Unconcious understanding! – Learning Highlights

17/03/2021

As I worked my way through C&N part three and continue through part four, I have started to realise that even though I have not had the tools or the understanding to deconstruct images, a great deal of the time I have actually taken from them what the author wanted me to. I have been thinking about how I viewed images before taking any courses in photography and up to this point and one thing I asked myself was, how long do I spend looking at an image? In the past it was probably not very long (depending on the image of course). I spent very little time looking at photographs that I “didn’t like the look of”. I am now questioning why I “didn’t like the look” of them and beginning to realise that for many of them it was because they were meant to evoke or elude to uncomfortable feelings. Images that I spent more time looking at were those that evoked feelings of comfort or were intrinsically “nice to look at”. This includes all the codes, subjects etc. that I am beginning to understand. It is also starting to explain why perhaps a subject matter that is not particularly nice, such as war, can be constructed or presented in a way that is not immediately uncomfortable or upsetting. This can be extremely powerful in its ability to bring two opposing feelings in quick succession. I still want to create images that are “nice” to look at and I am beginning to realise that I have to work out what this means and think more about what I want an image to say. If its nice to look at then fine, if its not then that is fine too as long as everything in it contributes to the meaning and is not there just because it’s nice or its not or a just didn’t see it.

I would sometimes discount an image as being “rubbish”. Maybe some of them were, but I now believe that there were many that I just didn’t understand and that made me feel uncomfortable or evoked feelings that I didn’t like, which I translated as meaning the image was bad rather than evoking bad feelings.

I have to admit that Jeff Wall’s Insomnia is an image that I saw a long time ago and hated. I remember thinking how bad the lighting was, how unsettling the figure under the table was etc..etc… It jarred. It did everything it was meant to.

For some of the assignments I have done in the past and in particular Assignment 1 of C&N, I realise that I need to “construct” images. The more I learn about deconstruction the better equipped I will be able to “construct”. I guess the main thing is to work out what it is that the image should be portraying and construct it in order to say it!

I need to find some examples to include in this post!

Communicating something through the use of images – Learning Highlights

I’m currently working on assignment three and have just realised that I am starting to really think about what I am trying to communicate through the images. I keep getting stuck, confused and losing sight of what I’m trying to do. I then find myself asking myself what it is I am trying to say! I know what I want to say but when I look at the images they often didn’t say it! I am then allowing myself time to think about it.

This new way of thinking has come from a variety of things. From feedback all through the course, from one to one feedback zoom sessions and group zoom sessions, the course notes , reading and research.

Part Four Exercise 2: Deconstruction Task

Brief

Rip out an advertising image from a newspaper supplement and circle and write on as many parts of the image as you can. Comment on what it is, what it says about the product and why you think it’s there. You could use this as the basis for your assignment if you feel it’s taking you somewhere interesting. Or you could adopt this method for your assignment preparation.

Come back to this exercise when you’ve reached the end of P​art Four a​ nd see if you can add anything to your analysis.

I wasn’t entirely sure if were were supposed to look at the next few pages in the course notes which look at semiotics and try to apply this to our deconstruction for this image. It looked pretty complex so I decided just to keep this exercise simple and not try to understand it fully at this point.

Fig.1

Gold coloured velvet large two seater sofa with a child standing on the left hand cushion of the sofa and an adult sitting reading a newspaper on the right hand cushion.
The sofa is standing on a large cream coloured rug.
The child, dressed in dungarees has a watering can and is watering a vase of flowers which sit on a side table.
There is also a mug on the table.
There is a  red velvet cushion behind the child and one behind the adult that are quite hard to notice.
To the right of the sofa there is a light coloured velvet pouffe.
The adult is sitting with their legs crossed reading a newspaper, has a straw hat on, pattered gardening gloves and soft light coloured outdoor shoes and light coloured trousers.
In front of the sofa on the floor to the right, is a basket of yellow flowers. There is also a garden trowel next to the basket.
On the floor to the left is a single stem.
It is a full page A3 advert, with very little text. The word “loaf” written in large black writing about one quarter of the way down the page centred. There is smaller black text at the bottom of the page, giving a bit more information.
The newspaper has text on that has strong legible text, obviously meant to be noticed and read.

Describing the image was a really useful exercise in really seeing what was there. I was surprised at how long this took me and how many things I had missed, or rather taken for granted unconsciously without really seeing them.

Looking at the tools for deconstruction as described by Roland Barthes, the denotation and connotation, what is denoted is an adult reading a newspaper, and a child on a sofa with some gardening equipment, and flowers. What night be connoted is that the adult is taking a break from gardening and the child is perhaps being bit naughty and standing on the couch using a watering can to water a vase of flowers. As this is an advert then there are lots of different connotations.

My first impression was a feeling of spring. This was due to the yellow flowers and the word “Bloom” on the front of the Newspaper. The adult seems to be relaxing indoors reading the newspaper but doing some gentle pottering in the garden at the same time. The child looks like she is also doing something that generally would be done outside. We wouldn’t normally water a vase of flowers with a watering can. It’s certainly a bit odd but not so odd that you would immediately think it was completely out of the ordinary. However, if you read the text on the back of the newspaper it says “Indoor Gardening New Sport”

Fig.2

The company is obviously trying to sell their furniture. The supplement is dated March so this would fit with the “looking forward to spring” feeling that most people have at this time of year. The message does seem to be aimed at getting people to think about slowing down and relaxing. The basket is very much one that would be used for people to collect cut flowers from their gardens, ready to put into vases inside the house. A very gentle and middle/upper class activity. The middle upper class feel is also reflected in the clothing being worn, the vase of flowers and the pouffe. The trowel is another rather gentle gardening tool. It’s not a spade or a fork that would be seen as something more suited to heavy digging. The same could be said of the watering can which would be seen as a tool used to water a small area by hand in a much less aggressive way than a sprinkler for example. More text in the newspaper (not legible in the image above) says “Loafer wins with record slow time” The word loafer tends to have negative connotations but one of the things the adverts seems to be trying to say is the opposite, and that loafing around is a good thing, you could be a record breaker a winner! The use of the newspaper gives the text a pretext of being headlines, being important enough to be on the front page. “Squishy sofas in bloom” could be alluding to the fact that big soft sofas are on trend and a must have. The child is standing on the sofa which gives the impression that they are quite laid back about their sofas and that they might be squishy but they are also tough enough to stand the normal childhood onslaught. The colour (gold) and material (velvet) of the sofa make it look luxurious and expensive but the fact that the child is standing on it and the use of the word “squishy” gives the impression again that they are not being precious about their furniture.

The name of the company itself is a strange one. Loaf has a few meanings, bread, lying around (usually in a negative way) and another word for head/brain (use your loaf). Apart from lying around (loafing around) the other meanings don’t seem to fit, but for me whenever I see adverts for this company I still think of bread. Bread is of course is seen as a staple food and often used to describe essential items that we need to live for example “its our bread and butter” I did a bit of research and discovered where the name came from.

“The natural thing for us to do next was to make things for other rooms in the house. But it seemed strange that we were called The Sleep Room and yet would be selling sofas and kitchen tables. So we decided we would become Loaf. Four letters. Easy to remember. With nice connotations of laid back elegance and schlepping about” (The Sleep Room Has Become Loaf | Loaf, n.d.)

I’m not sure I agree with the word Loaf having connotations of laid back elegance. In my world the word Loaf (if were not talking about bread) is something that lazy people with no motivation or focus do.

“But it goes deeper than that. ‘Loaf’ has the power to evoke your senses: loaf is the smell of freshly baked bread; loaf is soft and spongy; loaf is new and whole.
‘Loaf’ is also simple and not fussy. A loaf of bread is a staple, it’s a starting point and it’s versatile. The short, modest word works well for the brand and creates a connection to the comfortable, squishy sofas it sells” (Grinstead, 2017)

Before I started Assignment Four, I went on a bit of a delve into deconstruction, semiotics and codes. I came back to this image and looked at it from a more formal perspective which can be found here (LINK)

Bibliography

Loaf. n.d. The Sleep Room Has Become Loaf | Loaf. [online]
Available at: <https://loaf.com/the-sleep-room&gt;
[Accessed 13 March 2021].

Grinstead, A., 2017. What’s in a name? Digging into the Loaf story. [online] Medium.
Available at: <https://medium.com/@sliceofsunny/whats-in-a-name-digging-into-the-loaf-story-4fc376fbb9e1&gt;
[Accessed 13 March 2021].

 

 

 

Part Four Exercise 1: Erwitt Analysis

For this first exercise we were asked to look carefully at an image by Elliot Erwitt and make some notes about how the subject matter is placed in the frame and what the image might tell us about Erwitt as a person. The image is entitled Felix, Gladys and Rover. New York, USA (1974) and is part of his series Dogs. 

Fig.1 Felix, Gladys and Rover. New York, USA (1974)

At first glance it looks like two people and a small dog. The focus however is definitely on the small dog. Once you realise however that it is the front legs of a larger dog and not a human, it might at this point that the viewer thinks the humorous twist was the point of the image entirely.

“When we do get inside the frame, we see a wittily cropped picture which, at first glance, gives the illusion that we’re looking at two people and a small dog. Then we see the joke. The humour could be the thing that makes a less discerning viewer think they’ve ‘got it’ and move on, failing to really look at the rest of the picture, but for those who continue to look there may be more to uncover” (Boothroyd, 2019)

The image has been structured to ensure that the small dog is the focus of the image. We are seeing all of it, unlike the human and the larger dog. We are not looking down at it, we looking at it straight on as if we are kneeling down. It stands out next to the vertical lines of the legs. Everything in the frame draws our attention to the small dog.

It’s hard to judge what the image is trying to communicate without reading more about Erwitts’ intention. But he wants us to concentrate on the dog so whatever it is it has to be about the small dog and perhaps its relationship to the human and the larger dog. It appears to give the impression that there is a difference relationship between the human and the small dog and the human and the large dog. The 2 sets of legs seem to be overlapping as if there is a connection there, a similarity. The space between the legs and the small dog seems to be saying that this is a different relationship. The legs appear quite relaxed, compared to the small dog who looks quite tense. The taught lead also gives the impression that the small dog is not as relaxed as it’s companions. In my own experience small dogs such as this do tend to be more lively, nervous, loud and unpredictable than large dogs so this would fit that scenario. It is also often the case that these small dogs are given lots of care and attention by their owners, almost to the point of treating them like children or babies and the fact that this dog is wearing “clothes” gives the impression that this is a bit of a “pampered pooch”.

It would be difficult to suggest that Erwitt was trying to highlight the plight of the underdog by structuring the image this way, its hard to see it that way if we have already surmised that this might be the opposite and in fact may well rule the roost as far as both human and the larger dog are concerned. It would be equally difficult to determine if Erwitt preferred humans to dogs just by looking at the picture. He himself admits that it wasn’t a conscious decision to take photographs of dogs.

A few years back while looking through my inventory of pictures to assemble a retrospective book and exhibition of random photographs taken on my travels, I was surprised by the preponderance of dogs. Obviously, my sympathy for the creatures was deeper than I had imagined. (Erwitt, 2008)

His sympathy for dogs is apparent in his series Dogs,  but I think it would be too strong a statement to suggest that he preferred them to humans in general, but I think he may have found them a refreshing change from the trails and tribulations often encountered when taking pictures of human subjects.

“….And dogs make easy, uncomplaining targets without the self-conscious hang-ups and possible objections of humans caught on film” (Erwitt, 2008)

I didn’t feel that Erwitt was conciously trying to make any big statement about “underdogs” or trying to give “everyone a voice”. It could be seen this way but I don’t think that was his intention. I think he had an eye for a great photograph, saw the potential with this scene as being humorous, different and a way of showing these small but large in personality, dogs in a good light.

Bibliography 

Boothroyd, S., 2019. Photography 1: Context and Narrative. Barnsley: OCA., p.118.

Erwitt, E., 2008. The Year of the Dog Dogs • Elliott Erwitt • Magnum Photos. [online] Magnum Photos.
Available at: <https://www.magnumphotos.com/arts-culture/art/elliott-erwitt-dog-dogs/&gt; [Accessed 9 March 2021].

Context and Narrative: Assignment Three – Reflection and Feedback

This assignment turned out to be much more tricky than I had imagined. Considering it came from an idea I had and not directly from the brief it should have been easier. I had an aim but at times found myself going off in different directions. Having discovered that images can indeed communicate something, I allowed myself time to come back to the aim and to what I was trying to communicate. This really helped and I feel is a big leap in my understanding of photography as art.

I feel that I still have not quite communicated what I wanted to, but as with previous assignments, perhaps I need a bit more time to really work out how to do this. I certainly feel more confident that I can do this than I did at the start of the course! In fact at the start of the course I wasn’t really thinking about communicating at all. Certainly not in a conscious way.

In hindsight I wonder if staging the families would have worked out better? Of course as we are in lockdown this wasn’t possible, so using images from the internet was an option. I also wondered if I should use my own “family” photographs but I decided that this was a tricky one due to me being actually adopted in the first place and the images having their own narrative. I do have strong feelings about the early adoption processes, so it could be an interesting project.  I also feel that using anonymous images added a sense of the “unknown” to the project. This fits with the identity and stranger aspects that I am alluding to in the images themselves. There was a certain amount of randomness to selecting the images, in that I had no idea who they were or if they were people from similar backgrounds. Although it was said that these adoptions attempted to match children with parents from sillier backgrounds, I don’t believe this was always the priority so it was often a bit of a random roll of the dice both for the child, their birth families and adoptive families.

I enjoyed the assignment and learned so much about trying to communicate something (and photoshop) I didn’t have too much control over the images themselves, staging, framing, focus, tone, colour etc but just the fact that I am aware that things can be communicated through these areas is a step forward for me.

I have also been reflecting on the previous 2 assignments and have had some thoughts on the re works and what I might do to improve them. I am starting to realise that if I have something to communicate, I need to think about how I can do that within the frame, nothing should be there that doesn’t add to the image. When I look back at assignment one and two, there is so much there that doesn’t need to be or indeed things that are the opposite of what I was trying to communicate!

Tutor Feedback

Overall feedback

  • Learning Highlights section is a better way to evidence your progress – the headings work well.
  • Interesting approach to putting yourself in the picture through the photographs of others

Feedback based on Learning Outcomes

·       By using other people’s photographs, the work becomes more about ‘fake news’ and issues of internet privacy. This kind of manipulation brings to mind the early photo manipulations of Lenin (and others) who used the manipulation of photographic records of events to rewrite history.

·       Technically, you have some work to do if you would like these images to appear as actual representations of that family. Are there other ways to suggest a family ‘misfit’?

·       Do you want to actually suggest that the subjects are really there? If you present an obvious collaging of two images (not to the extent that John Stezaker did – https://www.theguardian.com/artanddesign/australia-culture-blog/2014/mar/27/john-stezaker-sydney-biennale), this can ask questions about the process of photo manipulation as well as the inherent visual connotations.

·       Relationship between photographs and memory – further research.

·       Could you use a slightly different visual strategy where you offset the ‘inserted’ character away from the family group? This would create a more subtle questioning of family belonging along with the presentation of ‘family’ through the formal portrait. These obviously staged images are specifically created to present a certain image of the ‘perfect’ family. Have another watch of the Mike Leigh film, Secrets and Lies. There is a great montage scene that shows a number of family portrait photoshoots and the false image that is created of that family through the creation of a single image.

  • Could you use your research about adopted family setups to inform your practical research more specifically? Could you ask adoptees how much they feel part of their new family and use this as a guide to how physically close they might appear in the formal family portrait? Although there are no resources online, John Pym’s project how much you belong to a place was made in this way
  • Could you locate your own family images of you looking uncomfortable and use these as visual research material?
  • Research more family portraits in order to analyse the properties of the formal portrait – the position of the characters, the facial expressions, the body positions and language etc.

Action points

  • Think about how you can apply your general research about your subject to your practical experimentation.
  • Tidy up blog menus to avoid confusion!

Assignment Block! – Learning Highlights

I often finish an assignment but feel a bit unsatisfied. During a feedback zoom meeting with my Tutor , he happened to mention the fact that projects often take months/years to complete in the “real world” and sometimes it’s quite hard to create something in the relatively short time given to complete assignments. This helped a lot and took the pressure off to get things right first time. Once again I found myself in a position where I had “finished” assignment three but knew in the back of my head that it wasn’t right. Rather than try to force things, I left it alone, and did a bit of wordpress  housekeeping with menus etc. I also had a quick look though the course notes for Part Four, to try and get my mind away from Part three. I also had a bit of a think about assignment one and two and what I might do when I revisit them before assessment.

This really helped and after a day or so I went back to the assignment blogs and continued where I had left off, with a new sense of purpose.

The main problem was that I was getting so involved that I had forgotten what my aim was and what I wanted the set of images to say! At this point I was still not sure I could communicate it well enough, but at least I had put myself back in track.

This happened quite a few times more and I was pleased to say that I allowed myself time to think about it more, always pushing myself back to the aim or more to the point what I was trying to communicate through the images.

” A beautiful photograph is nice” – Learning Highlights

These are words I heard during a very helpful and interesting zoom session run by Dr Ariadne Xenou. It was a session relating to C&N Part Four, Reading Photographs. As I am not far off finishing Part three I decided to join the session.

These words stuck in my mind and has helped me to start breaking down long held pre conceived, often unconscious thoughts and feeling I have had about art in general. In the past I have always wanted to create “beautiful photographs” or at least images that were nice to look at. Communicating an idea was mostly an unconscious part of the process. I might have wanted to show a mood in a photograph, but I wasn’t thinking about it in these terms. For example, If I take a shot of a warm glowing sunset then I was unconsciously expecting both myself and others to feel this when viewing the photo. I had never really consciously thought about doing it the other way round. For example, thinking about communication a mood then making sure I set the photograph up to express it!

Up until the last few years, images such as Nigel Shafran’s Washing up (2000) and Jeff Wall’s Insomnia (1994) would have gone straight over my head. I would not have perceived them as beautiful and not understood what they were trying to communicate, even if at an unconscious and intended level they were indeed communicating something!

Anja Niedringhaus, a German photojournalist is, in my opinion, one of best. I came across her images in Berlin in a small exhibition and have never ever forgotten the experience. Over the last year or so since starting this course, I am beginning to get a much better understanding of why. I am attracted to her images because they are “beautiful”, but the subject of war is not. They are all communicating something and perhaps I have unconsciously understood this. I now really want to go back and view her images with this new set of eyes!

 

Too many things to think of! – Learning Highlights

In the past the aim has been to get an image that was technically as good as possible and of course this is a given. What I am realising however is that there is so much more to an image than just the technical side and that I need to focus on those; perhaps even more than the technical side. This is a revelation for me and may have hampered my ability to create the images I wanted in the past.

It is becoming more apparent that  there are a great many things to think of when producing an image or a series of images. One of my problems seems to be thinking about them all in time for an assignment deadline. When creating and reviewing my images I seem to be focussing on a couple of things but unable to bring them all together. I am going to create a physical list of things I may need to think about for images going forward. It’s easier when going back and revisiting assignments because I have usually had feedback from my tutor and had time to think about them. It would be good to have  some sort of list that I can look at whilst I’m creating the images to remind myself. Going back through previous feedback is a good place to start. I need this to be a process that I go through until perhaps it starts to be something that happens naturally (if ever!)

Background, Colour, style and detail – Learning Highlights

Back ground, colour, style, detail – can all be important in order to get across and idea, a feeling, an emotion or make a statement. Realised during and after research task Francesca Woodman, and from feedback on the first 2 assignments. This will help me when I revisit them and in particular the overall look of the images which my Tutor suggested was a bit cold. This is not how I felt about my mum so not what I would like the images to portray.

Representing a feeling – Learning Highlights

Whilst planning one of my childhood memory images( C&N part three) I found my self thinking about how to represent a feeling of being safe and secure in a small bedroom with a curtain across. I immediately thought of something my tutor had said whilst we were discussing both my first and second assignments. He talked about my first assignment images feeling a bit cold and didn’t think this was how I felt about my mum. He also mentioned the last image of assignment two could perhaps be a bit more mysterious in that we see some of what is behind the wardrobe door but are left wondering. This made me wonder if a warm glow – strip of light coming in through the side of the curtain might help to get the feeling of comfort, safety and security across for this childhood memory.