A3@M2 #3 – CVS REPORTER


Aim

  • To create a reportage about children’s exploration of the town/district spaces and memories
  • To develop collaborative skills for active participation

Source of the activity

Derived from “COMPASITO”

Type of activity

Photo reportage or other forms of reporting

Competences targeted by the activity

  • Respect
  • Civic mindedness
  • Responsibility
  • Self-efficacy
  • Autonomous learning skills
  • Analytical and critical thinking skills
  • Linguistic, communicative and plurilingual skills
  • Co-operation skills
  • Knowledge and critical understanding of the self
  • Knowledge and critical understanding of language and communication
  • Knowledge and critical understanding of the world

Overview

Children report on their town/district (in its space-time dimensions) and its community

Materials

  • One digital or Polaroid-type camera for each group
  • Note pads and pens to take notes and identify pictures
  • Copies of maps of the community
  • Optional: Printer for printing digital photographs

Group size

1 class

Time needed

90-120 minutes
To assign before Christmas holidays and to discuss upon return from vacation, at school

Preparation

  • Make copies of maps of the school

Step-by-step instructions

  • Discuss with children what reporters do, both in print media and TV. Explain that they themselves are going become photo reporters and take pictures of the town and its community, and interview parents, grandparents, other children about their experience with the town/district.
  • Divide the children into groups of three or four. Give each group a camera and a specific assignment. For example:
    • Group A might check on safety conditions.
    • Group B might check on public parks.
    • Group C might check on “children safe” areas.
    • Group D could concentrate on interviews to grandparents, elders, or neighbors.
  • Give the groups time to discuss their topic and plan how they will look for evidence. Make sure they know whom to contact to be able to enter certain areas (e.g. caretaker for park). They should all know how to use the camera. Each group should also have at least one child who will take notes and write up captions to identify the photographs, one to relate the photo to specific isues of the town/district and another who will write up their suggestions for responses.
  • Ask each group to report on their plans to the whole group. Set a specific deadline for completing their reporting assignments.
  • After groups have taken their photos, give them time to prepare a mini exhibition that will take place during the final public event. Every exhibition should include:
    • A title
    • The names of the children in the group
    • Captions for each picture, stating when and where it was taken and what it shows
    • Comments on the town/district and its community
    • Recommendations for addressing the violations observed and commendations for good examples.

Debriefing and Evaluation

  • Debrief the activity by asking questions such as these:
    • How did you like being a reporter?
    • Was it difficult to find the examples you needed?
    • Was it difficult to ‘catch’ the situation in a photograph?
    • Was it difficult to write the captions?
    • Was it difficult to make commendations? Recommendations?
    • Did you learn anything about your community? About yourself? Did you see anything in a new way?
    • Can a camera be a useful tool to reveal situations? Can writing be useful?
    • Can you think of other tools that could reveal these situations?
    • What, if anything, does a picture add to something that is written?
  • Relate the activity to school by asking questions such as:
    • What did you learn about your town/district and its community?
    • What were some positive examples in the town?
    • What were some negative examples in the town?
    • Can we make concrete suggestions for improving human rights? To whom (e.g. school administration, parents, mayor, local council, media, teacher)?
    • The CRC guarantees children the right to express their views freely in all matters affecting them. Do you use this right? If yes, how? How could you use it most effectively? What skills do you need to do that?

Tips for the teacher

  • Emphasize that this reporting is not just to find some problems in the town/district but also to evaluate what is going well.
  • Stress the importance of recognizing and commending those who are protecting and providing good health, safety and environmental standards.
  • You may need to give children basic instruction on operating a camera and tips on how to take good photographs. Be sure that all children learn how to use the camera and have an opportunity to use it.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.