analysing students’ usage of the rule of thirds in photography software
DESCRIPTION
An investigation into (1) What students learn and (2) How they learn through a computer based learning product to teach the Rule of Thirds in Photography. Action Research Capstone Project for MAET at MSU (2003)TRANSCRIPT
1
ANALYSING STUDENTS’ USAGE
OF THE
RULE OF THIRDS IN PHOTOGRAPHY SOFTWAREWeb address: http://www.newmediaworkshops.com/listerportfolio/ro3/ActionResearch.pdf
AN ACTION RESEARCH PROJECT
PRESENTED BY
SUSAN LISTER [email protected]
PART OF THE CAPSTONE REQUIREMENT FOR THE
MASTERS OF ARTS IN EDUCATIONAL TECHNOLOGY
AT MICHIGAN STATE UNIVERSITY
JULY, 2003 (UPDATED JUNE, 2005)
VISIT THE SUPPORT WEBSITE AT
HTTP://WWW.NEWMEDIAWORKSHOPS.COM/LISTERPORTFOLIO/RO3/INDEX.HTM
This Work Is Licensed Under The Creative Commons “Share-A-Like License” – Read About It Here: http://creativecommons.org/licenses/by-nc-sa/2.0/
2INTRODUCTION AND PURPOSE
The students in the Communication Technology program at the Higher Colleges of
Technology in United Arab Emirates graduate with a Diploma after three years in the College
Program. Teachers recognize that although the students are highly technology savvy and
have grown up in a world where visuals are a prominent part of their life, the students have
done very little interpretation, analysis, or critical review of the visuals invading their lives.
The instructors know that for the students to be successful in the program, they need to
become visually literate. There are many courses over the three years that work at
improving the students’ visual analysis skills and there are several instructional methods
used. This study looked at how a multimedia product (that paid particular attention to
second-language learners) can aid in the learning of visual skills. Software was developed to
teach various aspects of visual literacy and specifically “The Rule of Thirds” in photography.
The study was interested in how the students learned using the software by identifying the
features of the software that either helped or hindered the students’ understanding. Lastly,
since the author (as part of a team) developed the study software, there was great interest in
how the software could be improved to better support the learning of visual literacy concepts
by second language learners.
3STUDY BACKGROUND
This study investigates the use of software to aid in the visual development of
Communication Technology students. Before the actual study can be addressed there is
pertinent background information that needs to be provided. This section will provide some
background information on the Visual Communication course in which the software is used;
the actual Rule of Thirds software will be reviewed as well as websites that also “teach” the
rule of thirds. Lastly, a review of literature in three main subject areas: Multimedia and
Learning; How to Evaluate Software and Multimedia for ESL learners will be included.
The Visual Communication Course
In the first year of study in the Communication Technology program within the
United Arab Emirates Higher Colleges of Technology, not only do the students learn about
Graphic Design, Journalism and Video Production (the three fields they can later specialize
in) but the foundation is also set for them to become better visual communicators. One first
year course, Visual Communication I, is paramount to the students achieving good results in
their future specialization. This course is described in the syllabus as follows:
This course is designed to introduce students to the fundamental concepts of communicating using visuals. Through production and discussion, students will learn creative and practical techniques to create visuals which can be used in a variety of media formats and genres. Visual literacy, colour theory, lighting and photography are all used to achieve course goals. By the end of the course, the student will be proficient in creating and organizing visuals to present information in an appealing and effective way. The student will also have developed specific photo skills related to the use of a basic single lens reflex camera.
The course has a large hands-on component where the students complete over 12
projects during the 14 week semester. Through these projects the students develop a more
critical view of their work, their peers’ and professional work. Recognized by both teachers
and students as one of the key courses in year one, the course promotes reflective thinking
concerning graphic design, photography, video and other visual content.
4One part of the Visual Communication course teaches the students the Rule of Thirds.
It is found specifically in Goal #2, Objective #2 of the course curriculum which states:
GOAL #2 - The student will demonstrate good compositional techniques in the production of a variety of images.
Objective #2 - Identify and apply the elements of composition (Point of View, Rule of Thirds , Framing, and Perspective) in the production of images
The Rule of Thirds is a well-known photographic compositional technique. It is not a
surprise that it can be traced back to Greek times where it is known in its original form as the
Golden Mean. Basically, the idea presented in the Rule of Thirds is that you should not put
your main subject in the middle of a photo but rather, a better photo can be created by placing
the main subject along an imaginary line that divides the photo in thirds either horizontally or
vertically. Here are three photos from the Rule of Thirds software that follow the Rule of
Thirds:
Image 1, Sunset Fun, Susan ListerImage 2, Lonely Tree, Susan Lister
Image . 3 – Balancing Act, Susan Lister
The idea behind the Rule of Thirds is that when a person looks at an image they are
naturally seeking out balance. When the main subject is in the centre of the image, balance is
easily found. However, in providing a ‘simplistic’ balance, the photographer has not provided
a very rich environment for his viewer. If one thinks of a photographer’s job as providing
visual nourishment, then when the subject is found in the centre of a photo, the viewer has
just received a ‘fast food snack’. When a photographer follows the rule of thirds and places
his/her subject along the horizontal or vertical third of a photo, there is much more room for
“full meal”. A rule of thirds photo, at first glance, seems to be off-balance, which causes the
5viewer to investigate further seeking out the balance they naturally desire. A master
photographer would compose the image to feed the eye as it wanders through the image –
placing ‘snacks’ of intriguing colours, textures, lines and shapes throughout the off-balance
photo. With the main subject off-centre there is more room to lead the eye into the main
subject and around the photo.
Rule of Thirds in Photography Software
The "Rule of Thirds in Photography" is a Macromedia Flash-based program, to aid
learners in becoming visually literate through the introduction of design principles and
compositional techniques emphasizing the Rule of Thirds. The product, while addressing the
special needs of English Second Language learners, uses multimedia activities and
simulations in the realm of photograph composition. The development of this product
included a unique collaboration of Higher Colleges of Technology photographers, ESL
teachers and instructional designers. With over 120 images, more than 70 'introduced' terms
with glossary roll-overs, 16 minutes of audio and many options to go 'deeper' or try 'more',
the product provides an engaging 60 minute computer-mediated photography lesson.
The “Rule of Thirds in Photography” software began as a smaller product produced to
satisfy one of the project requirements in the first year Masters of Arts in Education
Technology program through Michigan State University. It was later developed by a team of
three faculty members (the author being one) from Dubai Men’s College as part of the
“Quality in Teaching and Learning” professional development program at HCT. Although it
is not expected to replace the instructor, the software has been developed for students to use
on his or her own in a self-learning mode. As a follow up, it is expected that the students
would complete a ‘real world’ photography shooting assignment where they would apply the
rule of thirds to their own photography. A variety of follow-up exercises and assessments are
provided to teachers who use the software on the CD-ROM as well as through a support
website at http://www.newmediaworkshops.com/listerportfolio/ro3/index.htm .
6The software is organized in these sections:
1. Learn about focal points2. Create a focal point3. Focal points vs. Centre of Photos4. Introduction of the Rule Of Thirds 5. Rule Of Thirds Activity6. Summary - Good Composition Tips and the Rule of Thirds7. Quizzes & Resources
The software begins by introducing the term “focal point” and shows the student
several ways to create a focal point in their photos. Next, the student is discouraged from
always placing the focal point in the centre of a photo (a common beginner technique) by
reviewing many good photos that don’t have the focal point in the centre. Next, the Rule of
Thirds is introduced which requires that the focal point is placed in the upper or lower third
of a photo or the left third or right third. Several activities are provided to get the concept
across. The software ends with a summary of the overall ideas presented and a self-marking
quiz questions. At the completion of the thirty to forty-five minute computer-based training
program, the software suggests that the student will be able to:
1. Choose the main focal point of a photo or identify photos that do not have a focal point.
2. Explain the terms focal point and composition.
3. Explain what the Rule of Thirds means and why a good photographer might use it.
4. Show how the Rule of Thirds can be used when composing photos.
5. Identify photos which use the Rule of Thirds from those that don’t
Table #1 identifies the features that have been included in the Rule of Thirds Software
that the developers suggest “engage learners in learning”.
7Table 1 – An Inventory of the Rule of Thirds’ Learning Features
Feature and Description Visual/Interaction1 Animated Introduction
The introduction was created to provide an up-beat, ‘cool’ introduction to the software. The students who use the product are technology-savvy and we wanted the product to catch their interest from start to end.(select the image to view a video of this feature in action)
Image 42 Interactivity #1
Choosing the focal point of a photo – feedback is given when the wrong place is chosen. (select the image to view a video of this feature in action)
Image 5
3 Interactivity #2 – Focal Point Summary activity where a scene is shown and animated lines provide an analysis of how the camels can be used as a focal point. The student is then given the option to “choose” which photo he/she would like to ‘take’.(select the image to view a video of this feature in action)
Image 64 Interactivity #3
Final Activity in the first section provides a panorama where the student selects items that he/she would like to make the main subject of a photo. The photo is then shown, with interpretation about what makes the photo good.(select the image to view a video of this feature in action) Image 7
5 Interactivity #4Throughout the software, there are places where the student gets a choice about where they want to go. Here, they can decide which photo to use. They then use the selected photo to investigate the differences between the center of a photo and the focal point. (select the image to view a video of this feature in action) Image 8
6 Interactivity #5A drag and drop activity where again the center of a photo and the main subject is differentiated. (select the image to view a video of this feature in action)
Image 9
8Feature and Description Visual/Interaction
7 Interactivity #6This is another drag and drop activity where horizontal and vertical bars are dragged onto the photo to reflect the Rule of Thirds grid.(select the image to view a video of this feature in action)
Image 108 Interactivity #7
In this activity the learner uses their new knowledge of the Rule of Thirds and attemps to “take” a photo that follows the rule by framing one in the smaller box. This is accomplished by moving the mouse around on the smaller photo.(this feature is not yet ready for viewing)
Image 119 Activity #8a
This is first of 4 “Test Yourself” activities that occur at the end of the product. In this activity the learner drags the photos that follow the rule of thirds to the YES side while those that don’t should end up on the NO side. The learner can test their answers and move photos around until all are correctly placed or they can move on. (select the image to view a video of this feature in action)
Image 1210 Activity #8b
The second quiz is a vocabulary test where the student must match the word with the meaning. If the word is incorrectly matched, it returns to its origin(select the image to view a video of this feature in action).
Image 1311 Activity #8c
This is the third quiz – also testing vocabulary but more closely aligned with using words to describe particular attributes of photos.
(select the image to view a video of this feature in action)
Image 1412 Activity #8d
In this, the final ‘test’ the student resizes a green rectangle on the panorama and then presses a button which makes the Rule of Thirds ‘grid’ appear within the green rectangle. The student can see if he/she has lined up their focal point and balanced the photo using the Rule.(select the image to view a video of this feature in action) Image 15
9Feature and Description Visual/Interaction
13 ‘More’ Button on Text blocksWe had three choices when there was too much text to fit nicely on a screen. We could eliminate some of the text, we could insert the text in a scroll box or we could have the user click a button to get more information. After consulting the ESL instructors at the college, we opted for the latter choice. To support our desire to provide more information for students who are ‘more’ interested in photography, there are times when the student has the choice to go on in the product or click the ‘more’ button; at other times, s/he must click the ‘more’ button and access more text before the ‘next’ button appears.(select the image to view a video of this feature in action)
Image 16
14 Audio Critique Buttons With our students learning in their second language, we decided it was best to provide the information within the program through several modes. There are audio opportunities throughout the program. Sometimes, the photos are interpreted by other photographers, sometimes a narrator provides information.(select the image to view a video of this feature in action) Image 17
15 Try Another ButtonThroughout the software, this button shows up to allow the students to spend more time in a section if they want to. (select the image to view a video of this feature in action)
Image 1816 “View” buttons (Thirds, Centre, Focal Point)
The “View” button appears in later sections of the software, to reinforce a concept from an earlier section.(select the image to view a video of this feature in action)
Image 1917 Rule of Thirds Button
Once the Rule of Thirds is introduced, this grey round button appears on most of the photos that follow. It is meant to both reinforce the rule but also tweak a students’ curiousity in how the rule is applied to different photos.(select the image to view a video of this feature in action)
Image 20
18 Yellow – “Interact with me” buttonsThese buttons appear scattered throughout the program and provide one more way for the student to interact with either the photo or the information provided.(select the image to view a video of this feature in action)
Image 21
10Literature Review
Educational psychologists have not only been studying how learning takes place for
decades but there have also been a great many studies in how to best learn in a second
language. Now, with the advance of technology into the English as a Second Language
classroom, three questions arise: How does learning take place in a multimedia environment,
what affects learning in a multimedia environment, and “How does multimedia aid learning
in a second language?” This literature review will highlight studies of the multimedia-
learning environment examining knowledge construction and redundancy in multimedia
products (the “how” in multimedia learning). This study will also review investigations using
ESL learners and any follow up insights about interface and instructional design through
software evaluation practices (the “what” affects learning in multimedia).
Najjar (1996) performed an extensive review of studies investigating the multimedia-
learning environment. He identified many authors who had come to the conclusion that the
assumption that multimedia information helps people learn, seems to be based more on
personal opinion than on scientifically based fact. People enjoy multimedia, prefer
multimedia-learning materials, and believe that multimedia helps them learn. Another very
significant finding from Najjar’s literature review was that learning appeared to take less time
when multimedia instruction was used. For example, Kulik, Bangert, and Williams (1983)
found one study that recorded an 88% savings in learning time with computerized instruction
versus classroom instruction and another study that recorded a 39% savings in learning time.
Lastly, Najjar highlights two studies, Stafford (1990) concluded that interactivity was
associated with learning achievement and retention of knowledge over time while Bosco
(1986)/Fletcher (1989, 1990) showed people learn the material faster and have better attitudes
toward learning the material when they learn in an interactive instructional environment.
Najjar summarized positive outcomes from multimedia learning environments were the result
of four items: Instructional Method (“computer-based instruction may force the instructional
designer to better organize and structure the learning material compared to traditional
11classroom lecture” p.3); Control of learning pace (“Self-paced learning is probably a more
effective way to learn because the learner can move on to new material when the learner is
ready.”p.3); novelty - (learning improvements were higher for groups that used multimedia
for four weeks or less, but the learning advantage tailed off fairly strongly after eight weeks);
and lastly interactivity.
Bermudez, A.B., Palumbo, D. (1994) also looked at the characteristics of the
hypermedia environment for learning. When identifying the specific learning advantages of
hypermedia, they quoted Collier (1987):
1. Printed knowledge is inherently linear and often has arbitrary ordering forced on it by the print medium. Hypermedia systems eliminate such constraints in the presentation of information, allowing users to browse more freely through a data structure.
2. Links between and among concepts enable semantically and logically related information to be tied together in conceptual webs. Using this representational architecture allows hypermedia systems to mirror some of the associational power of human memory.
3. Linear information systems support only part of the potential web of interconnections since authors choose which interconnections to present based on a hypothetical typical user. Since the prior knowledge, experiences, and learning style of all potential readers are idiosyncratic, many users fail to adequately transfer desired information into their cognitive structures. Hypermedia, on the other hand, holds the potential for users to access tools by which they can construct personalized transitions between the information to be accessed and their cognitive structure. This feature has the potential for individualizing the information environment.
Bermudez and Palumbo, (1994) discussed student-controlled learning and proclaimed
that “Using a student-controlled medium for learning activates the strategies necessary for
self-evaluation and cognitive augmentation. When students are in control of their own
learning, more meaningful information is accessed and internalized, and more relevant
strategies to attain this information are used in the process strategies that are consistent with
the way the individual students learn.” ( p.172)
When reviewing research that investigated how learning is affected by interactivity
within the multimedia environment, two studies, Bermudez, A.B. and Palumbo, D. (1994)
and Rogers and Scaife (1998), both looked at what types of interactivity best support engaged
learning. They suggested that although interactivity is the key, the technology must be put to
12good use by enabling the learner to understand concepts, reflect on and integrate different
kinds of knowledge. Bermudez and Palumba investigated the opportunities for knowledge
construction within a hypermedia environment. They felt, “It is not sufficient to present
information on a computer screen and assume that this will be accurately, adequately, and
completely transferred to the knowledge base of the learner. Even multiple modes of
presentation (a current theme of hypermedia proponents) do not assure such transfer. As
hypermedia systems move from knowledge presentation to knowledge representation, the
issue of knowledge transfer will be key.” Bermudez and Palumba’s study showed that
interactivity was the key to the knowledge transfer and specifically, a constructivist
environment where the user not only browses information but also has the ability to build
additional nodes and links. Their ideal hypermedia learning environment would go beyond
providing a user choice of direction in information presentation to an environment where the
user connects information to other nodes, adds additional information and even questions or
extends the relationships implied by the current information.
Rogers and Scaife (1998) decided it was not enough to look at interactivity as the
“physical activities on the interface” also; they wanted to get at the “cognitive interplay
between internal and external representations that arise in the different settings”. Like
Bermudez and Palumba they studied how multimedia environments allowed the integration
of representations of the same and different material. In the Rogers and Scaife (1998) study,
8 primary teachers were asked to review two CD’s on the same topic but with different levels
of interactivity. They used a focus group discussion to identify the interactivities within the
software that the teachers felt supported teaching goals. What the teachers wanted from
interactivities was “purposeful activities that enable the learners to solve problems, reflect,
imagine and create” (p.6). The researchers identified how specific interactivities support
various kind of learning. They came up with this list:
Visibility and accessibility – The interactivity should facilitate inferencing, through directing the learner’s attention to key components that are useful or essential for different stages of problem solving or a learning task. Basically making visible what
13are normally hidden processes (visualizing carbon atoms moving through the different stages of the carbon cycle). p.6
Manipulatability and annotatability: The interactivity should enable the user to develop their understanding of the content by making changes to it for their own purposes (jotting notes, pasting images to a notebook). They should also be able to learn through doing with the idea being, that through the ability to create content the learner will have a better understanding of how a system (or other content) works. (p.7)
Creativity and combinability: The interactivity should allow the learner create new content by combining different media. Here the goal is for the user to construct new representations as a way of understanding the concepts presented. (p.7)
Experimentation and Testing. The interactivity should support “hands on” experiments where the learner is required to test out hypothesis in different contexts.
Interactivity isn’t the only attribute of multimedia that shows promise for helping
people learn. Tan, E., Lim, L.H., & Khoo S.C. (1997) looked at how to design multimedia
instruction so that it has the ability to support redundant and relevant relationships
(Pettersson, 1993 in Tan et.al 1997) which have proven to aid in the learning process because
information is provided and supported by more than one sense rather than sound, text, or
graphics alone. However, Najjar, L.J. (1996) said that “Redundant multimedia does not
always improve learning compared to "monomedia” while at the same time he identified
these situations in which a multimedia presentation of information helps people learn:
When Media Support Dual Coding of Information - Learning is better when the information is referentially processed through two channels than when the information is processed through only one channel. Referential processing may produce this additive effect because the learner creates more cognitive paths that can be followed to retrieve the information.
When Media are presented to learners with Low Prior Knowledge or Aptitude in the Domain being learned. Mayer (1993) believes that this is because the multimedia helps low domain knowledge learners to connect the new knowledge to prior knowledge or, for learning systems such as a bicycle pump, to build a cognitive model of the system. The results of these studies suggest that multimedia is most effective for people with low prior knowledge or aptitude in the domain being learned. This may be because experts already have a cognitive model and large amounts of information for new knowledge to connect to, but novices do not. Alternatively, novices may not know which information is important and on which information they should focus their attention.
Redundant multimedia has a definite role to play when meeting the special needs of
second language learners. Al-Seghayer (2001) identified several studies that support the idea
that second language learners learn more quickly when words are coded dually – perhaps
14because more paths for retrieval are provided and two types of recall are in the memory.
Also, by attaching visual information to a word, “enables readers to confirm or reject
hypothesis made about the meaning of a word”. To explain the value and effect of
multimedia in language learning, Al-Seghayer went to Mayer (1997) who in turn leaned on
Wittrock’s generative theory and Pavio’s dual coding theory. The generative theory suggests
learners of a second language have 2 separate verbal systems and one common imagery
system while the dual-coding (Paivo, 1971) is based on the assumption that memory and
cognition are served in two separate systems, one specialized for dealing with verbal
information, such as printed words and the other for nonverbal information, such as pictures
or objects. (p.205). In Al-Seghayer’s study, second language learning with words and pictures
versus words and video were compared. Although he discovered video and words provided
the best results, a general summary from the study stated that multimedia performs dual-
coding excellently, “computerized methods for glossing words are superior to text-based
methods because they aren’t as intrusive, can be retrieved immediately and when not in use,
they don’t stop the flow of reading.” Al-Sehayer goes on to say that “The computer’s
capacity to control and orchestrate various modalities/media (e.g., static pictures, sound,
animation, video) while affording critical human interaction features such as reader control,
immediacy of access and absence of interruptions, has not been attainable through any other
conventional instructional medium.” (p.206).
Bermudez, A.B. and Palumbo, D. (1994) seem to agree with Al-Seghayer:
“Particularly important to second language learners is a clear context which facilitates
comprehension and retention of concepts. Graphics, sound, animation, and other forms of
information transfer that simulate real-life situations are possible with hypermedia. Activities
which are authentic, interactive, context-embedded and purposeful contribute to the
attainment of meaning and thus promote second language acquisition.”
So the research clearly shows that multimedia has an effect on learning through its
ability to provide interactivity, construct knowledge and present redundant information in
15different formats. This is important knowledge to apply when evaluating educational
software for use in a classroom setting. By knowing what affects the learning within a
multimedia product, one can discern ways to assess whether a product will be a useful
learning tool. But evaluation of a multimedia product must go beyond its ability to provide
interactivity and support learning. The most important items that studies into educational
software evaluation emphasize seem to be interface and instructional design. Nicholson,
A.H.S. in the study, “Courseware Evaluation and Review Tool (CERT)”, produced an
evaluation key that went beyond the evaluation ‘check list’ approach. CERT specifically
attempts to address educational concerns by evaluating the learning framework (instructional
design) of the software that includes learner activities – different types of involvement and
activities that “stimulate students into thinking and employing the higher order cognitive
skills which foster deep as opposed to surface learning” p.8. Two other areas that are
assessed within the learning framework are feedback where it is expected the type of
feedback provided the learner will be both “encouraging” and “motivating”. And secondly,
the software should communicate to the learner if learning has been achieved, usually
through a formative evaluation.
CERT also looks at design issues and “how they support the provision of a
stimulating and productive learning tool” p.9. Not only does CERT assess “Attention”, the
use of good screen design, colour, highlights and user control of the software environment,
but CERT also investigates the motivational issues within the software:
engaging the learner’s interest
showing evidence of the user’s progress
the ways in which the software responds to user input
autonomy i.e. can the learner use the software without help.
In his article, Judging the Usefulness of Courseware, John Edwards (1993) reported
on the paper, “Systematic evaluation procedures for instructional hypermedia/multimedia”
16(1993) by Thomas Reeves (University of Georgia) and Stephen Harmon (University of
Houston at Clear Lake). Their paper identified the following 10 user Interface dimensions:
Ease of Use- The reviewer must judge how a user would interact with the courseware. (Difficult to Easy)
Navigation – The reviewer must judge whether the navigation allows the user to move through the courseware and that the user knows how to get to another part of the courseware.
Learning Demands – Computer assisted learning demands a different way of learning. A user must understand a) the content of the program b) its structure and c) the options available. Learning demands are to do with perceiving an option, making a choice and then making some physical action to make that choice happen. (Unmanageable to Manageable)
Mapping – The reviewer must judge how well the user will know how much of the courseware they have visited and how much is left to visit. (None to Powerful)
Screen Design – The reviewer must be satisfied that the screen is “pleasing” to use. This will mean judge text, icons, graphics, colours, etc. and will be ver subjective. (Unbalanced to Balanced).
Level of Material – The review must try and ascertain that the information presented is suitable for the user’s current understanding of the subject.(Incompatible to Compatible)
Information Presentation – The reviewer must judge whether the information the information is presented in an understandable form: will the user be able to comprehend, understand, and learn from the information presented (obtuse to Clear).
Media Integration – If different media are used, the reviewer must judge whether they are well combined in the courseware and have not been used gratuitously (Un co-ordinated to co-ordinated)
Aesthetics – In addition to screen design, the reviewer must judge how the courseware looks and “feels” overall. (displeasing to pleasing)
Overall Functionality – The review must judge how useful the courseware is to the intended user. (Not useful to Useful)
Jen Harvey, in “Choosing courseware: Some guidelines to first step evaluation”.
(1998), used both Durham University and a model by Phil Race (1993) as a basis for her
guidelines. “Phil Race’s model describes the process of learning as requiring an individual to
want, do, feedback and digest”.
Want relates to the level of motivation to use the package
Doing is the level of active participation involved
17 Feedback is the level of learning support provided by the package
Digestion relates to the way the students can make the material their own.
While Durham University evaluation methods has four different aspects:
Subject content and the way in which the material is structured
Usability or the level at which a student is able to work through the package without help, in terms of on-line feedback and support
Pedagogy and the quality of the approach adopted by the package and how it encourages quality in learning through, for example, the use of assessment.
Layout and the stylistic presentation of the material within the package.
Cognitive Load - Users must wrestle with issues of learnability, efficiency, ease of remembering, and error frequency. The amount of time a user must devote to such operational issues directly increases the amounts of time and cognitive energy required to effectively interact with the information system.
Nielsen (1990) addresses five usability parameters that are directly related to
cognitive load. These include the ease with which the operation of the hypermedia system is
learned, how efficiently the system can be used once the user has learned its effective
operational structure, how easily the operation of the system is remembered from one
interaction to the next, the number and cost of errors associated with system operation, and
how pleasant the system is to use.
18Review of Websites Teaching the Rule of Thirds
Searching the “Rule of Thirds” in Google, revealed over 20 websites that claim to
teach the Rule of Thirds. Interestingly, many of the sites talked about the Rule of Thirds but
not from a photography standpoint. Graphics, quilting, video, painting and PowerPoint were
just some of the other angles on the Rule of Thirds discovered. A general overview of the
Photography Rule of Thirds websites was, quite frankly, disappointing. I expected more
interactivity, given the opportunity for interactivity that the web affords. Most of the sites
simply presented information through text and graphics, with some—astonishing--showing
only text and others showing only graphics.
Table #2 – Examples of Text, Photos & Photos/Text on the “Rule of Thirds” Websites
TEXT ONLY MOSTLY PHOTOS PHOTOS & TEXT
Image 22http://www.fodors.com/
focus/display.cgi?aid=49
Image 23
http://www.betterphoto.com/exploring/tips/thirds.asp
Image 24
http://johnlind.tripod.com/art/artruleofthirds.html
The websites that were the most bizarre for me were the ones that either were 80%
text or more or those sites that only showed photos. I guess one could surmise that the ‘only
photo’ sites have taken constructivism to an extreme – one is supposed to construct an
understanding of the Rule of Thirds by reviewing photos that follow it or perhaps they follow
19the adage, “A picture is worth a thousand words”. By just showing images that follow the
rule of thirds and not providing any discussion, these sites, in my view, take a risk. Can they
be sure that the representations chosen to present the rule are enough for understanding? The
other reason for such photo-rich/text-poor sites may be that they are merely teacher support
sites and targeted for use in classrooms where the teacher ‘fills in the gaps’. As for the text
only sites, they may not believe in the concept that there are different types of learners.
One website merely had a Rule of Thirds Field Assignment but no supporting
information on the topic – clearly, the web, for this instructor, is a ‘holding’ ground for
course material, nothing more.
Some of the websites go beyond the Rule of Thirds to discuss other compositional
techniques
Table #3 – Comparison of Photos Used on Web Sites
Image 25http://www.wildthingsphoto.com/tips/composition/thirds.htm
Image 25
http://www.silverlight.co.uk/tutorials/compose_expose/thirds.html
Image 26 http://www.arstechnica.com/wankerdesk/01q3/photo/photoart-1.html
Image 27
http://tlc.ousd.k12.ca.us/~acody/digi4.html
None of the more conventional photography web sites seem to encourage interaction
or collaboration. I thought I might find “Chat with a Pro Photographer” opportunities or even
an “Email me your Rule of Thirds photos” but there was no such offering.
In order “to teach” the Rule of Thirds, most sites just walked through the rule
explaining how a photo that follows the Rule of Thirds looks. Some websites added either a
20grid or markings on the photos to help the learner envision the Rule of Thirds and how it
applies to the photo.
Table #4 – Graphic Varieties used to Support the Rule of Thirds Concepts
rule of thirds golden mean
Image 28http://tlc.ousd.k12.ca.us/~acody/digi4.html
Image 29http://website.lineone.net/~peter.saw/ctutor/
cmpsitn5.htm
composition ideas The way a photographer thinks and composes photos
Image 30 http://www.tribalcog.com/learn/5_minutes.html
Image 31
http://www.fieldandforest.com/tips/99poy/tips_composition.html
A student is expected to read text, view photos and perhaps “click” or scroll to get
more information or the complete concept. Some of the websites provided photos of the
same subject composed in a way that does not follow the rule and then show how the photo
can be composed following the rule; while other sites show a photo without the Rule of
Thirds grid and the same photo with it. One site animated the Rule of Thirds and I found one
site that was using a discussion thread to critique photos where the Rule of Thirds was
mentioned several times.
21Table #5 – Rule of Thirds Breadth of Content
Image 32http://library.thinkquest.org/C0117285/positioning.htm
Image 33http://asp.photo.free.fr/Composition/photoProgramCompClass31.shtml
Image 34http://7hcc.tripod.com/technical/composition/rothirds/rothirds.htm
Image 35
http://offstone.com/photo/ …. search for “Rule of Thirds”
22METHODOLOGY
In order to satisfy the study criteria, it was important to set up situations to discover
(1) WHAT students are learning about the Rule of Thirds and photography in general; and (2)
HOW students learn about the Rule of Thirds using this technology. As well, the developers
wanted to receive genuine feedback from students and teachers about the product they had
created and how it could be improved. I used a variety of activities to capture evidence for
analysis of the research questions including showing the software at three different
conferences where many teachers reviewed the software and provided suggestions for
improvement.
For the classroom trials, I mostly used year 1 Communication Technology students, I
also thought that having the year 2 students review the software and learn about the rule of
thirds would be useful too. Before I could actually observe the students though, I had to
decide what I was looking for. Since a greater part of this study wanted to discover if the
software ‘engaged’ the student, I felt my observations should focus on ‘engagement’. Based
on my review of literature, I devised the following list of activities that would indicate to me
when the student is engaged with the software and hopefully, the learning:
Using the “more” button on the pages when s/he didn’t have to.
Using the “try another” button rather than just proceeding through the software.
Interacting with the photos - View center; view thirds; yellow interact buttons.
Listening to the audio
Wanting to use the product again.
Length of time in the program or the amount of time the students stay on a screen.
I also had to discover whether or not the software had ‘taught’ the students anything and if so,
what. Luckily, the software includes several ways of ‘testing’ learning which are included in
the Teacher Resource area. There are Comprehension tests, Vocabulary tests and 3 different
assignments. I felt these would suffice in demonstrating the learning that resulted from the
software.
23Basically, the Year One students went through a “Rule of Thirds” learning unit which
started with using the Rule of Thirds software and ended with an assignment where they had
to take their own rule of thirds software using single lens reflex cameras. Prior to using the
software, I asked the students if any of them knew the Rule of Thirds; as expected none of
them had heard of it. If a student had known about the rule, then I would have given him a
pre-test. The students used the software in a computer lab that I ‘rigged’ with several
cameras. I had one camera capturing the entire classroom and as many students’ faces as
possible as they proceeded through the software. I also had two computers attached to a
camera which captured their screen activity so that an assessment could be made about where
the students went in the software, how long they stayed on a screen, and what
topics/screens/interactivities/ interested them. In the lab, when a student completed the
software, they were asked to complete a questionnaire assessing the software.
Once the students completed the software, they went to a classroom where they
completed a comprehension on the Rule of Thirds test (See Appendix 6 for the
Comprehension Test). They also wrote a Vocabulary test that I felt could be followed up in
their English class (See Appendix 5 for the Vocabulary Test). We then discussed the Rule of
Thirds using a variety of photos and they received two photography assignments: (1) which
required that they critique photos from a variety of sources with respect to the Rule of Thirds
and (2) the students were expected to shoot photos in the field satisfying the Rule of Thirds.
(See Appendices 3 and 4 for the Assignments). In class the following week, we reviewed
their “critique” photos before they handed in that part of the assignment and I asked that they
‘prove’ their rule of thirds photos by using tracing paper cut to the size of the photo and
drawing a grid on the tracing paper as well as circling the focal point of the photo.
The Rule of Thirds CD was also distributed to Year One Visual Communication
classes around the Higher Colleges System. In all, three other classes used the software and
provided feedback via questionnaires. I also made the product available to English classes
24throughout Dubai Men’s College. Any class that used the software in an English class was
asked to complete the Web-based Assessment form.
The Year Two Communication Technology students at Dubai Men’s College went
through the software during a multimedia class. They were asked to review the software both
from a content angle as well as from a multimedia learning tool aspect. After they had
reviewed the software, they completed a survey and then we sat as a class and assessed the
software in a focus group-like setting. I videotaped the students as they used the software as
well as during the group assessment session.
25RESULTS AND ANALYSIS
The year one Communication Technology students at Dubai Men’s College
responded well to the Rule of Thirds Module they participated in – however, there has not
really been any part of the visual communication course that the students haven’t got fully
involved in. They had worked a bit in a Media Production Interactive CD-ROM so they were
familiar with computer-based learning and therefore, had no problem with the concept of
using a computer program to aid their learning. Before they began, I told the students the
software that they were using had never been used by students so if they had a problem with
any of the text on the screen or directions, they should ask me for clarification; I also made it
clear to the three students on the laptop computers that their actions within the computer
(mouse movements, clicking, dragging, etc) were being recorded as I felt it would be
unethical to do otherwise.
Within 5 minutes of starting into the program, the computer lab got very quiet and
stayed that way for almost 30 minutes. Two students in the group were not interested in the
software – this was apparent from start. I didn’t realize how much they were ‘not into it’ until
I viewed the video of the class since I left the room right at the beginning of the exercise to
minimize distractions and biasness. When I returned to the room, I noticed one of these
students stayed on the same screen for long periods of time, erratically clicking buttons and
looking around at the others. As the others proceeded through to different sections he stayed
in the first section. One of the two students turned out to be very poor in English so perhaps
a program that is laden with English words turned him off. The other student, who was a top
English student, must have had other reasons for not proceeding through the software.
26How the Students Learned
Earlier in this section, I identified what I thought “engagement” would look like when
the students were using the product. I have placed a video further explaining these principles
at: http://www.newmediaworkshops.com/listerportfolio/video/videos.html#VideoResearch
Table #6 – How Will I know the Students are Engaged?
Example of Engagement
Using the more button on the pages with more text than one screenful.
Using the try another button
Interacting with the photos - View center; view thirds; yellow interact buttons.
(student drawing on photo)
Listening to the audio
Length of time in the program or the amount of time the students stay on a screen.
One other way, I felt I could ‘prove’ engagement was if the students wanted to use the
product another time. I left the software available on the desktop of all the lab computers so
the students could have access the software anytime for the rest of the semester –
unfortunately, I did not monitor how many times they used the program in these labs. I had
one student ask specifically to review the software towards the end of the semester.
What did the students learn?
After going through the software, the students received a Vocabulary test (see
Appendix 5). The English teachers who aided in the development of the Rule of Thirds
identified 70 new words within the software. The Vocabulary Test asked that the students
match the definition for sixteen words. For the most part the students performed poorly in the
vocabulary test with not one student of the 11 getting a perfect score. The average score of
the students was 9 out of 16. The words with the least number of errors amongst all the
students were: shadow, surroundings, background and balance. The words that most students
27found difficult were: follow (7 students chose wrong answer); emphasize (9 students chose
wrong answer); complementary (7 students chose wrong answer); attract (6 students chose
wrong answer); intrigue (10 students chose wrong answer); and horizontal (7 students chose
wrong answer). The words in the test were used at least 7 times throughout the product and
all the ‘new’ words had a mouse-over glossary attached to them.
Realizing the vocabulary test occurred directly after completion of the product, one
would expect the students’ retention to be at its best yet they did not do very well. I feel it is
fair to conclude the students didn’t ‘learn’ the new words as a result of the product.
However, the product could still be a useful step for the students on the way to learning the
new vocabulary.
The next step for the students was the comprehension test (see Appendix 3 and 4).
This test required that the students assess three different photos as to whether or not they
followed the Rule of Thirds and whether the photos were good or not. In general the students
performed well in this test with 8 of the 11 students correctly identifying at least two of the
photos correctly with 6 students receiving perfect scores. When the comprehension test asked
specifically for the students to prove their answer, I was expecting either a written description
about how the photo followed or didn’t follow the rule of thirds or in the least, I thought the
students would draw a grid on the photo. In the Year One group six of the 11 students drew
grids on the photos with two students even identifying the centre point and focal point as it is
demonstrated in the software. All but one of the students who drew the grid lines chose the
correct photos. In the Year 2 group of students only one student drew grids and he was one
of the two who identified the rule of thirds’ photos correctly.
Some of the students surprised me with the spacing in the grids. In image #35 below
you see where a student correctly states that the photo follows the rule of thirds but the grid
he draws is clearly not in thirds. For comparison sake, I have included other students’ answer
to the same question (images #36-45).
28Table #7 – Comprehension Test Answers – Question #1
Image 35
Image 36
Image 37
Image 38
29
Image 39/40
Image 41
Image 42
30
Image 43
Image 44
Image 45
In the Comprehension test, the students were asked to explain “Why is the
composition good or bad in your opinion”. The students had to answer this question for each
of the three photos in the comprehension test: The range of students’ answers is shown in
Table #8 – although you can see some of their answers in Table 7 above, the table below
shows additional responses.
31Table #8 – Sampling of Student Answers for Comprehension Test
Year How student answered “Why is the composition good or bad in your opinion?
Year 1 It’s good because the tree is showing in focus and the depth of field is okay for this picture
Year 1 The tree is on the third place it shows good position
Year 1 The small mountain and the hill are meeting in one line
** Year 1 This picture has two horizontal lines that force you to look at the hill and then what’s under the tree.
Year 1 The subject isn’t placed in the middle there is enough space to show the surroundings of the tree
Year 1 It’s good because it has the rule of three’s
**The correct answer to this question would be close to this answer.
The students then had an assignment based on the Rule of Thirds. They had to find
magazine, newspaper or their friends’ photos that satisfied the rule of thirds as well as photos
that didn’t. Using guiding questions within the assignment document, the student critiqued
the photos. Here is a sampling of the students’ assignments:
The cup was in the middle. After I cut a part on the right the cup came to the third rule.
I have to cut the left part of the picture and I put the head of the building in the third rule on the left.
32
The jogger is placed in the lower left position – so you are interested in where she is going to not where she came from.
I wouldn’t give much details of where the jogger is heading to.
You can see the drop show out. It’s smaller than the lemon.We will chose the holl lemon piece for the focal point. The photo will not be attractive
than it now.
33
This photo should not follow the rule of thirds because the tree is very big and it will not be attractive if we put it in a rule of third because we will crop the holl tree.
This photo is special because of the colour and we can find that there is two focal point. So we can remove one of them or not so its maltly rule of thirds.
It will lose many attractive things like shapes, lines and colour which are very attractive.
34
It’s in the side of the pictureIf we put the photo in the centre, we can’t show the distance of the sky in the picture and
it won’t be too strong.
The focal point in this photo is the two people sitting at the computer. The person standing at the right is distracting, the colours of his clothes also are. There is plenty of room at the top left side which is unnecessary, so it would be better if it’s cropped.
After cropping the picture I have now two subject on the right and left of the picture which makes the picture balanced. After cropping the picture the object is on the left side following the rule of thirds which makes it more attractive and colourful.
35
I cropped the right side of the photo because to make it more appealing to the eye, because as you can see there is a reflections and I didn’t show where the reflection (light) came from and exposed the shadow.
The face of the boy grabbing the rope with his teeth is the centre of the interest and lies in the centre of the photo. This shot is a close up so it would be preferable that its in the middle, also the background is blurry and a distraction factor, so if the boy was on one of thirds, we would have more details of the background in which we don’t need.(Here the student was answering a question about which photos SHOULD NOT use the rule of thirds)
Lastly, the students shot their own rule of thirds photos. Part of the assignment
required that they draw a grid using tracing paper on their own photos to prove whether the
photo followed the rule of thirds. The students also identified the focal point. Here are
samples of the students’ own rule of thirds photos:
36
37
38
Towards the end of the year, this same group compiled a Photography Concepts
Booklet in English and the Rule of Thirds was one of the 12 terms they had to explain and
show an example. Here are some examples from their English booklet:
39
40
The second year Communication Technology Students at Dubai Men’s college
reviewed the software in a multimedia class. They also were very quiet as they reviewed the
software but I could only allow 20 minutes for review due to scheduling conflicts. I found
that this group in general was more exploratory with the software, clicking on buttons,
listening to the audio, but less focused on the content. This is reflected in their poor scores on
the comprehension test.
Summary of the Evaluations Received
Lastly, any class that reviewed the software was asked to complete a questionnaire. It
is available on the internet from the software itself but most students completed a hard-copy
questionnaire (see Appendix 7). Besides rating various parts of the software using a scale
they ‘check-off’ most students also provided comments to the fill-in questions on the survey.
Table #10 shows a sampling of responses for each question while Table #11 shows some of
the results from the scaled questions.
41Table #10 – Samples of Comments from Questionnaires
Group Surveyed
Written Comments
What did you like most about the software or the learning experience?
Year 1 The way of learning photo with its new vocab. Relationship between focal point and centre of photo The quizzes The quiz The thirds The animations that showed you what the rule of thirds were The way the information was presented The good photos and the way it made everything much easier to understand The photos and colours The challenges or quizzes in the software Rule of Thirds – the software was very good
Year 2 It is interesting because we can see nice picture and the route through the software was easy.
It is ready to teach student about the rules of photography It’s the first software that I have seen that teach photography I liked the pictures presented Pictures helped in learning I liked the analysis of photos, as if we recomposing the photos again. Add more photos
Year 3 - Ecommerce
Learning new vocabulary Teach you how to focus in the topic and get the general idea The way it is designed which is attractive I liked the quizzes and the examples for each section It gives a clear, simple understanding of focal and centre points. Avoiding
complications and going straight to the relevant info. To everyone. I liked the way it explained, the pics and the quizzes The photos and the explanation of the rule. I learn more about composition photos The way of taking photos, the organized way of producing it.
Teacher interactivity, the ability to explain with linesWhat did you like least about the software or the learning experience?
Year 1 Section 2 Try another button Quizzes Audio; sound was too low; the audio was really low; sound was low Nothing, only if it had more things in it, it would be better
Year 2 Some things were not needed It has many words that could be better if an interesting sound was used (but
not slow sound) Make the software shorter and add to it the other style of photography and
not just the Rule of thirds. Moving from one page to another No sound More pictures explaining the rule of third
42Group Surveyed
Written Comments
Year 3 Ecommerce
There is no exit button and when you want to do the page again you have to repeat the whole section.
The length and the rule of thirds isn’t so clear until read again and discussed.
There is no exit button and you can’t repeat the quiz on a specific page that you have to go to the beginning of the section to repeat a little thing.
The large font and not being able to go back on some slides. It was a long introduction, there should be a skip button or exit.
It keeps going and I can’t go backTeacher Prescriptive nature of some of the lessons
Other Comments?Year 2 How would you improve the software?
It is excellent but if it had some bright colours Better graphics, better animation, a bigger next button and ‘help’ button More audio; Maybe by adding more audio; Include voice overs Add more photos
Ecommerce Yes there was no sound to hear it; The sound were too low More quizzes will be more interesting The navigation is very easy & good for education, where it teaches in steps.
Teacher Well done, a tremendous effort, thank you for giving me the opportunity to evaluate this software.
INTERFACE ANALYSIS AND FEEDBACK
Table #11 shows some of the problem areas discovered within the interface by
reviewing the students’ computer actions on video. One problem that could not be identified
through watching videos was the need for a “back-button”. We introduced our product to the
Higher Colleges Faculty at a conference and it was evident from the feedback that a back
button was necessary. The students also mentioned quite readily that there was no way to go
back to screen for review or just for fun. We have now added a back button and a menu
system to allow easy access to all parts of the software, if you are not a new-user.
43Table #11 - Interface Problem Areas
Observation and AnalysisThere was some hesitation right at the beginning of the program because the question, “Is this your first time in the software?|” is asked and two options provided.During the second section when the student has to first choose the focal point of the photo and then choose the centre, many of the students were trying to choose the centre of the focal point – I did not foresee this confusion.
Too Prescriptive
Learned the Routine - not reading more
Not Enough Change in the Screen
Same button – different action
Lexicon Support turns into Hindrance
Missed the way the button works(In the future, on the support website here: http://www.newmediaworkshops.com/listerportfolio/ro3/
there will be video examples showing these problems)
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48
Rule of Thirds Website – updated July, 2003
The following is a list of sites reviewed for the “How is the Rule of Thirds being taught” section:http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/394&pq-locale=en_UShttp://tlc.ousd.k12.ca.us/~acody/digi4.html - interactive examplehttp://www.scphoto.com/Notes/Day_4/sld002.htm - powerpoint examplehttp://www.bluebirdmeadows.com/Rule-Of-Thirds.htm - like the kodak site only one page thoughhttp://www.aea1.k12.ia.us/lois/ruleofthirds.html - like Kodakhttp://www.fieldandforest.com/tips/99poy/tips_composition.html - like kodakhttp://www.thephotopages.com/classes/ruleofthirds.html - like Kodakhttp://johnlind.tripod.com/art/artruleofthirds.html - like Kodak, covers all basis – one pagehttp://members.tripod.com/~flornella2/HowToWrite4.html - ROT in the story writing worldhttp://csciwww.etsu.edu/highfill/artPerspective/composition/ruleOfThirds/default.htm - from a graphics viewpointhttp://www.fodors.com/focus/display.cgi?aid=49 – mostly texthttp://www.calstatela.edu/centers/cetl/fitsc/tutorial/CreatingEffectivePowerPointPresentations/sld049.htm ROT in ppthttp://website.lineone.net/~peter.saw/ctutor/cmpsitn5.htm - gets into the golden section – technical presentationhttp://www.geocities.com/Yosemite/Trails/5633/tips4.html - looks at both sides of ROThttp://www.psppower.com/2002may/crop2.htm - teaching the ROT when teaching how to crop in a graphics program.http://www.azuswebworks.com/photography/ph_comp.html - bad examplehttp://www.tribalcog.com/learn/5_minutes.html - travel site – etools for travellershttp://desktoppub.about.com/library/weekly/aa052301e-thirdscentergrids.htm - in desktop publishinghttp://www.getty.edu/artsednet/hm/Sep00/0684.html - a discussion in a newgroup or chat areahttp://www.videoccasions-nw.com/voshoot.html - ROT in videohttp://ls.berkeley.edu/~shiffrar/photog/ - ROT for web developershttp://7hcc.tripod.com/technical/composition/rothirds/rothirds.htm - shows comparisonshttp://www.usatoday.com/life/cyber/ccarch/2002/04/24/fischer-dv.htm ROT in videohttp://www.ptialaska.net/~rcoghill/proportions.html - ROT in quiltinghttp://cybercollege.com/comp_ex.htm - ROT in paintinghttp://library.thinkquest.org/C0117285/positioning.htm - a little animation, a webquest.http://groups.yahoo.com/group/amateurphotographyclub/ - photography yahoo groupshttp://bubl.ac.uk/org/tacit/tac/tac12/greatpho.htm - oops, Golden Proportionshttp://mrcaines.tripod.com/gr10photoass3.html - Rule of Thirds photography assignmenthttp://www.imagedancer.com/composing_pictures_tips.htmhttp://offstone.com/photo/showthread.php?s=16eaa97bafc25e57018db00deeafb4ac&threadid=746&highlight=rule+of+thirdshttp://www.silverlight.co.uk/tutorials/compose_expose/thirds.html - another sitehttp://www.plantea.com/garden-photos-thirds.htm - with garden shotshttp://www.arstechnica.com/wankerdesk/01q3/photo/photoart-1.html - more of the same with comparisonshttp://www.betterphoto.com/exploring/tips/thirds.asp - mostly photos.
49Glossary
Word Form Definition
Abandoned Adjective (adj) left alone completely and foreverAppealing Adjective (adj) interesting, attractiveAppreciate Verb (verb) understand and enjoy the good qualities of Attract Verb (verb) catch or pullBackground Noun (noun) the scenery behind the main objectBacklighting Noun (noun) light that comes from behind Balance Noun (noun) a weight on one side equals a weight on the other
side Bow Noun (noun) the front part of a boatCaptivate Verb (verb) hold the attention ofCapture Verb (verb) catch or pullComplementary Adjective (adj) goes well together with something elseCompose Verb (verb) put together/build/constructConfined Adjective (adj) limited to a small spaceContrast Noun (noun) differenceContrasting Adjective (adj) looking different fromContrast with Verb (verb) look different from Creative Adjective (adj) producing something new and originalCropped Adjective (adj) cut short, cut closeCurious Adjective (adj) interested in seeing what is happeningDiagonal Adjective (adj) a straight line joining two opposite corners Dictate Verb (verb) demand, requireDistinct Adjective (adj) clearly seen as different and separateDistracting Adjective (adj) taking attention awayDraw Verb (verb) attract/call/pull Dusk Noun (noun) time when day starts to become nightDynamic Adjective (adj) full of power and activityEffective Adjective (adj) successfulElse Adverb (adv) (what) more, (what) other object Emphasis Noun (noun) attention, importanceEmphasize Verb (verb) show that something is importantExpression Noun (noun) the look on the faceFlair Noun (noun) special qualityFocal Point Noun (noun) the main point of interestFocuses on Verb (verb) gives most attention to, makes something the main
point of interestFollow Verb (verb) obeyForeground Noun (noun) the scenery in front of the main object Fringe Noun (noun) edge of hanging threads for decorationGuideline Noun (noun) a point that shows a way of doing somethingHarbour Noun (noun) port, an area of water that is protected from rough
waters Horizontal Adjective (adj) going from side to sideImaginary Adjective (adj) that you do not really seeImbalance Noun (noun) a weight on one side is heavier than on the other sideImpressive Adjective (adj) we admire them, they attract attentionInterplay Noun (noun) the effect of two or more things on each otherInterpretation Noun (noun) a way of understanding and explaining somethingIntricate Adjective (adj) containing many detailed parts Intrigue Noun (noun) interest, mysteryIntrigue Verb (verb) to attract, to interestIntriguing Adjective (adj) interesting, mysteriousInvestigate Verb (verb) look at something carefully and ask about its nature
50Lapping Noun (noun) the movement and soft sound of little wavesLine up with Verb (verb) align with / fit withinMain Adjective (adj) most important/outstandingMonochrome Adjective (adj) showing shades of one colour onlyMuse Verb (verb) think deeply, forget about the world around Offset Adjective (adj) not placed in the centreOffsetting Verb (verb) not putting it in the centreOption Noun (noun) a choiceOverlapping Adjective (adj) partly covering somethingPattern Noun (noun) an arrangement of lines, shapes or coloursPerspective Noun (noun) a natural effect of depth and distancePlacement Noun (noun) how things are arranged Ponder Verb (verb) spend time thinking about somethingPuzzle Noun (noun) a game fitting parts togetherRarely Adverb (adv) seldom, almost neverRecipe Noun (noun) a set of instructions (usually for cooking)Reflection Noun (noun) light that bounces off a surfaceReward Verb (verb) give a prize for effort or workRipples Noun (noun) small wavesSelect Verb (verb) choose or pickSelected Adjective (adj) chosen or pickedShadow Noun (noun) dark area caused by an object blocking the lightShoreline Noun (noun) where land meets the sea Silhouette Noun (noun) a dark shape against a light backgroundSplitting Verb (verb) cutting, dividing Stand out Verb (verb) catch your eye, make you look at it because it is
different from the restStare Verb (verb) look for a long time Surroundings Noun (noun) things nearby or the area around Texture Noun (noun) roughness or smoothness of a materialTiny Adjective (adj) very smallTwine Noun (noun) string made by twisting natural threads togetherVertical Adjective (adj) going straight up at a 90% angle with the groundWeave Noun (noun) the pattern formed by crossing threads over and
under each otherWonder Noun (noun) intrigue, mystery
51The Rule of Thirds in Photography
Assignment #1 – Critiquing Photos using the Rule of ThirdsDUE DATE:____________________
PurposeYou will further develop your “language of composition” and image critiquing skills. You will apply the Rule of Thirds to images and create new compositions that follow the rule from images that originally did not. You will analyse why the Rule of Thirds helps some photos present their ‘story’ better and try to explain using examples that the Rule of Thirds does not ALWAYS suit the subject matter or photo composition.
TaskReview photos from magazines, books or web photo galleries. Critique the photo’s composition taking into account whether or not the Rule of Thirds is followed or not. Then review prints from either your own photography collection or a friends. Find photos that do not follow the rule of thirds and discuss their composition and focal points. Are the photos well composed or not? Take a photo that does not follow the rule of thirds and “crop” it so that it does follow the rule. What is gained? What is lost?
Process
1. Review a photography magazine, book or web photo gallery. Find three photos that follow the Rule of Thirds. Photocopy the images, scan them or download them, noting the source.
2. On the page supplied, and for each photo, explain why you think the photographer followed the Rule of Thirds – how does the rule help the composition of the photo? In the Rule of Thirds software, for example, the following photos and explanations were given:
3. Provide a sketch of the photo showing how it follows the Rule of Thirds. Review your photograph collection or your friend’s and find three photos…one that does not follow the rule of thirds but looks good and then two that DO NOT follow the Rule of Thirds (these must be 3x5 or larger prints) and could be improved upon.
4. Using the first photo, critique the composition of the photo and explain why the Rule of Thirds would ruin the photo.
5. Next, you will change the final two photos, so to preserve the originals, either make a photocopy or scan the photo into the computer.
526. Using your copy of the last two photos, draw a box on the image and show how you
can crop the photo to make it follow the rule of thirds.
7. Explain in the space provided, why the composition is better by following the rule of thirds. Here are a few explanations provided in the Rule of Thirds software:
Deliverables
3 copies of photos showing how they follow the Rule Thirds. Include the source of each photo.
Critique Sheet (see attached) where a critique of each photo discussing its composition, especially in relation to the Rule of Thirds, is provided.
3 prints of your own photos or a friend’s
photocopy or scanned image of two prints showing how the photo could be cropped to make it follow the Rule of Thirds.
Critique Sheet with explanation for each of the prints.Mark Your
MarkCompleteness and accuracy of task. 3Do the selected photos meet the criteria? 4Does the student use effective “language of composition” in the critiques? 3Content of critiques – is it thoughtful, interesting, does it show an understanding of the Rule of Thirds? 7Professional Practice (“state” of deliverables, spelling, punctuality, care of equipment, working attitude, is the work complete?)
3
TOTAL 20Assessment:
53CRITIQUE SHEET (page 1 of 2)
PHOTO #1 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.Source:________________________________ What is the focal point?
What are the attractive elements of the photo?
How is the photo pleasing by following the Rule of Thirds?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
PHOTO #2 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.Source:________________________________ What is the focal point?
What are the attractive elements of the photo?
How is the photo pleasing by following the Rule of Thirds?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
PHOTO #3 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.Source:________________________________ What is the focal point?
What are the attractive elements of the photo?
How is the photo pleasing by following the Rule of Thirds?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
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CRITIQUE SHEET (page 2 of 2)
PHOTO #4 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but looks good as is! Explain why the photo should not follow the Rule of Thirds and is attractive just as it is and what would happen if you did make the photo follow the Rule of Thirds.
PHOTO #5 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but would be better if it did.Show a copy of the original photo and how you would crop it to make the photo follow the Rule of Thirds.Why would making the photo follow the rule of Thirds create a better photo? (Hint…it is NOT because it follows the Rule of Thirds! There must be compositional reasons for following the rule..how do you make the photo’s imagery stronger by forcing the Rule on it?)
PHOTO #6 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but would be better if it did.Show a copy of the original photo and how you would crop it to make the photo follow the Rule of Thirds.Why would making the photo follow the rule of Thirds create a better photo? (Hint…it is NOT because it follows the Rule of Thirds! There must be compositional reasons for following the rule..how do you make the photo’s imagery stronger by forcing the Rule on it?)
Creativity, Experiments, etc with the pairs of photos. 37 Highlighted Photos (exposure, focus, composition, Rule of Thirds?) 7Written Work (Photo Explanations and Reflection Statement) 7Professional Practice (“state” of deliverables, punctuality, care of equipment, is the work complete?, working attitude)
3
TOTAL 30
55The Rule of Thirds in PhotographyAssignment #2 – Photograph Shoot
DUE DATE:____________________Purpose:In this assignment you will apply some of the photo composition concepts you learned about in the Rule of Thirds software. You will practice your ability to produce well-exposed photos and start to develop an ability to compose a photo using the Rule of Thirds. You are encouraged to apply other compositional techniques presented in the software, as well. Lastly, you will further develop your “language of photo composition” and skills in critiquing your own photos.
Task:Shoot 24 photos following the Rule of Thirds. Log the shutter speed and aperture of all your photos using the attached “Log Sheet”. Have the film developed and then choose 7 photos to highlight either on a photo gallery website or using photo sleeves. Provide technical details and a critique or reflection statement about the photos you chose.
Process:PART ONE -
1. Load your camera and prepare to shoot the film of 24 shots in DAYLIGHT.2. Take TWO photos of each subject you decide to photograph; therefore you will have only 12 different subjects in your roll of 24. Each photo must be properly exposed and must follow the rule of Thirds. 3. At least 6 of your photos must cover the following subjects:
A child’s eye view A bird’s eye view A close up A long shot A landscape shot A shot with people or just one person in it.
4. After you take the first photo, your second photo must be of the same subject and MUST follow the Rule of Thirds…but you must change OMETHING…theamera angle, the orientation (horizontal/vertical), the shutter speed, the aperture – but remember, it must be properly exposed!5. LOG ALL PHOTOs! (see the attached log sheet).6. Hand in your film for developing so that it is ready for:_________________7.
(next page)
56Process (continued):PART TWO -
8. After you have received you developed photos, choose 7 photos to highlight. 9. Place the seven photos in a photo sleeve (or on a gallery website). Provide technical details about each photo – Aperture, Shutter Speed, Film ISO, Type of Film and give each photo a Title.10. On a separate paper, explain how each photo follows the Rule of Thirds and what following the Rule does for the photo. Discuss what you like about the photo and anything you would do differently next time. 11. Provide a short reflection statement about the entire assignment.
Hints: Remember good photographers don’t just point and click. They THINK about what they are going to take a photograph and then move the camera (or themselves or BOTH!) until the BEST shot is composed within the viewfinder. Think about balance, colour, leading lines, good framing, background/foreground – just some of the compositional techniques presented in the software. Have Fun! Enjoy the world through the viewfinder.
Deliverables:You must hand in:
One film of 24 photographs which you took during the daylight. One log sheet containing information for each photo shot 7 photos selected from the 24 which are displayed in a suitable format complete with technical information about each. A document where you provide an explanation of each of the seven highlighted photos (see #9 above) A reflection statement where you talk about your experiences while doing this assignment (at least 6 sentences).
Assessment:Mark Your
MarkExposure and Focus on all 24 photos 3Completeness and accuracy of Log Sheet 3Required Subjects shot? Creativity, originality 4
57Single Lens Reflex Film Log Sheet
DATE:______________ FILM (type, ISO):____________________ NAME:
SHOT # Description (what is in the shot; where is it taken, time of day, etc.) Aperture Shutter
Speed
Comments(Your reason for taking the photo, what you
were trying to accomplish, etc)
The Rule of Thirds in PhotographyVocabulary Quiz
58Match the definitions below with a matching word in the box on the next page. Place the definition into the box beside the appropriate word. There are more definitions than words.
DefinitionsA. (noun) roughness or smoothness of a material B. (verb) understand and enjoy the good qualities of C. (noun) dark area caused by an object blocking the lightD. (adj) full of power and activityE. (noun) an arrangement of lines, shapes or coloursF. (adj) going from side to sideG. (verb) catch or pullH. (noun) a weight on one side equals a weight on the other side I. (verb) look at something carefully and ask about its natureJ. (verb) understand and enjoy the good qualities of K. (adj) going straight up at a 90% angle with the groundL. (adj) a straight line joining two opposite cornersM. (noun) interest, mysteryN. (noun) the scenery behind the main objectO. (verb) look for a long timeP. (adj) goes well together with something elseQ. (verb) obeyR. (adj) producing something new and originalS. (verb) show that something is importantT. (noun) things nearby or the area around
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The Rule of Thirds in PhotographyVocabulary Quiz –
page 2
Place the definition from the first page into the box beside the appropriate word.
AttractBalanceDiagonalFollowPatternSurroundingsVerticalInvestigateBackgroundComplementaryEmphasizeIntrigueShadowTextureHorizontalStare
60The Rule of Thirds in Photography Comprehension Test
NAME____________1. Does this photo follow the Rule of Thirds? Circle YES or NO. 2. Show how you can prove whether the photo follows the rule or not.3. Why is it a good or bad photo in your opinion?
1. Does this photo follow the Rule of Thirds? Circle YES or NO. 2. Show how you can prove whether the photo follows the rule or not.3. Why is it a good or bad photo in your opinion?
1. Does this photo follow the Rule of Thirds? Circle YES or NO. 2. Show how you can prove whether the photo follows the rule or not.3. Why is it a good or bad photo in your opinion?
61RULE OF THIRDS – MASTER STUDENT EVALUATION of the SOFTWARE
College and Level:______________ Course in which you evaluated the software:____________
Read the statements below and select the amount of agreement you have with the statement by selecting one of: STRONGLY AGREE (SA) / AGREE A LITTLE (A) / NEITHER AGREE NOR DISAGREE (NA) / DISAGREE A LITTLE (DA) / STRONGLY DISAGREE (SD)
AGREEMENT
SA
A
NA DA
SD
I knew very little about the rule of thirds before going through the software.
The software made me want to learn more about the Rule of ThirdsThe software made me want to learn more about photo composition in general.The information on the screen was easy to read and understand.The product was good because it used photos from the United Arab Emirates.The software was easy to get around in and go through the lessons. The information was presented in an organized way.This software had too many new words to learn.Instructions, when given, were easy to understandThe content was interesting and challenging but achievable.Graphics and screen layouts were pleasing to my eye.Having completed the software, I feel I REALLY know about the Rule of ThirdsHaving completed the software, I feel I will be better at composing photos.At times, there were too many words on the screenAt times, it was hard to know how to go to next pageI found many pages allowed me to decide what I wanted to learn more aboutThe audio was an important part of the softwareThe information presented in the software is important to my studies.I would like to learn another topic using software like this
Having completed the software, I want to learn more about: (choose as many answers as you like, or none at all)contrast other rules in
photographyshape Horizontal vs.
Vertical orientationcomposition camera angles use of line
perspective balance depth of field
Rule of Thirds
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The following is a list of activities and items within the product. To what extent did these features help you learn within the software? 1-it helped me a lot / 5-it didn’t help me at all
Rating System1-it helped me a lot
5-it didn’t help me at all
1
2
3 4
5
Rating System1-it helped me a lot
5-it didn’t help me at all
1
2
3 4
5
Panorama Rule of Thirds Buttons
Drag and Drop Thirds Menu System
Camel Pic Exercise Yellow interactive button
Focal Point Drag n drop Animations
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Audio by photographers No scroll bar – “more” button
Quizzes “Try Another” button
Definition mouse-overs Interactivities (5 in all)
Overall, I would give this software 1-Highest Score 2 3 4 5-Lowest Score
Please fill in the boxes with your comments:What did you like most about the software or the learning experience?
What did you like least about the software or the learning experience?
How would you improve the software?
Any other comments?
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