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*Key Lesson 3: Day 12

Lesson: Visual Representation of Cultures: How Are We Shaped?

Underlying Questions:

• What is the form, audience, and purpose of a given


visual representation, such as a photograph, drawing, or
painting?
• What do we learn from these representations? Do we
learn at all?
• If we learn from this genre, then how can we use it for
research? What can they tell us?
Goals:

• To get students thinking about how visual


representations function
• To get students examining visual representations of their
research cultures as part of their research
• To introduce students to the idea of putting together a
photo story for their research presentations

Rationales:

• Students examine artwork in a variety of visual


mediums on a regular basis. Most of the time it is
subconscious. Society shows them pictures and
sculptures, for instance, of African-American culture and,
depending on the representation, we take away a
certain perspective from viewing the visual. A
photograph of a woman in lavish, traditional tribal dress,
for instance, is going to tell a different story than that
of a starving woman from a third-world country.
Students will learn begin to think through this lesson
about the functions of visual representations.
• The Lauren Greenfield “Girl Culture” photo story was
chosen for its connection to students’ lives and
interests. It provides a unique way for young women,
especially, in the class to see how they are constructed
in society and how these constructions shape their
actions and ideologies.
• At this point, most of students’ research has taken place
on a computer. This lesson should remind them again of
the types of research they can conduct which requires
no computer, no Internet, just their eyes and
observations.

Assessments:

• Small group discussion contribution


• F= A+P worksheet
• Wikipost reflection on activity

Objectives:

• Students will be able to demonstrate critical thought on


how visual representations suit their given audiences
and purposes
• Students will be able to discuss in groups their reactions
and thoughts to the Greenfield artifact
• Students will be able to complete the F=A+P worksheet
in a group, further reinforcing the principles behind the
formula and familiarizing themselves with the concept
• Students will be able to respond freely, without a given
prompt, to the Greenfield artifact

MI Standards:

• 1.2.1, 1.3.5, 1.3.7, 1.4.4, 2.1.10, 2.2.3, 3.1.7,


• 3.4.1, 3.4.2, 3.4.3, 3.4.4

Tasks:

5 minutes: Attendance, housekeeping

10 minutes: Students will listen to a brief lecture about how cultures


are represented visually. They will be asked to consider
genres such as photography, paintings, drawings,
comics, sculpture, and other visuals. This will be again
connected to the F=A+P formula.

6 minutes: Students will watch Lauren Greenfield’s photo story “Girl


Culture.”

15 minutes: Students will be broken into groups of 4 by numbering


off. In groups, they will discuss the repercussions of this
photo story. What was the message? Who was the
audience? What was the purpose? Students will discuss
whether or not they believe this photo story is an
accurate representation of “girl culture.” Each group will
briefly report back to the class with what they’ve
discussed.
10 minutes: Back in their groups, students will complete a F= A+P
sheet for the Greenfield artifact. This sheet will be
turned in at the end of class. Teacher will go over the
instructions for the Wikipost reflection, to be done for
the next day.

4 minutes: Questions, wrap-up

Materials:

• Computer
• Internet access
• The Lauren Greenfield photo story “Girl Culture”
• F= A+P sheets
• Writing utensils
• Chalkboard/ chalk (for notes during brief lecture)

Resources:

• Greenfield, Lauren “Girl Culture.” (Photo Story). 24 Apr


2009
www.laurengreenfield.com

• “Lauren Greenfield’s ‘Girl Culture’: Faculty Guide.” 24


Apr 2009
http://www.creativephotography.org/education/educator
sGuides/girlculturefacultyguide/index.html

• Smagorinsky, Peter. Teaching English By Design.


Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14

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