What educators say . . . 


"The assignment allowed my students to not only connect with their family members in a compelling way, but it also opened their eyes to the notion that their photographs could be part of a larger conversation that went beyond our class critiques.”
—Dan Battle, photography teacher, College Preparatory School, Oakland, CA

“One of the most rewarding aspects of working with my students on this project was seeing them approach storytelling in a very personal way. The process of slowing down and observing the home/work dynamic made them conscious of much that is easily lost in busy day-to-day distractions. Many students talked about the fact that the project made them think about how hard everyone was working and the need to make more time for each other.”
—Issa Sharp, director of education, Venice Arts, Los Angeles, CA

“I enjoyed the project because it allowed me to see my students in a different way. I was able to learn a lot more about their backgrounds and past experiences.”
—Emily Faxon, photography teacher, Westmoor High School, Daly City, CA

“Once they were able to connect the dots to find ways to visually capture these moments, these intersections of work and life, then they got it. I think most students walked away from this saying ‘I have so much more appreciation for what my parents do.’ It really opened up minds, connected us with each other, reconnected us with our families, and strengthened the bonds of our community.
—Christina Lewis, photography teacher, Jefferson High School, Daly City, CA

“I’ve been struck by how the project has prompted students to consider these family-work issues in fresh ways, sometimes as discovery (‘I never realized…’)”
–Anna Lyman, photography teacher, Flowing Wells High School, Tucson, AZ

“The students have been particularly interested in seeing what their peers are dealing with at home, and they are looking forward to seeing the work that has been produced by students on a national level. It's been incredibly exciting for them to know that their work will be considered to be part of an exhibition.”
—Issa Sharp, director of education, Venice Arts, Los Angeles, CA


What students say . . . 


“It gave me an opportunity to pay attention to the things happening around my family. I guess I never knew what my parents were doing for their jobs, not just their careers, but also taking care of us. Now I can understand them better.”
—Yokki C.

 “There are so many different jobs and types of families that the pictures taken can have endless possibilities.”
—Giselle A.

“My perspective on how my parents work completely changed after this project.”
—Jazmin G.

“The most successful part of the project was the feeling of satisfaction when I had to present my pictures to others. It made me feel proud.”
—Marcos P.

“This assignment made me see the big picture.”
—Kirk D.

“It made me realize how my parents' work lives affect their lives at home. I started to pay attention to how hard they work on their jobs even while they are at home.”
—Cristian S.

“This project helped me tell a story about some of the work-family relationships in my life by giving me both an outlet and motivation.”
—Miles M.

“The assignment was my favorite this year. It allowed my mom and I to spend more time together, discussing and planning what the picture would be.”
—Steven W.

“It helped me by capturing mundane moments I thought were meaningless. Framing these moments through the cameras lens opened my eyes onto what working brings to a family.”
—Sylvia C.

“Seeing how my peers showed the connection of work and family was really helpful, to see other people my age going through the same thing. I was able to grow as an artist while doing this project, using light and practicing the act of getting the right moment.”
—Lilia D.

“The most successful part of this project was definitely the part where I was able to bond with my family, and to really learn about their thoughts on work and home life.”
—Jane E.