PO 105 - History of Photography as Art

1. Identify significant socio-political and scientific events, historical figures, and philosophical movements, and discuss their relation to the uses and advance of photography.
2. Discuss the careers of the major photographers, their individual styles, their influences, intents, and techniques, and their contribution to the world of photography.
3. Discuss photography as an art form and/or science.
4. Explain the issue of ‘truth’ in photography.
5. Explain the arguments between photographers who prefer the manipulated versus the straight image, between black & white versus color, and the modern argument between traditional versus digital imaging.
6. Identify why and when photography was invented.
7.  Describe early photography processes.
8.  Discuss the impact photography has had not only on the art world, but also for the world in general. 
9. Define and use common art historical terms and the basic concepts of photography.
10. Use rules or frameworks to provide context for and understand problems or issues. 
11. Clearly and completely state and describe a problem/issue. 
12. Create and/or organize data and information into meaningful patterns in order to interpret and draw inferences from it. 

II. Technical History II (1890-1980)

     A. Action and Time Photography (1890-1920)

     B. Pictorialist Art Photography (1890-1920)

     C. Social Documentation to 1945

     D. Early Modern Art Photography (1920-45)

     E. Late Modern Art Photography (1950-70s)

     F. Contemporary/Post Modern Art Photography

     G. Modern Photojournalism, Fashion, and Advertising Photography

III. Discussion Topics

     A. Careers of the major art photographers

         1. Individual styles

         2. Positions regarding making photographs

         3. Principal influences upon them 

         4. Their contribution to the advancement of art photography (especially the role of Stieglitz)

     B. Influences on the uses and advance of photography

         1. Significant social and scientific events, (e.g. the industrial revolution, the Civil War, the exploration of the American West)

         2. Historical figures

         3. Philosophical movements

     C. Stylistic characteristics of the photograph as document, artistic expression, photojournalism, and fashion/advertisement

         1. Time periods

         2. Geographic centers

     D. How photographs are not necessarily truthful

     E. Early attempts to define photography as an art form (especially in relation to painting)

     F. Issues surrounding the argument of photography as science or as art

     G. Modern arguments between photographers who prefer the manipulated versus the straight image, between black and white versus color, or between traditional versus digital imaging

     H. Issues/characteristics dealing with the subject matter

         1. Portraits

         2. Landscapes

         3. Still life

         4. Genre (scenes of every day life)

     I. Strengths and weaknesses of each process and printing techniques

         1. Early

             a. daguerreotype

             b. calotype

             c. collodian

         2. Later

             a. platinum

             b. gelatin

             c. burning and dodging

             d. gum bichromate

             e. carbon

             f. alternative non-silver processes

     J. Why and when photography was invented and what its impact was

Grand Rapids Community College

Essential Abilities

The Grand Rapids Community College Visual Arts faculty has specified essential abilities critical to the success of students in the History of Photography as Art course curriculum.  Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities with or without reasonable accommodations.

1. Essential judgment skills to include: ability to identify, assess, and comprehend visual and conceptual situations for the purpose of problem solving around themes, subjects and reasoned or unsupported interpretations to elicit appropriate conclusions and/or course of actions. Critical thinking is an expected cornerstone of all work assigned in this course.

2. Essential physical/neurological functions to include: ability to use the senses of seeing, and hearing to make correct judgments regarding  visual and conceptual situations and meet required physical expectations that apply to the practice of Art History.Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. In addition, students should possess the following abilities:

A. Ability to see visual images.

B. Ability to see color.

3. Essential communication skills to include: ability to communicate effectively with fellow students, faculty, and all members of the Visual Arts programs. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication.

4. Essential emotional coping skills: ability to demonstrate the mental health necessary to safely engage in the practice of Art History as determined by professional standards of practice.

5. Essential intellectual/conceptual skills to include: analyze, synthesize, and evaluate to engage competently in the practice of Art History. Students should exhibit the following abilities:

A. Ability to analyze concepts, readings, and research relevant to visual arts.

B. Written and presentation skills to categorize characteristics of artworks and correlate these to historical and cultural influences.

6. Other essential behavioral attributes: ability to engage in activities consistent with safe art historical practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Visual Arts Department and as a developing professional in the field of art history consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of Visual Arts.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of Visual Arts and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the Visual Arts office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.