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Photography for Language Use and Awareness
David Wiener
Elizabeth High School, Dwyer House, Elizabeth, New Jersey
Subject: Special Education/English
Grade: 10- 12
"The camera put special education students in a positive,
prideful spotlight - a rare occurrence for them. Whereas
before they had been embarrassed to be in the special ed. room,
they now brought friends into some of our activities."
Purpose and Description of Project
David Wiener and his 16 special education students created slide/tape
shows about people and activities the youngsters were familiar
with and interested in. In the process, the students gained self-confidence
and pride in their accomplishments; increased their communications
skills; came to better understand connections between visual,
written, and spoken components of language; and developed more
positive attitudes toward academic assignments as a result of
their successes.
The students made storyboards and took photographs for slides
to illustrate stories or "how to" demonstrations and
wrote and recorded scripts to accompany their slides. Working
individually and in groups, they completed slide/tape programs
on such topics as "How To Breakdance," "Bubble
Gum Blowing and Tricks," "Playing the Guitar,"
"The Strange Elevator," and "The Greedy Man."
Wiener says that while not all students participated in all activities-and
four only watched-excitement and involvement were expressed at
one time or another by all students, including those not participating
directly. The photographic process, with its picture results,
keeps motivation strong and satisfaction high."
Activities
Activities occurred in four main sequences, with students working
individually or in groups and according to individual ability
level. Wiener explained the use of the
35 mm camera,
after which students practiced operating it and then planned and took three
or four pictures to demonstrate their understanding. The students
wrote sentences about each activity shown in their photos and
taped the written material to produce an audiovisual product.
Students wrote about the steps involved in some activity of interest
to them (dance steps, how to throw a ball, etc.), took four to
six photos illustrating the text, and then taped the narration.
Students took slides of people in the school and then, through
class discussion, made up a story about the people photographed.
Students wrote stories, then took slides to illustrate them, recorded
the stories, and coordinated the audiotape with the slides. The
stories were read aloud to the class and made available to other
classes.
Materials, Resources, and Expenses
School personnel provided assistance with photocopying and equipment
needed, as well as with makeup for student "actors."
Materials and equipment included 35 mm camera and flash,
slide film,
processor, slide projector, cassette
recorder and tapes, and storyboard forms.
Outcomes and Adaptability
By writing about, photographing, and reading about the same topics,
according to Wiener, the students came to better understand the
relationships among various types of communication. Also, long
after the project was completed, being reminded of their success
helped encourage the students to proceed with regular academic
assignments. The youngsters got the satisfaction of creative expression
and were proud enough of their work to involve their friends,
says the teacher, who also notes that they learned to work together
and were proud of being able to help one another. The pictures
were enough of a motivator that the students developed the patience
to wait for the processing of regular slides after the instant
slide film ran out-in other words, the pictures were worth waiting
for.
Wiener believes that although his project was designed for high
school special education students, "it is applicable to virtually
anyv subject area or grade. For example, historical events could
be enacted and photographed with accompanying text, as could art
projects and science experiments."