Tag Archives: feedback

Institutions/Audiences/Texts/Mediums/Technologies

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In our tutorial yesterday, we looked at each group’s second draft for project brief 4. It was great to finally see what everyone else had been working on after being so caught up in our own work. A couple of the artefacts that really stood out to me were the following:

Elise and Jack

  • Institutions
  • Gave a clear explanation of what an institution was, then honed in on their topic of classification (connecting to the classification board of Australia)
  • Presented their work as a short 10 minute film explaining the intricacies of the classification system
    • How it works
    • What the different ratings are
    • Challenges facing film-makers today
  • I thought this was a very well executed media artefact that did well integrating academic information, whilst also being creative and interesting

Maggie, Jac and Dusty

  • Audiences
  • Focused on how audiences now interact with the content they watch, and the effect this then has on the media content produced
  • Presented their work in the form of a website, but also created Youtube videos to demonstrate linking to other sources and created an app to view the website easily from a mobile device
    • I thought these ideas were particularly creative because they were highly relevant to their content
    • Teaching about interactivity by creating something interactive

I also liked Gloria, Patrick and Bianca’s work. They created a sound recording with information and interviews with experts in their topic. It was the first assignment presented as a sound recording, and it really changed the way we experienced the artefact, requiring more attention because there was no visual component. Though this work still needed to be edited, I thought it was a really interesting response to the brief.

Advice on Brief 4

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Last week, Rachel made some suggestions for how we could best progress with our final project brief.

  • Make sure that everyone is asking the same questions of the texts they are analysing (this prompted us to create a list of 3 questions to focus our work)
  • Keep the focus narrow so you can increase the depth of the work
    • Take out side ideas – remixing, Space Odyssey
    • Left with: Texts > Adaptations > Romeo & Juliet
  • Extra ideas for looking at Romeo & Juliet
    • Look at soundtracks separately from the films as this is a whole different medium
      • E.g. original soundtrack composed for West Side Story
    • Book of West Side Story

This advice was helpful for us as it gave us a better idea of the direction we needed to go in for our brief and helped us clarify in our heads the work we still needed to complete.

Brief 4: New Ideas (& Annotated Bibliographies)

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Today, we each came to class with our annotated bibliographies and a much fuller understanding of where we wanted to go with the project. Our research made it much easier to think about the topic in more concrete terms, and our ideas flowed from there.

Here are our team meeting minutes from today to illustrate the progress we made on our project today and where we are now.

07/05/2015

    • Met up before media tutorial
    • Spoke about our research findings
      • Rob: remixing, copyright in relation to parodies, semiotics
      • Lucas: evolution of audiences and interpretation of meaning, semiotics
      • Emma: adaptations (literary works to films), semiotics
    • Discussed with Rachel how to narrow down topic
      • Texts > Adaptations > Literary to Film OR specific author
    • Further discussion of this within our group led to the decision to focus on the works of William Shakespeare
      • Modern adaptations
      • Twelfth Night – She’s the Man (film)
      • Romeo & Juliet
        • Shakespeare Play > Modern Plays > Movies > West Side Story Film and Plays
    • 2 separate parts
      • Basics of adaptations and remixes (Rob – interviews)
      • Romeo & Juliet – linked to West Side Story (focused on the differences between adaptations and the effect this has)

For next week, our task is to have something concrete to show for our research. For our group, this will be footage from the interviews Rob has set up, and a set structure for the website we will create, with the following:

  • Introduction to our group and the subject of ‘texts’, also introducing ‘adaptations’
  • Sections of the website
  • Planned content (which media we will use and who will work on which aspects)

Every week, as I get a better idea of where this project is heading, I am more and more excited to see the final product (artefact) our research will culminate in.

Brief 3 Screening

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In Thursday’s Tutorial, we had a mini screening of everyone’s portraits. Once again I was taken aback by how different everyone’s work was even though we were all given the same brief. I think that says a lot about the range of creative people and ideas in our class.

The following are the notes I made on the portraits created by my group-members.

Ali:

  • Yellow: loved the opening and closing titles with the casual conversation and subtitles (looping back tied it all together too), 
  • Red: subtitles a signature for Ali’s work
  • Black: I didn’t always understand the connection to found footage (bright-coloured cartoon towards the end)

Gloria:

  • Yellow: Comedic, interesting connections between animals and subject (creative take on the concept of a portrait), subject’s actions and the filters on the shots matched up well with found footage clips
  • Red: felt a little sci-fi mixed with the wild
  • Green: could lower the opacity to see the shot of the animal and your friend at the same time
  • Black: the planes seemed out of place amongst everything else (have subject mention this in the interview/voiceover to make it clear)

Jack:

  • Yellow: there was a great integration of original and found footage, pacing was good
  • Red: the black and white film created a very personal atmosphere, felt closeness to the subject
  • Black: music volume was a bit too high, so sometimes it was hard to hear the speaking

I’m also really thankful to my group for the feedback I received, both good and bad, because it gave me a clearer look at how my work was received, which I could then compare to my goals for the project.

  • Yellow: found images focused on what the subject was talking about, sled footage was dark (symbolically representative of the traumatic experience), colour balance was good (not too harsh or cold), sound levels edited well, subject looked natural in the shots (not like she was trying hard to avoid looking at the camera), cuts between handheld and tripod cameras worked well
  • Green: show more about subject’s interests and hobbies (mixed opinions: another group member said they liked how everything was cut down and stripped away to something bare – ons story)

On a final note, I also particularly enjoyed Daniel’s portrait of his younger brother. The vibe of the video was very aspirational and the closeness between Daniel and his subject was evident in his brother’s demeanour, which is so important. The content was interesting listening to his brother talking about his dreams of becoming a music producer, and the video was edited together well.