Creating Thematic PhotoBooks
Abstract
Thematic PhotoBook Programs are designed as a therapeutic process used to work with a special needs population in order to explore self-awareness, develop new skills, learn cooperation, and to work as a group. The primary goal is to develop specific behaviors in the participant either in a learning capacity or for behavioral objectives. The use of the thematic PhotoBook functions as a tool that incorporates increasingly challenging photo activities, promoting the desired behaviors in a therapeutic manner. The Thematic PhotoBook is the focus and the tangible result of the entire process that is used for the group and by others as an educational and instructive tool.
An Innovative Integration of Therapeutic Photo Activities
Art Therapy is a unique approach using photographs, photography, and the interpretation of pictures to stimulate development of ideas, feelings, and a sense of accomplishment in a target population. When working with a population of people with special needs, the use of Art Therapy, such as the creation of Thematic PhotoBooks, provides an opportunity for parents, teachers, and therapists to develop a holistic approach in a guided self-development program.
Stewart (1979) summarized the four activities involving the camera and photography in therapeutic photo work: exploring the participant’s unconscious using a photograph, discussing the pictures, having the participant take photos while behavior and subject matter are observed, and exploring feelings about self through self-portraits. All these activities have been employed by art therapists to further therapeutic goals with clients. In most every case, the aim of the activity has been either to provide diagnostic insights for the therapist, to stimulate therapeutic exchange between therapist and client, or to provide an activity for the client that might prove therapeutic. This article includes activities described in literature of phototherapy with the main difference of creating a PhotoBook on a specific theme that will be viewed and used by those who created the PhotoBook and by others. The development of the product, the PhotoBook, is a focus of the process and will have its own inspiring and motivating application.
The program is designed as a holistic and creative way to help the special needs population learn focus, become motivated, and develop inspiration toward self-development. While engaged in the activities required in the creation of a Thematic PhotoBook, the target population learns to work cooperatively as part of a group and discovers what is meant by theme. Each stage of the program allows the opportunity to therapeutically address strengths, weaknesses, behaviors, and skills in the target population.
An Overview of the Thematic PhotoBook Program:
This program is designed to enlist the participation of a group of special needs individuals in the creation of a PhotoBook based on the photographs that are taken during various directed activities. The special needs population could be an after-school program, an ongoing classroom activity in school, or as part of a club or organization. There is no age limit to this program. The photo activities encompass three stages: Introductory, Experimental, and Therapeutic.
The three stages allow professionals an opportunity to observe the participants, establishing diagnoses about existing competencies, provide an opportunity to experiment with various methods to overcome deficiencies, and give the participants therapeutic challenges as required. Although the stages are not clearly interrelated, the activities in each stage are designed to focus on a particular therapeutic intent.
The introductory phase has the diagnostic purpose to allow the leaders to observe the program participants’ behaviors, determining problem areas as well as talents, strengths, or weaknesses in various areas. The main purpose of this stage is to find a way to motivate participants to get involved in the process and is all about acceptance and encouragement.
The second phase is the experimental one. It allows the leaders to test their theories about any diagnoses suggested by Phase One. It provides activities that require the participants to practice new skills, engage in behaviors that require them to cooperate and collaborate with others. This allows the leaders to test different ways to motivate the participants to try different approaches to achieve the desired outcome. There are more demands in this stage. It pushes the participants to challenge themselves to greater accomplishments.
Phase three is therapeutic in focus. This is where the participants are taught to overcome weaknesses, correct their behavior, gain new skills, or learn new behaviors. The activities allow the participants to review and evaluate their work. The activities are more directed and structured; demand and expectations are higher. The last phase culminates in the creation of the PhotoBook, a tangible piece of evidence that is very powerful in the eyes of the participants.
Throughout all three phases, emphasis is placed on working as a group or team. Learning to work together is an essential therapeutic goal for this project. Each participant will have responsibilities that build self-esteem, self-worth. These all help to develop communication skills. It is essential that the working atmosphere of the project be pleasant and positive, using gentle correction or guidance when necessary. Initially most behavior is acceptable, but as the project continues through each phase, there is an increasing level of demand for more skilled or focused behaviors. The community life of the participants can be improved through the holistic process of using camera work and photography to create a permanent record of the activities and event. According to Veksler, Reed, & Ranish (2008) “A finished PhotoBook may be used as a tool for further learning. It may also stimulate the creation of additional PhotoBooks on other themes, facilitating the pursuit of other objectives” (p. 3).
Thanksgiving Thematic PhotoBook Program
The project “Thanksgiving Holiday” is used as an example because Thanksgiving contains many important concepts for the purpose of the project. The project is designed for seven to eight participants and two professionals or facilitators. The first facilitator is the “Producer”, who is in charge of the therapeutic portion. The second facilitator is the “Photographer”, who is responsible for the photo part of the program. Both the facilitator leaders should have experience working with the chosen special needs population. The participants should be verbal, highly functioning individuals, without serious behavioral problems. For other groups of participants (including non-verbal ones) the ratio, approach, and ways of communication could be different. Digital cameras, a portable printer, and a variety of art and craft supplies are needed for the project.
I-The Introductory Phase
Here the participants learn about each other, their facilitators, and the goal of the Program. The Producer and the Photographer learn about the participants and develop hypotheses on how to develop the necessary motivation to participate in the activities. Creating motivation in the participants, both on an individual level as well as on a group level, is essential during this portion of the program.
Two photo activities of the introductory phase allow the Producer and Photographer to observe the participants and get an idea of their individual propensities. The pictures taken by the Photographer add the dimension of the objective observer, in that the photos provide concrete data about the unfolding events. As Weiser (2001) states, “The actual meaning of any photograph can never be totally objectively known or predicted, especially by an ‘outside observer’ who was not initially involved in any portion of that image’s creation. In this sense, it can easily be seen how a camera’s lens always focuses inward at lest as much as it does outward toward the subject of the photographer’s gaze” (p. 10).
Activity One – “Let’s Get to Know Each Other”
This activity establishes the purpose of the project, to introduce the participants to the Producer, the Photographer, and to one another. The Producer explains what the project is and what participants are expected to do. The Producer tells the participants that they will all be working as a group on a project called a PhotoBook. The project involves the use of a camera and the photographs that will be taken. The Producer introduces the Photographer and explains that he takes pictures for the PhotoBook and helps participants with photo work. At this point the Producer shows the group an example of the PhotoBook, giving each participant time to look at the book to see what it is. This step is vital because it shows the participants that they will be creating something tangible and valuable. Once they know that they will be featured in the PhotoBook that they will be working on, it becomes personal to each participant. With the sample PhotoBook in hand, the Producer tells the participants about the various skills required for creating PhotoBooks such as taking pictures, writing captions for them, cutting and gluing them, and decorating the book to yield a finished project. Further, emphasis is placed on working together as a group with each participant’s specific contribution an important part of the therapeutic process.
At this point, the Producer asks the participants to choose what they would like to do. By having various craft materials available and explaining how they can be used in the project, the participants are given an opportunity to try different skills. This step is designed to have the participants decide on a favorite activity, something they enjoy doing, or something they would like to master. The Producer then talks about different occupations such as writer, designer, and other people needed to create the book. The Producer encourages the participants to try some activities, then to choose the role or occupation they would like to perform. While the participants are engaged in the activities, the Photographer takes candid pictures of the participants, asking every participant to tell his or her name. If there are participants who wish to take photos, the Photographer helps them with the camera work. It is advisable to expose a person to a broad variety of situations to provide the broadest base for observations. The resulting pictures will help the adult facilitators learn something about their participants. They can help to answer such questions as how well the participant interacts with others, whether the participant shows initiative or is able to make choices, if the participant is familiar with the materials, and whether he or she is comfortable with the activity.
Once each participant has been photographed and the group has been photographed as a whole, this portion of the activity is completed. It is time to move on to working as a group by organizing their work for viewing. When pictures are ready, the Producer asks participants to choose pictures of themselves that would represent them in the project according to their occupation. The Producer assigned them the task to demonstrate their roles by cutting pictures, gluing them to the board, and writing captions such as: “John the photographer”, “Mary the cutting specialist”. Decorators are invited to decorate the board. In this way the Producer gets the group working together on the project. Pictures of participants, Producer, and Photographer are put up on the wall for display under the title “Getting to know each other by Working Together”. A picture of a PhotoBook is shown to keep the goal in sight. It helps to create the feeling where each person develops some sense of responsibility for giving something to the group effort thorough their individual participation. Keeping the atmosphere light, friendly, and accepting helps the participants feel more relaxed during the activity. If one can maintain a playful atmosphere, resistance to the activity is reduced (Wolf, 1978).
Most participants enjoy working with pictures of themselves, making this a very entertaining project for them. They will tend to be more involved with the project because of seeing their photographs (Wolf, 1978). Being generous with praise at this stage helps participant to feel welcome and accepted. Giving a title to each photo and the project helps to increase awareness of what the work is about. Pointing out a special contribution from each participant brings attention to the good qualities of each individual. This type of positive feedback will give the participants a desire to continue with the rest of the project.
Activity Two – “Making Photo ID Cards”
This activity allows the participants to tell more about themselves. The photographs taken and used in this activity are posed. The participants can focus on facial expressions, to bring attention to self-image, giving them the opportunity to present themselves the way they would like to be, or showing something special about themselves. The second goal of this activity is to produce the finished Photo ID. The main purpose of activities in making ID Card it to bring participants to some self-awareness by giving an opportunity to make some choices related to his or her personality. Becoming aware that each person is special and unique, the participants learn to express these differences by working in a group setting with individualized tasks. This activity also gives the participants more practice with the materials already introduced, encouraging mastery of technique and development of self-expression.
Again, this activity is to be light-hearted and fun, but will require that the participants work with a greater degree of concentration toward the goal. The Producer tells the group that the Photo ID is a card one carry that has a picture to identify them. It has their name on it and says something special about that person. He explains that the ID card also needs to be used in future photo projects as an authorship.
The Photographer is the one who takes photos while Producer is observing. This activity gives the participants an opportunity to pose for the camera. Instead of habitually smiling for the camera, the participants can adopt a more reflective posture. The Photographer will encourage the participant to try various facial expressions to see how well they control or understand different expressions and how they wish to represent themselves. The Producer can observe how the participants interact, and then later discuss their choices of the self-image they wish to present on the ID card. It can help to determine their potential strengths and identifies weaknesses that need to be addressed. When pictures are chosen, the participants are encouraged to put any information they think is important on their ID and their new occupation on the PhotoBook project. Some choose to put their age, address, or favorite things. This is time for personal expression. The Producer facilitates this activity, paying close attention to the participants’ choices, providing valuable information about important things in the person’s life. Facilitators encourage those who show self-initiative and give suggestions to those who are stuck for ideas. Stickers, stamps, and markers help them to decorate their Photo ID.
Summary of the Introductory Phase
The Introductory Phase defines the purpose behind the creation of the PhotoBook. These activities are designed to help the participants be successful in their assignments. It allows the adult facilitators to observe the behavior of the participants, identifying strengths they already possess, and what behaviors or weaknesses need to be corrected. In addition, the participants demonstrate, by their choices, what they like to do, what they are good at doing, and what they would like to achieve. By making this a group activity, the participants learn the names of all the other participants as well as the names of the Producer and the Photographer and start to adopt a more responsible role in the group project. The leaders’ attitude during this phase must be generally accepting and encouraging to enhance a feeling of safety and enthusiasm among the participants and to facilitate the leaders’ diagnostic perceptions.
II-The Experimental Phase
The Experimental Phase provides activities that require the participants to practice new skills and to engage in behaviors that require cooperation and collaboration with others. The main purpose of this phase is to test ways to continue to motivate the participants and to continue productive relationships between the leaders and the participants, and between the participants themselves. During this phase, there will be increased pressure and demands that test and establish the participants’ limits
The Experimental Phase is comprised of three activities that will give the adult facilitators an opportunity to evaluate the participants, and then compare this to their diagnoses. This way the facilitators can see how well their hypotheses/diagnoses and possible treatments might match. Even more importantly, a relationship is established between the participants and the two adult facilitators. There will be more demands made on the participants in this phase of the project that require learning new skills such as taking photographs. Other concepts will be explored, such as numbers, colors, concepts such as big, small, or close and further away. This phase of the experiment requires a continued state of relaxed acceptance, handling possible adversity with humor and encouragement. All testing will be indirect.
The focus turns to the Theme of Thanksgiving and what it actually means to each of the participants. Gentle persuasion will be used to encourage thoughts of gratitude, concept of family, and understanding the intangible concept of appreciation.
Activity One – Discussing the Meaning of Thanksgiving
The Producer initiates discussion on the historical aspect of Thanksgiving with the pictures presented. The discussion could be furthered by talking about family values, thankfulness, and gratitude in general.
The Producer encourages talk about how one can express gratitude. While the participants are discussing this, the leaders observe the level of awareness demonstrated by the participants; assessing how well they contribute to the discussion, their level of awareness, and their expressive abilities. Showing photographs helps to stimulate the conversation, helping the participants to learn to express themselves and demonstrate awareness of self as well as knowledge about colors, numbers, shapes, and sizes of objects. All appropriate participation must be encouraged.
Activity Two – Learning to Take Still-Life Pictures
This activity creates Thanksgiving Cards for any treasured person in a participant’s life as an expression of gratitude. In order to make the cards, photographs of a Thanksgiving theme still-life are taken. The Photographer brings out props: vegetables, flowers, vases, plates, baskets, etc The Producer offers some suggestions about what is common in Thanksgiving cards and pictures, such as apples, pumpkins, potatoes, cranberries, anything suggesting the idea of the abundance of the harvest.
The Photographer begins with some demonstrations of composing various objects for a photograph, explaining some special rules such as a big object in front of a small will block the view, and then demonstrates how to use the camera. Each participant gets a turn setting up the still life for a photograph and taking the picture. This activity is very good for facilitators to see how a person can handle choices if a person is able to show some preferences, is aware of attributes of the objects, or has a special relationship with the object. Each participant’s ID should be included in still life picture to define the authorship of the picture.
Here each participant receives individualized attention. Both the Producer and Photographer must explain each step in a way each participant can best understand, for both setting up the still life and giving direction on how to use the camera. Be prepared to give as much help and direction as is necessary to give the participants a sense of success. The Photographer takes additional photographs of each still-life in case the participant’s photos do not turn out well enough, one of the Photographer’s photographs could be substituted. The leaders should stay a little bit ahead of the level of the participant’s awareness while being very careful when asking questions or giving suggestions in order not to discourage a person by the difficulty of the task. The interaction needs to be pleasant and enjoyable, yet with a little bit of pushing to test the participants’ limits of comprehension. There should not be an attempt to get good photo result at this time, simply to test a person’s response to learning new skills, determining whether there is cooperation or resistance.
Activity Three – Making Thanksgiving Cards
Once the photos are ready it is time to make the Thanksgiving Cards. An example of a completed card is provided for the participants and they are instructed to create their own card and to put their name on the back of the card as authorship. Addressing the envelopes might require help, and can be used as an opportunity to learn how to fill out the envelope. The Producer helps participants to work on their cards being a little more assertive in this activity, compelling the participants to make more and more choices, suggesting the use of different new materials and creating some challenges. By making suggestions, the Producer can guide this process. The Producer encourages the maximum interaction among the participants in helping each other or learning from each other. The guiding suggestions are aimed to stretch the participant a little bit, to encourage trying things that are new or difficult. Should the participant show frustration or the inability to pursue more difficult suggestions, the instructor needs to be ready to back down on any given suggestion in order to avoid any uncomfortable moments. While much testing is being done here, the activity still should be fun, enjoyable, with plenty of interaction and sharing.
The Photographer takes photographs of the interactions, getting pictures of the participants’ reactions to the process. The Producer can use these pictures later in evaluating each participant’s skill level, personal issues, and response to challenges. The facilitators then evaluate the participants by observing what each participant likes to do and do well, special interests, communication with one another, level of independence, reactions to criticism or failure, and response to assistance or requests for help. As the work progresses, the observations are more specialized for each participant looking to see whether they make attempts to cooperate with or help one another.
At the end of the project, the Photographer will take picture of the whole group with the cards in their hands.
Summary of the Experimental Phase:
The main goal of the Experimental Phase is testing. The activities provide the opportunity to teach the participants new skills, and to discover what might be the next step for each participant. The focus remains on the Thanksgiving theme, having participants choose and arrange thematic objects to create still life pictures, being aware of composition and the picture-taking process and assembling the pictures into Thanksgiving cards. This can present challenges to the participants. The concept of making choices is introduced and reinforced throughout the entire phase. Diagnostic evaluations are made of the participants in the first phase, the Experimental Phase allows the facilitators to evaluate just how well the participants are responding to the suggested activities. Having the participants engage in these activities helps the Leaders pursue the goal of experimenting with the diagnostic ideas formed in the Introductory Phase.
III– The Therapeutic Phase
The Therapeutic Phase is the final phase of the project, consisting of three activities. This is the therapeutic phase because the participants are encouraged to adopt more responsible behavior, to behave with dignity and respect for one another. The Producer starts to shape constructive, creative behavior somewhat beyond the participants’ original level of functioning. A successful program will see the participants functioning at a higher level than previously.
Activity One – Setting the Table
In order to keep the celebratory feeling about the activity, setting the table is considered an important activity. While learning to set the table for a daily meal is a life skill, learning that a celebration is different can help the participants understand the distinction between an event that is normal and one that is very special.
Counting place settings and objects such as cups, plates, silverware, napkins, etc. is an advanced skill for some participants. Attention to detail is necessary for this activity and the Producer needs to encourage all the participants to be respectful and focused. Each participant has the responsibility to make the meal come together well.
The Producer leads the activity with a certain tone of respect, conveying the message that this is serious work and each participant has a responsibility to one another. As preparations are made for the meal, the pictures taken will become part of a photo book to be used by others. Each participant is assigned a task based on the investigations conducted in the previous stages and the task will be recorded in the PhotoBook.
Knowing that their photos will be used in the PhotoBook persuade the participants to be more compliant and be on his or her best behavior. People behave differently in front of the camera and that is used to obtain the desire result. Be sure to praise each participant for the work they accomplished in this activity and encourage cooperative behavior among the participants by giving them directed tasks that specify what they are to do. The Producer orchestrates the production by encouraging each participant to communicate using one another’s names and helping each other to accomplish their cooperative tasks. During this activity, the Photographer takes photos of the participants as they perform their activities, either singly or in groups of cooperative participants. The participant who have chosen to be a photographer for the project will take pictures of the event with the adult Photographer.
Activity Two – Enjoying the Thanksgiving Meal
Learning to enjoy the celebratory meal will take some direction, maintaining the interest of the participants and keeping the activity exciting and enticing. The Producer introduces the meal by remarking on the fact that Thanksgiving is usually a family celebration, and the group of participants is like a family group, helping and learning from one another. The Producer also guides the participants through the idea that the delicious meal is about to be enjoyed by all because everyone participated making it a successful celebration.
Table manners are observed throughout the meal, and notes taken for future activities and another Thematic PhotoBook. More activities can be suggested during the meal; photos of participants who are demonstrating good table manners. The topic of helping and gratitude is encouraged and pictures are taken during the meal. Simple tasks such as passing food, waiting for all participants to be served before eating, etc. are ideas that could be introduced. The Producer is generous in praise and the Photographer continues to take photographs for the PhotoBook.
Activity Three – Making the PhotoBook
The purpose of the PhotoBook should motivate the participants to want to be involved. Discussion over the choice of the pictures chosen for the book stimulates participants’ opinions and their awareness of details and content of pictures. The beneficial aspect of the PhotoBook is that it serves to reinforce all the good behaviors the participants learned throughout the entire process by showing them the photographic evidence. Therapeutic value is obtained by discussing the pictures with the participants. As stated by the U.S. Department of Education (1987) “Photography creates an atmosphere of enthusiasm by presenting visual images that have been part of the student’s experience. By reviewing these images, student interest is engaged in a more immediate way, thereby increasing the likelihood that information, concepts, and themes will be remembered” (p. 34). The facilitators can evaluate what the participants have learned throughout the entire process.
Group discussion can show the participants’ initiative by discussing their choices and why they made them. The therapeutic importance is revealed by the pictures chosen and the reasons behind the choices. When all pictures are chosen the Producer draws everybody’s attention to the product of the very first activity—the display of the participants’ “occupations,” or roles in the group project, in the very first activity “Getting to Know Each Other by Working Together.” The whole team then works together, finishing their first PhotoBook project: “The Celebration of Thanksgiving.”
The first page of the book is introduction of the team who created the book and dedication “This book was made for…” It can be presented to a nursing home for immigrants in order to introduce the idea of the National Holiday of Thanksgiving and how it is celebrated.
The Thanksgiving PhotoBook may include following pictures:
• Making Thanksgiving Cards for friends and relatives. (learning new skills)
• Short simple description of the Thanksgiving Holiday. (learning new information and concepts)
• Pictures of the correct way of setting table, because the Thanksgiving Dinner is the most important feature of that Holiday. (learning new skills)
•Demonstration of saying “Thanks”. (social skills)
•Pictures of “Thanksgiving Family meal”. (fun and enjoyment of being together)
•Pictures of working on PhotoBook as a team. (collaboration and communication)
Summary of the Therapeutic Phase
The facilitators have a great deal of therapeutic intent in this last phase. Their goals include shaping positive behavior and helping to learn new skills. Emphasis is placed on responsibility and focused work, encouraging motivation. This phase is more demanding than the previous two phases. The idea is to push each participant’s skill set and encourage them to expand their ability to verbalize what they have learned. At the conclusion of this phase, the leaders orchestrated a complex set of collaborative skills among the participants so that they could take rightful pride of accomplishment in the creation of a meaningful PhotoBook that can be used by others.
SUMMARY
The creation of a Thematic PhotoBook of the Thanksgiving Holiday provides a unique and effective tool to help special needs populations learn various skills and concepts. The entire activity is a group activity, each of the participants learn to function as a group, then to celebrate as a group. This helps to define the idea of team or family. Certain skills are introduced such as counting, cutting, creating a still life, taking photographs, and some of table manners. In three distinct stages, photo activities are used to help the participants learn healthy behavior in a collaborative and cooperative manner. Additionally, Art Therapy in the form of photographs stimulates the development of ideas and feelings when pictures are viewed and discussed. A relationship forms between a participant and his or her picture, making it a strong motivational tool. According to D. S. Zwick (1978) “Photography, by its communicative, and creative nature, is a subjective representation of reality. It is a process which can enable an individual to actively pursue a better understanding of himself. He can concretely clarify, in pictures, his unique response to the environment. The camera, itself, is not a casual agent; rather, it is a tool that may lead to an increase in the appreciation of one’s Self as he actively exists in the world” (p. 135). This holistic approach can achieve exceptional results, both for the participants as a group and as individuals.
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