A HIGH-SCHOOL COURSE IN PHOTOGRAPHY K. M. PERSING, GLENVILLE HIGHSCHOOL,CLEVELAND, OHIO
The article is a brief summary of a two-year experiment i n amateur photography as an electine science course. The course covers one semester of work and commands one semester credit toward graduation. A n outline of the course of study being developed i s included, and while it does not contain extensine detail it is complete enough to suggest the character of work done as well as serving as a nucleus for cmzstructing other courses of study. The student works out a photographic project and assists i n the photography of the school paper and yearbook. The course i s a senior elective requiring two of the following subjectsfor admission: chemistry, physics, and art.
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To suggest another subject for an already overcrowded curriculum in the high school may seem like "adding the last straw," and yet with the attention of educators fixed on the practical aspect of education there seems to he a sufficient justification for doing so. The purpose of this paper is to point out some of the practical phases of such a course and also the interesting ones which make an appeal to the high-school student rather than to make a plea for an organized science elective. These observations will be based upon the results of a two-year experiment with amateur photography as an elective credit course in the senior high school. I t is a well-known fact that amateur photography has been an interesting plaything both in school and outside of school for a long time, in fact, since the cameras have been made more practical and less costly to operate. And it is also undoubtedly true, that many high schools have attempted to promote an interest in amateur photography through such activities as the camera club; the chemistry or science club; or as a part of the course in applied chemistty, and yet in view of these effortswe find that "the &hour finishing senice" just around the comer a t the drug store has grown by leaps and hounds. People are interested in making pictures of picnic groups, of athletic events, of the children a t play, and various other activities, hut find it too costly to have very many pictures finished, not realizing the small cost when finished at home. Too many people regard photography as a sort of magic performance. The attempts which have been made to promote amateur photography as an extra-curricular activity have been only partially successful due to the handicaps which are encountered in doing this kind of work. One of the most outstanding of these difficulties is the securing of suitable darkroom facilities in many school buildings, and of course this is the most important factor in conducting work in photography. Clubs have attempted to carry on this work quartered in small closets large enough only to accommodate one or two students; in other schools even such quarters are difficult to obtain. On the other hand, in some of the newer buildings fine darkroom laboratory space 1587
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is provided and unusual opportunities for the amateur photographer are opened up. In schools not fortunate enough t o have these facilities, the cost of providing them is too great an investment t o make for an extracurricular activity. The writer feels that his experience as advisor to a camera club of approximately fifty members for a period of three years, enables him t o appreciate some of the major difficultieswhich are likely to interfere with satisfactory work of this kind in a club program. It was the recognition of these difficulties, and a recognition of the practical nature of the work, that made possible the two-year experiment with photography as an elective science, a brief record of which is outlined in this paper. The organization, administration, and development of the work may be briefly described as follows. The plan which has been followed a t Glenville High School during the past two years in the course in amateur photography, provides for one semester work in the come, and allows a full semester credit toward graduation. It is an elective course in the twelfth year. The time allotment is the same as that in either the course in chemistry or physics, four periods for recitation and discussion and one ninety-minute period for lahoratory practice per week. It has been found that many students will work from one to three periods in lahoratory practice if they have the time available.
Who Are Admitted? The problem of determining who should he admitted to the work in photography has been a difficult one and is by no means finally settled. The correct placing of a new c o m e of study in the curriculum is always a more or less difficult problem and photography was no exception to the rule. There were two possibilities open in making a placement of this work; one was that of making the work a tenth-year science elective as a stimulus to other science courses; and the other was that of the twelfth year, because of the science work involved. Tentatively, the course has been made a twelfth-year elective, requiring a t least two of the subjects--chemistry, physics, and art-as a prerequisite for admission to the work. The chief objection t o placing the work in the tenth year is the fact that without the previous training in chemistry and physics the work would become almost entirely a mechanical procedure and the appreciation of the applied science and art would he lost. The Course of Study The selection of the content of the course of study was difficult and a t present is considered as a tentative course of study. I n view of the fact that there are very few books available on the subject of amateur photography it has been necessary to collect various pamphlets, booklets, and magazine articles dealing with the work and from these cull that which can
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be used. T h e following books h a v e been f o u n d v e r y beneficial and are used as class and reference books by the students. COLLINS, A. F.. "The Amateur Photographer's Handbook," Thomas Y. Crowell Co., New York City. 1925. CH~RLES. DAVID,"Commercial Photography," Sir Isaac Pitman Co.,New York City, 1928. DAVIS,W. S., "Practical Amateur Photography," Little, Brown & Co., Boston, 1923. NEBLET~E. "Photography, Its Principles and Practice," D. Van Nostrand Co., New York City, 1930. WATKINS, ALFRED,"Photography, Its Principles and Practices." Constable & Co., London. 1920. MnLLlNCKnoDT CREMICAL WORKS,"Chemistry of Photography," Mallinckradt Chemical Co., St. Louis, Ma., 1931. EASTMAN KODAKCOMPANY, Rochester, N. Y.: "Collodion" "Commercial Photo Finishing" "Elementary Photographic Chemistry" "Good Pictures, How to Make" (used as text) "The Fundamentals of Photography" "Lantern Slides and How to Make and Color Them" "About Lenses" "Professional Enlarging and Equipment" "X-Rays" T h e following outline will serve to give t h e reader a bird's-eye view of the content of the c o m e of study. It should be n o t e d that extensive details have n o t been written into the outline since it is felt that more experimentation must be carried on before t h i s c a n b e done. It is the purpose of t h e writer to continue the work and determine possible minimum essentials, and t h e possible enrichment which might b e expected of t h e more qualified workers.
An Outline THE CAMERA
Kinds of Amateur Cameras The hox type The folding type The reflecting type The movie camera
Kinds of Professional Cameras EssenCial Parts o f a Camera The box The lens Kinds of lenses Pinhole Meniscus Rapid Rectilinear
Anastigmatic Properties of lenses Focal length Depth of focus Speed The Shutters Apertures of Diaphragm Function System of naming ~ i n d of s Shutters Opecation ofFunction ofRotary type Between the lens type Focal plane type
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JOURNAL OF CHEMICAL EDUCATION LIGKI.AND ITS RELATION TO PHOTOGRAPHY
Nature of Light Color Sensitive Materials Photographic Plates and Films Orthochromatic Panchromatic Paper Kinds ofSun printing Developing Bromide Blue print Kinds qf Light Natural or Daylight Photographic value Artificial Gas Mercury vapor Incandescent Arc Flash Advantages and disadvantages of each type of light Light Filters Theory ofValue ofKinds of filters and their use MAKING THE EXPOSVRES
Factors Which Influence the Taking of Pictures Seasonal, time of day, condition of weather Light Composition of picture Lens Time of exposure Kind qf Pictures Landscape Marine Snow Scenes Groups, outdoor Individuals, characteristic pose Buildings Athletic events Home portraiture Flashlight Silhouette Animal life
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Types of Deoelopmenl Tray Advantages Disadvantages Tank Advantages Disadvantages Kinds of Developer Chemistry of the developing agents Advantages of the several kind- of developers Factors Influencing Negative Making Exposure Correct Underexposure Overexposure Period of Development Correct development Under development Over development Fixing and Hardening Chemistry of the fixing and hardening baths Time for fining Washing and Drying Need for thorough washing Danger of spotting Theory qf Dmelopment and Fizing Thorough discucsion of the chemistry of these processes
Kinds of Prints Sun Prints Developing papen Bromide prints Blue prints Fadnrs Influencing Quality of Prinlr Character of Negative Contrast? Flat Thin Dense Correct Paper Degree of contrast suited to negative Grade and surface Weight of paper Kind of prints Contact Projection
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Ezposr~re Results of over- and under-exposure Correct timing of exposure essential Development Condition of Developer Temperature Concentration . . Kind otOld developers produce poor prints Incomplete Development Due to overexposure Forced Development Underexposure Ficing end Washing Theory of development and fixing from the standpoint of the chemistry involved Toning of Prints Sun prints Sepia and colored prints Poor Prints, the Causes and Remedy PREPARATION OR SOLUTIONS (The student mixes all solutions used from formulas furnished in the manual or by the instructor) Developers Film Paper Chemicals Used and Their Function i n the Formula Some Corred Formulas Short Slop Its purpose Firing Bath Correct formulas and correct concentration of hypo Hardening Solution Purpose Formulas Intensifiers Reducers Toning Solutions PORTRAITS
Posing Lighling Retouching Printing Mounting
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Disadvantages Photosht Blue Print Applications I n Advertising ARTIN PHOTOGRAPHY MOTIONPICTURE
Cameras Construction and Operation Professional type Amateur types Film Kinds Nitrate. inflsmmable Acetate, non-inflammable Orthochromatic Panchromatic Autochrome Ezposuns Theory of motion pictures Development and Printing Negatives Positives LANTERN SLIDES
The Slide What is it? Uses Exposwe Contact printing Prajecture printing Deoelopment and Fixing Intensification Redwtion Mounting, Toning, Tinting, Titles ENLARGEMENTS
Projector or Enlarger Simple type, fixed focus type Camera as a projector type Auto focus type Printing Kinds of paper Bromide Chloride Exposure Local control, diffusion, etc.
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Development, fixing, mounting, safelight, developer, etc. X-RAY
Theory of X-Ray PhDtDgraphy Cameras E~cposurcs Deorlopnant and Fixing
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Use of-
COLOR WORK Three-Color Process Theory ofAufochrome Work Painting, Tinting. Toning Halitones for Color Printing
Laboratory Practice The laboratory phase of the photographic work is one of the most important parts of the course since i t is here that the student acquires a technic for doing the finishing work. It is very important therefore that the greatest economy be practiced in the use of the laboratory period, and to accomplish this it has been found that demonstration of the various types of work to the class group before sending them to the laboratory has been worthwhile. Each student spends from one to three ninety-minute p ~ o d s in practice work depending upon the amount of time available, and practices the several types of work involved in making acceptable pictures. The equipment will be discussed briefly under the laboratory equipment. A considerable amount of time is devoted to the construction of projects outside of the school period. These projects include the construction of apparatus needed in equipping an amateur photographic laboratory. Projects In addition to the regularly assigned laboratory practice work required by the several topics of the course of study, each student is encouraged to plan and complete a project or special piece of work. A selected list of projects is prepared and given to the members of the class, and this list consists of two types of work; one is a picture project; and the other is a construction type of apparatus or equipment. The student may select his project from the suggested list or he may select another project subject to the approval of the instructor. The following list of projects has been used for students' guidance in making a selection of a project. A. PICTUREPnomcrs 1. 2. 3. 4. 5. 6.
7. 8.
9. 10.
Architecture of Cleveland churches Architecture of public buildings Architecture of school buildings in Greater Cleveland Types of municipal buildings in Greater Cleveland Scenes in Cleveland metropolitan parks Winter scenes New and old types of gasoline service stations Views in and about Cleveland airport Same types of airplanes Wayside lunch stands and barbecues
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Character pictures of the faculty Character pictures of high-school students Pictures of high-school activities, athletics, art, class, etc High-school athletes Interior pictures of home and school Flashlight pictures Home projects Picnic scenes, hikes, tennis, sports Silhouettes Enlargements B.
Pnopcrs CONSTKUCTION
Construct a photographic printing box Make safe lamps for darkroom Build an enlarging camera a. Fixed focus b. Focusing type, using camera Construct bank of lamps for interior lighting Prepare backgrounds, decorated Construct screens and reflectors Build a micro-photographic camera
In planning any of the above projects the student has frequent conferences with the instructor in order to save both time and money. The average student will be able to plan and furnish his own laboratory with a minimum of cost. The picture projects as well as the other projects are entered in the semester exhibit. The construction projects have proved both interesting and profitable to the students. An example will serve to illustrate this point. One boy purchased an old-type camera for seventyfive cents, and converted i t into a very satisfactory micro-photographic
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kxnmm L or G n o c ~~ ' I I U I I ) < . R ~ P I I Y
camera with which he made a series of lantern slides from the microscopic slides for the use of the biology classes. The instructors selected subjects which would be useful in their work. Several very efficient enlarging cameras were also constructed. These either used the kodak as a projector or were of the fixed focus type. Exhibits The semester exhibit of the photographic work of each class has been established as a definite phase of the work and it is expected that each student enrolled in the course will have an entry. This part of the work is considered an important feature of the course since it makes possible the inspection of the work by the entire school. In the event that members of the class have prepared lantern slides it is interesting to have them give an illustrated lecture to other science groups or to small units as may be arranged. Equipment In general the student uses his own camera. It has been found that better pictures are produced if the students know the possibilities of a particular camera. Later in the course opportunities are provided for using several types of cameras; students may exchange if they wish to do so. At present the school equipment includes the following cameras:
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X 10 Agfa with Gundlach
f. 6.3 lens 1 d 1 / r X 4'/r Seneca equipped with Wollensack Velogstigmatic f. 6.3 lens 1-2'/~ X 4'/* Single Lens Camera 1-2'/, X 3'/4 Ansco f . 6 3 lens
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Other types are planned as funds become available. The students' assortment of cameras included all types and some interesting results have been obtained by an exchange of cameras among members of PHOTOD~ICRU~:RAPII UP BASSWOOD STEM the class. Supplies
The problem of supplies may best be considered under two main headings: ( a ) Chemicals; and ( b ) Supplies. Chemicals: It has been found economical to purchase the chemicals needed, in large quantities rather than smaller amounts as required for immediate needs. As far as possible the chemicals are requisitioned in the same manner as the regular supplies for the chemistry department. A few special materials must be purchased by the department. The various solutions such as developers, reducers, intensifiers, toning solutions, fixing baths, etc., are mixed as stock solutions by committees of students and dispensed to individuals as needed for their work. The other plan of each student mixing his own stock solution was tried but did not seem as practi-
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cal. The fixing bath may be contained in a large tank used by the entire group, or each section may be provided with a tank of fixing bath. Supplies: These include ~ s printing , papers, mounts, and other items used by the group. The individual students must assume the expense of these items. For convenience a stock is kept by the instructor and sold to students. The School Project in Photography The investment by the school in the large camera has made possible the development of the project from a practical standpoint. Since the purchase of the camera the class in photography in conjunction with the regular picture committee of the senior class planned the club and extra-curricular activity pictures for the Annual. While a considerable amount of the work must be done by the instructor there is provided excellent opportunities for the class members to study grouping, posing, lighting, color effects, and the various other factors that must be considered in group photography. It has also afforded opportunity to study the situation toward obtaining new views of the building and vicinity for use in the yearbook. From a purely financial consideration it may be added that the saving on the group picture work for the yearbook, plus the revenue from sale of pictures to the student body, has more than paid off the initial investment. Summary The outline of the experiment in amateur photography is a summary in itself and no conclusions seem necessary, except to point out that the interest in and results obtained seem significant. The work provides opportunities to demonstrate science and art in application. Opportunity is afforded the student to get a first-hand glimpse into the technic of commercial photography which has revolutionized our advertising programs. In addition, i t enables the student to appreciate the recreational value of the camera.
