Eva Charkiewicz is another fine art photographer who explores the depression she’s experienced through the self portraits she’s produced. Like Dives, Charkiewicz sees her creative process as being therapeutic, noting how: “I want to show you my world (my four walls) – my photographs. I became interested in photography after being diagnosed with clinical depression. Photography helped me and still helps me with my emotions” (The Perspective Point).
Her 2021 photo, Everything passes away… is deceptively simple in its construction, and similar to the Dives photo above in its monochromatic use of colour. There’s an overall bluish grey tonal haze punctuated by her muted orange-red sweater. The red is reminiscent of a kind of life blood that’s being drained from the figure. And the blue grey haze feels like a wash of colour that’s been painted onto the image, one that also has a slight grainy effect that is evocative of the grain found in Mould’s photograph.
There are two figures visible, and the bodies of both figures face forward but there heads are turned towards each other, looking away from the viewer. All of these elements succinctly captures the isolating feeling that depression can have, leaving people turning inward, unaware of the world around them. That the figure on the right is more opaque than the one on the left suggests something about the individual is being lost due to the depression. It’s not that dissimilar to the impression of a figure on the floor of Woodman’s image.
Part Three: Summary (100-200 words)
What interested you about the theme you chose?
Why did you select these artworks?
Which age group or grade level did you have in mind when selecting this theme?
How would you introduce this theme to your students? What question could you ask or what activity could you develop to give them an entry point into the theme?
Ultimately, I was interested in the theme of depression as I’ve personally suffered from major depressive disorder for most of my life. And for better or for worse, it’s a theme I’ve also explored in my own fine art photography and non-fiction writing.
Seeing how other artists examine this malady through their own work also interests me, irregardless of whether or not they have personally suffered (to this end, I am reminded how Olga Hubard cautioned people to be mindful of the impulse to psychoanalyze the artist and their process, which is why I started with an examination of work by Francesca Woodman).
In terms of an age range for presenting this work to, I believe the work could be shown and discussed with those who are aged 13 and older. The work shown here by Woodman and Dives was done while they were teenagers, and the issues of depression, anxiety, and loneliness impacts many teenagers. It’s also known that making art can serve as a kind of therapy for working through difficult feelings and struggles.
To that end, I’d introduce the theme of depression by having students share moments when they’ve felt sad or depressed, or moments when they’ve seen family or friends feel that way. We’d then discuss how art could provide a way for expressing those feelings. Finally, I’d have students create an artwork that expresses the emotions they’ve felt or seen others feel, as discussed earlier in the session. Students could use whatever medium of expression they felt drawn to: collage, drawing, painting, photography, or even writing a poem or short story - fiction or memoir.
Works Cited…
Berman, Sarah. “Faded Snapshots from Teen Years Spent Lost and Depressed.” Vice, 19 Feb 2017.
The Perspective Point. “Eight artworks inspired by mental health problems.” The Guardian, 17 Jan 2018.
Stewart, Jessica. “Interview: Photographer Explores Own Depression with Surreal Self-Portraits.” My Modern Met, 10 Mar 2017.
Tate. “ART TERM - SURREALISM.”
Wood, Janice. “People With Tattoos More Likely to Also Have Mental Health Issues.” PsychCentral, 27 Jan 2019.
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