In this post I would like to focus on digital photography as a practical tool for enhancing learning with learners of all ages. During my senior years at high school I chose digital photography as the primary medium, through which I created my artwork. As I became more experienced with the process of planning and then photographing my art pieces I gained an appreciation for the technical skills involved with using this medium. Considerations such as framing, lighting and what will be photographed (the subject) are all essential in the process of effective photography.
I would use digital cameras with any year level, although younger learners would require some initial scaffolding when using the different functions such as zoom and flash. Older students could be taught how to use the camera’s different settings for different types of photos (indoor, outdoor settings etc.). Digital cameras are also accessible, with most classrooms having one provided by the school, and the fact that they do not require any specific websites or programs, which might be blocked by authorities. The photos can also be uploaded to the class computer for easy access and printing.
The following examples demonstrate how digital photography can be used to enhance learning:
Visual Art Elements
This photograph demonstrates how a toucan has been framed to be the focus of the image. This is achieved through the stark contrast between the bold, black feathers and the cool, green leaves on the tree. Additionally, the sense of asymmetrical balance, created by the leaves, on the left, and the toucan, on the right, leads the viewer’s eye around the image and back to the bird, thus ensuring it remains the focal point of the piece.
This is just one example of how an image can be used to teach students about visual art elements such as line, symmetry and colour and how they are incorporated into artwork for a specific purpose, which in this case, was to draw the viewer’s focus to the toucan. Following the deconstruction of this visual text, students could be involved in taking their own photographs within the classroom or garden, which would allow them to practise and refine this knowledge. State of Queensland (Department of Education) (2002) suggests that this activity would encourage substantive conversation between the teacher and students around the specific terminology associated with photography.
During an English unit about narratives, learners could take photographs of a range of locations around the school and create a ‘circumstance’ wall in the classroom. Students could then write labels and descriptions for the different locations and add these to the wall.
According to Barratt-Pugh and Rohl (2000) visual representations such as photographs support the acquisition of new words into a child's vocabulary. Therefore, the inclusion of real-life photographs on the word wall will assist students in learning new circumstances of place.
According to Barratt-Pugh and Rohl (2000) visual representations such as photographs support the acquisition of new words into a child's vocabulary. Therefore, the inclusion of real-life photographs on the word wall will assist students in learning new circumstances of place.
During a Mathematics unit about time, students could take photos of different locations, at specific times during the day, to monitor the length of shadows. This would provide a valuable link to the real world and allow students to take more ownership over the resources used in the classroom.
This was an interesting read Kyle. I have learnt a thing or two about photography having just read this post. Earlier today, a conversation came up about using photography in a classroom. My understanding was that it would be useless, until now. Understanding the balance of a photo and framing a picture are usful tools for learners. The skills could even be carried into movie making where lighting and framing play a significant part of the process.
ReplyDeleteYou've raised an interesting point about the similarities between photography and filming. Both of these mediums require the designer to consider the purpose of the text and how they will compose it to convey a particular message or idea to the viewer.
ReplyDeleteAs you mentioned, in your comment, filming and photography both require considerations about lighting and framing. Therefore, I believe photography could be used to scaffold student's filming skills by providing them with a simple way to practise these skills before moving onto filming, which is more complex.
Hi Kyle - it sounds like you know a lot about photography. I am more of a point and shoot photographer.........just press the button and hope for the best. I agree that a digital camera of some sort is an absolute must in any classroom, no matter what age or discipline area. For my Home Economics students, I take photos of all of their practical tasks. This allows me to create something from tools such as movie maker or photo story or simply put the photos onto their student drive. Taking and displaying of photographs gives the students a chance to reflect on their work and that of their peers. Also allows them to have 'show and tell' at home.
ReplyDeleteThe other thing I wanted to mention was how accessible digital photography can be. I know you won't get the same results that you can from a quality camera, but most students have a camera built in to their mobile phones (high school students). Although they are not allowed to use their phones during class, I am more than happy to let them get it out of their pocket to take a photo of something they have created as it obviously means they are proud of what they've achieved. Who would have thought that the humble mobile phone would be so handy???
Tonita
Hi Tonita, I agree with your point about photography providing students with an opportunity for reflection. In the Home Economics context, you suggested, the students could document their progress by taking photographs, which would provide effective visual stimulus for reflecting on their learning.
ReplyDeleteI also like your idea of uploading the photos to movie maker or photo story as a way of sharing student's achievements with the whole class and parents. I created my own video, using movie maker, with photos of an exhibition I created with my peers. The movie was really simple to create and was easily uploaded to the blog. It could be used the same way with students in the classroom. After teaching students how to use these tools, I think they could be involved in creating their own videos/stories as this would encourage them to reflect and select which images best capture their achievements.