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From Reading to Riches, An Exercise in Authorship and Photography

Ann Guiffre
Conlee Elementary School, Las Cruces, New Mexico

Subject: Language Arts
Grade: 1-6 (Chapter I Reading Lab)

"I favor photographs rather than drawings in this type of project because so many children neither enjoy nor feel successful with their own illustrations. Using photographs stimulates their creativity and makes them feel good about themselves. "

Purpose and Description of Project

Ann Guiffre's 24 Chapter I students wrote stories, took photographs to complement their creations, bound the stories and photos into books and -- contrary to the experience of most would-be authors -- actually had their work accepted as part of the permanent collection of both the school and the local public library.

In addition to considerable pride of the accomplishment, says Guiffre, the children gained in the areas of listening, following directions, sight word development, vocabulary, sentencing and paragraphing, organization in thought and writing, and creative expression. The students also learned about photography and exhibited great enthusiasm for dressing up, setting scenes, and enacting their characters before the camera. Some even tried fancy shots with overlapping images and colors for eerie effects.

Activities

Guiffre and her aide began by reading aloud to the students in the reading lab for several days prior to the beginning of the project to help them get ideas for various types of books they might want to try-such as number and alphabet books, fairy tales and fantasy, adventure stories, mysteries, and books about boys' and girls' special problems. While the younger students often followed specific patterns, the older ones tended toward mysteries and subjects involving personal friends and problems. The latter also went into considerable depth and outlined their work chapter by chapter.

The students read and re-read rough drafts to make improvements and to increase reading capability. When completed, the stories were typed, copied in triplicate, and bound with contact paper and cardboard sewed together from the center. Many of the younger children also added their own illustrations.

In the photography section of the project, the children studied books on photography, compared different types of pictures, and learned how to handle the camera. Each student could include two photos in each of the three copies made of his or her book-a portrait shot of the author and a context shot involving models, special locations, props, and costumes.

Once the photos were added to the books, copies were presented to the school and local libraries in special ceremonies, and the students got the third copy to take home.

Materials, Resources and Expenses

In addition to the school and local librarians, other human resources included employees of a local photo lab who helped with camera selection, gave technical advice on film, proofs, and final prints, and supplied sample photos for study, and officers of the local bank who contributed additional funding for the project

The students used an Olympus 35 mm camera, color and black-and-white film, film processing to make three prints of each photo. Other equipment and materials included a typewriter, a copying machine, contact paper, and cardboard.

Outcomes and Adaptability

Guiffre reports that "this project made the students feel successful, extended their knowledge in reading, writing, and photography," and made their reading comprehension more cohesive. The students also explored their school environment while taking their photos, and the overall school population became aware of the project and reacted to our children with enthusiasm and warmth."

The teacher believes that similar projects could be successfully undertaken by teachers in all grades for students of any ability level-from remedial to gifted-in such subjects as reading, literature, writing, and drama.

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