I have a newer photography blog at Bryan Farley Photography dot com for most of my photography blog posts. I started this blog in January of 2009 to share thoughts about photography education. I continue to use it for notes and other posts. When I started this blog ten years ago, I thought that I might create a book. The book is still waiting. Recently, I was asked to submit a sample photography lesson plan. This site is a good place for such things now.
If I had to teach one lesson repeatedly, I would teach photo composition, so that students could apply the concept to their own work.
I have my own three photo composition rules that I practice. One of my rules is to avoid putting your subject in the middle, yet that is exactly what I am doing here. I would not start a course by teaching composition, and I would not end a course by teaching composition. I would teach it in the middle.
Students need to practice seeing light and shadow, before they practice composition. Students must learn how to practice seeing and observing. Before I teach composition, I prefer to teach light, elements of art, and principles of design. After students understood some of these basics, I would help students understand how to arrange three-dimensional objects on a two-dimensional surface.
Light (assignment) - If students can learn how to see light better, I can teach photography better. Students can learn to see light and shadow even if students don't have access to equipment. Learning how to see light better also trains students how to observe quietly.
Elements of Art (assignment) - Students photograph Elements of Art as explained by the Getty Museum education page. It's important that students understand the difference between shape and form. Often, these two words are used interchangeably, but they mean something different in art. The above photograph could be line or space. Students must be able to explain the photo and the element.
Principles of Design (assignment) - These assignments are similar to the elements of art assignments. Depending on the students, the assignments can be more complex. It is essential that students understand "Movement," as I described in the article "Motion, Movement and Emotion" for the DJNF Adviser Update. If students understand how the eye moves through an image, students will be able to compose an image.
The above photo was taken by one of my former Albany High Students. It was published in the article, and cropped more by one of the editors on the left side. I included the original photo above so that you can see the that the student submitted an excellent example of movement.
In the Motion, Movement and Emotion article, I mention Adobe's Julieanne Kost. Coincidentally, I am going to see her present tonight in San Francisco. She is one of my favorite art educators... just incredible.
Composition (assignment) - For this assignment, students research various lists online. Students will find "top 5 rules" to "25 rules" of composition. While there is some variation in the elements of art, the variation for the composition rules is staggering. I don't know how a new student could understand which list to follow. It's never simple; it's never easy, but it doesn't need to be so complicated.
I have my own three "rules" of composition. I follow other rules, but I have three favorites. I try not to impose my compositional rules on students. I want students to find their own way of seeing. I also want students to know that compositional rules are more subjective than elements of art... more like recipes.
After students practice with each rule, students learn how to take pictures that incorporate all three rules. Once students have been able to do this consistently, students will have learned the rules of composition. Students will have also started to understand composition better. Students share their rules with each other and learn more rules.
Note: a thought about rubrics. When I first started using rubrics, I was confused. When I first started using them with students, I realized that students did not really use them to assess their work accurately. I think it's important, perhaps especially in art, to have students participate in creating rubrics. I prefer using a 1-4 scale so that students don't pick the middle automatically. The highest end needs to clarify high expectations. 4's are rare. When I am confused about my own rubrics, I return to this site.
To read more about my philosophy on my first rule of composition, please read this post called, Getting Closer to the JEA Digital Photography Workshop.
Masters of Photography (assignment) - Study and emulate historical greats.
Portfolio Assignment (assignment) - Students will have already learned the difference between "favorite" and "best," and they will create online portfolio. Students will also study how other photographers have created portfolios. In March 2011, I interviewed several photographers about how they created portfolios. Here is the link to that project. I have also included a link to portfolio presentations at JEA National Conventions.
More about Portfolio Presentations
Photo Story - Students will create a photo story and study the history of the photo essay, especially the role of Life Magazine. Since some students will remain at the school for several years, some students might want to begin a long term project.
Mother's of Angel Photo story and article, page 31; photo story on blog. This link will take you to other posts as well.
Melrose Leadership Photos Story and Project
I have taught the composition lesson at the beginning of the year, but I find that students understand composition better if they already know many of the terms used by artists. During the earlier lessons, students will have also learned classroom routines and basic camera functions. Since I ask students to choose their own rules of composition, I want students to have more time to develop their own point of view; having this lesson later in the term provides that opportunity.
Updated 4/28/2019
