Based on photography as an educational tool young people were involved in a participatory planning process on new uses and functions of public spaces
The participatory photography workshop took place at the Ciuffelli Agricultural Institute in Todi for a total of 12 meetings. The weekly meetings involved a total of 14 students aged between 14 and 18 years. The goal of the lab, widely achieved, was to involve the students of the Institute in a participatory planning process on new uses and functions of public spaces in order to enhance their point of view and their project proposals of redevelopment. The training course was mainly based on the use of photography as an educational tool. The methodology adopted in the laboratories followed the principle of "learning by doing, learning by shooting", which allowed the maximum level of student participation. The reference methodologies applied throughout the laboratory phase were: 1) Photolanguage, a method of communication and mediation in groups born in France in 1965. 2) Photovoice, is a method of research-action that allows people to become aware of what is worth preserving and what needs to be changed in their community and pass it on to others. Participants are given the opportunity to document and communicate the important aspects of their life and the possibility of becoming promoters of change. 3) The M.I.P. - Multidimensional Image Path - method designed and structured by Antonello Turchetti. MIP is an individual path of knowledge through a progressive dialogue that allows a multidimensional visual narration that allows the emergence of one's imaginative components.
A fee for the creative driector of the workshops. Some budget for prints and other material, soft drinks etc.
Evidence of success
The participatory photography workshop allowed participants to be more aware of their environment / landscape, activated critical reflection processes on landscape issues in relation to the environment, the population and socio-cultural elements and allowed to create a participatory planning of redevelopment of the areas of intervention identified.
Potential for learning or transfer
The use of photography in an educational context, gives participants the role of "protagonists", a role in which photography becomes a detector of a reality that goes beyond the purely aesthetic and technological data and learning goes beyond the boundaries of the school. On an educational level, photography acts on 3 relational dimensions:
1) Photographs as objects of relations between reality and its representation.
2) Photographs as possible mediation tools in the relationship between people. This is one of the peculiarities of photography as a non-verbal communication tool and as an activator of interactions. It is in this area of similarity / difference that exchanges and comparisons can take place. An occasion for the meeting of thoughts, of relationships between points of view that, by interacting, build relationships.
3) Photographs as tools to relate to yourself. The images reflect our inner values that define our way of representing the world and relating to each other.