Goal: To begin to understand
analysis by focusing on image. Students will learn how develop a
compelling question by paying attention
to texts, both visual and written. Students will be encouraged to use sources not just to just
as “back-up” for their own ideas but as ways to frame their analysis.
In particular, they will learn how to use the concepts from an essay to
analyze an image.
Students have been asked to read the Stephens essay “By Means of the
Visible: A Picture’s Worth” and the introduction to the unit on p. 466.
Day 1. In-class writing activity: what images have most influenced
you and why? (also from p. 466). Discuss their responses.
• Discuss the Stephens essay, which argues about the relative value of
image and text. In-class exercise.
• Ask students to examine the picture of Michael Jordan and, pretending
they do not know who he is, write as detailed a description as possible
about what they see.
• For homework: assign Gates essay on Jordan and public images. For
journal entry, focus on the ways the essay changes/ alters their
understanding of the Jordan image. Come to a conclusion about the
relationship of image to text.
Day 2. Brief discussion of division and classification,
especially division (in terms of analyzing an image by breaking it into
its parts).
• Project the image of the painting of St. John the Baptist and Salome
(from book by Sr. Wendy Beckett). Students freewrite for five minutes
about everything they see, constructing a story for the text as well.
• Share the story of St. John and Salome with the class, then ask them to
write again about what they see now.
• Read aloud Sr. Wendy’s analysis of the painting.
• For homework, choose an image from those in the text (except Jordan) and
answer the questions at the end of the photo section (opposite 513).
• Also bring to class the image you plan to analyze.
Day 3. Have students share what they wrote about their
respective images. Discuss the images about which they were planning to
write.
Day 4. Paraphrasing and summarizing practice. Provide
copies of Berger chapter from Ways of Seeing.
Day 5. Have students identify the key points in the Berger
material. Write them on the board.
• Post a magazine ad on the board and have students analyze it using
Berger’s points. Share their responses aloud.
Day 6. Peer review of three drafts in Blackboard.
See essay prompt.
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