Street Photo Analysis

Lesson Overview

This 45-minute lesson, the 16th in a 35-lesson unit "Exploring Street Photography," is designed for Year 10 students. It centres on analysing the photographic techniques of Jessie Marlow and Matt Stuart, focusing specifically on their use of geometry in composition. Lessons align closely with the Victorian Curriculum for Visual Arts, emphasising critical analysis and understanding of visual conventions and artistic choices.

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Curriculum Alignment

Victorian Curriculum Content Descriptions for Years 9 and 10 Visual Arts

• AC9AVA10E01: Investigate how artists develop personal expression to represent and communicate ideas, perspectives, and meaning; analyse artworks considering composition and visual conventions.
• AC9AVA10C01 (implied): Explore visual conventions and compositional techniques such as use of geometry in visual arts practices.
• AC9AVA10E02 (contextual understanding): Consider different perspectives in artworks and how visual elements evoke meaning.

This lesson supports students to analyse and reflect upon the compositional techniques (geometry) used by Marlow and Stuart, developing the capacity to evaluate artworks critically and incorporate these understandings into their photographic practices.

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Learning Objectives

By the end of this lesson, students will:

• Identify and analyse the use of geometric shapes and lines in the compositions of Jessie Marlow and Matt Stuart.
• Compare how each artist utilises geometry to influence the viewer's perception and the overall narrative of their street photography.
• Use art-specific metalanguage to articulate observations about composition and technique.
• Reflect on how understanding composition can improve their own photographic work.

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Materials Required

• Projector or Interactive Whiteboard
• High-resolution prints or digital slides of selected works by Jessie Marlow and Matt Stuart
• Student notebooks or digital devices for note-taking
• A4 paper and pencils for quick compositional sketching
• Visual arts vocabulary handout including terms like "geometry," "composition," "rule of thirds," "leading lines," "symmetry," and "asymmetry."

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Lesson Structure (45 minutes)

1. Engagement and Introduction (5 minutes)

• Briefly introduce Jessie Marlow and Matt Stuart, their styles, and contribution to street photography.
• Explain the focus on geometry in photographic composition: shapes, lines, intersections, and how these guide the eye.
• Link to previous lessons on photography and composition techniques, providing continuity.

2. Focused Visual Analysis (15 minutes)

• Display two paired photographs side-by-side (one by Marlow, one by Stuart).
• Guided whole-class discussion, prompting students to observe and describe compositional elements.
  • Questions for discussion:
    • What geometric shapes or lines do you notice?
    • How do these shapes contribute to the balance or movement in the photo?
    • Are there differences in how Marlow and Stuart use geometry?
    • How does geometry impact the story or mood of the image?
• Encourage students to use visual arts terminology from the vocabulary handout.
• Special needs consideration: Use clear, descriptive language and provide visual cues; allow students extra time to process and respond.

3. Paired Comparison Activity (10 minutes)

• Students work in pairs to compare one photograph from each artist.
• Task: Sketch a rough outline of the geometric shapes or lines they notice on A4 paper.
• Write 3 key observations about how geometry influences the photo’s composition and impact.
• Teacher circulates to support diverse learners and tailor prompts as needed for extension or support.

4. Whole-Class Sharing and Critical Reflection (7 minutes)

• Pairs share their findings briefly with the class.
• Facilitate a discussion about how compositional choices affect viewer interpretation and emotional response.
• Highlight that understanding these techniques can enhance their own creative photographic practice.

5. Application/Exit Task (8 minutes)

• Individual reflective journaling or digital note entry:
  • “How might you use geometry in your own street photography to create meaning or guide your audience’s eye?”
• This reflection encourages metacognition and aligns with Victorian Curriculum emphasis on personal expression and critical thinking.
• Collect journals or notes for formative assessment.

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Differentiation Strategies

• Provide scaffolding templates for sketching geometric shapes for learners needing structure.
• Offer advanced questioning and encourage referencing compositional theory for extension learners.
• Use visuals and explicit language for autistic and ADHD students to aid comprehension.
• Use pair and group work to leverage peer support and encourage engagement for all learning needs.

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Assessment Opportunities

• Formative assessment through observation of paired discussion and sketches.
• Review of exit task reflections to gauge understanding of compositional geometry.
• Participation in class discussions using visual arts metalanguage.

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Teacher Reflection Notes

• Monitor student engagement with the visual analysis — adjust pace accordingly.
• Note which students may benefit from deeper individual support or enrichment in future lessons.
• Reflect on the effectiveness of teaching aids (handouts, sketches) for heterogeneous learners.
• Consider extending activity time for students highly interested in technique analysis.

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This lesson builds on Victorian Curriculum Visual Arts standards, encouraging analytical and creative thinking through comparative analysis that respects diverse learner needs and fosters shared values of respect, creativity, and excellence in the artistic community context .