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

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What was most striking for me, with regard to the photovoice, was how the whole process unfolded. We first had to make sense of the prompt that was given to us and this provided an opportunity for the group to present and share their different perceptions. We then had to agree on what were the most important issues and present these in the form of pictures that we had to take. This whole process is very interactive and allows one to think deeply about the issues mentioned and through this one learns to appreciate the value of the opinion of others. This whole process is very interactive and allows one to think deeply... Our group decided that each member should look around and find something that will represent his or her views which obviously relates to the prompt that was given to us. At first we did not agree on what was relevant or accurately portrayed the issue at hand. It was through this process that one realized that your own interpretation of a phenomenon can Reflecting on using photovoice 28 completely be the opposite of someone else‟s. We however, did find common ground and agreed on certain photos. It is through this process of understanding the opinions and interpretations of others that the learning process unfolds. At times we could not find images that could convey our message so we had to act out scenes that would tell our story. As mentioned above, the learning process really transpires when group members try to make sense of the prompt and in finding images to capture to represent their interpretation of the issues. This process is not just interactive, but it also allows one to visually present the problems and learn from others how they actually interpret the matter. When the group comes together to make the final presentation everyone sort of gets the bigger picture and is able to connect certain issues. I think that photovoice is indeed a very useful tool that can be applied in research settings. It allows one to visually present your opinions and attitudes especially related to HIV and AIDS. One can then use this to clarify and correct and even possibly educate participants. Atholl Kleynhans
I STORYBOARDING: HOW CAN IT BE USED? n this section we offer a brief overview of storyboarding (within a Participatory Video process), the prompt we used for drawing the storyboard, a collection of the storyboards generated at the workshop accompanied by brief explanations, and a concluding section reflecting on using storyboarding as a method. Adapted extract from: Center for Visual Methodologies and Social Change. (2009). Youth as Knowledge Producers. Toolkit: Arts-Based Approaches for Addressing HIV and AIDS. Available at www.cvm.ukzn.ac.za Participatory Video is a “different” research approach or a “different” teaching/learning tool which encourages thinking and active participation of participants themselves. Participatory Video allows participants to decide on the direction their work should take, usually around an issue which is of critical importance to them. The making of the video in itself becomes an intervention, one that participants shape in terms of not only raising the “problem”, but also in providing possible solutions, and in doing so, empower themselves to become agents of change, and not merely victims. The first part of the Participatory Video process, before shooting the video, entails identifying a problem which all participants agree to and then drawing it out on a storyboard. Materials required � Flipchart and prestik. � Board markers and pens. � Sticky dots. How do you do it? 1. Decide on the outcome to be achieved with the particular group you are working with. 2. Provide a particular prompt to elicit responses suited to your chosen outcome. 3. Place the participants in small groups and encourage brainstorming of all possible ideas related to the prompt. Record all the ideas on a flipchart. 29
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 20 and 21: The following was used to generate
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 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

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