Focusing on Emphasis with Dorothea Lange

Fourth Grade
Amanda Vasquez
05.02.16
Introduction: The purpose of this unit is to introduce to fourth grade students the element of
emphasis in art through the work of American photographer Dorothea Lange.

Instructional Objectives:
1.1 Perceive and describe contrast and emphasis in works of art and in the environment.
1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value),
emphasizing form, as they are used in works of art and found in the environment.
1.1 Perceive and describe contrast and emphasis in works of art and in the environment.
2.6 Use the interaction between positive and negative space expressively in a work of art
2.7 Use contrast (light and dark) expressively in an original work of art
3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).
4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.
4.5 Describe how the individual experiences of an artist may influence the development of specific
works of art.
5.4 Read biographies and stories about artists and summarize the readings in short reports, telling
how the artists mirrored or affected their time period or culture.

Content Outline
I.
Discovering Emphasis with Dorothea Lange

II.

III.

a. Define emphasis and introduce Dorothea Langes biography

b. View and discuss Langes White Angel Bread Line, San Francisco (1933), while
asking students to describe, analyze, interpret, and judge the image
c. Have students complete Lesson One Worksheet
d. Students will be asked to look at the world around them using Whats the Point
Handout
e. Students will complete both handouts with help from teacher as needed
Capturing History with Dorothea Lange
a. Review definition of emphasis and Dorothea Langes biography
b. Describe, analyze, interpret, and judge Langes Toward Los Angeles (1937)
c. Students will use computer and internet resources to answer Lesson Two
Worksheet questions
Dorothea for a Day
a. Review definition of emphasis and Dorothea Langes biography
b. Discuss terms contrast and negative space and ways in which they add
emphasis to an image

c.

Describe, analyze, interpret, and judge Langes two portraits J.R. Butler,
President of the Southern Tenant Farmers Union (1938) and Woman of the
High Plains (1938)
d. Give students Dorothea for a Day Activity Sheet; have student brainstorm
ideas for their photographs and the story they want to tell
e. Assign student groups, give each student a Dorothea for a Day Day 1
handout, go over instructions as a class; Have students complete part one of
two-part assignment
f. Once part one assignment is complete, give students Dorothea for a Day Day
2 handout; As a class, go over instructions and show student examples

Materials and Equipment

Worksheets for lessons 1 and 2

Handouts for Dorothea Lange
Reproductions of Dorothea Langes photographs, White Angel Bread Line, San Francisco,
Toward Los Angeles, J.R. Butler, President of the Southern Tenant Farmers Union, and
Woman of the High Plains
A black color pencil/lead pencil
A black marker (washable)
A digital camera or an electronic device that is capable of taking photographs
A computer/computer access

Evaluation
Students will be evaluated according to a P, ok, - system for all worksheets. Dorothea for a Day group
assignment will be graded using a rubric grading scale (see handout for details). Dorothea for a Day
individual assignment, and activity sheet will also use a P, ok, - system.

Discovering Emphasis with Dorothea Lange

By: Amanda Vasquez
Lesson Source: Instructors own
Grade Level: 4th Grade
Total Time Required: 45 minutes
Resource Material
Dorothea Lange, White Angel Bread Line, San Francisco
(1933)
Supplies and Equipment
Photocopy of Whats the Point? worksheet (see attached)
A black color pencil/lead pencil
A black marker (washable)
Photocopy of Lesson One Worksheet (see attached)
Instructional Objectives
1.2 Perceive and describe contrast and emphasis in works of art and in the environment.
1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space,
value), emphasizing form, as they are used in works of art and found in the environment.
Motivation
1. Go over definition of emphasis
2. Go over artist biography
3. Show students image of Dorothea Langes photograph, White Angel Bread Line, San
Francisco.
4. Ask students the following questions: What do you see in the image? What is the medium
used to create the image? How does the arrangement of men in the image affect how we
see the work? What is the artist trying to say with this image? How does this image make
you feel? Do you like the image?
Activity Procedure
1. Ask students to recall the definition of emphasis.
2. Instruct students to write down definition of emphasis on Lesson One Worksheet.
3. Ask students to discuss ways in which emphasis is used in Dorothea Langes work.
4. Using Lesson One Worksheet students will reflect on emphasis and elements of art.
5. Using Whats the Point? worksheet students will apply emphasis in their own work.

Evaluation
Part One:
Graded Lesson One Worksheet
P Completes all questions on worksheet
ok Completes worksheet with 80% accuracy
Worksheet is incomplete or inaccurate
Part Two:
Graded Whats the Point? Worksheet
P Emphasis is clear, uses two or more elements listed: line, value, and pattern
ok Emphasis is clear uses at least one element from list
Emphasis is unclear, no elements are included

Whats the Point?

Dorothea Lange was able to capture photographs that spoke to the viewer through
emphasis.
How will you draw attention to a focal point in an image?
Using the environment around you, draw two indoor or outdoor landscapes. Both
landscapes will be the same, however it is up to you, the artist, to decide where you
want your focal point to be.
***With the help of a black pencil and black marker you will draw attention to one
object in each landscape. Remember to use lines, value, and pattern to add depth to
your drawing.
Drawing 1

Drawing 2

Lesson One Worksheet:

1. Define emphasis, using the definition given in class

2. Looking at White Angel Bread Line, San Francisco:

How does Dorothea Lange use the way the men are facing as a way to show emphasis?

3. Does Dorothea Lange use color in her photograph? Does it affect the way we see the
photograph?

4. What elements of art are used in the photograph?

Capturing History with Dorothea Lange

By: Amanda Vasquez
Source: Instructors own
Grade Level: 4th
Total Time Required: 45 minutes
Instructional Materials:
Dorothea Lange, Toward Los Angeles (1937)
Supplies:
Photocopies of Lesson Two handout (see attached)
Instructional Objectives
3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).
4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a
work of art.
4.5 Describe how the individual experiences of an artist may influence the development of
specific works of art.
5.4 Read biographies and stories about artists and summarize the readings in short reports,
telling how the artists mirrored or affected their time period or culture.
Motivation
1. Review definition of emphasis
2. Review artist background
3. Introduce Toward Los Angeles by Dorothea Lange
4. Ask the following questions: What media is used to create the piece? What do you see in
the image? What is emphasized in this photograph? How is emphasis used in the
photograph? What do you think the artist is trying to say with this photograph? How does
this photograph make you feel? Do you like it? Why or why not?
Activity Procedures
Students will complete Lesson Two handout using online resources, with help from instructor
as needed.
Evaluation
Student handout will be graded according to a
P completes all questions with 90% accuracy
ok completes all questions with 70% accuracy
completes all questions with 60% and below accuracy

Lesson Two:
Capturing History with Dorothea Lange
*** Students will need computer access or to be taken to the computer lab.

Directions: Using the links provided below, answer the following questions
http://www.pbs.org/kenburns/dustbowl/bios/dorothea-lange/
KVIE The Dust Bowl, Biographies

1. Dorothea Lange during the 1930s is best known for her work with whom?

2. Where did Dorothea Lange study photography?

3. What subject matter did Dorothea Lange focus on?

4. What is the title of Dorothea Langes most famous art work?

5. Dorothea Lange used her photographs as a means of communication; Give the

quote Dorothea Lange said about the homes she observed.

6. What award was Dorothea Lange given for excellence in photography?

http://www.biography.com/people/dorothea-lange-9372993 - early-years
bio. Dorothea Lange Biography

7. Dorothea Lange was exposed to art and literature as a child, however her main
interest was in photography, who was the leading portrait photographer Lange
worked for?

8. During the Great Depression Dorothea Lange focused

her camera on her own San Francisco neighborhoods,
what did she photograph?

9. The Office of War Information (OWI) hired Dorothea Lange as a photographer

during which war?

10. Dorothea Lange was frustrated that her work didnt always provoke society
While viewing her work and learning about her biography, were you able to
understand her works? Why or why not?

Dorothea for a Day

By: Amanda Vasquez
Source: Instructors own
Grade Level: 4th
Total Time Required: Two 45 minute periods
Instructional Materials:
Dorothea Lange, J.R. Butler, President of the Southern Tenant
Farmers Union (1938) and Woman of the High Plains (1938)
Supplies

A digital camera or an electronic device that is capable of

taking photographs
Access to a computer/computer lab
Dorothea for a Day Handouts and Activity Sheet (see attached)

Instructional Objectives
1.2 Perceive and describe contrast and emphasis in works of art and in
the environment.
2.6 Use the interaction between positive and negative space expressively in a work of art
2.7 Use contrast (light and dark) expressively in an original work of art
Motivation
1. Review definition of emphasis, discuss the use of contrast as a means of adding emphasis
in an art work, introduce the use of positive and negative space in a photograph as a
means to create a focal point (using Langes photographs)
2. Review Dorothea Langes biography
3. Show the photographs, J.R. Butler, President of the Southern Tenant Farmers Union, and
Woman of the High Plains by Dorothea Lange.
4. Ask students the following questions: What do you see in the two images? Are the two
images similar? Why or why not? How are the people arranged in the photographs? What
is emphasized in the two works? How does the background (negative space) affect the
images? How do the two images make you feel? Do you like the photographs? Why or
why not?
5. Ask students to think of the way models are posed in magazines. Have students
brainstorm ideas about how to pose in a photograph.
6. Once students are aware of body positions in photographs, have them break up into small
groups.
Activity Procedure
1. Students will be asked prior to lesson to BYOED (bring your own electronic device), device
must have a built-in camera (internet access is a plus, but not necessary)

2. Students will, within their groups, choose 1-2 models, a photographer, an assistant, and a
writer
3. Students will refer to handout, Dorothea for a Day - Day 1 for instructions on part one of
the assignment
4. Students will be given Dorothea for a Day - Activity Sheet
a. To be filled out during both class meetings
b. Students will turn in handout on the last day of project as a ticket out/wrap up
assignment
5. Students will reference handout, Dorothea for a Day - Day 2 for instructions on part two of
the assignment
Closure
1. Students will make sure to write their names on the back of their drawings/artwork
2. Complete evaluation procedures
Evaluation
Part 1: Students will have completed Dorothea for a Day Activity Sheet
Part 2: Grading Rubric for Dorothea Lange Art Project (Group Assignment)

4
Students worked together as a group to create a photograph that captures the essence of Dorothea Langes
work.
The photograph taken by the group incorporates emphasis and uses negative space in a creative way.
The Activity Sheet was answered as a group and was complete
3
Students worked together as a group to create a photograph that captures the essence of Dorothea Langes
work.
The photograph taken by the group uses only one element, emphasis, or negative space effectively
The Activity Sheet was answered as a group and was complete
2
Students worked as a group to create a photograph
The photograph was not successful in incorporating any of the elements, neither emphasis, nor negative
space
The Activity Sheet was left incomplete

1
The assignment was incomplete
Part 3: Individual Drawings will be graded accordingly

P Student uses contrast (light and dark), emphasis, and negative space successfully
ok Student uses two of the elements successfully
Student does not incorporate any of the elements in their drawing

Dorothea for a Day

Directions for Project
Day 1 In the following assignment students will be a working as photographers, models, directors, and
writers. Each student will have a job in creating portrait that resembles a Dorothea Lange image.
One to two students (depending on group size) will be chosen to be the subject of the
photograph. A student will be selected to be the photographer. The photographer will be in charge
of the electronic device and will take the photograph. Another student is needed to be the director.
The student director is in charge of posing and arranging the models in a way that mimics Dorothea
Langes photographs. A student writer is needed to document the assignment in written form. The
student writer will be in charge of filling out and gathering the information needed for answering the
activity sheet. Every member of the group is to participate in answering the activity sheet questions,
however the writer will be the one physically filling out the form.

***Students, in their groups, will go outside, within their environment, and look for a background
that conveys interesting negative space. The director, with help from members of the group will
position the model(s). The photographer will capture the image in a way that emphasizes the student
model. Students will be required to capture at least 3 photographs, with their models positioned in
3 different ways/poses, to complete the assignment. The teacher will be available for help as needed

Whats needed

An electronic device capable of taking photographs

1 2 students to be the subjects of the photograph
A student to be the photographer
A student to be the director of the subjects
A student to be the writer and document the project in written form

Depending on classroom, device capability, and internet connection, students will email the images
taken on Day 1 to the teachers email, provided on syllabus, at the end of class.

Dorothea for a Day

Directions for Project
Day 2
Now that students have had the opportunity to be Dorothea Lange for a day it is time for them to
apply the art vocabulary and knowledge they have learned in a creative way.
The teacher will choose one photograph from each group that best exemplifies Dorothea
Langes photography style. Once an image has been chosen for each group, the students will view
the images, using a projector or overhead, and briefly discuss them as a class.
As a class, students will discuss the challenges faced while performing the assignment,
whether the assignment was difficult, and what they enjoyed/learned from the assignment.
Students will return to their groups and answer the remaining questions on the Dorothea for a Day
Activity Sheet.

Once the discussion is complete, the students will be given a 4 X 6 sheet of paper. Dorothea Lange
photographed in black and white, keeping that in mind students will perform the following
assignment:

Students will be asked to draw a cropped view of their projected group image using only black and
white writing materials. In order to complete the assignment students must show a creative and
expressive use of contrast in their artwork. The students will not be graded on how well the figures
are drawn, but will be graded on whether or not they thoroughly and creatively used the materials
given to create emphasis, negative space, and contrast in their work.

***The first three students to complete the assignment will show their work to the class.

Whats needed

A 4 X 6 sheet of paper
Black pen/markers/crayon
Grey markers/crayon
White markers/crayon

Dorothea for a Day Activity Sheet

To be worked on throughout the two-day project. Return to teacher at the end of days 1 and 2.
Remember all members of the group will participate and answer the questions!
However, the student assigned to be the writer will fill out the form
Day 1 Brainstorm at least 3 ideas of how you would like to pose your subjects
(You may also sketch-out your ideas)

What is the story you are trying to tell with your photograph?

Day 2 Was recreating a photograph that resembles Dorothea Langes difficult? Why or why not?

Do you think you will be using photography as a way to capture memories and life events in the
future? Why or why not?