The Power of Photography: A Visual Analysis
Developed by Pamela Jacobs, MA
West Carrollton High School
English (Upper Level or CCP)*
Grade Level: 6th
Introduction
Sometimes a teacher takes inspiration from the Muse Machine’s Advanced Teacher Training Seminar to enhance a lesson she is already teaching. This is the case with a lesson plan that Pam Jacobs from West Carrollton High School adapted after her experience at ATTS 2018. Using the talk given by Michelle Agins, Pulitzer Prize-winning photographer from the New York Times, along with a TED Talk by David Griffin, the photography director for National Geographic, Pam has woven an even stronger lesson for her students on the power of photography to connect people to one another. This lesson is a wonderful example of the way that teachers enhance their instructional process using the experiences provided by Muse Machine.
Click here to view/download this lesson plan as a PDFInspiration
Michelle Agins, New York Times photographer who gave a talk at the Advanced Teacher Training Seminar in 2018.
Overview
Summary
This project includes instruction in writing and art/photography analysis, culminating in a paper and short presentation. It takes about 10 days to complete.
Standards
Ohio’s Learning Standards for English Language Arts
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Common Core Arts Standards: Responding
Anchor Standard #7 Perceive and analyze artistic work.
Anchor Standard #8 Interpret intent and meaning in artistic work.
Anchor Standard #9 Apply criteria to evaluate artistic work.
Objectives/Outcomes
Given specific criteria and instruction, students will self-select a photograph, research it, write an analysis in response and present observations to the class.
Teaching Approach
Co-instruction with art teacher, student-driven research, writing workshop/instructor conferences.
Assessment
Final paper and presentation. Formative assessments include prewriting, drafts, and presentation outline.
Lesson Preparation
Teacher Needs
Ted Talk on the Power of Photography
Pulitzer Prize for Feature Photography Archive
National Geographic Photography Archives
Michelle V. Agins at the New York Times
-Model student essay ATTACHMENT 2
Helpful Hints
I coordinate with the art teacher in our building. He spends at least half of my class (while I watch his) instructing students on how to view a photograph and terms.
Student Needs
-Visual Analysis rubric ATTACHMENT 3
Prior Knowledge
Students should be able to research online.
Student Voice
Students may self-select a photograph that speaks to them and their interests, causes, etc.
Vocabulary
I have a long list of terms already printed out for the students specific to photography, to art, to description. ATTACHMENT 5??
Evidence/Assessment of Outcomes
Students will be assessed via their final paper and presentation before the class and art teacher (as available), according to a prepared rubric.
Enduring Understandings
Students will have learned to “see” photographs, art, and the world through several lenses, both literal and interpretive.
Learning Plan
Prompt
View the Ted Talk, “The Power of Photography.” View some of the photos by Michelle Agins from the New York Times, to show the power of photos and captions.
Hooks
Display an array of photos as students “journal” their immediate responses.
Essential Questions
- How can an image convey social advocacy?
Resources
as described under Teacher Needs and Student Needs
Teacher and Student Performance Tasks
Day 1: The Ted Talk (10 minutes) is lighthearted and draws the students into the world of photography and its power to evoke emotion.I show an array of photos from recent headlines and from around the world that might convey an abstract message to the viewer or promote a cause more effectively than words. Students briefly list how each makes them feel or what words come to mind. I give students an overview of the assignment and materials, handouts, etc.
Day 2: Students venture online to seek two or three possible photos that speaks to them personally or on an emotional (or philosophical? Moral?) level. I steer them toward the several sources listed above. They are required to choose a photo that can be cited (one with the photographer’s name and credentials). They may print them.
Day 3: The art teacher demonstrates how to “see” a photograph. He goes over general terms, etc. with three or four examples on the Smart Board. He teaches them the literal, descriptive approach.
Day 4: Using past papers as models, I walk them through required elements:
Days 5 and 6: Draft and confer with instructor
Days 7 and 8: Peer review and revise
Days 9 and 10: Presentations
Final Review
The evidence of student understanding is made clear in their paper and in their presentation.
Lesson Reflection
*This project is a modified version of a Sinclair Community College ENG 1111 assignment.
I have taught this for the last five years and will endeavor to include the story of Michelle Agins and her work next year.
On occasion, I have allowed students to analyze their own work. One had taken a mission trip to Nicaragua and another visited WWII sites with the Young Marines.