Jon Von Hollenben and 24 Hours of Plastic

https://www.janvonholleben.com/project/dreams-flying/#5706

I have mentioned Jan Von Hollenben before as I love his work focusing on 'homo ludens' the man who learns from play (Astrum People ca. 2019) and his work in the imagination.

Play and the imagination are the current environment that the children I am working with reside in.  So it becomes very relatable to them.  We discussed how we could use their own environment, the environment of a child, to send their message to both kids and adults about plastic.

First they drew some images where plastic was encroaching into their daily life- much like it does for sea life and other animals in nature.

Every time we do an activity the kids are very anxious to actually get their hands on a camera and be The Photographer.  So Mrs. G and I rounded up enough cameras and SD cards and gave each student 1 day, 24 hours with the camera to document any and all pictures of plastic around them.  

It was a great activity, and eye opening for all of us to see how extensive plastic use is in our very own area, in every aspect of our day. The rules were simple- wherever you are, look around you.  

  

24 Hours of Plastic: 

The students collected hundreds of images.  We have several ideas about things we can do with the images but the first thing we did was use them to illustrate plastic in 'everyday life' such as was represented in their drawings.  

The students posed for silhouette images:

I then overlaid the students' images of plastic use, collage style to create the final images:

Fig. 1: Bren Slade 2019. The Bus Stop.

Fig. 2: Bren Slade 2019. Swimming Lessons.

Fig. 3: Bren Slade 2019. The Student. 

"...If you can't explain something in words, you can take a picture of it."  

- Isaac, age 10.  Mrs. G's class 2019.

ASTRUM PEOPLE. ca. 2019. 'Jan Von Hollenben: Conceptual, Illustrative Photography.'  Austrum People [online] Available at: https://astrumpeople.com/jan-von-holleben-conceptual-illustrative-photography/ [accessed November 2019].

Mandy Barker and Mrs. G's Class

Continuing with the students in Mrs. G's class we looked at the work of Mandy Barker.

Fig. 1: Barker. Every Snowflake is Different.

Mandy Barker is a globally recognized photographer for her work with marine plastic debris. Working with scientists she hopes to bring out awareness for plastic pollution in the oceans and its affect on the marine life and its surroundings, and in effect ourselves (Barker 2019).  Her work is intriguing and aesthetically pleasing.  With a unique and recognizable presentation. 

As a class we discussed the way photography can give you a voice- especially within your circle of influence.  Hundreds of miles from any ocean life- making art out of ocean plastic isn't practical or relatable to Mrs. G's students - or their most likely audience of fellow classmates and community members.

SO we talked about their circle of influence.   And plastic use in their own surroundings. 

Throughout the week students gathered plastic in locations common to their own environment: the park, the lunchroom, home, dance class, etc. 

Inspired by Mandy Barker they then, as a group, sorted by color schemes and cut pieces to begin their water based plastic creations- almost a flat plastic sculpture in water.  I photographed their creations taking direction from the kids- changing things a bit here and there as they evaluated the results.

Fig. 2

Fig. 3

Uploading their images I then worked with the school computer specialist to help each child edit the image to their likings.  

Fig. 4

Exploring mostly with levels and saturation they edited them quite a bit differently than I had imagined and though much different than a Barker piece, I found their images interesting and engaging.  BETTER than if I had instructed them restrictively.   Children have a natural sense of freedom and are less restricted by boundaries of the 'norm' that we as adults often place on ourselves.    Here are a few of the results:  

 Fig. 5

 Fig. 6

 Fig. 7

 Fig. 8

Fig. 9

It's amazing how much of the kids own person came through in their edits.    Again, my goal in introducing this eclectic variety of artists and photographers is to reach out to all the learning styles of the students, hopefully helping the them recognize their strengths and weakness, and explore what 'works' for them.

Figure 1. Mandy BARKER. 2019. Every Snowflake is Different. [Photography]. Available at: https://www.mandy-barker.com/work [Accessed November 2019]

Figures 2-4. Working with the students in Mrs. G's class.  

Figures 5-9. Final results of the plastic images, taken by Bren Slade edited by the students.  

BARKER Mandy. 2019. About. [online] Available at https://www.mandy-barker.com/about. [accessed November 2019].  

Update- Visual Messages

I love working in Mrs. G's class.  The kids have a lot of positive energy and are easy to engage, and eager to participate. 

In the previous project we sent a message using words:

This time we discussed sending a message- with no words.  Mrs. G mentioned this class is very verbal but think everything must be explained with words, lots of words!!!  So this exercise was to help them see things more visually. 

The children are working in groups, in TEAMS.    Carefully divided teams evening out skill sets and personality mixes.  Each team has a different dynamic.  

Here are some of the 'messages' they came up with: 

     You can see the first two groups came up with strong, visual messages!  I was pretty impressed actually.  
     The third group's message is also clear, and a little more revealing about its authors as kids.  
     The last group had a hard time gelling their thoughts into one idea. They wanted to show 'fun things that you can up-cycle plastic into'- but in the end each did their own thing.  
     It was a useful exercise in that, when they saw the results side by side they could tell their imagery wasn't as powerful as one simple message.  It was a good point on the side of teamwork.

  

Tutor 1-on-1

  When meeting with my Falmouth tutor Cemre, I presented where I was at with my project and she encouraged me to possibly re-position myself as the photographer in my work with the children. 

YIKES!  I didn't even realized I had taken myself out of the equation.

 She linked me Susan Meiselas work, A Room of Their Own.


A Room of Their Own was a slowly evolving project in the West Midlands, UK.  Working with women, victims of domestic violence in refuge and a Multistory team,  evolved into a collaborative approach that soon involved workshops and soup meetings, creative writing and more all hosted in the refuges themselves.  When they were comfortable, the women began letting Meiselas create images of them in their own space.

"The image of space is a record, and also a kind of mirror."

-Susan Meiselas

Fig. 1: MEISELAS 2016.  Room 9.  A Refuge in the Black County.


Susan brought out the stories they had hidden inside themselves, so they were no longer hidden.

My big question: How do I reposition myself as the photographer in my own project.  My goal is to help the children participating, develop or recognize that they can have a voice through the lens.  I do have a few ideas on how I can do this, and stay in the position of photographer as well.  STAY TUNED!




Figure 1.  Susan MEISELAS. 2016. Room 9.  A Refuge in the Black County. Available at:https://www.magnumphotos.com/newsroom/society/susan-meiselas-room-their-own/  [accessed October 2109]

MEISELAS, Susan. 2017. A Room of Their Own.  Multistory.

MEISELAS, Susan. 2017. 'A Room of Their Own.' Magnum Photos [online] Available at: https://www.magnumphotos.com/newsroom/society/susan-meiselas-room-their-own/ [accessed October 2019]

My Lens Is My Voice

Send A Message

Fig. 1:  One groups' image with the message they chose to share about the plastics issue.  

Displayed and taken by the students in the group. 

With Bren Slade in Mrs. G's class 2019. 

Day ONE in Mrs. G's Classroom.

I began by administering a quick age-appropriate assessment I developed in researching and planning for my project.  I created it simply to illustrate how the students critical thinking skills may develop over the course and how the students may begin to think more deeply about photography as well as all images around them.  My background in education and experience with this age group in the classroom was pinnacle in having ideas about how to go about this.  The children completed the open ended, paper-based assessment quietly and individually at their tables.

A LITTLE MIND TRICK 

AND INSTA STREET CRED

I know from experience in working with children it is important to establish a relationship and desired atmosphere as quickly as possible.  Typically I do this through my own style of child management that leans toward a classroom community atmosphere and mutual respect.

After the kids finished the assessment I asked them to stand.  I explained that I used to teach in the 4th grade and one thing I was pretty good at was remembering students names.  Very quickly I asked them to state their first name and they did so down the line and rows of students.  As soon as the entire class has had a turn to state their name I asked them to cover their name tags and I began at the beginning and re-recited all their names correctly.

MIND BLOWN!

I've found this little exercise gives me instant 'street cred' among the students.  They respect me for being 'with it' but really I believe the respect actually comes from the affirmation they get when I call them each by name.  Names are power.
(confession note- though I pride myself on being a with-it teacher I am quick, but not THAT quick.  Obviously I went around and learned their names from their name tags while the students quietly completed the assessment. Tee hee hee.)


ANTICS OVER

NEXT we got down to business.  I gathered the students in the area we call the 'kiva' which is a row of stairs curved in a semi circle and great for presentations.  We started with a slide show and discussion on the very first cameras then followed through with all the different reasons someone might take a picture.

I was validated in this approach after reading chapter 4 in Wendy Ewald's book, I Wanna Take Me a Picture; Teaching Photography and Writing to Children (2002). This is JUST how she begins with the children she works with.

We then talk about their GeoChallenge and the messages they might choose to share through photography.  Each child quietly brainstormed all the many messages that might encompass the issue with Plastics and the environment and then together as groups they choose one message to share white board and marker style.

This exercise is also a strong practice for team building.  They work together to decide on a message but also have to start distinguishing between the strengths and weaknesses of each team member.  Which member is best to write on the card?  Who and how will the image would be displayed?  Which member will work the camera? 

We talked about long messages and short.  Spelling things correctly and capturing them so the message is what stands out.

Fig. 2:  A second groups' image with the message they chose to share about the plastics issue.  

Displayed and taken by the students in the group. 

With Bren Slade in Mrs. G's class 2019. 

The children exhibited high levels of engagement.  There was well executed dialogue between many of the groups.

We started with WORDS since this was a strength of the students in the class.  The next activity will then challenge the group to express the Exact SAME Message but in imagery only.  This will help the students start to transfer to 'seeing' things more visually.

THESE Students are passionate and want to have a VOICE.  I'm excited to help them share that voice through the lens of photography.  

EWALD, Wendy. 2002. I Wanna Take Me a Picture; Teaching Photography and Writing to Children. Massachusettes; Beacon Press.

Project Update

Fig. 1: Slade. A Real Life Ms. Frizzle.  Featuring Mrs. G's class in 2018

After last semester my project is undertaking a major evolution.  I really would like to try working with students in a classroom to produce some respondent generated images.

I approached a local teacher who's teaching style and classroom atmosphere would be conducive to my project.  I was imagining a project in increasing the students awareness concerning media literacy.

While meeting with Mrs. G she was in favor of my ideas and then mentioned that the students are undertaking a major project this year with National Geographic Society's Geo Challenge.

The Geo Challenge is a project based

multi-leveled competition for teams in grades k-8 

(National Geographic Education 2019).

The students are supposed to research the problem and create real world solutions to solve them- this year the focus is PLASTICS and the issue it creates in our environment.  The students are supposed to focus on their circle of influence, their own environment. 

What Mrs. G mentioned her students really need is to learn how to use imagery, such as photography, to give a VOICE to their projects.  

"My students this year are very wordy," Mrs. G explained.  They think to get a message across you have to use words and words and words.  She wants to show them the power of an image.

This lead to my new 'working title' for my project:

My Lens Is My Voice.

My goals: to help students express their ideas and passions, and learn to share a message with the world using the medium of photography.

I will use the GEOCHALLENGE as a catalyst for the project and then branch out to more personal messages from the children.


You can see more about the GeoChallenge here: https://www.nationalgeographic.org/education/student-experiences/geochallenge/




Figure 1. Bren SLADE. Real Life Ms. Frizzle. 2018.  Available at www.OnceUponAPix.com.

NATIONAL GEOGRAPHIC EDUCATION. 2019. GeoChallenge 2019-2020 [you-tube advert]. Available at: https://www.youtube.com/watch?v=xGABwDC8gXM [accessed October 2019]

Summer Workshop #2 "Lost Boys"

Fig. 1: Slade 2019 The Girl Who Slays Her Own Dragons

This "Lost Boys" themed workshop was already in the works when I decided to change my project and therefore planned an entirely new workshop with children participants (you can see that post here: Summer Workshop 1)  But since the photographers were already on board for this set up I went ahead with both, and this turned into more of just a photographers meet up.

There were 8 participating photographers (3 professional, 4 beginners) and over 15 child models- half with special needs or facing difficult childhood circumstances (like foster care).  The goal was "storytelling" and I created a small intro/cheat sheet for storytelling tips:

A location was set up and proper fees paid.  A professional face painter came on board and generously donated her time and amazing skills.  The beginner photographers 'shadowed' the professionals, while the professionals were able to have some creative time for themselves.

Since the workshop was so recent, most photographers aren't done editing.  But here are some sneak peeks courtesy of Jayme Christensen Photography:

Being in charge and keeping everything flowing, I barely got to take any images myself.  But the purpose of the workshop wasn't for me to take photos so all it well.  I can't wait to see all the results, and all the different styles and perspectives.



Figure 1. Bren SLADE. 2019. The Girl Who Slays Her Own Dragons. Private Collection.
Figures 2-6. Jayme CHRISTENSEN. 2019. Private Collection of Bren Slade.

The Art Show

“Photography is, first of all, a way of seeing.” -Susan Sontag 

The culminating moment of the summer photography workshop with kids: The Art Show.

My brother-in-law was renovating some offices and allowed us a bit of space:

After much sorting/editing/printing I got my first opportunity to do some curating!

I started with a floor lay-out to get a better idea of how it might flow together.

It took a bit of rearranging but in the end I was pleased with the space, and the results. 

Since my target audience was the children themselves I wanted the art at a child's eye-level. 

(This is a panorama of the final lay-out.  The room itself + the photo's led into a circular movement) 

The medium was a photo poster/ card stock, casually hung with pins on twine or directly to the wall. This proved to be a good choice since all the kids wanted to touch the images, almost petting them as they walked by.  Fine art in frames may have inhibited this interaction with their own art. 

The children and their families were invited to attend. 

The reaction was enthusiastic and motivating. It was interesting watching them observing their images, especially the ones taken in multiple perspectives by multiple kids at the same time. The wheels were turning and you could almost see them planning for 'next time.'

Quote: Susan Sontag (2007) Photography: A Little Summa. In: At the Same Time. London:  Penguin

Workshop with 15 Future Photographers (ages 4-13)

Fig. 1: Photo by Oliver (age 9) 2019. Edited with Bren Slade.

This week I had the opportunity to hold a photography workshop with some up-and-coming photographers.  So up-and-coming that some of them can't even tie their shoes yet!!

15 kids (ages 13 and under), 7 photo devices, and me. 

My goals for this workshop were to:

•Test the waters in working with children

• Evaluate levels of engagement at the various ages

• See how responsive children are to guided practice 

• Examine ability and levels of potential

The main concept ideas were: Expressing ideas and messages through the medium of photography, and exploring multiple perspectives.  

The majority of the children used Iphones as their chosen photography device, with the exception of one child who brought an actual digital camera (point and shoot variety).  

Time was limited. The children were attentive but anxious to get started.

I began with a short introduction to photography in general.  An illustrated discussion of what camera's used to look like then and now.  

Fig. 2: Camera Obscura LOC

Then we talked about the WHY- why do people take pictures?  Their first answers mostly revolved around family and memory keeping (that is what they have experienced). By showing them some photographs I opened some new doors of ideas for them. 

We talked about PHOTOGRAPHY as NEWS and HISTORY:

(do people take pictures to record important moments in time?)

Fig. 3: John Frost Newspapers

PHOTOGRAPHY as HUMOR and Entertainment:

(do people take pictures to make you laugh?)

                                      Fig. 4: Photocreo

ALSO PHOTOGRAPHY to TRICK YOU to TELL A STORY  to EXPRESS AN IDEA or to BE CREATIVE.  I'm sure there was more I could have covered...but... limited time remember.  

next

We went over some photography instruction.  For pretty much all the children this was their first official 'lesson' in what makes a good picture.  

I talked about keeping the subject 'off center' (introduction into the rule of thirds). 

We discussed natural 'framing' and how to keep photos interested by adding some ACTION or STORYTELLING.  

Fig. 5: Taken by Amelia (age 4) 2019. Edited with Bren Slade (original cropping).

Next I called up a volunteer to create an image, then take the photo of the same subject again closer, closer still, and at different angels.  From above and then low.  

Fig. 6: Taken by Samantha (age 13) 2019. Edited with Bren Slade. 

As a group we looked at the images and discussed which were more successful.

FAIL: at the end, when I collected the images from the devices Samantha had deleted all the 'practice' images except her favorite.  Even though we talked about the importance of the process, Samantha has a very 'neat and tidy' personality and took care of those pesky learning opportunities.  MEMO TO ME: Encourage and Emphasize NO DELETION!  

THE CHILDREN THEN DIVIDED INTO PARTNERS of SIMILAR AGES:

Activity #1:

Take a writing board and create a message.  Anything that comes to mind.  Take a picture of your partner with their message however you like.  We talked about showing their faces or covering them.  Other than that, it was left completely open.  

Fig. 7: Taken by Ashlyn (age 8) 2019. Edited with Bren Slade.

Fig. 8: Taken by Shyannah (age 13) 2019. Edited with Bren Slade.

Fig. 9: Taken by Lincoln (age 12) 2019.  Edited with Bren Slade.  

Fig. 10: Taken by Clark (age 4) 2019. Edited with Bren Slade.

 Fig. 11: Taken by Mac (age 5) 2019. Edited with Bren Slade

Some of the messages were silly, some were words of 'wisdom,' many contained something the child loved, there were some misspellings, and the non-writers had help with the marker.  But the children were on board with the idea and mostly wanted the adults out of their way.  

Activity #2

On Perspectives.  With some inspiration from BARBARA PROBST we explored multiple perspectives.  Exploring other peoples perspectives, in its relation to critical thinking, problem solving and social skills, has great transfer applications into the classroom.   

Images created of the same subject, in the same instant! (OR as close to the same instant you can get when working with underdeveloped fine motor skills!)

When asked what the word 'perspectives' meant, Brynlee (age 10) nailed it with, "Seeing the same thing in a different way."  

We started with two 'camera' perspectives:

Fig. 12: Images taken by Shyannah (age 13) and Samantha (age 13) 2019.  Edited together by Bren Slade. 

Then moved on to 3 and more perspectives.  I love the kids that photographed the whole scene of kids doing the photographing.  Also some kids got in very close! 

LIKE REALLLLLLY CLOSE!

Fig. 13&14: Variety of Kid Photographers, Multiple Perspectives 2019.

THE ENGAGEMENT with the children was high.  I wondered how much would transfer into to their work but I was quite pleased with the results.  

For example.  A junior 'documentary' photographer emerged when one of the 5 year olds disengaged and gave himself a break.  It was fully documented by another 4 year old.  Remember my object lesson about getting closer to your subject? (note: edited by me but cropping left original) 

When another workshop child tried to help out- he documented that too!

In going through the images I noticed that someone captured him checking out his images....

The untold stories from a shorter point of view.  

NOW it wasn't ALL award winning images.  Working with littles we got a lot of their unique perspectives: 

THIS: 

AND SOME OF THIS:

But I was AMAZED at the energy and enthusiasm throughout the entire workshop.  And the results were fun and interesting.  

Fig. 15: Images taken by Brooklyn (age 8) 2019.  Edited with Bren Slade.  

Somethings I learned going forward:  

•One day workshop = not much time!!! Especially in the one-on-one evaluation and editing. I can definitely see the advantage to working with the same group over a longer time period.  

•The kids WANT to communicate through photography.  They were eager for actual photography instruction and applied much of the small information we covered immediately into their images.  

•They were also open to 'guided' activities but slid into their own creativity and expression without prompting.  

•Iphones:  PROS -Familiar device for the children.  CONS -Hard to keep track which child took which photo unless each child only used a designated phone. ALSO A LOT OF TIME SPENT TRANSFERRING IMAGES to myself.  One-to-one device ratio per child may be hard to obtain in a classroom setting.  Possible ALTERNATIVE: using cameras that require SD cards- with each child having and caring for their own card.

• Photography crosses age levels pretty fluidly.  (Except for the one couch boy:) the children were actively engaged and adapted to their own ability level.

•Some things were controlled for better results:  Our location was indoors (away from unpredictable elements like weather) and provided even lighting. There was also plenty of space for individual expression.  Wardrobe of solid colors or white was recommended for the children prior to the workshop (mostly to avoid copyright infringement of logos, but it led to better images as well).  This may be harder to duplicate in a public school setting.

• The parents I worked with were AMAZING.   Other than helping the littles write on their boards they completely backed off and let the kids do their thing.  I didn't have to intercept any that were being too 'helpful' (and I would have).

•THE KIDS LOVED SEEING THEIR WORK IN PRINT

wait! did I mention that we had our own ART SHOW!

 But that is another post: Stay tuned.  

Figure 1: Oliver (age 9) edited with Bren Slade 2019. 

Figure 2: Camera Obscura LOC. [online]. Available at https://www.thoughtco.com/an-illustrated-history-of-photography-4122660 [accessed July 2019].

Figure 3: John Frost Newspapers. [online]. Available at 

http://www.bl.uk/learning/timeline/item105656.html [accessed July 2019].

Figure 4: Photocreo. [online]. Available at https://elements.envato.com/british-shorthair-cat-wearing-a-funny-costume-CDZFEGQ [accessed July 2019]. 

Figure 5: Taken by Amelia (age 4) 2019. Edited with Bren Slade (original cropping).

Figure 6: Taken by Samantha (age 13) 2019. Edited with Bren Slade. 

Figure 7: Taken by Ashlyn (age 8) 2019. Edited with Bren Slade.

Figure 8: Taken by Shyannah (age 13) 2019. Edited with Bren Slade.

Figure 9: Taken by Lincoln (age 12) 2019.  Edited with Bren Slade.  

Figure 10: Taken by Clark (age 4) 2019. Edited with Bren Slade.

Figure 11: Taken by Mac (age 5) 2019. Edited with Bren Slade

Figure 12: Images taken by Shyannah (age 13) and Samantha (age 13) 2019.  Edited together by Bren Slade. 

Figure 13&14: Variety of Kid Photographers 2019. Multiple Perspectives. Edited with Bren Slade.

Figure 15: Images taken by Brooklyn (age 8) 2019.  Edited with Bren Slade.