Documentary Photography:

A Tool for Exposing the Social Ills of the Industrial Revolution

 

Patrina Huff, High School for Contemporary Arts, patrinahuff@yahoo.com

 

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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, July 7, 2004

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

Worksheet #1.

 

  • Assignment 8: Find evidence of the social problem online and complete Worksheet #2.

 

Sites to visit:

 

 

  • 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 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

 

Practice in Photography Analysis/Identifying and Finding Evidence of Social Problem

 

 

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2

3

4

 

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  

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  

Has clear idea of task and its relationship to technology and education 

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 

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 

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 

 

 

Photoessay

 

 

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2

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4

 

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. 

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. 

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. 

 

 

NY- New York State Standards Addressed in this WebQuest

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 U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

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.