USING A DIFFERENT LENS FOR HIV and AIDS EDUCATION ...

More documents

Recommendations

Info

The following was used to generate the photo-narratives. This also serves as an example of how a Photovoice process unfolds. Picturing challenges and solutions in addressing youth sexuality in your teaching and/or research 1. Get together in groups of 4-5. 2. Prompt: “Take photographs of challenges and solutions in addressing youth sexuality in your- research and/or teaching.” Be creative in your photograph taking. � Each person to „make‟ and take three to four photographs. � Make brief notes on what you are trying to depict/ represent in the notepad provided. � Keep visual ethics in mind! 3. Know the camera before you take photographs: a. Ensure that you know how to use this digital camera. b. Be careful with the lighting. c. Play around with the angle. d. Content: abstract/persons/silhouette, and so on. 4. Once your group has finished taking the photographs, look at the photographs on the camera and make sure that you don’t have more than 20. Take your camera to the printing station and have your photographs printed. Once you have all the photographs printed, discuss which 8 photographs best show the challenges and solutions in addressing youth sexuality in your teaching and/or research. 5. Then use the chosen photographs to create a photo-narrative. Use the poster paper, glue, marker pens. Add a descriptive and creative title for the whole photo-narrative. Ensure that your photo-narrative is clear and can tell its story on its own. 6. Choose someone in the group to present the photo-narrative. Present your photonarrative to the whole group! 7. Make notes to remind you about the photographs you have taken and the issue you want to depict. 18
THE PHOTO-NARRATIVES 19
Page 2 and 3: USING A DIFFERENT LENS FOR HIV and
Page 4 and 5: This publication draws on a two day
Page 6 and 7: PARTICIPATORY VISUAL METHODOLOGIES
Page 8 and 9: I DRAWING: HOW CAN IT BE USED? n th
Page 10 and 11: The following was used to generate
Page 12 and 13: PAYING THE PRICE TO MAKE THE DIFFER
Page 14 and 15: This poster showcases the viewpoint
Page 16 and 17: I PHOTOVOICE: HOW CAN IT BE USED? n
Page 18 and 19: No person should be photographed wi
Page 22 and 23: ADOLESCENT SEXUALITY: CHALLENGES AN
Page 24 and 25: This photo-narrative shows teachers
Page 26 and 27: SILENCE PLEASE… RESERVED FOR TOMO
Page 28 and 29: This photo-narrative depicts the
Page 30 and 31: What was most striking for me, with
Page 32 and 33: 4. Prompt them to individually choo
Page 34 and 35: 2. Explain that each frame should b
Page 36 and 37: THE STORYBOARDS 34
Page 38 and 39: across the various learning areas,
Page 40 and 41: there to transfer information but t
Page 42 and 43: AIDS education, higher authority ta
Page 44 and 45: ADDRESSING HIV AND AIDS FATIGUE THR
Page 46 and 47: CONTENT - WHAT AND WHAT NOT TO TEAC
Page 48 and 49: students asked him such a question
Page 50 and 51: VISUAL ETHICS Adapted from Mitchell
Page 52 and 53: Ownership The photos, drawings and
Page 54 and 55: Other points Ask permission to take
Page 56 and 57: Knoblauch, H., Baer, A., Laurier, E
Page 58 and 59: Schratz, M. & Walker, R. (1995). Re

USING A DIFFERENT LENS FOR HIV and AIDS EDUCATION ...

Create successful ePaper yourself

Delete template?

Save as template?