The Global Routes Project is open to any primary or secondary school around the World. The more schools that take part, the greater the bank of images for children to research from. Our vision is for school children to be able to place themselves both within their local community and within the wider global community through reflecting on their own work and the work of other young learners.
What will I need?
You will need three cameras: the camera you choose will depend on the budget that you have. Polaroid cameras can be bought second hand relatively cheaply, as can manual film cameras. Your school may want to invest in a DSLR that can be used for many other purposes. Disposable cameras are also fun to use and economical.
ipads or smart phones must not be used for this project.
You will need a minimum of 2 adults. One to teach the sessions in class and one to take the children out of school in groups of 6-10.
Planning the project
In session one children will look at a photographer's portfolio, explore the cameras, talk through photography subjects and discuss what is important in their community.
This year we have worked with Khali Ackford to support you in the delivery of each session.
Khali studied photography at Plymouth College of Art and works in both portraiture and event photography. More recently he has captured the Black Lives Matter movement in Bristol. Khali is the co-founder of Identity Series; a project which aims to capture and celebrate his caribbean heritage in Cheltenham, Gloucester and Bristol and give ethnic minorities a positive reflection of themselves.
Take children out in groups of 6 - 10 for each photography session. Children decide which direction to walk for each session - all within walking distance of the school. Make sure you have undertaken any necessary risk assessments of the local area prior to the project.
On day one, they may choose to walk left out of the school. Then you can walk around and stop at any areas of interest. This should be decided by the children in order to have meaningful dialogue after the event. It's a good idea to take notepads to make notes about any discussions or ideas that have taken place.
It is important to set out ground rules before you leave. For example, no close up photos should be taken of individuals without consent. Consent for a photo must be acquired by the adult and any interviews overseen by an adult. A discussion on safe adults is essential; for example, shop keepers and people who are working are generally safer adults.
Children should not be taking photos of each other (photos of children will not be considered for the exhibition).
A short follow-up discussion should take place at the end of each photography walk: what went well? What else should be considered? What did people say?
In the final session (session 6) children should choose which images they wish to present for the exhibition. Children should identify themes and begin to group their images. Children should review their images by responding to open ended questions such as:
- What / who is in the image?
- How is the image / object constructed?
- Why did you choose to take the photograph?
- What does it remind you of?
- Why is it there?
- Who does it affect and in which ways?
- What questions do you have about this subject /
- What could you do next?
Follow up discussions can be recorded for teacher and pupil reflection or you may ask children to take notes. Recording the conversation enables a more fluid approach and is great for reflecting upon later on. You may choose to reflect on the images of the previous session at the start of each session.
Presentation of work
You may choose to present the work in the school hall, foyer or as part of an assembly. .
Global Routes Project will be hosting an exhibition this Summer, in London where the children's work will be presented. We invite children to come and discuss their work and their community with others.
During the project, children have developed their own research questions. For example, the children in Stamford Hill discussed the moral issues surrounding memorials and racism in their community; particularly around the Jewish community. Now there is the opportunity to link these questions and themes to global topics and histories. Why is there a big Jewish community in Stamford Hill? What other memorials exist in society?
It is up to the educator and school how this research can take place within the school’s curriculum, but making links with other subject leaders and with the local community can ensure success.
Send us your work!
We would love to feature as many school projects as possible in our exhibition this Summer. We will also present all projects on our site.
Please send 4-5 small galleries of images under a theme name created by the children
Quotes about the galleries from the children (please include year group and date / child’s name is optional)
Any written accounts of the project from the children including their reflections and questions
Photographs of any exhibitions
Have a look at the other projects on this site for ideas about what to send. We would love to hear any new ideas, so please add to the comments page or send in any additional work that has taken place as a result of the project.
Photos that include children will not be considered.