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WEEK 10: LECTORIAL 10

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Here it is. The big one. The one of Institutions.

I liked how Brian linked the social institution of marriage to media institutions. I think this draws on what my PB4 group is trying to achieve in exploring how media institutions are seen as a sort of social institutions nowadays. In a way, nowadays, people look to the media to know how to act and how to be, they (sometimes) follow social customs when posting online and look to the media for guidance. To me this sounds like media institutions have replaced the church and religion.

 

The In-Class Activity was very helpful in looking into the way in which media institutions work. I think the prompts that were given to us were very helpful for me in understanding media institutions:

•Relationship to audience/users (‘mode of address’)?
•What are their core values?
•What is their status?
•How are their activities ‘professionalised’
•How are they more than a business?
•What forms of regulations constrain their activities (internal & external)?
•In what sense are they conduits for flows of power?
•What other institutions are they related to?engaged/aligned with?

In the lectorial i explored Community Media. I think this is most interesting because community broadcasters aim to only appease a niche and small demographic so they’re relationship with their audience is a lot more personal than a bigger corporation.

Here is the brainstorm we came up with:

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WEEK 8: CONNECTION 8

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I have a fondness for watching long winded television series. I never watch series that are still being produced and you have to wait weekly for the next episode and then a year for the next season, so inevitably, I watch shows that are at least five to ten years old. I think this is because I like to watch it all at once, and emmerse yourself in the characters as they are and how they come to be throughout the series.

Once, I decided I would watch the entire series of Malcolm In The Middle – I mean, it’s not a groundbreaking series but I just really felt like watching it. Anyway, I ended watching a season a day and I loved watching how the characters, especially the child ones, developed from being 11 year olds into adults. It’s my belief that the characters drive a narrative, because, if you think about it, and you taker what was taught about  causality in yesterdays lectorial, it’s usually the person that is doing the action that develops into a sequence of cause and effect.

Usually this is driven by a characters personality and what they believe and feel. Bringing this back to Malcolm In The Middle, I found it interesting that, as the seasons progressed one of the characters main traits (that was not prevalent or as developed in earlier seasons) came to be the cause of their detriment further along. For example, Malcolm’s narcissism and intelligence often caused him to alienate others.

As I said before, Malcolm In The Middle isn’t some sort of breakthrough program that deserves to be recognised academically or can accoladed for smashing through social boundaries, but I think, as a narrative it reflects life as it is. It’s an exaggeration of a dysfunctional suburban family that anyone can relate to.

Week 4: Workshop 4

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What I found particularly interesting about this weeks workshop was the Kuleshov effect. As, we’re currently taking a closer look at editing techniques, I am beginning to understand the power that editing has in conveying meaning and bettering the product all together.
As we get closer to presenting the Self Portrait 2.0, the issue in my mind is solely editing. At this point in time, I only have an idea of what I wanted to convey in this assessment and no footage or media which should be more of a priority, however, what’s really bothering me is how to incorporate still images into the video without compromising flow. It’s been suggested to me to just use crossfades between image and video, however, I still think that, unless it’s stop motion, it can disrupt the flow.

I think that, once I get down to filming and shooting what I need, I need to think critically about how to edit them seamlessly in without this minuscule part of the assessment bothering me.

Week 1: Lectorial 1

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I didn’t know what to expect from the first lectorial of the semester but I certainly didn’t expect it to be so self reflective. It was comforting to find out that my classmates had similar – if not identical – aspirations and goals to reach by the end of the course.
Here is my list of 10 things to achieve:

  • 1. Edit better
  • 2. Come up with more processes of ideas
  • 3. Write better scripts
  • 4. Create my own style of filming/producing/writing
  • 5. Grasp ideas from literature, film and politics to create
  • 6.To know that I can make Australian Cinema great
  • 7. Create a network of people to help me
  • 8. Film better
  • 9. Be more critical of what media I consume
  • 10. Learn how to engage an audience/produce relevant content

After reading the article on active and hyper attention, I can see the point that the author was trying to convey. I agree that the difference between these two cognitive modes has a  strong connection to the generational divide. I, along with most people in my age group, would identify with the traits of hyper attention. I can’t help but looking at my phone whilst watching television or a movie, I study better with music or general noise in the background and I can’t resist switching between eight different tabs when I’m surfing the internet.
I think this is probably caused by the rapid advancement in technology during the time where my generation was growing up. We’ve really always had the option between two or more different screens even if one may have been a tamagotchi screen at one point.

 

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