CONTEXTUAL STUDIES ASSIGNMENT 2: RESEARCH ROUND UP

Summary of research for assignment 2 Literature review and dissertation proposal

The breadth of my reading and some of the depth will be seen in my Literature review and dissertation proposal. I have made many notes whilst reading though I don’t intend to publish them here as I wrote them as working documents for myself with page and citation references.

I will give a brief overview of the items that I researched and made notes on for later use and to aid my general understanding.

On semiology

I began with Visual Methodologies (Rose, 2001), which was a revisit of chapter 2 “The Good Eye” (looking at pictures using compositional interpretation), and chapter 4 semiology: laying bare the prejudices beneath the smooth surface of the beautiful. I also read chapter 6 on discourse analysis i: text, intertextuality and context. I haven’t research Foucault which I know is a big area as I’m not convinced it is relevant to my area of enquiry. From here I read ‘Saussure versus Peirce: Models for a semiotics of Visual Art’ (Iverson, 1986) to begin my research on Peirce and them read more widely on Peirce and then continued on to expanding my previous reading of Barthes on semiotics.

Bate (2009) was useful for background and clarity on semiology and other areas of photographic theory and history on the language of photography. I used Chandler (2002) for some clarification on semiotics.

On documentary versus artistic expression in Landscape photography

I began with Benjamin (1931) and Clarkson (2019) recommended by my tutor which were useful on the tension between art and photography. Bull (2010) as well as giving me background on the meaning of photographs also gave good commentary on photography as art. I explored more on Szarkowski on expression on photography, beginning with Mirrors and Windows (1978) which led to more book purchases and have much more material to use.

The area that I read much on but haven’t included in my Literature review were photographers, Minor White and John Blakemore. Bunnell (Cronan, 2014) and Badger (1977) suggested by my tutor were good starting places, and led to more research and material for future use. This I will use in my dissertation to give context to emotional expression and plurality of meaning in photography, equivalence, and metaphor.

I revisited Berger’s texts for background on looking and seeing (Berger, 1980, 1972), personal interpretation and aesthetics for attention, but didn’t include in my work at this stage. Another area of research that I touched on but have left for now is the affect of audience on the meaning of photographs.

The full list of texts that I have read are listed in my literature review and my dissertation proposal.

References:

Badger, G. (1977) ‘Introduction’ In: British Image 3: John Blakemore: Exhibition. London: Arts Council. pp.7–10.

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

Benjamin, W. (1931) in his Little History of Photography, Die literarische Welt, (Gesammelte Schriften, II), 368–385.

Berger, J. Blomberg, S, Fox, C, Dibb, M, Hollis, R (1972) Ways of Seeing. London: British Broadcasting Corporation.

Berger, J. (1980) USES OF PHOTOGRAPHY. [Email sent to Sontag, S. 1980]. At: https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxqbHMxMDZpbnRyb3RvZG9jc3R1ZGllc3xneDo0ZjVlYmEyZjk1YWUyNjdl (Accessed 23/04/2022).

Chandler, D. and Dr, D. C. (2002) Semiotics: The Basics. (London): Routledge.

Clarkson, G. (2019) Documentary evidence and artistic expression. At: https://www.oca.ac.uk/weareoca/education/documentary-evidence-and-artistic-expression/?cn-reloaded=1 (Accessed 04/04/2022).

Cronan, T. (2014) ‘Aperture Magazine Anthology: The Minor White Years, 1952–1976, by Peter C. Bunnell’ In: History of Photography 38 (2) pp.204–206.

Iverson, M. (1986) ‘Saussure versus Peirce: Models for a semiotics of Visual Art’ In: Rees, A.L. and Borzello, F. (eds.) The New Art History. London: Camden Press. pp.82–94.

Rose, G. (2001) ‘Visual Methodologies. An Introduction to the Interpretation of Visual Materials’ In: PDF At: https://www.miguelangelmartinez.net/IMG/pdf/2001_Rose_Visual_Methodologies_book.pdf (Accessed 17/08/2021).

Szarkowski, J. (1978) Mirrors and Windows: American Photography Since 1960. New York: The Museum of Modern Art.

Next post: https://nkssite6.photo.blog/2022/06/05/contextual-studies-assignment-2-draft-literature-proposal/

CONTEXTUAL STUDIES: RELEVANT NOTES FROM STUDY MEETINGS AND HANGOUTS

CS NOTES from hangouts and prep ass 23.3.22

WHERE I AM AT WITH MY BOW:

Intentions:

  • to share the effect of the landscape on me.
  • To communicate the harmony and mutual relationships in the ancient woodlands
  • To express my feeling about community through the landscape of the ancient woodlands
  • To represent something of myself in the landscape

CS ACTIONS:

  1. Understand what is required in the lit review
  2. Decide what the key points are that I want to review in the contextual literature (feedback notes) – a core premise or theme and a visual methodology to analyse.
  3. Send Garry a summary of the key points I want to review in the contextual literature

USEFUL POINTS FROM CS STUDY SESSIONS:

29.7.21 L2 to 3:

How to Write Better Essays by Bryan Greetham

https://ebookcentral.proquest.com/lib/ucreative-ebooks/detail.action?docID=296364

Critical Thinking Skills by Stella Cottrell

https://ebookcentral.proquest.com/lib/ucreative-ebooks/detail.action?docID=6234915

https://libguides.uta.edu/researchprocess/articles

Critical lens section 2: Skillset Resource https://learn.oca.ac.uk/course/view.php?id=257#section-2

Good Writing Practice  and Research Methods resource

29.11.21 L3

  • Research helps you to work out where your works fits into the photographic world
  • Talk about your ideas, challenges, methodology (approach) We articulate better visually when we articulate in writing and vice versa, the two aid each other. Articulation is needed to open the next door.
  • Consider-redefine-reconsider-redefine
  • Diary key words and how one leads to another
  • Document your journey done prep, do journey, then reflect
  • Pinpoint academic areas that I need help with and vocalise on forums

31.1.22 L3

In the Lit review and dissertation proposal, what is the normal number of photographers to use?

Ariadne: Less is more, with analysis, we are not here to provide lists but contextual analysis, ask how many do you need to contextualise your work? Think why are they there, and why have you chosen them, use 4-5 maximum. The Lit review should be a clear, in-depth review of my literature, to contextualise my thoughts; you will read more than you’ll summarise in your lit review. The lit review should be the backbone of my contextual framework, texts that my argument can’t do without, interrelationship, extrapolation – be brutal to get depth.

  • No problem with moving away from your Lit review with your works, it shows development, but explain why you moved away from it.
  • Don’t assume your narrative is evident in the evidence you share.

28.2.22 L3

Consider why what I’m working on/researching fascinates me

Follow tracks before they grow cold

28.3.22

Discussions on literature reviews

  • It’s an abstract concept which should not be rigid, it should allow you to change direction, it’s just a step in the research
  • Though it might not seem immediately relevant it is about the journey rather than the output
  • Treat it as a theoretical framework to return to
  • It is relevant to everything we do including BOW – could theoretically do one for BOW
  • Helps you to synthesis things that are relevant and not so relevant and to synthesis them
  • Helps you to find and make links in your own work

Q to those who’ve finished it: How has the lit review developed in your dissertation drafts?

  • It gives a structure
  • Keeps you on track

Q: How can you work out what is relevant in your research?

  • Tutor guidance – so I should seek this now
  • Look at potential sources
  • Abstracts, summaries, tables of contents, introductions

Best if the literature review has some uniformity:

  • Relate the sources to each other
  • Firstly, discuss them source by source but then connect them together to make a theoretical framework

25.4.22

Q: How to decide what to cut out from your work to meet a word count.

  • Be concise- eradicate the imprecise
  • Take out repetition
  • Move some info to footnotes
  • Be especially precise in introductions and conclusions, Only 5-6 sentences each. The first and the  last sentences are particularly important and should echo each other

Remember the literature review can morph, as long as you explain your reasoning. Later Q: so how would I rewrite? Completely? Or as a comment on?

My question: How do I stop researching and write my literature review?

A: The literature review is the framework to form my argument – to form the context. In order to avoid self plagurism need to reformulate later.

  • Ask what do I really need for this?
  • What would I need to include if explaining to someone else
  • Keep to the essentials – it is important to analysis to the full potential
  • Analyse the most important blocks I need – 4-5 sources only

My question: If the literature review is to form the theoretical framework for my argument do I only use theorists/philosophers?  Ie; not those who critique the work of my chosen photographers? A:

  • Ask how important is their work to the topic?
  • Do they argue about the photographers work or the central arguments?
  • If semiology is important it would be daft not to include Barthes

Next Post: https://nkssite6.photo.blog/2022/06/05/contextual-studies-assignment-2-research-round-up/

CONTEXTUAL STUDIES: UPDATE

31.3.22

So it been a while, I’ve been working on my BOW assignment 2 which is now submitted. I probably should have been working on my literature review at the same time, however I have needed to get a direction in my head for that before I could move on. Now I’ve got that direction, I’ve the confidence to start on my dissertation proposal and literature review.

Preparations

  • I have pulled together much of the advice and information that I have gathered on writing a literature review into one document. This has helped to focus my mind on what is required and how to be effective,
  • I have collated ideas, that I’ve gained from various peer groups that I engage with.
  • I have revisited the feedback given by my Tutor form CS assignment 2 and noted suggestions made for CS part 2. Stimulated by this I have begun research in some of those areas.
  • I have collected together research that I’ve not yet used, which will feed into my literature review and my dissertation proposal, some may also inform my BOW.

Reflection

I now feel in a good position to begin putting together my ideas so that I might in turn send as my tutor suggested key points that I want to review in my contextual literature and move myself towards ta core premise or theme and a visual methodology to analyse in my work.

21.4.22

Back again and ready to re-immerse. I have been reading and researching, both paths I have found and texts suggested by my CS Tutor, who I contacted a few weeks ago with a summary of key points that I want to review in my contextual literature.

I have expanded my reading and investigated my area of interest further, made notes as I have gone along. Whilst reading I reflected on:

•       Documentary and artistic expression in Landscape photography

•       Landscape genre as a genre

  • Tension between effect- express, and affect -emotional responses

•       Possible title: Mirrors & windows in the Landscape photography of Minor White and John Blakemore. However I think I need to reform this as a question.

My reading covered:

  • Practitioners who express or inspire emotional responses in their work:  John Blakemore and Minor White.
  • Methodology: Semiotics (Rose, Saussure, Pierce- most relevant to images)
  • Rose “The good eye”- how contemporary image makers work against that interpretation

Rose: Discourse analysis but I don’t see the relevance to my work at the moment

I have decided to exclude the more contemporary work of the Inside the Outside collective, to narrow down my focus, however this means that I can use these inspirations in my BOW work.

From this I have organised my research notes and made links. I now have enough research to begin writing my literature review and have narrowed down the focus of my proposed dissertation yet have still to completely define my question foor enquiry/title. This is where I am currently on key issues and debates:

  • The tension between effect (social/cultural) and affect (emotional/personal responses) in landscape photography
  • Mirrors (reflection of the artist/expression) and windows (knowing the world better/reality).

I recapped on my research on White and Blakemore to define my premise and form a title with a question and read dissertation advice especially on defining titles.

To form my tentative dissertation title, I then created a mind map to help brainstorm ideas and keywords and make related ideas, focus on the Key issues and debates and to find the main questions I intend to talk to.

Mind map:

The tentative title that I will work to at this stage is:

Does the camera have a good capacity to express an artist’s own thoughts, and emotional response to the landscape; Discuss with reference to the work of Minor White and John Blakemore.

My primary visual methodology is semiology, supplemented by compositional analylsis; I have yet to decide whether to also use Rose’s discourse analysis 1, more research is required.

25.4.22

Advice that I’ll use:

My Tutor:

  • Paragraph on each piece of major literature and how it links to my premise/title:
  • Relate the sources to each other and connect to make a theoretical framework

Ariadne at L3 study session:

I asked: How do I stop researching and write my literature review?

A: The literature review is the framework to form my argument – to form the context. In order to avoid self plagiarism need to reformulate later.

  • Ask what do I really need for this?
  • What would I need to include if explaining to someone else
  • Keep to the essentials – it is important to analysis to the full potential
  • Analyse the most important blocks I need – 4-5 sources only
  • That the writers should be significant theorists that argue about the photographers work I Other advice:
  • am using in CS, or my central arguments.

Other advice:

  • methodology: approach how I intend to go about my work
  • Objects of enquiry are elements I’ll examine to answer these question (texts, artists)
  • Content and conclusion of author
  • Relevance of text to my rationale
  • Critically compare approaches and conclusions of others, their consent and disagreement, how their work was received by critics
  • Indicate what I plan to explore further
  • How this relates to my BOW – reasons for choosing
  • Set my subject in the broad historical/social context with parameters

30.4.22

I need to stop researching now and write my literature review. I have determined my Core premise or theme and the main questions I want to address as well as the key points/theorists that I want to review in my contextual literature

One point I am unclear on is whether I include in the literature review commentary on the work of White and Blakemore whose landscape work I will use to contextualise the debate I the eventual dissertation.

22.5.22

The literature review and the dissertation proposal are now finished and just have to update my blog before posting to my tutor.

I only gave the briefest mention of Minor White and John Blakemore and commentators on their work in my Literature review, but have included them in my dissertation proposal. I hope that this was the right approach.

Next post: https://nkssite6.photo.blog/2022/06/05/contextual-studies-relevant-notes-from-study-meetings-and-hangouts/

CONTEXTUAL STUDIES: ASSIGNMENT ONE SUBMISSION

VISUAL CULTURE IN PRACTICE

Assignment brief:

The purpose of this assignment is to enable you to explore and develop initial ideas and research as part of
a dissertation scoping and planning process. It is a key moment to reflect on possible relations between your ongoing research of visual culture with ideas relating to your photographic practice. The assignment
requires you to reflect on how visual culture research and practice can weave together and support each other. Write a 1000-word essay (+/- 10%) (or 5 minute equivalent presentation) that relates your Body of Work to an aspect of visual culture, discussed in Part One.
(Alexander, 2020:37)

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

I have removed my essay as it will be made available to my assessors

Next Post: https://nkssite6.photo.blog/2022/06/05/contextual-studies-update/

CONTEXTUAL STUDIES: ASSIGNMENT ONE DRAFT

Reflections on assessment criteria

Demonstration of subject based knowledge and understanding

Application of knowledge outside its original context. Systematic and critical detailed specialised knowledge and understanding of some specific aspects of visual and material culture.

  • I have applied my knowledge of various theories such as semiotics, and Rose’s methods for interpreting visual images. I have also applied aspects of visual culture such equivalence and metaphor that emerged in the 20th century to the work of photographers in the 21st century.
  •  I have shown my knowledge and understanding of some specific aspects of visual culture, such as poststructuralism and ontology.

Demonstration of research skills

Capacity for critical, effective, and verifiable information retrieval and organisation using primary and secondary resources.

  • I have researched and used both primary and secondary sources, including some relevant photographers, writers, educators, and theorists/philosophers.

Demonstration of critical and evaluation skills

Critically review, consolidate, and extend a systematic and coherent body of knowledge, with specialised skills. Critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations.

  • This is a difficult area for me to assess, I am not sure what is meant by specialised skills.
  • To present my proposal I have critically evaluated concepts and evidence from a range of sources, however they are not critically reviewed in depth, just enough for me to begin the process.

Communication

Well-structured and relevant arguments supported with evidence, engage critically with established ideas. Balance and present alternative points of view, use unfamiliar arguments constructively.

  • I think I have set out a proposal rather than an argument but believe that the proposal was well structured and given with some evidence.
  • To set out my early experimentation for my body of work I have engaged with established ideas, such as postmodernism and post structuralism.
  • Whilst I have presented different views on theory, they are all fairly aligned rather than alternative points of view. However, I have tried to use them to extend my ideas.
  • I was unfamiliar with many of these ideas before I began my research and have tried to use them effectively.

Reference:

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

Next post: https://nkssite6.photo.blog/2022/03/10/assignment-1-submission-genre-shoot/

CONTEXTUAL STUDIES: ASSIGNMENT ONE DRAFT

VISUAL CULTURE IN PRACTICE

Assignment brief:

The purpose of this assignment is to enable you to explore and develop initial ideas and research as part of
a dissertation scoping and planning process. It is a key moment to reflect on possible relations between your ongoing research of visual culture with ideas relating to your photographic practice. The assignment
requires you to reflect on how visual culture research and practice can weave together and support each other. Write a 1000-word essay (+/- 10%) (or 5 minute equivalent presentation) that relates your Body of Work to an aspect of visual culture, discussed in Part One.
(Alexander, 2020:37)

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

I have removed my essay as it has been made available to my tutor:

Next Post: https://nkssite6.photo.blog/category/contextual-studies/coursework/cs-assignment-1/cs-a1-reflections-against-assessment-criteria/

CONTEXTUAL STUDIES: ASSIGNMENT 1-RESEARCH

ADDITIONAL RESEARCH FOR ESSAY

This is a “light touch” on essays/books, where I have reread and made notes that will be of help to me for assignment 1.

CAMERA LUCIDA ROLAND BARTHES (1981)

This book written by French theorist and philosopher Roland Barthes, is both an investigation into how a photograph affects the viewer (photographer or spectator), as well as being a reflection on the death of his mother.

Camera lucida was an optical apparatus used by artists, which facilitated drawing an object through a prism, with one eye on the model and one on the paper. Barthes asserts that a photograph is more like this than the camera obscura; it cannot be penetrated because it is flat, and the power of the image prevents penetration. Barthes shares his belief that photography cannot be reduced to codes of language, how it acts emotionally on the body as well as the mind.

He says that the photograph is the object of three practices/intentions: to do, to undergo, to look. The operator is the photographer, the spectator is us and others, and the object photographed is the target or spectrum (Barthes, 1981:10).

He develops his concepts of studium and punctum:

What I feel about these photographs derive from an average affect”, and a French word for general human interestexists in Latin, stadium,It is by stadium that I am interested in so many photographs” (Barthes, 1981:26).

Punctum is a Latin word for wound, prick, mark, or a puncture point,a photograph’s punctum is that accident which pricks me” is poignant to me (Barthes, 1981:27). However, if such a puncture is deliberately placed by the photographer, then he says they don’t cause punctum “the detail which interests me is not…intentional” (Barthes, 1981:47). He also describes punctum as “a kind of subtle beyond” (Barthes, 1981:59), without which images are relatively inert to Barthes.

In his view by recognising the stadium the spectator is identifying the photographer’s intentions and does allow an understanding of the operator (Barthes, 1981:27).  

The stadium is ultimately always coded, the punctum is not” (Barthes, 1981:51). He believed that punctum should occur by chance rather than by creative composition. He suggests that you should shutting your eyes to let the image speak in silence, without considering technique, reality, art etc, “to allow the detail to rise of its own effect” (Barthes, 1981:55).

If the punctum creates what Barthes refers to as a blind field, a subjectivity outside of the image, then I would ask whether the photographer can control the interpretation of the image? P57

Barthes view was that the key gesture of the operator is to surprise with something rare, something the eye wouldn’t normally see, by perspective contortion, luck, or technique. It can be that there is a defiance in making it obvious as to why a photograph is taken, I would call this ambiguity. Barthes asks do these make photography notable, or in reverse does this make what is photographed notable? (Barthes, 1981:34).

I like the expression Barthes uses as the expression of a truth, “The air(Barthes, 1981:109) whichis not present when photographing an object, but it is for a person apparently. Barthes talks about the air of a face as unanalysable, “the luminous shadow which accompanies the body” Barthes, 1981:110).

He writes of how society tries to “tame” photography. One way is by making photography into art, which he says is possible when its “noeme” essence, is no longer present, the other is to generalise the image and make it banal (Barthes, 1981:118).

I am interested in theories about realism, Barthes says tame photography has relative realism, when tempered by aesthetic or empirical habits, however he calls photography “mad” if the realism is absolute, saying the choice is his or now ours, (Barthes, 1981:119).

Reference:

Barthes, R. (1981) Camera Lucida: Reflections on Photography. (1999): Farrar, Straus, and Giroux.

WAYS OF SEEING JOHN BERGER (1972)

This book was based on a television programme by the same name, and has become an important text on art criticism, which puts photography in the context of western art. These are the points I now find particularly relevant to my assignment 1 work:

Berger explains that seeing comes before words, then words are used to explain what we see. We never look at just one thing, but always in relation to ourselves and “things” and “the relation between what we see and what we know is never settled” (Berger et al, 1972:7). “When we “see” a landscape, we situate ourselves in it” (Berger et al, 1972:11).

As well as personal experience, our seeing is also affected by history and culture, and how this gives meaning to our lives; this in turn changes the way we see things. “The photographer’s way of seeing is reflected in his choice of subject” (Berger et al, 1972:10), but also appreciating an image depends on the viewers way of seeing. Therefore, Berger asserts that art needs approaching in a holistic way, that relates to the photographer’s and viewers experiences.

Reference:

Berger, J. et al. (1972) Ways of Seeing. (s.l.): British Broadcasting Corporation.

Understanding a Photograph (Berger, 2013)

Understanding a Photograph is a collection of writings on photographs presented by John Berger. Withing this is his essay on understanding a photograph.

Berger says that photographs are evidence of human choice, the result of a photographer’s decision that this is worth recording (loc 434). He says that at the simplest level the message decoded means “I have decided that seeing this is worth recording” (loc 434), furthermore that the important time is the moment of photographing. He explains that the difference between memorable and banal images is how well the photographer explains the message (loc 434), “photography is the process of rendering observation self-conscious” (loc 434). Berger believes that an effective photograph is one that has a “quantum of truth” (loc 458) essentially some ambiguity.

Every photograph is in fact a means of testing, confirming and constructing a total view of reality” (loc 469)

The introduction is by Geoff Dyer and sets out how Berger was influenced by the writings of Sontag and Barthes. Whilst Barthes was influenced by Sontag and Sontag by Barthes. Also, all of them were influenced by Walter Benjamin, and interestingly that for all four writers’ photography was not their specialism. Dyer speculates whether Berger’s fascination with photography was with how its meaning can best be drawn out (Berger, 2013: loc 140), a goal shared by Barthes, what is the essence of photography? (Berger, 2013: loc 140)

Reference:

Berger, J. (2013) Understanding a Photograph. [Kindle edition] From Amazn.co.uk (accessed on 25.11.21).

Seeing photographically Edward Weston (1943)

Weston is just one photographer who believed that photography could reveal emotional insights. He recognised that the challenge in photography isn’t using the technology but understanding its capabilities so that he can translate the elements into what he wants to share). Weston goes o to list the variables that a photographers can use to achieve his composition: “the position of the camera, his camera angle, or the focal length of his lens” (Weston, 1943:173). He also comments that few photographers master their medium but are instead controlled by it. Weston talks about using simple equipment and considering the whole process. On composition again he espouses simplicity, not following set rules, to enable revealing photographic sight.

Weston suggests that photography does enable deep looking at subjects and presenting their reality. Most interesting to me is his assertion that photography can “reveal the essence of what lies before his lens” with clear insight (Weston, 1943:175).

Reference:

Weston, E (1943) Seeing Photographically in The Encyclopaedia of Photography, vol 18 (1964) At: https://cupdf.com/document/seeing-photographically-edward-weston.html (Accessed 24/11/2021).

Liz Wells The Photography reader

Well’s introduction to the meaning and interpretation of photography (Wells, 2019:123) gave me a helpful overview of the idea of semiotics. How the movement grew from its emergence by Saussure in 1916, and development by Barthes and Pierce in the 1950-60s, from an examination of non-verbal communication, to how meaning can be drawn. Initially semiotics proposed that the image positioned the reader, with no allowance for meaning and interpretation. Later Barthes in “the death of the author” and other writers looked at the effects of individuals and social groups on meaning, to the point where “the image maker was merely an agent for the recirculation of conventional imagery” (Wells,2019:125). Wells points out that now semiotics is often used in conjunction with other disciplines and less rigidly.

Wells shares the viewpoints of other theorists such Walker, Jussim and Edwards, that meaning isn’t fixed in an image, but is arrived at by our own experiences and how we encounter an image. Reading this led me to the theories of Ian Walker, see below.

Reference:

Wells, L. (2019) The Photography Reader: History and Theory. (s.l.): Routledge.

Ian Walker. Looking through the picture plane: On looking into photographs (2005)

Walker offers another way of reading and interpreting through the ways in which our eyes enter the picture; what is going on in the space around us. He says that “reading the space” – or reading into it- is a problem of visual perception” (Walker, 2005: 15). How we interpret spatial distance in images, through the gradients of texture, overlapping objects and so forth is one part of visual perception. However not only where and how an image is presented but also the influence of our memory of our own lived experience, perception, memory, and imagination affects our visual perception Ultimately, he asks, is a picture an object in itself or is it a window onto the world? You could argue that a photograph is both of those.

Reference:

Walker, I. et al. (2005) Image & Imagination: Le Mois de la Photo À Montréal 2005. (s.l.): McGill-Queen’s Univ.Press.

The Ontology of the Photographic Image’ (Bazin, 1960)

Andre Bazin was a French intellectual and theorist (1918-58), who was interested in the relationship between photography and reality. Ontology is the branch of metaphysics dealing with the nature of being. It studies concepts such as existence, being, becoming, and reality. 

In this essay Bazin outlines the changes in western painting from spiritual expression to imitation of the world, with the advent of the camera obscura in the 15th century giving the artist the technology to “create the illusion of 3-dimensional space within which things appeared to exist as our eyes in reality see them” (Bazin, 1960:6). He goes on to say that painting was then torn between creating reality and creating a spiritual symbolic reality. These he calls two different phenomena which great artists have always been able to combine, and yet the question of realism had been more easily satisfied with film and photography.

Bazin explains that the thought that photography is objective was linked to the French term for lens “objectif”. The personality of the photographer was thought only to intervene with the selection of the photographed object, thought to be a lesser influence than the role of the painter.

However, Bazin sets out that “by the power of photography, the natural image of a world that we neither know nor can know, nature at last does more than imitate art: she imitates the artist” (Bazin, 1960:8). More so he says that photography can surpass art in creative powers, evidenced by surrealist photographers who combine the mechanical and aesthetic effect of photography on our imaginations. Bazin believes that photography is highly creative as it produces images that are both reality and hallucinatory, in a surrealist fashion.

Whilst Bazin acknowledges the physical relationship between the object photographed and the photograph, as the image separates the object from the time, space, place that it exists in. Therefore, the photograph is not exactly reality, nor is it imaginary. This is gives lots of possibilities to photography. The idea of photography as a meeting of the real and the imaginary will work well for me in my photography.

Reference:

Bazin, A. and Gray, H. (1960) ‘The Ontology of the Photographic Image’ In: Film Quarterly 13 (4) pp.4–9. At: https://www-jstor-org.ucreative.idm.oclc.org/stable/1210183?seq=6 (accessed 1/12/21).

NOTES ON LANDSCAPE GENRE from Photography a critical introduction (Wells, 2015:344).

Modern landscape photography was associated with American Photographers such as, Ansel Adams, Minor White, and Edward Weston who believed in pure photographic seeing. These modernist photographers emphasised the spiritual and aesthetic aspects of landscape.

Postmodern landscape photography engages with social economics and politics as well as aesthetics. Landscape can be used with content and aesthetics coming together to tell a story.

Robert Adams in Truth in Landscape suggested the best landscape pictures involve geography, autobiography, and metaphor -aesthetics and the cultural resonances (Adams, 1996: 14). Wells suggests this is a good starting place to critique landscape photography.

References:

Adams, R. (1989) Beauty in Photography: Essays in Defence of Traditional Values. (s.l.): Aperture.

Wells, L. (2015) Photography: A Critical Introduction. Abingdon: Routledge.

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CONTEXTUAL STUDIES COURSEWORK:PART ONE VISUAL CULTURE IN PRACTICE

Research task: Reading an Archive: Photography between Labour and Capital (Sekula, 1999).

Read Allan Sekula’s essay ‘Reading an Archive: Photography between Labour and Capital’ in Evans & Hall (1999) Visual Culture: The Reader. In your learning log note down your response to this essay – and your thoughts on the discussion of globalisation above. (Boothroyd, 2020:36)

I have already read and responded to the above essay in my BOW coursework part 1. See: https://nkssite6.photo.blog/category/body-of-work/coursework-body-of-work/part-one-genres/responding-to-the-archive/

Here are my further thoughts on the globalisation discussion:

I’d not thought about the work such as Martin Parr’s tourism-based projects as globalism projects. Nor had it occurred to me to think of globalisation in terms of exchange of knowledge, or the role of art in this process.

Art is nowadays available across boundaries, physically and virtually. Ritchen suggests that sharing photography globally encourages visual similarities and strategies (Marien,2014:51), which it does. However, it has not resulted in homogenisation of cultural values across the world, despite much consumerism becoming international along with corporate identities and logos (Marien,2014 :395). In fact, globalisation has in some ways heightened awareness of local cultures.

Marien usefully suggests that in Art and photography, globalization is being differentiated from globalism (2014:503). Having sought definitions, it seems that globalisation is defined as a process by which businesses influence or operate on an international scale, whilst globalism is planning on a global basis.

This however didn’t give me clarity, so on further probing I now understand that globalism is an ideology of sharing across borders, whilst globalisation is the actual spreading of ideas, goods and services. Marian describes globalisation in art as a return to Modernism and its desire for universal values. It is possible though that after initial influences, some artists return to their original practices possibly defined by their cultures, whilst others might choose to move outside of this. The good thing undoubtedly is that we can share ideas and artwork globally and that it has the opportunity impact more widely.

The question is posed in the course material in relation to globalisation “who is really your audience? To whom do you want your work to speak?” (Boothroyd, 2020:36).

This is not an issue just of globalisation, but I think the starting point of any work. But I should also remember to ask myself particularly if my audience is not an exclusively local one, would my work be viewed differently in different parts of the world? There may be parallels with my work and another’s work from a completely different part of the world. I should also be aware whether my work might cause offensive to other of a different culture, but again this is not just an issue of globalisation but a general issue.

The idea of considering globalisation is interesting to me, as my work is based on observations of local community, and the above highlights to me the need for awareness that others may not be able to access ideas that I represent, though once again this is always a dilemma withing photographic work.  

References:

Boothroyd, S (2020) Photography 3: Body of work coursebook. Open College of the Arts. Barnsley.

Marien, M. W. (2014) Photography: A Cultural History. (s.l.): Laurence King Publishing.

Sekula, A. (1999) ‘ Reading an Archive: Photography between Labour and Capital ‘ In: Evans, J.H. (ed.) Visual culture: The Reader. London: SAGE. pp.181–192. Marien, M. W. (2014) Photography: A Cultural History. (s.l.): Laurence King Publishing

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CONTEXTUAL STUDIES COURSEWORK: PART ONE VISUAL CULTURAL IN PRACTICE

Research task

Read ‘Photography’ (Chapter 2) in Howells, R. (2012) Visual Culture on the OCA student website. Note down your own response to Howells’ arguments. (Boothroyd, 2020:35)

Howells considers the relationship between photography and reality and how it can represent the world in its 2-D form. To this he sets out a brief history of photography, and its uses. But he then poses several questions:

-Due to ease of mechanical reproduction, can photography be considered an artist medium?

-Does authorship give this artistic creative achievement?

-Does subjectivity in photography and the creative potential of form over content render photography artistic?

My notes and responses:

– Howells considers the viewpoint set out by Roger Scruton, writer and philosopher that photography is simply a mechanical representation of a subject and can’t transcend that. He points out that there is more to a photograph than its subject matter as this is only conveyed by a photographer by using a number of creative and technical choices-firstly the aesthetic potential of a subject needs recognising, then in the developing and printing there are further choices made. Howell objects to the assertion that photography is only about subject matter choices.

He asserts that we respond not to what a photograph shows, but to how it shows it,

 “A photograph, after all, has formal properties that transcend its subject matter” (Howells, 2012:194), as photographers turn subjects into compositions.

–   Howells gives examples of photographers who were photographing where form was more important than the subject matter, often everyday objects photographed in unusual ways, and the image is the focus not the subject, such as Paul Strand, Siskind and Edward Weston. He cites that Siskind believed that “the meaning should be in the photograph and not the subject photographed (Lyons, 1965:6-7). Howells points out that artists such as these transformed the ugly into the artistic, so it is untenable to suggest that photographs are not art.

– Howells does agree that Documentary photography is more likely to be a representation of how something looks, but caveats this with how you may still choose what’s in the frame. He goes on to show that a photographer is even making choices when he decides to photograph something – this is subjective, as is the intent of the documents.

– Howells discusses the theories of Andre Bazin and the ontology “essence” of photography. The acknowledgement of the physical relationship between the object photographed and the photograph, but the understanding that the photograph in turn frees the subject from this relationship of time and space. Bazin believed that photography could be greater that creative power, even surreal as the distinction between the imaginary and the real disappears (Howells, 2012:199).

Howells concludes that photography is a medium that is neither wholly or imaginary, and that this is its strength.

– On the semiotics of photography, he notes that the literal meaning of an image may not be its complete meaning.

– He covers the key debates of Scruton previously mentioned, as well as William King’s challenge to these views that photographers have particular ways of seeing (Howells, 2012:203). Also, that Warburton’s assertions that individual style is what makes an artist work distinctive, but this is not possible within a single image. Howells concludes accepting Warburton’s assertions, that when we contextualise a photographer’s work with their work as a whole, stylistic features, and intentions emerge, then photography can embody aesthetic intentions. “In other words, the photograph can now be seen as a work of art” (Howell, :205).

My response:

I very much enjoyed reading this chapter; I found it a comprehensive analysis of the relationship between photography and reality, and it introduced me to, new for me, writers and philosophers. I found his style easy to read and therefore the content easy to assimilate,

Returning to 3 questions that he posed himself at the beginning of the chapter:

-Due to ease of mechanical reproduction, can photography be considered an artist medium?

-Does authorship give this artistic creative achievement?

-Does subjectivity in photography and the creative potential of form over content render photography artistic?

Howells has answered all of these. He has shown that photography is about much more than mechanical reproduction, in part, because we respond to the way subjects are shown in images.

He has also shown by example that authorship can bring artistic achievement. I was particularly interested that he uses as examples groups of photographers that I am leaning towards influencing my work, such as Weston; explicitly that it is the image in their work that is the art not the subject.

One of his arguments is nicely simple, that if an image can transform something ugly into something artistic, photography must be creative. His message is clear that photography is subjective, many choices are made when constructing an image and so it is a creative process. I also like his assertion that photography is neither wholly real or imaginative and look forward to playing with this in my work.

References:

Boothroyd, S (2020) Photography 3: Body of work coursebook. Open College of the Arts. Barnsley.

Howells, R. and Negreiros, J. (2012) Visual Culture. (s.l.): Polity.

Nathan Lyons (1965) Aaron Siskind, Photographer New York: George Eastman House, cited in Howell pp.195.

Next post: https://nkssite6.photo.blog/category/contextual-studies/coursework/part-one-visual-culture-in-practice/globalisation/

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CONTEXTUAL STUDIES COURSEWORK: PART ONE VISUAL CULTURE IN PRACTICE

RESEARCH TASK

Read ‘Rhetoric of the Image’ by Roland Barthes in your course reader. (Boothroyd, 2020:32)

On rereading this text, I was reminded of, and compiled a summary of the text from previous readings:

Roland Barthes (1915–80) was the father of semiotics in the world of photography. Semiotics is the study of signs and language and through this Barthes provided us with terms and tools that can be helpful in interpreting photographs. In ‘Rhetoric of the Image’ (1964) the French literary theorist Barthes analyses an advertising text and then looks at how signs within it covey different messages.

Semiotics can be known as the ‘science of signs’. A semiotic analysis of an image quantifies how the  meaning or message is constructed or communicated:

He identifies 3 different types of messages:

  1. The linguistic message: The text -denoted (captions and labels) and connoted (inferred).
  2. The literal message: Dennoted – this is obvious and uncoded message.
  3. The symbolic coded message: Connoted by signifiers and the signified.

Sign is the first level of meaning, comprised of a signifier and a signified – or a denoted object (the actual thing depicted) and the connoted message (what the thing depicted communicates).

Myth is the second level of meaning, it considers the viewer’s existing contextual knowledge that informs a reading of the image. Though myth is not directly referred to in the essay Barthes refers to cultural stereo types and assumptions.

The denotation of an image helps to define the coded messages within an image, although the reading of an image is dependent on the viewer’s cultural background. The signifiers are the connotators; Barthes calls the connotators a rhetoric and says, “it is precisely the syntagm of the denoted message which naturalises the system of the connotated message” (Barthes, 1977: p51)

For Barthes the photograph is a sign that is made up of a signifier and a signified

Signs, signifier, signified: SIGN = SIGNIFIER + SIGNIFIED, In semiotic terms:

  • SIGNIFIER = the actual picture, its formal and conceptual elements
  • SIGNIFIED = what we think of when we see the picture. This could be very    straightforward, for example a picture of a dog signifying ‘dogness’. Or it could be metaphorical or conceptual, for example a crown signifying royalty or the union flag signifying Britishness.
  • SIGN = the overall effect of a photograph

The image above presented in the essay is read as an advert. The fact that the context is a magazine, and the pictorial emphasis on the product labels, influence how the overall picture is read. These signs are taken in together, Although the landscape doesn’t feature in this advert, it refers to the bounty of the countryside.

Denotation and connotation -We can interpret a photograph on two different levels:

Denotation is an objective approach in line with ‘translation’ – looking at the elements present in the image. What’s there?

Connotation is more in line with ‘interpretation’ and is to some extent subjective. What do the elements mean (or connote)?

Punctum and studium

  • Studium is the term Barthes uses to the photograph’s cultural, political or social meaning.
  • Punctum is an element within the picture that disrupts the rest of the narrative. It punctures the meaning and takes it off on a different tangent. 

Barthes suggests that the linguistic message has 2 functions:

  1. Anchorage: This is where images can be ascribed various meanings and the text is used to focus the viewer on a particular meaning. Barthes defines anchorage as directional titles that pin down their meaning, e.g., news photographs, Advertisements
  2. Relay: Here the text and image work together and the text adds meaning. He defines relay as when the image and text combine together to give meaning. E.g., Comic strips, graphic novels and films.

Intertextuality

Barthes talks about the rich tapestry of meaning. – summed up by his term ‘intertextuality’. Each person comes with their own background, education, and experiences and all of these things contribute to how they interpret life and events. When interpreting photographs, it’s also good to draw on other readings, pictures, paintings and experiences you’ve had in order to bring the photograph to life even more.

It is also suggested I our course reader that we read Chandler’s book Semiotics: The basics (2002). Here Chandler explains that the semiotic idea of intertextuality is mainly associated with post structuralist theorists. Chandler writes that the semiotic idea of intertextuality was introduced by Kristeva, and it refers to links relationship between texts. He refers to two axes of shared codes, 1) connecting author and the reader of the text 2) connecting the text to other texts. Meaning is not transferred directly from writer to reader but is actually mediated through, or filtered by, “codes” picked up by the writer and reader from other texts.

Chandler explains that intertextuality refers to more than the influences of writers on each other and the subjective power of language. Barthes in Image-Music-Text says that “it is language which speaks, not the author; to write is …to reach the point where only language acts, “performs”, and not “me” (Barthes, 1977:143). Chandler underlines that when writing we are using existing concepts and conventions and therefore writing can’t be confined to the author’s intentions; we may actually communicate things that we are unaware of. Intertextuality takes account of more than is within the frame of an image.

The concept of intertextuality became common for the textual theories of postmodernism, where interaction between the text and sign context is fundamental condition for making meaning. Intertextuality is the influence of other texts that add layers of meaning to images.

We are asked, is there an example of imagery within your work that features signs that can be interpreted in different ways by different viewers? Post an annotated example of your intertextual analysis to your learning log. (Boothroyd, 2015:32)

A building containing white cylinders (Niki South, 2020)

At the first level of Barthe’s meaning, the linguistic, the text accompanying this image tells a viewer that there are cylinders behind glass. The literal message is that the white cylinders are arranged in a pyramid shape behind textured glass, set in a white frame; the glass is probably a window and part of a building.

There is no external context for this image, but the denoted elements above may be translated by using the connotators, the signifiers. There are no obvious handles on the cylinders, which otherwise could signify they are mugs.  In this case the textured glass might signify that this is a room which needs some privacy.

Contextual knowledge, myth may lead some viewers to the idea that this is a bathroom window, and therefore that the objects behind the glass are in fact toilet rolls. Equally another’s experience may lead them to believe that these are actually till rolls in a pyramid. I would suggest that within our culture the way that these cylinders are neatly arranged they would be more likely to be toilet rolls.

The semiotic significance of these white cylinders was grounded in the shortage of toilet rolls at the beginning of the covid 19 pandemic, but without this context, it loses this meaning.

References:

Barthes, Roland (1977). Rhetoric of the image, music text. London: Fontana Press.

Boothroyd, S (2020) Photography 3: Body of work coursebook. Open College of the Arts. Barnsley.

Chandler, D. and Dr, D. C. (2002) Semiotics: The Basics. (s.l.): Routledge.

Kristeva, J (1980) Desire in language: A semiotic approach to literature and art. New York: Columbia University Press. Cited in Chandler, D. and Dr, D. C. (2002) Semiotics: The Basics. (s.l.): Routledge, pp 230.

Roland, B. (1977) ‘Image -Music-Text”. Cited in Chandler, D. and Dr, D. C. (2002) Semiotics: The Basics. (s.l.): Routledge, p 196.

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