- To use SHOWeD process for asset pictures
- To work toward making an asset map
- Flip chart paper/whiteboard/chalkboard
- Markers/dry erase markers/chalk
- Pictures from “Practicing Photography” lesson plan (in Investigate > Photovoice)
- Large school/community map
- Digital cameras or phone cameras (1 per participant)
- Projector for pictures
- Copies of Photo Release forms
- “Assets Brainstorm, Documentation, SHOWeD Assets Worksheets” handouts (1 per participant)
A week before you intend to deliver this lesson, tell participants to take pictures of assets they see in their school or community. On the day of this lesson, make sure you have a way to project pictures so that all can see. Post school/community map on wall.
What is an asset? Give a definition and an example of a concern. Hand out the “Asset Brainstorm” worksheets and have each participant complete it individually. Share out answers and write responses on the flip chart paper/whiteboard/chalkboard.
Today we are going to go in depth with some pictures.
Hand out the “SHOWeD Assets” worksheet. Every participant will complete the worksheet using a picture they brought to class. They should also write a sample caption for the photo. For this exercise the caption should look like: “Word: 1-2 sentences that describes it.” For example, “Love: Friends are the people who make the time to stop and hug you in the hallway between classes.” At this point, participants should be familiar with the SHOWeD format and able to complete this relatively quickly.
After participants complete the SHOWeD sheet and caption, show the pictures on the projector. Participants will share what they wrote and their caption.
On the school/community map, put a post-it on the spot where this picture was taken and write the word from their caption on it.
Facilitate a discussion with the following reflection questions:
- How was it to complete a SHOWeD for your photo?
- What questions were challenging?
- Take a look at the map. What do you notice?
- Are there locations where these assets are found or are they scattered around the campus? What does this say about our school or community?
We are moving into the stage of our research when we are looking at the strengths and weaknesses of our school/community — its assets and its issues. In these next phases, you will be taking photos to capture these assets and problems as our research to determine what our actions will be.
We are going to begin to document life in our school/community — this will lead to determining what our action will be.
For assets, you’ll take pictures of things that are good, that you appreciate, that you value, or that you want to see more of at the school or in the community. These can be things, activities, or qualities.
Again, review photo guidelines. Participants cannot stage or create a picture or interrupt class to take a picture. If the people in it are identifiable, they need to get a photo release. Pictures with people where the faces aren’t seen or are obscured do not need a photo release. Photos of people should show respect for those people.
Let participants know if there are any places in the school or community that are out of bounds. Review what they should do if they are stopped in the hall or asked about using their phone (if applicable).