Documentary Class

Documentary Continued..........

      At the very end of the table is Corey Ryan, who plans on composing his documentary about hidden places on MSUM. He has discovered all these places on campus that the casual observer doesn’t notice or know is there. Each hidden place has been tucked away by the growth of the college and Ryan plans to bring these hidden places to light.
      The students have already gathered when professor Wayne Gudmundson enters the room and sits at the end of the table by Blowers and Lindholm. Class starts and he raises a question, how do you take an interesting photograph of a building? This leads to a short fifteen-minute video on the photographer Walker Evans, a photographer among whose main interests was photographing buildings. One of the things that made Evans such a great photographer was his use of the frame. The frame becomes the next topic. The professor explains how a draftsman begins with the middle of the sheet while a photographer begins with the frame. Gudmundson explains how there is a 3D element to each picture. It’s all about what you do with positive and negative space. Your vantage point is very important to this.
      The professor asks for their assignments. Everyone hands in their timelines for their projects. Some students have less than complete timelines. The professor talks around the table with each student individually about things like time of shooting vs. editing and type of equipment used. Tripods could be used for certain shots, especially those shooting out in the open. Students raise constructive questions. Using the time line and information about each student’s project he gives them suggestions.
      There has been a change in Professor Gudmundson’s photojournalism class. For the last 12 years his students were asked to combine their efforts toward one subject of his choosing. However, this year he decided to change the format of the class so the students pick their own subject matter.
      Gudmundson explains why, “I was a little more interested in letting the students have a little more say in what they do.”
      The students now have more latitude toward their own work but there are still minimum requirements like 12 rolls of film used and students take a position on their projects as well as producing a timeline for its completion. Then there is the final edit and production once all the pictures have been taken. However, the students are far from restricted and now pick their own projects to complete on their own time.
      “I don’t have the answers to the test.” Gudmundson says of his newfound flexibility.
A teacher can be flexible when there are only 12 students in a 400 level class. Here all the students are photojournalism majors and serious about photography. Thus a lot of class time is spent on how each project can be shaped to be the best it can become. Gudmundson stresses that anything can be visually interesting, but some things are harder to make so than others. While documentary photography is an extension of photojournalism it is also a combination of an attempt at art and an effort to create a record. Here documentary photography differs from the speed of photojournalism, making a document refers to a longer process, the broader the topic the broader the time period will be for the project. Now, with students picking their own projects, the pieces of the class is still coming together as student and professor alike adjust to a new class.

— February 25, 2003

      Class has moved.
      Noah Coffee Company is located on 8th street in Moorhead. It’s a green and tan house with several well-lit rooms. There is a sign on the door as I enter:

Noah Coffee Company
is now hiring
inquire inside

      They are meeting in the first room past the entrance. Class has been in session for an hour or so and is now much more informal. The radio is on in the background and a few of the women are talking about John Mayer and the Grammys. I sit behind Clarence who, by the way, has filled out an application for Noah’s.
      Ryan is showing photos of old MSUM as I come in. The photos cover the table and the entire class is enjoying looking at them. Someone says, “that is a great picture.” Coffee cups are scattered among the pictures and everyone is talking and laughing.
      Gudmundson asks Ryan, “What are you looking for? What are you after?”
"Interesting stuff… ”Ryan is brainstorming with his professor and classmates. He wants to use these old pictures to guide a re-photographing effort of the campus. He has departed from his original idea but is “still thinking of pulling in some of the hidden places.”
      The banter continues between the classmates. To the casual observer it would look more like a group of friends than a 400 level photography course. However, there is real progress being made here as students brainstorm together about their projects. Some students are sticking to their original formats. Like Leah Prosser and her documenting of Rita’s beauty shop, she has changed very little and many of her pictures are already taken. However, there are others such as Ryan who, like the class, has become more flexible.
      Ryan, with assistance from Tamrah Limminen, has now departed from his original idea to encompass the evolution of the entire campus. He is planning to show three separate views of each subject. For example, the first photo may be of the gym 30-40 years ago while the second will show what is now standing, where the old gym was, and a third to show the new gym at its new location. Ryan still plans on using some hidden places he has found, such as a swimming pool hidden in the tunnels beneath the campus.
      “Next week, we’re in March, just to give you the reality check here.” Gudmundson reminds the class. “…there is time, there is not a lot of shooting time.”
      Later on, the professor brings forth an observation, “This just seems like a more productive discussion.”
      The class quickly agrees to meet at Noah’s in the future. Everyone is enjoying themselves and a lot is getting done. Gudmundson now turns his attention to Clarence Cole. He asks him if he brought an atlas to map his project. Cole dramatically pulls a large book from his bag and thumps it on the table. This is helpful not only for Clarence but for Andrea Blowers as well. She stands to look at the atlas and plan out her own project of photographing the wind.
      Because of the extensive travel involved Cole and Mr. Bunny plan to hit the road over spring break. This will give him the second half of the semester to edit and finish the project. Cole has decided to become more dynamic with his project. Instead of Mr. Bunny just visiting the different sites Cole wants to catch the rabbit in action. For example, “Here’s the rabbit seeing the monument,” he describes to me after class.
      Alas time is running out. The class is still lively but the session is adjourned. The conversations continue as the students make their way out the door of the small coffee shop on 8th street, prepared to make the answers to their own tests.