Anti-narrative

Quoted from “Anti-Narrative: Games, Blogs & Other Non-Linear Forms’ by Caroline Bassett.

Narrative cannot survive the moment of information’. Writing The Storyteller, from which this quote comes, in the early years of mass communications, the cultural critic Walter Benjamin was pessimistic about the future of narrative (Benjamin, 1992). He believed that the advent of a form of life based on news and information, increasingly located in a perpetually renewed present, would leave no space for the temporal complexity of narrative’s ‘once upon a time’.

Reference:

Bassett, Caroline. “Anti-Narrative: Games, Blogs & Other Non-Linear Forms.” Critical Workshops. United Kingdom: Sussex University, 2005. Print.

from artcle references:
Benjamin, W,‘The Storyteller’, in Illuminations,(Fontana, London, 83-101, 1992)

Narrative and Nonnarrative

[Bordwell and Thompson’s] define ‘narrative’ and ‘nonnarrative’ in regards to the form of a documentary and how relations are organised between shots…

Bordwell and Thompson (2010) contextualise definitions of ‘narrative’ and ‘nonnarrative’ by outlining the concept of ‘form’ in film. Form works in unison with content as part of a system that is integrated into an organisational whole (Bordwell & Thompson 2010). They state:

…a film is not simply a random bunch of elements. Like all artworks, a film has form. By film form in its broadest sense we mean the overall system of relations that we can perceive among the elements in the whole film. (2010, p.57)

Bordwell and Thompson describe most documentaries as ‘being organised as narratives, just as fiction films are’ (2010, p.353). However, the authors claim that some documentary forms can be described as ‘nonnarrative’ (2010).

In an evaluation of what constitutes a ‘narrative’ Bordwell and Thompson state:

Typically, a narrative begins with one situation; a series of changes occur according to a pattern of cause and effect; finally, a new situation arises that brings about the end of the narrative. (2010, p.79)

Bordwell and Thompson (2010) propose that cause and effect, along with time, are integral elements that help the audience connect events together into a narrative. They suggest that in most cases in fiction characters, through their actions, play a pivotal role in producing cause and effect in a narrative. Bordwell and Thompson explain that ‘characters create causes and register effects’ (2010, p.82). In regards to the notion of time in Bordwell and Thompson’s analysis, cause and effect occur within temporal constraints. Even when events are presented in an order that is not chronological the audience uses a temporal framework to place events into chronological order…

Other motivations are utilised to connect events together into a whole in a nonnarrative (Bordwell & Thompson 2010). The authors identify different types of nonnarrative: ‘categorical’, ‘rhetorical’, ‘abstract’ and ‘associational‘ (Bordwell & Thompson 2010, pp.353–81). In their analysis the ‘categorical form’ is determined by arranging material into a taxonomy that is formulated around a structured process of classification. The ‘rhetorical form’ is motivated by the aim to communicate an argument and is used to direct an audience towards a particular point of view. The ‘abstract’ and ‘associational’ forms are categorised as types of ‘experimental film’ (2010, p.368). In the ‘abstract form’ the documentary maker focuses on using visual attributes to convey a perspective on a topic. Bordwell and Thompson state that the ‘abstract form’ is created around ‘colours, shapes, sizes and movements in the images’ (2010, p.368). The final ‘associational form’, in contrast with the categorical form, connects material together by looking for illogical relationships. A key aspect of this associational form is the juxtapositions that are created through unrelated associations (Bordwell & Thompson 2010).

taken from:

Keen, Seth. “Netvideo Nonvideo Newvideo Designing a Multilinear Nonnarrative Form for Interactive Documentary.” Doctorate. RMIT University Print.

Reference:
Bordwell, David, and Kristin Thompson. Film Art : An Introduction. 9th ed. New York: McGraw-Hill, 2010. Print.

Twitter online video hack

https://twitter.com/555uhz

http://motherboard.vice.com/blog/the-top-gun-twitter-flipbook-has-been-shutdown

Description from the article:

The Twitter account @555uhz was/is a script that posted sequential stills of the major motion picture Top Gun every half hour on the :15 and :45s. The twice-an-hour rate of posting is the account’s title: .000555 frames per second is .000555 Hertz is 555 microHertz (uHz). It was a flipbook: spool up and down the account at about 24 frames per second (the typical framerate of a movie and the rate at which human eyes cease perceiving blackness in between frames) and you would kinda-sorta be watching the movie, at least a muted version of it in segments whose lengths are subject to how much of the account you have loaded in your browser. More likely, you’d be beginning to wonder what watching a movie even is.

What is a prompt?

This course is orientated around what I call a ‘prompt’, which is used to generate an inquiry using practice and theory into what I refer to as ‘media practice problem’.
The prompt is focal point for the teaching and learning – it is used to frame the studio practice, the research
It is used to initiate informal responses – it is a type of catalyst, tool…
It is exploratory and open to different responses and interpretations, perspectives, speculations…visions of what may be possible
There is no definitive or right answer..it is about students reflecting on what occurred, what was made, the issues, problems that the practice raised…
However, this reflection has to move beyond description to a demonstration of what you have learnt, what you now know or understand and what you still need to learn and understand…

I have adapted a prompt from design research. In design research, like for example in the study conducted by Gaver, Dunne & Pacenti, they use the term ‘probe’ to describe a type of artifact. In the example provided, a carefully designed envelope that contains an ‘assortment of maps, postcards, cameras, and booklets’ (22) This artifact is designed to direct and initiate a conversation around unanticipated design ideas with the participants involved in the project (Gaver, Dunne & Pacenti 22).

In contrast to using a probe as a means to collaboratively work with other people externally situated outside the design team working on a project, I used the concept of a probe to induce ideas self-reflexively. I do this by formulating research questions as a type of ‘prompt’, to provoke unexpected outcomes. Often these prompts are open-ended and experimental. Schön’s concept of ‘exploratory experiment’ provides an insight into how these prompts are used:

When an action is undertaken only to see what follows, without accompanying predications or expectations, I call it exploratory…Exploratory experiment is the probing, playful activity by which we get a feel for things.(Schön 70)

References:

Gaver, Bill, Tony Dunne, and Elena Pacenti, ‘Design: Cultural probes’, interactions, 6 (1999), 21-29 . http://portal.acm.org/citation.cfm?id=291235

Schön, Donald. The Reflective Practitioner. New York: Basic Books, 1983. Print.

Other resources:

Cultural Probes – Qualitative Contextual Design Research (video on YouTube)

Useful Links

Part B Course Guides Media 3; Media 5; OVE Studio Guide

  • OVE weekly & semester schedule (google doc viewable using RMIT student email)
  • Submission dates/times:
    PROJECT ONE – Wk 2, Friday 13 March 9.30am (in studio)
    PROJECT TWO 15% – (Amended) Wk 5, Monday 30 March 9.30am (in studio)
    Concept statement
    Project Two presentation

    PROJECT THREE 25% – Wk 7, Friday 24 April, 9.30am (in studio)
    PROJECT THREE – SPECULATIVE SKETCHING (hypothetical example)
    Project Three & mid-semester critique presentation criteria

    PROJECT FOUR 40% – Wk 13, Friday June 5th

    PROJECT THREE – Sketching criteria
    PORTFOLIO 20% – Wk 13, Friday June 5th

    Activities to support your learning and professional practice:
    Media Program Presentation and Exhibition wk 14