Pedagogy

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Q150 & QCAR

The majority of items added to the Q150: A Children's Gallery will be visual, particularly photographs. The value of photographs in learning have been explained as follows:


  1. They have an instant appeal. Students and the community respond rapidly to an historical photograph.

  2. Students can sharpen critical and analytical skills and develop interpretive capacities. It is said that the camera does not lie. On this basis the photograph should be accepted as the most reliable evidence available to the historian. Yet the way a photograph is take, the angle used, the purpose of its existence, the frame of the shot (what is included, what is omitted) are valid points of consideration using such evidence; a photograph can reflect a bias (of the photographer), can be used to distort (by focusing on a particular aspect and ignoring important surroundings). A photograph is selective. Through activities such as having students individually interpret a photo, and then discuss their interpretations, or by comparing two contemporary photos of the same scene, skills associated with establishing validity can be developed.

  3. Photographs dramatically illustrate the historical process of change and continuity. A selection of photos at generation intervals can quickly highlight social and economic variations in the pattern of local life.

  4. The range of subjects accessible through photographs is vast. Photographs have been taken by professionals and, since the invention of the Box Brownie, by the community in general.

(Gray, 1983, pp. 83-84)

The clearest curricular link for the Q150:A Children's Gallery project is the SOSE (Studies of Society and the Environment) syllabus.

The following images of the Bellevue Hotel in Brisbane - 1865, 1900 and 1979 - might be used to illustrate the four key concepts of the SOSE syllabus.

Bellevue1865
Bellevue1900
Bellevue1979
Bellevue Hotel (1865)
Bellevue Hotel (1900)
Bellevue Hotel (1979)

QCAR

Q150: A Children's Gallery offers a number of critical ways to address the Essential Learnings in The Arts, English, SOSE, Science, and Techology. (See the online Guidelines for further information)

Gray, I. (1983). Every picture tells a story - pictorial evidence. In J. Mackinolty (Ed.), Past continuous: Learning through the historical environment (pp. 83-100). Rozelle, NSW: History Teachers' Association.

Last Modified: 01:10:50 Tuesday, 20 May, 2008