Ideas for Learning from... PHOTOGRAPHS

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1 Ideas for Learning from... PHOTOGRAPHS

2 IDEAS FOR LEARNING FROM PHOTOGRAPHS Millions of photographs were taken during the First World War by official and amateur photographers of various nationalities and in a huge range of different contexts. The most powerful of these photographs have become iconic images, automatically associated with this conflict. Getting learners to analyse photographs, looking beyond the image to the context of the photo who took it, when, where and why? is the starting point for some exciting learning opportunities that allow learners to uncover deeper layers of meaning and develop their visual literacy. General tips Choose photographs that have multiple layers and therefore offer various possible lines of enquiry. Structure the session around investigating the enquiries, bringing in other pieces from your own collection/museum wherever possible. Try to help learners to consider the context of every photograph (Who took it? When? Why? What s going on in the picture? What is its purpose? What impact does that have? What happened before/after the photo was taken?). It is important to emphasise that learners should take an evidence-based approach, making reasonable inferences based on the evidence available rather than simply guessing. Create an approach that is learner led, encouraging questioning rather than telling get learners to study the photograph themselves and then create questions they will later try to answer through the investigation of further evidence. Look for personal stories that link in some way to the photograph and build them into the session. Consider using more unusual photographs, such as aerial photographs, as a starting point into an investigation. Can they be compared with modern photographs of the same place? Consider how photographs are used to interpret the First World War today. Investigate the iconic images of the First World War, thinking about what makes an image iconic. Which came first, the idea/message or the image that represents it? Activity ideas Choose a photograph that naturally stimulates questions and/or challenges perceived ideas, preferably one where the context is key to understanding. Get the students to discuss the photograph, writing down what they think is going on together with any questions they would like answered. Then reveal the context and discuss with students how this might affect their ideas and judgements, or answer their questions. Have further evidence ready to help students to investigate their questions further. Use a photograph as a starting point for an investigation into a person s story get learners to write down questions about them that they will then go on to investigate using further evidence.

3 The whole story? Revealing only a small section or detail of a photograph (i.e. the reactive expression on someone s face but not what they are reacting to) can be an interesting starting point for an enquiry. Photographs as propaganda get learners to investigate the purpose of photographs and the messages being constructed in them, and how the composition helps to achieve this. Introduce the idea that photographs can be staged, and often were, especially in the First World War when the limitations of photographic equipment didn t allow for quick snaps. Photographs where several versions exist can illustrate the idea of considered composition well. Learners storyboard their own narrative of the First World War using their own choice of photographs. Ask them to justify each choice (both those included and excluded). They then look at other narratives from different perspectives so they can consider the factors that influence different interpretations. It is important that this activity be handled carefully, so that students are fully aware of the danger of imposing a story/narrative where there isn t one (i.e. learners making up facts to fit a photograph). Investigate an official photographer, such as Ernest Brooks (who was responsible for more than 10% of all First World War official photographs) and consider what we can learn about them, their views and their experiences from their photographs. Compare a collection of official photographs with a collection of amateur photographs to help students consider the differences in subject, purpose, attitude, pose, etc. Students can consider why there are so few amateur photographs. Links to resources/further reading IWM Collections in Context This site provides a series of short essays on key objects from IWM collections, which help to provide additional context to the First World War. IWM Collections Search This site provides a direct search link to digitised items from IWM collections and further information. IWM People of the Great War Learning Resource This site provides a film with accompanying resources made for the ninetieth anniversary of the end of the First World War in association with the Commonwealth War Graves Commission with support from the Minister for Veterans org Partner Resources These ideas can be applied to photographs available here for members to use. Australian War Memorial Collection Search This site provides a direct link to their extensive archive material, which provides a different perspective to the First World War. Example activity The following pages show a range of First World War photographs and suggest possible themes that these images might be used to investigate with learners

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12 IWM is leading the First World War Centenary Partnership, a network of local, regional, national and international cultural and educational organisations. Together, we will present a vibrant global programme of cultural events and activities, and digital platforms, which will enable millions of people across the world to discover more about life in the First World War. This guide was produced as a free resource for members of the First World War Centenary Partnership, available to download from 1914.org/members. For more information about the partnership please extranet1914@iwm.org.uk. Disclaimer: IWM is not responsible for the content of the external sites contained within this guide. Their inclusion in this guide does not constitute an endorsement from IWM.