Monday, May 4, 2009

Photo I: Information Overload?

Before I get to specifics about spring semester, I've been thinking a lot about what is taught... and what should be taught... in a Photo I course. In my classes (and those of other effective Photo I teachers I've observed), here's briefly what is covered:
  • Camera operation: exposure, control of motion via the shutter and depth of field via the aperture.
  • Printing/output: a basic introduction to techniques for bringing the image from the camera to printed form, whether darkroom-based or digital (and sometimes both, depending on the structure of the course)
  • Aesthetic and compositional issues: subject choice, point of view, framing, lighting, etc.
  • Conceptual issues: finding avenues for personal expression via photography; what will the student photograph, and why? What ideas does the student want to address in the work?
That's a lot of material, and I didn't even mention a host of other topics I touch upon briefly... like my quickie introduction to photo history (though I'm sure my students would say that one isn't nearly brief enough). At times is seems like too much material... but I'm at a loss as to how it might be condensed. As I tell my students, photography is a sequentially-based process: your ultimate success is based on proper technique and good results at each previous step in the process. In other words... great prints don't come from poorly exposed negatives. I believe Photo I students must get a thorough introduction to the essentials they will need for further photographic study... so is information overload unavoidable in Photo I? I'd love to hear from any potential readers who might have thoughts on this subject.

A related topic: in my current position, Photo I is a requirement for all fine art and graphic design majors. The course also attracts students from interior design, architecture, and various other majors across the campus. This diversity of experience and interests among the students has been one of the real joys of teaching the course this year, but raises a question: how does one make the course relevant and effective for such a diverse population of students? I know I'm begging the question a bit here, as I firmly believe that Photo I is an essential course for anyone entering a visual/creative field... but how do we give photo majors the medium-specific foundation they need and reach out to undecided students, without overwhelming the hapless sculpture major who is simply there to fulfill a requirement?

Questions, questions...

The best laid plans...

Wow... it's been quite a semester. As I write I'm sitting on my front porch, enjoying the weather after a spring rain, and catching my breath from the term that just ended. I had genuinely intended to keep up with this blog on a regular basis, discussing things as they happened, but we can see that didn't happen! I have about three weeks until summer term begins (I'm sure there will be posts about this soon... I'm teaching two sections of Photo I in a five-week term!), and I hope during that time to play catch-up with my blogging.

In other news: the summer term will be my last in my current position, which was a one-year, visiting gig. Knowing this, I've been job hunting all year in what turned out to be a lousy market. I'm one of the lucky ones this year, as I'll be moving to accept a tenure-track position in the Midwest. More about that later, I'm sure.