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Photo Essay Assignment Examples Of Cover

I consistently develop multimodal assignments that teach students how to integrate their creative and critical thinking abilities while communicating in digitally innovative ways.  For example, students in my classes not only learn how to analyze media and literary texts but also how to present that analysis via a variety of media platforms like blogs, wikis, websites, videos, photo essays, podcasts, digital portfolios, and more.This section of my teaching portfolio contains some samples of recent multimodal work from first-year students in my ENGL 1101 and 1102 classes.

Students developed end-of-semester web projects that analyzed a specific theme in one or more zombie texts.

Web Project 1

Web Project 2

Web Project 3

Web Project 4

Students re-designed the old movie poster for Night of the Living Dead to appeal to a contemporary audience.

Movie Poster 1

Movie Poster 2

Movie Poster 3

Movie Poster 4

Movie Poster 5

Movie Poster 6


Students chose an issue related to material we had been covering in the class, conducted research, and developed a short photo essay that supported a clear argument on their topic.

Photo Essay 1

Photo Essay 2

Photo Essay 3

Aniz, Inc. Project

Two student groups worked on developing: 1) a promotional video highlighting the history and purpose of the non-profit organization Aniz, Inc., and 2) a photo slideshow to be used at their annual holiday party (fromold photos and materials the students scanned and digitized).

Aniz, Inc. Video (VLC player recommended)

Aniz, Inc. Photo Slideshow

Georgia Tech Pride Alliance Projects

Student groups worked on developing promotional material for Pride Alliance's "Georgia Tech Coming Out Week" and the 2010 "Glitter Pop Drag Show."

GTCOW Flier (front view)

GTCOW Flier (back view)

Glitter Pop Ad 1

Glitter Pop Ad 2

Glitter Pop Ad 3

Glitter Pop Ad 4

Glitter Pop Banner

Safe Girls Strong Girls Project

Students created a professional board package for Safe Girls Strong Girls.

Board Package

Go Girl Go! (Women's Sports Foundation) Project

Students developed an Open House Playbook for Go Girl Go! (Women's Sports Foundation).

Open House Playbook

The AIDS Memorial Quilt/The Names Project Foundation Projects

Students created videos about The Names Project Foundation and a tutorial on how to properly fold panels of the Quilt. They also interviewed a number of staff at The Names Project Foundation about their experiences.

Video 1

Video 2 (VLC player recommended)

Video 3

Video 4

PFLAG-Atlanta "Safe Schools" Projects

Students conducted interviews with PFLAG-Atlanta volunteers as well as with students and staff in Atlanta schools regarding their GSA clubs.

Video 1 (VLC player recommended)

Video 2 (VLC player recommended)

Video 3 (VLC player recommended)

Open Hand Projects

Students created volunteer orientation videos for Open Hand.

Video 1 (VLC player recommended)

Video 2 (VLC player recommended)

Students worked on a fundraising project for the 2009 AIDS Walk and collected more than $2200. These pictures show them at the AIDS Walk wearing the t-shirts their teams designed as part of a class assignment. Enjoy the slideshow!


Look at high-resolution versions of some of the images in the slideshow:

Student Team 1 ||Student Team 2 || Student Team 3 || Student Team 4 || Student Team 5 || Student Team 6 || Student Team 7 || Student Team 8 || Student Team 9 || Student Team 10 || Student Team 11

Common Core Standards for English Language Arts

Grades 6–12

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Visual-Arts Content Standards for California Public Schools

Grade 6

Artistic Perception
1.2–Discuss works of art as to theme, genre, style, idea, and differences in media.
Creative Expression
2.5–Select specific media and processes to express moods, feelings, themes, or ideas.
Aesthetic Valuing
4.1–Construct and describe plausible interpretations of what they perceive in works of art.

Grade 7
Creative Expression
2.6–Create original artwork using film, photography, computer graphics, or video.
2.7–Create a series of artworks that expresses a personal statement demonstrating skill in applying the elements of art and the principles of design.

Grade 8
Artistic Perception
1.2–Analyze and justify how their artistic choices contribute to the expressive quality of their artwork.
Creative Expression
2.3–Create original artwork, using film, photography, computer graphics, or video.
Historical and Cultural Context
3.1–Examine and describe or report on the role of artwork created to make a social comment or protest social conditions.

Grades 9-12
Artistic Perception
1.5–Analyze the materials used by a given artist and describe how their use influences the meaning of the work.
Creative Expression
2.6–Create a two- or three-dimensional artwork that addresses a social issue.
Historical and Cultural Context
3.3–Identify and describe trends in the visual arts and discuss how the diverse issues of time, place, and cultural influence are reflected in selected artworks.
Aesthetic Valuing
4.5–Employ the conventions of art criticism in writing and speaking about artworks.

National Standards for Visual Arts

Grades 5-8

1. Understanding and Applying Media, Techniques, and Processes
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
3. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Grades 9-12
1. Understanding and Applying Media, Techniques, and Processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.
4. Understanding the Visual Arts in Relation to History and Cultures
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Reflecting upon and Assessing the Characteristics and Merits of Their Work and the Work of Others
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.

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