Light vs Darkness

In these images I am trying to explore the relationship between light and darkness, that very much relates to the idea of creationism in that both these elements were  key features in the early days of the world according to the Bible and other similer sources. This strongly links to the idea of freedom and limitations because it not only represents the freedom in light and spiritual experience against the dark forces, but also in doing this, this concept explored and expresses the freedom in the constant change in nature and as to why it occurs.  This is as I am capturing light in a way that is represented to be overlapping the dark tones in these images.  In a sense this bears slight resemblance to the theory of evolution as I am depicting my images as not only as a direct reference to the continual spiritual development that occurs in nature to this day, but also this I believe references also to evolution.  This is because in order for evolution to take place, elements need to exist to support this growth.  In my opinion, by taking images of the elements I am conveying the idea that evolution takes place, but there is more to it than that as spiritual evolution that dictates the laws of nature is also taking place which reinforces the idea of evolution depicts the how where continuous spiritual creationism is the why.  However the slight issue which occurs is that although we don’t necessarily know why we creationism occurs likewise with evolution, religiously it is for us to draw closer to God.  Therefore in common religious belief it is that everything was created by and for God to act as a celebration of his creationism and that every element such as plants that exists, by existing is worshippig God.  ““Praise him, sun and moon; praise him, all you shining stars” (Psalm 148:3).  Therefore it is suggested that man also was created to worship God and be connected to him: “Everyone who is called by My name, whom I have created for My glory; I have formed him; yes, I have made him” (Isaiah 43:7).  ALthough this previous quote includes direct reference to man and nature, because in religious belief God gave man intelligence for stewardship over the Earth and the elements, I believe my images, I am trying to photograph and document the lost relationship and connection we previously had.  This is apparent in Genesis within the Bible:

“Then God said, ‘Let Us make man in Our image, according to Our likeness; let them have dominion over the fish of the sea, over the birds of the air, and over the cattle, over all the earth and over every creeping thing that creeps on the earth.’ So God created man in His own image; in the image of God He created him; male and female He created them. Then God blessed them, and God said to them, ‘Be fruitful and multiply; fill the earth and subdue it; have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves on the earth.’ And God said, ‘See, I have given you every herb that yields seed which is on the face of all the earth, and every tree whose fruit yields seed; to you it shall be for food. Also, to every beast of the earth, to every bird of the air, and to everything that creeps on the earth, in which there is life, I have given every green herb for food;’ and it was so” (Genesis 1:26-30, NKJV). “The LORD God took the man and put him in the Garden of Eden to tend and keep it” (Genesis 2:15,

 

 

The Sublime

The Age of Enlightenment

The age of enlightenment was a philisophical movement that heavily occurred in the Europe in the 18th century.  This was during a period when science was breaking away from the Church which for centuries had dominated peoples lives in the way that they lived.  This is not to say that people weren’t religious but there was a stronger sense of freedom that existed which included individual liberties and religious tolerance to each individual.  This theory is closely linked with the scientific revolution, breaking away from the Church led to the political revolutions of the 18th and 19th centuries by empowering people to have a voice and interpretation of the world around us.

Rene Descartes’ rationalist philosophy alid the foundations for enlightenment thought by constructing science on a metaphysical basis.  His skepticism was refined by John Locke’s Essay: Concerning Human Understanding (1690) concerning the foundation of human knowledge and David Hume’s writings examine passion not reason was the governing factor influencing human behavior.  This laid down two significant lines of enlightenment: 1) reform vs power and faith 2) Democracy, Liberty, freedom of expression.  Philosophers advocating this theory wanted to emphasize the intellect from within from these overshadowing themes which contrasted counter Enlightenment philosophers who sought a return to faith and argued  that beauty existed in and out of this world.  This influenced art in this era because in the transition from faith to science, questioning where we stand, artists very much explored the idea of heaven being on earth as Earth being a hub for all things paradisaical.  This links to my project exploring creationism, evolution and the process of change – acting as backdrops for freedoms in nature and over that freedoms of spirituality in nature.

The Theory of the Sublime

In terms of Aesthetics  (a branch of philosophy exploring the nature of art, beauty and taste within the creation of beauty), is the quality of greatness, whether physical, moral, intellectual, metaphysical, spiritual measures that is beyond human comprehension.

The concept of the world appearing  sublime in an aesthetic form in how nature is distinct from beauty first arose heavily in the 18th century with three particular philosophers Anthony Ashley Cooper,  John Dennis and Joseph Addison – exposing the fearful and irregular forms of external nature with reference to sublimity.  Each of thee men had journeyed across the Alps and this essentially inspired them to express their accounts of the horror and harmony of the experience, highlighting the contrasting relationship of each aesthetic quality.

Contrastingly, Edmund Burke’s concept of the sublime was developed in the book: A Philosophical Enquiry into the origin of Our Ideas of the Sublime and Beautiful.  He believes that the sublime and the beautiful are mutually exclusive.  Burke heavily referenced the concept of light vs darkness as he advocates that beauty is made predominantly significant because of light, but either intense light or darkness is sublime in that it reconfigured the sight of an object and turn it into a sense of awe and wonder but also with horror because it connotes feelings of darkness, uncertainty and confusion.  The sublime may invoke horror, however in doing this, one receives pleasure in knowing the perception is fiction.  Burke identified the idea of the theory of the sublime as in his own words: “delightful when we have an idea of pain and danger, without being actually, in such circumstances… whatever excites this delight, I call the sublime.” (Burke, E. [date) A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Oxford. Oxford University Press).

In Art

One artist who is well established in being philosophically influenced in their artwork for the sublime are JMW Turner.  Turner revolutionized the uses of light and color which he utilizes when capturing aesthetically beautiful natural world scenes by recalling experiences and their impacts internally and externally, expressing them through his work.   He clearly displays how Burke’s theories on light and darkness, and how both these factors create a sense of horror that exists to allow the viewer to feel exhilaration that the artist is capturing.

The oil painting Snow Storm I believe captures the awe and wonder found within the sublime.  The storm is creating danger within the image that creates a sense of exhilaration that is almost dangerous and out of control.  This links to Burke’s theory because he describes the sublime as being successfully endorsed through feelings of horror and through that, the viewer finds these perceived feelings enjoyable knowing that it is fiction.  For example the brush strokes showing the impact of the forces of nature such as the wind, the sea and the light I believe emphasizes this.

 

How to Explore and Record

There are two weeks until Easter it is paramount that you explore photoshoots as per your manifesto/ specification and make your principal images now so you have a critical body of work to edit and produce final outcomes from.

When you are photographing and responding to ideas and inspirations from artist references you are both exploring and recording. The two go hand in hand. If yo do it well and often (on a weekly basis) you should be able to achieve 50% of your overall marks!

In the PLANNER for A2 EXAMINATIONS 2018 I have highlighted the importance of a sustained investigation.

Each week you are required to make a photographic response (still-images and/or moving image) that relates to the research and work that you explored in that week. Sustained investigations means taking a lot of time and effort to produce the best you can possibly do – reviewing, modifying and refining your idea and taking more pictures to build up a strong body of work with a clear sense of purpose and direction

Get yourself familiar with the assessment grid here:

AO2 – Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as work develops.

AO3 – Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.

To achieve an A or A*-grade you must demonstrate an Exceptional ability (Level 6) through sustained and focused investigations achieving 16-18 marks out of 18 in each assessment objective

Have a look at previous student, Flora Devenport and her exam work from 2016 and assess it according to the Assessment Objectives A2 Photography: (Edexcel.) Think about what level the student is working at.

Have a look at previous student, Jasmin Ross and her exam work from 2017 and assess it according to the Assessment Objectives A2 Photography: (Edexcel.) Think about what level the student is working at.

What you are looking for when assessing A02 (Explore) and A03 (Record):

How well have ideas developed?
Are ideas explored and selective appropriate to intentions?
Are they sustained and focused?
Are they reviewed and refined?
How many responses/ shoots?

Command of camera skills/ photographic techniques and processes
Understanding of composition/ considering quality of light
What are the overall quality of the images?
How do they respond to research?
How do they relate to artists references?
How do the interpret exam theme of Environment?

Homework: Based on the evidence of your blog, what level are you working at? Produce a blog post where you reflect on your own progress. Provide targets that you can achieve over Easter and that can improve your work. Upload by Wed 21 March

Classwork: To develop your ideas further from research and analysis of artists references and other inspirations  on the theme s og FREEDOM and/or LIMITATAIONS you now must be planning a number of photographic responses (at least 3 shoots per idea.)

Follow these steps to success!

  1. Produce a detailed plan of 3 shoots for each idea in your specification that you are intending to do;  how, who, when, where and why in the next 3 weeks?
  2. Think about lighting, are you going to shoot outside in natural light or inside using studio lights? Maybe shoot both inside and outside to make informed choices and experimentation. Remember to try out a variety of shot sizes and angles, pay attention to composition, focussing, scale, perspective, rule of 1/3rds, foreground/ background and creative control of aperture (depth of field) and shutter speed (movement). If appropriate, think about how to convey an emotion, expression or attitude and the colour palette, tone, mood and texture of your pictures. Consider mise-en-scène (everything in the frame) – e.g. in portraiture deliberate use of clothing, posture, choice of subject objects, props, accessories, settings. Make a selection of the best 15- 20 images for further experimentation. Produce 2-3 blog posts from each shoot and analyse and evaluate your photos through annotation showing understanding of basic visual language using specialist terminology.
  3. It is essential that you complete your principal shooting over Easter and return on Tue 17 April with a few hundred images ready for further post-production and editing. Remember first final print run is Wed 18 April
  4. Upload blog post with above planning by Fri 23 March