
About the Course
Students will learn how to make a digital negative suited for Platinum/Palladium printing. They will learn chemical safety, proper tools and hardware, how to mix chemistry, how to coat paper, how to expose prints and how to process them. Students will learn about the history of the process, the difference between platinum and palladium, basic troubleshooting techniques, and how to select images that are well suited to these printing methods. $50 materials fee due to the instructor on the first day of class.
In this course students can expect to get hands-on experience with what they need to successfully make platinum/palladium prints. We will use palladium for the process because it is easier to work with as a beginner, but the techniques for either metal are the same. We will cover the basic chemistry, techniques for making digitally enlarged negatives suited to the process, paper selection, proper technique for coating the solution on paper, how to expose and process the print for archival quality. While the class will focus on using digitally enlarged negatives, students who wish to work from in-camera film originals are welcome to do so. This process was developed in the 1880's.
Students should have experience in: Alt Process Survey, Introduction to Large Format, Digital Negatives. After completion of this class, we encourage taking: Advanced Platinum/Palladium Printing, Printing Big, Manipulating Historic Process Prints
Your Instructor
Scott Davis

Scott has taught Platinum/Palladium Printing, Large Format Photography, Still Life, Understanding Your Process at Photoworks.
He is currently working on the following projects: Mexico City Street Portraits (Day of the Dead), Sinister Idyll: Historical Slavery in the Modern Landscape.
Scott is inspired by too many photographers to mention! But when further prompted he mentioned John Dugdale, F. Holland Day, Robert Mapplethorpe, George Platt Lynes, Duane Michals.
dcphotoartist.com
@dcphotoartist
"I'm a big believer in the Socratic method, to ask questions and allow students to find their own answers. I give students tools and let them discover how they work for their own purposes. There is no such thing as a stupid question, especially when you're doing something new."