Empowering Images: Using Photography as a Medium to ... handouts, professional resources, and...

1 Curriculum – Teaching and Learning ▲ #4400218 ▲© Exchange Press, Inc. 2007

What’s In This Kit?This training kit provides teachers with strategies on promoting children’s visual literacy through

the use of photography. This training program contains the following components:

• Expected training outcomes and learning objectives

• Training research

• Training models

• Training benchmarks

• Preparation and implementation steps

• Handouts

• The article “Empowering images: Using photography as a medium to develop visual

literacy” by Alexandria Cruickshank

• References

• Resources

• Training Certificate for Learner — Certificate of Attendance and Participation

Who’s the Target Audience?The target audiences for this training kit are beginning and intermediate Learners who are working with preschoolers to school-agers. This kit is designed to help participants understand the concept of visual literacy and how photography can enhance learning in the classroom.

Teacher Skill Level Children’s Age Level

Empowering Images:Using Photography as a Medium to Develop Visual Literacy

Important: This training kit requires the use of digital cameras and the ability to print images (preferably color images).

beginning intermediate advanced infants toddlers preschoolers school-agers birth to 8

Kit Author, Sandra Duncan, Ed.D. • Kit Concept, Kay Albrecht, Ph.D.


Kit Timeline:Preparation time for this kit is estimated at 1.5 hours. Implementation and actual training time is

4.5 hours, which includes 2.0 hours of face-to-face training and 2.5 hours of independent study

and an applied activity project.

Training Outcomes:1. Learner will define visual literacy and cite at least 2 reasons why it is an important skill

for young children to develop.

2. Learner will describe how photography can promote visual literacy.

3. Learner will cite at least 2 ways to encourage children to use photography to document

their learning.

4. Learner will plan and implement a learning experience using photography to promote

visual literacy.

These training outcomes address the following American standards:• National Association for the Education of Young Children’s (NAEYC) Standards and Accreditation

Performance Criteria (2005). www.naeyc.org.

2.A.08; 2.A.10; 2.E.03; 2.G.04; 2.G.05; 2.H.02; 2.H.03; 3.E.03; 4.D.08

• Head Start Performance Standards (Federal Register, Nov. 5, 1-6, Volume 6), Number 215).

www.acf.hhs.gov/programs/ohs/.

1304.21(a)(1)(i-iii); 1304.21(a)(4)(i-iv).

• National Accreditation Commission for Early Care and Education Programs, National Association of Child

Care Professionals (2005). www.naccp.org.

D11, D20.

Note: It is important to determine any additional state and local standards that relate to

this topic or requirements of other regulatory bodies specific to your program.

Training Research:Research

Research indicates that high-quality training programs for adults are relevant, responsive,

and reflective to Learners’ needs and interests.

Relevant

Learners who are presented with relevant topics that hold professional interest are more

likely to be engaged when they are learning how to solve an immediate problem or

address a typical classroom challenge. Relevancy encourages learners to develop their

own personal insights that are relevant to their world and experiences (Garet et al., 2001).


Responsive

As with young children, one of the most effective learning models for adults is active

participation and engagement. Research indicates that active engagement encourages

Learners to investigate, ask questions, and gain knowledge through conversations and

interactions with others and their environment. Through responsive learning, learners

exercise control over their mental processes and are empowered to build on their

knowledge through “spirals of engagement over time” (Fleet & Patterson, 2001, p. 1).

Reflective

Learners who are given the opportunity to be reflective — especially to have the time for

self-reflection in written form — are more likely to make and sustain changes in their

teaching practices. Rather than a mere transfer of knowledge from trainer to Learner,

research has shown that through self-reflection learners gain a deeper understanding

and have a better ownership of the training concepts (Forest & McCrea, 2002).

Training Models: This kit utilizes several training approaches or models because, as with young children,

adults learn in a variety of ways. That is why it is so important to approach the training

topics from many different perspectives and methodologies. The training methodologies

used here are: • Large/Small Group Activities and Discussions• Instructions (Face-to-Face)• Independent Study• Brainstorming• Applied Activity• Self-Reflections and Group Reflections

Training Benchmarks:Benchmarks are yardsticks that guide Learners along the path of learning. They are used

to inform Learners what has been accomplished and what still needs to be done to

complete the training program. Although there are four benchmarks indicated, you can

rearrange or bundle these benchmarks to best meet the participants’ needs and time

allotted. The time allotted for each activity is merely a suggestion and can be easily

reduced or expanded accordingly. However, if time is adjusted, please remember the

3 R’s of quality professional development: relevant, responsive, and reflective.


Benchmark 1: Required Reading (30 minutes of independent study)

Participating Learners read the article “Empowering images: Using photography as a

medium to develop visual literacy” independently or with a study buddy using

Handout A: Learner Study Guide for focused reading.

Benchmark 2: Group Instruction [90 minutes of face-to-face instruction]

Conduct Group Instruction using Handout B: Group Instruction Guide.

Benchmark 3: Applied Classroom Activity (2 hours of independent study)

Applied classroom activities are designed to help Learners apply their newly acquired

knowledge and theories to real-life classroom teaching situations. Learners use

Handout C: Applied Activity Tool to document and record their experiences.

Benchmark 4: Group Reflection (30 minutes of face-to-face instruction)

This group reflection meeting should be scheduled to allow enough time for the

Learner to complete the action research activity. Conduct the Group Reflection so

Learners can share and reflect on their work completed in the Applied Activity. If

desired, you can evaluate acquired knowledge of this training with Handout D:

Reflective Instruction Tool. Also during this time, Learners complete the Learning

Assessment and are presented with the Training Certificate for attendance and

participation.

Preparation:Group Instruction: Trainer Preparation

Step 1: Review entire kit to understand the program’s scope and sequence, learning

objectives, handouts, professional resources, and training implementation.

Step 2: Reads the kit’s article “Empowering images: Using photography as a medium to

develop visual literacy” by Alexandria Cruickshank. Also, read any of the following

resources to gain additional understanding on the topic of using photography as a

learning tool in classrooms:

Blagojevic, B., & Thomes, K. (2008). Young photographers. Young Children, 66-72.

Byrne, J., & Wasik, B. (2009). Picture this: Using photography as a learning tool in the early

childhood classrooms. Childhood Education, 85(4), 243-246.

Connor, C., Morrison, F., & Slominski, L. (2006). Preschool instruction and children’s

emergent literacy growth. Journal of Educational Psychology, 98(4), 665-689.


Good, L. (2005/2006). Snap it up: Using digital photography in early childhood.

Childhood Education, 82, 79-85.

Hoisington, C. (2002). Using photographs to support children’s science inquiry. Young

Children, 57, 26-30.

Pastor, E., & Kerns, E. (1997). A digital snapshot of an early childhood classroom.

Educational Leadership, 55, 42-45.

Step 3: Duplicate the kit’s article “Empowering images: Using photography as a medium

to develop visual literacy” by Alexandria Cruickshank and distribute to participants

approximately 2 weeks prior to the training date. This will give participants time to

adequately prepare for the Group Instruction session. To encourage more focused

reading, include Handout A: Learner Study Guide, along with the article.

Step 4: Prepare for Group Instruction by gathering the needed materials and equipment

such as flip charts and markers. In addition to making copies (preferably in color) of

Handout B: Group Instruction Guide for each participant, create several flip charts to

be used in Group Instruction:

• Flip Chart #1: A flip chart with the quote “A picture is worth a thousand words”

(Frederick R. Bernard) that is displayed near the front of the training room.

• Flip Chart #2: A flip chart with the definition of visual literacy: Visual Literacy is seeing

an image and gaining knowledge and meaning through discriminating and interpreting

the objects and symbols contained in the image. Prior to the training session, place this

chart on a nearby wall in a position so participants cannot see the words.

• Flip Chart #3: A flip chart with the words VISUAL LITERACY EXAMPLES written at the top

of the chart. At the lower half of the chart, write the following phrases: Gains

Knowledge and Meaning from Images; Discriminates Objects and Symbols; Interprets

Objects and Symbols in Images. Provide enough space after each phrase for Learners

to write two examples. One chart is needed for every 4 participants. For example, if

you have 12 participants, you will need 3 flip charts. Post the charts on walls that are in

separate areas of the training room. Provide a marker for each flip chart.

• Digital Camera Play Materials: Arrange the training room so there are identified areas

for each group of Learners. One area is needed for every 3 to 4 participants. Each

area will need chairs and table, at least one digital camera, and an adequate amount

of open-ended materials for each group’s participants. Here are some examples of

materials to place in each group area:

Group 1: Digital camera, 15-20 pieces of natural elements (i.e., pine cones, sea shells,

corn husks, tree twigs), 10-15 pieces of white heavy stock paper, and a few markers.


Group 2: Digital camera, 15-20 pieces of strips of different colored ribbon that is at least

1” wide, 10-15 pieces of white heavy stock paper, and a few markers.

Group 3: Digital camera, several boxes of tin foil, 10-15 pieces of white heavy stock

paper, and a few markers.

Group 4: Digital camera, small pieces of cellophane of various colors, 10-15 pieces of

white heavy stock paper, and a few markers.

Note: Other open-ended materials could include paper towel tubes, pebbles or

polished rocks, tissue paper, pieces of fabric, magazines, newspapers, construction

paper, and wrapping paper. Provide any materials that would support the groups’

projects such as glue, stapler, twine, wire, markers, crayons, scissors, and tape.

Reflective Instruction: Trainer Preparation

Step 1: Prepare for the group’s Reflective Instruction by duplicating Handout D: Reflective

Instruction Tool, Learner Assessment, and Training Certificate of Attendance and

Participation.

Step 2: Flip chart #4: A flip chart with Ernst A. Weber’s quote “Good appropriate images

are a universal language for which there are hardly any ‘illiterates.’” Hang the flip

chart so participants cannot see the quote until you are ready.

Group Instruction and Group Reflection: Learner Preparation

Step 1: Learner reads the kit’s article “Empowering images: Using photography as a

medium to develop visual literacy” by Alexandria Cruickshank, which was received

approximately 2 weeks prior to training date. After reading the article, the Learner

considers the thought-provokers on Handout A: Learner Study Guide.

Step 2: Learner attends and actively participates in Group Instruction, which is face-to-

face instruction. Learner also completes Handout B: Group Instruction Guide during

this time.

Step 3: Learner participates in the Applied Activity and completes Handout C: Applied

Activity Tool during a specified time.

Step 4: Learner attends Group Reflection meeting to discuss and reflect on knowledge

acquired and completes Handout D: Reflective Instruction Guide. Learner also

completes the Learner Assessment and Training Evaluation. Upon completion of the

training, Learner is given certificate of attendance and participation.


Implementation:Group Instruction and Reflective Instruction: Trainer Implementation [60 minutes]

Step 1: As Learners arrive, distribute Handout B: Group Instruction Guide. Invite Learners

to find a place to sit at one of the tables, which has the digital camera and other

open-ended materials. Direct participants’ attention to Flip Chart #1 with the quote “A

picture is worth a thousand words,” and ask the following questions:

1. What do you think is the meaning of this quote?

2. Do you agree/disagree with this quote?

3. Why do you feel this way?

Step 2: Participant Reflection — Encourage participants to reflect on a personal image

and/or picture that has special meaning and share this image with the rest of the

group. Ask some or all of the following questions:

1. What is the picture?

2. Where was the picture taken?

3. Who is in the picture?

4. Why does this picture have special meaning to you?

5. Where is this image currently located?

Emphasize that images carry powerful messages. Images are tools that convey

meanings, understandings, and emotions. [Training Models: Large Group Discussion

and Self Reflection] [5 minutes]

Step 3: Direct the Learners’ attention to Handout B: Group Instruction Guide. Ask the

participants to examine the two images of the American flag and FedEx logo, and to

discuss what they see.

1. American Flag

• What emotions are stirred when you look at the American flag?

• Does the image of the American flag alter your frame of mind?

• Does the image of the American flag make you think of someone, transport

you to another place, or to another time in history?

2. FedEx logo

• Does the image of the FedEx logo remind you of something or someone?

• When you see this logo, what do you immediately think about?

• Do you see the right pointing arrow located in the negative space between the

“E” and the “x”? Note: This is a strategically placed visual symbol that connotes

forward movement, speed, and the dynamical nature of this courier service.


Reiterate to Learners that images convey powerful messages and meaning to

those who views them. [Training Model: Small Group Discussion] [10 minutes]

Note: Both well-constructed images act as visual tools to convey meaning to the viewer.

These two images may provoke stories, generate interest and curiosity, and perhaps

create emotions and feelings from the participants. Likewise, images can be used as

visual tools to convey meaning and promote literacy within early childhood classrooms.

Step 4: Using Handout B, ask Learners to think about ways that photography or images

could be used as a learning tool or classroom management strategy in the early

childhood classroom, and to write down their ideas on the handout. To stimulate

thinking, provide one of the suggested responses from the list below. [Training Model:

Self-Reflection/Individual Brainstorming] [10 minutes]

Possible responses include the following:

Step 5: Direct the Learners’ attention to the flipcharts posted around the training area.

Request that Learners position themselves, along with their individual Handout B, in

front of Flip Chart #2: DEFINITION — VISUAL LITERACY/EXAMPLES: VISUAL LITERACY with

no more than 4 participants on a team. When all participants have found their places

at the charts, ask them to brainstorm and record all the participants’ ideas about the

definition of Visual Literacy and examples of Visual Literacy. Encourage Learners to

Possible Responses from Participants

• Language: Building vocabulary and language skills through images of children’s families, culture, neighborhood, and experiences

• Literacy: Increasing literacy skills through visual discrimination and sequence of events

• Social/Emotional: Promoting self awareness and identity through individual snap-shots of children

• Community: Creating sense of community, belonging, and social development through group photos of teamwork and the space they occupy

• Classroom Management: Aiding classroom management through images that illustrate managing time, people, and classroom materials

• Children’s Development: Recording children’s growth through stories using documentation and photographic/electronic portfolio methods

• Learning Materials: Creating curriculum materials with photos of authentic items• Parent Communication: Developing integral parent communication through photos

of children’s families, experiences, and events


consider their previous ideas generated and their individual responses to how

photography can be used as a tool to think about the definition of Visual Literacy and

related examples. Encourage Learners to share the ideas they generated with the

whole group. [Training Model: Small and Large Group Discussions/Brainstorming]

[10 minutes]

Step 6: After participants have returned to their original seats, direct their attention to Flip

Chart #2 and review the definition of Visual Literacy. [Training Model: Instruction]

[5 minutes]

Note: In addition to the definition of Visual Literacy on Flip Chart #2, it is important to

reiterate that well-constructed images are tools that can convey meaning and

emotion, and can deepen understanding and thought.

Possible Responses from Learners Definition: Visual Literacy Examples: Visual Literacy Skills

• Obtaining meaning from

images and pictures

• Discriminating differences

between symbols and

signs

• Processing information

through pictures, images,

and photographs

• Recognizing that images,

pictures, and photographs

are ways to communicate

a story

• Understanding that

images can portray a

sequence of events

Recognizing traffic signs and their meanings

(i.e., railroad crossing)

Understanding restaurant logos (i.e., McDonalds)

Interpreting pictures depicting emotions

(i.e., happy, frightened)

Recognizing words on familiar objects

(i.e., cereal boxes)

Reading and making inferences from storybook

pictures

Illustrating familiar stories

Explaining growth and/or changes in objects

(i.e., growth of classroom guinea pig)

Creating words and pictures that depict meaning for

the child

Expressing thoughts and ideas in the visual form

through drawings, sculptures, and paintings

Expressing critical thinking through sequencing,

sorting, and classifying images

Processing visual information and obtaining meaning

through decoding (i.e., sound-letter relationship)


Step 7: Conduct the following Small Group activity, which helps illustrate how

photography can be a visual literacy learning tool for young children:

• Explain that each table is a team. Each team will find a digital camera and

imaginative and/or recyclable materials in the middle of their table.

• The goal of the activity is to create a visual literacy learning or classroom

management tool by using the team’s collective imaginations, camera, and provided

materials.

• Each team should elect a person to document the process including documentation

such as reflections, insights, conversations, and important discoveries. Of course,

documentation of the process with the digital camera is important. [Training Model:

Small Group Activities/Hands-on Learning] [30 minutes]

Note: Digital pictures stored on cameras should be transferred to a computer so they

can be printed and used in creating the children’s visual learning tool. It is best to

have the equipment nearby so Learners can print their images to use in completing the

visual learning tool.

Step 8: After the teams have completed their visual learning tools, ask them to share the

project with the entire group. Also, ask participants to share their most important

reflection about the process. Reflections may include insights into the creative and

imaginative process, how the visual learning or classroom management tool emerged,

and thoughts about using digital cameras to create such materials. [Training Model:

Small Group Activities/Group Reflections/Brainstorming] [15 minutes]

Step 9: Direct the Learners’ attention to Handout C: Applied Activity Tool and explain that

they are going to create a learning activity, visual learning tool, or classroom

management tool by using photographs, pictures, or drawings. Based on the previous

learning concepts presented in the training and the ideas contained in Handout C,

discuss some ideas, some of which can be obtained from the list below. Learners can

create their own ideas or use one of the ideas on Handout C. Indicate that Learners

will bring their visual literacy projects to the next training session, which is a reflective

experience designed to share with others; this session should take place

approximately 14 days after face-to-face training session. [Training Model:

Brainstorming] [5 minutes]


Visual Literacy Project Ideas Note: Let children be the photographers for many of these projects!Our Daily Schedule

Take pictures of children involved in the daily events. Post the photographs in the order in which they occur; add labels such as Snack Time.

Variation: Affix pictures to heavy cardboard pieces that are slightly smaller than a self-sealing plastic bag. Ask children to arrange the photos in the order in which they occur.

Visual Literacy Skills: Sequencing, left-to-right progression

Matching Friends

Framing the child’s face, take two photographs of each child in the classroom. Laminate photos to heavy cardboard pieces of like size. Put laminated children’s photos in a wicker basket and place on an accessible shelf. Children will delight in matching friends’ faces or simply making up their own games.

Visual Literacy Skills: Visual discrimination, critical thinking

Eyes, Eyes, Eyes

Take a picture of each child’s eyes. Then take a full-body picture of the same child. Repeat this for each child in the classroom. Laminate the photos to heavy cardboard stock, place in a container, and let the fun begin by having children match eyes to the right body!

Variation: Make this activity self-checking by putting the same number on the back of each pair.

Visual Literacy Skills: Critical thinking, interpreting images

What is it?

Take a picture of an object with a portion of it missing. Laminate photos to heavy cardboard pieces of like size. Place laminated pictures in a wicker basket and place on an accessible shelf. Children will enjoy guessing what the object is in the picture.

Variation: Provide a digital camera and have children find the object in the classroom and take a picture of it. Laminate children’s pictures and put your photos with the children’s photos in a wicker basket and place on an accessible shelf.

Visual Literacy Skills: Critical thinking, interpreting images, visual discrimination

Picture Walk

Go on a walk through the center, playground, or local park. As children walk, encourage them to make decisions about what objects should be photographed. After the walk, print the images and laminate to heavy cardboard. For each photo, make a number card. For example, if you take 5 pictures, you should have 5 cards with numerals 1 through 5. Children will enjoy putting the photographs in the sequence they were taken.

Visual Literacy Skills: Sequencing, Critical Thinking

Cubby Faces

Take a picture of each child and laminate to a 5”x7” card. Write child’s name on a mailing label and affix to the child’s picture. Use the pictures to label each child’s cubby.

Visual Literacy Skills: Picture and word association


Note: Parent or guardian written permission is required in order to take children’s photos

and display them. If public access is possible, do not place children’s images on the

Internet.

Visual Literacy Project Ideas Note: Let children be the photographers for many of these projects!Look What I Made

Take pictures of children’s constructions in the block center. Affix image to piece of paper, 3-hole punch the paper, and put in a 3-ring binder. Children can add to the construction book with their own sketches and stories about their constructions.

Visual Literacy Skills: Critical thinking, interpreting images, picture and word association

Scavenger Hunt

Give children a few letters of the alphabet that have been written on individual pieces of like sized cardboard. Conduct a scavenger hunt in the classroom, center, or on playground and find objects that begin with the selected letters. Take a picture of the found items and mount them below the appropriate alphabet letter. Children will enjoy matching item with appropriate initial consonant and/or word.

Variation: Print the item’s name below the photo and/or create an alphabet/word book.

Visual Literacy Skills: Picture and initial consonant association, picture and word association, critical thinking

What’s My Name?

Create name tags with children’s images to use for visitors and substitutes.


What’s the Weather?

Take pictures of different types of weather (i.e., cloudy, sunny, rainy) and use for the science corner or weather board.


The Ants Go Marching!Place sugar water or a cookie near an outdoor ant trail. Encourage children to take pictures of the ants’ activities over a few days. Have children organize and arrange their photos as they wish. Children can also document the ants’ happenings through sketching. Children’s sketches can be paired with the photos.

Visual Literacy Skills: Sequencing, critical thinking, left-to-right progression

Candid Camera

Take candid pictures of children who are playing in the various centers. Place photos in picture frames and proudly display in the appropriate learning center.

Visual Literacy Skills: Interpreting images


ImplementationGroup Reflection: Learner Implementation [60 minutes]

Step 1: As Learners arrive, request that they sit together in groups of 4.

Step 2: Instruct participants to select someone from their group to record their

conversations. Each member will share their visual literacy projects and the

experiences that occurred as a result of using images to promote visual literacy in the

classroom. [Training Model: Small Group Discussion] [15 minutes]

After sharing their ideas within their small groups, instruct each team to select one of

the most important or interesting ideas to present to the larger group. [Training Model:

Large Group Discussion] [10 minutes]

Step 3: Turn over flip chart #5 so participants can see the quote. Direct the Learners’

attentions to Ernst A. Weber’s quote on flip chart #5 and end the training session on this

motivational thought: “Good appropriate images are universal language for which

there are hardly any ‘illiterates’”. [Training Model: Group Instruction] [5 minutes]

Step 4: Ask participants to take a few minutes to personally reflect on what they have

learned and how they are going to apply their newly acquired knowledge to create

environments where children have plenty of opportunities to increase their visual

literacy skills through photos, images, pictures, and drawings. Have Learners record

their self-reflections on Handout D: Reflective Instructional Tool. [Training Model: Self-

Reflection] [5 minutes]

Follow-up Activities for Learners:1. Working with a colleague, critique each other’s classroom experiences to ensure that

opportunities for promoting visual literacy are provided.

2. Consider adding a monthly visual literacy tool to the classroom for added variety and

new provocation.

Follow-up Activities for Administrators/Directors:1. Conduct observations of classroom environments on a quarterly basis and offer

suggestions for enhancing children’s opportunities for developing visual literacy skills.

2. Provide contact information for resources and support teachers regarding using

digital cameras with kids. A great resource is www.parentingscience.com/digital-

cameras-for-kids.html.


Learning Assessment Ask Learners to complete the learning assessment to validate their understanding of the topic.

Training Evaluation/Further Needs Assessment:Ask Learners to complete the evaluation. Use the results to evaluate the effectiveness of

the training and to identify further training needs.

What’s Next?If additional training in this area is warranted, take a look at the many kits available

through Exchange. For a complete list of Out of the Box Training Kits, go to

www.ChildCareExchange.com.

References: Fleet, A., & Patterson, C. (2001). Professional growth reconceptualized: Early childhood staff searching for meaning. Early Childhood Research and Practice. Retrieved May 5, 2010, from www.ecrp.uniuc.edu/v3n2/fleet.html. Forrest, R., & McCrea, N. (2002, January/February). How do I relate and share professionally?

Exchange, 143, 49-52. Garet, M., Porter, A. Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development

effective? Results from a national sample of teachers. American Educational Research Journal, 38(9), 15-945.

Note: You can purchase Exchange articles at www.ChildCareExchange.com.

Resources: Blagojevic, B., & Thomes, K. (2008). Young photographers: Can 4-year-olds use a digital camera as a

tool for learning? An investigation in progress. Young Children 63(5): 66–72.Good, L. (2009). Teaching and learning with digital photography: Tips and tools for early childhood

classrooms. Thousand Oaks, CA: Corwin Press. Neuman-Hinds, C. (2007). Picture science: Using digital photography to teach young children. St. Paul,

MN: Redleaf Publishers. Woods, C. (2000). A picture is worth a thousand words: Using photographs in the classroom. Young

Children, 55(5), 82-84.

Note: You can purchase Exchange articles at www.ChildCareExchange.com.

Websites:• www.parentingscience.com/digital-cameras-for-kids.html. This website explains about using digital cameras to see how children view the world through the

camera lens. Also, this website offers tips for choosing digital cameras for young children. • www.naeyc.org/files/tyc/file/digital.pdf This website is an article on using digital cameras in the classroom and offers many ideas about

creating visual literacy learning materials as well as selecting the appropriate camera for preschool age.

• http://tlc.howstuffworks.com/family/camera-activities-for-kids1.htm This website contains many innovative ideas for using cameras with children.


Handout A:Learner Study Guide — Empowering Images: Using Photography as a Medium to Develop Visual Literacy

Directions: After reading the article “Empowering images: Using photography as a medium to develop visual literacy” by Alexandria Cruickshank, reflect on the following thought-provokers:

#1 ReflectionDescribe a photograph that holds great importance to you.

#2 ReflectionOn a scale of 1 to 10, to what extent do you use photography as a tool for learning? Why did you choose this number?


Handout B: Group Instruction Guide — Empowering Images:Using Photography as a Medium to Develop Visual Literacy

Take a look at the two images. What do you see?

Can you think of at least 3 ways to use photography as a learning toolor classroom management strategy in your classroom?

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________


Handout C: Applied Activity Tool — Empowering Images:Using Photography as a Medium to Develop Visual Literacy

Visual Literacy Project Ideas Note: Let children be the photographers for many of these projects!

Our Daily Schedule

Take pictures of children involved in the daily events. Post the photographs in the order in which they occur; add labels such as Snack Time.

Variation: Affix pictures to heavy cardboard pieces that are slightly smaller than a self-sealing plastic bag. Ask children to arrange the photos in the order in which they occur.

Visual Literacy Skills: Sequencing, left-to-right progression

Matching Friends

Framing the child’s face, take two photographs of each child in the classroom. Laminate photos to heavy cardboard pieces of like size. Put laminated children’s photos in a wicker basket and place on an accessible shelf. Children will delight in matching friends’ faces or simply making up their own games.

Visual Literacy Skills: Visual discrimination, critical thinking

Eyes, Eyes, Eyes

Take a picture of each child’s eyes. Then take a full-body picture of the same child. Repeat this for each child in the classroom. Laminate the photos to heavy cardboard stock, place in a container, and let the fun begin by having children match eyes to the right body!

Variation: Make this activity self-checking by putting the same number on the back of each pair.


What is it?

Take a picture of an object with a portion of it missing. Laminate photos to heavy cardboard pieces of like size. Place laminated pictures in a wicker basket and place on an accessible shelf. Children will enjoy guessing what the object is in the picture.

Variation: Provide a digital camera and have children find the object in the classroom and take a picture of it. Laminate children’s pictures and put your photos with the children’s photos in a wicker basket and place on an accessible shelf.

Visual Literacy Skills: Critical thinking, interpreting images, visual discrimination

Picture Walk

Go on a walk through the center, playground, or local park. As children walk, encourage them to make decisions about what objects should be photographed. After the walk, print the images and laminate to heavy cardboard. For each photo, make a number card. For example, if you take 5 pictures, you should have 5 cards with numerals 1 through 5. Children will enjoy putting the photographs in the sequence they were taken. Visual Literacy Skills: Sequencing, Critical Thinking

Cubby Faces

Take a picture of each child and laminate to a 5”x7” card. Write child’s name on a mailing label and affix to the child’s picture. Use the pictures to label each child’s cubby.



Handout C: Applied Activity Tool — Empowering Images:Using Photography as a Medium to Develop Visual Literacy (cont.)

Visual Literacy Project Ideas Note: Let children be the photographers for many of these projects!

Look What I Made

Take pictures of children’s constructions in the block center. Affix image to piece of paper, 3-hole punch the paper, and put in a 3-ring binder. Children can add to the construction book with their own sketches and stories about their constructions.

Visual Literacy Skills: Critical thinking, interpreting images, picture and word association

Scavenger Hunt

Give children a few letters of the alphabet that have been written on individual pieces of like sized cardboard. Conduct a scavenger hunt in the classroom, center, or on playground and find objects that begin with the selected letters. Take a picture of the found items and mount them below the appropriate alphabet letter. Children will enjoy matching item with appropriate initial consonant and/or word.

Variation: Print the item’s name below the photo and/or create an alphabet/word book.

Visual Literacy Skills: Picture and initial consonant association, picture and word association, critical thinking

What’s My Name?

Create name tags with children’s images to use for visitors and substitutes.


What’s the Weather?

Take pictures of different types of weather (i.e., cloudy, sunny, rainy) and use for the science corner or weather board.


The Ants Go Marching!

Place sugar water or a cookie near an outdoor ant trail. Encourage children to take pictures of the ants’ activities over a few days. Have children organize and arrange their photos as they wish. Children can also document the ants’ happenings through sketching. Children’s sketches can be paired with the photos.

Visual Literacy Skills: Sequencing, critical thinking, left-to-right progression

Candid Camera

Take candid pictures of children who are playing in the various centers. Place photos in picture frames and proudly display in the appropriate learning center.

Visual Literacy Skills: Interpreting images

Note: Parent or guardian written permission is required in order to take children’s photos

and display them. If public access is possible, do not place children’s images on the

Internet.


Flip Charts: Empowering Images:Using Photography as a Medium to Develop Visual Literacy

BERNARD QUOTE(Flip Chart #1)

A picture is worth athousand words.

Frederick R. Bernard

VISUAL LEARNING EXAMPLES(Flip Chart #3)

Gains Knowledge and Meaning from Images

1.

2.Discriminates Objects and Symbols

1.

2.Interprets Objects and Symbols in Images

1.

2.

VISUAL LEARNING DEFINITION(Flip Chart #2)

Visual literacy is seeing an image and gaining

knowledge and meaning through discriminating and interpreting the objects and

symbols contained in the image.

WEBER QUOTE(Flip Chart #4)

Good appropriate images are a universal language for which there are hardly any

‘illiterates’.Ernst A. Weber


Learning Assessment Empowering Images: Using Photography as a Medium to Develop Visual Literacy

True/False: Indicate whether the statement is true or false.

____ 1. Photography is not a powerful medium of expression and communications.

____ 2. The term visual literacy refers to the ability to see an image and gain knowledge and

meaning through discrimination and interpreting the objects and symbols contained in the

image.

____ 3. Recognizing traffic signs and their meanings is a good example of visual literacy.

____ 4. Visual literacy cannot be used as a classroom management tool.

____ 5. Children cannot use photography to document their learning and experiences because it is

too dangerous to use digital cameras.

____ 6. Teachers can use photography as a tool for communicating ideas, actions, and learning

concepts.

____ 7. Recognizing words on familiar objects (i.e., cereal boxes) is not a good example of visual

literacy.

______8. It is important that teachers ‘orchestrate’ children’s picture taking by deciding the picture’s

subject and composition.

______9. Reading and making inferences from storybook pictures is a good example of visual literacy

skills.

_____10. Digital cameras are expensive and easily broken, so it is better to use commercially

prepared learning tools.

Name___________________

Date____________________


Learning Assessment Empowering Images: Using Photography as a Medium to Develop Visual Literacy (cont.)

Short Answer

11. Explain why visual literacy is an important skill for young children to develop.

12. List 3 examples of how you can use photography to promote visual literacy:

a)

b)

c)

13. What is the most important idea that you have learned from this training experience?


Learning Assessment Evaluation RubricEmpowering Images: Using Photography as a Medium to Develop Visual Literacy

1. False. Photography is not a powerful medium of expression and communications.

2. True. The term visual literacy refers to the ability to see an image and gain knowledge and

meaning through discrimination and interpreting the objects and symbols contained in the

image.

3. True. Recognizing traffic signs and their meanings is a good example of visual literacy.

4. False. Visual literacy cannot be used as a classroom management tool.

5. False. Children cannot use photography to document their learning and experiences because

it is too dangerous to use digital cameras.

6. True. Teachers can use photography as a tool for communicating ideas, actions, and learning

concepts.

7. False. Recognizing words on familiar objects (i.e., cereal boxes) is not a good example of

visual literacy.

8. False. It is important that teachers ‘orchestrate’ children’s picture taking by deciding the

picture’s subject and composition.

9. True. Reading and making inferences from storybook pictures is a good example of visual

literacy skills.

10. False. Digital cameras are expensive and easily broken, so it is better to use commercially

prepared learning tools.


Learning Assessment Evaluation RubricEmpowering Images: Using Photography as a Medium to Develop Visual Literacy (cont.)

Short Answer

11. Explain why visual literacy is an important skill for young children to develop.

Some possible answers could include:

a. Visual literacy can build vocabulary and language skills through images of their world and

experiences.

b. Visual literacy can increase literacy skills through visual discrimination and sequence of

events.

c. Visual literacy can promote self awareness and identity through individual snapshots of

children and others.

d. Visual literacy can create a sense of community, belonging, and social development

through group photos of teamwork and images of the space they occupy.

e. Visual literacy can aid in classroom management through images that illustrate managing

time, people, and classroom materials.

f. Visual literacy can assist in documenting children’s growth through photographic/

electronic portfolios.

g. Visual literacy can be incorporated into learning materials and activities for young

children.

h. Visual literacy can be an integral part of parent communication through photos of

children’s experiences and events.

12. List 3 examples of how you can use photography to promote visual literacy

Accept any appropriate answer from the Learner.

13. What is the most important idea that you have learned from this training experience?

Accept any appropriate answer from the Learner.

BeginningsWorkshop

TOOLS 53 SEPTEMBER/OCTOBER2010EXCHANGE

Photography, as a powerful medium of expression and communications, offers an infinite variety of perception, interpretation, and execution.— Ansel Adams

It was with great pleasure that I realized the power of well-constructed images as tools to convey meaning and emotion and to deepen understanding. Working as a professional photographer, I had the privilege to watch people’s first reactions to photo essays created for and about their lives. It was deeply moving to see how images could alter their frames of mind.

I also knew that professional photography was not the life for me. My heart lay in working with young children and facilitating their growth. Thus, it was with great excitement that I found Boulder Journey School in Colorado, a school that is inspired by the philosophy of the schools of Reggio Emilia, Italy. The schools of Reggio Emilia, and likewise Boulder Journey School, use photography to document children’s learning and development. The photographs that teachers take are not meant to capture cute images of children at play, nor to simply chronicle the activities of the day, but rather to aid in the understanding of the meaning-fulness of each action and thus facilitate the meta-cognitive development of children and adults alike. Further, these photographs, which are displayed as photo essays, help to inspire and plan next steps in the curriculum.

Putting the teacher behind the lens

Ernst A. Weber, professor of photography, said, “Good appropriate images are a universal language for which there are hardly any ‘illiterates’” (1979, p. 4). One fundamental idea of the Reggio Emilia philosophy is that children learn best by communicating in multiple languages, including the languages of paint, of dance, of clay, of music, of photography (Malaguzzi, 1998).

In a lecture presented in Boulder, Colorado, Reggio Children consultant, Vea Vecchi, stated, “Too many photographs are taken without the photographer deeply listening to what is taking place” (2008). Furthering this point, Carlina Rinaldi, President of Reggio Children stated, “If you don’t bring home the concept, the picture is empty” (2008).

With these ideas in mind, Boulder Journey School faculty knew it was crucial to educate ourselves in the elements of a good photograph, so that our pictures would convey the meanings we observed and would serve as useful tools to document, interpret, and provoke. Just as in writing where we learn the basics of grammar to effectively communicate our ideas, in photography we need to understand the basics of com-position to create pictures that are rich in meaning. Thus, we formed a professional development group to study the fundamental elements of photography. We studied composition, focus, exposure, and aesthet-ics, then used our research to create essays that were meaningful to our individual classrooms. It was our goal to hone our photography skills and enrich the quality of our images so that our intended messages would be ‘brought home.’

It is our understanding that children co-construct knowledge through experiences with other children and with adults. One role of the teacher is to facilitate the construction of that knowledge. Therefore, it was only logical that we help the children gain mastery over the tool of photography; otherwise it would be the teachers always writing the script. With the children acting as authors of the documentation, teachers were able to understand the children’s perspective on their work. Just as we needed to gain mastery over the language of photography to effectively communi-cate our ideas, we knew it was necessary to help the children become familiar with the camera and the composition of images to effectively communicate

Empowering images: Using photographyas a medium to develop visual literacy

byAlexandraCruickshankAlexandra Cruickshank is currently a mentor teacher in a class of three- and four-year-old children at Boulder Journey School, where she has worked for three years. Before relocating to Boulder, she taught in an elementary school in rural southern Colorado. She has also worked as a professional photographer. She holds a B.A. in Elementary Education from Adams State College and an M.A. in Educational Psychology from the University of Colorado, Denver.

Reprinted with permission from Exchange magazine.Visit us at www.ChildCareExchange.com or call (800) 221-2864.Multiple use copy agreement available for educators by request.

It is our

understanding

that children

co-construct

knowledge

through

experiences

with other

children and

with adults.

54 TOOLS EXCHANGESEPTEMBER/OCTOBER2010

their ideas. Our next question was how to help children also understand the elements of a good photograph. As the chil-dren grew more comfortable with photography, we began to see them use the medium as a tool for communicating their perspectives as well as their ideas and actions, and as another resource for their investigations.

Putting the child behind the lens

Most photographers begin to learn about photography, in part, by examining the work of other photographers. The children at our school are sur-rounded by photographs that help them to under-stand the aesthetics of a quality image as well its purposes: to study, to communicate, to provoke. We know that a print-rich environment is crucial to literacy development; similarly an image-rich environment aids in photographic literacy. The children understand from our image-rich environment that photographs can explain and inspire their work.

In our classroom of three and four year olds, the children regularly tell and act out stories about a cat. The teachers have hung large photographs of both the cat and the children acting. Frequently, these pictures are viewed and then referenced as a starting point for a new story play.

These children, who regularly observe teachers photographing their work, have a basic understand-ing of the function of the camera. The digital age aids in this; no longer are the steps as abstract: now the button clicks and the image appears instantly on the screen. David Hawkins, educational philosopher, wrote about the need for learners to have a period of time to simply play with the materials or ideas with which they are working. He called this the ‘mess-ing about’ stage of learning (1974). At this time, the learner works with the camera — or clay, or marker — without boundaries or a specific framework. The teacher’s role is to understand how to guide the learner through this stage into a time of intentional use. Just as a child’s first marks with a marker appear

as scribbles, a child’s first clicks with a camera ap-pear random: photographic scribbles.

Sharing the child’s perspective

A first step in guiding the children in our class towards intentional photography was to suggest frames for the children’s investigations. On one occasion, we took a walk around the school, asking the children to take pictures of interesting points on the walk. As we walked, we passed another teacher. The group paused momentarily while the two teachers spoke. Upon reviewing the photographs, I found a picture of our feet during this pause. This gave me a view from the child’s perspective. What for me had been an inconsequential pause during our walk, for the child it had been an important moment. She had not photo-graphed our faces, which makes me think it was not our conversation that had interested her; rather it was the positioning of our feet that caught her attention. Was she looking at the language of our bodies? Did she feel this was an important moment because the feet had stopped?

Hearing the child’s story

It is the nature of our school that we concentrate on the process of our work, rather than the products that we create. We do not always save clay work or block work; rather we document the stages of the work. Every day, we create a journal using photographs to

A glimpse of feet stopped in the hallway. Photographed by a child age 3.5.

Begin

nings

Work

shop

As the children

grew more

comfortable

with

photography,

we began to

see them use

the medium

as a tool for

communicating

their

perspectives

as well as their

ideas and

actions, and

as another

resource

for their

investigations.

BeginningsWorkshop

TOOLS 55 SEPTEMBER/OCTOBER2010EXCHANGE

explain some aspect of the day’s work to families. The children play a part in creating these journals. This has given the children an understanding that photographs

can communicate activities and arti-facts. The children in our class regularly ask to take pictures of creations they have made. This way they are able to show their work to their parents and still recycle the materials they have used so they can be used again.

Expanding the child’s resources

While in the midst of our investigations into how children use photography as a tool, our class has been given a

great gift! Across the parking lot from our windows, a new house is being constructed. We have engaged in many conversations predicting what will be built and

how it will look. On the first day of construc-tion, it was suggested that photography be used to document the process and track the changes. Everyday the children take a new picture of the construction. These pictures are revisited to spark conversations and inspire our work. As the children take these pictures, we discuss the ideas of framing and composi-tion. We compare their photographs side by side to figure out what composition allows for the greatest under-standing of the image pictured.

A child’s perspective of the house. Photographed by a child age 4.3.

A child takes a photograph of a group painting “for the mommies” to show the mommies.

PHOT

OGRA

PHS

PROV

IDED

BY

THE

AUTH

OR

A child with a

camera offers

the teacher a

glimpse into

his or her

perceptions

of the world.

Begin

nings

Work

shop

56 TOOLS EXCHANGESEPTEMBER/OCTOBER2010

To revisit the quote by Ansel Adams that opened this article: “Photography, as a powerful medium of expres-sion and communications, offers an infinite variety of perception, interpretation, and execution.” A child with a camera offers the teacher a glimpse into his or her perceptions of the world. Further, the child has one more tool for the construction of knowledge. Just as they can use drawing to explain imagined ideas, or dance to explain emotion, photography gives children another language to describe, understand, and engage in the world around them.

References

Adams, A. (n.d). Ansel Adams: Masters of photography. Retrieved March 26, 2010, from www.dropoflight.com/masters/adams.php

Hawkins, D. (1974). Messing about in science. In The informed vision: Essays on learning and human nature (pp. 63-75). New York: Agathon.

Malaguzzi, L. (1998). History, ideas, and basic philoso-phy: An interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach — Advanced reflections (2nd ed.) (pp. 49-96). Westport, CT: Ablex.

Rinaldi, C. (2008, June). The competent child. The fourth North American Reggio Emilia Alliance (NAREA) summer conference: Dialogues for quality in educa-tion: The school as a place of research. Boulder, CO.

Vecchi, V. (2008, June). The wonder of learning: The hundred languages of children exhibit. The fourth North American Reggio Emilia Alliance (NAREA) sum-mer conference: Dialogues for quality in education: The school as a place of research. Boulder, CO.

Weber, E. A. (1979). Vision, composition and photogra-phy (Fricke, R., Trans.). New York: Walter de Gruyter.

BeginningsWorkshop

Child-Friendly Cameras

It is in working on projects such as these that we see the crucial benefits of a truly ‘child-friendly’ camera. Most cameras that are marketed to children are anything but child friendly! They are shock absorbent, but that is the only feature that makes them easy to use. For a camera to really be effective with children it should have the following features:

n Large, clear LCD screen: Focusing through a viewfinder can be tricky even for adults. The ability to see what you are framing is crucial for learning how to compose (not to mention it is necessary to see when fingers are in front of the lens).

n Low shutter lag time: It is all too common for a child (or adult) to carefully compose the shot, click, then move the camera before the photograph has been processed.

n High image resolution: It is unfair to ask children (or adults) to put time and energy into thoughtfully composing photographs only to have them come out fuzzy or grainy when enlarged.

n Clearly marked, single purpose buttons that are easy to press: Too many cameras have too many options! A learner’s camera should just take pictures.

n Powerful automatic exposure: The first steps of photography should be cultivating an eye for composition; worrying about correctly balancing the light can come later.


Evaluation

Training Topic: Empowering Images: Using Photography as a Medium to Develop Visual Literacy

Your Opinion Matters! Please share your perceptions about this session.

Length and format of the session

Presenter’s instructional style

Presenter’s knowledge of the topic

Overall usefullness of the information

Training room comfort

The most important thing I learned during this session was . . .

I would like to learn more about . . .

Poor Fair Satisfactory Good Excellent

Cer

tific

ate

of A

ttend

ance

and

Par

ticip

atio

n4.

5 ho

urs

trai

ning

ses

sion

ent

itled

Emp

ow

erin

g Im

ag

es:

Usi

ng P

hoto

gra

phy

as

aM

ed

ium

to D

eve

lop

Vis

ual L

itera

cyA

war

ded

to _

____

____

____

____

____

____

____

____

____

____

____

___

by E

xcha

nge

Dat

e __

____

____

____

____

____

___

Cer

tifie

d by

:

Trai

ner’

s Si

gnat

ure

Cer

tifie

d by

:

Bonn

ie N

euge

baue

r, Ed

itor

Exch

ange

Ro

ger N

euge

baue

r, Pu

blis

her

Exch

ange

800-

221-

2864

ww

w.C

hild

Car

eExc

hang

e.co

m

Empowering Images: Using Photography as a Medium to ... handouts, professional resources, and...

Documents

Transcript of Empowering Images: Using Photography as a Medium to ... handouts, professional resources, and...