Cameras Throughout the Ages

1. Cameras Throughout the Ages Student Page [Teacher Page] A WebQuest for 10th Grade Photography Title Introduction Designed by Task Nicole Stahly nicole.stahly@hotmail.com Process Evaluation Conclusion Credits Based on a template from The WebQuest Page

2. Introduction Student Page [Teacher Page] In this modern day of technology, there are so many different types of cameras and film to photograph with. With the dawn of the digital age, the art of photography is stepping out the back door. Everyone with a digital camera now thinks that they can take a snapshot of a flower, Photoshop it, and call it art. You, however think differently (or at least you did before the amnesia!). You are a camera with amnesia trying to find your identity. What are you? When were you invented? By whom? What is significant about you? Are you still around today (if you’re not, make an argument why you should be)? Your goal as a groups is to determine how the camera has changed from its original invention. What modifications and adaptations have been made to it? What role has technology played? Title Introduction Task Process Evaluation Conclusion Credits

3. The Task Student Page [Teacher Page] • It is your job to persuade the public’s opinion! Photography is an art that has developed throughout the ages. As part of your persuasion techniques, you will: • Create a visual representation of the different types of images each camera can produce through the use of a PowerPoint presentation • Make a timeline of events in Excel of when each camera was invented and the events and reasons leading up to the inventions (newer technology, need for smaller film, etc.) • With Publisher, produce a brochure on each of the different cameras • Type a brief (one page) response in Word as to why you as a camera are the best invention (or the worst) • All of your research will be done using the internet and your final products should all be completed on the computer. Title Introduction Task Process Evaluation Conclusion Credits

4. The Process Student Page [Teacher Page] • Before you begin your persuasion on the world, there are a few things you need to do first. • The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list: • Daguerreotype • Large format camera • SLR (Single-Lens Reflex) • Digital Camera • Once you've picked a camera to become, you will individually research yourself using the websites provided below. • After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline. • Individually, each of you will produce the brochures about yourselves and the short write up. • Websites: • For Everyone: http://www.digicamhistory.com/ • Daguerreotype • http://daguerre.org/resource.php • http://www.thedaglab.com/dag_process_details.html • Large Format • http://en.wikipedia.org/wiki/Large_format_camera • http://www.largeformatphotography.info/ • SLR • http://en.wikipedia.org/wiki/Single-lens_reflex_camera • http://www.geocities.com/RainForest/Andes/3256/innocams.html • Digital Camera • http://electronics.howstuffworks.com/digital-camera.htm • http://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html Title Introduction Task Process Evaluation Conclusion Credits

5. Evaluation Student Page [Teacher Page] Title Introduction Task Process Evaluation Conclusion Credits

6. Conclusion Student Page [Teacher Page] After completing this assignment, are you able to persuade the world? Are you persuaded yourself? Do you think that just anyone can take artistically beautiful photographs, or does a lot more work go into a photograph than just a snap of a button? Title Introduction Task Process Evaluation Conclusion Credits

7. Credits & References Student Page [Teacher Page] The WebQuest Page and The WebQuest Slideshare Group RubiStar Rubrics Creative Commons Title Introduction Task Process Evaluation Conclusion Credits

8. Cameras Throughout the Ages (Mrs. Stahly) [Student Page] Teacher Page Title A WebQuest for 10th Grade Photography Introduction Learners Designed by Standards Nicole Stahly Process nicole.stahly@hotmail.com Resources Evaluation Conclusion Credits Based on a template from The WebQuest Page

9. Introduction (Teacher) [Student Page] Teacher Page This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art. Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits

10. Learners (Teacher) [Student Page] Teacher Page This is designed for a high school level beginning photography class, but I am sure it could be used in the Junior High level as well. The only skills necessary for this type of a lesson are computer skills, as this is a technology-integrated lesson. Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits

11. Curriculum Standards (Teacher) [Student Page] Teacher Page Title Colorado State Art Standards Met: Introduction # 1. Students will recognize and use the visual arts as a form of communication. They will select, organize and employ visual images, themes, and ideas in works of art to express an intended meaning. # 3.Students will know and will apply visual arts materials, tools, techniques, and processes.They will identify and experiment with materials, tools, techniques, and processes. #5. Students will analyze and evaluate the characteristics, merits, and meaning of works of art by formulating responses to works of art from personal and critical points of view. Learners Standards Process Resources Evaluation Conclusion Credits

12. The Process (Teacher) [Student Page] Teacher Page • Before you begin your persuasion on the world, there are a few things you need to do first. • The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list: • Daguerreotype • Large format camera • SLR (Single-Lens Reflex) • Digital Camera • Once you've picked a camera to become, you will individually research yourself using the websites provided below. • After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline. • Individually, each of you will produce the brochures about yourselves and the short write up. • Websites: • For Everyone: http://www.digicamhistory.com/ • Daguerreotype • http://daguerre.org/resource.php • http://www.thedaglab.com/dag_process_details.html • Large Format • http://en.wikipedia.org/wiki/Large_format_camera • http://www.largeformatphotography.info/ • SLR • http://en.wikipedia.org/wiki/Single-lens_reflex_camera • http://www.geocities.com/RainForest/Andes/3256/innocams.html • Digital Camera • http://electronics.howstuffworks.com/digital-camera.htm • http://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits

13. Resources (Teacher) [Student Page] Teacher Page Individual Computers for each student with access to the internet PowerPoint, Excel, Publisher, Word The websites listed on the Process Page and the Credits Page Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits

14. Evaluation (Teacher) [Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits

15. Conclusion (Teacher) [Student Page] Teacher Page This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art. Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits

16. Credits & References (Teacher) [Student Page] Teacher Page Title The WebQuest Page and The WebQuest Slideshare Group RubiStar Rubrics Creative Commons Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits