What Did The Fox Say - Favorite or Best

Do you think that this photo I took at The Treasure Island Music Festival is one of my favorites or do you think it is one of my best?

What did I say? 

I learned how to use the photo-booth program from my photo students. The photograph above was one of my first photo-booth photos. I love it. Do you think it is a favorite or a best?

When I attended the Journalism Education Association National Convention in Boston, I co-presented a session about collecting and organizing best photos into a portfolio. I took this self-portrait moments before the session started. Is this photo a best or favorite? 

Selecting your favorite photographs is easier than selecting best photographs. The next photo is also a favorite, even though the light is bad and the subjects are posing.

The next few photos are more difficult to categorize. What do you think?

I like all of these photographs, but only a few of these photographs are my "best." Some might be my favorite AND my best. There is a difference in how I justify a "best" photograph.

For today's assignment, choose THREE of your photographs that you consider your best and provide three reasons to justify why the photographs are your best. Create a blog post and write three sentences for each photograph. Did you use rules of composition? Did you consider light? How does the photograph tell a story? Why is the photograph your best?

Website and You

Intro Photo (Photo 1 uses Weebly)

Photo 1 students create a website to show progress.

Today, create your site.

Include your About You page.

Post a profile photo

Find your favorite photo THAT YOU HAVE TAKEN

Create 4 categories (Home, About You, 2 others)




(In Advanced Photo, students create websites that illustrate their best work.)




"Keep Calm and Get Your Kangaroo On"  - Jeremiah Sturgis

Photographing Space and Form and Shape

Each person create THREE separate posts and date them for Wednesday November, 13-15, 2013. (Some of my Photo 1 classes meet on the 14th and some meet on the 15th. You still create three separate posts!)

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The groups will shoot the same element together. Other groups may shoot a different element.




and in the second part of November, we are including songs with the theme of gratitude. If I do not say it often enough, thank you for letting me be your teacher.



This is a song from my childhood. I was probably ten. Though I am not friends with my students (it's not my job), I realize that your memories shaped now will last the rest of your life. (Hey look! I make up a whole lot, but this list puts the song number at number....)



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Artistic Review - Website

Students had the option to review a student website or a teacher website. The students chose to review their teacher's photography website. Below is the description of the assignment with the rubric. (Earlier, students reviewed the new camera's before receiving a rubric.)

Website- Artistic Review- Bryan Farley dot com

PROMPT: Analyze the website of teacher Bryan Farley before he changes to new theme?

Requirements:

• 3-4 Paragraphs
• Posted to blog

Must include

• Intro with background information
• Thesis Statement
• Topic sentences
• Examples from site
• Commentary that supports the examples with live links

Objective	Standard	Below Expectations	Progressing	Proficient	Exemplary	Score
Student will include relevant and sufficient evidence.	CCSS W1	Student includes no background information on piece being reviewed	Student includes minimal background information on piece being reviewed	Student includes basic background information on piece being reviewed	Student provides detailed background on the piece. This background includes historical cultural connections and/or artist information beyond name.
Student will use valid reasoning in order to choose sufficient evidence in order to support claims	CCSS W1	Student includes no examples from piece.	Student includes minimal examples from piece. These examples may not be relevant.	Student includes specific, relevant examples from piece.	Student includes many specific, relevant examples from the pieces, artfully weaving these examples into the review.
Student will use relevant evidence in order to support claims concerning interpretation of text and analysis of textual parts as they create meaning.	CCSSW1, CCSS R4, R5	Student does not address the specific choices within the piece and their effect on the piece as a whole	Student addresses the specific artistic choices seen in the piece and attempts to discuss how these elements provide meaning within the piece as a whole.	Student discusses the specific artistic choices seen in the piece and the meaning of these choices within the context of the whole.	Student uses the specific examples in order to discuss the choices made by the artist. This discussion includes the way in which these choices give meaning,
Student is able to produce clear, coherent writing which uses a style appropriate to the task, purpose, and audience.	CCSS W4	The writer's opinion is unclear and/or unsupported. The writer does not write for a specific audience.	The writer's opinion is stated, but is not supported. The audience for the review may be unclear or the tone inappropriate	The writer's opinion is clearly stated and supported. The review is written for the desired audience and maintains an appropriate tone throughout.	The writer's opinion is artfully stated and supported. The review flows smoothly from one idea to another. The intended audience and purpose are clear.
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Go to www.bryanfarley.com