Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.
Expeditionary Skills Photojournalism
1 of 15
Expeditionary Skills Photojournalism Course (ESP)
10 day course. Target Audie...
Expeditionary Skills Photojournalism
2 of 15
2. Ethics: It’s All Pixels (1.0 Hours)
Terminal Objective: Discuss photojourn...
Expeditionary Skills Photojournalism
3 of 15
4. Basic Composition 1: Techniques (1.0 Hours)
Terminal Objective: Review bas...
Expeditionary Skills Photojournalism
4 of 15
6. Sunlight in Your Hand (1.0 Hours)
Terminal Objective: Review use of artifi...
Expeditionary Skills Photojournalism
5 of 15
• Training Day 2
1. The World of Photojournalism (1.0 Hours)
Terminal Objecti...
Expeditionary Skills Photojournalism
6 of 15
Practical exercise: Students will be given a shoot sheet that directs them to...
Expeditionary Skills Photojournalism
7 of 15
• Training Day 3
Challenge 1: Fixed focal length
a. Students will range out a...
Expeditionary Skills Photojournalism
8 of 15
• Training Day 4
-Complete peer review of Challenge 1 if necessary.
Challenge...
Expeditionary Skills Photojournalism
9 of 15
• Training Day 5
-Complete peer review of Challenge 2 if necessary.
Challenge...
Expeditionary Skills Photojournalism
10 of 15
• Weekend Challenge
Challenge 4: Night photography
a. Shoot over the weekend...
Expeditionary Skills Photojournalism
11 of 15
• Training Day 6
-Complete peer review of Challenge 3 if necessary.
-Post-pr...
Expeditionary Skills Photojournalism
12 of 15
• Training Day 7
-Complete peer review of Challenge 5 if necessary.
Challeng...
Expeditionary Skills Photojournalism
13 of 15
• Training Day 8
-Complete peer review of Challenge 6 if necessary.
Challeng...
Expeditionary Skills Photojournalism
14 of 15
• Training Day 9
-Complete peer review of Challenge 7 if necessary.
Challeng...
Expeditionary Skills Photojournalism
15 of 15
• Training Day 10
-Complete peer review of Challenge 7 if necessary.
Final C...
Nächste SlideShare
Wird geladen in …5
×

NPASE 2016 Expeditionary Skills Photojournalism Outline

184 Aufrufe

Veröffentlicht am

  • D0WNL0AD FULL ▶ ▶ ▶ ▶ http://1url.pw/WkHFm ◀ ◀ ◀ ◀
       Antworten 
    Sind Sie sicher, dass Sie …  Ja  Nein
    Ihre Nachricht erscheint hier
  • Gehören Sie zu den Ersten, denen das gefällt!

NPASE 2016 Expeditionary Skills Photojournalism Outline

  1. 1. Expeditionary Skills Photojournalism 1 of 15 Expeditionary Skills Photojournalism Course (ESP) 10 day course. Target Audience: Mass Communication Specialists (“MCs”), and Non-MC Independent Deployers with a significant baseline in photographic experience. Course Objective: At the conclusion of this course students will be proficient in intermediate photojournalism and Navy Visual Information (VI) requirements. Prerequisites: 1. Have a valid Vision ID 2. Bring own camera 3. Students must be familiar with Photo Mechanic and Adobe Photoshop and Bridge **Note: The photo story/essay challenges (Days 03 – 10) may be changed up as long as some specific challenge is given for each assignment. **Note: Except at instructor discretion, students SHALL NOT use classmates or NPASE HQ/East/West personnel as their subjects. They must get out in teams and start working in the public sphere. Students SHALL always go on assignment in pairs for safety and accountability. If students do a shoot off Navy/Marine Corps property, they must be in NSUs or khakis as appropriate. NWUs may ONLY be worn on board Navy/Marine Corps facilities. Terminal Objectives: • Training Day 1 1. Introduction (1.0 Hours) Terminal Objective: Discuss the purpose of photojournalism. Enabling Objectives: a. Discuss the purpose of photojournalism b. Discuss caption requirements a. Discuss keywords and metadata fields b. Handout: Caption Basics c. Handout: Metadata fields c. Discuss OPSEC a. Geotagging b. GPS c. Other dangers d. Review releasable vs. non-releasable a. Handout: Releasable vs. Non-Releasable Guide b. Handout: Submission Points and Requirements e. Discuss OPTASK VI a. Handout: OPTASK VI message f. Video: What Makes a Great Picture?
  2. 2. Expeditionary Skills Photojournalism 2 of 15 2. Ethics: It’s All Pixels (1.0 Hours) Terminal Objective: Discuss photojournalism ethics 1) It’s All Pixels a. DODINST 5040.02: Imagery shall not be altered to misrepresent/deceive b. Terminology c. Deception through the years 2) Techniques of manipulation 3) Consequences 4) Spot the Fake 5) Video: Stephen Glass interview 3. Care and Feeding of the Camera (2.0 Hours) Terminal Objectives: Review basic camera operations and exposure skills. Enabling Objectives: a. Review focus control a. Photos are useless if out of focus b. The Eyes have it i. Focus on the eyes c. Avoid the autofocus trap b. Review aperture functions a. Aperture controls the amount (quantity) of light b. The inverse rule: i. Large f/stop, small aperture; Small f/stop, large aperture ii. Handout: F/stop guide c. Review shutter speed functions a. Shutter controls the time of light and, therefore, motion 1. This will be practiced in detail during Day 07’s challenge d. Review ISO function and control e. Review basic light theory a. Color temperature f. Review the basic color wheel a. RGB vs. CYMK theories g. Demonstrate exposure control a. Equivalent exposure i. If ISO is set, increasing aperture means decreasing shutter speed and vice versa ii. Used to control movement and Depth of Field (DOF) without changing lighting or camera position 1. DOF and motion will be explored in detail on Day 03 iii. Handout: Pinwheel Equivalent Exposure Reference iv.
  3. 3. Expeditionary Skills Photojournalism 3 of 15 4. Basic Composition 1: Techniques (1.0 Hours) Terminal Objective: Review basic photographic compositional techniques Enabling Objectives: a. Review Center of Interest a. One at a time b. A group of people working as a team can be a center of interest b. Review Rule of Thirds a. Works in both vertical and horizontal format c. Review Camera Angle a. High and low angles change your perspective d. Review Leading lines a. Straight, curved, or implied e. Review Framing f. Review Patterns and repetition g. Review motion direction a. Room to move INTO the frame h. Reviews Balance 5. Basic Composition 2: Depth of Field and Motion Control (1.0 Hours) Terminal Objective: Review control of depth of field Review motion control by using shutter speed Enabling Objectives: a. Define Depth of Field a. 2/3 as much DOF behind the point of focus as in front of it b. Review control of DOF a. Camera-to-subject distance b. The closer the camera, the less DOF you have c. Zoom d. Simulates camera-to-subject distance e. Aperture f. Smaller the aperture, greater the DOF g. Handout: DOF reference slides c. Review motion control using shutter speed a. High speed shutter freezes motion b. Can show unique moments in time c. Slower shutter speed allows motion to blur d. Create dynamic images with illusion of motion e. Demonstrate motion control through the use of panning d. Review compositional problems
  4. 4. Expeditionary Skills Photojournalism 4 of 15 6. Sunlight in Your Hand (1.0 Hours) Terminal Objective: Review use of artificial lighting Enabling Objectives: a. Review use of reflectors a. Not great for photojournalism; but excellent for feature pieces b. Review common flash unit modes a. Auto flash b. TTL c. Manual c. Review basic single-flash techniques a. Direct b. Diffused c. Bounce d. Fill d. Controlling motion: rear-synch curtain flash e. Video: Introduction to Flash f. Handout: Inverse-square law Practical exercise: None Instructor Hours: 7 Assignment Hours: 0 Lunch: 1 Practical Exercise Review: 0
  5. 5. Expeditionary Skills Photojournalism 5 of 15 • Training Day 2 1. The World of Photojournalism (1.0 Hours) Terminal Objective: Create photojournalistic feature photos and environmental portraits. Enabling Objectives: a. Review feature photos a. Working shots tell the Navy story best i. The “bread and butter” of our work day b. Subjects are NOT looking at the camera c. Actions and tools must be clearly visible b. Review environmental portraits a. Clearly posed, as if in a studio b. Subject in their element, surrounded by tools and other props c. Review stock photos a. Generalized “beauty shots” of ships, aircraft, weapons systems b. Needed by CHINFO for current press releases d. Review photo stories and photo essays a. Chronologic vs. thematic approach b. Can be done as a traditional layout or viewed lineally as a slide show c. Key photo is strongest photo i. Theoretically can stand alone 2. Post-Processing: The Digital Adventure Begins (1.0 Hours) Terminal Objective: Review use of Photoshop for post-processing Enabling Objectives: a. Review non-destructive enhancement techniques a. Dodging and burning i. Shadows, mid-tones, highlights ii. Brush size iii. Opacity b. Healing Brush / Spot Healing Brush c. Adjustment layers b. Review use of Camera Raw dialogue box c. Review “File Info” dialogue boxes in Bridge d. Introduction to Lynda.com training resources
  6. 6. Expeditionary Skills Photojournalism 6 of 15 Practical exercise: Students will be given a shoot sheet that directs them to demonstrate the following (students are expected to work lunch into this shoot as part of time management training): i. Wide and narrow DOF by shooting two-shot sequences with one subject. Students will use either use a zoom lens or camera-to-subject distance to demonstrate DOF ii. Students will shoot two leading lines shots iii. Students will shoot two shots demonstrating the use of different camera angels iv. Students will demonstrate framing in two exposures v. Students will pan with a car driving or a subject jogging across their field of view shooting at shutter speeds of 1/30, 1/125, and 1/250. vi. Students will demonstrate two shots using TTL flash mode vii. Students will demonstrate two four-shot sequences (long shot, medium shot, close-up, extreme close-up) Students will return to class by 1300 to download and do any post-production necessary. Peer review will begin at 1400 and be completed on Day 03 if necessary. Instructor Hours: 2 Assignment Hours: 4 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  7. 7. Expeditionary Skills Photojournalism 7 of 15 • Training Day 3 Challenge 1: Fixed focal length a. Students will range out and shoot a minimum of two different five- shot photo stories with different subjects demonstrating the basic four-shot sequence. Caption information will be obtained and the photo selected by the student as the key photo will be captioned and all metadata fields properly filled out. b. The challenge: Students will select either a fixed focal length lens or use a zoom lens set to a particular focal length for ALL shots. This is to challenge students to move around, changing their perspective and position instead of relying on zoom lenses to get them all the shots they need. c. Students will return to class by 1300 for upload, processing, and captioning of both stories. One will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  8. 8. Expeditionary Skills Photojournalism 8 of 15 • Training Day 4 -Complete peer review of Challenge 1 if necessary. Challenge 2: Rise to New Heights d. Students will range out and shoot a minimum of two different five- shot photo essays with different subjects demonstrating the basic four-shot sequence. Caption information will be obtained and the photo selected by the student as the key photo will be captioned and all metadata fields properly filled out. e. The challenge: Challenge 1 required students to use a fixed focal length; this challenge requires students to complete the assignment without raising the camera no higher than 3 feet off the deck/ground. f. Students will return to class by 1300 for upload, processing, and captioning of both stories. One will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  9. 9. Expeditionary Skills Photojournalism 9 of 15 • Training Day 5 -Complete peer review of Challenge 2 if necessary. Challenge 3: Environmental portrait as key photo a. Students will range out and shoot a minimum of two different five- shot photo essays with different subjects demonstrating the basic four-shot sequence. Caption information will be obtained and the photo selected by the student as the key photo will be captioned and all metadata fields properly filled out. b. The challenge: The students will be required to shoot and use a strong environmental portrait of their subject as the key photo. This is to challenge the students to practice the art of setting up and shooting an environmental portrait while creating a dynamic essay. g. Students will return to class by 1300 for upload, processing, and captioning of both essays. One will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  10. 10. Expeditionary Skills Photojournalism 10 of 15 • Weekend Challenge Challenge 4: Night photography a. Shoot over the weekend to demonstrate low light / nighttime photography. Flash may be used to enhance a shot, but SHALL NOT be the only light source used. Students will produce five different low light / night shots. These may be a mix of portraiture, environmental portraiture, scenic shots, or feature photos, but a human or animal element SHALL be the center of interest. b. The challenge: Using natural, ambient light to create interesting shots in which they are not relying solely on flash. “Low light” and “night” may include, but is not limited to, indoor environments where the scene is not lit up evenly with normal lighting, sunsets, sunrises, night shots using ambient city lights to illuminate the scene. c. Students will have time on Training Day 6 to upload, process and caption ALL FIVE photos that will be presented to the class. All raw images will be uploaded and available for instructor review.
  11. 11. Expeditionary Skills Photojournalism 11 of 15 • Training Day 6 -Complete peer review of Challenge 3 if necessary. -Post-production of Challenge 4 (2.0 Hours) -Peer review of Challenge 4 (1.0 Hours) Challenge 5: Silhouette a. Students will range out and shoot one five-shot photo essay demonstrating the basic four-shot sequence (this is to compensate for the time needed to complete the Weekend Challenge). Caption information will be obtained for the key photo. b. The challenge: The students will be required to shoot a silhouette as the key photo for the essay. c. Students will return to class by 1300 for upload, processing, and captioning of the essay for presentation. All raw images will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 5.5 Lunch: Student responsibility during assignment Practical Exercise Review: 2
  12. 12. Expeditionary Skills Photojournalism 12 of 15 • Training Day 7 -Complete peer review of Challenge 5 if necessary. Challenge 6: Motion blur a. Students will range out and shoot two five-shot photo essays demonstrating the four-shot sequence. Caption information will be obtained and embedded with all metadata fields filled out on whatever photos the student select as the key photos. b. The challenge: Students will be required to capture motion blur while keeping the subject recognizable and in acceptable focus. This is to challenge the students to exercise their skills at panning, rear-synch flash usage, anticipating action, etc., while keeping the subject recognizable. The long and medium shots must demonstrate some form of motion blur. c. Students will return to class by 1300 for upload, processing, and captioning of both stories. One story will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  13. 13. Expeditionary Skills Photojournalism 13 of 15 • Training Day 8 -Complete peer review of Challenge 6 if necessary. Challenge 7: Curves and Spot Color a. Students will range out and shoot two photo stories, minimum four- shot sequence. Caption information will be obtained and embedded with all metadata fields filled out on whatever photos the student select as the key photos. b. The challenge: Students are required to incorporate curves and spot color into each of their shots. “Curves” may be defined as including (but not limited to) curved lines, curved shapes, curving motion, etc. “Spot color” is defined as a particular spot or “splash” of color that stands out significantly from the rest of the scene, but is INTEGRAL to telling the visual story (a random bit of color in the background that has no relevance SHALL NOT count). This is to challenge students to see past the normal, straight-line approach taken by many photographs while also looking for unusual use or placement of colors in order to enhance their creativity. c. Students will return to class by 1300 for upload, processing, and captioning of both stories. One story will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  14. 14. Expeditionary Skills Photojournalism 14 of 15 • Training Day 9 -Complete peer review of Challenge 7 if necessary. Challenge 8: Cell Phone Shooting a. Students will range out and use their cell phones to shoot two five-shot photo essays, demonstrating the four-shot sequence. Caption information will be obtained for the key photo. b. The challenge: Cell phone cameras are as common today as the old “point and shoot” camera was a few years ago. Everyone has one, and often a cell phone camera is the closest camera a Mass Communication Specialist (“MC”) or PAO has on hand when an emergent event happens. Although lacking in the bells and whistles of DSLRs, knowledge of basic camera operation and photographic techniques can allow a Sailor to capture publication-quality imagery even with a cell phone. This shoot is designed to build student confidence in their ability to perform the PA/VI mission even if they only have their cell phone in their pocket. c. NOTE: Students will need to think ahead about how they will transfer their images from their phone to their classroom workstation. Emailing their photos to a personal email account or using “Google Drive” are two options. As such, students need to be notified ahead of time in order to give them a chance to get a transfer plan in place. d. Students will return to class by 1300 for upload, processing, and captioning of both stories. One story will be selected for presentation to the class for peer review, but both will be available for instructor review. Peer review will start by 1400. Instructor Hours: .5 Assignment Hours: 6.5 Lunch: Student responsibility during assignment Practical Exercise Review: 1
  15. 15. Expeditionary Skills Photojournalism 15 of 15 • Training Day 10 -Complete peer review of Challenge 7 if necessary. Final Challenge (challenge 9): Short-fused photo essay or story a. Students will range out and shoot a photo essay or story if they choose, minimum four-shot sequence. Caption information will be obtained for the image the students pick as their key photos. b. The challenge: This is graduation day. The challenge is TIME. Students will be sent out at 0800 after mustering and be required to report back for processing by 1000. Their final product, including a fully captioned key photo (with all metadata fields filled in) is due precisely at 1100. c. Following peer review and classroom clean up, students will take the course survey and then graduate at approximately 1200 – 1300. Instructor Hours: .5 Assignment Hours: 3 Practical Exercise Review: 1 Clean up and Survey: 1 Notes: “Instructor Hours” refers only to time spent on podium delivering lectures. Instructors will be available during normal working hours to assist students. During lecture periods, a 10 minute break will be given every hour. “Assignment Hours” include both lunch and photo processing time back in the classroom. It is incumbent upon the student to manage their shoot time wisely so they can have lunch and return to the classroom with enough time to process and caption images due by COB that day. “Practical Exercise Review” is designed to allow all members of the class time to provide constructive feedback to their classmates. Peer review is critical to enhancing students’ skills by allowing them to critique one another as well as gain insight from their classmates’ opinions and experience.

×