Stage 1 - Research - when, why and how.

 You're aiming to produce work that address this criteria...

Stage 1 of our creative process is the activity - Research. 

You therefore need to write about research.

Use the instructions from the session and the prompts below if you need them. Aim to write about 2 columns as a minimum with a column of images.

• When do you have to do it?
• How quickly should you do it and why?
• What do you use to do it?
• What type of resources are you directed to use?
• What are the component parts of your research that you're supposed to identify in your work?
• What does your artist research look like?
• What is primary research?
• What is secondary research?
• What is empirical research?
• Why is Youtube a good resource?
• Why are auction websites a good resource? 
• What are the best ways to research?
• Why are journals so good for researching?
• Where is the nearest Library?
  
• What is the LRC and what's in there for your research?
• How and why do we use the keyboard commands CTRL + F when researching text. 

Use these prompts above as headings aim to write between 2 and 3 columns answering the questions, use screen grabs of resources and Photograph things associated with research practice. 

There is a lot of information about research on my blogs - see the links below and use these to answer most of these questions.

http://btecy01.blogspot.com/2017/09/blended-learning-task-no15.html

Using and searching for interviews 

Using websites for research.

Generally you have to search using the photographers name, that's the best way of doing web based research. The issue is how to do find the relevant photographers in the first instance? The best method by far I find is to start with Journals. The British Journal of Photography show cases the best of contemporary photography and historical photography. I flick through that each time it's published is almost essential when you're studying and if you can get your hands on back-issues -even better! That'll introduce you to a multitude of new photographers working right now! Once you have the names, you can then search wider using their homepage or resources on the web. The chances are, doing that you'll then find the websites that you'll then see are useful for photographic research at this level. 

Some of the better websites include the following...

https://americansuburbx.com/

https://www.theguardian.com/profile/seanohagan

http://www.500photographers.com/

https://www.theguardian.com/artanddesign/gallery/2020/oct/31/original-observer-photography

https://www.moma.org/calendar/exhibitions/2395

https://www.saatchigallery.com/artists/photography/

https://www.tate.org.uk/visit/tate-modern/display/ed-ruscha

https://www.youtube.com/watch?v=-M9t2fm__K0                if used properly 

https://vimeo.com/13886050                                                   if used properly.

FAQ's_______________________________

"What do you mean by 'component' parts of the research'"?

That refers to the stuff that you generally have to do when you're researching - (1) Work that meets the criteria, you're asked in the assignment to research specific things, sometimes its MTP's other times it the reasons why the photographers make their work. (2) Images (3) Initial response (4) Quotes (5) A bibliography.

These are generally required when you put your research together. 

"What constitutes primary research"?

Primary research in our case generally means (1) Going to galleries or exhibitions and seeing the work In situ - so that you're able to see the size, scale, materials and the way it's framed, hung, mounted etc, which are all really important, even where the work is in the gallery in relation to window/lights etc. I've been to galleries just to see, how work is mounted, the type of frames, the colours of the mount boards and really fine and precise details that you're never going to see or read about readily on the internet. (2). Meeting the artist and either being able to ask questions or observe their work processes, watch them making their art or in the case of photography assisting the photographer. (3). Emails. some of the photographers you research are quite happy to answer your questions if you email them and that's always worth trying as you get really useful answers if you ask the right questions. (4) Empirical research is primary research - research by doing. So going out with your camera and taking pictures or testing your theory about how something might work is a form of primary research. 

Stage 2 - Reflecting on and making sense of your research.

 Stage 2 of our creative process is to reflect on the research making sense of it, explaining and analysing why and how it's been useful.

For this task you need to allocate at least a column to explain how the Gibbs reflective cycle is used, explain that this has to be done after your research and prior to starting the practical work. 

There are a number of links in my blogs that explain how you use the Gibbs reflection, use the explanations to create your own. (Do not copy re-word in your own writing style). 

It's important to emphasise that the final stage 'Plan' becomes the plan for your first practical activity. The plans are also described as being your 'Intentions' and that it's useful to head this section of your work "Action plan/Intention".  

Click here for an explanation of how to use Gibbs reflections in your work

FAQ's_________________________________

I'm confused about the analysis part of the Gibbs what do I write about this?

So, the Gibbs Reflective part happens after an activity, in some cases the activity is research, but most of the time the activity is practical work... A photo-shoot, a session in the darkroom or a session working with Photoshop and so on.

The part that students struggle with is the analysis section, not knowing what to write. 

In the case of writing a 'Gibbs' after research you basically have to write about what you have learned from doing the research. Why has it been useful to you? What parts of the research are you going to carry forwards and use in your own work? What did you learn that is going to be useful to you, not only now, but also in the longer term? 

Important - also explain where you would be if you hadn't done the research? This is a what if scenario... "What if I hadn't done the research" If you explain the impact of not doing the research the work suddenly goes from being descriptive... I did this and I did that to being analytical - this means you look at the worth of the research in more depth showing that you understand how important the research was. 

Generally, if you question what you do, and it worthiness - asking what if I hadn't done it. Or why does that work so well. It generally means you end up writing a whole lot more on top of a description. Students hate it, but it's the difference between passes and higher grades.

https://www.bradfordvts.co.uk/teaching-learning/reflection/

Stage 3 - Plan/Intention

 Stage 3 of the process is the plan or intention 

For this part of the work explain where and when you have to write plans within your work and list some of the things that you should include in your plans...

Do not copy this list write your own version up and try and add to it. Write it up as continuous prose rather than a bullet pointed list

Typically the things that you should detail in your plan...

• When you plan to shoot.
• Where you're shooting the pictures.
• What camera you'll be using.
• Check the battery or batteries
• Clear your SD card and file the images correctly when you do so
• Check your file type and size is appropriate
• What media your using.
• What focal length you'll be using.
• Whether you'll experiment with different focal lengths or change lenses.
• What kind of lighting you'll be using - soft,harsh, diffuse, point etc.
• If your copying someone's lighting techniques say who's.
• Who your model will be.
• Whether you're using tripods, reflectors, or any other equipment.
• Who your assistant will be.
• Any H&S issues
• What your Intention is, what you're trying to achieve or learn. 
• What you're testing out.
• Transport details
• Rooms/studios booked
• Technician support
• Contingency (Back up) plan in the event of any changes - models/light/weather
• When you intent to have films processed by and the work in your design sheet. 

Note - It's especially important that self-directed shoots and final shoots are the ones with the most detail, make sure these can be described as being comprehensive or detailed as these are often the descriptions used in the Criteria in order to attain merits and distinctions. 

When you write this up in your design sheets use the heading (in bold) "Plan/Intention".

Note the "Plan/Intention". is the same thing as the Action Plan at the end of the Gibbs reflection in Stage 2 but, it is so important that I've drawn your attention to it twice. These plans need to be thorough and fairly detailed explaining what you intend to do in the next practical activity. 

See this link here below with regards the details of writing up your plans and intentions...

Guidance on writing Plans and Intentions

*NOTE Make sure you write up your plans in the present tense, do not write them up using retrospective (Past tense) language, otherwise they're not plans. If you're forced to write your plans up after the event, focus on using the correct language, ensuring it reads as though the plan was written before you executed the work. Top tip - Write them up before you do the work!

Plans sometimes don't go to plan, if they don't - just explain/analyse why in your reflective work.