Showing posts with label MOPA. Show all posts
Showing posts with label MOPA. Show all posts

Monday, August 17, 2015

7 billion Others: The dreams and fears of humanity plus an agenda

The selected stories of thousands of individuals in 7 billion Others illustrate themes such as Being at home, Family, Fears as well as Nature and Climate voices.

These stories from across the world resonate with the class I teach on cultural anthropology. They invite the students, and indeed us all, to listen into the lives, the hopes, and dreams of the human condition.



When you experience this well-designed video installation, keep in mind a caveat:  There is a point of view of the project developer, Yann Arthus-Bertrand - part climate change ideologue and part wealth redistributionist. The latter theme will be the focus of his new movie, Human. The upcoming movie echoes themes voiced by Godfrey Reggio in his trilogy about developed and underdeveloped countries and a world in chaos:  Koyaanisqatsi, Powaqqatsi, and Naqoyqatsi (the Qatsi trilogy).

You may well agree with Bertrand's perspective - or not. But in either case, his perspective ought to be transparent to the visitor.

The Museum of Photographic Arts orients itself, in part, as a center for visual learning. To avoid the problem of subliminal or social-action bias, MOPA could install an informational kiosk that plays short videos explaining the alternative perspective. So, for example, one can be for fighting pollution with or without assumptions about human-caused climate change.  Or, one can be for lifting individuals out of poverty while arguing that any success is due to capitalism or to socialism. From a pedagogical perspective, one should present alternative narratives so that one can judge if the photographic narrative is overly narrow or excessively broad in understanding what affects the human condition. The Museum may state it is only interested in the art of photography; yet this particular exhibit, and others before it (Prix Pictet 2012), espoused agendas for social and environmental change that fit a partial understanding of these phenomena. The issue of a lack of transparency will be explored further in the comments below.



Climate Change Perspectives:  True believers versus Realists

Many scientists and politicians argue that the science is settled: humans affect climate (note that 'affecting pollution' is often confused with 'climate,' but the distinction is an important one). Let's call those who believe that humans affect climate in a significant way the true believers since their minds are made up. Many other scientists and politicians are skeptics (which is the bedrock assumption of science): humans may affect climate, but show us the data as well as the various computer models that massage the data. Let's call this group the realists.

You may find yourself in one group or the other, but the question is one of pedagogy. How should one teach this subject matter, especially with photographs and associated text as narrative? It ought to be a startling and open-minded adventure. The problem is that myth-making and news hype get in the way. Recall the prediction that human caused climate change would cause an increase in seasonal hurricanes? That proved to be unsupported with seasonal hurricanes being far, far less. Recall the prediction that the Himalayas would begin to melt in 35 years? That proved to be a typo.

What then? It's time to explore.

In 7 billion Others, the dominant perspective about nature and climate change is: 1) nature is cuddly (few, if any, talk about hurricanes, volcanoes, pestilence, disease, etc.); 2)  and that those who take issue with the anthropogenic view of climate change either do not care or are from another planet.

As one pages through the remarks of individuals from around the globe, the sense is that nature is wonderful and a sense of joy. I happen to agree with that perspective, but I would likely give voice to the terrible in nature as well. If the idea to be conveyed is that nature is something to be cherished, fine. No problem, but say so. Don't carry over the one-sided dimension into the assumed corollary that whenever nature is damaged it is the result of human activity. Yes, the Gulf Oil spill several years ago was the result of human action, but nature has extensive oil seeps as well. And, even then, scientists were surprised that much of the Gulf Oil spill disappeared in the water due to nature's own cleansing process.





From views on nature, 7 billion Others leads to views on climate change. Some individual views do show skeptical positions, but the dominant frame of reference is one of those adhering to human-caused global warming. If you don't believe in global warming, one interviewee claims that you must be from another planet. 



Not only is the question about whether one's belief puts one in the category of being from another planet, those who resist the perceived needed change lack empathy.



It is true that many of us are indulgent in our personal desires, but this extends to those who see themselves as the caring. That sounds counter-intuitive and hard to believe - that those who say they care about equality often act in ways that demonstrate the opposite, particularly if it affects their own lifestyle.

A recent news article reports that several states are underwriting the affluent in buying more expensive electric cars at the expense of the poor; the less affluent are taxed to support the affluent's life style. One can argue that this tax policy benefits us all - we all breathe the same air; but one can also argue that the user should pay, especially so when there is an unfair tax on the poor. Question:  Who should paying for the electric car charging station? Those who use it or everyone, including the less well off who cannot afford electric cars. Again, you may or may not agree with either policy, but that policy and its social costs should be transparent. In this instance, those claiming to care about X should explain how their benefit of owning an electric car actually helps X (who can't afford an electric car) rather than hurts X. 

Perhaps the truck owner loves his truck, regardless of how it impacts the physical environment; electric car owners may think similarly, regardless of how it impacts the social environment.

A complement to 7 billion Others: Creating a dialog
Moving beyond a critique of the views embedded in 7 billion Others, a center for visual learning could include the following brief perspective that challenges the underpinnings of the installation. 

What if climate change is something other than those who would have us fear carbon, CO2 and an assumed rate of temperature change that would bring environmental calamity beyond what nature has done for billions of years?

Patrick Moore, the co-founder of Greenpeace, presents a useful counter-perspective, grounded in science.


What they haven't told you about climate change


http://www.prageruniversity.com/Environmental-Science/What-They-Havent-Told-You-about-Climate-Change.html#.VcYp8LTZXi8





Without a precautionary commentary such as the one by Patrick Moore, the 7 billion Others installation works well as propaganda for its point of view, but not as an informed pedagogical approach encompassing the views of the true believers and the realists. The latter depends on the transparency of the hosting institution.

The producers' description of 7 billion Others
A ground breaking, multimedia exhibition, 7 billion Others brings voices and compelling video portraits from more than 6,000 individual interviews filmed in 84 countries by nearly 20 directors. For its premiere in the United States, the 30-week presentation will allow visitors to identify what separates and unites us by giving direct access to individuals as diverse as a Brazilian fisherman, a Chinese shopkeeper, a German performer and an Afghan farmer. These interviews touch on our most visceral emotions and pose many thought-provoking questions and answers that speak to the human condition.  Created by Yann Arthus-Bertrand 


The Museum of Photographic Arts [MOPA] will continue showing 7 billion Others through mid September 2015.

Sunday, November 2, 2014

Photographic Conversations at MOPA: Deborah Klochko and Andy Grundberg

A conversation is worth having about San Diego's Museum of Photographic Arts' (MOPA) new Center for Visual Learning. 

Deborah Klochko and Andy Grundberg
Deborah Klochko, the museum's director, and Andy Grundberg, currently a professor at the Corcoran College of Art + Design in Washington, D.C. have likely engaged in that discussion over time, and now have shared that conversation with the wider public (October 30, 2014).  

Here's the concept:  Given the impact of the internet, of software editing programs and new camera technology (including the advances in cell phone cameras), as well as the sheer flood of captured images that may not even be printed, what would be a fruitful way for institutional participation and mediating this new world of photography. The Klochko/Grundberg conversation provided a looking glass into this possibility.

The following are several of the topics from that conversation together with my own reflections. Any misstatements are those of this author and for those I offer my apology in advance.

Transitions in Style and Technology
Grundberg identified two major transitions in photography over the last 50 years. First came the shift away from 'traditional' imagery: from the Paul Strands to the Cindy Shermans. Second came digital technology. Analog photography retains a historical place and may spark a retro fascination; however, the ubiquity of digital photography is so profound that we may forget its presence.

Digital editing tools, like Photoshop, began with algorithms trading on the expertise of photographers such as Ansel Adams. However, from my perspective, as one who has survived the successive improvements of these editing tools, the possibilities now far exceed what photographers could do in the darkroom. Digital painting became possible, along with transforming shapes, presets and filters and numerous lighting adjustments were added as well as stacking more than 50 layers in what might be called a vertical silo that could apply a variety of blend modes and montaging of elements across these layers. Digital editing tools may use photographs as resources but paradigm is quite different from the chemical darkroom or even the early digital darkrooms. Even my writing what can be done in such editing tools may read like a foreign language to those not immersed in this manner of image making.

Corporate and Government Uses of Camera Technology (e.g. war, facial recognition software, CCTV)
Grundberg explained his concern with private and public sector uses of new camera technology, whether with Google or the NSA. There is that rumbling about the loss of privacy when faced with novel marketing techniques and/or the intrusion into our daily lives in order to protect the public weal. Grundberg concluded his presentation with examples of  how government was using new camera technology. Cities in England and Scotland have employed massive use of CCTV technology (outdoor cameras to cast a watchful eye over what happens on city streets). Snaps at Abu Ghraib by U.S. soldiers made their way on to posters in Iran to images from drones being placed on the internet as if they were Instagram images, but called Dronestagrams.

October 11, 2014: A drone strike in the Khyber region killed four people, including Sheikh Imran Ali Siddiqu, 
a senior figure in the newly created al Qaeda in the Indian Subcontinent (AQIS) 
at Tirah Valley, Khyber Agency.   10:50 am  •  13 October 2014 
Yes, these are interesting instances of government use of new camera technology, but the discussion would have been more useful if Grundberg included other uses, especially where the public needs to be alerted to the distortion of 'reality':  for example, the fired Reuters photographer with his visual reportage of the war in Lebanon; he had used software editing  to invent more bombings than had actually occurred; also, the current exploitation of social media by fanatical ISIS propagandists with their posting of videos of beheadings of U.S. and British journalists and aid workers. Such would have made for a more robust presentation of the uses and abuses of camera technology. All of these instances, and more, are important to a discussion of visual literacy. 

A Center for Visual Learning
Given the transitions taking place in photography, the question becomes 'So what is to be done?' 

Klochko remarked that - from an individual's creative perspective - the artist should continue making new work since there are no guarantees to being noticed. 

From an institutional perspective, such as a museum dedicated to this outsized cultural phenomenon, there is an opportunity to create a platform for interpretation - a center for visual learning as it were. Klochko said that the content for such a center is largely present in what is currently available at MOPA; however, as I understood the drift of her remarks, that to be successful, the center's activity needs creative leadership in making it tangible and relatable.

One difficulty that Klochko acknowledged from MOPA's Teen Engagement program was that many teenagers did not feel the need to exhibit their work on museum walls; rather, their interest was posting their work to YouTube.  Other museums have experimented with a variety of ways to capture an audience; others have studied the competing pull of cultural events and places (from TV, movies, museums, performing arts, online, etc.). So, an important piece of what the Center is an ongoing conversation and a persuasive framework for the variety of communities snapping those millions of images and the much smaller set who are crafting images with aesthetic impact.

We  might all ask:  If there is a rush to the internet, whether with selfies or usies or cameras that post instantly to Facebook, Instagram, Flickr, Tumblr and the like, how important is visual literacy? If one stands in the middle of a river of images .  .  .  It is a difficult thought to imagine.

I appreciate the importance of visual learning in the class that I teach in anthropology - visual ethnography often provides more of an impact than text alone.  Outside my teaching, and part of my digital art interest (much of which is sourced from photography), the structure and vibrancy and immediacy of an image is compelling. Learning from others, experimenting, and finding my own way of seeing forms my personal challenge - whether as a dinosaur interested in a Paul Strandian look or as an interstellar being who is unfortunately trapped inside a human being. The challenge is moving the image outside my mind and into social discourse. 

Klochko's direction is an important one for institutions to grapple with the revolution going on in photography (at least in the technology and communication of images). For others, like the teenagers and young adults who are fascinated with YouTube, Twitter, Instagram, Facebook, a Center for Visual Learning remains a question mark. For others, like myself, the Center may become part of a multi-centered conversation, one part of which is listening in on conversations such as the Grundberg/Klochko one and then expanding upon it with fellow artists, students, gallery owners, and the general public

Read a complementary artblog concerning a small business response to transitions in technology:  Master printer and the evolution of fine artprinting: Mark O'Donnell and Pixel2Editions

An opportunity for students to ask questions