Sketch Drafts and Reflection

Reflection

The initial concept for this my script ‘I love you, man’ was one of the first concepts we as a group discussed, which was the stark contrast between mens and women’s toilets and why that is. This specific concept came more broadly from the idea of toxic masculinity and how affectionate females can easily be to one another, and how it is the complete opposite for men. Writing about toxic masculinity captured my attention in weeks 5 and 6 when we as a class were told to think outside of the box more. This made me realise that women are not the only gender in this issue, that men are just as affected as women when it comes to feminism.

At first, the group and I did not love where this idea was headed when we began writing the script, as we found ourselves unintentionally stereotyping women as ‘hysterical’. This was mainly because we were aiming to exaggerate the difference between how women and men behave in social situations. Because of this dilemma, after the group and I realised our individual sketch ideas, I knew I had to really start from scratch. I remembered that in the earlier weeks, I felt a strong attachment to the idea of reversal in comedy as I thought that it was a very clever and unique way to make strong statements about reality. Therefore I thought of continuing with the bathroom theme, yet completely reversing the gender roles and in fact the patriarchal world of the script, which was a smarter decision. Mainly because there is a distinct message that comes across to the reader when all genders and the patriarchal world is flipped.

I sent the group my initial first rough draft and straight away everyone in the group was a lot more comfortable with where the sketch was headed as I began not making fun of any gender but simply flipping both genders, which evidently made the sketch more funny as the group became relaxed to read it. However this draft of the script was far too long. Due to the length of my then second draft, we as a group decided that we wanted the class’s feedback on 3 other sketches in the group the most. This was good as it gave me time to reflect, and think of how I could cut my script down in order to receive more constructive feedback from my group later. I knew I had to reduce the size of my script as I was faced with the issue of accidentally making my initial sketch turn into a TV show. The current and final draft I have now is much shorter and is more appropriate as a sketch.

My intended comedy works because I believe that I have used specific examples of techniques and devices learnt in class. Especially examples from Tim Fergusons book’ the Cheeky Monkey’ when he writes about the principles of comedy. I found these specific principles extremely useful and knew that if written well, these principles would come across hilarious in a sketch. Therefore I used “reversal…furthering or exaggeration of given elements” (Ferguson, 2010, p.9) and I “present nonsense scenarios…and apply faulty logic to known truisms.” (Ferguson, 2010, p.9) I have achieved these principles in my script, by reversing the stereotypical gender roles of the main characters, as well as the world around them. For example by having a female be the bar’s bouncer out the front, the Netball on the TV, and the bathroom reversal.

The scenarios within the script, do not seem too absurd as the locations are very generic, however it is how the characters behave which may seem abnormal to the reader, which is exactly my intention. This therefore has the reader question the truism of everyday reality, and the stereotypes we place on gender. Tim Ferguson in his book ‘the Cheeky Monkey’, also includes a list of gag devices. Although my script does not include obvious gags within the dialogue, I believe that I still use the gag devices ‘contrast’ and ‘simplicity’ as I do use stark juxtapositions between the mens and women’s bathrooms, as well as make clear and direct punchlines throughout the characters actions, for example when Emily and Sarah are applying their different sized lipsticks.

As well as Tim Ferguson’s novel ‘the Cheeky Monkey’, Joel Gwynne’s article ‘Might as Well Be Dead’ offers great insight into feminist comedy. Gwynne’s article explains how irony works in comedy and how it is seen as the “gap between the said and the unsaid.” (Gwynne, 2015) Gwynne also writes about post feminism as “cognizant of sexism and knowing with respect to sexual innuendo” (Gwynne, 2015). He further explains how irony and postfeminism are linked, as they both indicate “cultural uncertainty or difficulty pertaining to shifts in the construction of gender.” (Gwynne 2015) I therefore believe the ideas written in this article relate to what I am attempting to achieve in my script, and reinforces to me that I am taking a more modern, post feministic and ironic approach to my writing in comedy.

The main theme that I have included in my script which I hope is obvious to the reader, is toxic masculinity. I really wanted to write a feminist script that wasn’t just about women and only women. I believe that men are just as affected as women are when it comes to feminism. As feminism is just as much about liberating men as it is women, to have both genders be equal. Men have always had the constant pressure from society to be stereotypically masculine, just like women are raised to be lady like and constantly feminine. When in reality, both genders are extremely hybrid and society needs to be more accepting of this. For the reader, I wanted to touch on the fact that society assumes men are gay if they are affectionate to each other, which in my view, is very sad. Although my script is a comedy and is meant to be humorous, my intention is also to make the reader deeply question why seeing women act ‘manly’ and men behave ‘womanly’ is uncomfortable for the reader.

References:

Gwynne, J, 2015, ‘Might as Well Be Dead’, Domesticity, Irony and Feminist Politics in Contemporary Animation Comedy’, The international Journal of Television Studies, Reading

Ferguson, T, 2010, ‘the Cheeky Monkey’, Currency Press, Australia

 

 

Link to my draft and final draft of my script, I love you, man:

https://drive.google.com/drive/folders/1IWP0mR_84M7ugEWrujynSjjXcbJN71Ng?usp=sharing

SKETCH-TUAL Analysis, Girl at a Bar

‘Girl at a Bar’

SNL

The Saturday Night Live sketch ‘Girl at a Bar’ is about a woman called Michelle who is meeting her friend Amy for drinks at a bar, yet Amy is running late, therefore Michelle decides to sit by herself at the bar to wait for Amy to arrive. As soon as Michelle sits down, she is  approached by four men with the intention of playing the ‘nice guy card’ long enough so that she will want to eventually sleep with them. At the beginning of each conversation, the men  start off as extremely kind and express how much they care about feminism which does make Michelle interested to talk to them. However, as soon as the men ask if Michelle if she would like to go home with them, or exchange phone numbers, Michelle politely declines, and the men automatically call her a bitch. This sketch is surprising and hilarious, it feeds into the ironic idea that men only support feminism to try and get women to sleep with them, which is definitely not the point feminists are trying to make. This sketch ends with Amy finally arriving at the bar and replacing the seat of the last man that tried to hit on Michelle, which then leads to the conversation between the women regarding how inappropriate these men are, with Michelle saying “thank you for saving me, I love you”, to Amy. The sketch then takes a surprising turn as to Michelle’s dismay, Amy really believes that Michelle loves her and responds with “touch my tit.”

The comedy works in this sketch because of a variety of reasons. The sketch uses many techniques and devices, specifically from Tim Ferguson’s book ‘the Cheeky Monkey’, as he writes about the universally known ‘Principles of Laughter’. One of the Principles of Laughter that are included in this ‘Girl at a Bar’ sketch is “comedy that deals with abrupt negation, reversal, equation, furthering or exaggeration of given elements”(Ferguson, 2010, p.4). Michelle in this sketch uses negation to decline and shut down all of the men’s advances. Reversal is used as the men in this skit talk about feminism to Michelle like feminist women would, even if the reason behind this is way off. The reaction from the men when Michelle shuts them all down is extremely over exaggerated, their raise of voice volume and abrupt choice of inappropriate words such as “bitch” and “you won’t even let me nut” is over the top. However elements of this exaggeration does highlight an element of truth. This relates to another technique used from Tim Fergusons ‘Gag Principles’, which is “assertions with a grain of truth”(Ferguson, 2010, chapter 1). Although the way these men in this sketch talk is absurd, it also reflects what men who do not support feminism act or think.

This sketch is ironic, as all feminist women want is to be equal to men and want all men to feel the same way also. Yet the men in this sketch do the opposite by appearing to support feminism, and respect women, yet completely objectify women when they don’t give them what they want. Further more, another technique Ferguson writes about is comedy “examines individual human behaviour, often to highlight common behaviour or broader social concerns.” (Ferguson, 2010, p.4) This is definitely evident in this sketch, as it portrays the common ‘sleazy’ behaviour from men out at bars who hit on women, and highlights the social concern regarding men who either privately or in a public way, objectify and degrade women for their social benefit.

There are numerous themes within this sketch, some that are more subtle than others. The obvious themes are feminism, objectification, modernity and gender roles. Feminism is heavily portrayed throughout the sketch as Michelle the leading lady, is wearing a ‘the future is female’ T-shirt, along with Dave, in his attempt to pick up women. Feminism is the only topic of conversation the men use to try and have Michelle be interested in them. The men objectify Michelle by calling her a bitch, doing the complete opposite of what men who support feminism should do. Michelle immediately gets called a bitch as soon as she declines their offer, which the men cannot appear to cope with. This feeds into the idea of modernity or modern life dating, as dating now-days often happens immediately through apps such as Tinder. This creates situations in which men can automatically find women by matching with them online which then leads to a date, and this is why it can be such a shock when men receive a ‘no’ to their advance.

The characters in this sketch are extremely over the top, especially the four men and Michelle’s friend Amy, with Michelle being portrayed as the “straight man.” Therefore comedy is used to express and emphasise the sketch’s intended message, that men use feminism as a topic of discussion and tactic to pick up women at the bar. In the Vorhaus reading, John Vorhaus (1994) writes that in a successful comedy, the main characters need a comic perspective, which for the men in this sketch, is to use feminism as a way to connect and draw women in, and that it should be their way or the Highway. Vorhaus also writes, the characters should have flaws, which in this sketch includes the four men being rude, conniving, sly and sleezy. Yet Vorhaus also states that characters should show elements of humanity, to “build a bridge between the character and the audience so that the audience can care.” (Vorhaus 1994, p.39) The men do this at the beginning of each of their encounters with Michelle, by acting very nice and passionate about women’s rights. Referring back to the idea of the “straight man”, Michelle brings out each of the men’s flaws by acting as the ‘normal one’ in the sketch. Her very realistic and rather calm response to the men calling her a bitch, highlights the men’s exaggeration and has them appearing even more absurd.

In the book ‘Just Kidding Using Humor Effectively’, written by Louis Franzini, exaplains the funniest types of comedies are unexpected comedies. In chapter 8 titled ‘How you can be even funnier’ Franzini explains that “classic joke structure”(Franzini 2012, p.123) is when the audience has been taken down one path of a story, thinking they know how the joke will end, only to be surprised, this term is called ‘misdirection.’ Misdirection is used in this sketch by the men’s surprising reaction to Michelle rejecting them, and Amy finishing the sketch by saying “touch my tit.” The unexpected, shocking and surprising definitely works well in comedy and is why this particular sketch is so successful.

 

References:

Ferguson, T, 2010, The Cheeky Monkey, The Principles of Comedy, Currency Press, Sydney

Franzini, L, 2012, Just Kidding Using Humor Effectively, How you can be even Funnier, Rowman & Littlefield Publishers, Maryland

Vorhaus, J, 1994, The Comic Toolbox, Comic Characters, Silman-James Press, Los Angeles

 

Final Reflective Post

What I have discovered about noticing and nonfiction through this assignment is that nonfiction, and the world around us is constantly changing, and as humans we usually do not see these changes. Changes I specifically focused on in this assignment was how bugs can change nature such as the dirt they are walking on or how a butterfly or bee can change the way a flower moves. How wind can change the position and direction of leaves on a tree or tree branches, and how rain can change the colour of a rock or the texture of dirt. I have also discovered that nonfiction changes in a non linear manner. The world changes in random ways, and nature is constantly being encountered by other forms of nature and weather, which is what I focus on in my video.

The reason why I wanted to continue with using the theme of ‘encountering’, the theme I used for assignment 3, was because I became fascinated with the idea of nonhuman encounters. I learnt throughout doing this assignment and the last assignment, that encountering does not just have to involve humans. In fact, I discovered that humans do not notice or rarely notice encounters within nature occurring, and only when confronted with close-up footage of these encounters, like the encounters shown in my video, do they realise this. Whereas humans notice other humans encounter things all of the time, and that is why I wanted to direct my focus away from human interaction.

The process of noticing, to make audiovisual nonfiction has evolved for me from creating this video, as in the very beginning of the semester, I found the idea of noticing what I usually do not notice in my everyday nonfiction, extreamely challenging. I began to try to notice nonfiction by marking and recording down each time I would notice a ceiling for example, which is what I did for the first unmarked assignment for this course. Because I was not used to doing this in my everyday life, I did find this method quite forced as a lot of the time I would forget to film a new ceiling when I entered a new location.

Therefore, for assignment 4 I took a completely different approach and decided to simply go for a walk in the Wetlands near my house, knowing in the back of my mind that I must film natural encounters that occur. This was successful as I was always looking, yet not forcing to find encounters in nature, and did find many opportunities to take close-up shots of bugs encountering nature. However I realised that bugs encountering nature was the only types of shots I took, and I began to realise I had made my process of trying to notice too broad. Once I knew I needed to film natural encounters between bugs, rain and wind, I could then decide to film on a day it was raining or windy, in order for me to achieve the types of shots of encounters I wanted.

Looking back on the Semester as a whole, the three major learning outcomes for me were; in week 3, learning about noticing by only using sound and no visuals. I thought this concept was interesting, as I did learn that without visuals, the mind wonders, and the brain notices more as it tries to imagine what the matching visual to the sound is, and a person notices more about a space. Peter Cusack in his chapter in ‘Field Recordings as Sonic Journalism’ writes sound can “transmit a powerful sense of spatiality, atmosphere and timing.” Which is true and what I discovered in class when listening to ‘Starry Night’.

Another learning outcome throughout this course was the idea of a ‘blind spot’ in a photo or piece of media. In week 4, I remember as a class we looked at a photo Tiahne had taken of a building situated in a laneway, whilst also hearing a voiceover of her talking about everything else she noticed in or outside of the frame of the photo, which then made me notice more details about the photo. This also became evident in the reading for that week, ‘Ghostly forms and forest histories’ by Andrew Matthews, as he includes a photo of a tree stump, next to immense description of the forest the stump is in.

Finally, the last major learning outcome for me was in week 5, learning about James Benning and his work. This quote in the interview Benning gave where he says he can “see everything that moves because the camera doesn’t”, influenced my video for assignment 3, as I then decided to use a Tripod to make the camera still, so that even the tiniest encounter between an ingredient could be seen. I wanted to use this exact notion for assignment 4, yet without a Tripod to give the video a more personal effect, to bring the audience inside of the frame.

Post Production Post 2

 

During Wednesday’s class of week 12, I, along with the other students who attended the class showed our rough edits or videos that we had so far. At this stage, I had not begun using Korsakow yet, as I had just exported all my videos from Premier Pro, ready to be used for Korsakow. Therefore what I could and did show the class on that Wednesday was each bug, rain and wind video that had been exported. I did not receive any constructive criticism on the actual videos, yet I received comments on how these videos could be key-worded and presented in Korsakow. What the students and Hannah noticed about my videos, was that they varied in the amount of encountering that was occurring. For example for some wind videos, leaves on a tree were moving fast and the power of the wind was obvious, yet for other wind videos, a vine would only slightly move. In the bug videos, some videos included hundreds of ants encountering a tree, and other videos included just one bug. And, in the rain videos, some videos included a few droplets landing on a lilypad, yet contrast with heavy rain on a river. Therefore I received feedback that I could perhaps keyword and categorise my videos into Korsakow, based on the level of encountering occurring in each video.

I took this feedback on board with me as I began playing around with Korsakow. Initially I was intimidated by using Korsakow, as it was a program I had never heard of let alone used before. What I could understand however, was how using keywords for each video, determines how the videos are displayed in the interface. It also determines the order of when each video will be displayed. First of all, I dropped the ‘exported’ folder which included all my videos videos that had been exported from Premier Pro, into Korsakow. I then gave each video an infinite amount of lives, and categorised each video into Keywords of either bug, rain or wind. However using those Keywords meant that not every video could be seen, as I realised all my Keyword ‘IN’ words and Keyword ‘OUT’ words were the same, which meant there was no way a new keyword could be shown. Therefore I listened to feedback I received and changed the keywords to ‘subtle’, ‘movement’ and ‘obvious’. In one video from each category I used the ‘IN’ Keyword as subtle and the ‘OUT’ word as movement, or the ‘IN’ Keyword as movement and the ‘OUT’ keyword as obvious. This therefore allowed a gateway in my video, for all videos to be clicked on or seen in the interface.

Post Production Post 1

 

After hearing and taking on feedback from Hannah, as well as other students during Wednesday of week 11, I did feel more on track as to where my final video would be going. Therefore coming into week 12, I had all my videos of bugs, rain and wind exported on my laptop, except for a few more wind videos I still needed to take. I then knew I had enough footage to show a rough draft on the Wednesday of week 12, which made me feel as though I was not left behind. The class on Monday of week 12 was insightful, as Hannah discussed with the class in a deep and meaningful way, why ‘seeing the unseen’ really matters. What I understood, from Hannah’s discussion with the class is that the world is constantly changing and is extreamely complex, and if one believes that the world is simple and structured, they are not seeing the unseen. The unseen being every aspect of nonfiction that humans do not notice. The world is not just made for humans, the world is in Hannah’s words, “made up of humans and nonhuman entanglements.” Therefore the whole aim of the class ‘Seeing the Unseen’ is to explore, film and in general, create media which represents the complex world we live in. I really liked what Hannah said, that “stories are teleological and the world isn’t,” this sums up what I am attempting to achieve in my video for assignment 4. I am filming close up shots of bugs, waiting to see if any encountering occurs, and am doing the same for when I notice it is raining and when its also windy, to see what changes happen. The world is not teleological and that is what I hope I am capturing throughout my videos, and also through using Korsakow, as there is no one direct storyline that must be followed in my video.

In Monday’s class in week 12, as a class we also discussed and wrote down our specific tools for noticing as it relates to our assignment 4 video. Personally, I chose to focus on the importance of using close up shots to film natural encounters between bugs, rain or wind, as that is how humans can most clearly see these usually unseen encounters. Therefore I wrote that “a tool for noticing is…in order to notice small encounters within the environment, use close-up shots. Because close-up shots emphasise what is occurring within the frame and allows humans to notice what they usually miss.” This,  ‘a tool for noticing’ phrase will be included on my poster for the exhibition.

Production Post 2

 

After having taken some footage of mainly bugs encountering plants during week 10 whilst I went on my walk, I knew I needed feedback during week 11. As well as allow myself the time to think about exactly how I want the end video to look and how I want the layout to be. Unfortunately I was not able to attend Monday’s class in week 11, however by looking on Canvas I understood what the class was about, Korsakow. The idea of using Korsakow for my final layout is an idea that has grown on me. At first, by looking at the instructions I was perhaps overwhelmed at the concept of using a completely new program, yet after having received feedback during Wednesday’s class, I believe Korsakow will be the most effective way to display my videos.

Wednesday’s class of week 11 was extremely valuable, as giving and receiving feedback for mine and other students videos was almost vital at this stage of the process for assignment 4. Initially, what I already knew before I was given feedback was I needed my overall vision for my videos to be specific. Although going for a walk without specific direction was a good start to filming and thinking about encountering, it meant that my videos were so far very similar. For example all the videos I could show other students and Hannah on Wednesday were close up shots of bugs encountering nature. Therefore I was not surprised when I received feedback from Hannah for me to film more than just bugs encountering nature, and to think more about nature as a whole. The specific feedback I received was to focus on filming in categories, such as videos of bugs encountering plants and also how weather encounters nature such as wind and rain. Therefore I intend to have all of my footage taken by Wednesdays class of week 12 of at least 10 videos each of bugs, rain and wind encountering nature. As once I have all my footage I can begin to categorise the videos by bugs, wind and rain onto Korsakow, to eventually make my videos an interactive experience for the final product.

From now, going forward with the assignment, I need to really think about how something changes something else. Such as how rain can change the appearance of a rock or how wind can change the way leaves move. A way I could visually look at this occurring was through the film ‘Microcosmos’ which Hannah recommended I watch. This film is a perfect example of what I am attempting to achieve. This film, directed by Claude Nuridsany and Marie Pèrennou captures extreme close ups of bugs in their natural habitat, as well as rain and wind. Therefore ‘Microcosmos’ was my final inspiration, before I took the last of my videos and used Korsakow.