Exercise Multiple Points

This exercise involved setting up a scenario of multiple points - the object here is to show how a group of objects implies not only a network of lines or connections but also, by implication shapes.  The implication is that multiple points produce an effect that they joined (see the progression of images below).


I chose dice and pieces from my monopoly set for my arrangement. 

1. a single point placed off centre - dividing the frame.

2 points.. when you add more points the relationship of the objects implies a network of lines, the simplest of which is the line between two points.

3 points.. a network of lines, implying a triangle (I haven't added the lines as yet, see final image below)

 4 points.. the eye travels from the lower right hand around and up to the left and back..

 5 points..

6 points.. the eye travels over the points following the implied vectors, from right to left sweeping over the image.

 7 points, the eye sweeps over the image, in a circular motion

8 points..I have added an intersection of lines to highlight the division the points make

 9 points

10 points...

When I started this exercise, initially the relationship between the points formed triangles - as I began to add more points, the predominant move of direction was in the form of 2 circles. 


Conclusion.

The relationship of multiple points implies a network of lines, that the points are joined.  With 2 points, the eye, moves from one to another quite easily without much explanation.  When more points are added you can see movement or vectors which direct the eye as it travels over the image.

It is interesting to see Gestalts' Law of closure in play, in final arrangement, I see 2 circles (or a circle on the right hand side and a triangle on the left).

One thing I noted was that it was actually difficult to arrange the objects to make them look natural and not too set up! I wanted to make them look as if they had fallen onto the table

Exercise: Positioning a Point

We are asked to take three photographs in which there is a single point placed in a different part of the frame.

I began this exercise by reviewing old photographs which I had taken, and realising that many of my compositions were busy. For this exercise, I decided just to focus just  on one point in the frame. This might seem overly simplistic but it will help me going forward to identify the graphic elements in a photograph.

1. Here the gemstone is a point in the lower right hand of the frame.  It is near the right hand edge of the frame, its position gives the it a sense of direction/movement, i.e., its not static. 

2. Another gemstone, off centre this time, again, the placement which closer to the left hand edge of the frame, give a sense of dynamics.. the eye looks to the stone first, then travels right to the empty space of the right hand side and then around in a circular motion to the left and back on the stone again.

 3. A greenstone placed, top right hand of the frame.  This is an example of how colour is a graphic element - the stone stands out.  I could have turned this black and white, but wanted to remind myself of how colour can act as a point too! The eye is drawn to the greenstone, and then travels in an anticlockwise motion around the frame.

 

I have kept the above examples very simplistic - I wanted to see if there could be any dynamics in the frame with just one simple point. As shown though, the point dissects the image dividing the frame - and that in itself is a dynamic effect on the frame.

The fish here is in the lower right hand of the frame, and its position in relation to the right hand edge of the frame, gives it a sense of movement and direction.  There is a balancing effect with the  position of the fish in the frame, and the reflection of the water which moves in a diagonal line from the top left hand corner of the frame.

Part Two:

Introduction

 



The objective of Part Two:

is to focus attention on identifying the graphic elements in a photograph.  We must learn to think of a photograph, in terms of an arrangement of light - i.e., how the light is organised, how it falls. The light tones and dark tones, give rise to shapes and forms.   This approach involves looking at an image in an abstract way.   The aim is to facilitate how we view composition, we need to be able to identify the graphic elements in an image, to assess how the elements interact, and to learn how to use them for structure and movement in a composition.

I am wondering how I will fare in Part Two - I am usually drawn to strong colours and shapes, and as the introduction states this may be something of a distraction.

The exercises on elements of design - will cover points, lines and shapes - that together form a 2-dimensional image.

The first project involves points.  As Freeman states in the Art of Photography course notes at page 72 " The point is the most fundamental design element. In a photograph, for a subject to qualify as a point it has to be small in the frame, and contrast, in some way, with its surroundings.."

Before embarking on any exercises, we are asked to jot down examples of situation which would make a clear photograph of a point: I thought of the following:

1.single yacht at sea (with sea filling out most of the background)

2.rock on the beach, with sea in distance or empty landscape.

3.cottage in a field occupying small part of the frame,

4.toy car positioned on a bench top, or in a light box - occupying small part of the frame

5. sole tree in a field, shot from wide angel to increase distance.

6. lone bird against wide blue uniform sky


We were asked to look through past photographs to identify points. Here are some examples - although, I have found it difficult to find very simple compositions with just "one" point.

1. The yacht could be considered to be a point, but the Island in the background, does detract the eye a bit.

 

2. the shell is off centre

 3. the boy is in the centre of the frame

3. the fern is slightly off centre

4.the larger boat is off centre and is balanced by the smaller boats off centre to the right

 

 

5. the container ship is high on the left and is a point along with the smaller yacht to its right.. however the reflection of the clouds in the water is quite distracting.

Part Two

It has been almost a week since I wrote up feedback for Assignment 1.    I have had a short break for 4 days (which was a total surprise) in Queenstown the South Island. I have many photographs to edit and publish and I have been continuing to read Cotton's book on  Photography as contemporary Art.

Whilst I am reading through the introduction to Part Two, I thought it would be extremely useful for me to read Drawing on the Right Side of the Brain  (Edwards Betty, Drawing on the Right Side of the Brain,  1993, HarperCollins) [ISBN 0006381146]. An artist friend of mine said that this would be extremely helpful in viewing photographs, not just as images, but in terms of light, and graphic qualities.

I have also recently studied photographs by Martin Parr, and I will shortly add a post on my review.

Assignment 1 - Feedback

I have now got my feedback from my tutor.  On the whole I think I did OK with Assignment 1 - and I have had some good constructive feedback.  I am pleased that my tutor has taken the time to go through each photograph in detail.  The main point that came through was that I was being too "literal" with my interpretation of "contrasts" (for example, my image of Large/Small).    

 

Where I could improve- "in a visual world my frame of reference is always the frame itself". Thus, I should have framed my tower, so that it filled the frame and gave a visual sense of being large.  As for my "bee" - I should have made this smaller so it was small in the frame. 

 

The frame is the reference - and the image on the right has been cropped, I have done this portrait style to allow me to crop out the sky more, and hopefully get across the visual perception of Large. I could have added a reference point in the image, for example someone standing next to the tower, to show the enormity of it.

Here the bee is large in the frame. This is contrary of the requirement of small.  The shot on the right, shows the bee, smaller in the frame - my original image does not allow me to zoom out anymore than this.











Many/Few

I could have improved this image with removing the distracting light from the background of "few".

I re-worked the image, to crop close in. I then blurred and darkened the background, so as to make the banana flower stand out more.  In hindsight I would have chosen a less busy background.

 

 

 

 

    My tutor, said this shot of Many was good overall, but that the lighting effect  slightly distracted attention from the names on the bamboo. In this shot, I have adjusted the lighting slightly to highlight the names.

 

 

 

Opaque/Transparent

 

 

 

 

As suggested by my tutor I removed the twig in the left hand side of the frame.  This has made for a more pleasing composition, which demonstrates the "opaque" glass better than the original composition.

 

 

 

Light/Heavy

 

My tutor commented that the "light-weighted-ness" that I was trying to get across with image of the boy dancing with the balloon - did not work as well as it could because of the heavy stone building in the background.  I have sought to desaturate the background and have added more light to the foreground, to give a sense of light-weighted-ness.   One thing I personally like about this photograph, is the boy's  (my son ofcourse!) form is almost ballet like - with the hand just slightly touching out to the balloon.   One of my favourite photographers is Joyce Tenneson (cf:http://www.tenneson.com/)     who captures, "light-weighted-ness"   superbly.   I guess I had her style in mind when I took the shot of my son.

 

 

 

the image conveys light-weighted-ness more -  and is visually more pleasing.

Conclusion

Objectives:

 

1. See the world in a VISUAL sense -  how to achieve this = consistently challenge myself, study photographs.

2. Work on lighting -  try to be aware of where the light is and how it falls on a subject (cf: bamboo/banana flower, in "Many/Few") how to achieve this = practise and study images.   One  good example of a successful portrait is the chiaroscuro image of my son. 

 

 

 

 

 

 

This is an image I took which also demonstrates "light-weighted-ness" in terms of the subject, the overall blown out lighting and the sheerness of the material.

 

3. Composition -  focus on how the image is composed - be aware of the elements and placement in a frame. (cf: Boy and balloon), how to achieve this = practise, post editing, cropping if necessary.

Assignment 1

 Assignment 1

Preparation for Assignment 1:  Contrasts.  

 (refer also to my earlier posts on Assignment Preparation)

This is how I approached Assignment 1.

Planning Steps. Summary:

•                 Determine my objectives

•                 Breakdown the tasks to achieve my objectives

•                 Establish milestones and the time to complete them

•                 Allocate resources (plan, shoot locations – time to do research)

OBJECTIVES:

After reflecting on the various readings that I have done for the Assignment on Contrasts (refer to the bibliography at the end of this note) my main objectives in participating in this Assignment were to:

·    try and awaken my perceptions of what “contrasts” mean in the sense Itten had intended,

·    to try and experience “contrasts” with my senses – (including  reading about the conceptions of contrasts from the Bauhaus),

·    to produce a series of my own contrasts which hopefully exhibit of the type of contrasts I've chosen,

·    to try develop an awareness of the elements of design that exist around us, and in doing so, challenge myself into thinking more creatively and;

      in doing the above  help myself to develop good strategies in planning an Assignment which will force me to adopt good study habits.  

Breaking Down Tasks:

·       I began early  in the course by reading about and thinking about and identifying the requirements of Assignment 1.

·    Over the weeks, I kept a file entitled “contrasts” in Adobe Bridge and would add any shots that I thought exhibited qualities of contrast. (Unfortunately, I have not had the time to devote to a Flickr page outlining my images, but this is something I will consider  doing, going forward in the course)

·     I looked at examples of contrasts on the web,

·     looked at OCA study guide on compiling a learning log (this is on ongoing process - and would like to streamline or fine tune my blog a bit more).

·     planned shoots – at the Auckland Museum, the Botanical Gardens,  Marina, Urban scenes and Industrial landscapes.

What I observed: 

I researched the history of the Bauhaus and Johannes Itten's list of 27 Contrasts noting the rationale and the methodology for devising them in the first place.  I did further reading, and looked up examples on various websites (see bibliography at the end of this note).  I applied this knowledge when I thought about potential shots.  As a result my awareness for form increased – a positive knock on effect is that I have more of an appreciation for contrasts in everyday life.  Itten intended his students to experience contrasts by making use of all their senses to develop a feeling for the subject through a personal observation.     I can say, in the short amount of time that  I have devoted to this Assignment that I feel I am developing an insight into the fundamentals of design principles in photography.  I am sure that this is something that evolves over time - and will continue to do so.

Milestones:

·        to have thought about my choices from the list of contrasts,

·        to have identified potential contrasts (by 15 August or thereabouts)

·        to have whittled down my selection and chosen my final images (it took me   ages to conclude my list)

·        to review and reflect on my choices (by 24 August 2012)

Allocating resources:

My main focus was on actually getting out with my camera and taking shots of  the pairs of contrasts which I had decided on.   In future I will begin  the image selection process earlier on (refer to my recent post which outlines a criteria for image selection)  On reflection,  I realise it takes effort in preparing images, and that I do  need to do spend time on cataloguing and completing the Meta data for my files... something which I am hit and miss on.

My Selection

 Large: Industrial Gas Tanker

 

 Small: Bee on flower in hot house

 

I had been carrying a very small note book around, and had seen the gas tanker (if that is its correct name) I made a note of its location and went back with my camera.  Originally, I had thought of this for a curved/diagonal contrast.   The huge gas tanker was the exact antithesis of the small bee on the small flower.

 

 







Many names on many bamboo shoots

 

Few - banana flower (visible for a few days only)

 

This to me is probably one of the most creative shots that I have taken - in reality the bamboo stalks were huge, and I was quite struck, initially by the contrast of the "natural" with the graffiti left my people on the bamboo.   When making my image selection, I decided to use the bamboo as an example of "many".  In contrast, I photographed, a female banana flower (two pods) and chose this to illustrate "few" - not only literally, but the flower or pod, only lasted for a few days.  As a consequence, the Auckland Museum hot house, have asked for this photograph, so I am quite pleased about that. 

 

 

 

Pointed cactus spines

 

Blunt sculpture

 

 

I had the cactus in mind for the contrast of pointed and against this, I thought of a sculpture of a large oval smooth stone.  The stone, invites you to touch it, (thinking of Itten, using feeling and senses to experience contrast).   There is also a contrast of feeling when you touch both objects.. spiky and smooth.

 

Transparent: - fish swimming in pond

 

Opaque: - berries through  frosted glass

 

The water is almost invisible and contrasts nicely with the opaque glass, of a window. 

 

 

Light (strong sunlight sky viewed from under a fern )

 

Dark - chiaroscuro

 

The bright light of the sky above the fern, is typical of a cloudless day in NZ. The light is very intense.  I have not altered this image at all in terms of its saturation - this was the shot. I wanted to contrast the light with a dark lighting set up.   I took a portrait of my son to represent chiaroscuro and positioned him to get a light falling on one side of his face, at a 90 degree angle.   I did not want to photoshop his cheeks to remove the redness - that's what he looked like on the day and it is an accurate portrayal of him.  I think the shadows contrast nicely with the bright  sky of the first image.

 

 

 

 

 

Hard

 

 

Soft (spider's web)

 

The metal hook was once used to tie up yachts.  I saw the spider's web and immediately though of "light" or "soft".  I had thought about using this for "light" (but choose the balloon see below)  

 

 

 

 

High contrast - Gecko

 

 

Low contrast - tree branches

 

Freeman, lists three categories of types of Contrast - one of which has to do with contrast in the sense of colour: see   http://thefreemanview.com/observations/composition-contrast-and-the-bauhaus/ (accessed 7/8/12).      I thought about this and photographed, tree branches which I then overexposed to get a light background.  The Gecko was shot on a low aperture, and this is how vibrant the image was. 

 

 

 

Light - balloon

 

 

Heavy - shipping containers

 

 

My son found a balloon and I photographed him playing with it. I particularly like "lightness" of the image, he actually looks like a dancer.  I wanted to contrast this with the containers. I had been meaning to photograph, containers on the wharf, for about 18 months.  

 

Final image displaying both contrasts:

 

Straight/Curved.

 

This is the "Cloud" built as a venue to celebrate the Rugby World Cup 2011.  The curved roof, is quite an architectural feat,  it resembles a large caterpillar. In contrast to the curved roof you can see the straight lines of the poles to the right.   I like the way the curve draws the viewers eye into the photograph. The straight poles, also form a corresponding line which add a sort of symmetry to the image.  (If my photoshop skills were any good, I might have got rid of the car in the background).

 

 

 

 

REFLECTIONS

 

 

Assignment 1 has crystallised for me, that planning is absolutely essential to any work.  AND you can't start too early.   Also, from a practical point of view, it is a good idea to write notes in a small book or blotter pad, and carry this around with you - this helped me and I have returned to a few locations which I had jotted down.   

 

I have devoted a lot of time to this Assignment, and maybe part of that was due to me over analysing things,  I find this exasperating,  I just want to be able to "do it".  This probably has something to do with lack of confidence - or just lack of skill at the moment.  I know I am improving and  hey, that is why I am doing this course.   Going forward, I also have to work out a way to be more productive in the allocated time that I have - even if this means, getting up at 6am to have an hour to myself - before my twins wake up.

 

I have however, gained some insight into the principles of the elements of design. By some process of osmosis, the principles in the exercises in Part One, are sinking in.  I am quite surprised too, at how much I have learnt - as a result, this has been a positive experience.  I had concerns about how effective distance learning could be.  Ideally, I would love the time to join in more discussion with the OCA forums and other students - again, this is something to factor in going forward.

 

 

Comparison with assessment criteria:

 

1. Demonstration of technical and visual skills

 

 Technical:  Not really a 100% sure how to answer this.  I need feedback.  I shoot everything in manual mode, and I have hardly done any post editing.   I am a total novice at Photoshop (but am doing a brief introductory Photoshop course).    I used Camera Raw to adjust some curves and tonality in some images, and of course I have cropped photos that required it.

 

Visual:   I have improved in my visual awareness.  I look back a photos I took 18 months ago, and actually find them banal!  Therefore I am pleased that I feel that I am progressing.  I particularly think more about composition visually. I hope I have conveyed this in the Assignment.

 

 

2.Quality of Outcome

 

I need feed back on this.   I feel that I have produced some acceptable images. This is the first Assignment, so I am looking forward to some constructive feedback on the images.  At the moment, I haven't done much in the way of tidying the images up.  I feel, I am a bit of a purist. I like to shoot in Manual - (In fact I have only used AV priority once - manual allows me to be more creative.. I like shots that sometimes look like they have gone wrong! i.e., with a bit of motion blur or something interesting).  The quality of outcome, will hopefully improve as I do.

 

3. Demonstration of Creativity

 

This is what I want most from this course! Anyone can take a photograph - but does it stand out, does it say something.  This is what I want to get to.   At this level, I am wondering just how creative I am supposed to be.  I am trying my best.   Is creativity subjective?   (some of the Deadpan style of photography, leaves me to question this...I am thinking of the head and shoulder shots of young Muslim girls) What is creativity.  For me, it is something which takes a photograph out of the realm of a snapshot.  I think I have achieved this much anyway.  I am reading as much as I can, in the time that I have. Again, I need to structure this more..   Charlotte Cotton's Photograph as Contemporary Art, is a great insight into the world of creativity - and has helped me formulate ideas.   Using Itten's idea of "contrasts" and extremes, I have tried to be creative in showing examples. 

 

 

Conclusion

 

I have enjoyed Part One and found the exercises very instructive.  In terms of the Assignment, I think I have grasped the basics of what Itten had devised to help his student's embrace the fundamentals of the principles of design.  I realise I have a long way to go. 

 

This if the first time I have ever had a web page or blog, and I would like to perfect the style of my blog a bit more. I will look at this in the next few weeks.

 

 

 

 

Bibliography

 

http://www.metmuseum.org/toah/hd/phbh/hd_phbh.htm (accessed 7/8/12). 

 

Freeman, Michael, (2007). The Photographer's Eye: Composition and Design for Better Digital Photos, The Illex Press.

http://www.guardian.co.uk/artanddesign/2012/apr/27/bauhaus-art-as-life-barbican (accessed 1 August 2012)

http://thefreemanview.com/observations/composition-contrast-and-the-bauhaus/  (accessed 7/8/12)

http://www.oxfordartonline.com/public/page/lessons/Unit4Lesson3 (accessed 7/8/12).