An analysis of children’s photographic behaviour and intentions at three age levels (Sharples, Davison, Thomas & Rudman, 2003) Stephanie Phorson June 10, 2009 C HILDREN AS PHOTOGRAPHERS

Y OUR C HILDHOOD E XPERIENCES WITH P HOTOGRAPHY

C HILDREN ’ S P HOTOGRAPHY IN THE P AST What are some reasons why photography has been seen as a predominantly “adult” activity in the past? According to market research by Kodak, over three quarters of children aged 6 years and older living in economically developed countries own or have use of a camera (Sharples et al., 2003)

S TUDY B ACKGROUND  Attempt to address the gap in research on why children take photographs and how their photographic interests and abilities change with age  Study carried out between April 1 and June 16, 2000  Systematic study of children as photographers at three age levels (7, 11, & 15) across five European countries  France  Poland  Spain  Sweden  UK (Sharples et al., 2003)

R ESEARCH Q UESTIONS  What do children at different ages photograph?  What do children like and dislike about photographs?  Why do children take photographs?  What do children intend to do with the photographs they take?  What is the genesis of a child’s photography?  Is there a coherent pattern of photographic development with age?  How do children compare their photography to that of adults? (Sharples et al., 2003)

M ETHOD  Camera handout & interviews were carried out in a school  Children were interviewed about their photographs and the process of taking them  2 types of data were produced: the photographs & children’s comments of their favourite photographs  Data was coded using 2 independent coding schemes; one for the content of the photographs and the other for children’s self-reported intentions (Sharples et al., 2003)

R ESULTS  172 children returned their cameras, providing over 4300 photographs and 171 children participating in interviews  (Sharples et al., 2003)

W HAT DO CHILDREN TAKE PHOTOS OF ?  Children of all ages enjoy the opportunity to take photographs free of adult constraints  Popular categories of subject matter include:  People  Animals  Buildings  Subject matter changes with age (Sharples et al., 2003)

W HAT DO CHILDREN LIKE / DISLIKE ABOUT PHOTOGRAPHS ?  In general, children of all ages were delighted with their photographs  Children tended to like a photograph if they liked its subject matter  Older children showed increasing sensitivity to the aesthetic properties of the images (Sharples et al., 2003)

W HY DO CHILDREN TAKE PHOTOGRAPHS ?  Increasing with age, children take photographs to:  Capture a moment  Serve as a reminder/momento of something that would not be available in the future  Create an interesting or aesthetic image  Younger children were often perplexed by questions asking why they took a photograph, and sometimes answered by describing the subject matter (Sharples et al., 2003)

W HAT DO CHILDREN INTEND TO DO WITH THE PHOTOGRAPHS THAT THEY TAKE ?  Popular responses:  Keep the photograph  Put it in an album  Put it on display  Give/show it to a person   e=related e=related (Sharples et al., 2003)

H OW DO CHILDREN COMPARE THEIR PHOTOGRAPHY TO THAT OF ADULTS ?  Children see their own photography as spontaneous and authentic  It is more important for them to capture a moment, have fun, and show their involvement with the subject matter than to create conventionally posed pictures (Sharples et al., 2003)

P ERSPECTIVES ON C HILDREN ’ S P HOTOGRAPHY  Three themes emerged which can be used to help better understand children’s developing use and appreciation of photography and photographs:  Interactional  Socio-cultural  Control (Sharples et al., 2003)

I NTERACTIONAL P ERSPECTIVE Photography is, by nature, an interactional process by which the photographer observes, frames, and captures the environment 7-year-old female, France

S OCIO -C ULTURAL P ERSPECTIVE There is a shift with age in the nature of social photography that children engage in, and in the social context in which they do so. 15-year-old male, Spain

C ONTROL P ERSPECTIVE As children develop, they become aware of their identity in relation to their surroundings and other people, and their ability to control aspects of their environment 7-year-old female, Spain

L IMITATIONS  Cannot draw general comparisons across countries due to limited number of participants  Rapid technological advances present a challenge for keeping research up-to-date  Different types of cameras may have resulted in different types of photographic practices  Photos children took may differ from what they normally would have taken because they knew the photos were not private; Findings related to how children normally used cameras were not presented (Sharples et al., 2003; Tinkler, 2008)

L OOKING F ORWARD … The opportunities for children to engage in advanced technologies are constantly increasing. Consider the many forms of portable photographic equipment for children:  Digital cameras (& now “kid-friendly” digital cameras)  Cell phone cameras  Nintendo DSi  Easy-to-use software for photo editing Can you think of any more? How have the skills necessary for photography changed? What are the implications for children?

K IDS W ITH C AMERAS 

B ORN I NTO B ROTHELS eature=related

H EARING T HROUGH A L ENS “… a photograph creates an immediate sense of being there that is stronger than most readers will get from reading or listening to interviews” (Wiedel, 1995, p. 74) What are your thoughts on this statement?

R EFERENCES Born into brothels [Video]. (2008). Retrieved May 28, 2009, from Kids with cameras. (2009). Born into Brothels. Retrieved May 28, 2009, from cameras.org/bornintobrothels/film.php Kids with cameras. (2009). Retrieved May 28, 2009, from Sharples, M., Davison, L., Thomas, G., & Rudman, P. (2003). Children as photographers: An analysis of children’s photographic behaviour and intentions at three age levels. Visual Communication, 2(3), Sharples, M., Davison, L., Thomas, G., & Rudman, P. (2003). Children as photographers. Retrieved May 31, 2009, from Tinkler, P. (2008). A fragmented picture: Reflections on the photographic practices of young people. Visual Studies, 23(3), Wiedel, J. (1995). Being there: Using pictures to see the invisible. In M. Schratz & R. Walker (Eds.), Research as social change: New opportunities for qualitative research. London: Routledge. Windows Rookies: Adam, Age 8 [Video]. Retrieved May 28, 2009, from Windows Rookies: Kylie, Age 4 ½ [Video]. Retrieved May 28, 2009, from