Week 1 Summary 02.06.2020

Week 1 Summary 02.06.2020

 

Week 1 forum One -

To help staff and peers learn about your work please do the following:

  1. Post an updated link for your CRJ below. Be sure to post the link under your assigned tutor’s name.
  2. To the top page of your CRJ, provide a short summary of your research project and interests.

 

A recent intro I wrote for one of my projects within the MA that was published that gives a good background into what my practice is about  …..

Bekkie Graham is a photographic artist working on the overlapping themes of childhood, education and motherhood. Her project ‘The Heutagogical Home’ focuses on families who are home educating in Cornwall, aiming to highlight the many personal, political, and philosophical reasons families choose alternative education, and the many ways in which it is experienced.

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My practice throughout the entirety of the MA has centred around alternative education. Approaching the project from a personal perspective, as a home educating mum of four children.

For my project this module I am going to be researching families who were not home educating before lockdown, but have since, after being thrown into home education, as opposed to making the conscious decision to home educate, decided that they are now going to continue home educating for various reasons. I am planning at the moment, to use a mixture of audio recording, moving and still imagery, to discuss and explore this, but am , of course, open to where the project leads me.

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THIS WEEKS TASK 

If you did the Ed Ruscha challenge assigned during the holiday, post your outcome in the forum below. You may wish to share this as a single image, a set of stills or as a video. Post a short summary of your experience, how you responded to the task, and why.

Activity:

The aim of this task is to produce a series of images as a small book, inspired by one of Ed Ruscha’s. You have complete freedom to respond to this task in any way you wish (it does not have to be related to your research project) but it must be in response to one, or possibly even all, of Ruscha’s books. In approaching the task, you may wish to consider the following:

  • Will you work with Ruscha’s subjects (ie gas stations) or an interpretation of them? - My response was a interpretation of the books 26 gasoline stations/10 palms
  • Will you take the photographs yourself or will you ask others to do it for you? – I created and took them myself
  • Will you present your images, as a bound book or another format? Will it be printed or digital? I presented as a digital book on Issuu, mostly because of time constraints as I staged the scenes, took the photographs, edited and compiled them all in one day. 
  • How does the ‘container’ for your images affect our reading of them, as well as Ruscha’s work? Reading on Issuu the images are too small to read some of the text unless you full screen them. Even at full screen some of the text is hard to read , in print this could of been avoided as you would of been able to play with colours etc in the printing process. 
  • Will you describe the images through captions or statement, or is there another way? I didn’t include text at all as I wanted the images to speak for themselves. Also these were in some instances, very private issues that I didn’t want to explain. On reflection I wish I had included the ages of myself and my children when we had these things said to us, as I think it would of strengthened the project.

 

 

My book - ’Nine things teachers said, and one they didn’t. There’s an endemic going on.’  (Links to an external site.)

Using the format of Ruscha’s books, but focusing on my own areas of interest ; Education, parenting, the home environment and childhood, I have created a book to promote thought , to open a dialogue on how people in positions of authority talk to children . Every year on forums, I witness parent after parent coming to alternative education, who’s children have been nothing short of bullied by the very people meant to build them up, inspire them, and protect them. With this book I would question, why it is that we allow this systematic bullying of our children?

 

 

Images. Graham, Rebecca. June 2020.

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In forum three this week we were asked -

Where are You At?

Sammy Baloji (2006): Untitled 25, from the series Mémoire

  • Share three examples of current project work in the relevant discussion thread below below. Shared images should give an impression of where you are at in your project and / or your development.
  • Prepare to give a short but insightful overview of your work and aims.
  • Prepare at least three questions about the work of others in your scheduled webinar.
  • The discussion will stay open until the end of week 5.

As I haven’t started photographing this module yet , but have instead been researching my chosen subject for this module, I am going to show what I have done in previous modules instead. For myself, all the modules on the MA overlap into what will become part of one larger body of work for the FMP. 

My practice centres around alternative education. I am creating a visual representation of alternative education, what that encompasses, how it is facilitated, and why families choose a path outside of mainstream education .

I am creating this for two reasons. Firstly, as a visual guide for parents looking to educate outside of the mainstream education system, as there is no visual representation of this readily available, so it is hard when initially starting out along this path, to know what that education ‘can’ potentially look like. Secondly, for a visually informative aid for those interested in the psychology of how children learn, and the many ways in which learning happens. My audience for this project overlapping three different groups of people, the above, and the art world. 

In module one (P&P), I photographed a worldschoolin family, my own home educating family, and an educational group my youngest son attends, to explore what I wanted to show, and how I wanted to show it within the MA.

 p & p

Figure 1.

 

 

In module two (S.P), I photographed 18 home educating families in Cornwall, to show the many different ways that home education can be delivered/facilitated/supported. 

 H80A2819

Figure 2

 

In module three (I.C) , I photographed my own home educating family, as it is important for myself and for the community, that this project is being produced by somebody in the community, for the community. I illustrated via a photobook, through images and quotes, my four children’s journeys through my two younger children being unschooled, and my two older sons studying for GCSE’s and A-levels, only for those exams to be cancelled for this year because of Covid, and the subsequent failure of the government, education secretary, and governing bodies, to protect home educated children like my own, as they had their schooled counterparts.

 Screen Shot 2020-04-07 at 17.01.47

Figure 3.

 

This module I am going to be creating a multimedia project encompassing moving and still imagery, along with audio of interviews, following the stories of families that were not home educating before lockdown, but due to various emotional, social, political and physical reasons have now chosen to continuing to home educate for the long term. At the moment I am in the research stage of this, and do not anticipate to be creating any imagery for the next 2/3 weeks whilst I arrange social distanced photoshoots, create online questionnaires and conduct interviews over zoom with these families.

 

RESPONSES

 C recommended the book Harlemville by Clare Richardson as he thought it may be helpful and he had attended a talk by here. I already had her book and had written about it previously in past modules. Her book and project have continued to inspire me and inform my project from the second module, and continue to do s now. 

 I commented on how my subject was very topical. topical subject, and how the multimedia approach was interesting and she looked forward to the results.

My response to I -

Thanks I . I think I’ve decided that much like yourself with your messages, to really get the political nature of my work across, and it IS political, I need to try and utilise more than ‘just’ imagery. 
The images are important obviously, but the statistics and research, and personal accounts of this journey is what will set it apart from being pretty pictures , I can still present it in beautiful ways, but much like with many photographers the words are what solidifies both the account and the intent. Without the words I am documenting a portrait, with that research it becomes a political statement. 

I -
In the relation between a photograph and words, the photograph begs for an interpretation, and the words usually supply it… Together the two then become very powerful.”
BERGER, John. 2013. Understanding a Photograph. London: Penguin Classics.

R-
That sounds very exciting, Bekkie. I am amazed at the number of angles you have presented to look at this subject matter… Love your images as always. They really give me a glimpse of what it could be like to home-educate.
B –
Thanks R ,
I was ‘interested’ before, now I am basically obsessed with reading and researching about schooling and alternative education. For me , it is SUCH a fascinating subject, and the fact it isn’t presented visually very often just adds to that, there is a lot of room to have a visual voice on this subject, and for that voice to be heard. 

REFERENCES

Graham, Rebecca. 2020. Nine things teachers said, and one they didn’t, Theres an endemic going on. Issuu. Available at https://issuu.com/ukbirthphotographer/docs/bekkie2/22 (Accessed 03.06.2020)

What is worldschooling. Time4learning. Available at   https://www.time4learning.com/homeschooling-styles/worldschooling.html#:~:text=Worldschooling%20is%20an%20educational%20movement,(ren)’s%20education.  (Accessed 06.06.2020)

FIGURES

Figures 1, Graham, Rebecca. 2019. Static

Figure 2, Graham, Rebecca. 2019. Athene & Arlo

Figure 3, Graham, Rebecca. 2020. The Heutagogical Home , photobook page layout. 

T~F~:

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