Journal constructed photography (online)

Constructed Photography Ella Sedman c3388577

Week 1- Introduction into Constructed Photography For today’s introduction into the module Constructed Photography, the main principles of this module were outlined and explained. Situated within a studio layout, the main guidelines to getting a high grade were emphasised greatly.

This included being punctual, doing everything that is asked of you and not doing the minimum. Accompanying this advice was to the direction to create journals. They should match the level of our portfolios and represent our weekly progress and growth in knowledge.

Alongside being split into four large groups, a re-fresh activity involving studio lights was exercised. In our new groups, we had to successfully set up Bowens 500w pro flash heads start to finish. This activity should be conducted before every studio lesson with care. Effectively completing this ensures the safety of the equipment and ourselves. Alongside this, it was stated that the Bowens travel packs can be obtained from the AET helpdesk for potential shoots. Convenient and useful, they consist of all the necessary lighting equipment to construct a successful photo shoot.

The group I was situated in includes Jenna, Rachael, Lucy, Connor, Luke and Adam. This group will be used throughout the module and therefore effective communication is vital.

Being able to work effectively within a group will encourage its members to do well. Within this module regular, weekly exercises will be introduced each week which we will be

expected to document via our journals.

Alongside this, we must completed seven assignments which include: - Producing a monochromatic ‘head shot’ - Creating a street fashion, picture only feature - Designing a ‘call’ sheet - Completing a magazine cover shoot - Restaurant/ sculpture poster - ‘Person’ image recreation - 500 word appraisal

To conclude this module, a final project will need to be produced with either of the two guidelines in mind:

1) A Double page editorial based on a real Art Director or Industry Creative who is associated with a specific advertising image or campaign (750 words).

2) Assuming the role of the producer and organise a photo shoot, gathering profiles of 10 real individuals (750 words).

I found the introductory lesson to this module okay to understand although the amount of work is at this moment in time is a little daunting. However, I think I will be fine if I organised and scatter the seven assignments over the coming weeks.

Week 2- Studio Exercise and Call Sheet Analysis

During this weeks studio task, a portrait shoot was conducted.

Safely setting up all the necessary equipment was vital and commenced with the light stands and Bowens 500w pro flash heads which were accompanied by their own, individual soft box and power cables. The soft boxes had to be carefully attached to not break the glass flash tube. This involved placing the softbox on the ground, removing the lights cover and then directly hanging the light over the softbox, lowering it in slowly and turning to fasten. Once the sotfbox can rotate safely, it can be placed on its stand with the power cable connected.

After this, a manual flash discharge was set off. This allows the camera to correct itself and should be done every time the light settings are adjusted. After this, the light that had the receiver attached was brought to the front to be used as the primary light source. We then made sure the slave cell was set on for the other Bowens 500w pro flash head. This meant it would react to the primary light source and subsequently, go off when the primary light source did.

The wireless transmitter was then attached to the Phase One DF+ camera accordingly. With a IQ 140 digital back, the camera was set to manual focus to test our photographic ability to get the images as sharp as possible. This could however be aided by the newly introduced diopter correction eyepiece.

Accommodating varying individuals eyes, the subject could therefore be seen increasingly better, ensuring a sharper image was captured. The sync cable was also connected effectively

during this point. After setting up all these individual parts of equipment and ensuring the CF/SD memory card was inserted, the shoot could begin. In pairs, everyone had to experience having their photo taken and taking a photo in a studio environment. Paired with Maisie, I took her photo as shown above.

Prior to this exercise, an activity involving shutter speeds was exercised. Working together and employing limited speech we had to order ourselves in alphabetical order. This really helped improve our communication skills alongside refreshing our shutter speed knowledge. To further this, the lecture involved placing an aperture with it’s correct shutter speed. An example from the lesson can be viewed below.

For one of our seven assignments, a call sheet must be made and filled in accordingly for our individual fashion shoots. It should include possible trades such as make-up artist, stylist and model, which are all potentially needed roles should be considered.

Week 3- ‘Scary’ Portrait Exercise & Fashion Presentation

After previously watching Richard Avedon’s Darkness and Light film, we were asked to create ‘scary’ self-portraits matching that of Avedon’s. We began this exercise by setting up four Bowens 500w plus light heads, fixed with their own soft boxes, which were then placed upon their own, individual stands. The equipment layout can be viewed on the next page. Alongside this, the Phase One camera was placed upon it’s own tripod and connected to the Mac Book Pro Laptop, which had Capture One running, ready to go. The primary Bowens light which consisted of the receiver, was situated at the front, facing towards the subject. The transmitter was subsequently attached to the Phase One camera.

When beginning the photo shoot in our groups, the Capture One software had to firstly be opened via the application on the Mac Book Pro Laptop. A new session had to then be created and self titled depending on our group name. This would make it easier to distribute each groups images post shoot. This folder would therefore hold all the images taken by our individual group. At the end of the session, the folder of work should be transferred onto the group leaders USB or alternative storage device, ready to pass onto the rest of the group. Before the official photo shoot could commence, technique adjustments had to be made. Firing test shots, the white balance was amended alongside any additional light settings. To gain a proper indication of the white balance, something white had to be identified within the test images. To accommodate this, a piece of paper was held up to the camera. Using the white balance tool on Capture One, we could therefore tell the software what was in fact white. For the light adjustments, the back light had to be moved slightly to the right,

causing the background to be more effectively lit.

Once the taking of photos could commence, our newly acquired skill of employing the Diopter control could be fully utilised. Adjusting it to match our eyesight, a sharper image could be achieved. When taking my own images, I felt comfortable capturing a sharp image effectively.

In terms of styling myself, I found adopting a glaring stare alongside slightly angry eyes worked best. Through research I found Richard Avedon’s images to possess a slightly uncomfortable atmosphere. This is something I attempted to replicate myself as seen on the next page.

My scary portrait can be viewed both before edited and once being processed.

Although auto focus can be useful when employing the Phase One

camera in a studio environment, I prefer employing manual focus.

Although more difficult, it allows myself the choice of where to focus.

Not only this but being able to focus independently is a good skill to possess. When capturing images, the Seksonic Light Meter can also be incredibly useful. Holding it up to the models face, it can provide a reading regarding what the correct flash lighting should be.

To conclude this session, our photo shoot ideas had to be presented to the rest of the class. Employing Power Point, my own group expressed our ideas to use a singular female model, glitter as a predominant feature alongside many other ideas. These slides can be viewed below and on the continuing page as well as on my Wix website. We received some constructive feedback alongside some interesting points to consider at a later date.

During this lesson the importance of capturing images with RAW was emphasised. Although JPEG’s can be useful, they should only be used for sending, not retouching.

Overall I found this week very interesting and enjoyable once initial nerves were overcome. I liked how over time people became more committed when achieving a scary image, myself included. To conclude the lecture, students were told they would have to style themselves on a Avedon photograph. I’m forward to next week and being able to style our own portraits with the use of additional props.

Week 4- Avedon Re-Creation

After being supplied with the brief to re-create our own Richard Avedon portrait, I instantly knew I wanted to employ my hands to the image. After looking at a number of Avedon’s portraits, I chose one of those which depicted the famous actor Sean Penn.

In preparation, I wrote the word think across my fingers as well as finding a silver ring to accompany the writing. The orginal image alongside my version can be viewed below and on the accompanying page.

Before this image could be taken, a lot of preparation had to firstly commence. In order to gain the easily recognisable, Avedon effect, a ‘floating’ white background had to be constructed. This was achieved by using a white, studio roll of paper that was then suspended in air using two polls for support. To achieve a highly contrasting image effect similarly to Avedon, three lights were employed. The studio setup can be witnessed in the diagram below.

Once the lighting settings had been altered using a dummy model, a box was placed in between the camera and background. This allowed a fast placement of models

throughout the photo shoot as each model was stood in the correct position, ready for their recreation image. The exercised camera was the Nikon D800 E. A much lighter camera than the Phase One, it still allowed good quality images to be captured but possibly with more ease.

Although my original image needed a white background, some classmates chose to recreate an image which a black background. In order to accommodate this without physically changing the background, one primary light source was altered to darken the background. Turned off, it darkened the background letting the other light source lighten the model. This allowed the photo shoot to carry on with a fast turnover.

During this photo shoot, the importance of setting the auto white balance to 255 was expressed. Very typical of Avedon, this would ensure our images would look the most like our originals in terms of lighting and colouring.

When editing my final Avedon image, it was converted into black and white which led the levels to be altered. The brightness was increased alongside the contrast.

For this weeks lecture, a diagram exploring varying light sources was developed. Some examples were provided but the rest had to be completed independently. My diagram was constructed using Photoshop and can be viewed below.

To coincide with this photo shoot, students were asked to submit a Richard Avedon based movie review. This can be viewed to the right.

In preparation for next weeks studio exercise, each group must bring in one light source per group.

Richard Avedon Review: Darkness and Light

Emotional, dramatic and highly influential, Richard Avedon is unsurprisingly, one of the greatest photographers of the 20th century. Beautiful and detailed, the film Darkness and Light investigates the components that led to Avedon’s iconic status.

Post World War Two and employing Paris as his backdrop, Avedon quickly began to dramatically impact and thus develop fashion photography. Avedon’s individual and unusual approach to portraiture was consistently celebrated and exercised. Frequently swaying between fashion and art photography throughout his career, Darkness and Light focuses on the emotion and meaning Avedon’s work radiates. Providing a narrative to his images, they connote a great sense of truth and innocence.

The combination of a naked composition, expressionless faces and a dark atmosphere, became Avedon’s signature style. Often controversial, Avedon used his own pain to highly influence his portraits to develop strong themes of isolation. A form of artistic expression, the forever self-critical Avedon subsequently attaches a sense of complex truth to his subjects.

This insightful and inspiring film truly highlights what led to Richard Avedon’s critical acclaim and historic status. An in-depth analysis of his life, family and career, a harrowing portrayal of Avedon is successfully developed. Enlightening and fascinating, the celebration of Avedon’s thoughts and beliefs create a truly unique and wonderful viewing experience.

Word Count: 215

Week 5- Light Sources

With each four groups bringing their own light source, the studio session could commence. My own group discussed amongst ourselves and decided to bring a net of fair lights and an LED light. Both strong, bright lights, we thought they might work well for this weeks task.

Before any images could be captured, the studio was organised to accommodate a large scale image that would feature all class members. Each group leader was shown a diagram which we had to recreate it using their memory. Therefore, in our case Connor had to effectively communicate what was wanted from us. The diagram below shows the final layout for the photo shoot.

For the shoot each group was either sat or stood together with their light source. For example, our group, group four were sat near Adam on the far left of the image with our fairy light and large LED light. It was a long exercise of trail and error in order to get the right shot. The idea was to get one final, perfect image. Using a long shutter speed, the camera relied heavily on the employed light sources including those that were brought in by each group. As seen in the far right of the image, a modelling light was employed for additional light. A modelling light can be incredibly useful during photo shoots as it provides light aside from the flash. It worked well during this task. The camera used was a Nikon D800 and it was situated on top of a tripod in order to accommodate the long exposure time. During this exercise, light gels were employed for the first time.

Atmospheric, they created interesting, contrasting light for the final image.

The camera settings included a 20 second exposure, an aperture of f/16, with a low ISO of 100. The exposure time increased throughout the shoot whilst different aspects of the image were being moved. Light times had to frequently be increased or decreased within the final 20 second exposure. The aim was to get no over-exposures that would flare up red on Capture One via the Mac Laptop.

Called a highlight alert, it worked simiarily to a focus alert.

Both light up on Capture One to indicate when and where something is either overexposed or in focus depending on which mode the software is set to. This was incredibly useful during all shoots including this one. It allowed the

Mac operator to communicate whether something was either overexposed or out of focus to the photographer with ease. To accomodate overexposures during this task, group members (including myself) often had to switch their light source on and off within the time interval.

Once that was mastered, eventually phone lights were introduced which created light streams across the image.

Overall I found our final image to be very successful.

Interesting with good lighting, it is both effective and technical. Due to this, I found little editting needed to be done to the final image. However the final, slightly editted version can be viewed below.

During the lecture, the importance of following the checklists was reiterated alongside disucssing a model release form which should be produced.

Week 6- Food Photography Exercise

In preparation for our fifth assignment surrounding the creation of a food sculptor, an exercise involving photographing food was undergone. Firstly students were asked to bring in one food item to be photographed.

The results ranged from pumpkins to pineapples and vodka to fruit. Before the photo shoot could commence, a studio area needed to be developed. Using a table and a sheet of suspended, colourama white paper, the paper was unrolled forwards over the table and towards the camera. This allowed the flooring and background to both be white without any creases or folds. Once this had been effectively completed, one Bowens 500w pro flash head was set up. After being set up and connected via wireless to the Phase One IQ140 camera which was placed on a tripod, the food arrangement could begin. Choosing different food products, they ranged in size and height, creating a dynamic image. The session involved a large amount of photographing and then improving the image.

We were also told the point of focus is 1/3rd into the depth of field. The aperture was changed to f/11 in order to get more of the image in focus. This was increased again to f/16 and then f/22 which created a more sharp image yet with this, the image was too dark. This led the light to be adjusted to 6.0, which was too bright so it was decreased to 5.1. A high voltage of flash meant shadows could be controlled and as a result, reduced.

To gain an even better depth of field, the table was then

moved to face horizontally instead of vertically. Although this provided an increasingly well-focused image, it became too proportionally straight. Therefore, the camera was subsequently pulled back, causing it to loose quality but gain a depth of field and therefore layers. The HDR (high dynamic range) for the photographs were later emphasised using Capture One. This is where the auto white balance was corrected and additional adjustments could be made.

Once gaining the image for personal retouching, I employed Photoshop to complete additional adjustments.

Through employing this software, I used the brush tool which was set to white, to whiten the image background and around the shown food products. This was a long process that needed to be done carefully. Teemed with the burn and dodge tools, the background was adjusted to a perfect 255. Once understanding black= 0, pure white needs to be 255, which was achieved within this image.

Some screen shots showing this process can be viewed on the following page, alongside the photo shoot layout diagram. This final, edited version can be witnessed on the next double page.

For this weeks lecture, the final assignments were discussed in great detail in order to avoid any confusion.

This included the final assignment which I have chosen to do on the producer exercise. Designing my own brief, I plan to acquire at least ten different profiles who could potentially come together to form a photo shoot team. My collection of individuals will hopefully possess potential and although hypothetical, could be used one day.

Week 7- Movie character

Upon being told we had to dress up as a movie character, I attempted to find someone who possessed some resemblance to myself. Therefore, a young girl with brown hair became the searching criteria. This led me to choose Hermione from the Harry Potter series. After purchasing a wand, white shirt and tie, my outfit was nearly ready. After teeming my newly bought items with a grey cardigan, a black skirt and curly hair; my costume was complete. For the photo shoot, the Phase One camera was obtained to be used with two Bowens 500w plus flash heads. The camera was then connected to the Mac Book Pro laptop which had Capture One running. The blue curtains of the studio created a dark background within the images which worked well for my movie poster.

Captured by Jenna, I had to rely on her guidance whilst she reacted to the mac operator. The Mac operators role is vitally important during any photo shoot and communication is key. The photographer needs a Mac operator to see and therefore indicate whether the images are sharp and compositionally accurate. As a subject, I had to listen and respond to the directions given. This involved being in frame, changing poses for variety and any other needed changes. Although the pose in my final image looks rather stern, I believed it was necessary upon researching my characters facial expressions online.

To really make my poster appear convincing, the editing process became incredibly important. Employing an actual Harry Potter film poster, I edited the original character out, replacing it with myself. Although this would seem easy, the original actress was posed differently making the process much more difficult. Not only that but the sizing was incorrect for what I needed.

A1 proved to be quite difficult but through cropping and resizing to create additional space, it was eventually achieved.

Week 8- Decades Task

Once understanding a task would be set on the morning of week eight, students were asked to be in university at 11am, ready to receive a brief. The received instructions involved photographing ideally ten strangers ranging from 0-100 years of age. The ten images would represent ten different decades of age. In each photo, the subject should show their decade by the number of fingers they held up.

For example 3 fingers= 3 decade of age which means they should be between the ages of 20 to 30. In order to find relevant subjects, I walked to Headingley where it was busy. Although I found it difficult to begin this exercise, after a few photographs, I found my feet.

I remained polite, friendly and understanding towards all of my featured subjects throughout this exercise. Effective communication seemed to be the key. It was almost like you had to sell yourself to each person by fully explaining what you were doing and what you needed from them within 10 seconds. During the limited time period of 11am1pm, I managed to acquire 9 of the 10 images, which I was quite happy with. The only final image I could not get was the tenth decade. This was because I sadly did not come across anyone over the age of 90.

A collage of my final nine images can be viewed on the following page. The separate images can be found on my USB stick as well also on my Wix page.

8-Bit TIFFS, 16-Bit TIFFS, RAW files & Colourspace

An 8-bit file can use 256 distinct tones to represent a colour at each pixel position. 16-bit can represent 65,536 values. In theory, it should make for a smoother image with more scope in editing. 16-bit TIFFs are at least twice the physical size. 16-bit TIFFS also allow additional editing to commence at a later date which is very useful.

RAW files can contain a large amount of information, therefore can be incredibly useful within photography.

They also allow editing to be conducted with great ease. Throughout this module, I plan to employ RAW when capturing images.

A colour space can be defined as is a specific organisation of colours. In combination with physical device profiling, it allows for reproducible representations of colour, in both analogue and digital representations. The colour space diagram to the right represents two popular variations of colour space, CMYK and RGB. Acronyms for cyan, magenta, yellow and black and red, green and blue; adopting either of these can cause a photographic change. For the tutorial exercise, we began by layering six different

images taken from around the university on top of each other. With the intention to make them look as realistic as possible, many photographic editing techniques had to be employed to achieve this end result. Displayed below are screenshots from this process which reveal the layers techniques and the varying colour space options.

My industry map can be viewed via the next page. I initally mind-mapped my idea physically using paper which then led me to create the final map via Photoshop.

Industry Map

Week 9- Pegs Task

Similarly to last week, students were told they would receive a brief at 11am on Monday morning. With no previous information, class members were expected to complete the brief within the two hour time period. The brief involved presenting objects that related to a five specific genres including identity, finance, consumption, waste and recreation/leisure. These objects were to be photographically captured whilst being held up on a small washing line. Working alongside Jenna, we firstly mindmapped potential ideas and objects that could be hung from the pegs. After this, we gathered the objects for all the photos and the captured them in front of a brick wall.

We captured a large amount of images as we took it in turns to capture each other on both our cameras.

Sadly I was one of the individuals who filled all five pegs instead of the required four. Instead of editing a peg clear via Photoshop, I thought it was best to leave them as they were taken. I however have learnt to read the brief properly no matter what the deadline is. Due to the short amount of available time, it caused myself to attempt to get started quickly which upon refection, was a mistake.

The contact pages for this shoot can be viewed to this right of this page. The final, five images can also be viewed on the following pages alongside my Wix page under the button Mini Assignments and then Pegs.

image order: • Identity • Finance • Consumption • Waste • Recreation/ Leisure

For this weeks lecture, call sheets were explored further.

Each group was provided with the same brief for a photo shoot entailing a fashion party but a different mean to record and feature. My group had 35mm film which we began to bullet point for as shown below: • • • • •

Models Lighting Assistant Stylist Make-up Artist Prop Assistant: Disco Ball, party food, DJ • Assistants: Lighting, photographer etc.

• Hairdresser

• • • • • • • • •

Extras: Party guests Dark room/ red room Photographer Technician Caterer Client Interior Designer Agency Advertisers

Week 10- Hunt Task

Slightly different to our two previous tasks, students were provided with this weeks brief prior to the exercise. After understanding we will receive a check list of 15 items, students had to choose an object (raging in size of a cricket ball to a football), that must feature within a photograph with each object. Before the list was accessible, I therefore chose my object of a hexicon mirror. I believed it could appear nicely within the images whilst being rather desecrate. I thought it was also be able to capture some good reflections within the image.

Once acquiring the list of 15 items, I constructed a rough map of where to travel around Leeds to gather the largest amount of objects and images as possible. My first image was taken just after 9am (the beginning point) of the red shoes on my way to the train station. Outside the train station was a disabled sign which was used for another one of my briefs. After traveling into town, I walked to Granary Wharf for my water feature which followed with a statue outside Leeds train station. This was followed by a fitting room, mannequin (which were in different shops) and a traffic light. Sadly after asking numerous staff members to feature within an image, none would comply so I had to move on. After walking down Briggate, I knew finding a street performer would be nearly impossible due to extreme weather conditions. Pouring down with rain on a Monday morning, the conditions were horrible for taking photos. I then managed to capture my traffic lights, bus

stop and 11am clock. I searched for local gadget shops but sadly none had any remote control helicopter/drones for usage in any of the visited shops. After getting the train back to Burley Park, I captured my outside staircase. I attempted to find a pet and the other remaining objects, but sadly I could not find any within the time limit. At the end of the task I acquired 10 of the 15 images which I was happy with. I tried incredibly hard and literally ran all over Leeds so I feel I could not have done more. I also managed to get back to university for the 1pm lecture which I was pleased about. Although drenched through with a funny sounding camera, relief set in.

During this task, students had to be mindful of potential problems. This included rules when photographing in public places and a potential needs for permits. Generally photographing in public places tends to be okay until private properties are introduced. If photographed from a accessible public place looking into a private property, it tends to be legal. However, it is illegal to trespass onto private property to take photographs. In terms of photographing on the street, a permit is unlikely to be needed but can potentially occur. If photographing without a permit, you might be asked to stop photographing by an official. A pivotal right to remember is you have the right to your own photos. Nobody is allowed to take your camera from you, forcing you to delete any images. However, it is important to remain polite and calm in such a situation.

Useful information to know involves Copyright laws.

Copyright is a property right and unless you have permission from the photographer, you can’t copy, distribute or publicly display another photographer’s work. Under the Federal Copyright Act of 1976, photographs are protected by copyright from the moment of creation. Copyright infringements, which includes reproducing photos without permission, can result in criminal penalties. Additional information on these subjects can be accessed via www.the-aop.org Probably the hardest of the 3 mini tasks due to the extreme weather conditions, I was proud I managed to complete it to a reasonable degree. Each task really pushed students out of their comfort zones which often led them to strive. Unpredictable and challenging, they improved my own confidence massively and although I dreaded them at first, I’m glad I chose to attempt them all.

The contact sheets for this task can be viewed on following pages as well as the final ten images. These images can also be viewed via my USB stick and Wix website. The metadata displaying the capturing times can be accessed via my USB stick and the images RAW versions. Details such as times and dates can be viewed under Get Info.

Week 11- Fashion Shoot (Group 4)

The eagerly anticipated fashion shoot has finally arrived. As we were the final group to do their controlled shoot, a lot of preparation had been done over the previous weeks. Due to the complexity of our models makeup, group members were due to arrive at 9am to prepare for the photo shoot. Upon hiring out the studio in advance, the set up process commenced. The makeup took over one hour to complete, which gave us enough time to complete practice shots alongside ensuring the props were ready to move in and out of each persons slot. Such props included jewellery, a tinfoil background and paper rolls to diffuse light gels.

My own shoot involved a blue backdrop to complement the blue and purple tones of the glitter and the employed light gels. Also purple, the light gel was attached to an reflector dish which created an ambient glow. For the majority of my photographs, the settings were made up of an aperture of 2.8, time of 1/1000s with an ISO of 100. This was accompanied by two Bowens 500w plus lights, which were set to 1.5 (with soft box) and 1.4 (with Impact light diffuser). This specific set up is represented with the Photoshop diagram that can be seen on the next page.

Overall I found the photo shoot to be a success both in terms of ease and photographic quality. No major problems occurred to hinder the success of the day, ensuring each individual to capture their own images with good time and to a sufficient quality.

During this shoot a conversation with our module leader, Peter was conducted. I feel I understand what I’m doing and don’t believe I have any major problems at the moment. Just keeping on top of the work load seems to be the priority which I expressed to him. I understand the importance of completing everything to the best possible degree, therefore intend to do my

best within this module.

The setting down process was quick and efficient thanks to the whole group which meant we could attend this weeks 1pm lecture. In groups a quiz was presented which involved answering music questions, photography questions and general knowledge questions at the same time. It was fun but also proved our photography knowledge needed expanding. My final edited image from my final photo shoot can be viewed on the following pages along with the contact sheets and my model release form which was created using Microsoft Word. Filled in by our model Hannah, I believe it covers a good amount of ground in terms of legality and photographic ownership, which is good practice for the future.

Week 12- Open Journal Check

For the final week of Constructed Photography, an open journal check was exercised. Displaying my assignments and website so far, I believe I am at a good level within this process. Although further work needs to be conducted effectively to ensure good marks are obtained, I am happy with my process so far. Alongside this, independent work was completed which was very useful for myself.

Once the journal check had finished, the lecture began.

Involving what next semester entails for the module; The Technology of Cameras, it was both enlightening yet slightly daunting. The construction seems hard at this stage but through further exploration next term, I’m sure it will be doable. I’m excited to be working with film cameras and a dark room also as it is my favourite aspect of photography.

Nearing the end of this module, it is interesting to see how it has changed and developed throughout the past twelve weeks. I believe I have overcome things I didn’t think I could whilst developing my existing photographic knowledge dramatically. I have discovered I love working in a studio environment as the quality of image you can acquire is truly amazing. I have managed to produce a number of pieces of work that I’m really proud of and look forward to producing more next semester.