Learning activities
Students will be introduced to the techniques and methods of digital photography. They will create a portfolio of the special features of the natural areas near your school.
Introduction
Taking great photos
In the classroom, students will be introduced to skills, techniques and methodologies of digital photography. Topics will include how to take a photo with an iPad, rule of thirds, composition and macro photography.
Time will be provided to practise some of these techniques in the outdoors. Where appropriate, these will be linked to students’ existing understanding of visual literacy.
Fieldwork
Students will work collaboratively to select photo subjects, to compose and frame shots and to identify creative ways to express their photographs. Field of Mars teachers will present photographic challenges to extend students' photographic experiences.
Using a nature theme will focus students on the task of finding opportunities to create images that represent life in natural areas whilst also practising photography techniques. A theme related to current class learning topics can also be used, such as national parks, plants and habitats.
Publishing
Photo finish
The students will review and edit their photographs taken in the field, choosing the best examples of life in the reserve.
Using their best photographs, students will construct a photo story using the Book Creator app running on an iPad. The completed book will be saved as a PDF or ePub file and sent to the school via Google Drive.
Students will select their best photo to be printed on A4 photo paper which will be printed at Field of Mars EEC and returned to their school with a photo frame at a later date.
Photo gallery
Students view a slide show of the day's best photographs and discuss the features and techniques used.
Framed photographs
At school the framed photographs can be used to create a gallery which provides the opportunity for students to view each other's work, discuss the techniques used and the special features of each photograph.
