A HIGH-SCHOOL COURSE IN PHOTOGRAPHY

K. M. PERSING, GLENVILLE HIGH SCHOOL, CLEVELAND, OHIO

The article is a brief summary of a two-year experiment i n amateur photog- raphy 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 i t does not contain ex- tensine detail i t 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 follow- ing subjectsfor admission: chemistry, physics, and art.

. . . . . . 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 interest- ing 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 photog- raphy 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 efforts we 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 activi- ties, hut find it too costly to have very many pictures finished, not realizing the small cost when finished at home. Too many people regard photog- raphy 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 en- countered 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 conduct- ing 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

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is provided and unusual opportunities for the amateur photographer are opened up. In schools not fortunate enough to have these facilities, the cost of providing them is too great an investment to make for an extra- curricular 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 to appreciate some of the major difficulties which 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 to 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. In view of the fact that there are very few books available on the subject of amateur photog- raphy 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 have been found very 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 KODAK COMPANY, 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 the reader a bird's-eye view of the content of the c o m e of study. It should be noted that extensive details

have not been written into the outline since it is felt that more experimenta- tion must be carried on before this can b e done. It is the purpose of the

writer to continue the work and determine possible minimum essentials,

and the possible enrichment which might be expected of t h e more qualified

workers.

An Outline

THE CAMERA Anastigmatic

Kinds of Amateur Cameras The hox type The folding type The reflecting type The movie camera

Kinds of Professional Cameras EssenCial Parts of a Camera

The box The lens

Kinds of lenses Pinhole Meniscus Rapid Rectilinear

Properties of lenses Focal length Depth of focus Speed

The Shutters Apertures of Diaphragm

Function System of naming

~ i n d s of Shutters Opecation of- Function of-

Rotary type Between the lens type Focal plane type

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LIGKI. AND ITS RELATION TO

PHOTOGRAPHY

Nature of Light Color Sensitive Materials

Photographic Plates and Films Orthochromatic Panchromatic

Paper Kinds of-

Sun 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 of- Value of- Kinds of filters and their use

MAKING THE EXPOSVRES

Factors Which Influence the Taking of Pic- tures

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

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 COMMERCIAL PHOTOGRAPHY Results of over- and under-exposure Field ,,, Correct timing of exposure essential Aarirn+.a..

Development Condition of Developer

Temperature Concentration

. .

.A- . -...-a - - Disadvantages

Photosht Blue Print Applications

Kind ot- In Advertising Old developers produce poor prints

Incomplete Development ART IN PHOTOGRAPHY 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 concentra- tion of hypo

Hardening Solution Purpose Formulas

Intensifiers Reducers Toning Solutions

PORTRAITS

Posing Lighling Retouching Printing Mounting

MOTION PICTURE

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, safe- Use of- light, developer, etc.

COLOR WORK X - R A Y Three-Color Process

Theory of X-Ray PhDtDgraphy Theory of- Cameras Aufochrome Work E~cposurcs Painting, Tinting. Toning Deorlopnant and Fixing Halitones for Color Printing

Laboratory Practice

The laboratory phase of the photographic work is one of the most im- portant parts of the course since i t is here that the student acquires a tech- nic 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 prac- tices 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. PICTURE Pnomcrs

1. Architecture of Cleveland churches 2. Architecture of public buildings 3. Architecture of school buildings in Greater Cleveland 4. Types of municipal buildings in Greater Cleveland 5. Scenes in Cleveland metropolitan parks 6. Winter scenes 7. New and old types of gasoline service stations 8. Views in and about Cleveland airport 9. Same types of airplanes

10. 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. CONSTKUCTION Pnopcrs

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 con- ferences 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 seventy- five cents, and converted i t into a very satisfactory micro-photographic

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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 cam- eras 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 stu- dent 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 bet- ter pictures are produced if the students know the possibilities of a particu- lar 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:

1596 JOURNAL OF CHEMICAL EDUCATION AUGUST, 1931

%"DEN+ PHOTOD~ICRU~:RAPII UP BASSWOOD STEM

Supplies

1-8 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

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 the class.

The problem of supplies may best be considered under two main head- ings: (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 ex- pense 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 pur- chase 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 opportuni- ties for the class members to study grouping, posing, lighting, color effects, and the various other factors that must be considered in group photog- raphy. 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 op- portunities to demonstrate science and art in application. Opportunity is afforded the student to get a first-hand glimpse into the technic of com- mercial photography which has revolutionized our advertising programs. In addition, i t enables the student to appreciate the recreational value of the camera.