The document provides information about creating photographic essays. It discusses that a photo essay uses a series of photographs to tell a story or evoke emotions in the viewer. It can include photographs alone or with captions or text. The document then discusses choosing a theme, structuring the essay with a logical sequence of photos like establishing shots, detail shots, and a clinching final photo. It also discusses using narrative shots like portraits and actions shots. Finally, it provides examples of photo essays and discusses achieving visual unity between the photos.
Explanation of photojournalism and a bit about the photo essay. Includes searching for Google images that are free to use and share, as well as examples.
Photojournalism is a particular form of journalism (the collecting, editing, and presenting of news material for publication or broadcast) that employs images in order to tell a news story.This slide will explain all the aspects of Photojournalism
Filipino 11
Akademikong Pagsulat Abstrak
Ang Filipino , ay ang pambansang wika ng Pilipinas. Itinalaga ang Filipino kasama ang Ingles, bilang isang opisyal na wika ng bansa. Isa itong pamantayang uri ng wikang Tagalog, isang pang-rehiyong wikang Austronesyo na malawak na sinasalita sa Pilipinas.
Isa itong presentasyon paukol sa kung papaano gumawa ng Photo Essay. Ito ay nakabase sa wikang Filipino sapagkat ito'y gamit-panturo sa mga magaaral lalong lalo na sa mga Grade 11 ng K-12 Curriculum.
Explanation of photojournalism and a bit about the photo essay. Includes searching for Google images that are free to use and share, as well as examples.
Photojournalism is a particular form of journalism (the collecting, editing, and presenting of news material for publication or broadcast) that employs images in order to tell a news story.This slide will explain all the aspects of Photojournalism
Filipino 11
Akademikong Pagsulat Abstrak
Ang Filipino , ay ang pambansang wika ng Pilipinas. Itinalaga ang Filipino kasama ang Ingles, bilang isang opisyal na wika ng bansa. Isa itong pamantayang uri ng wikang Tagalog, isang pang-rehiyong wikang Austronesyo na malawak na sinasalita sa Pilipinas.
Isa itong presentasyon paukol sa kung papaano gumawa ng Photo Essay. Ito ay nakabase sa wikang Filipino sapagkat ito'y gamit-panturo sa mga magaaral lalong lalo na sa mga Grade 11 ng K-12 Curriculum.
Just click "save" above the presentation to download it..Be sure you have an slideshare account or you linked this website with your facebook accoun or etc..thanks for all the views:)
Apart from the composition and lighting, what is the other thing that draws viewers into the frame and makes them think deeper? It’s the storytelling elements in your picture. Storytelling is one of the important aspects of photography. But do your pictures tell a story?
Introduction to Art Chapter 5 Finding Meaning 56 ChapterTatianaMajor22
Introduction to Art Chapter 5: Finding Meaning 56
Chapter 5: Finding Meaning
How We See: Objective and Subjective Means
Up until now we’ve been looking at artworks through the most immediate of visual effects: what
we see in front of our eyes. Now we can begin to break down some barriers to find specific
meaning in art, including those of different styles and cultures. To help in this journey we need to
learn the difference between looking and seeing.
To look is to get an objective overview of our field of vision. Seeing speaks more to
understanding. When we use the term “I see” we communicate that we understand what
something means. There are some areas of learning, particularly psychology and biology, that
help form the basis of understanding how we see. For example, the fact that humans perceive
flat images as having a "reality" to them is very particular. In contrast, if you show a dog an
image of another dog, they neither growl nor wag their tail, because they are unable to perceive
flat images as containing any meaning. So, you and I have actually developed the ability to "see"
images.
In essence, there is more to seeing than meets the eye. We need to take into account a cultural
component in how we perceive images and that we do so in subjective ways. Seeing is partly a
result of cultural biases. For example, when many of us from industrialized cultures see a
parking lot, we can pick out each car immediately, while others from remote tribal cultures (who
are not familiar with parking lots) cannot.
Gestalt is the term we use to explain how the brain forms a whole image from many component
parts. For instance, the understanding of gestalt is, in part, a way to explain how we have
learned to recognize outlines as contours of a solid shape. In art for example, this concept allows
us to draw "space" using only lines.
The sites below have some fun perceptual games from psychology and science about how we
see, along with some further explanations of gestalt:
Scientific Psychic
Visual Illusions Gallery
The First Level of Meaning: Formal
So, after we see an object, we can understand its form: the physical attributes of size, shape
and mass. With art, this may at first appear to be simple: we can separate out each artistic
element and discover how it is used in the work. The importance of a formal level of meaning is it
allows us to look at any work of art from an objective view.
The invention of the photograph has greatly changed our ideas about what looks ‘correct’. A
good example of this idea can be seen looking at the two images below: the first is a digital
photo of a foggy landscape and the second a painting by the color field painter Mark Rothko
(click the hyperlink here to view his work).
http://www.scientificpsychic.com/graphics/
http://dragon.uml.edu/psych/illusion.html
https://www.nga.gov/collection/art-object-page.67512.html
Introduction to Art Chapter 5: Finding Meaning 57 ...
Marguerite HelmersThe Elements of Critical ViewingMargueri.docxinfantsuk
Marguerite Helmers
The Elements of Critical Viewing
Marguerite Helmers (1961- ) is Professor of English at the University of Wisconsin, Oshkosh, where she teaches courses in Visual Rhetoric, The Rhetoric of Literature, and Film & Literary Studies. She has edited the two scholarly texts: Intertexts: Reading Pedagogy in College Writing Classrooms (2003) and The Traveling and Writing Self (2007). The following essay is adapted from Chapter Two of her book The Elements of Visual Analysis (2006).
A New Language
When you look at a family photograph, an image in an advertisement, or a poster on a coffee shop wall, what do you see? How might you turn your initial positive or negative reaction into a critical process of analysis? Critical viewing entails looking closely at an image to comprehend its structure and to evaluate the information presented. “What you see is a major part of what you know,” writes Donis Dondis, author of a popular visual studies handbook. Our goal is to move from being passive consumers of images to active interrogators. This takes study. Initially, if possible, we should think consensually and sympathetically, reading the image in the way that it appears to be intended to be read, avoiding critique until after we examine the elements of the image. This process involves a degree of intellectual largesse on our part, meaning that we grant to the author of the image our attempt to understand his or her judgments, even if we disagree. Thinking consensually is not always possible, especially when we view images of war, strife, and privation, because the images cause us to react with horror and outrage. Yet, our repulsion can be an agent for meaningful change as we seek to investigate the conditions under which images were created and disseminated.
Even though we begin by examining what the creator may have intended, we need to keep in mind that there is never a single interpretation of an image, so our goal is not to discover the right interpretation, but to offer potential readings of an image.
The goal of this chapter is to help you establish a process and develop a language for examining visual images. You not only want to describe what is there before you, you also want to understand why the creator made certain choices. Sylvan Barnett, the author of several texts on analyzing fine art, writes that we “see” with more than our eyes: when we look at objects and images, we engage emotions, memory, and ideology (the system of values and beliefs into which we have been educated).
Before continuing with your work, remember two things. First, to see images in their original contexts. While digital technology has made it possible for many art galleries, museums, and image lovers to put high-quality color images of paintings, photographs, and sculpture online, they all appear on the same small, flat screen. Missing is the context of viewing: the hushed tones of the art museum or the buzz of the coffee house. The ambient no ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. 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 to tell more than what is possible with a single image
Essays range from purely photographic projects to
photographs with captions, small texts or full text essays
3. THEMATIC
Addresses a topic or issue
PHOTO ESSAY
NARRATIVE
Tells a story, usually in a
chronological sequence
5. How to choose your theme
• Ask yourself what issues you find important.
• Consider ideas that are relevant. Check what is in the news
today. Find out what topics are important to your
community.
• Are you affiliated with a nonprofit organization that you
could use as a resource? See if you can collaborate with them
on a project.
6. • Look at photography publications to familiarize yourself with
what other photographers are publishing.
• Consider what type of photography you enjoy.
What type of
subjects do you enjoy working with?
• Who do you know? Do you have any contacts that would allow
you to get some powerful and candid shots?
8. Unless your essay is part of a journalistic piece, it
should be able to stand alone, without a written
article, and make logical sense to the viewer
It is important that the order of your photos effectively
tell a story, in an interesting and logical sequence.
11. The Lead Photo / The Hook
Your lead photo should effectively draw in your
audience. This is usually the most difficult photo to
choose and should follow the theme of your essay. It
could be an emotional portrait or an action shot, but
ultimately it should provoke the curiosity of the viewer.
12. Stablishing shots
Escene or stablishing shots are pictures that set
the stage and describe the scene of your story.
13. Detail Photos
Detail photos focus in on one element, be it a building,
a face, or a relevant object. These photos are your best
opportunity to capture specific objects. Close-up
photos provide an opportunity to focus in on specific
objects. These photos are tightly cropped, simple shots
that present a specific element of your story.
14. The Clincher Photo
The final photo, the clincher, should evoke the
emotion you want the viewer to walk away with,
be it a feeling of hope, inspiration, or sadness.
15. Other shots
Portrait: Often a tight portrait or head shot, but can also be tight
environmental portrait. This shot gives a face to your characters. It
make the story personal to someone. Even if your character is not a
human, a portrait can be important.
Medium Shot: The medium shot serves to inform the viewer who
are the characters and what they are doing. The shot should include
both the subject and it’s surrounding.
Action/Gesture: Action shots show your subject doing something,
ideally the thing you are reporting on.
17. Creating visual coherence in your photo essay is very
important. This will allow all the pictures to tie together
and be perceived as a whole, rather than individual images
thrown together. There are several ways to accomplish
this, including the theme itself, the structure and specific
elements such as color, composition, use of light, etc.
18.
19. Diptychs and triptychs are a brilliant tool for
photographic storytelling. They present two or three
images which can be from the same session or they can be
polar opposites to show opposition or contrasting ideas.
20. When two images are
placed together, their
individual narrative is
altered as they enter
a dialogue
36. Wandering through Christoph Sillem's photographic series A World Around
Disney is like wandering through a Disney cartoon. However, SIllem's
photographs are not representing any kind of stage set. Sillem has discovered the
community of Val d'Europe.
This surreal housing complex is the one that surrounds Disneyland, Paris, a large
scale neighborhood erected to accommodate the employees of the nearby
destination. Disneyland, whether it is in Anaheim, California or Paris, France, is an
en environment entrenched in fantasy and non-reality, truly an escape to the land
of Disney. What Sillem has discovered here is where that non-reality spills out of
the park. The neighborhood is designed after Baron Haussman's architecture, the
man who designed much of Paris in the 1860s. However, this neighborhood does
not resemble the thriving metropolis of Paris. Rather, it seems much more like a
plastic ghost town, and through Sillem's lens, it is difficult to perceive where
fantasy ends and reality begins
48. An African-European photographer, born in Switzerland. This project was
accomplished on a trip to Guinea Conakry. She was interested in the
construction and deconstruction of the body as well as the depiction of the
invisible.
She had previously studied ritual artifacts common to the cosmology of
Guineans; statuettes that are part of a ceremonial structure. Modesty, luck,
fecundity or a channel for exorcism, those statuettes hold a cultural value
through what they represent or symbolise. With her Leuba transforms these
objects, cosmological symbols of a community, who traditionally have a
signification when used as part of rituals.
In recontextualizing these sacred objects through the lens, she brings them
in a framework meant for Western aesthetic choices and taste.
Throughout her fieldwork, she had to deal with sometimes violent reactions
from Guineans who viewed her procedures/practices as a form of sacrilege.
57. There is a myth, some say a science, suggesting people who have more
symmetrical faces are considered more “ attractive “.
If you are made symmetrical, do you consider yourself more beautiful, less so, or
is it just weird? Or is it you at all? Do you have a best side? What is to be said of
left and right brain dominance?
This is a series of photographic portraits completed in 2010. The subjects were
specifically cast for their individual facial features. They were photographed front
to camera and in the same position. They were asked not to express emotions
or character. The process consited of a face-to-camera portrait, then the image
is split into a left and a right section, and one side is horizontally flipped.These
images are recombined to create two separate and symmetrical identities of the
subject.
This initial study focusing on facial symmetry, is part of a larger piece revolving
around facial features, facial proportions and facial symmetry. The term Echoism
relates to facial symmetry in its physiognomic sense. An accompanying website
and continuing project entitled "Echoism" is at www.echoism.org
76. Some questions to ask yourself about your essay
Context: Make sure to portray the context, setting & situation
Character(s): As yourself, Who are the characters of my story?
What makes them interesting & compelling?
Conflict: Is there a conflict?
Plot: Is there a sequence of events?
Theme: What is the Essay about ?
Image Characteristics: How will you use the composition, color, &
light to create unity for your story?
Progression/order: Does the chosen order of the images help you
tell the story? Why was it chosen?
Juxtaposition: How does juxtaposition affect the meaning and power
of the images.
Narration: Is there narration? Is it effective? Necessary?
77. Be careful with:
Misplaced focus
Under/over exposure
Presentation
Variety of shots
Visual Unity
The odd one out