LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Lesson Plan Code : A-1
Subject: Harlem Renaissance Photography
Grade Level/ Course: 9 grade / Art History
Teacher’s Name: Courtney Shaffer
Title: Harlem Photography
Alignments:
-Standards:
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o
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9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and
revise original works in the arts
9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural events through production, performance or
exhibition.
9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at
work and performance spaces
9.2.3.D: Analyze a work of art from its historical and cultural perspective.
9.2.3.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities.
-Keywords: Harlem Renaissance, James Van Der Zee, Portrait, Carl Van Vechten
Vocabulary ( Tier III) :
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Harlem Renaissance- A blossoming of African American culture, particularly in the creative arts, centered in
Harlem in New York City.
James Van Der Zee – was an African American photographer best known for his portraits of African American
New Yorkers. He was a leading figure in the Harlem Renaissance
Portrait- a likeness of a person, especially of the face, as a painting, drawing, or photograph
Carl Van Vechten- was an American writer and photographer who was a patron of the Harlem Renaissance
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ambient - ambient light is the available or surrounding light
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aperature - the amount of light being let in through the lens (lens opening) see f-stop
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contrast - the difference between light and dark values. An image that is only pure black and white with no
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shades of gray is said to have high contrast. Images with many shades of gray and no black or white are low
contrast
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depth of field - the distance range between the nearest and farthest points that are in acceptably sharp focus.
Depth of field is altered by 1. aperture size 2. length of lens 3. distance to subject
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Lesson Plan Template
Revised: 3_2012
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Objectives:
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Students will be able to learn about the Harlem Renaissance.
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Students will be able to create their own portraits inspired by Harlem Renaissance artists.
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Students will be able to learn about photography.
Essential Question:
What did photographs taken during the Harlem Renaissance look like?
Duration:
60 minutes / 1 class period
Materials:
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A computer with internet access, projector, screen.
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Clothing inspired by the Harlem Style.
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A slideshow on the Harlem Renaissance, created beforehand that contains numerous pictures by James Van Der
Zee and also by Carl Van Vechten.
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Digital Camera
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Study guides for each student containing the vocabulary words.
Suggested Instructional Strategies:
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W: Students will be presented a slide show depicting what photography and Harlem, New York used to look
like. I will explain to them that they will also be taking photographs in this style to see how it differs from the
photography we are used to today. They will be evaluated on the vocabulary we will study during this lesson
and also how well they can recreate the photography style used during the Harlem Renaissance.
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H: I plan to hook students by dressing up like a famous female performer from the Harlem Renaissance. I will
then explain to students how the above mentioned photographers have taken my picture and made an impact
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Lesson Plan Template
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LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
on my life. I will also present to the students the above mentioned slide show in order to show them what the
photography looked like from this time period and also allow them to listen to sound slips of music from this
period.
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E: Students will be able to pick a partner or even someone outside of class to photograph. They must capture
the essence of this person the same why the Harlem photographers did. We will also do in-class critiques in
order to allow other to see the work created and also to hear their feedback.
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R: Students will be able to participate in numerous critiques in order to use the feedback they receive to make
changes to their photographs. This will also give them a chance to see what others have created and what they
took from the lesson.
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E: The photographs the students in my class take will show me their understanding of the lesson. This lesson
will also allow them to take what they have learned from the Harlem Renaissance and be able to put their own
spin on it. The Critiques will also help them to engage in meaningful discussion with other classmates and allow
them to evaluate each other’s work.
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T: I will show numerous pictures for the visual kinesthetic learners and for the students who learn best from
lecture I will also have a slide show with notes. Along with this I will also have the vocabulary words wrote down
and we will go over the definitions together in class.
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O: By giving the students the background information and demonstrating what I expect and what I need them to
do, they will be able to take the information and complete the activities on their own. After everyone takes
their first initial photographs we will meet up and critique the photos. This will give students a chance to
improve their photos or make any changes they wish.
Instructional Procedures:
Before the students enter, I will dress in a costume customary to the time period of the Harlem Renaissance. I
will also have the slide show ready to go. Once students enter I will round them into their seats.
“Well how do you all do? My name is Bessie Neal and this picture is of yours truly. This portrait was taken by my
pal James Van Der Zee. Now, let me just tell you James was a very nice man and very professional. He took pictures not
only of me but many up and coming stars. Well, for example here is a picture of a dear sweet friend, doesn’t she just
look beautiful? Now, James wasn’t the only gentleman out there snapping photographs during my day, no Carl Van
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Vechten was another gifted photographer. Carl took some darling pictures of my friends Bessie and Zora, such
wonderful , talented women they were.”
After this introduction, I will then pass out the vocabulary worksheets, with the terms they will need to know for
an upcoming quiz. I will then start a slideshow that not only incorporates photographs from this period of time but also
sound clips of music you could hear. As I go through the slideshow I will point key terms out and help the students to fill
out the definitions to their vocabulary terms. I will also write them on the board in case some of the students are
moving slowly with writing their definitions. For special needs students or students with IEP’s, I will alter the vocabulary
sheets. I will their make them fill in the blank or matching.
After we are finished with the slide show I will then start by explaining what their project will be for this lesson.
“For this lesson, I will have you each take one of these cameras and pick a person to photograph. This person can either
be from this class, from home, or one of your friends. I want you to photograph them in the style that James Van Der
Zee and Carl Van Vechten. I want you to capture their personality and their spirit. Our next class session, I will show you
how to set the camera and also how to get the best photograph you can. We will also discuss wardrobe, props and
lighting for your photograph. Remember all the portraits will be in their style, black- and- white so the color will not
make it interesting but rather the subject matter. Are there any questions? With the little bit of time we have left I
would like you to start brainstorming some ideas. Who will you photograph, what will you include in the photograph,
what will they wear and where will you take this portrait?”
“Please make sure your work areas are clean and all packed up. If you have any questions from now to next
class period, please feel free to come and ask, if not come prepared to get started and start discussing your ideas next
class.”
Formative Assessment:
During this lesson I will observe students to make sure they are actively participating in activities and also group
discussions. I will monitor and provide feedback.
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Students have a quiz on vocabulary terms for the lesson.
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LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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Students will participate in (2-3) class critiques in order to better their work.
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Students will be assessed by a rubric on a final portrait of their choosing.
Related Resources:
Photographs
http://www.loc.gov/pictures/item/91783911/.
http://www.loc.gov/pictures/item/2004663047/
http://www.loc.gov/pictures/item/2004663578/
http://www.loc.gov/pictures/item/95502355/
Sound Clips
http://hdl.loc.gov/loc.afc/afcflwpa.3138b2
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Performance Tasks
o
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review and revise original works in the arts
o
9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural events through production,
performance or exhibition.
o
9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of works
in the arts at work and performance spaces
o
9.2.3.D: Analyze a work of art from its historical and cultural perspective.
o
9.2.3.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities.
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Lesson Plan Template
Revised: 3_2012
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Teacher’s Name: Courtney Shaffer
Thumbnail Image
of Primary Source
Collection Title/
Primary Source Title
with MLA Citation and Permanent
URL/Digital ID
Photographs and Prints/ Dancer,
Harlem 1925
Van Der Zee, James. Dancer, Harlem
1925.1925. Photographs and Prints.
Library of Congress. May 19, 2012.
http://www.loc.gov/pictures/item/91
783911/.
Lesson Title: Harlem Portraits
Annotation – How are you planning to use this primary
source instructionally?
What I will do when introducing the topic of art during
the Harlem Renaissance is make a slide show. I will
incorporate this photograph into the slide show by
making a link that will bring up the picture to show my
classroom the face-to –face image. This will be my
example for one artist from the Harlem Renaissance,
James Van Der Zee.
http://www.loc.gov/pictures/item/91
783911/
American Memory/
Florida Folklife from the WPA Collections,
1937-1942
Hurston, Zora Neale. Halimuhfack. June
18, 1939. Sound recording. American
Memory. Library of Congress. <
http://hdl.loc.gov/loc.afc/afcflwpa
.3138b2>.
http://hdl.loc.gov/loc.afc/afcflwpa
.3138b2
Photographs and Prints/
Portrait of Zora Neale Hurston
Van Vechten, Carl. Portrait of Zora
Neale Hurston. April 3, 1938.
Photographs and Prints. Library of
Congress. May 19, 2012.<
http://www.loc.gov/pictures/item/
2004663047/>.
This is a sound clip that I would like to include as the
background music of my slide show. This would not only
be authentic music from this time period, but it would
also help to set the mood for my students. This will give
them a glimpse of what it was really like back in the
Harlem Renaissance.
I would also use this in my slide show. This would show
just another artist’s style of photography. I would like
my students to compare and contrast this portrait with
James Van Der Zee’s portrait.
http://www.loc.gov/pictures/item/
2004663047/
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Photographs and Prints/ Portrait
of Bessie Smith
Van Vechten, Carl. Portrait of Bessie
Smith .February 2, 1936.
Photographs and Prints. Library of
Congress. May 19, 2012. <
http://www.loc.gov/pictures/item/
2004663578/>.
http://www.loc.gov/pictures/item/
2004663578/
Photographs and Prints/ Wedding
Day, Harlem 1926
Van Der Zee, James. Wedding Day
1926. Photographs and Prints.
Library of Congress. May 19, 2012.
<
http://www.loc.gov/pictures/item/
95502355/>.
http://www.loc.gov/pictures/item/
95502355/
Once again I would use this in my slide show to help my
students to compare and contrast the portraits of James
Van Der Zee and Carl Van Vechten. This would just give
my students more visuals to be able to see the artist
specific style and technique when comparing it to the
other artist.
This, my final primary source would also be another
portrait. This one is again my James Van Der Zee. I
would put this in my slide show with the other James
Van Der Zee portrait so my students can see the
differences between the two portraits. I would then
want my students to compare and contrast these two
portraits to the two portraits taken by Carl Van Vechten.
This would show my students two different African
American artists and allow them to see how their styles
are alike of different.
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Lesson Plan Template
Revised: 3_2012