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The Asian Media & Mass Communication Conference 2010 Osaka, Japan portion of the texts consisted exclusively of images of the Olympics and the City of Vancouver from international press agencies. Some of these photographs took a promotional tone, while others aimed to reveal a darker and more controversial side of the global media event. We discussed photojournalism as a genre, with its standard codes and conventions, narrative and storytelling functions, as well as agendas and motivations. Using a selection of examples that I collected from various sources online, students considered basic photo theories – such as framing, angle, colour, lighting, depth, and perspective – to negotiate meanings in other people’s productions and to begin to imagine the possibilities for their own. After several periods of media analysis, students were eager to engage in production to explore their own interests and concerns about the Olympics. By this point, we were right in the middle of the event, with related discourse and commentary barely contained across global media outlets, the local community, and the classroom. The next stage required students to apply the techniques of photojournalism, documenting their realities as local residents experiencing a global media event. Students were asked to focus on a debate or issue of their choice related to the Olympics, and to produce two photographs that would represent their point of view on different aspects of that theme – including environmentalism/sustainability vs. waste/overconsumption; security restrictions/protections vs. freedom of speech/movement; cultural inclusion vs. cultural exclusion, and so forth. My decision to focus on photography, rather than attempt video or other more complex mediums, had to do with the limited access to technology, resources, and funding within the school district. Furthermore, as Buckingham (2003) argues, “it is important to keep production activities smallscale and manageable, particularly in the early stages. Students will avoid disappointment if they understand the limitations of the available technology and adjust their ambitions accordingly” (p. 83). The logistics of the production process are not simple; it requires a lot of planning, organization, and collaboration. The school could only provide enough digital cameras for half the students; fortunately, with today’s prevalence of mobile electronic devices for personal use, the rest of the students were able to use their own equipment. We discussed issues of responsibility, safety, and respect in photographing around the community. Students helped each other with technical questions about camera functions before setting out to take pictures, and afterward, they consulted each other in choosing between their ‘best’ shots and writing effective captions. Below are some of the results. *Names have been changed in order to protect student confidentiality. Example #1 “I’m inspired by environmentalism, and my topic is about the Canada Line and the Cauldron for the Vancouver 2010 Winter Olympics. The photo of the Canada Line shows an efficient and clean transportation system, while the photo of the Cauldron shows waste of energy. I blurred my first photo to show motion, and I organized the shot for my second photo using a variety of 511
The Asian Media & Mass Communication Conference 2010 Osaka, Japan lines and framing. I believe that VANOC should have been energy efficient in all parts of the Olympics.” Daniella* highlights a significant contradiction of the Olympic Games. Despite VANOC (Vancouver Organizing Committee for the 2010 Olympic and Paralympic Winter Games) touting sustainability as a top priority, the burning Cauldron is an undeniable waste of energy resources. Conversely, the multimillion dollar Canada Line project represents an environmentally-friendly public transportation system. In stating, “I believe that VANOC should have been energy efficient in all parts of the Olympics” she suggests a lack of consistency and a lack of accountability. Her aesthetic choices appear to be thoughtfully suited to the subject of each image – a blurring effect to create a sense of motion on the Canada Line, and bold framing 512
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