であいフォトエッセイcafe／FAQ

What are the aims of this project?
May students work in groups or pairs?
Should students use digital or regularr cameras?
May students use old photographs?
How should the photographs be sent?
What is the significance of student self-expression project in a Japanese language class?
Why use photography in a Japanese language class?
Given the level of proficiency of my students, I do not think I can ask them to write essays in Japanese.
What other benefits are there to the project besides being able to learn Japanese?
How long will the project take?
I'm not equipped to instruct my students in photography.
Sample Project Schedule

What are the aims of this project?

The goal of this project is to have secondary level students who have studied using Deai reflect about themselves based on what they felt or thought about in connection with the stories and messages of the featured Japanese students. By publishing the entries via the Deai Photo Essay Cafe Website, the project also seeks to give students using Deai a chance to get to know one another.

May students work in groups or pairs?

Students may work in groups or pairs, but the entry must be submitted under the name of the single student featured in the piece.
Since it is difficult to take pictures of oneself, it may be good to have students form pairs and have them photograph each other. For groups, the work may be divided up so that different members would be responsible for such tasks as writing the essay by the subject, taking the photographs, typing in Japanese, and planning the layout. Working in groups or pairs will provide students with opportunities for learning more about each other as well as for experiencing the excitement of cooperating with classmates to accomplish a joint project.

Should students use digital or regular cameras?

The project is not intended to demand a high level of photographic skill. Digital cameras, if available, will make it easier for students to prepare their photographs for submission. Using digital cameras also gives students the added benefit of being able to see how well the pictures have come out as soon as they are taken. Since the purpose of the project lies in giving students a chance to express themselves, students should select a camera that best suits their needs toward fulfilling that goal.

May students use old photographs?

Photographs taken out of existing albums and the like may also be used.

How should the photographs be sent?

Provide digital files of all the photographs and send them together with the entry form either by attaching the files to an e-mail message or by copying them onto a CD-ROM to be mailed to TJF. Since photographs taken on digital cameras are already in digital form, you will not need to do anything further to them. Photographs taken on regular cameras can be digitalized either by scanning them in, or, where possible, having a photography store put the developed pictures onto a CD-ROM. Photographs should generally be about 530 pixels to 350 pixels in size.

What is the significance of student self-expression project
in a Japanese language class?

One of the purposes of language is to provide its users with a means of self-expression. Being able to use the Japanese they have learned to send out messages about themselves to the rest of the world and read the messages from their peers will bring alive the task of writing Japanese for the students and enhance their motivation. Unlike regular class activities or tests, the project allows students to proceed at their own pace and according to their own level of Japanese proficiency, thus giving each one a sense of accomplishment.

Why use photography in a Japanese language class?

Expressing oneself purely through words, and in a foreign language at that, is quite difficult. Using photographs provides a friendly and straightforward way for students to share with people all over the world much more than could be said through language alone. The process of taking or selecting photographs will also help the students reflect about the images in them and deepen the quality of their writing.

Given the level of proficiency of my students,
I do not think I can ask them to write essays in Japanese.

There are several possible ways of conducting the project depending on class objectives and student proficiency levels.

Pattern A:
Have students write in their native language* rather than in Japanese so that they will focus on thinking about and expressing themselves.
Example: Katie, Vermont, USA

Pattern B:
Have students write entirely in Japanese. The students may, of course, be unable to express themselves as well as they could in their native language, but as long as there is something they want to say they will keep on trying by utilizing the aid of whatever resources are available, including teachers, dictionaries, or the Internet. Once the students complete their project they will have learned to express themselves better in Japanese at the same time that they experience the satisfaction of realizing that they were able to communicate their ideas.
Example: Jenny, Nevada, USA

Pattern C:
Have students use a combination of both Japanese and their native language*. For example, have students (1) write just a part of their essay in Japanese or (2) write the essay in their native language* and the photograph captions in Japanese. With some ingenuity on the part of the instructor, it should be possible to adjust the amount of Japanese used to fit student proficiency levels.
Examples: Brad, Georgia, USA

Pattern D:
Have students translate their work into Japanese after first writing it down in their native language*. Or, after writing in Japanese, they can translate it into their native language*. The content of the Japanese and native-language versions* does not have to be identical, but this process will give the students the chance to say in their native language* what they could not fully express in Japanese. Works prepared in this way may be submitted in two languages.
Example: Holly, Victoria, AUSTRALIA

* Please consult TJF regarding entries in languages other than Japanese, English, Chinese, or Korean. All entries published on the Deai Photo Essay Cafe Website will as a rule be presented in both Japanese and English (or in other languages). (Any necessary translation will be handled by TJF).

What other benefits are there to the project besides being able to learn Japanese?

- Students will gain practice typing/inputting in Japanese. In cases where students prepare their entries using HTML or PDF they will also acquire experience in using the relevant computer software.
- Students will learn how to express themselves using both written text and photographs.
- Since the project calls on students to exercise initiative, even ordinarily quiet students will be encouraged to participate actively.

How long will the project take?

The project also involves several different kinds of steps, including some that need to be done during class and others that may be done at home. The total time required thus depends on several factors including the number of class periods allotted for the activities as well as the way these activities are carried out. (Refer to the sample project schedule for further details.)

I'm not equipped to instruct my students in photography.

The project is not intended to demand a high level of photographic skill. Students should be able to get across at least something of what they want to express, with or without skill. While in some cases it certainly may seem difficult to express abstract ideas just through pictures, students should be able to figure out ways of conveying their message by thinking carefully about what kinds of subjects (e.g., one’s self, landscapes, objects) to photograph in what kinds of situations.

Sample Project Schedule

*The suggested schedule shown in this chart is based on the assumption that the class has been studying using Deai. Students who have not previously used Deai will need more time than given here.
*This chart is meant to serve as an example. Teachers should freely adjust or rearrange the procedures according to their own needs.

Preparation
Obtain access to cameras (as necessary)
Obtain permission for the project from the principal and/or legal guardians (as necessary)
Ascertain the availability of computers for use as necessary.

		Comments
(1)	Explanation of project
(2)	Write comments/observations about Deai students Type/input comments*	Turn in drafts, receive instructor feedback, revise and turn in final draft (as necessary)
(3)	Write essay about oneself Type/input essay*	Turn in drafts, receive instructor feedback, revise and turn in final drafts (as necessary)
(4)	Take photographs	When using standard film-use cameras, make sure to allow enough time for development of photographs
(5)	Select photographs for photo essay from pictures taken during step (4) or from existing albums and yearbooks Scan prints at this time if using photographs taken on regular cameras*	Convert prepared text and photographs into a HTML or PDF file if presenting entry in a single layout* (More time needed)
(6)	Obtain necessary signatures for the consent form
(7)	Write photograph captions Type/input captions*	Turn in drafts, receive instructor feedback, revise and turn in final draft (as necessary)
(8)	Give the work a title
(9)	Fill in entry form and send together with photographs to TJF either by attaching files to an e-mail message* or copying them onto a CD-ROM to be mailed*	Option: have students present and evaluate entries in class

The tasks may all be done either in or out of class except for (1), which needs to be done in class, and (6), which should be done as homework. Instead of assigning the project to the whole class, teachers have the option of assigning it only to those who are interested to do as homework.

* indicates tasks requiring computer work