Monday, November 28, 2011

Final Portfolio

Due: last day of class, for final critique (Wednesday, 12/7)

The final portfolio shall consist of both digital and printed elements as follows:

Digital; flattened jpegs, highest quality, 1600 pixels longest side

  • 10 images from the various shooting exercises. Choose strongest images. Edit strategically. 
  • 1 image from each of the main projects.
Printed; 5 optimized, color-balanced prints, on quality paper. Prints should be of the highest quality, with no banding or clogged nozzle artifacts. 
  • Five prints representing your strongest work from the class. Edit strategically. 

Tuesday, November 1, 2011

Project 4: The Uncanny

©Loretta Lux

The Uncanny:

Something that is both familiar and foreign at the same time. The uncanny usually rings somewhat odd or disturbing in a subtle, psychological way. Some examples of the uncanny would be: mannequins, wax works, ventriloquists, etc.

For this project, create an image that explores the uncanny, or that somehow challenges the veracity/truth-claim of the photographic medium. Explore the neighborhood between "the real" and "the fabricated". The image should include at least one figure (of some kind) and an interesting (real or composited) background. It might be helpful to think of this image as being staged, or a slightly modified reality. Working with subtlety often makes for a stronger image. The examples below should help clarify some possibilities.

Think big for this one... props? costumes? styling?

There are just a few technical ground rules for this project.
  1. At least 11"x14" @300 dpi. All component pieces should be at adequate resolution
  2. At least one of the main subjects should be shot with white screen techniques
  3. The white screen subject should be masked and appropriately integrated into the new background, with light quality and direction convincingly matched.
  4. The finished image should be a believable reality
Due Dates:
  • White Screen production Shoot: 11/7, 11/9
  • Progress Critique:11/16
  • Thanksgiving Break: 11/23
  • Final Image Due: 11/30
Useful links:


Student Work:



Wednesday, October 26, 2011

Overview of the rest of the course

Topic Areas, Projects, and tentative due dates

Retouching and Restoration, short project
Due: 11/7

The Uncanny Project (White Screen, Advanced masking and Compositing)
White Screen production Shoot: 11/7, 11/9
Progress Critique:11/16
Thanksgiving Break: 11/23
Final Image Due: 11/30

Open Project
Progress Critique: 11/30
Project Due: 12/7
Final critique: 12/7

Tuesday, October 18, 2011

Shooting Exercise

Due Wednesday, 10/19

Pick one of the shooting strategies from Chapter 10 you deemed useful (one of your five items, but could be something else), and shoot at least 50 images exploring it. Bring images to class.

Sunday, October 16, 2011

Project 3: Framing Time

Due Dates:

Preliminary Critique: 10/26
Project Due: Prints, files, critique: 11/2

Photography has historically been associated with notions of time. For example, the famous street photographer Cartier-Bresson insisted on the importance of capturing a "decisive moment", when the photographer waits for all the right activities to come together simultaneously in the frame to capture a transcendent image.

Harold Edgerton took this notion to the extreme, advancing high speed stroboscopic photographic techniques to freeze extremely fast events.

Photographs are also thought to represent time in a historical sense. For instance, there are many examples that capture common feelings or associations of an era.


To turn this upside down, the camera also has the ability to capture extended moments of time, compressing large spans within a single frame. A single image may represent multiple moments, or even eras. It can get very interesting, quickly. This is facilitated even more with digital tools. The following photographers have all explored, through various means, how to create images that strongly engage ideas of time. Links to their work are in the list to the right.

Shimon Attie
Ursula Sokolowski
Hiroshi Sugimoto
Michael Wesely
Brian Moss
Barry Frydlander
Atta Kim
Mark Klett and Byron Wolfe
Kerry Skarbakka
Ambler Hutchinson

For this project, create compelling work that meaningfully works with the passage of some kind of time. (historical time, linear time, circular time, dream time). Create/coordinate characters, places, events, actual or fictitious, as you require. Use any means possible, in-camera or computer assisted, to accomplish your goals.

Monday, October 10, 2011

Project 2 turn-in

Just a reminder of what needs to be turned in to drop box
  • Full resolution photoshop file to generate print(s). It should be flattened.
  • Jpegs versions of above, but reduced to 1600 pixels, longest side
  • A photoshop file of one of your component pieces that demonstrates your PS skills. This should feature the skills we have covered in class up to now.
The prints are looking nice. Keep up your own, personal, high standard.

The very latest files can be turned in for printing is Tuesday 10/11, 1pm. I will likely be in my office, Woods 312. We can access the drop box from there, if you cannot get into the lab due to a class.

Thanks,

Chris

Reading

For 10/ 17

Read Chapters 10 and 11

five take-away points from each chapter, written and turned in. Discussion in class.

Wednesday, October 5, 2011

Artist Lecture, Shelia Pree Bright

***Extra Credit***

Attend and write an intelligent paragraph explaining your main take-away impressions of the artist's work. Write-up due the next day (10/12)

Tuesday, October 11, 7pm
Gorgas Library, Room 205

Hear the artist speak, ask your questions, share your support.

Sunday, September 25, 2011

Project 2: The Photo Extended

10/3 Progress Critique. Initial shooting/groupings due.
10/12 Project due... series, grid, or otherwise, including prints and jpegs

Background

As photographers, the frame is perhaps our most important tool. With the camera, we "frame" our subjects, including what we feel is important for the picture, and excluding what isn't. Essentially, we are editing from the visual world with our frame. A common goal in photography is to try and get it all in one frame—to create a singular image that conveys our full expression.

There's value in that—and it certainly pushes us to be stronger photographers, but it isn't the only way.

Sometimes we need multiple images, multiple frames to convey the breadth and richness of our visual message.

Sequence

Duane Michals used extended sequence of images to convey complex and (often amusing) narratives. Some of these visual story lines went in a straight line, sometimes they made bizarre spirals.


Multiples (diptych, triptych)


Uta Barth is a photographer of place. Instead of creating visual descriptions of places, like a traditional landscape photographer would do, she is more interested in evoking or suggesting how we experience places. Often working with multiple frames, she changes the scale, plane of focus (in some she focuses on the "space between" foreground and background), in an attempt to more closely mimic the process of human perception, as well as the passage of time.

On more of a documentary, story-telling mode, Lucia Ganieva, creates rich biographical portraits of people relating their persona to their vocation, past, workplace, etc. using diptychs and triptychs. Notice how the frames work together to build meaning.

The congruence/incongruence exercise is also a good example of this kind of work


Series/Typology

Jeff Brouws (and numerous others going back to Bernd and Hilla Becher) are obsessed with cataloging and "collecting" with their camera. For instance, Brouws isn't interested in singular train cars, but the almost endless variations between numerous cars. Working with a mode called typology, he creates grids that simultaneously show similarity and contrast.

Idis Khan quite literally quotes Bernd and Hilla Becher's work with industrial architecture, but layers the multiple variations of structures within a single frame instead of a grid.

There is a long history in photography of objectification based on race, gender, stereotypes and notions of the "other". African Americans have been notably objectified in this way. Photographer Myra Greene turns the tables on this history with her clever and effective series: "My White Friends".

Jeffrey Milstein creates a typology of aircraft.


Grids


Sparky Campanella makes non-tradition portraits of people by mapping the textures of their skin and displaying them as large grids. What are the implications of this work—portraits that are literally "skin deep"?

Keith Johnson works now works almost exclusively with grids, exploring the hidden language of forms found in the natural and human landscape.

Joiners, many-make-one, panoramas

Robert Richfield has an interesting take on the panorama. Instead of stitching together a seamless expanse, he presents it with the frame divisions. How does this affect the meaning of his work and how we "read" it?

For examples of Contact Sheet Sequences, look at Thomas Kellner.


Essentially these are a form of what the book author terms joiners, or many-make-one, extended images that functions like fragmented panoramas both vertically and horizontally. David Hockney is well known for working this way. The following images, by Hockney, show some variations of this approach. How do they differ?


This last Hockney image begins to imply the passage of time—in particular, the time it takes to shift one's gaze, looking around a room, or having a conversation. Uta Barth, mentioned above, also references the time we take to experience and perceive reality, often working with diptychs that reveal a few minutes' difference in time.

Atta Kim compresses different moments of time within a singular frame, using extended exposures. Something similar can be accomplished with multiple exposures and layers.

There are others. Check out those from the reading, this blog, and other sources:

Project Description

For this project, create imagery in an extended format. Using grids, diptychs, triptychs, panoramas, sequences, series, etc. Choose one format for the whole project to best explore your subject and what else you are trying to convey about the subject. Use examples presented above for ideas or even use the class exercise exploring congruency/incongruency to help you get started. This is a fun one—the more adventurous you can be with your subject matter, the more exciting it will be.

Turn in:
  • Final "extended format" version of your extended image (one file containing all supporting pictures). If you are doing a grid, this would mean one file. For diptychs, this would mean one file per diptych, etc. Format: jpeg, quality 10+, sRGB, no longer than 1500 pixels in one direction (use image processor to set this up)
  • Prints of the above
  • How much to do? If you are doing diptychs or triptychs, turn in at least 3 separate ones. If you are doing a large grid, one would be fine. It depends on your project—discuss with instructor. If you are doing a series, aim for 6-8 images.
  • All of your individual photos that go into this project should be edited appropriately in photoshop. This includes the skills covered so far in class: WP/BP, global tone adjustments (brightness and contrast using curves and/or camera raw), color adjustments, local adjustments (dodge and burn, blending mode curves with masks), sharpening. All Raw conversions must be smart objects.
Now remember that when you are assembling your multiples (grids, panos, diptychs or otherwise), save out flattened versions of your work files just to keep things manageable. But make sure you are not losing your layers; after flattening, always "Save As," rather than "Save"


Some Student Work:






Wednesday, September 21, 2011

Reading / Discussion

For Monday 9/26

Read chapters 6 and 7.

In class discussion, be prepared to talk about 5 main take-away points from across both chapters that you find particularly interesting, useful or inspiring. These may relate to chapter sub-headings or particular sections of the reading. Also make note a few things (I'm sure you'll find something) that you might not agree with or that you find less useful.

Exercise:
Shoot at least 36 images that explore figure-ground relationships (p. 181) Post to flickr. Choose interesting subject matter that supports the exercise.

REVISED—Post to flickr your strongest 4 and then two you are not so sure about.

Sunday, September 18, 2011

Class, Monday 9/19

Workshop day. Please bring:

  • Files to work on for Project 1
  • Printing paper

Reminder that project 1 is due Wednesday 9/21.

Also, everyone gets one large-format print for this assignment (printed by our lab), so keep this in mind as you look over your images—which one would look best large?

Wednesday, September 7, 2011

reading, peer critique on flickr

Due 9/12

Read Chapters 2, 5, and pages 329-332
  1. Edit photos you made for 9/7 down to 6 strongest images (three per subject). Look for the images that you feel the most confident about. If in doubt, go for it anyway!
  2. Optimize / correct 6 these images, using best workflow practices as covered in class. Save the layered photoshop files for later use. Use image processor to make jpeg copies of the photoshop files (1500 pixels, quality 12).
  3. Upload these 6 images to the class flickr group by Friday, 9/9, end of day.
  4. Make insightful comments on a total of three images (choose one image by three different people). Let's make sure everyone has comments on their images—so please reserve one of your choices for ensuring fair coverage.
Guidelines for commenting:
  • Refer to chapter 2 and pages 329-332
  • Insightful commenting goes far beyond quick statements such as "I like it" or "I like the colors". Be very specific. Pages 329-332 offer a useful guideline for building your comments. Your comments should amount to multiple paragraphs. It might be useful to write them in a word processor and copy them over to flicker. Formatting in flickr is messy... add carriage returns as necessary.
  1. Absorb the images closely and describe them precisely—use principles of design and vision as described in chapter 2 that seem to apply to a particular image
  2. Evaluate the techniques used—what camera decisions did the photographer make?
  3. Personal reaction. Here is where "I like/don't like it," comes in, but you must elaborate! How? Why? What? Back it up with specifics.
  4. Interpretation. What does it mean? What is the photographer's point?
  5. Has the work taught you something?
  6. What do you suggest for improving the image or encouraging the photographer to continue in a similar (or different) vein?
  7. End comment with your name. It can be hard to decipher flickr user names. For example:
—Chris Jordan

Tuesday, September 6, 2011

Project I. Subject Matter: Working your Strategies

Prelim Critique: 9/14—Onscreen viewing is sufficient for this critique; upload files at 1500 pixels longest side to the critique folder by class time. Make sure files can be identified as yours. Use "batch rename" for this, if you need to.

Due Date/Final Critique of Project: (9/21—new date)

10 finalized images, 3 of which should be printed, 2 of which should be turned in as layered Photoshop files (using digital skills taught in class) (1500 pixels longest dimension), and finally, jpegs of all 10 (1500 pixels of longest dimension).

Choose a higher level subject. Drill down to specifics and fully explore using shooting strategies covered so far, as well as attention to lighting.

"Portraits" is an example of a first-level subject. "Portraits of athletes" is second level; it is more specific. "Portraits of athletes experiencing defeat" is a rich, complex, third-level subject. You may need to start general for a while until your imagination begins to take over and rule the process. Let it carry you away. Follow it relentlessly. Dream big and turn it into vibrant pictures.



Flickr.com Group

Below is a link to our flickr.com group. Thanks to all who emailed their profile name—you have been sent invites. Those of you that haven't, please just go to the link below and request to join the group.

http://www.flickr.com/groups/1735333@N24/

Thanks,

Chris

Tuesday, August 30, 2011

Shooting assignment

Due 9/7

Get a flickr.com account (which we will use sometime soon), then...

Select a subject that is particularly inspiring to you—really go for it. This assignment is one of discovering how shooting angles and varied points of view can affect your image.
  1. Set up your subject in an interesting setting or with an interesting background. Try outside in natural light, in mid-morning or late afternoon.
  2. 1st shot: eye-level, horizontal.
  3. Walk around the subject, crouch down, get on the floor, get high above your subject, get behind the subject. Be very active. Notice how your subject looks from these unusual points of view. Notice how the light on the subject appears differently from these different positions. Shoot from below, above, behind...make a photograph of your subject when it looks good, and shoot another and then another. Shoot first, think later.
  4. Now try some variations, perhaps from the same angles, shooting verticals
  5. Get closer and shoot some details
  6. Get back and shoot the subject in context of the larger scene, background
  7. Try some unusual things... shake the camera, shoot out-of-focus, shoot without looking it he view-finder... see what happens.
Do the same for at least one more subject. At least 24 exposures for each subject.

Sunday, August 28, 2011

Shooting Exercise, Details II

Due 8/31

Pick a favorite or compelling subject. Shoot interesting details, filling the frame of your camera. Shoot outside, with natural light. The challenge is to stick to this one subject for the whole exercise, throughly exploring it, so choose something that will sustain your interest...

36-72 exposures. Shoot RAW or High Quality JPEG. If you have questions about setting the image quality on your camera, please ask for help.

Plan to have images to share with class (on-screen)

Reading and Discussion

Due 9/7

Reading: Chapter 1, 3

Quiz: Concentrates mainly on chapter 3

Discussion: pages 18-29 (from chapter 1). Choose 3 of the question/answer combinations that seems most relevant to you, or interesting. Then chose one that you don't agree with or which seems less relevant. Be prepared to defend your views.

Tuesday, August 23, 2011

Resources, Assignments, Projects, Dates

Welcome. Please follow or join this page to keep up with information pertinent to the course, such as assignment descriptions, projects and due dates. Use it as a resource for information and inspiration. Please make comments or suggestions as you see fit.