Art History: Photography and Roland Barthes’s Camera Lucida

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You are to read closely Roland Barthes’s key book, Camera Lucida, and explore its ideas and terms as a basis
for an interpretation of one photograph, by a photographer associated with the “New York School.”
Your essay should include:
1. A main thesis statement.
2. a formal analysis of the photograph, and give specific and prolonged attention to Barthes’ ideas, explaining
them to your reader.
3. What are Barthes’ key claims about photography?
4. What crucial insights of the text seem important to highlight and understand?
5. How might terms that Barthes uses like the photographic “studium” and “punctum” impact your reading of
your photograph?
6. Are there other terms or passages in Barthes’ book that help clarify the photograph you are reading?
7. How might Barthes describe the photograph’s relation to time? Memory? Desire? Loss?
Make sure you answer all the questions above and quote from the book Camera Lucida.
You must include your chosen photograph as an image at the end of your paper. Paper length: 5-7 pages (not
including the image), double-spaced, 12 point type.
Photographers that you can choose from:
Alexey Brodovitch, Robert Frank, Sid Grossman, Helen Levitt, Lisette Model, Weegee
Bruce Davidson, Roy deCarava, Louis Faurer, William Klein, Saul Leiter, David Vestal
Diane Arbus, Richard Avedon, Gary Winogrand, Lee Friedlander, Kwame Brathwaite

 

 

 

 

Sample Solution

xperience— An initial demonstration was followed by a student performing the examination. One student interviewed the patient for a detailed medical history and other student performed a focused physical examination under my supervision. Rest of cohort were observing the examination. Reflection—History taking and examination were discussed and students received a verbal feedback on their approach to examine abdomen. Students then observed a demonstration of abdominal examination by me, while the rest observed and reflected on their performances. Theory—copy of my power point presentation were handed out to the students(appendix2). Kolb (1971) had introduced four distinct learning styles of learners in a given learner population. Kolb referred to these as diverging, assimilating, converging and accommodating. Figure 4, illustrates the learning abilities of Kolb’s four-part model in relation to the learning process associated with this SGT session. Fig 4 Kolb’s Model Sir William Osler’s dictum that “it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself” appears very true for this teaching session. Simulation based teaching Medical simulation has been increasingly used in Medical education over the past decade. It aims to imitate real patients, anatomical regions and clinical tasks to mirror the real life circumstances allowing trainee to practice their skills in a risk-free environment (Scalese. R,2007 ). There is a significant departure from traditional “See one do one “approach to simulation based training in recent years. Simulation has already been used in training as flight stimulator for pilots /astronauts and in warfare games, and now these models are used in medical education like critical care, anesthesia and emergency care. With continuing changes in health care has led to decrease availability of real patients as the learning opportunity & simulation fills this gap very effectively. One of the major advantage of simulation based learning is the ability to tailor the teaching needs, according to learner’s experience level and its reliability and transfera

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