California Career and Technical Education Standards

• AME.FS.10.10 Use technical applications in the creative process, where appropriate.
• AME.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• AME.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• AME.FS.6.1 Know policies, procedures, and regulations regarding health and safety in the wo...
• AME.FS.6.2 Understand critical elements for health and safety practices related to storing,...
• AME.FS.7.6 Understand the value of flexibility in all aspects of the creative process (e.g....

• Hook - Hooks / Set

  As each student enters the classroom ask them feel the contents of multiple opaque containers you have positioned on a table using one hand only. Label each container A, B, C or 1, 2, 3 and so on. When each student has finished  examining containers, hand them a piece of paper on the way to their seats and ask them to make a list of the contents for each container labeling the list as "FEEL". When everyone is finished with their list, ask the class what they think is in each container and  make a list on the classroom board. Turn off the classroom lights and turn on a single light source placed to the side of a cleared flat surface big enough to hold the largest of items (a large flashlight works well as a light source). One by one, remove each object from its container and place it on the flat surface in the light revealing its identity. Slowly move the light over the object pausing to ask at what point the lighting best reveals the way it felt to them. Examples of lighting position would be: side, directly overhead, in front of the object, and from behind. Students then record their choice of lighting for each item under the heading of "Visual". Which light direction best illuminated the TEXTURE of each item? Side light works the best. Why? Because side lit surfaces cast shadows and shadow is essential in order for our eyes to "visually feel" an object.

  Suggestion of items to use in this exercise: animal fur, fake fur, a stuffed animal, a piece of wood with rough bark, a brick, vegetables are a great resource for surface textures, go to the dollar store for ideas.

   

  • Shooting Data Sheet [ View Image ] [ Download Original ] A document used by students enabling them to track image selection and camera settings based on TTL (Through The Lens ) light meter readings.
  • Rubric [ Download ] Grade achievement guide.
  • Texture Critique [ Download ] Prompts for students to help them more easily talk about their work.
  • Texture V2 Power Point [ Download ] Presents the "visual feel" of TEXTURE with supporting photographs as visual examples.
• Texture Discussion and Power Point Presentation

  Show the Texture Power Point and discuss information provided in the power point concerning texture, patterns, lighting, etc.  Be sure to ask questions and check for understanding or clarification.  (A questionnaire could be designed for note taking and portfolio records that students could fill out during the power point presentation). 
• Take Photographs of Textures - Projects

  Students will go out on to the campus or in the field to capture TEXTURE on film or digitally. Students need to look for objects that have light falling on them from the left or right side. Move around the subject looking for the shadows that bring out its texture. They may even need to move the  subject so it becomes side lit. Side lighting brings out TEXTURE because it casts shadows! There are lots of different types of texture; smooth, bumpy, pokey, fuzzy, rough, prickly, soft, and so on. Move in as close as your camera will allow you to get a good focus and make the shot. To photograph TEXTURE from a distance is not visually effective.

  1.  Students need to shoot one roll of 100 ASA/24 exposures of black & white film.

  2.   Students need to keep in mind the position of your light source when trying to capture the TEXTURE of the subject. The subject should be side lit.

  3.   Students should ask if the viewer will be able to describe how each subject feels by what is seen in the photograph.

  Finish project must include:

  ·      1 – Shooting Data Sheet. Show *bracketing settings as well as the other information asked for on the SDS.

  ·      1 – Contact Sheet + Test Strip.

  ·      2 – 5X7 Prints + Test Strips.

  ·      1 – 8x10 Print + Test Strip of the very best photograph from this shoot.

  ·      Each print should show a different type of TEXTURE. Examples are: rough, smooth, fuzzy, furry, pokey, bumpy, etc.

  ·      Write the type of TEXTURE on the back of each photograph you print.

  In digital photography classes,  students can open photographs in photoshop CS2-5 and choose File>File Info and add meta data to the photo as well as keeping a shooting data sheet.  Then they can open the Photoshop Bridge program, browse, find and select the photos taken for the contact sheet by holding down the command(mac)/control(PC) key and clicking on each photo they want to place on a contact strip.  Then select Tools>Photoshop>Contact Sheet and photoshop will place selected photos into a contact sheet to be saved in a student file. 

  *Student REMINDER: Bracketing is taking a series of three exposures of the same image. The first shot is with settings from your camera’s meter reading. The second is 1/f-stop to the right of your first setting. The third shot is 1/f-stop to the left of your first setting. Do not change your shutter speed for the series. BRACKET FOR SUCCESS!! On a digital camera, use the Program, Aperture or Manual modes to change the exposure and bracket. (see camera manuals for more details as every camera has different control specifics)
• Student Presentation and Critique of Photographs

  After developing or downloading and printing required photographs, students need to fill out the "Texture Critique" form and use it as a guide in presenting and explaining their best texture photograph to the class.  After each student presents, they need to turn in their data sheet, texture critique, required contact sheet and prints (if used in a film photo class) for a percentage of the assessment. (some digital photo labs may have the ability for students to project their photos on to a screen or smart board instead of having to print their photos, thus saving print costs)

• Texture Syllabus 1 [ Download ] Project to help students recognize the affect of side lighting in bringing out the texture of a subject for a "visual feel"