Decoding the Photograph

To decode a photograph, it is useful to follow a methodical process consisting of four stages: describing, analysing, inter­preting and evaluating.

Describing

In describing the photograph, you must first make note of as much important, factual information as is available. Does the photograph have a title? When and where was the photograph taken? Look at the subject matter and describe it as clearly as you can. Are there people in the photograph? Is it a landscape? List as many facts as you can. Finally, look at the elements of design: colour, line, shape, form, space and texture.

Analysing

The photographer makes certain decisions about how the photograph will be composed, and about when and where it will be taken. What draws your eye immediately? Why? Also, look closely at other perhaps less important, details. What informa­tion can they give you?

If there are people in the photograph, how old do the people ap­pear to be? What do you think the relationships between the peo­ple are? What do facial expressions and body language suggest?

What is going on in the background? What time of day does it seem to be? Think about overall mood or feeling. Finally, how do the various elements work together?

Interpreting

In interpreting the photograph, summarise the information that you have discovered through your description and analy­sis. Can you now say exactly what is happening in the photo­graph? What is the photographer trying to say; that is, what is the intention of the photographer?

Evaluating

The final stage of your decoding is an evaluation. What do you think about the work?

b) Match the expressions below with the stage of decoding a photo.

1. The picture was taken... 2. It's an image of... (place, per­son, scene). 3. The picture shows... (place, person, scene) from a distance / a bird's eye view. 4. You look at... (place, person, scene) from... (above / behind /...).... gives the impression of depth.... (person) seems to look at the viewer. 5. The viewer's attention is focused on... 6. The painting is... (vivid / happy / expressive). 7. The picture makes the viewer feel... (sad / hap­py). 8. The picture inspires the viewer to think about... 9. The artist mainly uses... (colours / forms /...) to express... 10. He / She (probably) wants to... (criticise / express / show...) 11. What the artist / photographer / painter wants to point out is... 12. It seems / appears to me that... 13. The problem illus­trated here is............... symbolises is typical of...

6. Write the description of the photograph in ex. 3. Use the infor­mation above for help.

LESSON 6. WHICH SIDE UP?

Communicative area: describing a painting Active vocabulary: to interpret

1. Look at the abstract paintings. Four of them were created by art students, one was painted by a world famous artist. Read the information about the artist and try to guess which painting belongs to him (p. 139).

Jackson Pollock (January 28, 1912 - August 11, 1956) an influential American painter and a major figure in the ab­stract expressionist movement. Some of his paintings are worth more than $150 m.

2. 0 a) Listen to a part of a lecture on understanding abstract art.

What should you do to understand it?

© b) Listen again. Does the lecturer mean the following?

1. Abstract art has been around since we were cavemen. 2. Abstract art is difficult to understand because you don't know what to start with. 3. You decide what an abstract paint­ing is about. 4. People believe that because an abstract paint­ing doesn't look like anything, then it is not "about" any­thing. 5. Abstract artists can draw or paint realistic paint­ings. 6. It is best to see abstract art in person to truly get the full effect. 7. Knowing the artist's idea behind the painting helps to understand the painting better. 8. You should look at an abstract painting the way you listen to music. 9. To un­derstand abstract art you just need your imagination. 10. We don't need to know exactly what the artwork is supposed to be about in order to enjoy it.

c) Discuss in pairs. Are the sentences that don't come from the lecture true about abstract art? Give reasons.

3. a) According to the lecturer, what should the viewer do to understand abstract art?

b) Look at the paintings in ex. 1 created by art students and follow the lecturer's ideas. Can you describe them now? What do they make you think of?

c) Work in small groups. Discuss the paintings. Do you have similar ideas?

4. a) What did the lecturer say about the painter's intentions?

b) You are going to listen to the art students talking about their works in ex. 1. What do you think the images below have to do with the paintings?

traffic lights heron guitar

9 c) Listen and match the paintings in ex.1 to the stories.

9 d) Listen again. Take notes on the details in the stories. Then tell the story behind each painting.

5. a) Choose one abstract painting in ex. 1 to describe. Use the unit vocabulary for help.

b) Describe the painting. Whose description was the most impressive?

Дата добавления: 2015-11-16