Lesson One

John Thomson's China – Lesson 02

Creating Point-of-View & Narrative Using Juxtaposition

Introduction
All of the photographer’s choices reflected in the Five C's contribute to creating a message within a photograph. One method that photographers use is juxtaposition: capturing—or placing together—dissimilar objects and people, creating contrast and tension. Juxtaposition provides depth and interest in a photograph, and may also convey a message from the photographer.

Many of Thomson’s photos feature juxtapositions, typically aspects of Chinese and Western culture in contrast. While the nature of photography in Thomson’s time meant that all photographs were constructed, some juxtapositions in his photos may have occurred naturally. At the same time, Thomson may have posed people or framed a shot to emphasize a contrast. Did Thomson convey a point-of-view by juxtaposing cultures in his China photography? Do such photos reflect value judgments, or is juxtaposition simply a technique to make a more interesting photo for Thomson’s audience in the West?

Objectives
At the conclusion of this activity, students will be better able to:

Define and discuss juxtaposition as a technique within Thomson’s photography.

Consider juxtaposition in photography as a means of conveying bias or point-of-view.

Apply the technique of juxtaposition to create a set of paired photographs with a particular message.

Hone skills of photo analysis and visual literacy.

Time Required
One class period and homework.

Materials and preparation
Image 02-Sample
Image 02-A
Image 02-B
Image 02-C
Handout 02-A: Photo Analysis Guide
Handout 02-B: Creating a Message through Paired Photographs
Lesson 02 Mini-database

Procedure
1. Ask students for a definition of juxtaposition. Share information from the introduction (above) about why photographers might capture—or compose a photograph to demonstrate—juxtaposition. Consider both aesthetic reasons (depth, complexity, and interest within a photo) as well as juxtaposition as a choice to construct a message or convey point-of-view.

2. Project Image 02-Sample for the class and ask them to consider the issues of composition and construction that went into the image, drawing on those categories from the Five C's. What is in the foreground? Where is the viewer’s eye drawn? What is in the background? What elements create tension? How are they juxtaposed? Do students think this contrast was naturally occurring or that the photographer might have made some choices in composing the photo? What is the message the viewer takes from this?

3. Put students in pairs, and have the pairs count off by threes. Depending on their number, give each pair two copies of Image 02-A, Image 02-B, or Image 02-C. Give each student Handout 02-A, the Photo Analysis Guide, as well.

Allow time for students to analyze their photo using the Photo Analysis Guide. Instruct students to write responses on their sheets, which they will later share.

4. Jigsaw the groups so that each new group has three students—one from group A, group B, and group C. Allow time for students in the new groups to share their analysis, and then assign groups the task of creating a concluding paragraph-long statement about the juxtaposition of China and the West in John Thomson’s photography. Concluding statements should indicate the students’ opinion on whether Thomson deliberately sought to juxtapose China and the West, and what the impact of the juxtaposition is across the three photos, whether intentional or not.

5. Application and extension. For homework or a more detailed project, have students extend their analysis of the relationship between juxtaposition, point-of-view, and message in photography. In this case, students will consider how juxtaposing a pair of photographs can insert a particular message or point-of-view, either by the original photographer or a second party manipulating the photographs, such as a an editor, historian, or journalist. Point out that “before” and “after” photos are a very common use of juxtaposition in paired sets of photographs.

Students can work from the collection of images in the Lesson 02 Mini-database. In this case, students will apply what they have learned in the lesson to create their own message about the West and China from Thomson’s images. For a more creative activity, students might work from sources of their own—personal photographs, images of a current event from the newspaper or internet, or even photos taken specifically for this assignment. The subject may be as broad as 19th-century China, as it was for John Thomson, or as narrow as a recent current event or family vacation. Explain to students that they are to identify two images of the same subject or event that have individual messages and information, but when juxtaposed—placed side by side—create a contrast that sends a new or more complicated message. Distribute Handout 02-B and review the assignment with the class.

Allow time for students to complete their work and share in class. Debrief by asking students to talk about their process—how they identified images, the particular contrast or tension that they wanted to emphasize, etc.

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