Photo XP Vredendal 2026: A 10-Day Journey in Storytelling
By Wakhe Sebenza
For ten days in March 2026, the Muholi Art Institute (MAI) brought its immersive photography programme, Photo XP, to the small town of Vredendal in the Western Cape. This is a diary of that journey, as documented by Wakhe Sebenza.
DAY 1: INTRODUCTIONS, HOME VISITS AND BUILDING TRUST
On the 2nd of March 2026, the Muholi Art Institute (MAI) brought one of its creative learning programmes, Photo XP, to the small town of Vredendal in the Western Cape. Designed as an immersive photography experience for young people, Photo XP introduces participants to the power of image-making as a tool for storytelling, observation and self-expression. Photo XP is a 10-day photography learning programme where participants are guided through the fundamentals of photography while also exploring how images can communicate identity, memory and everyday life. The programme is led by photographer and facilitator Lindeka Qampi together with the MAI team, who support the sessions and learning activities throughout the residency.
For this edition of Photo XP, the MAI team travelled from Cape Town to Vredendal on Monday, 2 March 2026, to begin working with eight learners from Vredendal Primary School. The programme is hosted in collaboration with the Ray Swartz Foundation, an organisation deeply rooted in the local community. The foundation is run by Mrs Ray Swartz, a former teacher who is now over eighty years old and remains a beloved and respected figure in Vredendal. Known affectionately in the community, Mrs Swartz has spent many years supporting young people and educational initiatives. For MAI, working alongside someone who is trusted, loved and well known locally creates a strong foundation for meaningful engagement with the learners and the broader community.
The first day of the Photo XP programme in Vredendal was dedicated not to cameras, but to people, introductions and building relationships. Led by facilitator Lindeka Qampi and the team from the Muholi Art Institute (MAI), the day began with meeting the eight young participants from Vredendal Primary School and their families. Working alongside the Ray Swartz Foundation and its founder Mrs Ray Swartz, the team took time to visit the learners at their homes. These house visits created an important moment of connection between the programme facilitators, the children and their families. Moving from house to house, the team was welcomed into family spaces where parents and guardians could learn more about the Photo XP programme and the 10-day journey their children were about to begin.
collaboration. In this class, learners were reminded that they must respect one another, listen to each other and create an environment where everyone feels comfortable participating. Laughing at each other or making fun of someone's voice or ideas would not be acceptable. Language was also an important part of the conversation. As many of the learners primarily speak Afrikaans, Lindeka encouraged everyone to communicate in whatever language they feel most comfortable using. At the same time, the learners were asked to support one another through translation when needed, ensuring that no one feels excluded from the conversation.
he emphasis on respect, openness and mutual support set the tone for the programme. Before the cameras are even introduced, Photo XP begins by creating a safe and supportive space where young people feel seen, heard and encouraged to express themselves. With introductions made and excitement building, the learners now look forward to the days ahead, when they will begin exploring photography and discovering new ways of seeing their world.
The team was led by Lindeka Qampi, a photographer, Photo XP facilitator and visual activist whose work centres on using photography as a tool for storytelling, identity and self-expression. She was joined by Vernon Pienaar, Director of SVE Media, a visual storyteller and business developer with a strong interest in creative development and media practice. Also part of the team was Wakhe Sebenz, Director of Sebenzra Creative House, a writer, documentarian and multidisciplinary creative whose work focuses on storytelling and cultural documentation. Joining the programme as part of his residency with the Muholi Art Institute was Lulu Molinares, a multidisciplinary artist from Panama. Molinares holds a Bachelor of Fine Arts in Fine Arts and History of Art from Goldsmiths, University of London and works across textile, craft and community-based practices. His presence during the Photo XP programme offers the young participants an opportunity to encounter artistic perspectives from beyond their immediate environment.
DAY 2: THE MEETING WITH THE PRINCIPAL AND CREATIVE WORKSHOPS
Meeting with the Principal of Vredendal Primary School
A meeting was held with the principal of Vredendal Primary School to introduce the MAI Photo XP Program and discuss how the program would be implemented at the school. The discussion was productive and focused on ensuring that the program could run smoothly while also integrating with the school's existing activities. During the meeting, the principal arranged for a central space at the school that could serve as a base for the program. The staff room was allocated as the main working area for the MAI team and the learners participating in the Photo XP sessions. The principal also suggested the possibility of including a few additional learners in the program. One of the originally selected learners had chess classes scheduled after school, as they participate in chess tournaments. As a result, the idea of adding other learners was discussed so that participation in the program would not conflict with their existing commitments.
Another important part of the conversation focused on aligning the Photo XP activities with the school's weekly schedule. The principal mentioned that there are several events and activities happening during the week and proposed that the learners could potentially document some of these moments as part of their photography work. This suggestion opened up possibilities for the learners to practice storytelling and documentation within their own school environment. Further discussion about how this could be incorporated into the workshop was directed to Lindeka, as it relates closely to the structure of her facilitation. Overall, the interaction with the principal and school staff was very positive. They were welcoming, open to suggestions and enthusiastic about supporting the program. Their eagerness to collaborate and assist indicated strong support for the MAI Photo XP Program and its objectives at the school.
DAY 3: INTRODUCTION TO PORTRAIT PHOTOGRAPHY
On Wednesday, the 4th of March, Learners were introduced to the basics of portrait photography and how to correctly use a camera to capture clear and well-framed images. Lindeka demonstrated the difference between portrait orientation and landscape orientation, explaining that portrait orientation is used when photographing one person, while landscape orientation is used when photographing two or more people or groups. The lesson began with a practical explanation of how to position a subject for a portrait. Learners were encouraged to move the subject slightly away from the wall or background. This creates space behind the person, helping the subject remain sharp and in focus while the background becomes softer or blurred. She explained that this technique helps the subject stand out more clearly in the photograph.
Learners were also taught that communication between the photographer and the subject is essential. The photographer should guide the person being photographed by giving clear instructions such as where to stand, how to pose, where to look and when to smile. Lindeka emphasized that a photographer must take control of the situation and interact with the subject rather than remaining silent. The class then moved into a hands-on exercise. Learners practiced the steps of taking a portrait using the camera.
They were instructed to:
Switch on the camera and place the strap around their neck.
Identify the red button for video and the white button for taking photographs.
Frame the subject properly before taking the photograph.
Hold the camera firmly and keep it steady.
A key technical skill introduced during the lesson was the process of framing and focusing. Learners were guided to ensure that:
The subject is centered in the frame.
All sides of the frame are balanced and equal.
A small amount of space is left above the subject's head.
No important parts of the body, such as hands or feet, are cut out of the frame.
To check if an image was properly focused, learners were taught to look closely at the subject's lips or facial details. If these features appear sharp and clear, it indicates that the photograph is in focus. The facilitator also reminded learners to take their time and avoid rushing when taking photographs. Good photography requires patience, careful framing and steady hands. After practicing individual portraits, learners worked in pairs, taking turns as photographer and subject. This exercise allowed them to practice giving directions, adjusting poses and improving their framing and focus. The lesson later expanded to include group photography. Learners were instructed to switch to landscape orientation when photographing multiple people. They practiced arranging a group in a neat formation, similar to a football team group photograph, ensuring that everyone was visible and properly aligned.
Important considerations for group photographs included:
Ensuring everyone is inside the frame.
Avoiding background distractions such as poles or objects appearing behind people.
Positioning subjects according to the direction of light.
Encouraging the group to look at the camera and smile.
Throughout the session, Lindeka continuously reminded learners about the importance of framing, focus, communication and awareness of the environment when taking photographs. Lindeka explained that the workshop integrates different creative mediums, including music, photography, storytelling and art, to help learners explore their voices and personal experiences. Learners were encouraged to listen, observe and express their feelings, which would later guide them in writing their own poems. To introduce the activity, she shared a personal poem with the class. The poem explored themes of pain, silence, healing and emotional expression, encouraging learners to reflect on how poetry can communicate deep feelings and personal experiences. After listening to the poem, learners were asked to share their interpretations and thoughts about its meaning.
Several learners responded, expressing that the poem was about love, loss, feelings and personal life experiences. The discussion helped learners understand that poetry can have multiple meanings and that there is no single correct interpretation. Following the discussion, learners were invited to share their homework poems, which introduced themselves and their personal interests. Through their poems, learners spoke about their families, hobbies, dreams and personalities. Some learners spoke about their love for sports such as rugby and soccer, while others shared their aspirations for the future, including becoming professionals such as lawyers or doctors. One learner read a poem about his grandparents, describing how his grandmother cooks and tells stories while his grandfather works in the garden and reads the newspaper. This led to the introduction of a new photography project theme focused on grandparents, where learners were encouraged to photograph grandmothers and grandfathers in their communities.
Lindeka then introduced the concept of photography projects, encouraging learners to choose specific themes or subjects to document through images. Examples included:
Family life
Grandparents
Everyday community life
Sports and children playing
Nature, plants and insects
Architecture
Learners were introduced to the idea that their photography work would not only support the school but could also be used in community spaces such as churches, clubs and local events. They were encouraged to document activities in their communities, including:
Family moments
Church gatherings
Sports events
Children playing in the streets
Everyday activities in the neighbourhood
Lindeka explained that the goal is to tell visual stories about their school and community through photography. A second photography project titled "My School" was also introduced. Learners brainstormed different moments and activities that could be photographed throughout the school day. These included:
Early morning activities before school
Learners playing before classes begin
Morning assembly
Break-time activities
School sports
Food distribution at school
After-school activities
Each learner selected specific moments to document in order to ensure variety in the images and avoid repeating the same photographs. To support the practical work, learners were paired into small teams to share cameras, ensuring that everyone could participate. She then introduced the equipment that would be used for the photography sessions. Learners were shown the cameras and taught how to identify the camera model and brand. The cameras used for the project are Canon cameras, and learners were encouraged to treat them with care and responsibility, as professional tools.
The session concluded with learners independently practicing both portrait and group photography, applying the techniques they had learned. This exercise prepared them for future activities where they will photograph students, teachers and class groups for school portraits. The workshop successfully combined creative writing, discussion and photography planning, helping learners build confidence in expressing their personal stories while preparing them to document their school and community through visual storytelling.
DAY 4: PRACTICAL CAMERA HANDLING AND PORTRAIT TECHNIQUES
On Thursday, the 5th March, Learners continued building their photography skills through practical exercises focused on camera handling, lens use, portrait composition and self-portrait storytelling. The aim of the workshop was to help learners better understand their cameras while developing confidence in creating portraits that communicate personal stories. The session began with learners working in pairs, allowing them to assist one another while practicing camera techniques. Lindeka first revisited an important technical skill from previous lessons: how to correctly attach and remove a camera lens.
Learners were reminded that the camera body and lens must be aligned using the coloured dots. On these cameras, the red dot on the lens must connect with the red dot on the camera body. Once aligned, the lens is gently rotated until it locks into place. She emphasized that the lens is the "eye" of the camera and therefore it must always be handled carefully and kept clean. Learners were asked to check their lenses to ensure that they were not dirty, as a dirty lens affects the quality of the photograph. The class then practiced removing and attaching lenses correctly. Learners were instructed to:
Switch the camera off.
Press the lens release button on the camera body.
Carefully rotate and remove the lens.
Reattach the lens by aligning the red dots and rotating it until it clicks into place.
After practicing lens handling, Lindeka explained the basic hand positioning for operating the camera. Learners were taught that:
The left hand supports the lens and controls zoom and focus.
The right hand holds the camera body and presses the shutter button.
Two fingers are used to adjust focus and zoom.
The camera strap must always be worn around the neck for safety.
Learners also practiced stable camera posture. They were encouraged to stand with their feet slightly apart for balance, hold the camera firmly and follow the key process of photography: Frame, Focus and Shoot. This three-step process helps photographers compose their images carefully before taking the photograph. She also introduced learners to different viewing methods on the camera. They were shown how to switch between:
The screen (Live View), useful for demonstrations and video.
The viewfinder (using the eye), which helps photographers focus more precisely when taking photographs.
For this workshop, learners primarily used the camera screen so the facilitator could easily guide them during the exercise.
The session then revisited portrait photography, building on the previous day's lesson. Learners were shown printed examples of different kinds of portraits collected from magazines. These examples helped them understand how portraits can vary depending on the purpose of the photograph. Together, the class discussed portraits used for:
Individual student portraits
Teacher portraits
Group class photographs
School events and certificate ceremonies
Learners examined the examples and discussed which types of portraits would work best when photographing students, teachers and group classes.
The lesson then moved into a new creative exercise: self-portrait photography. Lindeka explained that a self-portrait is different from a simple selfie. Instead of just photographing oneself, a self-portrait should tell a story about identity, memory or personal experience.
To prepare for the activity, learners were shown examples of Lindeka's own self-portrait work taken in different places around the world. These images demonstrated how photography can be used to explore identity, history, travel and personal storytelling. Learners were encouraged to think about their own backgrounds, families and communities when creating their portraits.
Before beginning the self-portrait activity, learners were introduced to the camera's shooting modes through the Q menu. She guided them through several options:
Single shooting - for taking one photograph at a time.
High-speed continuous shooting - useful for sports or fast movement.
Low-speed continuous shooting - used for slower continuous motion.
Self-timer - used for self-portraits.
For the self-portrait exercise, learners selected the 10-second self-timer setting. This allowed them to press the shutter button and then move into position before the photograph was taken. Because the workshop did not have enough tripods, learners used a creative solution: their partners acted as tripods by holding and stabilizing the camera while the photographer prepared the shot. This encouraged teamwork and collaboration. Before taking photographs, learners were reminded of important portrait preparation steps:
Choose a clean and simple background.
Leave some space between the subject and the wall so the subject remains in focus.
Check where the light is coming from.
Frame the subject carefully.
To help learners practice framing, the facilitator introduced a paper framing exercise. Learners rolled pieces of paper into small tubes and used them as visual framing tools, looking through them to practice composing their images before using the camera. This helped them understand how photographers control what appears inside the frame. Once they had practiced framing and focusing, learners began taking practice portraits of their partners using the camera's single shooting mode. After the practice session, the class moved into the self-portrait storytelling activity. Learners were encouraged to select props that could represent ideas or emotions in their portraits. Examples included flowers, chains, or other small objects. She explained that props should symbolize something meaningful in the story being told. For example, one learner chose a chain, which led to a discussion about what the chain might represent. Learners suggested meanings such as restriction, struggle, or emotional burden, which helped them understand how visual elements can communicate deeper messages.
Each learner then prepared their self-portrait by:
Selecting a prop.
Preparing the background.
Marking where they would stand.
Asking their partner to hold the camera.
Setting the camera to 10-second self-timer.
Pressing the shutter button and quickly moving into position.
Learners practiced running into position before the timer finished, adjusting their poses and expressions depending on the story they wanted to tell.
The workshop successfully combined technical camera training with creative storytelling, helping learners understand that photography is not only about taking pictures but also about communicating personal stories, identity and experiences through images.
DAY 5: CREATIVE DRAWING AND THE RULE OF THIRDS
The session began with an ice-breaking drawing activity using colorful pencils and crayons. The children were encouraged to freely express themselves by drawing anything that came to their minds. Lindeka introduced the materials and asked the participants to choose colors and explore them. The learners were reminded to stay focused and work quietly while exploring their ideas. They were encouraged not to overthink the activity but simply draw what they felt or imagined. The emphasis was on play, creativity and comfort with the materials. Participants experimented with different colors, shapes and ideas while using crayons and pencils to create their drawings.
Some children chose themes related to the environment, while others explored architecture or abstract ideas. The activity allowed them to begin thinking visually and creatively, while also warming up for the next part of the workshop. This exercise served as a way to break the ice, build confidence and introduce the children to artistic thinking before moving into the next section of the program. By observing their drawings, Lindeka could see the different interests and creative directions of the participants. The activity also encouraged the mixing of different artistic approaches such as sound, art and photography, which will later support the children in developing their own creative projects.
At the end of the activity, participants proudly shared their drawings and expressed excitement about their work. The learners were invited to present and explain the drawings they had created. The activity encouraged them to reflect on personal experiences, family, dreams and daily life through both art and words. Several learners spoke about the meanings behind their drawings. Dexter explained that their drawing focused on architecture, describing buildings and including a message that said "work hard," alongside a setting sun to represent dedication and the future. Kayle created a drawing inspired by rugby, including a rugby ball and their name. The message in their work emphasized that if you work hard, you will succeed. Family was a strong theme among many of the drawings. Some learners shared artworks that represented their families and spoke about the love and importance of family in their lives. One participant carefully explained how they used letters and symbols to represent each family member, including their parents, sibling and themselves. They used different stickers and sizes to show the roles and importance of each person in their family.
During the session on the Rule of Thirds, the children were introduced to one of the basic principles of photography composition. They learned how an image can be divided into three equal parts both horizontally and vertically, creating a grid that helps place the subject in a more interesting and balanced way. We discussed how placing the subject slightly off-centre, along these lines or where the lines intersect, can make a photograph more dynamic. After the explanation, the learners practiced using the camera to frame their subjects using the Rule of Thirds. They experimented with photographing each other and objects around them, paying attention to positioning and composition. The exercise helped them understand how thoughtful framing can change the impact of an image and encouraged them to be more intentional when taking photographs. After learning about the Rule of Thirds, the learners went outside and around the school to put what they had learned into practice. They explored different areas of the school grounds, observing their surroundings and looking for interesting subjects to photograph. Using their cameras, they practiced positioning their subjects along the imaginary grid lines and intersection points to create more balanced and engaging compositions. Some learners photographed their classmates, while others focused on objects, plants and different spaces within the school.
This practical exercise allowed them to experiment with framing, perspective and placement, helping them better understand how the Rule of Thirds can improve the visual impact of their photographs. It also encouraged them to be creative and confident in exploring their environment while applying the techniques they had just learned.
