Peep Inside My Pinhole Camera

This unit is about light, sound and time, discovering what each means and how they all work together on earth. We explored our eyes,and looked into what parts make up a camera and eye..This was one of my favorite units this school year because I got to learn so much about light. I learned about why we see colors the way we do, which is because the colors of the spectrum are being absorbed and the color you are seeing in that object is the only color reflecting off of it.

This action project, we had to create a pinhole camera and take pictures with it in a darkroom. I had to use a cardboard box, then had to paint it black inside then create a pinhole to create the camera effect. 

I am most proud of myself for learning such interesting things and understanding all of it in such a little time frame.The pinhole camera captures light through the tiny hole that I created with a tac. It allows the light to pass through, working like a lens and projecting an object on the other side. The pinhole doesn't use refraction, the bending of light or reflection, the reflection of light. Reflection is light bouncing objects, and refraction is light slowing down and changing angle from one medium to another. The inside of the camera is black because the color black absorbs light while white reflects. If it were white the light would reflect the image making the light bounce around consistently, not creating an image. The black is perfect because it absorbs light while keeping the light in. A Pinhole camera works like any camera and functions like an eye: the image is flipped so it comes out the right side up,it absorbs the light then the pupil gets bigger or smaller depending on how much light there is, then light is focused by lens then directed onto the retina that sends signals to optic nerve. The pinhole camera is similar but is a simpler version of that.

The image didn't come out that well, it shows the background but not the elements of the objects.This could've been because of my own errors, such as: letting light in beforehand, not thoroughly painting the entire box black and having the shutter speed be too short or too long.

Height of object: 10 in

Height of pinhole to ground: 7.5 in

Pinhole to paper: 5 in

Shutter speed: 1 minute

My pinhole camera 

LD(2017)Box

Pinhole that allows light in

LD(2017)Inside pinhole

Final image

LD(2017)Photograph

To create my pinhole camera I had to select a box and paint the inside black. After i painted the entire box black, I got a piece of metal and created a tiny hole so light could pass through. After that I created a shutter that wouldn't allow light to go through to ruin my picture. Actually taking the image with the camera was pretty easy, I set up my picture by putting objects together,then placing my pinhole camera a few inches away. The shutter speed (how long the pinhole let light through without the shutter) was around 1 minute. Then I closed the pinhole and got the film processed and developed. My class visited the Latin School and talked to a photography teacher, there, she taught us how to use a darkroom. First, we set up the picture with some of the objects she had in a box. Then, I sat down my pinhole camera next to the object for a minute,after that I went into the darkroom to process the photo.

If I could redo this action project,I would make sure I painted the entire box black and had more time to take more pictures with my pinhole camera.

Math portion explaining similar triangles in relation to the pinhole

LD(2017)Math

The Lens of Independence

This term in Argument, my class learned about how to form an effective argument. We learned about premises, which is evidence that will lead up to the final conclusion. I compared two arguments from Phyllis Wheatley in her poem a Hymn to Humanity, and the Framers that wrote the Declaration of Independence. I had to decided what were the premises and conclusion, then decide based on the premises which argument was best executed. My class also went on a Field Experience to a federal law office, where we spoke to attorney’s. They helped us know our rights,if a police officer would detain us. For this Action Project, I have to declare independence by stating an argument of either a inductive or deductive argument. A inductive argument states a broad generalization into specific cases, a deductive argument is the opposite- specific cases into a broad generalization. 

I declare that there be an independence study on learning how to make films, the name of the class would be, The Empowerment of Filmmaking.Learning how to make films should be accessible for any student in school.Film is a form of art and a way to express oneself in a creative way, every person is an individual and can bring something new into the film industry.

The purpose of school is to learn new information from teachers and your peers and apply that into life. The things you learn in school will shape what career you want to pursue. My unalienable rights as a human being in America is that"...all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness." If I am allowed to express myself in anyway(which film will allow me to do), I am pursuing my own happiness. That pursuit of happiness will not only turn into a career of my choice but will allow me to contribute to society.

Content
- In Empowerment of Filmmaking, students will learn how the elements of film and apply it by creating their own short film.

- The course will begin with the history of film and how it has empowered people throughout history.

- We will learn about how lighting, camera angles, script and story can be best represented in film.

- We will learn how to empower ourselves through film.

Logistics
- Deliverables more of history and watching short films.

- Field Experiences going to watch short films in theaters, visiting film productions in Chicago,visit Chicago Film clubs,etc.

- Course would be a whole elective term around 5-8weeks.

- Action Project of completing a short film.

Resources

-Teacher to supervise, most likely Brent because he has background of studying filmmaking.

- Cameras or students can supply themselves with their own camera on their phones

-Lights similar to production lights

-Screening room to watch short films and independent films.

-T-room so the entire class can sit around and discuss what type of film they are making and have discussions about everyone's film.

My guiding question is,“how does film empower the youth?" To answer this question,we will discuss everything that is written inside the content section. This course represents GCE's morals that are accountability,autonomy, purpose,gratitude and achievement. The Empowerment of Filmmaking will specifically go with autonomy, having freedom/independence. The class will allow students to explore film while having freedom to make things that empower themselves.Although there was a similar class at GCE called Ollywood, where students learned how to critique a film by watching and reviewing films. The Empowerment of Filmmaking is going to remove that element of focusing on critiquing/reviewing and change that into creating.

The idea of motion pictures began in 1896, a time of social progressivism, a movement during the 19th and 20th century that wanted to bring a positive social change through organizations and government organizations. The Motion Picture Patents Company(MPPC)was one of the major trust of American film companies, many filmmakers declined to join into this trust and decide to make what we now call, independent films. The MPPC was ended because the Supreme Court cancelled the patent on raw film, including MPPC'S,this led to the support of independent filmmakers. In 1941, the Society of Independent Motion Picture Producers(SIMPP) protected the rights of independent filmmakers and allowed any person that was interested in films to create their own without a major film studio. Students of The Empowerment of Filmmaking will create their own independent film, and prove to themselves that you do not need a lot of money or production to create a film.

Similar to the Declaration of Independence of America, it declares independence by expressing that the system needs to be altered because of a tyrant. Writing this declaration to independence through studying film, I am expressing my opinion to alter GCE’s school system. Film can change or challenge the status qou, it can range from documentaries or movies. Film can be historical, for example,"the Boy in the Striped Pajamas", is a movie that depicts two children living during World War 2. The boy in the Striped Pajamas, is one out of many historical movies that can challenge the status qou. Students in this film course will express how they view the world and it will empower them and give them a voice.

The desired outcome for the Empowerment of Filmmaking is to allow students to come together with other students to learn how to make films, collaborate with others,and have then feel empowered by their craft that they will have created by the end of the course. As a child living in modern society, we have the ability to explore filmmaking, but most don’t despite a camera being accessible to them almost anywhere at all times.

Premises 1:GCE is about accountability, autonomy, purpose, gratitude and achievement.

Premises 2: A filmmaking course help students understand what film is, then be able to create an independent film to express themselves in a creative way.

Premises 3: A filmmaking class allows students to achieve independence and feel empowered.

C: A Film course that expands on how to make films should be included in the GCE curriculum.

My syllogism explains that film empowers people especially young adults who are slowly starting to become independent.Teaching students to learn how to make films will allow them to express themselves in a creative way.