Chapter 14
Catching Time:
Documentary Photography and Social Reflection
My Summarization
Photography
has been a part of the world’s language for more than 150 years. It has been used as a way to document history
since before the Civil War. The power of
a single photo is still undeniable today, even with the vast visual culture
that we live in. Pictures have the power
to invite, to inform, to emote, to investigate, and perhaps the most
important…to change. Changing the
perception of the viewer’s mind is the photo’s greatest potential. The more the viewer knows about the subject
matter of a picture the more that can be invested. There is a saying in photography, once a photographer takes a picture it is no
longer theirs. It is now up to the
viewer to decide what the picture is about.
However, with the tool of narration, the photographer’s thoughts and
intentions can be conveyed to the viewer.
Giving our students this powerful tool has great potential. They may not realize it at first, after all
everyone has a camera on their phone, but through some insight into
photographic language the student can apply this tool to any social project and
thus gain reflection on the images they are capturing.
Student’s
work should always be available for display and discussion. With things created regarding social issues
this becomes even more important. This
chapter was essentially on narrated photography and the power of an image. It only makes sense that if we ask our
students to photograph the world around them that we invite people in that
world to view the completed work and read the stories. The book referred to this event being like a
circle. A circle with voices is ringing
out by our students and the community’s voice returning. This practice encourages reflection on everyone’s
part. The opportunities for social
justice using this practice are endless.
Miriam
Davidson used these tools of the camera to allow her 4th graders to
document their families and community.
“They learned to print their own black-and-white photos, turned their
images into stories, and created handmade books, and mixed media
self-portraits.” (pg. 105) She goes on
to say they spent countless hours reflecting on the images they created by
talking and writhing about them. Miriam
Davidson’s big idea was to “explore ways that photography, combined with
creative writing and oral history, enables young people to bring their personal
histories and real world experiences into the classroom and community.” (pg.
105)
Key Points
- Photography
is not only an accessible, relevant, and familiar medium to our students,
but it has the power to further democracy and capture the experiences of
everyday life.
- Documentary
photography is at the root of the origin of the photograph. People wanted a way to record things
exactly, capture a fleeting moment, or provide a memento.
- Pictures
have the strange ability to represent fact. With this belief we have for pictures,
the content being displayed can often be read as a powerful truth. We don’t often think that the
photographer is essentially cropping and editing the world they wish us to
view. It is through this photographic practice that many democratic
decisions have been influenced.
- A
picture paints a thousand words is a saying for a reason. Narration and photography generally go
hand in hand. Increasing literacy
in an art room is often over looked but there are so many opportunities to
do so. There are many examples in
this chapter where educators saw unique ways to bring photos and stories
into the classroom.
- When
students are given the chance to photograph their lives the viewpoint
being captured is often surprising.
It gives them the ability to provide documentation of their own
experiences and life challenges.
With this said, photography is a relatable tool for the
students. “It is with this tool
that students can be given the chance of social reflection through dialogue,
writing, exhibition, and publication.” (pg. 106)
Links:
Mind’s eye, mind’s truth: FSA photography reconsidered.
Analysis of the book.
Born into Brothels
Documentary
photographer Zana Briski journeyed into Calcutta's underworld to photograph the
city's prostitutes. In return, she offered to teach the prostitutes' children
the basics of photography so that the kids could document their own lives on
the streets of one of the world's poorest cities. The resulting photographs,
often astonishing, were exhibited around the world; many of them are seen in
this film, which won the Academy Award for best documentary feature in 2005. (1 hr 25 min)
Ewald. W. Duke
University. Literacy through Photography
Venice Arts
To ignite youths’
imagination, mentor their creativity, and expand their sense of possibility
through high quality, accessible media–based arts education programs. Our
programs also serve as a catalyst for people of all ages, living in low–income
or underrepresented communities, to create and share personal and community
stories through photography, film, and multi–media
My questions to you
- In
today’s visual culture our brains are forced to pick and choose what we
pay attention to due to the constant barrage of visual imagery. Our students are constantly multitasking
in their regular lives because of the relationship with technology. Do you think a single picture can still
have an impact on our students the way a photo used to have the ability to
be famous across the world? Please
discuss your viewpoint.
- What
are your thoughts and interpretations about photos that are famously
altered, but have created a positive message and a widespread change for
the better?
- In
photography it is said that a picture has 3 components: composition,
subject matter, and symbolism.
Aside from composition, a photo only carries as much meaning as the
viewer has knowledge of its subject matter. How would you go about teaching your
students to successfully convey their thoughts to an audience that may not
know the subject matter without making the photos seem cliché?
Activity
For this activity I want you to understand the power of
photography and narrative. I want you to
find a relatively famous photo that you do not know anything about. This photo
should have the ability to be researched.
With so many pictures in the world it isn’t that hard to find one you
haven’t seen before, simply Google famous pictures and find one you haven’t
seen. Before finding out what the
picture is about, I want you to write a narrative about what you think the
subject matter might be without having any knowledge about the picture. Then I want you to research it and then write
a new narrative about the same picture with your newly found knowledge. Compare the two narratives and analyze how
understanding of context lends itself to a connection with the photograph. On your blog post the picture, along with
your two narratives, comparison, and analysis.
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