Instructional Strategy

INSTRUCTIONAL STRATEGY

Portrait Sorting and Analysis

Grade:

K-2, 3-5, 6-8, 9-12

Type:

Discuss & Collaborate

/ Question & Inquire

< 20

Minutes

When:

Before and after reading

Materials:

Preselected images or portraits, sticky notes, whiteboard or display, writing utensils

Description

The Portrait Sorting and Analysis strategy engages students in critical thinking about visual representation, identity, and the intentions behind photographic portraits. By examining a diverse range of portraits, students learn to observe and interpret visual clues, understand different perspectives, and articulate their reasoning.

Procedure

Gather eight to 10 photographic portraits from ImageQuest Jr. or ImageQuest or another royalty-free source. Ensure these portraits span different categories (such as political figures, regular people, celebrities) and are appropriate for your students’ grade level and learning objectives. Ensure that the portraits do not reveal names or identifying text of the individuals portrayed in each portrait.

Tell students that they will look closely at these portraits to understand what the pictures are showing. Talk about how we can learn from photos by looking at people’s faces, what they are wearing, where they are, and what else is in the picture. Encourage students to think about what these things might tell us about the people in the portraits.

EBriefly discuss what a portrait is and the different types of portraits. Examples and brief explanations may include:

Formal Portraits: These are pictures where people pose and know they are being photographed, like official photos or family pictures taken in a studio.

Candid Portraits: These are spontaneous photos that capture real moments, like pictures taken on the street or during casual social events.

Environmental Portraits: These show people in their natural surroundings, like a scientist in a lab or a chef in a kitchen. They give us clues about their life or work.

Group Portraits: These are pictures of several people together in one photo, showing their relationships or how they interact, like a family photo or a team picture.

Self-Portraits: These are photos where the photographer is also the subject, showing us how they see themselves or what they are feeling.

Divide the class into small groups and provide each group with copies of the selected portraits as well as sticky notes.

Instruct groups to categorize the portraits using sticky notes to identify category labels, based on criteria they choose (e.g., gender, age, clothing style, setting).

Invite each group to share their categorized portraits and explain their sorting process to the class.

Assist in making connections and discuss any observed patterns or themes, noting them on the board.

After all groups have shared, invite students to guess the identities of any individuals who remain unidentified in the portraits.

Consider the following guiding questions for this discussion:

Who might have taken the photo?

Was the photographer an insider or outsider to the subject? How can you tell?

Where is the camera positioned? Where are the subjects looking?

Differentiation

Visual Cue Cards: Provide younger or less experienced students with cue cards that highlight specific visual elements to look for in the portraits (e.g., clothing style, facial expression, background). This will support students in focusing on key details when categorizing and analyzing.

Evidence-Based Justification: Instead of just guessing identities, encourage students to justify their guesses with specific evidence from the photos. Encourage them to cite visual clues or contextual details that support their conclusions. For example, they might point out clothing styles, settings, or facial expressions that suggest a certain identity. Prompting students to provide evidence from the portraits to support their guesses fosters deeper analytical thinking, enhances observational skills, and encourages them to articulate their reasoning clearly. This promotes a more rigorous understanding of visual literacy and interpretation.

Variations

Theme-Based Portraits: Instead of categorizing by standard criteria like gender or age, introduce a thematic approach. For instance, select photos that all depict individuals in positions of leadership, or portraits that represent different cultural backgrounds. This variation can deepen discussions about representation, stereotypes, and diversity.

Image Sorting and Analysis: Instead of photographic portraits, vary the activity by using diverse images or alternative media such as paintings, sculptures, or digital art. This variation expands students’ exploration of visual representation and interpretation beyond photography, fostering a deeper understanding of artistic expression and context.

Instructional Strategy

INSTRUCTIONAL STRATEGY

Portrait Sorting and Analysis

Description

Procedure

Differentiation

Variations

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