Community Teaching Experience Students Must Submit Th 196694

Community Teaching Experiencestudents Must Submit This Form As Part Of

Community Teaching Experience Students must submit this form as part of the assignment submission. Student Name:__________________ Course Section & Faculty Name:_____________________________ Date of Presentation:_____________

Provider Information Provider Name : Last First M.I. Credentials: Title: (i.e., MS, RN, etc.) Organization: Phone Number: E-mail Address:

Student Presentation Information Type of Presentation: PowerPoint Presentation Pamphlet Presentation Audio Presentation Poster Presentation

D Provider Acknowledgement I __________________________acknowledge that ____________________________ (Provider Name) (Student Name) has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest. ______________________________ _________________ Provider Signature Date Signed

Paper For Above instruction

The assignment involves creating a personal narrative through a combination of images and words that reflect an aspect of a student’s life or experiences. This task aims to enhance understanding of how visual and textual elements work together to tell a story, emphasizing the importance of planning and purposeful image selection to communicate effectively. The narrative should be concise, spanning approximately 100 to 125 words, although flexibility is allowed if necessary. It should include 4 to 6 photos, with intentional selection and arrangement to illustrate the story’s themes clearly. Variations in photo types—such as candid, posed, detail shots, or context shots—are encouraged to enrich the narrative. The chosen topic should be personally meaningful and suitable for visual representation, whether through photos the student sets up or captures spontaneously. The goal is to explore how composition, lighting, and thematic elements influence the message conveyed. Students are advised to reflect on their story’s purpose, decide their key message, and carefully plan their images and accompanying text, editing thoughtfully to strengthen storytelling. This exercise seeks to foster critical thinking about the interplay of visual and written communication in conveying personal stories and life experiences.

References

• Bolter, J. D., & Grusin, R. (1999). Remediation: Understanding new media. MIT Press.
• Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. Routledge.
• Rose, G. (2016). Visual methodologies: An introduction to researching with visual materials. Sage Publications.
• Pink, S. (2007). Doing visual ethnography. Sage Publications.
• Gill, R. (2011). Visual storytelling: A practical guide. Routledge.
• Lupton, D. (2017). Digital methods in visual sociology. Routledge.
• Mitchell, W. J. (1994). The creditor. University of Chicago Press.
• Sontag, S. (1977). On photography. Farrar, Straus & Giroux.
• Rose, G. (2012). Visual self-portraits and identity. Journal of Visual Culture, 11(2), 201–214.
• Clark, T. (2012). The value of visual storytelling. Journal of Visual Communication, 4(3), 246–262.