Friday, 28 October 2011

Project work - Media Futures.

Ideas

For the project I really wanted to get into the fact that Bristol is a dock city "Bristol owes its status to the sea", therefore it is used to many people travelling to and from here for various reasons. It is vital to its rich history and mixed background. I was thinking that perhaps we could have had interviews with ourselves mixed in with people of the past that could have been in Bristol such as perhaps pirates (Bartholomew Roberts), fishermen, slave traders, butchers, wives, children, romans etc. (as well of course the large range of people who must have traveled here from other countries) Eventually everyone blurring into one, everyone being so different but with Bristol in common. I would have also heavily focused on media based persons and history. I feel like the format for each interview would have been the same, as in a head-and-shoulders shot from the front of each person individually, everyone asked the same questions. (everyone being us in costume, which would have been fun too) If there was enough time, it would also have been interesting to have brought in other transportation in Bristol such as the hot air balloons.
Unfortunately I didn't get to tell my group my full idea because another had already been decided, as well as anything to do with docs being "cliché" apparently. Group work is about flexibility though, so I had to deal with that.

Research
Visiting M-Shed showed me how versatile and rich the background of Bristol really is, before moving here I did not know much about Bristol (as UWE was my second choice, I did little research into the city) M shed definitely made me proud to be here, the section on Wallace and Gromit I particularly enjoyed (besides the point) I noticed the museams particular attention to people's lives as a whole picture. Rather than the object from their life being the history, the people themselves were made to be the history, this made it all the more interesting, and inspired me to think of the project in this way.
http://www.youtube.com/watch?v=qqt5XVtJVSc <--- I take a lot of inspiration from this, I would hope that our final piece would have ended up a little like this, but more historical and less angry.
(So many interesting resources!)



Concequences
This project made me learn a lot about how I handle conflict. Not very well is the answer to that, I tried to avoid it so much that I ended up not knowing about some vital work. The communication between the group members was not great, which didn't help either.

However after receiving a shot list I filmed some "filler" shots for our project of the sun setting over Bristol, using my own camera and tripod. Later, I sped up some of the shots hopefully to show Bristol's fast paced exuberance. I hoped that these would come in handy and some of my work would actually be included in the final piece. Giving the shots to the group the next day, asking if they needed any help, to which they responded no. It is also very unfortunate that our contact was unavailable I was looking forward to finding out their thoughts and feelings on the media nature of Bristol, as well as hearing about their own experiences.

In hindsight I should not have been scared by the "stubborn" and "strong mindedness" of some of the other members of the group. It prevented me from putting as much into the production as I would have wished to have done, and consequentially I missed out both on the experience and contributing to the final product nearly as much as I would have liked to have done. I am rather disappointed in my own fear and therefore inactivity.

Project work - Live TV studio

Using the campus' studio set up and green screen, a group of around 10 of us set out to experience what it would be like to work in a real live scenario.

For this we needed to first of all decide who of us were to get which roles, I personally wanted to try something new so I opted for the prompt. More thought went into using it than I initially thought, as well has typing out the script and formatting it so that it was easy to read for the presenters, with suitable gaps in the words, you had to take into consideration the speed at which the presenters read and change yours accordingly. The speed changed often, and if you went to fast or slow, it would confuse the presenters.

After several practice runs we did the "live" run, it was exciting to do. It was good to see the large group of people coming together and working in union to create the final news segment type piece. Everyone was important in making it run smoothly. There was only one little hiccup with the vision mixing which was the greenscreen image was turned to the image of the other presenters, which ended up looking a bit odd.

Tuesday, 25 October 2011

Project work - Sweding


Sweding is basically re-creating films in a short space of time with a very small budget, the named activity originating from the film "Be Kind Rewind" (2008)
Working in a relatively large group we all had to find a film we had either watched and knew or had a vague idea as to what it was about so that we could all contribute towards the end piece and feel involved.
One of the initial ideas was E.T. A classic that most people have heard of or watched as well as having some great scenes to re-create on a low budget (e.g. the bike scene across the moon)
After the initial bouncing around of ideas on different films we set to making a basic shot list so that we would know which scenes needed props, as we were to set out for the scrap store later.
The scrap store was a cove of interesting things and a very useful resource for creativity.

The next day was fun we ran around campus filming various scenes, most people had a shot at acting, filming etc, we shared roles. I learnt that I hate acting in front of a camera.

Hopefully the videos will be uploaded to Vimeo soon.




Sunday, 9 October 2011

#1 - Modernism to Postmodernism

Modernism (1850 - 1950)
A complex and dis-unified field of activity
A history of experimental film and video - Rees 1999 (A book)
Activities whose output felt other contemporary or traditional forms of art or daily life were outdated.

In 1923 the combustion engine was invented by Samuel Brown allowing for industrial activities to be done with speed and in mass.
(Here we watched a documentary "the perfect suit" where about 50 minutes in the presenter gets very excited about the mass, and precise, production of suits in a factory)

Up until now there had been a smooth progression between different phases of human progression, 1836 - Theory of evolution, 1920 - Theory of relativity, 1914-18 - WW1. Modernism brought on a rejection of this smooth change to be replaced by the machine.

Bauhaus, part of the modernist movement, literally translated means "House of construction" as it was constantly being made by those students there, all cutlery, furniture, etc. was made by those who lived there. It was made in tandem with the first German republic, just after WW1.
Its manifesto held "Composite character of a building as an entity" and "no essential difference between artists and craftsmen" in its manifesto.

Important people to consider are Kandinsky and Lazlo Mohony (1923 joined bauhaus, considered the camera to take your eye somewhere the camera could not, art as a force for positive change and subversion of traditional boundaries)

Telimatic art
Used graph paper, Mohony used transition of data to a remote location, anticipating internet, printers and the pixelation. i.e. the digital age.

Futurists
Bertelli - At the same time as Baurhaus.
It had an 11 step agenda which can be read of you scroll down here: http://www.cscs.umich.edu/~crshalizi/T4PM/futurist-manifesto.html
Basically glorified war and speed. There was a complete and naive faith in technology as if it was a replacement for the recently disproven religion.
Take into account Brocconli and Tullio Crali

Avant Guarde Film (1920 - 1945)


#1 - The Beggining

What is Visual Culture?
(Everything of a visual nature, i.e. most things)

We will be taught a critical framework with which to make sense of contemporary culture and forms.

We must keep in mind:
no one is neutral, our moral views are soley based upon the environments and scenarios we have encountered during our lives. These specific positions in which we occupy will also be studied, why is it that a female, white, middle class student such as myself has this moral compass?

"Our reactions are culturally constructed and constantly change depending on other factors"

Death of the author: What you mean may not be interpreted in the same way as it was meant to be, contexts of production and reception mean your intended meaning is often missed.

The course we are doing is a mostly Eurocentric account of visual culture, simply because of time restrictions in the course, media is a broad subject, it is not to suggest that european media is superior.

Not all authors and sources are trustworthy, one must take into account the backgrounds and motives of those producing texts.








12 week program of study
Subject specific lectures on historical context of discipline

Address themes and issues that are cross disciplinary (e.g. creativity, ethics, identity)