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Editor's Notes

• #2: How we see what we see? Looking at photographs with some degree of care.
• #4: Personal experience digital technology Photography 8x10 b/w, DSLR, alternative U of M tested Dicomed Digital backs 1995-1997 While shooting Bequerel Dags and Ambrotypes MFA-Projected installation
• #5: Personal experience with implementing and adapting digital technology
• #6: Primitive technology (by today’s standards) Expensive equipment had to be supplied-students couldn’t afford Based on hybrid workflow-film capture/scanned
• #7: Grant provided 2 cameras for 20 students/semester 2 Scanners donated to school Photoshop 3.0 [Tiger Mountain] (LAYERS)
• #8: Researched curricular issues teaching digital like film-can’t take advantages of strengths of digital, address weaknesses
• #9: PHO/PHT201 Lighting People Core Instructor 5th class in lower division sequence Worked with other core instructors Successes,/failures/philosophy of photographic processes
• #10: Film curriculum from 1970’s-modified for digital Basic Photo film>Basic Digital Photography>Advanced BW/Transparency/Photo Design/Lighting Techniques
• #11: Film curriculum from 1970’s-modified for digital Basic Photo film>Basic Digital Photography>Advanced BW/Transparency/Photo Design/Lighting Techniques
• #12: Issues to consider
• #13: Do we teach manual settings? In-camera settings vs Lightroom/ACR/Photoshop
• #14: Too much technical emphasis can stifle creativity Not enough can restrict growth Equate to pinhole, toy cameras, automatic cameras
• #15: Yes, but how much depends on intent of student Take interesting images, less important Wanting to become professional-extremely important
• #16: Students already photograph with same equipment/process vs most b/w film students had limited/no experience with process Defult settings result in acceptable photos Frustrations when setting/shooting in manual Open Shoot sessions allow students require students to gradually increase control to images (first 3 weekends)
• #17: Exercises vs Assignments Exercises technical skills/learn by doing, comparing resulting images Emphasize knowing when camera is fooled by lighting/situations Optimizing exposures, WB, Shutter speeds, Apertures
• #18: Easy to shoot a lot of images then decide which is best 2 rolls of film = 72 exposures Photograph entire roll, process, contact sheet to see what they did. Chimping
• #19: Assignments to address both Write down a story-submit it, then photograph it [Pre-visual] Unknown location field trip [Post-visual] Assignments also address composition/framing/point of view, etc
• #20: We need to rethink our approach Not the same as b/w film education Opportunity to reinvent curriculum Reject pre-conceived notions and challenge assumptions
• #21: Assuming that techniques, assignments, attitudes are the same since they are both photography limits success of curriculum Strengths Film>discipline, process, hands-on Digital>correct immediately, can address color/b&w issues,
• #22: Most of us are digital immigrants and/or were taught by film natives Another way of thinking is discovering digital is like being “born again” Excited and think it is the only way to do it. Pre-conceived notions are set by this experience Film is better for learning photography-especially black and white (see next) Digital is better for learning photography (each one is different-has strengths and weaknesses) Easy to cheat / manipulate imagery in digital (harder to cheat in digital–EXIF) Digital is easy (easy for simple technical, just as difficult to create meaningful images Digital is cheaper (equipment costs more) Digital is faster (is faster better-is slower better)
• #23: Digital/Film program allows you to teach elements of photography that digital is weaker or lacks (process, delayed gratification) Made digital part of intro, made film into second class in curriculum option (can go to Digital Photo Manipulation)
• #24: Classes built around these elements
• #25: Classes built around these elements
• #26: Classes built around these elements
• #27: Classes built around these elements
• #28: Classes built around these elements
• #37: I have been an Educator since 1996 and have taught at at four year public and private art colleges, to undergraduatess and graduates as well as to professionals in one-on-one and workshops settings. But one of the most rewarding and challenging places for me to teach has been at the 2 year community college, CCSF. CCSF is a unique institution in many ways:
• #38: CCSF is Diverse: Diverse multi-cultural and socio-economic populations No entrance requirements (tests, gpa, etc) High population of adult learners High population of ESL (english as a second language) students High population of students that need help with basic skills (reading, writing, etc)
• #39: It’s “Vocational” Funds are from government Industry Advisory Board CTEA Grant writing Still strong desire to support “fine art” in that “vocational” definition Hired to re-write curriculum Migrate from black and white Photo 1 to something more “vocational”.
• #40: “The Journey is the Destination” Awarded $100,000 CTEA grant for equipment Wrote grants for yearly in house faculty training to present - (one I did myself) and have since helped several institutions migrate and train faculty. Invited GRPH and MMSP to maximize attendance We found that many part time faculty with families and other work commitments were much more interested in staying local rather than attending distant conferences Approx 20 faculty (4 fulltime) Adobe (Rick Miller) may come and train if you ask
• #41: 2010 11 sections of Beginning Photography using Lightroom Students supply own camera Worked collaboratively with other faculty member to create Assignments and Lab exercises for consistent exit skills Continue to share and train 9 other faculty via online website / material
• #42: LAB vs. LECTURE Lab is 3 hours per week Lecture is 3 hours per week Use Lectures to highlight photographers and creative concepts “Contacts” Series is on Youtube, (15 min vignettes) Netflix has a lot of Instant Downloads
• #43: LECTURE Skype for Photographer Interviews Make sure students prepare questions and research in advance Concepts & Critiques Museum/Gallery/Studio field trips Creative Assignments (due dates 2 + weeks out) 100pts
• #44: LAB: Teaching Technology Learn How to teach in a computer Lab More hands on and step-by-step with Instructor Don’t focus on lecturing Keep control of the lab with tools like “remote access” Create a set of “sample” files for student use Then ask students to apply those principles to their own work
• #45: Use Labs for technical training Have planned lab exercises (Shooting and Lightroom) Use lab partner model and small groups Make sure that lab exercise is due at the end of lab Have some open labs for feedback and work in process Shooting Field trips
• #46: USE VIRUTAL TOOLS Blend of face to face classroom discussions & lectures and online delivery of: Longer term creative assignments & short technical “lab” exercises Put all lecture content online for review so that the face-to-face discussions can move at a more interactive pace. Adobetv.com links / as well as in class “shorts” such as Contacts Implement a blend of in class critique methods AND online (flickr) etc. Make the flickr critiques due first (before face-to-face) Include these interactive components in the grading ruberic.
• #47: An Education Blog List of resources Portal to Individual Class websites Class websites have assignment links Video tutorials (Photoshop) RSS Feeds Articles relating to the course of study Enthusiasm for the Photo Community
• #48: Showcase their work Point to these works as examples to review
• #49: Education Blog List of resources RSS Feeds Articles relating to the course of study Enthusiasm for the Photo Community
• #50: Part of using social media well is building community. I find that the class does better face to face critiques after having reviewing images in flickr first. It’s also a way to compare and learn about the translation from electronic file to print. I wish their were better more specific tools for Photographic Educators (Flickr / Yahoo) are you listening?
• #51: Just because you build it doesn’t mean they will look at it. Use email outreach and syndicate your blog via social media networks to point them to your content & sources. Make a facebook “group” for your class and use appropriate privacy settings Develop assignments that point students to your site and approved resources.
• #52: Just because you build it doesn’t mean they will look at it. Use email outreach and syndicate your blog via social media networks to point them to your content & sources. Make a facebook “group” for your class and use appropriate privacy settings Develop assignments that point students to your site and approved resources.
• #53: Just because you build it doesn’t mean they will look at it. Use email outreach and syndicate your blog via social media networks to point them to your content & sources. Make a facebook “group” for your class and use appropriate privacy settings Develop assignments that point students to your site and approved resources.