![[Lesson Plans Banner]](/US/en/digital/edu/images/bannerLessonPlans.gif)
Slide into Achievement
Yvonne Smith Hansen
Moroni Elementary School, Moroni, Utah
Subject: Special Education
Grade: K-5
"I have appreciated the insights that...photography has given
me about the young people that I work with each day. It has helped
me to make better plans for their educational programs."
Purpose and Description of Project
Yvonne Hansen combined weekly photography lessons, demonstrations,
guest speakers, and a field trip with a "hands-on" learning
experience using
cameras
and photography. The result was three
student-prepared slide presentations: "Computers in the Classroom,"
"School Safety," and "Welcome to the Resource and
Chapter 1 Classroom." Hansen set very specific goals for
each individual-e.g., staying on task 100% of the time during
a 20-minute study period and computing in 20 minutes 16 photo-related
math problems with 90% accuracy.
Activities
Hansen used the lesson plans from the 4-H Photography Manual for
her weekly camera sessions. After students learned to handle and
care for the camera, they were shown how to take close-ups and
people pictures, and to use lighting. A 13-year-old 4-H member
showed the class how a camera works and how they could make a
pinhole camera- "it was encouraging to my students to see
a person close to their own age have fun and successful experiences
with photography." They also were shown how to make "trick"
pictures and how to prepare their photo albums with their favorite
photos, captions, and stories. Other highlights of the project
were a visit from a newspaper photographer, who discussed photography
in relation to her reporting work, demonstrated her 35 mm camera,
and used her own slides of a trip to Thailand to illustrate the
"fun" side of photography. There was a visit to a local
camera shop where the owner demonstrated the camera.
All this helped the students learn to evaluate the quality of
their slides as they sequenced them for the three shows. Hansen
gave them practice in written language skills, idea organization,
and oral speaking as they planned and narrated their own slide
productions.
Finally, students selected their favorite or best photo to enter
in the photo contest held during the last week of school. Each
was judged a winner and received community-donated prizes.
Materials, Resources, and Expenses
The contributions of the local newspaper photographer, 4-H member,
and camera store owner enriched the program. Hansen found her
principal and fellow teachers enthusiastic and cooperative as
they showed interest in the students' work and arranged their
schedules so the students could leave class for demonstrations.
Outcomes and Adaptability
In relation to learning goals, students learned how to operate
the camera and audiovisual equipment. They learned how to evaluate
the quality of a photo and what options photography offers as
a hobby as well as a career. Preparation and presentation of the
slide shows and photo albums called for their use of organizing,
writing, and speaking skills. Drills on
photography terms
increased students' vocabulary, which was reinforced with math problems.
Social skills improved throughout the project as students listened
to speakers, took pictures of friends, presented the slide shows
to fellow students, and participated in the photo contest. Says
Hansen, the "most welcome outcome was the social interaction
that occurred when a resource student was in possession of the
camera. After analyzing the situation, I realized that possession
of the pocket camera meant positive power." The special education
students became the center of attention as peers sought to be
the subject of the next photo. This attention did not end when
the film was gone. Hansen's students had acquired new friends
and new self-confidence as others realized their abilities.