Tag / media

by harrietread

My Take on Text Analysing in Culture

One of our more recent readings in Media 1 explored textual analysis from a media practitioner’s perspective. I have to say, it blew my mind a little bit; What made sense to me is that every cultural product made by humans is a text, and every text can be analysed.

These texts are analysed through semiotics; Semiotics and media are intertwined and depend on one another, allowing to make connotations, suggestions and representations that are communicated to audiences.

What I think caught my interest however is the notion that the language of signs differs among cultures; every ethnicity, religion, nationality and culture has their own language of signs and symbols that correlate with their social rituals and cultural beliefs. For example, in Western cultures such as Australia or the United Kingdom, the colour white is used as a symbol or connotation of purity, chastity, hope, etc. However in Eastern cultures, such as China or Japan, the colour white is a symbol of sickness and death, and is used to represent negative ideas. While an English woman may wear a white wedding dress for purity and happiness, in China white is worn to funerals.

This language-barrier, or perhaps a ‘semiotic barrier,’ is something I want to investigate and understand further in my studies. An example that I can think of surrounding how different cultures are represented by eachother comes from the 2013 fantasy-drama epic 47 Ronin, directed by Carl Rinsch. In the climactic battle scene that takes place during the wedding of Mika (Ko Shibasaki and Kira(Tadanobu Asano), the bride Mika is shown in a white wedding dress. On one level, this contradicts the source material’s Japanese heritage; a Japanese bride would wear red, as white is a colour of misfortune and illness. On another level, however, the film may have been written in this manner to connote a sense of Mika’s despair at an enforced marriage.

This is what I love about text analysis; any number of ideas and theories can be unpacked from a text, and it’s not wrong or right. It’s just another theory, which can be agreed or disagreed with, but cannot be negated outright.

by harrietread

My Take on Burgin’s ‘Looking at Photographs’

From this week’s reading, Looking at Photographs by Victor Burgin, I got out two major ideas concerning the relationship between people and photography.

Firstly, there was a clear emphasis on the significance of subject and subjectivity. There is a lot of distinguishing between the ‘other’ and the ‘self,’ between the subjects being represented and the viewing subject. Secondly, there were many mentions in the text of how there is a ‘visual language’ in photography and imagery, a sense of there being a semiotic nature to it full of language and symbols.

My interpretation of the reading has led me to understand that these two factors are intertwined and interdependent.

The reading explored how, at a certain age, infants become self-aware; they are able to recognise themselves as a self in the mirror, and can distinguish separate beings as others. This is a trait believed to be unique to humans, and also elephants and dolphins. A product of this self-awareness is, as Burgin argues, the ability to reject reality and indulge the imagination; this becomes significant in the semiotic nature of photography.

This self-awareness gives way to encoding and decoding visual cues based on individual subjectivity. When someone observes a photograph in an album or a gallery, they view or recognise the subjects based on their own experiences and understandings that are unique to them only.

How this connects to the semiotic visual language of photography is that the human mind understands photography on a subjective level, and additionally on a unanimously cognitive level. For instance, Burgin summarised that the reason why composition is important and aesthetically pleasing is because it lets the viewer ‘prolong their imaginary command of the point of view.’

Essentially, on a cognitive level, the rules of composition in photography allow the human mind to become more invested in the subject and reject their reality for the sake of the representation. This is the same for all humans; we unanimously receive and decode representations using the same cognitive formula that is recognised in photographic and cinematic composition.

On a subjective level, our experiences, made more unique due to our self-awareness, shape how we experience the world and absorb visual language, and influence how our imagination runs and shapes our ‘frame of mind’ in which photography is remembered.

The visual language of photography is, as I understand it, a complex intertwining of the cognitive and psychological aspects of the human mind. Our ‘point of view’ or ‘frame of mind’ is a melded combination of how human reception of visual cues occurs and how our self-aware natures allow us to reject reality and substitute our own imagination, whether we are the author of a text or a receiver.

by harrietread

This past week, I went down to Mornington peninsula with 4 other friends on a photography expedition. Armed with a Canon EOS 1200 DSLR and a Nikon FE2 film SLR, it was a nice break from the world to go down south and indulge in the incredible natural world.

There’ll be a follow up post about the developed film, but I gotta say, it was a little daunting. I only had about 25 shots a roll, and neglected to bring more than one. Oopsie! I was also nervous because the night before, I had managed to tear apart my last film roll trying to take it out of the camera. Lesson learned: Read the manual.

The shoot itself was daunting, because the beach (whose name I forget) and rocky rock pools that we visited was the epitome of ‘treacherous nature.’ Clambering up rocks and over agonisingly lumpy stones was exhausting, but worth it entirely as we saw the ocean breathing and crashing so close to us.

by harrietread

Cartoons are Just for Kids

That title probably “triggered” a few people out there so let me defuse the situation first and foremost: You just got clickbaited, without the clicking and redirecting to another page, unless you actually clicked on my blog, in which case: good for you!

Now. Are cartoons JUST for kids? How about we discuss what makes up a “cartoon.” From Merriam-Webster online dictionary:
Cartoon: (noun) A film or television show made by photographing a series of drawings : an animated film or television show

What part of this definition restricts cartoons to children? From this definition, anything made up of a series of drawings could be a cartoon; it could be gory, horrifying, lewd, surreal, anything. So why do we assume that anything that is ‘cartoon’ is something appropriate for children?

Let me elaborate: one of my all time favourite films is Hayao Miyazaki’s anime classic, Princess Mononoke (1997) which I first watched when I was about 9 or 10 years old. At the time, I believed the old “cartoons are for kids” thing, and imagine my astonishment when I saw limbs being lopped off and heads being slashed off at that tender age? It wasn’t until my parents actually checked closely did they realise that this cartoon was rated M15+ – i.e. Big no-no for 10 year old me (sidenote, I knew the whole time what its official rating was. I think the opening scenes with the big wormy boar gave it away; but it was a fantastic film, so sue me right?) Anyway, they decided the damage was done and let me watch it anyway.

Basically, what I am trying to get at here is that parents need to be more aware of a) how to check for and understand media classifications and b) they need to work out what they’re okay with their kids watching and consuming. I’ll also point out that I think I’m fairly liberal with what I believe younger people should and shouldn’t be allowed to consume, within reason. It’s so simple for us to assume at a glance that a cartoon is kid friendly, but the fact is there are so many animated films and television shows out there that parents would never let within 50 feet of their children if they knew what they were getting into; and they’re a click away from us all.

Parents need to be told that classifications aren’t put on movies, cartoons or video games just for decoration; the graphic designers probably hate having to ruin their gorgeous cover art with a little 18+ sticker. I’ve heard too often of kids going into stores like JB Hifi or EB Games etc. with their parents and getting copies of stuff like Princess Mononoke, Deadpool, Dead Space 3 or other media texts with ratings of R18+ simply because we are made to believe too easily that video games, superhero films and animated series are ‘just for kids.’ No, they aren’t all for kids. Check your ratings; it’s not the media company’s fault that parent’s don’t take classification ratings seriously.

by harrietread

Learning about Sound

The most I’ve understood about anything related to sound in my life has been how tempo and beat works; I used to dance when I was a kid, and you’d get a glare if you missed your cue. Thus, I have little interest in the finetuned details of the physics and nuances of sound/music/etc.

At the same time, however, I have always had a significant interest in editing films with sounds, music, soundtracks, foley, etc; so clearly, I have a little work to do in terms of getting a sense of the whole shemozzle.

Going through the reading given on Sound was my first step in understanding sound in media, and focused on the technical and physical aspects of how sound occurs, how we hear it, and how we can record it. Now that I know big words, like that cardioid, super cardioid and hyper cardioid microphones are the kinds of mikes good for recording sound from a single perspective, I feel as though I am clearly the no.1 expert on everything aural even though just trying to press the chords on a guitar cramps up my arm.

by harrietread

A Self Portrait

Our most recent assessment for Media 1 was to craft short film self-portraits. With only a week to make them, I feel a little shy posting mine here but figured hey, why not. I’m still quite inspired by what we’ve learned from experimental filmmakers, and took a kind of associational filmmaking approach; my aim was to juxtapose people with the landscape. My favourite part is showing how we react when we realise we are being recorded.

by harrietread

Distance between the Audience and the Mediated Subject

In one of our more recent readings for Media 1, I was initially taken aback by the sheer deepness and abstractness of this extract on Perspective and Social Distance. It took me a minute to notice that what was being discussed was essentially how perspective in a piece of media reflects, literally and figuratively, the distances between the audience addressed and the subject being represented.

That may seem a little confusing at first, so let’s try a better interpretation:

Let’s say you’re watching an ad on TV for the upcoming footy season. Any particularly exclusive shots you see of significant individual players may look at them from a slight low-angle, and depict them at full length in the frame which would place them a couple of meters away from the camera/the audience. This positioning of the player in this manner subtly suggests that their significance makes them superior to the audience; they are tall, powerful, and untouchable, far from our screens; at the same time, they are essentially framed so that the audience wants to be on their level, and join them on that platform several meters from the camera where there is apparent glory. That is the essential gist that I got from Perspective and Social Distance.

The reading looked closer at this idea of perspective by referring to its modern roots in the Renaissance era, spanning roughly from the 1500s-1600s. As I am fond to say the least of art, particularly classical art, this exploration clarified what the reading meant by ‘perspective’ in a tangible sense. A sense of hierarchy within artistic and mediated texts clarified for me how there is a distance both literal and figurative between an audience and a subject. In the foreground of a photograph for instance, there are the things considered most accessible to the audience; perhaps normal people, everyday objects, items, pets and animals. The further towards the background of the photo you go, subjects represented would be the ones difficult to attain for an audience; perhaps a representation of fame, fortune, glory, etc.

by harrietread

Aspect to Aspect – Western vs Eastern Storytelling at Play

In Week 1, we were sent a reading in Media1 in the form of a graphic novel by Scott McCloud, exploring human perception in the media that we consume daily. I was reminded of this reading last week in our Media1 workshop and went back to it after we were sent out in groups to film content for a short film haiku. The constraints of the content we shot were that there was to be no focus on individuals, and no camera movement.

I was reminded in this moment of a method of storytelling I had learned about originally from a YouTube personality called Nerdwriter1; it is called Action to Action, and another is called Aspect to Aspect. In Scott McCloud’s Blood in the Gutter, Action to Action is shown as a storytelling method that allows a reader or audience to fill in the gaps, or gutter, between panels and frames. Nerdwriter1 analyses this deeper as a storytelling method for a society or culture that is very goal oriented; for example, in American comic books, Action to Action may be used to tell the narrative of a superhero intending to save the world, knocking down one bad guy at a time.

Conversely, Aspect to Aspect, as explored by McCloud, renders the concept of time unimportant, or even non-existent. Each frame shows aspects that allow the mind and the eye to wander, evoking an idea, emotion or setting. Nerdwriter1 has taken this a step further, and suggests that, particularly in an eastern culture or society, such as Japan, there is less emphasis on getting to a particular place or attaining a particular goal than the notion of allowing the mind to wander within a moment in time. Nerdwriter1 suggests that Aspect to Aspect can be utilised to evoke in an audience or reader a sense of simply existing in a moment. The YouTuber supports his theory through his video essay on the Japanese sci-fi thriller Ghost in the Shell, alluding to a series of shots in the intermission of the film that takes on this sense of being present in a moment, absent from time and time’s constraints.

Back to my original point about the haiku short films we were collecting content for. While I am not sure if Brian Morris was intending for us to rediscover the theory of Aspect-to-Aspect, I found it interesting that we had the goals of creating a filmic haiku (a Japanese form of poetry) and were using a method of filmmaking that is closely linked to a storytelling method used predominantly in Japanese film, narrative, literature and graphic novels. Emphasis on the landscape, setting and context was made clear to us, which is highly similar to the way that Ghost in the Shell conveys a mood and place through similar emphasis to its production design and landscapes.

LINK: Nerdwriter1’s video essay alludes to McCloud’d readings on Action vs Aspect in the first 3 mins

by harrietread

What is Media?

Our Media 1 class yesterday explored what makes something a media text. Our verdict was that a media text was ‘any piece of media that communicates some sort of meaning.’

We also explored the way in which media, in its development as forms of communication, has made us interconnected and intertwined across the globe. Something that interested me was the shift from a Pre-Modern society to a Modern society.

A Pre-Modern society was the world before access to mass media was possible, wherein we experienced almost everything directly and face-to-face. A Modern society, like the one we are in today, sees us experiencing things through media texts, ranging from maps, books and newspapers to television, radio and phones.

The concept of ‘imagined communities’ was raised in the context of Modern societies. My understanding of them is that they are how media texts and the interconnectivity of communication media and technologies form a sense of community. For example, national newspapers, such as The Australian, help Australians identify as a community even though not everybody knows one another as closely as a smaller, local suburban area would.

Following our discussion of what is media, we were sent out in groups to various parts of the CBD to gather a collection of media texts that are present in our everyday lives; my group was sent to the State Library on Swanston Street, and our collection of media texts will be presented in a follow-up post.

by harrietread

Jeremy Bowtell on Editing in Media

In our Media 1 class yesterday, we began with a presentation from guest speaker Jeremy Bowtell on editing; specifically, in film. For me, editing a film is the best part of filmmaking. I find it a meditative experience, requiring patience as I go back and forth trying to find the right place to cut. What I found interesting in Bowtell’s presentation was this trifecta that contributes to editing in film: Rhythm, Emotion and Story.

Rhythm refers to the technical aspect of editing; does the cut fit into the sequence in a way that fits with or challenges the rhythm of the score or soundtrack, or has a jarring or subtle effect on the audience?

Emotion refers to whether the style and Rhythm of editing evokes a feeling within the audience. For instance, in the gore-filled ‘torture-porn’ horror, Saw, the style of editing in the flashback of Amanda Young instils anxiety, fear and apprehension in the audience through its face-paced, erratic and frenetic style of cuts.

Story is how narrative within a film progresses based on editing. Bowtell provided us with a quote by Edward Dmytryk: ‘Never make a cut without a positive reason.’ This can be referred back to how Story and Editing are intertwined, as Dmytryk is saying that a cut made through editing should be done to allow the narrative to progress in a relevant and efficient manner.