In-Class Activities in action:
Examples of Homework Assignments
Each week, students completed a photomission (inspired by the work of Juan Carlos Castro) as a portion of their homework and class preparation. They would (1) read an article related to a particular topic, (2) find instances of that topic in their daily lives, and finally (3) photograph their interpretation of that event and its connection to the reading. Photographs were then compiled in Flickr Group so that members of the class could see and comment upon how others were interpreting and representing their understandings of readings. Further, photographs were geotagged so that we could see where members of the class had taken their photographs and analyze how location mattered in these representations.
An Example of a Photomission:
One week, students read excerpts from Doreen Massey’s (1994) Space, Place, & Gender as well as an article from Richard Florida published in The Atlantic on the Geography of Women’s Economic Opportunities. When students arrived in class for the week, the photographs and their captions served as a way to invite conversation about the role and impact of gender on students’ lives in different spaces. This photomission allowed students to find the relevance of gender in their daily lives, and in turn, more easily connect that topic to the ways that it operates in other contexts around the world. In this instance, participation in this photomission an in-way to discussing the role of gender in the Israel/Palestine conflict – an in-class activity that operationalized ideas from the readings, the Geography for Life National Standards, as well as current events.
Here are several photographs and their respective captions that show how students understood how gender operated within the space of their daily lives.
I saw this at Kroger this morning. It reinforces the gender norm of girls needing to wear makeup to look pretty, and also the notion of drinking “girly” drinks like wine as opposed to something like beer.
Very rarely do you ever see women working in construction. It appears as if this is only an occupation for men. #GenderRoles
These shirts are the uniform for my work. On the left is what the guys wear and on the right is what the girls wear. The guys get to wear comfortable t shirts while the girls have to wear tight, uncomfortable, and low cut shirts. This shows gender expectations.
Week 7 photo mission. This UGA’s Gym Ramsey. On the left is known as the “guys” gym since it provides mainly free weights with some machines, while the right is known as the “girls” gym with its many treadmills and machine based weights.
It always surprises people when they find out that I drive a truck – breaks typical gender expectations!
This is one of my Education Math classes. As you can see, there is only one boy and the rest are girls. This is an example of gender roles because teaching is viewed stereotypically as a woman’s job, so I thought this picture agreed with that stereotype
Midterm Project – Walking as Geography Pedagogy
From Syllabus: The purpose of this activity is to see how movement (in our case, walking) through a space can be pedagogical, specifically for the learning of geography content. You and a partner will create a ‘tour’ of somewhere in Athens to help others learn about certain aspects of space in their local community. I will provide you with an example of one such walk, and then you and your partner will create your own walk – documenting your movement through a space of your choosing by taking video, audio (your own narration or sounds from the space), and photographs. Closer to the assignment, I will provide you with more in-depth instructions and specific requirements.
After you have physically completed your own walk, you will create a “virtual walk” that can be shared with other students in this class and your own/others’ future students. Your virtual walk will be created using a Google Earth “fly-through” accompanied with audio-recorded narrations of the walk, video, and photographs (which you took during your walk). You will put these items together in a video using software such as iMovie. Instruction on how to complete these tasks will be provided.
Final Project – Arches: The Geography of UGA
From Syllabus: As a final project, you will select a geographic concept and then work to ‘find’ that concept as it exists at UGA. You will then create an “arch” on that topic, consisting of:
1) 5-7 geo-tagged photographs that represent your encounters with the geographic concept as it exists at UGA
2) A 300-550 word narrative accompanying each photograph explaining why it is representative of your chosen geographic concept – use APA style, as well as citations from in-course readings when possible 3) A GIS map of showing the location of where your photographs were taken
4) A lesson plan connecting your geographic theme and photographs to at least two geography standards from the Georgia P-12 curriculum
5) A QR code connected to a digital housing of items 1-4 (in lieu of a handout)
You will receive further instruction on how to complete your arch and the accompanying tasks in class. On the final day of class, we will have a gallery viewing of your arches. You will be required to have a short presentation of your information for gallery viewers and your classmates. One half of the class will present their arches first, while the other half of the class and gallery participants view the presentations. The other half of the class will then present.
To “hand in” this assignment, create a link in your Evernote to your digital housing of the assignment items.
To see an example of a student’s completion of this project, click here.