‘Old’s Cool’ Visit (Week 4)

I’ve chosen to visit the third years in the ‘Old’s Cool’ media studio. The basis of this class is to consider ‘New Media Innovation from Old Media Principles’. The third years showed examples of their parents’ or grandparents’ audio formats they most associated with their early years. I saw vinyl records, cassette tapes, CDs. It linked to this week’s reading about the death of vinyl and the appreciation that continues to power on for these records by a smaller yet vocal bunch, and how there is a prominent association of vinyls with human-like qualities like mortality, fallibility, etc., (Chivers Yochim, Biddinger, 2008). Personally I’ve had no experience with vinyl records and I’m ashamed to admit I’ve never owned nor used one as it’s apparently the authentic way to listen to music, but if I’m totally honest, having only been raised with digital audio, the ‘crackling’ often associated with vinyls doesn’t appeal to me. At the moment I prefer a cleaner sound. Some suggest I’m missing out on the experience of going down to a record store and meticulously selecting LPs, but I prefer building my own playlists using MP3s and I think that selection process in itself is a unique experience. I’m picky about what artists and songs I keep on there. It’s this handy mix of pop, classical, hip-hop, dance, RnB, country, alternative. Not much jazz though. It’s a convenient way to listen to music because I can just transfer this entire playlist to my phone and I’m good to go — listening on the train, in the car, during classes. Without this easily accessible option I probably wouldn’t listen to music as much as I do now. Which leads me to the debate that went on in the studio. Daniel’a prompt was “streaming is killing music”. Outside of this class and inside a vintage record store, this statement would have been more controversial. In the studio there appeared to be the general consensus that streaming media isn’t actually killing music. Ultimately I disagree — and believe streaming is not killing music. It’s another step in the evolution of ways we interact with music, however, the statement is too vague for me to agree with. What do I consider “killing” music — ruining the experience that is associated with listening to vinyl? Or rather, in economic terms, taking power away from the industry that brought us the traditional ways of playing music? This class was ace, and while I know I shouldn’t focus on the content but instead the way the class was run in general, I enjoyed the content just as much as how chill the class was. I haven’t been that engaged in a long time. It makes me really hopeful about what I should be looking forward to in my third year.

Chivers Yochim, E. and Biddinger, M. (2008). ‘It kind of gives you that vintage feel’: vinyl records and the trope of death. Media, Culture & Society. Vol 30, Issue 2, pp. 183 – 195.

New Approach (Week 4)

The whistling in my rough cut is super loud, while other audio clips aren’t loud enough. I tried fixing this but my computer went kaput. I’ve reduced the size of my Premiere playback and it’s made rendering easier. Also, I’ve previously written about struggling to offer feedback (under the black critical hat) but now I’m able to pick up on technical errors and things that need work. I hope I’m being helpful. I provide this feedback and follow it up with suggestions on how to fix things. That’s the approach I’ll continue to take in the classes to come.

Giving Feedback (Week 3)

Right now I struggle to provide constructive feedback because I can’t criticise work that’s creative and artful. Especially in a self-portrait, which is depicting a person’s own life, experiences, and mannerisms. I understand how something could be improved upon… but besides technical errors, who am I to make a judgement on another’s depiction of self? Someone may intend their work to be jarring for the purpose of conveying inner conflict, but I mistakenly condemn it for lacking consistent flow. It’s too subjective for me to assess. But I’m working on my ability to provide feedback. I enjoy giving positive comments because my peers’ work is ridiculously good. One of the things I’ve noticed from my class is that musicality is really prevalent. Most have this ability naturally, so I’m gonna work on that too.

In Progress (Week 3)

I received helpful feedback on my Haiku video, which I’ll apply to my self-portrait project. It’s been difficult to edit on Premiere Pro because my computer keeps acting up. I’ve gotten the hang of where all the shortcuts lie, so now basic actions are easy. I’ve been trying to learn how to express a certain mood and manipulate tone through visuals and sound. A particular soundtrack is useful, but silence can also be powerful and just as meaningful. I’ve taken this on in my self-portrait, I’m using silence rather than music, and then a build-up of clicking sounds.

The Edit (Week 3)

I have considerable interest in video editing. Before I never really thought of the editing process as anything more than correcting footage. Now I understand it’s about breaking things up and deliberately creating gaps in material. I trust my audience to link cut parts together to determine their meaning. I can manipulate rhythm and pace in a sequence of clips by introducing gaps frequently or infrequently. This week’s reading made me realise the importance of closure. The gaps between comic panels force readers to engage with the content in order to ‘close the gaps’ and comprehend what has happened. Moving away from the concept of passive readers mindlessly consuming material, comic readers are forced to use their imagination to determine significance and this makes engaging with media texts a fully interactive process.

Haiku Project (Week 2)

Trying to edit this short video was a fun experience. I’ve only ever used the basic programs. After watching tutorials and practising, I’ve memorised where most shortcuts are located in this software.

The haiku I’ve chosen is Matsuo Bashō’s ‘No One Travels’. I found it darker than the other poems, thus this video is solemn – the sad escalator, the empty alleyway. It’s a tad lonely, hence, “no one travels” except “I”. By the end I had this vision to depict what I do when I’m by myself outdoors and there’s no one to keep me company. I look to the sky. The clouds, the birds, the sun. The viewer rolls their head back to stare up at the blue sky. Its vastness is intriguing if not overwhelming. You could say I was trying to end my emo video on a high note. I changed the audio slightly, added a ton of effects. The next time I approach Adobe Premiere Pro I will NOT shake its hand in greeting because we are already close acquaintances so there’s no need.

(An overview shot of my sequence)

Encounters With Media (Week 2)


We noted sightings of media at Bourke Street Mall. If you were looking ahead you’d be confronted by visual art, and be exposed to live or recorded music playing from the stores. If you looked up, many forms of moving digital media can be spotted, alongside large printed signs. Looking down, you would surely see art presented on the ground. We really are living amongst media, and thus it shouldn’t be treated as something we are not a part of. It exists around us as we learn from “a fantastically messy set of networks filled with millions of sparks” (Gauntlett, 2015).

Gauntlett, D. (2015). Making Media Studies: The Creativity Turn in Media and Communications. Peter Lang Inc. pp. 1-12.

Media Is… (Week 2)

How do I reduce media to only five things? Media involves so much, media is everything, and it’s ubiquitous. When we went out to record media at Bourke Street Mall, its presence was noted everywhere.

Media

  • Is creativity or originality
  • Is a form of communication or storytelling
  • Is a reflection of society’s values
  • Triggers for experience (encourages thought and participation)
  • Is a stream of information
  • Is intersectional

The Media & Communication model:
Sender – Medium – Message – Receiver
This model isn’t new to me but I was interested to hear that we are moving away from the use of this model. Now creators and developers have taken on the influence of psychology to create long-term effects on the “receivers”.

Media isn’t something we’re just learning about, a separate entity from us – “it’s about learning with media, rather than learning about media,” (Gauntlett, 2015). It’s present all around me and I am involved in its creation and consumption. It is never static nor is it detached from who I am and what I do. It’s an interactive experience.

Gauntlett, D. (2015). Making Media Studies: The Creativity Turn in Media and Communications. Peter Lang Inc. pp. 1-12.

 

Settling In (Week 2)

We’ve settled into our media class and discussed this week’s reading. I enjoyed setting up my blog because, while I have experience with blogs across different sites, this one would propel me to write. In the tech survey I mentioned I have some experience with editing software like iMovie. I’ve been using this program since I first got a Macbook and I can edit with my eyes closed. This doesn’t make me experienced because there’s so many superior programs out there. And about gathering media for our first project – I’m really excited to do this because it seems like something you should do in a media class. I never got the chance to be in a media studies class since it wasn’t offered at my high school. I have a few ideas about what I’ll collect and I plan on choosing a variety of locations to film. Hopefully I’m able to collect useful photos, videos and sound recordings for my upcoming projects.

Hyper And Deep Attention (Week 1)

My attention span can range from 5 seconds to 5 hours. Whether I’m using hyper or deep attention is a different story. It depends on the actual activity. I gave the class handout my undivided attention because I couldn’t get away with checking my email. I already look suspicious. I concentrated on the piece and thus made that conscious decision to block all else out. Deep attention. 

However I’d like to acknowledge the times when I do make that conscious decision but still can’t block everything out. Example? My final Year 12 Literature exam. The dust on the floor was really distracting.

The use of deep attention vs hyper attention is a subjective experience. I appreciate the gradual shift from the resolute approach to classroom learning, which favours the use of deep attention. I disagree with strict no-music no-earphones rules, enforced in my high school. We should get figure out for ourselves whether we’re the type to focus better with some Beethoven playing in the background or dead silence.