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Photo-Journalism

Camis Haskell
Dave Piersol, Lincoln Elementary School, Loveland, Colorado

Subject: Language Arts
Grade: 3-6 (Gifted and Talented)

"Students not only mastered photographic techniques but commented on an increased awareness of their surroundings."

Purpose and Description of Project

Classroom teacher Dave Piersol and gifted-and-talented resource teacher Camis Haskell used photography to enhance their students' communication skills and awareness of detail and logical sequencing.

During the project, the students learned camera use, darkroom techniques, and the elements of photographic composition. They then put their knowledge to work by producing individual photos showing such elements as depth and vantage point, group photo essays in black and white, and individual photo essays in color. Topics for the essays ranged from recess games to a sequence on father-daughter sharing of work and play.

The teachers report that the students not only mastered photographic techniques but also commented on an increased awareness of their surroundings.

Activities

After the students had been instructed in the use of 35 mm cameras, they viewed presentations by the school art teacher and a professional photographer on the elements of photographic composition. They then took their own photos illustrating these elements and evaluated the pictures in class. This was followed by a class discussion and slide show led by a newspaper photographer, who illustrated how pictures can tell a story.

The students divided into groups, wrote their photo essay proposals, and shot the required photos in black and white. After instruction in darkroom techniques, the youngsters processed their film and made prints. The resulting mounted essays were discussed by the entire class.

In their final activity, students shot individual photo essays in color, mounted the photos in their chosen sequence, and evaluated the products in class.

Materials, Resources, and Expenses

Human resources included the school art teacher, a free-lance photographer, a newspaper photographer, and the high school journalism teacher, who provided access to that school's darkroom. Both student and school cameras were used, along with both black-and-white and color film.

Outcomes and Adaptability

Haskell and Piersol report that the students learned to correctly operate their cameras, to recognize interesting and workable shots, to carry out darkroom procedures from development of negatives to finished prints, and to appreciate the communication value of photographs. In addition, the youngsters developed an awareness of the aesthetic qualities of their everyday surroundings, and the "students' level of interest and motivation were increased through the use of this hands-on learning process," say the teachers.

While this project involved gifted and talented students, the teachers say they "believe the instruction could be adapted to any ability level and would be a good motivator for reluctant learners." They also suggest that photo essays would be useful in any curricular area, including language arts, to stimulate composition, and science, to document natural or experimental changes.

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