There seems to be an ever increasing desire for people to photograph and then keep or “publish” their pictures on social media. Whilst the best briefs are given by institutions prohibiting the use of phones or cameras around cadavers, it is clear that whilst students possess these devices, that there is room for abuse. I was wondering what people are doing to prevent unsanctioned pictures being taken of human tissue in any form, e.g. Handing in phones, etc.
Yes,there should be surely some strict discipline and policies regarding students having camera phones around cadaveric material whilst learning, it should be not happened again and again.
FYI this from the Anatomy Museum of a medical school in New Zealand (NB the taking of photos is not permitted) https://www.otago.ac.nz/anatomy/facilities/museum/index.html
I think the key issues here are of erosion of trust and invasion. The ubiquitous camera-phone can be used to invasively transgress many confidential boundaries. Whilst I don’t work with cadaverous material I have taught Life Drawing for about thirty years. This too is a learning situation predicated on study of the human body and is built upon a confidence between the nude model and the learner. As facilitator ,I broker that trust, and must maintain it. Models obviously have lives and commitments outside the seal of the Life Room that could be unsettled by unwelcome photographic material which would break that bond of trust. Once the bond is broken, it is impossible to re-establish and makes new models unwilling to work. To this end our institution set out guidelines for behaviour and study in this situation of trust, amongst which was the complete ban on phones and camera-phones in the room for the duration of the workshop. Transgression of this rule resulted in student exclusion from the Life Room, but not from assessment of the Life Drawing Studies component of their qualification. This meant that those who broke the rule had to attend evening life classes in the nearest independent art centre that offered them, a thirty mile round trip. This costly and time-consuming deterrent was effective. We also considered imposing a grade penalty. Cadaverous material and Life Models facilitate learning through the focused study of corporeality. They place learners in a position of privilege. This facilitation must be respected, or it erodes trust and ethically damages learning.
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