Capturing Movement

Overview

Students build on their previous learning about framing by investigating how shutter speed changes the appearance of movement in photographs. Through teacher modelling and a practical camera task, they will intentionally create motion blur using a slow shutter speed while making safe, respectful choices when photographing people and objects.

Learning intentions

Students will:

• Explain what shutter speed is and how it controls the length of time light enters the camera.
• Distinguish between fast and slow shutter speeds.
• Explain how shutter speed affects motion blur and sharpness.
• Use a slow shutter speed to intentionally create motion blur in photographs.
• Use camera equipment safely, responsibly and independently.

Success criteria

• I can identify whether a shutter speed is fast or slow.
• I can explain that a slow shutter speed can record movement as blur, while a fast shutter speed can freeze movement.
• I can create photographs using a slow shutter speed to show intentional motion blur.
• I can make thoughtful photographic choices about framing, subject, movement and safety.

Curriculum links

• The Arts — Visual Arts, Developing Practical Knowledge: Students explore photographic conventions and use camera controls to communicate an intended visual effect.
• The Arts — Visual Arts, Developing Ideas and Communicating: Students make and discuss photographic choices, including how movement is represented.
• Key competencies: Thinking; managing self; using language, symbols and texts; relating to others; participating and contributing.
• Tātaiako: Manaakitanga and whanaungatanga are developed through respectful collaboration, consent and care for classmates and equipment. Wānanga is supported through discussion and sharing of photographic decisions.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and connect. Welcome students, take the roll and use the opening and recap slides to revisit framing from the previous lesson. Students settle, answer questions such as “What makes a photograph well framed?” and listen to the learning intention.

2. 5–17 min · Introduce shutter speed. Use the shutter speed teaching slides to explain shutter speed as the length of time the camera shutter stays open. Model the difference between a fast shutter speed, which can freeze movement, and a slow shutter speed, which allows movement to appear blurred. Introduce the kupu Māori tere (speed), nekehanga (movement), wā (time), ata (image/photograph) and kōrero (discussion). Students compare example images and respond to questions: “Which image shows motion blur?” and “What might the photographer have changed?”

3. 17–25 min · Model and prepare. Demonstrate changing the camera to a slow shutter speed, keeping the camera steady where possible, checking focus and reviewing an image. Explain that the task is to take 18 purposeful photographs: six involving people, six involving objects and six showing their own choice or experimentation. Students complete the relevant planning prompts on the shutter speed planning and evidence sheet, identifying a subject, movement and intended effect.

4. 25–30 min · Safety and task check. Explain camera expectations: carry equipment carefully, keep the strap secure, ask permission before photographing someone, do not photograph anyone who declines, and avoid unsafe movement or climbing. Establish the boundary as the original outdoor area only—no reserve, field, corridors or indoor wandering. Students use a thumbs-up, sideways or down check to show whether they understand the camera settings, task and boundary, then collect cameras, charged batteries and SD cards.

5. 30–52 min · Practical photography. Students work in pairs or small groups, taking turns as photographer, subject and equipment monitor. They create the required photographs using a slow shutter speed, changing movement, distance, framing and camera steadiness to investigate different results. The teacher circulates, checks safe practice and asks: “What movement are you trying to show?”, “How will you make the blur intentional?” and “What could you change if the image is too dark or too sharp?” Students record brief observations on the shutter speed planning and evidence sheet.

6. 52–60 min · Review and share. Gather students inside, check that all equipment is returned, and use the plenary and next-steps slides for a quick review. Invite a few students to share an image or describe a result, explaining the shutter speed choice and effect. Students complete a verbal or written reflection: “My image shows motion blur because…” and “Next time I would…”. Preview the next lesson: uploading images and making contact sheets in preparation for editing.

Resources

• Computer
• TV or display
• the complete shutter speed slide deck
• Cameras with manual shutter-speed control
• Charged camera batteries
• SD cards
• the shutter speed planning and evidence sheet
• Camera straps and protective cases, if available
• Designated outdoor photography area

Assessment

• Use questioning and thumbs checks to assess understanding of fast and slow shutter speeds, motion blur and sharpness.
• Observe whether students operate equipment safely, seek consent, remain within the boundary and make intentional photographic choices.
• Review students’ photographs and worksheet notes for evidence that they used a slow shutter speed to represent movement. During sharing, listen for an explanation linking shutter speed to the visual result.

Differentiation

• Scaffolding: Provide a simple visual sequence on the slides—choose subject, set slow shutter speed, frame, capture, review and adjust. Keep one camera set to an accessible slow shutter speed for students who need reduced technical demand.
• UDL: Present information through spoken explanation, diagrams, example photographs and hands-on demonstration. Allow students to show understanding by speaking, annotating the worksheet or demonstrating with the camera.
• Support: Pair students strategically and assign clear roles. Provide sentence starters: “The shutter speed is slow because…”, “The movement appears blurred when…” and “I changed ___ to…”.
• Extension: Invite confident students to compare two slow shutter speeds or investigate how camera steadiness, subject speed and framing alter the amount of blur.
• EAL and learning support: Pre-teach the key vocabulary with image examples, repeat instructions in short steps, check understanding privately and provide a peer model. Respect students’ choice not to be photographed and offer object-based alternatives.