groupmodule9

Module 9 - Design a Problem Progression **Group Progression**(a series of problem portrayals of the same type from a given content area) For the problem of using photographs as a narrative tool we chose pictures within the classroom since it is the easiest of the type of photograph that the yearbook students will be taking. We thought that in class photographs would be the easiest because the subjects are not moving fast, there is constant light because of the light within the classroom and the photographer can go anywhere within the class to take the photo and not be bound by sidelines and other boundaries. __Problem Progression 1__The problem progression is to first give examples and non examples of what constitutes a narrative photo.Non example Example

__Problem Progression 2__The three components of a narrative photograph will be introduced one by one from easiest to most difficult.1. angleExample Non Example

2. setting Example Non Example

3. facial expressions Non Example ExampleLearner demonstration: example and non-example __Problem Progression 3__The comparison of narrative photographs which entail all three previous components of angle, setting and facial expressionsDemonstration will be to rank the photographs from good, better and best. Good <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">Better

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">To be Taken/ BEST

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">__Problem Progression 4__Notebook: Write about the dozen or so images that you would take if you had a camera. Why is it a photograph worth taking? How does the photograph tell a story? How does it employ the three components of a narrative photograph?

Notebook Example


 * 1) One photo that I would have taken was in P.E. class when Devon was filming Jessica and Andy jumping rope. I would have stood behind Devon and a little to the left (Position). This way I would have caught Devon’s profile, with the video camera, as she watched the camera LED screen film. I would have timed it to catch Jessica and Andy laughing. In fact, a good photo might have been the moment when their ropes got tangled, and they started to laugh (facial expression) . I would be sure to include the jump ropes and the film camera, so the viewer could guess that this was an event that took place in P.E. class (setting).
 * 2) Another photo that I would have taken was in biology class, when we were dissecting the catfish. I would have tried to capture Sarah’s expression as she is holding the scalpel, ready to cut into the fish. She looked a little apprehensive, but determined (facial expression). I would have taken the shot pretty much level with the subject, Sarah, or I might have tried to shoot from slightly below, so I wouldn’t have captured the cluttered lab background (position). I would tried to get the fish in the foreground, Sarah wearing goggles and raising the scalpel, to show that we were in biology lab (setting).
 * 3) As I was walking back to class, I saw the middle school P.E. class outside in the grassy area outside the Wang Auditorium. They were having a tug-o-war. I would have stood as close as I could to the middle of the rope, and taken a shot down the rope to see all the kids lined up and pulling (position). The kids were really straining, some were shouting, some had their heads thrown back trying to leverage their strength; they looked engaged, and like they were having fun (facial expression) . I would have gotten the rope in the photo; I might have tried to get background as either grass or sky, to simplify the backdrop (position and setting).
 * 4) As the lower school students were waiting for the ride home, I noticed two kids sitting on the ground, leaning back to back. They both were reading a book. I would have kneeled down to their level to get a picture (position). One looked a little puzzled at what she was reading; the other was laughing at something funny (facial expression). I might have tried to get the background as a blur of activity—maybe the other kids walking around (setting), to show how engrossed they were in their books

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">Example/Sample: <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">*Note: If the problem progression is not sufficient or if the group needs to add content for the one hour instruction we would add the parts of a narrative story through photography to include a beginning, middle and end for the season. The notebook assignment would be modified to encompass the parts. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;"> <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">Prototype demonstrations ( Applications)

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 14px; text-align: left;">include component="comments" page="groupmodule9" limit="10"