Photo Essay Rubric Guidelines Definition

Whether through digital channels, print or on exhibit, the impact, influence and reach of the still image has never been greater. But with so many images fighting for our attention, how do photographers make work that most effectively stands out and connects with an audience. In this seven-part series, TIME looks back over the past 12 months to identify some of the ways of seeing—whether conceptually, aesthetically or through dissemination—that have grabbed our attention and been influential in maintaining photography's relevance in an ever shifting environment, media landscape, and culture now ruled by images.

The Contemporary Photo Essay

We live in an age where the volume of photographic output has never been greater. Yet the propensity is for images to be conceived, received digested and regurgitated in an isolated, singular form—and without further context. Against this backdrop, a generation of committed photographers are working passionately to iterate on, and further develop the traditions for long form story telling, and in so doing, draw attention to their subject matter through new powerful, innovative and resourceful ways.

On Aug. 31 this year, the New York Times Magazine published a photo essay that interweaved the images of two Magnum photographers working on each side of the Israeli, Palestinian conflict—Paolo Pellegrin (in Gaza) and Peter van Agtmael (in Israel). The essay was not only a creative and effective way of balancing a delicate and sensitive story, it was also, as Editor-in-Chief Jake Silverstein explained in a note about the project, conceived in part as a reaction to “the prevalence of cellphone cameras and social media [that had] led to many more images of Gaza than in previous iterations of this long-running conflict."

"As powerful as these photos were," he wrote, “the speed and fervor of their dissemination tended to bring them to us isolated from context.” The Times Magazine story was a considered attempt to have Pellegrin and van Agtmael slow things down and in Silversteins words “try to capture a deeper and more narrative sense of the texture of life on the ground." The resultant essay, that intentionally combines two aesthetically different bodies of work emphasizes “that the fates of average Israelis and Palestinians are intertwined.”

Photographer Matt Black has subverted the prevalent philosophy of Instagram for his project The Geography of Poverty. Although using Instagram as one of the primary platforms for the work, Black has maintained a thematic and aesthetic cohesion to produce a dedicated feed—devoid of distraction or interference—that builds image by image, to deliver an investigation on poverty that is essayistic and closer to that of a traditional photo essay. On the website—exclusively dedicated to the project—Black explores the potential of geo-tagging to extend the project and map the images (for this project, Black was selected as TIME's Instagram Photographer of the Year in 2014)

Photographers such as Diana Markosian with her work made in Beslan, Russia and Carolyn Drake in Turkistan have embraced different types of media and photographic approaches--including still life, documentary, portraiture as well as writing and drawing. They have also actively encouraged their subjects to contribute to the artistic process and tell their own stories through notated recollections narratives and artwork, which is at times directly applied to the photographic print. As Drake says of her project Wild Pigeon that documents the lives of the Uyghur people: “I started looking for meaning at the intersection of our views, and find ways to bring the people I was meeting into the creative process. Traveling with a box of prints, a pair of scissors, a container of glue, colored pencils, and a sketchbook, I asked willing collaborators to draw on, re-assemble, and use their own tools on my photographs. I hoped that the new images would bring Uyghur perspectives into the work and facilitate a new kind of dialogue with the people I met, one that was face-to-face and tactile, if mostly without words.”

In Ukraine a generation of young, predominantly European, freelance photographers including Maria Turchenkova, Ross McDonnell and Capucine Granier-Deferre committed themselves to documenting the searing violence and the disquieting consequences of the year-long conflict—building long-term photo essays that contextualize news events through more in-depth and nuanced perspectives.

One of the most important and powerful bodies of work was produced by Daniel Berehulak, who spent more than 14 weeks covering the Ebola outbreak in West Africa. His work, made on assignment for The New York Times, shows that long-term commitment to a story can reap astounding returns. And a powerful continuum of work, can raise awareness and deeply affect its audience.

In an age when we're saturated with an omnivorous barrage of distracting and singular imagery, there is still a role for subtleties embodied within the traditions of long form storytelling. Through innovative, full screen photo-centric web designs and effective digital dissemination, these photo essays are drawing our attention—in different and often more meaningful ways—to important issues that we otherwise would ignore or at best feel we had seen too many times before.

Read Part 1 - Direct to Audience.

Read Part 2 - Documentary Still Life.

Read Part 3 - The Portrait Series.

Read Part 5 - From Stills to Motion.

Phil Bicker is a Senior Photo Editor at TIME

Common Core Standards for English Language Arts

Grades 6–12

READING
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

WRITING
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.


Visual-Arts Content Standards for California Public Schools

Grade 6

Artistic Perception
1.2–Discuss works of art as to theme, genre, style, idea, and differences in media.
Creative Expression
2.5–Select specific media and processes to express moods, feelings, themes, or ideas.
Aesthetic Valuing
4.1–Construct and describe plausible interpretations of what they perceive in works of art.

Grade 7
Creative Expression
2.6–Create original artwork using film, photography, computer graphics, or video.
2.7–Create a series of artworks that expresses a personal statement demonstrating skill in applying the elements of art and the principles of design.

Grade 8
Artistic Perception
1.2–Analyze and justify how their artistic choices contribute to the expressive quality of their artwork.
Creative Expression
2.3–Create original artwork, using film, photography, computer graphics, or video.
Historical and Cultural Context
3.1–Examine and describe or report on the role of artwork created to make a social comment or protest social conditions.

Grades 9-12
Artistic Perception
1.5–Analyze the materials used by a given artist and describe how their use influences the meaning of the work.
Creative Expression
2.6–Create a two- or three-dimensional artwork that addresses a social issue.
Historical and Cultural Context
3.3–Identify and describe trends in the visual arts and discuss how the diverse issues of time, place, and cultural influence are reflected in selected artworks.
Aesthetic Valuing
4.5–Employ the conventions of art criticism in writing and speaking about artworks.


National Standards for Visual Arts

Grades 5-8

1. Understanding and Applying Media, Techniques, and Processes
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
3. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Grades 9-12
1. Understanding and Applying Media, Techniques, and Processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.
4. Understanding the Visual Arts in Relation to History and Cultures
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Reflecting upon and Assessing the Characteristics and Merits of Their Work and the Work of Others
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.

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