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

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Schratz, M. & Walker, R. (1995). Research as social change: New opportunities for qualitative research. London: Routledge. Stuart, J. (2006). From our frames: Exploring visual arts-based approaches for addressing HIV and Aids with pre-service teachers. Unpublished Ph.D. thesis. Durban: University of KwaZulu-Natal. Theron, L., Mitchell, C., Smith, A, & Stuart, J. (Eds.). (2011). Picturing research: Drawing as visual methodology. Rotterdam: Sense Publishers. Thomson, P. (Ed.). (2008). Doing visual research with children and young people. London: Routledge. Wang, C.C. (2006). Youth participation in photovoice as a strategy for community change. Journal of Community Practice, 14(1/2), 147-161. Wang, C. (1999). Photovoice: A participatory action research strategy applied to women‟s health. Journal of Women’s Health, 8(2), 185-192. Wang, C. & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171-186. Wang, C., Burris, M. & Xiang, Y. (1996). Chinese women as visual anthropologists: a participatory approach to reaching policy makers. Social Science and Medicine, 42(10), 1391-1400. White, S. (2003). Participatory video: A process that transforms the self and the other. In S. White (Ed.). Participatory video: Images that transform and empower. New Delhi: Sage. Ziller, R. (1990). Photographing the self: Methods for observing personal orientations. Newbury Park, Ca: Sage. 56
APPENDIX Storyboard (n. A panel or series of panels of rough sketches outlining the scene sequence and major changes of action or plot in a production to be shot on film or video, Answers.com) Write a short title of your video here. (On a separate sheet write the title in large letters and then take a shot of the title so that the audience can see the title of your video) 2. 4. 6. 8. 57 1. 3. 5. 7. 9. Credits Write the names of the persons in your group here. (On a separate sheet write your names and surnames so that the audience knows who made the video. Then take a shot of the sheet.)
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 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
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