For what it's worth, I'd like to articulate some thoughts about photography students, particularly those within the FE sector.
A recent survey I saw showed a drop this year in the number of National Diploma photography students intending to progress directly to university. Of the 50% who said they were going to seek employment, two-thirds said they planned on working straight away as freelance and/or self-employed photographers. My immediate impression was that their career plans were somewhat underdeveloped. There was no evidence that I could see that they had the remotest understanding of the legal, organisational and financial challenges that self-employment would bring. I fear that some of them may well find themselves drifting into semi-skilled jobs in which their newly-acquired qualifications are of little value.
I've sometimes been troubled by the thought that when we promote our courses, we are in danger of selling unrealistic dreams of high-flying careers to idealistic young adults. Set against that, I've always tried to instil in students the confidence to realize that their career paths are very much theirs to shape and that they should never resign themselves passively to taking only the opportunities life (and chance) may or may not offer them without any effort on their part.
Given that, I sometimes wonder whether we give students enough opportunity to look beyond the boundaries of conventional stills photography to see the wealth of related vocational opportunities that their visual and technical skills give them when combined with their personal interests and enthusiasms. Perhaps there should be more of a diagnostic, Foundation Studies in Art and Design, philosophy woven into specialist ND courses, adapting the concept of pathways and confirmatory studies.
As an example, most photography students have digital cameras that can shoot video as well as stills. Ought we to be encouraging them to construct time-based narratives? Some students could be exploring more fully photography's ability to explore and explain – and its relationship to the written word. Should we be giving them more opportunity to convert their stills into stop-motion animations? Digital media has thrown up myriad related opportunities, based on taking sideways steps, that photography students should be able to grasp. I'm often surprised that, despite the younger generation's much talked-of computer savvy-ness, their digital horizons and wider skillsets can seem curiously limited.
I wonder whether we should be developing assignments that encourage students to think of their photography in terms of outcomes that don't necessarily result in mounted prints on a wall.
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