WWP rich picture animated tutorial

This rich picture diagram contains drawings, text, and arrows. During the tutorial various areas of the rich picture are highlighted. This description will cover the full rich picture, then the areas highlighted during the tutorial as they appear. In this description the term “label” refers to text in the diagram, and the term “phrase” refers to text in the audio description or transcript.

In the top left of the diagram is a picture of a low sun over a mountain scene, with the labels  “South African semi-arid mountains”, “‘as dawn breaks each day’” and “before ‘invasion’”. 
From the mountain picture there is an arrow pointing to a picture of the same mountains with cactus plants covering them with the label “South African mountains after ‘invasion’”. 
From the cactus-covered mountains drawing there is an arrow pointing to the label “rivers dry up” and a picture of an empty river bed with two small puddles.  
From the label “rivers dry up” there is an arrow pointing to the label “’by-products’ of eco-system restoration”. Below this label are a number of labelled pictures; a chair labelled “‘furniture’”; a toy train labelled ‘’toys’”; a stack of logs labelled “‘fuel’”; a scyth labelled ‘”scythes’”, an axe labelled “’axes’” and a pinman with a back pack and a hand held spray pointed at grass labelled “’pesticides’”. Below “furniture”, “toys” and “fuel” there is an additional label: “saleable goods”. 
From the picture and label “pesticides”, there is an arrow, labelled “reduction in biodiversity”, pointing to the label “South African mountains after ‘invasion’” (described above).

In the centre top of the diagram is a picture of the globe labelled ‘the world’. From the picture there are two arrows. One arrow is labelled “invading non-native plants 8% infestation” with a picture of a cactus, and points to the picture of cactus-covered mountains for “South African mountains after ‘invasion’”. The other arrow from the world sits under the label “international interest and support” and points to the label “South African government”. 

From the label “South African government” there are three arrows pointing to three labels. The first arrow points to the label “ending of apartheid”. The second arrow points to the label “’Working for Water Programme (WWP)’ Multi-agency with 240 projects ‘a reaction to loss of biodiversity’.  The third arrow points to: the label “national water strategy”. There is a double-ended arrow connecting and pointing to both the second and third labels. 

From the second label, beginning “’Working for Water Programme (WWP)…’”, there are two further arrows. The first of these points to the label “employment for black South Africans >42,000” and a picture of 9 pin men in standing poses. Below this there is a drawing of the sex symbols for men and women, labelled “a rare opportunity to escape poverty”. The second arrow points to the label “benefits of some WWP projects”. Below this label is a drawing of a pin man labelled “’teacher’” standing next to a board addressing five pin men sitting on a bench, labelled “water education”. Next to the pin men is a drawing of a drawing next to a tree, labelled “community centres and childcare”. 

Returning to the third arrow from the label “South African government” pointing to the label “national water strategy”. There are four further arrows pointing away from the label “national water strategy”.  The first points to the label “competing needs for water identified”, from which another arrow points to the label “’basic needs to survive’” and a picture of a cooking pan, a cup with a handle, and a pin man in a shower.
The second arrow points to the label “’ecosystems’”, and sits near the third arrow, which points to a picture of a factory with smoking chimneys and the label “industrial”. 
The fourth arrow points to the label “urban” and a picture of a residential street, with houses and trees. 

In the bottom right of the diagram, unconnected to any other points there is an picture of an eye in profile looking at the diagram, with the label “Wendy Fisher”.

Page	Transcript	Description	
1	When I started reading the WWP paper I immediately began to think of what pictures I could use to represent the elements of the situation presented to me. (I’ve used an eye in the rich picture to show this is how I see the programme.) With this particular case study I knew that I was at an immediate disadvantage. I was reading about a culture and natural environment unfamiliar to me, in an area of the world I’ve never visited.	The entire rich picture diagram is displayed throughout.

At the phrase “I was reading about…” the picture of the sun and the mountains is highlighted.
	
Page 2
	After a little searching on the Internet I was able to find further ideas that enabled me to start building an awareness of the imagery that I could use in a rich picture for the WWP projects.

I also learnt a bit more about both the people and area described in South Africa and discovered a little more about some of the projects. This sort of research isn’t necessary to draw a rich picture; however, it made a more satisfying experience from my point of view.
	The previous highlights are removed. 

At the phrase “I also learnt a bit more about the people…” the picture of the globe, with a highlighted circle over an area of Southern Africa, the label beginning “’Working for Water Programme (WWP)”, the picture of pin men in standing positions and the label “employment for black South Africans >42,000”, the gender symbols and the label beginning “a rare opportunity”, are highlighted.	
Page 3
	I then thought about what elements were important to me. After three versions the rich picture started to be a more useful diagram for my own reflection. I was interested in the reaction in South Africa to the loss of biodiversity and the ending of apartheid.
	The previous highlights are removed. 

At the phrase “I was interested…” the sun and mountains picture, the phrases “international interest and support”, “ending of apartheid” and “reduction in biodiversity” are highlighted.	
Page 4	I wanted to know more about the way in which the Working for Water Programme identified certain projects.
	The previous highlights are removed. 

The label beginning “Working for Water Programme (WWP)…” is highlighted.	
Page 5
	Structures that started to appear were international, national and local governance. The place and role of such structures would benefit from further exploration by different kinds of diagram, such as systems maps or influence and multiple cause diagrams.

Structures and activities associated with social welfare and commercial aspects of saleable goods produced by black South Africans was also a significant area of interest for me.
	The previous highlights are removed. 

At the phrase beginning “Structures that started to appear…”, the labels “international interest and support”, “South African government” and “national water strategy” are highlighted. 

At the phrase beginning “Structures and activities associated…”, the previous labels are unhighlighted. The label “’by-products of ecosystem restoration’”, the pictures and labels for ‘furniture’, ‘toys’, ‘fuel’, ‘scythes’, ‘axes’ and pesticides are highlighted. The picture of the standing pin men with the label “employment for black South Africans >42,000” and the picture of the gender symbols with the label beginning “a rare opportunity…” are all highlighted.	
Page 6
	I was also interested in the development and support for some communities in the 240 projects as they tackled the ecosystem restoration – I asked myself what would these emerging communities be like?

This is my rich picture of WWP, seen from my point of view and personal background. Your own rich picture might be very different to mine. However, sharing and comparing rich pictures of a situation can be a useful way to promote discussion and improve understanding between people with different backgrounds and standpoints.
	The previous highlights remain.

The label “benefits of some WWP projects”, the pictures of the teacher pin man addressing the pin men sitting on the bench with the label “water education” and the picture  and label of the community centres and childcare are highlighted.

At the phrase “This is my rich picture…” all highlights are removed.	
Summary
	Write a title for the situation of interest that you wish to explore.

Represent stable structures associated with the situation using imagery and possibly text.

Represent processes associated with the situation using imagery and possibly text.

Show how structures and processes might interact or not interact.

Include yourself and relevant personal experiences in the rich picture.

List key themes from your drawing that might be of interest for further enquiry.