Month: March 2015

Blood in the Gutter – Discussion.
The title is a theoretical term, the gutter meaning what is visually excluded from a text. In contemporary times, this has also become known as “inter-passive paradise”. I interpret this term as somewhat contradictory. Passive implies the meaning-making process is for the most part subconscious. However doesn’t this make the audience actively involved if they are to “fill in the gaps”.

When reading the comic, the philosophies of editing played out. My eyes were more drawn to the summary of shot types about 15 pages in than the series of graphs explaining statistics.
The context of where an audience receives a text is also considered. My group found it particularly interesting that the “aspect to aspect” technique is commonly used in Japanese mainstream cinema, although it is reversed in western cinema where films are “goal orientated” and less “gaps” to fill.

This weeks reading was unlike previous weeks. In the form of a comic Blood In the Gutter,
various editing techniques are realised. Unlike an essay,or a lengthy form of text I found this comic useful in, literally, illustrating how editing techniques might be used to convey information and the importance of editing in linking “gaps” of footage/audio.

Within our lectorial we were challenged with the task of creating a short story using 5 blank cards.
Additionally, the lectorial centred around the idea of editing being a process of allowing ideas to be communicated through screen. Adrian Miles commentary on turning thoughts into action is something that struck me as having immense importance in creating media products, as “realising by doing” something is often disregarded when we get caught up in “thinking about doing something” rather than physically creating something.
Although editing can be a complex process, my understanding so far it is essentially “breaking raw footage to create meaning”.

Here is my Project Brief #1 for Media 1, a

“Digital Self-Portrait”

I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the assessment declaration.

AUDIO:

Explanation Audio 1: I was hesitant to do this part of the task. I found it easier to express my identity through other parts of the task. I sound grumpy and tired and it’s not a side I like to show. I decided to include this in the end because everyone seems more honest, original and raw when they are exhausted.

Explanation Audio 2: Although actions speak louder than words, I do believe what we say speaks a great deal about us. This is why I chose to incorporate a montage of things I find myself saying a lot.

TEXT:

In my 18 or so years there’s only 3 things I’ve learnt:

I am ordinary and therefore limitless.

Great solace is found in the form of ink & paper.

When I start twirling my hair between my fingers it’s time to go to sleep.

Explanation: These are common thoughts I have gathered. I am able to admit freely their is so much I do not know. There’s also a tone variation in this text, the last line shows a bit of humor in me, the second a bit more reflective and the first may sound arrogant but I am anything but that. Once we realise that we are just a spec in the universe this should inspire us not degrade us.

IMAGES:

Explanation Photo One: I played Piano/Keyboard for the majority of my childhood/adolescence although I haven’t played properly in a couple of years and I get frustrated when I forget songs I used to know by memory. You’ll see a thin layer of dust atop the keys. The photos also represent the sentimental side of my personality, like these memories captured I hold a great happiness from when I used to play.

Explanation Photo Two: This board has evolved as an eclectic memory board. I link my identity to my experiences and some of these are kept together on this board.

Explanation Photo Three: Sometimes I feel how I see myself is a result of literature. This is represented by the photo that is kept on top of these books of when I was younger with my brother. It symbolises how I am “built” on what I have learnt. I feel the need to document experiences and feelings, always worried the will fade. That explains the journal.

 

Explanation Photo Four: It appears I just tipped some of my wardrobe onto my bed. However, I am using this image to depict how I feel that I am able to do things, be brave and explore when I feel I am equipped (with a few belongings) and feel comfortable (like with a warm jacket on).

VIDEO:

Explanation Video One: This is how I feel I am seen by others and sometimes by myself. That is that I can work through problems (spilled case) and rearrange it to find meaning (all tidied up again). rational, logical and efficient.

Video 1

Explanation Video Two: …  more often than not I do not feel comfortable when I can’t make sense of things. I feel the opposite of desrcibed above and I often abandon it rather than find a solution.

Video 2

 

The time and context of the film is interesting as since 2002-2005 the way in which youth interact would have changed. Although I have not seen the documentary, I imagine that the filmmaker would have to consider a lot more ethics wise granted the rise in internet communications.

This is what I took from the reading (This article was quite lengthy, so excuse the bullet points):

• The idea that ethics informs film practice.
• however, we all have preconceived judgements about our film subjects and we should have an awareness to these.
• Ethical considerations can sometimes restricts the content form.
• film can express what is occurring in society (in the context of Tagged their were a lot of issues regarding racial stereotype in Bankstown)
• contractual elements of film can craft the content in an ethical manner. For example, the chronological timeline shows the subjects growing up and interviews allow for discussion of their viewpoints. The director could have constructed the film to depict the youth as their negative stereotypes but chooses not to in order to reflect a reality, rather than expectation of the subjects.
• Their are many perspectives on what contsitutes as the truth, many of which remained “circular” or unresolved.
• this doco is assumed non-fiction therefore I believe it should aim to reflect reality. The film also acts as a historical record and might be used in the future.
• the article also raises about the extent of consent.
• Ethics informs morality and therefore persuades the aesthetic of the film.
• ideology can conflict with directoria choice.
• The idea of axiographics is a new idea to me. The extension of the gaze and power relationships I studied when watching “Thelma and Louise” whereby the structure of the female gaze is subverted to alter the stereotype that it is only men who “check out” the opposite sex.
• non-verbal dialogue can communicate a huge deal about a character.
• raises the argument of ethics compromising film quality.
• “Struggling with notion of truth” grounds film makers to consider ethical consequences of their art.
• Does ethics effect the accessibility of film ?
• “Consent and payment” is one issue that remains. For example, many felt unsettled by victims of the Sydney siege seeming to profit from subsequent TV interviews
• on “political reaction” “perceived unfairness” and the “imbalance of power” is the consideration of the author to consider pre-established prejudices when entering the filmaking process.
• I respect that the filmmaker considered “pre conceived ideas” about the ‘real’ people of Bankstown and wanted to create a “truthful” representation. Representation of ethnic groups matters !!.
• The subversion of stereotype  with the Lebanese Muslim family considers ethics and the social context of the piece.

The first point I noticed, calls us to notice the vast amount of data that is formed from using “connected” devices. It alerts that the data gathered by researchers is almost unquantifiable. Although this present some challenges the researchers it is important to continue using such processes in order to understand the relationship between the media and its users. I find Williams comment interesting regarding the experiential temporality. It raises the issue that not only is media being consumed such a rapid rate.its products are quickly disposed of yet its products such as tweets and other posts I kept around almost forever.

I don’t agree with this article entirely. You could argue that helps the best way to observe the interactions with various. Perhaps just regarding an academic perspective can learn more about communication from our day-to-day experiences rather research papers as William notes are subject to a wide range of variables.

Although not directly related to this piece, and although privacy is a controversial topic perhaps the media are just to be more public but this might make us more transparent, open individuals.

 

This task asked us to focus on the act of “noticing”.This involved adjusting our awareness to a heightened level whilst still allowing a level of concentration to filter out stimuli that was not important or distracting.

we took to explore some levels of Building 80 to research in particular the ways in which students and staff were communicating using technology as well as observing the ways in which information was set up to be communicated to those using the areas of RMIT.

Some devices and observations included:

– security cameras

-Photocopiers (which we also noticed had people discussing, making small conversation around)

-a whiteboard in a hallway where students had worked on an assignment.

-Projector screens

-small screens outside lecture theatres with dates/times

-noises from the elevator

– posters with cartoons on them to advertise anime groups

– a student watching “family guy”

– music

-radio

– a tablet at l7 cafe with customers could interact with to earn points

– a virtual cue checker

– interactive service feedback machine

-laptops

– camera

-smartphone

 

With the first project brief a “media self-portrait” I am aiming to explore creatively how best to represent myself. I anticipate that although on paper this task seems simple, it may be challenging to capture in an abstract way my identity as it is entirely personal. The focus of this task seems to move beyond the standard question “what are your interests and hobbies?” Rather, this task will see me reflecting on my self-image and, interestingly, although the task is very central to the self I am anticipating how to justify to the class why I have chosen particular artefacts to express myself.

My initial brainstorm in class generated images in my mind of books and film, two aspects that I feel have built my character, more often subconsciously than with conscious effort. In order to craft a more creative project I will need to think closely in how exactly I perceive myself as a result of all I have read and watched.