Lesson 2: Camera Making

This lesson will introduce students to cameras and camera making. They will be shown a range of cameras from large format, Twin Lens Reflex, Brownies, Polaroid, Single Lens Reflex, pinholes, and point-and-shoot cameras to identify the major components of cameras, the different types of film, and the image differences between them. After introducing the students to the cameras, the students will be able to create their own cameras after being shown resources from the internet from Instructables website (http://www.instructables.com/id/Pinhole-Cameras, and the Make magazine website (http://makeprojects.com/Project/Deluxe-Scanner-Camera/226/1).

Big Ideas/Essential Questions

• How do cameras make images?

• How does photography lend itself to be a democratic medium? 

• How does technology change how we make images?

• What are the major parts of cameras and their function?

Sunshine Standards

 VA.912.5.3.10: Develop skill ni sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.

• VA.912.S.2.4: Use information resources to develop concepts representing diversity and effectiveness for using selected media and techniques in a sketchbook or journal.

• VA.912.S.1.6: Describe processes and techniques used to record visual imagery.

Lesson Objectives

• Students will understand the differences between different types of cameras and the images

they can make.

• Students wil research, design, and make their own pinhole cameras.

• Students will understand the characteristics of their cameras and use them to create

photographic images. Tools and Materials

Cardboard

Gaffer's tape

Tin cans, aluminum foil, or other material to be used as a lens

Nail, punch, or other hole-making device

Photographic paper of film, developer, and fixing agent- cans for developing film Dark room with little of no light to develop images

Introduction

This lesson will begin by the teacher showing a wide array of cameras and corresponding images created by these cameras. Students will be able to explore the use of them and see how each of them work and identify the major components of the cameras. After the cameras are showcased, the teacher will introduce Make Magazine and Instructables website that students' will use as an additional resource for creating their own cameras. The teacher will then show example images from these different types of cameras to help stimulate students' interest and imagination. Using what they learned about the cameras, the students will then work on creating their own cameras in groups of 2-4 students and experiment with its use.

Process

1. Students will break up into groups of 2-4 members.

2. Students will identify the major parts of cameras and identify their purpose.

3. Students will explore the different web resources and decide on the type of camera they will make.

4. Students wil sketch out plans for their cameras and begin to implement their design.

5. Students wil test out the design of their cameras in the classroom and keep working on them overnight.

6. Students will develop their film and readjust their cameras as necessary.

7. Students will use different lenses and paper/film.

Assessment

• Does the camera include all the major components?

• How well does the camera work?

• What level of effort was used in making the camera?

• What choices were made in deciding on how to make the camera?

• Keep a sketchbook of other camera ideas.

• How well did the students work in a group environment? 

References

Dionesotes,.J(2010). Pinhole Photography. Retrieved from http://photodevoto.wordpress.com/ 2010/01/25/pinhole-photography/

Golembewski, M. (n.d.) Deluxe Scanner Camera. Retrieved from http://makeprojects.com/ Project/Deluxe-Scanner-Camera/226/1.

Grepstad,.J(2003). Pinhole Photography. Retrieved from http://photo.net/pinhole/pinhole.htm. Pinhole Cameras. (n.d). Retrieved from http://www.instructables.com/id/Pinhole-Cameras/.