The Project Goes On!!

One topic that came up several times when we first began was careers in photography.  I now have a speaker to come to the class in December.   Students will be "School Photographers" for school events through out the year. Also, two students will be photographers for the school paper.    


Also, I want to share with you about the webquest I create for this class.  Pictures are Worth A Thousand Words.  The link was posted on the side with the other links, but I have not discussed it in the blog. I created this webquest so students would have access to all of the information for the project.

This has been a WONDERFUL project!!!!

It has been an interesting week. The students reflected on what they have learned. The one comment, I heard over and over was, “I love it when you let us take pictures by ourselves. That way we could choose what interested us.” I am surprised by how much of a difference it made to them. Allowing student to have the freedom to choose the subject that interested them, to provide autonomy, enabled them to have self-direction and to develop their creativity. I am still awe at the quality of pictures they took. I believe this is the results of allowing them the freedom to take pictures on their own. At first, I was a little apprehensive, because I kept wondering “What if they drop it? If it is broken, how are we going to replace it?” As it turned out, there was no need to worry.

One of the sixth grade teachers came to me today and said, “_________ is usually very shy, but she has come alive with a camera in her hand. I can’t believe the change I see in her.” I too have noticed she is more talkative in a group.

We also, posted the pictures on the large TV in the hall. Below are some pictures of some parents watching the slide show and discussing it.

Reflections

As I reflect on this practicum, the first thought that comes to mind is this is so different from most of the classes/lessons I have taught. There are several reasons for this. There is no pressure from the No Child Left Behind Act. It has been so much fun, not only for the students but for myself as well. I am so glad we went with photography instead of creating a holiday book. Students have learned so much about photography and civil rights. I am very pleased with the progress my students have made. I am a little sad the project will officially end soon. However, I plan to allow students to be “School Photographers”and the newspaper photographers at various times/events throughout the school year.  As I began evaluating my project according to the objectives aligned with each of the NCATE Standards, I discovered how they are interwoven throughout the project. Assessment: Teacher observation and reflection (Standard 10) 

The first standard deals with anchoring content in meaningful learning experiences. Students have amazed me at the photography skills they have developed. The use of lines, contrast, angles, and lighting has resulted in outstanding photography that could be called art. Examples of this are the Spiderman, "Ghosts in the Trees," the “Grasshopper and the Ant” and several pictures of the moss. These exceeded my expectations because I thought, “These are children and they will take pictures of their friends and play around without guidance.” However, I gave the  students the  autonomy to choose the subject of their pictures, and I was delighted with how they took responsibility for their learning. Assessment: Teacher observation  (Standards 1, 4, 6 & 10)

Developing social skills is as important as any of the academic skills. My objective was “Provide students the opportunity to interact positively and develop collaboration skills.” With only two digital cameras, students had to share. Not once did I hear students complaining. Throughout the entire project, students worked together, collaborated and assisted each other. I saw fourth graders helping sixth graders as observed in the pictures of November 6th posting. Sixth graders were helping the younger students. There was no grade distinction, because we were a class. A student, the behavior interventionist asked,  “Please accept this student in the Photograph Club because he needs a second chance.” After being accepted, he has just blossomed. I have not had to speak to him once about his behavior throughout the entire project. He has taken some of the most amazing pictures. I spoke to his mother after the field trip, and learned he has requested a camera for Christmas. It does not get better than this. (Standards 2 & 3)

As students were reviewing the primary source photographs, they discovered a few pictures of white people who participated in the civil rights movement in Montgomery. Their first response was, “This can't be right.” To which I replied, “Let's research some of the names and see what we can find.” The first name they researched was Virginia Durr. They discovered she was a good friend of Rosa Parks and had bailed her out of jail. The students learned that discovering something for yourself is very powerful.  (Standards 3, 6, 7 & 9)

As the project began, I assessed students' prior knowledge about digital photography and used it as a foundation on which to build. The students varied widely in their levels of understanding. The students who were more familiar with digital photography were paired with students less knowledgeable. Through collaboration both benefitted, because one had the technical skills and one had the artistic skill.  Throughout this project my role has been to be a facilitator instead of an instructor. This year's funds are very limited and replacing the camera would be hard. I allowed students to go on their “photography shoots” without me watching over them and the camera. By showing confidence in their ability to handle the cameras responsibly, students demonstrated these characteristics. In addition, students were given the autonomy to choose the subject of their pictures. They chose the subjects that interested them. Some students choose only nature pictures and some choose their friends as subjects. A few took a variety of pictures. Each student’s pictures reflected their personal interests. These were evaluated through teacher observation. (Standards 2, 3, 4, 5, 7 & 9)

The learners in the Photography Club were given many opportunities to use a variety of instructional strategies. Students chose the name “The Photography Club” for our project by voting. In the discussion of name, they pointed it out “We need to call it a club because there is more than one grade.” They viewed various types of photography and created their own definitions. Students practiced their photograph skills by taking pictures at school and on a field trip. Students developed the skills of zooming in close, downloading pictures from the camera, charging the battery and viewing pictures on the computer. Students are conducted research and evaluated original photography, in search of new information about the civil rights movement. They are in the process of choosing their best photographs to showcase on the large screen TV and we still need to complete their research/evaluation of original photographs and Civil Rights posters. (Standards 6, 7 & 9) 
     

At the beginning of this project, teachers and the principal had some real concerns about taking time away from academics because of  the focus on making AYP and meeting the No Child Left Behind Act guidelines. Finally, it was decided I could meet with a group of students before school and occasionally they could miss PE and part of the project would need to reflect  the Alabama Course of Study. After observing the group and students' enthusiasm, our principal has commented twice about starting interest groups in January. This was the greatest compliment anyone could have given. 

Assessment is ongoing and not a one time event. Teacher observation is the primary form of assessment used throughout the entire project.   

Rosa Pars Museum and Civil Rights Memorial

This was an awesome week.  First on Monday and Tuesday we explored "Original Source" photographs from the 1950's and 1960's through the Alabama Archives. By examining primary source photography, students were traveling back in time and viewing the time through the eyes of those who saw it firsthand. They learned that discovering something for your self is very powerful. The students collaborated and worked together on their finial part of the project.

Also,  we went on a field trip to the Rosa Parks Museum and the Civil Rights Memorial. Students used their photography skill to take pictures of the Rosa Parks Museum and the Civil Rights Memorial.   On the way back, a student  said, "This is the best field trip ever!" I believe this was a result of exploring the Civil Rights Movement through the "Time Machine Bus" as well as viewing the many artifacts. Therefore, through experiencing these historial facts first hand, this field trip expanded their understanding of the Civil Rights Movement. 

Here are some pictures of students researching original source photographs.

Students helping collaborating and helping each other.

At Rosa Parks Museum                                                                          

Week of October 26th

The weekend was very hectic - to say the least.  So I am catching up tonight. As most of you stated, this past week was Red Ribbon Week.  Photography Club students were the school photographers. They had a “Press Pass.” Each day we dressed differently. One day was Jean Day and because we were “Jeaniuses to say no to Drugs.” Mismatched Socks Day because “We are going to sock-it-to drugs.”  As school photographer, their assignment was to capture examples of the theme of the day as well as take pictures of events. Before going out, they were reminded to be respectful of classes and to ask permission from the teacher to take pictures. The sheriff’s Department came to speak to our students.  Students from the Photograph Club were the “School Photographer” and were given a “Press Pass.” One student is very shy. His shyness evaporated when he put on the “Press Pass” and had a camera to take pictures at the assembly. It was as if he had gone through metamorphose.  

Our principal has observed the students’ enthusiasm during the “Photography Club,” and said, “we should do Interest groups in January so all students can participate.”  This is a solution to a problem that has arisen. Every day, five to ten students ask if they can join the “Photograph Club.” I had one parent come and ask, “How can my child be a part of your group?”

The second part of this project is for students to investigate original sources. The  number of original documents contained in the Alabama Archives amazes me. As students explored original newspapers from the 1950's and 1960's, they discovered several people were arrested for refusing to give up their seat on buses in Montgomery. One of the things that excited the students the most was to research the arrest records connected to the Civil Rights Movement during the 1960's. There are two volumes which contain pictures or “mug shots” and arrest record of people connected with the Civil Rights Movement. They searched the lists of names looking for a relative who had taken a stand for Civil Rights. I have never seen students so excited about doing research.

These are pictures of the Drug Free Assemble

 

The Smoke House from the Fire Department visited the kindergarten students and told them about the importance  having an escape plan.

Wow, what a week! There is so much to share! Tonight, I will share some pictures and will share more later.  As before, I allow students to choose their subject. However, this week I suggested they consider different angles when taking pictures. We had lots of pictures of classmates and teachers. When one student returned with the camera, he said, "I have some Halloween pictures."  When he downloaded the pictures, all I could  say was WOW!  There is a tree full of spanish moss next to the parking lot. He took a picture of the moss from underneath the tree, looking up.  We converted it to black and white for more effect. This is his "Ghosts in the trees"

Here is another picture of the tree with the Spanish Moss. This was taken by different student.

I do not know the name of this "ball" that is a "fruit" from a tree. 

These are some "Hall Animals"

A picture is worth a thousand words.

It has been a wonderful week.  This week was very “hands on.” because the students were given a camera to take pictures.  I wanted to go with them to safeguard the camera, because with all the funding cuts, we would be unable to replace the camera. However, after reading the article suggested  by Joan Godfrey entitled, “Picture This-Using Photography as a Learning Tool in Early Childhood Classrooms", I decide to trust the students and let them be creative. I gave the students the camera and let them take pictures on their own.  Several of the students tool pictures of the friends, classmates and teachers. However, I was pleasantly surprised at the pictures some students choose to take.  These are the one I will share tonight. A 4th grade boy chose to take pictures of plants. First, he took some outside. Then he come in and took pictures of plants in different classrooms. He came back excited to have taken a picture of a butterfly. These are WW pictures. 

This is his picture of the butterfly. It is in the center of the picture. 

Here are some of the candid shot by various students.  Also,tonight was our fall festival and a students wanted to be the school photographer for the event.  She was given a camera.  I was impressed by her pictures. 

These pictures of the "Hall Animals"

Next is the Fall Festival

She took six pictures of "SpiderMan," but this one was of an interesting angle.

I am checking with homeroom teachers concerning the students'  "Media Release Form" before posting pictures of any students. Look for those candid shots next week.

Photography

It has been a good week! The class is progressing nicely. This week we learn, how to handle a camera and how to take pictures. Everyone is looking forward to next week when we practice using a camera and begin taking pictures around the school. Once again, the topic of careers in photography came up, before class a student asked, “Are storm chasers photographers?” This seems to be a real interest for the students. Therefore, I am looking into finding a professional photographer who would be willing to come and talk to the students about their career.

Our principal came in to bring me some POs during one of our meeting/class. Later in the day, she commented on how much the students were enjoying the classes and about how we used to provide “Interest Clubs” for students and that it seem to provided a balance for students.

Team Work

We had yet another hurdle to overcome. How am I going to assure equal access to fifteen students with only one camera? I am checking with parents, friends and other teachers for a second camera. One teacher has loaned the Photography Club a digital camera to use. It is awesome to have a working relationship with colleagues who could see my vision of providing these students with an opportunity they would not have otherwise. 

We had a Wonderful week!

Wow, what a week! We started with yet what seemed like another hurdle to overcome, but which turned out to be a blessing. It was decided I could not take academic time away from the classroom teacher, and would need to select a group of students from fourth, fifth and sixth grade to meet before school or after school. It was tempting to choose the brightest and the best. However, since we are a Title I school, the one that were selected were those with the least opportunity. The behavior interventionist requested I include “a couple of students who needed a second change.” We met before school two morning this week. We had such a wonderful week. The students are so excited to have been chosen to participate and to have the opportunity to learn about photography. Also, they were very excited about the field trip, we have planned.  The first day, several students came in early and were talking, before class began. A boy said, “It'll be fun to learn about pictures, but you know you can't make any money taking pictures.” This led to a discuss about careers in field of photography. I had not plan on going in that direction, yet I went with the teachable moment.

With the first class, students ask, "When do we get to take pictures?" I explained, "“The first few classes may not be exciting, but we need to lay the foundation for good photography so you can take outstanding pictures. In basketball, you have to learn the rules before you even get on the court.”

This week we discussed what we would be learning in the class, the picture they would be taking on the field trip and project to be complete. In addition, we discussed the different types of photography: landscapes, portrait, action, candid pictures, architectural photographs, macro-photography, nature pictures, and black and white pictures. I show several examples of each type and asked “What do you see?” Then, “What do you not see?” Students came up with their own definitions for each type of photograph.

After the first lesson, as everyone was leaving, a student ask a science question about one of the example of micro-photography pictures. Because I knew he rode the late bus, I asked him to return after school. I did a google search and found a short video that answered his question. After viewing it he said, "Cool!" Not only did he learn about the micro-photography, he learned about the metamorphoses of butterflies. Wow, talk about a teachable moment!

Project Changes

My topic has evolved from simply photograph  to “Discovering the Civil Rights Movement Through Photography.”  Montgomery has a rich civil rights history.  Our first class will meet on Thursday. The students will learn about photography and how to take pictures.  We will practice taking pictures at school and will visit civil rights sites in Montgomery and take pictures.  Students' photographys will be showcased to school. 

Picture It

I am excited about doing the “Picture It” project.  It will be a lot more fun than writing a book – for the students as well as myself.  I am gaining knowledge as I research this topic. Since I do not have my own students, I must borrow some.  Still trying to work out the logistics to minimize lost of academic time. 

Schedule for Picture It Project

September 21, 2009: Introduce unit and discuss African American photographers

September 28, 2009: Discuss different types of photography

October 5, 2009: Lighting and lines

October 12, 2009: How to handle camera and How to take pictures, begin taking pictures

October 19, 2009:  Discuss students "best picture"  "Flex Time" to work with group(s) of students, as time permits

October 26, 2009: Discuss students "best picture"  Use "Flex Time" to work with group(s) of students, as time permits

November 2, 2009: Discuss students "best picture" Use "Flex Time" to work with group(s) of students, as time permits

November 9, 2009: Construct Photography Exhibit

Project Idea

In the primary grades, reading is really pushed. There is very little time allocated  for social studies, science or writing. I wanted to utilize technology for my project and was thinking about a PowerPoint presentation on a social studies or science topic. I met with Mrs. Fluker's second grade class to discuss the project. I explained I was taking a college course and I chose their class to participate with me in a project. At the beginning, I explained this was going to be their project and they would chose a topic that interested them. We discussed all the technology tools we could use: computers, printers, projectors, cameras and software. I talked a lot about doing a report using PowerPoint. The idea of working with pictures really sparked their interest and everyone wanted to take pictures and have their picture in the PowerPoint. The questions was really flying. The first idea we discuss for a topic was “All About Me.” However, most thought that would be a little boring. Of course, you would know, this was my idea. Now, as I reflect on that, I realize they probably did this the first week of school and last year as well because it is a typical beginning of the year activity.  We discussed other science and social studies ideas for the PowerPoint: community helpers, plants, dinosaurs, space, and several others. I could not get them to buy into any of the typical science or social studies topics. Then boys wanted to report about something more exciting, football. Of course the girls was not fond of that idea. I explained again it would be their project and we needed a topic everyone liked. Once again I tried to pull them back to the typical science and social studies ideas. Then someone suggested the topic of Halloween, which went well with most of the children. However, a couple of students reported they did not participate in Halloween.  We discuss how we needed to choose a topic in which everyone could participate. There was a long pause. Then someone said, “Surely, everyone like Christmas. What about Christmas?”  Everyone was excited about this topic. I asked the students “How many of you celebrate Christmas.” All responded they did. We discuss what they knew about Christmas. We talked about how each child would create a slide and they could place their picture it. We also talked about different holidays celebrated during the month of December. We talked about presenting the PowerPoint. Then, the students wanted a printed copy of their slide with their pictures. Then, they wanted copies of their friends slides. Finally, someone asked, “Why can't we put all the pages together, like a book?” “Yea, a book with everybody's picture.” Mrs. Fluker had been talking about authors and how books were written earlier. I went with the flow of writing a book instead of doing a PowerPoint, although this will mean a lot more work in printing and assembling them. Of course, the students can help with assembling the books. Once this proposed project idea is accepted, I will send a letter home explaining the project and request permission to participate in writing a “December Holiday Book” and “What December holiday does your family celebrate?”   

I thought this class discussion would last about twenty minutes. However, it turned out to be over forth-five. It probably took so long because both the students and I were new at letting the students have a voice in their learning. I now have a better understand about having a topic the students are really interested in working on. By allowing students to choose their own topic instead of the teacher's topic, they are more interested in it and more willing to work on such a project. It will be more fun to write, research and report on what interest you. The same is true with us.  It was hard to let them take the lead.