Beruflich Dokumente
Kultur Dokumente
Henri Cartier-Bresson /
Magnum Photos
Contents:
Page 2
Welcome to Ateneum!
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12
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Practical instructions
Welcome to Ateneum!
This education package has been prepared
for you who come with a group to the Henri
Cartier-Bresson exhibition in the Ateneum Art
Museum. The package consists of background
information, 20 assignments with clues, and 8
other assignments. We have prepared the package particularly with primary level 6th graders in
mind, but it can also be adapted for other grade
groups and even for adults.
Henri Cartier-Bresson (19082004) was
one of the worlds most famous photographers.
He photographed people and events all over
the globe for six decades. This extensive retrospective exhibition is on the 2nd floor of the
museum.
You will get most of your museum visit if
you study the pictures of Cartier-Bresson and
these assignments beforehand. Some of the assignments can also be completed during the museum visit or afterwards in class. Sixth-graders
in comprehensive schools in Helsinki can visit
the exhibition and attend an introduction to the
exhibition free of charge. This is made possible
by cooperation with Helsingin Sanomat and the
City of Helsinki Education Department.
Henri
Cartier-Bresson
Photographs,
Background
Information
The programme of autumn 2015 at Ateneum Art
Museum features a superstar from France. Henri
Cartier-Bresson (19082004), who has also been
called the father of photojournalism, was one
of the most important photographers of the last
century and a founder of the Magnum Photos
photo agency.
Henri Cartier-Bresson witnessed and captured in photographs many of the turning points
The Secret of
the Decisive Moment
Henri Cartier-Bresson only took black-and-white
photographs. He used a 35mm Leica with a
50mm lens. The camera was quite small, which
allowed the photographer to move easily among
people. Cartier-Bresson did not want to disturb
his subjects with a flash, nor did he crop his
pictures afterwards. He had a solid feel for composition and great sensitivity to situations. The
concept of the decisive moment is associated
specifically with Cartier-Bressons work. He often
took dozens of photographs of a subject and with
a keen eye selected the one to be published.
Today, in the age of the digital image, snapshots
are part of everyday life we can remove failed
shots from the camera instantly. In CartierBressons day, each picture was exposed on film
and could only be viewed after the film was
developed.
Picture Material,
Additional Information
There is a great deal of visual material on Henri
Cartier-Bresson as well as information in English
that can be used in the classroom. Two online
sources in particular should be mentioned:
The website of Fondation
Henri Cartier-Bresson:
www.henricartierbresson.org
The website of Magnum Photos,
the photo agency Cartier-Bresson
co-founded with colleagues in 1947:
www.magnumphotos.com
For school groups, we also recommend the
Pimi, darkroom exhibition at the Finnish
Museum of Photography, which is open until
31 January 2016. The experiential exhibition appeals to the senses and serves as an introduction
to the world of the photographs under the guidance of professional and amateur photographers.
1. What thing in the picture caught your attention first? Why do you think it is that way?
2. What is going on in the picture?
3. What do you think might have happened
before the picture was taken? What might
happen after the picture was taken?
4. If you had to give a title to the picture,
what would it be? Find out the title that the
photographer himself gave to the picture:
what does it tell you?
5. Look at the persons in the picture: What can
you tell about them by looking at their face,
expression, gestures, pose or clothes? What
do you think they could be thinking at the
moment the picture was taken?
6. What is the status of the people from bygone
ages in the picture? How can you tell?
7. Can you tell where and when the
picture was taken? Give your reasons.
8. Recent history: How is the change in
everyday places, fashion and lifestyle
visible in the pictures?
9. What does it mean to pose for a picture?
10. What is beautiful
(and the opposite: what is ugly)?
11. What is everyday life?
How is it visible in the pictures?
12. Can photography make the world a better
place? How?
13. How is a photograph affected by being blackand-white? Does a black-and-white photograph contain more tonalities than a colour
photo (contrasts between light and dark,
What is a photograph?
Place: School.
Aim: To discuss the questions of what a photograph is, how it shows the world, what is true
and what is interpretation. Why have people
taken photos in the past? Why are they taking
photos now?
Activity: Ask each student to bring to class
one photograph that is important to them personally. The picture can be one that they have
taken themselves, a family photo, a passport
photo, a picture cut out from a magazine, downloaded from the Internet, or a postcard. Ask students to consider the following themes (this can
be done individually or in pairs, and be discussed
later in a group or as a text assignment). You can
also bring to the classroom examples of different
types of pictures beforehand.
Is a photograph always true? What is the
connection between photograph and reality?
Is a photograph a copy of life always accurate
and truthful? Can a photograph lie?
How do we classify photographs? Consider
the purpose of different types of photographs
(class photo, family photo, passport photo, instagram, advertising photo, photoportrait). How
can you tell which type of photograph you are
looking at?
How can we tell a news photo from an advertising photo? What are the differences?
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Assignment 2:
Cartier-Bressons
photographs and
contemporary media
photographs.
#ratkaisevahetki
(=decisive moment)
Personal exhibition
Place: At and around school. Cameras are needed and a way to print the pictures.
Aim: To encourage students to take snapshots and observe their surroundings. To prepare
work online. Or if the news story is about congestion on the railways, I would want to have a
train and lots of people in the picture.
The most common assignment is a portrait,
taking a picture of an expert or some other person associated with a news story. I often accompany the reporter and listen to them doing the
interview. Quite often something happens on
Assignment 4:
A good press
or candid photo
Do we see the
same picture?
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Assignment 7.
Children in the
past and today
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Hyres, France, 1932. Henri Cartier-Bresson / Magnum Photos
Assignment 8.
Practical instructions
A picture of a
natural person
Welcome to Ateneum!
Honored to support
photographic art