Family Photos Care, Preservation, Identification, & Display

Transcription

1 HHF-LRA.141FG Family Photos Care, Preservation, Identification, & Display Facilitator s Guide Objectives: 1. To develop awareness of the types of materials and methods of storage for family photographs. 2. To inform individuals of alternatives in storage systems and display for old family photographs. 3. To encourage individuals to evaluate and use storage and display techniques that will preserve treasured family photos as a visual record of family history for future generations. Before the meeting: 1. Study the materials and plan your presentation. Determine which topics and activities you wish to emphasize. 2. Assemble any teaching supplies that you need for your program. a. Clip magazine pictures that illustrate points in the lesson. Specialty magazines, such as Better Homes and Gardens, Windows & Walls, Traditional Homes, and other various shelter publications are good sources for information and pictures on different types of picture arrangements. b. Assemble examples of old family photos, frames and other items that will help to illustrate your points: 1) Damage to photos (moisture, ink, tape, paper clips, etc.). 2) Vintage black and white photos to compare with color photos of the 1950s and 1960s and recent color photos. 3) Examples of different types of frames that are often used for photographs (single photo, several photos in one frame, photo books, etc.). Catalogs often show illustrations or pictures of various styles. 4) Examples of recommended photographic storage and display items, including archival quality. c. Prepare and review presentation discussion using photos and any other visuals that you plan to use. Ask others to assist with additional examples and experiences that complement the lesson topic. d. Collect examples of archival materials and other items commonly used with photo inscriptions, storage, and display. Include both recommended examples and items that will harm photos over a period of time. You may wish to have participants bring examples of old photographs for identification help, damaged photos, examples of storage for photos or a heritage album. Ask them to share thoughts with the others about the items that they bring.

2 Materials provided: For facilitators: For participants: Focus on Photo Care and Preservation, HHF-LRA.141 Photo Identification, HF-LRA.142 (Optional) Viewpoints Photos on Display, HF-LRA.143 (Optional) Family Photos: Care, Preservation, Identification and Display, Facilitators Guide, HHF-LRA.141FG Focus on Photo Care and Preservation, HHF-LRA.141 Outline for Meeting Introduction Family photos are fun and interesting. They provide a visual record of your family s everyday activities as well as special events, such as family reunions and weddings. They provide enjoyment for all family members and serve as a bridge between generations. One family member often becomes the family historian and has a camera ready for informal snapshots of birthday parties, a child s first day at school, vacations, holidays, and everyday activities. These are supplemented by formal photos taken at photography studios, schools, churches, weddings, and family reunions. The family photo collection continues to grow throughout the years and proves that we ve been living in the most photographically documented era in history. However, this visual family history will not last for generations without proper care. In fact the visual heritage of an entire generation is in danger of being lost. These are the people whose childhood pictures were taken in color during the 1950s and 1960s. It s rare to find color prints from these years that are not noticeably changed. Their parents actually have a much more durable record since their childhood pictures were taken entirely in black and white. However, there are things that we can do to help preserve these images. It s important to follow recommended practices to help keep old family photos in good condition and ready to pass on to future generations. And it s just as important to be sure that these photos are organized and labeled so future generations will not be asking questions such as, I wonder who this is?, I wonder where this was taken?, or I wonder when this event was held? You ll also be doing family historians a favor since ordinary photographs can be important in ways that people often don t recognize. They can be used to understand a culture or a way of life during earlier times by studying such aspects as clothing styles, interiors and exteriors of houses, transportation, and social activities. Let s take a look at our photo collections and see how we can give them the best possible care. Supporting activities for lesson content: (Review the information in the lesson sheet and select activities that will best suit your group.) 1. Ask those attending to tell about their favorite family photo. Why does it appeal to them? Is it displayed in their home? What memories do they have of viewing it? 2. Review information in fact sheet on family photo care and preservation. Show examples of vintage black and white photos that have been well-preserved and compare with color snapshots from the 1950s that have faded in quality. Discuss how light as well as wide fluctuations in temperature and humidity cause irreversible damage to photographs. 2

3 Discussion suggestions: Encourage participants to share experiences involving pictures that have been damaged by the environment. Did damage occur from being stored in the attic, the basement, or in living areas of the home? How were these pictures stored? How could this damage have been prevented? 3. Show some common household items that may harm pictures such as paper clips, rubber bands, rubber cement, cellophane and masking tapes. Show any damaged pictures that you may have to reinforce these cautions. Encourage others to share experiences on how or what damaged a picture that they had. 4. Encourage participants to share methods they use for storing their old family photos. Many people have photos thrown together in a cardboard box or a plastic bag until they get around to sorting and labeling them... someday when they get time. Discuss the differences between preservation and restoration. Which do they feel is preferable keeping photos in good original condition or trying to have old photos restored to near-original condition? Share local or regional sources who work with restoration of vintage photos. How long does the service take? How much does it cost? 5. Discuss and show any examples of poor-quality and good-quality materials to use in storing photos. Refer to the glossary at the end of the publication Focus on Photo Care and Preservation to explain some of the words that participants need to know when looking for and purchasing materials. (Examples: archival, polyvinyl chloride or PVC, acid-free cardboard and mat board, buffered and nonbuffered materials, and ultraviolet light.) 6. Many people have color slides that they must store carefully to preserve their quality. Discuss the recommended methods for storing slides as listed in the fact sheet on care and preservation. How often do people view their slide collections? Have they considered getting them transferred to CD or DVD for easier viewing? This service is available commercially at a reasonable cost. The original slides can then be stored (preserved) in a metal box under environmentally friendly conditions (temperature, humidity, light control). 7. Share information on how computers and digital cameras are changing photographic methods. Have any participants used a digital camera? What did they think about the image? (Sharp, clear.) These cameras transfer images directly to computer disks. More options are also available with rolls of film taken with older cameras. They not only can be processed into photos, but you can also have the images transferred directly to computer CDs or sent to your address. These options provide quick access for printing your own color photos, ing pictures to friends and relatives via the Internet, and printing images on mugs, computer mouse pads, t-shirts, etc. 8. Identifying people, places, and dates is important to do as soon as possible. Memory fades and knowledgeable people move away over the years. Ask participants to bring a vintage family photo to share with others during this activity. (Or collect a few to use during small discussion groups.) Working in small groups, ask participants to learn all they can from a photograph with no identification attached. Refer to the Photo Identification Fact Sheet for questions to consider. 9. Techniques for labeling snapshots are important to consider. Some experts prefer to make copies of the original print and then write inscriptions on the copy. Others suggest using a Number 2 lead pencil to write lightly in the margin or on the back of the photo. Do not write over the actual image on either the front or back of the photo. If the picture is mounted in a scrapbook, information can be written neatly underneath or to the side of it. If you prefer ink, use only India ink or an archival ink. Water-soluble and ballpoint inks often transfer to adjoining surfaces and cause irreversible damage. 3

4 Additional discussion suggestion: How many participants have family events on videotape or DVD? What kind of care are they providing for these items? Where do they have them stored? Are they all properly labeled so that they can be quickly identified in the future? What changes should be considered? 10. Having your favorite things around you helps to make a house a home. Pictures are treasured and bring many happy memories to family members. Discuss ways to display pictures in the home. Encourage everyone to share ideas that they feel have been creative or particularly satisfying to them. 11. Summarize lesson concepts and ask participants to complete the evaluation form. Return evaluation forms to your county Extension agent. Linda Adler, M.A. Extension Specialist for Home Furnishings 1999; Revised March 2007 Copyright 2007 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Publications are also available at Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability, or national origin. 4

5 Family Photos Care, Preservation, Identification & Display Evaluation We re interested in whether or not the things you learned at the meeting have been helpful. Please take a few minutes to answer the brief questions that follow and return this form to us. County in which program was held: Today s date: 1. As a direct result of this program, has your thinking changed in a positive way? Check one: YES NO Please explain: 2. As a direct result of this program, have you done or do you plan to do anything that you consider an improvement? Check one: YES NO Please explain: 3. As a direct result of this program: (Check any of the following that apply.) a. I am more knowledgeable about causes of damage and ways to help preserve family photographs. b. I have become more observant of the types of materials selected for storing and display of family photos. c. I have made or will make changes in the way family photos are stored and displayed in my home. d. I plan to have photos or slides transferred to video tape to help preserve originals. e. I plan to have photos or slides transferred to computer disk or CD. f. I plan to have a commercial lab transfer photos to online access. g. I have checked to see whether family photos have been identified and correctly labeled. h. I have added or rearranged family pictures in my home. 4. I have reached the following people with information from this program: Number of non-homemakers reached. Taught a follow-up workshop or lesson: YES NO. If so, number reached:. THANK YOU for your assistance in providing this information! 1999/revised March 2007 Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability, or national origin. 5