Telling a Story with Photography

Learning task 2: Demonstrating elements of effective photography

Dimension of effective practice	Learning task	What to notice
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Teaching and learning purpose To help students learn: • to work collaboratively to complete this task • that photography is deliberate and planned – each image is built to tell a story and evoke a reaction • to contribute to a co-constructed rubric to guide further assessment. Teaching and learning Key competency: relating to others 1. Divide students into four expert groups. Each group will focus on one element of photography: line, light, angle, or frame. 2. Download expert-group task cards: Line Light Angle Frame (Images for cards sourced from flickr-storm ) 3. Ask students to explore their environment, taking photographs that demonstrate their element of photography. Students can print out their best image and display on a wall chart under the appropriate heading: line, light, angle, or frame. 4. Students could also upload images to a presentation application to present to the class (e.g., PowerPoint, Keynote, Kidpix, Photostory, Voicethread), explain the element of photography they were exploring, and get feedback from the rest of the class. 5. As a class, jointly construct a rubric for each of the four elements of photography. This will be used for peer and self assessment at the end of the learning sequence.	Assessment opportunity: Look at the language, including vocabulary, used to describe the composition and look for depth of understanding during the construction of the rubric.

Learning task

What to notice

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Teaching and learning purpose

To help students learn:
• to work collaboratively to complete this task
• that photography is deliberate and planned – each image is built to tell a story and evoke a reaction
• to contribute to a co-constructed rubric to guide further assessment.

Teaching and learning

Key competency: relating to others

1. Divide students into four expert groups. Each group will focus on one element of photography: line, light, angle, or frame.

2. Download expert-group task cards:
Line
Light
Angle
Frame

(Images for cards sourced from flickr-storm )

3. Ask students to explore their environment, taking photographs that demonstrate their element of photography. Students can print out their best image and display on a wall chart under the appropriate heading: line, light, angle, or frame.

4. Students could also upload images to a presentation application to present to the class (e.g., PowerPoint, Keynote, Kidpix, Photostory, Voicethread), explain the element of photography they were exploring, and get feedback from the rest of the class.

5. As a class, jointly construct a rubric for each of the four elements of photography. This will be used for peer and self assessment at the end of the learning sequence.

Assessment opportunity: Look at the language, including vocabulary, used to describe the composition and look for depth of understanding during the construction of the rubric.

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Telling a Story with Photography

Learning task 2: Demonstrating elements of effective photography

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