C O M M U N I C A T I O N

the

T E C H N O L O G Y

self-portrait

Class Overview
In this activity you will learn
about early photography and selfportraits. You create your own
unique self-portrait for the Final
Assessment.

Learning Goals
B1.1 I will use a variety of planning
techniques and tools (e.g., research, project
proposals) when creating plans for your SelfPortrait project;

A Little Background
Do you like having your picture taken? From the early times people have
painted self-portraits or had portraits painted for them. One reason for the
self-portrait was to show the artist in their working environment and was a
form of self-expression. Another reason for self-portraits by artists was the
idea of immortality, and being captured forever in that moment of time. Vincent
van Gogh painted close to 40 self-portraits of himself. Painters used mirrors to
help the capture themselves in that moment of time.
Photographers also use mirrors or reflective spaces to capture their picture. A
self-timer and a tripod are also typically used to capture their own likeness, or
hold the camera at arms lengthSELFI J

B2.4 I will use idea-generating techniques

such as brainstorming to help identify
possible solutions;
B3.1 In creating my Self-Portrait I will apply
creative skills, equipment operating skills,
and software skills;

You will create a self-portrait that TRULY

expresses who YOU are
QUESTION: How do you view yourself? OR How do hope people view you?

A1.3 I will demonstrate an understanding of

production processes and workflows (e.g.,
subject/location selection, lighting set-up,
shooting, digital imaging, and digital editing in
photography; layout, content development);
A1.4 When explaining my ideas I will identify
different types of communications technology
devices and their components (e.g., cameras
and accessories, lighting equipment) and explain
how they are used in the creation of your SelfPortrait;

EXPLORING & BRAINSTORMING

r
r
r
r
r
r

Brainstorm (use the graphic organizer provided)

Come up with 2 strong ideas with a written explanation
Conference with teacher
Explore and research self-portraits e.g., https://iso.500px.com/creative-self-portraits/
Conference with teacher
Start and execute project follow due dates

Conference Date:

Due Date:

Gallery Critique

[Date]

[Date]

[Date]

THE LOREM
IPSUMS
C O
M M U N I C A T I O N

T E C H N O L O SUMMER
G Y 2016

Equipment + Props + Location

Contrast Sheet

A Self-Timer OR A Wireless Remote Shutter Control

o
Use your cameras self-time and a tripod or a piece of
furniture to rest your camera on. Set your self-timer and say
cheese!
Arms Length
o
Hold your camera out in front of your at arms length. Use
the camera lens as a mirror to help you see what you will
capture. Or use a selfi-stick to capture your portrait.
Mirrors
o
Use a bathroom, wall, car mirror or a shiny reflective surface
to capture your image.
Tripod
o
Use a tripod to setup your camera to capture a crisp and
clear picture.
The location of your photograph should reflect a place of
comfort for you. Create or re-create a place with props,
backdrops and lighting in and around our school.
Wear clothing that expresses your personality/interest OR other
props
Consider body language

Create a contrast sheet showing all the images you took in

Adobe Photoshop Elements 8.0 by following these steps:
1.
2.
3.
4.
5.
6.

When you launch Photoshop choose the organize

option. All the pictures you have stored on your
computer hard drive will appear.
Select the photos you wish by clicking and dragging
across the images or holding down the Ctrl key and
selecting them individually.
Select the Create tab from the panel on the righthand side.
Select Photo PrintsPrint with local printer.
Under type of prints select Contact Sheet.
Under Printer type select Microsoft XPS Document
Writer. This will open up a Save dialog box; you can
then choose where to save the contract sheet to be
submitted.

Brainstorming

Ot
h

er

QUESTION: How do you view yourself? OR How do hope people view you?

Val
u

es

Name
_____

er e
Int

sts

Goals & Dreams

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Categories

SUMMER 2016

50-59%
(Level 1)

60-69%
(Level 2)

70-79%
(Level 3)

80-100%
(Level 4)

-demonstrated limited
knowledge of content
-demonstrates limited
understanding of content

-demonstrated some
knowledge of content
-demonstrates some
understanding of content

-demonstrated
considerable knowledge of
content
-demonstrates
considerable understanding
of content

-demonstrated a high
degree of knowledge of
content
-demonstrates high
degree of understanding
of content

-uses critical/creative
thinking process with
limited effectiveness

-uses critical/creative
thinking process with
some effectiveness

-uses critical/creative
thinking process with
considerable effectiveness

-uses critical/creative
thinking process with
considerable effectiveness

-expression and
organization of ideas and
information (e.g., logical
organization, clarity of
expression) with limited
effectiveness
-communicates for
different audiences and
purposes with limited
effectiveness

-expression and
organization of ideas and
information (e.g., logical
organization, clarity of
expression) with some
effectiveness
-communicates for
different audiences and
purposes with some
effectiveness

-expression and
organization of ideas and
information (e.g., logical
organization, clarity of
expression) with
considerable effectiveness
-communicates for
different audiences and
purposes with considerable
effectiveness

-expression and
organization of ideas and
information (e.g., logical
organization, clarity of
expression) with a high
degree of effectiveness
-communicates for
different audiences and
purposes with a high
degree effectiveness

-transfers knowledge and

skills to new contexts
with limited effectiveness

-transfers knowledge and

skills to new contexts
with some effectiveness

-transfers knowledge and

skills to new contexts with
considerable effectiveness

-transfers knowledge and

skills to new contexts
with a high degree of
effectiveness

Knowledge & Understanding

Subject-specific content aquired (knowledge), and the
comprehension of its meaning & significance (understadding)
Demonstrate an understanding of production
processes and workflows (e.g., subject/location
selection, lighting set-up, shooting, digital imaging, and
digital editing in photography; layout, content
development)

Thinking
The use of critical and creative thinking skills and/or processes

Research & Completion of Tasks

Use of critica/creative thinking processes (e.g., research).

Use of planning skills (focusig research, locating and
gathering information, organization)
Use a variety of planning techniques and tools (e.g.,
research, project proposals, design briefs) when
creating plans for your Self-Portrait project;

Communication
The conveying of meaning through various forms
-Expression and organization of ideas and information
-Communication for different audiences
Use idea-generating techniques such as
brainstorming to help identify possible solutions;

Application
The use of knowledge and skills to make connection within &
between various contexts
Transfer of knowledge & skills (e.g., in the areas of
concepts, use of equipment)
-B3.1 apply creative skills, equipment operating
skills, and software skills to create a Self-Portrait

Star & Wish

-Identify different types of communications

technology devices and their components (e.g.,
cameras and accessories, lighting equipment) and
explain how they are used in the creation of your

WISH

THE LOREM IPSUMS

SUMMER 2016

THE LOREM IPSUMS

SUMMER 2016