The process of creating is what stands out in these exercises. Figuring out which tools to use when and why is pretty interesting. Sometimes, during the writing process you feel a certain way about how you want to sound, but in re-reading it, it no longer sounds "right" and figuring out what to change is actually pretty rewarding. Using words is still a chore for me. For instance, editing video feels a lot more like fun, but that's also something I can learn at home. Learning to write and revise is something I wouldn't even know how to do on my own.
Making a video was the best kind of group assignment I've had. Everyone had really good ideas, which we pooled and organized collectively. Not only were the examples and media (dry erase, lincoln logs, balloons etc.) the product of ALL of our creativity, but the story boarding and assembling of the film itself was a collective effort. I think we did talk about some of the McCloud ideas with regards to transitions, but mostly we mimicked the format of 1950's educational films. We felt that we could get our ideas across in a simple yet entertaining manner within that format. McCloud could certainly say a few things about our narrative technique and visual simplicity, and I think he would agree that our goal was aided by these conventions.
Sunday, November 30, 2008
Friday, November 14, 2008
Blog 14: YouTube/Low-bridge videos
So far the collaborative movie making is going great. We all have good ideas and miraculously, we've been able to film a few of them. I decided not to mess with editing it at home, since I use a PC and we'll be using iMovie in class, but I did do some background music searching.
Well, the video process is all about sharpening your abstract ideas and turning them into something which can be effectively communicated visually. So far, we've been able to do that. This is probably because what we're talking about in our film is pretty straightforward.
Using "low bridge" technologies is certainly best for our project, since our main intent isn't to dazzle any viewer with our production value but to translate our ideas as clearly and entertainingly as possible.
I find the process of film making to be very much like writing in that you have to cater your point to the medium and audience of each outlet. The tough parts are the same.
1. Your thoughts and ideas must make sense.
2. You need to balance developing and supporting your ideas with embellishing the format.
3. We, as classmates need to work together either in peer review (which is a kind of collaboration) or as direct collaborators in film.
Both are laborious and rewarding to varying degrees, and always challenging if you're doing it right.
Well, the video process is all about sharpening your abstract ideas and turning them into something which can be effectively communicated visually. So far, we've been able to do that. This is probably because what we're talking about in our film is pretty straightforward.
Using "low bridge" technologies is certainly best for our project, since our main intent isn't to dazzle any viewer with our production value but to translate our ideas as clearly and entertainingly as possible.
I find the process of film making to be very much like writing in that you have to cater your point to the medium and audience of each outlet. The tough parts are the same.
1. Your thoughts and ideas must make sense.
2. You need to balance developing and supporting your ideas with embellishing the format.
3. We, as classmates need to work together either in peer review (which is a kind of collaboration) or as direct collaborators in film.
Both are laborious and rewarding to varying degrees, and always challenging if you're doing it right.
Wednesday, November 5, 2008
Peer Review #3
When we discussed our paper and peer review in class, the peer reviews I got the next day were very, very helpful. Since I specifically said in class that I felt like I ran out of things to say, my peer reviewers came up with tons of excellent suggestions about bits from our readings I could reference and portions of my paper which could easily be expanded upon. I think the discussion before or during peer review this the most productive peer reviewing session of the three.
Monday, November 3, 2008
McCloud pt.2
Even though many students have already blogged about McCloud's "The Right Number", I thougt it had enough in it to warrant some more notes.
http://www.scottmccloud.com/comics2/trn/
McCloud uses both "narration" and "speech" bubbles in this comic, as well as an interesting amalgam of the two. He also places text within the frames, but with no bubble at all, perhaps to emphasize the artwork and the importance of the moment, bringing the narration out of its hiding place, but freeing up more room fr the illustration as well. This technique first occurs on panel twenty.
The most interesting or at least unconventional use of bubbles occurs on panel thirty one, when the narrator is relating something Jodie actually said. Since he is narrating it as well as drawing it as it happened, the dialog is both a closed bubble AND has a speech "wing" or "leg" denoting that the words also came from Jodie at the time this scene took place. Word up, Holmes.
In the opening panel, we have narration. This isn't someone's inner monologue in response to an event or during a conversation, but rather the voice of the narrator setting us up for his story, unattached to the Beginning on panel six, some actual dialogue bubbles appear. These are used to show speech which actually took place. Rather than writing, "Most nights would find me in the library, leaning on a desk and chatting up this nice girl Jodie, who worked there..", McCloud draws the scenario and writes the words, using both narration and speech bubbles. I know McCloud uses the term "balloons" not "bubbles", but this is my blog, and I think the term "balloons" is less accurate. Also am I selling "dialogue" wrong? spell checker says it should be, "dialog", but that looks wrong to me. Am I just being pretentious?
http://www.scottmccloud.com/comics2/trn/
McCloud uses both "narration" and "speech" bubbles in this comic, as well as an interesting amalgam of the two. He also places text within the frames, but with no bubble at all, perhaps to emphasize the artwork and the importance of the moment, bringing the narration out of its hiding place, but freeing up more room fr the illustration as well. This technique first occurs on panel twenty.
The most interesting or at least unconventional use of bubbles occurs on panel thirty one, when the narrator is relating something Jodie actually said. Since he is narrating it as well as drawing it as it happened, the dialog is both a closed bubble AND has a speech "wing" or "leg" denoting that the words also came from Jodie at the time this scene took place. Word up, Holmes.
In the opening panel, we have narration. This isn't someone's inner monologue in response to an event or during a conversation, but rather the voice of the narrator setting us up for his story, unattached to the Beginning on panel six, some actual dialogue bubbles appear. These are used to show speech which actually took place. Rather than writing, "Most nights would find me in the library, leaning on a desk and chatting up this nice girl Jodie, who worked there..", McCloud draws the scenario and writes the words, using both narration and speech bubbles. I know McCloud uses the term "balloons" not "bubbles", but this is my blog, and I think the term "balloons" is less accurate. Also am I selling "dialogue" wrong? spell checker says it should be, "dialog", but that looks wrong to me. Am I just being pretentious?
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