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Organising images for a narrative: Difference between revisions
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{{Rinfo | {{Rinfo | ||
|title= Organising Images for a Narrative | |title= Organising Images for a Narrative | ||
|topic= | |topic= Using images | ||
|subject=Science | |subject=Science | ||
|resourcenumber= SC009 | |resourcenumber= SC009 | ||
|age= | |age= | ||
|content=This is a very open activity, the students are to take a series of photographs that show an process in science (or possibly in maths) with digital cameras. They they use the computer based image organisation/slideshow software to arrange these images in an order that is able to show/represent the process that they wish to show. Using the software, where possible they add labels and notes to the image. The aim is to allow them to describe a process without the need for significant amounts of text. | |content=This is a very open activity, the students are to take a series of photographs that show an process in science (or possibly in maths) with digital cameras. They they use the computer based image organisation/slideshow software to arrange these images in an order that is able to show/represent the process that they wish to show. Using the software, where possible they add labels and notes to the image. The aim is to allow them to describe a process without the need for significant amounts of text. They could use picasa to do this, or/and one of the other tools below - for example, the use of stop-motion to show growth. Other tools could also be explored, these before/after photos of the Japanese Earthquake (http://www.abc.net.au/news/specials/japan-quake-2011/) give another example of the power of photography for narrative purposes. | ||
Suggested Contexts: | Suggested Contexts: | ||
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* In maths, students may want to photograph different stages of the stones investigation. | * In maths, students may want to photograph different stages of the stones investigation. | ||
|format= | |format= | ||
|strategy= | |strategy= The lesson encourages students to think about how to portray their knowledge in novel ways - which may engage some students who would usually be less interested. The lesson encourages students to think about how to capture valuable information and ensure that key elements are highlighted while not 'overloading' the viewer with data/images. The lesson can be tailored to the particular age group - for younger pupils a simple task could encourage them to take before/after photos and label changes. Older/more advanced pupils might like to explore time-lapse photogaphy, or perhaps even the use of different photographic equipment. The task is interactive, and could easily be conducted in small groups as an element of an inquiry based learning project. | ||
|additional resources= | |additional resources= You could use Picasa to organise photos (See related resources). You could also use time-lapse/stop-motion software or encourage students to do so for homework. See for example (all freely licensed)<nowiki>:</nowiki> [http://www.mondobeyondo.com/projects/stopmojo/ Stop Mojo], [http://toonloop.com/?q=license ToonLoop], and the [http://www.brothersoft.com/downloads/time-lapse.html Brothersoft Tools], or for Linux operating systems [http://linuxstopmotion.org/download.html LinuxStopMotion]. | ||
|useful information= | |useful information= | ||
|related resources= [[Classifying and organising living things using images]] | |related resources= [[Classifying and organising living things using images]] | ||
