Worth More Than a Thousand Words

"Why do we take photographs?" That's the question I pose to my seventh graders at the beginning of the semester-long technology course I teach. After some discussion we arrive at the answer: "To express ourselves." Of course, that's also the reason we write. Photography and writing may seem like two disparate activities that don't mix well in the classroom, but I've found that in combination, they create a powerful synergy. After our discussion, the students begin to see a natural connection between the two activities too.

Many of my students are not native English speakers. I've found that through photography they can express themselves more easily and more comfortably than in a writing assignment alone. With a photograph, they can convey an idea without words getting in the way, and when writing about a photograph that they have taken, they have an anchor with which to express their thoughts and ideas.

The trick with photography, as with all technology in the classroom, is to keep it as simple as possible so that the students don't get bogged down in the technological details on the way to your objective. I do this by using simple digital cameras and simple software. If you have Adobe Photoshop or Photoshop Elements on your computers, leave them alone. Instead, download Google's Picasa if you're using Windows or use Apple's iPhoto if you're on a Mac. These two programs have more than enough power to allow students to edit their photos quickly and accurately. My school has a set of three-megapixel cameras (enough for each student to use one). These have sufficient resolution for what we're doing and just enough options and controls so that the students don't waste time fumbling around with superfluous controls. If you have fewer cameras, the students can work in teams of two or three.

There's no one right way of using text and photography in the classroom so feel free to improvise on these ideas. The key is having projects that combine the expressive nature of photography with that of writing. Wendy Ewald's excellent book, I Wanna Take Me a Picture, Teaching Photography and Writing to Children, is a great resource. Here are three projects with which I've had success in the seventh grade.

1. The Best Part of Me. Have the students decide on one part of themselves that they think is their "best part." They photograph it and write some text (a poem or several paragraphs) that goes with the photograph. The text should be more than just "I like my eyes because...." It should complement the photograph and go beyond a mere description of it.
2. Emotions. Students choose one emotion and then make a photograph expressing that emotion. They also write a poem or several paragraphs that refers to or describes the emotion.
3. Dreams. Students represent, in one photograph, a dream they've had. They write some accompanying text that supports the photograph.
   

In each case, students place the text on the same page as the photograph itself. They write it by hand, print it on a separate piece of paper and glue it on, or print the text from a word processing document. This last option can be a bit trickier because it usually requires printing twice--once with the photo and then again with the text. Lining up the text and photo takes a few trials. Usually we make the photographs 5x7 inches, so there is plenty of room for text on an 8.5x11 inch page. You'll also get good quality prints at this size even if you're using lower-resolution cameras.

The specific details of each project aren't important nor is the grade level of the students. I've done some of these projects with third graders using one-megapixel floppy disk cameras and a laser printer in a ninety minute session. I've been equally successful with high school students using better cameras, a high-quality ink-jet printer, and several hours of class time. Although quality is important, the main focus (no pun intended) should be what my seventh graders identified at the outset as the most important aspect of photography--self-expression.

The natural inclination of students is to grab the cameras and go. Instead, I require them to do some initial investigation. For example, on the emotions project we discuss the definition of "emotion"--what is and what isn't an emotion. We create a list of emotions. Then they research the dictionary definition and create their own definition of the word and choose the emotion that they are going to photograph. I have them write all of this in a blog. We then discuss the design of the photograph. What are the technical issues? Who will be the subject of their photograph? We consider lighting, composition, other aspects of photography as well. I make them previsualize their image by making a rough sketch. They write about this in their blog too.

Now it's time to begin photographing. If the students really have put some thought into the previsualization of their photos, they generally come back with some good results within 30-45 minutes. They download the photos and begin editing on the computer. They also write about the creation of their photos in their blogs. Part of the create step is writing the text that will appear on the photo itself. I have them write drafts and show them to each other and to me for comment and correction. They also make test prints of their two or three best photos. We discuss these, and they choose one "finalist."

After they have completed the editing of the photograph and their text, we make the final prints, and place the text either by writing, cutting and pasting, or printing directly on the photographs. Then I have the students sign their work. The final step is a self-evaluation of the entire project. How did it go at each of the steps? What could have gone better? What would they do differently next time? They describe this in their blog as well.

Those teachers familiar with the International Baccalaureate's Middle Years Program will recognize this as the design cycle that is at the core of the technology subject area. However, you need not limit it to a technology course. The idea of a project methodology fits well in any discipline. I find it helps the students by providing them with a structure that keeps everyone focused and on track. The writing assignments, whether in the blog or for the photograph itself, are short enough that they don't overwhelm even ESL students.

Our last activity of the project is to sit around a table and briefly discuss the students' photographs. I usually start by asking each of them to discuss his own work. We then move around the table and keep the comments constructive; everyone learns a lot from this activity. It also reinforces the concept that each student can improve by helping and learning from the others. This last "exhibit" provides a good closure on the project.

There are many variations on the theme I've presented here. Try one, experiment with it, and adapt it in a manner that works for you and your students. Their ability to express themselves will surprise you and them.

Next: Trust, But Verify