In Conversation With: Lucas Gabellini-Fava

Lucas Gabellini-fava

‘My practice is quite hard to pinpoint. However, recently I have been making work where I explore new technologies and image-making techniques’ Lucas Gabellini-Fava
by Louis Stopforth (9th July 2019)
Lucas Gabellini-Fava (2019) from Programmed by my Father

LS: Firstly, could you tell the readers a little bit about your own practice as well as how you came work alongside Adam Broomberg and Oliver Chanarin? What projects have you worked on with them?

LG-F: My practice is quite hard to pinpoint. However, recently I have been making work where I explore new technologies and image-making techniques. I am currently really interested in photogrammetry and the amazing potential of 3D scanning and printing. My latest work Programmed by my Father involved a deep learning artificial intelligence that learned to create new conversations between my father and I from every conversation that we have had in person in the last year.

My friend was working for [Adam Broomberg and Oliver Chanarin] at the time and had to go and shoot a project in South Korea for a while so he asked me to take over his duties in the studio for a while. He came back and we ended up both sticking around and working alongside each other. This worked really well because we were both also studying full-time. He has now left but I have stayed on, especially to help with Chopped Liver Press. I have worked on a few, but my biggest input was with their new book The Future of Images. It was a huge job and I think that we were all super happy and proud when it was over and printed.

LS: For the last three years, you have worked for Adam Broomberg and Oliver Chanarin (Oliver in particular) in their London Studio, whilst also running and managing Chopped Liver Press. I am interested to know how these two work environments operate and how they differ.

LG-F: Chopped Liver Press is an interesting one in terms of the way it works alongside Adam and Oliver’s practice. The Chopped Liver Press studio is housed in the same studio as Oliver’s in London and so we sort of share the space in half. I think that Oliver and I have got into a really good rhythm of working on these two things at once. It is also really important for Chopped Liver Press to live in that environment as the whole project lives and thrives off of what Oliver and Adam are working on at that time or what they are interested in. The prints almost become pages of a diary that mark a certain time in the studio.

LS: The work undertaken at Chopped Liver Press seems to me more therapeutic and instinctive in comparison to the work undertaken at the London space. Is this the case?

LG-F: Definitely. A lot of the time I am working on Chopped Liver Press independently (under the artistic direction of Oliver and Adam) to allow them to work on their collaborative practice, however from time to time we will brew some coffee in the morning and play around. We’ll make frames, discuss ideas and pin stuff up on the walls. Our best conversations always start over coffee and a Chopped Liver Press poster.

LS: In a recent video, Oliver remarks that creating the monthly posters from Chopped Liver Press is a ‘meditative’ process. I feel that all the projects that the duo have produced so far have this quality. The conceptualisation of their work is highly considered. How much of the physicality of the work comes from consideration and how much comes from creative instinct and experimentation?

Chopped Liver Press (2018) Death Always Happens To Other People

LG-F:  This is a difficult question because in terms of a duo I think that both Oliver and Adam have very different personalities and they bring very different things to the table. Ideas seem to stem from books, the news and encounters with people and then it will grow from there. There is no set formula for how the work is made honestly. The conceptualisation is most definitely always highly considered but it always stems from a lot of experimentation and honestly a huge amount of interest in a wide range of different fields. They are both constantly keeping up to date with new technologies, the news and what other artists are doing.

 

 

 

LS: The Joseph Beuys quote ‘Bandage The Knife And Not The Wound’ appears both within the context of posters produced by Chopped Liver Press as well as a project of the same name. How often do the two separate outlets inform the other?

Chopped Liver Press (2018) Bandage the Knife Not The Wound

LG-F: They almost always inform each other in one way or another. Chopped Liver Press is a direct response to everything that happens in the studio and the work that they are making or conceptualising in the month that the poster is released. In a way it is an amalgam of all the most important ideas and quotes that have inspired work that has been made in the Broomberg and Chanarin studios.

LS: Talking of Joseph Beuys, his work was both a spiritual experience as well as a reflection of humanity and modern history. Oliver and Adam’s work share these qualities and additionally operates as an artistic experience. Has this connection to art always been a part of their practice? Even back when work was made in a more typical photojournalistic way, or has this developed when producing work for a gallery context?

LG-F: Oliver and Adam were really at the forefront of what they do, even when they were working together at Colors Magazine. We have a poster up on the door of the studio that states “you don’t take a photography, you make it” – and this is what they have always done. Their work has never been just about the ‘photograph’. I think their work begins with the acceptance that photography is a flawed medium at its core and through this they have found beautiful ways to tame and utilise the photographic to comment on and scrutinise any issues surrounding it.

Adam Broomberg & Oliver Chanarin (2008) The Day Nobody Died

LS: Also coming from their photojournalistic background, was The Day Nobody Died work as much a deliberation on physical presence in areas of conflict as well as that of photography, censorship and the accuracy of depicting conflict?

LG-F: The Day Nobody Died is one of my absolute favourite works by them. They simply unrolled a six-meter section of photographic paper in response to events that were happening around them during their visit to Afghanistan in the midst of the war in 2008. These were all events a ‘war’ or ‘documentary’ photographer would have recorded photographically, but instead Adam and Oliver created something that was simply a record of the day-to-day during the war but in a completely non-figurative way that removed any visual insight into what was happening. This completely subverted and turned the idea of ‘conflict’ or ‘war’ photography on its head.

LS: Typically, how do Adam and Oliver start their investigations?  For example, does work start from a point driven by their own inspirations or do they feel an obligation to disclose certain issues to the public?

LG-F: FaceTime calls early in the morning, followed by emails with some of us Ccd into and then lots of research. I think people always tend to valorise important artists by trying to understand the ‘formula’ to their work, but I think that any artist that works by the books will quickly fade out of the limelight. Every project starts differently and ends differently, it can be by leaving a certain book on the table before locking up one evening or by watching a YouTube video. The work starts with the relationship that Oliver and Adam share and the way in which they communicate and their beautifully inspiring interest in the world around and its complicated systems and structures.

LS: When it comes to publishing and exhibiting work that utilises found imagery, such as War Primer, are there ever any legal difficulties encountered during this process?

LG-F: Yes, but I know that they always try and be careful. They have run into many issues over the years, especially because a lot of their practice is based on ‘appropriation’ – however they always manage deal with anything that pops up quite valiantly. They try and talk to people and explain themselves and their work, whilst also standing their ground and defending the work that they are making.

LS: Their work consistently questions the photographic medium, its history and its place within society.Is it because of this debate that the work produced – whether this be using found imagery or their own photographic images – can be regarded equally?

LG-F: Yes absolutely, Adam and Oliver work within the ‘photographic’, but I personally wouldn’t necessarily regard them as ‘photographers’. They use the medium as a way of turning a mirror on itself and this functions whether they are the authors of the work or not.

LS: The nature of photography tells both truth and fiction simultaneously; disclosure to a subject is given a moment at a time, but the actions of both the photographer and the context of its presentation can greatly alter its meaning. Adam and Oliver are greatly aware of this and produce work that is both a personal take on a subject as well as an informative one, reflecting the paradoxical nature of photography.  How important is the conclusion of truth in engaging the viewer?

LG-F: (I understand your question here but I’m not too sure how to answer it. We can chat about it a bit if you want, if you send me an example of what you mean. Adam and Olly try and tell the truth through the photographic — which has a long history of skewing the truth. I’m not too sure how truthfulness might further engage a viewer?)

LS: The variation in aesthetic between projects is at times quite extreme and yet each project carries such importance. Is the change in project presentation always what works best for the context or is there a desired evolution of the artists practice? What can we expect to see from projects in the future?

LG-F: You can expect some amazing stuff. We all seem to be fascinated by new technologies at the moment and we are always sending each other PDFs on artificial intelligence and we are talking a lot about space!  Their practice evolves with the times and it always has. I think that is one of the reasons that their work has always and will always feel so fresh and interesting and with this the aesthetics of their work changes, but it will always keep the same foundations.

In Conversation With: Abigail Reynolds

Abigail Reynolds

Abigail Reynolds is a multi-media artist living and working in Cornwall. At the core of her practice is an investigation of both visual imagery and language, often interrogating the relationship between the two. Her work frequently explores the subjects of time and space, the shifting of context in relation to chronology, the artists self, materiality and immateriality.  Her works develop in ever more progressive ways, transforming the past in relation to the present. During this conversation Reynolds and I discuss her projects The Universal Now, Lost Libraries of the Silk Road (2018), Lost Libraries Cabinet (2019) Teaching a Stone to Talk 1988 | 2017, and When Words are Forgotten (2018). The discussion gives an insight into how she considers her work in both its creation and its finalised state. It also sheds light on her perspectives regarding photography, language, conceptual artworks, time, representation in the visual arts and the self within a number of her artworks

‘Art is a visual language, and I use the same tools when I read it as I would in reading a poem or a play’ Abigail Reynolds
by Louis Stopforth (9th October 2019)
Abigail Reynolds (2015) Desert Seeds

LS: Your practice is often concerned with language and the written word. Is it this interest that initially drew you to photography, a visual language that can be communicated beyond dialect?

AR: Art is a visual language, and I use the same tools when I read it as I would in reading a poem or a play. I guess by dialect you mean maybe language ie an English reader can read a photo from China but not a text in Chinese … photography has become a global language but I don’t agree about dialect. There are many nuances in photography that place it in time and space. There’s the approach to subject as well as camera and lens technologies.

LS: A number of your works have been comprised of the endpapers of books, titled by the names of the books they originated from. This work immediately brought to mind the piece ‘Erased de Kooning Drawing’ by Robert Rauschenberg as it comprises of no physical trace of a ‘thing’ which we might be able to decipher. Instead the work is given its weight through the inclusion of its title. We begin to recognise the importance of this empty piece of paper, and its origins. How do you view the importance of the written word alongside artworks?

‘A title / caption / script can enrich the image or totally undermine it’

AR: The relationship between a visual work and a text is complex. A title / caption / script can enrich the image or totally undermine it. I use the title to carry part of the meaning of the work, but I only give it as much weight as other, visual decisions, such as scale. Some artists use titling very strongly to create a context for a viewer to think within, for others it’s hardly of any importance beyond having a way to list works on a consignment form. ‘An Oak Tree’ by Michael Craig Martin explains this whole mechanism with a concise and riddling brilliance.

Abigail Reynolds (1998/2017) Endpaper from Teaching a Stone to Talk

 

LS: ‘Teaching a Stone To Talk 1988 | 2017 is an endpaper that shows the imprint of objects on the papers surface from prolonged exposure to a light source (indeed other endpaper works show changes in tonal range from their aged exposure to light but none so viscerally as this one). This piece is essentially a naturally occurring photogram, an effect that has long occurred prior to photography’s ‘invention’ as a process. Do you yourself view this work as photographic? 

 

 

 

AR: I do, and I like the way it speaks about the action of light and of time very directly. It also happens to suggest a narrative of the reader, an imagination of the possible reader.

LS: In recent photographic history practitioners have explored more and more the materiality of the photograph, as well as exploring society’s preconceived notions of what photography is. During your on-going project: The Universal Now, you yourself repurpose images that had the intention of being objective-documentary images, those that supposedly hold cultural, historical and anthropological value within their intended place and condition. You then transform their physical properties, as well as their purpose. Is there a conversation about society still imbedded within the transformed work, or is it more formalist than that?

Abigail Reynolds (2009) from The Universal Now

AR: In these guide-book photos of monuments the hand of the author is usually minimised. The photos are not offered to view because of the photographer but because of what is photographed. The sense of a social document is very strong in them – like a portrait of society and what it values / what it has valued. In some works a change in camera or print technology between the two photographs is obvious. I enjoy the authority of these images and teasing this out a bit by making their time-bound condition more obvious by contrast.

LS: In your interview for Elephant titled ‘Abigail Reynolds: Cuts in Time’ you mention there being a ‘compression of time’ happening in London due to its architecture. Does this mean because of photography’s ability to only record fragments of time you are making a statement against photographs as singular artefacts within your integrated images; one image from one moment in time simply isn’t enough for representing the continuous change of a landscape?

‘I join the mass of people in feeling that nothing is stable or linear – everything is fluid, fugitive, shifting’

AR: Ah yes time is compressed in London – because you can see multiple layers of time everywhere if you look properly. This just isn’t true in Los Angeles for example. The photographs build on this pre-existing condition by compressing again. Compressing two times or images into one new surface. I understand that this can also be read as a release, but I see it as a compression. I suppose I join the mass of people in feeling that nothing is stable or linear – everything is fluid, fugitive, shifting. That goes for personal identity, city spaces, public or group identity. I like this – I mean, I am not at all afraid of this, and it’s clearly true. I like also the cyclical and repetitive – the return and the echo, as we constantly move, but also often return. Like a dance.

LS: As for the construction of these works, are the forms created by splicing images done for a particular reason – or is it an intuitive process that is informed by the images used and their significance to each other?

AR: I try to listen carefully to the qualities of the photographs both their structure and attitude to the subject, then I make cuts that are finely tuned to the particular qualities that interest me. It only really works, I think, if what I do builds on the formal qualities of what is already present. Otherwise, I am just in the way. I work on images in close up. I focus on the detail, I’m very respectful of the image.

LS: The project Lost Libraries of the Silk Road, is interesting as it tackles the issue of representation in the visual arts, in particular photography and moving image. The subject matter you are exploring is no longer visually present, and therefore impossible to record. In essence, were you documenting a void, an immaterial subject matter that pushes the invisible subjects of politics, conflict, natural disaster, and time to the forefront of the work? 

AR: Yes! Given what I just said about respect for the image, I wanted to flip the playing card and see the other side – no archive, no image even. What would I do then? What will we all do then?

LS: During the course of Lost Libraries the video is narrated by three separate voices. Is this inclusion of narration added to become another descriptor beyond the visual, relieving the camera of being the sole informant for the work? 

AR: I use three voices though to dislocate again the sense of a unified self – but to convey a disparate and fugitive self. When I didn’t have much of an image to interrogate, I found the blankness really acted as a mirror, and I turned to a much more subjective mode. The film is personal, because to be confronted by such enormous swathes of time and space heightened my awareness of how localised my sense of time and history are, how my values and assumptions are so very specific to the place and time in which I happen to be living. The word ‘timeless’ is often applied to art works as a term of praise but of course there is nothing outside time. If we are given the timeless we would not know what to do with it.

‘The word ‘timeless’ is often applied to art works as a term of praise but of course there is nothing outside time. If we are given the timeless we would not know what to do with it’

LS: Compared to previous work that would be undertaken in your studio, where you could control and deliberate on the work you produce, how was it operating as a travelling artist for the Lost Libraries project, where often moments can be fleeting and out of your control?

AR: I am as likely to be bewildered in my studio as I am on the road, funnily enough. I don’t always feel in control of it. In fact, I really enjoy moments when I don’t seem to be very much in control and feel as though I am being led, rather blindly.

LS: Alongside the film appears Lost Libraries Cabinet, which acts as a physical manifestation of an otherwise intangible film.  Is the inclusion of physicality within your work a way to give tangibility to subject?

AR: The unique aspect of visual art is that it is seen in real space and time. This makes it physical tactile, more fully present. So for me the confrontation is more direct. A film-maker recently said to me ‘you can’t understand things unless you can hear them’ – maybe it’s like that. Maybe it’s giving more voice to the form, and more form to the image. More layers, more opportunities to engage with the same thought but approached from slightly different angles.

LS: ‘When Words are Forgotten’ represents the lost literature of the libraries you visited whilst capturing the individuality of texts, represented in differing colours, shapes, and textures of acrylic and glass. The transparency of these materials reiterates how these books are physically un-attainable and appear almost more like ghosts from a bygone era, haunting our social memory. Do you think there is a comparison to be made between this body of work and photographs as recorded moments of time past?

AR: Often it is the case that while I’m making a new work, the full scope of connections with the new work and existing work is not clear to me until much later. This rather like post-rationalisation; a term used to explain that artists work intuitively, but once thoughts and feelings are resolved into a finished work, the rationale suddenly becomes clear – but only after the fact. I find this very often in making formal as well as conceptual decisions. Anyway, because of the work I am making now as opposed to at the time of ‘When Words are Forgotten’, about 18 months ago, or maybe because that work exists and is very present to me, I see the glass sheets like the skeletons of leaves or yes ghosts, some energy or structure that persists though the flesh has gone. Now I am very directly working with facsimiles of The Book of the Dead, and considering river crossing and the Daguerreotype, an early photograph on mirror. Making art is inexorably pressing forward into new terrain, which means the angle of view onto the past is altered constantly.

LS: Finally, what can we expect to see from you in the future?

AR: I am now working with the collection at The Harris – which is a museum / library / public gallery in Preston. Ways of working that interested me having made the Lost Libraries installation are my starting point. I will deeply interrogate a small selection of books and photographs, both in film, so that the surfaces can be seen up close, as detailed and sumptuous as when I hold them, and also by displaying them in a cabinet of glass – so the look of the audience is simultaneously made more complex by the distorting sheets of glass, and more direct by the film. I’m really enjoying the process. The work will be on display in The Harris from 14 February 2020.

Picturesque Perfect?

a MYTHOlogical Arcadia (or not?)

‘Does landscape photography remain encoded within the language of academic painting and the traditions of landscape art which developed during the 18th and 19th Centuries’? (Clarke, 1997, p.55)
Karen Knorr (1986) Pleasures of the Imagination: Connoisseurs

In this session, participants are encouraged to consider a historical relationship between painting and photography in the context of thier own landscape environment. They will consider ideas of the Picturesque and considerations are made as to how such visual mofifs may be culturally / visually reproduced to create a myth of the constructed land as a rural arcadia – as it is transformed into a land-scape.

Participants are encouraged to independently research the Pictorialist movement in photography and the work of Peter Henry Emerson

‘A ‘landscape’, whether cultivated or wild, is already artifice before it becomes the subject of a work of art. Even when we simply look, we are already shaping and interpreting…Landscape pictures will breed landscape pictures.’ (Andrews, 1999, p.1)
Claude Lorrain (1629-1632) Landscape with a Piping Shepherd

This Session could be run in conjunction with:

‘Whether noble, picturesque, sublime or mundane, the landscape image bears the imprint of its cultural pedigree. It is a selected and constructed text’ (Bright, 1985)
Roger Fenton (1859) Mill at Hurst Green

Aims & Outcomes:

  • To consider vernacular / stereotypical representations of the local environment / landscape
  • To investigate the relationship between painting and photography as it applies to representations of the land
  • To understand the nature of the picturesque as it applies to photographs of the land / a ‘tamed’ land
  • Participant Outcome: 1 10×8 digital print
Ingrid Pollard (1988) from Pastoral Interludes
‘The picturesque is enlisted in the definition of what the country means: it becomes a patriotic term, a touchstone of national characteristics’ (Taylor, 1994, p.25)

You will need:

  • Digital cameras for all participants (and appropriate memory cards) *This session can also be run using Camera phones or Lumix cameras
  • Card readers
  • Access to computers (or laptops)
  • Tripods
  • Flashguns if you plan to practice lighting techniques
  • An Introductory Brief & Presentation (below) for participants to outline the ideas and provide examples
  • A booked room to critique participants work (either via a projector or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessments
Uta Kogelsberger (2007) from Picturing Paradise
‘The act of naming is an act of taming. From its inception photography has been involved in investigating and detailing environments, helping culture to appropriate nature’ (Wells, 2011, p.3)

Research: Pictorialism & work of Peter Henry Emerson

Preparation Work:

  • Ask participants to read Fergus Heron (2018) ‘Built Worlds: Photography, Landscape &. Different Natures’ from Photography & Landscape / The Photographers Gallery available here
  • Ask participants to watch Jem Southam in Conversation (2014) from the onLandscape Conference / Green Room available here
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers / image editing software
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it make sure the Photo Lab are aware and be aware of timekeeping so they have space to print the work.
  • *If you are running this session off campus, make sure there is access to printers or projectors
Takashi Yasumura (2003) from Nature Tracing
‘It is no longer a question of imitation, nor duplication, nor even parody. It is a question of substituting the signs of the real for the real’ (Baudrillard, 1994, p.2)

Presentation Ideas: A mythologicAL Arcadia (or not?)

suggested Session Outline:

 

Places with a Past

on this site: the places and spaces of joel sternfeld

‘The impulse to make a picture of an event which has already happened may seem counter-intuitive, if not impossible. Unlike a painter who may recreate a historical scene, the photographer has no such leeway’ (Albers, 2015)
Joel Sternfeld (1993) Central Park, North of the Obelisk, Behind the Metropolitan Museum of Art, New York from On This Site: Landscape in Memoriam

This is an adaptable session which aims to introduce participants to researching the history of places and spaces and the importance of aesthetics / accompanying text / context in its photographic representation. It encourages in-depth independent research into Joel Sternfeld’s practice and its commparative positioning within wider ideas regarding different ways of photographicically representing place, space and history.

Joel Sternfeld (2001) from Walking the Highline
‘The poet-keeper of the High Line is the photographer Joel Sternfeld. He has been taking pictures of it in all seasons for the year, and he has a gift for seeing light and space and color— romantic possibility of every kind— where a less sensitive observer sees smudge and weed and ruin. He would not just like the High Line to be saved and made into a promenade; he would like the promenade as it exists now to be perpetuated, a piece of New York as it really is’ (Gopnik, 2001)

This Session could be run in conjunction with:

Aims & Outcomes:

  • To undertake research into the history of the local / a specific area
  • To explore the relationship between image and text / caption
  • To visually experiment with the loading of narrative into single / multiple images in sequence and series
  • To understand the difference between literal and ambigous imagery (and thier consequences)
  • To consider the context of viewing such images and how this might impact on thier interpretation
  • Participant Outcome: 5 6×4 digital prints
Ori Gersht (1999-2000) A Train Journey from Cracow to Auschwitz from White Noise
‘Without their subtext, they lose their specificity. The eye passes over the photograph but cannot penetrate it. There is no mental adjustment we can make that will give it clarity, except by recourse to place, circumstance and [ori gersht’s] intention’ (Searle, 2005)

You will need:

  • Digital cameras for all participants (and appropriate memory cards) *This session can also be run using Camera phones or Lumix cameras
  • Card readers
  • Access to computers (or laptops)
  • An Introductory Brief & Presentation for participants to outline the ideas and provide examples
  • Some local examples of places with a past *and preferably some visual representations of them to critique / discuss
  • A booked room to critique participants work (either via a projector (powerpoint with text) or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessments
Richard Misrach (1999) Battleground Point from Desert Cantos
‘Where the document begins and where the aesthetic object begins is really hard to tell. That’s fairly obvious in my work; there doesn’t seem to be an illusion of a straight document’ (richard Misrach in Caponigro, 1998)

Research: the work of joel sternfeld

 

Preparation Work:

  • Research the history of a local / specific area *local libraries, newspapers and people living in the area can help here
  • Ask participants to read Kate Palmer Albers (2015) ‘Joel Sternfeld’s Empty Places available here
  • Ask participants to read Fiona McDonald (2014) ‘Thomas Demand: Making History – with paper’ in BBC Culture available here
  • Ask participants to watch the video On This Site by Joel Sternfeld (2014) available here
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers / image editing software
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it make sure the Photo Lab are aware and be aware of timekeeping so they have space to print the work.
  • *If you are running this session off campus, make sure there is access to printers (or projectors if you are concentrating on sequencing a narrative only – create a powerpoint and include the text with each photograph)
Catherine Yass (2013) from Decommissioned
‘Catherine Yass photographed the former car showroom and dance studios that used to stand on the JW3 site once they had been decommissioned and emptied. The resulting large-format transparencies were placed around the demolition site – on diggers, under girders, in piles of glass and rubble – and then retrieved some weeks later, after they had been damaged scratched, ripped, and transformed by colour reactions on the emulsion. The images have been placed in the new building in light boxes and are in Yass’ words “small windows into a past and interior world illuminated by imagination and memory’ (outset, 2013)

Presentation Ideas: places with a past

Suggested Session Outline:

to come

Abigail Reynolds (2015) Desert Seeds
‘Making work is a strange and erratic dance of intuition, graft, brute materiality and opportunism. I allow myself to be attracted to certain images, forms and places which then become points to work away from. For me, making work is partly aversion and partly attraction. I enjoy to play with my sense of surroundings and also materiality. I also enjoy the difficulty of sculpture and the challenge of problem solving, which is always present when making anything three dimensional’ (Abigail Reynolds in Aesthetica, 2013)

 

Tell Me A Story (Again)

Knowing Narratives: Into a Sea of Stories

Intertextuality: The accumulation and generation of meaning across texts, where all meanings depend on other meanings. The self conscious citation of one text within another as an expression of enlarged cultural self consciousness’ (Barker, 2008, p.482)
Paula Rego (1989) Baa Baa Black Sheep

 

In this session, participants will explore themes of intertextuality and originality in thier images by constructing images in direct response to another (visual / written) ‘text’. They will consider the levels of ambiguity (or not) of such images and thay are encouraged to undertake in-depth independent research into Tom Hunter’s practice and its positioning within wider ideas regarding the nature of photographic representation and narrative within the constructed image.

‘Practitioners of staged photography invent their motifs, freely combining the real and the invented, photography and painting, photography and stage design, weaving historical and mythological references into their works, and do not hestiate for a moment to manipulate reality’ (Kohler, 1995, p.8)
Oscar Rejlander (1857) The Two Ways of Life

This Session could be run in conjunction with:

Anna Gaskell (1998) Hide
‘A text is… a multidimensional space in which a variety of writings, none of them original, blend and clash. The text is a tissue of quotations’ (Barthes 1977, p.146)

Aims & Outcomes:

  • For participants to visually explore the loading of narrative into the single image
  • For participants to understand the difference between literal and ambigous imagery (and thier consequences)
  • For participants to respond photographically to recast / recreate another ‘text’
  • For participants to investigate the relationship between ‘texts’ and consider the notion of originality
  • Participant Take Away Outcome: 1 exhibition quality 10 x 8 print
‘Movies can shape a layer of memory, leading us into a shared past, sometimes false, dreamlike childlike, but a past we’ve all agreed to inhabit’ (Don De Lillo in Lewis, 2014)

You will need:

  • A selection of paintings, fairy stories, photographs, films, nursery rhymes, music video’s etc (a mix of visual and written ‘texts’)
  • Digital cameras for all participants (and appropriate memory cards) *This session can also be run using Camera phones or Lumix cameras
  • Card readers
  • Access to computers (or laptops)
  • Flashguns (or a Studio) to practice lighting techniques
  • An introductory brief & Presentation (below) for participants to outline the ideas and provide examples
  • A booked room to critique participants work (either via a projector or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessments

Research: the work of tom Hunter

Preparation Work:

  • Ask participants to read Helen Simpson (2007) ‘Femme fatale: Angela Carter’s The Bloody Chamber’ in The Guardian, 24th June 2006 available here
  • Ask participants to read / watch interview with Richard Tuschman on Hopper Meditations available via Lens Culture (2013) here
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers / image editing software
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it make sure the Photo Lab are aware and be aware of timekeeping so they have space to print the work.
  • *If you are running this session off campus, make sure there is access to printers or projectors
Martina Sauter (2011) Treppenhaus

Presentation Ideas: into a sea of stories

Suggested Session Outline:

  • Show participants the trailer for Shrek the Third (2007) (above). Ask them to count and write down every intertextual reference they can see in the clip. Does it matter if we don’t recognise all of them? How does it recast its reference points into a new narrative?
  • Give the Presentation (above). Invite participants to compare the intertextual work with its ‘original’ text. What are the similarities and differences? Is it a straight ‘copy’ or something new and original? How does the new work change or play with this ot create new meanings and narratives? Is it merely a literal / descriptive ‘copy / illustration’ or a more ambiguous image. Do we need to recognise the original source ‘text’?
  • Provide participants with a list of visual / written ‘texts’ (or they can think of thier own). Identify the key elements of the ‘text’: narrative, people, objects, places and motifs etc.
  • Identify how these might be translated in new ways (e.g. a ‘cauldron’ could become a microwave / a ‘princess in distress’ might be female / a ‘forest’ might be a playground / park or garden. How might the ‘text’ be translated in more ambigous ways? (e.g. the absence of people / the ‘feeling’ of the original text / a modern update)
  • Sketch out / brainstorm initial ideas (thinking of props, locations, characters etc)
  • Location lighting or studio induction. How does light colour / black and white / aesthetics influence the scene?
  • Shoot the image individually / in groups
  • Print / Project and critique the images with the original ‘text’ in mind /  on view and considering aspects of originality / description v’s ambiguiy / the construction narrative within the single image / audience respsonse
Thomas Demand (1999) Tunnel (video)

 

So Many Books, So Little Time

Storytelling, selecting & sequencing: The hand-made book

‘The camera may be thought of as comparable to the eye. The difference is that the camera is not more than an eye. It does not think. Any connection with judging, choosing, arranging, including, excluding, and snapping has to be with the photographer’ (Price, 1994, p.4)
Duane Michals (1973) The Bogeyman

 

In this session, participants will explore the sequencing of photographs to create a narrative. They will consider the ambiguity (or not) of images to create a story, as well as it’s relationship with accompanying text. They will produce a simple hand-made book to display the images.

 

 

 

‘Duane Michals has continually rebelled against and expanded the documentary and fine art traditions. At the onset, he baffled critics who knew not what to say of his work, rejecting the notion of the “decisive movement,” the supremacy of the sensational singular image, and the glorification of the perfect print. As an expressionist, rather than going out into the world to collect impressions of the eye, he looked inward to construct the images of his mind, exploring the unseeable themes of life, death, sensuality, and innocence’ (Reznik, 2014)

This Session could be run in conjunction with:

  • Tell Me a Story – (narrative in the single image) post to come (Jeff Wall / Gregory Crewdson)
  • (Don’t) Stop the Frame – (panorama’s) – post to come (Sam Taylor Wood / Fred Cray)
  • On this Site – post to come (Joel Sternfeld / Paul Seawright / Tom Hunter)
  • Tell Me A Story (Again)
  • Fake News?
Jeff Wall (1998-2000) The Flooded Grave
‘Like a poem, which is made up from ‘lines that resemble sentences’ but exceeds the normal way we read sentences, the poetic quality of an image transgresses the indexical truthfulness of a representation’ (Wall & Galassi, 2007, p.337)

Aims & Outcomes:

  • For participants to visually explore the nature of constructing images and sequencing them to portray a narrative through 6 images
  • For participants to understand the difference between literal and ambigous imagery (and thier consequences)
  • For participants to explore the relationship between image and text.
  • Participant Take Away Outcome: A handmade book with 6 sequenced images
Tom Hunter (2000) The Way Home from Life and Death in Hackney

You will need:

  • Digital cameras for all participants (and appropriate memory cards) *This session can also be run using Camera phones or Lumix cameras
  • Card readers
  • Access to computers (or laptops)
  • A3 / A4 card or paper *Make sure you print the photograhs at the appropriate size to fit each page
  • Scissors, Bone Folder etc
  • An Introductory Brief & Presentation for participants to outline the ideas and provide examples
  • Some song lyrics, poems, stories *Participants can also write thier own stories e.g. remembering a dream etc
  • *If there are time constraints – you could also work in groups (with Image 1 and Image 6 being provided in pre-made books – what is the narrative in the middle? (produce 4 images to ‘complete’ the story). Here, still demonstrate how to make the book (particularly useful with younger participants)
  • A booked room to critique participants work (either via a projector (powerpoint with text) or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessments
‘The caption permits me to focus not only my gaze, but also my understanding’ (Barthes, 1977, p.39)

Preparation Work:

  • Practice making books yourself and decide which size you will print the photographs
  • Ask participants to read David Seidner (1987) ‘Intverview with Duane Micheals’ in BOMB Magazine, 1st July 1987 available here
  • Ask participants to watch the video Presenting The Day-to-Day Life of Albert Hastings by Kaylynn Deveney (2011) available here
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers / image editing software
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it make sure the Photo Lab are aware and be aware of timekeeping so they have space to print the work.
  • *If you are running this session off campus, make sure there is access to printers (or projectors if you are concentrating on sequencing a narrative only – create a powerpoint and include the text with each photograph)
Christopher Stewart (2002) from Insecurity

Suggested Session Outline: see Teresa williams’s website here

 

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Photo + Graphy = Light + Writing

/fəʊtəˌGrɑːf/: drawing with light

Sir John Herschel phrased the term ‘photo-graphy’ in 1839 in his Royal Society paper on photography (1839),  it is based on the Greek φῶς (phos), meaning ‘light’ and γραφή (graphê), meaning ‘drawing / writing’ – together meaning ‘drawing with light’ (in Schaaf, 2013)
Pablo Picasso / Gjon Mili (1949) from Light Drawings

 

In this session participants will produce images using light painting techniques / artifical light sources in order to explore the idea of the constructed image, the dependence of the photographic process on light and time, as well as further consolidating learning of photographic exposure / shutter speeds and the representation of time and motion

 

 

 

 

‘if I should ever seriously photograph, it would be…the flux of things. I wanted then, and still do, to express the ‘thing’ as part of total flow’ (Morgan in Morgan & margolis, 1980)

This Session could be run in conjunction with:

Barbara Morgan (1940) Pure Energy and Neurotic Man

Aims & Outcomes:

  • For participants to visually explore the nature of photographic seeing and constructing images using light
  • For participants to understand how exposure and shutter speeds can influence the image
  • Participant Take Away Outcome: At least 3 different light writing photographs
Matthew Murray (2012-2018) from Saddleworth

You will need:

  • Digital Camera with a manual exposure setting
  • Tripods
  • A darkened room / studio or shoot outside at dusk / night
  • A selection of movable light sources (e.g. torches, phones, glo-sticks, maglights, fairy lights, flashguns, bicycle lights etc) *if you are outside, car headlights can also illuminate a space
  • Shutter release (for self portraits etc)
  • Card readers
  • Access to computers (or laptops)
  • An introductory brief & Presentation (below) for participants to outline the ideas and provide examples
  • A booked room to critique participants work (either via a projector or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessment
Man Ray (1935) Self Portrait from Space Writing

 

While the signature was of course apparent to [Man Ray], the photograph remained for many years an “abstract image” to others. The discovery of this inscription is both a revelation and a resolution. Now, seven decades after he made his own game of Hide-and-Seek, we can finally look back at Man Ray and say: “There you are!” (Carey, 2011)

preparation Work:

  • Plan at least 5 different approaches to drawing with light and make sure you have all materials. Think about;
    • Light Drawing: The light source can be seen by the camera, during a long exposure the artist uses this light source to draw, write or create a design within the frame
    • Kinetic Light Painting; The lights in the scene generally remain stationary while the camera itself is moved about during a long exposure to create color and design within the frame.
    • Light Painting; The artist uses handheld light sources to selectively illuminate parts of a scene during a long exposure photograph.
  • Ask participants to read A History of Light Painting Photography available here
  • Ask participants to think of and draw out some initial ideas for constructing images using light. There are a number of introductory videos to be found online but a good example for beginners is here
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it (6×4) make sure the Photo Lab are aware and be aware of timekeeping so they have space in the session to print the work.
  • *If you are running this session off campus, make sure there is access to a darkened room, printers or projectors
Dean Chamberlain (1977) Two Polyesthene Bags and a Chaiselonge
‘The viewer is instantly confronted with how frequently we take for granted the light in our everyday lives, not to mention its role in traditional photography. After all, how else would one make a photograph without at least a minimal amount of available light in the environment? One look at [Chamberlains] works and it becomes clear–there are other ways. While Chamberlain paints with light through time and space, the light itself becomes the primary subject matter, shifting the focus from the subject/object to the very element through which the work (and our lives) are revealed’ (Meta Gallery, Toronto, 2008)

presentation ideas: drawing with light

‘Light used in its own right, as in light pictures, gives to photography the wonderful plasticity that paint gives to painting without loss of the unmatched reality of straight photography’ Wynn Bullock (in bullock Family 2019)

lightwriting: activity ideas

You might:
  • Draw a picture
  • Outline a person / object
  • Spin some fairy lights to create an orb
  • Do a double exposure
  • Use flash / torches to light certain aspects of an internal / external scene
  • Write a message / your name
  • Use glo-sticks to create abstractions
  • Use movement (either object or camera) to create abstractions

Suggested Session Outline:

 

 

 

 

Into the Deep Blue Yonder

The Light (and Delight) of the cyanotype

In her preface to Photographs of British Algae, Atkins argued that the ‘beautiful process of cyanotype’ did away with the difficulties involved in making accurate drawings of natural objects, particularly objects as ‘minute as […] the algae and conferva’. However skilled, no draughtsman could hope to match the unprecedented reality-effects produced when images derived from ‘impressions of the plants themselves’ (Castle, 2015)
Anna Atkins (1843) Cyanotypes of British Algae

In this session participants will make cyanotype images from photograms and from acetate negatives in order to consolidate learning of the basics of analogue processes. It also serves as an introduction to the idea of constructed images, the dependence of the photographic process on light and time, as well as basic analogue development principles.

This Session could be run in conjunction with:

Barbara Kasten (1974) Photogenic Painting
‘My work often begins with an exploration of materials, and my initial attraction to photography stemmed from an interest in how the photographic process could provide innovative means to create paintings. The photogram, free from technical restraints and training, offered a direct way to merge a painterly technique with light-sensitive emulsions…The interdependency of shadow and light is the essence of photographic exploration and an inescapable part of the photographic process. I see the play between these two phenomena as basic components of photographic abstraction, with their exchanging roles of solidity and transparency. In my work, shadow transforms the three-dimensional space of my constructions into the two-dimensional surface of the photograph’ (Kasten in tate, 2018)

Aims & Outcomes:

  • For participants to discuss and visually explore the nature of photographic seeing
  • For participants to experience and understand the nature of cyanotype processing
  • Participant Take Away Outcome: At least 3 cyanotypes
Barnaby Irish (2019) from Light Senstitive
‘I find these forms both beautiful and disturbing; they resonate as something familiar, but closer inspection makes them feel false – the depth and shade created by software instead of photons…My work imagines realities and dimensions we can’t yet sense, or only get glimpses of through meditation or psychedelics. I’m aiming for the resonance of something you recognise with the mystery of not knowing what it is.’ (Irish in Elliott Halls, 2019)

You will need:

  • A selection of small objects / materials to make cyanotypes with (participants can also bring / find objects / materials)
  • Some watercolour paper
  • If you are using the sun to expose your cyanotype – a normal photo frame (mask off the glass with electricians tape) / perspex, cardboard, elephant clips will suffice.
  • A Foam brush / measuring materials / trays / gloves / glasses / aprons *re Health & Safety requirements
  • Cyanotype chemicals *available from Silverprint
  • An Introductory brief & Presentation (below) for participants to outline the ideas and provide examples
  • A booked room to critique participants work
  • Blue tack to pin the work
  • Costings and Risk Assessments
  • See also the BBC GSCE Revision Guide here

Preparation Work:

  • Make sure you have all of the required materials (including some objects / acetate negatives)
  • Make sure you have booked the darkrooms if you are working on campus / have chemicals, lights, trays, perspex, etc if off campus and are adhering to Health and Safety requirements
  • Are you going to prepare your cyanotype mix / coated watercolour paper in advance?
  • If you are working with Primary School participants you could ask them to make a montage with some / the objects you have chosen on A4 paper and draw or photograph it. In the sesison / in advance, younger children can also cut out shapes and images from magazines (and mount onto card) as ‘objects’ to make storytelling photograms with.
  • Are you going to produce / ask participants for a negative scan to invert and print onto acetate in advance? *More contrast works better in an acetate negative

Cyanotypes: ideas for Photograms

Angela Chalmers (2018) The Kiss of Peace

Cyanotypes: ideas for making Acetate Negatives

Boris Mikhailov (2006) from At Dusk
How accurate can a picture of the world be, one’s inner village-idiot wonders, if everything we see in it — not just yellowy-greeny-goldy-maroonish-brown seawrack — is recast in alchemical shades of blue? From one angle, the all-blue world of cyanotype is as hallucinatory a domain as the one Alice encounters when she wanders through the looking glass…So, whose algae is more realistic: the photographer’s or the painter’s? (Castle, 2015)

Suggested Session Outline: see josie purcell’s website here

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All I want for Christmas…

tis the season to be jolly: 6 Christmas Themed Photographic activities

Geert Van Kesteren (2004) from Why? Mister, Why?

These adaptable Christmas themed activities introduce participants to a range of quick and easy ways of engaging with photographic processes and also producing  Christmas cards and decorations.

Using a semiotic apporoach, older participants could also be encouraged to reflect on the representation and advertising of Christmas and (potentially) different readings of these.

*These activities could also be adapted for Easter, Halloween etc.

Coca Cola (1931)

1: The 12 days of Christmas: adaptable

Session overview:
  • Every day – for 12 days – participants will photograph an object / create a scene which they feel relates to a Christmas heading / captiion / song etc.
  • These should be provided in advance (with dates) and participants should concentrate on one ‘caption / quote’ for each day.
  • These can be mixed up amongst a class group / more than one participant can work on the daily ‘caption’ at one time.
  • Participants should independently research the work of Lee Friedlander – Merry Christmas from Lee Friedlander (2011) at the Janet Borden Gallery, NYC.
  • Upload daily to Instagram / Twitter / social media platform
some Example Christmas captions to work from:
    1. All I Want for Christmas
    2. Tis the Season to be Jolly
    3. Silent Night
    4. We Three Kings of Orient are
    5. Down in Yon Forest
    6. The Friendly Beasts
    7. Good King Wenceslas
    8. The Holly and the Ivy
    9. i Wonder as i Wander
    10. O’ Holy Night
    11. Rockin Robin
    12. O’ Christmas Tree
suggested output:  daily (clASS) Instagram 
Additional activity ideas:
  • Run a Christmas Treasure Hunt: Find and photograph a ‘present’ every day for 12 days. Who is it for?
  • Pinhole Christmas: Make a Pinhole Camera:  Expose the scene for 12 days

Research: The Work of Lee Friedlander

THESE Sessions could be adapted from:
Advertising forms a system of meaning… The viewer sees all advertisements as one, or rather sees their rules as applicable to one another and thus part of an interchangeable system’ (Williamson, 1978, p.13)

2: twas the night before chrstmas: Light-writing

Merry Christmas (in Cornish)
Session overview:
  • Participants will ‘light write’ / trace a portrait / object / scene / message which they feel relates to Christmas
  • Practice Light Writing techniques
  • Identify participants choice of approach / subject / message
  • In small groups participants help each other produce thier image
  • Print and make into Christmas cards (using A4 folded card)
suggested output: christmas cards
Light Written Christmas Tree / Portrait
Additional activity ideas:
  • The Travels of Rudolph: Using Google Maps identify locations and make light writing pictures of the best present he is dropping off at this location. Why?
  • Class / Family Message: With one letter per ‘model’ each traces out the letter of the message (e.g. Merry Christmas will need 14 ‘models’ and a photographer) *this can also be done with 1 ‘model’ and stitched together using Photoshop or as a multiple exposure.
THESE Sessions could be adapted from:
‘By the word reading we mean not only the capacity to identify and decode a certain number of signs, but also the subjective capacity to put them into a creative relation between themselves and with other signs’ (Hall, 1999, p.514)

 

3: Rockin’ Robin: Photograms

session overview:
  • Participants will brainstorm and list typical Christmas scenes and objects *use Christmas cards etc for ideas
  • Identify objects that could be ‘transformed’ into the scene though drawing / painting / placing cut outs on the image *Image manipulation software would also work here
  • Print to size and make into small Christmas decorations (using cardboard / wood slices / cup coasters and string)
suggested output: Chrismas decorations
Christmas Tree (Photogram – with awl pierced card for lights / dogded ‘moonlight’)
Additional activity ideas:
  • A Christmas Scene: Using christmas cards, cut out the shapes of different objects and make a ‘new’ photogram / lumen Christmas story
  • Pinhole Christmas: Make a Pinhole camera. Use the resulting images to think of Christmas scenes you could ‘make’ from them by painting / drawing on them.
THESE Sessions could be adapted from:
‘There is one lesson we can learn from photographs: images exist not to be believed, but to be interrogated’ (Grundberg, 1999, p.273)

 

4: Rudolph the Red-Nosed Reindeer (and friends): typologies

session overview:
  • Participants will brainstorm and list small ‘typical’ Christmas objects *use Christmas cards / adverts etc for ideas / a single object could be photographed in different ways
  • Collect the objects
  • Photograph them as neutrally as possible (using a piece black velvet as a backdrop or curved A1 card as an ‘infinity curve’)
  • Print and stick onto card. Make your accordian fold out card (of at least 3 of the objects)
suggested output: christmas accordian card
Additional activity ideas:
  • Christmas Nativity: Find Christmas themed minature models and objects. make a story / nativity and photograph it. What is its story?
  • Christmas Object: Give each participant / group one ‘Christmas’ object. What else could it be used for?
THESE Sessions could be adapted from:
‘Messages are socially produced in particular circumstances and made culturally available as shared explanations of how the world works. In other words, they are ‘ideologies’, explanatory systems of belief’ (Goodwin & Whannel, 2005, p.60)

 

5: O’ Christmas tree, O’ Christmas tree, how faithful are thy branches: Collage

Diane Arbus (1963) Xmas tree in Living Room, Levittown L.I.
session overview:
  • Participants will find / take a straight photograph of a ‘typical’ Christmas scene *this could be a constructed family portrait
  • Shoot the scene in parts / use Photoshop or a photocopier to enlarge different aspects / areas of the scene
  • Collage these photographs together into a grid or joiner *Scale is an important consideration here
  • Re-photograph and print
Diane Arbus (1963) Xmas tree in Living Room, Levittown L.I. (as collage)
suggested output: christmas print
Additional activity ideas:
  • Dual Christmas: Find a photograph / image of a typical Christmas scene / object and take a photograph to make the ‘another half of the scene’ *This could be expanded to consider scale and additional collage in creating the ‘scene’
  • Merry Christmas from Me: Make a collage of a Christmas scene using found photographs / Christmas cards / objects / or draw a scene on the ground. Using yourself (either photograph yourself or use your shadow etc) position yourself ‘into’ the scene.
THESE Sessions could be adapted from:
‘Advertisments present an abstract world, often a fantastic one, that is situated not in the present, but in an imagined future’ (Sturken & Cartwright, 2009, p.265)

6: The wisemen saw (or did they?): digital / stop motion / moving image

via GIPHY

session overview:
  • Participants will examine / analyse a range of Christmas adverts
  • Using a selection of objects, participants will shoot thier own Christmas advert. Who is it for? What is it’s message?
  • Use Photoshop to add text / logo’s *collage could also be used here
  • Print and critique
Presentation Ideas: Christmas adverts
Project Ideas: Christmas Airlines
suggested output: christmas advert (still or stop motion / moving image)
Additional activity ideas:
  • A (Moving) Merry Christmas: Make a stop motion GIF (telling a story through multiple photographs of objects / quick succession photographs of a narrative). Some instructions on making GIF’s in Photoshop can be found here
  • Once Upon a Time (at Christmas); Devise a Christmas story / use christmas carol lyrics and illustrate this narrative in 6 photographs (individually or as a group) to create a narrative. Make a handmade book and add text.
THESE Sessions could be adapted from:
‘The most significant indexical power of the photograph may not lie in the relation between the photograph and it’s subject, but in the relation between the photograph and it’s beholder, or user’. (Olin, 2002, p.114)

A Walk on The Wild Side

(timed) Travels with a Camera

‘We cannot claim to have really seen anything before having photographed it’ (Zola in Sontag, 1977, p.87)
Todd Hido (2016) from Bright Black World

This session encourages participants to ‘notice’ the world around them, as well as ‘seeing’ it in individual / subjective and  photographic terms. Through a single walk / trip (with timed alarms for photographing) it encourages participants to notice the world around them, explore the role of aesthetics, framing, vantage point and depth of field, and investigate the idea of a more subjective ‘photographic’ voice as the ‘group’ walk / experience of the world is transformed / constructed into an individual and subjective vision.

Photographs substitute for direct encounter; they act as surrogates, mediating that which was seen through the camera viewfinder’ (Wells, 2011, p.6)

This session could be run in conjuction with:

Hamish Fulton (1985) Wind through the Pines

Aims & Outcomes:

  • For participants to notice the world around them in a subjective manner and explore the nature of a ‘photographic’ way of seeing and framing the world. Are you merely photographing? Are you constructing? Are captions / text important?
  • For participants to consider the ‘intent’ of thier work: What are you ‘saying’ about the world around you?
  • For participants to conduct in depth research on the work of Robert Frank and apply these ideas to thier practice
  • Participant Outcome: 5 6×4 digital prints

Research: The Work of Robert Frank

‘Robert Frank…he sucked a sad poem right out of America onto film, taking rank among the tragic poets of the world’ (Jack Kerouac in Petrusich, 2019)
‘Seeing THE AMERICANS in a college bookshop was a stunning, ground-trembling experience for me. But I realized this man’s achievement could not be mined or imitated in any way, because he had already done it, sewn it up and gone home. What I was left with was the vapors of his talent. I had to make my own kind of art’ (Ed Ruscha in Casper, 2019)

You will need:

  • A planned / dedicated walk of a local area (with printed maps)
  • A planned study visit / school trip to a designated location (with printed maps)
  • Timers (egg timers or phone alarms will suffice) for timing of when participants will make thier photographs on the ‘walk’
  • You need to decide whether participants will photograph all at the same time / in small groups / individually
  • Digital cameras for all participants (and appropriate memory cards) *This session can also be run using analogue cameras, Camera phones, Lumix cameras
  • Card readers
  • Access to computers (or laptops)
  • An introductory brief & Presentation (below) for participants to outline the ideas and provide examples
  • A booked room to critique participants work (either via a projector or via print)
  • Blue tack to pin the work
  • Costings and Risk Assessment
Uta Kögelsberger (2007) from Getting Lost

Preparation Work:

  • To design your walk / trip and provide maps. Walk the area yourself in preparation and note the times / any interesting features
  • Create a Google Map of your walk.
  • To identify alarm timings for participants taking photographs (either all together / in small groups / on thier own)
  • Ask participants to read Jelani Cobb (2019) ‘How Robert Frank’s Photographs Helped Define America’ in The New York Times (11th September 2019) available here
  • Ask participants to investigate the nature of the ‘road trip’ and watch the Aperture Foundation video The Open Road: Photography and the American Road Trip (2014) available here
  • Ask participants to independently research the work of Robert Frank
  • Ask participants if they have thier own digital cameras and cards
  • Make sure you have access to computers
  • Make sure there are enough team members to support participants (never assume thier prior knowledge)
  • Decide whether you will project the work or print it.
  • If you are printing it (6×4) make sure the Photo Lab are aware and be aware of timekeeping so they have space to print the work.
  • *If you are running this session off campus, make sure there is access to printers or projectors

Presentation Ideas: Travels with a Camera

Suggested Session Outline:

  • Introduce the session / walk and the importance of really looking at the world around them, considering what they are trying to say about the object / scene / person etc and consider scale, composition, angle, vantage point, depth of field, etc
  • Give the presentation Travels with a Camera (or devise your own) to introduce particpants to the idea of photographing on a journey etc.
  • Ask participants to set thier alarms to go off every 5 minutes (if you want them all to photograph from the same point) / provide individual times (if you want them to photograph at different times along the walk)
  • Walk / photograph – give examples of what you might do and again remind participants of visual variety / typology etc.
  • Make a note of location on the map every time you photograph. You might use Google Maps here
  • Upload / edit / print photographs
  • Project the Google Map on the wall (large) and pin up / scan and insert the photographs at the locaitons in with they were taken
  • Critique / discuss
  • Photograph / save the projection of the map with the images on – you could print at 12×16 for each participant.
Mads Gamdrup (2002) from Renunciation