Magicians and Spectators

The memoirs of painter-photographer Man Ray were recently published. Man Ray discovered by chance that some strange silhouettes had appeared on a sheet of photographic paper which was lying in his developing tray after he had absently-mindedly placed some objects - a small funnel, a measuring cup and a thermometer - on the paper in the tray. He began to experiment further: with the key to his hotel room, a couple of pencils, a brush, etc. He now placed them on the dry paper and exposed them to light for a couple of seconds. He wrote: "They looked surprisingly modern and mysterious". Man Ray was a true magician. He often created mysterious images by carrying out specific experiments. Although others often didn't understand the resulting images, he himself knew exactly what he was trying to achieve. Man Ray considered himself to be not only a 'magician' but also a 'spectator'. He saw himself as the outsider. He experienced a natural distance with regard to his environment, whilst at the same time being a part of it. He was 'an American in Paris'. In this way he was able to view his work objectively as well as critically as a spectator.

Secondary education students who are being taught photography will come across the 'magician' aspect, as well as the 'spectator' aspect. The students create images themselves by making discoveries. These can come about incidentally during experimentation, or as the result of intentional experimentation. Very individual images result in both cases. It is probable that other students won't understand the results. The important thing is that the maker understands why she or he wants to make these images. In short: the student as magician. In order to observe the result critically, it is important to take a certain distance. The ability to take distance from one's environment, one's own work and the work of others is necessary here. This makes reflection possible. In short: the student as spectator.

The above mentioned aspects play an important role in photographic education in the Netherlands.

Photography is a component of the field of audiovisual design, which also includes film and video education. This broad field is in turn part of the cluster of art subjects. Audiovisual design is seen as a visual arts subject, just like drawing, handicrafts and textile design. A curriculum for this field of audiovisual design is now in the process of being written for the first years of secondary education, for students from 12 to 14 years of age. In June 1996 'Framed Images' was published, a preliminary sketch for a future curriculum for audiovisual design in secondary education. 'Framed Images' can be seen as a framework which provides a basis for further development of the curriculum. The definitive curriculum will be published in the spring of 1997.

In the Triptych Project, which was part of the exchange within the framework of European Reflections, the students made a self-portrait in the form of a triptych. The lefthand panel consisted of a photograph of themselves illustrating their past, or ethnic background. On the middle panel they painted a self-portrait as they saw themselves now. On the right hand panel they made a photo-collage illustrating their future hopes and dreams. The students made their photos in a separate space, working either alone or in pairs, so that they were able to make a personal photo. They decided in advance which props were needed in order to create the right composition and atmosphere. The photo-collage was put together with the use of printed material which they brought in themselves. Students experimented with compositions, frameworks, colour combinations, etc. The Triptych Project lends itself well to the social aspect of photography. Students can use photos as an effective means of showing and telling something about themselves.

Photography in secondary education is still in its infancy. For the past two years student have been able to register for and sit a national photography examination, at the end of their primary education. Because of the development and availability of these exams, an increasing number of schools are requesting them. This has lead to the subject acquiring a higher status.

Although photography is a relatively new subject, the enthusiasm of students who opt for it is enormous. They greatly enjoy photographing themselves and others. Developing your own photos in a dark room takes up a lot of time, but it is also a unique experience. After all, just picking up your own colour prints from the chemist's is exciting. What came out? How does it look? What can I do with it? Was this what I had in mind? Whether or not photography is taken seriously as a subject, it won't be for want of trying on the part of the students. After all, everybody wants to be a magician and a spectator!

Ad van Dam - Teacher Adviser