Racism in Jersey, is still around, although it is not connected to America and the recent death of George Floyd and the black lives matter movement, racism still happens so it is relevant.
Jersey was connected to the slave trade by having slave owners from here and wanting products from places where slaves work, cod from Canada and wood from the Caribbean. Sir George Carteret, served in the navy and gained a colony in America, as a reward for helping King Charles II during his exile,and named it ‘New Jersey’ after Jersey. He was involved in the slave trade, by being connected to boating, however his connection is not know to many and is not taught to the younger generation. Sir George Carteret has a statue in St Peter, which had been covered in paint, due to recent arise in the black lives matter movement. A square, Trenton Square, in St Helier also is connected to the slave trade by being named after the capital of New Jersey, Trent, and a plantation owner, William Trent.
colonialism is practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.
The slave trade has evolved and has meant that native Africans were taken and sold to plantation owners for them to have to work on the plantation. Plantation owners had power over the slaves and oppressed their human rights, by taking them from where they live onto a plantation to work for nothing. Plantation owners also had to pay for the slaves, objectifying them and treating them as if they were an object.
racism is prejudicing and discriminating a person or a group because of the fact that they belong to a particular ethnic or racial group.
Continued racial discrimination has led to the movement ‘black lives matter’, because people have seen how wrong it is to prejudice a particular group. People have a right to express their opinion, and this movement gives them the freedom to do this. When people come together change will be made.
black lives matter movement is an organised movement peacefully protesting against incidents of police brutality against afro-american people.
This induction task is designed for students who wish to study A Level Photography. The aim of this task is to ensure that the students who have chosen this option both understand the requirements of the course and start as early as possible in their journey towards completing it to a high level. The work you produce in this Induction Task will be used to stimulate a group discussion during the first session as well as form the beginning of Component 1 (coursework) in your 2 year A Level Photography course.
You can explore all / any of the genres below to express your unique ideas…
Abstract — try close ups and alternative viewpoints and extreme cropping
Landscape / Architectural — try inside or outside
Portrait photography — try people / people in places
Still Life and Objects — try interesting lighting and sharp focus
Show how you can observe, interpret, define and most importantly photograph signs of …
“LIFE AFTER LOCKDOWN“
…influenced by the COVID-19 / Global Pandemic
Bruno Taveira took this photo in Cascais, Portugal. Of the photo he wrote, “Many people turn to supermarkets to buy essential goods, after the Portuguese government decreed a state of emergency.” Credit: Bruno Taveira/Public Source
You may want to explore visual aspects, or subtle and nuanced ways of photography various forms of
freedom, liberation, captivity, isolation, loneliness, care, health, separation, mental health, well-being, environmental impact, recovery, family, community, communication, social distancing, before and after etc
…that have an emotional or personal edge. There are many possibilities…some more obvious than others. You may want to compare and contrast these aspects of how our lives have been forced to change in the last few months…
You should / could start by photographing some of the following suggestions… and of course, you may already have some of theseimages so add them to your project
Research your own chosen photographer, who is he/she, what type of photography, what does it say to you?
Analyse his/her work, style, technique, meaning – aim to show knowledge and understanding
Respond – at least 3 different shoots that show development of your ideas and style as well as your understanding of abstract / portrait / landscape photography
Edit – make a first selection and cut down the three shoots to the best ten images, and justify your selection in annotation and explanations / captions.
Experiment – work on cropping / adjustments of brightness/ contrast/ colour correction and show further Photoshop / editing techniques if you can
Evaluate – describe process of experimentation and reflect on learning etc.
Present – put all work together in a digital format such as Powerpoint / Word
Select your favourite outcome, print out as an A4 image if you can and explain why you have chosen it in your final evaluation (at least 200-300 words.)
Vivian MaierTimothy ArchibaldRichard Koening John Stezaker…before and afterKensuke KoikeMartha RosslerStudent ExampleStudent ExampleStudent Example
What do his / her photographs say to you?
Look at composition and its visual elements e.g. line, form, shape, colour, tone, contrast, texture, depth, balance, space, perspective, viewpoint, foreground/ mid-ground/ background, rule of thirds. Look at the use of lighting e.g. natural lighting; sunlight, overcast, soft, harsh, directional, contrast and artificial lighting: studio, flash, spotlight, side-light, backlight, reflected light, shadows, chiaroscuro (light / darkness).
Use photographic language as above in your annotation and consider the artistic merits :
Technical
, Visual , Conceptual and Contextual elements
Write a short introduction about the work of your chosen photographer and the nature of their work
Issues to consider:
His / her attitude to photography and the advantages / disadvantages of the camera as a way of “seeing”
Are we looking at fact or fiction (or a hybrid of both?)
The ways in which your chosen photographer explored the formal elements in his / her work e.g. form, light, rhythm, line, texture, repetition etc.
Planning: Once you have spent
time evaluating the work of your chosen photographer, plan a shoot using the
same techniques and mindset.
You must: Produce a mind map showing your thought process and with breadth of thinking, and a mood board (collage of images) to illustrate the look and feel of your project.
Recording: After planning your
idea, gather together what you need. When you take pictures try and think about
everything that you see in the frame – what’s in the foreground, mid-ground, background. To achieve this you must think about composing your picture (use your
zoom lens and/or distancing yourself from subject/object), focussing (sharp,
soft focus), use creative exposure tools on camera like fast/slow shutter speed
to either freeze or blur a sense of movement, different aperture settings to
control the area of focus and sharpness in your picture. E.g. a high aperture setting like f5.6 will make the background soft and
out of focus whereas an aperture of f16
will make everything in the picture sharp from foreground to background. Also
by zooming in or using a telephoto lens you can throw the background out of
focus, or conversely if using a wide-angle everything in the frame will be in
focus. Crop
your images carefully.
Editing: Editing is one of the most important aspects of photographic practice so be critical and selective when you choose your final selection of 5 images and then your best photograph. Think about sequence and relation between images – does your series of images convey a sense of narrative (story) or are they repetitious? Sometimes less is more!
You Must: Gather your images and select your final selection approx 5-10 images, describe each of the images, artistically and share your thoughts on what why you took and then selected the image.
You should: Show your ability to correct or adjust the images using image manipulation software, such as Photoshop, consider the cropping, adjust levels, contrast, colour correction, B/W and balance of the image.
You could: Use Photoshop to enhance your creativity and expand on the possibilities that photography gives you, include screen grabs to illustrate the techniques you have used.
Presentation: Think about how you present your work in terms of layout, scale, colour and perspective. A Powerpoint presentation is ideal for this and allows you to change and adjust your work easily.
The presentation of your photographs is just as important as your photographic images themselves. Consistency of layout throughout is paramount and try to make your work personal.
You must: Gather all of your work and present it in a logical and aesthetic manner…
A grid format could work well for this exercise
You should: Produce an individual and comprehensive response to both your chosen artist and the inspirations that the artist has given you.
Create DIPTYCHS
Evaluation: Reflect, contrast and compare the images and ideas that you have taken and make an account of how you made the photos, development of idea and what you were trying to achieve and communicate. This can be done throughout your layout as annotation or at the end as part of your final evaluation. Finally, choose your favourite image and present this separately from your series of images. Accompany this with a brief written analysis (250-500 words) explaining in some detail what it is that you think works well about this image.
Make sure you bring with you: all of your work including your best A4 printed image for your first photography lesson in September 2020.
An over-crowded British beach — summer of 2020 — social distancingMartin Parr
