Light Subject

pexels-photo
CC Zukiman Mohamad

In the past week I have had two students complain about the comparative difficulty of their photography courses and that it wasn’t supposed to be challenging; it was their ‘light’ subject.

One is in the third week of their AS Photography at Post 16, so maybe we can put it down to early realisation or that a fourth AS isn’t necessary. Her three other A levels might be the priority but she said she didn’t realise there would be so much work involved and that it would be so demanding of her ‘free’ time. This is an A level, not an evening class!

The second student is in the second year of her GCSE, not a case of ill-informed choice but well into the course. “You never said it was going to be so hard!” We have just 4 months to complete our coursework, now she realises how difficult it s to get to the ‘good’ grades. It was always rigorous, tricky, time-consuming, intellectually and creatively challenging. This hasn’t been an overnight change of some kind.

Photography courses aren’t an easy option. Really. Familiarity with taking images (snaps) is being confused with the artistry, creative process, refinement and competence of the photographic art. So why has this misconception taken hold?

Okay, I’ll agree that A level maths/physics and chemistry require an intellectual understanding beyond that of practical subjects and that some students are best-placed to study them than others. Other subjects require different skills, interests and ability but are ‘difficult’ in their own unique ways. Part of the problem comes from a Russell Group of Universities guide that confirms that certain courses are regarded more highly by universities than others.

According to the guide, “softer” options include media studies, art and design, photography and business studies while traditional and mostly scientific subjects are seen as more academically rigorous. Those not studying at least two of the “hard” subjects – maths, English, geography, history, the pure sciences and classical or modern foreign languages – will find that “many degrees at competitive universities will not be open” to them, it says. The guide suggests pupils taking less traditional subjects may be “trying to avoid a challenge”, adding that if pupils study more than one “soft/light” subject, “some caution may be needed.”

Similarly and anecdotally, at parent’s evenings when GCSE option choices are being discussed, I frequently hear comments like: “Oh, you could do photography. It will be a more relaxing subject when you need a rest from the really hard ones.” Different and no less involving I would argue in these days where e-baccalaureate is causing division between the perception of academic and practical GCSEs. Besides, there are 77 UK universities offering a whopping 201 graduate degrees studying photography and surely the journey to complete such a light subject has value there.


 

Further:

Russell Group Guide; “Informed Choices” 2011

Education Datalab; “Which are the most difficult GCSEs?” 2016

The Guardian; “A level choices: which subjects should you pick?” 2013

 

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Developing Photography students

This post is a reflection on how recent technology has seemed to have impacted on photography students at key stage 4 or Post-16. My thoughts centre on ease-of-use, quality and ‘quick fix’ or shortcuts.

My photography teaching started in the mid-1990s; these were pre-consumer digital camera days so it was essential to have a darkroom and chemicals and rely on a bit of hit-and-miss in terms of quality. I had a GNVQ Intermediate group (level 2 GCSE equivalent) who were largely left unsupervised in the classroom as I disappeared into the cupboard (converted darkroom) with three others of the class. This would be a safeguarding issue today but much more shocking derelictions of duty took place in those days. Without a technician, every step had to be watched, managed and dealt with; fainting kids (hot in there in Summer), smelly chemicals and dripping papers… My point is, this was a kind of alchemy, a complete mystery to all but a few who may have read the book in the library. With the time allowed and cost of materials, the students could only hope to produce something… something for portfolio to evidence they had a go until they made it to college and could explore further.

Casio digital camera 1995
Casio QV-10

Next stage, late 1990s, was the first affordable Casio and Kodak digital cameras. Our first one was a Casio QV10 from Dixons with a tiny 1.8″ screen and I think a 1/4 megapixel sensor. It saved to internal memory and cost an arm and a leg but revolutionised the idea of quick capture for developing art work. Not a truly photographic tool, unless you compared it to a pinhole camera.

My next step was to focus on Photoshop. Any crappy image could be post-produced and our usual ragtag of inept camera output could be cropped, liquified and gaussian-blurred without exception. I didn’t know anyone who owned a DSLR at this stage.

Nikon DSLR
Nikon D40

Around the mid-2000s a slew of 6mp DSLRs became very affordable for a select group of Post-16 students. The impact was incredible; these were the first quality to compare with analogue means of production. The interface was simple, meaningful settings (compared with SLR) and no reliance on pre-built in filters and ‘features’ (yack). At last, we could viably run a digital darkroom! My school at the time got so excited they bought green gloss paint for the skirting boards and matching green plastic chairs! Classroom of the future or what?! With Post-16 funding being what it was at the time, my class of 22 students enabled me to buy 15 Nikon D40 kits.

iPhone 8 screen
iPhone 8 Studio lighting mode

In the last few years the technology has been miniaturised to fit in smartphones and tablets/iPads. Without the controls, settings and understanding but with an incredible ease-of-use. There are apps that simulate SLR use (VSCO or Manual for instance) but there isn’t the thrill of getting it wrong like on a real camera. The point here is, they are easy to use and have great quality output and with apps like Snapseed, superb end-user quick fixes that you don’t need Photoshop for. But because they skim the surface of the subject, the user has no real understanding of either the technical reasons or the aesthetics of their photography. You see it all the time on Instagram – ‘pretty’ snaps, devoid of cognitive depth. Otherwise there is a proliferation of shitpics. I am not just being snobby about it here! I have recently had students say they prefer to use their phones for assignments as they are more reliable than a DSLR camera. Why take the risk of it not going to plan? This is emphatically the case for portrait mode on iPhone 7+ and on the latest models (iPhone 8 and X), portrait lighting mode (currently Beta). We seem to have gone back a leap in photography terms. I am not dissing the photographic quality; just the usefulness – the phone camera is merely a quick capture tool in the hands of the students albeit with exceptional results. The photographic process is not being explored or learned and the photographer reduced to an idiot-savant¹.


¹ Defintion at http://www.dictionary.com/browse/idiot-savant.

Art lesson resource: Candy skull lino printing

At this time of year, we tend to roll our timetable forward so that students can begin their GCSE art and design classes before the Summer break. For us, this is Year 8 into 9 (12 to 13 year olds) who may lack maturity and sometimes skills. My new classes are keen as this is their option choice but need to be engaged by skills, topics and presentation. For this purpose I pick something that they find slightly familiar; Day of the Dead candy skulls (calavera).

What you will need

  • Linoleum tiles cut to A6
  • Day of the Dead resource sheets
  • Lino cutting tools (v and u shaped blades)
  • Water-based printing ink
  • Ink rollers
  • String and washing pegs – to provide a drying line for prints

Inspiration

Dia de muertos (Day of the Dead) is a Mexican cultural festival that takes place over three days from October 31st to November 2nd. Although essentially linked to Halloween and gatherings of family and friends to pray for and remember friends and family members who have died, there are links to much older traditions such as the Aztec festival for goddess, Mictecacihuatl.

day of the dead skulls
Mexicana: calavera skulls

Day of the Dead family

Decorative skulls (calavera) are a symbol used during the festival applied to decorative or edible skulls made from either sugar or clay which are used in the Mexican celebration or even face paints for party-goers! As an inspiration for print-makers, they provide a cultural reference point from which to explore symmetry, shape, pattern and texture.

© damoward 2017
Artists’ examples

Method

I get students to draw from examples of calavera, concentrating on symmetry and pattern. Once they understand common motifs, they can begin to produce their own designs. A double-page spread in a sketchbook can show research and presentation skills – this forms my home learning tasks and a deeper understanding of looking into other/unfamiliar cultures. I think this idea was magpied from @LeedsArtTeacher on Twitter as she found it an engaging theme for Year 9.

The video at the top of the post help the students understand the Lino printing process from sketch to mono print.

Resources such as this image help the artists achieve a variety of textures and they are asked to explore at least two blades for cutting details.

Finally, reviewing progress against a simple ladder of achievement (below) can help move ideas and details forward.

© damoward 2017

A single colour mono print can be a starting point for further exploration of lino printing, experiments with other media on top of dry prints or gradient effects with wet ink rolling. Final prints can be used as part of the double-page spread presentation or as individual page presentations.


 

A month of plastic-lite living

In June the Marine Conservation Society encouraged us to take up a “plastic challenge”, asking us to give up single-use plastic for a day, a week or even the whole month. See their website here. This blog post explores the challenge a little further with some solutions to the issues that arose.

My family and I attempted the plastic challenge for the whole month buying only packaged goods in HDPE, PP or some PET plastic that my local curb-side recycling will take! Our five supermarket shops during the month took place at different stores and we pledged not to buy rather than compromise from the very start. The rationale is that consumers can insist on packaging that is widely recycled, then big corporations can be forced to adapt to our (and our planet’s) needs. In addition, in preparation is the end of May, we replaced our plastic shopping bags with jute (natural materials) and our own paper grocery bags for loose items.

Why cut down on plastic?

Plastic pollution is one of the greatest threats facing our oceans. Up to 12 million tonnes of plastic is entering the oceans every year. This is affecting sea life – one in 3 turtles and 90% of seabirds are now estimated to have ingested plastic. Plastic is even ending up in the seafood on your plates. Coca-Cola produces an estimated 100 billion throwaway plastic bottles every year – and billions of these will end up on beaches, in landfill and in the sea. Send Coca-Cola’s CEO an email here.

A single plastic bottle takes hundreds of years to break down in the ocean, which is dangerous to wildlife. It could be swallowed by a whale or a shark, while its bottle top might be picked up by a seabird who then feeds it to its young. If it’s not swallowed whole, the bottle will break into smaller and smaller pieces, which can then can be ingested by creatures ranging from zooplankton to whales, which mistake it for food. Slowly but surely it will turn the ocean into a kind of toxic plastic soup. — Greenpeace Connect, Summer 2017

#plasticchallenge

The five supermarkets we went to during June were: Asda, Lidl, Morrisons and Sainsbury’s. All are guilty of over-packaging; presumably for the convenience of warehouse storage prior to shelf display. We bought loose vegetables and placed into our own paper grocery bags; every time we went to checkout we got quizzical looks but we were keen to explain the plastic challenge and every time we were commended by the staff who said they would pass on to managers and what a great idea. Any processed, packaged food was scrutinised for the materials logo:

recycle-logos-1So we felt that by getting some items (ready-meal curries for example) in a PP tray would be ok as the curb-side collection take this plastic. As we soon found, on collection day all of the PP plastic was left behind in our front garden (even stuff previously taken).

Although this was a bit of a set-back, it was an even more tricky shop when trying to avoid food items we would normally buy not available in a recyclable form. Such as Alpro yoghurts. Tweeting about it directly to Alpro was very satisfying:

Alpro were very positive, they may even have something in development for June 2018! We did have trouble finding toilet rolls in paper packaging, all the supermarkets we went to use a plastic film that is not recyclable. We even had a look at other supermarkets in the area in case they had something; Tesco, Aldi and the Co-op. Nothing. This was our first compromise; day 12 of the challenge and we had little choice as we were totally out of supplies!

This was a great response on Twitter:

So we will certainly be prepared next June! We found Morrisons the best for frozen food packaging (cardboard boxes rather than sleeves with plastic/film lid inside). Lidl was the only one to supply brown paper grocery bags for bread (even though plastic supplied for loose veggies). Only the Co-op sell recycled toilet paper; and this is in a plastic package. This is shocking. All of the supermarkets need to be a bit more plastic-conscious; people always agree and usually have a positive comment about the habitat of wildlife so it is really should be  a case of ‘the customer is always right’. If a supermarket wants to be the first to put environment as priority they need to take adapt Greenpeace’s solutions for plastic packaging:

  1. Prioritise reusable packaging and develop systems based on reuse
  2. Make sure packaging is 100 percent recycled, as well as recyclable or compostable
  3. Share information about the plastic they use, reuse and recycle, so progress can be measured
  4. Support bottle deposit return schemes, where a small deposit is added to the cost of packaged drinks, which can be reclaimed when the container is returned.

Further: Get involved

Try the #plasticchallenge next June and support the Marine Conservation Society’s efforts – information here.

Greenpeace is leading the way in a campaigning against plastic waste; targeting one of the worst global offenders: Coca-cola. Sign their petition to affect change at Coke here or donate for their plastic appeal here.

Advice from EatDrinkBetter on reducing food packaging here (image at top credited to this website).


 

Art lesson resource: Split pin characters

Here is an extended task to go with the animation project we normally do with Year 7. This is actually suitable (with adaptation) for Year 5 or 6. Some of this is fairly straight forward but does require some technical know-how. I will include an example character resource below.

What you will need

  • Cereal boxes or thin white card
  • Scissors
  • Choice of colour technique; paint, felt tips etc.
  • Split pins (essential)
  • Green cloth
  • Camera
  • Computer to create final cartoon

Inspiration

Still image from Ivor the Engine

To accompany the many types and methods of animation, it is worth showing students Oliver Postgate’s work, especially Ivor the Engine.

The story behind the artist and Smallfilms:

Method

There are many templates for split pin characters (here is a split pin model free resource), however, for Year 7 we like to get students to develop their own ideas in a sketchbook. These can be story related or based on characters by Sjors Vervoort like ours. Here you can see development of my example character; a cheeky fox.

IMG_2102IMG_2103

Next transfer the character outline to card (use thin card like cardboard cereal boxes as easier to cut with scissors). Use an appropriate method to add colour but remember to separate arms, legs and head or any moveable parts!

IMG_2104IMG_2105IMG_2106

Cut out each part carefully. Make a pilot hole using a compass at each split pin position. Attach the split pin carefully. As you can see from the example, I painted the tops of each split pin to match the background colour.

IMG_2107

Photograph against your green cloth in a well lit room. Change positions of limbs etc to suggest movement in each frame/photo. Transfer the set of images into the movie editor of your choice or use an app like Doink on iOS.

Screen Shot 2017-06-09 at 09.59.21

I used iMovie and followed this simple green screen tutorial. I have added a bit of music and sound effects just for fun but this is only supposed to be a screen test. The real fun is getting the students to make their own!

 


 

Art lesson resource: Alice illustrated

Here is a popular project we do with Year 8 toward the end of our key stage 3 as they opt for GCSE choices (we do GCSE in y9 and 10). It has developed from a drawing and painting project into a mixed-media compositional approach as we felt it best readied students going on to GCSE or brought up motivation and skills for whom it was the end of their art studies. Although we have chosen Alice in Wonderland as the inspiration, it could actually be anything that students are aware of from literature, movies or other popular culture. The examples used here are either current or go back over the last 3 years.

What you will need

  • Card; we save cereal boxes for months prior to recycle but you will also need some more robust cardboard too
  • Scissors or x-acto knives for the brave
  • Newspapers or old books
  • PVA glue and yoghurt pots
  • Black Berol fine-liners/sharpies or similar
  • Either cheap acrylic paint or watercolour sets and ready mix white. If you can afford gouache for ks3 then this would be better.

Inspiration

Lewis Caroll’s Alice in Wonderland is as relevant a story today as 1865 due to the wonderful interpretations by artists and film makers based on Caroll’s imaginative prose. Many students have seen the Disney animation or more recent Tim Burton movie (2010). They are less aware of the Jan Švankmajer movie (1988), the Sony PS3 game or too numerous to mention book illustrations. Those ‘class experts’ can still be amazed by at least 10 things they didn’t know about Alice in Wonderland! The point is to look beyond Disney’s characters and even the original Tenniel illustrations.

Alice book illustration by Kay
Gertrude Kay
Alice book illustration by Steadman
Ralph Steadman

Method

We like to start with drawing and water colour studies; focus on symmetry based on secondary source images. Initially, we use bugs, butterflies and creatures then move on to fungi and flowers. Using Austin’s Butterfly as a reminder of critique and resilience, we try to create a tessellation of studies across a double-page spread in the students’ sketchbook.

sketchbook page
Student’s studies

This is a great opportunity to introduce other media; in the above example there is a study using black felt tip and a watercolour/wax resist attempt. Notice how newspapers/old books are used to ‘patch in’ around studies to become aware of negative space?

Next, we begin to plan how the elements of the illustration begin to place together as a scene in Wonderland. We use thin card and a base card of around 20cm x 20cm to try out different compositions. This is done as collaborative tasks and a trial and error approach – nothing is stuck down until the next stage.

We introduce four main Alice characters:

resource sheets
Resource sheets

These are copied back to back on A3 in colour. Some will try directly copying, others will be inspired to create their own version s based on common character motifs and some will use carbon paper or even cut out characters from the sheet depending on motor skills.

We use cardboard platforms to bring some elements forward in 3D (working on many levels so that the illustration has depth), papier-mâché to create 3D relief bugs, cups and top hats prior to painting.

White ready mix paint is relatively cheap and when mixed with watercolours a serviceable gouache effect is created. Students are encouraged to select their own materials including wax and ink. Despite the restricted base, students can cut into the profile edge or expand beyond it, breaking square format dimensions (difficult to show in the photos).

Students are encouraged to explain the part of the story they are illustrating or create their own descriptive writing.

This example shows work in progress, before Alice characters have been made.

Kids’ Feedback

“The best piece of art work I’ve done”

“This project allows me to use art materials in a different way; I can use stuff that I know I’m good at or try new stuff”

“I can compose an idea now”

“I’m rubbish at painting; I didn’t have to paint my Alice picture”.


Modern life is rubbish* – Part 5: Plastic

*Post title stolen from Blur album of same name equally stolen from stencilled graffiti painted along Bayswater Road in London, created by an anarchist group¹.

3000
Plastic debris is strewn across the beach on Henderson Island, an uninhabited atoll in the Pacific. Photograph: Jennifer Lavers/AP via The Guardian

What a chuffin’ mess. The wonders of plastic have changed our lives, but what has been the environmental impact? How much is buried in landfill, floats out to sea or is unintentionally consumed? What can we do?

I hope The Guardian don’t mind me reproducing the above photo especially as I will include links to their articles on Henderson Island, a tiny landmass in the eastern South Pacific. It has become one of the world’s most polluted places despite being one of the remotest.  Marine scientists have discovered the highest density of anthropogenic debris recorded anywhere in the world, with 99.8% of the pollution plastic.² The follow-up article featuring the McCreadie family’s response and subsequent attempt to cut out plastics³ for a one week period has elicited this post about modern life and what action we could take.

In June the Marine Conservation Society will launch its “plastic challenge”, asking us to give up single-use plastic for a day, a week or even the whole month. See their website here. I am going to attempt the plastic challenge for the whole month and encourage you to try the same! If consumers can insist on packaging that is widely recycled, then big corporations can be forced to adapt to our (and our planet’s) needs.

Screen Shot 2017-05-29 at 16.00.33

Helping you make a choice in plastic packaging

One of the things I didn’t realise was the actual component materials that plastic packaging comes in. I use our local curb-side scheme, filling a large green tub every fortnight. However, some of these plastics aren’t recycled locally and should have gone to  a recycling centre. They may even end up in landfill despite having been placed in the green tub! During June, I will avoid single use plastic altogether. Here is a handy guide:

recycle-logos-1 1. PET or PETE (Polyethylene terephthalate) is single use plastic used for pop and water bottles. Can be recycled into fleece textiles but not refilled as harmful chemicals leach from the material and could be carcinogenic. AVOID.

2. HDPE (High-Density Polyethylene) is thicker, more durable plastic used for toys, benches and weather resistant products. Can be recycled.

3. V (Polyvinyl Chloride) aka PVC is dubbed the “poison plastic” because it contains numerous toxins which it can leach throughout its entire life cycle. Almost all products using PVC require virgin material for their construction; less than 1% of PVC material is recycled. AVOID.

4. LDPE (Low-Density Polyethylene) is a non-rigid plastic used for shopping bags, detergent bottles and some clothes. Not widely recycled so best to AVOID.

5. PP (Polypropylene) is widely used for yoghurt pots, bottle lids, crisp packets, margarine and butter tubs. This is widely recycled in the UK. Can be recycled.

6. PS (Polystyrene) is an inexpensive, lightweight and easily-formed plastic with a wide variety of uses. It is most often used to make disposable styrofoam drinking cups, take-out “clamshell” food containers, egg cartons, plastic picnic cutlery, foam packaging and those ubiquitous “peanut” foam chips used to fill shipping boxes to protect the contents. Polystyrene may leach styrene, a possible human carcinogen, into food products (especially when heated in a microwave). Chemicals present in polystyrene have been linked with human health and reproductive system dysfunction. AVOID.

7. Other (BPA, Polycarbonate and LEXAN) is used to make baby bottles, cups, water cooler bottles and car parts. Compostable plastics, made from bio-based polymers like corn starch, are being developed to replace polycarbonates and will say Compostable or PLA on the base next to the No. 7 logo. These are ok, otherwise AVOID.

How to shop without single-use plastic

The Marine Conservation Society can be provide a starter pack for members including jute shopping bags, cotton bags etc via their online shop. The plastic challenge is not about being completely plastic-free but avoiding wherever possible. I have replaced plastic bags with these from the UNICEF site as the money for each bag goes toward 4 polio vaccines. All loose vegetables will be placed in paper grocery bags from Amazon rather than the pre-packed plastic ones in store.

I am sure I will discover just how reliant we are on plastics during my plastic-lite month and will tweet about it with the hashtag #plasticchallenge. I expect each shopping trip to have it’s own challenges and discoveries! Perhaps you would be willing to do a day, week or whole month too?

Further: Do more

Plastic pollution is one of the greatest threats facing our oceans. Up to 12 million tonnes of plastic is entering the oceans every year. This is affecting sea life – one in 3 turtles and 90% of seabirds are now estimated to have ingested plastic. Plastic is even ending up in the seafood on your plates. Coca-Cola produces an estimated 100 billion throwaway plastic bottles every year – and billions of these will end up on beaches, in landfill and in the sea. Send Coca-Cola’s CEO an email here.

 


¹http://en.wikipedia.org/wiki/Modern_Life_Is_Rubbish

²38Million pieces of plastic found on uninhabited island, The Guardian 15th May 2017

³Could you cut out plastic from your weekly shop?, The Guardian 27th May 2017