One of the beautiful things about a digital camera is being able to see your photo instantly, which allows you to adjust what you’re doing—change settings, or lighting, or composition, or camera angle—so many factors that will make a successful photo.  One of the keys to improving performance is immediate feedback.

After several weeks working in Photoshop, meeting one on one with photography teacher, John Shephard, at Chrysalis, I learned I wanted to take better photos to begin with.  Photoshop can’t save everything.  I learned that if I didn’t practice right away what I was taught that day, I forgot quite a bit and had trouble remembering what to do.  I learned to practice more, sooner after the instruction.  Sometimes what I’m taught and what I learn are two different things.

I never could remember where the light source was supposed to be when taking pictures.  (I’ve always had trouble with spatial directions.) I’ve taken dozens of pictures where the subject is just a dark shadow.  I kept shooting with the light in the background.  Isn’t that where the light is on the subject? I had been told many times that this was the problem.  I was shooting into the light.

I was in Florida this past holiday taking photos of my grandchildren on the beach.  I knew the lighting was great, but I didn’t know how to catch it.  I shot into the sun going over the horizon.  It was amazing to look at the sunset but the camera caught something different.  I had dark subjects again.  I started watching the photographers on the beach and began shooting with the setting sun at my back and side like they were.  I finally got the shots I was looking for.  I won’t have any trouble now remembering that.  It’s better to have sun at your back so your subject is “lit” at least on the beach, at sunset.   It’s taken me two years of being conscious of trying to take better photos that led to this discovery—even though I had been told how to do it many times and even shown many examples.  It was at that moment, seeing this photo that I took, that gave me real understanding. 

My teacher shares his expertise and gives me time to practice.  He gives me feedback.  Then I practice a little more.  I reflect on what I have learned and try to put it into words.  I think about how my camera works and struggle to really understand it.  I ask for more feedback and coaching because I can’t always tell what I am doing that is keeping me from getting the results I want.  Having a mentor/teacher over an extended period of time is incredibly important in the learning process because learning happens over time.  I like making up my own assignments and directing my own learning.  My teacher knows me and how I think and can direct instruction and tasks to my unique needs and learning patterns. 

I wasn’t thinking about getting a grade this semester.  I was thinking about taking better photos.  My teacher wasn’t thinking about what grade I was in or what grade I should get (or that I was his boss).  He was helping me take better photos.  I can learn a lot about taking photographs and I think I have learned a lot.  I can even talk about what makes a good photograph.  I can really appreciate a good photograph.  That doesn’t mean I take good photographs all of the time.  It doesn’t mean that every week for my appointment I was able to do what my teacher suggested.  My photos are better now and I’m happier with my results.  That was my goal to begin with.

Learning is not about a simple exchange of information and a test on paper to see if you can remember something.  I could have passed a test on the principals of photography with no trouble at all and still not have taken good photographs.   The same is true in any subject.  Knowing math facts by memory doesn’t mean you know how to figure out when it will come in handy.   It also doesn’t mean you don’t have to have that initial instruction, or information from a text, or weekly exchange of information or that the exchange is unimportant.  It means that really learning something more meaningful from it is complicated.   It takes time, practice, risk, trust, reflection, and feedback.

• Immediate feedback is critical to the learning process.  Chrysalis provides this to its students through our-one-on-one approach.

 

• Teaching and learning are two different things.  Chrysalis recognizes this difference and places the emphasis on student learning.

 

• The concept of discovery is critical to the learning process and has a much longer lasting effect.  Chrysalis is designed to encourage discovery.

 

• Learning, understanding, and integrating information, takes place over time.  Chrysalis teachers know this and they allow the time for this process.

 

• Learning is more meaningful when the learner has choices and a voice in the process.  Chrysalis gives students many options for subjects and learning activities and encourages them to choose their direction.

 

• The relationship between the student and teacher is a critical component to taking risks and directing one’s own learning.  The Chrysalis staff is nurturing and caring and encourages personal development.  We listen to the students and honor their needs, especially when it comes to assigning students to their teacher.

 

• Confidence in oneself begins by being a capable learner.