oliverclark – Page 2 – Blog of Oliver Clark

Good Form assignment 1 reflection

oliverclark on 27/07/201627/07/2016

Edited scene link on google drive: https://drive.google.com/a/rmit.edu.au/file/d/0B32yH54QH6CEYkF6VUJ3M2w4WE0/view?usp=sharing

This project, which I worked on with Matthew Duong (actor) and Jeremy Costa (videographer), was quite fun, if rather short-lived. We ended up having two films with slight differences in how they are edited (one by Duong and one by Costa). The link above and the shared video on my google drive is the one edited by Duong on his laptop. Both versions, though, focused on using our limited shooting time and poor line-memorizing to our advantage, making it seem hilariously awkward and absurd.

One moment that stands out really well was having me standing behind Duong, nodding along, which is a very funny fourth-wall bit of absurdity as at the same time, I am supposedly on the other side of the room talking. This is aided by the audio mix of me talking while being inter-cut with Duong saying “whatever” while in various positions and locations. This was probably the funniest moment of the video. There were many other funny moments, such as the moving of my face to Duong’s face, or the odd pronunciation of the word “nice”.

One of the not-so-great moments, however, was most likely my need to keep looking at the script. A huge amount of lines with zero rehearsal time allowed meant that we both needed to keep a script nearby for prompts, only Duong was more subtle in keeping his hidden. I very audibly and visually turned a page at one point and constantly looked down at my lap. The good news is that in the editing suite it was used to maximum awkward and comedic effect by showing it off as much as possible, even mixing in a great reaction shot that just looks like disappointment.

I guess the main thing I would do differently, assuming I had all the time and resources available, would be to have rehearsals to memorize the lines, or perhaps have people with lines written on giant cards out of the shot to help prompt the actors. As well as better camera and audio equipment to have better-looking and sounding shots. If, however, it was exactly the same time/resources, perhaps then maybe more head-shots, so a person can keep the script in front of their face, out of shot, so they can still read the lines without looking at their lap every time. Other than that, I think we did very well.

Good form reflection 25th July 2016

oliverclark on 25/07/2016

We started getting together for assessment 2 (done in pairs), with plans to do the unmarked assessment 1 during Wednesday’s session. We also discussed the various restrictions on our web series to the creative writing people, including budget, length, and character limits. There will probably be a writer-director co-op relationship during shooting.

We also apparently have to do weekly updates in the same pairs as for the assessment 2, with each pair updating a different week.

We watched a few episodes of some web series that we liked and sent links to our tutor. The show I sent was “The Guild”, and we analyzed the camera-work used in it to show the characters in different places, as well as the conversation between two of the mains. We then did “Jake and Amir”, where we looked at the minimalist shots, and how the production value has changed greatly, but not the formula of each episode. From a producers point of view, writing has to be kept the same, just keep control on the set and lighting and good shots. Afterwards, we looked at “The Leftovers”, a local RMIT production. It started out as some passive-aggressive back-and-forth between an RMIT student and a Melbourne uni student, ending with a bash at Deaken and maniacal laughter.

Assessment 2 is describing and analyzing an episode from a web series on a template, then individually reflecting on it. We went through some of the details within the template. My partner for this project is Daleen Jeenmuang, and we will do week 4.

Good form reflection 18th July 2016

oliverclark on 18/07/2016

We met today with the creative writing people with whom we will collaborate with to make a comedy web series. In groups we discussed these questions:

What are we going to make? No idea. We are still deciding what our comedy web series will be. We need to think about this and talk it out more with the people we’ll be working with. We aren’t even sure who we will work with.
What is something new that you’ve encountered in this discussion? Nothing new, exactly. Just the same stuff I thought about.
What do we want to get out of this studio? A good web series, a popular web series, and a good grade. I really want a lot of people to watch it, like it, and for me to receive a high distinction.

A lot of ideas were discussed for comedy web series. So many ideas. One idea was 2 friends who are going to a series of parties, its entirely shot outside each house by the door. They talk, enter, then it cuts to them leaving and reacting to what happened.

TV cultures 2nd stage of reflections #3, COMM-1073

oliverclark on 27/10/2015

Throughout the semester I learned about many different concepts and the shows around them. All this while recording the various shows I watch and how I watch them. My TV cultures time-use diary has shown me how much I depend upon the Internet to watch many of my favorite shows. Most of my shows I have downloaded onto my laptop at some point and often I watch them alone with food.. The rise of the digital age has meant that people are no longer content to watch a show that is segmented by adverts (or they simply do not have the time to watch all of their shows during the designated time-slots) and will simply download or “torrent” the shows later and watch them at their own leisure. Some entertainment companies, specifically “Netflix”, took advantage of this trend to create shows that are only available online (e.g. “Orange is the new black”, “House of cards”, “Unbreakable Kimmy Schmidt”, “Daredevil”, and others). Vimeo also recently made a show that can only be downloaded or viewed online called “Con Man”, so clearly the “web-series” is a trend that is becoming more and more common. The “web-series” are the types of shows I just listed, the sort of show where the episodes are made for a purely online format, to be primarily viewed on a computer with an Internet connection. While I watch a lot of regular network and cable shows as well web-series, I watch most of them via online.

The reason I download shows isn’t just because of an annoyance of adverts, but also because many of the shows I like to watch just simply don’t broadcast to where I live, or if they do many won’t be shown for several weeks. The number of people that I know who prefer to download shows (as opposed to watching it on scheduled TV) is quite high, especially among students. This is probably because, as similar children of the digital age, it’s purely to watch or binge-watch (watch a lot of a series’ episodes in a short space of time) at their own pace and when they want. This habit of watching shows on laptops instead of TV seems to be spreading into older generations as well. My TV cultures lectures often have screenings on a projector, and the show that is screened comes from a video file on the lecturer’s laptop.

My TV cultures class does exhibit screenings of a few shows, and I do watch “Last Week Tonight” on TV only the next day after its release, so there are a few exceptions. The TV cultures course has introduced me to a number of shows that I otherwise wouldn’t have watched or taken much notice of (like “True Detective”, “Pimp my ride”, and “Documentary Now”), not to mention a number of television concepts that I had only a limited knowledge of (e.g. Docusoaps, Quality TV, etc). However, I only continued to watch one of the shows introduced to me in the screenings (I was already watching “Last Week Tonight” before the course began), the show being “Documentary Now”, and even then I downloaded it.

In conclusion, my enjoyment of the television cultures course is aided by enjoyment of television in general. However, my habits of downloading shows and watching them alone at my own time did not have any relation to my experiences to the course, and it’s unlikely that I am going to change said viewing habits any time soon. That being said, the lectures and tutorials were highly informative and immersive, which I found to be very useful when learning about the various concepts presented. The course also allowed me to research my own information, especially for the “Modern Family” group presentation. Essentially, the television cultures course was a great course to do, it was highly informative, and it was also a very fun course to do. I am grateful for the experience I had.

TV cultures 2nd stage of reflections #2, COMM-1073

oliverclark on 27/10/2015

The “Mockumentary” aka “a fake documentary that pokes fun, or mocks, the documentary genre”, is well known to modern audiences. This is in part to the success and mainstream knowledge of such mockumentary shows such as “The Office” (UK), “The Office” (US), “Parks and Recreation”, and “Modern Family”. The mockumentary genre itself is can be seen as very clearly parody-based, with plenty of irony and satire of documentaries. The characters get into strange situations, jokes are made, but the documentary styles of moving cameras and “talking head” moments (where a character talks to the camera privately).

When the mockumentary genre first came about, it was as a way to poke fun at the large amount of weekly “reality” television shows around, and as such the audience was assumed to know all the tropes and antics of a reality show, and thus able to understand the jokes. The audience understands that while the production is similar to that of a documentary (the use of talking heads, location shootings, voice-over narration, ‘natural lighting’, scene-setting music, etc), they also know that there is a script, a fictional scenario, a use of actors, and that the action is directed and planned beforehand.

Eventually, audiences seemed to want something else in their mockumentaries, and so we got the combination of the mockumentary with the staples of the sit-com (only without a laugh track or live audience), and with that we got a bunch of our favorite shows. Most notably, abc’s “Modern Family”. There are voice-over narrations, fourth-wall acknowledgements (looking at the camera, seeking validation or empathy from the audience), and there are talking head moments. The show questions the content of reality TV and of people’s fascination with the mundane, of ordinary people doing fairly ordinary things.

With “Modern Family” entering its seventh season, we do have to wonder why it has become such a success, with millions of viewers every week, not to mention more than a couple of Emmys. The genre had been around before, and was established in the mainstream thanks to the original UK version of “The Office” and its resulting International remakes (most notably the US version, but also the Canadian, Israeli, Brazilian, French, German, and others). With the pre-established genre and style of the mockumentary already there, the show’s creators made some differences by adding some cute kids and a “nuclear family” (mum, dad, and a couple of kids in suburbia) to give it a classic sit-com vibe (another pre-established genre that an audience can quickly recognize). The show was just the right combination of classic sit-com narratives with the mockumentary style and feel to grab the audience’s interest. People kept watching for the quick jokes and generally funny scenarios and actors.

On top of this, the mockumentary comedies that exist now have something that makes them easier to create; no audience. Before, comedy shows would have a laugh track and tended to be filmed in front of a live studio audience, which meant that the show would have to be shot on a weekly basis while being shown in front of an audience (20-episode seasons for most US shows), hoping to get just the right reaction from said live audience, which no doubt would have been quite expensive to shoot as well. With the mockumentary like “Modern family”, it became easier to simply shoot the entire 20-episode season over a couple of months, working out all the kinks and issues of the lines, shots, and actions during that time on their own sets without worrying about what reaction the audience will have, which is no doubt easier (and cheaper) to shoot and edit.

The mockumentary format is generally just an interesting, fairly new format for television and the modern audience. It’s just new enough to seem nuanced and interesting, but also established enough to not seem too risky. However, as with all genres there will be a bad mockumentary series, perhaps many, to come in the future. For now, though, we as avid TV-watchers can enjoy the mockumentary style (including “Modern family”) for what it is, and interesting, fairly new and amusing genre.

TV Cultures 2nd stage of reflections #1, COMM-1073

oliverclark on 27/10/2015

The genre of the “complex narrative” is an interesting one, particularly in the style of the “serial”. A serial is slightly different than a normal TV series. They tend to have a multiplicity of characters to progress the various simultaneous story-lines and create a large, more intricate narrative web where most of the main characters are connected. A good example of the complex narrative as it pertains to the serial is HBO’s “Game of Thrones”.

The series follows a series of characters across a giant medieval-fantasy realm, complete with drama and excessive amounts of sex and violence. Because the show doesn’t just focus on one character’s story-line (Tyrion, Arya, Sansa, Jon, Daenerys, etc), this means that the characters can have more complex histories. Serials aren’t as segmented as much as a normal series. In regular TV, a “one hour” drama is really forty minutes with about twenty minutes worth of ads in various parts in the episode. In a complex narrative serial like “Game of Thrones”, however, a “one hour” drama is much closer to being an hour long, sometimes a bit longer. “Game of Thrones” (or GOT from now on) is also famous for killing off so many central characters (Ned Stark, for example), which continues to add to its usefulness as an example of a serial. It combines the mystery and soap opera style of characters while emerging itself in a fantasy realm, creating a hybrid show. Serials, like GOT, don’t resolve stories over an episode, but rather over a number of episodes, and even over a number of seasons, it seems. They don’t deliver the same tight, concentrated narrative each episode.

The concentrated narrative of the show also means that it is very difficult for a viewer to be “casually” watching the show. An audience member has to pay close attention in order to comprehend the show, especially in terms of story and characters. Sometimes the series (and, indeed, many other complicated narrative serials) needs to be re-watched in order for the viewer to understand or be reminded of everything that is happening or has happened, and to get what the characters are doing. On top of that, the audience is forced to be open to open to mystery and engage with the wide variety of characters in GOT (and other serials) as well as different interpretations of different events from the viewpoints of the different characters. This has caused the show to gain a lot of attention and a wide amount of fans interested in watching and even coming up with theories and ideas about characters secrets, pasts, and futures (sometimes called “fan-fiction). Thoughts as to Jon’s real parentage, if Jon Snow is really dead, what will happen with Jorah’s greyscale, and many other questions and theories.

Obviously, some of the fans look at the books for answers and inspiration for the theories. However, the shows creators have taken several liberties in recent seasons (particularly season 5), having some characters omitted from the show, adding other characters instead, having other characters go on different paths and storylines, meeting each other when in the book they are meant to be miles apart, and killing off at least half a dozen people that are still alive and well in the books. Whatever the reasons for these changes (both the good and the bad changes, although as a fan of the books I hold a stance that the vast majority of changes have been terrible and nonsense) has meant that both the shows fans and the book-readers can create many ideas as to what direction the shows will go, and the fact that the shows are now caught up on the books adds to the mystery of what the characters and story of the show will do next.

Shows like “True Detective”, “Twin Peaks”, “The Walking Dead”, and “Game of Thrones” create a world and scenario that makes people curious and then places in characters that the audiences want to watch to see what happens. The complex narrative of the serial seems to rely on the love, attentiveness, and curiosity of the audience and its fans.

TV cultures reflection 2, COMM-1073

oliverclark on 13/08/2015

How a show is scheduled is very important, in my humble opinion, as it not only gives an audience a regular time to watch a show, but also allows the cast and crew time to create these episodes in-between breaks of shows (or rather, in-between seasons). Most American scripted shows are written and filmed over a period of time (often between May and September) before the episodes are aired before an audience, and those again are usually only aired once per week.The first episode of a season is called a “season premier”, and the final episode of a season is called a “season finale”.

Sitcoms like “The Big Bang Theory” follow this rule almost religiously, but over the last few years an increasingly large number of drama shows like “Supernatural”, “Agents of SHIELD”, and “The Walking Dead” follow a different set of scheduling rules. That is that while they do follow the standard American summer break as time to write and shoot episodes to begin airing in September and October, these shows now have “winter finales” or “mid-season finales” to air in the end of November or beginning of December, and the show isn’t aired again until several weeks later in January or even March, where the normal schedule picks up again until its “season finale”. The period in-between is affectionately called the “winter break”. Seasons constructed in this manner are called “split-seasons”.

However, these split-seasons have allowed some show creators to create mini-shows to air during the “winter break”. “Once Upon a Time” had “Galavant” made for their break, and “Agents of SHIELD” made “Agent Carter”. It is worth noting, however, that all of these shows are all owned by A.B.C.

As a viewer, I do not care for this increasing trend for shows to have “winter breaks”. I like to be able to watch my shows on a weekly basis without the annoyance of a mid-season cliff-hanger (unresolved plot point or where uncertain or large events transpire in the last five minutes of the episode) that poses questions for us and forces us to wait weeks during a holiday period, in which audiences tend to have plenty of free time to watch said shows. It is especially annoying since season finales in general now also end on cliff-hangers, so we get them twice a year.

Meanwhile, other American-made shows like “Game of Thrones” choose to instead air their shows in April, in-between other shows premieres and finales. They even use a week-by-week scheduling basis for airing times so that people will remember the day and time in the week to catch up on the show, which is nice to have between our other favorite shows during the American summer break. Its also nice that there are also good shows to have in the winter break as well. I also have to admit that mid-season cliff-hangers to generate fan interest and debate, as well as forcing us to watch the next episode once it airs.

References:

1. Author unknown 2015. ABC TV Shows, Specials & Movies – ABC.com. Available at: http://abc.go.com/shows. [Updated 2015] [Accessed 13 August 2015].

2. Davis, Ziff 2015. CW on Episode Count and Scheduling Plans for Legends of Tomorrow, The 100: Season 3 and Containment – IGN. Available at: http://au.ign.com/articles/2015/08/12/cw-on-episode-count-and-scheduling-plans-for-legends-of-tomorrow-the-100-season-3-and-containment. [Updated 2015] [Accessed 13 August 2015].

TV cultures reflection 1, COMM-1073

oliverclark on 29/07/2015

While in the first lecture we focused on our introduction into TV cultures and asking what TV is and why it matters, the second lecture was certainly more in-depth into a specific are of the social, cultural, and educational impacts of television. In that lecture we looked at broadcast media and more closely at broadcast news.

When TV was first becoming popularized, it was marketed as an “Electronic hearth” that brought the family together following the post-WW2 recovery and the establishment of what could be called the “nuclear family” (mum, dad, and a couple of kids). TV stations assumed that since most families would be like this, that at night they would show the network news for when the “breadwinner” father comes home from work and needs the information, and at day they would show the drama/operettas like “Days of our lives” for the housewives at home in-between various ads for household products like soap (hence the term “Soap operas”). Now, gender dynamics have changed, we can DVR, Tivo, or simply stream to watch our shows when we want – from soap operas to the news. We even have 24 hour news stations to provide the news, or to “sell” mass audiences to advertisers.

Broadcast TV news compels viewers to interpret the world in a certain way, including events in terms of what they mean for “national interests” or the “nation”. The shared features of broadcast news include:

“Liveness”
Ritual
Scheduling
Flow and segmentation
Authority of the anchor
The simulation of conversation (seeing as an audience can’t just talk to a TV and get a response)

Nowadays we have “Post-broadcast” news, which created significant changes in certain areas, such as:

TV institutions/major players
Technologies of production, distribution, and consumption
Audience practices
Aesthetic sensibilities

There also seemed to be a trend towards cable news, online news sites

Our main screening from week 2, “Last Week Tonight”, is a show hosted by John Oliver that satirizes and pokes fun at recent news over several segments. Other shows have exited beforehand, with shows like “The Colbert Report”, “Real Time with Bill Maher”, and “The Daily Show”. These satirical news shows generally have an introduction similar to regular broadcast news (with the exception of Last Week Tonight which has a very different style of introduction), show clips of other news stations and their stories, have Photoshopped images to enhance certain jokes or points, and just make fun of all news stories they feel should be made fun of while also doing longer segments about certain stories or issue they feel need addressing (Last Week Tonight always do a 20-minute segment on a single “main” story of the night). They also tend to be run like an ordinary TV show (one episode a week, only a certain number of shows per year, etc) as opposed to regular broadcast news (one episode a night at least for their main broadcast, and maybe others at other parts of the day by other anchors).

Due to John Oliver’s deal to be free to say whatever he wants, and the fact that he, like few others, gets an entire week to prepare his stories and jokes, is how he can into such detail. However, neither he nor John Stewart classify themselves as journalists, even if statistically people who watch the satire news that they create end are more informed about current affairs than those who watch broadcast news.

Final reflective portfolio, including learning graph and declaration of authorship

oliverclark on 03/06/2015

Over the last 13 weeks, I had a number of inspiring moments over the media 1 course. Perhaps the first interesting moment for me was in week 3, where a lecturer named Kyla Brettle, who gave me some interesting advice regarding how to be a filmmaker, namely, forcing myself into uncomfortable and strange situations in order to get the best stories and shots one can. I also learnt important information regarding release forms, RMIT helping out with various legal troubles, and it being a good idea to build good relationships with landowners (as it would allow us to avoid any filming issues down the road).

http://www.mediafactory.org.au/oliver-clark/2015/03/17/weekly-reflection-3/

I think perhaps one my biggest “light-bulb” moments of creativity came to me with my Project Brief 2 – this one-minute, brief video showcased my basic personality traits, hobbies, and basic editing skills. Despite low-quality camera and editing equipment, I was able to produce a fairly high-quality short video. I used quick-witted humour mixed with epic, trailer-sounding voice-overs (I was very pleased to hear my classmates praising my voice and wanting me in voiceover roles when they make films in the future). The general surrealism and skill presented in this video was well received amongst the class and teachers, prompting me to decide to do a similar style for future projects.

http://www.mediafactory.org.au/oliver-clark/2015/03/25/project-brief-assignment/

When week 6 started, I received a 70% grade for my project brief 2, which I found pleasing and also an encouragement to continue with my style of quick humour mixed with false grandeur. I thought the potential use of found footage in my project brief 3 would be the perfect way to just that, and to a greater degree as well. However, I later found those thoughts to be poorly placed.

http://www.mediafactory.org.au/oliver-clark/2015/04/14/weekly-reflection-6/

When I submitted my project brief 3, I thought it was a good piece of film. However, the feedback was less so. I only got 63% on it, so I was curious as to what I could have done wrong. I learnt face-to face from Mr. Rowlands that I needed less found footage, and more of the person I was doing a video on. On top of that, I was informed that my voice-editing skills were less than perfect, with echoes from the voice-overs clearly present.

http://www.mediafactory.org.au/oliver-clark/2015/04/18/project-brief-3/

By week 9, it was clear I had entered a rhythm of simply writing any and all information I heard in the lectorials and workshops as my weekly blog reflection. I found this a useful way to retain that information as well as to present what I was learning throughout the week in a clear, chronological process. Classmates even say they follow my blog just because it is such a excellent record of the lectorials.

http://www.mediafactory.org.au/oliver-clark/2015/05/05/weekly-reflection-9/

I learnt a lot about editing, film legalities, and the need for criticism if I want to progress and succeed in the media industry. I learnt best from writing knowledge and getting information explained simply. I will have to look at other styles and skills if I want to grow within the media course.

Questions numbered given to us in week 12 — Questions given to us in week 12

Declaration and statement of authorship

I have not impersonated, or allowed myself to be impersonated by any person for the purposes of this assessment.
This assessment is my/our original work and no part of it has been copied from any other source except where due acknowledgement is made.
No part of this assessment has been written for me/us by any other person except where such collaboration has been authorised by the lecturer/teacher concerned.
I have not previously submitted this work for this or any other course/unit.
I give permission for my assessment response to be reproduced, communicated compared and archived for the purposes of detecting plagiarism.
I give permission for a copy of my assessment to be retained by the university for review and comparison, including review by external examiners.

I understand that:

Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to exclusion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited.
Plagiarism includes the act of assisting or allowing another person to plagiarise or to copy my work.

I agree and acknowledge that:

I have read and understood the Declaration and Statement of Authorship above.
I accept that use of my RMIT account to electronically submit this assessment constitutes my agreement to the Declaration and Statement of Authorship
If I do not agree to the Declaration and Statement of Authorship in this context, the assessment outcome is not valid for assessment purposes and cannot be included in my aggregate score for this course.

Oliver Clark

Project brief 4 and reflection, including link to website and declaration of authorship

oliverclark on 03/06/2015

Link to website: http://cargocollective.com/project4cropped

One of the more successful parts of this project would have to be the website. It isn’t just a video on the blog, its also a part of a greater website with a giant, blank, white page as its background. The “about” page that I typed was good enough to explain our project. What I did was focus on explaining the video and websites inspiration from social media, the Internet, and Instagram. It also goes on to talk about people’s potential perceptions of the video (i.e. porn vs. art). Hopefully the “about” section will give the video some much-needed context as there is no voice-over or explanatory text in the video.

Another strong part of this project I believe is the video itself. It seems vague and confusing at first, but it really is a very well produced and edited piece of footage. Each picture was specially cropped into squares (like with Instagram) and the shots of the model were perfectly captured. However, the choice of music was a bit strange. I understand that the techno beat of it was meant to capture the idea of technology and the rise of Internet media, but I still felt that the music didn’t exactly fit with the pictures within the video. Perhaps something more orchestral or classical would have been more appropriate, but since the artist of the song we did use was my teammates friend, it meant we didn’t need to worry about copyright infringement and so we used it.

However, there were some major issues while collaborating on this project. For instance, my group was completely blank on ideas of what to do when looking at “audiences”. We eventually settled on the Internet, but it was still a long while until we actually though of it. On top of that, because of our differing university schedules and vast distance between our homes, it became difficult to find times to meet up to work on the project. Despite this, we were able to find some time to meet up and I made the effort to go to her house to work on the video and the website. In addition to this problem, though, we had continuous trouble with the collaborative contract because so many of the steps were either contradictory, exactly the same, or just incredibly vague and confusing. We still aren’t entirely sure whether or not we actually completed the contract correctly, or at all.

Perhaps the major issue I had in this project was a growing feeling of inadequacy. The idea of focusing on the Internet, making a website, and using photos of close-ups of human skin were all Rose’s ideas. It wasn’t pressure or anything like that, but rather I just had no ideas at all and she had these great ones. The only idea I had was putting photos within a video to put on the website (as opposed to just a gallery of photos). I’m usually a very creative and imaginative person, but being the one who has almost no ideas of how to approach a project is a bit depressing. I can only hope that this creative slump will pass soon.

One thing I learned while working on this project was that the bigger the project, the more people that are needed. While in previous projects in the Media 1 course I did everything myself, this much larger and significantly more complicated project required two of us to work on it. We might have found it easier with another person in our group, but we ran out of people in the class so we adapted. I future media projects (specifically in my broader development as a media practitioner), I will have to accurately measure how big a project might become and get the exact right amount of people needed for it.

Another thing I learned during the making process of this project was that group members sometimes have to really step out of their comfort zones. Working extra hard is one thing, but the traveling to an area I had not heard of, let alone know how to navigate, was quite uncomfortable to me at first but I got over it eventually. The nude photography was also a little awkward at first, but I also got over that as well. I expanded my comfort zone, which is needed in some group collaborations.

All in all, I think that this was an interesting project to work on. Despite the difficulties involved, the fact that those difficulties were overcome and the important lessons learned are what made the project itself more challenging and, as a result, more interesting. While I do think changes to the project should be made (the removal of the collaborative contract and the annotated bibliography), it was still a good project to be involved with.

Declaration and statement of authorship

I have not impersonated, or allowed myself to be impersonated by any person for the purposes of this assessment.
This assessment is my/our original work and no part of it has been copied from any other source except where due acknowledgement is made.
No part of this assessment has been written for me/us by any other person except where such collaboration has been authorised by the lecturer/teacher concerned.
I have not previously submitted this work for this or any other course/unit.
I give permission for my assessment response to be reproduced, communicated compared and archived for the purposes of detecting plagiarism.
I give permission for a copy of my assessment to be retained by the university for review and comparison, including review by external examiners.

I understand that:

Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to exclusion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited.
Plagiarism includes the act of assisting or allowing another person to plagiarise or to copy my work.

I agree and acknowledge that:

I have read and understood the Declaration and Statement of Authorship above.
I accept that use of my RMIT account to electronically submit this assessment constitutes my agreement to the Declaration and Statement of Authorship
If I do not agree to the Declaration and Statement of Authorship in this context, the assessment outcome is not valid for assessment purposes and cannot be included in my aggregate score for this course.

Oliver Clark

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