Sound perspective

After Jasmine’s lecture, I was interested in further examining sound perspective and decided to practice with a few more images.

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11:00 A.M. Monday, May 9th, 1910. Newsies at Skeeter’s Branch, Jefferson near Franklin. They were all smoking. Location: St. Louis, Missouri.
Metropolitan Museum of Art via Archive.com

Figure: crackling & puffing of cigarettes, rustling of newspapers

Ground: other boys advertising their newspapers, talking to customers, clink of coins as they’re exchanged

Field: horses on a nearby road, maybe a passing car? Foot traffic, street vendors, possibly sounds of construction? Daily life on a busy street

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Street Scene, La-Queue-en-Brie (Val-de-Marne), ca. 1896
Metropolitan Museum of Art via Archive.org

Figure: group talking

Ground: footsteps of the woman walking away, possibly church bells (seems they’re standing in front of a church), umbrellas and feet tapping

Field: wind through the leaves, voices or horses in the distance

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The Diva and Her Most Trusty Friend and Companion ca. 1900-Metropolitan Museum of Art via Archive.org

Figure: woman laughing, dog “talking” or whimpering, dress rustling

Ground: photographer and assistants, instructions to the woman, people making noises to get the dog to look at the camera (which I have extensive personal experience with)

Field: people moving through the studio / apartment (?)

Steps to collaborative success

What is collaboration, anyway? ask Adam Hyde, Mike Linksvayer, Kanarinka, Michael Mandiberg, Marta Peirano, Sissu Tarka, Astra Taylor, Alan Toner and Mushon Zer-Aviv. In this reading, they examine this question and, in turn, ask more. It’s evident from the beginning that collaboration can take on many forms and shades of itself; ineffective collaboration might be the most true to the definition of the word (two feuding script-writers working together on a screenplay that never gets past a few pages, for example) or a hazy interpretation might yield strong and engaging results (the example Hyde & co use is of aggregation – essentially, co-ordination of unrelated parties rather than true creative collaboration).

The writers identified several criteria for assessing the strength of a collaborative project: intention, goals, self-governance, co-ordination mechanisms, knowledge transfer, identity, scale, network topology, accessibility and equality. With these criteria in mind, I looked at Project Citizen as a case study. From their website:

Nearly two decades after futurist author David Brin declared privacy dead, we’ve never been more obsessed with secrets and confessions. … it’s again up to collaborative art to tell the most compelling stories about truth, secrets, lies, and privacy.

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Intention: the collaborators for Project Citizen are all actively involved in their projects and are often professional artists. The intention is to create something rather than recycle ideas through a hashtag.

Goals: the goals of the project (social work, social entrepreneurship and social creativity) are clearly defined but are able to be widely interpreted.

Self-governance: I struggled to find any information on how to submit my own project or idea for a project to the Project. Their website (hosted by tumblr) has an ask feature, but any structures or rules are not clearly accessible. There are a few programs you can participate in but no information on how to initiate your own.

Co-ordination mechanisms: human beings need to actively participate, regulate and add to the Citizen Project to keep it alive, although it might be possible to submit and be automatically uploaded to the system (again, there’s no information on the website).

Knowledge transfer: as the sharing of secrets and letters is a large part of the Project, a literal transfer of knowledge is central to its mission. The unity – everybody on earth has a secret – means that anyone could contribute, and gain knowledge, from the Citizen Project.

Identity: since the group identity plays on the universal theme of secrets and confessions, the group identity is created and made stronger by personal and cultural differences.

Scale: although the Project is on a worldwide scale, the size of most of its collaborate offshoots (for example, a service where you exchange one-sentence secrets with a stranger) is small enough to facilitate a potentially huge number of people. Basic contributions contribute en masse to create a wide-sweeping shared goal.

Network topology: this project couldn’t work without the internet. The goal is to unite people from all over the world in a variety of situations that would normally never meet or have much in common.

Accessibility: for the most part it seems that anyone can participate in a project, but initiating one is more complicated and rare. Obviously, participation is limited by access to a computer and literacy although some programs set up pop-up booths in public places.

Equality: aside from the project manager / contributor hierarchy, there’s very little to to distinguish the size, scope and value of the contributions.

At your fingertips

Week 5’s lecture reminded me of the reason I chose RMIT, chose to take Media – really, the reason I’m motivated to learn these skills at all. Coming to the lectures and finishing assignments is one very small part of what the university experience should be. Wanting to push yourself further and learn beyond the basics of the curriculum is essential to getting ahead in study and in life. With this in mind, I followed the advice of our visiting librarian and investigated Lynda.com.

At the risk of this blog post turning into an advertisement (or a love letter) for Lynda, I have to stress that it’s an example of what you can get out of your time at uni if you choose to take it. I was struggling with my editing skills – or blatant lack thereof – but by accessing Lynda I found a tutorial that taught me what I needed to know to create a stronger and more interesting video for my project brief #3.

Self-motivated learning is such an important element to a successful career. I aim to continue using Lynda and other resources to build on my skill base (also, it looks like it can also teach you how to file a tax return, which I really need to learn how to do).

Project brief #4: reflection

Project brief #4’s social experiment went in directions I didn’t expect. I think we did well with the diversity and relevance of platforms we engaged with and the theory we explored that led us to make those decisions. Looking at the audience from a producer’s point of view was a take that interested me because the way content is produced and distributed has changed so drastically with the popularisation of social media and the internet. I’m fascinated by the way the audience has, in many ways, become the producer and especially the distributor. Cate Klancey was a great medium to explore this change in audience dynamics. The theory that motivated our decisions was strong and I think that blogging our findings as we went (on https://cateklancey.wordpress.com) was a good way to supplement and add texture to the videos and social media.

 

Unfortunately, because we put Cate Klancey out into the world, we gained very little information to work with. Our lack of data meant that we had to rely on research for most of our information. The nature of our experiment meant that it was unlikely from the beginning that Cate would be ‘accepted’ by audiences, who are notoriously good at detecting anything inorganic. It’s a shame that we didn’t have the opportunity to draw our own conclusions about audience engagement and participation. Tragically, not every video will achieve the awe-inspiriting popularity of ‘Dog screams like a man’.

 

An alternative could have been to reach out to a former reality star and use their “celebrity” base (which Cate obviously didn’t have) to kickstart a campaign. Logistically (and possibly legally), this would have been nearly impossible but would have given us a better chance at actually connecting and interacting with a relevant audience, rather than one comprised of Russian spam-bots and 12 year-olds from South Carolina. The fact that most of Cate’s followers were gained through the #followforfollow hashtag meant that a majority of her following was disengaged, only having followed her to boost their own follower count. We debated buying followers, but that would have weakened their quality even more. The theory follows that potential audiences are impressed by a large follower count and are therefore more likely to follow. As we were examining audiences from a producers point of view, this was an option, but since were motivated to interact with any followers we did gain as part of the experiment we decided against it.

 

Collaboration is something I’ve struggled with in the past. I often find group projects frustrating and was very lucky to work with a team that were receptive and honest communicators. In some ways, it would have been a good learning experience to work in a relatively low-stakes situation with a group that was completely dysfunctional but overall I’m glad that I could learn and solidify some collaborative skills.

 

My belief that communication is key has been strengthened by this assignment. Every group member needs to attend the meetings, respond to texts and emails promptly and voice any problems they’re having with their workload or other members of the group. Fortunately, I don’t believe my group suffered too much from any communication problems and overall what we did worked. A group message service, like WhatsApp (which we used) or Facebook Messenger was essential for keeping in touch and is something I’ll continue to use in the future. Sharing the Google Drive first thing was also good and afforded everyone equal access to see and upload documents, rather than having a ‘gatekeeper’ who was in charge of uploading everything. Finally, a blog that we could all update with our findings as we went was an easy and well-presented way to present a portfolio of our information that we could update as we went along. Open sharing tools like these are fantastic and I’d like to build upon my knowledge them for future collaborations.

 

Creating a contract was very helpful in initially setting our goals and standards. Next time I do a project like this, I’d like to make it even more specific and refer back to it more often. It was difficult to create it with formal tasks and goals when our project was constantly evolving and I felt that there were occasional problems in dividing the work. I’m not sure how to address this problem but knowing that it could be an issue means that I’ll focus on it future projects and develop a solution through experience.

Feedback

On my piece

Red – good feeling about Jen, strong sense of what she’s about

Black – Jen’s name could have been more obvious

Yellow – found footage suited really well — good to find footage of Cambodia

Green – different shot sizes could have made piece more visually interesting

I gave green hat feedback to Jen. I thought her piece was outstanding but it would have been interesting to see the negative side of Amitoze’s visual impairment. The positive tone was really strong and added a lot to her piece but if she’d chosen to explore the other side I would have been curious to see the result.

Project brief no. 3

project brief 3 from Ellie Jamonts on Vimeo.

I’m happy with how my editing has developed since the last project brief. Simple techniques such as dissolves and slip editing have made a big difference to the smoothness of my piece. However, I think I failed in making Jen feel comfortable. A different set-up — with me sitting out of frame and talking to her conversationally – would have made a big difference.

 

I’m learning that portrait-making seems, like everything, a lot easier than it is. My piece is relatively straightforward, an interview edited down, but I found I had to make lots of choices to keep the integrity of the piece. I’d decided to let Jen speak for herself and then edit that rather than making an abstract piece, but the opportunities presented by found footage in particular were very tempting. In the future, I’d like to explore the abstract potential of portraits.

 

Before I began editing I watched a tutorial on Lynda. Watching a tutorial sounds like an obvious step but I went into my second brief without doing it and the difference it made this time was enormous. Since I watched it pre-production, I had new ideas about what to film based on the editing techniques I’d learnt. Although I think I’m still far away from realising my potential as an editor – and I don’t believe that editing will ever be a key skill of mine, I don’t have the attention to detail – I’ll continue to learn from the experts rather than trying to figure it out as I go along.

 

Having the actual experience of setting up a camera, negotiating filming etc has given me a lot to think about. I’m glad I was familiar with the camera, although I did have trouble with the tripod. I understand now, through practical experience, that it’s essential to go in with a plan. I wasn’t dissatisfied with the questions and plan I’d scribbled down but as I go on to develop larger and more complex media artefacts it’s clear I’m going to need to implement a system. As far as I can tell, the best way to develop this beyond getting advice is through trial and error.

The flexibility to edit Boyhood

I’ve written about how absolutely in awe I am of the editors and the editing process. The thought of wading through so much footage and then having the presence of mind to organise it into something beautiful is almost horrifying. I’m not a particularly detail-orientated person.

 

I thought about this in relation to two things: the idea in the lecture that technical skills are of diminishing importance (at least to a student interested in making media) since they’re so fast-moving; and the most-robbed film of the awards season, Boyhood.

 

Thinking about such a mammoth task led me eventually to one question: how the hell did they edit Boyhood? A film that was shot over 12 years, with rapidly changing technology and processes, is an effort in itself, but how would you go about editing it? I found an article from Filmmaker Magazine (you can read it here) that answers that question.

 

Did the technical jargon go largely over my head? Well, yes. First Assistant Editor, Mike Saenz, said, “We’d have needed to go back and retransfer tens of hours of film, and we didn’t want to do that. So we kept on, even until last year, doing things this really archaic way…” and went on to describe DV tapes and EDL lists and a panic based around camera reports and 3-perf and 4-perf, which turned out not to be a problem at all.

 

Still, in spite of my ignorance, I gathered enough from context to understand one thing: everything changes very, very quickly, and flexibility and imagination to work with it are more essential than ever. That gives me a little hope (although I know it doesn’t excuse me from learning how to use the technology in the first place).

 

Project brief no. 2: (reflecting on my) reflection

My submitted reflection was included with my video but after seeing other self-portraits and the comments I received in workshop I wanted to write a little more.

 

What worked?
I really liked my videos, even though the quality was low. I’d really like to reuse them somehow (and definitely retake them on a better camera). I was surprised to hear that my photos were my strongest element since I wasn’t particularly happy with the way that section came out. I think my problem with it was the way it worked into the overall piece but it did feel a bit forced. Still, if it’s something that works I need to take that on board. My own, hidden intentions and feelings don’t really matter if the audience perceives them differently.

 

What didn’t?
All the talking! I think in my move away from my abstract first project brief I went too far in the other direction. Narrowing in on one element of my personality and then narrating it didn’t give nearly the scope I saw in other projects. Obviously I don’t want to imitate what they did or take a broader approach because it was the more popular thing to do, but seeing how much they achieved in a minute made me reconsider if such an intense focus was a good idea. I think I could have shown a lot more about myself if I’d taken a different approach.

 

Thoughts on editing
I have so far to go! Although I was pleased to see I’d picked up a few techniques by accident, like sound bridges. I think I’ll focus on my transitions in particular for project brief no. 3 and make them smoother, better timed and varied. 

 

Empty space

The lectorial and the reading on editing left me thinking about something I’ve rarely considered: empty space. The gap between two images and the enormous role it plays is easy to forget, I suppose, because you’re so swept up in the active visual component. Of course, the audience makes assumptions without really realising it — a cut from a woman waving to a man smiling assumes that the woman is waving to him and that the man is reacting happily to her. This isn’t the only interpretation, though; every audience member brings their own history to a film. Similarly, a film can set up an expectation that something different will happen. Empty space encourages us to make expectations that may or may not be dashed.

In my cinema studies class a few weeks ago we watched an experimental film by Jackie Farkas called The Illustrated Auschwitz. It was based around an interview of one woman’s experience of the Holocaust and featured abstract, archival footage (a lot of which came from the Wizard of Oz).

 



A series of stills from The Illustrated Auschwitz

 These small, flickering images are centred in a pool of black; here, the empty space is almost tangible. But Farkas chooses to explore emptiness further, leaving the screen blank for several moments and abruptly cutting off the audio. In The Illustrated Auschwitz, the blank space that encourages the audience to make leaps of their own, essential to editing, is expanded to force the audience to think. It’s used as a moment of silence to reflect on what Zsuzsi Weinstock, the interviewee, has told us. Emptiness becomes more than a vehicle for the assumptions necessary to the development of a film and challenges us to make assumptions about what it would be like, how it would feel, how we might react in these situations.

Project brief no. 2: process

I knew project brief no. 1 was going to be valuable but going into no. 2 with the knowledge I’ve gained from it is really beneficial. As I mentioned in my reflection, I still like the idea of painting a picture of myself from the world that I live in rather than detailing myself – but I decided to focus on the world I surround myself with, rather than the world that surrounds me. It’s a slight distinction but a major one I think. People choose to catch the train or drive, for example, but it’s still about them getting to the same place. But if someone chooses to take a plane to a holiday their destination is up to them.

 

For the first few days I was stuck, which really scared me because I usually have ideas pretty quickly – crummy, unsustainable ideas, but things I can use as a springboard. Eventually I managed to develop my vague understanding of these two different ‘worlds’ into something tangible. I wanted to talk about mountains. For someone who’s been born and mostly lived by the sea, I have a strong connection to the mountains. It’s all about that choice I mentioned: I am surrounded by the sea but I choose, when I can, to be by mountains instead.

 

In the end it seemed a little two-dimensional to talk about nothing but “hey I really like this geographical feature” for an entire minute, but out of that grew the idea to talk about the things in my room (the poster of the Wildschönau Valley is a remnant from that original idea) and then onto reflection and deliberate noticing in general. I thought about the way I think, the things I like to look at, and realised I was usually thinking about these things when I should have been focusing on something else.

 

From there, it was a process of almost interviewing myself and trying to figure out which phrases really expressed how I felt and which were boring or idiotic. I wasn’t overly concerned with the video component so long as I took from my beautiful things in daily life. I love nighttime much more than the day so that was an obvious choice. The lights at North Melbourne Station are something I go out of my way to see, even after a long day, and I always cross the road to walk on the Town Hall/Cathedral side of Swanson str, even if I know I’ll have to cross back again. It’s these little choices that shape my day which is ultimately what I wanted my project to be about: how my personality affects my choices and my life.