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Title: Collectivism in Action: A Visual Analysis of "Lunch atop a Skyscraper"
Introduction:
Visual art has been a powerful medium to depict the struggles and achievements of workers throughout history. In this analysis, we will explore the iconic photograph "Lunch atop a Skyscraper" taken during the construction of Rockefeller Center in 1932. The image captures a group of construction workers perched on a steel beam high above New York City, eating their lunch. This artwork symbolizes the collective spirit, bravery, and determination of workers in transforming their workplaces and asserting their rights.
Description and Rationale for Choosing the Artwork:
According to philosopher Simon Blackburn, structuralism is “the belief that phenomena of human life are not intelligible except through their interrelations. These relations constitute a structure, and behind local variations in the surface phenomena there are constant laws of abstract culture”. Structuralism is the theory where the elements of human culture are understood in terms of their relationship to a larger, overarching system or structure. It works to uncover the structures that underlie all the things that humans do, think, perceive, and feel.
This research paper will attempt to do a structural analysis of the famous photographer ‘Lunch atop a Skyscraper.’ The paper would go on to explain the class structures prevalent in the society and how this photo is a representation of it.
It will also attempt to analysis the novella ‘A Christmas Carol’. The paper will also
look into how the image is used a propaganda tool.
‘Lunch atop a Skyscraper’, is a famous photograph taken as a publicity stunt. ‘The photograph, showing eleven men side by side with their lunch pails on the 69th-
floor skeleton of what would become the RCA Building at Rockefeller Centre, was
taken on September 29, 1932, as a promotion for the development, and first appeared in The New York Herald Tribune a few days later.’ (nytimes.com n.p.)
If you see, the photo shows these men smiling and eating their lunch. One of them lighting a cigarette for another, others making small talk and enjoying the view from the top of the scraper while the New York City is in the backdrop. We always consider a photo as a representation of life, as a moment in life captured to be remembered forever. But this is a perfect example of how a photo can be manipulated to bring out a message. The workers are shown sharing the food, when they have no enough food to feed themselves. They are smiling in the photo hiding many emotions behind their eyes.
In the essay ‘Rhetoric of the Image’, Roland Barthes talks about how an image can
be manipulated to construct meaning. He analyses an advertising image and uses it as a means of teasing out how different messages are conveyed by a system of signs. The central question of his essay – can images truly function as conveyers of
meaning given that they are essentially imitations or direct analogical representations of something else. Similarly in this, the image is constructed to convey specific messages to the public and is trying to say something about the group.
Furthermore, the image shows how the workers are ‘on top of the world’, when they are from the lowest sections of society, dappling in hunger, surviving on the bare minimums and at the mercy of others. They are representative of many others who are suffering under the structure. In addition, they are made to sit on the scrapper, some hundred feet above, without any protection in the open. They are also hiding the fear of falling and losing their lives, which is symbolic of their lives. Yet the fact that the workers are still posing for the photo despite all the problems reminds us of the structure that is working behind it that has the power to
instruct them what to do keeping away their individuality. That there is someone who is asking them to put up this show and hide there emotions and this someone hold power. Now what is this structure? How does it function?
The structure is the power relations present in the society. This power relation is manifested through the class distinctions. Class distinction is the division of the society on the basis socio-economic, political and cultural status that people hold – where those wielding power becomes the dominant class and the others under them
become the lower class or labour class and they are all part of the structure. Other parts of structure are patriarchy, religion, caste system, government and many more. Now, the dominant class holds power because they are in control of the means of production – land, labour, capital and organisation. In a Capitalist society,
according to Karl Marx the capitalist or the Bourgeois own the means of production, while the lower class forms the Proletariat, who are economically and culturally backward. The power here is the form of money and money is what defines power. The ones who have it are the ones who own the means of production. The base of this society is the economy as Marx calls it and it is on this base that the entire society is built which forms the superstructure.
According to Structuralism, money or capital is what keeps the structure in place. The need for money is felt in all section of the society. The capitalist work towards profit by setting up factories while the working class work towards earning money and imitating the dominant class to moving up the social ladder. It is called the trickle down method where the profit the dominant class gained in a way determines how much money the lower class should get. The dominant class on one hand reaps the benefits of the hard work of the working class and also exploit them in the name of labour. In other ways, this capital is a tool to make sure that
the structure remains where it is. The increasing cost of goods and services, the higher tax rates, unemployment, illiteracy, poverty are all consequences of this structure being in place. It is a vicious circle and we cannot break away from it.
"Lunch atop a Skyscraper" is a black and white photograph capturing eleven construction workers, casually sitting on a beam 800 feet above the ground, seemingly unaffected by the perilous conditions surrounding them. The photo's composition, with the steel beam running diagonally across the frame and the workers balanced precariously on it, is both visually striking and conceptually powerful. The skyline of Manhattan in the background emphasizes the height and magnitude of the construction project.
I chose this artwork as it represents a pivotal moment in labor history when workers, through collective action, transformed their workplaces and fought for their rights. The image conveys a sense of camaraderie and unity among the workers, highlighting the power of collective action in the
face of adversity.
Workers' Rights and Worker Power:
"Lunch atop a Skyscraper" resonates with the theme of workers' rights and worker power. The photograph captures the courage and determination of the construction workers who risked their lives every day to build the city's iconic skyscrapers. It serves as a reminder of the harsh working conditions and lack of safety regulations that workers faced during the construction boom of the early 20th century.
Collective action played a crucial role in improving workers' rights and working conditions during this period. Labor unions, such as the International Association of Bridge, Structural, Ornamental and Reinforcing Iron Workers, fought for better wages, hours, and safety standards. By joining together in solidarity, workers were able to negotiate with employers and create legal protections for their labor.
The photograph also highlights the significance of worker power in transforming workplaces. Without the collective efforts of these construction workers, the towering structures that shape the city's skyline would not have been possible. It represents how workers, through their labor and skills,
can shape the physical landscape and contribute to societal progress.
Art as an Educational Tool for Labor Studies:
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Art has the power to evoke emotions, spark conversations, and challenge dominant narratives. It can be a powerful educational tool to raise awareness about labor issues and engage students in discussions about work in Canada.
To effectively use art for labor education, it is important to contextualize the artwork within its historical and social context. By providing background information about the time period, the working conditions, and the labor movements of the era, students can better understand the significance of the artwork and its relevance to workers' rights.
Art can also be used to explore the diversity of workers' experiences and the intersectionality of labor issues. By showcasing different forms of artistic expression, such as paintings, photography, cartoons, and sculptures, educators can engage students with a variety of perspectives and narratives.
Furthermore, art can be used to challenge stereotypes and highlight the contributions of marginalized workers. By featuring artwork that depicts the struggles and triumphs of immigrant workers, women, and racialized communities, labor studies can provide a more inclusive and comprehensive understanding of labor history.
Incorporating art into the curriculum can also encourage critical thinking and reflection. By asking students to analyze and interpret artworks, educators can foster discussions about power dynamics, social inequalities, and the role of collective action in shaping labor rights and policies.
Conclusion:
"Lunch atop a Skyscraper" serves as a powerful visual testament to the collective power of workers in
transforming their workplaces and asserting their rights. This iconic photograph captures the bravery,
unity, and resilience of the construction workers who built New York City's skyscrapers. Through collective action and the fight for workers' rights, labor unions were able to improve working conditions and instate legal protections for workers.
Art, like "Lunch atop a Skyscraper," can be a valuable educational tool in labor studies. By contextualizing artworks within their historical and social contexts, educators can use art to raise awareness about labor issues, engage students in discussions about worker power, and challenge dominant narratives. By showcasing a variety of artistic expressions and narratives, labor studies can provide a more inclusive and comprehensive understanding of labor history. Art can also encourage critical thinking and reflection, fostering discussions about power dynamics, social inequalities, and the impact of collective action on labor rights and policies.
Overall, incorporating art into labor studies can enrich the educational experience and foster a deeper understanding of the struggles, achievements, and ongoing challenges faced by workers in Canada and around the world.