Our final assessment for the media 1 semester has been an intensive research based collaboration. The process has incorporated a freedom of creative expression, structured with bureaucratic procedures that remain present in the media industry. As a group we have learnt to approach a project through time-lined plotting and planning with detailed understanding of the roles, requirements and restrictions of producers, as outlined in our collaborative contract. The requirements for our production dossier has ensured that we remain critically engaged with our approach to the final artefact and document the means of progress. By gifting us the tools and resources necessary to understand our topic, through lectorial material and tangible scholarly readings we were able to implement an informed voice as a response to popular media debates. The broad definitions of the media concepts and the vague identity of a “media artefact” gave much room for the expression of a creative response. Our decision to submit a powerpoint presentation was a combination of a desire to develop proficiency in the creation of multimedia formats (inc. sound, film and image) and an interest in discussing the limitations and possibilities of this particular form.
Our main issue with the style of presentation was the inability to introduce interactive elements. Our solution was to allow audiences to a) receive the slideshow in its entirety, animated for uninterrupted playback, b) consume at their own pace using a read-only view of the file to navigate the content or c) combine both by pausing, resuming, skipping and reviewing. Herein we find the main flaw of our artefact, where audience engagement and communicated meaning exist in a tension space where we find audience’s sacrificing one for the other – this is based on a workshop comment that found most people would prefer to interact with our artefact in a context different to that for which it was produced; a faux presentation audience. This adversity was partially opposed by the variety of content we could offer. A mixture of research and production based methods have contributed to a piece that is informative, comical and diverse. This dynamic representation of information should prove imperative to the audience’s understanding of the meaning within and complement consumer enjoyment.
Experience working as a collaboration was a strenuous yet rewarding procedure. To include a first semester group assessment (worth 40%) in the syllabus pressured inexperienced individuals to adapt limited knowledge of the media production process into a transparent approach easily communicated and undertaken by collaborators. We were able to share our limited technical competencies to express our conceptual ideas, yet our group was lacking confidence in our media making abilities. This assessment, and others, have been too heavily weighted towards those with industry experience and does not reflect how well individuals learn and engage with actual course content. During the research stage the group structure helped us demonstrate our understanding of the concepts surrounding media “texts” by compiling knowledge, opinions and ideas. Early in the process we set a base of empathetical respect and outlined what we wished to achieve and gain from this experience and that initial stance has greatly improved our ability to get along and work efficiently towards a common goal.
Looking to the future as a media practitioner it is important to develop these skills of collaboration as this project has provided an introduction to the official and unofficial procedures. Discussions in workshops and lectorials have provided further insight to the different ways that people produce, consume and transmit media, from tropes and codes to mediums and institutions. This understanding of industry processes will continue to develop my approach to media production and my comprehension of it’s role within society. Knowing the role of audiences in making sense of media also proves critical to the reasons and ways I will continue to practice media. I hope to further develop my skills in the production of film, image and sound materials as there has been limited focus on those elements throughout this assessment and I am a very hands-on learner who will actively formulate ideas based on my understanding of technologies and material devices not vice-versa.