Wednesday, April 26, 2017

Wednesday, April 26 photojournalist project

Photographers assigned:

Period 5

Griffin......Ansel Adams

Cyrah......Radhika Chalasani

Zariah....Marcus Bleasdale

Shyair.....Eli Reed

Katherine....Stephen Alvarez

Jahde .....Joseph Costa

Jayde.....Gordon Parks

Alyssa....Sam Abell

Malcom....Zoriah Miller

Alannah....Al Bello

Bayleigh...Galen Rowell

Honesty....Clifton Edem

Rosalia...Timothy Allen

Kennadee...Eddie Adams

Daniel....James Nachtway

Josh.....Spider Martin

Claire...Pablo Barthomew

Jaida- Robert Capa

Serena...Roman Vishniac

Rose....Mancocher Deghati

Zachary... Jim Richardson

Jacob....Matthew Brady

Bre'Asia....Margaret Bourke-White

Nuria... Altaf Qadri

Tamia ....Melissa Springer

Maria...Lee Miller

Wallace...Jamel Shabazz

Period 6

Keoni...Robert Doisneau

Katherine...Altaf Qadri

Steven....Susan Meiselas

Gabby....Lewis Hine

Adrianna...Spider Martin

Rashid.......Pogus Caesar

Amanda...Dith Pran

Taijanah..Lewis Hine

Sean....Sebastia Salgado

Kiarah...Stan Honda

Tonyeisha....Lynsey Addario

Nyree...Dickey Chapelle

Avana...Lee Miller

Sandra....Sam Abell

Ny-Asia...Stephen Alvarez

Mabel...:Lucien Perkins

Jamiah ...Eli Reed

Ler Tha...Roger Fenton

Fenesse...Deborah Copakken Kogan

Joshua...Jim Richardson

Manny...Zoriah

Samantha...Dorothea Lange

Jose....Robert Capa

Reyenne...Carrie Mae Weems

Hanoi fish market

weavers with conical fish baskets

Huc bridge

The written response to "A Young Father's Balancing Act" was due yesterday. Thank you for everyone who sent it along by midnight. If you received extended time, it is due by the close of class today.

There were many thoughful responses, but I wanted to share with you one that considered how both the writing and images impacted the photo essay.

The contributing photographer focused on Britton and his accomplishments in regards to his daughter. Britton’s family gets more of the attention than Britton in the photos, despite Britton being the main subject. Britton’s face is turned to, or hidden by, his family in most of the photos. This shows the emphasis both the photographer and Britton placed on family. Despite being titled “A Young Father’s Balancing Act”, the full idea of balance is more implied than showed. We do not see Britton working in any of the photos. The captions inform us of his hard work, but we only see him after the end of the workday. The real purpose of Britton’s life is not work: it is family. We do not see where Britton lives or works, only the Colon’s house. As the home of his daughter, the Colon house is perhaps even more important to Britton than his own is.

The piece is respectful to Britton by recognizing his dedication to his daughter. The photo-essay ends on a quiet moment of reflection. Britton, wearing a suit, sits with his daughter after receiving the “Father of the Year” award from the Bronx Fatherhood Program. Britton’s graduation from this eight-month long program captures all of his dedication and success in one moment. The essay does not emphasize Britton’s young age. Britton’s life before is daughter is ignored completely. As a young adult with one child, and another on the way, we see a dedicated father working hard to earn a living for his family.

Please read carefully!

Today is an exploratory day. Within the last 5 minutes of class, hand in a list of three photojournalists that you have written on the 3 x 5 card I give you.  I'll let you know which one is yours tomorrow The objective is not to have duplicates. If you have not made a selection, I will assign you one.
I will not accept your choices until the end of class!

1. Spend today exploring the works of the following photojournalists. The list is by no means exhaustive, so you might have some ideas of your own. As material can seemingly become copyrighted over night, make sure that you have access to the work.

2. Choose three that appeal to you and write down their names in order of preference. Write it on 3 x 5 card I'm handing you. (Don't forget to put your name on the card)

3. Tomorrow I'll post who you will be researching. There should be no duplicates. If you did not give me a name, I'll assign you one.

4. On Thursday, Friday, Monday and Tuesday you will have time in class to research and organize your project, which will consist of:

a. Researching the biographical information on your journalist, noting significant influences in their work and philosophical perspectives. You must use three sources. Include correct citations at the close of your writing. (Forgot how to do this? ( http://www.citationmachine.net/mla/cite-a-book or http://www.easybib.com )

You will use this information to write a 250 word background report on your selected photojournalist.

SEND THIS TO ME BY THE CLOSE OF CLASS ON TUESDAY, MAY 2, after which this is worth only 50 points, with the exception of those who receive extended time, who may send them along on Wedesday. However, no one will have access to a computer on Wednesday.

b. Creating a power point or Prezi presentation consisting of six slides: a title slide that includes an image of the photojournalist with his or her name and life dates and a quote from the photographer (that is all on this slide),   followed by 5 images taken by the journalist.
That is a total of 6 images....no more, the first being a picture of your photojournalist, with life dates and a quote, followed by 5 images that only contain the cutline. Only one image should be on a slide, not a compilation.

c. Class presentation. These will take place on Wednesday, May 3, Thursday, May 4 and Friday, May 5.
With accompanying notes only (no reading from a text), you will give an historical overview of your journalist, noting particularly the significance of their work. As well, you should be able to accurately and objectively describe the images, as well as putting them into historical context and location.

Your analysis point for each of your five images is as follows:

1) type of shot: close up, medium range, establishing
2) what has been selected or deflected and why
3) how one of the following photographic techniques has been employed: line (how creating movement), symmetry, phi grid / rule of thirds, texture, depth of field, horizon line, camera angle (specifically), lighting (position of light,raking, silhouette. natural, artificial)
4) Be able to answer the question, why does the image works.
Note power point attributes: NO WHITE BACKGROUNDS
                                               On the slide with the picture of the photographer, you must include a quote from the photojournalist.
                                                One very large image per slide and a cut line only.
                                                Remember that the point of a power point / prezi is to support you and your knowledge. Know your material and talk about it. You may use notes, but should absolutely not read off a piece of paper. Engage the audience through your body language, eye contact and  voice. If you are prepared, this is very easy.

Again, presentations are . We'll go by volunteers first and then I'll call on you. Wednesday, May 3, Thursday, May 4 and Friday, May 5.

So what and when does everyone need to turn in?

1. On Tuesday, send along your biographical paragraph with proper source citations. (See above.) Wikipedia is not acceptable.

2. When you present, turn in your graphic organizer, a copy of which is located at the end of this blog. Print out two copies of the filled-in organizer- one for me, another for your presentation. Reminder: you will not have access to a computer from Wednesday through to the following Monday.
3.   On Wednesday, May 3, you should be ready to share out your power point to the class.

Everyone is expected to an engaged audience member. Those who are absent must make sure that their legal absence is listed with the office, otherwise, the project is late.
Possible topic choices. If there is someone else you wish to research, please let me know.

1. Eddie Adams
2. Timothy Allen
3. Stephen Alvarez
4. Moahmed Amin
5. Pablo Bartholmew
6. Felice Beato
7. Marcus Bleasdale
8. Margaret Bourke-White
9. Mathew Brady
10. Dan Budnik
11. Pogus Caesar
12. Robert Capa
13. Joseph Costa
14. Paul Couvrette
15. Manoocher Deghati
16. Sergio Dorantes
17. Clifton C. Edom
18. Roger Fenton
19. John Harrington
20. Deborah Copaken Kogan
21. Andre Kertesz
22. Russell Klika
23. Danny Lyon
24. Don McCullin
25. Spider Martin
26. Enrico Martino
27. Susan Meiselas
28. Hansel Mieth
29. Lee Miller
30. James Nachtwey
31. Sara Krulwich
32. Lucian Perkins
33. Dith Pran
34. Altaf Qadri
35. Reza Deghati
36. Jim Richardson
37. James Robertson
38. Ingac Sechti
39. Josef Jindrich Sechtl
40. W. Eugene Smith
41. Melissa Springer
42. Juliea Tutwiler
43. Roman Vishniac
44. Zoriah
45. Jacob Riis
46. Carol Guzy
47. Corky Lee
48. Stan Honda
49. Walker Evans
50. Lewis Hine
51. Robert Doisneau
52. Manuel Alvarez Bravo
53. Alfred Eisenstadt
54. Roy DeCarava
55. Sebastio Salgado
56. Timothy O’Sullivan
57. Oscar Rejlander
58 Eadweard Muybridge
59 Helmut Newton
60. Ansel Adams
61. Dorothea Lange
62. Alfred Eisenstadt
63. Edward Steichen
64. Galen Rowell
65. George Ngondo
66. Henri Cartier Bresson
67. Jim Brandenberg
68. Robert Capa
69. Margaret Bourke-White
70. Sam Abell
71. Gordon Parks
72. James Vanderzee
73. Addison Scurlock
74. Eli Reed
75. Remi Ochlik
76. Radhika Chalasani
77. Thomas Allen Harris
78. James Van Der Zee
79. Carrie Mae Weems
80. Jamel Shabazz
81. Lynsey Addario
82. Malin Fezehai

*******************************************************************

Photojournalist project graphic organizer

Your Name_____________________________________

Photojournalist ___________________________________

Note: Although the organizer asks you to only list the selection, deflection and analysis point, you are responsible to orally share your reasoning behind your choices.

Two-hundred word background information.	_ Did you send yours in on Tuesday, May 2?
Quote that accompanies the picture and life dates of your photojournalist	On this initial slide, you should include a large image of your photographer, a quote from the individual and life dates. Nothing more. Write the quote in this section.
Example photo slide 1: image	Include only the photo and cutline on the slide. what is selected? what is defected? photo technique you are analyzing;
Example photo slide 2: image	Include only the photo and cutline on the slide. what is selected? what is defected? photo technique you are analyzing;
Example photo slide 3: image	Include only the photo and cutline on the slide. what is selected? what is defected? photo technique you are analyzing;
Example photo slide 4: image	Include only the photo and cutline on the slide. what is selected? what is defected? photo technique you are analyzing;
Example photo slide 5: image	Include only the photo and cutline on the slide. what is selected? what is defected? photo technique you are analyzing;

Photographer assigned.

Period 5:

Sunday, April 23, 2017

Monday / Tuesday April 24 and 25 selection and deflection

Learning targets:

I can respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;

I can propel conversations by posing and responding to questions that probe reasoning and evidence.

I can integrate multiple sources of information presented in diverse formats and media .

I can present information, findings, and supporting evidence, conveying a clear and distinct perspective.

I can analyze nuances in the meaning of words (images) with similar denotations.

I can 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.

I can adapt speech to a variety of contexts and tasks.

Important information: I will come around to check on missing material. If you have it NOW, you will receive full credit; otherwise, even with legal absences, the material is late; so is worth 50 points. Do get it in to erase any zeros.

To begin, take a look at this 4 minute video that looks at the purpose behind photography

Note that on Wednesday, everyone will choose a photojournalist to reseach and share. Details to come.

ways to see

You have already practiced identifying types of shots: close up, medium and establishing. As well, you have practiced applying photographic techniques to an image and how it helps to convey the meaning behind a photo through organization-phi grid and rule of thirds- patterns, symmetry, texture, depth of field and line organization (creating movement on a flat surface through triangular organization.) These words should be a part of your photojournalist vocabulary. Make sure you are comfortable using these terms.

Today we are adding in two more terms:

Deflection and Selection

There is a long and dignified tradition of documentary work

in which writers, photographers, filmmakers, and journalists

set out to create records or accounts of events, people, and

places that might otherwise go unnoticed or misunderstood.

These records are meant to raise questions and to function

as calls to action.

Photographers and filmmakers have contributed to this tradition as

well. In New York at the turn of the century, photographers like Jacob

Riis and Lewis Hine exposed how poor families and their children were

crowded into tenements. Throughout the depression, photographers

like Walker Evans and Dorothea Lange made vivid images of the lives of

the people who were living under harsh and difficult conditions. A

relatively recent example of filmmakers who work in this tradition are

the records – made by both amateurs and professional (e.g. Spike Lee) –

who captured the devastation that Hurricane Katrina wrought on the

lives of ordinary people living in the lower Ninth Ward.

Familiarize yourself with the terns SELECTION and DEFLECTION and their meaning. You will be revisiting them often these next few weeks. They too should become part of your vocabulary.

Think of selection and deflection as major creative

and ethical issues that authors and image-makers face when

doing documentary work on behalf of others.

Selection: What an author (photographer,

filmmaker) chooses to draw a reader’s

/ viewer’s attention to.

Deflection: What an author (photographer,

filmmaker) chooses to push into the

background downplay, or leave

out entirely. (This concept is more difficult and requires lateral thought and immagination on the viewer's part.)

Assignment:

Look carefully at the images and read the accompanying text. Take your time and associate the text and images in your mind. (photograpy and journalism)

In a well-written couple of paragraphs of approximate 250-300 words, discuss how the contributing photographer and journalist told this story in a way that was respectful of the young man, his family, and community.

In other words, what was said and how it was said? What

choices did the journalists make about what they included and how they discussed what

they saw and heard? (selection and deflection).

Make sure to use specific evidence from the story.

A Young Father's Balancing Act

Wednesday, April 12, 2017

Wednesday and Thursday, April 12 and 13 writing photo narratives.

REMEMBER THAT YOU ONLY NEEDED TO ANALYZE 50 OF THE TIME PHOTOS. THOSE OF YOU WHO WENT BEYOND WILL RECEIVE EXTRA CREDIT.

Learning targets: I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Photo essay narratives.

“It is difficult to get the news from poems, yet men die miserably every day for lack of what is found there.”

― William Carlos Williams

A photo narrative is a collection of photographs

that tell a story, convey an emotion, explore a

theme or a location. They can range from purely

visual to photographs with captions,

to photographs accompanied with some

text, to fully narrative essays where photographs

are used only to illustrate the story.

Below you will find four photo essay narratives. Each

employs a series of images to tell a story. Look over the

four and select one that resonates with you. Then look

more closely at the images. See them. That means note

the setting, placement of people and objects within the

frame, use of color and shadows, as well as foreground

and background. Where was the photographer in relation

to the subject? Is this a close-up, medium shot or

establishing shot? What connects the photos? Are there

obvious narrative transitions?

As with any narrative, there is a unifying theme, but the

images are our paragraphs, providing both the

supporting evidence and analysis.

Open a word document, and take notes on what you see.

These, of course, will be subjective. Pose questions,

make observations, reflect and comment.

Your notes will be the catalyst and inspiration for your

writing.

ASSIGNMENT SPECIFICS: Please send both your

extensive notes and written response by midnight on

Thursday TOGETHER!

Once you are quite satisfied with your notes, respond

to the following in approximately 250 words:

What is the story that __________ is telling

in his / her photo essay __________________?

Your well-written response-sans language convention errors- along with your notes are due by midnight Wednesday. Your analysis component will count as a writing grade, whilst your copious notes as a class participation grade. . As this is a two-day assignment, both items should demonstrate a high-level of proficiency.

CHOICE 1