Reassessing the Educational Value of Photography

The value and meaning of photography as an activity has changed in recent years.

This has been largely due to the Digital Revolution, a term that will just as clearly define the present historical period as the term Industrial Revolution defined the 19th Century.

Until comparatively recently, photography was a very specific activity that used standardised materials and equipment in a manner that was tightly controlled by the technical limitations of those materials.

As a photographer, your role in making photographs was generally limited to operating a camera with a greater or lesser degree of proficiency. The outcome being a folder of finished prints provided for you by technicians.

The prints could be saved and stored, displayed or reproduced, but they generally had no other function than to be a record or memento of specific people, places or events.

Any other outcome for the image was also the province of technicians, using specialised equipment and materials beyond the means of most photographers.

It was unthinkable that personal (as opposed to commercial) photographs would be displayed, published or broadcast to an audience outside a personal network of contacts.

In saying this, I seem to be describing still images. My remarks apply equally to the even more dramatic changes in the field of moving images with the move away from cine film to the endlessly rewritable medium of digital video.

Photography is now much more than an Arts and Crafts/Design activity or the medium by which we are informed or entertained by old school media.

What do these changes to the way we use photographic images mean for society and education?

Anyone who carries a mobile phone is potentially able to instantly publish images or video at any time of the night or day.

Given this, it's surely not fanciful to suggest that photography has changed in that it has become a commonplace medium of public discourse, akin to the spoken or written word.

It has become an intrinsic part of the way we converse or express ourselves, and given its broadcastability, beyond the confines of face to face interaction.

As educators, we need to recognise and accommodate this changing role of photography. It can no longer be thought of as merely another craft specialism within the confines of art and design.

It demands to be seen as a fully academic subject that encompasses the study of it in terms of its role as both a language form and as a technology that is radically modifying the forms of public discourse.

The Happiest Days of Whose Life?

In quick succession, I have received another invitation to consider the past. The PTA at my old secondary school wanting to collect memories for a projected book. I'm not the one to ask, I reckon. Anyway, it made me collect my thoughts on the matter, so here's what I wrote in reply:


Thank you for inviting me to contribute to your History of King's School project. Unfortunately, I am not the best person to ask as my memories of King's are largely memories of five years of misery. Excuse me if I explain why.

The boys who were my fellow pupils were all full of ideas, energy and enthusiasm. The late 50s and early 60s were a time when we were all drunk with the idea that we could build a new world for ourselves. Not only were we discovering the attractions of the opposite sex, we would spend our free time walking and talking about new and radical thinking. It was through swapping and trading stuff in the quad that I got hold of my first copies of Ginsberg and Kerouac, that I learned about Angry Young Men such as Pinter and Osborne, that I got second-hand 45s by obscure American bands. It was only the sharing of ideas by so many like-minded spirits that made school anything more than a repressive grind.

To be fair, there were clubs and societies that were worth joining, a Chess Club, Music Society, Boxing. The CCF allowed us to don ex-WW2 uniforms and re-enact in our heads our fathers' wartime experiences. We let ourselves be bullied by NCOs in the name of discipline and spent field-days crawling around in the undergrowth of Sherwood Forest or Belton Park.

The counter-point to this was the unforgivably harsh culture of corporal punishment, particularly when it was allowed to be administered by senior boys, some of whom clearly took a sadistic delight in administering or observing it. The process went completely unmonitored and ignored by staff. Maybe I was unfortunate in being assigned to Newton House. Experience showed it to be a house that cherished its sporting achievements, something that I lacked the competitive drive to excel in. Had I done so, it would have offset some of the "stars" that some teachers liked to regularly set against my name. Stars meant "lack of effort" and resulted in being summoned to appear equally regularly before the House Prefects to be beaten, or "codded" with a gym shoe.

All this happened, of course, under the headmastership of Mr Huggins, whose memory some people seem to revere. I believe things improved under Mr Goodban, who came in too late to be of any benefit to me. Indeed, I left the school as soon as I could, after gaining my O Levels at sixteen. As someone whose interests were artistic rather than academic or sporting, the school had no more interest in keeping me on than I had in staying. Careers advice consisted of trying to persuade people like me to join the local civil service, that is, become a post office clerk.

Being mechanically minded I drifted into various local garages as a "grease monkey", or apprentice motor mechanic, where I could indulge my passion for fast motorbikes. It was chance discussions with tutors at Grantham College three years later (where I attended engineering classes on day release) that my talent for draughtsmanship was explained to me and I was advised to improve my career prospects through full time study. At least King's had given me the five O Level minimum I needed, so I went to Lincoln Art School to get a couple of A levels and take an Art Foundation Course. From there I went to Sheffield Polytechnic for three years to get my DipAD/BA in Fine Art (Painting) followed by a three year postgraduate scholarship to the Royal College of Art to gain my MA. A circuitous route, perhaps, but at least I got to where I was happiest in the end.

Sorry I can't be more positive about King's but that's how it was for me.