BODY OF WORK ASSIGNMENT 5: READING

I have already written much about Minor White, so here is a synopsis of the areas of his practice which influence my Body of Work.

Minor White research revisited:

  • He had an amazing eye for observation of the natural landscape and used seeing and feeling in his work “to register a sense of things beyond the visible world” (Green, 1972).
  • He opens up the act of seeing, “Although their meaning seems to at first to be wrapped in metaphor, we see finally that they are frank and open records of discovery” (Szarkowski, 1970:174).
  • His final form was less important that the meaning it evoked, photography had the ability to be metaphorical and photographic representation must be symbolic (Grunberg, 1989).
  • “Great pictures cannot be just about particular landscapes; they have to direct us to more, even eventually to the whole of life” (Adams, 2009:92).

References:

Green, J. (1972) ‘Back cover’ In: Hayden Gallery (ed.) Octave of Prayer: an exhibition on a theme at M.I.T. 27th Oct-26th Nov. 1972,. New York: Aperture.

Grundberg, A. (1989) ‘PHOTOGRAPHY VIEW; Minor White’s Quest for Symbolic Significance’ In: The New York Times 30/04/1989 At: https://www.nytimes.com/1989/04/30/arts/photography-view-minor-white-s-quest-for-symbolic-significance.html (Accessed 25/08/2019).

Szarkowski, B. J. (1970) ‘Mirrors Messages Manifestations’ In: The New York Times 08/03/1970 At: https://www.nytimes.com/1970/03/08/archives/mirrors-messages-manifestations-mirrors-american-manhattan.html (Accessed 21/08/2019).

Adams, R. (1989) Beauty in Photography: Essays in Defense of Traditional Values. New York: Aperture.

John Blakemore – A summary of my reading for CS that I have taken into my body of work

Like Minor White, John Blakemore’s (1936-2022) landscape photography also signifies the “felt and the unseen as well as the seen” (Badger, 1977:7), he uses subjects for metaphor as well as for the literal. He often explores a theme over time, using series and motifs, working with intimacy with one subject (Parkin, 2021), returning to the same subject over time. He shows intense awareness of his subject and his photography is “a process of exploring and defining ones relationship to the world”. (The Photographer’s Gallery, 1980).

He sometimes uses hid landscape photography as a metaphor for his own emotions. His work ‘Wounds of trees (1971) is seen as a metaphor for his precarious emotional state, following the breakup of his marriage.

(Blakemore, 2023)

In this work Badger suggests that Blakemore tries to quantify and communicate experience through photographic meaning, saying that his images are “the result of a long process of coming to terms with himself and the places he choose to photograph” (Badger, 1977:8).

Blakemore’s equivalence operates at the factual level of a subject, on the formal and spatial level, as well as the personal, spiritual and emotional level (Badger, 1977). Describing his photography Blakemore says it represents aspects of the real “The photograph is the result of an interaction between the photographer and an aspect of the real” (Blakemore, 2005:12). He also uses White’s term ‘previsualisation’ when discussing his techniques for photographing (Blakemore, 2005:12). The Lila and Wind series is more akin to Edward Weston’s work, than White’s – abstract framing of realism.

In my work in the ancient woodlands, I can identify with Blakemore when he says:

“My work in the landscape was based upon a ritual of intimacy, the intense exploration of small areas of the landscape, an are of woodland, a length of river, a confined stretch of beach. Areas which in some way spoke to me, which I could visit again and again, to learn to see, to allow the possibility of communion, of understanding”. (Blakemore, 2005:14).

References

Blakemore, J. (2005) John Blakemore’s Black and White Photography Workshop. (Newton Abbot): David & Charles.

Blakemore (2023) Early landscape – Fragments At: https://www.johnblakemore.co.uk/collections/early-landscape-fragments (Accessed 28/05/2023).

Badger, G. (1977) ‘Introduction’ In: British Image 3: JOHN BLAKEMORE : EXHIBITION. London: Arts Council. pp.7–10.

Parkin, T. (2011) John Blakemore. At: https://www.onlandscape.co.uk/2011/03/master-photographer-john-blakemore/ (Accessed 25/04/2022).

Parkin, T. (2023) Black and White Photographers Workshop – John Blakemore. At: https://www.onlandscape.co.uk/2011/03/book-review-black-and-white-photographers-workshop-john-blakemore/ (Accessed 28/05/2023).

The Photographers Gallery (1980) John Blakemore At: https://thephotographersgallery.org.uk/whats-on/john-blakemore (Accessed 28/05/2023).

Bibliography

John Blakemore (1980) At: https://thephotographersgallery.org.uk/whats-on/john-blakemore (Accessed 28/05/2023).

Blakemore, J. (2017) Meeting of Minds Conference 2016 – John Blakemore. At: https://www.onlandscape.co.uk/2017/05/john-blakemore-conference-video/ (Accessed 25/04/2022).

Blakemore, J. (2023) John Blakemore. At: https://peoplepill.com/people/john-blakemore (Accessed 28/05/2023).

Blakemore, J. and LensCulture (2023) The Stilled Gaze – Photographs by John Blakemore. At: https://www.lensculture.com/articles/john-blakemore-the-stilled-gaze (Accessed 28/05/2023).

Parkin, T. (2011) John Blakemore. At: https://www.onlandscape.co.uk/2011/03/master-photographer-john-blakemore/ (Accessed 25/04/2022).

ON LANDSCAPE – ONLINE LANDSCAPE PHOTOGRAPHY MAGAZINE

I have gained a wider range of knowledge, especially from contemporary landscape practitioners, who write in the online photography magazine On Landscape. Below are some examples of those who influenced my photography during BOW A5.

ON FLOW STATE VS LEAKY ATTENTION (GUY TAL: ON LANDSCAPE ISSUE 268)

He asks the question, does creativity require de-focused attention, allowing new ideas to emerge and new associations to be made, or does creativity require intensely focused attention on specific tasks? He concludes both, at different times. The most successful creators are those who excel in maintaining both types of attention and switching between them at will to facilitate both the generation of new ideas and the discipline to reclaim attention and to focus it intensely on the detail-oriented tasks needed to carry a chosen idea to fruition (Tal,2022).

He explains that ‘consciously assigned attention’ is known as “top-down attention.” This is where attention may be hijacked and diverted without conscious choice by external events: loud noises, flashes of light or colour, chatter, the chirping or vibration of gadgets. Attention assigned by the brain without conscious choice in response to external stimuli is known as “bottom-up attention.”

Tal notes that Edward Weston described what we now refer to as the process of visualization, where he previsualized before shooting. Tal explains that by visualizing our photographs in advance, before being inspired by actual experiences, we bypass the “leaky attention”. divergent thinking and focus attention on the specifics and technical considerations of achieving a preconceived idea—convergent thinking. This he says prevents us from being open to novel, creative ideas (Tal, 2022).

(Tal, 2022)

Mindfulness he says is when we are able to quickly see when interfering thoughts and emotions intercept our consciousness; If these are detected, with conscious control

We can set them aside and stay focused on the task at hand.

Reference

Tal, G. (2022) Attention and Creativity. At: https://www.onlandscape.co.uk/2022/11/attention-and-creativity/ (Accessed 06/04/2023).

DO YOU REALLY NEED A PHILOSOPHY FOR YOUR PHOTOGRAPHY? THE QUEST FOR A PRAGMATIC REALISM (KEITH BEVEN ON LANDSCAPE ISSUE 268)

Bevan says that the problem of realism is that what we see may not be what is the actuality.  When we view a rock in the landscape, we can experience that rock through our senses, but these feelings may show the true nature of the rock, and how we see the rock will be subjective. He suggests there are two philosophical aspects of realism, ontological and aesthetic. The first is the deeper levels of understanding that might be associated with that rock, these he calls ontological mysteries (or potential possibility). We should be open to these possibilities and allow that there could be some deeper levels of understanding about the nature of a rock for instance.

The 2nd mystery is the aesthetic impact of an image, the mystery is that the responses to an image aesthetics and emotional can be personal and can be different for the photographer and the viewer. This he calls this pragmatic realism, where it is accepted that the experience of a landscape is that the impression conveyed cannot be completely real. It is dependent on our experience and personal understanding of the landscape and the technical choices we choose.

Currently I can align with this idea of pragmatic realism- personal expression with little manipulation, just perspective and scale. 

Hyper-reality Abstract 7, Hauterive, Switzerland (Bevan, 2021)

Reference

Bevan, K. (2022) Do you really need a philosophy for your photography?. At: https://www.onlandscape.co.uk/2022/11/need-philosophy-for-your-photography/ (Accessed 06/04/2023).

PORTRAIT OF A PHOTOGRAPHER EQUIVALENCE IN NATURE PHOTOGRAPHY JASON PETTIT (ON LANDSCAPE ISSUE 270)

Pettit shares his thoughts that Nature and landscape photography can be an outlet for personal expression, and an outlet from everyday tensions. He uses photography as metaphors and mirrors himself. He notes that this meaning beyond literal representation in our photographs, was first conceived of by Alfred Stieglitz in the 1920s through the concept of “Equivalence”, which he says has become the backbone of photography as a medium for personal expression.

He describes equivalence in a simple way, saying that any photograph might function as an Equivalent to someone, sometime, someplace, “When a photographer presents us with what to them is an Equivalent, they are telling us, “I had a feeling about something and here is my metaphor of that feeling.”” (Payne, 2022). Equivalence opens opportunities for conveying/evoking feelings, which could otherwise not be photographed. Payne suggests that Pettit uses shapes, colors, forms, and patterns for expression to arouse specific ideas and emotions.

(Pettit, 2022)

Reference:

Payne, M. (2022) Jason Pettit – Portrait of a Photographer. At: https://www.onlandscape.co.uk/2022/12/jason-pettit/ (Accessed 06/04/2023).

END FRAME GILLY WALKER COMMENTS (ON LANDSCAPE ISSUE 269)

When photography becomes art, it works as a conversation between the viewer and the artist. The artist creates the work and shares it to the viewer; the viewer responds, completes the dialogue when he responds, “They will fill in the blanks in their own way, and for this to happen there need to be blanks to fill” (Walker, 2022).

Reference

Walker, G. (2022) End frame: Skyfall by Valda Bailey. At: https://www.onlandscape.co.uk/2022/12/end-frame-skyfall-valda-bailey/ (Accessed 07/03/2023).

RICHARD MARTIN FEATURED PHOTOGRAPHER (ON LANDSCAPE ISSUE 270)

Richard Martin’s work “is a celebration of the visual world. It originates straight from the heart, honest and direct. Inspired by colour, texture and light, I take photographs to express feelings surrounding my experiences, searching for visual equivalents to those feelings.” (Martin, 2022). He says that there is always a subjective aspect to a photograph, that tells us as much about who is behind the camera as about what is in front of it, “Our perceptions and biases, which are determined by our background, character, self-awareness, and sensitivity, will determine both what we will choose to photograph and how we will photograph it” (Martin, 2022).

I should explore these photographers who he says have inspired him:

Ernst Hass, Paul Strand, Edward Weston, René Burri, Franco Fontana, Aaron Siskind, Freeman Patterson, Jay Maisel, Saul Leiter, Peter Turner, Shinzo Maeda, William Neill, and Stephen Patterson. Harry Callahan, and Joel Meyerowitz I am already aware of their work.

Martin says to always choose your emotions over intellect. Trust your inner voice and your intuitive eye.

(Martin, 2022)

Of his image above he describes how he discovered this image and explored the bog’s surface from the edge of the path. It was made with a moderately wide-angle lens, and excluded any reference of scale, to allows the viewer to interpret it on their own terms. He mentions that retaining a child’s view of the world is something he holds on to. Similarly, he says that he undertakes the process of discovery and selection in a meditative and contemplative fashion. He likes to approach subject matter without preconceived ideas, and to keep free from all formulas and rules, which are in no way part of the creative process. Martin considers himself a ‘gatherer’ photographer, with a receptive mood, gazing aimlessly, paying attention to their feelings and moods, who prefers to be surprised than aiming to surprise.

“The greatest breakthroughs in my photography have been achieved during times of playfulness. It is the perfect tool for allowing experimentation and change. Play is fundamental to creativity and an excellent means to stimulate our minds” (Martin, 2022). Asked how he keeps an open mind he says to believe in your work, regardless of what others may think, and be honest and realistic in your assessment.

When asked about his practice often of including some writing, or a quote with his images he comments that an image should stand alone in terms of its poetry, visual fluency, or expressiveness, without a caption or quote to make it better. However, that text may reinforce the photographer’s feelings or philosophy surrounding the image.

Interestingly he mentions that research suggests that being around trees is good for our mental and social well-being, as they help us feel less stressed and more restored; I must keep up my wanderings with a camera in the woods after my major project. He like myself also enjoys quiet time spent exploring a small area.  He uses a quote from Freelance journalist Jill Suttie, Staff Writer and Contributing Editor at the Greater Good Science Center:

“While being in nature leads to better health, creativity, and even kindness, there may be something special about being among trees. Probably the most well-researched benefit of nature exposure is that it seems to help decrease our stress, rumination, and anxiety. And much of that research has been conducted in forests.”

Martin’s methods and photographic attitude espouses mindfulness, with creativity as an attitude, a habit of mind, and creativity as fun.

(Martin, 2022)

Reference

Martin, M. Griffith, M. (2022) Richard Martin. At: https://www.onlandscape.co.uk/2022/12/richard-martin-featured-photographer/ (Accessed 07/04/2023).

CAMELS, LIONS, AND CHILDREN THE PURSUIT OF FREEDOM GUY TAL (ON LANDSCAPE ISSUE 270)

Tal, explains Nietzsche’s three described “metamorphoses of the spirit”, these being stages of personal development that people may take. Nietzsche described the three stages as analogous to adopting the attitudes of a camel, a lion, or a child.

One stage is as a lion who must fight to gain the freedom to live according to its own values. Its attitude is confrontational, subversive, aggressive, defiant, and sometimes offensive to others.

Another stage is as a Camel, who does conform for the sake of public approval and avoids conflict or rebels at the risk of antagonising others.

He also describes how a lion may, after asserting himself over to many established norms and living by its own values, a lion may by transforming itself into a child. The child stage is innocence, forgiving, forgetting, as a new beginning. Nietzsche meant is that a child by nature doesn’t feel itself laden by traditions and norms and is free to pursue whatever feels “right.” A child may also invent new values for itself, whilst a lion resists values imposed on it by others.

Tal suggest that the best testament he knows of such transformation from lion to the child in photography is this passage by Minor White:

“Most adults have to regain the ability to experience pictures directly and deeply. Contrary to their convictions that they understand everything, most people have to reestablish the ability to let a photograph speak for itself. And paradoxes abound, one has to earn the innocence of vision—by hard effort, by serious and deliberate search for meanings in photographs.” (Minor White cited in Tal, 2022).

Reference

Tal, G. (2021) Camels, Lions, and Children The PURSUIT OF FREEDOM. At: https://www.onlandscape.co.uk/2022/04/colour-as-form/ (Accessed 27/03/2022).

Rene Algesheimer featured photographer (On Landscape issue 271 2023

Talks about top down conceptual, or bottom up, intuitive photography that develop ‘on the ground’. The later are usually stimulated from a specific in the landscape. The more she thinks about it, the more it develops into a project.

I’m interested in her statement “I am interested in interconnections and the importance of social grouping for the well being of the individual”. In her work Togetherness, she conveys how togetherness between the individual and a group can have enriching, positive, as well as negative aspects that need to be balanced. In her project ‘Together’ she noticed a series of trees in the Swiss Jura that only grow in groups, and form families, probably to protect themselves together from the harsh climate. She connected this with her scientific studies on social structures. Here, the trees became metaphors for us humans. With this series, she created mirrored diptychs of trees, resented so that each diptych represents different dimensions of Togetherness, e.g.  belongingness, attachment, support or conflict, and pressure.

Togetherness (Algesheimer, 2019-20)

Algesheimer explains that she no longer photographs objects, but I uses heart as an expression of what she feels and wants to say. Going back to the top down and bottom-up methods, she tries to give space to both these. The analytical side flows into her conceptual projects, where she has pre thought about the intention, stories, and emotions of the story. Whilst she gives space to her emotional side by immersion in nature, engaging with what she sees.

References

Algesheimer, R. Griffith, M. (2023) Rene Algesheimer. At: https://www.onlandscape.co.uk/2023/01/rene-algesheimer/ (Accessed 08/03/2023).

Together (2019-2020) At: https://www.rene-algesheimer.com/project/together/ (Accessed 08/03/2023).

BEARING WITNESS: EXPERIENCING MOMENTS WITHOUT THE CAMERA. CHRIS MURRAY (ON LANDSCAPE ISSUE 271)

Murray suggests that seeing and feeling something fully is when we really experience something, only then can we feel intensely enough that we can fully express it. He says, “The best photos are the perfect confluence of eyes, mind, and heart” (Murray, 2023), if he’s not moved by something, or it has nothing to say he won’t photograph it. He believes that a camera can be an obstacle that compromises our experiences. He warns to be aware ‘shooting’ too much for as Sontag described souvenirs. Murray Argues that if we want more meaningful and rewarding experiences to make photos that are creative and self-expressive, there are times when the camera should not come out of the bag.- he calls this liberating.

Murray says that through photography, he has discovered that everything is already present in us, that we do not need anything, we don’t need to follow others, and we don’t need to learn techniques – it is most important to take our time:

“Time to get to know ourselves. Time to deal with our feelings and thoughts and to express them in pictures. And ultimately, the courage and authenticity to make ourselves vulnerable and share those thoughts and feelings with others”.

This seems an excellent mantra to me.

His blog: https://chrismurrayphotography.wordpress.com/

His website: https://www.chrismurrayphotography.com/

Reference

Murray, C. (2023) Bearing witness- experiencing moments without the camera. At: https://www.onlandscape.co.uk/2023/01/bearing-witness/ (Accessed 09/04/2023).

This reading has also led me to the book https://voiceoftheeyes.com/  Rene Algesheimer -this is a collection of interviews with exceptional landscape photographers collected and edited by René Algesheimer.

Book :  The Mindful Photographer   Sophie Howarth (2022)

This book focuses on slowing down, paying attention, and becoming attuned to your world when photographing working through various concepts such as, playfulness, compassion, and gratitude.

Howarth says “mindful photography is about prising open the tiny gap between what is happening and how we understand or respond to it, allowing ourselves to linger for a few brief moments in the fullness and freeness of direct perception.”(Howarth, 2022:9). She likens this to a simple curiosity known in Zen Buddhism as beginners mind.

Stephen Batchelor Buddhist teacher describes how the practices of photography are intertwined for him. He says photography is concerned with making images of reality, whilst meditation is about seeing reality as it is. The mindful photographer mixes curiosity and an open heart and mind, known in Zen Buddhism as ‘shoshin’. This “keeps all creative possibilities open” (Howarth, 2022:21).

On ‘devotion’ Thomas Merton a 20th century trappiest monk suggested that

“If one reaches the point where understanding fails, this is not a tragedy; it is simply a reminder to stop thinking and start looking. Perhaps there is nothing to figure out after all: perhaps we only need to wake up” (Howarth, 2022,:29).

Howarth suggests that a mindful photographer should connect with the world with confidence, and switch from an acquisitive to a receptive mindset; Minor White epitomised receptive mindset, sort of  blank but active. Howarth also advises that ambiguity is essential for breaking away from learned perception. She quotes Uta Barth who says ”The question for me is how can I make you aware of your own looking, instead of losing your attention to thoughts about what it is that you are looking at” (Howarth, 2022:72). This is an action that I could experiment with.

The book also features the works and quotations from various photographers, these ones I find particularly inspiring:

Robert Adams: “A photographer can describe a better world only by better seeing the world as it is in front of him” (Adams, 1989).

Minor White:  “When gifts are given to me through my camera, I accept them graciously” (White, 1977)

Marc Riboud: “Taking pictures is savouring life intensely, every hundredth of a second” (Riboud, nd).

Lee Friedlander: “You don’t have to go looking for pictures. The material is generous. You go out and the pictures are staring at you” (Friedlander 1975).p63

Henri Cartier-Bresson: “ You can’t go looking for it; you can’t want it or you won’t get it, first you must lose yourself. Then it happens” (Cartier-Bresson, 2010).

Susan Derges “There are things that live through us, or want to express themselves through us and if we could just get out of the way, we would do exactly what we are meant to be doing” (Derges, 2016).

The ideas presented in this book, around achieving free flowing photography,  sit well with my recent personally expressive ‘bottom up photography’.

References

Adams, R. (1989) Beauty in Photography: Essays in Defense of Traditional Values. New York: Aperture.

Cartier-Bresson, H (2010) Display quote in the decisive moment. Simon and Schuster, New York, 1952).

Derges, S (2016) Display quote “Tide and pools”, Photomonitor, March 2016. Susan Derges and Purdy Hicks Gallery London.

Friedlander, L (1975) Display quote in documentary photography -LIFE library of photography (Time-life books, New York, 1975).

Howarth, S. (2022) The Mindful Photographer. London: Thames and Hudson.

Riboud, M. (nd) Cited in Howarth, 2022:55)

White, M. (1977) In Interviews Master Photographers. Cited in Howarth, 2022:65.

CONTEXTUAL STUDIES: DRAFT ASSIGNMENT FIVE

REFLECTIONS AGAINST LEARNING OUTCOMES

Nicola South Student number: 51456  PH6CTS-5

LO1 undertaken research and study demonstrating comprehensive knowledge of your area of specialisation and built a theoretical framework for your creative practice.

Q: Have I researched and studied my specialisation and demonstrated a comprehensive knowledge?

I have evidenced as before a wide and deep range of reading in my dissertation draft, which I added to following tutor feedback from assignment 4.

Q: Have I built a theoretical framework for my creative practice?

I have advanced from the literature review and subsequent assignments to interrogating and interrelating academic arguments and evidencing and presenting them, and as advised by my tutor not forming any new arguments. This I have put into practical use in my creative work but I have also used in a practical way in my dissertation so that the theories I have presented are better articulated for my readers.

LO2 synthesised and articulated your critical, contextual and conceptual knowledge and understanding into a coherent critique of advanced academic standard.

Q: Have I pulled together research and written using evidence?

This is evidenced in my dissertation draft, having applied tutor feedback from assignment 4. Generally throughout I have:

  • improved the flow of the narrative
  • decreased the density
  • checked it is accessible to a general reader
  • PEEL (Pain, Evidence, Explain, Link), and reverse engineered to use quotes to support my points, not the other way around.
  • Added descript on denotation in images

Q: Have I referred to my BOW contextualising practise and theory?

I haven’t directly referred as I don’t believe this is necessary, however my BOW practice directly relates to my essay topic, stimulates my CS research and broadens my understanding. Should I?

Q: Have I evidenced in writing my concept thoroughly and how broader concepts have fed into this? Broad concept run throughout these chapters.

I have reviewed my work as a whole to ensure that these concepts are consistently referred to throughout the work. It is to the required academic standard.

LO3 applied your own criteria of judgement, reviewed, criticised and taken responsibility for your own work with minimum guidance.

Q: Have I reviewed, judged, and critiqued myself?

I have reflected throughout as I have worked and have done so here also.

LO4 selected and applied information management skills and used appropriate technology in the production of an accomplished critique with minimal supervision.

Q: Have I used information management skills and technology?

I have used some online sources and referencing mechanisms as well as reference data bases such as paperpile. I have used a variety of IT skills to present my work.

Q: Have I produced a good critique myself? 

I have been supported by suggestions from my tutor, but I have adopted these with increasing effect to the point now where I use them independently. For instance in my comments against LO 1 above on forming a theoretical framework for my creative practice, and in LO 2 where I note the writing techniques that I have adopted in my writing.

Reference:

Alexander, J. (2013) Contextual Studies. Barnsley: Open College of the Arts.

CONTEXTUAL STUDIES: ASSIGNMENT 5

PH6CTS-5 NICOLA SOUTH 514516

FINAL DRAFT FULL DISSERTATION

The following has been submitted to my Tutor

  • a final draft of your extended written project (5,000 words or agreed alternative) to my tutor, implementing any changes or taking on board any advice given in their feedback on my draft manuscript.
  • a covering note identifying the parts of my extended written project that have been most substantially revised or developed. That way my tutor can focus on my revisions rather than re-reading the whole extended written project.
  • an abstract for my extended written project (maximum 500 words) summarising the subject areas discussed in my extended written project and its key findings or conclusions. This will be used to archive my extended written project at OCA, and to identify appropriate assessors with related subject knowledge to formally assess my submission.

CONTEXTUAL STUDIES ASSIGNMENT 4: REFLECTIONS ON FORMATIVE FEEDBACK

This was written feedback

I was given lots of positive feedback, notably my decision to concentrate on Minor White as the artist for the case study, and my decision to drop John Blakemore.

See the constructive feedback given which needs action:

I noted in my A4 Learning log that I now included in my Chapter 3, images of White’s work to articulate how he uses affect in his work; this I have done to help my readers to synthesise both the information on visual methodologies I present in my dissertation and how it can be applied to interpreting meaning in images. I have used a semiotic toolkit and knowledge of symbols White uses to pick apart some of his images – In my dissertation I am applying methods I researched in my literature review. I have described some of what is denoted and connotated in the images, however I note that my tutor suggests that I add further description on what is denoted in them, to enable viewers to give readers space to ask questions.

REFLECTIVE LEARNING LOG : Show what I’ve learnt- not a description of process

DISSERTATION

General advice:

Use PEEL: Paint/Explain/Link back to research question. I’m obviously I’m still not getting there – intro to all terms with clear definitions supported not lead by references and theories.

USE REFERENCES TO UNDERPIN OWN POINTS and to clarify research methods or difficult themes – So do some “reverse engineering”

Also:

  • Ensure writing makes sense to a reader coming to it cold
  • Some places are quite dense.
  • There are some short paragraphs that would be better linked to create flow paragraphs that need linking
  • Try using an academic phrasebook
  • Check that it all makes sense to another reader.
  • Expand where critical terms need explain to a general reader
  • Ensure I reference practitioners I mention.

Content:

  • Expand on ‘Context as determinant of meaning’
  • Reread Clarkson on codes and Bate (2009) p 34 on codes and rhetoric
  • Add more on objective photographers eg. Blossfeldt, Evans, Rineke Dijkstra
  • On sequencing images add Colborg reading
  • Describe images – Denotation into connotationsee Barrett formulansubject+medium+form+context (what’s it about)

Reference:

Bate, D. (2009) Photography: The Key Concepts. New York: Berg publishers.

Colberg, J. (February 26 2018) Towards a Photobook Taxonomy. At: https://cphmag.com/photobook-taxonomy/ (Accessed 31/10/2021).

CONTEXTUAL STUDIES ASSIGNMENT 4: REVISED LEARNING LOG ENTRY

NICOLA SOUTH PH6CTS-4

Student number:514516

Following the submission of my CS assignment 4 to my tutor, I worked on the feedback given which I tried to take all into account:

  • I tried to use PEEL as advised by tutor but I still need to develop this.
  • I’ve added temporary working subtitles for paragraphs

I added some further reading, including:

Barrett, T. (1986) ‘A Theoretical Construct for Interpreting Photographs’ In: Studies in Art Education 27 (2) pp.52–60.

Bunnell, P. (1991) ‘Minor White’s photographic sequence rural cathedrals. Areading’ In: Proceedings of the American Philosophical Society Published By: American Philosophical Society 135 (4) pp.557–568.

Brower, M. (2018) ‘Photography, Curation, Affect’ In: Journal of Visual Culture 17 (2) pp.177–197.

Clarkson, G. (2014) ‘Photographic codes’ In: OCA (ed.) Photography 2: Documentary fact or fiction. Barnsley: Open College of the Arts. pp.81–85.

Killip, C. (2023) Life in Pictures: Chris Killip. At: https://www.frieze.com/article/life-pictures-chris-killip (Accessed 24/03/2023).

Oring, S. (2023) Minor White Some Excerpts From Minor White’s Memorable Fancies. At: https://archive.org/details/minor-white-some-excerpts-from-minor-whites-memorable-fancies/page/n1/mode/2up (Accessed 09/04/2023).

Portland Art Museum (2018) LECTURE: Todd Cronan, PH.D. – From Expression to Creation: Minor White’s Theater. At: https://www.youtube.com/watch?v=pBwJG1-XHug (Accessed 06/04/2023).

The only reading that I didn’t find directly useful was the Killip article, though I enjoyed it having visited an exhibition of his work at the photographer’s gallery.

I then revised my assignment 3 drafts of the introduction and Chapter 1.

  • Before beginning the draft of the remaining chapters I reviewed all tutor feedback for CS and reread many articles.
  • I have submitted almost 3,000 words to my tutor for the remaining chapters of my dissertation.

I changed my dissertation title described in my learning log at: https://nkssite6.photo.blog/category/contextual-studies/c-s-assignments/cs-ass4-learning-log/

After reading and preparing evidence for chapter three – Affect and effect in the work of Minor White and John Blakemore, I decided to restrict my dissertation to the work of Minor White. This partly because I had plenty to evidence my theme in the work of Minor White alone. But more so as after deeper research on both I felt Blakemore’s work didn’t exemplify my theme in such a rich manner.

Blakemore’s work does often explore a theme over time, returning to one subject over a period. He does use some work as a metaphor for his own emotions, such as Wounds of trees (1971) after his marriage break up, and he does include some symbolism, and talks of layers of meaning. Though he does use sequencing to underline meaning, this is not as much as White did.

Overall I felt the main thrust of his work is a contemplation of nature and his relationship with it, but less so about the “something else”, an equivalence to a feeling that a subject evokes that White works into. And it is the affect in the something else, that is in Whites work that interest me and exemplifies my research more fully.

Structure

I have added contents and illustrations tables pages as suggested in the coursebook.

CONTEXTUAL STUDIES ASSIGNMENT FOUR: REFLECTIONS ON LEARNING OUTCOMES

LO1 undertaken research and study demonstrating comprehensive knowledge of your area of specialisation and built a theoretical framework for your creative practice.

Q: Have I researched and studied my specialisation and demonstrated a comprehensive knowledge?

I have evidenced a wide and deep range of reading in my remaining chapter drafts.

Q: Have I built a theoretical framework for my creative practice?

I have advanced from the literature review and assignment 3 (Introduction and 1st chapter) to interrogating and interrelating academic arguments and evidencing against them, from more simply sharing them.

LO2 synthesised and articulated your critical, contextual and conceptual knowledge and understanding into a coherent critique of advanced academic standard.

Q: Have I pulled together research and written using evidence?

This is evidenced in my remaining chapters and I have used PEEL (Point, Example, Explain, Link) to do so as suggested by my Tutor in the last feedback.

Q: Have I referred to my BOW contextualising practise and theory?

I haven’t directly referred as I don’t believe this is necessary, however my BOW practice directly relates to my essay topic, stimulates my CS research and broadens my understanding. I have included artist’s images and articulated using visual methodologies described in Chapter one how White expresses himself and what is connotated.

Q: Have I evidenced in writing my concept thoroughly and how broader concepts have fed into this?

Broad concepts run throughout these chapters as they do in my introduction and Chapter 1 previously submitted. I have reviewed my work as a whole to ensure that these concepts are consistently referred to throughout the work. It is to the required academic standard.

LO3 applied your own criteria of judgement, reviewed, criticised and taken responsibility for your own work with minimum guidance.

Q: Have I reviewed, judged, and critiqued myself? I have reflected as I have worked and have done so here also.

LO4 selected and applied information management skills and used appropriate technology in the production of an accomplished critique with minimal supervision.

Q: Have I used information management skills and technology?

I have used some online sources and referencing mechanisms as well as reference data bases such as paperpile. I have used IT skills to present my work.

Q: Have I produced a good critique myself?  This technical aspect has achieved independently.

Reference:

Alexander, J. (2013) Contextual Studies. Barnsley: Open College of the Arts.

CONTEXTUAL STUDIES ASSIGNMENT FOUR: LEARNING LOG

Following the submission of my CS assignment 3 to my tutor, I worked on the feedback given which I tried to take all into account:

  • I tried to use PEEL as advised by tutor but I still need to develop this.
  • I’ve added temporary working subtitles for paragraphs

I added some further reading including:

Barrett, T. (1986) ‘A Theoretical Construct for Interpreting Photographs’ In: Studies in Art Education 27 (2) pp.52–60.

Bunnell, P. (1991) ‘Minor White’s photographic sequence rural cathedrals. Areading’ In: Proceedings of the American Philosophical Society Published By: American Philosophical Society 135 (4) pp.557–568.

Brower, M. (2018) ‘Photography, Curation, Affect’ In: Journal of Visual Culture 17 (2) pp.177–197.

Clarkson, G. (2014) ‘Photographic codes’ In: OCA (ed.) Photography 2: Documentary fact or fiction. Barnsley: Open College of the Arts. pp.81–85.

Killip, C. (2023) Life in Pictures: Chris Killip. At: https://www.frieze.com/article/life-pictures-chris-killip (Accessed 24/03/2023).

Oring, S. (2023) Minor White Some Excerpts From Minor White’s Memorable Fancies. At: https://archive.org/details/minor-white-some-excerpts-from-minor-whites-memorable-fancies/page/n1/mode/2up (Accessed 09/04/2023).

Portland Art Museum (2018) LECTURE: Todd Cronan, PH.D. – From Expression to Creation: Minor White’s Theater. At: https://www.youtube.com/watch?v=pBwJG1-XHug (Accessed 06/04/2023).

The only reading that I didn’t find directly useful was the Killip article, though I enjoyed it having visited an exhibition of his work at the photographer’s gallery.

I then revised my assignment 3 drafts of the introduction and Chapter one:

  • Before beginning the draft of the remaining chapters I reviewed all tutor feedback for CS and reread many articles.
  • I have submitted almost 3,00 words to my tutor for the remaining chapters of my dissertation.

I changed my dissertation title:

After reading and preparing evidence for chapter three – Affect and effect in the work of Minor White and John Blakemore, I decided to restrict my dissertation to the work of Minor White. This partly because I had plenty to evidence my theme in the work of Minor White alone. But more so as after deeper research on both I felt Blakemore’s work didn’t exemplify my theme in such a rich manner.

Blakemore’s work does often explore a theme over time, returning to one subject over a period. He does use some work as a metaphor for his own emotions, such as Wounds of trees (1971) after his marriage break up, and he does include some symbolism, and talks of layers of meaning. Though he does use sequencing to underline meaning, this is not as much as White did.

Overall I felt the main thrust of his work is a contemplation of nature and his relationship with it, but less so about the “something else”, an equivalence to a feeling that a subject evokes that White works into. And it is the affect in the something else, that is in Whites work that interest me and exemplifies my research more fully.

Content

I have applied relevant research on visual methodologies to my dissertation by expanding on images added to the literature review of Minor White’s work, and articulated how semiotics and knowledge of context and symbolism can expose expression and affect in his images

Structure

I have added contents and illustrations tables pages as suggested in the coursebook.

Submit the remaining draft manuscript for your extended written project, (chapter 2 onwards) observing the following submission guidelines:

● 2-3,000 words in length or equivalent alternative. This includes quotations, but excludes footnotes and bibliography. Please do not submit work that is above the allowed word limit as this will impact on the available time tutors have to spend reviewing work. Check with your tutor on appropriate word count, for example you might submit a fully developed 2,000 words, or 3,000 words that still needs some editing.

● Please note that your draft is not a ‘rough’ draft – the very first draft that you have done – but a completed first draft. Edit carefully to ensure that your draft meets the word count, and that you have answered your research question. It is helpful to break this longer assignment into 1 – 3 separate chapters of c.1,000 – 1,500 words each with a conclusion.

Reference: Alexander, J et al. (2020) Contextual Studies. Barnsley: Open College of the Arts

CONTEXTUAL STUDIES ASSIGNMENT THREE: REFLECTIONS ON FORMATIVE FEEDBACK

This was by video and written.

Overall feedback: well organised, good introduction and summary of methodologies for finding meaning in images.

General advice given:

  • Use PEEL introduce terms to clearly define them remember it is written for a general reader:
  • Make your point
  • Give Example
  • Explain how it support the evidence
  • Link to essay topic
  • Write in 3rd person

Actions:

  • Review my draft into and chapter 1, checking the above and other suggestions made by my tutor
  • Read and review suggested further reading given by tutor, and take on board:
  • Killip, C. (s.d.) Life in Pictures: Chris Killip. At: https://www.frieze.com/article/life-pictures-chris-killip (Accessed 24/03/2023)
  • Barrett, T. (1986) ‘A Theoretical Construct for Interpreting Photographs’ In: Studies in Art Education 27 (2) pp.52–60.
  • Clarkson, G. (2014) ‘Photographic codes’ In: OCA (ed.) Photography 2: Documentary fact or fiction. Barnsley: Open College of the Arts. pp.81–85.
  • Brower, M. (2018) ‘Photography, Curation, Affect’ In: Journal of Visual Culture 17 (2) pp.177–197.
  •  

Comments on my evidence against learning outcomes:

LO1 undertaken research and study demonstrating comprehensive knowledge of your area of specialisation and built a theoretical framework for your creative practice

  • Make temporary subheadings to signpost my main themes

LO2 synthesised and articulated your critical, contextual, and conceptual knowledge and understanding into a coherent critique of advanced academic standard

  • A suggestion to look at Chris Killip’s note taking system.

LO3 applied your own criteria of judgement, reviewed, criticised and taken responsibility for your own work with minimum guidance

  • Remember that I don’t have to bring new knowledge but to show that I comprehend the ideas.

LO4 selected and applied information management skills and used appropriate technology in the production of an accomplished critique with minimal supervision

BODY OF WORK ASSIGNMENT 4: SUBMISSION

Assignment Four: Major Project Edit

Make another submission of work in progress as a tightly edited, sequenced series. You may have continued to shoot; you may have changed direction since your last feedback report. However your project has developed, make the development clear in the image selection.

Pay particular attention to how you will use words alongside your images (captions, titles or additional ‘relay’ type text) and re-frame your images accordingly.

As in previous assignments, include a short commentary outlining the development of your ideas during your work on this part of the course.

Artist statement

This work is a continuation of my photography within an ancient woodland. It serves as a photographic celebration of cooperation and harmony within the community, along with a submerged representation of my internal discomfort on the divisions in my local community. “What lies beneath” is a visual exploration of a diverse harmonious woodland community, that in contrast to a divided and malcontented nearby human community.

What lies beneath

What lies here beneath the abundant enveloping eiderdown, slumbering peacefully together? What lies elsewhere beneath structural facades, sheltering but murmuring malice?

———-

What lies here beneath the verdant creeping coverlet, collectively sharing comfort? What lies elsewhere beneath community spirit, concealed but festering?  

——-

What lies here beneath the luminescent selfless sheath, accepting mutual benefit? What lies beneath shared need, acknowledged but resented?

——-

What lies here beneath the softest downy dress, sharing nourishment contentedly? What lies elsewhere beneath mans’ disguised demeanor, civil but deliberately divisive?

——-

What lies here beneath the soothing snaking sleeve, insulated from harm by another? What lies elsewhere beneath deceitful welcomes, smiling but spewing spite?

——-

What lies here beneath the willing emerald wrapping, acknowledging their collective realm? What lies elsewhere beneath acceptable appearances, charming but prejudiced?

——-

Commentary

This series of work was a progression from my previous series. Still with the overarching theme of harmony, set against the antithesis of the disharmony in the local community, which is the driver for portraying the ancient woodlands as a visual metaphor for a harmonious community.

Working with a natural subject through natures cycles, caused me to reassess my photographic intention at the outset, which had been to develop the story of harmony in a musical sense as a collective of choral parts. It was December and the woods were bare, except for the prolific moss, which covered and protected the more dormant species hidden below itself. This is a time of nurture, acceptance and sleep in the woodlands, against a continuing backdrop in local village life of festering resentments and division. I reassessed how I could use this as a metaphor to communicate my concept.

So, I photographed moss in its various guises, accentuating it’s vibrant, abundant blanket and it’s welcome benefit and mutual exchange and respect to the rest of the diverse woodland community.

Having discounted my original intention to experiment with musical terms as descriptors and context for the woodland elements, I searched for a way to signpost my work, to add some context, but not too much. My research led me to experiment with combining my images with poetry.  Could poetry bring something else into being? Could my images made up of visual nouns represent something else? Would words in a form of poetry give more clarity and depth without being too restrictive to the meaning?

Experimenting with words led me to connect my visual representations to the local community beyond the woodlands; this the original trigger for my visual work. Would combining poetry develop these images in another dimension, bringing “a third creative personality”? (Hurn and Fuller, 2010:11). After some experimentation I have added my own poetry to unravel the images a little, amplify my internal dialogue, whilst not giving too much directional context – this I hope will create third personalities, beyond the images and the poetry.

Reference:

Hurn, D. and Fuller, J. (2010) Writing the Picture. Bridgend Wale: Seren.

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