Unseen Force
Digital Photography
Grade Levels: 9, 10, 11, 12
Authors: Erin Day and Aaron Digaudio

Project Summary
In this project, students will create a series of 5 digital photographs that depict an unseen force of their choice. Students will be introduced to this project through the Bernice Abbott exhibition we attended on Monday, August 20, 2012 at the MIT Museum in Cambridge, MA. Bernice Abbott started her photography career as Man Ray’s assistant. Man Ray is famous for his surrealist rayographs – sophisticated photograms – and his nude photos with glowing edges. Using surrealism as her visual framework, Bernice began her photographic investigation of the scientific realm. What resulted, are graphic and beautifully abstract black and white photographs illustrating unseen forces, such as static, gravity, and time.

Course Throughlines
How can I learn to use the photographic tools and develop my style as a photographer?
How can I learn to select the most appropriate toning, printing, and display methods to best convey my intended idea?

Enduring Question
How can I illustrate an unseen force?

Essential Questions
-How can I use my viewfinder to frame an image and create a compelling composition?
-How can I use depth of field to emphasize the subject of my photograph?
-How can my choice of paper, color, and Photoshop techniques impact the meaning of my image?

Learning Objectives
-Students will pay attention to the edges of their viewfinder and use the frame to create a well-balanced and interesting composition.
-Students will experiment with depth of field and use their aperture to place emphasis on the intended subject of their photograph.
-Students will use the Photoshop tools and techniques to create an image that best conveys the emotion they intended.

Materials
Digital camera, Adobe Photoshop, Printer, Paper.

Vocabulary
Edge, Depth of field, Pictorial Space, Viewfinder, Dominance/Emphasis, Intent.

Artist/Slide Resource
Photographs taken by the author at the MIT Museum in Cambridge, MA in August 2012.

Studio Habits of Mind
Develop Craft, Observe, Stretch and Explore, Envision, Express, Reflect, Engage and Persist, Understand Art World.

Massachusetts Visual Arts Standards
1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools. 1.10 Use electronic technology for reference and for creating original work. 1.11 Explore a single subject through a series of works, varying the medium or technique. 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools. 2.12 Apply knowledge of color theory to a project focusing on the use of grades complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface. 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others Examples include: line as edge treatment and in patterns; color temperature, mass and volume as functions of color, size, perspective; negative space; visual and surface textures. 2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood. 3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space. 3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations. For example, students make images that represent abstract concepts such as respect for human rights, empathy, solitude, community, justice, or injustice. 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas. 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings. Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; Complete: prepare work for presentation or exhibition. 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment. 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary. 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines

Procedure

Day 1
Lecture: I show the students a slide presentation of scientific photographer Bernice Abbott – taken at the MIT Museum, and discuss my experience as a visitor.
Discussion: The students and I discuss and list other unseen forces. I remind them to consider unseen emotional forces as well, such as empathy, love, and feeling left out.
Students at Work: I arrange the students in small groups of 4, so they can brainstorm ideas. I walk around the room listen to and talk with the groups of students.
Lecture: I wrap up the class and tell the students their homework is to begin shooting. These shots don’t have to be part of their final, but they could be. I tell the students to think of these shots as sketches.

Day 2
Students at Work: Students upload their images and share them with different groups of 4. I walk around the room and help individual students and groups of students solidify their ideas.
Lecture: I wrap up the class and tell the students to keep shooting.

Day 3
Students at Work: Students work on their images. I walk around the room and help individual students and groups of students.
Lecture: I wrap up the class and tell the students to keep shooting.

Day 4
In Process Critique: Students share their work in progress with the class.
Students at Work: Students work on their images. I walk around the room and help individual students and groups of students.
Lecture: I wrap up the class and tell the students to keep working, and remind them they only have 3 in class work sessions left.

Day 5
Students at Work: Students work on their images. I walk around the room and help individual students and groups of students.
Lecture: I wrap up the class and tell the students that they should be ready to start printing no later than the middle of class 6. I remind them that they need a minimum of 5 prints, and that saving printing until the last minute is a bad idea.

Day 6
Students at Work: Students work on, and print their images. I walk around the room and help individual students and groups of students.
Lecture: I wrap up the class and tell the students that they should be finished printing by the end of class 7. I remind them that they need a minimum of 5 prints.

Day 7
Students at Work: Students make final adjustments to their project and finish printing.
Lecture: I remind to students that their work should be ready to hang at the start of class 8.

Day 8
Critique: Students hang their photographs and we discuss what they learned about photographing an invisible force, depth of field, composition, emphasis, and toning methods.

Assessment
Each question is worth 1/5 of the final grade. The teacher addresses the questions and responds to each student in writing.
-Did the student create a well-balanced and interesting composition?
-Did the student use their aperture to focus on the intended subject of their photograph?
-Did the student use the Photoshop tools and techniques to create an image that best conveys the emotion they intended?
-Did the student participate in the group discussions and offer constructive advice that goes beyond, “I like…” statement?
-Did the student reflect on their process in a thoughtful and meaningful way?