Artifact+3

Documentary Photography

The Documentary Project can be downloaded in PDF format.



**Artist’s Statement**

Phenylketonuria Travels My son Dillan was born with a very rare, genetic, metabolic disorder called Phenylketonuria (PKU). This disorder is very complex, but the basic explanation is that he cannot metabolize protein normally. Twice a year, we travel to a specialist who monitors DIllan. Our current Dr. is at PENN State Hershey Medical Center. Because it is such a long drive for us, we usually have to take the whole day off from school and work. In addition, because it is such an ordeal for Dillan to go through, I try to make each trip memorable and fun. This visit, we went to the Hershey Chocolate World factory tour and 3D movie after his Dr. visit. This was our day.



Documentary Photography Slideshow and Affective Learning

Preproduction **Rationale** The affective domain is part of a system that was published in 1965 for identifying, understanding and addressing how people learn. This classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain. []

The Affective Domain in Blooms Taxonomy (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

**Receiving Phenomena**: Awareness, willingness to hear, selected attention.**Examples**: Listen to others with respect. Listen for and remember the name of newly introduced people. **Key Words**: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. **Responding to Phenomena**: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). **Examples**: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. **Key Words**: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

**Valuing**: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. **Examples**: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. **Key Words**: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

**Organization**: Organizes values into priorities by contrasting different values, resolvingconflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. **Examples**: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. **Key Words**: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

**Internalizing values** (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). **Examples**: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. **Key Words**: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies. Affective learning involves one’s emotions. When one is emotionally invested in something they develop an attitude(s) towards the topic. It is thought that if you can link learning to an emotion it will be more likely to connect on a more personal level and be retained. As mentioned before, affective learning targets emotions that influence a person’s attitudes.

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**Goal** My Slideshow on Affective Learning is a brief look into the adventure my son and I go on every time we need to see his PKU specialist in Hershey PA. The images tell the story and hopefully can make an emotional connection with the viewer. The images could be used to tell the story of how we travel across the state for such specialized care for such a rare disorder. The idea that we have to travel so far, should reinforce the rareness of the disorder. The fact that Dillan was so little in these pics adds to the emotional connection.

**Mood/Perspective** My pictures tell the story of our travels and adventure. I believe the story is told with several emotions/moods. In the beginning you are hopeful, you think it is all fun. Then when you realize the trip was to go to the Doctor, you start to feel emotionally connected and wonder more about why he is at the Dr. But, then the story take a positive spin when we stop to smell the flowers and visit the chocolate factory. It ends happily as we pull into our driveway. The perspective should fluctuate, but overall the connection should be “It is inconvenient, but we make the best of it.”.

**Production** __[]__

**Reflection/Self-Evaluation** I love this series of images. At this time, I was in my first semester here and took Grad level photography. I needed to tell a story in 10 images. It coincided with out trip, so I took a lot of photos during that trip. Penn state Hershey, actually used some of the pics in their family newsletter. This assignment was a perfect opportunity to put them together to tell the story in a more fluid and dynamic way. I really love the end result. I believe I carried it out successfully. My project was longer than 30 seconds, so I guess that could be considered a problem, but I think the music and the pictures need to move at the pacing it is in, to keep the viewer attached to the story and the event. I like all of the elements, and think it came together pretty well.

Digital Citizenship **Statement of Authenticity** I, Jill Nobles, took all of the images for this slideshow and agree to share all images.