Photovoice and Videovoice for Rail Safety

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1 Photovoice and Videovoice for Rail Safety

2 Contents What is Photovoice and Videovoice?...3 Why Photovoice/Videovoice?...3 Objectives...3 Necessary Materials...4 What Makes a Good Picture?...4 What Makes a Good Video?...5 The Ethics of Photography and Videography...6 Rail Safety Rules...7 Implementing Photovoice and Videovoice...8 After Implementation...10 Appendix A: Scenarios for Discussion in Photovoice...11 Appendix B: Checklist for Rail Safety...13 Appendix C: Parent Permission/Child Photo and Video Release...14 Appendix D: Adult Photo and Video Release

3 What is Photovoice and the new Videovoice? Photovoice projects happen around the world and involve taking photos in order to highlight local child safety issues. This year, a new supplement has been added to Photovoice called Videovoice which encourages children and youth to produce short movies promoting rail safety in a way meaningful to them. Armed with a camera or a video camera and knowledge about a particular safety issue, be it pedestrian safety or being safe around railway tracks, children and youth are encouraged to photograph or film issues of concern to them, with the supervision of adults. Photovoice and Videovoice can also be used to illustrate a participant s new level of awareness and knowledge regarding safe surroundings and behavior. Feel free to provide the new Videovoice project option to children and youth that have access to a video recording device as part of your existing Photovoice project, or you could implement a Videovoice project on it s own, in place of Photovoice. Why Photovoice/Videovoice? Photovoice and Videovoice can be used as a tool for community engagement on safety issues for a number of reasons: It provides an excellent educational platform for children to absorb safety information in an active and engaging manner. It positively engages children, parents, teachers, leaders and community members in identifying hazards in their community and exploring possible solutions. Photographs taken and/or videos made by children can be used as a starting point for greater community awareness and potential advocacy initiatives. It empowers children to learn about photography and filming while discovering and understanding the importance of behavioural and environmental issues in relation to safety. Objectives: To educate children and youth about the rules for safety around trains and railway tracks, including the dangers of trespassing. To empower children and youth to demonstrate their knowledge and capacities through a creative experience, specifically using photography as a tool to document their perspectives on rail safety. 3

4 Necessary materials: The only necessary equipment is a camera or video camera of some sort. This can be a digital or film camera, or a cell phone camera/video camera. The instructor leading the pre-sessions may want to use a white board, chalk board or presentation paper to explain basic photography and/or videography rules, and the safety rules and features that children will be adhering to and looking for on their photographic and/or video field trips. What makes a good picture? Leaders may choose to present some basic information about photography before going into the community to take pictures. This will add value to the Photovoice project by increasing the participant s understanding of photography and enhancing the quality of the photos. A few pointers that will help with taking a great picture include: Choose a subject Choose one thing, a person, place or object, which will be the focus of your picture. A single element, like a person or a building can be a subject, but a good photograph might explore deeper and focus on particular aspects to these larger elements, for example, the crumbling bricks of a building. When choosing a subject, ask yourself what the purpose of the photograph is, or what reaction you d like the viewer to have. Find a context A context is the environment or backdrop that adds relevance, contrast and/or location to the subject. You can simplify the context of a photograph by getting closer to the subject or zooming in. Subject Placement Where the subject is placed in the frame shows its relevance to the context. The center of the frame is the weakest place, because it is static and dull. The more a subject is moved away from the center, the more relevance the context will have. Lines and Paths Impact can be created in photos by using real or imaginary lines that lead the viewer s eye into and around the photograph. Roads, sidewalks, posts and fences are real lines. Line can add feeling to your photograph; horizontal lines are peaceful, diagonals are dynamic or tense, and curves are energetic and active. 4

5 What makes a good video? Leaders may choose to present some basic information about making a video before filming. This will add value to the Videovoice project by increasing participants understanding of filming and enhancing the quality of the videos created. Three steps to making a good video: Step One: Planning Preparing for your video and planning ahead of time will help you stay organized and provide you with a guideline for when you are filming. Create a storyboard and timeline for your video, keeping in mind that 3 minutes is a good length for the video. It s a great idea to work on a script with the students/children prior to filming. Think about the main message, theme or story of your video. This may change while you are filming or editing, but it will provide a good guide for the process. Some questions to ask yourself before you start: What is your main message, theme or story? Have you prepared a script? Where will you film your video? Have you recruited actors? Have they signed Child/Adult Photo and Video release forms (see Appendix C and D) Do you need any props for filming to get your message across? Are the props you ve chosen easily understandable by people outside of your immediate area? Do you have all the necessary equipment and software for filming and editing? Have you arranged a sufficient number of adult supervisors to guide the activity safely (we recommend one adult supervisor for every four or five children) Step Two: Filming Keep these points in mind while filming: Are you following the plan and storyboard you prepared? Are you varying shooting techniques (panning, close ups, zooms see appendix for explanations) to help convey your message or story in an interesting way? Are the actors, script and props able to convey the message you originally planned? 5

6 Your piece should be original and not contain copyrighted materials (brand logos, music, other video footage) without permission. Step Three: Editing With your video planned and filmed, editing is the final step to bring all the pieces together. Try and ensure that your final version displays shots that flow seamlessly together in a logical sense. Clear sound and audio, and appropriate music choices (if used) are worked on in this part of the process. The final product should accurately convey your message. Adapted from the No Regrets Is it worth it? multi-media competition guide The Ethics of Photography and Videography: Photography/videography projects with children and youth should include a discussion about ethics and the potential risks to participants. Be sure to discuss issues such as respecting community members and personal safety.! Respecting community members Participants must remember to respect the privacy and rights of members of the community. Leaders in Photovoice/Videovoice should include discussions about ways to protect personal privacy. Participants should not take pictures of others without their consent, or pictures of people s homes that are easily identifiable. Personal safety Leaders can help children to be aware of risks, including physical harm and loss of privacy to participants and subjects. No picture is worth taking if it endangers the photographer or subject! Teach safe strategies to minimize risk including clearly establishing that trespassing on to rail property is not permitted. 6

7 Rail Safety Rules: Under no circumstances should any Photovoice/Videovoice participants go on private railroad property or close to the train tracks in order to take a picture of what not to do on the tracks. Safety should be an utmost priority during this exercise. If children wish to demonstrate dangerous behavior, suggest that they create a mock-up in the park or playground. For example, chock lines or lined-up pool noodles could represent the railway. Children and youth taking photos or making videos may want to consider taking photos/ videos that demonstrate safe behaviours. In addition, other images of interest may include different types of rail signage, a passing train (taken while the photographer or videographer is standing well back from the closed gates) or the flashing lights on the gate. The photos taken and videos made during the Photovoice/Videovoice outings may be used to reinforce safe behaviours, or to advocate for environmental changes. If young photographers/videographers find examples of missing or damaged signage, this would be an opportunity to use the picture to advocate for changes to the community. 10 lessons that every child should know in order to stay safe around railway tracks: Don t take shortcuts. If you are not crossing at a designated crossing, you are trespassing. This is dangerous and illegal. Walk to a designated crossing. Cross at the right place and time. The only place to cross at railway tracks is at a designated crossing. Do not try to cross the tracks when the flashing lights have come on and the gate is down. Obey the signals. Never walk around a closed gate. At designated crossings, flashing light signals and gates activate only 20 seconds before the train reaches the crossing. This is not enough time to cross the track. Make sure the way is clear. When you cross railway tracks, stop, look and listen before crossing. A train cannot stop as quickly as a car. A train needs much more time and space to come to a complete stop than a car needs. Unlike a car, a train cannot swerve to avoid a collision. Never try to outrun a train. Trains are closer and are moving faster than you realize. The average 150-car freight train is traveling 100 km/h. Stand 16 feet or five meters back from the rail. Objects can fall from trains. Stand at least 16 feet or 5 meters back from the tracks to avoid getting hit by falling objects. 7

8 Check for a second train. If one train passes, make sure a second train isn t following behind or approaching on another track. Wait until the first train has passed and then make sure both tracks are clear before crossing. Never ride a bicycle over train tracks. The wheels can get caught in the track and you could fall off your bicycle. Always walk your bicycle across the tracks when it is safe to cross. Do not trespass. Railway property is private property. Playing on railway tracks and bridges is dangerous and illegal. It is against the law to trespass on railway property. Implementing Photovoice and Videovoice: It is up to you to decide how to best implement Photovoice and/or Videovoice in your community. Below are suggested sessions; however each of these does not need to be covered separately. You may want to combine a few sessions together depending on your timelines. You may choose to implement Videovoice as a new project in place of Photovoice, or as an option within your existing Photovoice project. The following elements can be included in the implementation of your Photovoice and/or Videovoice project: Introduction to Photovoice and/or Videovoice: The introductory session is an opportunity to launch Photovoice and/or Videovoice, and explain objectives and processes. This time can also be used to look at appropriate examples of other topic-related photographs or videos (possibly on YouTube) and have a discussion about what makes a good picture and a good video, or a discussion about photography and/or videography can be a separate session. 8

9 Introduction to photography and/or filming: Talk about the basic principles of photography and filming; choosing a subject and context, subject placement and lines and paths in a photo. Examples of different photos and filming techniques, such as close ups, portraits and action shots can be used to illustrate the discussion. To make this session participatory, ask children to bring in an example of a photo or video they are drawn to, either from a magazine, newspaper, the internet i.e. YouTube or a personal photograph or video. They can discuss how the photos or videos are composed and what makes them interesting. This session is also a time to discuss the ethics of photography and filming.! Discussion about rail safety: Children should participate in a guided discussion which introduces and reinforces rules that everyone needs to follow to be safe around trains and railway tracks (see Rail Safety Rules section). Explore participants views about rail safety they may have first hand experiences to share, or stories about others. Resources such as the Parachute website and printed materials may be helpful. As an option, during this session, the group could create a walking map of the safe routes to follow during the observational field trip. Another optional activity for this session is to use the rail safety scenarios included in this manual (see Appendix A), as the basis for discussion or creative presentations. Appendix B, a rail safety checklist, provides you with some elements to check for to ensure a crossing is safe.! Observational Field Trip: An observational field trip is an important part of the Photovoice and Videovoice experience, however participants should be monitored to ensure that they are not engaging in unsafe behaviors while observing trains and railways tracks and taking photographs or filming. Ideally, there should be a group of four or five children for every adult supervisor. Another option with this session is to have two observational field trips. The preliminary outing could involve a walkabout to choose possible photo and video locations while discussing safe behaviour and a subsequent trip to take the photos and/or make the videos. Use the group outing as an opportunity to model and discuss general safe pedestrian behavior.! Debrief and Slideshow: This is an opportunity to discuss the experiences of the observational field trip, including what participants saw and felt, and to reinforce safe behaviours when close to trains and railway 9

10 tracks. A slideshow or sampling of video clips can be organized to view all the pictures taken and videos made during the observational field trip. Some guiding questions for the discussion could include asking the participants why they chose to take certain pictures/videos, to describe the environment seen in the photo/video, and based on the photo/video, why it is important to be safe. After Implementation: Parachute (a new organization which unites the former Safe Kids Canada and three other injury prevention groups) welcomes any photos and videos as well as stories about your experience that you would like to share. With your permission, we may feature these on our website and in our partner newsletter to let others know about your good work. You may want to select some of the photos to create a poster or display, or a collection of video clips to let others know about your experience and what was learned about rail safety and being safe around railway tracks. These materials can be displayed at local schools, community centers, libraries or other common community spaces. If during your observational field trip and subsequent discussions, you identify an area of concern, we encourage you to contact the CN police. They can be reached at If the rail property is not CN owned, the owner information and contacts will be posted onsite. Please contact the owner of the crossing as appropriate. Photo by Lisa Gilbert 10

11 APPENDIX A Scenarios for discussion in Photovoice/Videovoice What Would You Do? This activity encourages children and youth to creatively address real-life situations, while recognizing the conflicting emotions that dangerous situations can present. The primary goal is to generate open discussion. Arriving at a satisfactory solution may be challenging, but an answer that includes going on the tracks must be ultimately addressed as unsafe and unacceptable. Divide the children into small groups, and assign each group a different situation, either as handouts, or written on flipchart paper with space to write or illustrate their thoughts underneath. Children will read their group s scenario and discuss how they might react and explore safe options. They can record their reactions and possible solutions with words or pictures or even act out their solution as a short play. Hypothetical Situations: A. Jason is walking home from school. He looks down the street just as his neighbour s dog squeezes through a fence and onto the railway tracks. Jason knows this dog really well, and has even looked after it when his neighbours go on holiday. He is upset to see the dog on the railway tracks! What would you do in Jason s situation? B. Melissa and her friends are late for school and someone suggests that they take the short cut across the tracks. Taking the short cut will mean the difference between arriving before the bell, or having to report to the office to get a late slip. As the group approaches the short cut Melissa starts to feel really uncomfortable, as she has been taught that to cross the tracks is extremely dangerous AND against the law. What would you do if you were her? C. Sam is being hired by his uncle, to deliver weekly flyers for a family business and he is happy to have a chance to make a little money. Sam s cousin Wayne, a grade 12 student, is showing Sam the route and giving him tips. Sam is surprised to learn that part of the route includes using a dirt path that leads right across the neighbourhood railway 11

12 tracks, which Wayne has been using for years to reach houses that the business wants to access. Wayne explains this is the best way to deliver the flyers efficiently; otherwise it takes twice as long to go several blocks to the pedestrian crossing. Sam hesitates as they reach the gap in the chain link fencing. What would you do in Sam s situation? D. Diane, a grade six student, has been a member of her school s green club for years. This year s parent volunteer, Mr. Mitchell needs an extra set of hands, as he heads to the garden centre a couple of blocks away, with two wagons to pick up soil and mulch. Diane is happy to help. As they are returning to school with their loaded wagons, they approach the neighbourhood level railway crossing just as the bell sounds and the gate drops. Mr. Mitchell gestures to Diane to hurry up so they can beat the train. As he jogs forward, pulling his wagon behind him, he shouts back to Diane that they have plenty of time to beat the train and there s no way he want to wait for it to pass! Diane feels heavy in the pit of her stomach as she nervously watches Mr. Mitchell start to navigate around the gate. She glances at the train it doesn t look that close. What would you do in Diane s situation? 12

13 APPENDIX B Checklist for Rail Safety Observe the area around the neighbourhood train tracks and at the railway crossing and look for the following: Are there gaps in fences or graffiti that indicates trespassing? Is there a dirt path (monkey trail) that people have been using? Have people been observed behaving unsafely? If so, in what way? At a rail crossing: Does signage indicate that there is a rail crossing? Is there a clearly drawn area to cross the tracks? When a train is approaching: Are there barriers and do they work? Do lights flash and does a signal sound? Do pedestrians, cyclists and drivers behave safely when a train is approaching? How far back are people standing while the train passes by? Have any safe or unsafe behaviors been noted down? Photo by Oran Viriyincy 13

14 APPENDIX C Parent Permission/Child Photo and Video Release Date Dear Parent Parachute (a new organization which unites the former Safe Kids Canada and three other injury prevention groups) would like you to provide consent for your child to participate in a rail safety project called Photovoice and Videovoice at Boy s and Girl s Club. Parachute is a national, charitable organization dedicated to preventing injury and saving lives. Parachute s injury prevention programming and advocacy efforts are designed to help Canadians reduce their risks of injury while enjoying long lives lived to the fullest. This project is an opportunity for your child to learn about pedestrian and rail safety and to participate in documenting his or her environment using photographs and words. The project includes a rail safety lesson, a photography lesson, community field trips to photograph walking and rail environments, and the possibility of your child s work being displayed on our website. Please visit to learn more about our organization and programs. If you have any questions about the project, please feel free to contact me. Sincerely, Julie Taylor14 Coordinator, Children s Programs Parachute Ph: I give permission for my child to participate in the project explained above. I give permission for photographs and/or videos taken by my child to be used as part of the Parachute program. I give permission for photographs and/or videos taken of my child to be used as part of the Parachute and Safe Kids World Wide rail or pedestrian program, including reproduction in reports, presentations, displays and web pages. Child s Name Date Parent s Name & Signature Address Daytime Phone number 14

15 APPENDIX D Adult Photo and Video Release (required if a teacher, police officer or adult volunteer appears in any of the photos submitted to Parachute) The undersigned grants Parachute (a new organization which unites the former Safe Kids Canada and three other injury prevention groups) and Safe Kids World Wide permission to reproduce and use photographs and/or videos containing his or her image as part of the Parachute and Safe Kids World Wide pedestrian program. This includes reproduction in reports, presentations, displays and web pages. First name and last name may be used First name only may be used Please do not use name This release is made on behalf of the undersigned and their heirs, executors, successors, administrators and assigns. The undersigned hereby represents and certifies that he or she has read the above and fully understands the meaning.! Name (please print)!!!! Signature! Address Date! Daytime phone number!!! address (optional)! Witness (please print)!!!! Signature!! Date NOTES: 15

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