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Film TV 1 – Analysis and Reflection 10

Lecture 7 Lighting: What was covered? Do you think the content is relevant to your project? And why?

The main topic of the seventh lecture was lighting. More specifically, the lecture covered the power and capability of light, the different forms in which it comes, and how to maintain control over it in a film shoot setting.

One of the most useful points I found was about the power of cutters and blacks. Previously, I had underestimated the utility of using pieces of white or black cardboard to control light, but when they were used to demonstrate how to either increase soft light or take away fill light, it became clear that these little bits of equipment would be invaluable in a film shoot. This became very relevant to our short film project as the whole film was shot outside. Lack of powerpoints meant limited access to lights, yet it didn’t really hinder the shoot as we had cutters and blacks to help control lighting anyway.

This was basically another point from the lecture that became very apparent at the shoot: that lights aren’t always needed to light a scene well. Adding artificial light doesn’t necessarily improve the way a scene looks, nor does it demonstrate the ability of the cinematographer. As explained in the lecture, knowing how and when to take away light is just as important. Our shoot didn’t need added light. In fact, it needed less, as the shooting continued past midday even though the film’s story was meant to take place in the early morning.

Film TV 1 – Analysis and Reflection 09

Things I learnt from the Lenny shoot:

  • It is important that everyone is familiar with their roles so that things run as smoothly as they can on the day.
  • Pre-production and planning is vital. Don’t rock up to a shoot and just ‘wing it’.
  • If you want to be as productive as possible, you have to be ruthless with timing. Ditch shots that aren’t as important or are taking too long in favour of the vital ones.
  • When choosing a location, also be mindful of sound. A place might look secluded and empty, but a bustling street full of traffic nearby will take away from that effect.
  • Be prepared for all types of weather, especially in Melbourne. Rain can appear in the middle of a sunny day, just like how harsh sunlight can randomly break through an overcast sky.

Film TV 1 – Analysis and Reflection 08

Outline some points you took away from the lighting lecture.

One of the most memorable and useful points I got from the lecture was the power of cutters and blacks. Previously, I had underestimated the utility of using pieces of white or black cardboard to control light, but when they were used to demonstrate how to either increase soft light or take away fill light, it became clear that these little bits of equipment would be invaluable in a film shoot. As Robin pointed out in a tutorial later, if the choice was given between taking extra lights or extra cutters, blacks and C-stands, the latter should be chosen basically every single time.

Another point I found interesting was simply the relationship and contrast between hard and soft light. While I sort of knew what the difference between the two was before, it was useful to see the difference in full effect, when a light was shone directly onto a subject, and then bounced off a cutter onto the subject instead.

Korsakow Tip: Linking Ins and Outs

One of the items on my self-assessment was to learn as much as I could about Korsakow and its capabilities, and to then make a tutorial demonstrating how to do something in it.

This was a fair challenge, as at this point in time I still haven’t actually figured out how to install the program properly on my laptop (it’s a PC). But from getting screen grabs off my friend’s Mac version of Korsakow, I’ve managed to put together a video tutorial on how to really understand the ins and outs of…well, in and out keywords.

https://www.youtube.com/watch?v=k1mJ2Hu_FEd

Integrated Media 1: Film Essay

Work reviewed:Bright Splinters’ by Sunniva Sollied Møller, Michael Lincoln, Katrina Varey, and Scott Huang (http://vogmae.net.au/classworks/2012/BrightSplinters.html)

As an interactive documentary, ‘Bright Splinters’ is a journey that plays with the role of colour and light in our world. Taking the viewer on a trip through different locations in Melbourne, with varying times of day, types of shots, subjects, and special effects, the work draws attention to how colour and light affect things, or more specifically, our perception of things, in everyday life. It achieves this through the combined effects of the content of the individual parts, or ‘SNUs’, to be more faithful to the Korsakow program’s technical language, as well as the way the interface shapes the viewer’s experience, and the patterns that arise from the work.

The first step that the documentary takes in toying with light, colour and perception lies in the content of its clips. The building blocks for this project, the SNUs, are a collection of videos depicting various objects and locations in and around the Melbourne CBD. Some SNUs show dark settings, others bright; some show relatively still scenes, others with a lot of movement; most clips are single takes, but some are edited, and may even have special effects; some contain close-ups, some are sweeping wide shots; all are visually interesting or peculiar in some way.

For example, a lot of the SNUs are extreme close-ups of objects that aren’t easily recognisable from the outset, the viewer may take some time to recognise something before realising that it is the reflector of a bicycle, or a household pot plant. The shot is unconventional and intrigues the audience, and the way they come to recognise what they are looking at often, if not always, has a strong connection to light. The reflector briefly shines some light at the camera before it zooms out and we can see it completely; the plant comes into focus and we can recognise its shape, before the lights turn off and it disappears into darkness again.

Other ways that the SNUs play with the notion of light may be more subtle. For instance, there is a shot which takes a sweeping vista from the vantage point of the Princes Bridge in the evening. While lighting of course contributes to this clip, it does not comes as much to the fore as when the same shot later appears in another SNU. However, this time the shot takes place at night, and the difference in the scene made by the light is made starkly clear.

However, the most striking method that ‘Bright Splinters’ utilises for underlining colour and light is mentioned in the makers’ description: the interface. ‘Clicking a video thumbnail should make a difference and this does.’ The difference made is simple, but very effective in getting the viewer to notice things about their visual perception. While most high resolution SNUs are presented in full colour, the thumbnails for the connecting SNUs are in black and white. This detail becomes important, because it draws attention to how an image is defined by its colour. In comparison to the main SNU window in the middle, the seven thumbnails across the top and along the right hand side of the screen all look similar in their low resolution and desaturated state. It is only when the viewer clicks and navigates to the next SNU do they realise how different the next clip is, based on its colour.

An example would be one SNU depicting a line of alcohol bottles at a bar. In the thumbnail, it is clear that they are bottles, but it is impossible to guarantee what colour the bottles are, or what the lighting is like in the shot until the full SNU is viewed. In the full SNU, we see that the bottles are actually bathed in a fluorescent red light, which completely changes the feel of the picture that appeared in the thumbnail. Now the image is livelier and full of energy.

It is after exploring the work for a period of time, using the interface and observing the SNUs, that patterns become to be clear. The overarching theme of light and colour gradually comes into focus after repeatedly clicking on a black and white thumbnail and then seeing its SNU in full colour. However, despite this simple thumbnail-to-clip pattern, there does not seem to be any clear links between any two SNUs aside from the general notion that binds all of them together. The clips that appear as thumbnails are not restricted by time of day, type of shot or type of subject, and thus it can be gathered that their links are more abstract and broad.

However, that is not to say that there are no relationships of any kind between the SNUs of this work. As stated countless times already, the clips are all bound by the notion of light and colour, and in this way it can be said that the documentary lends itself more towards ‘associational form’ than ‘abstract form’, according to Bordwell and Thompson (2013). The SNUs initially do not seem to have any form of connection (how does a close up of a fountain connect to a time-lapse taken from the Eureka Skydeck?) , ‘but the very fact that the images and sounds are juxtaposed together prods us to look for some connection – an association t that binds them together’ (pp. 363), and that is where the pattern emerges.

The way content, interface and pattern combine for an effect becomes clearer the more ‘Bright Splinters’ is viewed. It does not just draw our attention to light and colour, but plays with how it affects our universe. By viewing city life as a series of fragments defined by light, constantly being presented as both without and with colour, the work illustrates the quote from which its title is derived: ‘Life though…flies at us in bright splinters’. The documentary offers its own perspective on life, breaking everything down into a collection of objects which light flows through and plays around, and in getting the viewer to leave with this new way of noticing things does the work achieve its full effect.

References:

Bordwell, D & Thompson, K 2013, Film Art: An Introduction, McGraw Hill, New York.

Film TV 1 – Analysis and Reflection 07

In the tute we screened a short film called Rolling – a film made in Film-TV1 a few years ago.

In 300 words or less describe what you thought worked or didn’t. At this stage we don’t expect you to have a great deal of film knowledge or language. Don’t be afraid to use your own words. Things you could talk about – script, casting, timing, camera movement, location. You may not remember much detail, if so, it could be helpful to talk about your first impressions, after all this is what most of us are left with after one viewing.

I found that Rolling’s strongest points were the simplicity of the plot and the performance of the leading actor. The film’s focus on a simple but comic premise allowed the attention of the audience to be concentrated on the protagonist’s actions. His timing and delivery definitely helped in setting the film’s quirky and light-hearted mood. Another thing I liked was the way the film opens. The shots of the apartment full of toilet rolls is interesting, and builds the viewer’s curiosity for what happens next.

However, something I found distracting was the choice of angles. During a lot of the one-shots, the camera is angled too far upwards and leaves a lot of head space. Normally this wouldn’tbe that severe a problem, but because it appeared in the most important dialogue shots over and over again, it started to distract from the storytelling.

Film TV 1 – Analysis and Reflection 05

Select from one of the readings, up to but not including Week 5, and briefly describe two points that you have taken from it. Points that excite you, something that was completely new to you.

The reading I chose is Bresson’s ‘Notes on the Cinematographer’. The text contains many effect points about filmmaking, specifiically about how to utilise sound:

‘What is for the eye must not duplicate what is for the ear.’ This point, while basic, really illustrates well why we shouldn’t just be happy with taking and using a single microphone recording from a shoot, and leaving it in the final product untouched. We spend so much time worrying about the visual -lighting, mis-en-scene, framing, angle, costume, design- yet too often the audio does not receive the same amount of care. Ideally, the sound needs to be constructed with as much detail as the image. This construction doesn’t just end with a good recording at the shoot. Sound effects, atmos, foley, musical cues, redubs, and a slew of other things should be added to the mix to really build an aural experience for the viewer that might not necessarily realistically correspond with what is happening on screen.

‘Image and sound must not support each other, but must work each in turn through a sort of relay.’ This point confused me at first, and admittedly it still does a bit now, but what I gather from it is that the brain is not capable of devoting equal attention to both sight and sound at any one time. One must be given prevalence. It’s how we notice things. When watching a film, you’ll notice the image first, and then maybe realise what the sound was like later, or it could be the reverse, where the sound grabs your attention and then your brain takes in the image in the next moment. Good films take advantage of this. One simple example is having a new and surprising sound cut into a scene unexpectedly, yet its source is still left off screen. After the characters react to this intrusion, the film then, and only then, cuts to whatever has made the sound. The initial sonic cue grabs the viewer’s attention, and the image backs it up and fills in the details. It is in this way that audio and visual material should work in tandem, pushing and pulling at the audience’s perception and attention.

Film TV 1- Analysis and Reflection 04

In the film Clown Train how does sound contribute to the atmosphere of this film? Describe what you heard? Can you make reference to another genre film and how they utilise sound to create tension and a unique filmic space?

One of the ways Clown Train utilises sound to maximise its effect on the viewer is through the use of atmospheric/environmental sound. The dull, underlying drone that permeates the conversation between the two characters creates this sense of unending tension, especially when it comes to the fore during the long breaks in conversation, between lines. However, it is not this sound that causes the most tension. Arguably, it is when the sound is removed altogether and silence is allowed to dominate the soundscape. The abnormality of it immediately struck me as a viewer, highlighting how bizarre and ominous the scene was.

In a similar way, Martin Scorcese’s ‘Shutter Island’ employs sound, or rather, the lack thereof, to build dramatic tension. For example, in the scene where Leonardo Di Caprio’s character walks through the most dangerous part of the asylum, the soundscape consists of virtually only the sound of his match being struck to keep his only source of light alive. The absence of other sounds, aside from the most subtle musical cues, heightens the intensity of the moment and really encapsulates how isolated and vulnerable he is in that scene.

Integrated Media 01 – Self Assessment Contract

1.       I wish to improve my proficiency with Korsakow, and shall attempt to learn as much as possible about its technical functions over the course. By the end of the semester, I will create 3 different tutorials on my blog about how to do certain things on the program.

2.       In order to confirm to myself that I have a solid understanding of each reading, I will write 1 blog post per week that adequately deconstructs core ideas behind the reading and translates those using examples more relevant to myself.

3.       To gain a familiarity with interactive documentary and multi-linear storytelling, I will watch at least 7 k-films (student work or external). I will then review and discuss each k-film with a different blog post, identifying strengths and weaknesses, as well as finding what I can incorporate into my own practice.

4.       I aim to improve my ability to critically reflect on my own learning constantly throughout the course. At the end of each week I will write out 1 brief review in my notebook of where I am at in terms of my learning. I will outline which points from the lecture and reading I struggle with, sketch tasks I find difficult, and problems I may face with assessment.

5.       In order to gather knowledge and perspective from sources outside of staff and academic writing, I will regularly check blog posts of my peers in the course, and will comment on their views in each of my own posts about readings.

Back to Habermas

One of the points discussed in today’s lecture was the suggestion that Habermas’ notion of the ‘public sphere’ was lost due to the widespread use of mobile technologies and the domination of the Internet. Adrian presented two possible views:

1. The internet had actually given rise to a type of culture where people could hone in and focus on what they liked or hated and could build walls around themselves, blocking off any outside views.

2. The internet provided an environment where everyone could engage in debate about everything, with full freedom of speech and the removal of fear of persecution.

Now, while I’d like to believe that the latter view is the truer one, it does seem overly optimistic and romantic. The internet is not a single, all-encompassing arena in which everyone gathers and discusses rationally with every single other person. It is an ever-growing collection of smaller arenas in which individuals gather with like-minded people to share the same praise about the same things, and perpetuate dislike and hate for the same things. When the groups from these arenas inevitably come into contact with a group with opposing views, chaos ensues. We would hope that the discussion is balanced and fair, but in reality what we get is emotion-centered arguments, quick judgements and even quicker conclusions that come without resolution. Examples abound on the most popular areas of discussion on the web (Facebook, Twitter, YouTube comments, etc.). The ratio of measured and well-thought arguments to judgmental and uncompromising comments is vastly skewed.

Granted, this does not mean that there is no such thing as thoughtful online discussion, but Habermas’ idea of rational discourse is not as prevalent on the internet as many thought it would be. But who is at fault there? Is it a flaw in the design of the internet, or is it a flaw in Habermas’ theory? Personally, I believe it is the latter. Habermas’ theory of the public sphere assumed that all people were capable and willing to engage in rational and logical debate, but that is not the case. Allowing your emotions and bias to lead your thinking is more tempting, it feels more natural, and it is what happens with many people. The internet did not make people irrational or judgemental. Rather, it gave them the freedom to be as rational or irrational as they wanted. It provided the environment where people who were already close-minded about a subject could join a forum or a group or a page or anything of the sort, that supported their own views and gave them the validation that they desired, thus making them even more resistant to the suggestions of any view that deviated from what they believed.