http://www.edutopia.org/blog/literacy-through-photography-for-ells-tabitha-dellangelo
What?
This resource is a blog post about why a teacher might want to incorporate photography into a lesson plan. It is linked at the URL above. It is a text-driven resource and has no additional media elements (videos, sound clips, etc) aside from an accompanying photo that is simply for headline purposes.
So What?
I chose this resource primarily because of my interest in photography. Incorporating elements of both art and science, I have always thought that photography can be a useful tool for starting conversation and developing ideas. The potential merits of photography as a resource are given in the article and include: it is a way of providing differentiated learning, it incorporates media for student analysis beyond typical print, and is a culturally responsive and inclusive teaching method.
The blog gives examples of how photography can be used in understanding media
-As a way of providing focus to their work and ideas
-To analyze materials such as portraits, in order to discuss how image might affect perception
-For critical analysis of geography, such as a place or time, and therefore context the image was produced in
-As a discussion of perspective
-To tell a story
-As a way of providing focus to their work and ideas
-To analyze materials such as portraits, in order to discuss how image might affect perception
-For critical analysis of geography, such as a place or time, and therefore context the image was produced in
-As a discussion of perspective
-To tell a story
Incorporation of photography would allow students to meet curriculum expectations as it would allow them to produce and critique a new media resource and allow for a new understanding of how media can reflect meaning.
What now?
Photography might be used as a resource in a teaching practicum by having students find and discuss images in magazines and their meaning. Alternatively, images could be provided by the teacher without context and students could be asked to explore possible ideas and perspectives for each photo. Students could also develop a series of photographs to illustrate a story or specific theme, as imagery can often be more powerful a means of expression for certain topics (social, cultural, etc).
A caution to teachers would be that photos should not be taken of students for privacy reasons, and therefore students must be monitored closely if they are to be allowed to take photos for the purpose of storytelling and discussion.
