Aperture

 

 F2.8

F16

We should closely relate aperture to our eye pupil. The smaller the aperture the more deep or good depth of field the image is focused on, the higher the aperture it gives a shallow depth which doesn't make the image focused. A large F-number means smaller aperture will bring all foreground and backgrounds in focus but with a smaller F-number would isolate the foreground from the background and make the direct object in focus and make the background blurry. The F stops on my camera are F4, F4.5, F5, F5.6, F6.3, F7.1, F8, F9, F10, F11, F13, F14, F16, F18, F20, F22, F25

Nick Brandt Photography

Looking at all his impacting and beautiful photography, there was not one photograph I didn't react to and made a comment about how amazing it was. It seemed as if each picture could tell a story through the animal's eyes. All his photographs should emotion whether if it was looking at the animal or if he captured the different backgrounds and how it all complimented each other.

My favorite photo was the one of the giraffe by itself looking afar standing next to a tall tree. It's my favorite because the sky and the background looks impacting and it's what makes the photo so beautiful. The fact that the giraffe looks small compared to everything else and looks as if its about to walk into it makes the photo as well. Its taken from a good angle as if you're in the photo standing behind the giraffe.

Nick Brandt

uses a Pentax 67II with only two fixed lenses

His reason for taking these photographs is because his interest in animals and shooting them in their state of being before they're no longer are. 

His hope is to show that animals and humans have an equal right to live.

"you wouldn't take a portrait of a human being from a hundred feet away and expect to capture their spirit; you'd move in close."

 

Academic Shoot Reflection

The challenges I faced trying to shoot these photographs following the rules were that it was difficult just using students working academically as our subjects. If we were able to shoot anything you can find it would be easier since you could have more choices to shoot from. The rules weren't always obvious to incorporate in the photographs because some where more challenging than others and we really had to think of a way to come up with something to shoot. 

The aspect I was mostly thinking about was the framing and lines and how I would be able to use students to show those rules. I couldn't think of anything where something would be able to frame a student doing something with them being in a classroom where everyone's in open space. Then I thought about maybe taking a picture of their hand or doing something that can be framed by a small object just like I shot that teacher's arm framing an object he was working with. It wasn't of him but of his hand showing that he's performing an experiment. 

If I were to be able to this assignment again I would know more of what to look for and to shoot. As I have reflected on it I gained more ideas of how I could shoot the students and using the rules in more creative ways. I would have though it more through and gotten ideas first so that some of the rules would have applied better.

The things that I would do the same is what I chose for the simplicity photo and the rule of thirds. I thought they were the best photographs I took and I was proud of my work.

The rule that I think will be the easiest to achieve is the simplicity and also maybe the avoiding mergers because they're the most self explanatory and you don't really have to think about it that much.

The hardest rule to achieve will be framing because it will be a challenge to find a captivating subject when something bigger is framing it. You will have to think about it and get an idea before hand.

The rule that's not completely clear to me would be the balance rule because when shooting it's difficult for me to understand if I'm doing it correctly and getting the right subject to be balanced. To better understand it, I will take more pictures with that rule and then get feedback on them.

AVOIDING MERGERS

 

I followed the rule as I cut off the student on the right of the photograph that shows a merger. The subject would be the teacher teaching class and the student paying attention to the lesson. You can clearly see the subject as there's nothing else that draws your attention in the photograph and that it's the only action happening in it.

FRAMING

I tried to follow the rule as best as I could in which the teacher was framing something he was using to fulfill his experiment. The subject would be the teacher performing the task but it might not be as clear since the wrong object is being framed. But even though I thought it was a good image in showing what was going on. If i could do it over I would probably pick the teacher to be framed in a different way.

LINES

I followed the rule of lines well as in the photograph I showed an object containing nothing but lines in it. The subject would have to be that a student is working on the laptop where there is other laptops that could be used. The subject may not be that obvious since you mostly see where the laptops are stored but the main thing that pops up the most is the student's body and hands doing something. If I could do this over I would have probably taken the picture from a different angle in which the student was working on the laptop in the middle of the lines of the laptop cart.

SIMPLICITY

I followed the rule of simplicity correctly as in the photograph there's only one subject that it is being focused on and takes up all the space. The subject is the boy student be studious as you can tell just by looking at it and as the photograph is taken only of him.

RULE OF THIRDS

 

In this photograph I think I followed the rule perfectly and it was one of the easiest rules to shoot. The subject is the student on the right side of the photograph typing on the laptop. He is placed exactly at one of those imaginary lines that the rule of thirds consist of. It's obvious that he is the subject because that's what your eye is drawn to when you see this photograph.

BALANCE

 

I think I followed the rule pretty well since I showed the two subjects being  balanced on both sides of the photograph. The two subjects are the two students, the boy on the left and the girl on the right sharing the same table. I think it's pretty clear that they're the subject because they take up most of the space and your attention is drawn at them first. Next time I would probably would have taken the picture closer to them with out the distractions in the back or the paper bag and purse in the front.

Imogen Cunningham

 

Imogen Cunningham

April 12, 1883- June 24, 1976

Born in Portland, Oregon

At the age of 18 she bought her first camera from the American School of Art in Scranton, Pennsylvania. She lost her interest in photography but later in 1906 while studying in the University of Washington in Seattle she was inspired by the works of Gertrude Kasibier. After graduating she went with Edward S. Curtis to work with him in his studio where she learned about the portrait business. In 1909 she won a scholarship by her sorority to go study foreign in Dresden, Germany. Then after her way back to Seattle she met three other well-known photographers including her inspiration, Kasbier. In Seattle she opened her own studio where she worked with objects in her living room and outside places around her cottage. In 1913 her photographs were exhibited in the Brooklyn Academy of Arts and Sciences and some portfolios of her work were published in Wilson's Photographic Magazine in New York.  

Filling the Frame

This the most interesting picture of the bunch to me because your not sure of what is really going on. The frame is filled with the circle of people holding hands and showing reverence to whatever is being thought about. I t really fills the picture with emotion and thoughts that make you want to know what they're specifically doing.

Action and Emotion

The action in this picture is the two students bonding with their teacher, joking around with him as they must have a close relationship. The emotion in it is being happy as it shows them laughing and smiling and seems they must appreciate their teacher as it also shows a side of caringness.

The Story

This picture to me shows a story because of the reaction of the two girls in it and because of what is going on. I think the story is that they were experimenting in class and somehow the girl did something wrong and caused a chemical reaction and the girl on the right laughs at their mistake. Even though that happened they thought it was cool that they got to watch it happen.

Avoiding Merger

In this photograph the merger of the whole scenery is the cop on the left hand side being cut off of the entire picture.