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Young People in a Gallery with a Digital Camera: Communicating Ideas, Inquiry, and Curiosity

Young People in a Gallery with a Digital Camera: Communicating Ideas, Inquiry, and Curiosity

Narelle Lemon
Copyright: © 2014 |Pages: 30
ISBN13: 9781466645387|ISBN10: 1466645385|EISBN13: 9781466645394
DOI: 10.4018/978-1-4666-4538-7.ch012
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MLA

Lemon, Narelle. "Young People in a Gallery with a Digital Camera: Communicating Ideas, Inquiry, and Curiosity." Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., IGI Global, 2014, pp. 219-248. https://doi.org/10.4018/978-1-4666-4538-7.ch012

APA

Lemon, N. (2014). Young People in a Gallery with a Digital Camera: Communicating Ideas, Inquiry, and Curiosity. In Z. Yang, H. Yang, D. Wu, & S. Liu (Eds.), Transforming K-12 Classrooms with Digital Technology (pp. 219-248). IGI Global. https://doi.org/10.4018/978-1-4666-4538-7.ch012

Chicago

Lemon, Narelle. "Young People in a Gallery with a Digital Camera: Communicating Ideas, Inquiry, and Curiosity." In Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., 219-248. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4538-7.ch012

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Abstract

Digital technologies that serve to develop new ways of engaging with each other and promote learning are challenging how collaborations are formed and enacted in the educational setting. This chapter discusses a project set in Melbourne, Australia, that involved learning about what young people think about visiting a gallery as part of an education program. The twist to this project was placing a digital camera in each of the hands of Grade 3 to 6 primary school students. The investigation centered around seeing if it was possible to integrate digital cameras in a specifically designed gallery program that required students to generate digital still photographs to share their experiences. One of the aims for this approach was for the student voice to inform the gallery educators of what they were engaging with in the gallery space and to influence future program development. The digital camera itself challenged ways of working in the gallery space, as too did listening to young people’s voice to inform learning and teaching as a part of the gallery education programs. Paramount to this project was seeing the transformation of K-12 education in the gallery setting particularly with the digital camera seen as a renewed or revisioned technology, that is, a technology that would not normally be utilized in the gallery space for educational programs. In building on the digital camera’s familiar use in the primary school context, this project highlights the integration of this device as a hand-held mobile technology that supports the crossing of boundaries between school and gallery learning environments and that supports young people to be trusted, honored, and allowed to explore their own voice and choice.

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