Wednesday 19 December 2012

Exercise: Exploring Function

New Art Gallery Walsall

 
"Gallery spaces are successful when the space is not the primary focus. The role of the gallery is not to compete with the artwork, rather to create a blank space, which allows the artist's work to dominate the space." Virgil Dudley, http://www.ehow.com/how_5456086_design-art-gallery.html

The Requirement

Light, above all, to see the artwork.  Natural where possible, supplemented by diffuse artificial light, eliminating dark shadows, and avoiding reflections.
Plain, vertical walls to hang pictures on.
Open spaces for sculpture and installations.
Available but unobtrusive services: additional lighting and power.
Flexibility; the capability to open out or close in spaces for particular works or exhibitions.

A gallery has different functions.  Birmingham's Museum and Art Gallery is painting-oriented, mostly designed around a permanent exhibition of large oil paintings.  Walsall seems more flexible.  When we visited, there was a travelling exhibition of works by Damien Hirst, including a trademark sheep in formaldehyde.  A door had been closed off and a temporary wall built in the Garman Ryan Galleries, on which to hang his Trinity - Pharmacology, Physiology, Pathology, 2000.
 
The interior of the New Art Gallery Walsall is all white walls and varnished planks.

It's an intricate and beautiful, clever building, and this risks overshadowing the art for which it exists.

The top floor was designed as a restaurant and has large windows, giving views over the town.  It's now used as a display space, and the lovely large windows do some of the artwork no favours...
Though they enabled me to take this self-portrait.
 
But the designed spaces work well.
This is the image I've selected to illustrate the success of the gallery design.  It's half of the large Garman Ryan gallery and is subdivided into two bays by a large cabinet with glass both sides.  The windows, supplemented by artificial light, adjustable on tracks, provide illumination without causing reflection.  Small sculptures and artifacts are displayed in the cabinet, whose glass allows light to pass between the two bays.  It looks a little cluttered now; this is because the scupltures that are normally scattered through the whole space have been moved to make room for the Damien Hirst exhibition. 
The photograph was taken from beside Damien Hirst's preserved sheep.  No photographs are permitted of the Hirst works; the chair is for the gallery employee who supervises them, and is normally out of the way against the wall, right.
The sculptures, and the paintings on the right wall, are by Jacob Epstein. 

Saturday 15 December 2012

Reading: Source

I now subscribe to Source (Photoworks North, Belfast, seasonal).  The Autumn 2012 issue contained two articles that sold it to me.

Advertising, by Judith Williamson, which was the analysis of a Panasonic Camcorder advertisement showing a girl flying a kite on a beach, comparing the image with a 1970 Kodak ad showing a similar scene, and delving into the targeting of the advertisements, the subtext.  It concludes with this telling paragraph:
"There is something sad about the scenario of this Panasonic ad: the smiling girl turns to a parent who, instead of joining in, is recording her look of joy for future viewing."
This is an oppositional reading: the sense of the advertisement is subverted, conveying a message the advertiser did not intend.  Stuart Hall in his essay Encoding/Decoding, (Hall, 1993) defined three positions or codes, for the reading of a communication: the dominant-hegemonic position, where the intended meaning is read; the negotiated code or position, where the meaning is adapted to suit current or local circumstances; and the oppositional code, where a contrary meaning is inferred.

The Empty Lens: Teaching Photography as a Dead Language, by Greg Lucas and Jane Fletcher.  This raises questions about the fitness for purpose of the teaching of photography (and indeed, any 'art' medium).  The following delightful paragraph exposes one of the perceived conflicts:Professional photographers who ran - angst-ridden - from secure careers towards self-expression (finding their natural home in educational institutions) are now expected to facilitate students whose only aim is to walk blithely into a well-paid job."
The article's conclusion is:
"By removing self-expression from photography education, students will learn to understand how the medium works."
While this doesn't seem to apply to my current OCA course, I do see this tendency in other media teaching, and it was refreshing to see these opinions expressed so forthrightly.

It's the element of subversion in both articles that I find appealing.  One receives such a lot of over-serious, earnest, self-believing stuff, that it's good, occasionally, to see it twisted and torn down.

Hall, Stuart (1993) 'Encoding/Decoding' in S. During (ed) The Cutural Studies Reader, London, Routledge:
http://wxy.seu.edu.cn/humanities/sociology/htmledit/uploadfile/system/20110120/20110120230110412.pdf

Sunday 2 December 2012

Assignment Two: National Dance Company Wales

National Dance Company Wales taking Company Class
at Theatre Severn, Shrewsbury, Autumn Tour 2012


The beautiful photographs on the side of the truck made me feel humble.
 
Via Shrewsbury Life Drawing group we had the opportunity
to draw and photograph these wonderful dancers.
 
In the front row was a mass of expensive technology, clattering away.
  Photographers were asked not to use flash.
 
Most of the painters sat further back.
Some painters (centre) found the continual movement of the dancers difficult to capture.
 
 The class was taken by Kathleen Rylands, Rehearsal Director,
 
and began with bar exercises.

[Print 1] 
They're experienced dancers, in tune with their bodies,
   and took from the exercises what they needed.
 
I rather took to Natalie Corne and Christopher Scott
 
Even when they weren't exercising,
 they were always doing something interesting
from my point of view.
 
I liked the graphic shapes in this image.
 
The dancers had such control over their bodies that parts were completely still
While others moved rapidly.

[Print 2]
The bars were removed and the class became more mobile
 
[Print 3]
Still led by the Rehearsal Director.
 
Balance and control
are of great importance.

[Print 4]
The final phase was more individual

[Print 5]
[Neus Gil Cortes]
 
The dancers ran and leapt

[Print 6] 
[Camille Giraudeau]

[Print 7]
Moving rapidly
Swirling,

[Print 8]
Moving forward
Making interesting shapes

[Print 9]
They leapt [Matthieu Geffre]
High in the air [Matteo Marfoglia]
 
At last it was over
they came back to earth

[Print 10]
 And performed their stretching routines.

Leaving the painters and photographers
To relax, process their images, and reflect.

Note: Both painters and photographers were requested not to publish their images.
I requested and obtained permission to use my photographs as part of my college assignment.
So there are two reasons not to copy these images.
 
We saw the show in the evening.  Seeing the class in the morning made the evening performance more enjoyable; we felt we knew the dancers already.


Notes on Assignment 2: National Dance Company Wales
 

The Plan
I was prepared to be flexible, prepared, too, for disappointment: maybe the light would be insufficient to get anything; maybe we’d be kept too far away to get anything useful, even with a long lens; maybe the background would be cluttered.  I decided I’d try to get some long exposures, showing movement.  I expected to shoot 100 or so images, but finished with 250.
In the event, my fears were unjustified, though I was rather discomfited by the huge, clear action pictures in the side of the company’s truck.

Technical
We were asked not to use flash; I’d no intention of doing: the guide number required would have been enormous, and direct flash is so flattening.  The stage was fairly well lit: ISO 800, F5, 1/25, didn’t stop movement, but I found the dancers were capable of stillness as well as rapid action.  They use more of the body’s movement envelope than most people.  However, many of the 250 exposures I took were blurry.  I used two lenses: 18-55 and 55-250, and changed a couple of times during the shoot.  White balance: tungsten.
The stage was draped in black, which helped de-clutter backgrounds.  With strong stage lighting there was a big difference between darks and lights. I tried to prevent highlights being blown out and let the darks go to black. 

The Shoot
Perhaps because I’d been shifting position, we were asked not to disturb people if we moved about the auditorium.  I took this as permission to move about, but quietly.  To tell the whole story, I needed pictures of the ‘audience’ as well as the dancers.  In the front row was quite a display of L-series lenses and tripods, very static in their seats, presumably getting long exposures without camera shake.  I chose to brace myself in a seat to take longer exposures, achieving up to 2.5 seconds with plenty of camera shake but, because of the black background, I don’t think this was enough to spoil the images.
The class lasted a little over an hour and went through phases as described in the picture notes above.  Perhaps I could have researched this, and been better prepared, but an hour’s a long time; though seeing the class proceed as expected might perhaps have reduced my anxiety.
Despite the black drapes, the dancers themselves sometimes cluttered the background.  I was unable to isolate some of them, obliging me to concentrate on those I could isolate. 
Because I was shooting at an angle to the stage but keeping the camera more or less horizontal, the stage line is sometimes diagonal.  I think this improves some shots, in particular those titled “Balance and control are of great importance.”  The stage line and the line joining the tops of dancers’ heads balance each other, and the slope emphasises what I’m saying in these images.

Choice of images
I could have focussed entirely on Natalie Corne & Christopher Scott.  I have several images of them, and as I say, they did interesting things.  Or Neus Gil Cortes, I’ve a lot of pictures of her, and she has a wide range of movement—and stillness.  I took a lot, too, of Matteo Marfoglia and Matthieu Geffre.  In the end I decided to use a range of photographs showing most of the dancers, because in this way I could tell a kind of story, leading with the rehearsal director.  Stories are important to me, and can perhaps add a punctum to the studium of the photographs.  (Barthes)

The Photographs
 
Print 1.  The bar.  The class began at the bar.  This hamstring stretch can be performed with or without the bar.  The dancer left is stretching without the bar.  Depth of field and movement issues here.
 
Print 2.  Following.  The dance director leads and the two dancers—under her wing—prepare to follow.  Not as crisp as it should be, but I like the composition, where the dancers are almost her shadows.

Print 3.  Balance.  The stage wasn’t really sloping; my viewpoint makes it seem so.  I chose not to straighten it because the slope adds to the feeling of being off balance.  I like the way the dancers all concentrate on following the rehearsal director.  Motion blur.

Print 4.  Focus.  Dancing is about thinking as well as moving.  The shadows are too dark, but a significant increase in exposure burned out highlights on the shoulder.  I’ve dodged the face a little.

Print 5.  Portrait.  I was glad to be able to capture a portrait while this dancer was still, showing the intense focus they have.  Her fingers are moving, though.

Print 6.  Jumping.  I chose this image because the dancer clearly enjoying herself; even her ponytail is jumping.  I hope the feeling of joy makes up for the motion blur here.  1/60th.

Print 7.  Moving forward.  0.8 second exposure.  I like the dancer’s motion lines and don’t think the camera shake detracts too much from the image.  A tripod would have reduced the effect of camera shake, but would have made it much more difficult to capture the image.

Print 8.  Standing up.  1.3 second exposure.  What a lovely, odd shape.  Camera shake visible in the tracks in the background.  I decided not to remove them because they provide the viewer with clues to locate the dancer in space and understand what’s happening here.

Print 9.  Leaping.  I took a number of pictures of dancers leaping, and this is the best.  The pose is obviously a standard one; I saw it repeated several times.  The dancer’s gaze and right arm and leg point left, yet the other limbs are cocked; they seem to pin him, motionless, in the air.  There’s a lot of motion blur here, and I’m not sure it’s a bad thing.  The active limbs are blurred, the leg clearly shows motion, while blur is less on the other limbs, suggesting stillness.  Perhaps if blur overall were less, the difference would be even more apparent.

Print 10.  Stretching.  This concludes my story.  Stretching is an important part of every athlete’s workout.  The composition is all triangles, conveying a feeling of stability and stillness.  The triangle of the nearer dancer’s trousers copies that formed by the second dancer, and they’re both included in the big triangle.  The hand and foot on the right and the foot on the left, stop the gaze and direct it back up the triangle to the front dancer’s face.  There are nice reflections off the polished stage. 

Post-production
I adjusted exposure and tidied a few of my images, removing distractions.  In some cases I’ve straightened the horizon, but I haven’t increased the slope in others.

What I learned, what I’ll do differently next time:
If I get the opportunity I will repeat this shoot, taking a monopod (a tripod’s rather like an anchor) to get more swirly images.  It’s an exciting, beautiful experience I want to repeat, even if there’s no other reason for going.
Photographs don’t have to be perfectly crisp; if they look right, then they are.
Be bold: folk are helpful and accommodating; ask for what you want.  I emailed the National Dance Company Wales for permission to use these photographs and received permission.  The marketing director said, “I’d be interested in seeing your photos if you could pass any on to me; the dancers are also keen to see any photos taken of them.”  I sent her a CD of 50 images, together with a link to my learning blog.  Quid pro quo.
Adapt; be aware of and look out for opportunities to diversify, to follow an individual while being aware of the group.

Summary
In my photographs I’ve tried to tell a story, and I think what I’ve produced at least shows a progression.

 Mike White
13th December 2012