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This lesson focuses on helping students explore and express their understanding of community through visual storytelling. By documenting their communities with words and photographs, students learn to appreciate their cultural heritage while enhancing pride in their surroundings. The process includes writing narratives, using sensory details, identifying key community aspects for photography, and creating a collective story from individual photos. This engaging approach allows for deeper discussions on themes and challenges within their communities, fostering empathy and insight among classmates.
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Understanding Community through Pictures Abby Baker October 15, 2011
Why community? • Classroom community can evolve from learning about each student’s community. • Pictures can help define a community through its problems and strengths. • Defining community through pictures can enhance the pride a student feels for his/her home. • Cultural traditions • Heritage and symbols • Clothing, family, religion, foods
The Lesson: Writing • Begin by having students write about their community. • Their audience: An unknowing reader • Provide a sample for students, perhaps one about your own community or the community where you grew up. (You will compose one today that you may want to use!)
Composing Community: • Describe your community using your five senses: • What does it look like? (Use rich adjectives) • What sounds do you hear? (During the day? At night?) • What smells remind you of your community? • What do you see on a daily basis? (Use explicit descriptions since your audience is unknowing) • What do you touch in your community? (literal or figuratively speaking)
The Lesson: Choosing Triggers • Next, ask students to circle triggers in their writing of things they could safely photograph. • Students should then make a T-chart of everything they can think of in their community. • Likes Dislikes
The Lesson: Photographs • Students choose 3-5 items to photo (from their writing and/or list) • For things that are difficult to photograph (i.e. drug use), students can take pictures of the effects of the item. (i.e. the effects of drug use)
The Lesson: Learning about each other’s community • Students then choose from the photos 5 that tell the story about their community. Arrange in a sequence to create a narrative • Students assemble pictures from all students into one big pile. • List themes and controversial issues (on board or projector, have students complete first, then go over as a class)
Creating a story from pictures: • Using the sample set of photos below (pretend they have been placed in narrative sequence), write the story of the pictures.
Extension Activities: • Create a story for a partner’s picture narrative. • Create a second story for your narrative, but from a different perspective (a visitor from another country, a police officer, a mother, etc.) • Swap photos and create a fictional sequence and story about a place unknown to them.
