UNIT 35 Trip Evaluation

Trip Evaluation 

Hebden Bridge was suitable for the task because it had a varied selection of places for perspectives such as ariel, linear, forced and dwindling. I used almost all of these when taking photos and the theme of my photos was perspectives. My favourite photo I took was of a pathway leading down to the river and bridge, the angle of the photo was eye-level.One of the problems was the weather because it was difficult to take shots with all of the rain. Another problem I encountered was when my film ended short, instead of 36 shots I only was able to take 30. 

When I next do perspectives in photography I will check the weather to be more prepared and to also plan an idea of what my shots will look like. When planning before hand I had some ideas on how I was going to carry out taking perspective photos. When following through with the trip I had encountered some problems but the trip informed me on how I could improve my photos and how time management was definitely needed. Compared to usually using a digital camera I found that using a film camera was quite easy and a good change from digital. Although a downside to using a film camera in my opinion is not being able to check the shot you’ve just taken. 

I found that by using a film camera it was a nice change from using digital. I think that it made me photograph differently because i wasn’t able to check my shots therefore i planned them more than i usually would when shooting digitally. If I were to use a film camera again I would take more time in to planning my shots and also maybe use a different film. 

UNIT 35 Evaluation

Evaluation

First off we started with the brief on what perspective was and what kinds of perspectives are used in photography, we also learnt about depth of field, small apertures, focus, composition and wide angled shots. 

After that I did some research on some forced perspectives to get some inspiration on what I could do when shooting my images. we were then sent out to create our own forced perspective images.  

After I took my shots I then went on to photoshop to see how they looked and to also see if I wanted to edit them.Although I wasn’t allowed to manipulate the images considering it would defeat the whole point in getting the forced perspective right when shooting them. The things that I could’ve edited were levels and color but I chose not to because I wanted my photos to be unedited/raw.

The next task I did was a follow on from the previous task (where I learnt about the different perspectives) next I had to go out and create some perspective shots. For my aerial/atmospheric I had to create a minimum of four images 2 for each aerial/atmospheric. Overall I would take a total of 10 images for linear, dwindling and aerial. After taking my photos I had to put them on to my computer and create contact prints on photoshop.

 I also had to select my best ones from the shoot.

For the next task we learnt about film cameras, film and the darkroom. By learning this I found out about the different types of film and that we would be shooting in black and white film for our project. For the darkroom I learnt about the different type of chemicals and what the rules are in the darkroom. After the brief about film we then were given a film camera to see if we had any basic knowledge on how to use one.

 Luckily I had used a film camera before so I checked to see if there was any film in it and what the focus, aperture and depth of field was. After that Mike and Gemma explained everything about using a film camera. The first thing they taught us was how to load the film in to the camera then how to readjust the aperture, focus and depth of field.

Task 2 was research about film and the darkroom. I had to answer simple questions about film cameras like what SLR stands for and what are the main components of a film camera. Next I had to list the names of black and white film manufacturers, what sizes there were, frame counts and film that comes in different speeds.

The last part of my researched focused on the darkroom; the questions consisted on: what is the name of the red light used in the darkroom and what the main components of the enlarger are. The final part of this task was to create a timeline of the procedure I would go through when doing my photographic prints and also the procedure of my final prints.

My next task was a little task on knowing what components are on a film camera and enlarger. I had to input on the diagram what parts were on both. My next task was the trip evaluation where I had to evaluate the trip I had gone on to take my final shots for my perspectives. The first section included me saying if the location was suitable for my perspective shots and many other aesthetical things. The next section was about the technical side of taking my images. For example was it challenging to use analogue camera.

The darkroom task included me getting my film developed so I could produce the images I had taken on the trip. Firstly I did my contact prints to see how my photos would look as a whole when being produced in the darkroom. Then I did a practice print on an image to see how they would turn out as a 7 x 5 format. This is where I learnt how long I would need for the exposure of my image and how to make my borders even. 

My final prints consisted of me choosing four images and then enlarging them and developing them. This seemed easy at first but previously I had some issues with getting my borders correctly.

 Luckily after using 2 sheets of paper to test my borders I was set to go do my final images. I found that using an enlarger was pretty fun because it’s very similar to using a projector when displaying film.

After producing my images I had to scan my film in to get two of my final prints to do a comparison. The comparison would look at the differences between both versions of Images. This is where I talked about focus, darkroom settings and overall looks of the images.

My last task was an evaluation of my entire project which would look at all of my tasks I had previously completed. 

UNIT 35 Types of perspectives in photography

Types of perspectives in photography

Perspective: - The art of representing three-dimensional objects on a two dimensional surface, to give me the right impression of weight, width, height and position. 

Forced perspective is a technique that gives the illusion that an object can appear closer, farther, larger or smaller than the object is. This technique is normally used in photography, film making and architecture. Forced perspective can also be used in tourist shots for comedic effect such as when it is used with the leaning tower of Pisa or the Eiffel tower. 

Linear perspective is where parallel lines recede in to the distances to appear to get closer together or converge in to a vanishing point. Train tracks are a good example of this because you can see the tracks all the way until their vanishing point.

Dwindling perspective is when all the objects are the same size but get smaller at a distance.Things such as trees, poles, people etc are used when doing dwindling perspective.

Ariel perspective or also known as atmospheric perspective is the effect that the atmosphere has on an objects appearance when it is viewed from a distance, as the distance gets greater the contrast of the details within the object decreases. 

UNIT 35 Contextual Influences Research

Contextual Influences Research 

Unit 5:P2

Now you have been given your brief and the theme of the project you are asked to research historical and contemporary photographers.

Use the internet and the library to research black and white perspective photography. 

Find an historical (up to and including 1950s) and contemporary (1960s onwards) photographer using both research sources that has used perspective to great effect.

Find one image for each photographer and analyse the images stating how you think they have been created.

In your analysis include:

1.     How was the image taken? (Conventional or digital, long shutter speed or fast shutter speed, composition, angle).

2.     What type of perspective has been used within the image? How can you tell this?

3.     Why do you think the photographer used this particular type of perspective? (draws attention to a particular part of the image, adds importance to a subject)

4.     When was the image created? Do you think this has had an effect on the way the image was created? 

Remember to reference your work, use the table to help you. 

	Image title	Photographer	Year created	Book title and shelf mark / website
Library 1  (Historical)	Mount Fuji	Koyo Okada	1950	Photography & Architecture (779.72 DEM)
Library 2  (Contemporary)	Untitled Film Still #48	Cindy Sherman	1979	The photograph as contemporary art. (770 COT)
Internet 1  (Historical)	The Hand of Man	Alfred Stieglitz	1902	Inaugural issue of Camera Work.
Internet 2  (Contemporary)	The Tetons and the Snake River	Ansel Adams	1942	Voyager Golden Record.

UNIT 35 Camera, Film and Darkroom research

Task 2 – Camera, Film and Darkroom research  Unit 35: P1, P2

SLR stands for single lens reflex camera normally uses a mirror and prism system.  The seven main components of a film camera are focusing ring, aperture ring, shutter speed dial, Film rewind crank and knob, film advance lever, shutter release button and film speed rating.

Manufacturers such as Kodak, Fujifilm, Adox and ILFORD produce black and white film but they all sell different kinds of film such as colour negative and chromogenic.

All of these manufacturers sell a variety of different sized films from 35 to an ultra large format sheet. 35mm film comes in a variety of frame counts this is because when a moving picture is displayed each frame is flashed on a screen for a short time. Persistence of vision blends the frames together producing what is an illusion of a moving image. Film comes in different speeds because there are different effects that come with it.

 For example 400 ISO will create a high contrast and sensitivity with the film.  The higher the ISO/ASA is the faster the films and shorter exposures but by using a high ISO this may make your contrast and grain higher but the slower the film is generally better because you get more sharper and detailed images. The red light is normally referred to as safelight or red light, is used for illuminating the parts only on the visible spectrum. The main components of an enlarger are the enlarger head, film carrier, enlarger lens, elevation knob, focus knob, easel and the baseboard easel. 

Contact Prints Diagram

First you get your negatives and place them in to the contact print holder,  then you set your color settings for the enlarger head  which are:

•Cyan 0

•Yellow 23

•Magenta 56 

You then set your aperture to 5.6 The next step is to make sure your negative holder is in the correct place. To do this you will need to press white button on the timer to show the outline of where your negatives will need to be placed. Then you add a piece of grade 3 paper underneath the negatives so that the image will print on to it.

After that you will need a piece of cardboard for the exposure to work. This means that you will produce your image in intervals I  set my timer to 10 x 3 which is 30 seconds. So my intervals will be 10 seconds each. Once the time has run out you will need to take your grade 3 paper and take it to the chemistry trays  which are labelled developer, stop, fix, and  rinse.

The developer brings up the image you have developed hence the name and it takes 1-2 minutes . The stopper is what stops the developing process from working. The fixer is just to stop the developing and stopping process and this takes 2 minutes. The last step which is rinse  cleans off all the chemicals off and takes 30 minutes. 

Final Prints Diagram 

First you select the four photos you want as your final prints. Then you set your aperture to either 5.6 or  depending on what kind of brightness you want. Then you put one of them in your film carrier , use the elevation and focus knob. After you are happy with the look of the image you then set your timer to the appropriate time and get a piece of grade 3 paper. After that you then put your paper in the developer for 30 seconds.  Then you put it in the stopper for 2 minutes and after that you put it in the fixer for 5 minutes. Then you rinse it which takes 30 minutes.

UNIT 35 Contextual Influences Research Analysis

Contextual Influences Research Analysis

The Hand of Man was conventionally taken without knowledge of shutter speeds. The composition of this shot is on the importance of the machine in the modern industrial age. The angle of this image is taken at eye level, this gives us the impression that if we were there at the time we would see the train and its surroundings the same way that it was shot.

This images perspective is atmospheric because as you can see in the photo that the buildings in the background look as if they are fading away, this is probably due to the smoke around the train yard or the weather at that current time.

Stieglitz used this type of perspective to show that a gritty urban landscape can be turned in to an atmospheric beauty instead of the usual unspoiled landscape that other photographers would usually use at the time.

The image was taken in 1902 and published in the inaugural issue of camera work in 1903. I think at the time the photo was taken it definitely had an effect on the image because the method that it was produced was photogravure which is when a negative is transferred to a metal plate and is then etched in. This means that it would take a long time to develop and that the quality of the image wouldn't turn out good. 

The Tetons and the Snake River was conventionally taken and as of the era didn’t know anything about shutter speeds. The composition of this is focused on the landscape instead of just focusing on a specific part in an image. The angle of this image is a mix between eye level and a bird’s eye view this is because the photo is taken high up. The perspective used in this image is Ariel/atmospheric because the mountains contrast is changing the further the distance they are from the camera. 

I think Ansel Adams used this perspective to show the different contrasts between all of the scenery in the image. This image was shot in 1942 and in 1942 there wasn’t little if any camera equipment and this image were produced with the zone system which is a method for determining the exposure and development for film photography.

Mount Fuji was conventionally shot and had a slow shutter speed even though most of the photos taken in the 50s were high shutter speeds as they had just been discovered. The composition for this photo was the mountains and everything surrounding them. The angle of this shot was at a low level and the perspective of this shot was atmospheric due to the mountains fading in the background.

 I think that Koyo Okada wanted you to see how tall Mount Fuji actually was and he also managed to capture some of the river below. This image was created circa 1950s and I think the way the photo was developed definitely affects the image. Looking at the original image it doesn’t look black and white it actually looks like a sepia filter was added on to it. 


Untitled film still #48 was conventionally shot in 1979 and reprinted in 1998. This image conceived of a slow shutter speed. The composition of this photo is of a woman looking out at the scenery in front of her. Normally when having a subject in a shot you try to put all focus on them and not the person's surroundings, although this image captures both together beautifully. The angle of this shot is at eye-level as you can tell by looking at the model.

 The perspective of this image is atmospheric because you can see mountains in the distance fading away. Cindy Sherman wanted to resemble moments in film at the time, she did this by dressing her models in vintage clothes, wigs and makeup. She did this to create a varied range of female personae which she then photographed in unguarded moments of reflection. This image was shot in 1979, this was one of the sixty nine untitled stills Sherman shot between 1977-1980, for the time period the image gives the image a grainy feel.

UNIT 35 Diagrams

Diagrams