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Mrs. Swenson’s Classroom Edit display name

  • Danbury High School
  • Danbury, CT
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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The resource requested is for a visual diary project students create each semester in digital art. This project requires digital photos and/or video that documents 24 hours of a student’s day in a visual narrative. The objectives begin with students taking a photo of the first thing they see when they wake up. The student then outlines a storyboard of the images they need to photograph to create a strong digital story. This project is designed to bend, flex, and morph depending on the student’s interests. For many, this project evolves from a simple narrative timeline to a more expressive look into personal identity, ethnicity, and community. A project that particularly stands out to me was a series of photos a student took of herself and her sisters playing Uno at a card table. She captured a sequence of family and laughter that was so genuine you could almost hear the voices in the pictures. The only thing that would have made it better was a good camera to take higher resolution images. Creating projects that are highly engaging and extend beyond the school day is how I get my disengaged students to come back to my classroom. My disengaged students struggle with absenteeism and academics and often lack support at home. Learning takes a lot of effort and without encouragement, they are at risk of dropping out. Giving students the opportunity to express how they view the world every day builds a strong personal connection. Letting students know that their opinions and creative voice are of value helps me reel in these disengaged students.

About my class

The resource requested is for a visual diary project students create each semester in digital art. This project requires digital photos and/or video that documents 24 hours of a student’s day in a visual narrative. The objectives begin with students taking a photo of the first thing they see when they wake up. The student then outlines a storyboard of the images they need to photograph to create a strong digital story. This project is designed to bend, flex, and morph depending on the student’s interests. For many, this project evolves from a simple narrative timeline to a more expressive look into personal identity, ethnicity, and community. A project that particularly stands out to me was a series of photos a student took of herself and her sisters playing Uno at a card table. She captured a sequence of family and laughter that was so genuine you could almost hear the voices in the pictures. The only thing that would have made it better was a good camera to take higher resolution images. Creating projects that are highly engaging and extend beyond the school day is how I get my disengaged students to come back to my classroom. My disengaged students struggle with absenteeism and academics and often lack support at home. Learning takes a lot of effort and without encouragement, they are at risk of dropping out. Giving students the opportunity to express how they view the world every day builds a strong personal connection. Letting students know that their opinions and creative voice are of value helps me reel in these disengaged students.

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About my class

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