ScholarWorks@중앙대학교

초록

This study extends established understandings of photography as a visual outcome by emphasizing acts of photographing and recording as integral components of photographic practice. Focusing on collaborative practices with children, it examines how photography operates within the institutional context of an elementary school while encompassing processes that precede and follow image production. Drawing on four photography-based projects conducted over three years with 65 children aged 9 to 11, the study analyzes how photographic practice unfolds within educational environments and everyday spaces such as classrooms, schoolyards, and surrounding neighborhoods. Rather than being guided by predetermined artistic or pedagogical objectives, the projects developed through children’s actions and interactions. As the process progressed, the researcher’s role shifted from a directive position to one of facilitation, enabling children to participate as active contributors whose decisions shaped the direction of the work. Within this collaborative structure, photography functioned not only as documentation but as a relational and temporal medium through which perspectives, authority, and interpretive positions were continuously adjusted. The use of automatic film cameras introduced delay and unpredictability, suspending immediate evaluation and foregrounding photographic practice as a process that extends beyond image production. Through these case-based practices, the study suggests that photography distributes creative agency through shared processes rather than fixing authorship in a single subject.

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