The purpose of this lesson is to introduce techniques for looking at photographs to gain information using Hurricane Katrina photos. This lesson will continue to be utilized throughout the unit for guided discussions of each photograph presented for each time period. All elements of this lesson will not be discussed for every photograph. Comments and response should relate to something seen within the photo.
· identify visual elements within a photograph.
· describe the design of the photograph.
· identify and describe the feeling / mood.
One class period
· copy of photograph or visual on overhead
· Historical Photographs notebook. (created by teacher)
1. The teacher will guide the students as they describe the photograph by completing the following steps that apply to the specific photograph being observed together for complete analysis.
What you see.
Term | Description
Light and Shadow | Does the light seem to be natural or artificial? Harsh or soft? Does the light create strong contrast?
Value | Is there a range of tones from light to dark? Where is the darkest value? The lightest?
Focus | What parts of the image are clearly in focus? Are some parts out of focus?
Shape | Do you see geometric shapes? Are they objects or voids?
Scale | Does the scale or size of objects appear to be natural?
Color | What colors do you see if any?
Texture | Do you see visual textures within the photograph?
How things are arranged.
Term | Description
Angle | From what point was the photograph taken? Would a different angle change the photograph?
Framing | Describe the edges of the view. What is included? What does the framing draw your attention to in the photograph? Can you imagine what might have been visible beyond the edge of the picture?
Dominance | Close your eyes. When you open them and look at the photograph what is the first thing you notice? Why is your attention drawn there? Are there other centers of interest?
Contrast | Are their strong visual contrast -- lights and darks, textures, solids and voids?
Repetition | What elements are repeated if any and do they contribute to a sense of unity?
Balance | Is the visual weight on one side of the photograph about the same as the other? How about top to bottom?
Feelings you get from the photograph.
What do you think the work is about?
What does it mean?
How do you know?
What word would you use to describe?
2. The students will now write a description and interpretation in their Historical Photography notebook. They continue to use this procedure when looking at photographs for this unit.
This lesson adapted from CCP--Learning to Look Guide http://dizz.library.arizona.edu/branches/ccp/education/giuide/sisyavgd/lookguide.htm