Author Archives: evelynoconnor

INOTE notes

ICT for Technophobes

Step 1: Use what’s already there!

Google – do a search & a list of search options will appear along the left side of the page.

Find exactly what you need by clicking on:

  • Images

  • Videos

  • News

  • Pages from Ireland

  • More search tools – reading age (click on “web” to find “more search tools”)

YouTube – if searching in class, you can scroll down to the very bottom of the page, you can select “safety” and turn it to “on” to avoid inappropriate content popping up.

Wikipedia – find languages on the left hand side and select “simple English”.

Also, students may find wikiquote useful for writing essays.

Websites I may have mentioned at the conference:

Check if they’re blocked by your school filter – every school seems to be different! We have 2 lines in to the school, one unfiltered for teachers & a filtered one for students.

Developing vocabulary and grammar awareness:

www.wordhippo.com

www.knoword.org

www.rhymezone.com

www.kwarp.com/portfolio/grammarninja

Timing exercises:

www.online-stopwatch.com

Creating online newspapers from word documents:

www.issuu.com (might be blocked by school filter)

Speeches and talks on every topic under the sun:

www.ted.com

Photography:

http://www.worldpressphoto.org/

Step 2: Learning from other teachers:

Reading, writing, listening and speaking are the skills we want students to develop – using audacity develops their listening and speaking skills as well as their digital literacy. Also, they can all be talking at once and still achieving something! Which is nice!

Download audacity – go to www.audacity.sourceforge.net

You will also need to install www.lame.sourceforge.net – all files need to be saved as mp3s and this allows you to do it.

Most students (and adults including me!) I’ve come across are programmed to always choose “file save as”. However, if you do this with an audio file it will save as just so much gobbledigook! Instead you need to train them (and yourself) to select “file, export as mp3”.

Remember, having audacity on your computer isn’t enough, you also need lame which encodes the sound waves as mp3s.

More advanced tips:

I’ve noticed that it can be very slow when students are trying to upload recordings they’ve made to edmodo. Our tech guy figured out that we had a very high download rate on our school internet but a very slow upload rate so he contacted the people who provide our internet and balanced it out better.

If you have your own blog and want to embed audio files, you need someone to host your audio online. I use www.soundcloud.com – they have hours of free audio hosting before you hit the limit, after which you have to pay money to upload any more (or you could just create a second account!)

Step 3: Set up a blog

Setting up a blog is easy. Figuring out how to create categories, add tags, photos, videos etc is a little more time consuming! The blog platforms I see teachers using the most are

www.wordpress.com

www.edublogs.org (however I heard a rumour recently that they no longer host videos)

www.weebly.com

www.blogspot.com

Basically running a blog helps you and your students to be more organized. Everything you (and they) need is sorted into categories and available at the click of a button. Blogging also helps you to realize that the content is everywhere – so it’s really what we get our students to DO with the content that matters. Other advantages include less time standing at a photocopier and less panic as exams approach as your notes are available anytime, anywhere to anyone. Oh, so you do have to be OK with sharing your notes…

10 blogs being run by English teachers in Ireland:

http://www.sccenglish.ie/ Julian Girdham is the King of blogging and if you haven’t discovered his site yet you’re in for a treat! He’s here today and presented on ICT at iNOTE last year; search his site for incredible resources on this and everything English related.

http://calasanctiusenglish.blogspot.ie/ Elaine Dobbyn, former NUIG Lit n Deb head recently returned to her native Galway and is now blogging from Oranmore – great posts, links and tips. (She’s involved in INOTE and is here at the conference – if you see her do say ‘hi’).

http://dgsenglishdept.blogspot.com/ Formerly the responsibility of the aforementioned Elaine Dobbyn, this blog has passed into the very capable hands of Louise Donohoe who is blogging up a storm since September (she’s here at the conference somewhere too I’m told! Hello!)

http://meighan.edublogs.org/ This blog is full of really great observations, quotes, posts and links from Laura Meighan who teaches in Gormanstown. She once gave me a lift to the train station in Dublin. As a culchie from Mayo I really appreciated it!

http://juliecullen.weebly.com/5th-year-blog.html Julie Cullen is one of those teachers I’d never have gotten to know if it wasn’t for Twitter – she runs a great blog with different sections for each year group which has loads of ideas, posts, links.

http://6thyearenglish.tumblr.com/archive Katie Molloy’s blog for her 2012 Leaving Cert class is now archived but there’s still a serious amount of really valuable resources available here. (Katie’s here today too – hi Katie!)

http://collegebookclub.weebly.com/index.html Another great blog with heaps of resources for teaching English from Eve Roche, also in attendance today. Hi Eve!

http://newenglishirl.blogspot.ie/ I had to take to twitter to uncover the mystery identity of the teacher running this blog – his name is Eoghan Evesson. And this is a blog you don’t want to miss!

http://bccnsenglish.com/ Also run by a teacher/teachers I haven’t yet had the pleasure of meeting in person; some excellent resources and links here.

http://5j2012msgreville.wordpress.com/category/english-education/ Run by Natasha Greville, this site includes some great posts about teaching as well as lots of useful resources for English.

And there’s my blog www.leavingcertenglish.net

Step 4: Make connections

Join twitter to connect with other English teachers to swop ideas, resources & occasionally to whinge about the corrections you have piling up! Also, every Monday evening there’s a discussion on education issues on twitter. You don’t even need an account to follow what’s going on (referred to as lurking!) – just search for #edchatie or @fboss (he moderates brilliantly – he’s a former Art teacher who works for the NCTE).

If you can go to the CESI conference in February and/or the ICT in Education conference in Tipperary IT in May. Contact CESI on www.cesi.ie

10 English teachers (based in Ireland) to follow on Twitter:

@evelynoconnor @sccenglish @Elaine_Dobbyn

@brighidcannon @cullej29 @tashagreville

@ConnollyTrevor @newengblog @levdavidovic @portenglish

Step 5: VLE: There are lots of options out there.

Moodle is the most popular in Irish schools but you need someone in your school to do the techie bit and set it up. It costs a small amount of money so you’d need a few teachers on board to justify it.

www.icsgrid.ie Schools pay per user for this VLE but the courses are already set up for you in all of the major subject areas for both Junior and Leaving Cert.

www.edmodo.com – this is the one I use. I’ll be showing you this in action at the conference.

Make sure you do a quick survey of all students to see if they have internet access, how reliable it is, if they have to share one computer with many siblings. You’ll also need an ‘acceptable use policy’. Let parents know you’re using it in case they have any concerns.

Step 6: Create resources

To increase motivation make each group responsible for one aspect of the course. Tell them the Junior Certs are relying on them to create good resources for them to revise with (this may or may not work!). I generally go with groups of four.

If you buy flipcams don’t get ones with AA batteries – make sure they’re plug-in-able!

Step 7: Share with other teachers!

It’s kind of obvious but if we shared resources and ideas more we’d all have less to do!

UPDATE:

Some more English teachers to follow on twitter – hope you don’t mind me outing you but if anyone does, send me an email and I’ll take you off the list! @Reve111 @NecieDon@susandhealy @ecenglish13 @gerinclare @Bcs_historydept @ClassiebawnKarl @treasanc @Kate_e_Ryan @DavidClarkeDub @KieransEnglish @gemmacorcoran3 @rsbeaver @RuthRkelly @GerADoyle @MrMcArdle @Markievicz @lcenglish1 @leenbre @eesxxx @MsFCampbell @JanetteCondon @HeleneOKeefe

And more English teacher blogs:

www.cbcenglishdep.blogspot.com

www.stmarysenglish13.blogspot.ie

www.stmichaelsenglishdept.tumblr.com

 http://ienglish.ie/

http://pclm.weebly.com

http://www.loughallencollegeliteracyhut.com/

Comparative Crisps

Let me begin with an admission – this wonderful, creative method of teaching the essence of what the comparative is all about was not my idea. A guy I teach with has a sister who’s a teacher who teaches with a teacher in Castlebar who uses this as a technique to make the comparative clearer for students. If I knew the name of this teacher I’d credit them here but I tried and failed to find out their name – so if it’s you please get in contact! Anyway, it sounded like a stroke of genius to me so I decided to give it a go!

I did this with the entire class (four groups of six, three paper plates x four groups, lots & lots of crisps) but there’s no reason why you can’t try this for yourself at home if you’re a student with a paper plate collection and a decent crisp addiction!

  1. First get three paper plates. Write the names of your three comparative texts on them – in our case Casablanca, Babylon and Sive. Next you need three different packets of crisps – two should be quite similar (we used two varities of cheese & union crisps, one regular, one extra cheesy crinkle cut) and one kinda different (we used salt and vinegar taytos).
  2. Pour one packet out onto the plate of the text you know best – in our case we now had “Casablanca Crisps”. Now select two crisps off this plate – one to look at, one to eat.
  3. Next write an analysis of this crisp – it’s shape, size, texture (thick or thin, flakey, stale, soggy or crunchy), taste and anything else you notice. Remember, not everyone responds in the same way to the same crisps, so remember to focus on how eating this crisp makes you feel!

Once you’ve completed this exercise you now have part (a) of your comparative question done. The individual crisps from the packet are like the key moments in your text. It doesn’t really matter which ones you select as long as they capture the essence of this packet of crisps (text) and it doesn’t matter if other people in the class choose different crisps (key moments).

Another important thing to bear in mind is that the examiner is looking for your personal response to the crisp (text) – not everyone likes things which are extra-cheesy but some people LOVE that shiT! Some people like a really sharp crunch, others perfer a softer, gentler texture. And so it is with movies, plays and novels!

Remember that you CANNOT get your personal response from a notes book, a grinds school or a teacher any more than someone else can TELL you which flavours and textures you like best! If you try this then everyone in the room will be acting as if they all feel exactly the same way about these crisps (texts) but as we all know this is simply NOT believable – in truth everyone has different tastes and responds differently!

Now it’s time to move on to part (b)…

4. Pour the other two crisp types onto the other two plates – we now had Babylon Crisps and Sive crisps! Once again, choose two crisps off each plate – one to look at and one to taste.

5. In the light of your discussion in part (a) above, compare and contrast the other two crisps (texts), focusing on both similarities and differences.

For this answer, you focus on these two new crisps. You may if you wish refer back BRIEFLY to the first crisp you tasted (text you studied) but because you’ve already discussed it in detail in part (a) you only mention it in passing here (if at all). Your focus now is on the other two crisps (texts) that you are now comparing and contrasting!

You must use linking phrases

  • both; also; in the same way;
  • similarly; in a slightly different way; by contrast; unlike;
  • the opposite is the case; these two couldn’t be more different…
  • in some ways they mirror each other; although X is like Y, noetheless, I found myself responding differently, possibly because…
  • despite X difference, one thing they did have in common was..
  • a further similarity was evident in…

When you’ve finished this exercise, underline each linking phrase you’ve used. Every time you make a comparision (both similarities and differences) write a C in the margin – this is what the examiner will do when they correct your exam in June! In our class one student had used 13 linking phrases; most had somewhere between 8 and 11; a few had used only 4 or 5. In the latter case it became immediately clear to them that they probably weren’t comparing and contrasting enough – they tended instead to fall into the mistake of discussing one crisp (text) on its own, then the other crisp (text) on its own but for comparative studies you are not being asked to show off how much you can write about the individual crisps (texts) – you are being asked instead to demonstrate your ability to analyse similarites and differences.

Another way to double check that you are interweaving the texts sufficiently and moving back and forth between them frequently is to now pick up two different coloured highlighters. Each time you are speaking about crisp (text) 2, highlight in pink; each time you are speaking about crisp (text) 3, highlight in yellow and when you are speaking about both simultaneously place the highlighters side by side and drag them along the page together to show that both are being discussed. Now look at the page – if you end up with long blocks of pink followed by long blocks of yellow, followed by long blocks of pink etc… you are writing mini-essays about each but you are still keeping them essentially separate which is kinda wrong! If you look at the page and there is an ebb and flow back and forth between pink and yellow and two-tone pink & yellow sections then you’re probably achieving what you need to which is intertwining a discussion of both!

However, I need to clarify two things here.

First of all, you cannot compromise the FLOW of your writing – so sometimes in order to make your point in a clear and detailed manner you may need to discuss one crisp (text) in a bit of detail on its own and this is fine! Secondly, it isn’t enough to simply have loads and loads of C’s in the margin – you don’t want your essay to become some kind of hyper-active mess where you are jumping all over the shop. Instead remember this – the examiner is not going to simply do a crude exercise in counting; he or she is NOT going to give you more marks the more linking phrases you use. Instead, he or she will in the case of each comparison ask “Is this a really obvious similarity/difference? Or is a more subtle and sophisticated point being made here?

In other words, it’s not quantity but quality that matters. Have a look at these examples below:

The Babylon crisp and the Sive crisp are similar in texture – they are both thin and crumble in the mouth. The Babylon crisp is cheese and onion flavoured while the Sive crisp is salt and vinegar flavoured. The Babylon crisp has a sharp aftertaste while by comparison the Sive crisp leaves only a taste of potatoes in the mouth. One difference is the calorie count – the Babylon crisp is cooked in oil while the Sive crisp is baked in the oven. Another difference is the colour – the Babylon crisp is very light, almost cream while the Sive crisp has shades of beige and brown running through it in a marble-like pattern“.

In the example above there is NO DEPTH – none of the points are developed in any detail and the reader almost feels dizzy because the writer is jumping all over the shop. There is also an annoying tendancy to blandly state facts when the writer should be discussing how he/she feels about these facts (the flavours, textures, colours etc…)

Now look at the example below:

I really enjoyed the texture of both crisps, the way they crumble in the mouth makes the experience of eating them almost effortless. However, this is where the similarites end for me! The Babylon crisp had a very strong, almost overpowering cheese and onion flavour which I personally found quite unpleasant, particularly the sharp aftertaste which lingers in the mouth long after you have swallowed. By contrast, the Sive crisp had a refreshing sharp tang of salt and vinegar; it offers a much more pleasant sensation for the palette than the Babylon crisp. Nevertheless, I must admit that, like the Babylon crisp, the Sive crisp also left me with a significant aftertaste except this time it was the strong impression that I had just eaten a plate of potatoes. There are some who would argue that this makes the Sive crisps more authentic – after all, the major ingredient of crisps IS potatoes – but I just found it irritating and felt like washing out my mouth with soap and water!

This person has made fewer points – they only wrote about texture, flavour and aftertaste whereas in the first example the writer discussed texture, flavour, aftertaste, calorie count and colour. However, they would still do better, getting an A rather than a C+ grade. So let’s ask why?

Well firstly their discussion has both DEPTH and FLOW – they offer a detailed instead of a superficial analysis and there is a lovely smooth flow from one point to the next. They don’t try to cram in too much, instead choosing to focus on fewer details but developing each point they do make to the maximum! Furthermore, there is an elegance in the writing style and choice of vocabulary which makes the first example seem a little childish/bland.

Secondly, this example shows personal engagement and explores the experience of eating the crisps (reading the texts) rather then reducing them to a series of bland facts (which is what the first example does!).

6. NOW EAT ALL THE CRISPS!!! DO IT!!!

Once you’ve eaten all the crisps it becomes harder to remember them – they become a memory which you must strain to bring to the forefront of your mind rather than something that is there immediately in front of you. It becomes harder to write about them because they are not there anymore. And I’m going to be really mean and insist that you don’t look back on your notes.

7. Take a blank page and a pen and answer the question below (the equivalent of the 70mark exam question):

We are all different and thus we respond differently to different crisps (texts)”

Discuss in relation to the three crisps you have eaten (texts you have studied).

You can select any crisps you remember from each packet (any key moments from the texts) but you must compare and contrast; you must use linking phrases; and you must focus on your personal experience and opinions. Remember it’s not about the number of factors / moments you discuss but rather about offering a depth in your discussion and creating a flow in your writing.

Most of my students found this much more difficult, particularly because they were grasping to retrieve their memories of the experience. This is one of the reasons why many students and teachers find the comparative frustrating – by the time you are ready to write about all three texts, the experience of watching/reading (or in the case of the crisps eating) feels long ago and far away! In our class we discussed how Casablanca (which we studied last May) feels quite fuzzy in their memory now and agreed that an essential part of their weekend needed to be watching the film again to unfuzzify it in their brains (I promised I’d watch it again too to unfuzzify it in my head too!).

Meanwhile, for now we’re going to ignore the fact that once you go into an exam you are operating purely from memory and you are not allowed to look at your notes. It’s better instead to focus on what you can do to preserve the experience of reading/watching your texts – basically if you make really good notes on the text as you are studying it (the Department refer to this as a “personal response journal“) then it won’t feel so fuzzy when you get to the end of the process and start trying to weave the texts together. By contrast, if you don’t tune in and turn on when studying the texts in class you’ll find it really really hard to write about the ‘experience’ of the text because you won’t remember it as an experience, in fact you probably won’t remember much of it at all!

Just as we were finishing this exercise (note to teachers – it took us an entire double class) the daily intercom announcements came on: “Students are reminded that the canteen is open for all breaks and there should be absolutely no eating in the school building” – at which point we fell around laughing, stuffed the remaining evidence of our crisp picnic in the bin and agreed to take our secret to the grave!!! But if you’re doing this exercise at home, your only problem will be convincing your parents that analysing crisps (with the side benefit of having to eat them all) qualifies as ‘studying’!

Guest post: The art of photography

When Evelyn asked me write a guest blog for her now famous website, I was both flattered and slightly nervous. It’s been many years since I’ve written an essay for an English teacher! So long in fact that the last time I did this, I was literally putting pen to paper. Now, I can’t even imagine writing an essay without spell check, the delete button and ‘cut and paste’ to edit as I go.

I only slightly digress here, as the delete button applies to taking photos too. To be in a position to review a photo immediately and have the opportunity to change your settings and have a second go at the shot within 10 seconds of the first, makes all the difference.  After all, practice makes perfect. But at 30c a click, the film era was an expensive learning curve for many.

So is that the key to taking a good photograph? Click until you get it right?

By way of background, I’m not a full-time, “professional” photographer. What started as a passion has thankfully led to some wonderful shooting opportunities, but for the most part, I sit in an office practicing law.  For this reason, I’m often reluctant to even describe myself as a photographer (!) which, upon reflection is ridiculous.  Everyone who knows me knows I’m happiest with a camera in my hand and that there’s nothing I love more than capturing a moment in time, a memory or an image that brings a smile to someone’s face.  So yes, I am a photographer. I don’t have a diploma or a degree in media studies, design or art however and truthfully, this is the first time I’ve ever thought in depth about what the qualities of a great photo are. The first answer that comes to mind for me therefore is simple – it’s about how it makes you feel.

Yes, when you get deep into it, there are an enormity of technical considerations, aperture and shutter speed settings and rules on ‘the perfect photo’ out there. There are libraries of books and millions of blogs and youtube videos on a multitude of photography issues. And should you so choose, you can spend hundreds or even thousands of euros on the best gear and courses. All of these things will certainly help perfect your art, but like all art, what makes a good photo is subjective.

So as a photographer, the most important lesson I can offer is this – if you love a photo; if it means something to you; if it reaches you in a way that makes your mind race, your heart pound or makes you laugh out loud; if it stirs a memory or a feeling inside of you or if it you simply like the look of it, it’s a good photo. Sure, it may have faults. It may disobey all the rules and get no ‘likes’ on Facebook.  And worse, it may not sell, not a small problem if your livelihood depends on it. But I do not believe any of that matters.

The photo should be sharp, with the subject in focus. It should have vibrant colours or strong black and white monochromatic tones. It should be framed well and most importantly, it should tell a story. If it doesn’t evoke some emotion at a glance, it has probably failed as a news photo. War images evoke anger and chaos.  Sports images evoke action and reaction. Festival images evoke fun and excitement.

Even something relatively bland like a portrait of a politician at a press conference should complement the news story. Is their face buried in their hands? Do they look angry or content? Are they desperately trying to make a convincing argument with a defeated look in their eyes? It’s actually incredible how a photo can speak volumes in seconds. Have you ever looked at a single image of a musician, live in concert and thought, that looks like an incredible gig? If so, what made you think that? You weren’t there. You didn’t hear a single note and you probably can’t even tell if the venue was half full? For me, it’s a number of things: the dramatic lighting or smoke-filled stage, the beads of sweat running down his forehead or the veins in his neck as he pours his heart and soul into every note that comes out of his mouth. How on earth could it have been a bad gig? Does it matter if it was? No. The photo is an art form in itself and can be judged independently. But if it helps sell tickets, excellent. That said, sometimes the photo won’t be as sharp as you’d like (the dark, crazy lighting conditions of a gig are far from ideal) but if it makes you feel like you’re there, on stage, in the moment, then who cares. It’s a great photo. It all comes back to how it makes you feel.

But let’s step back from what the media are looking for in a photo. You’ve been to a gig or a show. You’ve ignored the conditions on your ticket and you’ve brought your camera. You take dozens of shots and they’re all blurry. And then at the end of one song, the stage lights up, the crowd go wild and click! There it is! You can vaguely make out a figure on the stage, the atmosphere looks incredible and you’re over the moon! Straight to facebook! Mission accomplished.

So does this mean you shouldn’t learn more about your art or try to improve? Of course not. In any case, if you’re passionate enough about photography, this won’t even be a choice. For me, it’s an addiction. And the great thing is, if you enjoy it, like any passion, you won’t even realise you’re learning. You’ll look through your photos and ask yourself, why did this image work while this one didn’t? After all, the camera settings were the same. I clicked the same button. It must be the surroundings then? The more questions you ask, and the more attention you pay to your environment when shooting, and especially to the light, the more decent photos you’ll be posting on Facebook. Because you cannot but learn when you ask questions of yourself and your work and when you practice.

I travelled the world independently for 2 years back in 2006. For the most part, I travelled alone but armed with my 3 megapixel compact camera, I seldom felt lonely. And honestly, I thought the thousand of photos I took were amazing. And they were. They are. Why? Because I still look through them all the time, remembering a place, a time, a face, a feeling of elation, exhaustion or sadness. And I know as the years go on and my memories fade, my journal and my photos will always take me back. So how on earth could I not describe them as good photos?

But as the years go by and I learn more about my hobby, I would be lying if I said I don’t review them with a critical eye. In fact, there are very few in the collection that I wouldn’t shoot differently now and for the most part, none of these older travel shots are on my website because they didn’t make the cut. Back then I knew little or nothing about exposure, light, when to use the flash or tripod. I also had limited functionality with my little compact camera compared to the pro DSLR I have now. I suppose I’ve always had a natural eye for framing a photo which is definitely key. There are some classic images you see over and over again, taken from the same angle because that angle works. (Google “Taj Mahal” for images and you’ll see what I mean). If it ain’t broke, right? Sure, but try something new too. Be creative and think outside the box. What if I get down on my hunkers? What if I frame the subject through a window or door frame? What if I come back at sunset? Or what if I zoom in a little more. I’ve been to over 40 countries and I have hundreds and often thousands of photos from each of them, but there’s nowhere I don’t want to revisit and re-shoot. That’s the passion talking. So keep an open mind and don’t afraid to review your work with a critical eye from time to time.

Of course, there are some photos you will never improve on, because they captured a moment that would otherwise be forever lost. The joy of a marriage proposal. The shock when everyone shouts “surprise!” The anticipation 10 seconds before the final whistle of a big game. The determination of an athlete moments before they cross the finish line. The hopelessness of an Iraqi man standing over the ruins of his shelled home. Or perhaps something as simple as capturing a smile and seeing happiness in a loved one’s eye.

Which brings me nicely onto timing. The beauty of photography, especially shooting a location or an event, is that two photographers will rarely see the same moment or scene in the same way. And even a day late, a scene will most certainly look different, even to the same photographer. An obvious example is the comparison of a photo of Croke Park on an All-Ireland final day versus a photo, taken from the same spot, at the same time the following day. A less obvious example would be a series of shots taken of the same landscape within a 10 minute window. The sun might pop out behind the clouds. A reflection might be cast in the water. Angry rain clouds might gather. A silhouette might appear on the horizon or a horse might step into the foreground. Look again at those google images of the Taj Mahal. In many ways the same photo but each so different. Here’s one of my own favourites from a recent music festival I was shooting. I think you’ll agree this sets a very different scene to the clichéd mud-filled camping experiences we usually see in Ireland. But one minute after this shot was taken, the sun was gone, night fell and the glow of the moment was gone.

Sometimes, it’s matter of luck. Right place, right time, camera phone in your pocket and click! Brilliant. You can make your own luck too, though patience will often be required. Again, this is where the passion comes in. This ‘sixth olympic ring’ photo took Reuters photographer Luke McGregor a painstaking 3 days to get right, even with his moonrise and moonset homework completed well in advance. I’ve stood at a location for hours on end more than once: clicking and waiting, moving position and clicking again, changing a setting, more waiting… Most of my favourite landscape shots involved planning my day to capture the right light and then hours of commitment to getting it just right. For most, that sounds like punishment! Especially on a cold winter’s evening in the Dublin docklands. But each to their own. If someone told me I had to play rugby for 3 hours in the rain, I’d probably cry! I guess there’s no accounting for how people get their kicks in life!

So any other tips? For one thing ‘cheese!’ is overrated! My favourite shots from my wedding day were taken by our brilliant photographer Melissa Mannion, when neither my husband nor I knew the photographer was even clicking. A look shared during the ceremony; a close up of our hands entwined are my favourites: that moment during a ‘formal posed shot’ when my veil got caught in a gust of wind, blew vertically into the air and we broke down in laughter. Priceless.

In framing your shots, try to stick to the rule of thirds (worth a google). But for now, know that cropping someone at a joint, such as a knee, the waist or neck makes for a very odd looking photo, as does placing your subject smack in the middle of the shot.  If your subject is looking to the left, place them on the right of the photo to help create the feeling that we’re looking into the distance with them. Don’t be afraid to zoom in or crop the photo on your computer to draw the eye to the essence of the shot. Or when you’re standing at a historical building about to click, have a closer look. Is there a gargoyle staring at you with its beady eye that deserves your attention? Is there a spiral staircase that creates an interesting pattern when viewed from above? How about waiting for a bee to land on that flower?

All of that takes practice and if the hobby becomes an obsession (guilty as charged!) you may wish to upgrade to a camera with manual settings so that you can take back control. With most compact cameras, the camera makes the decisions. It’s dark, the camera pops the flash. The flower is the closest subject, that’s where it will focus. The more photos you take, the more you’ll realise that you could do a lot better in the driving seat. Like setting a wide aperture to create depth of field. Changing the subject of the photo changes the photo entirely.

Understand when to use your flash and when to turn it off. The flash will only light a subject within a few metres or so (more for the pro flashes). So using it when you’re deep in the crowd at a concert will only light up the heads in front of you and leave the stage (your subject) dark. Of course, without the flash in low-light conditions, the photos will inevitably be blurred. The camera knows it’s dark so it forces the shutter to stay open a little longer to let more light in. But your hand can only hold the camera sufficiently steady at about 1/30 of a second. Increasing the ISO helps, but this will add noise or grain. That’s where the SLR camera’s come in. But if you don’t have an SLR, wait until the stage lights up and you’ve a better chance of capturing a clean shot. Generally setting the flash off can kill the atmosphere. The soft warm light of a room is replaced with the white light of the flash, but sometimes you have no choice, like when you’re shooting people or moving objects in low light conditions. But the flash can be your friend too. Where there is plenty of light in the background, don’t be afraid to light up your subject in the foreground with the flash. ‘Fill flash’ can really bring your subject out without losing the atmosphere or background.

Don’t be afraid to experiment with a tripod. Ever tried to capture a cityscape at night from a distance? But when you try to shoot, the flash pops and you’re left with black skyline and some random rubbish bin in the foreground that you didn’t even know was there ends up being lit up in all its glory! That wasn’t the plan! Change the camera setting to night mode which will keep the shutter open longer to let the light in; stick the camera on a tripod to avoid camera shake and blur and voila!  I’m reminded of the value of long exposures every time I stare at my one of my Hong Kong skyline shots. Sure the buildings are sharp but it’s essentially just a black photo with some coloured lights. At the time of course, I thought I was the bees knees! And I guess it was the best I could do at the time with the equipment and knowledge I had. For example, I know now that leaving the shutter open on a camera for longer periods of time can really add wow factor, as this photo demonstrates. To the naked eye, the sky here was pretty black, but allowing the city lights to flood the sky with an orange glow over 30 seconds, really made this shot. Sometimes it works, more times the weather gets in the way. But don’t be afraid to experiment and try something new. It costs nothing to click and delete.

I could go on and on here. Try shooting close-ups using the macro setting. Put some distance between your subject and the background to create a narrow depth of field. Follow a moving object like a bicycle on a long shuttter speed to achieve a panning effect. Play around with your photos after you’ve taken them using free software such as Picasa. There’s an ocean of knowledge out there!  And if like me, you find that you’re the one in your group of mates who always has the camera at the parties or events, don’t be afraid to dive in!

Before I sign off, one final (non-photography-related) thought. If when the leaving cert is over, your academic pursuits have taken you on a less creative journey than the experience you had in your leaving cert English class (or on this website!), take a moment to bring yourself back to this place in your life. Sure, right now essays are just ‘homework’ but I promise you, life gets VERY busy all of a sudden.  You’ll have a day job, maybe a family of your own and perhaps even an after-hours passion which involves many hours of shooting and even more hours editing. And as you sit at your desk, sifting through thousands of photos, updating your website and backing-up your hard drive, you’ll find little or no time to stop and ask yourself a simple question like “what makes a good photograph?”. And even less time to write a comprehensive answer to that question.

For giving me the little nudge I needed to put finger to keyboard and re-live my photography journey, Evelyn, thank you.

Sincere thanks to the very talented Michelle Geraghty for agreeing to write this guest post for leavingcertenglish.net. You can visit her website or give her a like on facebook here: http://www.facebook.com/MichelleGeraghtyPhotography

Y’all got opinions???

So it’s a Sunday night and I’m doing some planning for Leaving Certs first class tomorrow morning.

I feel like they’ve nailed what’s required for the Language of Information: get directly to the point and cram as much info as possible into as few words as possible; use uber-formal language; pay close attention to layout using headings, sub-headings, bullet points or numbering and a variety of font sizes; finally avoid offering opinions as you’re supposed to present the info in an easily accessible and completely unbiased format.

Now we’ve got to really get to grips with being a hyper-confident opinionated so & so (AKA the Language of Argument) which funnily enough is something I’ve never had much of a problem with 😉

First of all I think all students need to get into the zone where they HAVE opinions on at least some of the great ethical, political and philosophical issues which have plagued the greatest minds of every generation for centuries. Three of the girls in the class have a headstart on the others because they were involved in the Concern debates for the last two years but I’m willing to bet they’ll all be surprised how strongly they feel about certain issues once they get stuck in.

We started on Friday with a comprehension from the 2009 exam paper “Should zoos be closed“. Next I think we’ll all take the test on www.politicalcompass.org to get the brain juices flowing. It asks you a series of questions designed to figure out whether you are left or right wing when it comes to economic decisions and political systems and whether you believe in lots of decision-making from on high (authoritarian) or the individual’s right to make personal, social and ethical decisions for themselves (libertarian).

Once the girls have their personal political identity nailed to a little chart like this one, I’ll present them with a series of debate topics and pair them off with one student proposing, one opposing the motion. Then the hard work begins; the research, the drafting, the rewriting and then presenting their ideas to the class!

Here are the debate topics I’ve come up with, a mixture of topical issues that have featured in the media recently and issues raised by politicalcompass.org

Write a debate speech in which you argue for or against one of the following motions:

Same sex marriage should be legalised across Europe”

In certain situations military intervention is a moral imperative”

Embryonic stem cell research is dangerous and wrong”

Discrimination against Travellers is culturally accepted in Ireland”

Assisted suicide should be available to the terminally ill”

Political correctness has prevented us from really tackling the obesity crisis”

Mental illness remains a taboo subject in Ireland”

Pornography makes sexual attacks on women more acceptable”

Addiction to the internet is a real and present danger in our society”

Unemployment benefit should be reduced the longer a person remains on the live register”

Capitalism serves corporations not people”

Those with private health insurance have the right to higher standards of medical care”

Surveillance of individuals using CCTV footage and long lens cameras has gone too far”.

Of course all of this will require lots of brain power and we are talking about first class Monday morning so I’m fully expecting these faces when I break the news that they’ve got another essay to do!!!

 

 

Celebrity ‘News’?

The time has come for me to confess.

I normally hide behind my ability to quote random chunks of Shakespeare at will but that doesn’t change the fact that – here it comes – I find it hard to resist celebrity magazines. I stand in the supermarket queue and get sucked in by the gossipy headlines strategically placed to tempt me into wasting my money. I’ll find myself secretly pleased that the person ahead of me is taking forever – you know the type, the woman who waits until every single grocery is packed and stashed before rooting around endlessly in her bottomless handbag groping for her purse.

Why? Because this gives me a chance to flick to the contents page and then quickly scan the article relating to the most scandalous cover story, just to prove to myself what I already know internally – it’ all fluff. Hyped up, OTT, manipulative nonsense that’s not worth my time or energy.

So why do I still get sucked in? And why am I so determined to resist?

I got some clarity on the issue this week as my Leaving Certs and I revisited a comprehension from the 2005 exam paper – it was a mock celebrity interview with Irish Rock Diva Eva Maguire written by a former leaving cert student. One of the comprehension questions asked “Do you find the style of writing in this magazine article appealing?” – and discussed how this question requires a much more subtle answer than your bog standard “Identify and comment on four features of the writer’s style“. And before you freak out, you don’t need to go into anything like this detail in the exam – I’m just the kind of person who doesn’t know when to shut up!

So what is my answer? Well, yes and no.

First off the article is extremely well written but crucially the language nonetheless remains accessible, meaning it will appeal to a large target audience. The writer creates a vivid picture of Eva who “is extraordinarily beautiful and astonishingly tough, steely and ambitious. Her golden hair frames features dominated by huge blue eyes. She wears a diamond and sapphire-studded ring on her left hand…” This article offers us a clear picture of the woman and her lifestyle but it requires little cerebral exertion on our part to gain this insight into her life.And let’s face it this style appeals to most people when they pick up a magazine in a train station or a doctor’s surgery – at that moment they probably don’t want to have to grapple with complex vocabulary they may or may not understand (in fact this can be an issue for more highbrow publications like Time Magazine, The Economist and Vanity Fair who attract a very educated and literate readership but don’t sell in the large numbers that celebirty magazines do).

Secondly, sensationalist show and tell stories appeal to the gossip in all of us – like it or not it’s perfectly natural to feel curious about the lives these people lead and perhaps to even fantasise that one day it could be us flying in a private jet to our holiday home in the Bahamas! So when we read that “she has achieved head- spinning, global success, winning international music awards, packing concert venues and seeing her albums topping charts all over the world” we get a powerful reminder of why it is that so many people show up to X-factor auditions and why they are so devastated when they fail to make it past bootcamp or judges houses.

Thirdly the use of hyperbole, and the overuse of emphatic and superlative words adds to our sense that these people are somehow bigger, better and brighter than ordinary plebians like ourselves. Here “in a rare, exclusive and candid interview, the 24 year -old rock superstar reveals where she sees her destiny and for the first time shares with “Celebrity” readers some of the secrets of her forthcoming wedding plans“. If we can’t see through the manipulation inherent in the language itself we can end up falling for the excitement and drama of the writing. Perhaps this goes some way towards explaining the modern obsession with being famous – not talented or successful or exceptional – but famous for the sake of being famous. Because there is after all only one thing worse than being talked about and that’s NOT being talked about!

There was one other element of the writing style which appealed to me. Personally, I don’t think this student was paying homage to celebrity magazines by copying their OTT hyped-up style; I think he or she was completely taking the piss, but in a very low key and subtle way. For me this article isn’t a homage it’s a parody! Look at the way it mocks vacuous female celebrities who buy rare breeds of dog (that surely should never have existed) and carry them around in their handbag – in this article the photo shoot “shows her posing with one of her pet miniature greyhounds“. Too ridiculous to be true but we’re almost convinced because this is after all the way many of celebrities carry on! The notion that money doesn’t buy class is again hinted at when we learn more about their wedding plans and are told to “expect six hundred doves to flock the Italian sky at the moment when the wedding vows are made“. I mean ‘puh-lease’! Give me a break!

And that, my friends, is why I haven’t bought a single celebrity magazine in the past four years. Yes, I’ll flick through them at the checkout, but only to remind myself of how empty, vacuous and pathetic they really are. They promise so much yet so rarely deliver. Like this article they promise exclusive access to the inner sanctuary of the celebrity’s home; they hype up the tell-all secrets only they have managed to goad the interviewee into revealing but when all is said and done you learn little you didn’t already know. Maybe that’s why celebrity reality TV shows like the Kardashians are so popular; because they do actually give you no-holds-barred access to the most intimate details of these people’s lives (like one of them seriously gave birth on camera? Just the thought of it makes me feel queasy. That poor baba did not sign up for that!!!).

Finally although it sounds self-righteous and judgemental, there is no denying that this style of journalism promotes superficiality and excessive materialism. It elevates celebrities to a ridiculous status, pretending that their every move qualifies as ‘news’. Spend an evening in our house and you’ll find both my husband and myself regularly shouting at the telly or the radio (or both) saying that’s not news when yet another story about Brad and Angelina’s latest adoption gets higher billing that a mudslide that’s killed hundreds of people. Perhaps this is the greatest crime of all that the oxymoran ‘celebrity news’ commits.  It tells us that we should view the minute details of their daily lives as somehow more significant and important than wars, murders, natural disasters, fraud and world hunger.

Like ‘clean coal’ ‘military intelligence’ and ‘truthful tabloids’ ‘celebrity news’ doesn’t exist! And ultimately, just because it happens to a ‘celebrity’ shouldn’t mean it qualifies as news!