In the picture

In the picture

Using images to develop Using images to develop

learning in geography & history

learning in geography & history

Photo Wendy North 2009

What?

Why?

How?

Where?

When?

Who?

5 W’s and How

We tend to assume that pictures are easy to understand, requiring little skill, and we often take it for granted that children see what they are asked to look at and that they see what we see in pictures.

Margaret Mackintosh

Where?Where was the market image taken?

Course Outcomes

1. Adapt the ideas shared during the day to make them work for your school, your children and the kind of curriculum that you want to teach. This means you will be using ICT frames to create your own personalised resource.

Aim: to create ICT resources that are adapted to the needs of your children and your school

2. Share the resource you have developed with one or more teachers during the final session

Put Put Yourself Yourself

in the in the PicturePictureWhat

do you see, hear, smell and feel?

Photo Wendy North 2009

First of all we did some focused activities in the classroom that helped us develop using four of our five senses. In this way we learnt that we could describe a place with lots of details and it helped us to bring the place to life through words.

Chembakolli – a village in India

We followed this by using `freeze framing’ to help us take on the role of a character in the photograph. See our photographs on the right.

CAN YOU WORK OUT WHICH FREEZE FRAME SHOWS … ?

friendsvillage schoolwriting sieving concrete the way home

I can feel the soft blue powder the rough and hard wood. my bracelet tickling my arm.

I can smell the misty air that blocked my nose. the moss on the trees and the dead leaves.

Leah

Sieving concreteI can see some trees gently brushing against each other,

my friends working hard.

the muddy floor

I can hear the slight breeze shaking and rattling the trees

my friends talking to me, telling me some things they are going to have for their tea.

Photograph from Action Aid

http://www.chembakolli.com/

Words: Y4 Waterton J & I

Viking Traders

What would you

?

What would you

? Painting by Mark Bergin,

… The daily Life of the Vikings, p. 17

ISBN 0 7502 3580 2

Putting Yourself in the Putting Yourself in the PicturePicture

What do you see,

hear, smell and

feel?

I can see …

Conversation between CharactersThis photograph was taken during World War 2. What might these men be saying to one another?

Visual LiteracyVisual literacy can be compared alongside text based`literacy’ in that they both employ similar processes:

• identifying

• decoding

• interpreting

Visual Literacy

How often do we focus on developing pupils’ skills of reading and interpreting images as opposed to developing these skills with text based sources.

Margaret Mackintosh

Understanding both print and visual sources depends on:

• Observation (based on the use of all the senses)

• Prediction

• Deduction /supposition

• Narrative skills

Looking, thinking & finding outObservation

Senses sheet

Deduction/ Supposition Conversation between charactersEvaluating evidence – What do I know for certain? (definite, possibly, probably true)

http://www.geography.org.uk/eyprimary/visualgeography/researchframes

AdaptAdapt

AdoptAdopt

InnovateInnovate

Your turnACTIVITY 2

Using

Images

Geography

History

What items would we include in the category of image?

• A picture

• A photograph

• A graphic

• A diagram

• A map

• … or a collection of themChris Durbin, former geography inspector/adviser

Staffordshire LA

What is meant by an image

• The perception of places that are inside our heads that derive from our experiences, both direct and indirect.

• The messages given by a single source or by a collection of sources.

• These may be photographs, diagrams or maps but they can also be written accounts.

Chris Durbin, former geography inspector/adviser Staffordshire LA

Why do we use images?

• To help to develop a `sense of place’

• To foster enquiry skills

• To improve visual literacy

• To improve critical literacy

• We use them together to help children to become better learners (of geography and history).

I want to • help children understand that there are many

ways to live in the world and to be happy and fulfilled.

• BUT also to understand that the unequal distribution of wealth and resources means that some people live very hard and difficult lives.

Geography

Photo Wendy North 2009

The Nuffield History Project view• We all come out of the past, and what happened there

influences what happens here and now – we need to know so we can understand the world today.

• Through history, we can lead children to understand how human beings behave and why people act as they do.

• By getting inside the past, we can lead children to respect and value each different period and society in its own terms.

http://www.nuffieldfoundation.org/primaryhistory/

History

What can you work out from the photograph?

What do you know for certain?

What questions would you like to ask?

The skill of looking at, understanding and interpreting pictures has to be taught through planned directed study.

Margaret MackintoshChapter 9, Primary Geography Handbook (2004) ISBN 1-84377-103-9

Elizabeth – mistress of

spinWhat do I

want you to know about

me?

Web-links

Geography online course materials at:• http://www.geographyteachingtoday.org.uk/ks1-3-

courses/course/primary-geography-and-ict/

Geographical Association – Visual Geography• http://www.geography.org.uk/eyprimary/visualgeography/

Wakefield VLE• http://www.wakefieldinset.wakefield.yhgfl.net/mydesktop/

– User name– Password