Discipline is a very complicated and complex matter. We want to enjoy our children, we don’t want to stress about the little things, and we want to be forgiving to our children and our selves. However – there are many, many things we must get our children to do, or stop them from doing – all day, every day. There are lots of daily tasks that must be completed. Add to that the fact that children don’t always listen, they don’t always do the things we want them to do, and they have a limited amount of knowledge and emotional control. Keeping all this in mind, I believe that there are four distinct parts to the purpose and goal of discipline:

1 – To correct immediate behavior.

2 – To teach a lesson.

3 – To give tools that build self-discipline and emotional control.

4 – To build the parent/child relationship.

Let’s examine how this applies to a few typical situations so that you can begin to understand how these four purposes colors almost every discipline situation with your child.

Situation:
Your child is having a temper tantrum in a store because you won’t buy a new toy.

1 – Correct immediate behavior

Take your child to a restroom or unpopulated corner of the store. Wait for your child to stop the tantrum.

2 – Teach a lesson

You can’t have everything you want. You need to express your emotions appropriately.

3 – Give tools to build self discipline and emotional control

Help child write a list of toys that she wants, but can’t have right now.

4 – Build the relationship

Demonstrate leadership, understanding and patience.

Situation:
Your two children are squabbling over a toy.

1 – Correct immediate behavior

Put the toy on the counter while you get your children to stop tussling and pay attention to you.

2 – Teach a lesson

Children need to learn how to share toys and take turns.

3 – Give tools to build self discipline and emotional control

Help children by setting a timer so each can have a five minute turn with it. Show them how to do this in the future without your help.

4 – Build the relationship

Show them how to play together and how to settle disputes. Show them that they can look to you for help in handling problems.

Situation:
Your child is upset with a playmate and bites her on the arm.

1 – Correct immediate behavior

Separate the children. Provide attention and care to the child who was bitten.

2 – Teach a lesson

Get down to your child’s level, put your hands on her shoulders, look her in the eye and tell her, “Biting hurts. We don’t bite. Give Emmy a hug now. That will make her feel better.”

3 – Give tools to build self discipline and emotional control

Give your child a few hints on how she should handle her frustration next time; “If you want a toy, you can ask nicely for it or you can come to Mommy for help.”

4 – Build your relationship

Show your child that you are on her side even when she makes mistakes. Demonstrate that she can count on you to teach her how to handle strong emotions.

Discipline is not a one-time maneuver
You say you’ve tried to get your little one to put his toys away, but he never does. You’re after your daughter constantly not to whine, yet that screechy voice continues. You repeatedly attempt to get your two children to share their toys nicely yet it seems that daily you’re refereeing an argument over toys. No matter what you do, the same issues keep coming up over and over again.

Think about something that you do, or don’t do – that you know you should do differently. Perhaps it’s exercising or eating healthily. Maybe it’s keeping your desk organized or your closet clean. In all of these examples it’s likely that you struggle to always do the right thing, even when you know what the right thing is. So, if you, the mature adult, still don’t do everything the right way how could you possibly expect such a feat from your young child?

Discipline means to teach – and it is a very rare lesson that can be learned in one simple session. Furthermore, young children cannot easily apply what they’ve learned in one situation to another. So even minor variations create entirely new scenarios – for example, learning to share toys with a sibling at home isn’t easily transposed to the situation of sharing playground equipment with a friend at the park.

What this all means is that you must teach the same, or similar, lessons over and over and over and over again in many different ways until, perhaps, your child will master the idea and claim it as his own. Even then, just because a child knows what is right doesn’t mean he will always do the right thing. (Do you always drive the posted speed limit?) Our job as parents is to help our children learn right from wrong, and how to make the right decisions in life. It is to guide and teach our children, every day, in many ways.

Discipline means teaching, and as such, it can encompass almost every interaction you have with your child. When you are thoughtful about your role as a parent, and when you keep your eye on your long-term goals and use carefully planned parenting skills, then your essential parenting attitudes will be properly aligned and your job as a parent will be more fulfilling and rewarding.

Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth

About the author:
Elizabeth Pantley is the author of several books, including Gentle Baby Care : No-cry, No-fuss, No-worry — Essential Tips for Raising Your Baby, The No-Cry Sleep Solution: Gentle Ways to Help Your Baby Sleep Through the Night, Kid Cooperation (with an introduction by William Sears, MD), Perfect Parenting, as well as her latest The No-Cry Sleep Solution for Toddlers and Preschoolers and is also president of Better Beginnings, Inc. She is a popular speaker on family issues, and her newsletter, Parent Tips, is seen in schools nationwide. She appears as a regular radio show guest, and has been quoted in Parents, Parenting, Redbook, Good Housekeeping, American Baby, Working Mother, and Woman’s Day magazines. Visit Elizabeth’s web site http://www.pantley.com/elizabeth.

Whether you’re on the phone, busy on your computer, or talking to another adult, it can be frustrating when your children constantly interrupt you. What’s surprising to learn is that they do it because they always get a response from you when they do! They’ve learned that you are willing to stop what you’re doing to answer them. Keep in mind that children are so focused on their own needs that they don’t realize that you have needs, too. They can learn how to pay more attention to other people’s needs as well as their own, which will help control these endless interruptions.

Give lessons and examples
Teach your children how to determine if something warrants an interruption, as they may have a hard time deciphering when interruptions are justified. Discuss examples of when it’s okay to interrupt, such as when someone is at the door, or if a sibling is hurt.

Coach proper manners
Teach your child how to wait for a pause in the conversation and to say, “Excuse me.” When she remembers to do this, respond positively. If the interruption is about something that should wait, politely inform your child of this.

Don’t answer the question.
Many parents admonish kids for interrupting, but in the same breath respond to the child’s interrupted request, which just reinforces the habit.

Watch your manners
Parents sometimes jump in so quickly to correct their child’s bad manners that they don’t realize that the way in which their correction is delivered is itself rude. Use your own good manners to model appropriate communication skills. Pause, look at your child, and say, “I’ll be with you in a minute.”

Teach “The Squeeze”
Tell your child that if she wants something when you are talking to another adult, she should gently squeeze your arm. You will then squeeze her hand to indicate that you know she is there and will be with her in a minute. At first, respond quickly so your child can see the success of this method. Over time you can wait longer, just give a gentle squeeze every few minutes to remind your child that you remember the request.

Create a busy-box
Put together a box of activities or games that can only be used when you are on the telephone, working at your desk, or talking with an adult. Occasionally refill it with new things or rotate the contents. Be firm about putting them away when you are done. Your child will be look forward to your next conversation, which will be interruption free!

Plan ahead
Before you make a phone call or have a visitor, let your child know what to expect. “I’m going to make a phone call. I’ll be a while, so let’s get your busy box ready to use while I’m on the phone.”

Give praise when deserved
Catching your child doing the right thing can be the best lesson of all. Praise your child for using good manners, for remembering to say “excuse me,” and for interrupting only for a valid reason.

Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth

About the author:
Elizabeth Pantley is the author of several books, including Gentle Baby Care : No-cry, No-fuss, No-worry — Essential Tips for Raising Your Baby, The No-Cry Sleep Solution: Gentle Ways to Help Your Baby Sleep Through the Night, Kid Cooperation (with an introduction by William Sears, MD), Perfect Parenting, as well as her latest The No-Cry Sleep Solution for Toddlers and Preschoolers and is also president of Better Beginnings, Inc. She is a popular speaker on family issues, and her newsletter, Parent Tips, is seen in schools nationwide. She appears as a regular radio show guest, and has been quoted in Parents, Parenting, Redbook, Good Housekeeping, American Baby, Working Mother, and Woman’s Day magazines. Visit Elizabeth’s web site http://www.pantley.com/elizabeth.

You want to raise a reader. That much you know. But how? That’s the $20,000 question. You could probably spend that $20,000 on how-to books for you, readers for your child, flash cards and other accessories, and specialized reading programs promoting every possible avenue to full literacy.

You could, but you don’t have to do all that. The facts are simple. Between 80-85 percent of children learn to read by the middle of first grade and most of those children will learn without the benefit of fancy reading programs and books. Many of those children will learn to read as the result of simple preliteracy activities they encountered at home and/or school.

In fact, studies show that starting early is not necessary and could do more harm than good. Formal reading instruction, especially if introduced too early and if focused on “skill and drill,” can actually interfere with emergent literacy. However there are things you can do before you get to that point–and these activities are fun and can lay a strong early literacy foundation to make it easier for your child to learn to read later on.

As a basic foundation for learning to read and write, kids need strong speaking and listening skills. When you and other adults around your kids encourage them to talk, ask questions, and use dramatic play, it increases their vocabulary, allows them to hear and practice building sentences, and gives them more knowledge to understand spoken and written language.

Simply reading, talking, and listening to a young child in a warm and positive environment at every opportunity are among the most important things you can do.

There are three skill areas that form the foundation for reading. Kids who develop strong skills in these areas have greater success learning to read: Print Knowledge, Literacy Awareness, and Language Understanding.

Print knowledge is simply the understanding that print (letters, words, symbols, and printed media such as books and signs) carries a message. This encompasses learning that people read text rather than pictures and the correct way to read a book or page (right side up, left to right, top to bottom).

Literacy awareness encompasses a child’s first efforts to use print in a meaningful way. This includes recognizing letters and groupings of letters (the child recognizes his or her name or the name of a store) and attempts to write letters and words such as his or her name.

Language understanding is just that-understanding how language works. This includes being able to sound out individual letters in a word and counting the words in a spoken sentence.

Children develop these skills by having many early experiences with language, books, and print. They can have these experiences as part of everyday life, through play, conversation, and a wide range of activities. Young children use play and talk as a way to expand, explore, and make sense of their world. When kids talk about daily tasks and special events, tell stories, sing songs, and scribble, they are laying the groundwork for reading and writing.

The primary reason many children struggle with learning to read is because they simply do not have enough experiences with language, books, and print. They need more time at home and in their early childhood programs devoted to helping them develop the skills that lead to reading. A lack of developmentally appropriate skill-building at an early age can significantly limit the reading and writing level a child attains.

Becoming literate
Becoming a literate person is something that every human begins almost from birth. In essence, we are actually programmed to become literate. However, that does not mean the path to literacy is smooth and easy.

While the progression to literacy is a natural evolution we are all programmed to follow, literacy does not occur in a vacuum. Literacy emerges in individuals only when they are immersed in a community of literacy. Interactions such as sharing a picture book, telling a story, and talking about experiences are central to emergent literacy.

Most parents are aware of the importance of reading to their child, but it is so important that it cannot be emphasized enough. According to the Partnership for Reading, a project administered by the National Institute for Literacy, “Reading aloud to children has been called the single most important activity for building the knowledge required for success in reading.”

Typically, parents play an important role in developing this skill by reading to children and showing how important reading is to their daily life. Find time to read aloud with your child every day. Lap time with picture books and stories can strongly motivate your child to enjoy reading.

Studies focusing on parents of successful readers found that they do more than simply read to their children. They also engage in specific strategies, which maximize the reading experience. These strategies are actually fairly simple: talk about the book with your child before reading it; read aloud using an enthusiastic voice; and let your child ask questions about the book. Parents can also encourage their child to “read” the story back to them (especially if it is a favorite that has been read many times to the child) and/or share fun variations of the story.

However, while this is significant, this is not the only way your child learns. Knowledge is constructed as a result of dynamic interactions between the individual and the physical and social environments. In a sense the child discovers knowledge through active experimentation. Try to make books available for your child to explore and enjoy on their own as well as with you.

It is important to remember that literacy is much broader than simply reading. Allowing a child to draw or color and playing word games and singing songs are also a part of literacy. Sometimes literacy development does not actually involve print. There are many ways of learning to read and write. Some of these ways may look suspiciously like play which makes them all the more effective.

Children learn through play. Play provides opportunities for exploration, experimentation, and manipulation that are essential for constructing knowledge and contributes to the development of representational thought. During play, children examine and refine their learning in light of the feedback they receive from the environment and other people. It is through play that children develop their imaginations and creativity. During the primary grades, children’s play becomes more rule-oriented and promotes the development of autonomy and cooperation which contributes to social, emotional, and intellectual development.

Make-believe among peers also plays an important role in emergent literacy. Pretending is, in fact, an ideal area in which children can develop literacy-related language skills. In pretend play, children use language to create imaginary worlds; and the manner in which language is used when pretending has much in common with reading. It is important to provide children time and settings in which they can use language with each other in a variety of social dramatic play activities.

Block play, too, can serve as a foundation for literacy. While reading and writing and playing with blocks seem miles apart at first glance, block play offers the literacy-related benefits of helping children understand symbolization, refine visual discrimination, develop fine-motor coordination, and practice oral language.

So remember, your goal is not to teach your child to read so much as it is to help them become literate. Immerse your child in literacy by talking, reading, singing, pretending, and playing and you will have done a great deal to prepare your child to become a reader.

About The Author
Deanna Mascle is the publisher of Preschoolers Learn More. She has three post secondary degrees and 15 years professional experience teaching (plus more years than she’d like to admit as a camp counselor, Sunday School teacher, and Bible Camp staff member) and she needs every scrap of her education and experience to keep up with Noah Mascle, age 4. Visit for more tips and resources for teaching your preschooler including Teach Your Child the Alphabet and Learning to Read through Rhyme

How can we help children blossom socially and emotionally? Read on for some specific tips.

Look for opportunities to discuss other people’s feelings
By explaining how other people would feel if a particular act occurred, you teach your child to take the perspective of others. “If you hit Irving over the head with that truck, he will probably feel very bad and cry. Do you want that to happen?”

Creating a sensitive human being takes work! It often seems a lot easier to just stop vexing and dangerous toddler behavior without explaining what consequences would follow and why, and how someone would feel as a result. Of course, tomorrow someone will probably come out with a video that claims to teach your child how to work and play well with others. But that product would be a drop in the bucket compared with the power that comes from ongoing human relationships where both mind and heart are learning together. What fills the bucket is the interaction children and adults experience: a product of basic social need.

Watch your language
One way to bring up the perspectives of others is to ask your child about the characters in the stories you read together. Ask questions such as “How do you think this person (the character) feels? How would you feel if you were this person? What do you think the person’s friends could do to help him to feel better?”

In fact, many of the current social and emotional programs that teach children about how to be a good person use games in which children adopt different perspectives. One example is the Interpersonal Cognitive Problem Solving program for elementary school children, which was developed by Professor Myrna Shure of Drexel University in Philadelphia. After the adult shows the children pictures of scenes or verbally describes scenarios such as a fight in school or a moment of frustration, the children are asked, “How do you think this person felt in the story? How might you feel if you were that person? How would you want others to react to you?” At Pennsylvania State University, Professor Mark Greenberg created another program of this type called PATHS (Promoting Alternative Thinking Strategies) that helps children talk about their feelings. These programs have been maximally effective in reducing aggressive behavior and are training children on how to understand others’ minds. They are now used widely in school programs.

Explain to your child that there are causes for people’s feelings
Research by Professor Judy Dunn and her colleagues at Pennsylvania State University examined the conversations that fifty 33-month-old children had in their homes with their mothers about feelings and about what causes them. For example, a mother might say, “You broke my glass (the cause) and that makes me sad (the outcome).” Such conversations were just what Professor Dunn and her colleagues looked for in the parent-child dialogues.

She found that at 40 months, children differed widely in their appreciation of emotions and other minds. The results of this study tell us that talk about emotions and what causes emotions impacts children’s developing theory of mind. Hearing an explanation for others’ behavior does at least two things. It may help stunt the natural anger that arises when you are thwarted so you can respond more constructively. It may also help you look for such mitigating explanations on your own in future altercations. And these differences, in turn, will influence how well children interact with their peers and teachers.

Stop bullying in its tracks
The extreme example of children who are not thinking of the welfare of others is the bully. If your child is frequently the target of bullies, it may be a sign that she is less socially competent and, therefore, has fewer friends and is seen as vulnerable. It turns out that children who are more socially competent and who have more friends are less likely to be bullied.

Researchers have determined that both the bullies and the bullied tend to have certain typical characteristics: The majority of victims, for instance, reinforce bullies by giving in to their demands, crying, assuming defensive postures, and failing to fight back. Victims tend to have a history of overly intrusive parenting, with parents who are controlling and overprotective. These parenting behaviors prompt anxiety, low self-esteem, and dependency, which combine to radiate vulnerability. Bullies often bank on their victim’s dependency and vulnerability; they know the other child won’t fight back. This makes the bully feel powerful. Of course, bullies have their own social deficits. They tend to come from families where there is little warmth or affection. The families also report trouble sharing their feelings. Sometimes parents of bullies have very punitive and rigid discipline styles. Finally, bullies feel less discomfort than average children at the thought of causing pain and suffering.

So what can be done for bullies and their victims? Preschools and kindergartens where peer socialization is integrated into the curriculum are good places to start helping them. Anxious, withdrawn children will benefit greatly from developing just one good friendship. And even when they have conflicts with their peers (yes, conflict is inevitable), they’ll be learning valuable lessons in how to interpret social cues accurately. But in addition to the teaching of social skills at school, it’s also important to evaluate the relationship you have with your child, especially if you suspect that he’s a bully. Remember: Bullies tend to come from families where there’s a lack of affection or little sharing of feelings. Take the time to ask your child how he’s feeling and to really listen to his answer. When he expresses anger or rage, work with him to help him regulate his negative emotions and find peaceful ways to resolve them. Finally, when he talks about problems he’s having with his peers, brainstorm with him to come up with skillful ways he could resolve them.

Finally, children who are not bullies or victims have a powerful role to play in shaping the behavior of other children. Teach your children to speak up on behalf of children being bullied. “Don’t treat her that way; it’s not nice.” “Hitting is not a good way to solve problems. Let’s find a teacher and talk about what happened.” For more examples and role-play situations, check out Sherryll Kraizer’s The Safe Child Book.

Make space for social time
Children sometimes just need to hang out with others or to be by themselves. It might seem as if they are doing “nothing,” but there’s a lot to learn from unscheduled time on their own or with other children. Children need to be able to be spontaneous — to be able to just goof off! Creating playdates for our children helps them diversify their social world and develop additional social tools for dealing with a greater variety of social challenges. And social interactions give you opportunities for discussing emotional situations and others’ perspectives. This cannot be obtained on the fly, in the car between activities, but only from real social interaction that you are present to observe and comment on and coach as the occasion arises.

If your child is in child care or preschool, be sure to build strong connections with your child’s caregiver or teacher
You want your child’s emotions taken seriously when he is not with you, too, and you want that emotional coaching going on whenever a conflict comes up. If you talk with the caregiver on a daily basis about how your child is doing and ask questions about how he gets along with his peers and how disagreements are handled, you’ll have a better sense of whether emotional coaching and mentoring is going on. Get in the habit of building strong ties to the people whom your child spends time with just as it makes a difference when children get consistent messages from their parents, it’s important that the messages they receive from their child care providers are consistent as well.

While there are many things we can do to foster social development, here are some general suggestions for helping your children to tune in to their own feelings.

Avoid ignoring or belittling your child’s feelings
Although often you’d wish such moments would just go away, times of emotional upset can be understood as key opportunities for teaching children how to avoid or resolve such situations, while also taking the feelings of others into consideration. View these times as opportunities to teach your children how to make lemonade out of lemons, while still allowing them to experience their feelings of hurt or disappointment. A versatile recipe for lemonade will be very useful for dealing with life’s inevitable frustrations.

Try to see the world through your children’s eyes
Once you do, you’ll recognize that the things that cause our children pain are often different from the things that cause us, as adults, pain. You don’t want to treat your children any differently than you would want to be treated when you express your emotions. How would you feel if you confided in a friend about something that bothered you and she made fun of you and laughed? Make a point of teaching your child that it’s okay to show negative emotion, such as sadness or fear. Likewise, try to demonstrate positive ways of coping with your own anger and negative feelings. Remember: Your children are watching you for lessons on regulating their emotions.

The bottom line is to talk to your children and invite them to talk to you. The more you try to understand how they feel and help them understand how an event happened, the more coping skills your child will develop. And, as we have documented, social skills are essential for doing well, both in school and in life.

Reprinted from: Einstein Never Used Flash Cards: How Our Children Really Learn — And Why They Need to Play More and Memorize Less by Kathy Hirsh-Pasek, Ph.D., and Roberta Michnick Golinkoff, Ph.D., with Diane Eyer, Ph.D. © 2003 by Kathy Hirsh-Pasek, Ph.D., and Roberta Michnick Golinkoff, Ph.D.

About the Authors
Kathy Hirsh-Pasek, Ph.D., is a member of the psychology department at Temple University, where she directs the Infant Language Laboratory and participated in one of the nation’s largest studies of the effects of child care. The mother of three sons, she also composes and performs children’s music. Roberta Michnick Golinkoff, Ph.D., is the H. Rodney Sharp Professor in the School of Education at the University of Delaware, where she holds a joint appointment with the departments of linguistics and psychology and directs the Infant Language Project. She has also been a recipient of the John Simon Guggenheim Memorial Fellowship and is the mother of a son and a daughter. Together, the authors were featured on the PBS Human Language series and are the authors of How Babies Talk. Diane Eyer, Ph.D., is a member of the psychology department at Temple University and author of Motherguilt and Mother-Infant Bonding.

For more information, please visitwww.writtenvoices.com.

Content
Even if you feel that you already know what kind of photography you like to do, it’s always a good idea to try your talent at different aspects of photography.

Pictorial, this is a general term but it applies to any photographer who’s goal is simply to create beautiful photos. This breaks down into smaller subsets but the most popular form is landscape and nature photography. This is what I do and it’s tempting to go on and on but I will just say that this form of photography, to me, is a real art. At least that is goal to create art in photographic form. It is the goal of the photographer to use their abilities to capture an image in it’s moment of beauty and simplicity.

Portrait, this can be people and even animals. It also includes wedding photography as well. This is an aspect of photography that can be a lot harder than it seems. Not only do you have to know your basic photo composition but you need to understand what makes each person look their best. You must know how to bring out their personality and character in the shot. If you love working with people this may be your field. It’s fun and challenging.

Photojournalism, now this isn’t just press photography, though that is one aspect of it. It is also documentary photography as well, the latter doesn’t always need an event to occur right in front of you. Either way the purpose is to tell a story. Really good photojournalism shouldn’t need the text below it to tell you what is going on. It should be compelling and storytelling. Composition still plays a part, you can’t tell a story if the story can’t be seen. And while these photos can be beautiful in their technical aspects they aren’t necessarily beautiful images. The story telling is as important.

Abstract, probably not as common of a form of photography but I’m seeing it more and more. This is usually characterized by extreme close ups of detail of something, so much so that you can’t identify the original subject. But in this case that doesn’t matter since the abstract detail or pattern is the subject of the photo. (Color can also be the subject as well.) Basic composition still plays a part, maybe a bigger part in this form of photography.

This week’s assignment:
Four rolls of film again. Roll one, pictorial, get outside and try your best using all your abilities to capture moments of beauty and simplicity. Composition is key here. Roll two, portrait, get somebody to volunteer for you. Remember composition but really focus on finding the shots that make that person look their best. Different light, background, camera angles, or even clothes. Roll three, photojournalism, outside or inside anywhere you see stories. This can be as simple as a child playing with their toys. Find the appropriate moment to take a shot that tells the story. Roll four, abstract, details, details, and more details. Get in close, make sure that you can’t identify the subject but find beauty in the color or details of the item.

If you have some specific questions please visit my Photography Forum.
© 2004 Kelly Paal

About The Author
Kelly Paal is a Freelance Nature and Landscape Photographer, exhibiting nationally and internationally. Recently she started her own business Kelly Paal Photography. She has an educational background in photography, business, and commercial art. She enjoys applying graphic design and photography principles to her web design.

Basic Composition
Now that you are beginning to understand how your camera works you can begin to understand basic composition. I know that many people that I’ve talked to think that photography is just pointing your camera and taking a photo but it’s more than that. After you understand how your equipment works you can begin to get into the real art of photography and that art is called composition.

Basic principles:

1. Use all of your available space. Fill the image with the image. If the reason that your taking the photo is your daughter’s beautiful face then get closer. If you’re taking an image of the breathtaking valley before you. Fill the frame with the valley. Keep distractions out of the frame. They’re called distractions for a reason.
2. Look at the forms in your image. You almost have to look at the people or the landscape before you in their simplistic geographic forms. A good way to learn form is to practice taking photos of still life objects, that you can arrange into pleasing forms. A good photo is always a beautiful arrangement of form. Whether it’s the beauty of a woman’s face, her features being forms, or a wonderful landscape, trees, rocks, and hills being forms.
3. Line or direction, motion. The direction of the forms in your photos is very important. Never have action or motion moving outside of your image. It will direct the eye away from your image. Diagonal motion lines are good, curves and “s” curves are better. The last two is probably way landscape photography is so popular nature is full of curves. Also never put a horizon line in the center of your frame.
4. Contrast, the difference between black and white. Now it is possible to have a beautiful photo with little contrast if that is your intention, this works best with color. But a lot of shots, some really beautiful shots have a nice balance of black, white, and grays. This can be manipulated for artistic purpose of course, but in the beginning you want to focus on trying to take shots with equal amounts of black, white, and shades of gray. (Shoot a roll of B&W film to really learn this principle.)
5. Color, you may have to familiarize yourself with the color wheel. (See my article Graphic Design Using Color for more information it’s for graphic design but the first couple of paragraphs talk about basic color theory) Whether you’re shooting nature or setting up your own shots in a studio you need to know what colors go together and why. Many of us have an instinct as to what looks good. When in doubt follow your instincts. Start out by taking shots of things that you think have pretty or beautiful colors. Show the photos to others and see if they agree. Photographers learn not only what they think is beautiful but what is universally beautiful as well.

Now the hard part practice all these principles at the same time. It’s not easy! Now you really know why photographers take years to really learn their craft.

This week’s assignment:
Let’s break this down into four assignments. You’ll need four rolls of film. Roll one, fill your available space. Shoot pictures of whatever you like, but get closer. Eliminate distractions from your image. Keep the focus of your image on whatever it was that made you want to take that photo. Roll two, forms. Here’s an old stand by that I did in college. Get out an assortment of vegtables and fruit from your kitchen. Put a sheet down on your table, no distractions, shoot an entire roll of the veggies and fruit making sure that your rearrange with each shot. Make sure you study your results and see which forms looked best. Roll three, Contrast, you can do this in B&W film if you want to. Take a shot of the flower in your garden in the early morning, afternoon, and sunset. Shoot some portraits at the same times, by candlelight too. When you see the results you will be surprised. Roll four, color. Use the vegtables again, this time paying attention to the colors. If you can tell me why a red tomato looks best on a green bed of lettuce or the orange sunset with the purple clouds is so captivating then you’ve figured out some of color theory.

If you have some specific questions please visit my Photography Forum.
© 2004 Kelly Paal

About The Author
Kelly Paal is a Freelance Nature and Landscape Photographer, exhibiting nationally and internationally. Recently she started her own business Kelly Paal Photography. She has an educational background in photography, business, and commercial art. She enjoys applying graphic design and photography principles to her web design.

Equipment: camera, meter, flash, tripod

This article is a simplified photography course directed at new photographers out there who want to know where to start.

If you really want to learn photography the first thing you need is a good affordable and reliable camera. It must, and I repeat must, be able to shoot in fully manual and fully auto focus modes. (This leaves out any digital cameras on the market right now, sorry.) To really learn photography you must understand the equipment. You’ll need to learn how manipulating the shutter speed, aperture, and focus will have a dramatic effect on your photos. Meters, if you have a camera that can work in a fully manual mode it should have an internal meter suitable for what you will be doing. Tripod, you’re going to need one whether it’s portrait work or landscapes you’ll need one eventually. Luckily you don’t have to spend a lot here. Just something lightweight and durable. Flash, you can buy a separate camera mounted flash, which is great if you can afford it. Consider what kind of photography that you will be doing though. If you’re going to do mostly nature and landscape, you may only need the fill flash that comes with most cameras today. If you plan on doing portraiture alone you will want to consider a camera mounted flash that has an adjustable angle.

Film, film speed to be exact. Slower speeds (25 to 400) are intended for portraiture and landscape photography. Faster speeds (600 and above) are intended for actions shots and photojournalism. So first you need to know what you going out to photograph and make sure that you have the appropriate film for the job.

Now that you have the camera loaded with film consider shutter speed. Do you want to blur motion, or freeze it? If there is no motion at all what shutter speed do you need to expose the scene with natural light. From 1/60th and down to the bulb setting will blur most motion. For example if you want to blur the water in a waterfall, a setting of 1/30th should work. (You’ll need a tripod though.) 1/125th is a normal setting for most shots. On many cameras the 125th setting is marked in a different color to make it obvious. If you want to freeze action you’ll need to start with 1/500th and work up from there. The faster the motion the faster the shutter speed needed to stop motion. Many cameras go up to 1/2000th of a second. If you’re trying to use natural light alone in a scene you will want to determine the aperture first and then see what shutter speed you need to properly expose the scene for available light. (Keep in mind sometimes there isn’t enough light.)

Aperture, these are the set of numbers on your lens closest to the body of the camera. They can go from 1.8 to 22, and they are referred to as F-stops. These numbers determine how much light reaches the film inside of your camera. Most internal meters will blink on the appropriate aperture for the shutter speed that you’ve set, or the speed you’ve set will blink if your F-stop is correct for the speed. Both the F-stop and shutter speed can be changed to expose the scene correctly. Consider that the faster the shutter speed the more light will be needed to expose the scene correctly. This makes logical sense if you think about it. If the shutter isn’t open as long, fast shutter speed, then there is less light able to make it to the film and so the scene must be brighter to expose correctly. To learn, bracket your shots. Take the first shot at the aperture suggested by your meter, move one stop up, take a photo, one down, take another photo.

Flash, I personally like shooting with natural light whenever possible and at most I use a fill flash. But if you’re going to do portrait work then most of the time you may be indoors and you will need a flash sometimes. For the amateur the fill flash units that are on the top of most of today’s cameras are wonderful for basic work. You will have to read your manual on your particular flash unit to learn what it can and can’t do. This is where the camera that is fully manual and fully auto is great for the amateur. You can usually set it so that the camera will meter and set the flash output accordingly and then you still can control the shutter speed and aperture.

This week’s assignment:
Have several rolls of 400 speed film, find a subject that you can work with preferably something that won’t move, and shoot one roll of film. Shoot some of the roll in the morning, afternoon, and evening. Bracket every shot, take notes on time of day and light conditions, and what your settings (aperture) were for each frame, keep the film speed the same for the entire roll. Have the film developed and examine the photos. You should be able to see a difference in each frame. You’ll need to repeat this procedure until you feel that you understand the relationship between shutter speed and aperture, and every camera and meter has it’s own quirks and differences, you’re camera will act differently than someone else’s. This way you will learn you own particular camera as well. Once you have a sense of how aperture works you won’t need to bracket every shot you take, you may only need to do it in cases where you want to be extra safe on exposing the subject correctly.

If you have some specific questions please visit my Photography Forum.
© 2004 Kelly Paal

About The Author
Kelly Paal is a Freelance Nature and Landscape Photographer, exhibiting nationally and internationally. Recently she started her own business Kelly Paal Photography. She has an educational background in photography, business, and commercial art. She enjoys applying graphic design and photography principles to her web design.