1st Shoot

I have been out and taken photos of the high street in Chester

Alexy Titarenko

http://www.alexeytitarenko.com/about.htmlAlexey Titarenko received his Master of Fine Arts degree from the Department of Cinematic and Photographic Art at Leningrad's Institute of Culture in 1983. He began taking photographs at the beginning of the 1970s, and in 1978 became a member of the well-known Leningrad photographic club Zerkalo, where he had his first solo exhibition (1978).Since this was creative activity that had no connection with the official Soviet propaganda, the opportunity to declare himself publicly as an artist came only at the peak of Perestroika in 1989 with his "Nomenclature of Signs" exhibition and the creation of Ligovka 99, a photographers' exhibition space that was independent of the Communist ideology.Titarenko has received numerous awards from institutions such as the Musee de l'Elysee in Lausanne, Switzerland; the Soros Center for Contemporary Art in St. Petersburg; and the Mosaique program of the Luxemburg National Audiovisual Centre. He has participated in many international festivals, biennales, and projects and has had more than 30 personal exhibitions, both in Europe and the United States.
Major photo series include "Nomenklatura of Signs" (1986-1991), "City of Shadows" (1992-1994), "Black and White Magic of St. Petersburg" (1995-1997), and "Time Standing Still" (1998-1999). In those series Titarenko paints a bitter picture of a Russia (seen through the lens of St. Petersburg), where people live in a world of unrealized hopes and where time seems to have stopped.
Titarenko's photographic series from the 1990s won him worldwide recognition. In 2002 the International Photography Festival at Arles, France, presented all three series at the Reattu Museum of Fine Arts. The curator of the exhibition entitled "Les quatres mouvements de St.Petersbourg" was Gabriel Bauret.
Two monographs have been published about his work: City of Shadows: Alexey Titarenko by Irina Tchmyreva (2001) and Alexey Titarenko, photographs.Essay by Gabriel Bauret (2003). Soon after being published, this book was nominated for the Best Photographic Book of the Year Prize (International Arles Festival, France 2004).In 2005, the French-German TV Channel Arte produced a 30-minute documentary about Titarenko entitled "Alexey Titarenko: Art et la Maniere."
the work i am interested at looking at is his work with people in crowds, some which he does long exposures of crowds, and the odd image of an individual.

The work gives a feeling of unease, and for the most part you don't see who is in the images, everyone has a single identity his work "time standing still" "city of shadows" etc, where he paints a dim picture of russia after the fall of the soviet union. he makes the people of russia seem like they have lost all ambition and dont really have any idea what they want to do with their lives. 

His works are in the collections of major European and American museums, including The State Russian Museum (St. Petersburg); the Philadelphia Museum of Fine Art; George Eastman House (Rochester, N.Y.); the Museum of Fine Arts (Boston); the Museum of Fine Arts (Columbus, Ohio); the Museum of Fine Arts (Houston); the Museum of Photographic Arts (San Diego); the Davis Museum and Cultural Center at Wellesley College (Mass.); the European House of Photography (Paris); the Southeast Museum of Photography (Daytona Beach, Fla.); the Santa Barbara Museum of Fine Arts (Cal.); the Jane Voorhees Zimmerli Art Museum at Rutgers University (N.J.); the Reattu Museum of Fine Arts (Arles); and the Musee de l’Elysee Museum for Photography (Lausanne).

Blog Start, first session notes. kolbs Learning Cycle

Colbs learning cycle

Kolbs learning cycle 

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php 

Introduction

Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and facilitating student learning. Developing reflective practice means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop.
Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential Learning Cycle. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is necessary to reflect on the experience to make generalisations and formulate concepts which can then be applied to new situations. This learning must then be tested out in new situations. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory.

Concrete Experience (doing / having an experience)

In the case of the PGCLTHE, the 'Concrete Experience' is the 'doing' component which derives from the content and process of the PGCLTHE programme - through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials - together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from your own experience of being a student.

Reflective Observation (reviewing / reflecting on the experience)

The 'Reflective Observation' element stems from your analysis and judgements of events and the discussion about the learning and teaching that you engage in with your mentor, colleagues and fellow PGCLTHE participants. People naturally reflect on their experiences of teaching, particularly when they are new to it and less confident in their abilities or when an experience has been painful. We've all come out of lectures saying to ourselves 'that went well or badly', in an intuitive sense. This might be termed 'common-sense reflection'. But how do we know it was good or bad and what was good or bad about it? We need to articulate our reflections in some systematic way so that we remember what we thought and build on that experience for next time.
For example this might be through your own self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), moderation of assessments, external examiner comments, discussions with your mentor or a fellow participant on the PGCLTHE. All of these can be brought together to give an overall reflection on your practice.
Reflection in itself, though, is insufficient to promote learning and professional development. Twenty years' experience may consist of twenty years teaching the same content in the same way! Unless we act on our reflections of ourselves and on the opinions of others then no development takes place.

Abstract Conceptualisation (concluding / learning from the experience)

In order to plan what we would do differently next time, we need - in addition to our reflections on our experience - to be informed by educational theory e.g. through readings of relevant literature on teaching and learning or by attending staff development or other activities. Reflection is therefore a middle ground that brings together theories and the analysis of past action. It allows us to come to conclusions about our practice - 'Abstract Conceptualism'.

Active Experimentation (planning / trying out what you have learned)

The conclusions we formed from our 'Abstract Conceptualisation' stage then form the basis by which we can plan changes - 'Active Experimentation'. 'Active Experimentation' then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience which is then followed by reflection and review to form conclusions about the effectiveness of those changes...

References

Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development', New Jersey: Prentice Hall
Boud D, Keogh R and Walker D (1985) 'Reflection: Turning Experience in to Learning', London: Kogan Page
Brockbank A and McGill I (1998) 'Facilitating Reflective Learning in Higher Education', Buckingham: SHRE/Open University Press
Cowan J (1998) 'On Becoming an Innovative University Teacher Reflection in Action', SRHE/OU
Moon J (1999a) 'Reflection in Learning and Professional Development Theory and Practice', London: Kogan Page
Schon D (1991) 'The Reflective Practitioner How Professionals Think in Action', London: Avebury

Premier pro workshop

To create my Video i have been working on premier pro, in order to get the best out of the software i have been to some workshops to help me with the use of the software

One of the first things we learned was proper management of files, as you need to be super organised when it comes to editing video. not only because you dont want to lose your files, but also because of the way the software works. Essentially video editing software links to media files, that way the size of the save file is kept low, as opposed to a PST document which contains all of the data. this does mean, that you need to keep all of your media in the same file. 

in the session we put together a movie trailer for a short film this was good for me as it gave me a chance to get back into video editing, which is something i used to be great at, however not having edited video for a while meant i was out of practice. i soon got back into the swing of things though and was happy with my end result.