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Photography for Academically Gifted
Helen Coats Jackie Leebrick, Jane Sronce
Merrick-Moore School, Durham, North Carolina
Subject: Science
Grade: 4 (Gifted)
"Students learned through experimentation that trial and
error and a little patience could produce the results they wanted....Students
actually learned to think differently."
Purpose and Description of Project
The teachers at Merrick-Moore found that photography met the needs
of their Enrichment Program which was designed to stimulate thinking
on several levels. Over a six-week period, 15 gifted fourth graders
were taught visual judgment in skill-oriented lessons that presented
photography as a science and as an art, and that challenged them
beyond the regular curriculum.
Activities
The following activities highlighted Merrick-Moore's project:
- Visual literacy. Students were introduced to compositional
design terms and were shown examples.
- Composition. The class was divided into three groups and each was
given a set of five magazine photos. They sequenced the photos
to create an original story line and connected the photos by elements
of composition. Each group chose a spokesperson to describe to
the class in compositional terms the visual and imaginary connections
among the pictures.
- Research. Each student was assigned
an inventor
or a
photographer
to research. This activity proved difficult because encyclopedias
were not sufficient.
- Photograms. Students were introduced to the process of making
photograms and were shown examples. Students brought objects to
make the photograms. First, they discussed what images might appear
as a result of the objects being transparent, translucent, or
opaque. With the ceiling lights off, they placed the objects on
the photographic paper, used the ceiling lights to expose the
paper, and then processed the paper through the developer, stop
bath, and fixer.
- Pinhole camera. The teachers made fivepinhole cameras out
of oatmeal boxes. Students worked in groups of three to take each
other's pictures, which were then developed by Leebrick.
- Picture
taking. Students were divided into three groups, one
each assigned to portrait photos, photojournalism, and art/abstract
photos. Students viewed examples of each and discussed their respective
forms.
Materials, Resources, and Expenses
Jackie Leebrick, the school district's Media Production Specialist, helped
students with darkroom procedures and the visual literacy activity.
Teachers handled the equipment at times to ensure the best possible
results, although, whenever possible, students gathered the materials
and used the equipment. The teachers also made five pinhole cameras,
three of which worked well. A 35 mm camera was also needed.
Outcomes and Adaptability
Students showed they could readily compare, interpret, and analyze
emotional and compositional design. They were able to explain
how light-sensitive materials and photochemicals created images.
Their research taught them that, although photography has changed
greatly in 150 years. primitive cameras can still create pleasing
images. Their picture-taking activities produced thorough understanding
of the types of photography and knowledge which they found valuable
when viewing the photography exhibit. According to the project
coordinators, "These students learned through experimentation
that trial and error and a little patience could produce the results
they wanted...It demonstrated the extent to which the students
were actually learning to think differently." The
project can be replicated, say the coordinators, if the size of
the group is not more than 15 and if darkroom facilities are available.