This WebQuest assigns students to research the history of cameras by taking on the role of different camera types from throughout history. Students will be divided into groups where each member researches and becomes a different camera (Daguerreotype, large format camera, SLR, or digital camera). As a group, students will create a timeline and presentation about the evolution of cameras. Individually, each student will produce a brochure about their assigned camera and argue why it is the best or worst invention. The lesson aims to help students learn about photography history and connect with the concepts by experiencing different camera perspectives.

1. Cameras Throughout the Ages Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Photography Designed by Nicole Stahly [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In this modern day of technology, there are so many different types of cameras and film to photograph with. With the dawn of the digital age, the art of photography is stepping out the back door. Everyone with a digital camera now thinks that they can take a snapshot of a flower, Photoshop it, and call it art. You, however think differently (or at least you did before the amnesia!). You are a camera with amnesia trying to find your identity. What are you? When were you invented? By whom? What is significant about you? Are you still around today (if you’re not, make an argument why you should be)? Your goal as a groups is to determine how the camera has changed from its original invention. What modifications and adaptations have been made to it? What role has technology played?

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is your job to persuade the public’s opinion! Photography is an art that has developed throughout the ages. As part of your persuasion techniques, you will: Create a visual representation of the different types of images each camera can produce through the use of a PowerPoint presentation Make a timeline of events in Excel of when each camera was invented and the events and reasons leading up to the inventions (newer technology, need for smaller film, etc.) With Publisher, produce a brochure on each of the different cameras Type a brief (one page) response in Word as to why you as a camera are the best invention (or the worst) All of your research will be done using the internet and your final products should all be completed on the computer. Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Before you begin your persuasion on the world, there are a few things you need to do first. The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list: Daguerreotype Large format camera SLR (Single-Lens Reflex) Digital Camera Once you've picked a camera to become, you will individually research yourself using the websites provided below. After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline. Individually, each of you will produce the brochures about yourselves and the short write up. Websites: For Everyone: http://www.digicamhistory.com/ Daguerreotype http://daguerre.org/resource.php http://www.thedaglab.com/dag_process_details.html Large Format http://en.wikipedia.org/wiki/Large_format_camera http://www.largeformatphotography.info/ SLR http://en.wikipedia.org/wiki/Single-lens_reflex_camera http://www.geocities.com/RainForest/Andes/3256/innocams.html Digital Camera http://electronics.howstuffworks.com/digital-camera.htm http://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Content Content is minimal OR there are several factual errors. Includes essential information about the topic but there are 1-2 factual errors. Includes essential knowledge about the topic. Subject knowledge appears to be good. Covers topic in-depth with details and examples. Subject knowledge is excellent. Attractiveness Use of font, color, graphics, effects etc. but these often distract from the presentation content. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Requirements More than one requirement was not completely met. One requirement was not completely met. All requirements are met. All requirements are met and exceeded. Originality Uses other people's ideas, but does not give them credit. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Product shows some original thought. Work shows new ideas and insights. Product shows a large amount of original thought. Ideas are creative and inventive. Technology Does not comprehend programs necessary to complete assignment Some-what comprehends programs necessary to complete assignment Mostly comprehends programs necessary to complete assignment Fully comprehends programs necessary to complete assignment

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing this assignment, are you able to persuade the world? Are you persuaded yourself? Do you think that just anyone can take artistically beautiful photographs, or does a lot more work go into a photograph than just a snap of a button?

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page and The WebQuest Slideshare Group RubiStar Rubrics Creative Commons

8. Cameras Throughout the Ages (Mrs. Stahly) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th Grade Photography Designed by Nicole Stahly [email_address] Based on a template from The WebQuest Page Evaluation Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art. Evaluation Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for a high school level beginning photography class, but I am sure it could be used in the Junior High level as well. The only skills necessary for this type of a lesson are computer skills, as this is a technology-integrated lesson. Evaluation Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion # 1. Students will recognize and use the visual arts as a form of communication. They will select, organize and employ visual images, themes, and ideas in works of art to express an intended meaning. # 3. Students will know and will apply visual arts materials, tools, techniques, and processes. They will identify and experiment with materials, tools, techniques, and processes. #5. Students will analyze and evaluate the characteristics, merits, and meaning of works of art by formulating responses to works of art from personal and critical points of view. Colorado State Art Standards Met:

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Before you begin your persuasion on the world, there are a few things you need to do first. The class will be divided into teams of four. Once you are in your groups, you will each need to pick the camera that you would like to become from this list: Daguerreotype Large format camera SLR (Single-Lens Reflex) Digital Camera Once you've picked a camera to become, you will individually research yourself using the websites provided below. After thoroughly researching yourself, you will come back together with your group and share what each of you have learned with each other. Together as a group you will create the PowerPoint and the Excel timeline. Individually, each of you will produce the brochures about yourselves and the short write up. Websites: For Everyone: http://www.digicamhistory.com/ Daguerreotype http://daguerre.org/resource.php http://www.thedaglab.com/dag_process_details.html Large Format http://en.wikipedia.org/wiki/Large_format_camera http://www.largeformatphotography.info/ SLR http://en.wikipedia.org/wiki/Single-lens_reflex_camera http://www.geocities.com/RainForest/Andes/3256/innocams.html Digital Camera http://electronics.howstuffworks.com/digital-camera.htm http://andrea.eric.free.fr/eric/static/en/Frame-RD-Activities-System-Analysis.html

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Individual Computers for each student with access to the internet PowerPoint, Excel, Publisher, Word The websites listed on the Process Page and the Credits Page Evaluation Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Content Content is minimal OR there are several factual errors. Includes essential information about the topic but there are 1-2 factual errors. Includes essential knowledge about the topic. Subject knowledge appears to be good. Covers topic in-depth with details and examples. Subject knowledge is excellent. Attractiveness Use of font, color, graphics, effects etc. but these often distract from the presentation content. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Requirements More than one requirement was not completely met. One requirement was not completely met. All requirements are met. All requirements are met and exceeded. Originality Uses other people's ideas, but does not give them credit. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Product shows some original thought. Work shows new ideas and insights. Product shows a large amount of original thought. Ideas are creative and inventive. Technology Does not comprehend programs necessary to complete assignment Some-what comprehends programs necessary to complete assignment Mostly comprehends programs necessary to complete assignment Fully comprehends programs necessary to complete assignment

15. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson tries to get students into the art of photography by exploring the history of cameras and creating projects of their own. By taking on a role of a camera, the students should feel a deeper connection to this concept and be able to persuade people about why photography is so important as an art. Evaluation Teacher Script Conclusion

16. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The WebQuest Page and The WebQuest Slideshare Group RubiStar Rubrics Creative Commons