The above image, taken from an 8th grade literature textbook, occurs alongside an article explaining why dodge ball is a poor choice for K-12 PE. In particular, the article argues that dodgeball is bad because the kids who need exercise the most (slowest, weakest, least in confidence) are easily eliminated, and therefore get little exercise.
That all seems fair enough, and even moderately persuasive. But my problem is with the question at the top of the page. Students are asked to "analyze" visuals. That sounds fine too, until you get to the actual question:
"How many students on this dodgeball team appear to be getting exercise?"
Talk about a loaded question! The easy answer requires no analysis at all: one kid is throwing the ball, and the rest are standing around. This question is more appropriate for a first grade class. "Now children: How many people are moving in the picture?" So why ask the question at all? It seems as if this particular text is more interested in teaching students WHAT to think, rather than HOW to think.
When you actually begin analyzing the photo, you'll notice that the picture captures probably about 10% or less of the actual playing surface. Who knows how many people are actually getting exercise during the game? Not to mention the fact that the dude on the left looks to be about forty years old, and is probably the teacher and not even part of the game.
But that's not the purpose, is it? Call me cynical, but I find this photo and question to be a disingenuous attempt to get kids and teachers shake our heads and sigh with sadness at how few students are getting exercise during a dodgeball game.
If the textbook masterminds were concerned with accuracy, they would show the entire playing surface, and then ask the question. But that wouldn't allow us to "analyze" what we're supposed to. What they want us to.
In any case, my students and I should have a good time "analyzing" this visual.
Or maybe I'll just tell them what they should think.
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