For my weekly Class VIII Bangla Medium of 50 students, I decided to put their critical thinking and creative side to work by posing a particularly out -of- the- box activity for them. This involved cutting out random photos/ads/pictures from an American magazine (I used Cosmopolitan March 2011, for example) and passing them around to groups in class (ideally groups of 4-5 would work, though in my class they were larger due to the volume of students and the lack of space). The groups were asked to work together and analyze what the photos meant in terms of the American culture as we know it, and write their responses accordingly in limited words.
Organization of the Activity: Method, tools, and how it was conducted.
My collection of photos included: two cutouts of women in Vera Wang bridal gowns, a picture of a mixed-ethnic girl eating a vegiterian pizza from the health section of the magazine, a photo of fried chicken and salad served in colorful platters from the recipe section, a few fashion cutouts of women posed in different clothes, a photo of celebrities clumped together, a photo of a white female and a black male model, of several wo nklmen dressed in jeans and a white t-shirt from the “trends” section, an ice-cream sundae article that describes “America, Italian, and Turkish” toppings, etc. to name a few.
The questions I asked them to consider were: 1) What does the photo in front of you tell you about the American culture?, and 2) How does the topic of the photo differ from your culture and lifestyle in Bangladesh?. My helping questions were the typical that I alway use: Who, What, When, Where, How, Why. My students have gotten used to hearing these types of questions to first help identify what is actually happening in a given scenario (I have used the 5Ws/ 1H for readings and lectures before or whenever a chance is posed).
Before the groups started to do this, I showed them two enlarged photos from my collection to give a sample of what I am looking for. For example, I used a photo of an open market in Atlanta and talked about the difference in prices, what kinds of vegitables were being sold, what kind of people were selling and buying, and how the market looked compared to those in Dhaka.
Each student was given a pice of paper to write their responses. The space was limited however so that the students were forced to put their thoughts down in just a few sentences, forcing them to be direct (I did this by cutting a 8 x 11 white paper into four sections).
When there was about 7 minutes left in class, I switched photos between groups and asked them to do the same but just write me one sentence about what they found most interesting.
Responses from students while working in the classroom:
In an ideal situation I would have liked the groups to be mixed but in a classroom with barely any space to move and with only 40 minutes to work with and where genders were physically divided, this was almost impossible.
First, the students laughed at some of the photos. Then they became very serious and started to quickly talk about the pictures. I had to go around the class to each group and help them understand the activity and what I was looking for. I also had to emphasize that there was no right or wrong answer, which is always a bit shocking for the students. Some groups did not like their photo which they openly exclaimed, especially the male students.
The positive reaction was that everyone was amused and thus, interested. It was rare to find, if at all, any student in the group no engaged in trying to understand what the photo stated. The photos were from magazines and random on purpose- they demanded an explanation and they proved their “authenticity” by coming from an “American source”. And because there was no concrete answer to the activity, and it was not based on prior knowledge and such, they had to talk to each other in order to analyze.
Written responses: Sample
Photo: A black male model with a white model whose arms are around him, dressed in neon colors from the “fashion” section.
“In the picture there is a married couple. One of them is black in color and one of them is white in color. They are standing together. This picture says about America that, in America people of different races, tribes, and color marry each other. But in Bangladesh it is not so. In Bangladesh they make differences between the people who are white and who are black in color. Those who are white in color don’t want to marry those who are black in color.”
“…The boy is wearing a jacket and T-shirt, like the Bangladeshi boys wear. The girl is wearing a frock. But the Bangladeshi girls don’t wear that kind of dresses. It also indicates about American culture. The boys and girls can meet and talk to each other freely in front of everyone. But in Bangladesh it is not acceptable.
Other sample responses:
“The American fashion is more artificial than Bangladesh.”
“Bangladeshi ice cream is very good but not as costly. It is also not as good to look at. They are made of unhealthy things.”
“The famous Bangladeshi ice cream is kulfi. It’s only 2 taka. It’s made from milk. It’s very different from the picture of the ice cream in the picture because kulfi is very cheap and it’s not delicious at all.”
“In American almost everyone likes pets. Well, sometimes they take it in fashion. They carry pets in their bags. And like every schools and houses they keep pets. But in Bangladesh we usually don’t see that because they don’t really like pets. They are ignored.”
“There is a funny thing in USA that they carry pets in their bags.”
“In this picture we can see some models of different countries wearing dresses of American style.” (The photo showed American models of different races featuring a skirt trend)
“This photo is about the wedding ceremony of America. In this picture we can see a bride wearing white wedding gown. She is looking happy and holding some flowers. There are some differences between Bangladesh and American wedding dresses. In Bangladesh, usually the bride wears colorful sharis. They wear heavy ornaments but in America, the bride wears a simple dress without heavy ornaments or makeup.”
“Bangladeshi celebrities don’t care about their health but the celebrities of USA care about teir health. They have a balances diet.”
“There is a girl who s eating pizza. She is wearing a red-white T-shirt. he looks so good. But her hair style is so common in Bangladesh. Her skin color is also common in Bangladesh. What she eats, this is a pizza. It also common in Bangladesh. But American people eat this food much more. Her nail polish is looking good.”
About the same photo another girl writes: “The girl is looking horrible. Her hair style is so common in Bangladesh. Her skin is rough (the model had freckles). The pizza is not looking tastey (the pizza had broccoli and mushrooms). Her t-shir tis found in the foot path in Bangladesh. Her nail polish is not so bad. But I don’t know how can this type of pizza be good for me? I don’t think this is a good picture.”
“In order to decorate this meat some green vegitables are used.”- referring to the salad on the plate.
* Encourages dialouge and group work, especially since it is an unknown topic so they are forced to talk. Everyone is in an even field of exepreince.
*Encourages studetns to write directly and concisely instead of writing too much and not getting to the point.
*Students are made to share and develop and opinion, especially since there are no right and wrong answer (this must be emphasized).
* They learn to look at magazine photos and ads in a different, critical way.
*They are forced to think about my past lectures about the United States and put that to use instead of getting information from a book or other written sources.
* Some groups had the same answer among all its members; some are still uncomfortable to have differing opinions.
* Single-sex groups are forced rather than mixing them up which could be a disadvantage for critical thinking in the classroom.
* Time management is always an issue with 50 students with 40 minutes.