changing education paradigms ted talk – relate to arts education…?

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Final Piece – my video

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Screen shots of my video in editing stage (above), incorporating observational footage, reflexive interviews, and clips of the edits which Nic created for me. Mixing these together to build a picture of how we construct a message.

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Stills from footage filmed of Nic in observational style.

I tried to get shots that give a ‘point of view’ feel. E.g. from behind the shoulder.

I captured shots from above to get an angle which shows the editor Nic’s movements.

I filmed shots of the screen to show the editing software being used to construct the films.

Close ups of hands clicking were to emphasize the physical process, so therefore very much an ‘outside’ act that happens separate from the filming environment.

I tried to get shots of the screen, where Nic’s face was also clearly reflecting to emphasize his gaze, and his opinions and judgements creating the film. I also got shots of Nic’s face, attempting to show him thinking about his choices, to emphasize a personal decision making process.

Interviews, edited over the mix of observational footage and Nics own edits allowed me to linkthe output edits Nic created, with the personal process. This was to mimic reflexive techniques seen in artists I had looked at.

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Introduction credits to show the viewer clearly what I had asked Nic to do, to give them understanding.

Final piece – Nic’s edit

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Nic’s editing, reducing the 7 minute video down to 45, 30 and 15 second edits

Following a brief I set him:

– Edit the interview, to communicate a viewpoint that is not clearly shown in the initial video. This can either support your own opinions, or suggest a totally different point of view.

 

-Try to maintain a sense of logic to the edit: do not purposely obscure reality.

 

-The purpose of this task is to see how a personal editor can change the meaning of a piece of footage.

 

-Produce a 45second, 30 second, and 15 second edit. Starting with the 45 second edit, reduce the content each time.

 

Problems I had with the brief:

– I couldn’t decide whether to ask Nic to use the same content in all 3 edits, for example simply reduce the clips he used in the last edit. Or whether he should be able to select anything from the 7 minute video (so the 3 different edits had different content). I went with the first option (reducing the same footage), in order to better illustrate how condensing time has an effect on distorting footage.

– obviously in hindsight it would have been beneficial for Nic to be editing footage of himself, imitating the self-recording/self-aware aspect of Dark Days (2000) and The Act of Killing (2012). They both explore the idea of presenting self, communicating your own message.

This Summer

Throughout this summer I have really been trying to pin point where I fit into ‘Visual Communications’ – what is my preferred media? what do I want to focus on in second year? what do I want to do with my life? I’ve basically been overwhelmed with these huge questions, and have spent most of my summer trying to answer them. 

In my learning journey presentation at the end of first year, I summarised my experiences and concluded that I did not enjoy film, as it involved taking on a whole project, which involved many different skills from planning, to story writing, filming, and editing – some of which I didn’t actually possess and so I found it too big of a challenge. This led me to think that I didn’t want to do film again, but to focus on illustration – perhaps experimenting with how I used and presented my illustrations, e.g. t-shirts, ceramics, patterns etc. 

However; this chunk of free time this summer has made me begin to think I was too hasty in writing ‘film’ off altogether, and perhaps I shouldn’t pigeon-hole my practise to just illustration. I have therefore spent this time exploring other possibilities in preparation for second year, so that I have a clearer picture of where I want to take my practise.

Image

Laura Carlin’s ceramic illustrations