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FREQUENTLY ASKED QUESTIONS - DETAILS

Look inside this little book for answers to your questions. 

Site: SCPHOTO Classroom
Course: SCPHOTO Classroom
Book: FREQUENTLY ASKED QUESTIONS - DETAILS
Printed by:
Date: Saturday, 15 December 2018, 6:56 AM

1 Course Standards

Course Standards

Visual Arts and Common Core Standards

by Keith Wills

Educators across the nation are wanting to focus more attention on the core understanding and abilities students have when they complete their education. These standards mostly deal with English and Math, the traditional academics. At the foundation of these standards is the development of problem solving skills within students. In our modern technology world anyone can quickly find out facts from history or just about anything you want to know within seconds so education based on testing for knowledge of these facts has become less important than knowing how to apply those facts to a challenge. ACTION now becomes more important than pure knowledge. WISDOM is now what we want to develop in our students. 

The SCPHOTO curriculum has been a hands-on or project driven curriculum since I began teaching in 1970. As a graduate of Cal Poly SLO I had this real world approach to teaching while at Santa Cruz High School. It has always been my teaching style to present students with the basics of the technology they have available to them and then challenge them to find new ways to apply that technology to a real world problem. Problem solving is the foundation of this curriculum. 

Creating / Sharing / Responding

Students in SCPHOTO create many of their images given in assignments in a FORUM or online discussion group within their class or with all students enrolled in our program. In 1995 when I first put my curriculum online I discovered that sharing student art on the web and  receiving critical reviews from people all over the world was more motivational and down right exciting for kids than anything I did in the classroom. Students then began to develop philosophical foundations within the medium of photography that went beyond . Work turned in today in SCPHOTO courses requires students to comment on their image giving reasons they feel it meets the assignment standard as well as how they went about solving the problem given them. Students are given projects at the end of each section of study that test their understanding. They share that with other students and thus can see how others have solved the same problem. Discussions ask students to comment on their own work as well as that of those in their group. 

Almost everyone is a photographer today because we all have a camera in our pocket in the form of a smartphone. The SCPHOTO programs hopes to mold use of that tool into something valuable by giving students guidelines and understanding of how this powerful tool can be used to improve communication. 

ChartFoundational Elements

Every photo has two key elements: Subject and Treatment. The subject is the reason or purpose for a photo that has been made the dominant object or space within the confines of the frame. Once the subject is selected treatment kicks in providing guidelines on composition, exposure, lighting, equipment and digital processing. Our hope is to help students take something in their mind and turn it into an image that displays that image to others so that they can respond to it in a way we anticipated before the image was created. 

This little chart is a MAP of how the curriculum works within the medium of photography. The process is one of VISUAL ARTS going from concept to Image and presentation of that image to others for review. Thought is put into how a print is shared as well as how it is created. 

Right click on the chart to view it full size. 

The Basic Photography curriculum focuses on the key elements of this process including composition and subject selection. Students review the history of photography to learn how this medium has grown in a very short time period. 

What are the Standards focused on in SCPHOTO?

1. Understanding and applying media, techniques, and processes

  • Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
  • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
  • Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. Using knowledge of structures and functions

  • Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
  • Students evaluate the effectiveness of artworks in terms of organizational structures and functions
  • Students create artworks that use organizational principles and functions to solve specific visual arts problems

3. Reflecting upon and assessing the characteristics and merits of their work and the work of others

  • Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
  • Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
  • Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

2 Basic Scope / Sequence

Basic Photo Scope / Sequence

Basic Digital Photography 

This is an updated Scope and Sequence for this course offered this school year (2013-14). The standards have been molded around both the Common Core Standards and the Visual Arts Standards in most states. Note that these follow topics presented in the class and don't follow the actual weekly or daily practices or hour by hour outline. Some subjects such as composition are spread out over all the different weeks and units of the class. What this chart provides is the sequence or order of instruction along with the scope or objectives of each section. 

Overall the standards shown in yellow highlight the key objectives for students who complete this program. For full success a student needs to complete at least 90% of all lessons and projects. Emphasis in assessment is on presentation of images and the students evaluation of both their own and other students work. State standards look for students to be able to express their ideas in both subjective and objective formats. 

Photography has two key elements: Subject and Treatment. The majority of this class will deal with the subject and breaking cultural  habits of the point and shoot camera we all carry that breaks away from visual arts standards for communication. 

CONTENT

Unit Topic & Resource

ACHIEVEMENT INDICATORS

Students demonstrate learning by . . .

ASSESSMENT METHOD

LEARNING OUTCOMES

Students will. . .

1. Camera Equipment Basics

  • Camera Types Review
  • Video on camera types
  • Key Camera controls Lesson
  • Image Sensors Lesson
  • Using a point and shoot camera or cell phone for simple images lesson and video

Students read a chapter on camera equipment and watch two video presentations on cameras. Each student is asked to find and read their owners manual for their camera. This first unit begins to focus student attention to the tools of the medium.

Identification of controls on their own camera

Share with other students what camera they are using and what they like about its features

Students will be able to identify common controls on a simple camera on a diagram provided

Short Quiz

Forum - Group Discussion

Students will be able to identify key camera controls found on an entry level camera

Students will be able to identify the type of camera they are using for class as well as features of other cameras they might wish to purchase.

Students will be able to discuss what image sensors are in a digital camera and how they effect the files size of the image and the print quality

Students will be able to adjust their camera for basic photography situations in good lighting using Program mode or preset modes. 

STANDARDS FOR CLASS SECTION

California Standard 3.1 - Identify similarities and differences in the purposes of art created in selected cultures.

California Standard 3.3 - Identify and describe trends in the visual arts and discuss how the issues of time, place and cultural influences are reflected in selected works of art.

Students demonstrate the ability to form and defend judgments about the characteristics and structures used to create a piece of art. 

Students evaluate the effectiveness of artwork in terms of techniques of the medium and the challenges involved. 

California Standard 1.1 - Identify and use the principles of design to discuss, analyze and write about visual aspects of a work of art, including their own. 

California Standard 1.3 - Research and analyze the work of an artist and write about the style and contribution to the medium found in their work. 

2. History of Photography

  • Searching for tools to capture images easily
  • Photography as art
  • Photography as social motivator
  • Photography for the home user
  • Digital Era
  • Famous Photographers review of key contributors to the field

In this section students will apply their review of the different periods in the development of photography and examine their own interests and uses of the medium in light of those. Students will demonstrate learning as they clearly explain where they stand on the timeline.

Students will begin to see how photography was influenced by the culture as it grew and how it now has become the reverse where it now tends to influence the culture it is part of. Students will demonstrate understanding by their insight and answer to a forum discussion question

Forum Discussion

Photo Project presented to Forum

Students will be able to identify the phases photography has gone through from invention to modern day digital. 

Students will view Ansel Adams and Dorthea Lang photography and history and identify with one or both in their own interest and use of photography. 

Students will be able to identify the difference between a snapshot with no real subject and a good photograph with a strong center of interest. 

Students will be able to identify the purpose or intent of the photographer in viewing different prints as well as their own. 

3. Image Creation - Subject

  • What is the center of interest?
  • Basic Rules of Composition
  • Rule of Thirds
  • Golden Mean
  • Details and Point of View in a photo
  • Subject placement in frame
  • Getting close to show details

Students will examine the basic concepts of good composition and design found in any piece of art. 

This unit will take the center of interest and its reasons to be illustrated and examine how the subject needs to be placed in the camera frame to best manage the eye of the viewer

Students demonstrate learning in this unit by being able to identify different composition techniques in different pieces of art. 

Students will demonstrate understanding in their own images produced using the basic composition rules. 

Students will demonstrate learning when they can view an image and describe the center of interest and how the eye is either attracted to or driven from it in t he composition. 

Forum Presentation of Images found on web

Photo project finding an interesting subject close to home

Grade Rubric indicating achievement levels and scores

Additional Photo Projects each with text evaluation of techniques use

 Students will be able to identify the center of interest in a photo.

Students will place the center of interest along one of the thirds lines in their own images. 

Students will demonstrate understanding of the center of interest by selecting a subject close to home that makes an interesting, attention grabbing, photo with universal appeal and not just personal, emotional appeal. 

Art submitted for assignments must come with a students self-evaluation of how that image meets the requirements of the assignment. 

Ecology Photo project will show students ability to find and present an image that illustrates how we interact with our environment

Vertical / Horizontal project will demonstrate the students ability to take a simple subject and present it with both a horizontal and vertical composition. Students will be able to identify when and why each format might be used. 

Building Character assignment will demonstrate the students ability to view a larger subject and then find and concentrate on a small detail that represents the whole. 

4. Light and Exposure - Treatment

  • Light Quantity - brightness
  • Exposure variables
  • Light Quality - Direction, color
  • Exposure Control basics
  • Equivalent Exposure
  • The f16 rule of exposure

Photo projects in this unit will emphasize the basic principles of light and exposure and asking students to continue to work on their subject selection and treatment. Students will be asked to photograph a subject that contains dominant geometric shapes and another with patterns and texture as the center of interest. 

Students will demonstrate learning when they can identify the light direction in a photo. 

Students will demonstrate learning when they can identify likely exposure settings and lens choices for a given image. 

Students demonstrate understanding by properly exposing and presenting images in their project submissions. 

Survey of light direction choices

Photo Projects

Students will demonstrate understanding of light quantity and basic exposure by using their camera to produce properly exposed images. 

Students will demonstrate their understanding of lighting by selecting camera angles and times of day for their images that present the subject well. 

Students demonstrate their ability to find and present subjects by looking in their environment for images that emphasize either geometric shapes or textures and patterns as their center of interest. 

STANDARDS FOR CLASS SECTION

California Standard 2.1 - Solve a visual arts problem that involves the use of elements of art or principles of design.

California Standard 2. 3 - Develop and refine skill in the manipulation of digital imagery. 

5. Managing the Image - Treatment

  • Lens choice and point of view
  • Framing with objects in scene to control or manage eye movement
  • Background / Foreground Distractions
  • Using Point of View to change relationship of objects in frame

This section will expand on the treatment options that looks at the background and foreground and removes anything that distracts from our center of interest. 

Students will be able to identify distracting elements in a photo and eliminate or control their impact in their own images. 

Students will change the camera point of view to manage elements that show in an image that might add or distract from the center of interest. 

This section will involve more hands or or project oriented work by the student as they experiment with and apply techniques already covered in lessons

Mid-Term exam testing concepts

Photo Projects demonstrating concepts of point of view and framing

Students will produce images that include objects that frame the center of interest and keep the viewers eye on the center of interest. 

Students demonstrate two or more different points of view of the same subject and describe how each view makes a difference in the way the object is perceived by the viewer. 

Photo projects will challenge students to find images that illustrate an emotion or incorporate reflection as a way of presenting an interesting subject. 

6. Presentation of the Image - Treatment

  • Levels Adjustment
  • Cropping
  • Saturation adjustment
  • Color Correction

This section will deal mostly with the software portion of subject treatment. Using basic editing software processes found in almost any online or downloaded system students will make some minor changes to their images to make them display better either on the web or on paper. 

Students will be able to demonstrate their competency by showing a before and after image showing their work with levels, cropping and color adjustment. 

Students will be able to look at a photo and analyze the process used to create it. 

Students will be able to use at least one software to make basic adjustments that are required on most digital images. 

Photo Projects graded by rubric standards

Quiz will assess students understanding of the processes and vocabulary

Photo projects will demonstrate with a before and after image how a student was able to use editing software to adjust brightness and contrast levels and to crop the image to remove non-essential elements. 

Students will discuss different treatment options in a class forum in which students will all be given the same photo to edit and present to the group. Students will not see each others work until they submit a solution. Students will be asked to evaluate each others as well as their own solutions as to effectiveness. 

7. Advanced Techniques - Treatment

  • Close up or Macro photography
  • Fill lighting using flash or reflector
  • Black and white conversion or de-saturation of a photo
  • Special Effects

Students will demonstrate special techniques by creating an image using close up techniques.

Students will demonstrate use of a fill flash or reflector on an image that contains strong background lighting. 

Students will add to their computer treatment skills by using special effects and / or color saturation editing on an image. 

Photo Projects graded by rubric standards

Forum discussion on techniques used to edit a photo

Photo projects will be the primary mode of assessment. In three different projects students will demonstrate their ability to produce an image using close up, fill lighting and computer special effects. 

Students will apply fill lighting on subjects that require it. They will be able to describe when and how to use it properly. 

Students will experiment with special effects such as desaturation and be able to share with another what the process was and why it might be used. 

8. Final Challenges - Subject / Treatment

  • Silhouette Photography
  • Photojournalism - students will add words to their images
  • Candids of people and animals
  • Posed photography - the things we do all the time with our cell phone
  • Careers in Photography overview

This final chapter will call on students to look at a number of images in discussions where they identify both techniques and their purposes. Students will be asked to interpret what they see in a photo and provide both subject and objective reasons and observations for their view. 

Students demonstrate advanced skills by creation of a silhouette image that uses proper technique and composition.

Students demonstrate photojournalism skills in two projects. In one project they add words to an image in post- processing and in the other they create a story or article that contains images. 

Students understand the potential careers that exist that use photography as either a tool or a main process. Students will know possible training or education requirements for at least one career. 

Projects graded by rubric

Forum discussion on careers

Presentation of photojournalism project via pdf or on web

Students will demonstrate their subject selection ability by presenting an image that is a candid and one that is a posed shot. Each photo will be made with clear choices of camera point of view and lens selection that the student describes in their project presentation. 

Students will connect an image to writing by adding a Bible Verse or Poem to an image. The writing and the image should combine to improve the message of both. 

Students will create a photojournalism presentation in which they write a story or tell how to do something using writing as well as imagery. 

Students will be able to identify several different career paths in a forum discussion. 

The final exam for this class will contain two parts. The first is a test that presents students questions to answer that they have already had in previous exams. No question will be new. The questions check a students ability to understand processes, choices that a photographer must make and vocabulary used to explain techniques. This is a basic class so the concentration will be on the major areas of composition and treatment. Students will need to know the two major elements of a good photograph and be able to demonstrate their use. Part two of the final is the most value in terms of points for the assessment. This final is a photograph that the student has taken recently that demonstrates the selection of a subject and its treatment to present a photo worthy of display. This photo should show their level of skill and thus should be an interesting subject with a clear and identifiable center of interest that has been treated with the skills covered in this course which include composition, exposure and basic print processing. 


3 Intermediate Scope / Sequence

Intermediate Digital Photography (Photo 12)

This is an updated Scope and Sequence for this course offered this school year (2013-14). The standards have been molded around both the Common Core Standards and the Visual Arts Standards in most states. Note that these follow topics presented in the class and don't follow the actual weekly or daily practices or hour by hour outline. Some subjects such as composition are spread out over all the different weeks and units of the class. What this chart provides is the sequence or order of instruction along with the scope or objectives of each section. 

Overall the standards shown in yellow highlight the key objectives for students who complete this program. For full success a student needs to complete at least 90% of all lessons and projects. Emphasis in assessment is on presentation of images and the students evaluation of both their own and other students work. State standards look for students to be able to express their ideas in both subjective and objective formats. 

Photography has two key elements: Subject and Treatment. In this class students will be held to an advanced standard of quality in the work they submit. Assignments will all need to have a clear and interesting center of interest or subject while still illustrating the advanced treatment technique for each section. Students MUST have a camera with manual exposure controls with a DSLR preferable. Entering students should have had enough previous experience to know basic composition and exposure and have a good idea of what makes a photo interesting to others. 

CONTENT

Unit Topic & Resource

ACHIEVEMENT INDICATORS

Students demonstrate learning by . . .

ASSESSMENT METHOD

LEARNING OUTCOMES

Students will. . .

1. Camera Equipment Basics

  • Types of cameras
  • Image Sensors Advanced
  • Exposure - Auto or Manual
  • Built in Modes
  • Lens Characteristics

Students read a chapter on camera equipment and watch two video presentations on cameras. Each student is asked to find and read their owners manual for their camera. 

This chapter is identical to the Basic Photo class in its direction to identify the controls available on their camera, however, the type of equipment required for this section is more advanced so the controls are more sophisticated. 

Identification of controls on their own camera

Share with other students what camera they are using and what they like about its features

Students will be able to identify common controls on an advanced camera on a diagram provided

Short Quiz

Forum - Group Discussion

Photo Projects

Students will be able to identify key camera controls found on an advanced level camera or DSLR by multiple choice photo labeling

Students will be able to identify the type of camera they are using for class as well as features of other cameras they might wish to purchase. Students will explain the features they like using proper terms. 

Students will be able to discuss what image sensors are in a digital camera and how they effect the files size of the image and the print quality using appropriate technical terms and understanding

Students will demonstrate control of their camera by shooting and displaying a photo taken close to home of an uncommon subject. 

2. Digital Workflow

  • In Camera Operations
  • Color Theory
  • Light Quality
  • White Balance
  • Lens Choices
  • Composition of Subject
    • Point of View
    • Thirds
    • Negative Space
    • Rhythm
    • Geometric Design
    • Texture
    • Leading Lines
    • Framing

Students will experiment with internal camera control options on an advanced camera and present an example of them to the class in a forum .

Students will demonstrate understanding of color theory and its relationship to light on a quiz on theory and termonology

Students will examine differences in images based on lens focal length and illustrate the differences in two photographs of their own presented to the class. 

Composition skills and advanced techniques will be presented in images submitted that illustrate: View point,  Rhythm, Geometric Shapes and an understanding of Negative Space. 

Photo Projects

Forum Discussion

Quiz 

 Students will examine the internal controls available on their camera and design a photo display that will illustrate one of the following: Photo Optimization, ISO Expansion, Image Stabilization or other advanced controls unique to their camera. Each display will include images along with information about how they were prepared. 

Students will work with color as a composition element and present an image to review showing how color can impact an image. 

Students will recognize an image that has had the color saturation level adjusted and properly describe it in a discussion forum. 

Students will answer quiz questions correctly demonstrating an understanding of color theory, white balance and lens choices available on an advanced camera. 

Students will select subjects that illustrate advanced composition concepts such as rhythm, point of view and negative space used by advanced photographers and present them to the class for evaluation. 

3. Exposure Control

  • Variables of Exposure
    • Shutter
    • Aperture
    • ISO
    • Light Quantity
  • Equivalent Exposure & EV Compensation + or - 
  • Dynamic Range and Histogram
  • Manual Exposure
    • f16 Rule starting point
    • Histogram Examination

Students demonstrate understanding on a test covering processes and terms used in exposure. 

Students will apply understanding of manual control of exposure in a photo project that has them make a number of exposures in manual mode rather than auto and then report on what they discovered. 

Students demonstrate understanding by making images using exposure controls that challenge them to manage the camera on their own without the use of auto controls. 

Photo Projects

Forum Discussion

Quiz 

 Students will be able to use the shutter and aperture together to make an image in manual mode. 

Students will be able to explain the four variables of exposure and how they work together to produce an image. 

Students will be able to control exposure in ways that will enable them to create a silhouette any time of day. 

When given a photo that has an exposure error students will be able to identify the problem and its cause as well as its cure. 

Students will know the f16 rule and how it applies to recognizing a normal exposure for different lighting conditions. 

4. Presentation of the Image

  • Levels Adjustment - Auto
  • Levels Adjustment - Manual
  • Photoshop Editing Basics
  • Cropping Close
  • Saturation
  • Sharpness
  • Shadow - Mid - Highlight Control

This chapter works with the images after they have been taken out of the camera and placed in the computer. Different software types and processes will be presented to students. 

.Students will demonstrate an ability to take a raw, unedited photo, and treat it using common tools and processes in software such as photoshop. 

Photo Projects

Forum Discussion

Quiz 

Students will be able to take images from their camera and know how to manage their storage and treatment options in the computer. 

Students will be able to take any photo and process it to present it either as a print or on the computer screen with its color, composition and sharpness made as crisp as possible. 

5. Light and Color Management

  • Light Direction
  • Exposure and Color Saturation
  • White Balance & Color

 

Students will demonstrate a knowledge of different light types and styles and explain how they change the way an image appears to a viewer. 

Photo Projects

Forum Discussion

Quiz 

Students will be able to look at a subject and manage the options for lighting angle, source using the camera controls that make the image look the way the photographer wants it to in the final image. 

Students will be able to make their images perfectly balanced for color and saturation using camera and computer techniques

6. Controlling Image Detail

  • Motion Control - Tv Mode
  • Depth Control - Av Mode
  • Background Included
  • Background Simplified

Students know how to use the shutter to control the way motion of the subject presents on an image. 

Students know how the aperture controls the depth of focus presented in a photo. 

Students combine previous knowledge of point of view with the camera controls to be able to make an image look the way it was perceived in their mind before the process began. 

Photo Projects

Forum Discussion

Quiz 

Students will present samples of images produced using shutter control that both stops and blurs motion of a subject.

Students will present images where the background focus is managed by the aperture to either include or exclude its impact on the subject. 

7.Flash & Fill Photography

  • Built in Flash
  • External Flash
  • TTL or Manual Control
  • Reflector Fill

Students will know the process of light control used by the professionals. 

Students will use flash equipment to improve lighting and contrast in an image. 

Students will understand the difference between main light and reflected light on a subject. 

Photo Projects

Forum Discussion

Quiz 

 

8. Moving toward a Career

  • Journalism
  • Fine Art
  • Industrial & Commercial
  • Education

Students will explain at least one career path and what it takes for success in that career in a discussion. 

Forum Discussion

Personal Essay

 Students will examine at least one career path and understand the skills and training required for success in that field. 

Students will examine their own interests and be able to discuss their future plans for photography

PORTFOLIO REQUIREMENT

Every student in Intermediate Photography will finish the class with a presentation of a portfolio of images that contains a minimum of 30 images that demonstrate their ability to select a subject and treat it so that it attracts viewer interest. Images will be posted on any one of a number of online resources. Students may begin working on this at any time and may include images taken before this class began as long as they illustrate their skill level. 

Portfolio images will demonstrate both skill level and interests and will be useful in any future study a student plans after examining career options. 



4 Pricing and Accreditation

Schools Needing a Photo Teacher

What if your school has an interest in offering photography but you don't have a qualified photography teacher. How can SCPHOTO help you?

Schools wanting to meet the high interest and demand for Digital Photography in this age of Cell Phones can find help in several options at SCPHOTO. 

Option One is for you to let students take the class completely independently with Keith Wills as their teacher. At the end of the class students submit a grade report to you and your school assigns credits. This option is $75 per student. 

Option Two is for a school that has a group of students (at least 5) that want to take photography but the budget or staffing does not allow for a teacher to do manage the class. Your school can provide a place for them to meet and perhaps help with computer and equipment access. In this option your school may assign a staff member to be an adviser who checks on student progress and encourages students who lag behind. If you are providing a classroom this option will want to have some supervision for the use of the space and time but does not require someone with photo teaching experience. In this option Keith Wills is still the teacher and will do the assessment and teaching of the class. This option provides a group discount price of $50 per student. 

Option Three is the option that has your school providing a teacher that has photography experience but perhaps does not have a credential to teach that subject. This option allows for a school to manage the class on their own with their own teacher doing the student assessment. Your teacher may contact Keith as the site administrator and ask for suggestions or critique of their assessments of students at any time. In this option your teacher may drop or add assignments and they manage the flow of the class over the year. This option can be for any size of school with 1 to a hundred or more students. This option is the most often selected and comes at a $20 per student price for the curriculum and software that manages the student submission and communication for you.

Group or School Pricing

We understand the difficulty in funding a photography class resource like this on top of the cost for equipment and software. If your school is providing the teacher and not needing our help in grading students this can cut to the cost of the class for you. SCPHOTO has always desired to provide schools with as low a price resource as possible to help. After 28 years in the classroom Keith Wills understands the challenges of low budgets. This is why we don't INVOICE you until the 5th week of school so you only pay for the number of students still remaining in your class. We have been there and know enrollment changes at the start of a year. 

To help schools that are going to enroll a consistent class of 20 or more students per semester or year we have worked out a group pricing plan. Each of these allows you to register and drop students yourself on the Moodle software that hosts the course. If you are a two semester per year school this means 40 accounts are being created in a year which reduces the price in half. If you make a multi-year contract you can reduce that price even more. 

NORMAL PRICING


BASIC or INTERMEDIATE COURSE: Single student up to 20 students with SCPHOTO as the instructor doing student assessment = $75 For groups over 20 that only enroll once in a year the price is reduced to $50 per student. 
eTEXTBOOK: The single student price or single teacher price is $20 for a full school year. If your school works for a semester then you will need to consider the site license below. For groups of 5 or more students the price is reduced to $10 per student per enrollment. 


Basic Digital Photography Site License

20-25 Seat Small School license Basic Digital Photography - you will have your own group set up for no more than 20 students at a time plus one additional account for your teacher who will have access to the student assignments to grade and review. SCPHOTO will not grade student work. The cost for this is $450 per year. This license is for the full course Basic Digital Photography with students given the ability to turn in assignments online and participate in group discussions or Forums that your teacher monitors and grades. If you are doing class for a full year and only enrolling 20 students you will be better off not using this option and enrolling the students at the $20 per student price. The advantage to this enrollment option is that you can have as many sessions or quarters or semesters as you wish in the school year and will save money. If you have two semesters of 20 in a year that would normally be 40 students at $20 which is $800 which makes this Site License a better deal for you. 

30 Seat Small School Basic Digital Photography license does all of this for up to 30 students at a time. This license will cost $675 per year and offers the same full access for students and teachers to communicate online.


Digital Textbook

20 -25 Seat Small School License for the non-interactive Digital Textbook which offers the complete curriculum of the Basic Digital Photography class but without the ability for students and teacher to exchange assignments and communications online. This class comes at a reduced price of $300 per year. If your school signs up for a two year contract for up to 20 students at a time the price becomes $250 per year. You may pay this on a yearly basis or up front for $500. Again, under this plan if you have 20 students per semester or 40 students in a year you will save $100 this way. A two year contract will save you $300. 

30 Seat Small School Digital Textbook License for a one year contract allowing up to 30 students at a time to be enrolled in the class is $400 for one full year of access or on a two year contract a price of $375 per year or $750 for two years. Like all of the other options this does not save you any money if you are going to only offer one class in a year but if you have two classes or one per semester this option will save you $200 per year.

Is SCPHOTO.COM a School?


Is SCPHOTO.COM a school? No it is not a public school nor is it a private school. In fact it isn't a large corporation or business. It is one person. Keith Wills is the person that created SCPHOTO.COM 20 years ago while teaching photography at Santa Cruz High. Faced with having no money to buy a textbook and over 150 students enrolled each semester Keith created the first version of the site on a Mac computer in his classroom. Later hosting it online at a commercial site it has grown. Today the SCPHOTO site is visited by over 100 visitors a day. Not as many as Google but a lot for a photography curriculum. 

The SCPHOTO site has a few tips and it contains links to the Archive of the material created for the Santa Cruz High class over 20 years ago. It is designed for black and white film and darkroom work on projects. A lot of that material is no longer useful. 

Now that Keith is retired after 28 years in the classroom teaching photography and journalism and even a little time at science and graphic arts he is putting his technology experience to practice in this online class. Keith also was the Santa Cruz City Schools technology coordinator at the district level where he also was a speaker at national conventions for teachers learning how to use computers in their curriculum. 

So, the answer is SCPHOTO.COM online courses are a distance learning resource where you can either use the curriculum and experience gained from teaching beginning photography to over 7000 students or you can tap into that experience in a one-on-one class where you follow assignments designed to challenge you to explore the process of photography and apply it to solving photographic challenges. Each assignment is graded by Keith and comments made to help you grow if needed. 

The site can also be used as a resource in a school class or home school curriculum using your own teachers to do student evaluations. Either way the CLASS.SCPHOTO.COM site offers a "green" tool that uses no paper and allows you to study photography at your own pace and in your own way.

So is this a standards based curriculum? Will it satisfy my school requirements? The answer is yes and it should. The curriculum was developed over 28 years as Keith observed students struggle with leaving behind the snapshot photographs they took on vacation and learning to create a photo that can be placed on the wall. Keith had to design the curriculum to meet both Applied Arts as well as Fine Arts standards for his school. The class also was accepted for California a-g elective credits when it was offered at Santa Cruz High in the 90's. Check the standards page to see what the basic standards are for this class if a student completes the program. 

Will your school accept it? You will have to ask them and we recommend you get their approval before you sign up. Show them this page along with the standards page linked above and perhaps also show them the course outline and that should answer their questions about the educational value and content. Some schools will still not be willing to accept certificates of completion from schools or providers unless they meet their special requirements for your district. They are welcome to call Keith at 831-479-1869 with any questions.