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Cropping, Framing, Monochrome & Everything After

To understand how meaning changes with
presentation and how you might apply this to your
own work.
To see what happens when you crop, or frame
To see how colour effects meaning

What do we mean by cropping?
What effect does it have?

During the 1930s in the USA, due to poor
farming techniques and drought the American
Mid-West was experiencing poor harvests.
This combined with an economic depression,
means that many people in the Mid-West
were starving, travelling around from farm to
farm looking for work.
Dorothea Lange was employed by the Farm
Security Administration – FSA.
Lange’s first crop

I saw and approached the hungry and
desperate mother, as if drawn by a
magnet. I do not remember how I
explained my presence or my camera to
her, but I do remember she asked me no
questions.

I made five exposures, working closer and
closer from the same direction. I did not
ask her name or her history. She told me
her age, that she was thirty-two. She said
that they had been living on frozen
vegetables from the surrounding fields,
and birds that the children killed.

She had just sold the tires from her car to
buy food. There she sat in that lean- to tent
with her children huddled around her, and
seemed to know that my pictures might
help her, and so she helped me. There
was a sort of equality about it. (From:
Popular Photography, Feb. 1960).

“Destitute pea pickers in California. Mother of
seven children. Age thirty-two. Nipomo,
California” (note that the main page gives
“Destitute peapickers in California; a 32 year
old mother of seven children. February 1936.”

Artistically it gets the eye ready to see what is inside the
frame – preparation
Symbolically it can suggest that what is inside is important
worth looking at
It also calls a halt to wondering what is going on either side of
the frame (pointillist exceptions)

Korda gave the portrait "an ageless quality,
divorced from the specifics of time and place

Take one image (your own)
Create a new crop and save
Put a frame around it
Create a monochrome version as well as
colour.

What have you taken from this
section?
How can you use it in your own
work?

Stand up if you feel clear on the Portfolio Module.
Stand up if you feel worried about the amount of work
you have to do.
Stand up if you don’t understand what you need to do
in Portfolio.
Stand up if you are stressed about this module?
Stand up if you are relaxed about completing this
module.

P1 explain how media and materials are used in the work
of others to convey ideas and meaning
P2 create own visual language by working with materials,
media and processes
P3 describe ways in which visual language is used to
communicate ideas and meaning
M1 evaluate how media, materials and processes are
used diversely to convey ideas and meaning, drawing on
own experiments to make effective comparisons

P3 select and experiment safely with specialist
media, materials and techniques to develop visual
communication skills

P4 develop personal presentation and
communication skills.

Look at the resources on Moodle and in book
form in the classroom.
Take some of the images provided and create a
gallery piece for the studio wall based on
today’s learning.
Present to the rest of the group why you made
the decisions and how you will apply this to
your own work.

If you have time, you can look at adding
video or sound clips (some sound clips
provided on Moodle). You can do this
using your phones or tablets.

Once you have decided the nature of your personal
project you will need to select the work of at least 2
other practitioners and create a presentation which
outlines their work and how you intend to use these
sources to inform your own work (U6: P1, M1, D1)

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Presenting art

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