C250 Photo Story Lab Notes (Video Transcript)

Photography Lab Transcript Notes (C250)

  • Tools and approach for the supersize assignment

    • You may use any camera; you do not have to use the R seven; smartphone is fine.
    • Aim: purposefully and creatively capture images that define your life for the class.
    • Photo types to consider: portraits of people (including a selfie), other people in photos, settings, objects.
    • Core requirement: images should help us get to know you; avoid archival photos (even if they’re killer photos).
    • Rule: only submit photos you have taken within the last week.
    • If there are Lightroom issues, you’re encouraged to discuss with the instructor after class; it’s not a widespread problem.

  • Lab setup and submission flow

    • The photos will be viewed in Lightroom via a linked gallery for the lab.
    • A 200–400 word reflection is required as part of the submission. This reflection should be analytical about the assignment, what you learned about the kinds of photos the class values, and how it relates to your future projects.
    • The assignment on Canvas includes instructions for creating an album; you’ll also prepare a reflection document.
    • The instructor notes that the lab will provide photos to use in the WordPress post this week.
    • The class website is public; students should be mindful of what is posted.

  • Album structure and deliverables on Canvas

    • Deliverables:
    • A post that acts as a picture story gallery: 7–10 images with captions, a headline at the top, a featured image, and a summary paragraph.
    • A supporting document (the reflection) submitted alongside the post.
    • Collaboration is encouraged on both parts, including the Word document and the captioning/photography work.
    • The instructor will be coauthor on posts to include both partners if you’re working in a pair.
    • You should start your post in lab with your actual headline in the title field; partners will contribute and edits can be made by either author.

  • The class website and user profiles

    • The class website is now live and public.
    • You must log in with IU credentials; you’ll see your name displayed publicly.
    • If your display name is not your actual name, you should update your profile:
    • Go to Profile > fill in First name and Last name.
    • In Display name publicly, choose your actual name from the dropdown.
    • Optional: add a profile image and a short bio, then click Update Profile.
    • Some students may have pre-populated names; updating can earn you extra points (bonus point).
    • If you experience internet issues, contact the instructor after class or email with proof of attendance for participation credit.
    • The student page lists users alphabetically by first name; ensure your public name is visible for participation tracking.

  • Metadata and its role

    • Metadata is data recorded with each photo (e.g., location, lens, f-stop, shutter speed).
    • Metadata is required for the project; it helps verify that you took the photos as claimed.
    • The instructor provides an example: a photo of soccer on a sunny January day paired with metadata showing winter conditions would reveal a mismatch if the photo’s time/place didn’t align with the caption.
    • The purpose is not spying but verifying honesty and data integrity in a data-driven society.

  • Quiz #1 logistics and expectations

    • Quiz #1 will be open at the end of class today (Tuesday) and remain open until Friday at 11:59 PM.
    • The quiz has 5 questions and is worth 25 points in total (implying ~5 points per question).
    • You may use notes; you should review class notes and lectures rather than relying solely on memory.
    • If you forget to take the quiz, there will be no make-up unless the instructor identifies an error on their end.
    • The quiz emphasizes understanding the material learned so far (camera controls, visual elements, design principles) and may require critical thinking beyond simple lookup.
    • The instructor discourages large-group collaboration on the quiz; you’re encouraged to think for yourself, though note-taking and notes can help.

  • Schedule notes and asynchronous lecture

    • Although Tuesday is in-person, Thursday’s class will be a video substitute (asynchronous) due to travel.
    • The asynchronous video will be approximately 20–30 minutes, not the full class length, and will be hosted in the Modules area.
    • A companion “pack back” assignment will accompany the video, focusing on a Buffalo News photo story about a boy who raised a pig and took it to the county fair.
    • Students are asked to prepare to engage with this material and to be ready to answer related questions.

  • Website login and profile improvements (step-by-step guidance)

    • The instructor demonstrates how to view and edit your profile:
    • Access the site with IU credentials, locate Profile, and edit your profile.
    • Ensure First name and Last name are filled in; select your actual name in Display name publicly.
    • Optional: add a profile image; add a short bio; update the profile.
    • After updates, the student list will show names alphabetically by first name; adding your actual name helps recognition and participation bonuses.

  • Post design: featured image, headline, and layout rules

    • The post uses a featured image at the top; it should visually convey the story.
    • Featured image size: the post’s featured image needs to crop to a specific horizontal ratio: 1200extpximes628extpx1200 ext{ px} imes 628 ext{ px} (a standard Facebook-like width/height ratio used on the site).
    • The first thing a viewer should see is the featured image plus the headline; both should together convey the story.
    • The headline should be in noun–verb format and in present tense; keep it tight, punchy, and specific to the story.
    • Headlines should be four lines max; four lines is the practical limit because the site truncates after four lines.
    • The URL slug is automatically generated from the headline and can be edited with hyphens; avoid sloppy drafts.
    • Active voice is preferred; avoid passive constructions (e.g., walkathon was held is passive, whereas the active version would be something like the Waffle Club holds the walkathon).
    • Avoid unnecessary articles (a, an, the) and linking verbs when possible to tighten the headline.
    • The sample headlines shared illustrate practical and artistic challenges (e.g., elegance, specificity, and audience clarity). The acronym NIL (Name, Image, Likeness) often appears in headlines about college athletics; ensure readers understand the subject without needing to know every acronym upfront.
    • The two images for the post are chosen to align with the headline; a strong lead image helps anchor the story visually.
    • The two authors for the post (both partners) will share editing rights; the lab instructor will coauthor to include the other partner.

  • Headlines: guidance and examples

    • Strive for present tense and active verbs; tighten by cutting articles and linking verbs.
    • Headlines should convey the subject and the action without requiring the reader to infer too much.
    • Examples discussed in class included variations on a tattoo story and other campus topics; last semester’s headlines served as templates for improvement.
    • A four-line maximum is essential because posts truncate after four lines in the feed.
    • When editing, consider whether a colon enhances the headline or whether a tighter phrasing without punctuation better suits the vertical space.
    • The headline should set the stage for the reader and reflect the story’s focus; it should not be a mere label.

  • The two-sentence caption model for photo captions

    • Purpose: bridge between the image and the story; provide action and context without stating the obvious.
    • Model:
    • Sentence 1 (present tense): describes what is happening in the photo.
    • Sentence 2 (past/news context): explains why this moment matters and connects to the story.
    • Example 1: James Nelson plays with the string decor before rehearsal on the set of his production, Mackinac. The strings symbolize the theme of imprisonment in a woman's world.
    • Example 2: For the Ray Gun example (breakdancer at the Olympics): first sentence describes the action; second sentence provides the news context about the backlash and later ranking, or other factual development.
    • Captioning tips:
    • Identify and spell names of people appearing in the photo.
    • Use present tense in the first sentence; second sentence provides context and connects to the article/story.
    • The caption should build a bridge between the photo and the story.
    • If you shot the photo but don’t know everyone’s names, describe the scene and people in general terms and later fill in details as you obtain them.

  • Caption length and two-sentence practice

    • The two-sentence model should be practiced with your partner; one person helps with the present-tense description, the other with the contextual/news sentence when needed.
    • The two-sentence caption exercise aligns with the assignment’s two-deliverables: the post and the caption.

  • Practical examples and notes on sample posts

    • Sample headlines from prior projects illustrate how to convey subject and action concisely; some attempts were strong, some needed tightening or a clearer noun–verb structure.
    • A good lead image should complement the headline and the story; avoid flat or generic lead images.
    • When building captions, consider the audience: general readers rather than an insider audience.
    • The posted material must be visually strong and narratively cohesive; the featured image plus headline should tell the story at a glance.

  • Ethical and practical implications

    • Respect privacy and permissions when photographing people, especially public figures and students.
    • The metadata policy underscores transparency about the origin and authenticity of photos; misrepresentation through metadata manipulation is discouraged.
    • Public posting of student work requires awareness of how the content represents you publicly.
    • The asynchronous lecture and public website raise considerations about how students’ work is accessible beyond the classroom and the potential for broad feedback.

  • Quick reminder: two main deliverables and timeline

    • Deliverable 1: Post (gallery of 7–10 images with captions, a featured image, a headline, and a summary).
    • Deliverable 2: Reflection document (200–400 words) submitted alongside the post.
    • Timeline: a final version of the post and reflection due one week from today; the lab session also includes discussion and feedback.
    • The instructor emphasizes using real material when possible, but if material isn’t ready, a provided tattoo story scenario can be used for practice in the lab.

  • Quick notes on the broader project context

    • This unit serves as a foundational exercise for creating a narrative through images and text, preparing students for future projects and professional practice.
    • The exercise emphasizes practical digital storytelling: choosing a strong lead image, crafting a punchy headline, writing a tight four-line post excerpt, and composing a two-sentence caption model.
    • The activity simulates real-world posting practices on a public university media site and mirrors professional editorial workflows.

  • Summary of key numeric and factual references (for quick study)

    • Photo submission recency: within the last week.
    • Gallery/post: 7–10 images; featured image; headline; summary; captions.
    • Featured image dimension: 1200imes6281200 imes 628 px.
    • Reflection length: 200extto400200 ext{ to } 400 words.
    • Quiz #1: 55 questions; total points 2525; open end of class today until Friday 11:59 PM.
    • Headline line-limit: maximum of four lines visible on the site feed.
    • URL slug: generated from the headline; can be edited to include hyphenated words.
    • Asynchronous lecture length target: ~20–30 minutes.
    • Break tag concept: a technical HTML tool used to adjust line breaks in headlines.

  • Quick study prompts (to prepare for exam)

    • Explain the purpose of metadata in photography and give a real-world example from class discussion.
    • Describe the two-sentence caption model and craft an example caption for a hypothetical classroom photo.
    • Draft a headline for a hypothetical story about campus life in present tense using a noun–verb structure and a strong action verb.
    • Outline the steps to update your class profile so your public name matches your actual name, including where to find the setting and what to select.
    • List the required components of the picture story post and the order in which they appear on the WordPress post (featured image, headline, summary, gallery, captions).

  • Note on tone and expectations

    • The lecturer emphasizes clarity, viewer engagement, and professional presentation in student work.
    • There is an emphasis on students working with partners and sharing responsibilities, with built-in checks (metadata, public posting, profile validation) to reinforce accountability and quality.

  • References to then-current topics used in class materials

    • The color-changing card trick from Week 1 (quiz content reference).
    • The Buffalo News photo story as a practice case for the lab’s pack back assignment.
    • NIL (Name, Image, Likeness) as a topic that appears in sample headlines and class discussions.