Monday, March 25, 2013

The Postproduction LIST

Hey gang.

 Here are the orders we decided (and decided for others) in the class. Of sections to make individual clips out of for the collaboration that is Project 5.

 1. Patrick
2. Megan
3. Autumn
4. Sam
5. Elizabeth
6. Kenny
7. Chelsea
8. Jackie
9. Jeannie
10. Lauren
11. Crystal
12. Nick
13. Kristen
14. Michelle
15. Mikki
16. Mickey
17. Richard
18. Scott

 Collaborating with the person before and after, I believe, will prove most relevant AFTER screening the progress of next week. So no need until then.

 -B
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Sunday, March 10, 2013

Project 5 : Postproduction (Found Footage - Reading Crossover)


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DUE

MARCH 25

-Reading 3 (Section of Nicolas Bourriaud's
Postproduction.) No questions necessary
this time... Because... It is intertwined
with project 5! All about "postproduction".

-Make a 'Top 3' list of sections from the
reading you would be interested in
bringing to life via visuals. We will
discuss reading and assignment
more in class on this day and
assign sections for the project.

APRIL 1 (No joke.)

-First cut of Project 5 done and ready
to show. NO SOUND. Will make sense later.
More to be explained below. Specs and more.

Mentioned in class. COME INTO CLASS WITH FILE.
No need to upload to Blogger just yet.

APRIL 8

-Final cut of Project 5, still no audio.
A large duration of class shall be
utilized towards editing the sound
of our sections into one cohesive whole,
and making it a final collaborative.

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WORKSHOP TIMES 

Fridays and Sundays until return
from Spring break, 1-4 PM.
Will announce if otherwise.

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A S S I G N M E N T   5

Postproduction
"Crossover : Reading + Found Footage"

a.k.a.  a collaborative short film using existing
internet footage to make a visual representation of
Nicolas Bourriaud's Postproduction.

a.k.a. Frankenfilm


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http://archive.org/ (Thousands of existing free-to-edit video. Old time footage!)
http://keepvid.com/ (For taking footage off of a Youtube video.)
http://www.clipconverter.cc/ (A very good one also, for the fact it doesn't need java!)
Plus plenty more aggregates that exist in finding "found footage". Including those which we have possibly gone over in class.

This is an experimental assignment designed only for specific classes such as these. One which combines aesthetic-technical ability with academic study.

It is additionally both collaborative, but subjective to one's visual tastes at the same time. Ultimately, all 18 of your edits shall combine into a stylish, contemporary short film which runs at the 9-9.5 minute range.

You are not to shoot any of your own footage for this assignment. This may come as a relief for some of you possibly. BUT, we are to attack one of the most technical of all aspects when it comes to creating your own time-based work : editing. Essentially, for those any and all familiar with the language of cinema, everything ends on the editing floor. Some even question if the editor ultimately is the 'auteur' of a work of film or video having the final say and composition.

You will be locating any and all video footage you can put your hands on for this assignment in conjunction with a section/paragraph of your choosing (which will be finalized in class post Spring Break) of the reading. There are 18 divisions total and 18 members of our course. Here are the bulletpoints of the assignment below-


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★ Obtain your section of reading to visualize during the post Spring Break class.
★Your assignment is to be exactly, with no intro or outro credits, 30 SECONDS.
★Edit a visual representation to your paragraph/section using found internet video footage!
★A minimum of 7 cuts and/or transitions must be utilized in the 30 seconds.
★If a person, type of work, place, etc. is read.. strive to recreate it! Ask/look it up if unsure.
★All edits must be Standard Definition (4:3 Ratio; Exported 720x480) (edit upon export).
★All edits will run at 24 FPS (standard cinematic frame rate) (edit this setting upon export).
★Perhaps consult the person going before and/or after you on a proper transition between!
★And surely keeping in mind, we shall discover kinks that will occur along the way.
★INCLUDING... We may actually decide to make use of a single character that exists in each of our edits, which thematically ties each of our edits together even stronger. For our discussion, think of a character pertaining to the reading that has everything to do with the theories involved. We shall see if this is a do-able concept or not.

Once more, this is an experiment designed to not only emphasize the technical aspects of this course's study, but the theory behind what we are all doing.

Last time this experimental project was done (with Nicolas Carr's The Shallows : What the Internet is Doing to Our Brains), the result was mailed to the author and we received appraisal back in response. We shall do the same and send this result to Mr. Carr.

This assignment is laboriously easier, but slightly more mentally intensive. It may also be deceptively simple. In much lesser parameters, I expect a myriad of editing skills you will learn in between now and conclusion. I shall reiterate that all cinema/video ends on the editing room floor. This is a project that will literally begin and end on the editing room floor.

Good luck.


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Monday, March 4, 2013

Essay (To Write and Present On)


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S E M E S T E R   E S S A Y  T O P I C

a.k.a. Topic a Month in Advance
a.k.a. Writing About A Duet of Working Contemporary New Media Artists
a.k.a Presenting on A Duet of Working Contemporary New Media Artists




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1) This is a two part final assignment.  You will be creating a 5 to 10 minute presentation for class and writing a 1200 word paper on the same subject matter. These essays may contain images for reference as well, as the work is highly visual. Word count remains.

 Helpful tool! http://www.wordcounttool.com/
Or you can count by hand.
2) Choose two artists (or artists groups ; collaboratives) from the following websites featuring literally hundreds of artists for you to explore.

 http://www.eyebeam.org/people/current 
(search through "fellows" and "residents" for hundreds of amazing artists, links to their websites will generally be on their profile pages)

 http://userwww.sfsu.edu/~infoarts/links/wilson.artlinks2.html 

 http://en.wikipedia.org/wiki/Electronic_art 

 http://rhizome.org/art/ 

 http://www.gamescenes.org/ 

3) Research your chosen artists. Make sure to record citations of where to find the works, links, etc. 
4) Choose ONE representative work from each of your artists for a total of two works to be considered in your paper and presentation - you may choose to include more works by these artists in your visual presentation to the class. 
5) Describe, analyze, interpret, compare and contrast the artist’s works, considering broadly their chosen formal and conceptual strategies, being careful to address genre (film, video, performance, interactive art, simulation, game art, etc) in your general analysis of the works. As part of your research, make an attempt to contact both of your artists to ask questions regarding the work. (If you don't hear back from them please note such in your paper and presentation). 

 Important : You must as well reference readings from the class in considering the works in question. The three available to that point : Walter Benjamin, Video Art, and Postproduction. One or multiple references. Failure to do so gets points deducted. For the paper/blog post, make appropriate citations following standard academic paper guidelines (MLA or Chicago Manual Style).

 Please limit your chosen artists/works to those created after 1980 - the only requirement is that the artists are somehow intrinsically involved in the creative use of digital technologies in their works. 

 The intent here is to give you the opportunity to critically engage in basic research and analysis of artists and artworks while at the same time encouraging a greater depth of experience of various artist’s creative production and contexts. 

 Here are some online resources to help you in considering how to critique, compare and contrast your chosen artist's works:
http://writingaboutart.org/pages/introduction.html

 http://writingcenter.unc.edu/handouts/comparing-and-contrasting/

 http://uwc.utexas.edu/handouts/editing

Grading: 

 Your presentation and writing will be graded according to the quality of your research, the originality of your analysis, the clarity of your writing, design, and clarity of your presentation.

 Important to note, going off a rogue presentation from the previous semester : Stay ON POINT. Your subjective theories about personal practice, as unique as it may be, may have little to do with the essay topic on hand.
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DUE DATES
(DETERMINED BY LUCK OF THE DRAW IN CLASS.)
(MIND YOU EACH HAS ITS OWN ADVANTAGES, EARLY OR LATER)


 ESSAY GROUP ALFA [3.25 / WK10]

 1. Autumn
2. Mikki
3. Chelsea
4. Patrick

 ESSAY GROUP BRAVO [4.1 / WK11]
1. Nick
2. Mickey
3. Richard
4. Elizabeth
5. Sam


 ESSAY GROUP CHARLIE [4.8 / WK12]
1. Lauren
2. Michelle
3. Kristen
4. Scott
5. Crystal


 ESSAY GROUP DELTA [4.15 / WK13]
1. Jackie
2. Jeannie
3. Megan
4. Kenny
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