4: In Conversation With
- Page ID
- 231793
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)An important aspect of creating photographic art is the recognition that art is an ongoing conversation that reflects not only art history but also culture, science, politics, and the world around the photographer. Therefore, it is necessary for you to know how to access and explore through research the relevant discourse and knowledge that can be used both as inspiration and as context. In this chapter, you will learn basic information literacy skills to research photographic artists and then create work that is inspired by or responds to the photographer you researched. Ultimately, students enter into a visual conversation and begin to learn to discuss photographs for their formal, aesthetic, and conceptual qualities to develop information and visual literacy skills.
Image Description: On the left, a black and white photograph from the Great Depression features a weary woman with a furrowed brow and a distant gaze, holding a baby while two other children cling to her, hiding their faces. On the right, a color photograph of a weary woman looking at the camera, hugging her small child with a colorful background and sunflowers.
Example Artists: In Conversation
Dorothea Lange and Katy Grannan
Cindy Sherman and Claude Cahun
Dawoud Bey and Carrie Mae Weems
Kelli Connell and Natalie Krick and Edward Steichen
Kenneth Josephson, Lisa Oppenheim, and Xaviera Simmons
Timothy H. O’Sullivan and An-My Le
Josef Albers and Jessica Eaton
Reference
Association of College and Research Libraries. “Framework for Information Literacy for Higher Education,” 2016. https://www.ala.org/acrl/standards/ilframework.
- 4.1: Research and Citing Sources
- This page emphasizes the need for proper citation of sources using the Chicago Manual of Style and outlines best practices for accessibility in digital publishing, including image descriptions and alt text. The page also provides guidelines and examples for effectively citing images in captions and bibliographies.
- 4.2: Learning Checkpoint
- This page provides a learning check for essential citation Chicago Style and the importance of citing textual and visual sources.
- 4.3: Photographer Presentation Assignment
- This page outlines an assignment designed to introduce information literacy by researching and presenting on a chosen photographic artist. Students investigate biographical information, historical and technological influences, notable images, and unique concepts in the artist's work. Presentations must use PowerPoint and include a bibliography with a minimum of five sources in Chicago style.
- 4.4: In Conversation with Assignment
- This page describes a student project where participants create images influenced by a selected photographer, highlighting visual dialogue through style and techniques. It outlines requirements such as shooting in RAW, submitting a contact sheet, and providing layered digital files. The assessment criteria emphasize technical skills and the overall cohesion of the image series, aiming for students to illustrate a clear connection to their studied photographer's work.