Teaching about Local History Using Customized Photographs

January 30, 2008

“Analytical Overview of”

Teaching about Local History Using Customized Photographs

By Andrea Schoemaker

 

 

Joseph Kirman’s article, Teaching about Local History Using Customized Photographs, explains how modern cameras have expanded teacher’s abilities to create and customize any image, scenery, atmosphere or environment for students in an elementary or secondary school.  The use of a photo can create critical thinking units to compare past landscapes and society with today. By implementing five important objectives such as; the evolution of a location, viewing advancements during the computer age, creating urban infrastructure, understanding effects of pollution, and exploring land options, Kirman indicates re-photographing will enhance lessons.   Old photographs can be obtained through a variety of sources.  To re-photograph a location, the photographer needs to consider if the locations itself is still accessible.  Angles, format, lens manipulation, editing and perspective are all equally important.  Regardless of problems encountered, the photograph taken must stay on task for the teacher’s lesson.  A group of photographs may have multiple educational applications which include art, writing, and guest lecturers that are familiar with the photographed area.  Finally, Kirman lists a number of questions which may be helpful for a beginning photographer.  He also includes an example highlighting a comparison of past and present educational systems through photography. 

            The author spends time examining all of the various things that need to be considered.  He lists different locations where old photographs may be found to use as a basis.  He further suggests exploring old collections of newspapers and magazines in museums and local libraries or even purchasing sets from available sources.  Kirman spends a great deal of time explaining how a novice photographer goes about the process of re-photographing.  Several important ideas include finding the original location of the photo, locating where the original photographer actual stood, and if the previous location is now unavailable, focus of the new picture should try to match the center of the old photo.  He feels a re-photographer needs to be creative enough to find a similar perspective even if it means going higher or farther away.  Every effort should be made to match the original perspective if possible.  Using various lenses or manipulating a lens by zooming in or out will help a new re-photographer get the right angle.  If neither of these options seems to help, the re-photographer needs to change his or her position and become closer or further away from the object. Consideration has to be given to the shape as format is equally important. One problem that may arise is that by following the shape, some of the area may be lost.  Another problem that can occur is when the photo needs to be enlarged it might need to be cropped and further edited.  However, sometimes the best efforts cannot get you an exact duplicate because locations and positioning are unavailable.  Kirman suggests some re-photographers want the picture to look remarkably different because that fulfills a teaching objective.  Comparisons can then be made between the two photos and used in many ways.  Class projects vary greatly and these sets of photographs are unique teaching tools.  They can be used by students and teachers for multiple lessons and community involvement. 

            An additional part of Kirman’s article centers on his many general suggestions for questions that the modern photographer should ask himself before beginning.  Questions included whether scenery changes have affected the area photographed in a positive or negative way, or what might be viewed today that could never have been included in older photos.  Additional questions deal with comparing lifestyles and environmental issues seen in the photos.  Finally, Kirman suggests that a camera should always be included in any teachers’ trip.  Opportunities for thematic units are available no matter where a teacher travels whether it is seasonal pictures or landscapes.  This personal record is invaluable anytime a comparison wants to be made between eras.  Kirman’s inclusion of an old school photograph is his example of how to create a unit dealing with school functions and behaviors of the past.  Furthermore, discussion questions are included which would help a teacher guide students to talk about their observations in these pictures.  Unit activities are also listed which broaden the usefulness of the photographs even further.   The use of reflective questions help students pull together their ideas and share those ideas with one another.  In conclusion n, this inexpensive and very personal classroom tool is a great aide for any teacher now or in the future. 

            Generally, I think Kirman’s article was inventive.  Children are familiar with digital cameras and their uses.  Implementing technology with visual images would be much more engaging than asking a class to read a selection about a local historic place or event.  The inclusion of entire units and questions is so helpful to the beginner.  Editing, formatting, and customizing photographs help create a learning experience for the teacher and the students if they become involved in the process.  One drawback could be that a student could get lost in the creativity and lose focus by veering away from the educational objectives.  The teacher would have to be quite specific about expectations and requirements to help the students stay on task.  I am excited to visualize locations in this area which could be photographed for comparison or become the basis for field trips.  I am an avid photographer and I look forward to incorporating these units, questions, and ideas into my classroom in the future.  I enjoyed Kirman’s article and I think his suggestions are right on target for so many applications.