By Lee Love An excellent podcast that puts photography in perspective of everyday life and not another rehash of gear or technique. Bill and Jeffery make a podcast more conversational and you feel like you are at the table with your friends talking photography. The show often introduces listeners to well known and not so well known photographers who have influenced our craft. You might even learn about those pioneers who created the path that we now all walk on. If you are fellow artist and can't find a group of fellow photographers to hang with or your non-photography friends are tired of hearing about your work, then this is a podcast you want in your iTunes library.
- D Day Photo Essay On Flowvella Presentation Software For Mac
- D Day Photo Essay On Flowvella Presentation Software For Mac Free
Prep Media Components Computer Resources:. Modem: 56.6 Kbps or faster. Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above. Personal computer (Pentium II 350 MHz or Celeron 600 MHz) running Windows速 95 or higher and at least 32 MB of RAM and/or Macintosh computer running System 8.1 or above and at least 32 MB of RAM. Software: Any presentation software such as Power Point or Hyperstudio (optional).
Bookmarked sites: Bookmark all of the Web sites used in the lesson and create a word processing document listing all of the links to distribute to students. Preview all of the sites and videos before presenting them to your class. Web sites for the Guided Reading portion of the lesson:. “Inventing Robert Capa” Brief biography about Robert Capa and how he achieved fame as a war photographer. “Combat Photographer Robert Capa and the Battle of the Bulge” by Kenneth Koyen A first person account of the author’s meeting with Robert Capa.
Web sites that feature Robert Capa’s photographs:. Robert Capa: Picture File at from the War Chronicle Web site There are numerous Capa photographs on this Web site. The Magnificent Eleven: The D-Day Photographs of Robert Capa This site includes Robert Capa’s photographs from Omaha Beach, which were featured in Life Magazine. The Death of a Loyalist Militiaman, 1936 photograph This site features Capa’s photograph from the Spanish Civil War, which propelled his career as a photojournalist. Pablo Picasso and Francois Gilot, 1948 photograph This site features Capa’s photograph of Pablo Picasso.
This photo shoot was included in the AMERICAN MASTERS episode. Web sites that contain general tips about taking photographs:. 8 Easy Rules for Good Photojournalism This page offers a few simple rules about taking good photographs. Betterphoto.com’s on-line photo guide on how to take better pictures.
Paste the screenshot into some sort of word processing or presentation software. I use Pages on a Mac. But this would work with Powerpoint, MS Word, Keynote... Just about any software that provides a way to paste in an image (the screenshot) and allows you to insert a text box or shape that can edited.
The tips on this Web site will help novice, non-artistic, and/or non-technical picture-takers immediately improve their photography. Examples of Photo Essays:. Official White House Web site Photo essays of President George W. American Red Cross Photo essays from the American Red Cross. Washington Post On-Line Photo essays from The Washington Post’s “Day in the Life” book series.
Materials: Teachers will need the following supplies:. Board and/or chart paper. Handouts of Web resources if computers are not available in the classroom Students will need the following supplies:.
Computers with the capacities indicated above. High quality color printer. Notebook or journal. Pens/pencils.
Ideally, each student should have a camera (disposable, film, or digital). If this is not possible, students will search the Internet for images to use for their photo essays. Poster boards for each presentation.
Rubber cement, glue sticks, and/or glue Steps: Introductory Activity: 1. Before the first lesson, ask your students to bring in two photographs each from their family albums. If they feel uncomfortable about bringing in family photographs, they should bring in pictures from a magazine. They should also bring in a copy of their local newspaper. The publication date of the paper is irrelevant. During class, divide the class into groups of four to six students.
They will share their family photos in the group. After looking at the photos, they will determine the most interesting ones. The students will then brainstorm the reasons for their choices. What makes a photograph interesting to look at?. Why do some photographs catch your attention while others do not?
The students should then look through the newspapers that they brought into class. Ask them to cut out the interesting photographs that appear in the newspaper and to list reasons why those photographs are interesting. Their lists may include the following reasons:. shows emotion, passion or action. tells a story. offers a different angle or perspective of an event or concept.
is pleasing to look at. the photographer was there to capture the moment 6. Finally, go to a Betterphoto.com’s guide on how to take better pictures. The tips on this Web site will help novice, non-artistic, and/or non-technical picture-takers immediately improve their photographs. After reading the tips, have students return to their family photographs and consider how they could be improved if they were to re-shoot the photograph. Learning Activities: 1.
Now that students have learned some of the qualities of good photography, they will learn a little about what it means to be a photojournalist. In a discussion with the entire class, pose the following questions:. What is a journalist?. What is a photojournalist?. What do you think makes a good photojournalist?
Think about the newspaper photos that your group selected. What made them interesting?
D Day Photo Essay On Flowvella Presentation Software For Mac
Why are they powerful images? After brainstorming their ideas about what makes a good journalist, students will read two articles that describe Robert Capa’s work ethic and style.
Distribute the “Guided Reading Questions Organizer” and have the students skim the questions. Then, ask students to read the articles:. “Inventing Robert Capa” is a brief biography about Robert Capa and how he achieved fame as a war photographer. “Combat Photographer Robert Capa and the Battle of the Bulge” by Kenneth Koyen is a first person account of the author’s meeting with Robert Capa during the Battle of the Bulge.
Give students time to respond to the questions from the “Guided Reading Questions Organizer.” 3. Distribute the AMERICAN MASTERS: Robert Capa Organizer and go over the questions with students.
You will use the video to inform the students about Robert Capa, but you should try to steer their focus toward his style and what made his photographs so distinct and informative. (Note the following important sections of the film. These sections will help students answer the questions from the organizer (listed below). You may want to stop the film at these points for discussion: Capa’s work on the Riviera at the 17-minute mark; his experiences during the Spanish Civil War at the 21-minute mark; and his participation during the invasion of Normandy on June 6, 1944 at the 45-minute mark.). What does the phrase, “He wasn’t just an observer” mean?. What are some of the ways in which Robert Capa “experienced” the lives of his subjects before he photographed them?.
Why was this important to his work?. One of his subjects said that “he was there, but you didn’t realize he was there.” Why might this be an important quality for a photographer? Students will now watch the AMERICAN MASTERS episode on Robert Capa. After giving students time to fill in the Robert Capa Organizer, bring the entire class back together to discuss the questions. Finally, using the resources listed in the Bookmarked Sites, have students view a selection of Robert Capa’s photographs and determine why these photographs are so compelling. You may complete this activity with the entire class (in order to avoid making another transition) or you may divide the class into smaller groups.
In either case, have students share their answers in a discussion with the entire class. Use the following questions to encourage discussion:. What do you notice about the people in his photographs?.
Why are his photographs so compelling?. Do his photographs use some of the “Good Tips” recommended by Betterphoto.com’s photo guide? Culminating Activity/Assessment: 1.
In his book, “Photojournalism: Content and Technique,” Greg Lewis writes, “To many photojournalists the photo story is the ultimate in photojournalism because it offers a chance to dig into a situation, develop a close rapport with the subjects, and display the result in the best possible manner.” Write this quotation on chart paper so that it can be posted on the wall. Have students discuss the meaning of this quotation before you introduce the project. Explain the final project to students: For their final project, they will each create their own photo essay. It should tell the story of something significant in the student’s life (spring break, school theater production, family, dating, athletic practice and games, cheerleading, a meaningful holiday, after school jobs, etc.). The photo essay can also be more newsworthy in content, dealing with issues of recycling, homelessness, poverty, war, etc. The photo essays and the accompanying written essay will be displayed in the classroom or school after the students present their work to the class.
Distribute the “Photo Essay Rubric” and discuss the criteria with the students. The essay must include:. A title for the photo essay. photos that are mounted on a poster board. captions for each photo. composition and storytelling through photographs.
a minimum of 12 photographs. an essay that will accompany the photo exhibit 4. Before beginning the work on their own project, students should look at examples of other photo essays. When looking at these Web sites, students should notice the variety of perspectives, images and elements of the photographs.
Presented together, the photographs should tell a complete story for the event, concept or issue. Official White House Web site Photo essays of George W. Bush. American Red Cross Photo essays from the American Red Cross. Washington Post On-Line Photo essays from the American Red Cross 5. Keep the following tips in mind as you help students work on the photo essays:. As students select topics, help them focus their ideas so that they are not picking topics that are too broad in scope (e.g.,”war”; instead, students might focus on one particular war).
Encourage students to take their own photographs if possible. Inform students that the photographs may be different sizes. Instruct students to include captions for each image.
Encourage students to select images that are of good quality. Students will present their photo essays. Each presentation should include the following components:. explanation of the photos and what is depicted in the images. why they chose to use those photos.
explanation of how they decided on their topic and why. how they obtained their photos Extensions:. The photo essay unit can be transferred to any unit or theme in a social studies or history class. For example, if the class is studying the Women’s Right Movement, then a student can create a photo essay from photos that can be found on the Internet. Other ideas include:. Civil Rights Movement. Harlem Renaissance.
Slavery and Emancipation. Elections. The Space Race. The Cuban Missile Crisis.
The students can create a rubric to critique a photo essay. The rubric can later be used to evaluate the students’ efforts.
Arrange a visit to a museum or gallery for a photography exhibit. Community Connections:. Have students interview a war veteran and create a photo essay based on the veteran’s experiences.
Have students contribute memoirs based on interviews they conduct with various people who lived through World War II. The memoirs can be assembled for a classroom project that would provide a comprehensive look at the lives of those who experienced the war.
D Day Photo Essay On Flowvella Presentation Software For Mac Free
For example, students could try to get interviews with American veterans, Jews who survived the Holocaust, Japanese Americans who lived in the internment camps, Eastern Europeans, Italians, and Russians.