Dorothea Lange photographed Florence Owens Thompson with her children in the late winter of 1936 in Nipomo, California. Lange is quoted by the Library of Congress about the images. She says, “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.”

Below are ideas for integrating her “Migrant Mother” images with other subjects.

Ideas for Integrating “Migrant Mother” with Other Subjects

UNDERSTANDING THE CONTEXT

If you are not teaching American History, students will need to develop some background knowledge and understand the context surrounding the images. First, ask them what they notice about the photographs. They will likely state that they are old and that the woman looks sad. Ask them to explain why the woman looks sad and what makes them think the images are old.

Then, ask them to notice other details. Who else is in the photographs? What are they doing? Why are they doing it? Next, use the quote above to provide some context for the students. Talk with them about what she means by “frozen vegetables.” Help them define “migrant.” Allow the students to talk about how they feel about this image and the quote.

Encourage them to talk beyond the simplicities of “sad” or “mad.” If you’ve created a safe space in your classroom, students should feel comfortable sharing openly. However, you can assure them that they can share with you by writing it down or telling you privately at a later time as well.

Finally, discuss how the black-and-white photography adds to or detracts from how the images make them feel. Many students will declare that it makes them feel even more devastated for the mother and her children. Ask them to explain why. Have them imagine if the images were in color and ask them how they would feel. The idea is to get the students talking about the images, making inferences, and justifying their statements. There are no right or wrong answers, and even the youngest of students can do this. In addition, discussing the images in this way will ensure that the students are noticing the details of the images as well as the image as a whole.

CREATING THEIR OWN IMAGES

Have the students use technology to photograph a partner in black and white. They should determine beforehand what emotion they want to portray in their photographs. They do not have to choose a dismal demeanor just because the image they studied was of that nature. Any emotion will work.

Students can go outside of the classroom to the common areas of the school to take these photographs. However, the main thing that should be depicted is the face of the subject. Talk to them about some basic composition before they begin. Teach them about the symmetry of the human face and the rule of thirds in photography. The students can select one image to print or a series of images to print.

WRITING ABOUT THEIR WORK

Students should write about the subject of the photograph that they took. They can use the student’s expression to derive attributes for a character. They do not have to actually be writing about the student they photographed. This is going to require the students to put themselves into the shoes of another person.

So, lots of brainstorming and planning will help. First, have them create a list of words that describe the expression on the subject’s face. Then, have them create another list of scenarios that could cause the subject to feel this way.

After they have brainstormed these lists, have them select one scenario to develop into a written work. They can use the list of descriptive words to ensure they use vivid language in their writing. They can elaborate on the scenario in several different ways, which can either be assigned or given as a student choice. The students can incorporate similes and metaphors as a requirement. They can write their work as historical fiction using an actual historical event as the basis.

Older students can write a free-verse poem. Younger students can write an acrostic poem. There are many options, but it is important to consider exactly what writing skills should be the focus before the students begin. These photographs and their written works make a very powerful hallway display. It will be evident that the students were developing visual arts, language arts, and even social skills (think: empathy) as they completed this work.

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Thank you to The Art Class Curator for the inspiration for this lesson!