tiny objects in frame-filling, larger-than-life sizes.
A complementary colour is one of a pair of primary or secondary colours that are in opposition to
each other on a colour wheel.
Complementary Colours:
Blue and orange Red and green Yellow and purple
The arrangement of the elements (subject and other objects) in a scene or photograph.
The range of difference between highlights and shadow areas in an image.
Removal of parts of an image in order to improve the image’s composition. Cropping is
sometimes also used in reference to a photographer moving closer to a subject, thereby
eliminating (cropping) unnecessary surrounding elements from the composition.

DEPTH OF FIELD
DIGITAL ZOOM
MULTIPLE EXPOSURE
The range of distance in a scene that appears to be in focus. Depth of field is controlled by
the lens aperture.
Zoom effect in some digital cameras that is not true, but is instead an enlargement of the
information.
More than one exposure on the same film frame.
ENLARGEMENT
ENLARGER
f-NUMBER/f-stop
FILTER
Increasing the size of the photograph so that it is larger than the original.
An adjustable light projection device used in a darkroom to project an enlarged image from a
negative through a lens onto photographic paper in various degrees of enlargement.
A number that expresses a lens’ light-transmitting ability - i.e. the size of the lens opening. A
smaller number indicates a larger lens diameter. All lenses set at the same f-number
transmit the same amount of light.
Manual filters: Tinted glass, gelatin or plastic discs, squares or rectangles that modify the
light passing through them. Filters are used in photography to change the appearance
of a scene by emphasizing, eliminating or changing colour or density. Electronic filters:
used in editing software (Photoshop) to alter the whole/section of the surface of an
image.
FOREGROUND The area of a scene that is closer than the subject.
FRAME/FRAMING • The visible boundaries of a camera’s viewfinder.
• An element in a scene, like a branch or doorway that frames the subject.
MONOCHROME
MONTAGE
NEGATIVE
OPTICAL ZOOM
OVEREXPOSURE
• A boarder surrounding a print.
An image of a single colour in differing shades, descriptive of a black and white or sepiatoned
image.
An image made up of a series of photographs in a layered jigsaw style.
An image in which the brightness values are reversed.
A true zoom effect unlike a digital camera's digital zoom.
Overexposure occurs when a photograph receives too much light. It results in a loss of
resolution, more graininess and less detail in highlight areas.

PANORAMIC/
PANORAMA
PERSPECTIVE
PINHOLE CAMERA
PORTRAIT
RED EYE
RULE OF THIRDS
SATURATION
SHUTTER SPEED
UNDEREXPOSURE
VIEWPOINT
ZOOM
An extended, wide view or pictorial representation of a landscape or other scene. A camera
mode that produces a proportionately wider or taller than normal image, depending on the
camera’s orientation.
Technique of depicting volumes and spatial relationships (a scene in three-dimensions) on
a flat surface. Also linked with a ‘vanishing point’ where the objects reduce in size as they
get further away from the viewer.
A camera that uses a very small hole, as if made by a pin instead of a lens, for light to enter
and form an image on the film or other light-sensitive medium.
A photograph of a person or persons.
An image in which a subject’s iris or irises are red instead of black. The red eye effect is
caused by light from a flash travelling through the iris and illuminating the retina.
The rule states that an image should be imagined as divided into nine equal parts by two
equally-spaced horizontal lines and two equally-spaced vertical lines, and that important
compositional elements should be placed along these lines or their intersections.
the subjects on and in between these lines should create a more interesting composition.
The degree of hue in colour as perceived subjectively. Saturated colour can be termed
strong, vivid, intense or deep. Desaturated colour can be termed weak, pale, washed out or
dull.
Controls the duration of an exposure - the faster the Shutter speed, the shorter the
exposure time.
An image is underexposed when the film receives too little light for proper exposure.
Underexposure results in loss of detail in the subject’s dark areas, which can be almost
completely black.
Location of the camera relative to the subject.
The action of varying the focal length of a zoom lens to enlarge (zoom in) or reduce (zoom
out) the image.

Artist/Photographer Analysis
This lesson you must:
•select an image and analyse it
•answer all the questions on the blue
worksheet and use the appropriate
keywords from the worksheet.
•remember to justify your answers, explain
why you think what you think!

BOTTLES

Alternative
Viewpoints
Side
Top
Front
Bottom
Through the middle
Up
Back
Down

Alternative Viewpoints
This lesson you must:
Produce a photo shoot of 30-50 photographs that
show close up alternative compositions.
• Students MUST discuss ways to capture objects
from alternative viewpoints - GRADE D.
• Students SHOULD capture a series of objects from
alternative viewpoints and discuss their images -
GRADE C.
• Students COULD capture each object from a variety
of alternative viewpoints and discuss their images
and ideas - GRADE B.

Alternative Viewpoints
This lesson you must:
• Evaluate your photo shoot in a blog entry -
use the pink worksheet. - Use the PINK
worksheet.
• Show at least your 3 most successful
images in your evaluation and justify why
they are the most successful.

Summer Homework
During the Summer holidays you must:
• capture 30-50 photographs of alternative
composition - this is your DEVELOPED
alternative viewpoint shoot
• evaluate your photo shoot
• find a photograph of an alternative
viewpoint and analyse it

Taking a Photo: The Basics
Flash:!
• Use in low light areas to illuminate your
subject.!
• Use where your subject has a strong
backlight.!
• Do not use a flash when your subject is
more than 1.5m away as it will darken your
image!
!
Focus:!
• Make sure you are focused on the right
part of the image!
• Things to remember:!
Auto or Manual!
Camera shake - hand held or tripod!
Use your shutter button properly - half
press focuses, fully press to capture!
!
Zoom:!
• Optical - Use zoom as little as possible,
walk closer with camera. Sometimes zoom
is needed, if so, this is the one to use.!
• Digital - Do not use this zoom as it will
pixilate your image making it distorted.!
!
Macro (Close up):!
•If you are taking a photograph of something
close up (within 8cm of the object) you must
ensure that the macro setting is switched on
to allow the camera to focus.!
!
Rule of Thirds
Balance
Cropping
Framing
Leading Lines
Viewpoint
Symmetry &
Pattern

Rule of Thirds
This lesson you must:
• photo shoot of at least 30 photographs.
• evaluate the shoot in a blog entry and
show your 4 or 5 most successful images
18

Leading Lines
This lesson you must:
• photo shoot of at least 30 photographs.
• evaluate the shoot in a blog entry and show
your 4 or 5 most successful images

Select one of your own
This lesson you must:
• photo shoot of at least 30 photographs.
• evaluate the shoot in a blog entry and
show your 4 or 5 most successful images

Composition Deadline
By the end of this week you must:
• complete an alternative
viewpoint shoot and evaluation
(this was summer homework)
• complete a rule of thirds shoot
and evaluation
• complete a leading lines shoot
and evaluation
• complete one composition style
of your choice and evaluation
(use worksheet)

Composition Peer Feedback
This lesson you must:
• Give 2 people feedback about their
composition work.
– find 3 positive things to feedback on
– find 2 areas of improvement - be
constructive…
• make notes and then pass your feedback onto
that person
• second part of the lesson you must action this
feedback.

Example iWebs
https://
cloud.hallcross.org/
app/iWebs/

APERTURE

Aperture
!
Aperture is measured in F-stops and determines how much of
the image is in focus.
!
!
!
1.8 2 2.8 4 5.6 8 11 16 22 27
!
The larger the F number the smaller the hole which allows light
into the camera. A small number gives a small depth of field,
whereas a large number gives a large depth of field.

Aperture
The aperture go up to 64 or over which gives lots of detail but a long shutter speed
is required.
Subject Background
!
!
!
!
!
!
Camera Subject Background

Aperture
This image was taken using a large depth
of field (f-stop - ƒ/22) giving a large depth
of field.
This image was taken using a small
depth of field (f-stop ƒ/2) giving a very
shallow depth of field.

Aperture
This lesson you must:
• Present how to use aperture and the
effects it creates in a new blog entry (use
worksheets).
• Find at least 2 examples of a small depth
of field, 2 of a medium depth of field and 2
of a large depth of field.
HOMEWORK: Bring in your camera

Aperture Photo shoot
This lesson you must:
• Take a series of photographs that explore
aperture.
– First Object: f2, f8, f22
– Second Object: f2, f8, f22
– Third Object: f2, f8, f22
• Tips:
– You should take at least 6 photographs for each set.
– The camera should NOT move.
– You need to use manual focus.
– Keep the background plain.

Aperture Experiments Evaluation
This lesson you must:
• Upload you most successful 9 photos into
a album and label them (front f2, front f8,
front f22, middle f… etc)
• Create a blog entry showing the most
successful 9 and explain what you have
done and what the images show.
– for higher marks add some clear analysis of
your photos. Explaining how aperture could be
used in your work in the future.

Shutter Speed
The shutter speed determines how long the shutter is open for therefore
determining how long the film is exposed to light.
The shutter speed is measured in seconds or fractions of seconds. It
determines how quickly the photograph is taken.
1000 500 250 125 100 50 30 20 15 10 4 2 1 2 3 4 10 20 30 BULB
∞
Between 1/1000 of a second and 1/250 of a second are used mainly for
action photography, the shutter opens and closes so quickly that it freezes
the action, whereas 1/25 of a second up to 1/50 of a second can capture
movement at a slower rate or will show slight movement. For 1/30 of a
second to 1/2 second, more movement is captured. Once at a second and
longer, a blurred effect is captured. The bulb setting allows the shutter to be
open for any period of time.
The faster shutter speed works well in well-lit situations, whereas the longer
the exposure a lower light source or larger aperture are required otherwise

Shutter Speed
This lesson you must:
• Present how to use shutter speed and the
effects it creates in a new blog entry (use
worksheets).
• Find at least 2 examples of a slow shutter
speed, 2 of a medium shutter speed and 2
of a fast shutter speed.
• add analysis to your examples for additional
marks
HOMEWORK: Bring in your DSLR camera

Fast Shutter Speed

Medium Shutter Speed

Slow Shutter Speed

Long Exposure Workshop
This lesson you must:
• Create a presentation page on shutter
speed and the effects it creates in your
sketchbook (use worksheet).
• In pairs plan your photoshoot based on
shutter speed.
HOMEWORK: bring in your camera (SLR)
and any equipment you may need for the
shoot (such as light sources)

Movement Photo Shoot
This lesson you must:
• Take a series of photographs that explore
shutter speed and upload them.
– fast shutter
– medium shutter
– slow shutter
• Tips:
– You should take at least 10 photographs for each set.
– The camera should NOT move.
– You need to make sure your model does the same
movement and speed for each set of photos.

Movement Shoot Evaluation
This lesson you must:
• Upload you most successful 30 photos into an
album and label them (1/4000, 1/1000. 1/500,
1/200, 1/100, 1/50, 1/30, 0.5 seconds, 1 second, 2
seconds)
• Create a blog entry showing the most successful
photos (at least 1 example of each shutter speed)
and explain what you have done and what the
images show.
– for higher marks add some clear analysis of
your photos. Explaining how shutter speed
could be used in your work in the future.

Light Drawings Photo Shoot
This lesson you must:
• Take a series of photographs that explore
capturing light drawings.
– fast shutter (0.5 seconds)
– medium shutter (1 second)
– slow shutter (2 seconds)
• Tips:
– You should take at least 10 photographs for each set.
– The camera should NOT move.
– You need to make sure your model makes the torch
visible at all times.

Light Drawings Shoot Evaluation
This lesson you must:
• Upload you most successful 30 photos
into an album and label them (0.5
seconds, 1 second, 2 seconds)
• Create a blog entry showing the most
successful photos (at least 2 examples of
0.5, 1 and 2 seconds) and explain what
you have done and what the images show.
– for higher marks add some clear analysis of
your photos. Explaining how shutter speed
could be used in your work in the future.

Long Exposure Edits
This lesson you must:
• Edit your 2 most successful long exposures
(create at least 3 edits per photo)
• Things to consider:
– Cropping
– Selective edits
– Colour
– filters
• Evaluate your long exposure project.

Homework: Bring in your camera and
5 handheld objects!
Metz & Racine
This lesson you must:
• Create a keynote presentation based on these photographers

Metz and Racine Response
This lesson you must:
• Create a series of photographs (at least 30) that
are inspired by the work of Metz and Racine
using your objects. Your objects should look like
they are piled up on top of each other.
• Things to consider:
– Composition
– Colour
– Number of objects
• then upload your photos to a Metz and Racine
folder in your documents.

Metz and Racine Evaluation
This lesson you must:
• Evaluate your photo shoot using the pink
worksheet
• Select at least one successful image and
analyse it in detail
• EXTENSION: compare and contrast your
image with M&R’s
HOMEWORK: complete all evaluations

Metz and Racine Edits
This lesson you must:
• Create a series of edits of your 3 most
successful Metz and Racine inspired photos (at
least 3 edits of each).
• Things to consider:
– Bold Colour
– Contrast
– Brightness
– Plain background
– Objects look like they’re stacked on top of each other
– YOU MUST SCREEN SHOT THE PROCESS!
• Save all Metz and Racine inspired edits into a
Metz and Racine Edits folder in your documents.

Metz & Racine Edits
1. Rotate
4. Contrast
2. Crop
5. Colour
3. Clone Stamp

Metz and Racine Edits Evaluation
This lesson you must:
• Evaluate your edits using the pink
worksheet. Explain the process and your
successes/improvements (show screen
shots)
• Select at least one successful image and
analyse it in detail.
• EXTENSION: compare and contrast your
edited image with M&R’s
HOMEWORK: complete all evaluations

Metz & Racine Layered Mounting
During this lesson you must:
• cut out one of your M&R images and keep an EVEN
white boarder.
• mount this image in the middle of some mount board.
• cut out the objects on your second image, this MUST
BE NEAT!
• cut foam board slightly smaller than your objects and
mount the image on top of the foam board and line it
up on your first image.
• Develop further by raising more of your objects.

Metz & Racine Layered Mounting
During this lesson you must:
Evaluation
• complete a second layered mounting using a different
M&R edit to show development and refinement
• photograph your finished layered mounting from a
variety of angles.
• upload your images into an album and the best ones
onto a blog entry.
• Evaluate your layered mounting piece - use the pink
worksheet

Christmas Homework
•Magazine research!
• research at least 2 genres (eg: fashion, sport, gossip, cooking)!
• show at least 3 example covers for each genre!
• select one front cover you intend to copy (it must have a person as main feature on cover)!
• present all of this work on a powerpoint presentation. !
• slide 1: Title ‘Magazine Research’ and images!
• slide 2: genre 1 and analysis!
• slide 3: specific analysis of one magazine cover (from slide 2 genre)!
• slide 4: genre 2 and analysis!
• slide 5: specific analysis of one magazine cover (from slide 4 genre)!
•Magazine cover shoot !
• complete a shoot of at least 40 photos for your magazine cover!
• it must be similar poses etc to the magazine cover you are copying!
• think about your background, try and match the magazine cover you are copying. !
•Extension Homework (B grade+)!
• create a powerpoint about a magazine photographer (eg: Mario Testino, Rankin, David
Bailey, !
• slide 1: photographers name and some images of their work!
• slide 2: basic information about the photographer and images of their work!
• slide 3: you opinion about their work generally (yellow worksheet) and images of
their work.!
• slide 4: analysis of one of their images (blue worksheet)!
• slide 5: analysis of a different image (blue worksheet)!
•Work can either be brought in on a USB stick/memory card, uploaded onto google drive or emailed
to me (hs@hallcrossacademy.co.uk)!

Magazine Covers

Magazine Cover
This lesson you must:
Research the different genres of magazine and then select your
specific area.
Analyse your images:
What is included? (title, director, cast, age rating etc)
Colours?
Type of image(s)?
Is it appropriate? Why?
What will you use in your work? How? Why?
Look at the magazine photographers and select an appropriate one
Plan your shoot (use the worksheet)
HOMEWORK: Take your photos for your magazine cover (at least
50). Things to consider:
Type of magazine
Target audience
Model and outfit
Props
Think about the artist you researched – LINK IT!

Annie Leibovitz
Mario Testino
Norman Jean Roy
Olivia Graham
Bob Martin
David La Chapelle
Dave Black

Magazine Cover Planning
This lesson you must:
Select your chosen magazine genre and plan
your own version
Things to consider:
Type of magazine
Target audience
Model and outfit
Props
Think about the artist you researched – LINK IT!
HOMEWORK: bring in your camera and the
items you will need for your photo shoot. Due
Monday

Magazine Photo Shoot
This lesson you must:
• Produce a second photo shoot for your chosen
magazine cover (it should include at least 40
photographs)
• It should be a copy of your chosen magazine cover
• Things to consider:
– Narrative
– Composition
– Background
– Pose
– Props
– Colour
– Lighting

Magazine Shoot Evaluation
This lesson you must:
• Evaluate your photo shoots for your
magazine cover (pink worksheet)
• Things to consider:
– Composition style - space for text?
– Does it link to the cover you are inspired by?
How?
– How could you improve photos with editing?
– Analyse most successful image in detail (blue
worksheet).

Magazine Cover Edits
• This lesson you must:
Produce a series of edits of your 3 most successful
photographs (at least 2 edits of each photo) from
each shoot. You will use one of these images for
you magazine cover
Things to consider:
Cropping
Colour adjustments
Clone stamp
Lighting adjustments
What type of magazine is it for?
Where will the title and other information go?
Will you have any secondary images on your cover?
Make sure you document this process (screen
prints), save the stages and annotate it.

Magazine Edits
1. Rotate
4. Contrast
2. Crop
5. Colour
3. Clone Stamp

Magazine Analysis
Look at the magazines on your table and individually analyse the
covers.
Target Audience Genre Colour Font style
share your feedback with the everyone else on your
table, write your feedback on post it notes and stick on
the magazine cover.

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– understand the size and proportions used for magazine
covers.
– begin to use layers within Photoshop.
• Most students should (grade C):
– begin to add text to their magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Order the Magazines
• Look at the magazines on your table and
order them - most to least successful
• Things to think about:
– target audience?
– how appealing are they?
– how suitable are they?
– do they grab your attention?
• You MUST be able to give me a reason for
your decisions

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– continue to use layers within Photoshop.
• Most students should (grade C):
– develop your edited image to make it more appropriate
for your magazine cover.
– continue to add text to your magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Peer Assess
• Look at your partners magazine and give
them 2 pieces of feedback
• 1 thing they have done well:
– colour
– font type
– edited image
• 1 thing they can improve on:
• be CONSTRUCTIVE!!

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– continue to use layers within Photoshop.
• Most students should (grade C):
– develop your edited image to make it more appropriate
for your magazine cover.
– continue to add text to your magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Magazine Photo Edit Evaluation
This lesson you must:
evaluate your edit process of the photos
!
Grade D
show initial photo and finished edit photo
Grade C
add screen shots to show process and
techniques you have used.
Grade B
Compare and contrast your final edit with the
magazine image you are copying.

Magazine Cover Evaluation
This lesson you must:
• evaluate your edit process of your magazine
and the final cover
!
Grade D
• show initial photo and finished magazine cover
Grade C
• add screen shots to show process and
techniques you have used.
Grade B
• Compare and contrast your final magazine
cover with the magazine you are copying.

Developed Magazine Cover
This lesson you must:
• Design your own magazine cover using
the skills you has learnt.
• Things to consider
– genre
– target audience
– theme
– main story
• dsf
68

Magazine Photo Shoot
This lesson you must:
• Produce a photo shoot for your magazine cover (it should
include at least 40 photographs)
• It should ideally have a person on it but if you use technical
camera skills (aperture) you could use objects instead.
• Things to consider:
– Narrative
– Composition
– Background
– Pose
– Props
– Colour
– Lighting
HOMEWORK: complete a second shoot at home (this time
used appropriate outfit, location and props) and evaluate.
DUE:

Magazine Shoot Evaluation
This lesson you must:
• Evaluate your photo shoots for your
magazine cover (pink worksheet)
• Things to consider:
– Composition style - space for text?
– Is is appropriate for your genre and target
audience? why?
– How could you improve photos with editing?
– Analyse at least one most successful image in
detail (blue worksheet).

Magazine Cover Edits
• This lesson you must:
Produce a series of edits of your 3 most successful
photographs (at least 2 edits of each photo). You
will use one of these images for you magazine
cover
Things to consider:
Cropping - image MUST BE PORTRAIT!
Colour adjustments
Clone stamp
Lighting adjustments
What type of magazine is it for?
Where will the title and other information go?
Will you have any secondary images on your cover?
Make sure you document this process (screen
prints), save the stages and annotate it.

Magazine Edits
1. Rotate
4. Contrast
2. Crop
5. Colour
3. Clone Stamp

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– understand the size and proportions used for magazine
covers.
– begin to use layers within Photoshop.
• Most students should (grade C):
– begin to add text to their magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– continue to use layers within Photoshop.
• Most students should (grade C):
– develop your edited image to make it more appropriate
for your magazine cover.
– continue to add text to your magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Peer Assess
• Look at your partners magazine and give
them 2 pieces of feedback
• 1 thing they have done well:
– colour
– font type
– edited image
• 1 thing they can improve on:
• be CONSTRUCTIVE!!

Magazine Cover
Learning Outcomes:
• All Students must (grade D):
– continue to use layers within Photoshop.
• Most students should (grade C):
– develop your edited image to make it more appropriate
for your magazine cover.
– continue to add text to your magazine cover
– evidence the process using screen shots
• Some students could (grade B):
– use appropriate font styles for your magazine cover.
– experiment with font styles for your magazine cover,
evidence with screen shots.

Magazine Photo Edit Evaluation
This lesson you must:
evaluate your edit process of the photos
!
Grade D
show initial photo and finished edit photo
Grade C
add screen shots to show process and
techniques you have used.
Grade B
Compare and contrast your final edit with the
magazine image you are copying.

Magazine Cover Evaluation
This lesson you must:
• evaluate your edit process of your magazine
and the final cover
!
Grade D
• show initial photo and finished magazine cover
Grade C
• add screen shots to show process and
techniques you have used.
Grade B
• Compare and contrast your final magazine
cover with the magazine you are copying.

Photograms

Photogram Equipment
Enlarger
Chemicals

Photograms
This lesson you must:
• Learn how to create a photogram and present this
method in your blog.
– Grade D
• explain how to create a photogram and show
examples of photograms.
– Grade C
• explain what a photogram is and explain how create
a photogram add images to show equipment used to
create a photogram.
– Grade B+
• Add detailed analysis of at least one photogram
(blue worksheet)
HOMEWORK: bring in a selection of objects to
create your photogram with. (examples: flowers,

Photogram Artists
During these lessons you must:
• Create 2 keynote presentations on 2 artists who use/
create photograms
• Photogram artist suggestions:
– Susan Derges
– Ethan Jantzer
– Man Ray
– Anna Atkins
– Christina Henri
• You must research at least one of the above artists, the
second photogram artist can be one of your choice
• COMPLETE ALL EARLIER WORK...EVERYTHING
SHOULD LOOK AMAZING!

Photogram Artist Analysis
• To complete this work you must create 2 Keynote/
PowerPoints about 2 photogram artists.
!
• Grade D
– give your general opinion on their work (yellow
worksheet) and show images of their work
• Grade C
– analyse at least one image in detail (blue
worksheet)
• Grade B+
– analyse at least 2 images in detail (blue worksheet)

Half Term Homework
Y10 Half Term Homework!
!
Magazine Work:!
Complete a developed magazine shoot for you new magazine cover and evaluate it (pink
worksheet).!
Things to consider:!
•Genre!
•Target Audience!
•Composition - space for title!
•Background!
•Props!
•Subject Matter!
!
Photogram Work:!
Create a visual mind map showing a variety of photograms that inspire you and your work. This
should be either printed out and stuck to a piece of A4 cardboard or can be presented on keynote
or powerpoint. You MUST include at least 15 images on your visual mind map and there should
be NO background visible. !
!
Work can either be brought in on a USB stick/memory card, uploaded onto google drive or
emailed to me (hs@hallcrossacademy.co.uk)!
Due Date: Monday 23rd February 2015

Photogram Artist Analysis
• To complete this work you must create 2 Keynote/
PowerPoints about 2 photogram artists.
• Grade D
– give your general opinion on their work (yellow
worksheet) and show images of their work
• Grade C
– analyse at least two images in detail (blue worksheet)
• Grade B+
– research at least 3 experimental photogram techniques
or photogram edit techniques and analysis them in detail
(blue worksheet).

Photograms
This lesson you must:
• Create a series of photograms using your
objects and experimenting with still/
moving photograms.
• Things to consider:
– Layering your objects
– Composition of your objects
– Adding other items into you composition

Photogram Evaluation
This lesson you must:
evaluate your photograms and the process of
creating them and put them in an album
!
Grade D
show best still photogram and best moving
photogram
Grade C
add images to explain and show equipment used.
analyse one photogram in detail
Grade B+
Discuss ways to improve your photograms either
by doing them again or with editing techniques.

Photogram Edits
This lesson you must:
• Edit your photograms to develop them.
– things to consider - use the worksheet
• colour
• layering
• repeat patterns
• mirror repeats
• do more than one edit of each photogram.
• remember to SCREENSHOT!!
• Produce a keynote animation using your photogram edits
– things to consider
• transitions - keep it simple
• changes - keep them subtle
• 30+ slides.
• Once finished upload your keynote to iWeb and write a
SHORT evaluation

• This lesson you must:
Photogram Edits
• create a series of photogram edits (at least 2 moving
and 2 still) experimenting with a variety of techniques
• Grade D
– edit photograms using steps 1-3
• Grade C
– edit each photogram using steps 1-4 and document
the process with screen shots
• Grade B+
– edit each photogram using at least steps 1-6 and
document the process with screen shots
• Grade A+
– edit each photogram thoroughly using at least steps
1-7 and document the process with screen shots

Easter Homework

Photogram Edits Evaluation
This lesson you must:
evaluate your edit process of the photograms &
create a photogram edits album.
Grade D
show initial photogram and finished edit
photogram
Grade C
add screen shots to show process and
techniques you have used.
Grade B
Compare and contrast your edit techniques to
evidence most successful style.

Photogram Animation
This lesson you must:
• Create a series of 30+ edits from one photogram
– things to consider
• keep the changes subtle
• colour
• layering
• mirror repeats
• Create a keynote presentation with one edit per
slide
– things to consider
• keep the transitions subtle
• get your timings right.
92
• Upload your animation to your iWeb.

David Hockney
This lesson you must:
• Create a keynote presentation based on David Hockney’s joiners

David Hockney Review
• This lesson you must:
Review one of David Hockney’s joiner pieces.
Things to consider:
Which image and why?
What is it about? Narrative etc
What do you think about it? Why?
What will you try and use in your own Hockney inspired
work?
Make sure you include a picture of this image with
the review.
HOMEWORK: Bring in your camera and lead

David Hockney Mask Joiner Shoot
This lesson you must:
Produce a Hockney inspired shoot (30-50 photos
= good joiner, 50-100 = great joiner)
Things to consider:
Composition
How much to include in each image
Proportion and scale, will it be accurate
How much of the background will be involved?
Upload the photos to a folder and also into an
album on your iWeb.

David Hockney Mask Joiner
This lesson you must
Create your mask joiner using Photoshop
•Remember to keep all your images the same
size!
•Don’t forget to document the process using
screen shots!
•Reference Hockney’s ‘Grandmother’ joiner for
help.
HOMEWORK: complete a second Hockney joiner
shoot - your choice of subject matter but
remember you need around 50 photographs!!

Mask Joiner Evaluation
This lesson you must:
evaluate your mask joiner.
Grade D
show completed mask joiner and explain how
you created it
Grade C
add screen shots to show process and
techniques you have used, explain if it was
successful.
Grade B
Compare and contrast your mask joiner with
Hockney’s ‘Grandmother’ joiner.

David Hockney Home Joiner
This lesson you must
Create your home joiner using Photoshop
•Remember to keep all your images the
same size!
•Don’t forget to document the process
using screen shots!

Home Joiner Evaluation
This lesson you must:
evaluate your home joiner.
Grade D
show completed home joiner and explain how
you created it
Grade C
add screen shots to show process and
techniques you have used, explain if it was
successful.
Grade B
Compare and contrast your home joiner with an
appropriate Hockney joiner.

David Hockney Home Joiner
This lesson you must
Create your home joiner off the computer
•Remember to keep all your images the same
size, print them using Preview (16 to a
page)!
•Photos should be securely stuck down in the
correct places and there should be NO gaps
in your joiner.
•Photograph your finished joiner, some close
up sections and the whole thing.
•Upload photos to blog entry.

EXTENSION: Experimental Joiners
This lesson you must:
Experiment with editing your Hockney joiner, all
images could be the same or it could be a
combination of edit techniques.
Things to consider:
colour/b&w
contrast
filters - be selective
Make sure you document the process using
screen shots.
Now present your edits by completing your joiner.
Evaluate your edits in a blog entry

Complete Joiners
This lesson you must:
• Complete all joiner work
– mask joiner - evaluation and album
– home joiner - evaluation and album
– cut and stick home joiner - evaluation with
photo
– album with all finished joiners in.
– EXTENSION: experimental edit joiner -
evaluation and album

Architecture

Ted
VanCleave
Joel
Tjintjelaar

Architecture Shoot
• Homework: Complete a photo shoot of a
variety of architecture.

Architecture
This lesson you must:
• Upload your architecture shoot in to a
folder in your documents.
• Create an album on your iWeb
• Complete an evaluation of your photo
shoot (use the pink worksheet)

Architecture Edits
This lesson you must:
• Edit your architecture photographs (minimum
of 3 photos per shoot and 2 edits per photo)
• Make them look amazing
– contrast
– colour
– crop
– dodge and burn
• Document the process using screen shots
• HOMEWORK: Architecture details shoot and
evaluation. Due date:

Architecture Edits

Layered Mounting
This lesson you must:
select your chosen image & print (2 to a
page using Preview) 2 copies
• Create at least a 2 layered piece (grade D).
• Create at least a 2 layered piece with accurate
cu7ng and neat presenta9on (grade C).
• Create at least a 3 layer moun9ng piece, showing
ability to accurately cut detailed sec9ons (grade
A/B).

Layered Mounting
This lesson you must:
complete your layered mounting piece
• Create at least a 2 layered piece (grade D).
• Create at least a 2 layered piece with accurate
cu7ng and neat presenta9on (grade C).
• Create at least a 3 layer moun9ng piece, showing
ability to accurately cut detailed sec9ons (grade
A/B).
• Photograph your layered moun9ng from mul9ple
angles to show what you have created.

Architecture Details Shoot
Homework: Complete a photo shoot of a
variety of architecture details and evaluate it.
Due: 1st June 2015.

Architecture
This lesson you must:
• Upload your architecture details shoot in to
a folder in your documents.
• Create an album on your iWeb
• Complete an evaluation of your photo
shoot

Architecture Edits Evaluation
This lesson you must:
evaluate your architecture edits & create an
architecture edits album.
Grade D
show initial photograph and finished edit
Grade C
add screen shots to show process and
techniques you have used.
Grade B
Compare and contrast your edit techniques
to evidence most successful style.

Layered Mounting
This lesson you must:
• select your chosen image
• print it (2 to a page using Preview) - 2-4
copies
• Create at least a 3 layered piece with accurate
cu7ng and neat presenta9on (grade C).
• Create at least a 4 layer moun9ng piece and plan
ways to develop the layered moun9ng technique
into a more personal outcome (grade A/B).
• Photograph your layered moun9ng from mul9ple
angles to show what you have created.

Layered Mounting Evaluation
During this lesson you must:
• Evaluate your layered mounting pieces - use the pink
worksheet and create an album with the images in

Section Edits

Section Edit Layered Mounting
This lesson you must:
• select your chosen image
• print it (1 to a page using Preview) - 2 copies
• Create at least a 2 layered piece with accurate
cu7ng and neat presenta9on (grade C).
• Create at least a 3 (one acetate) layer moun9ng
piece and plan ways to develop the layered
moun9ng technique into a more personal
outcome (grade A/B).
• Photograph your layered moun9ng from mul9ple
angles to show what you have created.

Section Edit Layered Mounting
During this lesson you must:
Evaluation
• Evaluate your section edit layered mounting pieces -
use the pink worksheet and create an album with the
images in
118

Zig Zag Edits
This lesson you must:
• Select your most successful photograph so far and create at least
10 edited versions
• Things to consider:
– Cropping
– Layering
– Repeat patterns
– Colour
– Hand edits
– Layered mounting
• These will be presented in a zig zag book with the original
photograph, a title paper with your name on, a page with
information about the edits and a brief evaluation page.
Therefore you will have at least 13 pages.
• You’ll be assessed on the quality of the edits and the
presentation.

Zig Zag Peer Evaluations
This lesson you must:
• Look at others work in your group and then evaluate
someone else's zig zag book.
• Things you should feedback on:
– 3 successes
– 2 constructive criticisms
– Overall marks for book:
• Give a mark for experimentation (AO2) out of 20
• Give a mark for presentation/personal response (AO4) out of 20
• You must write this feedback on paper and leave it in the
zig zag book.
• I need to know the marks given for each book

Presenting Work
This lesson you must:
• Hand in your finished zig zag book.
• Begin to present your work in your sketchbooks.
• Things to consider
– Everything you have done must go in it.
– Neat presentation
– Make it individual
– Titles
– Keep everything in order.
• You should be continuing to present your work in your
sketchbook from now on
• Next lesson we will be starting our photogram work

AO Grids
This lesson you must:
• Complete your AO grid, listing what you
have done and what needs improving or
finishing.
• Speak to me about the work on your AO
grid.
• Ensure ALL work so far is at the highest
standard it can be.