How can I relate language arts to visual arts by editing digital photographs to portray literary devices?

Reflection

My original concept for my photography concentration in the digital photography unit was what I stayed with as I created all of my images—the question you see above: how can I relate language arts to visual arts by editing digital photographs to portray literary devices? The goal of this concentration was to find connections between visual and language art techniques, and to highlight that connection in a fun or intriguing way through the development of photo editing skill. Through this concentration, I could explore different elements of image composition and find how writers can create a similar effect through language. That was the most interesting and difficult goal in this concentration to fulfill.

Because I enjoy both language arts and visual arts, I thought this question would be easier to pursue than it ended up being. Although there are many connections between these two forms of art, finding them to avoid running out of material led to a lot of searching and thinking in order to create a concept for my images. However, I like how I represented them visually in many of my photographs—for example, in my symbolism image, I highlighted the use of the color blue as a way to reference sadness or gloominess, which can be used both in writing (imagery) and photography (I made my image monochromatic) for the same purpose. In a few of my images I explored different elements of repetition in both photography and writing, and tried to represent different literary devices using repetition in different ways in different styles of images. This is especially shown in my alliteration image compared with my image representing anaphora/epistrophe. In alliteration, consonants are repeated usually in one sentence (in the image I represented this with a repeated object in a single image), whereas anaphora/epistrophe is usually seen as the repetition of words or phrases either at the end or at the beginning of separate clauses or sentences (represented in the image by having multiple repeating objects and elements, but in two separate images as a diptych).

As for the photo editing element of my goal, I believe I succeeded in improving. As I went onto the photojournalism unit, I had a better understanding of photoshop and image composition than I did when I started working on my concentration. Some of my concentration images were more rushed, less detailed, more detailed, had more realistic editing, etc, than others. I prefer some of them over others, whether it's the color scheme, composition, or first-attempt photo editing that makes me like some images less. However, overall I believe that's part of the learning process, especially when also tasked with representing the other part of my concentration question. I made some more obvious choices in my photo editing learning process that strengthened the images, and some that did not. However, whether they strengthened the image or not, the edits contributed to my goal of representing the connections between language arts and visual arts, which is what my original concentration question encouraged me to do.