Worth a Thousand Words-The Photography Essay
Kathleen H. Hartwig
Ladue Junior High School, St. Louis, Missouri
Subject: Social Studies/Photography
Grade: 7-8 (Gifted Education)
"A camera brings out the hidden personality behind people,
places, projects, and events."
Purpose and Description of Project
One of the objectives of the school's program for the intellectually
gifted was to teach creative problem-solving methods and to have
students apply these skills in solving a "real life"
problem. One such problem at this school was a lack of understanding
of giftedness among the other students and staff, and a lack of
knowledge of the value and interrelationships of existing programs
on the part of the gifted. To facilitate mutual understanding
and knowledge, the 10 gifted students who participated in the
project decided to create photographic essays on different facets
of the total school program.
After students were introduced to the problem, they were told
to act as a public relations firm representing the school district
and to use photography to develop positive attitudes toward all
programs. Students brainstormed alternative methods to use photography
and selected the photographic essay. Each student worked on one
particular program -- math, language arts, science, social studies,
physical education, or one of three other categories -- and for the
spring open house, the essays were combined into a display.
Students prepared questions and conducted interviews with the
principal, 10 teachers, and a high school photography teacher
and one of his students. The teachers were interviewed for about
half an hour each on their curriculum, feelings, and possible
topics for the essays.
The students watched four
and were given a demonstration on the
35 mm camera
and how to use it before
they actually photographed the topics of the essays. Each student
took 10 to 20 photos that highlighted happenings within each program.
Only one student experimented with developing his own photos and
reported his experiences to the group. Students then captioned
their photos and assembled the display. The essays were evaluated
by Hartwig, the resource persons, and the students themselves.
Materials, Resources, and Expenses
Four 35 mm cameras (two of which were loaned) and a variety of
lenses were used.
Outcomes and Adaptability
Students strengthened their problem-solving skills as they defined
the problem, selected the best solution, organized information,
and implemented the project. As they worked together in units,
the cooperation and communication that took place stimulated creative
ideas, and the quality of their work was raised by the constant
peer evaluation. "Most important," says Hartwig, "students
learned to direct their own learning and think for themselves."
In comparing the results with the original goal, Hartwig found
"newly developed attitudes about the gifted, and... newly
understood concepts by the gifted about 'everything else.'"
Hartwig sees any number of variations for the project, from describing
special programs (art, music) to highlighting special happenings
in any curriculum. In a school situation, sufficient resource
persons who could contribute an hour or two of their time for
interviews and evaluations would almost always be available. She
suggested that her project is even feasible with elementary students
if simple-to-operate cameras are available.