Telling a Story with Photography

Learning task 4: Explaining 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 to: • display their images and justify the choices they made during composition • provide feedback using the co-constructed rubric. (For this to be successful, students will need to understand how to provide this feedback and they will need to have the vocabulary to express their ideas.) Teaching and learning Key competency: Thinking For students working with analogue photographs: 1. Print out finished photographic compositions. 2. Ask the groups to record the emotion conveyed and a description of how this emotion was composed using the four elements. 3. Hand out the compositions for peer review by other groups. Ask the groups to record the emotion they think has been conveyed in the photograph, and make up a caption for the image using six words. This is done for all of the images. 4. Images can be displayed on the wall with the photographers’ note next to the image and the captions displayed underneath. For students working with digital photographs: 1. Finished photographic compositions can be uploaded to VoiceThread. 2. Each group writes a script that explains the emotion they conveyed and describes how the composition of the image combines the four elements to convey this emotion. Students then record the script on VoiceThread to support the image. 3. Once each group has recorded their voiceover, they can view all of the other groups’ images and leave a recorded message for each one stating which emotion they think has been portrayed and why they came to that conclusion. Images could also be imported into other computer applications for presentation or comment, e.g., PowerPoint, Word, Keynote, Photostory, or Kid Pix Key competency: Managing self Students use the co-constructed rubric to provide peer and self assessment and set goals for future work.	Look for evidence of enhanced specific vocabulary. Assessment opportunity: Students can complete peer and self assessment based on co-constructed rubrics.

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 to:
• display their images and justify the choices they made during composition
• provide feedback using the co-constructed rubric. (For this to be successful, students will need to understand how to provide this feedback and they will need to have the vocabulary to express their ideas.)

Teaching and learning

Key competency: Thinking

For students working with analogue photographs:

1. Print out finished photographic compositions.

2. Ask the groups to record the emotion conveyed and a description of how this emotion was composed using the four elements.

3. Hand out the compositions for peer review by other groups. Ask the groups to record the emotion they think has been conveyed in the photograph, and make up a caption for the image using six words. This is done for all of the images.

4. Images can be displayed on the wall with the photographers’ note next to the image and the captions displayed underneath.
For students working with digital photographs:

1. Finished photographic compositions can be uploaded to VoiceThread.

2. Each group writes a script that explains the emotion they conveyed and describes how the composition of the image combines the four elements to convey this emotion. Students then record the script on VoiceThread to support the image.

3. Once each group has recorded their voiceover, they can view all of the other groups’ images and leave a recorded message for each one stating which emotion they think has been portrayed and why they came to that conclusion.

Images could also be imported into other computer applications for presentation or comment, e.g., PowerPoint, Word, Keynote, Photostory, or Kid Pix
Key competency: Managing self
Students use the co-constructed rubric to provide peer and self assessment and set goals for future work.

Look for evidence of enhanced specific vocabulary.

Assessment opportunity: Students can complete peer and self assessment based on co-constructed rubrics.

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Telling a Story with Photography

Learning task 4: Explaining elements of effective photography

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