9 Using Primary Sources
Time Requirement: 120 minutes.
This lesson focuses on teaching students how to identify, analyze, and utilize primary sources in folklore research, particularly focusing on print media and visual materials.
Learning Objectives
- Students should be able to understand what constitutes a primary source, recognize the types of information that can be derived from primary sources, and comprehend the significance of primary sources in documenting folklore or conducting oral history interviews.
- Students will develop and enhance critical analysis and research skills.
- Students will improve visual literacy skills, such as the ability to assess photos and video.
Materials:
- Examples of newspaper and magazine articles related to folklore topic.
- Examples of oral history interviews related to folklore topic.
- Examples of folklore-related photographs or videos related to folklore topic.
- Internet access.
Strategies and Activities:
Introduction: Review print media sources and explain significance as primary sources. Discuss the types of folklore-related information that can be found in print media (e.g., reports of local legends; news coverage of local events). Discuss the significance of photographs and videos as primary sources in documenting folklore traditions. Include discussion of bias in documentary film.
Examples and Analysis:
- Provide examples of newspaper and magazine articles related to folklore topics (e.g., accounts of folk festivals, interviews with local storytellers). Analyze each example with the class, discussing the information provided, the context in which it was published, and its relevance to folklore research.
- Provide examples of folklore-related photographs or videos (e.g., images of traditional dances, videos of storytelling sessions). Analyze each example with the class, discussing the visual elements, cultural context, and potential interpretations.
Facilitate a discussion on the significance of the photographs or videos in understanding the folklore traditions documented. Encourage students to consider how visual media can complement or enhance other forms of documentation, such as interviews or fieldnotes.
Conclusion: Recap key points about using print media, photos, and video as primary sources in folklore research. Emphasize the value of exploring multiple sources, including print media, to gain a comprehensive understanding of folklore traditions. Emphasize the importance of visual literacy and critical analysis when interpreting visual materials provided by informants.
Assignments and Assessments:
Research Activity: Divide students into small groups and assign each group a folklore topic. Instruct students to search for newspaper and magazine articles related to their assigned topic, either using provided materials or online databases. Ask students to discuss primary sources found during research and possible uses for these resources for their timeline assignment (Lesson 7).
Informant Material Activity: Instruct students to imagine they have conducted a folklore interview and received photographs or videos from their informant. Have students analyze the visual material provided by their “informant,” taking note of details, gestures, settings, and any accompanying explanations.
