Essay Plan

Essay Question

In What Way Have Richard Billingham and Matthew Finn Photographed People Who Are Close To Them?

General Plan

Opening quote: “An inside position allows engagement, participation and privileged knowledge.” (Abigail-Solomon Godeau: Inside/Out)

Essay question: In What Way Have Richard Billingham and Matthew Finn Photographed People Who Are Close to Them? 

Introduction (250-500 words): What is your area study? Which artists will you be analysing and why? How will you be responding to their work and essay question?  For my introduction I will describe what my area of study is – film-making/documentary photography and describe what my personal project is about overall and my aim. I will then state my two artists (Richard Billingham and Matthew Finn) and give an overall description of what their work is about. This will allow the reader the reader to fully understand who I am talking about and why they are specifically relevant to my work.

Paragraph 1 (500 words): Historical/ theoretical context within art, photography and visual culture relevant to your area of study. Make links to art movements/ isms and some of the methods employed by critics and historian.  Here, although I have studied Post-Impressionism as my ‘ism’, I will be referring to Abigail-Solomon Godeau. She looks at the inside/outside perspective when it comes to photography . I feel as though this is more relevant to my body of work as opposed to post-impressionism, however this will be mentioned somewhere. I’ll be doing an overall description of what she talks about in her own essay and also include Harvard Referencing in order to boost the potential marks I could get. I’ll also describe Diane Arbus and include an image of her work in order to give a fuller description of the topic, inside/outside. She was criticised for her ‘outsider’ work and accused of objectifying the people that she photographed.

Paragraph 2 (500 words): Analyse first artist/photographer in relation to your essay question. Present and evaluate your own images and responses.  The first photographer I will go into analysing is Richard Billingham. I may quickly go over what he does as a photographer and then go in to analyse one of his images (and include an image that he took for illustration). I’ll then go into analysing his perspective when it comes to photographing/film making (which is an insiders perspective). Additionally, I want to go into a second opinion, for example, I could say that he uses his photography for positive effect however his images/photographs aren’t exactly positive and may be objectifying in some sense. Also, I need to include different quotes that back up my argument for Billingham coming from an ‘inside’ perspective, thus, I need to look at specific interviews.

Paragraph 3 (500 words):  Analyse second artist/photographer in relation to your essay question. Present and evaluate your own images and responses.  Secondly, I will look into Matthew Finn. As before, I will quickly re-describe his area of work and what he does. And then I will reflect on his in side perspective. Again, I will also use quotes to back up my ideas. I will also add in one of his images to add illustration.

Conclusion (500 words):  Draw parallels, explore differences/ similarities between artists/photographers and that of your own work that you have produced. In my conclusion I will compare the two artist’s in their methods. For example, Matthew Finn takes a softer approach to his work while on the other hand, Richard Billingham is much more upfront and raw within his work. I also want to link their work with my own and suggest ways they have inspired me in my own techniques. For example, I thoroughly enjoy Richard Billingham’s, up close and personal filming and Matthew Finn’s soft, admirable approach.

Introduction Draft:

In What Way Have Richard Billingham and Matthew Finn Photographed People Who Are Close To Them?

“An inside position allows engagement, participation and privileged knowledge.” (Abigail-Solomon Godeau: Inside/Out)

In this essay I will be evaluating the different ways as to how Richard Billingham and Matthew Finn have photographed/filmed people that are close to them, in this case, their parents. My area of study in my personal project is documentary photography. This is a style of photography that provides a straightforward and accurate representation of people, places, objects and events. Specifically, I am looking into filmmaking, taking a documentary approach to it. I am surrounding it around my Mum, particularly, creating a documentary film in order to expose the struggles and complications that she faces on a day-to-day basis while struggling with a terminal illness – Stage 4 Emphysema. My overall aim of my project is to create a hard-hitting film that triggers hard hitting emotions for the viewer. Since I am also filming someone who is close to me, I feel as though looking into Billingham’s and Finn’s methods will add greater knowledge to my personal work and allow me to potentially take notes from the methods they have used when photographing their own parents. Billingham started off by taking images of his parents (with no prior experience) for reference so that he could paint them, as his main aim before photography was painting. His images of his parents then got noticed and became a huge success. The images exposed his tough life living in a tower block with his alcoholic Dad, Ray, and his overweight, temperamental Mum, Liz. The exposure of his parents was intriguing to viewers and he eventually led on to create several documentary style films surrounding his parents. Matthew Finn, for over thirty years, took images of his Mother. His father did not live with him and he stated that his first intentions were not to create an archive of his Mother, but to create stability, the photographing eventually became a habit. The more Finn discovered about his father, the more he wanted to protect his Mum and be the person/man that would never let her down. The fact that his Mother was wanted and needed to be in his photography, formed a strong bond between the two and she played a huge role in the taking of the photographs. Years later, she developed dementia, and could no longer recognise Finn or herself even, thus, all he had left were these archival images.  

Bibliography:

https://www.nationalgeographic.com/photography/photo-tips/portrait-photography-tips/

https://www.theguardian.com/film/2019/feb/23/richard-billingham-ray-and-liz-interview

https://www.theguardian.com/artanddesign/2016/mar/13/richard-billingham-tower-block-white-dee-rays-a-laugh-liz

“I don’t think he took any notice,” Billingham says. “Or if he did it was probably that he was pleased I was in the room with him. The camera acted as a mediator.” – Richard Billingham

https://saatchigallery.com/artist/richard_billingham

https://photoworks.org.uk/richard-billingham/

https://jerwoodarts.org/exhibitionsandevents/writing-and-media/matthew-finn-mother-the-family-home-and-photography/

https://www.getty.edu/publications/resources/virtuallibrary/0892363223.pdf

https://www.mattfinn.com/mother

https://www.photopedagogy.com/insideout.html

https://www.photopedagogy.com/uploads/5/0/0/9/50097419/week_5_abigail_solomon-godeau_inside_out.pdf

https://www.theguardian.com/artanddesign/2011/jul/26/diane-arbus-photography-sideshow

https://www.artnews.com/art-news/artists/down-and-out-and-back-again-richard-billinghams-photographic-past-takes-on-new-life-7421/

exam pROJECT 2021

Final Deadline for improving Coursework:
MON 22 MARCH – Whole School!

Examination dates: 15 hrs controlled test over 3 days
Groups 13A and Group 13B: 4, 6 and 12 May
Group 13C: 5, 13 and 14 May

The Themes: 
‘TRANSITION’ and/or ‘FREEDOMS and/or LIMITATIONS’

PLANNER

ASSESSMENT OBJECTIVES

AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding
AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops
AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress
AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Definition in dictionary:

TRANSITION

noun

1. the process or a period of changing from one state or condition to another.”students in transition from one programme to another”

verb

2. undergo or cause to undergo a process or period of transition.”he transitioned into filmmaking easily”

FREEDOMS

noun

1. the power or right to act, speak, or think as one wants.”we do have some freedom of choice”

2. the state of not being imprisoned or enslaved.”the shark thrashed its way to freedom”

LIMITATIONS

1. a limiting rule or circumstance; a restriction.”severe limitations on water use”

2. (LAW) a legally specified period beyond which an action may be defeated or a property right does not continue.

How to start – TASKS FOR H-TERM

  1. Read both the Exam Papers and Exam Planner thoroughly, especially pages pages 3-5 and page 24-27 which details specific starting points and approaches to the exam theme – make notes! Look up the word in the dictionary, synonyms and etymology (the study of the origin of words and the way in which their meanings have changed throughout history.)
  2. Brainstorm your idea and research artists listed – look also at starting points in other disciplines e.g. Fine Art and Graphic Communication etc.
  3. Begin to gather information, collect images, make a mood-board and mind-map,
  4. Make plans for photoshoots and write a specification.
  5. Produce at least ONE PHOTO-SHOOT over H-Term as a response to tasks listed below and initial research and ideas.
  6. You must show evidence of the above on your blog– complete at least 4-5 blog posts.

2018 presentation with examples of Artists References from page 5 of exam booklet – showing evolution of artistic freedom

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

Preparatory Supporting Studies (Blog posts)
6 weeks of lessons + 2 weeks Easter Break:

Prior to the timed examination you must produce and submit preparatory supporting studies which show why and how the supervised and timed work takes the form it does. You must produce a number of blog posts 25-40 that charts the development of your final piece from conception to completion and must show evidence of:

  • Research and exploration of your ideas
  • Recorded your experiences and observations
  • Analysis and interpretation of things seen, imagined or remembered
  • Experimentation with materials, processes and techniques
  • Select, evaluate and develop ideas further through sustained investigation
  • Show connections between your work and that of other artists/ photographers

Controlled Exam 15 hrs over three days: (Final Outcome)

This time is for you to fine tune and adjust your final images for print using creative tools in Lightroom/Photoshop and/or complete a final edit of your photobook, film or video in Premiere. Your final outcome(s) must be presented in a thoughtful, careful and professional manner demonstrating skills in presenting work in either window mounts, picture frames, foam-board, and/ or submit pdf of photobook, or embed (from Youtube upload) moving image and video based production to the blog.

Week 24: 8 – 14 March:
EXPLORE THEMES
> RESEARCH > ANALYSE > PLAN > RECORD > EXPERIMENT > PRESENT

Lesson 1 (Mon): Seminar
Read both exam papers and discuss in class.

Homework: Photo-game 1
What to Photograph?
Deadline: One week > 15 March
Produce blog post with a selection of edited images and an evaluation

Each student think of an instruction, an object, place, or scenario to be photographed. All the instructions will be collated and given to all students in the class. Every student have to make one image of each instruction. As an example, here is a list of instructions (don’t copy!)

A red ball
A tree and a dog
An ugly photograph
A political argument
A kiss
A shallow focus image of a bar of soap
a random photograph
An unambiguous photograph
Grass and concrete
An old-fashioned photograph
A futuristic photograph
a blue car and a white car
Nigeria
Timeless beauty
Flowing water

Lesson 2 (Tue): Group work
Research 1: Analyse and interpret chosen theme(s) and produce mindmap & moodboard.
Publish on blog.

Lesson 3: (Wed): Group work
Present your research and interpretation of exam theme(s).
3 mins.

Lesson 4: (Thurs) Individual work
Statement of Intent: Based on you mindmap and moodboard begin to formulate a specification with details of 2-3 ideas that you wish to explore: How, who, when, where and why? Plan a photo shoot and/or photographic response to one of your initial ideas.

Lesson 5: (Fri) Individual work
Research 2: Begin to support your initial ideas by looking at the work of others and find inspiration from photographers listed on pages 24-27 in the Exam papers. Look also for specific starting points in other disciplines, such as Fine Art, Graphic Communication and Textile Design.

Analyse the work of at least two or more photographers/ artists with references to texts/ sources/ quotes and explain why you have chosen them and how it relates to your idea and the exam theme.

Produce quality blog posts for each artist reference that illustrate your thinking and understanding using pictures and annotation.

Plan a photo shoot and/or photographic response.
Deadline: One week > Fri 19 March
Produce blog post with a selection of edited images and an evaluation.

See blog post: DEVELOPING YOUR IDEAS: ARTISTS REFERENCES for more inspirations and guidelines on how to research and analyse the work of others.

Photogame 1: What to Photograph?

Class 13A

  1. Waves
  2. Nature
  3. Bonfire
  4. Roadsign
  5. Flowers
  6. Fashion
  7. Sky
  8. Wind
  9. Postman
  10. Something Black and White
  11. Growth
  12. A Cow
  13. A Car
  14. Old Person
  15. Light

Class 13B

  1. Water
  2. Shoe
  3. Sea
  4. Mirror
  5. Tree
  6. Person
  7. Circle
  8. Cliff
  9. Nature
  10. Sun

Class 13C:

  1. Beach
  2. Trees
  3. Sea
  4. Sand
  5. Pollution
  6. Swimming
  7. Derelict building
  8. Production
  9. Mirror
  10. Mortality
  11. Transition from caterpillar to butterfly
  12. Thunderstorm
  13. Sky
  14. Fish market
  15. Reflection
  16. Balloons

Week 25: 15– 22 March:
EXPLORE THEMES
> RESEARCH > ANALYSE > PLAN > RECORD > EXPERIMENT > PRESENT

Lesson 1: (Mon 15 March)
Photogame 1: What to Photograph?

Upload all images in a folder and print a set of small prints (9x13cm = 4 per A4 sheet). Lay all images in a huge grid on the tables so that vertically you can see every students response to the same instruction, while horizontally you will be able to discern each student’s approach or style.

Lesson 3 (Wed 15 March)
PHOTO-GAME 2: Photo-dice (Zen for Photography)

An artwork which consists of 5 dice, each describing a decision leading to a photograph.

Participants: Whole class, each student roll the dice once.
Aim: Roll the five dices and write down instructions
Method: Produce a set of 10 images using the instructions
Location: Outside/ Inside
Evidence: Produce blog post with a selection of edited images and an evaluation
Deadline: One week > 22 March

Here is a link to a new blog post with more Photogames – use it as an inspiration for generating ideas and make images. It has instructions about how to develop your own Photogame.

Produce blog post from the above photogame with a selection of images, experimentation and analysis. Make contextual links with John Baldessari work where appropriate.

Week 26-27: 22 March – 1 April + EASTER:
EXPLORE THEMES
> RESEARCH > ANALYSE > PLAN > RECORD > EXPERIMENT > PRESENT

Statement of Intent
Based on you mindmap and moodboard begin to formulate a specification with details of 2-3 ideas that you wish to explore: How, who, when, where and why? Plan a photo shoot and/or photographic response to one of your initial ideas.

Research 2: ARTISTS REFERENCE
S
Begin to support your initial ideas by looking at the work of others and find inspiration from photographers listed on pages 24-27 in the Exam papers. Look also for specific starting points in other disciplines, such as Fine Art, Graphic Communication and Textile Design.

See more artists references and guidance here

Planning: PHOTOSHOOT
Plan at least 4-5 photoshoot you can complete by the time you return from Easter. They need to have a sense of purpose and include what, where, when, who and explain how they explore the theme. Make sure you produce at least one shoot before Easter to test out ideas and discuss with your teacher.

EASTER > Recording: PHOTOSHOOOTS
Make sure you complete most of your planned shoots over Easter break. From each shoot select 8-12 images for further experimentation. Produce quality blog posts from each shoot and analyse and evaluate your photos through annotation showing understanding of visual language using specialist terminology. Follow process below of three EEEs.

Before you break off for Easter to must have completed all the above with relevant blog posts charting your thinking and creative progress. Make sure you produce quality blog posts that illustrate your thinking and understanding using pictures and annotation.

Week 28-29: 19 – 30 April:
EXPLORE THEMES
> EDIT > EXPERIMENT > EVALUATE
EXAM BEGINS TUE 4 MAY (AFTER BANK HOLIDAY)

BLOG

You are expected to show evidence of the following three EEEs on the blog.

EDITING: For each shoot you have made select and adjust your best set of images using either Lightroom / Photoshop using basic tools such as cropping, exposure, contrast, tonality, colour balance, monochrome etc.

EXPERIMENTING: Make sure you demonstrate creativity and produce at least 3 different variations of the same image, eg. colour/ monochrome, montage/ grid, juxtaposition/ sequence etc.

EVALUATING: Compare your images and photographic experiments and provide some analysis of artists references that has inspired your ideas and shoots. Use the Photo-Literacy matrix below. Consider what you need to do next to develop your project? What’s your next step!

REVIEW > REFLECT > REFINE

  • Produce another shoot
  • Revisit idea/ concept
  • Refine experimentation

FINAL OUTCOME

Begin to consider how you wish to present your work:

A set of final prints – single, diptych, triptych, multiple images mounted on foamboard, mountboard
A photobook – design in Lightroom using Blurb
A film – editing in Premiere