I think anything shot with a purpose beyond the technical, or derivative, can be art. That's why so many horrible photographs can be art, and so many achingly wonderful, technically superb images are just empty.
I just shoot in response to something these days. I've long since got fed up of making pretty pictures. If I have something to say I often say it with a camera. I also don't post much in here any more as it's clearly not the right place to publish such work.
My work is project based, and very long term lately. I don't publish stuff until the project is finished. I've not shot a single image for ages now (meaning I've not shot one image in isolation.. not that I've not shot even a single image)... it's all ongoing stuff. Currently working on a documentary series on astronomers, and another project on desire paths in urban environments. If anyone is interested I'll post them when completed. I do still make work in response to stuff though, and they tend to be single image responses.
I was having a conversation with a student the other day (not one of mine.. a young FE student). He was going on and on about Japan, and talking with such authority on the subject, and it got me thinking.. how does he know all this.
"How old are you?" I asked.
"17" he replied.
"So you've never been to Japan then?"
"No" he said... rather defensively. He'd got it all from the internet.
The conversation moved on and we ended up talking about what would happen if he went there? Would he even know how to get from Narita airport to Tokyo? Does he even know how long it takes to get there? After hearing him go on and on about Harajuku, I wondered if he'd even be able to actually get there, or even if he'd know if he was there when he was. Does he realise that there are no street names, and that far fewer people speak English than he thinks, and even if he asks directions, would he understand them... give there are no street names.
It led me to start thinking about the vicarious nature of knowledge acquired this way, and how young people seem to believe that this third hand knowledge had parity with real, concrete experiences.
I asked him where he had actually been... in reality. "Blackpool and London" he replied.
"Oh.. where in London?"
"Dunno... it was a school trip... not sure where we went".
So Blackpool then.
I asked him to do me a favour as an experiment, and write down, or copy and paste the URLs of all the websites he visits that night and mail them to me.
He did. I looked at the IP addresses, and content of where he'd been on the net (I never asked him for any "personal" browsing habits
). He'd been to so many places, gathering information, and obtaining knowledge, and I couldn't help but compare his real life, experiential knowledge to this vicarious knowledge and it just wound me up how kids place so much faith in the knowledge of the world in digitally delivered, packaged, and mainly erroneous internet web sites. I got annoyed. Not with him.. he was a nice lad, but I got annoyed generally. I just had to find a way to say something about it.
Is it art? I think so. It's in response to something... delivers opinion.. says something. Is it a great photograph? No... just a simple image of a map with some pins in it, and some anchor words. Does art need to be a great photo? I don;t think so. Is a great photo always art... I don't think so.