Howard wrote: > The background detailed below may be of interest to the forum. My school > is in the U.K. wow, quite a difference to the one I was involved in teaching! - an Diploma of Applied Science, Photography. I came to this course late as the third year student responsibilities were being phased out and I never actually taught any of the third year units. However, prerequisites were high school science (physics or chem), maths and English Students ranged in age from 18-55 with most above 20 lecture topics in the first semester : 1.darkroom layout, chemical contamination, work flow 2. chemical preparations, mixing, storage, safety. 3. film processing, contrast control, time/temp correlations 4. enlargers, components, typoes, formats. 5. print processing, contrast control. 6. printing, sharpness contrast and density controls. 7. The camera, TTL metering, ambient metering, aperture/shutter controls and correlation 8. effect of exposure on shadow and highlight detail. 9. Effect of shutter speeds on movement, effect of aperture on DOF and more which I can't recall :) By the end of semester 2 of 3 in year 1 of 3, students were expected to be proficient in the use of the densitometer, could demonstrate expanding and contracting contrast by controlling development, print RA4 and correct colour casts. The must Understand the concept of circles of confusion and recite the sizes for various formats, demontrated 3D stereo photography, could use and knew when to use reducers and intensifiers on b&w negs and prints. Film and paper speeds could be tested and speed points determined. whew! Second year saw them introduced to medium format where they were expected to purchase their own MF camera, they were introduced to studio photography, more advanced controls in B&W and colour printing and photography. Digital was introduced. Portraiture and studio work formed the backbone of this year. Microscopic photography, high speed photography and an in-depth look at the use of flash. Third year - Large format (they had to have their own)- printing 5x4 , architectural photography. Students were responsible for maintaining the E6, RA4 and C41 processors and be able to modify the processing to correct any faults. They were introduced to commercial photography where they were placed in industry positions which suited their goal. Hospitals, labs, commercial photographers all took our students. Digital - LOTS of digital manipulation and photoshop work.. and lots of assignments! Fine art sub-units were available in science photography and fine art - lots of alterative process stuff there, gum bichromate, cyanotype etc. A student research project was also a major part of the third year, with a few students achieving patents on their projects :) The students were also required to organise and stage a student exhibition. As much as it sounds like a tech course, the students really did strive for acheiving a balance between aesthetics and raw knowledge - even the simplest assignment (demonstrate with a series of photographs of a single subject, DOF by changing apertures) would often see some truly stunning and creative efforts (when a pin in a corkboard would have sufficed!) For all the drive and desire to learn, sadly the attrition rate was high - and at its peak over 1300 students would queue for the 40 or so part time positions available, the fulltime course was always a sellout on day 1. Somehow in amongst it all, the students managed to find time to initiate a project which has gone on for years now - "Site Unseen" - a book published often anually but not always, showcasing the student works across the year http://www.siteunseen.com.au/ they really were a dedicated lot! :) tough course, but the result was some very talented and skilled photographers k
