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Photolanguage australia toronto pres.

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American Evaluation Association Presentation at annual conference in November 2009 by Rebecca White and Diane Sasser.

American Evaluation Association Presentation at annual conference in November 2009 by Rebecca White and Diane Sasser.

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  • Hello, I am Rebecca White and I am Diane Sasser. BECKY: We are colleagues at LSU and work for the Louisiana Cooperative Extension Service. LCES provides informal education for Louisiana’s citizens. Our professional outreach is in the area of family and child development. DIANE: We provide program leadership to field faculty and staff who provide parenting education, family development programs and training for child care providers throughout Louisiana. BECKY: Today we want to share with you an evaluation resource that we have recently used in evaluating Extension programs. This resource – Photolanguage is an evaluation tool that uses images as a catalyst to enhance expressions by individuals and is particularly useful with sensitive audiences.
  • DIANE: Evaluators are often challenged to find ways to conduct evaluation with program participants who are shy, reticent, or have limited verbal abilities. In other circumstances, evaluation participants can find it difficult to address certain sensitive topics or issues. Photolanguage is a means of communication designed to facilitate personal expression and interaction in small groups. The method is an innovative process utilizing black and white photographs which have been specially chosen for their visual qualities, their capacity to stimulate the imagination, the memory and the emotions, and their ability to challenge the viewer to thoughtful reflection
  • BECKY Besides facilitating verbal articulation, the photos, of themselves, speak to the viewer. Each person is asked to become aware of the associations that spring to mind, the resonances that are stimulated by the photograph, and in turn to know oneself better by trying to put these thoughts into words and communicate it to the group. These photos, which can be described as symbolic, become a key to enable a person’s past experiences and sub-conscious to find conscious expression. It is for these reasons that the process featured today has been called a language – Photolanguage.
  • DIANE Photolanguage is a new insight into the image, into photography. Using this technique, participants are encouraged to look at photographs and react to them spontaneously, affectively, globally and subjectively. But not for the purpose of analyzing them. The point is to be moved inwardly by the images rather than dissect them.
  • DIANE The Photolanguage process was devised and developed in Lyon, France by Pierre Babin and his colleagues, psycho-sociologists Claire Belisle and Alain Baptiste. Their work had been stimulated by the pioneering efforts of the renowned educator, Paolo Freire, who used photographs in his work among the peasant farmers of Brazil, and by the imminent psychologist - Carl Rogers and his work with group approaches.
  • BECKY As Photolanguage came to be more widely known throughout the world it became apparent that the process would be more effective if the photographs were to reflect the social and cultural idiom of specific peoples. The first collection of Photolanguage was published in 1968 in response to the challenge to discover a language that was relevant to the affective, visually – oriented youth of our media age. Photo collections were produced for different countries.
  • DIANE Photolanguage was introduced to Australia by Pierre Babin in 1976 during a series of audio-visual seminars sponsored by the Catholic Communications Centre, Sydney The first serious exploration of Australian Photolanguage series was undertaken in 1977 by Jan Cooney, a graduate student. She researched the process, photographed an original set of black and white pictures and used them successfully with senior high school students, drug rehabilitation groups and adults of many ages and interests. The Catholic Communications Centre subsequently sponsored a visit to Australia by Claire Belisle in 1979 to conduct a series of workshops devoted exclusively to the photolanguage process. She inspired the group with a vision to publish a uniquely Australian set of photographs.
  • DIANE Photolanguage Australia resulted from collaboration between the Catholic Communications Center and the Catholic Education Office as a special project for the International Year of Peace. Photolanguage Australia is oriented towards a personal exploration of human.
  • BECKY Cultural, sociological, psychological, spiritual and photographic criteria were considered in the development of this collection. 130 photos are in the collection to select from. The experienced evaluator may wish to add photos to the group to supplement that may be more relevant to specific groups and situations.
  • BECKY Photolanguage can be used effectively with groups in areas such as Educational Program evaluation Spiritual Development Special Education Personal Development
  • BECKY Youth Programs Staff Development Student groups Values clarification
  • DIANE It is in the personal characteristic of photography – the creativity of the photographer and the projections of the viewer – that we find the basis of Photolanguage.
  • DIANE Photolanguage requires 1. Evocative Photos 2. Small Groups 3. Environment 4. Sufficient Time 5. An Experienced Facilitator 6. Consideration of purpose
  • BECKY Photos speak to us at different levels of meaning. As is the case with verbal language, some photos are superficial and trivial; others are to be perceived as no more that literal illustrations. some, like the pictures in the Photolanguage Australia collection, challenge the imagination, reach into the realm of the spirit and touch a deeper level of consciousness. These are the images which speak the language of symbol. These photographs facilitate: a concrete expression of feelings, memories, dreams, and ideas. They help a group to avoid wordy abstract discussions which can often serve only to evade, and not to confront specific issues.
  • BECKY Photolanguage is designed for small groups. Ideally the number in the groups is 10-12 persons – although it can be used effectively in groups of up to 15-20 people. Participation should be voluntary. This is critical as it is important that this freedom be respected in the selections of photos and the extent to which each individuals share with others in the group. Members should always be invited to choose and to exchange. Freedom of choice is assured by using such phrases as “ I invited you to chose two photographs which...” “ I invite you to share with us your choice of photograph.”
  • DIANE The environment of the group process (and interpersonal exchange) needs to be relaxed and suitable for quiet reflection. It should be comfortable and isolated from undue noise, potential distractions and human traffic. Adequate space is required to enable the photographs (between 40-50 in number) to be arranged on either tables or floors so that the members of the group are able to move around the pictures with freedom of movement and are able to view the pictures easily.
  • DIANE In Photolanguage speed is definitely NOT of the essence of the process. It is essential to allow sufficient time for the introduction of the task, personal choice of the photos and exchange in the group In a group of 5-10 participants with the task “to select one or two photos to introduce yourself to the group” a time span of 45 minutes would suffice. Larger groups would require perhaps an hour or more. It is important to give group members sufficient time to “speak to the photos” if they wish to.
  • DIANE Facilitators of groups using photolanguage need to be experienced in group dynamics and have an understanding of the photolanguage process. The use of photolanguage calls for a particular sensitivity on the part of the facilitator. Experience has shown that photolanguage has a quite remarkable power to facilitate communication and intensify the dynamic operating in the group.
  • DIANE Facilitators need to be unobtrusive, non-manipulative and sensitive to the needs of individuals in the group. The listening quality of the facilitator provides the essential character of a group using Photolanguage. The interpretation of any photograph belongs only to the participant who has chosen it. It is not either the facilitator or group members to project their own individual interpretations onto a photo chosen by another
  • BECKY Photolanguage method objectives that can be achieved with this method: To study a theme Opportunity for personal expression To stimulate discussion To determine outcomes and impacts Compile results of an experience
  • BECKY Photo Arrangement Groups Assembly and Focus Questions Choice of photos Exchange of Reflections in Group
  • DIANE Experience in many countries has proved the following method to be effective utilizing the photolanguage process Ideally, before the group assembles the facilitator will arrange the photographs on a table( or floor) in such a way that there is sufficient space between the photos to isolate each from the other. The photographs are aligned so that they will all face the viewer. For instance, they may be placed in a circular arrangement so that the group members are able to view them as they move round a table. The number and kind of photographs available to the group will be selected by the group facilitator keeping in mind the people involved and the focus question to be presented for reflection
  • DIANE When the group has assembled the facilitator will invite members to reflect upon a focus question. It is important that the facilitator from this question in clear, specific terms allowing the members freedom of choice either in the focus to be addressed or the number of photos to be selected. The first task of the group which is being introduced to the photolanguage process will ALWAYS be the simple focus: Chose 1,2,or 3 photos which you either like or dislike. This is to familiarize the members with using the language of pictures
  • BECKY The participants view but do not touch the photos. The time allotted is 5-10 min. It is important to view the photos in silence so that others’ reactions will not influence your own response. This is a time to allow yourself to react spontaneously to the photos. After making their selection the members retire and sit quietly. When all have completed their selection they are invited to take up their selected photo/s and return to their places. If two or more select the same photos invite them to sit near each other in the group so that they will be able to exchange the photo without difficulty or disturbance to the group.
  • BECKY Members are invited to share with the group the significance of their choice of photo. The facilitator may request the members to hold the image facing the group while they speak to their photos. In some instances it may be helpful to suggest an introductory phrase like “I choose this photo because…” When a member has finished speaking, the facilitator acknowledges the personal contribution by a smile, nod or ‘thank you’. The photo may then be placed on the floor in front of the participant. If program evaluation is the purpose of the Photolanguage event, the evaluator should consider: How to best record participants sharing (data). Examples might include a fellow recorder, a tape recorder or video. Sensitivity to type of participant (child, youth adult, fragile for some reason) Privacy issues, cognitive ability, length of time available, .
  • DIANE Choose 1 or 2 photos which will… Introduce yourself to the group Describe some aspect of yourself to the group Express some aspect of your work Help you to speak about an event in your life which you wish to share with the group Help you say what you feel at this stage of the course/seminar Express how you feel in this group at present Or Choose 1,2 or 3 photos which express an aspect of your life at … 1.School 2.Work 3.Home 4. Recreation As a group we shall summarize our reflections on theme that we have been discussing. I invite each of you to choose one or two photos to express you impressions of your experience at youth challenge camp. Or Please select one or 2 photos your views of our recent staff training. Summation Thank each of you for your thoughtful insights. Does anyone have anything they wish to add before we adjorn?
  • (Have entire group get up and look at photos then return to seats) After you have thought of the one that would best answer the question, go back to pick it up. (After everyone has returned to their seats, have them go back and pick up the photo they pre-selected. After they are seated, ask to move into small groups) One person speaks at a time, and participants are allowed to “pass” if they do not wish to comment. As a reminder in the execution of this focus group approach, think about the logistics. How are you collecting data if this is evaluation? Will you use recorders? Are they ready to go with tapes, batteries, cords, etc. Be prepared with whatever means you will be using to document the input from participants.
  • BECKY How to order http://peoplemaking.com.au/ Click on card sets Photolanguage 135 photos        $59.95   The contact person that we corresponded with is Rosemary Allen and she can be reached at this email address:  books@peoplemaking.com.au
  • Photographs symbolic and speak to viewer Photographs involve the application of cultural, sociological, psychological, spiritual, and photographic criteria May be used in variety of group settings such as spiritual development, special education, personal development programs, educational program evaluation Recommend method requires: 1. Evocative photos 2. Small groups 3. Environment 4. Sufficient time 5. An experienced facilitator 6. Consideration of purpose Photo Arrangement Groups Assembly and Focus Questions Choice of photos Exchange of Reflections in Group
  • Transcript

    • 1. Images as Catalysts of Expression: A Demonstration of PhotolanguagePresented by:Rebecca White, Ph.D. and Diane Sasser, Ph.D.Associate Professor sLouisiana State UniversitySchool of Human EcologyLouisiana State University Agricultural Centerbwhite@agcenter.lsu.edu and dsasser@agcenter.lsu.edu
    • 2. Photolanguage: What is it?• Enhancing communication through photographs
    • 3. Photolanguage• Photographs are symbolic and speak to the viewer
    • 4. Introduction• Each participant is invited to look at photographs with the perspective spontaneously, affectively, subjectively, and then reacting to them.• The point is to be moved inwardly by the images.
    • 5. Origins of Photolanguage• Pierre Babin, Claire Belisle and Alain Baptiste• Paolo Freire• Carl Rogers
    • 6. Photolanguage Origins (cont.)• First published in 1968• Purpose - discover a language relevant to visually oriented youth of media age.• Photolanguage series produced for countries in Asia, Africa, Europe, North America, Latin America, Australia
    • 7. Photolanguage in Australia • Pierre Babin • Jan Cooney • Claire Belisle
    • 8. Photolanguage Australia• Catholic Communications Centre and the Catholic Education Office• Special project for the International Year of Peace
    • 9. Photolanguage• Photographs involved the application of cultural, sociological, psychological, spiritual, and photographic criteria.• Collection included 130 photos
    • 10. Using Photolanguage– Spiritual Development– Special Education– Personal Development Programs– Educational Program Evaluation
    • 11. Using Photolanguage• Youth programs• Staff Development• Student Groups• Values Clarification
    • 12. The Photolanguage Process• Two personal components – the creativity of the photographer – the projections of the viewer
    • 13. The Photolanguage Process Requires:1. Evocative photos2. Small groups3. Environment4. Sufficient time5. An experienced facilitator6. Consideration of purpose
    • 14. Evocative Photos• Photos speak to us at different levels of meaning.• These are the images which speak the language of symbol.
    • 15. Small Groups• Designed for use in small groups of people• Voluntary participation
    • 16. Environment• Comfortable• Relaxed• Isolated• Adequate space
    • 17. Sufficient Time• Adequate time is essential – For introduction of task – Personal choice of photos – Group exchange
    • 18. An Experienced Facilitator• Experience in group dynamics• Understanding of Photolanguage process• Facilitator sensitivity
    • 19. An Experienced Facilitator• Unobtrusive• Non-manipulative• Sensitive to the needs of individuals in the group.• Listening
    • 20. Photolanguage Method- Study a theme- Opportunity for personal expression- Stimulate discussion- Determine outcomes and impacts- Compile results of an experience- Evaluate a program
    • 21. The Method1) Photo Arrangement2) Groups Assembly and Focus Questions3) Choice of photos4) Exchange of Reflections in Group
    • 22. Photo ArrangementStep 1. Arrange photosStep 2. Present focus questionsStep 3. Participants choose photosStep 4. Group reflection
    • 23. Group Assembly and Focus Question • Assemble the group • Reflect on a focus question • Familiarize members with language of pictures
    • 24. Choice of Photos• Participants view photos• Participants select photos and return to place
    • 25. Exchange of Reflections in Group• Members are invited to share the significance of their photo (s)• Facilitator acknowledges personal contribution by smile, nod or ‘thank you”• Other considerations for evaluators
    • 26. Evaluator Protocol• Group member introduction• Evaluation introduces program evaluation question• Summation
    • 27. A Practical Experience
    • 28. • Select a photo that would best help you express how you would feel if you had been through one of the hurricanes that have hit the southern coastal states this year.
    • 29. How to Order Photolanguage• http://peoplemaking.com.au/ – Click on card sets• Photolanguage 135 photos $59.95 The contact person that we corresponded with is Rosemary Allen and she can be reached at this email address: books@peoplemaking.com.au
    • 30. Summary• Photographs symbolic and speak to viewer• Photographs involve the application of cultural, sociological, psychological, spiritual, and photographic criteria• May be used in variety of group settings• Follows structured method• Focused questions
    • 31. Images as Catalysts of Expression: A Demonstration of PhotolanguagePresented by:Rebecca White, Ph.D. and Diane Sasser, Ph.D.Associate Professor sLouisiana State UniversitySchool of Human EcologyLouisiana State University Agricultural Centerbwhite@agcenter.lsu.edu and dsasser@agcenter.lsu.edu