Edgerton

Today we are contionuing

Macro photography
Theme - Macro photography

Lesson Focus
Edgerton influenced Macro
Lesson plan
Class
10
Lesson date
09/12/20
Learning Objectives (What knowledge, skills and understanding will pupils be learning in this lesson?)
To be able to :
Set your own targets and reflect on them.
Use flash photography to freeze images.
Experiment with shutter speed and aperture
Appreciate viewpoint, composition,, depth of field, shutter speed and movement
Progress with their macro photography
Work in teams effectively
Assemble a studio
Document their work
Produce Edgerton influenced work.
Learning Outcomes (How will pupils demonstrate their progress towards meeting the learning objectives?) (These are usually differentiated, e.g. gold, silver,
bronze)
All students will photograph Edgerton influenced ink dropping into water., using organisation and teamwork
Most students will create in-focus Edgerton influenced high quality images that capture ink dropping into water
Few students will create a well-developed, well lit in focus macro Edgerton influenced original images of ink dropping into water.
Health and safety and wellbeing
Bags to be stored in a safe and clear area of the room away from trip hazards
Students to move around the room safely
The room should be well ventilated and adhere to Covid guidelines.
Cross-curricular links (literacy, numeracy, SMSC)
Literacy – speaking and listening
Numeracy – calculating technical elements
teamwork, democracy,
Resources checklist
Lighting,powerpoint, lights for photography, cameras,light diffusers,water containers,ink and water
Time Learning Management Differentiation Assessment for and of
learning
What are the pupils learning? How will you organise the class and For the main tasks, how will you How are you ensuring
For each task what are the main resources? What key instructions are adapt the task to make sure that it is and monitoring pupil
learning points? (Knowledge, skills needed? What will the pupils be accessible to all pupils and that they progress and learning?
understanding)? doing? are suitably challenged at all levels of
ability?
15minutes Student arrive, place bags in the NAME CARDS TO BE USED FOR
corner and sit ready in register order RANDOM QUESTIONING
for the lesson. Register is taken. THROUGHOUT THE LESSON
Target setting FA via questioning and
Students taking ownership of their Teacher goes through PPT setting Target expected to link to ability discussion
own learning expectations and demonstrates how
to set up the studio.
5 minutes Setting up their own studio In pairs, set up your studio collecting I will move around the room to FA via observing
Organising their equipment your materials support where needed FA via giving teacher
Setting up cameras Feedback Instructions will be repeated feedback throughout
throughout
35 mins Creating In groups, take photos of their set up I will move around to support where FA via questioning
Decision making working in pairs. One student will put needed FA via feedback
Working as a team ink in the water using a pipette whilst Extension task – groups to add in a FA via sharing of ideas
Understanding how to deal with the other takes photos. They will key technique: – peer to peer
challenges and overcome issues swap halfway. students if finished will assess their teaching
work. FA via observing
pairwork
5mins Reflecting on progress Students will assess their work and I will move around the room to FA via questioning and
Students taking ownership of their transfer onto their google drives support where needed feeding back
own learning FA via self-assessing
Sharing of targets
Student pack away.
Notes on provision for differentiation
The powerpoint is illustrated and visual whenever possible to help visual learners
and those with literacy issues.

A demonstration will be given to show students how to create their studio for
kinesthetic learners.

I will pair more able students with less able where appropriate.

I will ask concept checking questions throughout to ensure comprehension.

I will ask the more confident students the more complicated questions and save
easier questions for the less confident.
How to know it’s your photographs?
• We are all sharing the
memory cards - Teams

• Before you take a photograph,

take a selfie and so all the
images after it will be yours.

• This will make it easier to find

the work in shared
https://www.youtube.com/watch?v=zOGmwd7kauE
This is a year 8 classes photographs of
strawberries
Today we will create similar images using ink dropped
into water.
As you are in year 10 I will be looking for more refined
images.
● All should show an appreciation of viewpoint, composition, aperture, depth of
field, shutter speed and movement through experimentation.
● Organise and assemble their studio through effective teamwork.
● Show the influence of Edgerton in their work.
● Document the process.
Some students should be able to:

● Respond to the idea with an understanding of techniques

that results in fully realised completed works.
● Show appropriate use of the camera,viewpoint, composition,
aperture, depth of field, shutter speed, movement and lighting
resulting in fully realised imagery.
● Demonstrate excellent organisation by organising and
assembling their studio through effective teamwork.
● Show the influence of Edgerton in their work whilst creating in-
focus,well lit work.
A few should be able to:

● Respond to the idea with an understanding of techniques

that results in fully realised completed works.
● Show appropriate use of the camera,viewpoint, composition,
aperture, depth of field, shutter speed, movement and lighting
resulting in fully realised imagery.
● Demonstrate excellent organisation by organising and assembling
their studio through effective teamwork.
● Show the influence of Edgerton in their work whilst creating in-
focus,well lit original work.
You will work in pairs.
And assemble your own studio
with a camera on a tripod facing a
bowl of water.
You will use lights
This time we will use ink/food colouring and refine
the process

We will be using manual:

Focus

Shutter speed - 250 or less due to flash

ISO - 100 - 400

darker - the lower (better quality), lighter - the higher

Aperture F stop (higher F stop more detail/greater depth of field, but

goes darker.)
Here are some images a previous class made
Shot with
Shutter speed 250
ISO - 100
F Stop depends
These photos were made using extension tubes
How do you use Extension Tubes?

You attach extension tubes between your camera body and the lens.

You can use one or stack them for maximum effect. Make sure you get the right type for your camera body connector.

I recommend attaching the tube onto the lens first, then mount the whole thing to the camera body.
Use a macro lens

Another way of photographing is If you do not have a macro lens you can use your
lens but reverse it

a macro photo is one in which the size of the

image recorded on the camera sensor is the
same size (or larger) than the physical object
photographed – a 1:1 magnification ratio or
greater.
Camera settings – Use Manual Mode
You will be able to control ISO and Shutter Speed, but not Aperture. Remember, that’s on the lens ring.

Open the Aperture Ring all the way while you focus. Move the camera or subject in tiny increments to get focus (the focus ring won’t

have much effect.) If you’re using a zoom, you can use the zoom feature to help you focus. If your camera has Live View, use that.

Use the Zoom feature of Live View to magnify your image and check the critical focus. If not, you’ll have to use the viewfinder. Also,

remember that autofocus doesn’t work here and so LCD screens where you touch to focus aren’t going to help.

Stop down the Lens with the Aperture Ring once you’ve focused. Smaller apertures (like usual with all photography) give greater depth

of field.

You will usually be struggling to get more depth of field in macro photography! Also know that as you stop down the lens, things get

darker. It’s sometimes hard to adjust the aperture ring without bumping the focus slightly, so be prepared to refocus
 Number of shot Settings Shutter
Document the photos Speed,F Stop and ISO
Where are the lights?
you’ve taken
Using the printed forms
Materials
SLR camera
extension tubes/macro lens or reverse your lens
Glass bowl
pipette for the water drops
food colouring
Lights and tripod
 Difficulties you could encounter
Lighting, timing of water drops
Lighting
Use diffused light and experiment with angles

Get your focus and timing right.

Light the water at the top of the water.

Tips from a photographer:

https://www.youtube.com/watch?v=d-ExQgfn48Y
Teamwork
Work in pairs

And assemble your own studio with a camera on a tripod facing a bowl of water.

You will use lights .

One of you will use the droplet to drop the water in while the other takes the photo.

You need to organise your timing and count down.

Document the photos you’ve taken once you’ve
finished using the printed forms.
What have you learnt? Could you use these skills in future projects?

What went well?

What could you improve?

 Now I’ll show you the
demonstration.
Then - go and set up your
stations!
 Saving Work – Student Shared

● Pass memory card to the teacher. (we can upload them on shared for you….be
patient!) or do it yourself using laptops
 Guide
Mount the lens
Screw the adapter to the lens filter threads and then mount the lens (backward of course) to the camera. Choose the lens

you want by considering how much magnification you want – Shorter focal lengths allow you to get close to the subject with

more magnification, longer focal lengths allow you to be further from the subject.

With my lenses, the 50mm Pentax prime gave a little more than a 1:1 ratio. The Vivitar 28-105mm zoom at 28mm was

almost a 2:1 ratio. At 105, it was more a “close-up” rather than a macro lens and around 70mm was 1:1.