p.69 Barbara Crane and Georgia Hutchins

Task 1 

Barbara Crane: Some of My Beliefs About Photography and Teaching 

Step 1: Synopsis

Step 2: Artists Portrait


When researching Barbara Crane, I came across an interview of Crane talking about her work for an exhibition. In the video Crane mentioned that due to the abstract nature of her work, it is often hung upside down accidently. She found this amusing and said how proud she was of her individuality with her photographs.
For the artist portrait I have taken a screen shot of the video interview and separated it in to a 5×5 grid. I chose to use a grid, as a grid layout is one of Barbra’s signature methods of presentation. I have replaced sections of the grid with images from her work Private Views. I felt these images represent main aspects of Barbra’s work, portraying every day life yet in an abstract manor. I have then flipped the canvas upside down to mirror how her work is often accidently hung incorrectly.

Step 3: In the style of Barbra crane

Barbara Crane innovatively uses image sequencing and repetition within her work to create contact sheet style collage grids. I have combined two of the techniques she utilises within different bodies of work. The techniques I have mimicked are contact sheet style sequencing and using polaroid prints as she does in bodies of work such as Private Views. Using the two techniques, I have re-created her 1975 work ‘Tar Findings’ by taking close up abstract shots of splattered paint.  

Step 4: Assignment: Teaching

Step 5: Critical Rational

I found the task of teaching quite personally challenging, as it made me aware of how impatient I can be. Although I was in place of ‘the teacher’, teaching also allowed me to extend my own learning process in working with others and explaining photographic processes properly. In the process of teaching Lewis how to print in the darkroom, I realised that I needed to develop my own understanding of the equipment I was trying to teach. Although thinking I was confident in utilising the equipment, I found I was still working out how to navigate the dark room almost as much as Lewis was. To improve next time, I would need to do some revision of my own before trying to teach, just as Barbara Crane’s task notes about repetition and learning.

Reviewing the images taken via the contact sheet enabled a discussion between the participant and myself as to what we both thought about the images Lewis created. By using a contact sheet I was able to offer photographic knowledge and technical advice surrounding the images he had taken, providing Lewis a deeper understanding of photography rather than just the equipment. Asking the participant to print their favorite photos allowed them to utilise the skills and knowledge they had gained from this task, providing a final outcome for both teacher and student. Using the contact sheet as the final outcome for the task follows Barbara Crane’s style, as well as her beliefs about photography and teaching.

 

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