This 3-day photography workshop for teens explores concepts of masculinity. On day 1, students learn photography basics like lighting and composition by making portraits. They discuss perceptions of "good" and "real" men. For homework, students photograph family items. On day 2, students create self-portrait collages and analyze stereotypes through the "Typecast" series. They plan diptychs contrasting stereotypes with their identities. On day 3, students curate an exhibition of their work, which they present to guests with reflections on their exploration of masculinity.

1. Goethe-Institut:
M3 on the road
A 3-day photography workshop for teens
By CPB Prism
DRAFT

2. Table of contents
- What is M3?
- Introduction to this workshop
- Materials needed
- Overall Schedule
- Day 1
- Day 2
- Day 3

3. What is M3?
M3: Man, Male, Masculine is the South-Asian regional project on the theme of Masculinities. The project aims to discuss
current visions of masculinity with children and young adults of both genders in India and Bangladesh.
The idea is to provide - through various perspectives and formats, a chance to not only develop an understanding of stereotypes and
role models, but also reflect on individual ideas of masculinity. Further the project aspires to encourage, through cultural educational
projects using creative artistic tools such as photography, film, theatre plays, and graphic novels, children and young adults to
critically question existing ideals of masculinity and to actively promote gender-equitable practices.
The intention is to develop various formats in cooperation with experts on education and mental health, NGOs, and teachers and
then to implement these programs in educational fields as well as in the general public environment.

4. Introduction to this workshop
This workshop is a designed by CPB Prism to explore the subject
of masculinity amongst youngsters ages 13+.
The group size can be 12-15 students mix of boys and girls
The workshop is will run across 3 days eg. Friday, Saturday and
Sunday with the last day planned to be a “pop-up” exhibition.
The workshop requires hand holding from the facilitators but
also allows room for students to explore this subject in their
own way
Facilitators are encouraged to allow individual thinking

5. Overall Materials needed for workshop
For Workshop
- Cardboard boxes X 5
- Chart papers (yellow, blue, white, pink) X
10
- Objects for photo studio like small toy
animals, flowers, stationery, local
curiosities
- Scissors X 2
- Torches X 10
- Pencils X 10
- Cutting mat X 2
- Translucent paper X 10
- Cameras / phones X 15
- Tripod X 2
- Projector + screen X 1
- White cloth sheet
- Masking tape
- Clips
- Recent local magazines and newspaper-
weekly, monthly popular magazines
For exhibition
- Thread
- Clips
- Printer
- Photo Paper

6. Overall schedule
Day 1 (e.g. Friday) 10am to 2pm 4 hours
- Introduction to workshop
- Warm - up discussion
- Make your own “photo studio”
- Backpack portraits
- Editing on phone
Day 2 (eg. Saturday) 10am to 2pm 4 hours
- Warm up discussion
- Act out / photo booth portraits
- Editing
- Image selection
- Image to go print
Day 3 (Eg. Sunday) 10am to
2pm 4 hours
- Warm up
- Reading room
- Curation, Editing
- Printing
- Exhibition set up
- Installation
- 12pm preview

7. Day 1

8. Ice breaker + Intro (20 mins)
● Ice breaker + intro + workshop outline expectations
● Introduce yourself : Each person to say their name +
feeling + animal
● Rules of engagement
○ Respecting boundaries
○ Staying safe
○ Step up, step back

9. Learn about light and
make your own Photo Studio (1 hour)
Objective:
To learn basic photography skills
- Choosing a subject
- Lighting
Materials needed
1. Chart paper of varying colors
2. Light sources (can be window or artificial light like mobile phone torch)
3. Camera
4. Objects in your backpack (alternatively students can bring something from home
if they are informed in advance)

10. Learn: Role of LIGHT in PhotographY
The word "photography" was
created from the Greek
photos, meaning light, and
graphé, meaning
representation using lines
or "drawing". Photography
therefore means ‘drawing
with light’.

11. Direction of Light:
Do you want the subject to be lit? And from which angle? Based on your preference, find
the right photography position, or the right location to take the picture. For example
– if you wants to take a photo of your toy (=the subject) to be lit from its right
side, they should put it to the window's right, while the picture is taken from the
toy's front.
where is the light coming from? The sun? A window? A naked bulb? Then look at the
subject – is it lit or placed in a dark place? And therefore – will the image be dark
or lighted?
Learn: Role of LIGHT in PhotographY (10mins)

13. Activity: make
your own photo
studio (1 hour)

15. Photo credits: Neil Winokur
Now, use an item from your backpack and take a picture!
Try photographing your hand, or a personal item like a
hairband, a tie, or a sock!

16. Activity (option):
Color your studio!

17. Add layers to your
image: What happens
when you change the
color of the light?

18. Let’s get into the theme

19. Writing task: Words that define you! (15mins)
On a piece of paper, ask the class to write down words that
describe themselves - sentences or words
These are words that you identify with. They can be about
your likes, dislikes, your home, your family, your community,
your hobbies, your favorite color, food or books! Anything at
all.
These are words that others describe you with. How do you
parents describe you? Your teachers? Your friends? How would
a stranger describe you when they see you?

20. Make a simple WORD collage (15 mins)
- Download app: Canva or Adobe Spark
- What is a collage?
- a piece of art made by sticking various different materials such
as photographs and pieces of paper or fabric on to a backing.
- Select 4-5 pictures that you have shot
- Add any text you wish to add to the photo (from the preview
assignment)
- Or use any features to make a photo collage
- For example:
- Draw imaginary objects that pair with your chosen objects
- Or write your feelings associated with this object like: love,
hate, dislike, jealous, happy, sad

21. Activity: pair up and make portraits (30 mins)
- Set up a photo booth using the
“white sheet” or colored chart
paper, lights if needed
- In pairs, students will take
portraits of each other
- Subject to instruct the photographer
how they want to be photographed
- This is an opportunity to learn the
power of collaboration
- Use Props if you want: flowers from
market

22. Post Activity Discussion (10mins)
- What was it like being photographed?
- What was it like making a portrait of someone else?
- Do you feel like the photographer took the photo how you
expected?

23. Intro to M3: warm up (20-30 mins)
Pose these question to the class
Ask students to write: What does
it mean to be a “good man”?
• What qualities do the men you
respect and admire have?
• What values and morals do they
live by?
• What kinds of things do they
say and do?
> what do YOU think is a a good
man?
Next, ask to write: What does
it mean to be a “real man”?
• What do people mean when
they say “be a man” or “man
up”?
• What qualities are “real
men” assumed to have?
• How are they expected to
speak and act? How are they
not supposed to behave?
>what do people expect/think
about “being a man”

24. Post assignment Discussion PromPTS (15 mins)
Then, allow them to take a few minutes to analyze what they see in the two columns and discuss:
• What do you notice? What do you wonder?
• Are what it means to be a “good” man and a “real” man mostly similar or mostly different? Why do you think
this is? What conclusions can you draw in comparing the lists?
• How do you think these cultural messages affect boys and men? How might they affect girls and women?
Next, we recommend you take a moment to have students write anonymously about and then, perhaps, discuss this
question:
• Why might this be a challenging issue to talk about in school?

25. Home-work (15mins)
1. Takes photos of items from your home
a. 5 objects that define YOU, your identity (see example in next slide)
b. Take photos of members of your family
2. Bring:
a. Objects that can be used in Props for tomorrow’s shoot - clothes,
accessories, books, toys
b. Item of clothing from your male family member and female family
member

27. Day 2

28. Make your Portrait collage (1 hour)
Create a photo set collage utilizing the photos created selected.
This can be on paper/canvas, a physical set created at small-scale inside a box, life-size
photo set like Daveed’s work, or a virtual set created using a digital application such as
Canva (free) or Adobe Spark.
On your own photos, write the words / sentences written in assignment (Words that define
you!)

29. Examples of collage ideas

30. Photo by: Fatmata Bah (they/she)
“Baby Teeth”, with this collage I pay homage to this wide-eyed, buck-
tooth lil girl who was taught early on, if she didn't have the right set of
chompers, she better learn how to master the closed mouth laugh.
You are enough.
Photos used: a childhood photo, photo of my teeth taken during a dental
visit, and a gleeful portrait taken by a friend.

31. Photo by: Shay
Lin (they/them)
I wanted to do a
photo collage to
share a personal
story with the
group around the
history of my
chosen name,
Shay. When I was
born I was named
Ashley and now I
go by Shay.

34. Day 2
Today students will discuss how Photography / Images are used to depict Stereotypes through
this series called “Typecast”
After seeing the series, students will research ideas for their own images diptychs.
Students will begin by reflecting on their identity and stereotypes they inherited from the
world around them. After reflecting on their personal and public identities, students will
examine the work of Typecast drawing conclusion to the artists’ overall concept.
Lastly, students will use their analyses of Typecast as inspiration for their own diptych
featuring their typecast self versus their ideal self.
Lesson taken from Photoville

35. Introduce to basic
photo vocab
(30mins)

37. Color: What your eye sees when light bounces off a surface.
The quality that helps us differentiate one object from another.

39. How many colors can you see
around you? Name them.

40. Line: Marks the distance between two
points.

42. How many lines can you see
around you?

43. Shape: An area that has clear edges.

45. How many shapes can you see
around you?

46. Pattern: Repeating shapes, colors, lines.

47. How many patterns can you see
around you?

48. Texture: The way something would feel if you touch it.

50. ● Draw a circle on a sheet of paper.
● Now, hold a round object in your hand.
● What’s the difference between the two?
Form: The way the shapes would look if you hold it with
your hands.

51. How many textures can you see
around you?

52. ● Are these forms or shapes?

53. Typecase: a photo series

54. What is this series about?
Typecast is a satirical portrait series by photographers Haruka Sakaguchi and
Griselda San Martin addressing typecasting practices in the entertainment
industry. Across the United States, ethnic minority actors face a lack of roles
written for them. Even when they do land a role, they are often asked to play
flat, oversimplified “stock stereotypes.” In order to highlight this reality, we
photographed actors embodying the typecast roles that they are offered
frequently and their ideal roles, or roles that they aspire to play.

59. Pink and blue project

60. About this project
Few colours come laden with as many associations as the colours pink and blue. Whether you
think they denote femininity or masculinity, both or neither, it’s difficult to deny that
these two colours are charged with gender politics. This is a subject that has
continuously fascinated the Seoul-based artist JeongMee Yoon over the past 19 years. Since
2005, she’s been working on an ongoing photography series The Pink and Blue Project, which
captures children and young people in their bedrooms surrounded by their hoards of pink
and blue possessions.
In conversation with It’s Nice That, JeongMee tells us, “The Pink and Blue Project was
initiated by my daughter, who loves the colour pink so much that she only wanted to wear
pink clothes and play with pink toys.” Since then, this photographic study has garnered
international acclaim for its visual explosiveness and its thoughtful social commentary on
gender politics and children. Split into three chapters (and counting), the mammoth series
– all photographed through a medium-format lens – comments on how gender identity is
socially constructed by consumerism.

64. Discussion - reflect on the artist projects
- What do you think about these 2 projects?
- What do you think the artists are trying to tell us with
their work?
- Why did they choose this subject?
- How do these images make you feel?
- Do any images stand out for you? What about them?
- Lighting
- Composition
- Subject
- Colors
- Lines
- Shapes

65. Reflection
1. Students will begin the lesson by reflecting on their
identity.
2. Ask students to answer these questions independently
on paper:
• What do people see when they see you and your
gender?
• How can you tell?
• What parts of you and your identity do you wish
others would see?
Assignment: Make 2 “character” portraits. One where your
“character” embodies the qualities that people see, and one
where your character embodies the qualities you “wish” they
will see.

66. Activity: Making 2 portraits
(60mins)
- Research
- Set-up
- Shoot
- 1 photo where face is facing
camera
- And where face is facing away
from camera (not visible)

67. Show examples of portraits
<To be researched>

68. Home work! Exhibition team
Divide the group into a few teams
1. Exhibition design and install - in charge of cleaning
exhibition area, setting up sheets and hanging areas
2. Printing - in charge of collecting prints and ensure they
are in correct order with associated captions
3. Promotion - in charge of creating an e-invite and send to
friends and family for next day

69. Day 3

70. Reading room
While the team is planning the exhibition, students are
encouraged to read the curated selection of books
During the exhibition, students will give short introductions
to the visitors on what they think about the books

71. Curation (30 mins)
Each student needs to identify which photographs they want
included in the exhibition
Write a caption for each image (in English or any language)
Photographs need to be edited / post processed and printed

72. Edit/printing (1 hour)
Facilitators will work with students to edit the images if
needed and then print with associated captions

73. Install (30-40mins)
Hanging prints

74. Welcoming guests and exhibition launch!
- Guests arrival
- 2-3 students to walk the guests through the exhibition
- Certificates to be given
- Reflections from facilitators and students
- Feedback from guests
- Close with prints being given to students