Objectives

• To sequence the events and turning points in VanDerZee's life
• To design a self-portrait in the style of James VanDerZee
• To read for meaning, the impact of VanDerZee's work
• To understand the development of Harlem as an African American neighborhood and center of creativity
• To compare and contrast the artistic photography of James VanDerZee and the work of other photographers

"A Career Begins (page 4) and Photos by Guarantee (pages 6-9)"

Journal

1. What comes to mind when you think of a photographer? Students do a 5 minute "quick write" in their journals. Class shares ideas and James VanDerZee is introduced.

Jigsaw activity:

1. Divide students into 4 groups. First group reads page 4. second group reads pages 6 and 7 , third group reads page 8, fourth group reads page 9.

2. Each small group presents to the class the biography information they read about James VanDerZee

Activity

1. Attach a long strip of adding machine paper across the board. Draw a line and label the decades starting with 1880 and stopping at 1990.

2. Give each student a teacher prepared 3x5 card on which is written one event in VanDerZee's life. One by one the students read their card and then attach it correctly to the timeline. Add other world events to the timeline for perspective.

"Master at Manipulation (pages 12-16)"

Ask the class to consider silently - "How is a photographer like a magician?"

1. Think, pair, share: students share their ideas with their neighbor, then volunteer to share with the class

Discussion

1. Students consider VanDerZee's "magic tricks" as they silently read "Master at Manipulation."

2. Divide chart paper into a 4 part matrix with the headings: props, poses, adjustments to appearance, dramatic effects.

3. Students find examples of how James VanDerZee manipulated his photographs and correctly select the matrix quadrant in which to list it.

Discussion

Draw a self-portrait "in action" on 12x18 paper. Create a collage by adding magazine cut outs to reflect your hobbies as well as future hopes and dreams.

"Meet Mrs. VanDerZee (pages 24-26)"

Activity

1. Students are selected to role play the interview with Mrs.VanDerZee.

By show of hands, students respond to the question: Do you agree or disagree that all kids are silly, loud and careless?

2. introduce the word stereotype.

3. Class discussion on what Mrs.VanDerZee comments about the comments about the stereo types of African Americans.

4.Do you agree or disagree that VanDerZee broke the sterotypes of African Americans with his photography?

Use evidence in the article to support your opinion.

"New York's Harlem (pages 30-33)"

Activity

1. On a large map of New York City, locate Harlem, the Hudson and Harlem Rivers as well as major New York landmarks.

2. Students read article in pairs and answer the following comprehension questions:

1. Describe who lived in the Harlem area in the 1700's.
2. When was the first early wave of African American migration and why?
3. What early 1900's construction made housing in Harlem more affordable?
4. What were most of the people looking for when they moved to Harlem in the 1920's?
5. Why was this period called a Renaissance?
6. What organizations were founded in Harlem?

"Fellow Photographers (pages 38-40)"

Journals

1. Students read the article silently and in their journals list 5 adjectives to describe the photographs on these pages.

2. Students turn back to pages 12-16 and in their journals list 5 adjectives to describe the VanDerZee photographs.

3. On chart paper create a Venn diagram. Fill in the adjectives to compare and contrast the two styles of photography.

4. Journals: students reflect and explain which type of photography they prefer and why.

Click here for page two of James VanDerZee Teacher's Guide