Humanism in China: A Contemporary Record of PhotographyGrades 9-12 Government, History Lesson or Unit Plan
Li Dan ‘Tourists at the Wenshu Temple in Chengdu taking a souvenir photograph’ 1983
Hei-Ming ‘Iron Rice Bowl’ 2000
In this lesson, students will examine early photographs of China and the attached cartoon: A “Magic Lens”. This introduction to the early history of photography in China is designed to make students think critically about how cameras are used and how photographs are related to society. They will walk away with a basic knowledge of the history of Chinese photography, and the ability to analyze the links between photography and society.
|Title:||Seeing the Camera in a Different Light|
|Author:||Teach China Staff|
|Subject Area:||Art, Social Studies|
|Time Required:||One 40-minute period|
|Standards:||National Arts Standards, Visual Arts: Understanding the Visual Arts in Relation to History and Cultures, K-4; 5-8; 9-12|
|Essential Question(s):||Does the camera as a technological tool change the way we see people in other cultures or change how we look at other people in society?|
|Introduction:||In this lesson, students will examine early photographs of China and the attached cartoon: A “Magic Lens.” This introduction to the early history of photography in China is designed to make students think critically about how cameras are used and how photographs are related to society. They will walk away with a basic knowledge of the history of Chinese photography, and the ability to analyze the links between photography and society.|
|Procedure/Pedagogical Technique/Instructional Strategy:||
1. Distribute Document 1 [attached]: A “Magic Lens”: A Pictorial Cartoon from Early 20th Century China. The teacher will provide a brief introduction outlined above to help historically contextualize when the cartoon was published as well as explain what a pictorial magazine was.
2. Divide the class up into four groups and assign them one frame of the cartoon per group. Explain to students that they are responsible for identifying the different social situations depicted and the various social positions of the persons depicted in the cartoon that they are reading. Once they have discussed what those relationships are, the class comes together and discusses what they think the message of the cartoon is about the introduction of a “magic lens” to society.
|Discussion Points/ GroupInteraction:||
1. How would you characterize the overall tone of the cartoon?
2. How do you think the “magic lens” depicted in the cartoon is related to photography?
3. Think about contemporary technology and whether the class believes there is a social debate about how much others can “see into” our lives? Do students feel technology can expose something meaningful about social relations not otherwise evident? If so, can they identify an example and debate whether this is a productive use of technology or a disruptive use?
|Assessment:||Have the students been able to identify meaningful social critiques being made in the cartoon? Were they able to make a meaningful connection to social anxieties about the introduction of a new technology to existing social relations in early 20th century China? In their discussions, does it prepare them to read photographs with a critical eye to the social commentary of a photo rather than just its composition?|
1. Students do a web search for photographs of early China (see instructional resources for suggested sites); have the students write a two page essay on both why the composition of the photograph makes it a memorable photograph and also what social relations are being depicted in the photograph and how is that evident in the photo.
2. Alternatively, students draw a new cartoon where they are the creators of a “magic lens”—what types of situations and people would they turn their lens on? What do they anticipate they might discover?
|Instructional Resources/ Materials:||
1. Grace Lau, Picturing the Chinese: Early Western Photographs and Postcards of China (San Francisco, CA: Long River Press, 2008); a good reference book for understanding early history of photography in China.
2. Gilles Mora, Photospeak: A Guide to the Ideas, Movements, and Techniques of Photography, 1839 to the Present (New York: Abbeville Press, 1998).
3. Duke University Libraries’ collection of Stanley D. Gamble Photographs [http://library.duke.edu/digitalcollections/gamble/]; a useful collection of photographs taken during a renowned China scholar’s four separate trips to China between 1908 and 1932.
4. Historical photographs of China from Thomas H. Hahn’s Docu-Images [http://hahn.zenfolio.com/f240852810]; a useful collection of mostly early 20thcentury photos of China.
|Extending the Lesson/ Follow-up Activity:||Have students do a photo spread themselves where they identify a specific social place (e.g. public library entrance, homeless shelter, supermarket check-out counter) and then document interactions between different peoples. They should keep a log detailing why they chose this particular place, how they expect the social interactions will unfold, and then present their photo documentation of what actually took place. Did their documentary photo shoot conform to their expectations or did it reveal unexpected results? What photos were most meaningful to them and why?|
 Lu Xun, “On Photography,” in Modern Chinese Literary Thought: Writings on Literature, 1893-1945 (Palo Alto, CA: Stanford University Press, 1996). Pp. 196-204.
Caterogy: Grades 9-12 Government, History Lesson or Unit Plan
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