Entropy- A Duck’s Decent

In my final project, I chose to explore the theme of Entropy. The most widely accepted definition of Entropy is ‘A Gradual Decline into Chaos’, which I portrayed by creating a series of images that gradually declined from the mundane to the bizarre. For my subject I chose a plastic duck with the logo of Quack, the student event, on the front of it. I did this to represent my university experience so far as it too, as well as my images, has declined from the normal to the absurd.

Project Intentions-

Which of the words given in the brief document have you selected, and why?

The word that I have selected for the final project is Entropy. I chose this as I found the definition, a gradual decline into chaos, a lot more interesting than the other words as I have an interest in work which uses chaos as a central theme. Furthermore I felt like I could use the subject of Entropy to connote messages modern life and my student experience as both, in my opinion, seem to be gradually declining into a chaotic state.

What do you want to point your camera at?

For this project I would like to photograph objects on location. My intention is to create a series of photos with a consistent subject, with the background declining into a more and more uncomfortable state. My idea for this is to photograph a small plastic duck in multiple locations. The backgrounds for the photos will range from those which match the duck (e.g. bathroom and kitchen), to those that neither match nor contrast the duck (e.g. Brayford Quay and Tower Bar), to those which heavily contrast the duck (e.g. Locations that are in a state of disrepair).

Why are you interested in this subject?

I am interested in the subject of the plastic duck as it serves as a metaphor for students. Therefore by taking this object and placing it in both familiar and unfamiliar locations I can attempt to tell a narrative through my images that represent mine and other’s student experiences. Furthermore, I prefer photographing objects over living subjects and landscapes as I am able to easily manipulate them to portray meaning. Be changing the position and location of the object I have more control over the message connoted by the image, which is not possible with landscape or portrait photography as both, respectively, are restricted by only a small control over the environment and by sourcing effective participation.

What do you hope an audience will take from your images?

I hope that the viewer will receive an ambiguous but effective portrayal of student life, within the analogy of the plastic duck. In addition to that, I would like to present an account of my own personal student experience, within the same context.

What areas of research are you considering to help deepen your understanding of the subject you have chosen?

I am considering research into surreal photography theory, found and staged object practitioners and also the use of bold and saturated colour in images.

What practitioner(s) or visual resources would you consider to have influenced you? This not have to be photographic.

When thinking about the topic of Entropy, my main visual influence would be the game series Fallout. This is set after a nuclear war as the world is in a definite state of chaos. Most buildings are abandoned and dirty and most recognizable forms of life has died. This is the level of chaos that I hope to replicate by the end of my photography project and my inspiration for using a location is a state of heavy state for disrepair.

What support or equipment might you need to achieve your goals?

I will need little support or equipment to achieve my intentions as I already own a lot of the necessary equipment, as well as having easy access to the locations I hope to use. I will require a large LED light with batteries and Reflector. This is so that I can control lighting on location without the use of cables and plug sockets. This will increase the technical quality of my photos without causing a safety hazard to me or the public.

Influences-

For this project, I researched both uses of colour and the the context in which found objects can be used to denote meaning. I chose to look at the work of both Liam Frankland and William Eggleston for this.

From William Eggleston’s photos, I found a distinct sense of location, despite the little context given in the photo. Although it is not spoon fed to the viewer, it is obvious where the photos were taken, Image 1 and 3 being shot in suburban areas of North America and Image 2 in an a rundown and dirty house. I also reflected upon the leading lines used to accentuate and frame the subjects of each photo. Image 2 uses the sides of the walls and the cot at the bottom of the image to frame the subject using the liminal space between it and the background, while Image 1 and 3 use the natural structure of the background to create leading lines to the important aspects of each photo. This made me consider which background to use in my final images as I wanted to create the same sense of familiarity within each setting, even if the exact location is not known.

From Liam Frankland’s work I noticed how the objects portrayed in the images, when seen with the background, connotes a deeper message than the object in a studio space. For instance, I interpret a message about failing childcare from Image 1, as the context in which the dummy is shown is not a typical setting. This would change of course if the photo was taken in a studio as the sharp rusted metal and the out of focus street sign would not be included. Furthermore Frankland’s photographs show a certain level of entropy within them. Image 3, for instance uses a standard and understandable setting for the object shown, a beach ball on a beach being a natural occurrence. This declines in Image 1 as a street is not a natural setting to see a dummy in but is not abnormal as many are discarded every day. Image 2, on the other hand, shows an object in a location that contrasts it completely. There is a distinct juxtaposition between the unnatural plastic dentures and the natural rural environment it is presented against. If placed together in a specific order, these 3 images would create a triptych of Entropy as the subject and background become more and more antithetical. In my final set of images, I wish to represent this entropy as well as Liam Frankland, by creating a distinct relation between the subject and its background.

Evaluation-

Introduction

For this project, my intention was to create a series of images that tell a coherent and surreal narrative of entropy. I decided on using a plastic duck, manufactured to promote and represent a student night out, as the subject for my images. I used a multitude of backgrounds, ranging from normal to anomalous, in order to represent the gradual decline into chaos that students are faced with.

Production Process

I began production by sourcing my equipment. I used my own Nikon D3300 with a 18-55mm lens, as well as a large LED and reflector from the University equipment stores. I chose to use my Nikon over the University’s Canons as I have more experience altering the settings on my own camera and was confident with the quality of images it is able to produce. The LED was crucial to my photography project but I only used the reflector for one photo, which didn’t make it into the final collection (Scrapped Image 1). I started by taking Final Images 2, 5 & 6 in my student accommodation. This worked well as I could control the light easily and had access to stage the backgrounds to compliment the subject. I then left to take photos on campus next to the Brayford Quay (Final Images 3 & 4 and Scrapped Images 2 & 3). As this was outside and next to water, I could not safely set up the LED light so I settled on using natural lighting. I then sourced a location with a bath to take Final Image 1 (and Scrapped Image 5). As there was a lot of space in the location, I was able to safely set up the light and also managed to shut off all other sources of light to create a solitary light source. I experimented with photos of the duck inside the bath (Scrapped Image 4) before deciding that by having the duck on the edge of the bath I could create more of a sense of location, by showing the taps and toiletries. I then moved on to take additional photos recognizable backgrounds on the student campus. I decided against using Scrapped Image 5 & 6 as the backgrounds were too recognizable and this drew attention away from the subject. Finally I traveled to an abandoned location in order to take the final images in the series. Heath and safety was a concern but I had previously risk assessed the location for a previous project and used extreme caution. I used a multitude of backgrounds which I mostly didn’t include in the final series as either the background (Scrapped Image 7) or composition (Scrapped Image 8) didn’t fit with the aesthetic of the collection. I then returned to my accommodation to review, organise and edit my photographs.

Image 1

I was very pleased with Image 1. It makes use rule of thirds and a complimentary colour scheme between the duck and the toiletries behind it. Furthermore the distractions of the blackness of the tiles on the right and the water droplet on the left of the duck foreshadow the gradual decent into chaos that the later images show. This image represents the pre-university stage of the student journey as the bath represents a homely comfort that is absent from many student accommodations.

Image 2

I was not entirely content with Image 2. Although I like the composition, framing and leading lines, I feel like the water from the tap draws focus away from the subject and towards the tap itself. This image represents a the pre-freshers stage of the student journey, when the student has moved to the university and things are both familiar and uncomfortable.

Image 3

I was very happy with Image 3. The vibrancy of the colours makes the image stand out from the others but seem surreal at the same time. Furthermore the pairing of multiple yellow and orange elements of the frame work well to create an almost analogous colour scheme. This image represents the freshers stage of the student journey when the student is meeting people similar to them, fitting in with their environment and appreciating their new life, even if it doesn’t appear as real as their old life.

Image 4

I was happy with Image 4. The colour scheme carries on from the previous image but shifts to include red and green as primary components. I like the way that you can recognize the back of The Sawn bar in the background of the image but it doesn’t draw attention away from subject. This image represents the post-freshers stage of the student journey as the student socializes with a mix of other students and societies, as represented by not only the addition of green and red but also the inclusion of The Swan in the background, a common place for students to socialise.

Image 5

I was very happy with Image 5. I like the aesthetic composition of the image and how it is recognizable as a kitchen sink by the inclusion of elements such the pan and washing up liquid. Similar colours remain from both the first and previous image but are given a disturbing edge by an overly warm light. This image represents beginning of the academic stage of the student journey as they start to learn by themselves but keep their social connections and look towards the future.

Image 6

I was very happy with Image 6. Again, similar colours remain but the context of the photo begins to become more bizarre, as a saucepan is not a normal place for a rubber duck. The lighting adds to the unsettling nature of the photo by giving a harsh ominous shadow across the face of the duck. This photo represents a further phrase of the student journey as the pressure and workload, metaphorically, ‘heats up’ although all seems normal at a passing glance.

Image 7

I am not overly happy with Image 7 but like it in a different way to the others. The lighting in the image is very different from the others as I couldn’t control the interior lighting, even though I used the same LED as the rest of the images. The composition is very different as well as the alternate sources of light draw attention away from the subject and to the background. That said, I do not dislike the lighting or composition but feel as if it contrasts the other images, which isnt a bad thing. This image represents the point where the student turns away from the academic side of student life in an attempt to salvage their social life. As imlpied by the lighting, this feels erroneous as the pressure for you to be better is omnipresent, as connoted by the giant duck behind the subject.

Image 8

I am happy with Image 8. The debris in the background of the image create a very chaotic feel to the photo, while the lighting source creates harsh and contrasting shadows. The Image is also under-saturated in order to show a greater decline into disarray. This represents the deadline phase of the student journey as the student slips into turmoil induced by their failing relationships and upcoming assignments. The darkness and high contrast of the image are a metaphor for the depression the student faces but is not greatly affected by, as the duck remains physically unchanged.

Image 9

I am happy with Image 9. I feel as if the level of disorder in the background increases the entropy sufficiently while keeping with the established visual theme of the last image. The red, yellow and green elements return and the duck’s colour is the most under-saturated out of all the images. This represents the working phase of the student journey, as the student puts their relationships and own physical health behind them to focus on their academic studies. This is repersented by the red, yellow and green elements, the duck’s faded colour and by the duck’s prominent height in the photo, respectively.

Image 10

I am extremely happy with Image 10. I feel as if the composition and depth of field work well together to create a fitting end to the narrative of the collection. Furthermore the subject is more prominent than in the other photos due to its rejuvenated colour and accentuated clarity. This photo represents the post-submission phase of the student journey as, although the student is in the middle of a state of chaos, the student triumphs over adversity and despite some minor negative effects, as represented by the smudge on the duck’s cheek, comes out a better, stronger and brighter person, as connoted by the change in colour.

Images as a Collection

I am extremely satisfied with my finished collection of photos. I feel as if I have created a set of images that fulfill my aims of telling a coherent and surreal narrative of student life, as well as being technically and visually engaging.

I have created a set f photographs that have a continuous visual style through the constant use of composition and lighting. This similarity in lighting, framing, subject and composition creates a sense of cohesion across each image in the final collection.

In comparison to my research I represented location similarly to William Eggleston’s photographs as I achieved a clear sense of location by selecting and manipulating the background of each image. I also selected my locations to mold the representation of the images in a similar way to that of Liam Frankland, as I clearly thought about which location would compliment the narrative I aimed to achieve.

One of my aims for this project was to create a collection of surreal images. In my research I found this quote when reading the book On Photography, which inspired me to choose a surreal style for my images.

Surrealism lies at the heart of the photographic enterprise: in the very creation of a duplicate world, of a reality in the second degree, narrower but more dramatic than the one perceived by natural vision. Sontag, S. (2005) On Photography London: Penguin Modern Classics, 40

Through my final images,  feel like I have succeeded in creating a duplicate, more dramatic world, that parallels the real world and the experiences of students.

Ultimately, I feel as if I have fulfilled my goals with this project and am contented with the finished result.