The effectiveness of a pedagogic strategy which involved the development of descriptive tactics and individual exploration into the meanings and significance of photographic images was investigated. An additional purpose of the study was to reveal methods which enhanced student responses toward photographs, and their production, function, and value in educational and cultural settings. As part of the New York State Summer School for the Arts, 23 high school students were selected for a 6-week intense photography workshop. Students participated in Stewart's model for critical dialogue, and photographic projects encouraging individualistic response and exploration. Pre- and post-surveys were administered to determine changes in attitude and judgmental processes, and reactions to the photographs of Diane Arbus were noted to determine conceptual shifts. Study findings revealed deviations in the students' judgmental criteria (their process for defining good and bad photographs) and in thinking about the photographic medium. Results suggest that conceptual shifts can be facilitated by structuring the psychological learning environment, and that development of a critical dialogue model may enhance students' verbal responses to photographs. More research concerning critical processes and conceptual development is needed. (Author/LMM)