Documentary
Photography:
A Tool for Exposing
the Social Ills of the Industrial Revolution
Patrina Huff, High School for
Contemporary Arts, patrinahuff@yahoo.com
I
Introduction:
As we learned in the last unit, the Industrial Revolution
was a period of great social change marked by dramatic market shifts from the
production of handmade to machine manufactured goods. The decline of small scale farms and the
increase in industrial production brought about large scale movement of people
from the countryside to urban centers.
While the increase in manufacturing produced great wealth for factory
owners, workers in these factories often lived and worked under dangerous and
unsanitary conditions. Cities were
poorly planned and overcrowded. In
factories, workers labored long hours for low wages.
Rising discontent with conditions in the cities sparked a
wave of reform movements. Among
these reformers were Lewis Hine and
Jacob Riis who saw the medium of photography as a means of documenting and
addressing the ills of city life. A
new art form—documentary photography—was born. Though documentary photographers saw
themselves as objective chroniclers of urban life, there was a great deal of
subjectivity in the framing and presentation of their photographs. They wanted their photographs to deliver
a specific message and often posed their subjects for greater effect. You will now take the role of
documentary photographer. It will
be your job to expose the ills of present day city life. Yours is a critical role—the
freedom to chronicle social problems is an important part of maintaining a
democratic society.
Task:
Your task is to create an online photoessay that documents a
social problem in your community (click on the link to see sample
photoessays). In order to complete
this task you will need to gain background knowledge on documentary
photography. You will also learn to
identify, find evidence of and document a social problem.
1) You will learn about documentary
photograph analysis by visiting the History Matters website and reading a
discussion of the works of Jacob Riis and Lewis Hine. You will apply what you’ve
learned by completing the activities in the “Try it Yourself”
section.
2) You will identify a social
problem in your community and collect evidence of the social problem by
following the steps of the Global History Public Policy Analysis. You will document the social problem by
taking photographs in your community.
3) You will create an online
photoessay with the evidence that you collect. Online photoessays must include at least
10 photographs, a 2 paragraph description of the social problem, an
“About the Photographer” section, links to 5 articles about your
social problem and links to at least 3 organizations that address the social
problem.
The “Process and Resources” section below will
walk you through the steps of preparing your photoessay. You must complete and turn in all
assignments.
Process and
Resources:
Assignments 1-4:
Practice in Photograph Analysis
To gain background
on the field of documentary photography, you will do a close analysis of the
works of documentary photographers Jacob Riis and Lewis Hine.
- Assignment
1: Who took the photograph?
The background of the photographer provides insight into his
or her motivations for taking the picture.
Read the section on the importance of knowing the background of the
photographer at http://historymatters.gmu.edu/mse/Photos/question1.html
and complete the try it yourself section at http://historymatters.gmu.edu/mse/Photos/try.htm#.
- Assignment
2: Why and for whom was the photograph taken?
Documentary photographers take pictures with a purpose and
an audience in mind. Read the
section on determining why and for whom the photograph was taken at http://historymatters.gmu.edu/mse/Photos/question2.html
and complete the try it yourself section at http://historymatters.gmu.edu/mse/Photos/try.htm#.
- Assignment
3: How was the photograph taken?
Photographs are not a neutral medium. The framing of a photograph may
emphasize or deemphasize aspects of the subject matter. Read the section on how the photograph
was taken at http://historymatters.gmu.edu/mse/Photos/question3.html
and complete the try it yourself section at http://historymatters.gmu.edu/mse/Photos/try.htm#.
- Assignment
4: How was the photograph presented?
Once the photograph is developed it is put into a form for
public presentation. How the
photograph is displayed also plays an important role in the delivery of the
photographer’s message. Read
the section on photograph presentation at http://historymatters.gmu.edu/mse/Photos/question5.html
and complete the try it yourself section at http://historymatters.gmu.edu/mse/Photos/try.htm#.
Assignments 5-10: Practice in Identifying and Finding
Evidence of the Social Problem
We will apply steps 1 and 2 of the Global History Public
Policy Analysis to a sample community issue. We will read the following article and
complete the policy analysis worksheets together.
“City Retools Education, but Pupils Fall Through the Cracks” New York Times,
http://www.nytimes.com/2004/07/04/education/04educ.html
- Assignment
5: Identifying the Social Problem
Read the guidelines for defining the social problem at: http://www.maxwell.syr.edu/plegal/PPA/ghppaip1.html
Complete Worksheet #1
- Assignment
6: Gather Evidence of the Social Problem Online
Read the guidelines for gathering evidence of a social
problem at:http://www.maxwell.syr.edu/plegal/PPA/ghppari1.html
Complete Worksheet #2
Now you will try the process on your own:
- Assignment
7: Choose the social problem that will be the subject of your photoessay and
complete
- Assignment
8: Find evidence of the social problem online and complete Worksheet #2.
Sites to visit:
- New
York Times: http://www.newyorktimes.com
- Village
Voice: http://www.villagevoice.com
- Google:
https://www.google.com
- Assignment 9: Find 5 online articles related to
the social problem you chose and paste links to the websites into a Word
document.
- Assignment
10: Find websites for 3
organizations that address the social problem you chose and paste links to
the website into a Word document.
Assignments 11-16:
Assembling the Photoessay
- Assignment 11: Read the Kodak
tutorial on taking good photographs at http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=317&pq-locale=en_US.
- Assignment
12: Scout out subjects and locations for your photographs. Type your list in a Word document
and save as “Subject and Locations—[Your Name]”.
- Assignment
13: Gather photographic evidence of the social problem using the
disposable cameras provided.
Turn in your cameras for development and scanning.
- Assignment
14: Based on your research and responses on Worksheets 1 and 2, write a 2
paragraph summary of your social problem. Type your summary into a Word
document. Save as
“Summary of Social Problem—[Your Name]”.
- Assignment
15: Write a paragraph “About the Photographer” (You!). “About the
Photographer” should discuss where you are from, where you currently
reside, how you became interested in the social problem, and your feelings
about the social problem. Type
your bio into a Word document and save as “About the
Photographer—[Your Name]”.
- Assignment
16: Compile the photoessay.
You will put together all the
elements of your photoessay in one Word document:
·
Scanned
photographs
·
2
paragraph summary of the social problem
·
Links
to 5 articles on the social problem
·
Links
to 3 organizations that address the social problem
·
“About
the Photographer” paragraph
Evaluation:
Rubrics
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Practice in
Photography Analysis/Identifying and Finding Evidence of Social Problem |
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1 |
2 |
3 |
4 |
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Prepared |
Never has pencil or willing to find proper place in task |
Looks through task to find place and sometimes borrows a
pencil |
Uses daily wrap-up to find place in task. |
Arrives early for class and has notebook open to proper page
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Skillful |
Makes no effort to learn new skills |
Satisfied with answering questions, but no real
understanding |
Has general idea of task. Able to answer specific questions
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Has clear idea of task and its relationship to technology and
education |
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Cooperative |
Will not help - ignores partner |
Sometimes willing to help partner |
Shares work when asked and listens to partner |
Willingly explains things to partners and will use
partner’s ideas |
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Creative |
Never thinks of other ideas to solve a problem |
Occasionally has a new idea, but little follow through |
Has new ideas but will not share with others |
Develops new ideas or ways of doing things. Products exceed
requirements |
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On Task |
Constantly talking to others in room, rarely works on task |
Sometimes talks about unrelated subjects |
Usually follows the task and talks only to partner |
Always follows the steps of the task and sometimes goes beyond
the concepts |
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Photoessay |
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1 |
2 |
3 |
4 |
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Mechanics |
Text contains many spelling/grammar errors. Sentences seem
disconnected, and there is carelessness throughout. |
Text contains some spelling/grammar errors. Little logical
structure or flow to sentences. Evidence of carelessness in writing. |
Grammar and spelling are nearly flawless. Logical sequence
apparent. Some wording is careless. Inconsistency in style. |
Grammar and spelling are flawless and the flow provides a
logical pathway of ideas. Consistent and engaging style throughout. |
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Graphics |
Images do not connect to text and/or are not relevant. |
Images are not always relevant. Text
citations are not always present and do not connect to images. |
Images are mostly relevant. Text citations are usually present
and identify the images. |
Images are relevant, and complement the text. Each image is cited
in the text and identified. The number of images is appropriate. |
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Content |
Information is cursory or incorrect. Little understanding of
content is evident from presentation. |
Some solid information presented; however, some information is
incorrect or cursory. |
Information is clear and correct throughout most of
presentation. |
Information is well presented, clear, and correct
throughout. |
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Subject: English Language Arts
Standard 3 : Language for Critical Analysis and
Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation.
As listeners and readers, students will analyze experiences,
ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English language to
present, from a variety of perspectives, their opinions and judgments on
experiences, ideas, information and issues.
Level : Elementary
Key Idea : Speaking and Writing
Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly,
logically, and persuasively with reference to specific criteria on which the
opinion or judgment is based.
Subject: Mathematics, Science, and Technology
Standard 2 : Information Systems
Students will access, generate, process, and transfer information using
appropriate technologies.
Level : Elementary
Key Idea : Information Systems 1:
Information technology is used to retrieve, process, and communicate
information and as a tool to enhance learning.
Performance Indicator : Use a variety of equipment and
software packages to enter, process, display, and communicate information in
different forms using text, tables, pictures, and sound.
Performance Indicator
: Telecommunicate
a message to a distant location with teacher help.
Performance Indicator
: Access
needed information from printed media, electronic data bases, and community
resources.
Subject: Social Studies
Standard 2 : World History
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in
world history and examine the broad sweep of history from a variety of
perspectives.
Level : Elementary
Key Idea : The skills of historical analysis
include the ability to investigate differing and competing interpretations of the
theories of history, hypothesize about why interpretations change over time,
explain the importance of historical evidence, and understand the concepts of
change and continuity over time.
Performance Indicator : View historic events through the
eyes of those who were there, as shown in their art, writings, music, and
artifacts.
Standard 5 : Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the
Level : Intermediate
Key Idea : The study of civics and citizenship
requires the ability to probe ideas and assumptions, ask and answer analytical
questions, take a skeptical attitude toward questionable arguments, evaluate
evidence, formulate rational conclusions, and develop and refine participatory
skills.
Performance Indicator
: Explain
the role that civility plays in promoting effective citizenship in preserving
democracy
Subject: Arts
Standard 3 : Responding to and Analyzing Works of
Art
Students will respond critically to a variety of works in the arts, connecting
the individual work to other works and to other aspects of human endeavor and
thought.
Level : Elementary
Key Idea : Visual Arts
Students will reflect on, interpret, and evaluate works of art, using the
language of art criticism. Students will analyze the visual characteristics of
the natural and built environment and explain the social, cultural,
psychological, and environmental dimensions of the visual arts. Students will
compare the ways in which a variety of ideas, themes, and concepts are
expressed through the visual arts with the ways they are expressed in other
disciplines.
Performance Indicator
: explain
their reflections about the meanings, purposes, and sources of works of art;
describe their responses to the works and the reasons for those responses (a)
Performance Indicator
: explain
the visual and other sensory qualities (surfaces, colors, textures, shape,
sizes, volumes) found in a wide variety of art works (b)
Performance Indicator
: explain
the themes that are found in works of visual art and how the art works are
related to other forms of art (dance, music, theatre, etc.) (c)
Performance Indicator
: explain
how ideas, themes, or concepts in the visual arts are expressed in other
disciplines (e.g., mathematics, science, literature, social studies, etc.) (d).
Conclusion:
Congratulations!
You have accomplished the work of a documentary photographer. You have read about the historical context
in which documentary photography began, practiced analyzing documentary
photographs, gathered evidence of a social problem in your community and
created your very own photoessay. You have also learned that documentary
photographers are critical in exposing problems in society. Documentary photographers also played an
important role in documenting events abroad. In your next WebQuest you will look at
the role photojournalism played in documenting World War I.
