A Graphical Documentary With Digital Photography Workshop
A. Overview
Rational:
This workshop will introduce faculty to various ways they can incorporate photography into areas of their curriculum to facilitate student learning through imagery. The creation of a graphical documentary using digital photography can be used for individual or group work in the classroom. Faulty will experience this activity through the course of this workshop and be able use this type of activity in classrooms for student engagement on a chosen topic. Throughout this workshop, faculty will gain a greater understanding of the impact photography can have on a particular topic or subject.
Goals:
1) Enlighten faculty on the use digital photography to create a graphical documentary on a topic or issue in their subject area.
1) Explore the potential impact of photographic images on student engagement in the classroom.
2) Examine strategies in which faculty can help students think critically about ethical imagery.
3) Illustrate how powerful images can convey information and perspectives.
Objectives:
1) Faculty will work together in teams to choose a topic for their graphical documentary.
2) Each team will take approximately 30-50 photographs which represent their topic or issue as a story with a beginning, a middle and an end.
2) Faculty will explore basic photo editing techniques that will help emphasize and frame the images selected.
3) Faculty will then assemble those images into a graphical documentary on their chosen issue to use imagery to tell a story from beginning, middle and end.
Literature Review: 7466_wessinger_literature_review_p4.pdf
Audience:
The audience for this workshop are faculty who teach in higher education. These faculty can range in age from 30+. It is desired that these workshop participants have at least intermediate computer skills as well as access to a digital camera. Applications to be used in this workshop will range from Microsoft Office applications such as Word and PowerPoint and some basic photo editing applications. Photoshop is allowed, however faculty who do not have access to Adobe products will need to be prepared to use other photo editing tools that are available from the internet. All participants will need to bring a laptop computer and some sort of digital camera which could be their phone, as long as they can download their photos to their computer for use.
List of Tasks or Activities
8:00 am Registration
8:30 am Welcome & Introductions
9:30 am Photography Basics
10:30 am Team breakout to gather images (break as needed)
11:30 am GIMP: Basic photo editing:
12:30 Lunch
1:00 pm Telling a story with images, putting it together
3:00 pm Break
3:15 pm Story time, sharing and presenting
4:00 pm It’s a wrap: Comments
Expected Outcomes
Faculty will gain an appreciation of the usefulness of a graphical documentary through digital photography. Faculty will learn the basics of photography to assist in capturing the subject of their photo. Faculty will learn the basics of photo editing to emphasize their subject in the photograph. Faculty will assemble photographs in an order to tell a story or represent an issue. Faculty can supplement with the use graphical words and phrases to add emphasis to their imagery. Faculty will have a completed graphical documentary that tells a story or represents an issue or topic in their chosen subject area from 3 to 5 minutes in length.
*An example of this is located at: https://youtu.be/N9KO7ppby3A
Background information for the Facilitator or Instructional Designer
Technology is truly amazing in that we have so many tools at our finger tips that help us in our profession. My professional life revolved around technology and does give me a type of job security, as long as I keep current! As great as technology is, my passion is being outside in nature. My name is Charli Weatherford and I live in SC. I live, breath, eat and love all that is online!! Technology is truly amazing in that we have so many tools at our finger tips that help us in our profession. Back in 1998, I bought my first Mac and remember saying that I would never be fully dependent on a computer - well - I ate those words! I'm fully dependent on the 3 computers I have in my home these days! I’m also a bee-keeper and have a few hives, and the rumors about pesticides IS a serious concern for the future of our bees!! I love being outside as well – it’s a rare day that I would be inside sitting on a couch watching TV or doing nothing! I’ve got to be up and moving, except when I’m working! I've been in higher education for 18 years, and that is how long I have also been teaching. I started out in a non-traditional multi-media school in an accelerated program in a face to face setting, and transitioned to online in 2005 and serving in administration has been a blast!!
Rational:
This workshop will introduce faculty to various ways they can incorporate photography into areas of their curriculum to facilitate student learning through imagery. The creation of a graphical documentary using digital photography can be used for individual or group work in the classroom. Faulty will experience this activity through the course of this workshop and be able use this type of activity in classrooms for student engagement on a chosen topic. Throughout this workshop, faculty will gain a greater understanding of the impact photography can have on a particular topic or subject.
Goals:
1) Enlighten faculty on the use digital photography to create a graphical documentary on a topic or issue in their subject area.
1) Explore the potential impact of photographic images on student engagement in the classroom.
2) Examine strategies in which faculty can help students think critically about ethical imagery.
3) Illustrate how powerful images can convey information and perspectives.
Objectives:
1) Faculty will work together in teams to choose a topic for their graphical documentary.
2) Each team will take approximately 30-50 photographs which represent their topic or issue as a story with a beginning, a middle and an end.
2) Faculty will explore basic photo editing techniques that will help emphasize and frame the images selected.
3) Faculty will then assemble those images into a graphical documentary on their chosen issue to use imagery to tell a story from beginning, middle and end.
Literature Review: 7466_wessinger_literature_review_p4.pdf
Audience:
The audience for this workshop are faculty who teach in higher education. These faculty can range in age from 30+. It is desired that these workshop participants have at least intermediate computer skills as well as access to a digital camera. Applications to be used in this workshop will range from Microsoft Office applications such as Word and PowerPoint and some basic photo editing applications. Photoshop is allowed, however faculty who do not have access to Adobe products will need to be prepared to use other photo editing tools that are available from the internet. All participants will need to bring a laptop computer and some sort of digital camera which could be their phone, as long as they can download their photos to their computer for use.
List of Tasks or Activities
8:00 am Registration
8:30 am Welcome & Introductions
9:30 am Photography Basics
10:30 am Team breakout to gather images (break as needed)
11:30 am GIMP: Basic photo editing:
12:30 Lunch
1:00 pm Telling a story with images, putting it together
3:00 pm Break
3:15 pm Story time, sharing and presenting
4:00 pm It’s a wrap: Comments
Expected Outcomes
Faculty will gain an appreciation of the usefulness of a graphical documentary through digital photography. Faculty will learn the basics of photography to assist in capturing the subject of their photo. Faculty will learn the basics of photo editing to emphasize their subject in the photograph. Faculty will assemble photographs in an order to tell a story or represent an issue. Faculty can supplement with the use graphical words and phrases to add emphasis to their imagery. Faculty will have a completed graphical documentary that tells a story or represents an issue or topic in their chosen subject area from 3 to 5 minutes in length.
*An example of this is located at: https://youtu.be/N9KO7ppby3A
Background information for the Facilitator or Instructional Designer
Technology is truly amazing in that we have so many tools at our finger tips that help us in our profession. My professional life revolved around technology and does give me a type of job security, as long as I keep current! As great as technology is, my passion is being outside in nature. My name is Charli Weatherford and I live in SC. I live, breath, eat and love all that is online!! Technology is truly amazing in that we have so many tools at our finger tips that help us in our profession. Back in 1998, I bought my first Mac and remember saying that I would never be fully dependent on a computer - well - I ate those words! I'm fully dependent on the 3 computers I have in my home these days! I’m also a bee-keeper and have a few hives, and the rumors about pesticides IS a serious concern for the future of our bees!! I love being outside as well – it’s a rare day that I would be inside sitting on a couch watching TV or doing nothing! I’ve got to be up and moving, except when I’m working! I've been in higher education for 18 years, and that is how long I have also been teaching. I started out in a non-traditional multi-media school in an accelerated program in a face to face setting, and transitioned to online in 2005 and serving in administration has been a blast!!