Interesting that you mention the 50mm.  I'm taking a portrait
photography course.  The instructor recommended finding a 50mm 1.8
lens.  It seems at 75mm equivalent, with that wide aperture, it's a
fine portrait lens.

See you later, gs
http://georgesphotos.net

On 8/5/07, Steve Desjardins <[EMAIL PROTECTED]> wrote:
> I do have to agree that a plain old photography course should be taught
> in the digital medium.  Quite simply, it*s the dominant medium for
> those who take snapshots and those who do photography for a living.  If
> people are going to have digital cameras in their hands, that that*s
> what they should use when they learn.  Whenever  there is a paradigm
> shift, there is always a tendency to include the older approach
> *because it*s the best way to learn*,  Unfortunately, it*s
> mostly the older generation trying to recapitulate their learning path
> for the new kids.  The better approach is to work up some new pedagogy
> appropriate to the new techniques.  I*m not saying playing in a
> darkroom wouldn*t expand your understanding of light, exposure, etc.,
> but it*s no longer the best way to start.  You have to learn on the
> tool you*re going to use.  Of course, the language will change as
> well.  If the APS-C sensor sticks around then younger photographers will
> think of the 50 mm as a short telephoto.  To me, this is as it should
> be.  Hell, I*M starting to think like that.
>
> >>> Paul Stenquist <[EMAIL PROTECTED]> 8/4/2007 10:28 PM >>>
> There are some minor benefits to teaching photography the old way,
> but it's quickly becoming an anachronism. For today's photographer
> learning digital processing is much more important than learning to
> work with chemicals. That's a dead end. You can teach exposure
> without having to force students to shoot with antiques. Just set up
> some heavily weighted exposure compensation situations and make them
> work for their knowledge. Studying Latin is more productive than
> studying film photography.
> Paul
> On Aug 4, 2007, at 6:44 PM, P. J. Alling wrote:
>
>
>
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