Activity 2: A Picture is Worth a Thousand Words

Level   

• All

Purpose   

• To engage students in using language creatively to explore possible meanings of visual images.

Materials  

• Photographs in the exhibition (or slides)
• Pencils and paper/notebook for each student

Procedure  

• Creative Writing: Poetry

1. Choose a photograph that is particularly evocative and gather students around it.

• Ask students: What’s the first word that comes into your head when you look at this photograph? Gather a few responses. Look for similarities or differences in responses and discuss. There are no wrong answers.
• Ask: What about the image made you think of that word? Discuss.
• Ask: Would another word do or is that the best one? Discuss.
• Study the photograph further to get beyond initial reaction. You may want use A Guide for Looking to encourage keen observation.
• Discuss the saying “A picture is worth a thousand words.” What does it mean? Is it true?

2. In the next step students will brainstorm more “best words.” 
Instruct students to: 

• Choose a photograph and write down the first word that comes into your head. 
• Then, list as many words or phrases you can think of to describe the photo. Brainstorm – write everything down, you’ll think about them later.  Avoid merely naming the objects in the picture. Be descriptive.Try to reach a thousand words!
• Brainstorm for 10 - 15 minutes. When this is completed, instruct students to select the best five words/phrases and turn them into a poem or descriptive paragraph. Use initial “first word” as title. Teacher can dictate the structure of the poem (such as haiku, concrete, cinquain etc.) or encourage free form.  Emphasize choosing the “best words” from the list of many words.
• Students should record title and photographer of selected photograph.
• After adequate writing time, invite students to share their finished work or work in progress with the class. Students may share the title of the photograph or ask classmates to pick it out based on the description.
• Ask: Did your initial response to the photograph change as you worked? If you could ask the photographer one question about this picture, what would it be? 
• Discuss: Is a picture worth a thousand words? If not, is it worth more words or less?

Evaluation 

• Level of concentration during exercise.
• Quality of written work: evocative words that give a strong sense of image; creative use of language.

Curriculum Connections 

• Language Learning, Visual Art
   

– Introduction – The Art of Seeing – Camera Equipment and Darkroom – Gallery –
– Educational Resources – Through the Lens – Whyte Museum –