girls in the media

Encourage young girls to be savvy media criticsFull story: http://seattletimes.nwsource.com/html/opinion/2004052810_andrea05.html Solja Boy song

Too sexy too soon?http://www.ocregister.com/column/kilbourne-says-parents-1923037-hannah-montana#

YVETTE CABRERA
Register columnistycabrera@ocregister.com
When it comes to Britney, Paris and Lindsay, my typical reaction is to tune out. Well, that is, after rolling my eyes and griping about the pathetic state of celebrity-driven media coverage these days.
Last month, however, I couldn't help but do an about-face when the Hannah Montana concert in Anaheim made newspaper headlines, as desperate parents clamored to pay upwards of $1,000 for tickets.
The Hannah Montana concert tour and ticket frenzy even made it into a recent issue of Time magazine, which noted that some parents reportedly considered skipping a mortgage payment to get their children into the show.
\n\u003cp\>The insanity of it all left me wondering where our priorities are, but I was most bothered by the messages being imprinted in the minds of our children by these teen-idol celebrities.\u003c/p\>\n\u003cp\>My first thought was, am I overreacting? Then I thought back to the evidence. Let's see, there are the racy television commercials of Paris Hilton, the over-sexed music videos of Britney Spears and the drunken-driving fiascos of Lindsay Lohan. Nope, not overreacting. \u003c/p\>\n\u003cp\>As for Miley Cyrus, who plays the dual characters of Miley Stewart and Hannah Montana on the Disney Channel show, so far so good as to her behavior off-camera. And while her TV character is generally wholesome, I see a tendency to glamorize her character too.\u003c/p\>\n\u003cp\>My two nieces are wild about Cyrus. Lynnea, 6, dressed as Hannah Montana for Halloween and has posters of her idol plastered across the pink walls of her room.\u003c/p\>\n\u003cp\>My question is, how long will the innocence of Hannah Montana/Miley Cyrus last and what can parents like my sister do when these celebrities cross the line? \u003c/p\>\n\u003cp\>It's clear that our children today live a very different world. We're long past the scandalizing hip-shaking days of Elvis, points out Jean Kilbourne, an internationally renowned expert who studies the portrayal of women in the media. \u003c/p\>\n\u003cp\>"In the past, parents complained about Elvis, but Elvis is very different from the rappers today singing about whores and calling women 'bitches,' " says Kilbourne, co-author of the forthcoming book "So Sexy So Soon: The Sexualization of Childhood," scheduled to be published next fall.\u003c/p\>\n\u003cp\>So how did we get to the point where music videos of Britney stomping on stage in fishnet stockings and risqué barely-there outfits became the norm? Kilbourne traces the rise in graphic sexuality to the mainstreaming of pornography and a coarsening of American culture. \u003c/p\>\n\u003cp\>She points out that via the internet, pornography has become more accessible, and has seeped into our culture via stripper fashion (think g-strings peeking out of jeans) and even pole dancing at your neighborhood gym. ",1]
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The insanity of it all left me wondering where our priorities are, but I was most bothered by the messages being imprinted in the minds of our children by these teen-idol celebrities.
My first thought was, am I overreacting? Then I thought back to the evidence. Let's see, there are the racy television commercials of Paris Hilton, the over-sexed music videos of Britney Spears and the drunken-driving fiascos of Lindsay Lohan. Nope, not overreacting.
As for Miley Cyrus, who plays the dual characters of Miley Stewart and Hannah Montana on the Disney Channel show, so far so good as to her behavior off-camera. And while her TV character is generally wholesome, I see a tendency to glamorize her character too.
My two nieces are wild about Cyrus. Lynnea, 6, dressed as Hannah Montana for Halloween and has posters of her idol plastered across the pink walls of her room.
My question is, how long will the innocence of Hannah Montana/Miley Cyrus last and what can parents like my sister do when these celebrities cross the line?
It's clear that our children today live a very different world. We're long past the scandalizing hip-shaking days of Elvis, points out Jean Kilbourne, an internationally renowned expert who studies the portrayal of women in the media.
"In the past, parents complained about Elvis, but Elvis is very different from the rappers today singing about whores and calling women 'bitches,' " says Kilbourne, co-author of the forthcoming book "So Sexy So Soon: The Sexualization of Childhood," scheduled to be published next fall.
So how did we get to the point where music videos of Britney stomping on stage in fishnet stockings and risqué barely-there outfits became the norm? Kilbourne traces the rise in graphic sexuality to the mainstreaming of pornography and a coarsening of American culture.
She points out that via the internet, pornography has become more accessible, and has seeped into our culture via stripper fashion (think g-strings peeking out of jeans) and even pole dancing at your neighborhood gym.
\n\u003cp\>"It's filtering down into younger and younger audiences," says Kilbourne. "So now major department stores are selling thong panties and padded bras for 7-year-olds, and T-shirts that say 'So many boys, so little time' for 4-year-old girls, and T-shirts that say 'Pimp squad' for toddler boys."\u003c/p\>\n\u003cp\>Your first reaction to these T-shirts might be "how cute!" Just as you might think Bratz dolls are adorable, but Kilbourne says hold it right there: Fishnet stockings on a Bratz doll – not cute. "Compare them to Barbie. Barbie is no angel, but the Bratz are hookers," says Kilbourne.\u003c/p\>\n\u003cp\>Marketers try to appeal to 'tweeners (7 to 12) by making them feel more grown up and rushing them into adolescence. Thus we now have tweeners posting seductive stripper-like poses on their MySpace pages, she says. \u003c/p\>\n\u003cp\>"These messages objectify girls, they teach boys to see girls as objects and to value girls based entirely on their attractiveness and sex appeal," says Kilbourne. "Our kids are growing up in a toxic cultural environment and it's awfully difficult for parents to stem the tide. We can tell parents, 'Don't let your kids dress this way,' but it's like saying the air is poisoned, don't let your kids breathe." \u003c/p\>\n\u003cp\>So what can be done? Kilbourne says what's needed is a multipronged approach that includes aggressive sex education in our schools ("It can't be 'Just say no' ") coupled with media literacy education so that both teachers and parents can teach students to become critical viewers of the media. \u003c/p\>\n\u003cp\>So the next time your child is watching Britney gyrate on stage, sit and talk to them about who profits from these shows, why they use sex and what the consequences are. Then write to these corporations to complain. And for the holidays take a stance by choosing toys that don't promote sexy.\u003c/p\>\n\u003cp\>"We need to see this is as a public health problem," says Kilbourne. "We can't rescue our kids one by one. We need to act collectively to bring about change." ",1]
);
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"It's filtering down into younger and younger audiences," says Kilbourne. "So now major department stores are selling thong panties and padded bras for 7-year-olds, and T-shirts that say 'So many boys, so little time' for 4-year-old girls, and T-shirts that say 'Pimp squad' for toddler boys."
Your first reaction to these T-shirts might be "how cute!" Just as you might think Bratz dolls are adorable, but Kilbourne says hold it right there: Fishnet stockings on a Bratz doll – not cute. "Compare them to Barbie. Barbie is no angel, but the Bratz are hookers," says Kilbourne.
Marketers try to appeal to 'tweeners (7 to 12) by making them feel more grown up and rushing them into adolescence. Thus we now have tweeners posting seductive stripper-like poses on their MySpace pages, she says.
"These messages objectify girls, they teach boys to see girls as objects and to value girls based entirely on their attractiveness and sex appeal," says Kilbourne. "Our kids are growing up in a toxic cultural environment and it's awfully difficult for parents to stem the tide. We can tell parents, 'Don't let your kids dress this way,' but it's like saying the air is poisoned, don't let your kids breathe."
So what can be done? Kilbourne says what's needed is a multipronged approach that includes aggressive sex education in our schools ("It can't be 'Just say no' ") coupled with media literacy education so that both teachers and parents can teach students to become critical viewers of the media.
So the next time your child is watching Britney gyrate on stage, sit and talk to them about who profits from these shows, why they use sex and what the consequences are. Then write to these corporations to complain. And for the holidays take a stance by choosing toys that don't promote sexy.
"We need to see this is as a public health problem," says Kilbourne. "We can't rescue our kids one by one. We need to act collectively to bring about change."

Lucas, G. (2007, Nov, 13). "Educating Hearts and Minds: An Interview with George Lucas." Edutopia.org. In By Daniel Goleman. George Lucas Education Foundation. http://www.edutopia.org/lucas-goleman-social-emotional-learning.

Green, E. P. (2007, December 30). Opit Pohotovoice. displacedcommunities.org. Retrieved December 2007, fromhttp://www.displacedcommunities.org/photovoice.html

Guillemets, T. (2008, January 21). Quotations from "To Kill a Mocking Bird," 1960. Quote Garden. Retrieved January 15, 2008, from http://www.quotegarden.com/bk-km.html

voice. (n.d.). WordNet® 3.0. Retrieved January 21, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/voice


Intellisites. (2007, December 30). Classroom Connections/Global Connections. One World Classrooms. Retrieved 2007, fromhttp://www.oneworldclassrooms.org/index.html

Cisneros, S. (1989). The House on Mango Street NY: Vintage Books Inc.

Yagoda, B. (2005, Sep, 20). "Literary Voice, Part 1: Some Writers Like to Be Invisible, Others Just the Opposite." Wordmaster. In By Avi Arditti. Voices of America.

Fredericks, L. (April 2003). Making the Case for Social and Emotional Learning and Service-Learning. ECS, CASEL, NCLC, etc. Retrieved January 16, 2008, from
http://www.ecs.org/clearinghouse/44/04/440

Pellino, K. M. (2007). The Effects of Poverty on Teaching and Learning. Teachology. Retrieved January 18, 2008, from http://www.teach-nology.com/tutorials/teaching/poverty/



"ecucating hearts and minds"
In other words, SEL puts into the classroom a live situation kids can extract these lessons from.
Well, also, one of the problems of the modern age is the remoteness from which people deal with other people. And it's true on the Internet and on computers, but it's also true on talk shows and on radio where bad manners aren't called out. We don't say, "Hey, you can't say that; that's hurting someone's feelings." Some of these talk show hosts believe that if they're talking to thousands of people, millions of people, and they're hurting a few people's feelings, so what?
You can have that rationale, but when you get down to five people and you're modeling that behavior from these other situations, someone has to say, "Hey, wait a minute. If someone said that to you, how would you feel?"
And that's a lesson in empathy. A very valuable one.
These people, on some talk shows, trash people for fun; but in the end, when you're the one being trashed, it isn't much fun. You can make the decision to trash someone, but no one is going to want to work with you, nobody's going to respect you, nobody's going to pay attention to you. If you are working on a team, what does it do to your team? This is something you can learn in physical education; sports teams are all about this sort of thing. But it's time to bring it out of the gym and put it into the classroom.

This kind of teaching goes beyond our standard model. It goes into caring about kids in a deep way.
I am completely convinced that most teachers really want to make a difference. The way the system is set up now, however, teachers feel like parents of a teenager: You talk, but you don't know if they are listening. This is not very gratifying.
If teachers can become more involved with the everyday lives of the students and their learning process, the teacher gets to experience the tiny, tiny victories. And those are the victories that represent the reason they got into teaching in the first place. They get to experience the joy of that student overcoming a problem and being proud of it. That student then gets to show it off to somebody personally, not grandstanding in front of the classroom, but in the moment of discovery, being able to say, "Look, I figured this out." For everybody involved, it is a much more rewarding and joyful experience.

conference bibliography

http://www.edutopia.org/lucas-goleman-social-emotional-learning Educating Hearts and Minds: An Interview with George Lucas
George Lucas and Daniel Goleman discuss the many ways that social and emotional learning enhance the education process.

This article was also published in Edutopia Magazine, November 2007

In other words, SEL puts into the classroom a live situation kids can extract these lessons from.
Well, also, one of the problems of the modern age is the remoteness from which people deal with other people. And it's true on the Internet and on computers, but it's also true on talk shows and on radio where bad manners aren't called out. We don't say, "Hey, you can't say that; that's hurting someone's feelings." Some of these talk show hosts believe that if they're talking to thousands of people, millions of people, and they're hurting a few people's feelings, so what?
You can have that rationale, but when you get down to five people and you're modeling that behavior from these other situations, someone has to say, "Hey, wait a minute. If someone said that to you, how would you feel?"
And that's a lesson in empathy. A very valuable one.
These people, on some talk shows, trash people for fun; but in the end, when you're the one being trashed, it isn't much fun. You can make the decision to trash someone, but no one is going to want to work with you, nobody's going to respect you, nobody's going to pay attention to you. If you are working on a team, what does it do to your team? This is something you can learn in physical education; sports teams are all about this sort of thing. But it's time to bring it out of the gym and put it into the classroom.

Last weeks plan/photo essays

http://www.time.com/time/photogallery/0,29307,1695460,00.html photoessay of the year from Time

EQs:


1. Look through the photographs and read the cutlines for each.
2. Choose one of the most interesting/provocative images.
3. Study the photograph for 2 minutes.
4. Fill out the analysis sheet:
http://www.archives.gov/education/lessons/worksheets/photo.html
5. Create a photo essay of life at Tanglewood in the next lesson (see that blog post)

other photo essays:http://www.time.com/time/photoessays/

ohoto analysis guide: http://www.uoregon.edu/~jlesage/Juliafolder/PHOTOANALYSIS.HTML

blogging/journalagsm

http://www.blogbasics.com/blog-tutorial-1-1.php Basics

http://andrewsullivan.theatlantic.com/
Andrew Sullivan's BLOG

Popular personal journals
The Uphill Battle
Lakota Clay
Real Live Moms
The Coconut Chronicles
Digital Photo Gallery
Food Ambassador
The Mother of All Blogs
Twist of Kate
Wet Feet
Ninepounddictator

http://www.slais.ubc.ca/COURSES/libr500/05-06-wt1/www/A_Cho/journalogsm.htm
Journalagsm also the dangers of blogging

keeping a journal

http://www.writesite.org/html/journal.html

Many people keep journals as a record of the happenings of the day and their feelings about them. Writers use journals in a different way. Instead of recording what happened each day, they write in a journal on a regular basis to find out more about themselves. They use their journal as a place to polish their voice and keep it strong.You can do anything you want in your journal. It’s your own space. There are no rules or structure except what you decide on. The main purpose of a journal is to help you get used to putting ideas on paper.Ways to Get Started
Take time at the end of each day to record images, events, and scenes that have stuck with you
Write down details you recall
Make notes about other images or events the day’s images and events suggest to you
Explore what the things you remember tell you about yourself
Write freely for ten minutes using an image, event, or scene from the day as a starting point
Reread what you wrote on other days and develop ideas that strike you
ExperimentUse your journal as a place to
play with words or phrases
tell stories from different points of view
compose a brief autobiography
express opinions on issues
apply different tones (for example: humorous, tragic, animated, dry, somber) to your writing
create dialogue
copy the style of other writers
write a letter to yourself, to someone else, or to no one in particular
review books you have read or films you have seen
If you keep a journal faithfully, you will find that it is more than a place to practice writing. It is a place to store your personal experience. And every good writer knows that personal experience is the most valuable resource for writing.

The Writer’s Task“My task which I am trying to achieve is, by the power of the written word to make you hear, to make you feel—it is, before all, to make you see. That—and no more, and it is everything.” —Joseph Conrad“The task of a writer consists in being able to make something out of an idea.” —Thomas Mann“The main thing I try to do is write as clearly as I can. Because I have the greatest respect for the reader, and if he’s going to the trouble of reading what I’ve written . . . why, the least I can do is make it as easy as possible for him to find out what I’m trying to say, trying to get at. I rewrite a good deal to make it clear. “ —E. B. WhiteBack to TopGetting Started “Find a subject you care about and which you in your heart feel others should care about.” —Kurt Vonnegut“The first essential is to know what one wishes to say; the second is to decide to whom one wishes to say it.” —Harold Nicolson“It is important to know the title before you begin—then you know what you are writing about.” —Nadine Gordimer“Your audience is one single reader. I have found that sometimes it helps to pick out one persona real person you know, or an imagined person, and write to that one.” —John Steinbeck“One of the most difficult things is the first paragraph. . . . Once I get it, the rest just comes out very easily. —Gabriel García Márquez“The first moments are critical. You can sit there, tense and worried, freezing the creative energies, or you can start writing something, perhaps something silly. It simply doesn’t matter what you write; it only matters that you write. In five or ten minutes the imagination will heat, the tightness will fade, and a certain spirit and rhythm will take over.” —Leonard Bernstein“Put your notes away before you begin a draft. What you remember is probably what should be remembered; what you forget is probably what should be forgotten. No matter; you’ll have a chance to go back to your notes after the draft is completed. What is important is to achieve a draft which allows the writing to flow.” —Donald M. MurrayBack to TopRevising“The idea is to get the pencil moving quickly. . . . Once you’ve got some words looking back at you, you can take two or three—throw them away and look for others.” —Bernard Malamud“Look for clutter in your writing and prune it ruthlessly. Be grateful for everything you can throw away. Re-examine each sentence that you put on paper. Is every word doing new work? Can any thought be expressed with more economy? Is anything pompous or pretentious or faddish? Are you hanging on to something useless just because you think it’s beautiful?” —William Zinsser“The difference between the right word and the almost right word is the difference between lightning and the lightning bug.” —Mark TwainBack to TopEncouragement“Thousands of people plan to be writers, but they never get around to it. The only way to find out if you can write is to set aside a certain period every day and try.” —Judith Krantz“Throw yourself into the hurly-burly of life. . . . It is all your material. . . . Don’t wait for experience to come to you; go out after experience. Experience is your material.” —W. Somerset Maugham“Be daring, take on anything. Don’t labor over little cameo works in which every word is to be perfect. Technique holds a reader from sentence to sentence, but only content will stay in his mind.” —Joyce Carol Oates“I put a piece of paper under my pillow and when I could not sleep I wrote in the dark.” —Henry David Thoreau“You don’t write because you want to say something; you write because you’ve got something to say.” —F. Scott FitzgeraldBack to TopWriter’s Block“Structure is everything. When authors come to me complaining of writer’s block it means that they are too lazy to work out a structure either in their lives or in their work. Which is not to say that every writer doesn’t have his own, idiosyncratic procedures. Mine begins with three basic stages: research, structure, and writing. The writing part often takes the least time. I do all the reading and note taking for some months, or years if it’s a long-term project with other books in between. Then I work on the structure for a long time. By the end it becomes a visual process, which I often do on the floor.” —Paul Johnson“Having to write about things other people tell you to write invariably leads to writer’s block. If you concentrate on your own interests, you’ve licked most of the problem.” —Kenneth Atchity“Free write . . . write nonstop, continuously, never lifting a hand from the paper, putting down whatever thoughts occur, and when no thoughts come, filling in with repetition or nonsense. This method helps to break down that instant self-censorship which grips even very good students when they start to write.” —Nancy PackerBack to TopFinding Your Voice“You must write, not just think you’re going to. . . . And you must widen your vocabulary, enjoy words. You must read widely, not in order to copy, but to find your own voice. It’s a matter of going through life with all one’s senses alive, to be responsive to experience, to other people.” —P. D. James“Write it as it is, don’t try to make it like this or that. You can’t do it in anybody else’s wayyou will have to make a way of your own. If the way happens to be new, don’t let that frighten you. . . . Write the truth, and let them take it or leave it.” —Sarah Orne Jewett“The most original thing a writer can do is write like himself. It is also his most difficult task.” —Robertson DaviesBack to Top[Sources: William Safire and Leonard Safire, Good Advice on Writing: Writers Past and Present on How to Write Well (NewYork: Simon and Schuster, 1992); Sophy Burnham, For Writers Only (New York: Ballantine Books, 1994)]

http://www.writesite.org/html/voices.html

Writer's notebook article with suggestions

http://www.journalforyou.com/full_article.php?article_id=10

The Writer's Notebook: A Powerhouse of IdeasBy Sherry Ma Belle Arrieta
Reading the contents in a writer's notebook or journal is like opening and discovering a chest full of pearls, rubies and diamonds amidst a pile of rubble and discarded things.
That little notebook is a powerhouse of ideas for every writer: The more you write down bits and pieces of your thoughts and observations, the more you are adding into the well of ideas for future works.
In case you run out of ideas to write about, you can always look within the pages of your writer's notebook or journal.
So here are several things you can record in your notebook:
A SHOEBOXED LIFEWrite what you know, feel and experience, right? So jot down snippets of events in your life. Write a sentence or a paragraph about a funny, embarrassing, happy, or infuriating experience.
PEOPLE PROFILESWrite down descriptions of the people you meet each day. How do they react in certain situations? How do their names fit their image?
WORD ESTATEWhenever an interesting word catches your attention, write it down. It may have a different meaning for you a month or a year from now. If you keep a list of words in your notebook, the words can serve as story starters for you.
CANDID QUOTES AND ONE-LINERSKids say the most unexpected things, and people say the most interesting, surprising or even shocking lines when we least expect to hear them say these lines. Overheard lines in a conversation can sometimes spark your creative mind. Write down these one-liners in your notebook. They can be great story starters.
GOOD BOOKS AND QUIRKY ADSRead good books. Keep a file of memorable lines or quotes. Write down quirky billboard ads. Scan the papers for one-liners. These are good idea stimulators.
EMOTIONS AT ANY GIVEN MOMENTDescribe what you feel at any given moment. If you feel angry right now, write what your anger feels like. Describe it. Use vivid words. Don't skimp on adjectives.
Writers are like store owners: Store owners stock supplies in their shelves, while we writers stock ideas between the pages of our notebooks.
It's endless. It's bottomless. You can reach down again and again for inspiration without exhausting your notebook of reserve.
So take a peek in your notebook and you just might find something there that could connect your pen to the paper on your desk.
======Copyright 2001 Shery Ma Belle Arrieta
Shery is the owner of http://www.writememories.com/ , your companion to writing and preserving your memories. In partnership with The e-Writer's Place, WriteMemories.com launches SNAPSHOTS: Writing from Memory, Writing from Life, a 3-week email workshop on journaling, scrapbooking and memoir writing. Visit http://www.ewritersplace.com/workshops/snapshots.html for the complete workshop outline and information on how you can avail of the SNAPSHOTS Free-To-Try Module.

Writer's notebook ideas

http://mrbraiman.home.att.net/wnb2.htm

Writer's notebook explained:

http://mrbraiman.home.att.net/wnb1.htm

Journalism basics

http://journalism.wikia.com/wiki/Journalism_basics
Journalism-reporting the news!
Journalism is essentially the reporting of timely facts.
Journalists inform about the who, what, when, where, why and how, in order to explain events, trends, issues and people and their significance.
Journalism is sometimes described as "first rough draft of history" or to "comfort the afflicted and afflict the comfortable."

Citizens Bill of Journalism Rights
From an expanded version by the Committee of Concerned Journalists:
Truthfulness
Proof that the journalists' first loyalty is to citizens
That journalists maintain independence from those they cover
That journalists will monitor power and give voice to the voiceless
A forum for public criticism and problem solving
News that is proportional and relevant

http://www.writesite.org/html/feature.html
famous newscasters, careers, how to's! (Also great clip art!)

famous obituaries

http://www.nytimes.com/learning/teachers/lessons/20000207monday.html

obituaries for famous americans

Famous Americans from SC
http://www.thingstodo.com/states/SC/famous_people.htm
http://www.scprt.com/facts-figures/helpwithhomework/famoussouthcarolinians.aspx
http://sc-living.blogspot.com/2007/07/famous-people-from-south-carolina.html



Mark Clark (1896 - 1984) U.S. Army general that led Allied troops during World War II; president of the Citadel; lived in Charleston.
Dizzy Gillespie (1917 - 1993) Trumpet player who developed the bebop jazz style during the 1940s; born in Cheraw.
Jesse Jackson (1941 - ) Civil rights leader; born in Greenville.
Joe Frazier (1944 - ) 1964 Olympic heavyweight champion. He was heavyweight champion from 1970-1973; born in Beaufort.
Andrew Jackson (1767 - 1845) The 7th U.S. president; born in the Waxhaws area.
Vanna White (1957 - ) Famous for turning letters on television’s Wheel of Fortune; born in Conway.
Chubby Checker (1941 - ) - Best known for his song "The Twist"; born in Spring Gulley.
Robert Mills (1781 - 1855) Designer of the Washington Monument in Washington D.C.; born in Charleston.
Julia Peterkin (1880 - 1961) Novelist. She was the winner of the Pulitzer Prize for Scarlet Sister Mary in 1929.
James F. Byrnes (1879 - 1972) Senator, Secretary of State, Governorn; born in Charleton.
Francis Marion (1721 - 1795) Known as the “Swamp Fox” for his strategy of fighting the British during the Revolutionary War; born in Winyah.
Althea Gibson (1927 - ) First African American woman to win Wimbledon and U.S. National tennis championships; born in Silver.
Alex English (1954 - ) - The NBA's most prolific scorer during the 1980's; born in Columbia.

document hubs of activity in school

http://www.nytimes.com/learning/teachers/lessons/20060608thursday.html

documentary of school happenings (photo project)

college prep paper

http://www.nytimes.com/learning/teachers/lessons/20060817thursday.html

Preparing for college newspaper edition

Human interest stories

http://www.nytimes.com/learning/teachers/lessons/20070726thursday.html

Human interest stories!
What don't we know about Tanglewood Students

reviews

http://www.nytimes.com/learning/teachers/lessons/20070727friday.html
Use this lesson plan and food review. Then, visit a resteraunt, create our own, and review! We could even watch a movie and review it. What about a play?

photography intro lesson plans

photo essays:
http://www.nytimes.com/learning/teachers/lessons/20061020friday.html

http://www.hctc.commnet.edu/artmuseum/anseladams/lessonplans/lesson_photohistory.html

photography lessons:
http://www.khake.com/page87.html

pinhole camera:
http://www.kodak.com/global/en/consumer/education/lessonPlans/pinholeCamera/

PBS photography
http://www.pbs.org/ktca/americanphotography/

We recommend introducing just one technique a day and letting kids practice, but you may want to make adjustments depending on your session schedules, the age of your kids and the scope of your program. Start by showing some photos from books of photography, especially any that reflect themes you are working on in your classes. Spend a few minutes discussing what some of the photos communicate or what they inspire the kids to think about. Do this every day as part of your photography lesson.
Most important, remember to teach the skills as part of a project. Introduce a skill, then do part of the project that uses it (or that does not need more advanced skills). You must introduce techniques slowly and then practice them, and that practice should always be in the context of an inquiry-based project in order to be meaningful.
Step 1:
Review how to pass the camera, turn it on and off, insert and eject disks, work the shutter button, and use the viewfinder properly. Now explain the concept of angle, which is the tilt we give the camera when we hold it while shooting a picture. There are three angles: up angle, down angle and straight. Demonstrate each angle with the camera, and show some photos from your books that demonstrate use of each angle.
Get active while you're demonstrating with the camera—stand on a chair to point the camera down at someone, then kneel or lie down to take an up angle shot. Have the kids make paper frames like those made when introducing the camera's basic features and use them to examine objects in the room from different angles.
Now have them take the cameras and give them very specific directions to take photographs of something in the room. You might have them take one photo from an angle of their choice or have them take three shots, one from each angle. You can give them a specific object; let them choose an object; or have them take pictures of a type of object, such as "things that have green in them" or "things that have circles."

We recommend having kids do these exercises in pairs. That way, everyone has someone to work with and everyone still has something to do. If you don't have enough cameras for each team, have the kids who are waiting do a mapping activity to decide what they're going to photograph, or have them draw their subject in their journals.

Have the kids transfer the photos to the computer so that they can practice naming and saving files. (Model the process again, of course.) Depending on your project and learning objectives, you can now do any of the following activities:
Talk about the pictures for a while in a mini group share.
Move on to another activity.
Move on to the next photography technique, if you're working with older kids.
Let the kids experiment with image editing using the photos they just took. You decide whether to teach photography all the way through before moving on to image editing versus teaching a few techniques of both processes each day. If you teach the topics in tandem, just be sure that you don't overwhelm the kids with too much from each topic each day. If you'll be doing them jointly, only introduce one photography topic and not more than one or two tools each time, and spend a little extra time reviewing what you learned from one class to the next.
Step 2:
Review the previous concepts. Now introduce the idea of panning, a video term that refers to moving the camera from one side to the other to follow a scene. Here we use it to refer to the side from which one is taking the picture: forward, left or right. Again, show samples from your photography books and repeat the process from Day 1. Give specific directions for the photos they'll take involving panning issues only.
Step 3:
Review the previous concepts. Now introduce the idea of distance: close, middle or far. Again, show samples from your photography books and repeat the usual process for introducing a new technique. Give specific directions for the photos they'll take involving distance issues only. You may want to revisit this topic later, adding concepts like very close or very far.
If your camera has a zoom function, tape over it at first, until the kids fully understand the concept of distance. Zoom is a way to create a different distance effect, but you don't want kids to become too fixated on the moving lens right now. Besides, zoom only works through the viewfinder, and you are still discouraging a focus on that. Make the kids move around to internalize the idea of distance, and teach them about zoom later.
Step 4:
Review the previous concepts. Now introduce the idea of level: eye level, high or low. This idea refers to the height at which the viewer appears to be seeing the subject and is different from "angle," which involves tilting the camera. The camera may or may not be at an angle and may still be from a high, eye-level or low perspective. Make sure that kids understand this distinction. Repeat the usual process for introducing a new technique. Give specific directions for the photos they'll take involving level issues only.
Step 5:
Review the previous concepts. Now introduce the idea of focus: sharp or soft. All of the techniques discussed here, including focus, actually fall along a continuum, of course, and consist of more than just two or three options—we've just simplified the topic here. Because focus is even more of a continuum than the others, you may want to make it clear that you are really talking about more or less sharp, more or less soft, and how focus changes relative to other factors, such as distance and angle. Repeat the usual process for introducing a new technique. Give specific directions for the photos they'll take involving focus issues only.
Step 6:
Review the previous concepts. Now focus on the idea of framing. Until now, you've been using the paper frames to help kids slowly understand and think about seeing, but now it's time to really discuss ideas like subject and composition in more depth. For example, how does distance affect what's framed in a picture? How does one capture action in a frame? What happens when you leave things out of a frame? Have the kids take several pictures, but give them specific directions that combine all the techniques, such as "Take a picture of someone in the building from a high angle, at eye level, standing to their left, from close up, with a sharp focus while they are talking to someone else."
For Step 7 and beyond, review the previous concepts and provide some more time to work on various techniques in combination. If you haven't been introducing photo editing along with photography, now is a good time to start. Ideally, you are working as part of a larger project that will involve pictures, such as building a Web page or multimedia presentation, so let the kids begin working on their final photos when you think they're ready.