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Short Story For Photo Essay

This month's Photojournalism Links collection highlights 10 excellent photo essays from across the world spanning five continents, including Pete Muller's powerful work shot in the Ebola-ridden Sierra Leone. His two sets of photographs, featured below, were made on assignment for National Geographic, and are the first two in a four-part series examining the epidemic in West Africa. Muller's pictures document the battle fought by medical workers, body collectors, and burial teams to bring the crisis ravaging Freetown and the country, under control. The story and images from the city's King Tom cemetery are particularly harrowing; in just a few months, it has been expanded to three times its former size and the large number of fresh burial mounds make it look more like a construction site than a typical graveyard.

Pete Muller: How Ebola Found Fertile Ground in Sierra Leone's Chaotic Capital | How the Fight Against Ebola Tested a Culture’s Traditions (National Geographic News)

Uriel Sinai: In Africa, Mosquito Nets Are Putting Fish at Risk (The New York Times) These stunning photographs by Uriel Sinai from Kenya, Tanzania, and Zambia, show how mosquito nets meant for Malaria protection have ended up being widely used in fishing, since they are cheaper than actual fishing nets and can be even more effective, especially in shallow waters.

Andy Spyra: The enemy within: Boko Haram’s reign of terror across Northern Nigeria | The enemy within: A closer look at survivors of Boko Haram attacks across Northern Nigeria (The Washington Post In Sight) The German photographer has spent more than three years documenting the northern Nigeria. His pictures provide a rare view into communities under Boko Haram's terror.

Mosa'ab Elshamy: Exploring the Mawlids of Egypt (TIME LightBox) These excellent photographs capture spiritual celebrations within Egyptian Sufism.

Manu Brabo: In Ukraine, The Frozen Tears of Donetsk (Paris Match L'Instant) The Spanish photographer, known for his work in Syria, is now in Ukraine to document the upsurge in fighting. | See also Brabo's work on the MSNBC and Al Jazeera America websites

Lynn Johnson: Healing Soldiers (The National Geographic) Compelling portraits of U.S. soldiers treating their war traumas by participating in art therapy, where they create painted masks to express how they feel. The images painted on them symbolize themes such as death, physical pain, and patriotism.

George Steinmetz: Treading Water (The National Geographic) These pictures from Florida's southeastern coastline capture a region with a lot to lose as sea levels continue to rise.

Álvaro Laiz: Ninjas: Gold Rush In Mongolia (Wired Raw File) These photographs document the hard and dangerous work of amateur gold miners.

Mark Abramson: An Immigrant’s Dream for a Better Life (The New York Times Lens)Extraordinary, in-depth photo essay that follows the life of a young Mexican immigrant woman and her family in California.

Emanuele Satolli: In the Bag for North (TIME LightBox) Revealing still life images of Central American migrants' sparse belonging on their journey toward the United States.

Common Core Standards for English Language Arts

Grades 6–12

READING
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.

WRITING
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.

SPEAKING AND LISTENING
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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