ERIC ED466364: Teaching Photography: An Interdisciplinary Theme for Science, Technology, and Art.

11 Pages·2001·0.24 MB·English

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DOCUMENT RESUME
SE 066 068
ED 466 364
Stamovlasis, Dimitrios
AUTHOR
Teaching Photography: An. Interdisciplinary Theme for
TITLE
Science, Technology, and Art.
2001-00-00
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9p.; In: Science and Technology Education: Preparing Future
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*Art Education; Higher Education; *Interdisciplinary
DESCRIPTORS
Approach; *Photography; Science and Society; *Science
Curriculum; Science Instruction; Technology
ABSTRACT
This paper addresses contemporary concerns with the
disintegration of meaning and fragmentation of knowledge. It appeals to
interdisciplinary curricula, where an effort is made to reveal the
interactive relationships among different fields of knowledge. The paper
Chemistry,
proposes Photography as an interdisciplinary theme, which involves
Physics, Technology, and Art and gives an outline of the relations and the
patterns that connect these fields. Teaching Photography can provide links
across disciplines and in addition it would provide a context for
experimental work and problem solving. In a photography experiment, STES
(Science, Technology, Environment, and Society) oriented curricula could find
the basis for developing a dynamic interplay between Science Technology and
Art. The proposed interdisciplinary teaching appeals mostly to higher levels
of education, universities, colleges, or professional schools. (Contains 14
(Author/YDS)
references.)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Teaching Photography: An Interdisciplinary
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
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Theme for Science, Technology, and Art
Dimitrios Stamovlasis, University of Ioannina, Greece
TO THE EDUCATIONAL RESOURCES
[email protected]
INFORMATION CENTER (ERIC)
ABSTRACT
EDUCATION
U.S. DEPARTMENT OF
This paper addresses contemporary concerns with the disintegration of meaning and
and Improvement
Office of Educational Research
INFORMATION
psE UCATIONAL RESOURCES
fragmentation of knowledge. It appeals to interdisciplinary curricula, where an effort is
CENTER (ERIC)
as
document has been reproduced
T
made to reveal the interactive relationships among different fields of knowledge. The
organization
received from the person or
originating it.
paper proposes Photography as an interdisciplinary theme, which involves Chemistry,
made to
Minor changes have been
Physics, Technology and Art and gives an outline of the relations and the patterns that
improve reproduction quality.
connect these fields. Teaching Photography can provide links across disciplines and in
stated in this
Points of view or opinions
represent
document do not necessarily
addition it would provide a context for experimental work and problem solving. In pho-
official OERI position or policy.
tography experiment, STESoriented curricula could find the basis for developing a
dynamic interplay between Science Technology and Art. The proposed interdisciplinary
teaching appeals mostly to higher level of education, universities, colleges or profes-
sional schools.
KEY WORDS: Technology, Photography, STES oriented curricula, Fine Art.
INTRODUCTION
In science education curricula, there has been for decades, a strong commitment to
disciplinary strength in physics and chemistry. That choice has resulted in failing to
strengthen the links between Science, Social / Life Science, Technology or Art. On the
other hand, research in science education has shown that there is a need for interdisci-
plinary knowledge for dealing with the contemporary society's problems. Although
most school curricula follow the transitional way, there are some exceptions, where an
effort has been made to focus specifically on the interactive relationship among Science,
Technology, Environment and Society. In these STES programs are emphasized the
social and environmental implications of the development of science and technology
(McFadden, 1991). The incorporation of technology education into curricula bridged
the gap between science and society. Scientific knowledge is recognized as key to tech-
nological development and that development either as a process or product affects
human values within the society.
There has been an epistemological debate about the relationship between technolo-
gy and science. The dominant view accepts technology as applied science (Gardner, P.
BEST COPY AVAILABLE
2
DIMITRIOS STAMOVLASIS
262
knowledge precedes devel-
1994). This view is based on the assumption that scientific
consider, as a practical application of sci-
opment of technology. Although technology is
this position. Bell's tele-
entific theory, there are historical examples that do not support
properties of carbon were
phone system was developed in a period where the electrical
science did not
unknown. Photography also was invented in a period where chemistry as
exist.
and science states
The alternative position on the relationship between technology
that technology precedes
that technology and science are independent to each other and
1995). An intermediate view
science as an intrinsic feature of all cultures (Custer, R.
the develop-
conceptualizes science and technology as interactive, each contributing to
ment of the other.
discipline having its own
Fine Art, on the other hand, has been taught as a separate
close related
coreelements and its own defined boundaries. Contemporary Art is often
need to posses scientific knowledge
to Technology applications and in addition artists
to an adequate level.
consideration
Pedagogical implications for education arise from an epistemological
different from scientific
of the nature of the technological/scientific knowledge. Is that
Different emphasis in
knowledge? Can it be characterized as "content" or "process"?
been over time in both
the balance between conceptual and procedural knowledge has
different emphases
technology and science education. These differences actually reflect
pedagogic traditions
of the educational goals within the two areas, and different
(Murphy, P. and McCormick, R. 1997).
might be, a prac-
No matter how clear the educational goals and teaching objectives
these objectives in a
tical issue of a great importance arises. That is, how to translate
(Zoller,
STESoriented course into teaching strategies and assessment methodologies
line between science and
2000). A difficulty also arises when we have to draw a border
knowledge.
technology or between scientific / technological procedural or conceptual
question holds and
When we say that we do science or we do technology. An analogous
in an educational frame of teaching Fine Art.
ON PHOTOGRAPHY
the inter-
A STESoriented educational program designed to focus specifically on
needs interdisciplinary
active relation of science, technology, environment and society,
themes will be the
themes to develop curriculum within these expectations. These
practical work.
sources of providing teaching material and
263
CURRICULUM AND RELEVANT TEACHING
ART
.
Physics
Sociology
(Optics)
History
Photography
Chemistry
Technology
Psychology (of seeing)
Computer Science
Figure I. The interdisciplinarity of Photography
We propose that Photography could be such a source, which could provide materi-
al for supporting a combined STES program. The interdisciplinarity of Photography is
shown in figure 1. Photography is related to physical and to social science
as well. It
involves a lot of Chemistry and Physics interweaved with Technology. On the other
hand a Photograph can be in the center of interest of many social science such
as psy-
chology (visual perception), Sociology, Communication, History, Computer Science
(digital Imaging) and Fine Art. All the above make Photography being
a. unique theme,
which could approach a variety of fields and provide a context for teaching basic ele-
ment of chemistry, physics and their technological applications.
Even thought the advances of technology have made Photography as
a process a
straightforward one, students have always are interested in disenchantment with the
`mystery' of Photography. Photography is very popular among students and sparks their
interest to be involved with it. That can make for them
a purpose for learning and in
addition would provide a context for experimental work and problem solving.
The research literature on intrinsic motivation for learning (Martinez and Haertel
1991) has shown that the dimensions form different models
may be organized into three
clusters, the cognitive appeal, the mastery appeal and the social appeal. Photography
incorporates those dimensions: stimulates curiosity, provides experimental
work that
lends a sense of effectiveness and enhances sociability.
DIMITRIOS STAMOVLASIS
264
procedure.
TABLE 1. Science, Technology and Art in Photographic
ART
TECHNOLOGY
SCIENCE
PROCEDURE
Art-education
Light, filter, theory
Choose the scene
semiotics
of color
OPTICS: Lenses
Linear optics
Focus
Applying technology to
Use and understand
Photometry
control image
technology equipment
photochemistry
Choose aperture
aesthetics
Exposure
And speed
conditions
Control image
Applying 'trial and error'
Contiol of chemical
Choose
appearance
methods
kinetics
Developing time
Use and understand
Photosensitive
Film
technology equipment, film
materials, color
technology
Development
production
Control image
Properties of photographic
aesthetics
Choose the paper
emulsion
Applying 'trial and error'
Find printing time
methods
Print the photo
Art-education
Use the photo
procedure of making a photo-
A sequence of actions or steps, which describe the
knowledge types, (content or
graph, is shown in Table 1. There is a broad spectrum of
opportunity to introduce basic
skills) involved in this process. The instructor has the
properties of light, linear optics and tech-
concepts of physics, such as nature of light,
Chemistry is the other sci-
nology of optics (lenses and geometry of image formation).
Concepts of oxidationreduction
entific field that can be approached by photography.
reaction, such as pH,
could be introduced with experimental work. Factors affecting a
restrainers, etc could be studied.
Mass Media,
On the other hand, the product, a realapparent image concerns
Communication and Semiotics.
and Art, provided by
Figure 2 shows patterns that connect Science, Technology
photography.
EXAMPLES OF TOPICS INTERRELATED
IN A INTERDISCIPLINARY TEACHING
Fine Art
A dynamic interplay between chemical kinetic and
halide crystal, which have
When a photographic material is developed, those silver
reduced to metallic silver
been exposed to light and bearing a latentimage center, are
Ag by a reducing agent:
+ Ox
(1)
Age. + Br
AgCI + Red
CURRICULUM AND RELEVANT TEACHING
265
PHYSICS
Taking a
Choose
Choose
Focus
Photograp
the
IPP Aperture
Scene
& Speed
TECHNOLOGY
I
4
Develop
Developing
the film
the Film
A
\
1-- -----1
ART
j
i
Printing
Choose
Find
Print the
the Photo
the paper
No' printing
..
:::::::: ... ......
photo
(
ime
I
I
I
Chemistry
(
Use the
....
photo
Figure 1. Patterns that connect: Physics, Chemistry,
Technology and Art in Photographic
process.
DIMITRIOS STAMOVLASIS
266
the oxidized form. The amount
Where Red is the developing agent, and Ox is its
emulsion can be estimated by mea-
of metallic silver formed on a developed transparent
D, which depends on the geometry of
suring, its optical density, D. If the optical density
logarithm of exposure H= E * t (in
the measuring apparatus, is plotted versus the
1993). The slope y of the linear
lux*sec), the characteristic curve is obtained. (Keller,
image. Contrast concerns the
portion of the graph is the contrast of the photographic
absolute black and absolute white.
number of gray tones of the image that exist between
effect, serves as artistic expression.
The control of contrast, which is based on a kinetic
reaction, such as temperature or
Controlling factors that affect the rate of the reduction
of the image. Thus the instructor
concentration of reducing agent, affect the appearance
dynamic
kinetic concepts within an Art frame following a
can integrate the chemical
involves the microscopic and
interplay between science and fine Art. This interplay
Fine Art can be understood in
macroscopic level. The macroscopic level that concerns
level.
relation the rate of a chemical reaction at microscopic
procedurei'
Teaching experimental design using sensitometric
level course on experimental
The proposed experiments appeal to a university
multifactor chemical system is used
design. The photographic procedure dealing with a
treatment and introducing chemometrics
to collect data for an advanced statistical
the determination of a
(Stamovlasis, 2000). The proposed experimental work concerns
characteristic curve of
photographic parameter, the contrast, y, which is the slope of the
sensitometry the determination of A has been based on
a photographic film. In practical
is a stochastic approach to develop-
the "singlefactoratatime" approach. This work
The obtained stochastic models predict con-
ment kinetics of a photographic emulsion.
developing time and concentration of reducing agent.
trast as a function of temperature,
photographer and to the college photogra-
The results are useful to a professional artist
of using easy popular experiments
phy Lab, if available. This work is a demonstration
methods.
in a Fine Art frame to teach advanced statistical
Project works
'content' and 'procedural'
The proce'ss of creating a photograph (figure 2) involves
understanding basic scientific theories,
knowledge, that is knowledge, which consists of
of using explicit teaching on
and knowledge, which is of 'know how' type. Instead
behaviours, one can orga-
design and technology, that is describing a set of preordered
evaluate something. A
nized project work based on the intension to investigate or to
of color temperature of a light
simple example could be an 'investigation' of the effect
photograph. That connects physics and chemistry and
source on the appearance a color
making and enhancing
within technology education can provide the context of proposal
be designed and evaluated
active and reflective capabilities. These project works can
interplay between thought an
within a dynamical model (APU, 1987) demonstrating the
action.
267
CURRICULUM AND RELEVANT TEACHING
Other interdisciplinary projects
Interdisciplinary projects connecting also social and physical science can be
designed as well. Photographic Aesthetic, through its history from collodion to hydro-
quinone (Newhall, 1982) has been related to chemical materials and method used. Thus,
patterns that connect Chemistry, History and Art can be drawn, and which contribute to
reduction of fragmentation of knowledge.
CONCLUDING REMARKS
The paper proposed that Photography, because of its scientific, technological and
social dimension, interrelates many topics and fields and that makes it a suitable con-
text for interdisciplinary teaching. Photography can provide STESoriented curricula
with easy and interesting experiments for practical work and problem solving. The
interdisciplinary approach applies to chemistry, physics or technology teaching, but also
in teaching of photography itself, replacing in this way the rote learning of applying pre-
ordered procedures with constructivist meaningful learning.
REFERENCES
APU (Assessment of Performance Unit) (1987). Design and Technological Activity: A
framework for Assessment, London, AUP/DES.
Eaton (1957). Photographic Chemistry. Kodak Series.
Boas, K., (1992). Kodak Workshop series.
Bloom, J. (1999). Patterns that connect: Rethinking our approach to teaching and learn-
ing. Paper presented at the AERA meeting, Montreal.
Custer, R. (1995). 'Examining the Dimensions of Technology', International Journal of
Technology and Design Education, 5 (3), 219-244.
Gardner, P. (1996). The Relationship between Technology and Science: Some Historical
and Philosophical reflections. International Journal of Technology and Design
Education, 4, 123-153.
Keller K. (1993). Science and Technology of Photography, VCH, Weinheim
Martnez, M. and Haertel, E. (1991). Components of Interesting Science Experiments.
Science Education, 75, 4, 471-479.
McFadden, C. P. (1991). Towards an STS School Curriculum Science Education, 75, 4,
457-469.
Newhall, B. (1982). The history of Photography. Bulfinch Press, NY.
Rowell, P. Gustafson,B. and Guilbert, S. (1999). Characterization of thecnology with in
Elementary Science Program. International Journal of Technology and Design
Education, 9, 37-55.
8
DIMITRIOS STAMOVLASIS
268
Stamovlasis, D. (2000). Teaching chemometrics with photography experiments
Research
On a universitylevel course in experimental design. Chemistry Education,
and Practice in Europe,(CERAPIE), 3, 397-403 (www.uoi.gr/conf sem/cer-
apie).
for mean-
Zoller, U., (2000). Interdisciplinary systemic HOCS developmentthe key
ingful STES oriented Chemical Education. Chemistry Education: Research and
Practice In Europe (CERAPIE), 1, 2, 189-200 (www.uoi.gr/conf sem/cerapie).
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