Photography and Social Issues

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Photography and Social Issues

• By Crista Suttle

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Analyze Learners

• This unit is geared toward 11th grade high school
  students, approximately 16-17 years old.
• The class that this unit should be implemented in
  is General Art II.
• Students should adequately use and apply concepts
  learned in General Art I.

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West Virginia State Objectives

• VA II.3.1 reflect on how artworks differ
  visually, spatially, intellectually and
  functionally and describe how these are related
  to culture
• VA II.4.1 explain historical or cultural
  contexts of artworks through characteristics and
  purposes
• VA II.4.3 analyze their own artwork in terms of
  relationship to history culture

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State Objectives (continued)

• VA II.5.1 analyze and justify artists
  motivations for creating artworks
• VA II.5.3 analyze and evaluate different genres
  of artwork emphasizing cultural viewpoints
• VA II.6.1 select and compare artwork using
  specific historical issues or themes to other
  subject areas
• SS.11.5.22 explain how art can facilitate
  global understanding

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Select Methods, Media Material

• Materials Needed
• Resource Materials (Books Internet)
• Computer Access
• Paper
• Disposable Cameras Print Costs
• Matte Board or Construction Paper
• Tape or Glue

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Select Methods, Media Material

• Web Resources
• http//www.pbs.org/kcta/american
  photography/features/featureindex.html
• http//www.learnersonline.com/weekly/lessons03/wee
  k1/index.html
• http//www.jamesnachtwey.com/
• http//home.online.no/gion/stretch.htm

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Utilize Media Materials

• Day 1
• Introduction of topic
• Overview of expectations
• PowerPoint of recent and past history photos that
  relate to societal views
• Class Discussion
• Group Work Discuss assigned photo and based
  solely on content, develop a name for the
  photograph.

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Day 1 Homework Assignment

• Find the true title for the photo given in class
• Write a 1 page response on the photo
• What do you think the photo means?
• What does the true title mean?
• Is this an effective piece of artwork?

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Day 2

• Review James Nachtwey images
• Discuss feelings related to photos
• Day 2 Homework
• Begin to gather influential photos from history
• Gather student pictures which correlate with the
  time of the social photos gathered

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Days 3-4

• Development and completion of personal and public
  history timelines
• Day 4 Homework
• One page journal response on most interesting
  photo in timeline
• What event does this image document?
• What memories, images or events in your own life
  correlate with the chosen photo?

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Days 5-7

• Brief introduction on how to take quality
  photographs
• Gather Resources
• Generate Ideas
• Take Pictures with Disposable Camera
• Depicting social inequalities in the community

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Day 8

• Completed photo or series of photos brought to
  class
• Matte Photos
• Class Critique with student oral report of photo
  taken
• Students consider if photos are ever truthful
• Can technology alter a photos meaning?

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Require Learner Participation

• Through a continual change of ideas and materials
  students remain engaged.
• By relating material to their own lives students
  remain focused.
• Students will remain engrossed in the process of
  learning through continual student and teacher
  feedback.

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Evaluate and Revise

• Class Participation Enthusiasm
• Journal Entries
• Student Timeline
• Student Work (Photograph)
• Content and Composition
• Effectiveness of the piece
• Student knowledge during class critique

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