Telling a Story with Photography

Learning task 3: Combining 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 and engage in joint decision making. • create meaning by purposefully designing an image to convey emotion • show an understanding that elements in a photograph are combined to evoke emotion and reaction from the viewer. Teaching and learning Key competency: Relating to others 1. Set up new groups with one person from each of the four expert groups. 2. Introduce the task, explaining that the groups will take a photograph, with each member responsible for making sure their expert element of photography is represented in the image. The photograph needs to represent an emotion. 3. This task could be linked to the other strands of the English curriculum if students are involved in work around writing, reading, and talking about emotions. 4. The subject of the photograph could be a person or an element of the environment. As a class, come up with a list of different emotions that each group can choose from. A range of collaborative strategies can be used in developing this list to ensure every student has input. 5. In their groups of four, students can venture out into the environment to compose their image.	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 and engage in joint decision making.
• create meaning by purposefully designing an image to convey emotion
• show an understanding that elements in a photograph are combined to evoke emotion and reaction from the viewer.
Teaching and learning
Key competency: Relating to others

1. Set up new groups with one person from each of the four expert groups.

2. Introduce the task, explaining that the groups will take a photograph, with each member responsible for making sure their expert element of photography is represented in the image. The photograph needs to represent an emotion.

3. This task could be linked to the other strands of the English curriculum if students are involved in work around writing, reading, and talking about emotions.

4. The subject of the photograph could be a person or an element of the environment. As a class, come up with a list of different emotions that each group can choose from. A range of collaborative strategies can be used in developing this list to ensure every student has input.

5. In their groups of four, students can venture out into the environment to compose their image.

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 3: Combining elements of effective photography

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