Duration: 20-30 minutes
Primary SPIRIT Skill(s) focus:
- Creativity
- Valuing people and nature
- Curiosity, sense of wonder, and openness
- Empathy
Brief Description:
The children pair up. One will be the “camera”, and the other will be the photographer. The “camera” must keep their eyes closed. The photographer can position the camera by gently guiding their partner to the spot where they want to take a picture. The photo is taken as follows: the photographer lightly taps the camera’s right shoulder, and the camera can open their eyes until the photographer taps again, signalling to close their eyes once more.
Draw the children’s attention to the following points:
- The “shutter speed – exposition time” (the time between the two shoulder taps) can be short or long. It shouldn’t be too short, or the photo won’t be well and rich in details enough.
- Zooming is possible — if the camera is guided close to something, it takes a close-up picture; if positioned farther away, more will be included in the picture.
- The camera can be carefully kneeled down, or their head moved gently.
- The photographer should plan in advance what should be in the picture.
- 3 to 4 pictures should be taken by a photographer, and make sure they are varied!
After the photographer finishes, they switch roles.
If possible, the children can draw their favourite pictures on-site (bring drawing boards, paper, and pencil cases), or back in the classroom, they can “make” the photos. (It’s useful to first recall the pictures with eyes closed in a “darkroom” setting.) Please decorate the classroom with the pictures.
How does this develop particular SPIRIT skills?
During the activity, the children will suddenly face a visual scene completely vulnerable with their eyes closed. They do not have control over the situation and must quickly take in the view. Beyond the feeling of uncertainty, the learner always experiences a positive moment, ensured by their partner. An important component of resilience is the ability to trust others who help and look out for you, knowing you can turn to them and that you are not alone.
From another perspective (the photographer’s point of view), they must interpret things from their partner’s viewpoint. For example, I can step over a branch because I see it, but my partner cannot because they do not see it; I am still far from the tree, but my partner is already close; I see something, so how can I show it to them, so they see the same? These aspects develop flexibility.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
The goal of the activity is to help children develop their resilience and flexibility by learning to trust their peers, accept uncertainty, and quickly adapt to unexpected situations. This supports their ability to function effectively both independently and in groups, respond flexibly to changing circumstances, and become emotionally more stable in school life and everyday situations.
Academic/Curriculum Objective connection
- Learning principles of composition
- Shifting perspectives
- Trust-building exercises
Materials and tools needed for implementation
- If time allows, use a drawing board, paper, and coloured pencils (or crayons).
- If creating on-site is not possible, the images can also be “developed” later in the classroom.
Preparation notes
It is recommended to conduct the activity in an open area where there is the opportunity to see both near and far, such as a clearing or a hilltop.
Guided Questions
- What do you need to pay attention to when guiding your partner to keep them safe?
- How can you make sure they see what you think is important?
- What can help you feel safe even when your eyes are closed?
- How do you decide where to take the next picture from?
Stage Debriefing Questions (Optional)
- How did it feel when you weren’t the one in control, but just followed someone else?
- Was there a moment when things didn’t go the way you wanted? What did you do then?
- What was the best part of having someone else show you the world?
- What did you learn from having to pay attention to your partner—and them paying attention to you?
- Did the thought of playing a trick cross your mind? Why didn’t you do it? (If there is concern about safety during the activity, these types of questions and rules can also be discussed beforehand).
Tips and Tricks for dealing with stage challenges
- It is difficult to determine a fixed duration for this activity, as sometimes children finish quickly, while other times they become deeply engaged in the task. The teacher should decide on the ideal duration based on the current situation.
- After explaining the task (5 minutes), it is still recommended to dedicate at least 15 minutes to the activity, even if everyone finishes quickly. In such cases, the group can be brought together to give advice on not rushing and offer tips on how to become more immersed in the task. A minimum of 15 minutes is necessary for meaningful engagement: finding a location and subject, carefully guiding the partner, and switching roles.
- If there are big differences between the pace of pairs, those who finish early can take more photos. The teacher should closely observe the students’ work and give advice when needed to ensure truly meaningful and well-thought-out pictures are taken.