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Rediscovering the Immediate: Visual and Verbal Reflections of Local History in Scio, New York
Catherine Cleary
Sandra Trice, Scio Central School, Scio, New York
Subject: Community Studies
Grade: 4-6
"We did not anticipate as much student enthusiasm, interest,
and love of history and photography....Students have acquired
an interest in photography beyond this specific project."
Purpose and Description of Project
Catherine Cleary and Sandra Trice used photography to provide
21 students with a renewed perspective of their immediate surroundings
and a sense of their village in an historical perspective. Students
selected various aspects of local history to research and prepared
written reports illustrated by their own photographs.
Activities
Students worked on their project once a week for two months and
then twice a week for the final month. The students worked in
pairs and chose their own areas to research.
Introductory activities included discussing family trees with
a county historian (after which students completed genealogical
forms at home with their parents), attending a demonstration on
using the 35 mm
camera,
and learning to create different
composition
effects as part of taking successful photos. After a class session
on local architectural styles, students took a walking tour of
the village to identify and photograph examples of Greek Revival,
Victorian, and other styles.
A local historian made two slide/tape presentations-one on the
area's history and one on the symbolism and tradition of tombstones
in the local cemeteries. He also showed the students the tools
and materials to use to make tombstone rubbings. While they were
on a later field trip, they made rubbings at a cemetery near the
school, and were excited to discover the tombstones of Civil War
veterans in their own community.
The next major event was a panel discussion with four lifelong
residents of Scio Students used role playing to prepare appropriate
questions.
Throughout the project, students printed their own 5 x 7 enlargements
from negatives previously developed by Trice, and continued their
independent research. In addition, a high school photography teacher
helped them videotape the presentations of three of their guest
speakers.
Materials, Resources, and Expenses
As indicated above, many local residents offered to share their
knowledge of the area's history with the class. The high school
librarian instructed them in research skills, while the town librarian
provided research materials. The parents of one of the students
loaned the class an enlarger and timer for the darkroom, and two
high school teachers helped evaluate the reports and photos. The
school's principal directed the project, arranged building facilities,
and assisted the coordinators in carrying out the assignment.
Activities
Students used 35 mm cameras and color film. A storeroom was converted
into a temporary darkroom and stocked with the usual developing
and printing supplies.
Outcomes and Adaptability
The students "developed a spontaneity and excitement"
as they learned how the history of Scio related to major events
in American history. Their sensitivity to their surroundings sharpened
as their knowledge and appreciation of history grew, as indicated
by their independent written reports. Throughout the entire process,
they developed their research and interviewing skills. Their architectural
studies enabled them to identify local examples. Cleary and Trice
discovered that the project engendered an interest in photography
that will be of lifelong significance."
The coordinators state, "Because this project deals with
local history, historians, and architecture, and the compilation
of this information in a visual and verbal manner, it is able
to be generalized and replicated by other teachers." It could
be applied to many other aspects of history: transportation, modes
of dress, sports, and education.