Headshots JAC 2025

Below are some INSTRUCTIONS AND INSPIRATIONS for your headshots in the studio. We will be experimenting with both continuous lights and flash lights using 1, 2 and 3 light sources and respond to a number of creative approaches to headshots with reference to both historical portraits photographers from Societe Jersiaise Photo-Archive and contemporary practitioners.

TECHNICAL

RECORDING: produce at least 3 portrait shoots in the studio and consider the following:

1. Lighting: soft, hard

2. Framing: Headshots

3. Focusing: focus on the eyes

4. Expression: Explore different moods and emotions.

5. Pose: Manner and attitude. Use hands too…

Camera settings (flash lighting)
Tripod: optional
Use transmitter on hotshoe
White balance: daylight (5000K)
ISO: 100
Exposure: Manual 1/125 shutter-speed > f/16 aperture
– check settings before shooting
Focal lenght: 105mm portrait lens

Camera settings (continuous lighting)
Tripod: recommended to avoid camera shake
Manual exposure mode
White balance: tungsten light (3200K)
ISO: 400-1600 – depending on how many light sources
Exposure: Manual 1/60-1/125 shutter-speed > f/4-f/8 aperture
– check settings before shooting
Focal lenght: 50mm portrait lens

BLOG

In addition to complete the work listed in Studio Portraits 1 you are expected to show evidence of the following three EEEs on the blog for the work on Headshots.

EDITING: For each portrait shoot produce a contact-sheet, select and adjust your BEST 3 IMAGES in Photoshop using basic tools such as cropping, contrast, tonality, colour balance, monochrome. Describe also the lighting setup using an image from ‘behind the scenes’, ie. key light, back light, fill light, use of reflectors, gels etc.

EXPERIMENTING: Complete at least 3 out of these 5 experiments on DIAMOND CAMEO, DOUBLE/ MULTIPLE EXPOSURE, JUXTAPOSITION, SEQUENCE/ GRID AND MONTAGE (see more details below). Make sure you demonstrate creativity and produce at least 3 different variations of the same portrait experiment.

EVALUATING: Compare your portrait responses/ experiments and provide some analysis of artists work and images below that has inspired your ideas and shoots. Use this Photo-Literacy matrix.

INSPIRATIONS

Henry Mullins is one of the most prolific photographers represented in the Societe Jersiase Photo-Archive, producing over 9,000 portraits of islanders from 1852 to 1873 at a time when the population was around 55.000. The record we have of his work comes through his albums, in which he placed his clients in a social hierarchy. The arrangement of Mullins’ portraits of ‘who’s who’ in 19th century Jersey are highly politicised.

You can read more here in an extract from Dr Gareth Syvret’s (former photo-archivist) PhD thesis; The Photographic Matrix: Henry Mullins Portrait Albums

Henry Mullins Album showing his arrangements of portraits presented as cartes de visite


Henry Mullins started working at 230 Regent Street in London in the 1840s and moved to Jersey in July 1848, setting up a studio known as the Royal Saloon, at 7 Royal Square. Here he would photograph Jersey political elite (The Bailiff, Lt Governor, Jurats, Deputies etc), mercantile families (Robin, Janvrin, Hemery, Nicolle ect.) military officers and professional classes (advocates, bankers, clergy, doctors etc).

His portrait were printed on a carte de visite as a small albumen print, (the first commercial photographic print produced using egg whites to bind the photographic chemicals to the paper) which was a thin paper photograph mounted on a thicker paper card. The size of a carte de visite is 54.0 × 89 mm normally mounted on a card sized 64 × 100 mm. In Mullins case he mounted his carted de visite into an album. Because of the small size and relatively affordable reproducibility cartes de visite were commonly traded among friends and visitors in the 1860s. Albums for the collection and display of cards became a common fixture in Victorian parlors. The immense popularity of these card photographs led to the publication and collection of photographs of prominent persons.

Portrait of Philip Baudains, Writer, Advocate, Constable and Deputy of St Helier. The four headshots of Baudains are presented in a Diamond Cameo which is a process in which four separate portraits of the same subject are printed on a carte de visite.
Some headshots by Mullins of both Jersey men and women produced as vignette portrait which was a common technique used in mid to late 19th century

ED.EM_.03.01_lowDOWNLOAD

Here is a draft layout of ED.EM.03 Henry Mullins / Michelle Sank – on the social matrix. ED.EM. is a photo-zine produced by Societe Jersiaise Photographic Archive that presents a selection of images from its historical collection.

Becque á Barbe: Face to Face: A portrait project about Jèrriais – the island of Jersey’s native language of Norman French. Each portrait is titled with a Jèrriais word that each native speaker has chosen to represent a personal or symbolic meaning, or a specific memory linked to his or her childhood. Some portraits are darker in tonality to reflect the language hidden past at a time when English was adopted as the formal speech in Jersey and Jèrriais was suppressed publicly and forbidden to be spoken in schools.

Juxtaposed with portraits of Jèrriais speakers are a series of photographs of Jersey rocks that are all designated as Sites of Special Interest (SSIs); important geological outcrops that are protected from development and preserved for future public enjoyment and research purposes. The native speakers of Jersey French should be classified as People of Special Interest (PSIs) and equally be protected from extinction through encouraging greater visibility and recognition as guardians of a unique language that are essential in understanding the island’s special character.

Ole Christiansen (Danish): A special preoccupation has been music photography, portraits, but also – often strongly graphically emphasized urban landscapes which is reflected in his portraiture . Ole has over the years provided pictures for a myriad of books, magazines, record covers, annual reports, etc.

Medina, 2018

THE DEADPAN AESTHETIC

According to sources the origins of the word “Deadpan”  can be traced to 1927 when Vanity Fair Magazine compounded the words dead and pan, a slang word for a face, and used it as a noun. In 1928 the New York Times used it as adjective to describe the work of Buster Keaton.

It is less clear when it was first used to describe the style of photography associated with Edward Ruscha, Alec Soth, Thomas Ruff and many others.  Charlotte Cotton devotes a complete chapter to Deadpan in The Photograph as Contemporary Art and much that has been written since references that essay.

In summary Deadpan photography is a cool, detached, and unemotional presentation and, when used in a series, usually follows a pre-defined set of compositional and lighting rules.

This style originated in Germany and is descended from Neue Sachlichkeit, New Objectivity, a German art movement of the 1920s that influenced the photographer August Sander who systematically documented the people of the Weimar Republic . Much later, in the 1970s, Bernd and Hilla Becher, known for their devotion to the principles of New Objectivity, began to influence a new generation of German artists at the Dusseldorf School of Photography (4). These young German photographers included  Thomas Struth, Andreas Gursky, Candida Hofer and Thomas Ruff. The Bechers (4 & 5) are best remembered for their studies of the industrial landscape, where they systematically photographed large structures such as water towers, coal bunkers or pit heads to document a soon-to-disappear landscape in a formalistic manner as much akin to industrial archeology as art. The Bechers’ set of “rules” included clean, black and white pictures taken in a flat grey light with straight-on compositions that perfectly lent themselves to their presentation methodology of large prints containing a montage of nine or more similar objects to allow the study of types (typology) in the style of an entomologist.

If you want to learn more about the theoretical and philosophical basis for the deadpan aesthetic READ HERE.

Thomas Ruff wanted to mimick the setup for a having a set of passport images taken. Read an interview with him here recently published in the Financial Times

PASSPORT PHOTO

From the UK Government website

FACE:

  • eyes must be open and clearly visible, with no flash reflections and no ‘red eye’
  • facial expression must be neutral (neither frowning nor smiling), with the mouth closed
  • photos must show both edges of the face clearly
  • photos must show a full front view of face and shoulders, squared to the camera 
  • the face and shoulder image must be centred in the photo; the subject must not be looking over one shoulder (portrait style), or tilting their head to one side or backwards or forwards
  • there must be no hair across the eyes
  • hats or head coverings are not permitted except when worn for religious reasons and only if the full facial features are clearly visible
  • photos with shadows on the face are unacceptable
  • photos must reflect/represent natural skin tone

BACKGROUND:

Photos must have a background which:

  • has no shadows
  • has uniform lighting, with no shadows or flash reflection on the face and head
  • shows a plain, uniform, light grey or cream background (5% to 10% grey is recommended)

TYPOLOGIES

TYPOLOGY means the study and interpretation of types and became associated with photography through the work of Bernd and Hilla Becher, whose photographs taken over the course of 50 years of industrial structures; water towers, grain elevators, blast furnaces etc can be considered conceptual art. They were interested in the basic forms of these architectural structures and  referred to them as ‘Anonyme Skulpturen’ (Anonymous Sculptures.)

The Becher’s were influenced by the work of earlier German photographers linked to the New Objectivity movement of the 1920s such as August Sander, Karl Blossfeldt and Albert-Renger-Patzsch.

August Sander
Karl Blosfeldt

UP CLOSE

BRUCE GILDEN: FACE: Recently you have explored street photography and Bruce Gilden is renowned for his confrontational style and getting up close to his subject. Between 2012-14 Gilden travelled in America, Great Britain, and Colombia and created a series called FACE. Read a review here in the Guardian newspaper and another on Lensculture.

In addition to focusing on details of the face try and isolate body parts, gestures, clothing and physical features, such as hands, elbows, shoulders, neck, torso, hip, knees, feet. Your understanding of abstraction in photography; focusing on shapes, colours, light and shadows, textures and repetition is crucial here.

Satoshi Fujiwara: Code Unknown: In Michael Haneke’s 2000 film Code Unknown, there is a scene in which the protagonist’s lover, a photographer, secretly snaps pictures of passengers sitting across from him on the train.

Inspired by the film, I used the same approach to shoot people in Berlin trains. Yet in contemporary society, it is not acceptable to rashly and publicly display pictures of people’s faces that were taken without their permission. Thus, I shot and edited my pictures in a way that makes it impossible to identify the individual people who served as my “models.” To avoid impinging on the “right of likeness,” I used the shadows created by the direct sunlight pouring in through the windows, various compositional approaches, and digital processing to keep their identities anonymous.

When we look at another person, either directly or through another medium, we interpret a wide range of information based on outward appearance (face, physique, clothes and accessories, and movements)—in other words, various codes. By regulating and altering these codes in various ways, I set out to obscure the individuality and specificity of the subjects in the pictures in my series.—Satoshi Fujiwara

David Goldblatt: Particulars: Following a series of portraits of his compatriots made in the early 1970s, photographer David Goldblatt, for a very short and intense period of time, naturally turned to focusing on peoples’ particulars and individual body languages “as affirmations or embodiments of their selves.” Goldblatt’s affinity was no accident: Working at his father’s men’s outfitting store in the 1950s, his awareness of posture, gesture and proportion—technical as it was—formed early and would accompany him throughout his life.

In this series we see hands resting on laps, crossed legs, the curved backs of sleepers on a lawn at midday, their fingers and feet relaxed, pausing from their usual occupations. This deeply contemplative work is framed by Ingrid de Kok’s poetry.

EXPERIMENTATION

TASK

You must produce the following experiments:

  1. DIAMOND CAMEO : Recreate a diamond cameo, similarly to Mullins of which four separate portraits of the same subject are arranged onto the same document in Photoshop.
  2. DOUBLE/ MULTI-EXPOSURE: Either in camera or in post-post-production layer or merge two or three images into one portrait.
  3. JUXTAPOSITION: Select 1 portrait by Mullins and one response that you have made and juxtapose opposite each in a new document in Photoshop. Look for similarities in pose, expression, gestures and overall composition. If you have some environmental portraits from previous shoot try and juxtapose in a similar way that Michelle Sank responded to Mullins portraits in ED.EM.03.
  4. SEQUENCE/ GRID: Select a series of your headshots (between 5-12) and produce a sequence either as a grid, story-board, contact-sheet or typology. Reference Mullins pages in his portrait albums
  5. MONTAGE: Select an appropriate set of portraits and create a montage of layered images in Photoshop as an A3 document.

DIAMOND CAMEO

DOUBLE / MULTI-EXPOSURES

Double or multiple exposures are an illusion created by layering images (or portions of images) over the top of each other. This can be achieved in the camera settings, or on Adobe Photoshop by creating LAYERS and then using BLENDING OPTIONS and OPACITY CONTROL. Artist have used these techniques to explore Surrealist Ideas and evoke dream-like imagery, or imagery that explores time / time lapse.

Man Ray
Man Ray
Alexander Rodchenko
Claude Cahun
Lewis Bush, Trading Zones
Idris Khan, Every…Bernd And Hilla Becher Gable Sided Houses. 2004
Photographic print
208 x 160 cm

Idris Khan’s Every… Bernd And Hilla Becher… series appropriates the Bechers’ imagery and compiles their collections into single super-images. In this piece, multiple images of American-style gabled houses are digitally layered and super-imposed giving the effect of an impressionistic drawing or blurred film still. Since 1959 Bernd and Hilla Becher have been photographing industrial structures that exemplify modernist engineering, such as gas reservoirs and water towers. Their photographs are often presented in groups of similar design; their repeated images make these everyday buildings seem strangely imposing and alien.

JUXTAPOSITION

Juxtaposition is placing two images together to show contrast or similarities. For inspiration look at some of the page spreads from ED.EM.03 where pairings between portraits of Henry Mullins and Michelle Sank are juxtaposed to show comparison/ similarities/ differences between different social and professional classes in Jersey mid-19th century and early 21 st century.

For inspiration look also at the newspapers: LIBERATION / OCCUPATION and FUTURE OF ST HELIER produced by past A2 photography students and the publication GLOBAL MARKET by ECAL.

LIBERATION / OCCUPATION newspaper 25 April 2020
FUTURE OF SY HELIER newspaper 18 Sept 2019
Spreads from Global Market
W. Eugene Smith. Jazz Loft Project

Juxtapose images according to shapes, colours, repetition, object vs portrait

COLOUR – SHAPES
This image has an empty alt attribute; its file name is fb4.jpg
SHAPES – GEOMETRY
Repetition
This image has an empty alt attribute; its file name is Where-Mimosa-Bloom_03-1024x682.jpg
OBJECT – PORTRAIT

Photographer Mike Terry has created a series of diptychs using a variety of strategies. His images sometimes appear to be two closely related frames from the same event. Some pairs are united by the quality of light. Other pairings juxtapose different viewpoints, subjects, colours and moods to create tension.

The resulting diptychs are still images but reference the theory of montage, first articulated by Russian film makers in the 1920s, specifically Sergei Eisenstein,

Picture
An example of two frames from Sergei Eisenstein’s film ‘Battleship Potemkin’, 1925

SEQUENCE/ GRID

Henry Mullins: Pages and re-constructed contact-sheets from his portrait albums.

Thomas Struth

Shannon O’Donnell: That’s Not The Way The River Flows (2019) is a photographic series that playfully explores masculinity and femininity through self-portraits. The work comes from stills taken from moving image of the photographer performing scenes in front of the camera. This project aims to show the inner conflicts that the photographer has with identity and the gendered experience. It reveals the pressures, stereotypes and difficulties faced with growing up in a heavily, yet subtly, gendered society and how that has impacted the acceptance and exploration of the self.

Duane Michals (b. 1932, USA) is one of the great photographic innovators of the last century, widely known for his work with series, multiple exposures, and text. Michals first made significant, creative strides in the field of photography during the 1960s. In an era heavily influenced by photojournalism, Michals manipulated the medium to communicate narratives. The sequences, for which he is widely known, appropriate cinema’s frame-by-frame format. Michals has also incorporated text as a key component in his works. Rather than serving a didactic or explanatory function, his handwritten text adds another dimension to the images’ meaning and gives voice to Michals’s singular musings, which are poetic, tragic, and humorous, often all at once.

Things Are Queer, 1973
Nine gelatin silver prints with hand-applied text
3 3/8 x 5 inches 
The Spirit Leaves the Body, 1968
Seven gelatin silver prints with hand-applied text
3 3/8 x 5 inches (each image)
Death Comes to the Old Lady, 1969
Five gelatin silver prints with hand-applied text
3 3/8 x 5 inches (each image)
Tracy Moffatt: Something More, 1989

Tracy Moffatt: The nine images in Something More tell an ambiguous tale of a young woman’s longing for ‘something more’, a quest which brings dashed hopes and the loss of innocence. With its staged theatricality and storyboard framing, the series has been described by critic Ingrid Perez as ‘a collection of scenes from a film that was never made’. While the film may never have been made, we recognise its components from a shared cultural memory of B-grade cinema and pulp fiction, from which Moffatt has drawn this melodrama. The ‘scenes’ can be displayed in any order – in pairs, rows or as a grid – and so their storyline is not fixed, although we piece together the arc from naïve country girl to fallen woman abandoned on the roadside in whatever arrangement they take. Moffatt capitalises on the cinematic device of montage, mixing together continuous narrative, flashbacks, cutaways, close-ups and memory or dream sequences, to structure the series, and relies on our knowledge of these devices to make sense and meaning out of the assemblage.

Philip Toledano: Day with my father, 2010

Philip Toledano: DAYS WITH MY FATHER is a son’s photo journal of his aging father’s last years. Following the death of his mother, photographer Phillip Toledano was shocked to learn of the extent of his father’s severe memory loss.

Walkers Evans and Labour Anonymous

Walker Evans: One of the founding fathers of Documentary Photography Walker Evans used cropping as part of his work.  Another pioneer of the photo-essay, W. Eugene Smith also experimented with cropping is his picture-stories

Read more here on Walker Evans and his magazine work and  his series Labour Anonymous.

Hans-Peter Feldmann, Sonntagsbilder (Sunday Pictures). 1976
The complete set of 21 offset lithographs, on thin wove paper, with full margins,
all I. various sizes

Hans-Peter Feldmann: (b. 1941 Duesseldorf). The photographic work of Hans-Peter Feldmann began with his own publications in small print-runs between 1968 and 1975. Often using reproductions of photographs from magazines or private snapshots, which he mixed with his own photographs, Feldmann, like Ed Ruscha, undermined the aura of the unique, “authentic” work of art. With his laconic imagery he seeks to break down conventional notions of art.

Salvatore Dali: The Phenomenon of Ecstasy (1933)

PHOTO-MONTAGE

Photomontage is the process and the result of making a composite photograph by cutting, gluing, rearranging and overlapping two or more photographs into a new image. 

Mask XIV 2006 

John Stezaker: Is a British artist who is fascinated by the lure of images. Taking classic movie stills, vintage postcards and book illustrations, Stezaker makes collages to give old images a new meaning. By adjusting, inverting and slicing separate pictures together to create unique new works of art, Stezaker explores the subversive force of found images. Stezaker’s famous Mask series fuses the profiles of glamorous sitters with caves, hamlets, or waterfalls, making for images of eerie beauty.

His ‘Dark Star’ series turns publicity portraits into cut-out silhouettes, creating an ambiguous presence in the place of the absent celebrity. Stezaker’s way of giving old images a new context reaches its height in the found images of his Third Person Archive: the artist has removed delicate, haunting figures from the margins of obsolete travel illustrations. Presented as images on their own, they now take the centre stage of our attention

Thomas Sauvin and Kensuke Koike‘No More, No Less’
In 2015, French artist Thomas Sauvin acquired an album produced in the early 1980s by an unknown Shanghai University photography student. This volume was given a second life through the expert hands of Kensuke Koike, a Japanese artist based in Venice whose practice combines collage and found photography. The series, “No More, No Less”, born from the encounter between Koike and Sauvin, includes new silver prints made from the album’s original negatives. These prints were then submitted to Koike’s sharp imagination, who, with a simple blade and adhesive tape, deconstructs and reinvents the images. However, these purely manual interventions all respect one single formal rule: nothing is removed, nothing is added, “No More, No Less”. In such a context that blends freedom and constraint, Koike and Sauvin meticulously explore the possibilities of an image only made up of itself.

Hyperlink to Blurb Photobook

LINK TO ONLINE BLURB BOOK

Your final blog post should be an online link to you BLURB book with an evaluation. If you have already written an evaluation as part of another blog post on your book design then add the online link to that blog post and change the date to make sure it sits at the top.

Log into your blurb account and click on Sell my book

Click on Privacy & Sharing

Copy link circled in red above.

In your Photobook blog post with your final layout and design, at the very top, type title of your Photobook and copy in link from Blurb using Link button above.

Mock Exam Guidance

Mon 3 – Thurs 6 Feb:
2 days = 10 hours controlled test
Photography classroom + Photography studio
Groups: 
13C and 13A: MON 3 – TUE 4 FEB
13D: WED 5 – THURS 6 FEB

DEADLINE: LAST DAY OF YOUR MOCK EXAM
ESSAY > PHOTOBOOKS / FILM > BLOG POSTS

IN PREPARATION FOR MOCK EXAM MAKE SURE THE FOLLOWING IS READY BY THE END OF THIS WEEK:

  1. Complete and proof read essay by Friday 31 Jan and publish on blog (so there is enough time to present it into book design in Mock exam.) 
  2. Upload new photoshoots and complete final edit in Lightroom – make sure to produce blog posts showing selection process and experimentation of images.
  3. A draft layout of your photobook/ rough cut of film edit before your Mock Exam begin (that time is used to fine tune design with teacher’s approval)
  4. Review Checklist on blog for overview of work that must be completed.
  5. Go through Go4School Tracking Sheet (sent in email on 17 Jan) and improve, complete and publish missing blogposts.

Structure your 2 day Mock Exam as follows:

DAY 1:
Essay: If needed, complete any final adjustments to essay, incl illustrations, referencing and bibliography + publish on blog.

Photoshoots/ recordings: Complete editing images or recordings for your photobook / film + produce blog posts showing selection process and experimentation of images. Use a combination of print screens + annotation. Write an evaluation about what went well and what you need to do next to develop your shoots and project.

DAY 2
Photobook/ film: Complete photobook design/ edit film + produce blogpost showing design process and evaluate. Produce a blog post showing layout and design process using a combination of print screens + annotation. Add essay and present at the end of your book.

Prints: Select final prints and produce blog post showing presentation ideas and create mock-up in Photoshop and create a virtual gallery. Make sure you save final images in print folder here by end of the day:

M:\Radio\Departments\Photography\Students\Image Transfer\YR13 PRINT FOLDER 2025

Blogposts: Finish and publish any missing blog posts as per Checklist and your Go4School Tracking sheet.

ESSAY
Publish final essay as a separate blog post with illustrations of key works by artists and your own images analysed in your text, as well as a bibliography listing all literary sources used. Also incorporate essay in the back of your book using layout in text columns and include illustrations and bibliography.

Marking Criteria

PHOTOBOOK
Make sure you have a made a blog post that charts your design decisions, including prints screens of layout with annotation and write an ongoing evaluation. If you complete it; final book design must be checked and signed off by teacher.

For more help and guidance editing, process and evaluation go to blog post below.

BLURB – Upload pdf to Book
Once your final design has been signed off by the teacher follow these steps to upload book as a PDF to Blurb.

1. In Lightroom top right corner click drop-down menu in Blurb Photo Book and choose PDF. Make sure you increase JPEG Quality to 100 %.

2. In bottom right corner click button: EXPORT BOOK to PDF

3. Save PDF as filename: PHOTOBOOK in folder in your student folder on M:drive.

4. Move PDF file: PHOTOBOOK to One Drive in Office 365.

5. At home download above file from One Drive and save on your personal computer.

6. Log into your BLURB account (www.blurb.co.uk)

7. In top menu bar click on Design Tools and choose PDF to Book in drop down menu.

8. Click on button: Upload PDF

9. Upload your PDF files.
Cover PDF: Click to choose a file or drag and drop one here
Pages PDF: Click to choose a file or drag and drop one here

10. Once uploaded, choose paper, either Premium Lustre or Premium Matte and choose cover, either Hardcover, Image wrap or Soft cover.

11. Select either Logo on white page or Logo on black page. IT cost you more if you choose no logo.

12. Type Title of your book and Author’s name (your name)

13. Click button: Upload to Blurb and go to check-out and order your photobook (you need either debit or credit card)

BLURB – ORDER BOOK
Inside Lightroom upload book design to BLURB, log onto your account on their website, pay and order the book.

Consider spending a few extra pounds on choosing better paper, such as Premium Lustre in check-out, change colour on end paper or choose different cloth/ linen if needed.

FILM
Make sure you have a made a blog post that charts your editing process, including prints screens with annotation and write an evaluation. If you complete it; final film must be checked and signed off by teacher.

For more help and guidance on editing, process and evaluation go to blog post below.

Film Editing

Export final film as mp4 file and upload to Youtube / Microsoft Streams and embed on Blog. Follow these steps:

  1. In Premier: Click on Sequence > Render IN/OUT
  2. File > Export > Media
  3. Export Settings: Format H.264
  4. Output Name: use title of your film and save to V:Data drive
  5. Click Export at bottom
  6. Using Microsoft Stream: Open up Office 365
  7. Go to All Apps and select Stream
  8. Create > Upload Video
  9. Browse to upload your exported film from V:Data drive
  10. Write a short description, choose thumbnail and publish
  11. My Content > Videos > embed film into Blog post with evaluation.
  12. In Youtube: Set up an account at home (www.youtube.com)
  13. Click Create (top right corner) > Upload video
  14. Select file > your exported film from V:Data drive
  15. Write a short description and choose thumbnail
  16. Once uploaded, embed film into Blog post with evaluation.

BLOGPOSTS
All blog posts in relation to the above must be published, including any other supporting posts missing from previous work modules since the beginning of Yr 13 academic year, including zines which must be printed & bound, Hockney ‘joiners’, 3D photo-sculpture and final prints.

See previous student, Stanley Lucas as a guide on blogposts that needs to be done and published before you the end of your Mock Exam.

https://hautlieucreative.co.uk/photo19al/author/slucas08

EVALUATION: Upon completion of photobook/ film and presentation of prints make sure you evaluate and reflect on your learning and final outcomes. Comment on the following:

  • How successful was your final outcomes (book, film, prints etc)?
  • Did you realise your intentions?
  • What references did you make to artists references? 
    comment on technical, visual, contextual, conceptual?

FINAL PRINTS
Select your final prints (5-7) from photobook/ film and make a blog post showing ideas about how to present them.

In photoshop produce a mock display (create new document size A1: 594 x 841mm) using different image sizes, for example: A3 x 2, A4 x 2, A5 x 3

PREPARE AND SAVE IMAGES FOR PRINTING:

  • Add your images to the print folder here…M:\Radio\Departments\Photography\Students\Image Transfer\Yr 13 NEA 2025
  • Complete any unfinished work from last term if you have time, For example: select images for print form Zine/ St Helier and/or St Malo project.

File Handling and printing...

  • Remember when EXPORTING from Lightroom you must adjust the file size to 1000 pixels on the Short edge for “blog-friendly” images (JPEGS)
  • BUT…for editing and printing when EXPORTING from Lightroom you must adjust the file size to Short edge for “high resolution” images (JPEGS) like this…
  • A5 Short Edge = 14.8 cm
  • A4 Short Edge = 21.0 cm
  • A3 Short Edge =29.7 cm

This will ensure you have the correct ASPECT RATIO

Ensure you label and save your file in you M :Drive and then copy across to the PRINT FOLDER:

M:\Radio\Departments\Photography\Students\Image Transfer\Yr 13 NEA 2025

For a combination of images, or square format images you use the ADOBE PHOTOSHOP NEW DOCUMENT + PRINT PRESETS on to help arrange images on the correct size page (A3, A4, A5)

You can do this using Photoshop, Set up the page sizes as templates and import images into each template, then you can see for themselves how well they fit… but remember to add an extra 6mm for bleed (3mm on each side of the page) to the original templates. i.e. A4 = 297mm x 210 but the template size for this would be 303mm x 216mm.

Making a Virtual Gallery in Photoshop

Download an empty gallery file…then insert your images and place them on the walls. Adjust the perspective, size and shape using CTRL T (free transform) You can also add things like a drop shadow to make the image look more realistic…

The Photographers' Gallery - Gallery - visitlondon.com

…or using online software

How I did it:

Step 1: Go to www.artsteps.com

Step 2: Sign in / up.

Step 3: Create.

Step 4: Create your own location or choose a template.

Step 5: Upload your images, put them in your exhibition, name it and give it a description.

Step 6: Present / view your Exhibition.

AI / Chat GPT Guidance

Now that you are beginning to write your Personal Study essay it seems appropriate to clarify the use AI. These principles is relevant for any for of writing that an A-level photography students is required to do, ie. essays, artists case studies, contextual studies, image analysis etc.

We (teachers) are assessing an individual students ‘knowledge’ and ‘understanding’ so if it seems as if a piece of written work is inconsistent with the evidence you already have published on the blog, then some sort of viva voce (oral examination) would be good to ascertain if that work does represent that students’ ‘knowledge’ and ‘understanding’ of a topic. If not, then the usual guidelines around plagiarism need to apply – ie disqualification.

Ofqual, the Office of Qualifications and Examinations Regulation that regulates qualifications, examinations and assessments in England are really clear about the use of ChatGTP to construct coursework. It’s basically a hard NO. Coupled with the fact that they use AI detection on work which appears to be plagiarised or fabricated by AI and can disqualify it. Synthesising arguments from research is an essential skill which is being tested in assessment objectives so to get an AI to do it is essentially cheating. 

For those interested here is a document from JCQ (Joint Council for Qualifications outlining the current rules that govern student’s use of AI. Also, here in the following link to the Ofqual Guide for Schools and Colleges 2025 there is a paragraph about teachers using AI as the means to mark student work.  It is under the subheading ‘During Assessments and Marking’.

How to use AI responsibly:
If using AI is essential for your learning, follow these set of principles:

  1. Reference if AI/ ChatGPT has been used like any other literary or academic source. For essay, this means adding in-text reference and list it in the Bibliography.
  2. Reference what text prompt has been used and when, including date you generated content.
  3. Demonstrate how you have used AI to inform your own knowledge and understanding.
  4. Save screenshot of the questions you asked and the answers you got. For essay, this means adding a screen grab from AI/ChatGP tool and list it in Appendices at the end of essay (after Bibliography)


      ESSAY DRAFT

      DEADLINE: Essay introduction MUST be published on blog Friday 10 January 2025

      DEADLINE: Final Essay MUST be handed in Fri 31 Jan 2025

      ESSAY: In the Spring term will be spending 1 lesson a week, normally Wednesdays on writing and developing your essay. However, you will need to be working on it independently outside of lesson time.

      Objective: Criteria from the Syllabus

      • Be aware of some of the methods employed by critics and historians within the history of art and photography.
      • Demonstrate a sound understanding of your chosen area of study with appropriate use of critical vocabulary. – use for image analysis
      • Investigate a wide range of work and sources
      • Develop a personal and critical inquiry.

      How to start: Copy this essay plan into your own blog post, titled: Essay Draft:

      Literary sources: Go to this blog post here: Theory: Literary Sources and copy relevant key texts relating to the subject of your essay and list in alphabetical order in your bibliography. In addition, find your own key texts in relation to artists selected for in-depth analysis in your essay and list these too. These texts could be interviews with the artist, or reviews/ critique’s written by others. See useful online sites/ sources here .

      • Research and identify 3-5 literary sources from a variety of media such as books, journal/magazines, internet, Youtube/video that relates to your personal study and artists references .
      • Begin to read essay, texts and interviews with your chosen artists as well as commentary from critics, historians and others.
      • It’s important that you show evidence of reading and draw upon different pints of view – not only your own.
      • Take notes when you’re reading…key words, concepts, passages, page number to be used for in-text referencing etc.

      Bibliography

      List all the sources that you have identified above as literary sources. Where there are two or more works by one author in the same year distinguish them as 1988a, 1988b etc. Arrange literature in alphabetical order by author, or where no author is named, by the name of the museum or other organisation which produced the text. Apart from listing literature you must also list all other sources in alphabetical order e.g. websites/online sources, Youtube/ DVD/TV.

      Quotation and Referencing:

      Why should you reference?

      • To add academic support for your work
      • To support or disprove your argument
      • To show evidence of reading
      • To help readers locate your sources
      • To show respect for other people’s work
      • To avoid plagiarism
      • To achieve higher marks

      What should you reference?

      • Anything that is based on a piece of information or idea that is not entirely your own.
      • That includes, direct quotes, paraphrasing or summarising of an idea, theory or concept, definitions, images, tables, graphs, maps or anything else obtained from a source

      How should you reference?

      Use Harvard System of Referencing…see Powerpoint: harvard system of referencing for further details on how to use it.

      https://vimeo.com/223710862

      Here is an full guide on how to use Harvard System of Referencing including online sources, such as websites etc.


      Essay Question

      • Think of a hypothesis and list possible essay questions
      • Below is a list of possible essay questions that may help you to formulate your own.

      Some examples of Personal Study essays from previous students:

      possible-essay-questions-to-investigate

      Links to a previous essays: 

      Pip Plummer: How does photography act as an important form of communication of both true and untrue subjects?

      Julia Kochan: To what extent are photographs an accurate portrayal of memories and the past?

      Olivia Mooney-Griffiths: In what way are family photographs extensions of our memories as well as our identities?

      Sophie Marett: In what way have Robert Darch and Josef Sudek used their photography as a form of therapy? 

      Shan O’Donnell: How is the work of Claude Cahun and Cindy Sherman questioning the politics of gender and female stereotypes?

      Eleanor Jones: In what way have Mary Ellen Mark and Laia Abril portrayed women’s mental and physical health? 

      Emma Price: In what way have Jim Goldberg and Ryan McGinley represented youth in their work?

      Wiktoria Markiewicz: In what ways do alterations in Jessa Fairbrother’s work make the visible what is invisible?

      Scarlett Sargeant: In what way does Justine Kurland & Michelle Sank explore youth and femininity through their work?

      Emily Stubbs: How do Justine Kurland and Jim Goldberg portray childhood differently through their work?

      Megan Hawthornthwaite: How is the work of Rinko Kawauchi inspired by Japanese Aesthetics and History? 

      Lawrence Bouchard: What Constitutes a ‘Real’ Image?

      Thomas Le Maistre: How do Robert Mapplethorpe and Karlheinz Weinberger portray ‘Lad Culture’ through the medium of portraiture?

      Nic Rolland: In what ways have Rejlander and Shonibare explored narrative in their photography?

      Charlie Barraud: How does Mitch Epstein express the notion of family and relationships in his work?  

      Charlie Bell: How does Troy Paiva use the themes of isolation and loneliness in his work?

      In what way does Nick Hedges portray a sense of state discrimination and hopelessness through his monochromatic imagery?

      To what extent can we trust documentary photography to tell the truth about reality?

      How does Jeff Wal’s Tableaux approach depict a seemingly photojournalistic approach?

      Compare how Cindy Sherman and Phoebe Jane Barrett challenge gender stereotypes.

      How can something that doesn’t physically exist be represented through photography?

      To what extent does Surrealism create an unconscious representation of one’s inner conflicts of identity and belonging? 

      How has children’s stories and literature influenced the work of Anna Gaskell and Julia Margaret Cameron?

      How do Diana Markosian and Rita Puig-Serra Costa express the notion of family history and relationships in their work?

      How does the work of Darren Harvey-Regan explore abstraction as an intention and process?

      Essay Plan
      Make a plan that lists what you are going to write about in each paragraph. Further help can be found here essay structure or see link here The Royal Literay Fund

      • Essay question:
      • Opening quote:

        ‘To photograph is to appropriate the thing photographed.’ (Sontag 1977:4)
      • 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?
      • Pg 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. 
      • Pg 2 (500 words): Analyse first artist/photographer in relation to your essay question. Present and evaluate your own images and responses.
      • Pg 3 (500 words): Analyse second artist/photographer in relation to your essay question. Present and evaluate your own images and responses.
      • Conclusion (250-500 words): Draw parallels, explore differences/ similarities between artists/photographers and that of your own work that you have produced
      • Bibliography: List all relevant sources used

      Sontag, S. (1977). ‘In Plato’s Cave’ in On Photography. London: Penguin Books.

      Use of AI / ChatGPT – go to this blog post here for guidelines.

      Key Terminology: Here is a link to a glossary of key words, glossary of photographic processes, glossary of art movements and genres, and linking words and phrases.

      Essay writing: Here is a link to another blog post which will provide you with guideline and more details about how to structure each paragraph in your essay.

      Thurs 19 Dec > In this lesson you will write a 45 mins draft essay introduction following these steps:

      1. Open a new Word document > SAVE AS: Essay draft
      2. Copy essay question into Essay titleHypothesis > if you don’t have one yet, make one!
      3. Copy your Statement of Intent from previous blogpost.
      4. Identify 2 quotes from your literary sources using Harvard System of Referencing.
      5. Add sources to Bibliograpphy > if by now you don’t have any sources, use S. Sontag. On Photography Ch1
      6. Use one quote as an opening quote.
      7. Begin to write a paragraph (250-500 words) answering the following questions below.
      8. You got 45 mins to write and upload to the blog!

      Draft Introduction (250-500 words). Think about an opening that will draw your reader in e.g. you can re-formulate the essay question. You should include in your introduction an outline of your intention of your study, e.g. what area of photography, or subject-matter are you exploring? Which artists/ photographers are you going to investigate/ analyse/ interpret? Why does this subject/ work interest you? What are you trying to prove/challenge, argument/ counter-argument? What historical or theoretical context is the work situated within? Include at least 1 or 2 quotes for or against. What links are there with your previous studies, if any? How has this subject and chosen artists/ photographers inspired your own images/ responses? How will your work develop? What camera skills, photographic techniques or processes have you experimented with, or are you going to experiment with?

      PHOTOGRAPHY & NARRATIVE

      Once upon a time….

      A well rehearsed phrase that we are all familiar with, invoking childhood memories of fairytales, grandparents recounting old days or stories around the campfire. American novelist Kurt Vonnegut argued that the quality that defined good storytellers was simply that they themselves loved stories.

      In this module we will study how different narrative structures can be used to tell stories in pictures from looking at photography, cinema and literature in photo-essays, film and books. We will consider narrative within a documentary approach where observation is key in representing reality, albeit we will look at both visual styles within traditional photojournalism as well as contemporary photography which employs a more poetic visual language that straddles the borders between objectivity and subjectivity, fact and fiction.

      In order to understand how photography as a medium can be applied to tell a story we need to understand the differences between narrative and story and how editing, sequencing and design is intrinsic to this process.

      THEORY

      Often people tend to think of narrative and story as the same thing. In photography that is no exception. Jörg M. Colberg, a photographer, teacher and editor of Conscientious Photo Magazine (online blog dedicated to contemporary fine-art photography) has written extensively about narrative in photography. For you to gain a better understanding of the differences between narrative and story when we think about it in relation to making a photobook (which is your main outcome in your Personal Study later in the academic year) or in your current task of making a photo-zine you NEED TO READ his two blog posts; Photography and Narrative (part 1) and Photography and Narrative (part 2).

      According to Dictionary.com, narrative can be:

      1. a story or account of events, experiences, or the like, whether true or fictitious
      2. a book, literary work, etc., containing such a story, or
      3. the art, technique, or process of narrating, or of telling a story.”

      In Colberg’s view;

      ‘Those three options really aren’t the same at all. A photobook’s story is not the same as the book itself…. What I tend to find is that many photographers use the term narrative in the sense of it being the same as story (option 1), but what they mean is that it is the way the story is told (Option 3).’

      He continues:

      ‘This is because it will contain a set of photographs that are being presented in a very specific way: there is an edit, a sequence, and very specific decisions about design and production were (hopefully) being made. As I’m trying to explain in the following, the edit and sequence (and to a lesser extent design and production) form a specific narrative that, in turn, might or might not produce or allude to a story. How to approach this then?’

      When Colin Pantall made his book, All Quiet on the Homefront about his daughter growing up and becoming a father he wrote about the process of making it on his Blog here: Identifying the Story: Sequencing isn’t narrative

      In Pantall’s experience narrative isn’t just sequencing a set images that flows together nicely. He says:

      ‘In photobooks there are so many elements used in editing, sequencing and creating a narrative. It’s really difficult. For All Quiet on the Home Front, we went through the lot of them. Sequencing by chronology,  geography, family, resemblance, art history, season, colour, form, tone, flora, expression, dress, climate, mood, symbolism, material, and so on. The sequencing was a gradual process that was embedded into the editing with voice, mode, person, text, the basic best picture edit and much more besides.’

      In his view identifying the story first and being able to communicate it in three words is essential.

      ‘You can sequence in a multitude of ways in  other words. But none of that made a narrative. What made the narrative was actually identifying what the story was about. Do that and then you can create all the structures through which the story can flow – and that, structures plus story, creates the narrative.’

      https://vimeo.com/245364124

      For photographer, writer and lecturer, Lewis Bush; ‘narrative are things that exists within stories.’ In his article, Storytelling: A Poverty of Theory, Bush gives different reasons why photography as a medium does not have an established theory on narrative like cinema or literature. He also wonders why photographers often refer to themselves as storytellers but have little understanding of the differences between story and narrative when applied to photography.


      ‘One story can spawn many narratives, a fact that, in contrast to photography, is well understood in literature and cinema….when I say ‘I’m going to tell you a story’ I actually tell you a narrative of that story.’

      Bush cites an example in cinema, Akira Kurosawa’s Rashomon where multiple narratives are presented on screen of a murder, that may or may not have happened.

      In photography today Bush reminds us;

      ‘it is well understand that single images are not reality, they are a representation of it.’ Similarly, a series of images put together in a fragmentary and incomplete order is ‘a record of something [that] are always a narrative of a story or event, never a full reflection of the thing itself’.

      Lewis Bush gives examples of books that he has made which provides different narrative structure, from very linear to experimental. For example: Books that rework the narratives of other booksbooks which can be read back to front and front to back, and books with no fixed narrative at all. I’m currently working on one with a narrative which travels forwards and backwards in time simultaneously, and another a book which will not actually exist, and so I suppose neither will its narrative.

      In a follow article: ‘Photographic Narrative: Between Cinema and Novel‘ Lewis Bush cites different examples from both cinema, literature and photography and identity each mediums different strengths and weaknesses.

      In Bush’s view, photography’s narrative strength is;

      ‘It’s sheer power of description.’ A single photograph can depict a scene with a verisimilitude which pages of written account would still fail to capture. It is this quality which led photography to be first employed for practices like crime scene photography, in place of the unreliable memory and incomplete notes that had previously been relied upon.

      Conversely photography also has many weaknesses, such as explaining things. Bush cites German theatre parctitioner and playwright Bertol Brecht who wrote, a photograph of a factory tells us what a factory looks like, but it tells us very little about the relationships that underlie it.

      Bush also references Roland Barthes , whose seminal book, Camera Lucida,(1980) is a bedrock of photographic theory, especially, the relationship between photography and memory, photograph and death. He describes reading a sentences where Barthes, ‘characterised photographs as things which were somewhere “between cinema and novel”.

      Bush then outlines traits and similarities for storytelling between photography and cinema, photography and literature and provides a number of examples which we will have a closer look at below.

      CINEMA

      Chris Marker: La Jétte

      Chris Marker, La Jettee, (1962)

      Chris Marker, (1921-2012) was a French filmmaker, poet, novelist, photographer, editor and multi-media artist who has been challenging moviegoers, philosophers, and himself for years with his complex queries about time, memory, and the rapid advancement of life on this planet. Marker’s La Jetée is one of the most influential, radical science-fiction films ever made, a tale of time travel. What makes the film interesting for the purposes of this discussion, is that while in editing terms it uses the language of cinema to construct its narrative effect, it is composed entirely of still images showing images from the featureless dark of the underground caverns of future Paris, to the intensely detailed views across the ruined city, and the juxtaposition of destroyed buildings with the spire of the Eiffel Tower. You can read more here about the meaning of the film and it is available on Vimeo here in its entirety (29 mins)

      Mark Cousins: Atomic, Living in Dread and Promise

      A narrative can also be made constructed entirely of archive footage as in Atomic, Living in Dread and Promise, a film that shows impressionistic kaleidoscope of our nuclear times – protest marches, Cold War sabre-rattling, Chernobyl and Fukishima – but also the sublime beauty of the atomic world, and how x-rays and MRI scans have improved human lives. The nuclear age has been a nightmare, but dreamlike too. Made by director and film critic, Mark Cousins and featuring original music score by Mogwai, it was first broadcast on BBC4 as part of Storyville documentary. Your can read a Q&A with Cousins’ here where he discusses the making of the film.

      Christopher Nolan: Memento

      Memento is a 2000 American neo-noir psychological thriller film written and directed by Christopher Nolan. Guy Pearce stars as a man who, as a result of an injury, has anterograde amnesia (the inability to form new memories) and has short-term memory loss approximately every fifteen minutes. He is searching for the people who attacked him and killed his wife, using an intricate system of Polaroid photographs and tattoos to track information he cannot remember.

      The film is presented as two different sequences of scenes interspersed during the film: a series in black-and-white that is shown chronologically, and a series of color sequences shown in reverse order (simulating for the audience the mental state of the protagonist). The two sequences meet at the end of the film, producing one complete and cohesive narrative

      Telling a story in reverse can be an interesting way to construct a narrative. Both cinema and literature are good at jumping between different time modes, past, present and future. Moving image and sound can enhance these different temporal shifts and written language is good and transporting your imagination from one time zone to another. Photography is mute but different strategies can be employed such as changing from colour to monochrome suggesting a different time or a different set of images. Using old photographs from archives, or found imagery can add complexity too, and including words can support a sequence of images, or add tension between the visual and the textual adding other elements to a photographic narrative.

      Memento: Narrative and Postmodernism is also being looked at in Media Studies and if you are studying this subject make sure you include knowledge and understanding learned. Adopting a inter-disciplinary approach to your work is advantageous and being able to use theory and/ or context from other subjects will add value to your overall quality of your work and potentially achieve higher marks.

      Theorists like Sergei Eisenstein, D.W Griffiths, Lev Kuleshov, Jean Epstein, John Grierson (also the coiner of the term ‘documentary’), Dziga Vertov, Andre Bazin, and Siegfried Kracauer went into sometimes painful detail to articulate theories about how various film and editing combinations created different forms of meaning. Many of these ideas remain surprisingly robust and useful a century later, and remain the bedrock of much of the theory taught to film students. Let’s look at some narrative structures and film editing techniques that are used in cinema.

      The Kuleshov effect is a film editing (montage) effect demonstrated by Soviet filmmaker Lev Kuleshov in the 1910s and 1920s. It is a mental phenomenon by which viewers derive more meaning from the interaction of two sequential shots than from a single shot in isolation. Through this phenomenon we can suggest meaning and manipulate space, as well as time.

      The Kuleshov Effect

      Kuleshov edited a short film in which a shot of the expressionless face of Tsarist matinee idol Ivan Mosjoukine was alternated with various other shots (a bowl of soup, a girl in a coffin, a woman on a divan). The film was shown to an audience who believed that the expression on Mosjoukine’s face was different each time he appeared, depending on whether he was “looking at” the bowl of soup, the girl in the coffin, or the woman on the divan, showing an expression of hunger, grief, or desire, respectively. The footage of Mosjoukine was actually the same shot each time.

      Kuleshov used the experiment to indicate the usefulness and effectiveness of film editing. The implication is that viewers brought their own emotional reactions to this sequence of images, and then moreover attributed those reactions to the actor, investing his impassive face with their own feelings. Kuleshov believed this, along with montage, had to be the basis of cinema as an independent art form.

      For more details see Dr McKinlay’s blog on Narrative in Cinema and The Language of Moving Image which look more specifically at some of the conventions and key terminology associated with moving image (film, TV, adverts, animations, installations and other moving image products.)

      PHOTOGRAPHY

      Let’s explore some examples of images used in photo-essays and photobooks and see if we can identify the story as well as examine how narrative is constructed through careful editing, sequencing and design.

      W. Eugene Smith: Country Doctor

      PHOTO-ESSAY: The life of a country doctor in Colorado’s Rocky Mountains

      “A photo is a small voice, at best, but sometimes – just sometimes – one photograph or a group of them can lure our senses into awareness. Much depends upon the viewer; in some, photographs can summon enough emotion to be a catalyst to thought”

      W. Eugne Smith

      W. Eugene Smith compared his mode of working to that of a playwright; the powerful narrative structures of his photo essays set a new benchmark for the genre. His series, The Country Doctor, shot on assignment for Life Magazine in 1948, documents the everyday life of Dr Ernest Guy Ceriani, a GP tasked with providing 24-hour medical care to over 2,000 people in the small town of Kremmling, in the Rocky Mountains. The story was important at the time for drawing attention to the national shortage of country doctors and the impact of this on remote communities. Today the photoessay is widely regarded as representing a definitive moment in the history of photojournalism.

      Robert Frank: The Americans

      In October of 1958, French publisher Robert Delpire released Les Américains in Paris. The following year Grove Press published The Americans in New York with an introduction by American writer, Jack Kerouac (the book was released in January 1960).

      Like Frank’s earlier books, the sequence of 83 pictures in The Americans is non-narrative and nonlinear; instead it uses thematic, formal, conceptual and linguistic devices to link the photographs. The Americans displays a deliberate structure, an emphatic narrator, and what Frank called a ‘distinct and intense order’ that amplified and tempered the individual pictures.

      Although not immediately evident, The Americans is constructed in four sections. Each begins with a picture of an American flag and proceeds with a rhythm based on the interplay between motion and stasis, the presence and absence of people, observers and those being observed. The book as a whole explores the American people—black and white, military and civilian, urban and rural, poor and middle class—as they gather in drugstores and diners, meet on city streets, mourn at funerals, and congregate in and around cars. With piercing vision, poetic insight, and distinct photographic style, Frank reveals the politics, alienation, power, and injustice at play just beneath the surface of his adopted country.

      https://www.smithsonianmag.com/videos/category/arts-culture/inside-robert-franks-the-americans/

      Since its original publication, The Americans has appeared in numerous editions and has been translated into several languagesThe cropping of images has varied slightly over the years, but their order has remained intact, as have the titles and Kerouac’s introductory text. The book, fiercely debated in the first years following its release, has made an indelible mark on American culture and changed the course of 20th-century photography. Read article by Sean O’Hagan in The Guardian

      Rita Puig Serra Costa: Where Mimosa Bloom

      https://vimeo.com/124694405

      Dealing with the grief that the photographer suffered following the death of her mother, Where Mimosa Bloom by Rita Puig Serra Costatakes the form of an extended farewell letter; with photography skillfully used to present a visual eulogy or panegyric. This grief memoir about the loss of her mother is part meditative photo essay, part family biography and part personal message to her mother. These elements combine to form a fascinating and intriguing  discourse on love, loss and sorrow.

      “Where Mimosa Bloom” is the result of over two years work spent collecting and curating materials and taking photographs of places, objects and people that played a significant role in her relationship to her mother. Rita Puig Serra Costa skillfully avoids the dangerous lure of grief’s self-pity, isolationism, world-scorn and vanity. The resonance of “Where Mimosa Bloom” comes from all it doesn’t say, as well as all that it does; from the depth of love we infer from the desert of grief. Despite E.M.Forster’s words – “One death may explain itself, but it throws no light upon another” – Rita Puig Serra Costa proves that some aspects of grief are universal, or can be made so through the honesty and precision with which they are articulated

      Yoshikatsu Fujii: Red Strings

      https://vimeo.com/102344549

      I received a text message. “Today, our divorce was finalized.” The message from my mother was written simply, even though she usually sends me messages with many pictures and symbols. I remember that I didn’t feel any particular emotion, except that the time had come.  Because my parents continued to live apart in the same house for a long time, their relationship gently came to an end over the years. It was no wonder that a draft blowing between the two could completely break the family at any time.

      In Japan, legend has it that a man and woman who are predestined to meet have been tied at the little finger by an invisible red string since the time they were born. Unfortunately, the red string tying my parents undone, broke, or perhaps was never even tied to begin with. But if the two had never met, I would never have been born into this world. If anything, you might say that there is an unbreakable red string of fate between parent and child.

      Before long, I found myself thinking about the relationship between my parents and . How many days could I see my parents living far away? What if I couldn’t see them anymore? Since I couldn’t help feeling extremely anxious about it, I was driven to visit my parents’ house many times. Every day  I engage in awkward conversation with my parents, as if in a scene in their daily lives. I adapt myself to them, and they shift their attitude toward me. We do not give way entirely to the other side, but rather meet halfway. Indeed family problems remain unresolved, although sometimes we tell allegorical stories and share feelings. It means a lot to us that our perspectives have changed with communication.

      My family will probably never be all together again. But I feel without a doubt that there is proof inside of each of us that we once lived together. To ensure that the red string that ties my family together does not come undone, I want to reel it in and tie it tight.

      NARRATIVE – a summary

      Narrative is essentially the way a story is told. For example you can tell different narratives of the same story. It is a very subjective process and there is no right or wrong. Whether or not your photographic story is any good is another matter. 

      An analogy: if you witnessed a road accident and the police arrived to take statements from witnesses. Your version of events would be different to that of other witnesses or bystanders. They are both ‘true’ to what you saw and they both tell a different narrative depending on where you were in relation to the event, your point of view and how you remembered the event as it happened.

      Narrative is constructed when you begin to create relationships between images (and/or text) and present more than two images together. Your selection of images (editing) and the order of how these images appear on the pages (sequencing) contributes significantly to the construction of the narrative. So too, does the structure and design of the photo-zine or photobook.

      However, it is essential that you identity what your story is first before considering how you wish to tell it. Planning and research are also essential to understanding your subject and there are steps you can take in order to make it successful. Once you have considered the points made between the differences in narrative and story, write the following:

      PLANNING: Write a specification that provide an interpretation and plan of how you intend to explore A Love Story. This must include at least 3 photoshoots you will be doing in the next 2-3 weeks (these could include photo-assignments). How do you want your images to look and feel like? Include visual references to artists/photographers in terms of style, approach, intentions, aesthetics concept and outcome. Remember the final outcome is a 16 page photo-zine so you will need to edit a final series of 12-16 images that sequenced together as a set forms a narrative that visualises your love story. 

      STORY: What is your love story?
      Describe in:

      • 3 words
      • A sentence
      • A paragraph

      NARRATIVE: How will you tell your story?

      • Images > new photographic responses, photo-shoots
      • Archives > old photos from family albums, iPhone 
      • Texts > letters, documents, poems, text messages

      AUDIENCE: Who is it for?

      Most image makers tend to overlook the experience of the viewer. Considering who your audience is and how they may engage with your photo-zine is important factor when you are designing/ making it.

      • Reflect and comment on this in your specification (age group, demographic, social/ cultural background etc.)

      PHOTOBOOKS

      A few photo book dealing with memory, loss and love

      Yury Toroptsov: Deleted Scene

      On a mission to photograph the invisible, with Deleted Scene photographer Yury Toroptsov takes us to Eastern Siberia in a unique story of pursuit along intermingling lines that form a complex labyrinth. His introspective journey in search of a father gone too soon crosses that of Akira Kurosawa who, in 1974, came to visit and film that same place where lived the hunter Dersu Uzala.

      Yury Toroptsov is not indifferent to the parallels between hunting and photography, which the common vocabulary makes clear. Archival documents, old photographs, views of the timeless taiga or of contemporary Siberia, fragments or deleted scenes are arranged here as elements of a narrative. They come as clues or pebbles dropped on the edge of an invisible path where the viewer is invited to lose himself and the hunter is encouraged to continue his relentless pursuit.

      Mayumi Suzuki: The Restoration Will

      My parents, who a owned photo studio, went missing after the 2011 tsunami. Our house was destroyed. It was a place for working, but also for living. I grew up there. After the disaster, I found my father’s lens, portfolio, and our family album buried in the mud and the rubble.

      One day, I tried to take a landscape photo with my father’s muddy lens. The image came out dark and blurry, like a view of the deceased. Through taking it, I felt I could connect this world with that world. I felt like I could have a conversation with my parents, though in fact that is impossible.

      The family snapshots I found were washed white, the images disappearing. The portraits taken by my father were stained, discolored. These scars are similar to the damage seen in my town, similar to my memories which I am slowly losing.

      I hope to retain my memory and my family history through this book. By arranging these photos, I have attempted to reproduce it.

      Dragana Jurisic’s YU: The Lost Country

      Yugoslavia fell apart in 1991. With the disappearance of the country, at least one million five hundred thousand Yugoslavs vanished, like the citizens of Atlantis, into the realm of imaginary places and people. Today, in the countries that came into being after Yugoslavia’s disintegration, there is a total denial of the Yugoslav identity.

      “There proceeds steadily from that place a stream of events which are a source of danger to me,” wrote the Anglo-Irish writer, Rebecca West in 1937. “That place” was Yugoslavia, the country in which I was born. Realizing that to know nothing of an area “which threatened her safety” was “a calamity”, she embarked on a journey through Yugoslavia. The result was Black Lamb and Grey Falcon. Initially intended as “a snap book” it spiraled into half a million words, a portrait not just of Yugoslavia, but also of Europe on the brink of the Second World War, and widely regarded as one of the masterpieces of the 20th century.

      At Easter 2011, I started retracing Westʼs journey and re-interpreting her masterpiece by using photography and text, in attempt to re-live my experience of Yugoslavia and to re-examine the conflicting emotions and memories of the country that was.

      Jacob Aue Sobol: Sabina

      In 1999, Jacob Aue Sobol went to live in the settlement of Tiniteqilaaq, Greenland, where he lived the life of a fisherman and hunter with his Greenlandic girlfriend Sabine and her family. Taken over three years Sobol’s book records, in photographs and narratives, his encounter with Sabine and their life on the east coast.

      https://vimeo.com/103609319

      Photographer Jacob Aue Sobol reflects on the three years he spent in Greenland and the traveling he did there. While his first trip was focused on documenting the culture, his second trip revolved around his girlfriend Sabine, who later became the subject of a series of photographs.

      Laia Abril: The Epilogue’

      ‘The Epilogue’ is the book about the story of the Robinson family – and the aftermath suffered in losing their 26 year old daughter to bulimia. Working closely with the family Laia Abril reconstructs Cammy’s life telling her story through flashbacks – memories, testimonies, objects, letters, places and images. The Epilogue gives voice to the suffering of the family, the indirect victims of ‘eating disorders’, the unwilling eyewitnesses of a very painful degeneration. Laia Abril shows us the dilemmas and struggles confronted by many young girls; the problems families face in dealing with guilt and the grieving process; the frustration of close friends and the dark ghosts of this deadliest of illnesses; all blended together in the bittersweet act of remembering a loved one. Read more here on Laia Abril’s website

      AUDIENCE: Most image makers tend to overlook the experience of the viewer. Considering who your audience is and how they may engage with your photo-zine is important factor when you are designing/ making it.

      Students past responses to the theme of love, friendship, family etc.

      Niah Da Costa: Espera
      For my photo book, the main theme was intimacy and young love. I wanted to explore my relationship with my boyfriend and show a series of different styles of images. I called this photo book “Espera” which means to wait in Portuguese, as this word (besides love) is a word that both Jack and I use frequently. Read more on her BLOG here.

      Amy Low: Nothing can get between us
      A photo-book which is based on specific people in my life and what makes them an individual, I want this to also center around the theme of youth culture. Each picture/section of my book is about one person and their features/interests and things that make them who they are. I also plan to have pictures which break theme in the book to act as a barrier between each portrait. Read more on her BLOG here.

      Jude Luce: All My Love
      My plan for my photo book is to produce a detailed and insightful exploration into my family life, with me centered within the middle. This is the running theme throughout and I hope to show it through poetic, still images of landscapes or objects which may have no direct meaning at its face value but has a deeper meaning once inferred. As well, the portraits in my project are intended to be collaborative and intimate to show the relationships I hold with the people in my life but the portraits are intended to show the emotion of each being as well. I have contrasted yet shown the similarities of my mum and dad’s relationship when they were together to that of my relationship with Lucy now and the overall look I hope to achieve is that of a fun, vibrant, light-hearted but quite solemn and sombre image-based diary about how I am still developing through the events if life and the attachments I have built from the event which shaped my life – my mum and dad’s divorce. I want their to be an obvious existence of the theme of attachment but also an underlying theme of detachment. Although these themes are the main focus for my book, they are underlying themes which are subtly hinted at every now and then by a sequence which develops upon the understanding of love. Memory is fragile and I use this notion as a driving force for my project made up of diaristic photographs, which, when come together, create an album of moments in time which in-turn lend themselves to never be forgotten. I have attempted not to avoid the subject of my mum and dad’s divorce but felt it easier to express this and my feelings towards it through other subject matter, being my relationship with my girlfriend and the other people in my life, such as my individual relationships with my mum and dad and how I view them in solitary opposition to one another.

      Read more on Jude’s BLOG

      link to photobook, All My Love

      THEORY: The photographic gaze

      The photographic gaze

      The gaze, as a visual act, generates modes of power, domination, and control. It has the ability to categorize people, generate feelings of shame, and assert one’s superiority. The gaze of the superior and privileged person, specifically directed toward oppressed and less privileged groups of people, is one type of the manifestation of power and control. The camera lens is another demonstration of a powerful gaze, referred to as the photographic gaze, simulating the gaze of the naked eye. Indeed, the former could even be more powerful than the gaze of the naked eye due to photographic permanence. Janina Struk defines a photograph as: “a two-dimensional object, a fraction of a second framed and frozen in time” (4). Susan Sontag in On Photography notes that “photographs are a neat slice of time, not a flow” (17). It is the stillness of a photograph that gives it power and makes it more effective than television broadcasting or film. Photography, then, has the ability to capture in “still time” the expression of oppressed subjects as the camera gazes at them.

      To understand what is meant by the photographic gaze, explore Daniel Chandler; Notes on ‘The Gaze’: ‘The gaze’ (sometimes called ‘the look’) is a technical term which was originally used in film theory in the 1970s but which is now more broadly used by media theorists to refer both to the ways in which viewers look at images of people in any visual medium and to the gaze of those depicted in visual texts. The term ‘the male gaze’ has become something of a feminist cliché for referring to the voyeuristic way in which men look at women (Evans & Gamman 1995, 13). My aim here is to alert students to existing material and frameworks which may assist them in their own investigations of the issue of the gaze in relation to media texts.

      Forms of gaze

      In the case of recorded texts such as photographs and films (as opposed to those involving interpersonal communication such as video-conferences), a key feature of the gaze is that the object of the gaze is not aware of the current viewer (though they may originally have been aware of being filmed, photographed, painted etc. and may sometimes have been aware that strangers could subsequently gaze at their image). Viewing such recorded images gives the viewer’s gaze a voyeuristic dimension. As Jonathan Schroeder notes, ‘to gaze implies more than to look at – it signifies a psychological relationship of power, in which the gazer is superior to the object of the gaze’ (Schroeder 1998, 208).

      Several key forms of gaze can be identified in photographic, filmic or televisual texts, or in figurative graphic art. The most obvious typology is based on who is doing the looking, of which the following are the most commonly cited:

      • the spectator’s gaze: the gaze of the viewer at an image of a person (or animal, or object) in the text; 
      • the intra-diegetic gaze: a gaze of one depicted person at another (or at an animal or an object) within the world of the text (typically depicted in filmic and televisual media by a subjective ‘point-of-view shot’); 
      • the direct [or extra-diegetic] address to the viewer: the gaze of a person (or quasi-human being) depicted in the text looking ‘out of the frame’ as if at the viewer, with associated gestures and postures (in some genres, direct address is studiously avoided); 
      • the look of the camera – the way that the camera itself appears to look at the people (or animals or objects) depicted; less metaphorically, the gaze of the film-maker or photographer.

      In addition to the major forms of gaze listed above, we should also note several other types of gaze which are less often mentioned:

      • the gaze of a bystander – outside the world of the text, the gaze of another individual in the viewer’s social world catching the latter in the act of viewing – this can be highly charged, e.g. where the text is erotic (Willemen 1992); 
      • the averted gaze – a depicted person’s noticeable avoidance of the gaze of another, or of the camera lens or artist (and thus of the viewer) – this may involve looking up, looking down or looking away (Dyer 1982);
      • the gaze of an audience within the text – certain kinds of popular televisual texts (such as game shows) often include shots of an audience watching those performing in the ‘text within a text’; 
      • the editorial gaze – ‘the whole institutional process by which some portion of the photographer’s gaze is chosen for use and emphasis’ (Lutz & Collins 1994, 368)

      James Elkins offers ten different ways of looking at a figurative painting in a gallery (Elkins 1996, 38-9):

      • You, looking at the painting, 
      • figures in the painting who look out at you, 
      • figures in the painting who look at one another, and 
      • figures in the painting who look at objects or stare off into space or have their eyes closed.
      • In addition there is often the museum guard, who may be looking at the back of your head, and 
      • the other people in the gallery, who may be looking at you or at the painting. There are imaginary observers, too: 
      • the artist, who was once looking at this painting, 
      • the models for the figures in the painting, who may once have seen themselves there, and 
      • all the other people who have seen the painting – the buyers, the museum officials, and so forth. And finally, there are also 
      • people who have never seen the painting: they may know it only from reproductions… or from descriptions.

      Looking at someone using a camera (or looking at images thus produced) is clearly different from looking at the same person directly. Indeed, the camera frequently enables us to look at people whom we would never otherwise see at all. In a very literal sense, the camera turns the depicted person into an object, distancing viewer and viewed.

      We are all familiar with anecdotes about the fears of primal tribes that ‘taking’ a photograph of them may also take away their souls, but most of us have probably felt on some occasions that we don’t want ‘our picture’ taken. In controlling the image, the photographer (albeit temporarily) has power over those in front of the lens, a power which may also be lent to viewers of the image. In this sense, the camera can represent a ‘controlling gaze’.

      In her classic book, On Photography Susan Sontag referred to several aspects of ‘photographic seeing’ which are relevant in the current context (Sontag 1979, 89):

      • ‘To photograph is to appropriate the thing photographed’ (ibid., 4); 
      • ‘Photographing is essentially an act of non-intervention… The act of photographing is more than passive observing. Like sexual voyeurism, it is a way of at least tacitly, often explicitly, encouraging what is going on to keep on happening’ (ibid., 11-12); 
      • ‘The camera doesn’t rape, or even possess, though it may presume, intrude, trespass, distort, exploit, and, at the farthest reach of metaphor, assassinate – all activities that, unlike the sexual push and shove, can be conducted from a distance, and with some detachment’ (ibid., 13). 

      The functions of photography can be seen in the context of Michel Foucault‘s analysis of the rise of surveillance in modern society. Photography promotes ‘the normalizing gaze, a surveillance that makes it possible to qualify, to classify and to punish. It establishes over individuals a visibility through which one differentiates and judges them’ (Foucault 1977, 25). Photography was used in the second half of the nineteenth century to identify prisoners, mental patients and racial types (Tagg 1988). However, looking need not necessarily be equated with controlling (Lutz & Collins 1994, 365).

      John Berger: Ways of Seeing

      Looking is not indifferent.
      There can never be any question of ‘just looking’.

      John Berger, Ways of seeing, 1972

      John Berger, Ways if Seeing, BBC episode 1, 1972
      John Berger, Ways if Seeing, BBC episode 1, 1972

      In Ways of Seeing, a highly influential book based on a BBC television series, John Berger observed that ‘according to usage and conventions which are at last being questioned but have by no means been overcome – men act and women appear. Men look at women. Women watch themselves being looked at’ (Berger 1972, 45, 47). Berger argues that in European art from the Renaissance onwards women were depicted as being ‘aware of being seen by a [male] spectator’ (ibid., 49).

      Berger adds that at least from the seventeenth century, paintings of female nudes reflected the woman’s submission to ‘the owner of both woman and painting’ (ibid., 52). He noted that ‘almost all post-Renaissance European sexual imagery is frontal – either literally or metaphorically – because the sexual protagonist is the spectator-owner looking at it’ (ibid., 56). He advanced the idea that the realistic, ‘highly tactile’ depiction of things in oil paintings and later in colour photography (in particular where they were portrayed as ‘within touching distance’), represented a desire to possess the things (or the lifestyle) depicted (ibid., 83ff). This also applied to women depicted in this way (ibid., 92).

      Writing in 1972, Berger insisted that women were still ‘depicted in a different way to men – because the “ideal” spectator is always assumed to be male and the image of the woman is designed to flatter him’ (ibid., 64). In 1996 Jib Fowles still felt able to insist that ‘in advertising males gaze, and females are gazed at’ (Fowles 1996, 204). And Paul Messaris notes that female models in ads addressed to women ‘treat the lens as a substitute for the eye of an imaginary male onlooker,’ adding that ‘it could be argued that when women look at these ads, they are actually seeing themselves as a man might see them’ (Messaris 1997, 41). Such ads ‘appear to imply a male point of view, even though the intended viewer is often a woman. So the women who look at these ads are being invited to identify both with the person being viewed and with an implicit, opposite-sex viewer’ (ibid., 44).

      We may note that within this dominant representational tradition the spectator is typically assumed not simply to be male but also to be heterosexual, over the age of puberty and often also white.

      Here is a pdf of his book.

      Laura Mulvey on film spectatorship

      As Jonathan Schroeder notes, ‘Film has been called an instrument of the male gaze, producing representations of women, the good life, and sexual fantasy from a male point of view’ (Schroeder 1998, 208). The concept derives from a seminal article called ‘Visual Pleasure and Narrative Cinema’ by Laura Mulvey, a feminist film theorist. It was published in 1975 and is one of the most widely cited and anthologized (though certainly not one of the most accessible) articles in the whole of contemporary film theory.

      Laura Mulvey did not undertake empirical studies of actual filmgoers, but declared her intention to make ‘political use’ of Freudian psychoanalytic theory (in a version influenced by Jacques Lacan) in a study of cinematic spectatorship. Such psychoanalytically-inspired studies of ‘spectatorship’ focus on how ‘subject positions’ are constructed by media texts rather than investigating the viewing practices of individuals in specific social contexts. Mulvey notes that Freud had referred to (infantile) scopophilia – the pleasure involved in looking at other people’s bodies as (particularly, erotic) objects. In the darkness of the cinema auditorium it is notable that one may look without being seen either by those on screen by other members of the audience. Mulvey argues that various features of cinema viewing conditions facilitate for the viewer both the voyeuristic process of objectification of female characters and also the narcissistic process of identification with an ‘ideal ego’ seen on the screen. She declares that in patriarchal society ‘pleasure in looking has been split between active/male and passive/female’ (Mulvey 1992, 27). This is reflected in the dominant forms of cinema. Conventional narrative films in the ‘classical’ Hollywood tradition not only typically focus on a male protagonist in the narrative but also assume a male spectator. As the spectator identifies with the main male protagonist, he projects his look onto that of his like, his screen surrogate, so that the power of the male protagonist as he controls events coincides with the active power of the erotic look, both giving a satisfying sense of omnipotence’ (ibid., 28). Traditional films present men as active, controlling subjects and treat women as passive objects of desire for men in both the story and in the audience, and do not allow women to be desiring sexual subjects in their own right. Such films objectify women in relation to ‘the controlling male gaze’ (ibid., 33), presenting ‘woman as image’ (or ‘spectacle’) and man as ‘bearer of the look’ (ibid., 27). Men do the looking; women are there to be looked at. The cinematic codes of popular films ‘are obsessively subordinated to the neurotic needs of the male ego’ (ibid., 33). It was Mulvey who coined the term ‘the male gaze’.

      Here is a pdf of Laura Mulvey’s original essay:

      References:
      Berger, John (1972): Ways of Seeing. London: BBC/Harmondsworth: Penguin
      Burgin, Victor (Ed.) (1982a): Thinking Photography. London: Methuen
      Caughie, John, Annette Kuhn & Mandy Merck (Eds.) (1992): The Sexual Subject: A Screen Reader in Sexuality. London: Routledge
      Evans, Caroline & Lorraine Gamman (1995): ‘The Gaze Revisited, Or Reviewing Queer Viewing’. In Burston & Richardson (Eds.), op. cit., pp. 13-5
      Dyer, Richard ([1982] 1992a): ‘Don’t Look Now: The Male Pin-Up’. In Caughie et al. (Eds.) op. cit., pp. 265-76; also in Dyer (1992b), op. cit., pp. 103-119
      Elkins, James (1996): The Object Stares Back: On the Nature of Seeing. New York: Simon & Schuster
      Foucault, Michel (1977): Discipline and Punish: The Birth of the Prison. New York: Pantheon
      Fowles, Jib (1996): Advertising and Popular Culture. Thousand Oaks, CA: Sage
      Lutz, Catherine & Jane Collins (1994): ‘The Photograph as an Intersection of Gazes: The Example of National Geographic‘. In Taylor (Ed.), op. cit., 363-84
      Messaris, Paul (1997): Visual Persuasion: The Role of Images in Advertising. London: Sage
      Mulvey, Laura ([1975] 1992): ‘Visual Pleasure and Narrative Cinema’. In Caughie et al. (Eds.), op. cit., pp. 22-34. Also published in: Mulvey 1989; Mast et al. (Eds.) (1992), op. cit., pp.746-57; abridged version in Bennett et al. (Eds.) (1981), op. cit., pp. 206-15; originally published in Screen 16(3): 6-18
      Schroeder, Jonathan E (1998): ‘Consuming Representation: A Visual Approach to Consumer Research’. In Barbara B Stern (Ed.): Representing Consumers: Voices, Views and Visions. London: Routledge, pp. 193-230
      Sontag, Susan (1979): On Photography. Harmondsworth: Penguin
      Tagg, John (1988): The Burden of Representation. Amherst: University of Massachusetts Press
      Willemen, Paul ([1980] 1992): ‘Letter to John’. In Caughie et al. (Eds.) op. cit., pp. 171-83; originally published in Screen 21(2): 53-65

      Tasks/ Assignments/ Activities – see photopedagogy

      How does the gaze function active vs passive within social media, popular/ celebrity culture at large, such as our desire for gossip, tabloid journalism, post-truths, AI generative content?
      Who controls what we are looking at?
      How can we manage/ curate our own information and what we are looking at, or directed towards
      Images = knowledge = power =control = consumerism = money = power.