Common Core Standards for English Language Arts
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Visual-Arts Content Standards for California Public Schools
1.2–Discuss works of art as to theme, genre, style, idea, and differences in media.
2.5–Select specific media and processes to express moods, feelings, themes, or ideas.
4.1–Construct and describe plausible interpretations of what they perceive in works of art.
2.6–Create original artwork using film, photography, computer graphics, or video.
2.7–Create a series of artworks that expresses a personal statement demonstrating skill in applying the elements of art and the principles of design.
1.2–Analyze and justify how their artistic choices contribute to the expressive quality of their artwork.
2.3–Create original artwork, using film, photography, computer graphics, or video.
Historical and Cultural Context
3.1–Examine and describe or report on the role of artwork created to make a social comment or protest social conditions.
1.5–Analyze the materials used by a given artist and describe how their use influences the meaning of the work.
2.6–Create a two- or three-dimensional artwork that addresses a social issue.
Historical and Cultural Context
3.3–Identify and describe trends in the visual arts and discuss how the diverse issues of time, place, and cultural influence are reflected in selected artworks.
4.5–Employ the conventions of art criticism in writing and speaking about artworks.
National Standards for Visual Arts
1. Understanding and Applying Media, Techniques, and Processes
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
3. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
1. Understanding and Applying Media, Techniques, and Processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.
4. Understanding the Visual Arts in Relation to History and Cultures
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Reflecting upon and Assessing the Characteristics and Merits of Their Work and the Work of Others
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.
What is the difference between a photo essay and a photo project? In “15 Creative Photography Project Ideas to Get You Shooting,” Jim Harmer presents a number of varied photography project ideas to help you find inspiration. Photo projects offer a great way to try something new and can help you get out of a rut. Suppose, though, that you’re not in a rut and don’t necessarily need inspiration but are rather looking for a project that relates to a special interest or one that you want to focus your attention on. This is where photo essays can come in.
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A photographic essay is a set or series of photographs that are intended to tell a story or evoke a series of emotions in the viewer. It allows the photographer to tell more than what is possible with a single image. Essays can range from purely photographic (no text) to photographs with captions, small texts or full text essays accompanying them. Photo essays are typically either thematic (addressing a specific topic or issue) or narrative (tells a story, usually in chronological sequence).
Following are ten photo essays ideas to consider…
Photo Essay #1: Document a Local Event. The town I live in has an annual bicycle classic. To turn this into a photo essay, one could arrive early to catch the cyclists and sponsors as they are preparing, then photograph the cyclists riding throughout the day, and finish with some shots of tents coming down and everyone heading home.
Photo Essay #2: Exhibition. Find an exhibition going on at a nearby gallery or museum. Not only photograph the pieces themselves but also those in attendance—how they are interacting with the pieces and among themselves. If you can, attend the reception so you can also capture the artist or artists whose work is on display or the curators of the exhibit.
Photo Essay #3: Transformation (Short-term). For this photo essay, find a subject that is undergoing a short-term transformation. This could include a group of men growing mustaches to celebrate Movember or a stray dog brought in to a shelter that is groomed and adopted. This sort of essay should take no longer than a month or so to tell its story.
Photo Essay #4: Transformation (Long-term). Think pregnancy, from the baby bump through to birth and maybe even the first birthday, or following a returning soldier and their transformation back to civilian life. This project should last months and could be worked around other projects being completed at the same time.
Photo Essay #5: A Day in the Life. For this essay, find someone such as a doctor, lawyer, firefighter, or police officer willing to let you follow him or her for a day, both behind the scenes and during their job. If there are times when photos cannot be taken, then you can use the text option for a photo essay and supplement your photos with some captions or short written passages.
Photo Essay #6: Raise Awareness. Find a local charity and document their daily operations, their personnel, and who or what they are helping. Give a visual sense of what they are trying to accomplish and why it is important.
Photo Essay #7: Turn a Day Out into Reportage. Find a location one would normally go to for a day out but treat this day out more as reportage—photograph behind the scenes shots, interview workers and customers. Locations could include amusement parks, nature preserves, or movie theaters.
Photo Essay #8: Give Meaning to Street Photography. Hit the streets and document the faces of the homeless or the lives of streetwalkers. Try to go deeper than the surface and look for what passersby tend to ignore.
Photo Essay #9: Neighbors. Find a neighborhood and, after photographing the homes, ask to photograph those inside the homes. You could photograph them inside their homes or just in their doorways, depending upon what you want the focus to be on—the interiors or the individuals within those interiors.
Photo Essay #10: Education. Find a school and photograph its students, teachers, and classrooms. Show the students studying and playing and the teachers teaching and on break. Photograph the computer labs and technology if it is a more affluent school or focus on what the teachers make do with if it is a less affluent school. For a longer essay, you could compare and contrast a rural school to a city school.
About the Author
Jeremiah Gilbert is a college professor, photographer, and avid traveler. His first love is landscape photography, though he also enjoys urban exploration and street photography. Through his work with models, both in studio and on location, he has been internationally published in both digital and print publications. His blog, photo portfolio, and travel tales can be found at www.jeremiahgilbert.com.