Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 1st Term
Week: 3
Age: 15 years
Duration: 45 minutes
Subject: Photography
Curriculum Theme: Trade
Previous Lesson: Importance Of Photography: Historical, Educational And Security Purposes.
Topic: HISTORY OF PHOTOGRAPHY
Subject Matter: Brief history of photography, Greek origin of the word photography, Early pioneers of photography, Permanent photography development

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define photography.
State the Greek origin of the word “photography” and its meaning.
Identify at least three early pioneers of photography.
Describe the development of permanent photography.

Affective Domain:

Appreciate the historical journey and evolution of photography.
Value the contributions of early photographers to modern imaging.

Psychomotor Domain:

Construct a simple pinhole camera using provided materials.

Collaborate effectively with peers during the practical construction of a pinhole camera.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Cultural and Creative Arts (CCA)
State Unified Scheme of Work for Senior Secondary School Photography
Cultural and Creative Arts for Senior Secondary Schools, Book 1
https://www.britannica.com/technology/photography
https://www.nationalgeographic.com/photography/history-photography/

Instructional Materials

The teacher will teach this lesson with the aid of:

A chart showing images of early cameras and pioneers.
Cardboard box
Pin
Tape
Tracing paper
Examples of pinhole camera images (if available)

Rationale for the Lesson

Understanding the history of photography helps pupils appreciate how this important art and technology developed over time. It shows them the foundational principles behind image making and encourages them to explore creative possibilities with simple tools.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of light and shadows from their earlier science lessons.

Lesson Content/Board Summary

HISTORY OF PHOTOGRAPHY

Definition and Origin of Photography

Photography is the art, application, and practice of creating durable images by recording light or other electromagnetic radiation. This can be done electronically with an image sensor or chemically with light-sensitive materials like photographic film. The concept originated from ancient observations of how light projects images through small openings.

Greek Origin of the Word “Photography”

The word “photography” is derived from two ancient Greek words:

Phōs (φῶς) – meaning “light”
Graphē (γραφή) – meaning “drawing” or “writing”

Therefore, photography literally means “drawing with light” or “writing with light.”

Early Pioneers of Photography

The development of photography involved contributions from several individuals:

Johann Heinrich Schulze (1727): Discovered that silver salts darkened when exposed to light, not heat, which was a fundamental scientific breakthrough.
Thomas Wedgwood (early 1800s): Made “sun pictures” by placing objects on leather treated with silver nitrate, but these images were not permanent and faded quickly.
Joseph Nicéphore Niépce (1826/1827): Credited with creating the world’s first truly permanent photograph, an image from his window called “View from the Window at Le Gras,” using a process called heliography.
Louis-Jacques-Mandé Daguerre (1839): Developed the Daguerreotype, the first publicly announced photographic process, which produced a unique, highly detailed image on a polished silver surface.
Henry Fox Talbot (1841): Invented the Calotype process, which produced paper negatives from which multiple positive prints could be made. This was a significant step towards modern photographic processes.

Development of Permanent Photography

The key to permanent photography was finding a way to “fix” the image so it would not fade when exposed to light. Early attempts to capture images with light-sensitive materials often resulted in images that were temporary.

The following are important steps in the development of permanent photography:

Niépce’s Heliography: Niépce used bitumen of Judea (a type of asphalt) on a pewter plate. After long exposure to light, the unhardened bitumen was washed away with lavender oil, revealing a permanent image.
Daguerreotype Process: Daguerre’s method involved sensitizing a silver-plated copper sheet with iodine vapor, exposing it in a camera, and then developing the latent image with mercury vapor. The image was then fixed using a salt solution, making it stable.
Calotype Process: Talbot’s innovation was the use of a paper negative, which was then used to print multiple positive copies. This process involved treating paper with silver iodide, exposing it, developing it, and then fixing it to prevent further light reactions.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to name devices they use to take pictures. The teacher then introduces the topic, “History of Photography,” and states the learning objectives.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction and objectives.
Learning Point: Pupils are engaged and understand the focus of the lesson.

Step 2: Definition and Origin of Photography

Time: 8 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher defines photography and explains its general origin, linking it to the observation of light and image formation. The teacher writes key points on the board.
Pupils’ Activity: Pupils listen, ask questions for clarity, and take notes.
Learning Point: Pupils understand what photography is and its fundamental basis.

Step 3: Greek Origin of the Word “Photography”

Time: 7 minutes
Teaching Skill: Elucidation
Teacher’s Activity: The teacher explains that the word “photography” has Greek roots, breaking down “phōs” and “graphē” and explaining their meanings. The teacher writes the Greek words and their meanings on the board.
Pupils’ Activity: Pupils identify the Greek words and their meanings, noting them down.
Learning Point: Pupils learn the etymology of the word “photography.”

Step 4: Early Pioneers of Photography

Time: 8 minutes
Teaching Skill: Listing/Explanation
Teacher’s Activity: The teacher names and briefly describes the contributions of early pioneers such as Johann Heinrich Schulze, Thomas Wedgwood, Joseph Nicéphore Niépce, Louis Daguerre, and Henry Fox Talbot, using a chart if available.
Pupils’ Activity: Pupils listen, observe the chart, and identify the pioneers and their key roles.
Learning Point: Pupils recognize important figures in photography’s early history.

Step 5: Development of Permanent Photography

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the challenge of making early images permanent and describes how Niépce’s heliography, Daguerre’s daguerreotype, and Talbot’s calotype contributed to solving this problem.
Pupils’ Activity: Pupils listen and understand the progression from temporary to permanent images.
Learning Point: Pupils grasp the concept of fixing an image and the processes involved.

Step 6: Practical Activity – Constructing a Pinhole Camera

Time: 10 minutes
Teaching Skill: Demonstration/Practical Guidance
Teacher’s Activity: The teacher demonstrates how to construct a simple pinhole camera using a cardboard box, pin, tape, and tracing paper. The teacher guides pupils through the steps, ensuring they understand the principle of light passing through a small hole to form an inverted image.
Pupils’ Activity: Pupils follow the teacher’s instructions to construct their own pinhole cameras.
Learning Point: Pupils gain practical experience with a basic photographic device.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define photography.
State the Greek words from which “photography” is derived and their meanings.
Mention three early pioneers in the history of photography.
Briefly explain how permanent photography was first developed.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson. The teacher assigns homework: research other early photographic processes like the wet collodion process.
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: The lesson is reinforced, and pupils are encouraged to continue learning.

Lesson Keywords

Photography – The art, application, and practice of creating durable images by recording light.
Heliography – Niépce’s process for creating the first permanent photographs using bitumen of Judea.
Daguerreotype – An early photographic process producing a unique, highly detailed image on a polished silver surface.
Calotype – An early photographic process that produced paper negatives from which multiple positive prints could be made.
Pinhole Camera – A simple camera without a lens, using a small aperture (pinhole) to focus light.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research and present on more advanced early photographic techniques. For pupils needing extra support, the teacher will provide simplified notes and more direct guidance during the pinhole camera construction.

Note for teachers using this lesson plan

Ensure all materials for the pinhole camera are prepared in advance. Encourage pupils to be careful with pins. Emphasize the historical context to make the lesson more engaging. If possible, show images or videos of early photographic processes to enhance understanding.