Some face-to-face rules…

• Face each other to ensure eye contact.

• Be a good listener. Be open to, and respond to, what has been said. Do
not just wait to state your own preconceived idea.
• Respect all: No gloating, taunting or sarcasm (except from me!).
• If you have something to contribute there is a moral imperative to do so.
• Do not pretend to understand if you don’t. Ask for clarification.
• One voice at a time. No ongoing battles between domineering
individuals.
• Be rigorous and have fun!
Are you sure?
Does context matter?
A Language for Discussing
Photography

Paper 1, Individual Oral & HL Essay

Paper 1 will contain multimodal texts. It's entirely possible that Paper 1
will contain texts that are only visual. Some of these visual texts may be
photographs.
Where this is the case, HL students must write about such texts; they
have no choice. In addition, photographs may form bodies of work that
will be used by students as part of their Individual Oral and/or their HL
Essay.
General Vocabulary
Abstract: an image emphasising formal elements such as line and shape rather than
particular, recognizable objects.
Content: The subject, topic, or information in the image.
Direct approach: Capturing an image of a scene in a straightforward way without
using distortion or unusual angles.
Documentary photography: Photographs where the main purpose is to record a place,
person(s), or event.
Expressive: Photographs intended to communicate emotion.
Geometric Shape: Simple shapes found in geometry such as circles, squares, rectangles,
triangles, and so on.
Intention: The reason(s) why the photographer made the image.
Landscape: A photograph of the natural environment.
Objective: A point of view that attempts to limit personal bias, considering all information
with equal regard and fairness.
Organic shape: Shapes that are based on objects in nature such as tree, mountains,
leaves, and so on.
Representational: a photograph showing recognisable objects.
Subject: The main object or person(s) in a photograph.
Theme: A central or unifying in a body of work or collection of works.
Visual elements
Focus: Areas that appear clear and sharp (in contrast to areas that do not).
Line: Objects in photographs can sometimes act as lines. They may be used to establish outline, direction,
movement, and energy. Lines can
be, for example, straight, curvy, thick, or thin.
Light: Areas of brightness and shadow. Light can be used to suggest time of day. Light may
be artificial or natural, harsh or soft, reflected or direct.
Repetition: Objects, shapes, lines etc. that repeat and create a pattern.
Shape: See above – geometric shape and organic shape. When you look at an image, is the
geometric or organic dominant?
Space: This is an aspect of an images composition. Photographs can suggest depth, or they
may appear shallow (and you might consider how this is established; sometimes this is
created by special illusion). In addition space can be both positive (areas that attract most
attention) and negative (the emptier areas).
Texture: This is about the quality of ‘feel’ in the photograph; if you could touch an image,
what would it feel like?
Value: This is a quality of light. In considering an image, you might ask if it suggests a range
of tones from light to dark. Where are the lightest and darkest values?
Composition
Angle: This is the vantage point from where a photograph was taken. It is often used when discussing images
taken from an unusual or
exaggerated vantage point.
Background: This is the part of an image that seems to be towards the back.
Balance: This refers to the distribution of visual elements. Symmetrical balance distributes
visual elements evenly in an image. Asymmetrical balance distributes visual elements
unevenly.
Central focus: This refers to the object(s) that seem most prominently or clearly focused in
a photograph.
Composition: This is the arrangement or structuring of formal elements that make up an
image.
Contour: The outline of an object or shape.
Contrast: Significant visual differences between light and dark, varying textures, sizes, and
so on.
Framing: What the photographer has placed within the boundaries of the photograph.
Setting: This is the actual physical surrounding or scenery whether real or artificially
constructed.
Vantage point: The place or position from which the photographer takes a photograph.
Area of Exploration Guiding Questions –
Time and Space
1. How important is context (historical, cultural, political, or other)
to the production and reception of a text?

2.  In what ways can a text illuminate an aspect of the political or

social environment?  How does a more nuanced understanding
of events and history affect one's understanding or interpretation
of a text?
Charles Moore Photograph 1
Charles Moore Photograph 2
Bill Hudson Photograph 1
Bill Hudson Photograph 2
Questions…
1.  What is the central focus in each photograph?  How does the central focus reveal the
intention of the photograph? 
2.  What is the vantage point for each photograph and what's the effect of that vantage
point?  
3.  How does the setting play a role in the photograph?  Why?
4.  Photographs #1 by Moore and Hudson both depict similar content.  The same is true
of photograph #2 by each photojournalist.  In what ways are they similar and in what
ways are the photographs different?  
5.  How can each photograph be seen as an act of protest against the injustices faced by
African Americans in the 1960s?
6. What does this form - photographs taken by photojournalists - offer that other
mediums or text types don't?  Why is this important?
Bodies of work?
• You can also zoom in at this point if you want to create a body of work
with the materials presented so far.  Each photographer has a
significant body of work documenting the Civil Rights Era in the
United States in the 1960s.
• 1. Charles Moore - find various links to his photographs here and
here and here and his Wikipedia page is here.
• 2.  Bill Hudson - find various links to his photographs here and here
and his Wikipedia page is here.
Link to TOK?
Are people racist by nature? Or is racism something people learn from
a young age by the people and messages around them?
Is there a biological or physiological explanation for racial bias? Could
racism ever be useful (in some cases)?
Questions…
Is the text, an advertisement, for “Aunt Jemima’s Pancake Mix”, racist?
Why/Why not?
Consider the use of language, both written and visual as you consider
your answers.
Discuss with your group.
Language…
How is racism connected to language?
In the “Aunt Jemima’s” advertisement, Jemima speaks differently.

Are there different types of English?

Simple answer – Yes, many. Called dialects.

Jemima’s dialect is called African American Vernacular English (AAVE)
For of language Explanation Example
Double Negatives Two negative words used in ‘I don’t have none.’
combination
Vocabulary Choice of words “I am not” becomes “I ain’t”
Or,
“Ask” becomes “Aks”
Pronunciation and dropping Some parts of words are not voiced “What do you want” becomes
consonants or they are conflated with other “Watcha want”
words Or,
“For” and “your” becomes “Fo”
and “Yo”.
Subject-verb agreement One verb form for single and plural “I don’t” and “he don’t”
subjects
Identity, culture and community.
Could the different use of language be connected to racism?
Why/why not?

Should schools be allowed to teach different dialects?

Speakin' At De Cou't-House poem by Paul
Laurence Dunbar
Dey been speakin' at de cou't-house,
An' laws-a-massy me,
'T was de beatness kin' o' doin's
Dat evah I did see.
Of cose I had to be dah
In de middle o' de crowd,
An' I hallohed wid de othahs,
Wen de speakah riz and bowed.
I was kind o' disapp'inted
At de smallness of de man,
Case I 'd allus pictered great folks
On a mo' expansive plan;
But I t'ought I could respect him
An' tek in de wo'ds he said,
Fu' dey sho was somp'n knowin'
In de bald spot on his haid.
But hit did seem so't o' funny
Aftah waitin' fu' a week
Dat de people kep' on shoutin'
So de man des could n't speak;
De ho'ns dey blared a little,
Den dey let loose on de drums,--.
Some one toll me dey was playin'
'See de conkerin' hero comes.'
'Well,' says I, 'you all is white folks,
But you 's sutny actin' queer,
What's de use of heroes comin'
Ef dey cain't talk w'en dey's here?'
Aftah while dey let him open,
An' dat man he waded in,
An' he fit de wahs all ovah
Winnin' victeries lak sin.
Wen he come down to de present,
Den he made de feathahs fly.
He des waded in on money,
An' he played de ta'iff high.
An' he said de colah question,
Hit was ovah, solved, an' done,
Dat de dahky was his brothah,
Evah blessed mothah's son.
Well he settled all de trouble
Dat's been pesterin' de lan',
Den he set down mid de cheerin'
An' de playin' of de ban'.
I was feelin' moughty happy
'Twell I hyeahed somebody speak,
'Well, dat's his side of de bus'ness,
But you wait for Jones nex' week.'
Highlight the words and phrases that are difficult to understand.

What is the main message of the text? On a sticky note, write down
what you think are the main ideas and stick it on the wall.