Activities
1. Fiona Pardington - photographer
Starter ideas linking to Science
PHOTOGRAPHY - EQUIPMENT - Camera, Lens, Accessories, Pinhole Camera.
TECHNIQUES - Exposure, Focus, Lighting.
MATERIALS - Darkroom, Film.
"I see a work how I want it finished in my head and then I work backwards in the process in order to achieve it physically."
Strand: Making Sense of the Physical World.
L4 AO 1+2. Investigate and offer explanations for commonly experienced physical phenomena and compare their ideas with scientific ideas.
L4 AO 4. Investigate and offer explanations of how selected items of technology function and enhance everyday activities of people.
Learning Outcomes
Students will be able to:
- Explain how a pinhole camera operates.
- Report to a group about the development of the camera including major innovations over time in recording events through pictures.
Activities
a. Investigate how a pinhole camera works - the concepts of light and dark, bounce and mirrors, light and lenses. Use found objects such as shoe boxes / cartons, a mirror to make a pinhole camera. Write a 'manual' to explain how it works.
b. Investigate and write or video a report about the development of recording pictures. This could be in the form of a timeline recording science concepts, mechanisms involved, significant scientists / people involved. Some starter ideas include: cave drawings, old fashioned cameras, box brownies, wide lens cameras, video camera, digital camera. Include the importance of lighting, flash, developing sepia, black and white and digitally enhanced visuals.
An alternative to this could be to report on a particular inventor of a camera and details of the photographs taken.
POP UPS
Words with information that relates to this activity:
Camera obscura
Shutter
Film
Darkroom
Flash
Light meter
Angle
Props
2. Michael Hurst - actor and director.
Starter ideas linking to English.
REHEARSAL - Research.
" All of that stuff, the reading, the research, the observing, it's just stage one to me. Because in the end, you've got to throw it away and just say the lines."
SCRIPT - Exploring Text
"We explore the text as we go. I mean, I'm constantly thinking of creative ways of disengaging the brain. The lines don't change, but there are many ways of reading them."
THEATRE - Acting
"In ancient times, when people wanted to hear about say, their grandparents journey across the mountains, they'd choose the person that could tell them that story with the most awe and keep them riveted."
Strand: Oral language - Listening and Speaking processes.
Interpersonal speaking.
L5 AO. Speak confidently and clearly in small and large groups to recount experiences and events, and communicate information, ideas and opinions, respecting and responding to others.
Exploring Language.
L5 AO. Identify language features and their effects in a range of texts, and describe and analyse their relationship to meaning, purpose, and audience, adapting these features for different situations.
Learning Outcomes
Students will be able to:
- Speak confidently to engage an audience.
- Discuss and trial different effects that create a mood and hold an audience attention.
a. Share several short examples of texts e.g. myth / legend, ballad, a famous speech, Shakespeare play, particular verse.
b. Through discussion identify the type of language used, purpose of the text, audience, use of voice, intonation, volume, expression and use of silence. Include the importance of body language to communicate.
c. Individually choose approximately half a minute of text, practise speaking it and perform it to a small audience. This group to evaluate against set of criteria from the list above.
d. Individuals make changes based on the feedback from the audience and perform to whole class group.
POP UPS
Words with information that relates to this activity:
Vocal
"in the moment"
pitch
pantomime
