Instructional Objectives:
1. Student will understand the light-sensitive quality of photographic paper.
2. Student will understand how the light-sensitive quality of photographic paper is effected by manipulating light with opaque, transparent, and translucent objects.
3. Student will produce a variety of values on light-sensitive photographic paper by manipulating an opaque object for varying lengths of time.
4. Student will understand and demonstrate the correct procedure to chemically process exposed photographic paper.
5. Student will create three original value compositions on photographic paper.
"Landscape Photogram" - student work
Materials:
Photographic paper
Approx. 2"x8" strips (2 per student)
4"x5" strips (6-7 per student)
Enlargers
Glass
Photographic paper developing chemicals
Chemical trays and tongs
Tray for running water
Variety of small objects ñ must include at least one opaque, transparent and translucent object.
Procedure:
Two projects will be completed to show how value can be created on photographic paper. First, students will create a graded photographic paper value test strip that demonstrates the light-sensitive quality of the paper. Second, students will create a set of photogram compositions that demonstrate how opaque, transparent and translucent objects can be used to create varying values on photographic paper.
Project #1: Graded value test strip
Introduce photographic paper. (See handout sheet labeled Photographic Paper) Discuss how the emulsion works on photographic paper. Discuss how/why chemicals are used to produce an image on photographic paper. Demonstrate how to create a value test strip.
Cut a small shape out of opaque construction paper.
In the darkroom: place the construction paper shape at the end of a 2"x8" strip of photographic paper. Cover the rest of the strip with cardboard to block the light. Expose the strip for a short time. (Exposure time will vary with each enlarger. You will want the strip to have values from light gray to black ñ adjust time accordingly.)
Move the object. Leave the area around the object uncovered, but cover the rest of the strip, both the exposed and unexposed part. Expose the new area for a longer period than the first exposure.
Move the object again. Repeat step 3 until you have exposed the whole strip, increasing the exposure time each time you move the object.
Your finished strip should have a series of white shapes surrounded by value going from light gray to black.
"Self-portrait Photogram" - student work
Project #2: Photograms as visual compositions
Use an overhead projector to demonstrate the difference between opaque, transparent and translucent objects.
Opaque - produces white shapes
Transparent - produces dark gray shapes
Translucent - produces varying shades of gray depending on the opacity of the object
There is another way to get a variety of values - add objects after the paper has been exposed.
"Theme Photogram" - student work
Until the 1950ís the word "photogram" and "photography" were used interchangeably. In recent years photograms are accepted as images produced by the action of light on photographic paper without using a camera.
Some materials that have featured in many photograms include: cotton wool, thin card or paper, glass and plastic objects and fragments, net and open weave fabrics (tights, net curtains...) textured plastic sheets, leaves, glass or plastic beads, pipe cleaners, sand, salt, sugar, sweets, bolts, nuts, washers, screws, cutlery, kitchen implements... See the notes below, which refer to some of the possibilities (overhead sheet follows).
Experimenting with opaque objects - such as coins or shapes cut in card. You can produce a range of grays by removing objects from the paper or altering their position before the end of the exposure (often easier if you make the exposure using a number of short exposures - as with the test strip. Different effects can be made with three dimensional objects by angling the light source.
Two dimensional opaque objects - particularly those made of reflective materials will often give more interesting edges due to reflections and light seepage into the shadow area. Softer edges can be given if you put them on a sheet of glass held a short distance above the paper.
Translucent or partly transparent materials can give interesting results - many classic photograms made use of glasses, light bulbs and other glass objects. Thick or uneven glass areas can produce interesting lens-like effects. Open weave fabrics can give detailed patterns.
Printed or drawn images on acetate can be used - normally directly in contact with the photo paper - often with other objects on them.
Liquids can be used on glass on top of the paper.
Assessment:
Does the student understand the light-sensitive quality of photographic paper. (Demonstrated with successful graded value strip.)
Does the student understand how the light-sensitive quality of photographic paper is affected by manipulating light with opaque, transparent, and translucent objects. (Demonstrated by producing photogram of varying values created by using opaque, transparent and translucent objects.)
Student will produce a variety of values on light-sensitive photographic paper by manipulating an opaque object for varying lengths of time. (Demonstrated with photogram.)
Student will understand and demonstrate the correct procedure to chemically process exposed photographic paper. (Demonstrated with properly processed photogram.)
Student will create three original value compositions on photographic paper. (Demonstrated with photograms. Photogram compositions will be assessed using the assessment sheet that follows.)
Standards Addressed:
Communication (#1): Identify and discuss visual images, themes and ideas that communicate; select and employ visual images, themes, and ideas in works of art to express meaning.
Perception (#2): Use elements, principles and styles of art to communicate ideas and experiences.
Application/Creation (#3): Identify and experiment with materials, techniques and processes; choose materials, techniques and processes that enhance the communication of ideas, analyze and evaluate the selection and use of materials, techniques and processes; use art materials in a safe and responsible manner.
Aesthetics/Art Criticism (#4): Identify and discuss many reasons for creating works of art; demonstrate the ability to form and defend appropriate judgments.
