Each class, students create using multiple media, work that isn't graded or critiqued; the only judges they have are themselves. I'v found when students exercise creative freedom, discourse between students develops substance and depth.
Instantaneous gratification is one result of contemporary technology. No longer are effort & time required to get a glimpse of an image in its negative form, let alone energies needed for seeing the positive. I attempt to expose all my students to pinhole photograhic processes, regarless of content being taught in a course. The magic of the 'image' is readily accessible via a box and chemical reaction. Experimentation with time is a necessity; few get a satisfying image in their first attempt.
Developing visual solutions for the timeless withstanding of ideas.
Students are given free reign in the darkroom, regarless of their darkroom experienes. They readily share successes, failures, and pinhole surprises with each other.
I appreciate students bringing in a personal narrative. They use the image to investigate issues containing emotional weight for themselves. Quickly they develop a detachment from their self and the images they produce, enabling them to reflect upon successes, failures, obstacles, and reasoning for their choices.
It occurs in many forms, resulting from experience, and adds substance / depth to students' worlds. Connectivity easily is identified by students who often begin their image making processes using their pets, friends, and family members. It is through the absence of comfortable image making assignments where students begin to experience their worlds differently. Connectivty can occur not only with subjects, but with processes.
There exists a trial and error process; students learn what works and what doesn't in both formal and informal contexts. A goal of mine is for students to experiment with and develop experiential methods thoughout the course (image creating, knowledge acquisition, meaning making, etc.). Failure is a necessary component, especially when it's definition is developed and articulated by the student.
The foundation of this course is, "Classroom in a Book: Photoshop." Supplemental image making excercises develop new ways of seeing and new methods for meaning making pathways.
As a broad survey, the course introduces students to art, artists, and a visual literacy enabling the communication of context specific information. It's a chance for me to embed my interests of visually anthropological persepctive into art contexts. From what students have written, their greatest surprise revolves around art and its emotional story telling of the artist.
This is an introduction to all the digital image / video making tools available to students on campus. This is a studio course.
The darkroom is no longer used as a primary tool for image development at WNMU. However, historically it's been a place of painstaking efforts and evolutions in image making methodology. Similar to other courses, developing intention was an integral part of my 'hidden curriculum.'