3. Introduction
Photography in the Community is a faculty option
course available to University of Brighton second
Year students; designed to introduce a range of
ways artists can work within an educational setting.
The course works with various participants, such as
Photoworks, Widening Participation and Local schools.
These partners allowed us to successfully develop
skills, knowledge, and understanding of a hands on
experience in practises within a gallery and school
setting, working with local sixth form art students to
effectively plan and deliver creative, practical and
critical photography-based workshops.
Exploring and investigating the theme of family politics
enabled us, the practising art educators, to create
a workshop that would provoke advance discussion
among a group of sixth form students. Photoworks
used ‘Family Politics’ as the theme for their exhibition
at the Jerwood Gallery in London; the artists featured
expressed responses to relationships and social
acceptance, ideas on which we act upon everyday.
4. B R I G H T O N U N I V E R S I T Y
S T U D E N T S
R e b e c c a H e n s o n
D e l a G l e v e y
J a m e s C a s e y
K e z i a h F a r t h i n g
H O V E P A R K S C H O O L
S T U D E N T S
R a c h e l E v a n s
C h l o e P a t r i c k
D e m i e M a n s e r
R y a n M u g g e r i d g e
J o h n S m i t h
J e s s B u t t l e r
E m i l y M o b d e n
J a d e H a m m o n
F E A T U R I N G
L i n d s e y S m i t h
R a c h e l B e n j a m i n
6. 9:00
Meet and board
11:45-11:55
‘What the duck?’
A game used to learn everyone’s name
11:55 - 12:10
Open discussion about artists (get students into pairs) and critique work
12:10 - 12:30
Independent work- responses to artists on 3 post-its, then split group and start from opposite side of the
gallery.
12:30 - 12:45
Discussion within a group responding to question on
index cards- provoking discussion
(-What is family?) (What is family politics?)
12:45-1:00
Walk to the Tate-
Compositional activity In the 15 minutes we have to walk. In pairs - take one photo in response to
the chosen image with your partner.
13:00 - 13:45
Lunch Break
13:45 - 14:15
Group activity - reminisce and re-create.
In 3 groups, think of three favorite childhood games and photograph an image of each.
14:15 - 14:30
Explore the Tate in groups - relaxed look around the tate. Discuss work with students to gain their
opinion and thoughts
14:30 - 15:00
Walk back to Jerwood
15:00 - 17:30
Travel Home - Reflect on your day and what you’ve seen
Homework Task
Evaluate and Reflect task for students:
Research the Jerwood Artists into more detail and to view the Photoworks websites.
TIMETABLE
7. During our visit to the Jerwood Gallery, we focused on the artists Joanna
Piotrowska and Jonny Briggs, their work focused on the theme of family
dynamics and childhood memory which contains elements of playfulness and
controversy through the work. As a result, we tried to incorporate childhood
play into our workshops. The students
used photography to reconstruct their
childhood games.
8. As artist educators we attempted to develop students understanding on how ‘family politics’ can
be portrayed. As a group we had a detailed discussions on the work displayed, and asked the
students to respond to the artist’s work on post-it notes. We then used questions we previously
prepared on index-cards to further indeapth converstations. This method was successful as it
lead to the students gaining wider perspective which provoked advanced discussion.
12. Project Brief
Photography
Project Title: Family Politics (Photography) Date:
School: Hove Park School One Day Project
Tutors: Becca, Dela, James, Keziah University of Brighton
INTRODUCTION:
On our visit to the Jerwood Gallery we looked at the work of Jonny Briggs and Joanna Piotrowska. The work relates to the
exhibitions theme ‘Family Politics’. Both artists reflect upon childhood, yet in different ways. Briggs looks into childhood memory
and merges past and present images together changing the family roles and reality. Piotrowska recreated the images from
people’s childhoods, resulting in adults carefully placed into child-like poses. This created new contexts and showed a loss of
innocence. Both bodies of work have images that can be considered as playful or uncomfortable. There are a lot of different
dynamics, relationships, morals etc. within family politics that can be reflected through photography.
TASK:
Part 1
-Using the words you related to the photography in the Jerward Gallery create a body of wok relating to ‘Family Politics’
(This work will later be incorporated into a zine)
-You may use montaging, archive or found imagery, digital photography, scanning(?) and the darkroom.
-Consider how the artists we’ve looked at today and the artists from the gallery provoke a response from the viewer. What
response do you want to provoke?
-Present a set of proof sheets and final images.
Part 2
-You will each receive an A5 double page spread for the work you’ve created today. Plan your double page spread.
-Consider the layout of your imagery and texts; presentation is a key part of photography.
How do you want the reader to see it?
-Titling, cropping, rotating, filters, frames/boarders, painting, retouching, drawing and layering can all be a very useful
devises to integrate subtle hints, add or change meaning, and to even humour into your work.
-Respond to your work. Don’t be afraid to include annotations or text to expand on the context of your work.
Learning outcomes
1 Have a body of work created as a response to the theme.
2 Articulate the context of your work through annotations or text.
3 Create a double page plan for the zine.
4 To have considered other artist’s methods and approaches.
5 Maintain a safe environment whilst working.
