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

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I DRAWING: HOW CAN IT BE USED? n this section we offer a brief overview of using drawings, the prompt we used to elicit the drawings at the workshop, a collection of the drawings made at the workshop, accompanied by a brief explanation from a participant, and a concluding section reflecting on using drawings as method. Extract adapted from: Rivard, L., Gervais, M., Mitchell, C., De Lange, N., MacEntee, K., and Murray, J. (2009). Participatory Visual Methodologies. Photovoice and Drawing. Quebec, Canada: Femstep Research Programme, McGill University (pp 6-8). What is it? � Accessible and inexpensive methodology: quick, unthreatening and fun. � Suitable data collection tool with both children and adults. Often useful with participants who have limited literacy skills. � Can be powerful as visual metaphors can speak very loudly, thereby overcoming limited literacy and language barriers. � Entry point into a vast range of critical issues. � Provides insight into the participants‟ points of view. � Makes use of the meanings that participants give to their images, rather than “reading in” your own interpretations. Materials required � Any form of paper or cardboard. � Pencils, crayons, markers, pens, etc. � If the above are not culturally friendly, then drawing in the sand with sticks / sharp objects will do. Steps to follow 1. Identify a topic of discussion. 2. Provide the participants with a prompt. The prompt should be brief and very clear. 3. Remind participants that the quality of their drawing is unimportant. 6
4. Distribute paper and drawing material and invite them to draw what comes to mind. (15 minutes is normally sufficient) 5. Ask them to write about their drawing in order to contextualize it and to understand the meaning and the intention. If they cannot write, invite them to tell you about their drawing. Working with the drawings Phase 1: Looking at the drawings. Phase 2: Presenting it to the rest of the group. Phase 3: Selecting and categorizing activity. Phase 4: Developing a curatorial statement. Phase 5: Creating a visual display. Phase 6: Reflecting on the process. Possible questions you could ask to start a discussion about the drawings: � Why did you draw this? � What is the meaning of this drawing? � What is your response to it? � What does this drawing say to you about what it is like to live in your community? � What kind of challenges does the drawing represent? � Can you think of positive alternatives to what is shown in the drawing? � Can you imagine showing the drawing to other people? If yes, to whom and why? If not, why not? � Do you think showing this drawing to others will lead to positive changes? How? Exhibiting the drawings � The intention is to invite community participation and to encourage social change. � Who is the audience? The artists must be comfortable with the chosen audience. � Where will the target audience be most likely to see the display? 7
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 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
Page 58 and 59:
Schratz, M. & Walker, R. (1995). Re
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USING A DIFFERENT LENS FOR HIV and AIDS EDUCATION ...

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