Full Curriculum

Unit I: Through a Jewish Lens

Lesson 1: Image and Text

Introduction (5 minutes):

1.  Review the terms objective and subjective from the Introductory Lesson.
2. As a group, have students view the photograph Summer Camp by Zion Ozeri and make some objective and subjective observations. 

 You can actually use any of the photographs in the curriculum to explore the relationship between image and text. Many of Ozeri’s photographs in our online gallery are followed by several related texts. Feel free to copy those texts for students, present them along with the photograph, and discuss how the photograph and texts relate to each other. You can also supplement the activity with additional texts provided here: “Curriculum sample texts 2009”.

Image and Text (15 minutes):

1. Divide the class into pairs.
2. Distribute Worksheet C to each pair.
3. Have each pair of students read the texts on Worksheet C together and choose one text that they believe connects or resonates best with the photograph.
4. Ask a few of the pairs to share the texts they chose and explain their choices.

Text and Image (20 minutes):

1. Distribute cameras or have students use their own—one for each pair of students.
2. Have each pair go out into the school or synagogue and (without disturbing any classes) take photographs that illustrate one of the texts on Worksheet C—either the one they originally selected or a different text that “speaks” to them. The photographs can be literal or metaphorical, posed or candid, narrative or poetic.

Have each group take up to 10 photos. Let the students decide how they want to get the task done as a pair. For example, they could take turns snapping pictures, or the two could work together to set up their shots.

Remind students to plan their shots carefully. Before shooting, they should stop and think about what they want to express and how they will convey it. Photography is another language through which to express ideas. 

Encourage students to think about the frame—what are the parameters of the photo? What will be in the picture and what will be outside it? Also encourage students to be wary of such potential problems as unintended shadows, extraneous details in the shot, accidentally blocking the lens with their fingers, and “camera shake.”

Students also must think carefully about light when they are using their cameras. Point out to them that a camera doesn’t work exactly the same as the human eye. The eye can see details in light and shadow simultaneously, but cameras cannot. Therefore, it is easier if the subjects of a photo are evenly lit (i.e., all in shade or all in light). And when taking a photo, the light should come from behind the camera; students should avoid backlighting unless it is intended. 

Share Photographs (10 minutes):

1. Ask each pair to choose one of their photographs to share.
2. Have students email, text, or upload their selected photos, and then project some of the photographs for the class to view.
3. Ask students to share a little bit about each photograph and the text it illustrates.
4. Discuss: Were some of the texts harder to illustrate than others? Why?

If you don’t have a projector or monitor to show the students’ photographs,, you may need to split this lesson over two sessions. You will need to collect their images after class, and print them out to share in the following session.

For Homework:

You might want to give students some time to reflect on the picture-taking experience. These questions could form the basis of a journal-writing activity:

• What was it like to view your school through a camera lens?
• Was this different from past picture-taking experiences? How?
• Did your shots come out the way you intended? Why or why not?
• How did your group work together (or not)?

If your students have not yet done the Introductory Lesson, we recommend beginning with that lesson before progressing through the lessons in this unit.

IMAGES

Summer Camp, Tumwater, Washington, 2002

It’s time for morning services at Camp Solomon Schechter, in Tumwater, Washington. As the Torah is raised, the kids point with their fiŒngers, symbolically kissing the Torah and lending their support to the Magbiah, who lifts up the scroll.

Founded Œfifty years ago, Camp Solomon Schechter in Tumwater, Washington, “provides Jewish youth, families, and adults from the U.S. and Canada with a Jewish, active, and fun camping and retreat experience year-round in the PacifiŒc Northwest.” In addition to hosting a summer camp for kids of all ages, the site is used by Jewish organizations throughout the year for retreats, meetings, and other community events.

Sample Texts:

Rabbi Yose taught:
Whoever honors Torah will himself be honored by others;
Whoever dishonors Torah will himself be dishonored by others.
– Pirkei Avot 4:8

A person should see to it that the body is kept healthy and strong in order that they may be upright to know G-d. For it is impossible to understand and comprehend wisdom when one is hungry and ailing or if one’s limbs ache.
– Maimonides, Mishneh Torah, Hilchot Deot, 3:3