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Creating and Editing a Photo Story
Teacher's Notes
Using photographic images shot on Mount Everest, this unit explores:
the skills of reading photographs
ways in which words and sound can solidify the meaning of images
ideas about narrative structure
the concept of conflict
Using photographic images shot on Mount Everest, this unit explores:
Stage One - Students working in groups of 4, consider a range of images that suggest different conflict related narratives. They are asked to consider the images as "rushes" for a short film storyboard. Students do some in-depth "reading" of individual pictures to develop analysis skills. From this they develop profiles for characters, select the images they wish to use in the narrative and develop a story outline.
Stage Two - Students focus on the sequence of their images while considering issues like continuity, the passage of time, atmosphere and the use of sound as they contribute to story telling.
Stage Three - Students paste together their 16 chosen images concentrating on their layout and positioning. Then they add instructions for dialogue and brainstorm soundtrack ideas
Stage Four - Students compare their versions of the 'story' with those of other groups. Then they produce a piece of guided writing on the differences between versions focusing on: the effects of selection, sequence and juxtaposition on the meaning of images, as well as the differing effects of anchoring meanings with the use of words and sound.
Stage Five - Students follow stages 1-4 with their own photographic images to create a personal photo story centered on the issue of conflict.
Stage Six - Students present their own photo story to the rest of the class for peer evaluation.
Differentiation
The sequence of activities in this unit is suitable for all abilities. Most of the activities are differentiated through support as students will be discussing and writing in small groups. A help sheet providing possible conflicts is available for Stage Two. The final activity is differentiated by outcome and response as groups compare edits with others in the class and evaluate what they have learned from this project.
Teaching the Lesson
Monday: Stage One
Stage One - Reading the Pictures
To introduce students to this unit, have a class discussion about the idea of conflict. Brainstorm and document student definitions and examples of conflict (draw out the idea of peer pressure) on an Overhead Projector. Inform students they are going to create a photo story - discuss the idea of story using pictures/stills. Most will be familiar with the concept from teen magazines. The first task is for the student groups (See Working in groups below) working together to "Read" the pictures. They need to know that the first eight pictures on Read the Pictures sheet 1 (See Reading the Pix Sheet 1 below) introduce them to the characters who might be in their story. The next 24 pictures found on Read the Pictures Sheet 2, (See Reading the Pix Sheet 2 below) Read the Pictures Sheet 3 (See Reading the Pix Sheet 3 below) and Read the Pictures Sheet 4 (See Reading the Pix Sheet 4 below) show shots of most of the characters plus Nepalese scenery where the story takes place. Encourage the students to discuss who the characters are, their relationship to each other and what kind of story this may be. While it is obviously an adventure story - could it be a romance, a comedy, a detective story, a thriller, science fiction, etc.?
Students need to put their pictures to one side as they examine the characters: (See Who are the characters? below) Have them choose a single character shot. Then, after think about this character they write a paragraph explaining their ideas and the visual clues they took from the picture. They then do the same for all the characters involved in the conflict. Emphasize that these short pieces of writing should make it clear they are reading pictures.
Wednesday - Stage Two
Stage Two - Working out your story
At this stage, students use a prompt question sheet to work out the story details. (See Working out your story below) The sheet will have to be read through in class. Conflict should be discussed thoroughly to make sure story ideas are realistic. Advise students not to attempt to choose their pictures unless you have seen or heard their ideas for their characters and plotline first. There is help available if students are struggling with conflict ideas: (See Possible conflicts on Everest.) Allow about 20 minutes for discussion and note taking. When groups are ready, they should look at all the photos again and make their choices; only 16 pictures can be chosen. Encourage consensus. Give time to cut and rearrange photos until they are satisfied with the final selection.
Friday: Stages Three & Four
Stage Three - Putting your story together
This is where students have to think hard about editing and decide on a sequence for their 16 shots. A class discussion with an OHP is recommended to ensure the important points are made and understood. Get the students to experiment with their series of shots. When arranged, they should number the shots on the back. Soundtrack can be tackled by groups once they have agreed on a sequence. Using the Putting your story together (See Putting your story together below) sheet as a guide, groups make up a photo story with dialogue and music choices written under each photo.
Resources: markers, glue sticks, rulers, poster board, etc.
Stage Four - Comparing story edits
Students present their story to the rest of the class. The Comparing story edits sheet (See Comparing story edits below) gives ideas for comparisons. Oral presentations are recommended, with the story edits displayed in the classroom for further comparison. Allow time for whole class feedback and time for students to make notes. Discuss how each conflict could have been prevented. Were the conflicts solved logically? Assign the written comparison task for homework.
Extending the Learning: Stages Five and Six
Stage Five - Creating your own photo story
Expand the idea of conflict on the mountain to conflicts students may encounter on a daily basis in their own lives. In pairs, have students discuss any recent conflicts they have had with parents, siblings, friends, boyfriend/girlfriend, coaches, employers. How have they dealt with peer pressure to take drugs? Experiment with alcohol? Break curfew? Cheat on exams? Lie to a friend? In class or as homework - depending on time and photography resources - have students create their own conflict photo stories following the process of Stages 1-4. The selected conflict for the story may be real or hypothetical. Using the Design your own storyboard (See Design your own story board below) sheet students should have their design completed and approved before pictures are taken. Students should be given Oral Presentation Hints [See Oral Presentation Hints below] well in advance of making their presentations.
Stage Six - Presenting your own photo story
Have students fill out the Peer Evaluation of a Class Presentation (See Peer Evaluation below) sheet while listening to the presentations. After all of the students have presented, a variety of follow-up activities discussing students' stories is suggested. Do certain conflicts dominate? Create a chart documenting specific conflicts, preventive measures and a choice of resolution scenarios for each conflict. Post this chart in the classroom. These conflicts will give you subject matter for further teaching units/areas of study.
As you undertake group work, you will
discover that some behavior is helpful in making the process go smoothly and
other behavior can have the opposite effect. You will enjoy group work more
and accomplish what you set out to do if you exhibit helpful behavior and
encourage other group members to do so. You'll be working with people the
rest of your lives - now is the time to learn how to do it effectively!
Helpful Behavior
Non-productive Behavior
1. Initiating Group Work
getting down to work quickly
setting goals
sharing the work
1. Initiating Group Work
wasting time
being unfocused
not contributing your share
2. Group Interaction
staying on topic
listening carefully to each other
respecting viewpoints that differ from your own
encouraging everyone to speak
offering your opinions and ideas
offering relevant new ideas
helping to make decisions
expressing enthusiasm and interest about ideas
discussing ideas thoroughly
trying to resolve differences
2. Group Interaction
going off topic
interrupting or ignoring others
belittling viewpoints that differ from your own
monopolizing the group
offering irrelevant ideas
avoiding involvement in the group
avoiding making decisions
daydreaming
showing a lack of enthusiasm and interest in decisions
discussing ideas in a superficial way
being argumentative
3. Concluding Group Work
compromising and cooperating with others
completing the task
expressing appreciation for everyone's contribution
1. The woman with the sunglasses
Who is the woman with the sunglasses? What type of person is she? How do you know? What can you guess about her using clues from:
her clothes
her expression
Write a short paragraph explaining who she is and what she is doing.
Who is she smiling at?
Where is she? What is the weather like?
Who is she? How does she fit in with the rest of the group?
Has the picture been cropped? Who else might have been in the picture? Where would that person have been in the picture?
Whose point of view is this? Where was the photographer standing when the picture was taken?
Why is she smiling?
How about her physical appearance? What nationality is she? What is she wearing? Why is her hair messy?
2. Who are the others?
Talk about the others characters and the possible storyline using the clues in the pictures. What information can you get from people's clothes, their expressions, their 'body language,' the camera angles from which each picture was taken? Where are they going and why? Annotate a picture for each character like the one above. Talk through your ideas about each of the characters, then write a short paragraph about each one.
Now talk
about the details of your story. As you work out your story you will have
to make some decisions. These questions might help you:
1. What are the characters doing?
Who are these people? What is their relationship to each other?
What job titles would they have in an Everest team?
Who is in the story? All of the characters? Just a few?
What are they doing? Acclimatizing? Climbing? Preparing?
Why are they there? What are they going to do next?
2. Where is the story set?
Write a short paragraph about the Nepalese location in which the story is set.
Are the characters in Kathmandu? Base camp? Camp One?
Two? Three? Four? Somewhere in between?
What is happening a few kilometers away?
3. What kind of story are you telling?
An adventure? Horror? Suspense? Romance? Some other kind?
Is it a scene from a sports channel? Soap opera? Another show?
4. Which part of the story are you going to tell?
The whole story or just part of it?
How will it end? Mysteriously? Dramatically? Or on a note
of suspense with an 'End of Part 1' caption?
5. Conflict
Which characters will clash? How many?
What is the basis of the conflict? Lack of supplies?
Peer pressure to summit?
6. Soundtrack
Will there be words? Script?
Music? If so, what type?
Sound-effects (ice falling, ice pick, heavy breathing,
oxygen tanks clinking?)
7. Title
Give your story a title fitting with the plot and the
action. What would you call your story if a TV program were made of it?
8. Which pictures?
When you have agreed on a storyline, start to talk about which pictures
you will use and the order in which to use them. Remember, you can
use no more than 16 pictures.
Below is a list of possible conflicts.
Don't just copy the idea; be sure to expand on it in original ways.
Someone on the team is not doing his or her fair share of the work.
A cultural clash - one person in the group is not respecting the
Nepalese culture. Can you think of an example?
A religious clash - it's important that your group continue
moving to keep warm, but someone has stopped to pray.
The group must stay together on the way to Camp Three for safety reasons, but one
person has moved so far in front that he or she is a mere speck in the distance.
Several members of the team are throwing their garbage into the glaciers, even
though they have signed agreements to bring back ALL trash.
Your team is so close to the summit - it is just a half an hour away - but your
guide insists upon turning around, saying it is too late to keep going.
One person in your group unclips himself or herself and keeps going - alone.
One member of your team finishes the last box of energy bars without telling
the rest of the group.
One group member is very sick and needs to get to a hospital - a two-day walk.
Not one member of the group volunteers to go with him or her.
One expedition member snores every night - all night. The flimsy
tents mean everyone in your group is kept awake.
A yak falls is injured on the way up to Base Camp. The load should be
divided equally between team members. However, your guide refuses to
carry any extra weight, saying he has to stay strong to guide you safely.
One member of your group clearly does not know how to install guide
ropes - a service he was hired to provide.
Now you have worked out your storyline, you need to select and organize your 16 shots into a sequence that tells your story accurately. You will need to think about the right kind of mood and atmosphere. Here are some things you will have to decide:
1. What events will create the conflict in the story?
Who is the main character in your story? Who will be involved in the conflict?
If the goal of your group is to work together, how will you resolve the conflict?
How can you show this in your choice of pictures?
2. Which order should the pictures go in?
Will you cut from one person to another, to give the impression of different things happening at the same time? For example, what effect is created by putting these two pictures next to each other?
What difference would it make to the meaning of the first picture if you put another picture next to it?
Once you have decided on one order, try using the same pictures in another order. Do they still tell the same story? What happens to the meaning? Does the conflict still exist?
Experiment with as many different orders as you can until you get the effect you want. Don't glue anything down until you are certain it is the order you want!
3. What will be happening on the soundtrack of your story?
Will the characters talk to each other?
What about their thoughts? Can the audience hear the thoughts of the characters as they wait for the conflict to unfold?
What other sounds could you use to create atmosphere for your story? Are there important sounds we might need to hear like the rumbling of an avalanche? The cries of the yaks? The wind whistling?
How will the viewer know when the conflict is resolved - through words or action under a bed of sound?
Gluing your photo story
1. When you have decided on the final version of your story, stick down your pictures on bristol board carefully. Make sure you do the following:
Think about the layout of your pictures carefully. Do you want them to be arranged neatly in rows with equal space for horizontal and vertical pictures? Or could you create an interesting effect by scattering them in a less regular shape? Overlapping? Connecting pictures with arrows? Experiment with different layouts before making your final decision, but make sure that whatever layout you use it is clear to your viewers what order to look at the pictures in.
Leave plenty of space between each image for any writing, captions or soundtrack details. Leave a space at the beginning or the top of your sheet for a title.
2. When your pictures have been glued down, you will need to do one of the following things:
Write down details of the soundtrack at the bottom of each picture
or
Write down the soundtrack and captions in the form of speech or thought bubbles.
Whatever you do, make sure the meaning of each of your pictures is clear.
When you have finished your sequence,
compare your version with others in the class. Read the points below, talk about
them and use your discussions to write a short piece about the different photo stories:
What obvious differences do you notice between the different versions?
Are all the versions telling a similar story, or are some different?
Where were each of the groups positioned on the mountain?
Was the conflict more intense higher up Everest?
Describe the conflict that unfolds in each of the stories.
How could each of the conflicts been avoided altogether?
Was the conflict resolved in the same way in each version?
Do all the stories use the same characters, or does the
story vary depending on which characters are featured?
Are all the stories of same type, or genre? Are some
funny while others are scary? Did any of the groups use a type of TV program?
Did any of the stories surprise you by changing
the meaning of some pictures you used yourself?
Were all the stories easy to 'read' and make sense of?
What sort of things helped you to understand what was going on?
What do you think you learned from doing this project:
about how conflict can be resolved?
about telling stories with pictures rather than words?
about putting pictures into different orders?
about the way words can fix the meaning of a picture?
As you gather material for your presentation, ensure that you have enough to address the topic, but not so much that you will overwhelm your audience. Keep focused; don't go off on too many tangents.
Be confident.
Practice delivering your presentation in front of a mirror, on tape or in front of family and friends until you feel comfortable. Practice won't necessarily make perfect, but it will help prepare you for all of your classmates watching and listening to you.
Prepare a strong, creative opening.
Begin your presentation in a way that interests your classmates. Hook your audience immediately and it will be easier to keep their attention.
Project your voice.
Speak loudly enough for those at the back of the room to hear you. Ask at the beginning of your presentation if everyone can hear you.
Maintain eye contact.
Look at your audience as much as possible and glance down at your notes only long enough to remind you of what you plan to say next. Avoid looking at friends and giggling fits.
Don't rush.
Speak clearly and slowly so that your audience has the time to consider what you are saying. Don't think about "getting it over with" - think about "getting it done well."
Be enthusiastic!
If you sound interested in your topic, your audience is sure to be interested as well.
Involve your audience.
Ask them questions, request their help where necessary (don't just choose friends), or present them with a mini-survey on your topic. The survey shouldn't take more than a few minutes to fill out.
Don't get distracted.
Field questions, but don't get distracted from your topic at hand.
Use audio or visual materials where appropriate.
A poster, chart, map, taped interview, recorded music and other such materials can help make your presentation more effective. If you feel comfortable with the "traditional" presentation method, then try something new!
