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COM1215 Photography – Exposure

Introductory · 1 credit · MDC - Media, Design, and Communication Arts

Description
Students learn the technical and creative uses of aperture, shutter speed and ISO, and demonstrate how combinations of the three elements give very different results. Students also discover how a correct exposure is obtained through the combination of shutter speed, aperture and ISO, which make up the photographic triangle.
Prerequisite
COM1005: Visual Composition
Parameters
Access to a camera with the ability to control aperture and shutter speed independently, and to processing and display equipment. Note: The term photograph refers to either a physical or digital representation, depending on equipment available to the student.

Outcomes The student will:

  • 1 describe and demonstrate the creative and technical natures of aperture

    • 1.1 articulate how aperture controls the amount of light that enters the camera

    • 1.2 demonstrate how aperture controls depth of field by taking a combination of photographs with varying apertures, and record all settings

    • 1.3 understand the relationship between aperture and shutter speed, and which should be given priority and why; e.g., fast shutter for action shots, aperture for focal plane

    • 1.4 identify various common aperture types and common aperture f-stops that are associated with each type; e.g., single detail f/2.8-4, snap-shot f/8-11, storytelling f/16-22

    • 1.5 compose photographs in camera’s aperture priority mode with depth of field emphasis as the clear intent

  • 2 describe and demonstrate the creative and technical natures of shutter speed

    • 2.1 articulate how shutter speed controls the amount of light that enters the camera

    • 2.2 demonstrate how shutter speed controls the effects of motion by taking a combination of photographs with varying shutter speeds, and record all settings

    • 2.3 explain the relationship between aperture and shutter speed

    • 2.4 identify the following two situations in which shutter speed becomes the photographer’s first priority:

      • 2.4.1 capturing and/or implying motion and action

      • 2.4.2 shooting in low-light situations

    • 2.5 identify common shutter speeds for specific intended results; e.g., 1/500 second to freeze motion, 1 second or longer for dusk and low light

    • 2.6 compose photographs in camera’s shutter priority mode with motion emphasis as the clear intent; e.g., panning, freezing motion, zooming

  • 3 describe and demonstrate the benefits and disadvantages of various ISO settings

    • 3.1 articulate ISO’s role in the photographic triangle

    • 3.2 demonstrate the advantages and disadvantages that ISO offers to the photographer by taking a combination of photographs with varying ISOs

  • 4 combine techniques and principles of shutter speed, aperture and ISO to make images in manual shooting mode

    • 4.1 explain the purpose of the camera’s light meter and demonstrate obtaining varying exposures; e.g., underexposed images, properly exposed images and overexposed images

    • 4.2 compare overexposed and underexposed images and identify the characteristics of each

    • 4.3 demonstrate manual shooting proficiency by making properly exposed images that have either shutter speed or aperture as the primary intent

    • 4.4 explore additional elements that aid in exposure; e.g., white balance, exposure compensation

  • 5 present a selection of work completed in this course to an audience

    • 5.1 create a display of photographs

    • 5.2 discuss each photograph regarding:

      • 5.2.1 the triangle aspect that was most important in making the photograph—aperture, shutter speed, ISO

      • 5.2.2 how the composition guidelines help facilitate good arrangement in his or her work

      • 5.2.3 the technical and creative aspects of the work; e.g., quality, focus, uniqueness

      • 5.2.4 areas of challenge/difficulty (if applicable)

      • 5.2.5 meeting school and community standards; e.g., appropriate language

      • 5.2.6 the use of tools and equipment

    • 5.3 participate in peer/teacher assessment

    • 5.4 add the selected work to a portfolio

  • 6 apply consistent and appropriate work station routines

    • 6.1 demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture

    • 6.2 demonstrate security for hardware, software, supplies and personal work

  • 7 demonstrate basic competencies

    • 7.1 demonstrate fundamental skills to:

      • 7.1.1 communicate

      • 7.1.2 manage information

      • 7.1.3 use numbers

      • 7.1.4 think and solve problems

    • 7.2 demonstrate personal management skills to:

      • 7.2.1 demonstrate positive attitudes and behaviours

      • 7.2.2 be responsible

      • 7.2.3 be adaptable

      • 7.2.4 learn continuously

      • 7.2.5 work safely

    • 7.3 demonstrate teamwork skills to:

      • 7.3.1 work with others

      • 7.3.2 participate in projects and tasks

  • 8 make personal connections to the cluster content and processes to inform possible pathway choices

    • 8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences

    • 8.2 create a connection between a personal inventory and occupational choices

Program of Studies 2010. Source document, © Alberta Education.