Day 8: Typologies, Perspective maps and Composites

One of the exercises I had prepared for the students, and a primary reason for acquiring the digital cameras, was the creation of what I term “Perspective Maps”. These draw on the Typologies of the Bechers, mentioned earlier. However, instead of comparing different instances of the same object type (watertower or gas tank, for example), the perspective maps compare different perspectives of the same object. They are intended to reveal the different ways we see the same thing; our different perspectives. This is, in a sense, an inversion of how the Bechers’ typologies function. That is, in their work the ideal form of the object – the idea of what a water tower is, for example – is being compared. On the other hand in the Perspective maps it is the subjectivity of the observer that is being compared.

In our perspective maps we are studying the different ways we – people – see the forest. So we are photographing trees. The children’s differences in perspective include looking up, looking down, standing far away to take the whole tree in, photographing it up close to focus on the texture, etc. All of these are different perspectives of the same object.

The perspective maps investigate the different ways we all see the same thing. They are group efforts at making a composition. Like the Bechers, the approach taken is quite clinical:

  1. Divide into groups of 10-15 students
  2. Each group to choose a tree. This was done during the walk on our excursion to Walkabout Creek in The Gap on 28 July.
  3. Take turns photographing this tree. Thus each person takes one photograph of it. This choice of vantage point and composition is a personal, private step.
  4. Consolidate all the photographs into a matrix. Study and compare these to understand and discuss this tree, our understandings of this tree and of nature. Discussions of composition within the frame, such as decisions made by the photographer, are also facilitated by this process.

During our excursion we broke into 3 groups. The 3 Perspective maps are shown below.



During the process of assembling the perspective maps I also had the idea of compositing, or layering them on top of one-another. The resulting 3 images are, I think quite successful aesthetically. They are shown below.

We discussed all of these in class on Thursday 4th August. Our discussion reviewed how each of these composite images reveals something about the perspective maps – whether its pulling out distinct features such as the sillhoutte of the trunk and strangler fig vine in group 3 or the fan palm fronds as a texture in group 2 or a combination of these in group 1’s maps.


Perhaps it was inevitable, but I didn’t see it coming: during this class discussion one of the students said she wondered what would happen if we were to combine ALL the images (i.e. all the children’s photos of all 3 different trees)?? I quickly combined them there and then, and we discussed the result. It is also shown below. The students commented on how it was ‘blurry’ and I agreed that often things can turn ‘muddy’ when you mix too many elements, or colours… Some other students however asserted that they could still see all of the individual elements of sillhouetted trunks and the textures made by contrasting leaves and sunlight. Upon reflection now it occurs to me that colour palette is another aspect of these different compositions that prevailed and provided visual unity – the same could not be said if some of the maps were of urban images or taken at sunrise or in the moonlight.

Day 2: Teacher Reflections on our first excursion

Several children tied in their work with shadows that they have been doing in science (working with sundials).  They held their leaves up to the dappled lights from the trees and played with the blocks of shadow shapes made with their hands.

Quite a few children were interested in the writing instruments which led to discussions on the history of writing and how humans could have communicated to each other- what tools they could have used ( this leads in beautifully to our cosmic education great lessons!).

One child also discovered a beautiful brown garden spider camouflaged on a piece of bark from the tree –  the children discussed that the forest belonged to the animals so they helped me carefully ensure that it was safe in its natural environment.   Several children also noticed the soil slowly filling up their containers after coming dislodged from the Quandong seeds.  This led to the discussion of the importance of soil to plants and animals in the forest.

Some children debated whether or not they were considered a part of nature or were separate from of which of course I am sure will stimulate further debate in the classroom.

Thanks for a successful first excursion!