After some research, I agree that there are two distinct approaches to the teaching of Photography as a Fine Art today.
The first approach is the traditionalist approach; students are encouraged to emulate a particular style. According to educational journals, students taught by this approach seem to be led down a path preordained in scope.
The other approach is the non-traditionalist approach; students are led to an opposite direction; where they are encouraged to develop their own styles. There is an, “If it has been done before, I don’t want to see it,” kind of attitude. The students are asked to ”do their own thing.”
Most teachers combine elements of both approaches in their teaching. But while these approaches can primarily be seen as expressions of attitudes in the Photography teachers, for the students these approaches serve as a foundation for their work and photographic explorations, and frequently even determine the limits for their work. My view would be a 70-30 approach in teaching photography; 70% of the time non-traditionalist; 30% traditionalist. When I say I lean towards the traditional approach, I meant that I would dedicate 30% of my time developing basic skills in photography. For instance, shutter control, aperture management and positive/negative space awareness.
I believe that freedom is of great importance for a student’s growth. I had done some internet research and had come across an interesting question:
“What can one teach in an Art class?” and, “What is Art all about anyway?”
This is a taboo question which most teachers tend to shun. However, I shall answer the second question with the simple answer, that Art is about Life, and the producing, doing, or act of Art is a deep expression of an individual’s response to Life.
So what can one teach in an Art class?”. I agree with responses that surely, one doesn’t teach “Life,” for Life is something that one learns about through living. I also agree that one doesn’t have to try to learn about life, just by living one is constantly learning. Thus one cannot teach others how to respond in a deep way to the world.
I agree with the motion that helping bring forth expression of student’s deep responses is one of the most important functions of a teacher.
Raised in the Singapore Education System; and being part of the Art Elective Programme, I had come across oxymoronic reactions towards teaching about materials and processes. According to sources, teaching about materials and processes primarily involves teaching about technical matters. Sometimes, I agree that technical matters are taught as if they are totally separate from expression and involve only the mechanical manipulation of materials. Thus, a holistic approach is required constatnly. Technique, however, is much more than that. For not only does it give form to expression, it also helps to shape and modify that expression.
Thus, teaching art is more than just choosing a particular style. It is a metropolitan approach, fusing several styles as one. And thus maximising the students’ potential.
-Will
