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MY PHOTO JOURNEY Sophistication (Mastery)

Helen Muspratt

“Born into an army family in India in 1907, Helen Muspratt was a lifelong communist, a member of the Cambridge intellectual milieu of the 1930s, and a working mother at a time when such a role was unusual for women of her class. She was also a pioneering photographer, creating an extraordinary body of work in many different styles and genres. In partnership with Lettice Ramsey she made portraits of many notable figures of the 1930s in the fields of science and culture and she became one of the most eminent portrait photographers of the twentieth century.

Her experimental photography using techniques such as solarisation and multiple exposure bears comparison with the innovations of Man Ray and Lee Miller, while her political convictions led her to produce important documentary records of the Soviet Union and the desperate situation of the unemployed in the Welsh Valleys. Critical to her work was a preoccupation with the face – her attention to the ‘shape and angle’ of the head lies at the root of all her work.

This book reproduces some of Helen Muspratt’s most important photographic images. The accompanying text by Jessica Sutcliffe is an intimate and revealing memoir of her mother, which offers a fascinating insight into her life, work and politics.

A new Bodleian exhibition Helen Muspratt Photographer, marks the recent and important gift of the Helen Muspratt photographic archive to the Bodleian Libraries, including over 500 original prints and surviving negatives. The exhibition of this work explores an extraordinary body of work in many different styles and genres from experimental photography using techniques such as solarisation, to social documentary and studio portraiture.

ISBN 9781526100849″


Helen Muspratt – triptych self-portrait using a solarisation technique

About the exhibition

The pioneering photographer, Helen Muspratt (1907–2001) produced some of the most astonishing images of the twentieth century.

This forthcoming exhibition explores an extraordinary body of work in many different styles and genres from experimental photography using techniques such as solarisation, to social documentary and studio portraiture.

In the late 1930s Muspratt opened a studio in Oxford where she became established as a remarkable portrait photographer. Critical to all her work was her preoccupation with the face – its ‘shape and angle’ – and she became an eminent portrait photographer
recording some of the leading figures of the twentieth century.

This exhibition marks the recent and important gift of the Helen Muspratt photographic archive to the Bodleian Libraries, including over 2,000 original prints and numerous surviving negatives. This retrospective forms part of Photo Oxford Festival 2020, the theme for which is Women and Photography and coincides with the centenary of the first woman matriculating and graduating from the University of Oxford.  

Reflection

An interesting exhibition, slightly small, but with a selection of panels highlighting different dimensions to Muspratt’s life and work. Encouraged to establish a studio in Swanage, the studio itself and her logo were designed by the retired Head of the Glasgow School of Art who had retired there. He also encouraged her to study at the Regent School of Art in London.

Her portraits were shot with a TLR mounted on a tripod for adults, and around her neck for children. She had a maxim of never taking more than one roll of 12 shots per sitter, and at weddings gave herself 4 minutes to capture external shots to avoid inconveniencing the rest of the event.

The portraits are in a consistent style, with a dark background, strong lateral light, and with the model looking away from the photographer.

Helen Muspratt: the camera of a communist radical – in pictures | Art and  design | The Guardian
Win a copy of Face: Shape and Angle, Helen Muspratt Photographer |  Museums.EU
Photographer Helen Muspratt through the eyes of her daughter | OUPblog
Win a copy of Face: Shape and Angle, Helen Muspratt Photographer |  Museums.EU
Jan Marsh: Helen Muspratt Photographer

REF: https://helenmuspratt-photographer.com/life/biography/

Categories
Journalling - Reflective Practice PURE BLOG

Reflections on the last two terms of teaching online…

This is college “Peach Week”, a time when all staff have a week of preparation, collaboration, team meetings, Faculty get-togethers, CPD, and so on, before the students start ‘arriving’ next Monday.

I’ve not made as much progress with my OU module as I had hoped, but will try to do so this week, along with the one from the BACP (given that I’m now teaching the therapeutic counselling course). The other consequence of the last point is that I am now formally a member of two faculties (TOBES and SHED), though I am also involved in teaching in Adult Learning and Engineering from time-to-time. This means double the number of faculty sessions and the inevitable clashes.

The college has asked us all to reflect on the experience of the last two terms of teaching online – I believe that the material is being collated today and will be discussed by the ‘leadership’ team later in the week. So here’s my effort:

#1 – Really impressed

(1) The students didn’t flinch – many of them were more familiar with TEAMS from work that I was, so they kept teaching me which was a big relief.
(2) Once I’d got a better camera, a directional microphone, and a second screen, going to work was rather like going to NASA Ground Control!  [Note to self: Stop humming David Bowie!]
(3) Teaching online meant the students were more likely to engage with pre-prepared material in the Notebook – so, this term I want to push flipped learning even more.
(4) In the ASC, having a one-to-one is very obvious, but online we could just have a quick chat by message or call really easily, so I felt that most students got more personal contact than previously.
(5) I felt much more connected to the faculty (and college) than I had before. With TEAMS it is so much easier (as an HPL) to have quick conversations with key people – not having to wait until the next week, or to schedule something days in advance.
(6) If online teaching becomes much more common in the future, then I’m really hopeful that we will extend our catchment with students only having to attend, maybe, once a term – which will mean more courses can be viable…
(7) Which will also mean that we can teach from anywhere in the world…provided there’s a decent broadband connection!

#2 – Under the circumstances, Mark did a brilliant job!

I really don’t know how he kept his sanity. 
(1) What this did highlight to me, though, is how much more support we need in the area of digital learning. I don’t know if he would agree, but I felt that he needs more resources to deliver the kind of service that would help us all raise our game. [PS And that doesn’t mean an apprentice that he has to train from scratch, but an experienced teacher with a track record of digital learning.]
(2) It would be hugely helpful to have a vetted playlist of good online resources (eg YouTube videos) for things like TEAMS (especially its subtler tools and integrations), Class Notebook, OneNote (again, of the subtler tools and integrations), and online teaching.  There’s so much Mickey Mouse stuff and general garbage that otherwise takes ages to sift through.  This doesn’t need to be developed in isolation – let’s collaborate with Oxford Brookes, the OU, and Oxford Uni who have a lot of this already in place.
(3) I really didn’t get the impression that IT were quick enough to get their act together.
(3a) It beggars belief that EBS wasn’t accessible off campus; and that the security settings weren’t adjusted so that it could be as soon as lockdown became a reality.
(3b) Some checklists of useful equipment to have and even recommendations as to what to buy would have been helpful [of course, a one-off allowance of £100 would have been great too ;-)! ]
(3c) When students had trouble getting into their accounts, or with their hardware, it would have been really helpful to have had a hotline telephone number and twitter account to message.  AND for that to be staffed throughout the teaching day.
(3d) And when they did make contact, for the IT team to metaphorically hold their hands while they got connected to the ongoing class.  [I really didn’t feel it was right that teachers were expected to manage this process while teaching too.]