Diagram for Class Needed (Page 6): Thank you!

bpulv Loc: Buena Park, CA

bdk wrote:

if they are in the 80's and 90's they are taking the class just to have something to do. but this is one I like

Thank you!

bpulv Loc: Buena Park, CA

bcrawf wrote:

Mainly, you need to show them the difference it makes what aperture is used, then back it up with one simple diagram. A series of photos with foreground and background (fuzzy and sharp) should be fairly easy to create for demo. I hope you have a projector.

I am using an iMac and a 60" TV/monitor.

bpulv Loc: Buena Park, CA

rthburke wrote:

Is this what youâre looking for? https://www.slrlounge.com/iso-aperture-shutter-speed-a-cheat-sheet-for-beginners/

No it isn't. But thank you.

Architect1776 Loc: In my mind

bpulv wrote:

I am preparing to teach a class to senior citizens... (show quote)

You sound like your explanation is already in the weeds and too complex.
The water is pretty good.
f numbers seem to confuse, like why is 2.8 bigger than 16?
Show a real pie, f1 is the whole pie, f 4 is the pie in 4 parts and thus each piece is smaller so f 4 is a smaller opening. f8 is in 8 parts etc. Then enjoy eating the pie with everyone. They will then easily remember that the larger the f number the smaller the opening. Shutter speed is an easier concept as it is a fraction that most understand 1/2 second is longer than 1/1000 second.
Keep the class light and fun. Math has no place for this type of class. It becomes completely boring and worthless as it is quickly forgotten.
Show examples of the f4 pie depth of field and the f8 or what ever f you use and it become clear without all the math crap. Concepts not formulas for fun photo taking. Once all the CONCEPTS are understood and applied then if they want formulas and math go for it but I seriously doubt they ever will or care to know them.

bpulv Loc: Buena Park, CA

Architect1776 wrote:

You sound like your explanation is already in the ... (show quote)

Thank you!

cucharared Loc: Texas, Colorado

I was composing a response much like the below post but this poster said it much better and kinder than I was thinking. You need to listen, and read his post again. I saw some good advice in other posts also but btbg said things so succinctly.

I wouldn’t be back for the second class if you persisted in your approach.

Ron

btbg wrote:

BHC has given you a viable option for what you are trying to teach. However, the point I would make is why are you trying to teach what you are posting about? They are senior citizens who just want to be able to take better photos.o
........
Also don't be so condescending about about people's intellectual abilities. That generation is much more skilled in basic mathematics than current high school or college students.

BebuLamar

I don't know what kind of cameras your students use. If they have P&S cameras may be you shouldn't bore them with aperture, focal length etc.. but if they have more serious cameras then perhaps it's beneficial to teach them about the technical side of photography.

bcrawf

bpulv wrote:

I am preparing to teach a class to senior citizens... (show quote)

If you were teaching a college course, there would be different requirements for the content, but your audience is probably going to be made up of individuals at differing levels of experience. You need to regroup. Stop with the diagrams unless you can find or make some which are a LOT better. If it really is a "class" as you say, you should survey the abilities and interests to figure out how to proceed. Perhaps you should use a dry-board if you have no blackboard for doing the review of the basics.

epd1947

BHC wrote:

I don't remember who said that the brilliance is in the simplicity: maybe it was you! Your idea of segmented parallel lines is great. I occasionally teach photography to seniors from the facilities of the company that owns the complex (a company I worked for for 26 years). With your permission, I will try your system next time I have a class. Thank you.

Sure - no problem if you use the idea - that's why I put it up here. I used to use the traditional triangle to illustrate but found that some people, seem to get intimidated by anything that smacks of math (or in this case geometry) and then get unnerved by it and think it will be too complex for them to grasp and they sort of turn you off. That's where the vertical lines thing occurred to me as just a simpler way to explain the concepts involved.

bpulv Loc: Buena Park, CA

Uuglypher wrote:

Hi, bpulv,
Here are a couple graphics I’ve used in my classes, and have been told that they helped more than a few of my students “see the lights” concerning relative apertures.

I hope they may be of help.

Best regards,

Dave Graham

Hi Dave,

These are exactly the diagrams I wanted when I asked the question. I will definitely use them.

Thank you for your help,
Bart

bpulv Loc: Buena Park, CA

Thank you to all UHH's that responded to my question. Dave Graham got me the illustrations I originally asked for and the rest of you gave me a lot to think about and plan. I will take the advice the majority of you gave me to simplify my presentations, especially using demonstrations and hands on experience for my students. I also liked the idea of, in addition to the rule of four, showing them compositional mistakes, such as pole through the head photos, etc., and how to avoid them. Again, thank you all.

Bart

boberic Loc: Quiet Corner, Connecticut. Ex long Islander

The basics of photography have nothing to do with charts and formulas. But what a picture is, how to think in pictures and composition. Photography is a visual form not a mathematic one. Start off with photography is the only endeavor where you can chop off heads, hang people and stay out of jail. Most of these folks will never take their cameras off auto, some won't even use a camera at all. and they do not need to. In otherwords you gotta make it entertaining or you will lose them in the first sentence. Even if they use a cell phone the basics of composition will make their photos better. A pro with a cell phone will make better pictures than a hack with the new $47.000 Hassy. If all they learn is how to properly "frame" a scene and how not to chop off heads or have sticks comming out of ears the session will b e well spent. Don't forget thje 2 most important words in taking pictures of people--GET CLOSER

cambriaman Loc: Central CA Coast

Ask the class if they know what a diaphragm is. If there is a preponderance of coy smiles, snickers, blushes etc. then say "a diaphragm is a device to control passage of something from going on through, right?" "Well, you have one in your camera and its job is to prevent too much light from going on through to the film or to the digital "film",which will call 'the chip'".

repleo Loc: Boston

cambriaman wrote:

Ask the class if they know what a diaphragm is. If there is a preponderance of coy smiles, snickers, blushes etc. then say "a diaphragm is a device to control passage of something from going on through, right?" "Well, you have one in your camera and its job is to prevent too much light from going on through to the film or to the digital "film",which will call 'the chip'".

I wouldn't linger on the diaphragm bit too long in case one of the 90 year old dears pulls one out of her purse!!!!

Mark Sturtevant Loc: Grand Blanc, MI

What is basic for you may not be basic to them. On this subject, with this audience, I really would not get into the rather technical details of what the f-stop numbers mean. A diagram showing what the different apertures look like, relative to each other, and a statement about what they mean in terms of relative amounts of light that they let through. I would leave it at at. Then go on to explain other things about the different apertures like what sorts of artifacts appear with an aperture that is too wide or too narrow. Depth of field effects. And then move on.