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Community in Transition
Richard F. Erickson
Marple Newtown Senior High School, Newtown Square, Pennsylvania
Subject: Community Studies
Grade: 9
"The cameras intrigued the students and kept them motivated to complete their projects."
Purpose and Description of Project
As a group project, volunteers from classes in Contemporary American
Problems photographed their community's historical sites and gathered
old photos available from community residents. From these they
were to create pictorial essays that not only traced various aspects
of social change but also were artistic and creative. Richard
Erickson's aims were to actively involve students in their own
education and to provide them with opportunities to deal with
and even create primary sources.
Activities
The ninth graders chose nine topics and divided into groups. They
were trained in photographic procedures and techniques by the
school's audiovisual consultant who utilized Kodak's educational
film kits. After practicing the basic techniques, students visited
their sites and took the photos. They also scoured the local library
and the archives of the Marple Newtown Historical Society as part
of their original research effort.
Erickson met with the students to evaluate the finished photos.
Each group then classified and chronicled the photos, submitted
a detailed plan for a final display, and upon approval, began
construction. Each group was required to submit a summary of what
they had done, how they had done it, and what resources they had
used, as well as a bibliography. The finished essays were displayed
at History Day 1984 at Temple University, in the school library,
and at several locations around the community.
Materials, Resources, and Expenses
The students had at their disposal readily-available community
resources and local residents active in the historical society
who shared information and photos. The school provided the
cameras,
copystand, and lenses. Commercial developing was used to ensure
quality. The final cost could be regulated by limiting the number
of photographs or by developing the prints at the school.
Outcomes and Adaptability
Erickson found the students eager to create their own projects
and to write their own history. All the essays were completed,
and one won first prize in the History Day competition. The project
appealed most to students who had an interest in the community.
With student participation being voluntary, their enthusiasm remained
high. The cameras intrigued them, and Erickson felt that the overall
excellent quality of the photos was evidence of their increased
knowledge of photography.
Because every community has a history and people who are willing
to share what they have learned and collected, Erickson sees that
this project has universal application. He thinks it could be
implemented, although with more difficulty, with an entire class
as long as students have sufficient access to cameras.