Post 16 resource:
By Chris Francis, St Peter's School
This is a lesson about photographing boring things. Boring, potentially, in the eyes of new photography students, who might be more enticed by skate parks and sunsets, or sports cars, or kittens...
Not that there is anything wrong with those themes. Students can, of course, photograph what they want, and even the most revisited of subjects holds potential for new interpretations. But photography does offer remarkable rewards for tuning into a less exotic, more humdrum frequency. Boring things - routine items, daily detritus, the plainly practical wares of life and even boredom itself - are remarkably interesting, when you come to think of it. Honestly. Bear with me; this lesson holds noble ambitions:
- To encourage students to think carefully about why (and how) photographers often turn their lenses to the seemingly insignificant, the mundane and the plain dull.
- To develop a deeper understanding of the potential for photography as a means to investigate, elevate, abstract and experiment.
Introductory Activity
Rich themes can emerge from the seemingly insipid (something I’ve argued before with students) and what follows is a practical introduction to this, an attempt to focus student grey matter on everyday subject matter.
As a starting point a collection of bland resources is required. Choose ‘neutral forms’, items that lack any impressive identity: Plain sheets of A4 paper, plain plastic bags, small blocks of wood, simple cardboard shapes, tin cans (no labels), small cardboard boxes or tubes, household bricks etc.
How students first encounter these objects is relevant though. This can provide a useful starting point for reflection...
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Consider the difference between simply presenting the objects as hastily collected resources on a table; to being laid out in a more considered way - for example, carefully lit within a studio set-up; a single item presented on a plinth; a thoughtfully composed collection, cordoned off in the centre of the room.
Putting photography aside for a moment, discuss why our attention might be drawn to some things rather than others: What makes something insignificant suddenly catch our eye? How do everyday items adopt new significance or gain visual interest? How can a mundane object develop in poignancy? Consider the following:
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Of course just simply taking a photograph of something is one means of drawing attention to it - processes of selecting, arranging, framing, sharing and so on all have the potential to add value or purpose. But this doesn’t necessarily scratch the surface of the possibilities of photography, and helping students to develop and to articulate a deeper understanding of this is our next aim.
Boring object(ions)?
Below are a selection of photographs with links that may add a little context to proceedings. I've tried to pick a few photos that at first glance, without context, might provoke accusations from students of being 'boring'. It can be an interesting starting point for a baseline discussion - to simply project them up with a throw-away line: "here's some (interesting, important, exciting, significant...?) photos", and see if anyone objects. The links can be revisited at a later stage.
Practical Activity
1. Provide the four keywords below as a starting point:
2. Try to avoid explanations of each term (students can always look up meanings for themselves).
3. Challenge students to produce photographic responses to each of the keywords using the dull items provided. Importantly, students should try to use the same object (or multiples of the same item, renewing as required) for all of the keywords. This will encourage a focus on the differing prompts rather than simply the objects.
Remind students to experiment freely, without fear of failure. But also to think carefully - to draw on the expertise and knowledge that they have to date.
Depending on the time available this activity might run over a couple of lessons or be extended as a homework task.
4. Once completed, invite students to share and explain their responses. Listen carefully to the vocabulary used and identify commonly occurring words. Note which students cope better with the open-ended nature of the task compared to those intent on producing a seemingly ‘correct’ answer.
Below are four initial responses from Seb, an able Year 12 student: Flatten, Survey, Play, Elevate. He chose to use plain white blocks and offset these against black for maximum contrast and no distractions. His response to 'Flatten' was particularly interesting, employing a photograph upon his phone within the photograph.
- FLATTEN
- SURVEY
- PLAY
- ELEVATE
2. Try to avoid explanations of each term (students can always look up meanings for themselves).
3. Challenge students to produce photographic responses to each of the keywords using the dull items provided. Importantly, students should try to use the same object (or multiples of the same item, renewing as required) for all of the keywords. This will encourage a focus on the differing prompts rather than simply the objects.
Remind students to experiment freely, without fear of failure. But also to think carefully - to draw on the expertise and knowledge that they have to date.
Depending on the time available this activity might run over a couple of lessons or be extended as a homework task.
4. Once completed, invite students to share and explain their responses. Listen carefully to the vocabulary used and identify commonly occurring words. Note which students cope better with the open-ended nature of the task compared to those intent on producing a seemingly ‘correct’ answer.
- What prior knowledge can/do students draw upon to make sense of the task? What difficulties were encountered?
- Do students respond to the key words in superficial ways? Are they interpreted as thematic titles or photographic verbs/actions?
Below are four initial responses from Seb, an able Year 12 student: Flatten, Survey, Play, Elevate. He chose to use plain white blocks and offset these against black for maximum contrast and no distractions. His response to 'Flatten' was particularly interesting, employing a photograph upon his phone within the photograph.
