Today, technology is making teaching the fundamentals of photography ever more complicated.
Sound a bit incredulous?
Fledgling photographers now rely almost entirely on the "auto-everything" features built into cameras. "Just tell me what button to push," a beginning photo student once asked.
With auto focus, auto exposure, auto image stabilizer, auto ISO settings, auto red-eye reducer, and a myriad of other features at our disposal, it's easy to think of photography as an increasingly mechanistic process -- one that is determined almost entirely by predetermined algorithms. Camera makers are already adding features to correct our compositions as well – something with a programmed voice telling us when to move left, right, up or down, or, when we are too close, when to use flash, or when to stop bouncing around.
While the technology allows us to feel more productive and have a greater percentage of pictures turn out fairly well, we must also consider where the rush to resolve our technical incompetencies is taking us.
Camera manufacturers are pitching things such as a Kodak's Smart Scene mode, Nikon's Best Shot Selector, D-Lighting, a One-Touch Portrait mode, Live View mode, built-in digital voice recorders, and even Canon's 45-point high density Area auto focus system.
With all this technology to do the work for us, why do we need teachers? Isn't it possible to simply pick up a camera and start making pictures -- lots of them -- without having to learn how it all works?
Digital photography appears to be keeping pace with our "get more now" culture -- one that is obsessed with immediate gratification. Unfortunately, this means that when we get what we want and we get it when we want it, we begin to lose our appreciation for the vitality and ritual of the image-making process. So much of our capacity to understand the complexities of the times in which we live require deeper insight and reflection. Yet, digital technologies, although beneficial in so many ways, seem determined to subvert this need for concentration and self-reflection.
In other words, digital technologies may make it even harder for us to sharpen our faculties of observation, imagination and interpretation.
This is where teaching must fit in. Beyond the technologies, photography must continue to evolve as a means for defining “the real” with authenticity and compassion. Teachers must continue to promote making connections, at the highest levels of human consciousness, between emotions and intellect in ways in which we see as well as the ways in which we make the things we see.
In this way the teaching of photography will not become a victim of technological determinacy.
Instead, we must challenge ourselves to examine and redefine how we understand the interstice between productivity and creativity in our image-consciousness culture. We must become increasingly aware of the influences brought into play by the advances of technology so as to not lose the significance that ritual interaction has on humanity.
Pictures, without context and pictures without compassion, are just pictures.
The true value of images in society is that they provide the emotional glue for sustaining the collective memories of our every day existence. From this perspective, it would be difficult to find these capabilities all rolled-up into a fancy auto-everything package.