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Capturing Light: The Science of Photography
Grades/Level: High School (9–12)
Subjects: Visual Arts, Science
Lesson Overview: Students will create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They will shoot and develop photographs made with pinhole cameras and then compare and contrast a nineteenth-century image with photographs created with a digital camera or camera phone.
Learning Objectives:
Students will:
Understand that light travels in straight path and can be refracted with a convex lens.
Understand that light-sensitive chemicals processes can be used to create images using light as a catalyst.
Identify characteristics of light waves and make predictions about how light can be manipulated to affect a photograph.
Create and develop photographs using a pinhole camera.
Compare and contrast photographs made with different types of cameras.
Materials:
Small magnifying glasses
Oatmeal canister lids
Black paint and paintbrushes
Black electrical tape
Photosensitive paper
Flat objects to use to stabilize camera
Examples of contemporary photographs
Stationary objects i.e. vases, books, etc.
Reproductions of photographs printed on metal, glass, and paper
Digital camera or camera phone
Steps:
2. Students will use their pinhole cameras to photograph their school building or important buildings in their neighborhood, just as Dr. John Murray photographed the mosque. Point out that Murray created several pictures in India to document the architecture there.
Camera Preparation:
Students should cover the pinhole with a piece of black electrical tape.
Remove the paper sleeve and waxed paper from the camera.
Hand out canister lids
Have students paint the lids of the canisters with black paint.
Set aside to dry.
Gather two flat objects to place on each side of their cameras to keep them from rolling.
Paper Preparation:
• Students will be given photosensitive paper to insert into their cameras, but first they should practice with regular paper that has been marked with a B on one side to indicate the blue side of photosensitive paper.
• Distribute regular paper marked with a B on one side. Tell students to place the side with the B against the top of the canister, and then cover the back with the lid.
• Once students can demonstrate that they can accomplish the task quickly, dim the lights in the room and distribute the photosensitive paper in its package.
• Give students about half a minute to insert the photosensitive paper in their cameras and cover with the lid. Distribute masking tape to secure the lid in place.
Exposure and Developing:
• Students will walk around their school or buildings of their choice to select their compositions. (Optional: students can use digital cameras or camera phones to test out different compositions and angles.)
• Once they find their favorite compositions, students will put down their pinhole cameras and secure them on each side with flat objects. Students will then remove the tape from the pinhole for five minutes, replacing it when the time is up.
• Students should take their cameras to a sink and fill the sink with cold water. They will quickly remove the lid and paper from the camera and submerge the paper in the cold water for about four minutes. Remove the wet paper and allow it to dry. Students will have negative images of their subjects.
3. Students share with partners the photographs they took of buildings. Each pair should compare their negatives to contemporary photographs of buildings or to pictures shot with their digital cameras or camera phones. Have them discuss the following:
• What are the differences between the images?
• What are the things you like and dislike about the different types of photographs?
• Which types of surfaces on the buildings created specific tones or colors in the negatives?
Pairs should chart their comparisons and share their findings with the class.
4. Display the reproduction of the photograph by Dr. John Murray. Discuss how that negative is similar to or different from the students' photographs. Ask students to identify which areas of the mosque might have had reflective or dull surfaces, based on their observations of their own negative photographs.
5. Students will use their observations from steps 2 and 3 as the basis for experimenting with taking photos of two objects that have reflective and dull surfaces. Repeat the exposure process in step 2 with the objects. Hand out journals and have students record results.
6. Students will then take photographs using a lens with their pinhole cameras. Have students mount small magnifying glasses to their cameras with tape. Students should hypothesize about how the lens will affect their photographs, based on their knowledge of the characteristics of light waves. Repeat the exposure process in step 2. Have students record their hypotheses, observations, and findings in their journals.
7. Students can also experiment by placing an object inside the canister in front of the paper. After they expose the object and paper, they will see a silhouette of the object on the paper. Areas around the object will be fuzzy. Explain to students that the fuzzy areas were created as light waves were obstructed by and diffracted around the object.
Assessment - Common Core Standards Addressed:
Students will be monitored within the duration of this lesson plan on the below core standards and graded within a 3 point basis - satisfactory or not satisfactory on each standard listed.
Listening and Speaking - Participation within small and whole group discussions
Comprehension and Collaboration
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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