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7 - Photography, a tool to create an imaginary garden
Tuesday 17 April 2018
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PROJECT
To use photography as a means to develop transversal and key competences linked to the creation of an ’imaginary garden’ for students with learning difficulties. To create a’ visual story’ articulated through a series of images. To use the mobile/other devices as a tool
- to witness and study the reality of the garden
- to transform it into a unique, personal imaginary garden

PUBLIC
This methodology was experimented and drafted in the garden of Funchal, Madeira, Portugal, from 20 to 24 February, by European teachers during the peer-to-peer training mobility.
It has similarly been the object of implementation with different audiences, from 7 to 18, primary and high school students, and young adults from Trieste and Padua, Italy

KEY COMPETENCES
- Communication in the mother tongue
- Learning to learn
- Social competences and citizenship
- Humanist culture and expression of sensitivity
- ICT competences

GARDENS EXPLORED
Quinta Jardim de Lago de Funchal, the Monte Palace de Monte, Funchal, Portugal The gardens of Trieste

OBJECTIVES
- To promote the creativity and the expression of the imaginary in a context of research, documentation and knowledge of the landscape heritage
- To encourage the ability to observe the garden and interpret it as a natural and cultural heritage. To enrich your asset of photographic techniques to represent and document reality
- To become more sensitive to the use of photography as an art, its languages and creative potentialities
- To use this to facilitate the communication by giving everybody the possibility to express themselves through a personal pathway ’by images’ of the garden

MATERIALS
Smartphone, camera, printer, laptop, photo paper, scissors, coloured crayons, markers, glue

DEVELOPMENT
- 1 To explain the instructions: to build the visual story of an imaginary landscape by shooting different views in the garden
- 2 Workshops of photograph shooting in the garden, to explore the site and take pictures of the views of your choice
- 3 In the classroom:
To observe and choose a small selection of photos illustrating the phases of a walk through an imaginary landscape
To give your personal opinion on the reasons of the choice and listen to others’
- 4 To implement the elements needed for building the ’visual story’
- 5 To print the photos
- 6 To rework the image: edit some photos at the computer (Photoshop) or add graphic and painting elements

EXTENSION
Oral presentation of the personal creation, arrangement of an exhibition and/or of an e-book with the works of students of all levels to implement digital, communicative and social skills

EVALUATION
It takes into account the ability to:

Master the oral and written mother tongue/ social and civic competences. To develop the learners’ communicative and expressive competences. To develop social competences when presenting and expressing opinions on the visual stories implemented

Develop awareness and cultural expression. To assert that the ’photographic narrative’ has enhanced
- an in-depth observation of nature by a curious and critical eye
- a sensible selection of the images to create a photographic narration
- creative competences to extrapolate the reality of the garden to build up an imaginary landscape on the basis of a personal experience
- an improved ability of the creative and artistic expression through the production of images
- the use of a range of graphic techniques

Develop digital competences
Sensible use of the digital tools (camera, computer, printer) and learn how to master them

AUTHOR, PHOTOS
Annamaria Castellan
Associazione Culturale Acquamarina – Trieste - Italy

TRANSLATER
Mary Gino
Association Acquamarina, Trieste, Italie

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