Presentation is loading. Please wait.

Presentation is loading. Please wait.

Wendy Ewald Action-based Photographic Projects with Children and Minorities.

Similar presentations


Presentation on theme: "Wendy Ewald Action-based Photographic Projects with Children and Minorities."— Presentation transcript:

1 Wendy Ewald Action-based Photographic Projects with Children and Minorities

2 Performativity: an overview About Literacy Through Photography(LTP) About Literacy Through Photography(LTP) Secret Games -- a case study Secret Games -- a case study Photo Ethnography Photo Ethnography

3 Roland Barthes (Camera Lucida) “ studium ” “ punctum ”

4 About Wendy Ewald Born in Detroit in 1951 Born in Detroit in 1951 a photographer, a senior research associate, an artist-in-residence etc in Duke University a photographer, a senior research associate, an artist-in-residence etc in Duke University has collaborated with children and adults around the world for over 30 years, working in communities in Labrador, Appalachia, Colombia, India, South Africa, Saudi Arabia, The Netherlands, Mexico, Canada, North Carolina, and New York. has collaborated with children and adults around the world for over 30 years, working in communities in Labrador, Appalachia, Colombia, India, South Africa, Saudi Arabia, The Netherlands, Mexico, Canada, North Carolina, and New York.

5 LTP: Literacy Through Photography Founded in Kentucky, 1975 Founded in Kentucky, the Center for Documentary Studies (CDS) invited photographer Wendy Ewald to Durham, North Carolina, to offer a two-week workshop for local school children 1989 the Center for Documentary Studies (CDS) invited photographer Wendy Ewald to Durham, North Carolina, to offer a two-week workshop for local school children Ewald started the LTP program while working in the Durham Public Schools, where she made photographs the basis for a variety of learning experiences across the curriculum Ewald started the LTP program while working in the Durham Public Schools, where she made photographs the basis for a variety of learning experiences across the curriculum

6 LTP Project Encouraged students to use cameras to create individual self-portraits and portraits of their communities and to articulate their dreams and hopes in visual and verbal collaboration. Encouraged students to use cameras to create individual self-portraits and portraits of their communities and to articulate their dreams and hopes in visual and verbal collaboration. Explore issues related to their bodies, their identities, and their relationships and their concepts of language Explore issues related to their bodies, their identities, and their relationships and their concepts of language Promotes observational and creative skills (photography and creative writing) Promotes observational and creative skills (photography and creative writing)

7 LTP Project Use their images as catalysts for verbal and written expression Use their images as catalysts for verbal and written expression Creativity in action: self-portrait, community, family, and dreams Creativity in action: self-portrait, community, family, and dreams Connects picture making with writing and critical thinking Connects picture making with writing and critical thinking

8 LTP Project Personal discovery: see their own lives Personal discovery: see their own lives Reaffirmation their own lives via articulation Reaffirmation their own lives via articulation Democracy of the camera: a tool of expression Democracy of the camera: a tool of expression Empowerment: the camera gives them a certain power that they wouldn't normally have Empowerment: the camera gives them a certain power that they wouldn't normally have Subjectivities: a sense of real accomplishment and self- confidence Subjectivities: a sense of real accomplishment and self- confidence

9 Secret Games: Collaborative Works with Children The collaborative works with Children over 30 years under the LTP project The collaborative works with Children over 30 years under the LTP project In Canada, Kentucky, Columbia, India, Mexico, South Africa, Morocco, The Netherlands, Saudi Arabia and Durham In Canada, Kentucky, Columbia, India, Mexico, South Africa, Morocco, The Netherlands, Saudi Arabia and Durham Children and minorities Children and minorities Family, Community, Dreams and Fantasies Family, Community, Dreams and Fantasies

10 A case in Canada Ewald held a photography class and assigned them to photograph around Ewald held a photography class and assigned them to photograph around She found their pictures far more complicated and complex than words in disclosing what their life was like. She found their pictures far more complicated and complex than words in disclosing what their life was like. Proposal for Polaroid Project Proposal for Polaroid Project

11 A case in Kentucky The elementary school students she worked with were labeled as the lowest IQ in the entire school. The elementary school students she worked with were labeled as the lowest IQ in the entire school. Discovery: their photos often enacted fantastical dreams, for them the whole world was a playground; reality blending into dreams. Discovery: their photos often enacted fantastical dreams, for them the whole world was a playground; reality blending into dreams. Ewald decided to ask children to photograph their dreams or fantasies. Ewald decided to ask children to photograph their dreams or fantasies.

12 A case in Columbia Taught in the mountainous region in the Colombian Andes. Taught in the mountainous region in the Colombian Andes. met Alicia and weaved Ewald and her students ’ pictures into the story of Alicia ’ s life met Alicia and weaved Ewald and her students ’ pictures into the story of Alicia ’ s life Magic Eyes: Scenes from an Andean Girlhood Magic Eyes: Scenes from an Andean Girlhood

13 A case in India E collaborated with the Self-Employed Women's Association E collaborated with the Self-Employed Women's Association … a lot of murders of women in most stories … a lot of murders of women in most stories Racism and sexism in Indian villages Racism and sexism in Indian villages Religion and myths vibrant Religion and myths vibrant

14 A case in Durham The Alphabet Project 1997 The Alphabet Project 1997 During her years in Latin America, Ewald came to appreciate the sophistication of languages and cultures During her years in Latin America, Ewald came to appreciate the sophistication of languages and cultures North Carolina has a group of population who don ’ t speak English. In school students who don ’ t speak English are regarded as stupid. North Carolina has a group of population who don ’ t speak English. In school students who don ’ t speak English are regarded as stupid. began to think about photography to teach language. began to think about photography to teach language.

15 Black Self/White Self Black Self/White Self being looked at as a white lady from a powerful white university in an African American community being looked at as a white lady from a powerful white university in an African American community As more and more white population moved to the suburbs, the public schools became segregated As more and more white population moved to the suburbs, the public schools became segregated Ewald designed a collaborative project that looked directly at the issue of race. Ewald designed a collaborative project that looked directly at the issue of race.

16 Photo Ethnography + Performative Photography using cameras to gather data, to discovery, to know … using cameras to gather data, to discovery, to know … using sociological understanding to study visual culture, and using sociological understanding to study visual culture, and using visual technology to communicate by producing works with a documentary function using visual technology to communicate by producing works with a documentary function Articulation/narration can be the end of the project Articulation/narration can be the end of the project Some projects challenged realities of poverty, class, and race (ethnicity) by bringing individual subjectivities to the foreground Some projects challenged realities of poverty, class, and race (ethnicity) by bringing individual subjectivities to the foreground

17 Performativity Challenge of assumptions of the Documentary photographer, which emphasize the photographic object as evidence, as accurate accounting, an objective, personally uninflected statement Challenge of assumptions of the Documentary photographer, which emphasize the photographic object as evidence, as accurate accounting, an objective, personally uninflected statement Photographs created in Ewald ’ s workshops open up the many realities of the subject who speak (make photos), reveals ambiguities and complexity rather than settled meanings of a place and a person ’ s life. Photographs created in Ewald ’ s workshops open up the many realities of the subject who speak (make photos), reveals ambiguities and complexity rather than settled meanings of a place and a person ’ s life. Only in making photos would some subjects be able to insert their own selves into a highly managed and dominated space. Only in making photos would some subjects be able to insert their own selves into a highly managed and dominated space. The normative assessment criteria of a good picture have to be suspended. The normative assessment criteria of a good picture have to be suspended.

18 Ewald ’ s approach The image of a subject is negotiable with the maker The image of a subject is negotiable with the maker To perceive the world through others ’ perception as much as her own. To perceive the world through others ’ perception as much as her own. Minimal manipulative relationship with her subjects Minimal manipulative relationship with her subjects Photography as an instrument of the idea: photography enacts/performs the idea Photography as an instrument of the idea: photography enacts/performs the idea The idea and the process > the final photograph Giving individual voice to the anonymous. Giving individual voice to the anonymous. The question of authorship The question of authorship reciprocal > hierarchical reciprocal > hierarchical

19 Photography as narrative Recognize what participants were seeing Recognize what participants were seeing How they perceive and question the world How they perceive and question the world Frame the world according to their own perceptions Frame the world according to their own perceptions To create situations that allowed others ’ perceptions to surface with one ’ s own To create situations that allowed others ’ perceptions to surface with one ’ s own  Performative photography generates self narratives

20 Photography as tools Photography: with the expressive and investigative tools of photography and writing for use in the classroom Photography: with the expressive and investigative tools of photography and writing for use in the classroom learning the use of cameras and the written word as tools for observation and developing creative powers. learning the use of cameras and the written word as tools for observation and developing creative powers. Translator:helping children recognize the worth of their own visions Translator:helping children recognize the worth of their own visions

21 Photography as resources promotes an expansive use of photography, building on the information that students naturally possess promotes an expansive use of photography, building on the information that students naturally possess provides a valuable opportunity for students to bring their home and community lives into the classroom provides a valuable opportunity for students to bring their home and community lives into the classroom give students a way to understand each other ’ s experiences. give students a way to understand each other ’ s experiences. a resource for researchers and the general public a resource for researchers and the general public


Download ppt "Wendy Ewald Action-based Photographic Projects with Children and Minorities."

Similar presentations


Ads by Google