![[Lesson Plans Banner]](/US/en/digital/edu/images/bannerLessonPlans.gif)
Is a Picture Worth a Thousand Words?
Alice Harrill
Waynesville Junior High School, Waynesville, North Carolina
Subject: English
Grade: 8
"If I look at a photograph, I can easily write something
about it. Seeing a picture punches a hole in my imagination sac."
(Student)
Purpose and Description of Project
Alice Harrill challenged her students to answer the question,
"Is a picture worth a thousand words?" as they photographed
and compared their written and visual images. The 29 eighth graders
spent 10 weeks on their project. During the first four weeks the
students learned the
basics of photography
and took most of the images, studied and practiced five different modes of writing,
required seven photos. Harrill's goal was to improve student proficiency
in picture-taking, creative writing, and visual art awareness.
Activities
Harrill began the project with a lecture demonstration on the
35 mm camera
and photo composition.
She showed the class two Kodak
presentations on photography and basic picture-taking. Students
were assigned to take one of each of the following types of pictures
over the next four weeks: portrait, nature shot, animal shot,
stop-action shot, three-part sequence, trick shot, and pattern
shot. Each type of photo was explained and illustrated; students
also gathered examples from newspapers to indicate their understanding
of the assignment. Students worked on their photos at home; while
in class they viewed Kodak slide shows on photographic composition,
photographing people, and existing light photography.
The following photo/composition products were prepared and bound
in individual student booklets:
- After discussions, students wrote short essays comparing and
contrasting writing and photography.
- The class brainstormed a list of camera and picture-taking
tips and techniques.
- Students brought in their own baby pictures and wrote essays
comparing their present selves with the babies in the pictures.
- Using their nature shots, students wrote opening paragraphs
for the novel.
- Students used their portrait shots as the basis for a short
character sketch.
- The animal photos provided inspiration for narrative animal
stories.
- Students prepared a list of vivid verbs from their own knowledge
as well as from a thesaurus and wrote a cinquain.
- Students decided on what first glance images came to mind
when viewing their pattern shot and wrote a diamante on the pattern
image vs. the reality of the object.
- Students created original limericks based on their trick shots.
Harrill evaluated the booklets on the basis of understanding of
the photo types, attractiveness of the photos, adherence to the
assigned writing mode, use of vivid written images, and standard
English usage. Each student also evaluated his or her own learning.
Materials, Resources, and Expenses
Two members of the local newspaper staff made contributions: a
photojournalist described her photography and news reporting experiences,
and the darkroom photographer demonstrated how to develop and
print film at the newspaper's facilities.
A school-owned 35 mm camera was used for pictures taken at
school. Students supplied their own cameras and one roll of film
each for photos taken at home. Student film, as well as the KODAK
TRI-X and KODACOLOR 100 and 400 Film used in the school camera,
was commercially processed.
Outcomes and Adaptability
Using the students' own photographs as the basis for teaching
creative writing not only enriched a writing-poor curriculum but
also proved to be very motivating. Student answers to the title
question indicated real understanding of the relationship between
the written word and the visual image.
Harrill's students showed improved photography skills and a more
critical eye for photo composition by the end of the project.
Harrill concludes that her project is easily transferable to other
settings because the cost is minimal and the writing activities
can be adapted to the performance level and age of any student.