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Photo Analysis

Photo Analysis. Why such an approach?. To develop students’ sense of observation To encourage students to ask questions and make interpretations To sharpen students’ critical faculties. Joy in Cerro Blanco . CREM www.reseau-crem.qc.ca/projet/banque.htm. Misery in Cerro Blanco.

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Photo Analysis

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  1. Photo Analysis

  2. Why such an approach? • To develop students’ sense of observation • To encourage students to ask questions and make interpretations • To sharpen students’ critical faculties

  3. Joy in Cerro Blanco CREMwww.reseau-crem.qc.ca/projet/banque.htm

  4. Misery in Cerro Blanco

  5. Hitler Historical Museum (www.hitler.org)

  6. Why such an approach? • To develop students’ sense of observation • To encourage students to ask questions and make interpretations • To sharpen students’ critical faculties • To allow students to work directly with primary sources • To give students the opportunity to establish, modify and validate their own perceptions and understanding of history • To allow students to draw a diagram identifying key elements • To provide students with an activity that does not involve traditional reading tasks

  7. Where: Québec, in a sugar shack? When: 1950s? Economy – Energy: Use of electricity Economy – Energy: Use of a wood stove Economy: American influence (import of consumer goods from the U.S.) Culture and society: Cultural influence (consumer products) Culture and society: Presence of women in the kitchen

  8. Activity overview • General observations • Context, type of photo, photographer, source • Photo description • What is represented? A hypothesis • Identification of photo elements • Where, when, who, what (objects, buildings, etc.) • Analysis of photo elements • How does the presence of certain clues provide information about the event photographed? Verification of the hypothesis

  9. 5 key elements • Form and function (what?): material, size, shape, colour, manufacture, use, etc. • Location (where?): town, house, climate, factory, etc. • Time (when?): century, year, time of day, season, before, after, event, wedding, childhood, old age, short, long, etc. • People (who?): man, woman, child, politician, soldier, peasant, rich, poor, etc. • Meaning (why?): emotion, sentiment, beautiful, funny, useful, precious, significant, etc.

  10. Questions for students When was this photo taken? Where was this photo taken? If the photo is from your family’s photo album, can you interview (oral source) the people in the photo (the actors) or people who knew these people (witnesses)?

  11. Project idea: Poster

  12. Competencies • To understand the organization of a society in its territory

  13. Competencies • To interpret change in a society and its territory

  14. Competencies • To be open to the diversity of societies and their territory

  15. Online images

  16. Bilan du siècle http://bilan.usherb.ca/

  17. Le Québec en images www.ccdmd.qc.ca/quebec/

  18. New France New Horizons www.archivescanadafrance.org/

  19. Canada Science and Technology Museum www.sciencetech.technomuses.ca/

  20. McCord Museum www.musee-mccord.qc.ca/en/

  21. Bibliothèque nationale www.bnquebec.ca

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