Welcome to Photo 1: You May Not Photograph These Things
Set hos A Photo Teacher🙂
Blandt kommentarerne til det spøgefulde indlæg spørger en hr. Javier F. Alonso:
– What is there to photograph for a college student?
Paul Turounet, som skriver A Photo Teacher, svarer:
– Here’s a list to start with:
1. Where You Live
2. Proof of Existence
3. Surveillance and Voyeurism
4. Daily Life and People Doing Things / Street Photography
5. The Social Scene / Social Issues of Our Time – Photographs of People, Place and Things
6. Identity and the Photographic Portrait
7. Meanings of Space and Place in the Photographic Landscape
8. Constructed Narrative Tableaux / Studio and/or On Location
9. Planes, Trains and Automobiles
10. “Bark” – Pictures of Dogs
also for an introductory type of course, different ways of exploring things visually, including diptych, triptych, multiple image sequence, typologies or photo montage.
En Hr. Roderrick Vesper kan ikke nære sig for at lege “djævelens advokat”, og han skriver bl.a.:
While most of these things are trite to us as visually “literate” folks, for many of the students this will be the first time they have photographed those things with the thought of making a “photograph.” So, it can be an important point of discovery for them.
I would also argue that nearly everything on the list “to start with” could be accomplished by photographing the very things you say they shouldn’t photograph. . . except perhaps for squirrels
hvortil Paul Turounet svarer:
Thanks for commenting Roderick. In the end, I would agree with you as I think it is problematic to instruct introductory or even intermediate students based on “what not” to photograph. It is far more instructive to advocate to students to follow their instincts and curiosities, using various conceptual contexts from which to begin from. With a commitment towards engaged exploration, this provides for an opportunity to examine various approaches to content as well as for experimentation, and at some point in time (soon or later – not really that critical), they will find their subject matter and sense of purpose with photography as a meaningful experience regardless if they do it for personal pleasure or want to make something more of it.
The WVU list (which is not my list or the list of the Photography Program I advocate photography in), while entertaining at first glance, becomes problematic as it sets in motion limitations on visual exploration, and I don’t think that’s a good precedent to set with a young photographer’s development. If they are compelled to photograph what WVU says they shouldn’t photograph, then I would encourage them to photograph those subjects with vigor, intention and purpose, using photography’s aesthetic attributes and technical considerations to further discover their interest in photography. Even photographs of squirrels, which I had in class last semester.