Audio Recording with “Zoom Handy Recorder”

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Logging recorded sounds.
Log of recorded sounds.

During our Media 1 class this week we worked with “Zoom Handy Recorder H2n” to record various audio around campus.

A problem our group initially encountered was thinking we weren’t recording as we couldn’t find our clips in the playback setting. This was eventually resolved as we listened to each playback track and realised the previous user had not erased their work. However, overall most troubleshooting was avoided as we read through the “Dummy’s Guide” earlier.

The most successful recordings were of conversation recorded inside in a relatively quiet area. The clarity was of good quality however many areas around Buliding 9 are subject to echo and granted it’s a busy space there is always some type of background noise happening.

Mic technique can be manipulated by adjusting the setting to 2 channels. If I were to use this particular recording device again I would trial this feature when recording outdoors as not to make the recording area too narrow.

Setting the level was not too hard to change, initially we decided level 7 would work best as it wouldn’t be too harshly received. In hindsight, we may have needed to bring up (or down) the level when manourveieng from indoor to outdoor locations and they are two differing environments with differing  levels of extra noises.

Most of the recordings had a “clean” sound, if this were for a production more attention would be paid to factors such as people talking in between takes. Often the shot was of reasonable to good quality but the microphone may not have always placed in a position that was best for what we were trying to capture.

 

 

 

 

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Collaboration readings

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A reflection based on the prescribed readings for week 5 🙂
1. Keith Sawyer, 2007, Group Genius: The creative power of collaboration, New York: Basic Books, 2007, pp.39-57.
2. Jean Tabaka, 2006, ‘What are collaborative teams?’ Collaboration explained: Facilitation skills for software project leaders, Upper Saddle River, NJ : Addison-Wesley, pp.23-43.
3.Adam Hyde, Mike Linksvayer et al, 2012, ‘What is Collaboration Anyway?’ in The Social Media Reader, Ed. Michael Mandiberg, NYU Press

Communication is a device that allows for collaboration to be possible.
Importantly, the distinction is made between “sharing” and “collaboration”. Whilst as media practioners we may use platforms such as blogs to upload our content it does not instantly allow for others to contribute to the original work. So although we put work up there for everyone to see it remains idle unless others are able to do something else with it. The function of an “attribution” is a process whereby a media maker (like ourselves) is allowed to appropriate work under creative commons licenses by correctly attributing, that is giving credit to the orgignal author where it is necessary.

The term “collaboration” can be interpreted several different ways and sometimes that can cause conflict over who owns or has contributed to a piece of work. As it it readjusted, its original intent can become manipulated or used in away not orginally intended by the creator. To avoid this potential problem arising, the reading discusses “criteria for collaboration” in terms of “size, speed, space, and scope”.

Another, more positive aspect of working in collaboaration is “Teamwork”. When effective it allows for multiple viewpoints and opinions to converge in order to reach objectives and add additional dimensions to work.

Wk 6: Media is a form of research

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Library Information
This week we focused on the idea that “Media is a form of research”, fittingly we spent some time during the lectorial learning how to operate different aspects of the RMIT’s library portal in order to be able to develop our research skills for upcoming projects and tasks.

One particular feature of the site that is of interest is “Lynda”.
Lynda is useful for accessing tutorials on how to use specific software programs. This was of interest to me as I am aiming to become more confident in software, particulary editing programs. To expand my competence in this area will allow me to acheive and extend my creative visions.

In addition, acessessing the library online can allow you to see information and guides on how to reference. This will be handy when it comes around to doing bigger research projects requiring “scholary” sources. Scholary quickly became a buzzword during the class. By its conclusion we were able to identify a scholarly source by charcteristics such as a peer review.

Collaboration

Extending upon the idea of collaboration that we discussed last week, Rachel provdied us with practical tips in how we might approach common problems that can arise when working in groups.

Good & Bad experiences working in teams
A positive example of working with others I could recall:
✅ Yr 11 Media Film lists were organised of filming times, costumes needed, met regularly and communicated frequently with actors.

Collaboration is an important skill (that can be learnt/ developed) as it allows you to work on more challenging tasks. When effective it allows for rigour to be established and have more people to be inspired by, feeling supported through the process.

Rachel suggested that positive collaboration involves:
– setting clear objectives.
– clarity of goals.
– having a motivating value, all must believe in the idea.
– setting attainable and realistic goals
-future potential – have room to move and change
– being consistent
– being a person who others can trust what you are going to do.
– showing respect this involved basic things like texting when running late
-Support,an environment where you can take risks/fail.
Responsibility
– keep your end of the bargain / what you committed to
… and when things aren’t going so well in groups…
solutions included:
-sharing the work load
-involving trust,clarity and autonomy

Positive teamwork also involves:
-identity and sense of unity
-Creating timetables
-Conduct of good meetings
-having an agenda
-Time estimates for sections to cover
-Review
– someone assigned to take minutes
Notes on outcomes and who has agreed to do what
Before finishing, confirm what needs to be done before next meeting

Wk 5: “Media Collaborates”

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This week’s lectorial focused on the collaborative efforts of media making.
FOUND FOOTAGE
We discussed the idea of incorporating found footage into our own original works and looked at film makers who had used this technique in their own works. Found footage was defined as using Pre-existing film footage that is appropriated and used in a way not originally intended by the original author.

We also considered the ethical boundaries of using footage constructed by others as well as keeping in mind copyright regulations and restrictions we went over in last week’s lectorial.

ACADEMIC ARTICLES
Brian also gave us some handy tips for working through dense academic articles. I found this to particularly useful having recently discovered how tricky it can be to precisely extract meaning from some of out previous “essay type” readings.

Some advice included:
1.Look for argument and structure.
2.Download and print the article.
3.Write notes and highlight as you go.
4.Read key sections (abstract, intro , conclusion).
Skimming (scanning the page while reading) is okay ✅ (thank goodness ! I felt I was cheating by doing this)

I think I will apply this method to future blog posts dedicated to the weekly readings and will in turn improve my analysis and expression, rather than just summarising the articles.

Brian also suggested blog posts consist of:
– a brief summary of main ideas in text.
– Consider an evaluation of the text (strengths and limitations)
– provide commentary on its relevance for your purpose (eg background research on an essay topic OR creative inspiration for a technical/creative skill you are developing.

When reading the introductory para …
look for key argument and purpose of this writing.
Consider structure (look at headings, can be shorthand version of argument)

And when reading the Concluding paragraph …
-Decide what was the most useful aspect of the chapter.
-Discuss how does it informs practice and thinking.

THIRD PROJECT BRIEF INSPIRATION
I have chosen to profile one of my good friends for this assignment. I am looking forward to presenting aspects of another person in a creative way and it is of welcome relief that it does not have to reveal so much about myself as with the first two projects!

We also spent some time watching short creative documentaries that others had created on significant people. I found these to be particularly moving and at the same time a bit saddening, especially with a girl’s dedication to her grandmother. I appreciated the effort she had taken in gathering hundreds of personal items and photographs and artefacts (as we had done on a smaller scale in project brief 1) in order to represent a loved one’s life. I was reminded the importance of documentary in, literally “documenting” or saving the memories of people’s lives and experiences. This was emphasised to me when one mini documentary maker showed his mother’s life through photos and home videos that contrasted with her speech. Distant and unable to recall everything he was saying.

To conlude, and in a change of pace we enjoyed a humorous man’s recount of him dancing and how it makes him feel “free”. It all progressed very quickly as he discussed eating a tortilla chip to dancing and moving freely, all supported by a kick-ass percussion soundtrack ! Very much enjoyed this. Looking forward to constructing my third project for media one over the Easter Break.

Wk 4: Tutorial

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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.

Wk 4 Lectorial

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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”.

Proj. Brief 1 – A Reflective Reflection.

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In representing myself, I was drawn to documenting aspects in my “immediate world”. My photographs were (unintentionally) all from within my home. Within this, I was able to express my enjoyment of breaking free of the everyday simply by capturing my collection of jackets/bags.

When it came around to sharing my blog post I chose the “Red Hat” perspective, prompting my peers to suggest immediate feelings or “gut instincts” when viewing my work.

What did others say ? / was it useful? / was it difficult?/ what could you improve ?

It was interesting to see how others had interpreted my work, but as it was such a personal task it was initially challenging to show my work. I found this made less awkward because the people in my group provided feedback without disregarding each other’s feelings and appreciating (having the completed the task themselves) the challenge of expressing themselves and being asked to “think outside the box”.

 

 

Project Brief 1 – Rebecca Maakasa

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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.

A piece of my wall

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.

My bed side shelf

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.

 

My bags and jackets

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

 

Wk 3 Reading Reflection

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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.