Statement and images have now been submitted for the degree show catalogue, I have used my statement from my photography interim exhibition as a starting point again, but this time have spoken a little bit about my studio practice also
Fine Art and Photography
Contact: 07557 059725
What started as a journey of self-expression soon became personal narrative of childhood hopes and dreams. My daughters who feature, have become a representation of my younger self. Being a parent is a stark reminder of the passage of time, with the realisation that life is short and giving thought to lost dreams and forgotten pleasures. My photographs have mostly been taken around the coast where I live, the beaches offers a feeling of infinite space and sense of freedom which I yearn for. They remind me of idyllic childhood memories of carefree days at the beach, when the summer holidays always seemed long and hot.
The use of the lens-less cameras is important to me, as it creates images which are reminiscent of a nostalgic past. The soft focus gives a dreamlike quality which adds to the atmosphere and the light leaks and flare implies to me hope of regaining those innocent childhood aspirations. The slow shutter speeds which allows for the blurring of moving figures, producing surreal ghostlike apparitions which creating an ethereal mood.
I initially intended to keep my fine art and photography as two independent bodies of work, however the fine art has naturally evolved to compliment the sentiments of my photography. In fine art I explored alternative ways of treating my photographs until I found a process which I was happy with that emulated the ambiance of my photography.
Images for the catalogue
I’ve looked at the PGCE course at Chester Uni more for the future rather than for the next semester. I wanted to see what the entry requirements and modules were to see whether it was a viable option for me.
Information on the PGCE (Primary Education) course
- Applications are invited from graduates with a good honours degree (normally a minimum of 2:1), or from students in the final year of their degree.
- Neither a Higher National Diploma (HND) nor a Higher National Certificate (HNC) are acceptable as equivalent to a degree for the purpose of PGCE entry.
- At the time of application, candidates should have a minimum of GCSE grade C or above (or equivalent) in English Language, Mathematics and a Science (preferably combined).
- Applicants must disclose any criminal record, and all successful candidates will be required to apply for and be in receipt of an enhanced Disclosure from the DBS before taking up their place.
Professional Key Skills Test:
Students applying for Initial Teacher Education courses need to be aware of Government regulations regarding mandatory skills tests in literacy and numeracy. Skills Tests must be completed before you are able to enrol on the programme. The Skills Tests do not replace the standard GCSE grade C requirements in Maths and English.
I have created a QR code for my blog, which I will include on my personal statements. This will enable anyone to scan the code and find their way directly to the correct page.
I used Code Generator which allows you to generate your code free of charge.
Bad Artists copy; Good Artists steal – Pablo Picasso
We had a talk today about copyright and what it means for us as artists, designers and photographers.
For Information on Copyright Designs and Patent Act of 1988
HMSO Gov UK or Patent
- Copyright comes into effect as soon as it is fixed for example, on paper, on film or a sound recording.
- It is referred to as Intellectual Property.
- Copyright is separate from the ownership of the physical artwork
- Copyright protection in the UK is automatic
- you may need to prove that you were the first to create the work
- Copyright last the creator lifetime +70 years from publication, lifetime +50 for sound recordings and life +25 years for typographical
- You can assign copyright for a set number of years, or give away complete copyright
- Granting a licence is the best way
You would grant for a particular use of a painting
- Exclusive – you will not allow anyone else to reproduce
- Sole – you can use but no-one else
- Non Exclusive – you can use the image and you can also licence others to use it.
Considerations within your own artwork
- There is no copyright on ideas, names or colours
- Incorporate images which are no longer in copyright
- 1988 act states, if a work is incidentally included in artistic work, it will not be an infringement
You can register copyright with the following:
IP Lab (Intellectual Property Specialists)
For this latest gingerbread group workshop at Mostyn gallery, I decided to get the kids to make optical illusion cubes. In preparation I downloaded a cube template from the internet, as the ages of the children ranges from 7 – 15 I decided that I would prepare some of the patterns ready, but to also take some blank templates so that the older ones could design their own if they wanted to.
I had already prepared this when I visited the Herbert Gallery in Coventry before Easter, The gallery had a free activity set up for children where they could make optical illusion pictures. They had striped paper and some circular designs printed on both paper and acetate. As I’m always aware that some of the children work quicker than others, I thought this idea would compliment my cubes workshop. I also printed off a couple of Bridget Riley’s designs to show them.
Again the children really seemed to enjoy the activity, a couple of the designs were a little bit complex for a couple of the younger children, they were getting confused by which shapes should be coloured. We got around that by me putting a dot in the right place for them. The younger ones were all keen to use different colours, whereas the older ones preferred to just use one colour and white. The cube activity took longer to complete than anticipated, so we didn’t have time to do the 2nd activity. This could be done at the next session, but I would need to add another dimension to it for it to keep them busy for a bit longer.
I’ve got to know the children who attend these workshops, I work along side of them and we have a chat whilst we’re working. I try to guide them to do what they want to within the workshop, without influencing them too much. I like to see them studiously working on a project that I have arranged for them and this is something that I would like to pursue after graduating, possibly on a self employed basis.