Course: Photography & Digital Media Date Issued:29/8/18

Weighting: 20% Date Due: 12/9/18 – Term 3 Wk8

Course Component: Photography & Digital Media Task number: 3
Study

Task Description: Street Photography Case Study

Students record aspects of the school and local environment directing their attention towards
capturing an event that is ephemeral and spontaneous, where the image represents the
essence of the event itself. Students investigate the conceptual framework, and the structural
frame to develop their intentions, and communicate meaning through visual codes. They select and
take digital photographs and print their images. Students consider how these images together
convey meaning, atmosphere and a narrative about the physical aspects of the world.

1. Choose one of the provided photographers (from the list – or one that you found in
your research) that most appeals to you. Conduct photographer research and discuss
your point of view on the following:

a) STRUCTURAL FRAME 10 Marks

- Explain the photographers apostrophe “style” of photography including subject
matter (world), composition, colour, signs and symbols. Where does the
photographer exhibit their work and for what type of Audience?

1. What is the photographic style? DEFINE

2. When and where did this style begin/emerge for the photographer?
DESCRIBE
3. Using a series (more than one image) or an individual image, describe the use
of colour, composition, signs and symbols used the photograph/s. (use the
How to analyse a Photograph scaffold to answer this question) EXPLAIN
4. Where has the photographer exhibited their work? How did the audience
receive the artwork? – Find a critic’s response and comment on what they
were saying about the photographic work/s. EXPLAIN ANALYSE

b) CULTURAL FRAME 10 Marks

- Using a variety of works from this photographer, identity aspects of the society
from which they come from as well as outlining the values that are presented in
the images (gender, dress, style, socio-economic, work, social)
1. What cultural group, race, place, identity is represented? DEFINE
2. Is a particular social class or gender represented? DEFINE
3. Does the artwork represent a political stance (dissent or support,
propaganda or protest)? DESCRIBE
4. What ideology is revealed in ideas, concepts, shared beliefs? DESCRIBE
5. Are spiritual beliefs explored? Secular or religious? DESCRIBE
6. What signs and symbols reveal cultural information? EXPLAIN
7. How do these cultural and social meanings affect the art practices of this
photographer? EXPLAIN ANALYSE

c) SUBJECTIVE FRAME 10 Marks

- Write a 200-word reflection on the predominant subject matter (world) portrayed
by this artist and discuss the photographer’s point of view – how they have
 portrayed it and why. What impact did their work have on the audience (Audience)
EXPLAIN/ANALYSE

- Write a 200-word critical analysis about the photographers apostrophe work and
respond on whether you feel it successfully gives the photographer’s view, or is it
open for interpretation? Explain your answer. Do you see the works differently,
why/why not? CRITICALLY ANALYSE

• Through this research, you are expected to form opinions and personal ideas in
relation to this subject (Subjective Frame). You may include photographers
background, education, travels and influences to help build your ideas on this
photographer. Any information you find should be documented. (Artist/World)
• Include a series of images from the photographer, a minimum of 4, that enhance and
support your findings. You may also include other photographer/artist work that
demonstrate a likeness in style (structural) or societal (cultural) to further
demonstrate your understanding of the frames – justify these inclusions.
• Bibliography

HINTS
• Choose an artist’s work that appeals to you or might inspire your own practice.
• Select images that relate to one another, that portray similar themes or ideals.
• Look for any reflections, overviews and or comments the photographer has made on
their own work – include this in your research.
• Consider format in your submission

1. Practice (Making) 10 Marks

• Create a series of 6 digital photography works that reflect a particular theme or
subject within Street photography guidelines (or your own chosen theme).
• The body of work must be a series of works reflecting the subject you choose. Six
images, that when together, make a statement or tell a story. (World and Subjective
and Cultural Frame)
• All proofs, trails and personal photography images, as well as those of inspiration
from other photographers should be included with notes discussing their relevance.
(Artwork/World and Structural Frame)
• All images must be your own, A4 in size and should include 2 colour edits such as
monochrome, sepia or colour enhancement.
Rubric: In this task you will be assessed on your ability to:
• Research and present information on a significant practicing photographer.
You will also form opinions and personal ideas in relation to this photographer
and their works.
• Make photographic and digital works informed by your understanding of
practice, the conceptual framework and the frames
• Develop a portfolio of images themed around street photography that
demonstrates your ability to emulate a practicing photographer

Outcomes assessed
A student:
• CH 5.7: generates in their critical and historical practice ways to interpret and explain
photography and/or video and/or digital imaging
 • M 5.2: explores concepts of the artist / photographer, interpretations of the world and
audience response
• M 5.4: generates images and ideas as representations/simulations in the making of
photographs and/or videos and/or digital images

Assessment Criteria/Marking Guidelines Possible

a) STRUCTRAL FRAME Define/Describe/Explain/Analyse Mark
• The photographic style has been identified. All photographic elements/features and composition
techniques have been identified and their features have been accurately described in detail. Clear and
accurate photographic images have been included and referenced in the explanation.
• Details of the chosen photographic image/s have been fully discussed. 8– 10
• A critical response or quote from a critic has been included and the student has explained how the
photographers’ techniques and intentions have been used to connect to the audience.

• The photographic style has been identified. Some photographic elements/features and composition
techniques have been named and their features have been described with varying levels of detail.
Photographic images have been included and may have been referenced in the explanation.
• Details of the chosen photographic image/s have been discussed.
Some information may be missing or inaccurate. 5–7
• A critical response or quote from a critic has been included. There is a discussion of what this reveals
about the audience’s reaction to the photographic works. Some details that link to the critic’s response
have been discussed and/or elaborated.

• The photographic style has been identified. Few photographic elements have been named and their
features may have been described. Details are lacking. Photographic images have been included but they
are not referred to in the explanation.
• Minimal details of the photographic image/s have been discussed, the when, who and how. Information
is missing or inaccurate. 1–4
• There has been an attempt to discuss some of the photographic techniques used. There is little or no
information discussing the link to the audience and a critic’s response to the photographic work.
Information on how the photographers work connects to the audience is limited.

Assessment Criteria/Marking Guidelines Possible

b) CULTUTRAL FRAME Define/Describe/Explain/Analyse Mark
• Photographic examples that link to aspects of society have been defined and described. Clear and
accurate images have been included and referenced in the explanation.
• Details of cultural links to the photographs have been fully discussed. This includes gender, dress, style,
socio-economic, work and social influences.
• All of the signs and symbols that suggest cultural information have been explained and discussed. There 8– 10
is a detailed discussion of what these signs and symbols reveal about the culture/people. Specific details
that link to the culture/photographer have been discussed and elaborated and linked back to the
photographers practice.

• Photographic examples that link to aspects of society have been defined and described. Some clear
images have been included and referenced in the explanation with varying levels of detail.
• Details of cultural links to the photographs have been discussed. This includes some considerations such
as the gender, dress, style, socio-economic, work and social influences. Some information may be
missing or inaccurate.
• Some of the signs and symbols that suggest cultural information have been outlined and briefly
5–7
discussed. The student has mentioned or suggested what these signs and symbols reveal about the
culture/photographer. Some details that link to the culture/photographer have been discussed and briefly
linked back to the photographers practice.

• Few or no photographic examples of that link to aspects of society have been defined and described.
Details are lacking. Images have been included but they are not referred to in the explanation.
• Some of the cultural links have been named. Few considerations have been named and their features
may have been described.
• Minimal details of the discovery have been discussed, the when, who and how. Information is missing or 1–4
inaccurate.
• There has been an attempt to discuss some of the signs and symbols. There is little or no information
discussing the links to the culture/photographer and their photographic practice. Information is limited.
 Assessment Criteria/Marking Guidelines Possible
c) SUBJECTIVE FRAME Critically Analyse/Evaluate Mark
• The student presents a well-organised reflective report on the photographers’ main subject matter. The
photographers point of view is backed by evidence through the discussion of signs and symbols
portrayed in their photographic works. There has been a detailed analysis of the impact of the
photographers’ subject matter on the audience. The student has gone beyond the sources to form their
own opinions.
• The student clearly presents their own opinion on the value of the photographers’ point of view and their 8– 10
subject matter. They have explained specific details that support their opinion, linking to the evidence
and photographic images. The student has formed and presented their own opinions about how
successfully the photographer has communicated meaning in their works. This information is presented
in a convincing way.

• The student presents information that attempts to report on the photographers’ main subject matter.
Some evidence and /or discussion of the photographers’ point of view has included and some signs and
symbols within the photographic works have been mentioned. There has been an attempt to analyse the
impact the photographers work has had on the audience.
• The student presents an opinion on the value of the photographers’ subject matter. They have included
some details that support their opinion. Links to the evidence and photographic images may be limited.
5–7
The student has formed and presented their opinions about how successfully the photographer has
communicated meaning in their works. This information is presented in a simple way, showing a
satisfactory understanding.

• The student presents limited information that attempts to report on the photographers’ main subject
matter. Little evidence and /or points of view have been used. There has little an attempt to analyse the
impact the photographers work has had on the audience.
• The student states a simple opinion on the value photographers’ subject matter. They have included
limited details that may not always support their opinion. Links to the evidence or photographic images
1–4
are not included as part of the discussion. The student has presented little information on their opinions
about how successfully the photographer has communicated meaning in their works.

Assessment Criteria/Marking Guidelines Possible

d) MAKING – Photographic works Mark
• The student presents excellent images using a wide range of skills and techniques
• The student presents an excellent series of photographs based on their interpretation of the street style
photographer they have chosen to emulate.
• The student demonstrates an excellent understudying of how photographic techniques inform practice
8– 10
around Street Style photography (or their own chosen photographic style).
• There’s an Extra bullet point here
• The student presents sound images using a wide range of skills and techniques
The student presents a sound series of photographs based on their interpretation of the street style
photographer they have chosen to emulate.
• The student demonstrates an sound understudying of how photographic techniques inform practice 5–7
around Street Style photography (or their own chosen photographic style).
• There’s an Extra bullet point here
• The student Presents basic images using a developing range of skills and techniques
• The student presents a basic series of photographs based on their interpretation of the street style
photographer they have chosen to emulate.
• The student demonstrates a developing understudying of how photographic techniques inform practice 1–4
around Street Style photography (or their own chosen photographic style).
• Some or most tasks are incomplete or missing

Teacher comment:

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