Professional Documents
Culture Documents
Established Goals
Students will:
-
Students will appreciate that photographs are a powerful medium to tell stories, and
they will tell historical stories of their own through photographs and written narratives.
Analyze historical
photographs
MEANING
Discover basic
information about
Albertas past, based
on evidence present in
photographs
Enduring Understandings:
Essential Questions:
Interpret information
about social context
and history based on
oral tradition and
narratives
Discover basic
elements of
photography that
create a compelling
image
Recognize multiple
perspectives on the
past and present.
Determine the
relationship between
history and identity
TRANSFER GOAL
That storytelling is an
important aspect of history,
and that stories can be told
both visually and in writing.
STAGE 2 Evidence
Evaluative Criteria
Assessment Evidence
Transfer Task:
Students will need to show their learning by: visiting an assisted
living residence, interviewing a resident to find out an important
story that they wish to have remembered, recording the story,
and taking a compelling photograph of the resident that can be
used to help communicate their story.
Unit Summary
This unit is designed for a fourth grade class. It integrates the social studies and art curriculums.
In social studies one of the grade four curricular objectives requires students to think critically about
stories and storytelling as a part of historical thinking, and I was struck by how closely this ties into the
Art objectives, which ask students to tell a story visually. At that age, students are extremely visually
expressive, and are often mesmerised by photographs. They are also a very willing audience for personal
stories. One of the biggest strengths of this unit is it allows students to listen to history, not from
traditional methods such as textbooks, but from individuals who actually have experienced different
pieces of it. At the end of the unit, no two stories will be the same. Instead, there will be a class set of
vibrant stories, told to students by a diverse group of people. Students will learn that history is fluid and
made up of thousands of individual stories, and that it can be told from many different perspectives.
This unit addresses the three educational domains in many ways. Firstly, it widens students
definition of art, and possibly even of photography, by allowing them to look at historical photographs as
works of art, and works of art for historical information. It allows students to get their hands on cameras
and computers, in order to create artwork of their own. Students create a written narrative that they share
with the class, and after sharing stories with one another they are critiqued through peer review and class
discussion. Students are then given the opportunity to reflect on their own learning. They also learn
formal aesthetics through learning the elements of photography that make an interesting, compelling, and
visually appealing photograph. Each lesson will possibly take several periods. This unit will take
approximately three weeks.
Rationale
This unit is appropriate for a grade four classroom because at that age, students love working
with, looking at, and interpreting images, especially new and interesting images that they have not seen
before. They are also very interested in learning personal information about people, and listening to
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stories. Although I do not know the social context in which this unit can be taught, it can be easily
adapted for by allowing students to take photographs on their cellphones if they have access, or by
supplying school cameras to those who do not. Having students interview residents of an assisted living
center means that students who might not have transportation to other areas of the community can come
on the field trip. Because students work in groups to complete this unit, it means that students with special
needs can have support from their peers and teachers. This unit is not gender specific in any way, and
images of both men and women will be evaluated. Images of First Nations are also included, and given
the same historical importance as other images. In this unit, students learn via direct whole class
instruction, instruction in small groups, one-on-one conversations with the teacher, and peer conferences.
They work with images, both individually and as a whole class. They both write and create images. This
unit allows students to be mobile, meet members of their community, and have hands on experience with
photographic equipment.
Lesson Summaries
Lesson 1
The purpose of this lesson is to introduce students to historical photographs, in the context of art
appreciation. Students will examine photographs that they might normally not consider to be art. If
possible this lesson will take place in the art room in order to create a creative atmosphere instead of a
studious one. They will choose a compelling photograph from Albertas history, and from the information
present in the image, they will begin to decipher the story within the photograph what is happening in
it? Who are the people, and what are they doing? What is the historical context of the photograph?
Students will then tell each other stories of Albertas history, based on the photographs they have
examined. Students will learn that their job in the unit will be to take on the roll of photographer, in order
to tell an important story. This lesson may stretch over several periods.
Lesson 2
In this lesson, students will learn some basic photography skills, and they will discover some of
the elements that make a compelling photograph. Students will examine a range of photographs and
analyze them to discover which ones tell compelling stories, and which do not. They will learn that taking
a visually interesting photograph, that communicates clearly, is an important first step for drawing the
audience into the story behind the photo. They will take some of this knowledge and practice taking
photographs by going on a photo scavenger hunt around the school. This will help them see their
everyday landscape with a more critical eye, and help them get used to telling a story through the lens of a
camera. They will then have an opportunity to edit and review their work digitally, with the teacher
helping them analyze and evaluate their own work, in order to make their photography skills stronger.
Lesson 3
As a class, students will brainstorm members of the community that they might photograph and
interview. This list could include school staff, local government officials, business owners, and cultural or
religious representatives, public service people such as firefighters or policemen, or members of their own
family. They will learn that history isnt just written by the important people; everyday stories told by
everyday people. Students will be put into groups of 3 in order to complete the performance task. This
project is meant to help get students out into the community and meet a diverse range of people. Students
will learn that they will be going on a field trip to an assisted living center such as Wentworth Manor in
Calgary. They will brainstorm a list of questions to ask the residents there, in order to gather stories from
them.
Lesson 4
In between lesson 3 and lesson 4 students will have gone into the community, and interviewed
and photographed a community member. In this lesson they will digitally review their work, and select
and edit the series of photographs that they believe are the most artistically compelling, and that best help
tell their intended story. Students will also write their narrative. Groups of 3 will be divided into photo
editor, writer, and editor. This lesson may stretch over several periods. By the end of the lesson, students
will have a series of photographs and a narrative to share with the class. As a whole class, they will have a
diverse set of histories that tell important stories about their communities, which will be accessible to
future generations. This is an important way of remembering the community.
Social Studies Objectives
4.2 Students will demonstrate an understanding and appreciation of the role of stories, history and
culture in strengthening communities and contributing to identity and a sense of belonging.
4.2.1 Appreciate how an understanding of Albertas history, peoples and stories
contributes to their own sense of belonging and identity.
o 4.2.1.1 Recognize how stories of people and events provide multiple perspectives
on past and present events.
o 4.2.1.2 Recognize oral traditions, narratives, and stories as valid sources of
knowledge about the land, culture and history.
o Demonstrate respect for places and objects of historical significance
4.S.2.1 Students will use photographs and interviews to make meaning of historical information.
4.S.5.4 Students will work collaboratively with others to complete a group task
4.S.8.3 Students will listen to others to understand their perspectives
Art Objectives
Expression Grades 3&4
Component 10 Purpose 1: Students will record or document activities, people and discoveries
A. Everyday activities can be documented visually
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B. Special events such as field trips, visits and festive occasions can be recorded visually
C. Family groups and people relationships can be recorded visually
Purpose 2: Students will illustrate or tell a story.
A. A narrative can be retold or interpreted visually.
B. An original story can be created visually
C. Material from any subject discipline can be illustrated visually
Purpose 4: Students will express a feeling or a message.
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolically.
Composition: Emphasis
A. The centre of interest can be made prominent by contrasting its size, shape, color, or texture
form the other parts of the composition.
B. Format can be adjusted and composition tightened by editing or cropping the unnecessary
areas from the edges of a work, after it is completed
C. Details, accents, and outlines will enhance the dominant area or thing.
Lesson 1
Objectives:
Students will:
Materials:
Images from Alberta: Celebrations and Challenges Images Collection and Alberta
Images Collection, from www.learnalberta.ab.ca;
http://folklore.library.ualberta.ca/srchGenre.cfm?Genre_ID=1&Genre=Other;
http://ww2.glenbow.org/search/archivesPhotosSearch.aspx;
http://www.canadianheritage.org/index2.htm printed and ready to distribute.
Student journals.
Cameras
Lesson 2
Objectives:
Students will:
Materials:
Cameras/cellphones with cameras enough for students to share in partners or groups of 3
Scavenger hunt instructions
Examples of photographs from the Celebrating Alberta Images Collection
Computers
Scavenger hunt questions
Introduction:
Review of the quote a picture says a thousand words.
Ask students for suggestions: What do you think is a good photograph? What makes a bad
photograph?
Review some images on the Smartboard from the Images Collections
Ask students specific questions about the Images:
o Describe
What is happening in the photograph?
When was the photograph taken?
What major events in history occurred at the same time?
List the objects in the photograph. What do you first notice when you look at it?
Describe the shapes and colors in the photograph
What is the overall mood of the photograph? Why?
o Analyze
How did the photographer use light in the photograph?
How has the overall mood of the work been achieved?
How did the artist set up the photograph? Why did they set it up the way they
did?
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Body
-
Interpret:
What was the artist trying to say in this photograph? What do you think it means?
What does it mean to you?
How could this relate to your life?
What feelings do you have when you look at this photograph? What symbols do
you see?
Judgement
Why is this photograph important? Is it?
How could this photograph be better?
After you have gone through all the images as a class, ask students to vote on
their favourite one based on artistic elements, NOT subject matter. What do
they like about it, visually, and why? Which image told the best story?
Review what you consider to be the most important points of http://digital-photographyschool.com/13-lessons-to-teach-your-child-about-digital-photography and
http://kids.nationalgeographic.com/kids/activities/moreactivities/photography101/ with your
class. (This will depend on the skill level and enthusiasm of your students). Remind them that
they are taking on the roll of professional photographers.
Give them cameras and let them practice!
Split students into groups of 2 or 3 based on class size. Give them a scavenger hunt of things
around the school to photograph (this will vary depending on your school).
When they are done, have them edit and crop their images digitally.
Closure
- Review their work on an individual basis so that they can start to build an understanding of what
is a good photograph and what is not.
- Ticket out the door:
o What is an important element or skill in photography?
Lesson 3
Objectives
- Students will determine important members of their community who have experienced history
- Students will create an appropriate list of questions to use during an interview
Materials
- Paper
- Pencils
- Alberta Canada Images collection
Introduction
- View images from the collection. Ask students to quickly brainstorm: Who are the people in these
images? Why are they important?
Body
- Remind students that they are taking on the role of reporter/photographer/historian.
- Tell them they will be interviewing a member of their community in order to hear and record an
important story
- As a class, brainstorm a list of important people in the community
o Doctors
o Nurses
o Business owners
o Government officials eg. Aldermen, mayor
o Teachers
o Principals
o Firefighters
o Policemen
o Parents, grandparents, other family members
- Tell students they will be interviewing a resident at an assisted living center
- As a class, brainstorm a list of relevant questions for students to ask during the interviews
- Divide them into groups of 3. Divide the groups into interviewer, photographer, and recorder
Closure
- Come together as a class. Ask the students to come to a consensus: which are the top three most
important questions, which you must make sure you ask during your interview?
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Field Trip*
Lesson 4
Objectives
Students will work together to write a nonfiction narrative of an important story, based on
information gathered in an interview
Students will work together to edit a series of images, so that they tell a story
Students will tell their stories to one another
Materials
Cameras
Computer
paper
Introduction
Class discussion: What was the most interesting part of doing your interview? What was
something you learned?
Body
Have students get together in groups in the computer lab
Together, they will crop and edit their images so that in the end they have a series of images that
tell a compelling story
Together, they will write their narrative, based on the interview
As a group, they will edit it
When they are done their good copies, they will get together with another group
They will present their stories to each other, using both the images and the written narrative to
assist the storytelling. When they are done, their audience will ask guided questions to find out
more and to provide critique.
Closure
Students who would like to will have the opportunity to share their images and stories with the
whole class
Finished copies photographs and narratives will be bound together into a class book. A copy
will be given to the assisted living center.
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