Tuesday, November 30, 2010

My first print


1.) Is anything in sharp focus? Yes, I think that the buildings bricks are in sharp focus.
a.) Describe what is in focus and what is not. The building is in focus. You can clearly see what part of the school this picture was taken in. I think that the people are not in focus.
b.) If not in focus, state the cause. I think that the people weren't in focus because the picture was taken too far away from where they were.

2.) Is there good contrast? I think that there was a good contrast.

3.) Are all the rules followed? (Is the photo candid? Does the subject fill the frame? Does the photo contain action? Does it follow composition rules? Does it show "academics"?)Yes the photo does fill the fame, It also contains action because the two boys are walking. The photo also follows the composition rules.
a.) If yes, explain what techniques were used and how you followed them in your photo. The techniques that were used were, the composition rule "patters", the wall has are repeated.

4.) Is there yellowing or are there spots on the print? No there isn't.

5.) Are there print rings or spots? No there isn't.

6.) Are your negatives, contact sheet, test strip and print stored in your folder? Yes they are.

Caption
Who is in the photo? Johnny and Albert.
What are they doing? On their way to class and Albert is helping Johnny with his homework that he turned in late.
Where are they? Next to the cafeteria.
When is this happening? Today during 6th period.
Why are they doing this? Because Johnny doesn't want to get a points off on his homework grade.

Let's write a caption
Albert and Johnny are walking to class next to the cafeteria, they are both late to class because Johnny didn't do his homework so since they have class together Johnny asked Albert if he can help him do it, because Johnny doesn't want to turn it in late and get points taken off. They had seen that the hall monitor was coming so they decided to walk a little faster cause they didn't want to get in any kind of trouble.

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