To get you started we are going to learn some more studio methods…using a variety of simple lighting techniques. Oliver Doran will be joining us, and running a few MASTERCLASS sessions . Here is his website for you to explore..https://www.oliverdoran.com/

Oliver has been influenced by the likes of Platon, amongst others…http://www.platonphoto.com/menu/

Monday 22nd Nov – Task

Develop and write an introductory blog post…

Use the information below to help you create the content for your blog post…

Early Pioneers…

Louis Daguerre France (18 November 1787 – 10 July 1851)

Henry William Fox-Talbot (1800 – 1877) UK

Fox Talbot was an English member of parliament, scientist, inventor and a pioneer of photography.

Fox Talbot went on to develop the three primary elements of photography: developing, fixing, and printing. Although simply exposing photographic paper to the light produced an image, it required extremely long exposure times. By accident, he discovered that there was an image after a very short exposure. Although he could not see it, he found he could chemically develop it into a useful negative. The image on this negative was then fixed with a chemical solution. This removed the light-sensitive silver and enabled the picture to be viewed in bright light. With the negative image, Fox Talbot realised he could repeat the process of printing from the negative. Consequently, his process could make any number of positive prints, unlike the Daguerreotypes. He called this the ‘calotype’ and patented the process in 1841.

Julia Margaret Cameron (11 June 1815 – 26 January 1879) UK

She is known for her soft-focus close-ups of famous Victorian men and for illustrative images depicting characters from mythology, Christianity, and literature.

Much of her work has connections to pictorialism and even movements such as The Pre-Rapahelites, and often had a dream-like, constructed quality to the images.

Robert Cornelius (1809-1893) USA

Henry Mullins Jersey (1854-1921)

(Jersey-based) See also Ernest Badoux, William Collie, Charles Hugo, Thomas Sutton

20th and 21st Century Approaches

Watch : Rankin on “beautiful portraits”

Studio Lighting

Exploring Technique

1. Natural Light

In most cases we can make use of natural or available / ambient light…but we must be aware of different kinds of natural light and learn how to exploit it thoughtfully and creatively…

White Balance (WB) and Colour Temperature

2. Studio Lighting

Using artificial lighting can offer many creative possibilities…so we will explore :

Using Flash

Above : An example of “bouncing” the flash to soften the effects and create a larger “fill” area…try this wherever there are white walls/ ceilings

Flash units offer a range of possibilities in both low and high lighting scenarios that you could explore such as…

Evidence of Your Learning

During this unit we would expect all students to complete 2-3 blog posts  detailing how you are experimenting with various lighting techniques eg CHIARASCURO / REMBRANDT LIGHTING

Add information / links showing how Chiarascuro has been used since the Renaissance in painting…but also how it used now in photography and film

You must describe and explain your process with each technique…add your images to your blog as you progress, print off your successful images and evaluate your process using technical vocab and analysis skills. Think carefully about the presentation of your ideas and outcomes…compare your work to relevant portrait photographers as you go eg

Annie Leibovitz, Irving Penn, Rankin, Richard Avedon, Yousef Karsh, David Bailey, Mario Testino, Steve McCurry, Jill Greenberg, Nick Knight, Tim Walker, Corrine Day, Jane Bown, Rineke Djikstra, Thomas Ruff et al…

Expected Final Outcomes by Monday 7th December 2021

Show you can provide evidence of head shots, cropped head shots, half body, three-quarter length and full length portraits.

Show that you can employ interesting angles and viewpoints…

Make sure you ANSWER THESE QUESTIONS IN YOUR BLOG

Independent Study

1. You must complete a range of studio lighting experiments and present your strongest ideas on a separate blog post
2. Remember to select only the most successful images
3. You should be aiming to produce portraits that show clarity, focus and a clear understanding of a range of lighting techniques
4. Editing should be minimal at this point…we are looking for your camera skills here
5. But…be creative and experimental with your approach “in camera”…extremes, uniqueness and possibly thought provoking imagery that will improve your ideas and outcomes.

https://www.wefolk.com/artists/nadav-kander/information

“People and Places”

Further Explorations

LINK TO JOHN COPLANS

Always follow this 10 step process to ensure that you are covering all areas of study for this unit…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Studies (must include image analysis) (AO1) re : environmental and candid portraits
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4)
9. Compare and contrast your work to your artist reference(AO1) and show analysis of at least 1 of your images
10. Evaluation of your images, process and Critique of your final outcomes(AO1+AO4)

Always refer to this to help you with image analysis, knowledge and understanding etc

Resource Packs are stored here…

M:\Departments\Photography\Students\Resources\Portraiture\TO DO

and here : M:\Departments\Photography\Students\Planners Y12 JAC\Unit 2 Portrait PhotographyINDEPENDENT, READING, RESOURCE, TASK

Ultimately , you are aiming to produce a range of high quality images that will be printed professionally. These are your final outcomes (Assessment Objective 4) You must add your high resolution files to the print folder…found here

M:\Departments\Photography\Students\Image Transfer\PRINTING Yr 12 Heritage Nov 2021

What you should be printing…

1. 1 x Hamptonne Portrait
2. 1 x Hamptonne object / equipment
3. 1 x Hamptonne Building / landscape
4. 1 x Heritage Still life (product table)
5. 1 x Vanitas Still life (skulls, flowers etc)
6. 1 x Photo-montage / cut-n-paste
7. 1 x Walker Evans inspired / spliced object inspired by Darren Harvey-Regan
8. 1 x Environmental Portrait

You can choose A3 , A4 and A5 size prints…and may want to combine some into a set, or group…

The process for your project so far should include blog posts like this…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Study (must include image analysis) (AO1)
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4) ENSURE THIS IS A SEPARATE BLOG POST
9. Compare and contrast your work to your artist reference(AO1)
10. Evaluation and Critique (AO1+AO4)

If you feel that need for help, come along to Camera Club on Wednesday Lunchtimes…

Ultimately , you are aiming to produce a range of high quality images that will be printed professionally. These are your final outcomes (Assessment Objective 4) You must add your high resolution files to the print folder…found here

M:\Departments\Photography\Students\Image Transfer\PRINTING Yr 12 Heritage Nov 2021

What you should be printing…

1. 1 x Hamptonne Portrait
2. 1 x Hamptonne object / equipment
3. 1 x Hamptonne Building / landscape
4. 1 x Heritage Still life (product table)
5. 1 x Vanitas Still life (skulls, flowers etc)
6. 1 x Photo-montage / cut-n-paste
7. 1 x Walker Evans inspired / spliced object inspired by Darren Harvey-Regan
8. 1 x Environmental Portrait

This week ensure your process looks like this…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Study (must include image analysis) (AO1)
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4)
9. Compare and contrast your work to your artist reference(AO1)
10. Evaluation and Critique (AO1+AO4)

This week ensure your process looks like this…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Study (must include image analysis) (AO1)
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4)
9. Compare and contrast your work to your artist reference(AO1)
10. Evaluation and Critique (AO1+AO4)

This week ensure your process looks like this…

To complete your blog posts on Hamptonne Portraits you must look at ENVIRONMENTAL PORTRAITS, which depict people in their…

“An environmental portrait is a portrait executed in the subject’s usual environment, such as in their home or workplace, and typically illuminates the subject’s life and surroundings. The term is most frequently used of a genre of photography”

CREATE A VISUAL MOOD-BOARD 

1. Choose a range of portraits to develop a grid of images (minimum of 9) to show your understanding of what an environmental portrait can be…
2. You must include a range of approaches to the portraits in your mood-board…

We will be studying the history, theory and concept of environmental portraits…their purpose and role in our day to day lives too.

1. Design a mind-map / brainstorm / spider-gram / flowchart of environmental portrait ideas
2. Think about the ways in which we use these portraits, and what they can say about us / reveal / conceal
3. define what an environmental portrait actually is
4. Add your mind-map to your blog post
5. Choose a photographer from the list below to research and write about…include specific examples of their work and show that you can analyse and interpret their image(s).

>>You can find resources here<<

M:\Departments\Photography\Students\Resources\Portraiture\TO DO

and here : M:\Departments\Photography\Students\Planners Y12 JAC\Unit 2 Portrait Photography

August Sander

August Sander – The Face of Our Time

One of the first photographic typological studies was by the German photographer August Sander, whose epic project ‘People of the 20th Century‘ (40,000 negatives were destroyed during WWII and in a fire) produced volume of portraits entitled ‘The Face of Our Time’ in 1929. Sander categorised his portraits according to their profession and social class.  Sander’s methodical, disciplined approach to photographing the world has had an enormous influence on later photographers, notably Bernd and Hilla Becher. This approach can also be seen in the work of their students Thomas Struth and Thomas Ruff. Other photographers who have explored this idea include Stephen Shore, Gillian Wearing, Nicholas Nixon, Martina Mullaney and Ari Versluis.Read this article about by Hans-Michael Koetzle about Sander’s epic project.

The term ‘Typology’ was first used to describe a style of photography when Bernd and Hilla Becher began documenting dilapidated German industrial architecture in 1959. The couple described their subjects as ‘buildings where anonymity is accepted to be the style’. Stoic and detached, each photograph was taken from the same angle, at approximately the same distance from the buildings. Their aim was to capture a record of a landscape they saw changing and disappearing before their eyes so once again, Typologies not only recorded a moment in time, they prompted the viewer to consider the subject’s place in the world.

The Becher’s influence as lecturers at the Dusseldorf School of Photography passed Typologies onto the next generation of photographers. Key photographic typologists such as Thomas Struth, Thomas Ruff, Thomas Demand and Gillian Wearing lead to a resurgence of these documentary-style reflections on a variety of subject matter from Ruff’s giant ‘passport’ photos to Demand’s desolate, empty cities.

The art of Typologies has enjoyed renewed interest in recent years, thanks partly to recognition from galleries including the Tate Modern who hosted a Typologies retrospective in London in 2011. With it’s emphasis on comparison, analysis and introspection, the movement has come to be recognised as arguably one of the most important social contributions of the 20th century.

Look at these influential photographers for more ideas and information…

Key features to consider with formal / environmental portraits…

Technical= Composition / exposure / lens / light

Visual= eye contact / engagement with the camera / neutral pose and facial expression / angle / viewpoint

Conceptual= what are you intending to present? eg :  social documentary? / class ? / authority ? / gender role ? / lifestyle ?

Contextual=add info and detail regarding the back ground / story / detail / information about the character(s) / connection to the photographer eg family / insider / outsider

Photo-Shoot 1 – homework – due date = Friday 22 Oct

1. Outdoor environment
2. Indoor environment
3. two or more people

Then select your best 5-10 images and create a blog post that clearly shows your process of taking and making your final outcomes

Remember not to over -edit your images. Adjust the cropping, exposure, contrast etc…nothing more!

Remember to show your Photo-Shoot Planning and clearly explain :

This week ensure your process looks like this…

More Examples

Environmental portraits mean portraits of people taken in a situation that they live in, work in, rest in or play in. Environmental portraits give you context to the subject you are photographing. They give you an insight into the personality and lifestyle of your subject.

Portrait 1: This particular image was photographed by Jane Bown of Quentin Crisp at home in Chelsea in 1978. Quentin Crisp was an English writer, famous for supernatural fiction and was a gay icon in the 1970s. This image was taken in his “filthy” flat as Bown describes. In the back ground we can see piles of books on top of the fireplace shelf which represents his career as a writer and a journalist. It looks as though he is boiling water on the stove which looks out of place because the room looks as if it is in the living room. As you would not normally place a stove in your lounge. He was living as a “Bed-Sitter” which means he had inadequate of storage space, this explains why his belongings were cramped in one room.

Portrait 2: This image was captured by Arnold Newman. He is also known for his “environmental portraiture” of artists and politicians, capturing the essence of his subjects by showing them in their natural surroundings. Here is a portrait of Igor Stravinsky who was a Russian pianist, composer and musician. In this photograph, the piano outweighs the subject which is him and depicts the fact that music was a massive part of him and his life. His body language looks as if he is imitating the way the piano lid is being held up, he is using his hand as a head rest. Another element in the photograph, is that the shape of the piano looks like a musical note which again symbolises his love of music.

Portrait 3: This photograph was also taken by Arnold Newman of John F. Kennedy, an American politician who served as the 35th President of the United States of America. This pictures was taken on a balcony at the White house. Mr. Kennedy isn’t directly looking into the camera, he is looking at the view outside which suggests his role as a president because at the time he was one of the most powerful man in the world. He is looking at the scenery, people and his surroundings. The image was taken at a low angle to depict the huge building and the horizontal lines symbolise power, dynamism and control.

Ideas for your environmental photo shoot.

Who

Essential Blog Posts…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Study (must include image analysis) (AO1)
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4)
9. Compare and contrast your work to your artist reference(AO1)
10. Evaluation and Critique (AO1+AO4)

Click below for more info…

https://www.jerseyheritage.org/whats-on/people-power-protest-

What is the Corn Riots Public Holiday?

This is a celebration of our modern-day democracy, which began in 1769 when the Corn Riots of Jersey took place. Find out all about the start of Democracy with this short film.

There will be a one-off public holiday in Jersey on Monday September 27th 2021. The day will mark the 250th anniversary of the Corn Riots when islanders protested against landowners.

History of the Corn Riots

In 1769, landowners were exporting wheat from Jersey to England, where a bad harvest had driven up the price.

Frustrated with the resulting food shortages, rising prices, the unfair taxation system and Jersey’s power structure, around 500 hundred islanders stormed the Royal Court with 13 demands to alleviate their struggles on September 28th 1769.

Though there was no known loss of life, many came armed with sticks and clubs, and an usher was thrown over the court railing during the disturbance.

The event paved the way for major political reform on the island. In the reform, known as the Code of 1771, the Royal Court was stripped of its legislative powers, meaning that from 1771, only the States Assembly could create laws.

More…https://www.ruraljersey.co.uk/corn-mortgages-and-riots/

Homework Task

Create a blog post that clearly outlines the connection between local farming practices, the power of protest and changes to local laws….

You must include info and images from your visit to…

PEOPLE! POWER! PROTEST!

EXPLORING THE HISTORY OF PROTEST

Remember to include relevant imagery, links, videos, podcasts etc where possible too!

Due Date = Mon 11th October 2021

https://www.jerseyheritage.org/whats-on/people-power-protest-

Basic overview of what the Corn Riots were and why important:

The Corn Riots was essentially a time when in Jersey the majority of land was owned by a family called the Lempriere family. In power, was the Lieutenant Bailiff Charles Lempriere. Among his 12 Jurats in control of the Island were Charles’ father, father-in-law, cousin and two brothers. So… of 12, five were from the Lempriere family.

In 1767 protests raged against the exportation of grain from the Island. Anonymous threats were made against shipowners and a law was passed the following year so that all available corn was kept in Jersey. In August 1769 the States repealed this law, claiming that crops in the Island were plentiful and this meant that the Act was no longer necessary.

There was suspicion in the Island that this was a ploy to raise the price of wheat, which would be beneficial to the rich, many of whom had wheat rentes owed to them on properties. This would especially be true of the Lemprières who not only owned a large amount of land in the Island but also had control of the Receiver-General post and so stood to profit the most with rentes going up.

Acts of resistance started taking place. A corn ship about to export goods was raided by a group of women who demanded that the sailors unload their cargo and set about selling it on the Harbour, giving the proceeds to the owner of the vessel. Other disturbances took place, leading to the events of 28 September 1769.

The Lempriere family were exporting corn (main source of food for Jersey) over what they needed (greedy guts) which meant that the people of Jersey were going hungry. The price of corn was increased and the price of rent was increased… the monopoly of the Lempriere family was in full force.

But the people in Jersey had had enough, they decided to Riot! So, they marched from Trinity, picking up parishioners along the way, to the Royal Square where they marched into the Royal Court and demanded change, armed with clubs and sticks.

They ordered that their demands be written in the Court book of the time. The Greffier obliged (although afterward, their demands were literally deleted from the book by being torn out, so the Lempriere could keep their monopoly on the Island!) and their orders included (basically demanding a fair price for food and living)

• That grain and wheat was too expensive and that the price of wheat be lowered and set at 20 sols per cabot. • That foreigners be ejected from the Island. • That his Majesty’s tithes be reduced to 20 sols per vergée. • That the value of the liard coin be set to 4 per sol. • That there should be a limit on the sales tax. • That seigneurs stop enjoying the practice of champart, (the right to every twelfth sheaf of corn or bundle of flax). • That seigneurs stop the right of ‘Jouir des Successions’, (the right to enjoy anyone’s estate for a year and a day after they died without heirs). • That branchage fines could no longer be imposed. • That Rectors could no longer charge tithes except on apples. • The lowering of a money rente due by tenants on a fief. • That Philippe Larbalestier, who had been sent to prison on 23 September, be released without having to pay a fine. • That the charges against Captain Nicholas Fiott be dropped and that he be allowed to return to the Island without an inquiry. • That the Customs’ House officers be ejected.

Once the rioters had left the Royal Court, there was relative peace. It was like they’d said what they needed and now felt that they’d be heard and helped.

However Lempriere family decided they didn’t want to make any of these changes, so they went to London to present the rioters problems to the King. This was done… albeit not exactly truthfully, so the King said that all the demands should be erased from the Court records (eg now the Lempriere family didn’t actually have to change anything).

Locals were obviously furious. But £100 was offered to any rioters who turned another in… so things started turning!

But Colonel Bentinck was unsure whether the Lempriere family had been entirely honest, and after he visited Jersey, he reported to the King that ‘we have been represented as enemies’ – therefore it was made illegal to export crops, and a committee was set up in order to regulate the distribution of grains and food to the market. Colonel Bentinck lay down the ‘code of 1771’ where basically it meant the Law would be as fair as possible. The Lempriere family were slowly loosing their power, and soon one of the family retired as Jurat which further helped.

The Corn Riots were the beginning of making the Law fairer for the people of Jersey.

Extension Task

October is Black History Month. Last year saw the death of George Floyd and the resurgence of Black Lives Matter (BLM)…which featured in the exhibition you have visited at The Jersey Museum.

To further your CONTEXTUAL UNDERSTANDING of the importance of protest in society you should…

1. Add info and visuals to your blog post detailing The BLM Movement
2. Include info and research on how this was explored by Jersey activists
3. Include an artist reference from the options below, images, analysis and interpretation

Magnum Article – Racial Issues

Gordon Parks

• Adobe Lightroom – import new images, select, edit and export
• Create new blog post based on Environmental Portraits (includes a H/W task)
• Select and edit a range of images from Hamptonne in Adobe Lightroom
• Create blog posts that clearly shows your selection process and a range of final images…
• Final Images = 3-5 portraits, 3-5 object-based images, 3-5 images that showcase the farm buildings (interior and exterior)
• At least one image of each group should be black and white…
• Remember when EXPORTING from Lightroom you must adjust the file size to 1000 pixels on the Long edge for “blog-friendly” images (JPEGS)

This week ensure your process looks like this…

1. Mood-board, definition and introduction (AO1)
2. Mind-map of ideas (AO1)
3. Artist References / Case Study (must include image analysis) (AO1)
4. Photo-shoot Action Plan (AO3)
5. Multiple Photoshoots + contact sheets (AO3)
6. Image Selection, sub selection (AO2)
7. Image Editing/ manipulation / experimentation (AO2)
8. Presentation of final outcomes (AO4)
9. Compare and contrast your work to your artist reference(AO1)
10. Evaluation and Critique (AO1+AO4)

A bit of history

The British scientist Sir John Herschel discovered the cyanotype process in 1842.

The process remains the same today, producing a white image on a deep blue background.

Cyanotype is a photographic printing process that produces a cyan-blue print. Engineers used the process well into the 20th century as a simple and low-cost process to produce copies of drawings, referred to as blueprints. The process uses two chemicals: ferric ammonium citrate and potassium ferricyanide.

Anna Atkins

Born: March 16, 1799, Tonbridge, United Kingdom

Died: June 9, 1871, 

English botanical artist, collector and photographer Anna Atkins was the first person to illustrate a book with photographic images. Her nineteenth-century cyanotypes used light exposure and a simple chemical process to create impressively detailed blueprints of botanical specimens. 

Anna’s innovative use of new photographic technologies merged art and science, and exemplified the exceptional potential of photography in books.

Anna’s self-published her detailed and meticulous botanical images using the cyanotype photographic process in her 1843 book, Photographs of British Algae: Cyanotype Impressions. With a limited number of copies, it was the first book ever to be printed and illustrated by photography.

You can view images from the book …

How to make Cyanotype Prints

Materials

• Pre-prepared cyanotype paper
• A piece of cardboard
• Acrylic or glass sheet
• Bulldog clips – or you can use masking tape or sellotape instead 
• An interesting range of objects to create your print from
• Alternatively, you can print out an image on clear transparency to create your blueprint from…

Tips

• You could source a piece of acrylic from a picture frame and even put it back afterwards!
• The cyanotype paper is light sensitive, so only take it out when you are ready to start using it, and protect the remaining sheets from light.
• When exposing your composition to light, watch the paper slowly change from blue to almost white. This should take around 3-5 minutes in full sun but longer if it is cloudy.
• Wash your print for at least one minute using gentle cold water.
• When it is dry leave your print under a pile of books overnight to flatten it out.

Task

1. Create a blog post that describes and explain the cyanotype as both a science and an art-form
2. Include visual examples
3. Include reference to Anna Atkins and other photographers who have experimented with cyanotypes
4. Include your cyanotype experiment (s)