Zemni Photography Blog

Category: To Do

  • Shirley Baker

    Images on Mary  Evans Picture Library

    Google Images

    Shirley Baker, (1932-2014), was one of the rare female photographers who chronicled life in the north of England from the 1950s onwards. Her street photography was in the ‘flaneuse’ tradition of Henri Cartier-Bresson and Robert Frank, whom she named as influences. Unposed snapshots of people going about their business were juxtaposed with telling graffiti. She had a great eye for composition that has been under-appreciated next to her compassionate documentation and concern for social injustice, with a particular focus on women and children.

    From the 60s, Baker taught photography at Salford College of Art and would always carry her camera modestly stowed in her handbag. In free periods, she began a body of work, spanning 15 years, of the social housing in the area that was being demolished as people lived in semi-derelict slums. Shirley’s work in Salford and Manchester (shot mainly between 1960 and 1973) captured a time of rapid social and economic change in the lives of working class people in Manchester and Salford.”It was a time of much change: people were turfed out of their homes and some squatted in old buildings, trying to hang on to the traditional life they knew.”

    Slum clearances, started in the 1930s, resumed in earnest in the 1950s, and in the twenty years between 1955 and 1975, around 1.3 million homes were demolished nationwide. When Shirley Baker began photographing the streets of her native Salford, it seemed that no-one was interested in recording the human story of these soon-to-be demolished communities. Old ladies sitting on doorsteps in a row of condemned houses, men with handcarts searching for refuse to be recycled, children playing inventively among rubble and abandoned cars. That she chose to preserve these moments on film, now seems like the only perceptive response to a vanishing environment. It was not until 1989 that her first book, Street Photographs: Manchester and Salford, was published and Baker began to be more widely appreciated.

    In addition to her work in Manchester and Salford, she spent a considerable amount of time capturing Camden Market at the height of punk. Her work was often humorous and she added over the years to collections such as owners who look like their dogs and people falling asleep in public.

    Remembering the work of Shirley Baker Phil Coomes  BBC

    Life

    (from Guardian Obituary)

    Born in Salford, to Alec, a furniture maker, and Josephine, a housewife, Shirley had an identical twin, Barbara, who would also become an artist. They both went as boarders to Penrhos College, in Colwyn Bay, from where during the second world war they were evacuated to Chatsworth House, in Derbyshire. Their parents were unfazed by their daughters pursuing the arts professionally after they left school.

    Baker married Tony Levy, a GP, in 1957, and the couple eventually settled in Wilmslow, Cheshire, where their daughter, Nan, was born in 1963. Baker never displayed any of her photographs around their home, although she did like to take pictures of the family. This perhaps summed up the private, almost secretive, nature of her work.

    When Baker studied  photography at Manchester College of Technology, there was only one other woman on the course. On finishing, Baker’s plan was to work in-house at a company, recording processes and producing promotional images. She started at Courtaulds fabric manufacturers before freelancing for other businesses and doing some journalism, including for the Guardian. Baker encountered difficulties getting a press card, so was unable to pursue photojournalism seriously, and believed she was only given the assignments deemed unsuitable for men. From the 60s, Baker taught photography at Salford College of Art.

    Baker kept photographing in later life and completed an MA in critical history and the theory of photography at the University of Derby in 1995. She joined the Mary Evans Picture Library in 2008, and in 2012 had solo shows in Oldham and Salford, with another planned for 2015 at the Photoraphers’ Gallery in London. She was always pleased when people who featured in her work came along to exhibitions. At the opening of the Lowry Gallery in 2000, the Queen not only viewed Baker’s photographs but met some of Baker’s subjects, too.

     

     

  • Colour Photography

    Wikipedia to be properly edited with links
    Main article: Color photography

    Color photography was possible long before Kodachrome, as this 1903 portrait by Sarah Angelina Aclanddemonstrates, but in its earliest years the need for special equipment, long exposures and complicated printing processes made it extremely rare.

    A photographic darkroom withsafelight

    Color photography was explored beginning in the mid-19th century. Early experiments in color required extremely long exposures (hours or days for camera images) and could not “fix” the photograph to prevent the color from quickly fading when exposed to white light.

    The first permanent color photograph was taken in 1861 using the three-color-separation principle first published by physicist James Clerk Maxwell in 1855. Maxwell’s idea was to take three separate black-and-white photographs through red, green and blue filters. This provides the photographer with the three basic channels required to recreate a color image.

    Transparent prints of the images could be projected through similar color filters and superimposed on the projection screen, an additive method of color reproduction. A color print on paper could be produced by superimposing carbon prints of the three images made in their complementary colors, a subtractive method of color reproduction pioneered by Louis Ducos du Hauronin the late 1860s.

    Russian photographer Sergei Mikhailovich Prokudin-Gorskii made extensive use of this color separation technique, employing a special camera which successively exposed the three color-filtered images on different parts of an oblong plate. Because his exposures were not simultaneous, unsteady subjects exhibited color “fringes” or, if rapidly moving through the scene, appeared as brightly colored ghosts in the resulting projected or printed images.

    Implementation of color photography was hindered by the limited sensitivity of early photographic materials, which were mostly sensitive to blue, only slightly sensitive to green, and virtually insensitive to red. The discovery of dye sensitization by photochemist Hermann Vogel in 1873 suddenly made it possible to add sensitivity to green, yellow and even red. Improved color sensitizers and ongoing improvements in the overall sensitivity of emulsions steadily reduced the once-prohibitive long exposure times required for color, bringing it ever closer to commercial viability.

    Autochrome, the first commercially successful color process, was introduced by the Lumière brothers in 1907. Autochrome plates incorporated a mosaic color filter layer made of dyed grains of potato starch, which allowed the three color components to be recorded as adjacent microscopic image fragments. After an Autochrome plate was reversal processed to produce a positive transparency, the starch grains served to illuminate each fragment with the correct color and the tiny colored points blended together in the eye, synthesizing the color of the subject by the additive method. Autochrome plates were one of several varieties of additive color screen plates and films marketed between the 1890s and the 1950s.

    Kodachrome, the first modern “integral tripack” (or “monopack”) color film, was introduced by Kodak in 1935. It captured the three color components in a multilayer emulsion. One layer was sensitized to record the red-dominated part of the spectrum, another layer recorded only the green part and a third recorded only the blue. Without special film processing, the result would simply be three superimposed black-and-white images, but complementary cyan, magenta, and yellow dye images were created in those layers by adding color couplers during a complex processing procedure.

    Agfa’s similarly structured Agfacolor Neu was introduced in 1936. Unlike Kodachrome, the color couplers in Agfacolor Neu were incorporated into the emulsion layers during manufacture, which greatly simplified the processing. Currently available color films still employ a multilayer emulsion and the same principles, most closely resembling Agfa’s product.

    Instant color film, used in a special camera which yielded a unique finished color print only a minute or two after the exposure, was introduced by Polaroid in 1963.

    Color photography may form images as positive transparencies, which can be used in a slide projector, or as color negatives intended for use in creating positive color enlargements on specially coated paper. The latter is now the most common form of film (non-digital) color photography owing to the introduction of automated photo printing equipment.

  • Wendy Ewald

    Pedagogy of Hope

    Wendy Ewald’s work is directed toward “helping children to see” and using the “camera as a tool for expression.” Starting as documentary investigations of places and communities, Ewald’s projects probe questions of identity and cultural differences.

    Over thirty eight years she has collaborated in art projects with children, families, women, and teachers in Labrador, Colombia, India, South Africa, Saudi Arabia, Holland, Mexico, and the United States. Influenced by Paolo Freire and Kolb experiential learning.

    She uses a number of methods for participation:

    •  In her work with children she encourages them to use cameras to record themselves, their families, and their communities, and to articulate their fantasies and dreams.
    •  Ewald herself often makes photographs within the communities she works with and has the children mark or write on her negatives, thereby challenging the concept of who actually makes an image, who is the photographer, who the subject, who is the observer and who the observed.
    •  In blurring the distinction of individual authorship and throwing into doubt the artist’s intentions, power, and identity, Ewald creates opportunities to look at the meaning and use of photographic images in our lives with fresh perceptions.

    “Children have taught me that art is not a realm where only the trained and the accredited may dwell. The truly unsettling thing about children’s imagery is that, despite their experience with what adults might call rational thinking, their images tap into certain universal feelings with undeniable force and subtlety.”

    “all children have an ability to tell their stories in a very direct or revealing way. Their language is their own, and hey don’t censor themselves, so their baser actions can shift from sweet to violent in a moment.”

     Whether I am teaching or photographing, the crucial pat of my artistic process is human interaction. What is it, finally, that I am doing? Is it some sort of visual anthropology?is it education? Photography? Can I combine these elements and be an artist too?

     Teaching as ‘political act that enables people to understand the powers that use them and the powers they use’

     Pedagogy of hope

    In working with others to recognise what they are seeing, what kinds of questions their vision asks of the world and how to allow their perceptions to surface with her own.’.  Louise Neri portrait of a praxis in towards a Promised Land

    Biography and key works

    From Wikipedia

    Wendy Ewald was born in Detroit, Michigan, in 1951. She graduated from Phillips Academy in 1969 and attended Antioch College between 1969–74, as well as the Massachusetts Institute of Technology, where she studied photography with Minor White. She embarked on a career teaching photography to children and young people internationally. In 1969 & 1970, she taught photography to Innu and Mi’kmaq Native-American children in Canada. Between 1976–80 she taught photography and film-making to students in Whitesburg, Kentucky, in association with Appalshop, a media co-op. In 1982, she traveled to Ráquira, Colombia on a Fulbright fellowship working with children and community groups; spending a further two years in Gujarat, India. Ewald is married to Tom McDonough, a writer and cinematographer. They live in the Hudson Valley of New York with their son, Michael.

    Photography career

    In recent years Ewald has produced a number of conceptual installations—for example, in Margate, England and in Amherst, Massachusetts — making use of large scale photographic banners. Ewald was one of the founders of the Half Moon Photography Workshop in the East End of London; and in 1989 she created the “Literacy through Photography” programmes in Houston, Texas, and Durham, North Carolina. In 1992, she was awarded a MacArthur Fellowship.

    She is currently senior research associate at the Center for International Studies at Duke University, visiting artist at Amherst College and director of the Literacy through Photography International program and artist in residence at the Duke University Center for International Studies.

    In 2011, Ewald coordinated a project in Israel. She gave cameras to owners of stalls and stores at the Mahane Yehuda marketplace in Jerusalem, Arab women and gypsies in Jerusalem’s Old City, schoolchildren in Nazareth, residents of Hebron, Negev Bedouin and high-tech employees in Tel Aviv. This was Ewald’s first attempt to document an entire country, and the first use of digital cameras and color photography in her international projects.

    In 2010, Ewald received a Visionary Woman Award from Moore College of Art & Design.

     Works

    For  Google images click here

    Appalachia: A Self-Portrait (Edited) Foreword by Robert Coles, Text by Loyal Jones, (Frankfort, KY: Gnomon Press for Appalshop, 1979)

    Appalachian Women: Three Generations (Whitesburg, KY: Appalshop, 1981)

    Retrato de un Pueblo (Bogotá, Colombia: Museo de Arte Moderno, 1983).

    Portraits and Dreams: Photographs and Stories by Children of the Appalachians, with an introduction by Robert Coles, afterword by Ben Lifson, (New York: Writers and Readers Publications, Inc., 1985)

    Magic Eyes: Scenes from an Andean Girlhood from stories told by Alicia Ewald and María Vásquez, photographs by Wendy Ewald and children of Ráquira (Seattle, WA: Bay Press, 1992)

    I Dreamed I Had a Girl in My Pocket: The Story of an Indian Village with stories and photographs by the children of Vichya, India (New York: Doubletake Books and W.W.Norton,1996)

    Secret Games: Collaborative Works with Children 1969-1999 (Zurich; NewYork: Scalo, 2000)

    I Wanna Take Me A Picture: Teaching Photography and Writing To Children (Boston; Beacon Press, 2001)

    The Best Part of Me, Children talk about their bodies in pictures and words (Boston; New York; London: Little, Brown and Company, 2002) ISBN 0-316-70306-0

    Towards A Promised Land (Göttingen: Steidl, 2006) ISBN 978-3-86521-287-0

    Who Am I In This Picture: Amherst College Portraits. Amherst: Amherst College Press. 2009. ISBN 978-0-943184-13-5.

    Her photographs have also appeared in DoubleTake, Psychology Today, Aperture, Art in America, Harper’s, Creative Camera, Camerawork, and Time-Life magazines.

     Learning Through Photography blog

    View from the Tanzania project

    ” In most schools in Tanzania, students are not learning to be creative. But most children in Tanzania are incredibly creative—the way they play, dance, doodle and solve their own problems shows extraordinary imagination. But they see these two worlds—the worlds outside and inside the classroom—as irreconcilably divided. When we ask kids to use their imaginations to solve problems creatively in the classroom, we are hoping to bring these two worlds together, to show that you can be your creative, playful and innovative self as you go through your education.

    In my own life and in the lives of the students here, we’re constantly given images of what we should be or what our education should look like. But what if those images were our images? The pictures in our heads, our dreams, the things we see each day, the things we recognize: what if those were in the textbooks or hanging up in the classroom for all to learn from? And what if we saw ourselves in the images of others, saw that we had the same fears and hopes? And after seeing what we have in common, maybe we would be able to understand the differences a little better.

    For me, LTP is first and foremost about moments of recognition, of seeing yourself in the story of a great inventor or in the wary eyes of a child wrapped in a loving embrace.”

    Wendy Ewald pdf

  • Sebastião Salgado

    Sebastião Salgado (born 1944) was educated as an economist and produced his first book in
    1973 about the poor of Latin America. Other Americas was in the true tradition of documentary.
    In one interview he commented, “It’s not my intention to give people guilty consciences, just to
    make them think.” Subsequent books, including Workers: An Archaeology of the Industrial Age
    (1993) and Migrations (2000), have received worldwide recognition. The images are without
    doubt factual – they are not enhanced or done in a newsworthy manner. Yet at the same
    time they are ‘sensational’ – mud-soaked prospectors in Brazil living and working in hellish
    conditions, hoping to find a nugget of gold in the bucket of earth they carry up huge rickety
    ladders, or the suffering of ordinary people fleeing war and famine in Exodus.
    For a discussion about the photographer as activist, visit:
    www.youtube.com/watch?v=G6fRykp6nRQ

  • Karen Knorr

    website

    Karen Knorr was born in Frankfurt am Main, Germany and was raised in San Juan, Puerto Rico in the 1960s. She finished her education in Paris and London. Karen has taught, exhibited and lectured internationally, including at Tate Britain, Tate Modern, The University of Westminster, Goldsmiths, Harvard and The Art Institute of Chicago. She studied at the University of Westminster in the mid-1970s, exhibiting photography that addressed debates in cultural studies and film theory concerning the ‘politics of representation’ practices which emerged during the late 1970s qnd early 1980s. She is currently Professor of Photography at the University for the Creative Arts in Farnham, Surrey.
    Karen Knorr produced Belgravia (1979-1981) a series of black and white photographs with ironic and humorous texts that highlighted aspirations, lifestyle and the British class system under the neo liberalist Thatcher era in the late 70’s and early 80’s. Her most well known work called Gentlemen (1981-1983) was photographed in Saint James’s clubs in London and investigated the patriarchal conservative values of Britain during the Falklands war. Karen ’s work developed a critical and playful dialogue with documentary photography using different visual and textual strategies to explore her chosen subject matter that ranges from the family and lifestyle to the animal and its representation in the museum context.
    In 1986 her work Connoisseurs used colour to explore connoisseurship regarding authenticity, heritage and art in England. Here she introduced elements and staged events in the architectural interiors of Chiswick House, Osterley Park House and the Dulwich Picture Gallery. The use of text and captioning appeared as a device to slow down consumption of the image and to comment on the received ideas of fine art in museum culture. These strategies still appear in her photography today with digital collage of animals, objects and social actors in museums and architecture challenging the authority and power of heritage sites in Europe and more recently in India.

    Academies (1994- 2001), a series of colour photographs taken in academies and museums across Europe, reflects on the relationship between the production of western fine art, its transmission and consumption. The work continues a critical dialogue with conceptual art, visual culture, feminism and animal studies reflecting an engaged interest in theory and its relation to photographic practice. In 1995 the Academies project included video and installation with wall text transfers in order the explore the relationship between art and science in the staging of transgressive performative events and gestures in museums. Being for Another (1995), an 18 minute video records a young man caressing an 18th century sculpture by Canova in the Victoria and Albert Museum and three lifeclass models enact the lifeclass on the dissecting table of the anatomy theatre of Uppsala University in Lessons (2002). The introduction of a sound glass sculpture with recorded birdsong responded to the furniture and art collection of The Wallace Collection in 2001 synthesizing a 1960’s Pete Seeger song with an actual blackbird’s sound.
    In her series Fables (2004-2008) photographs mixes analogue and digital photography playfully reconfiguring tales (Ovid, Aesop La Fontaine) with popular culture (Disney and Attenborough) in museums and heritage sites which include Carnavalet Museum, the Museum of Hunt and Nature in Paris, Chambord Castle and the Conde Museum in Chantilly Castle. The visuality of these photographs is rich with reference to the baroque. In the last section of the work, Knorr interrogated the free flowing space of modern architecture in Corbusier’s Villa Savoye reintroducing life into the modernist aesthetic of a building.
    Since her life changing journey to Rajasthan, India in 2008, Karen Knorr’s work is now exploring Rajput and Mughal cultural heritage and its relationship to questions of feminine subjectivity and animality. India Song, a series of carefully crafted photographs explores the past and its relation to India’s contemporary heritage sites across Rajasthan.