California Career and Technical Education Standards

• AME.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• AME.FS.5.2 Understand the universal, systematic problem-solving model that incorporates inp...
• AME.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• AME.FS.6.2 Understand critical elements for health and safety practices related to storing,...
• AME.FS.7.1 Understand the qualities and behaviors that constitute a positive and profession...
• AME.FS.7.6 Understand the value of flexibility in all aspects of the creative process (e.g....

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3

• LINE is Everywhere - Hooks / Set

  As students enter the classroom, ask them to grab their notebooks, take their seats and observe (study closely) the images on the screen in front of the classroom.  After everyone has had a few minutes to look at the images before them, ask  "What do these images have in common?"  The most common element in these photographs is LINE. LINE is everywhere. Now, let's take a few more minutes to look around at all the LINES in our classroom .  Are you wearing anything with LINES? Are the LINES we see long and straight? Are they short and thick? Maybe they're curved. What types of LINES do we see?  Ask students to write down the types of lines they see in their notebook. Each student will then share one of the types of LINES they found with the rest of the class. Make a list of LINES on the board in front of the classroom. Now we are going to take a closer look at LINE and see if we can find out more information about the types of LINE we have just listed on the board.

  • LINE Power Point [ Download ] Presents LINE in its many form with supporting photographs as visual examples.
• Open Discussion - Check Understanding

  With the Power Point open for quick reference, check for understanding by asking students to explain:

  1. What does LINE suggest? Mood, rhythm, creates pattern, direction, structure.

  2. Is it a force? (Y) Strong.

  3. What does it cause the viewers eye to do when looking at a picture? Causes the eye to move around the picture.

  4. LINE suggests what? Movement, conveys impact, helps focus attention to key parts.

  5. Does LINE have to be real? (N) It can be implied as it is where the sky meets the horizon.

  6. What are the three basic functions of LINE? Pattern, Direction, Structure.

  7. What is Pattern? Multiple lines interacting in some interesting way.

  8. Why is Direction important? It tells the viewers eye where to go, what to look at, stop, move on.

  9. What does Structure do? Provides a skeleton to support other elements, conveys movement or lack of it.

  10. Rigid grid of straight lines conveys what? Static, flat, immobile.

  11. Converging lines (closer together at one end) suggests movement.

  12. Straight lines conveys what? Full speed ahead like a train.

  13. Curves convey what? Movement move like a dance.

  Let's close by talking about the moods and emotions expressed by LINE.

  1. Straight lines = rigid, harsh, intense.

  2. Curved lines & circles = inviting, calm, inviting.

  3. Zig-Zag = busy, excitement or confusion.

  4. Thick lines = imposing.

  5. Thin lines = delicate.

   

   
• LINE - Projects

  Students take cameras into the field and shoot film capturing examples of Line from their surroundings.

  • Rubric [ Download ] Grade Achievement Guide
  • Line Syllabus [ Download ] A description of project goals and requirements with time line.
• Critique - Group Work

  After students have completed their work in the darkroom we all come together in the classroom. Everyone pins their photographs in the Critique Board, grouping them together by individual. Explain that a critique is the group coming together to share others work and thoughts and ideas about the project and work accomplished. It is a process by which we can learn from other in order to better improve our own work. Remind students that it is a great opportunity to practice public speaking in a more comfortable and relaxed environment. Keep the questions simple but probing and always encouraging. Review some of the questions ahead of time to help students relax  and build confidence.

  Some questions they might address:

  -What have you learned about the use of LINE with this project.

  -What types of line have you captured in each of your prints?

  -Are these lines active or inactive? Explain.

  -What was your greatest challenge?

  -What did you like about the project?

  -What would you do differently if you were to do this project again?

   

  When the critique is finished, students gather their photographs and place them, along with all the other required components listed on their syllabus, in a cover sheet and turn their project in for a final grade.

• Shooting Data Sheet [ View Image ] [ Download Original ] A document used by students to enable them to focus on image selection and camera settings based on TTL (Through The Lens) light meter.