This week in tutorial, we listened to a sleep podcast. The hosts’ primary discussion revolved around the curiosity of how different animals sleep. The content itself was so interesting and engaging, however it was the elements of the narration that we discussed. I found the content actually really interesting, but the monotones and dull conversation used made it so boring and hard to listen to!!! There was no music in the background and it was all just them having a conversation that was obviously scripted. It was good at times because their voices and descriptions allowed me to visualise what they were talking about, but overall it was quite boring! However, looking at it from a podcast and narration perspective, I loved how it was a scripted conversation. It made it more relaxed, but still engaging because it sounded like they knew what they were talking about the entire time.

This week we were introduced to our next assignment, PB4. This is a collaborative approach to learning and requires each member within the class to work together in their groups of 3 or 4 to produce the best outcome. PB4 requires us to

 

My group consists of Ryan, Lydia and Jason, and we have been assignment the topic of text and narrative. Initially we were extremely confused as to what direction we were going to follow in order to achieve our project. We began a brainstorm of our ideas and put them onto one big A5 page. The ideas of culture and interpretations immediately came to mind whilst doing this brainstorm, so we decided to use these as good starting points.

 

Louise then suggested that we come up with one statement as a guideline which we follow when coming up with ideas. She said that in TV she found it easier to come up with ideas once she had a title written down, because she could easily build off it and always know what to come back to, also helped her to not go off topic.

Following Louise’s tip, we came up with the title of ‘Lost in Translation’, following the idea that difference audience’s receive different information based on their culture, background or Religion, and texts and narrative set this up. It definitely made it a lot easier after we had a title, as we could easily fall back on it if we ever went off topic or got confused. I’m excited to see what our group ultimately comes up with.

After watching everyone’s PB3 videos in tutorial, we came to the discussion of that although we all had the exact same requirements and constraints stated in the brief, every single person’s video was so different from each other.

Louise then proposed the idea of technical vs. aesthetic appeals in not only videos in general, but in particular our PB3’s.

The technical being the type of shots, angles and techniques, and the aesthetic being the style and look of the video. Both of these qualities are so incredibly important in order in keeping it interesting and appealing to the audience and enabling them to fully engage with the piece.

 

In class we thought about the two qualities and what each one consists of:

Technical

• Angles ensure videos are interesting
• Setting up two cameras as a technique, running them at the same time and getting two different angles; one in front of the subject and one to the side.

 

Aethetical

• Thinking about the color composition in the shot
• The objects/ components within the shot, how are they set up
• Location – indoor or outdoor, at home, a market, beach or city
• What is behind, next to or in front of the subject in the interviewing shots; how they help tell the story or generate personality or relevance of the interviewee.

This week in tutorial we spent the first two hours watching everyone’s PB3’s. It was so interesting to notice that although we all had the exact same requirements and constraints, every single person’s video was so different.

On my table was Brad, Rosie, Riah and Hannah, and I was required to give them feedback after watching their videos. Below is my feedback with their PB3’s attached.

 

Bradley

• Loved the close ups of the erasers, great being able to properly visualise the erasers and the detail
• Maybe needed music throughout to emphasis or clarify the feeling and mood
• Good use of black and white clips
• Good use of two cameras, kept the interview interesting
• Great quirky overall theme for video, very original

Rosie

• At times the music was overpowering the interviewee’s dialogue, couldn’t fully hear him
• Nice cinematography, especially in the car

Riah

• Lovely use of old photos, created a very personal feel,
• Nice quality sound, rich dialogue and was very clear and easy to understand

Hannah

• Great shots along the water, put together nicely with fast cut editing
• Clever use of light balls, created an inspirational feel
• Music sets the mood, upbeat, electric and exciting, to match the intense rhythm of his lifestyle

This week’s interview exercise was so much fun to do. It was great coming up with the idea of having three different sections we all talk about and learning how to use the equipment including the Sony mc50 and the mini clip on mic.

We did the talking segments inside the classroom after everyone had left. This was a successful aspect as there was absolutely no back ground noise to interfere with our sound. After that we recorded all the cut away shots that didn’t require any sound around the RMIT campus. We had written down what we had said in our interview so used that as a guide so we knew exactly what shots to cover.

I didn’t necessary notice that we made any mistakes until it came to the editing process. While in editing I was going through all the shots we took and working out the ones I should use for the video, and half the time when I was speaking the microphone was extremely crackly and the sound kept dropping out, something I didn’t even realise was happening at the time. This meant I could only use half of the footage of me talking, which in the end was fine but I overcame this problem by using only the clear sounding footage. Next time though I know to do a practice shot before filming the actual one so I don’t have the same problem, and I think we had a dodgy microphone that required you to hold it where it connected to get best quality sound, however I don’t think I did this, hence why half my sound was bad quality.

Another problematic aspect we encountered whilst completing this task was that we didn’t include any reverse/ reaction shots of the interviewer – we were too fixated on getting all the other necessary shots to match up with the interview content that we forgot to include this. Next time I would read the requirements carefully and make sure everything is included.

Our establishing shot was a successful aspect as it nicely summed up the base of what we were going to talk about in the interview, and set up the location really nicely – gives the audience a visual of the environment.

 

Below are the 9 questions I asked my interviewee. I set up the camera about a meter to the left of where I was standing, and so she spoke to me not directly at the camera. I paused the camera at the end of each answer, however let it run during the question so she had lots of time to answer. Dee elaborated her answers really well, just as I designed the questions to be. If at any stage during the answer I didn’t feel as though there was enough footage or the right footage, I would ask another question to do with what she was just talking about or asked her to elaborate even more at particular times.

I specifically designed my questions to be left up to Dee to answer in her own way. I didn’t want much structure with them, I wanted to make it as flexible as possible, so the answer could go several ways and so I got the most out of each question.

 

Here are my questions:

1. Why acting?
2. Explain what made you want to act/perform in the first place
3. What is the best thing about acting?
4. Would you be able to explain one highlight in your career and why it is a highlight?
5. Can you explain one specific moment that is a highlight?
6. What have been some challenges throughout your career?
7. What inspires you/ what are you inspired by? (both in your work and generally)
8. Explain what you think the most important things in life are
9. What advice would you give your younger self?

The reading this week was really interesting. The part that stood out to me was the relation between non-narrative documentary in regards to experimental film.

 

Experimental film is essentially made to express personal opinion, experiences or point of views that can’t be used in mainstream context. Usually, experimental films have a narrative however it’s not distinct and easy to follow, it often requires interpretation, because it doesn’t involve mainstream storylines to follow. It’s a way of expressing rather than portraying. Usually consisting of ideas, with compositions of images or random elements which wouldn’t be present in mainstream films.

 

Now I’ve completed this reading, I’m excited to reach week 10 in cinema studies, as our topic will be documentary and we are watching a documentary called ‘Grizzly Man’. I feel as though now I’ll have a bit of prior knowledge about non-narrative documentaries and examples of such, which I will think about while watching the film and discussing in tutorial for that class. It will be interesting to see if this film has any relation to experimental film. Yay!

I didn’t really enjoy the reading this week as I felt as though it didn’t distinguish what collaboration is to its full potential.

However, I really liked the reference to sites such as Wikipedia and YouTube which I felt were cleverly necessary as they are both sites that involves the input from the public, meaning that this collaboration was between the public and sites. It’s a collaboration I never even thought about even though I use it in every day life.

 

In a group, there needs to be a specific direction and plan before conducting so every person knows what to do and how they can contribute. I agree with the statement that read ‘collaboration requires goals’. Goals are important as even after the overall direction is established, to keep the direction there needs to be a goal, and even specific goals along the way. For our PB4’s, goals could mean submission dates along the way. I’ve looked that the criteria sheet, and it looks as though we are given set dates along the way to completion that checked our progress, and I’m guessing ultimately to make sure we didn’t leave anything to the last minute. For example, it says the video essay rough cut is due in week 12 workshops. This will keep the group organised and achieve the final goal at the end (which will be to get the whole assignment in on timeJ)

https://www.youtube.com/watch?v=K5W3oMnKBP8&feature=youtu.be

This week in the lectorial, Rachel spoke about collaboration and why it is important.

The main reasons as to why collaboration is a good thing that stood out to me were:

• Bouncing ideas and inspiration of each other
• The speed at which the task is completed; collaborating creates the ability to work faster and more efficiently as there are more hands to help out

I definitely agree. I thought this lectorial was so incredibly useful and relevant as we begin thinking about our next project brief, which involves working in a group. Although I never really think about it, group/ collaborative skills are so important when conducting a specific task. It’s important to ensure everyone is putting in an equal amount of effort, no one is left doing everything themselves, different ideas and suggestions allow for greater ideas, discussions and approaches – all of which Rachel spoke about.

A group discussion can often be hard to begin or generate, and it’s not until people put in their own ideas where it gets easier and more ideas are created. Especially because when working in a group, every member is likely to be so different from each other, so when everyone brings their different approaches or beliefs into the discussion, ideas are bounced off on another in ways you couldn’t do alone.

Collaborating does create the ability to work faster and more efficiently as there are more people involved in the specific task(s). If one person in the group is left to do everything on their own, the process is slow, and it’s often hard to actually get anywhere. If everyone chips in and collaborates together, more ideas are shared which creates opportunity for a stronger piece of work in the long run, and tasks are done quicker as there are more hands helping out.