Blog Assignment #8

A Streetcar Named Desire scene - http://www.youtube.com/watch?v=S1A0p0F_iH8

Theme - The movie both criticizes the traits of rudeness and over-honesty, while also demonstrating that those who have these qualities are oftentimes the ones who receive what they want in life. This theme is actively explained as the audience is left to determine for themselves who in the story represent the character types analyzed. Stanley, a coarse lower-class man, calls out for his wife Stella, who came from an upper-class background, after he feels remorseful for beating her. He acts obnoxiously and brutish, but is able to coax his wife back even though he hasn't learned any lesson.

In this scene, many actual lines are used, primarily curvelinear ones, at the top of the staircase where Stella has escaped from Stanley. Metaphorically, she has gone to a more rational, mannered place than the ground where Stanley is, and the soft quality of the lines emphasize these traits. Stanley's shoulders and face have sharp lines and contrast the curved lines at the top of the stairs. The contrast in direction of line between Stanley's shoulders and his torn tank top represent his torment in losing his wife.

The shape of the staircase is twisted into an almost helix-like shape, which uses more curved lines and represents the more cultured place to which Stella has gone. The shapes of Stella and Stanley also represent their respective classes, as Stanley is squarely shaped, suggesting his ruggedness, while Stella wears a dress that underscores her curved figure.

The main use of space in this scene is in the great distance between Stanley and the upper deck to which he is calling. He has acted brutishly and is far below the reason that the porch represents. This distance is suggested when he has to call Stella very loudly.

The lacy pattern of the shapes on the deck have a consistent visual rhythm, along with Stella's slow steps down the staircase and Stanley's slow jog at the very beginning of the scene.

The main movement in the scene comes from Stella, with her slow walk out of the apartment and down the stairs. Her slow, steady movements, along with her stopping at the top of the staircase before descending to meet Stanley, shows tension and release as one expects her to reach the bottom of the stairs, yet she delays these expectations.

Blog Assignment #7

These pictures are both similar and alike in terms of color. Both images use a variety of similar hues, drawing on shades of blue, red, green, orange, yellow and black, intended to portray a state of chaos. The brightness of both scenes are very different, however, in large part due to their different animation styles. Spiderman originates in the United States and uses a serious comic-book style of animation, while Astro Boy is a Japanese cartoon and exhibits traits similar to anime. Superhero comic books with a dark theme tend to use more realistic and less bright colors, while anime characters typically shine and are drawn with visible light effects, and therefore the Astro Boy picture is much more bright than the Spiderman image. In keeping with Spiderman's more serious tone, the colors are generally less saturated and distinct than those of Astro Boy, however both pictures use more value for the villains than the heroes.

Lighting also plays a large part in distinguishing between the two images. Shadows are everywhere in Spiderman's image, especially in the top part of the screen. The sky is nearly black, the villains are drawn dark up against the sky, and the little light in the picture is behind Spiderman. In an image so dominated with villians, shadows are representative of the grimness of the Spiderman universe. The Astro Boy picture uses shadows more subtly, such as on the villain and the rocks, and are mainly to make the scene appear lit from the explosion at the bottom of the screen. The Spiderman picture also uses more symbolism. The smoke and the dark sky in the background behind the villains represents how they are a sudden and unexpected threat. The little bit of bright yellow behind Spiderman emphasizes his heroism. Spiderman is sensing his enemies with the rays that come out of his head, but the arc that they form is similar to a halo, which also symbolizes his goodness. Astro Boy is at the right and larger in his image than his enemy, which is left-center and smaller, representing the concept that Astro Boy can stay one step ahead of his enemy. The confused multitude of colors rushing by him also represents the confusion and chaos of a battle. In terms of mood, both images display a tumultuous scene, but Spiderman's image is more gloomy while Astro Boy's is intense.

Blog Assignment #6

Video - http://www.youtube.com/watch?v=OX1Yj-fhiTA

(Note: I used the first 5 unique shots of the scene, instead of strictly the first 5 shots, as a few shots were repeated.)

The 180 degree rules are followed throughout this scene. The first shot of Cameron in the center establishes the 180 degree line running through him, toward the camera, and the next shot rotates about 120 degrees to the left to show Cameron, Ferris and Sloane. After this, the camera moves back to its original position facing Cameron, before going behind his right shoulder, which is as far as the camera can go without crossing the 180 degree line. The camera once again goes back to the first shot, and then repeats the wide shot showing all three characters. As Cameron begins to walk in front of the car, the camera dollys right and slightly forward. A new 180 degree line is established running through Ferris toward the camera, before going behind Ferris’ right shoulder.

The Rule of Thirds is broken a couple of times, but in both cases this is justified. In the second shot, the wide shot including all three characters, Ferris and Sloane are on either side of where the right vertical intersection is, but in the context of the scene this works. Cameron is the main focus and is exactly on the left horizontal intersection, but Ferris and Sloane have lesser and equal importance, so they are left off this intersection to keep one of them from seeming more important than the other. The other time the Rule of Thirds is broken is when the camera returns to the original shot of Cameron for the third time, as he is almost exactly in the center of the shot. This is also acceptable because he is the only focus of the shot and the camera slightly zooms in on him to emphasize this. As for the Rule of 30, every new shot moves the camera by at least 30%.

This scene is well-shot, cutting back and forth between Cameron and his friends in sync with the content of his lines. This scene is a Cameron monologue, so the only shots of Ferris and Sloane are to show their reactions to what he says, and they are appropriately de-emphasized based on the way the shots are set up.

First shot storyboard

First shot overhead

Second shot storyboard

Second shot overhead

Third shot storyboard

Third shot overhead

Fourth shot storyboard

Fourth shot overhead

Fifth shot storyboard

Fifth shot overhead

Blog Assignment #5

"Don't Let It Bring You Down" by Neil Young - http://www.youtube.com/watch?v=uG1HY2zLc1s
Annie Lennox's cover version - http://www.youtube.com/watch?v=-1x6u1rkxS4

Neil Young version

LISTENING PHASE 1 (Rhythm)

 Tempo [slow, medium, fast]
Medium, Moderato

Source [where is the rhythm coming from?]

Acoustic guitar strumming

Groove [describe how the personality of the rhythm]

Steady, syncopated

LISTENING PHASE 2 (Arrangement)

Instrumentation [which instruments drive the song?]

Acoustic guitar

Structure/Organization [how is the song built?  Order, patterns, etc.]

Intro/Verse/Chorus/Verse/Chorus/Bridge/Finale

Emotional Architecture [Draw how the song build and drop?]

See attached paint file

LISTENING PHASE 3 (Sound Quality)

Balance

- Height [high and low of frequency]

Medium-pitched frequencies throughout

- Width [stereo panning left/right]

None, same sound heard in both left and right speakers

Depth [layers of instruments - via loudness

Not deep, only acoustic guitar and voice

Annie Lennox version

LISTENING PHASE 1 (Rhythm)
 Tempo [slow, medium, fast]

Slow, Andante

Source [where is the rhythm coming from?]

Drums and voice

Groove [describe how the personality of the rhythm]

Same as before, steady and syncopated

LISTENING PHASE 2 (Arrangement)

Instrumentation [which instruments drive the song?]

Drums, synthesizer, piano, bass guitar, harp, strings

Structure/Organization [how is the song built?  Order, patterns, etc.]

Intro/Verse/Chorus/Verse/Bridge/Piano solo/Verse/Piano solo/Bridge

Emotional Architecture [Draw how the song build and drop?]

See attached paint file

LISTENING PHASE 3 (Sound Quality)

Balance

- Height [high and low of frequency]

Reaches high frequencies often, occasional low frequencies

- Width [stereo panning left/right]

Vocals in left ear at end, piano in right

Depth [layers of instruments - via loudness

  Very deep, many layers of instruments

Emotional architecture -

Neil Young's song

Annie Lennox's song

Neil Young’s song “Don’t Let It Bring You Down” and Annie Lennox’s cover keeps the same melody but are drastically different in tone and arrangement. Beginning with the first level of the listening framework, the tempo varies between the two, both keeping consistent throughout but with Young’s version maintaining a more moderato tempo instead of the andante speed of Lennox’s version. The source of the groove is another variation, as Young keeps the rhythm with his guitar strums while drums keep the beat in Lennox’s cover. Both songs keep a very steady and syncopated groove.

In the second level of the listening framework, the instrumentation is drastically different. Young only uses an acoustic guitar, while Lennox’s version sounds very “produced,” using many varieties of instruments to create a dense sound, such as synthesizer, harp, bass guitar, and strings. The organization in Young’s song is straightforward and common, while Lennox adds embellishments like a verse repetition and a piano solo at the end. The emotional architecture for both songs is similar in their lack of substantial change, but Lennox’s version builds slightly more at the end with the added instrumentation. 

Annie Lennox has more intense sound quality in all three areas of the third listening framework. The height of Young’s version is very middling, as both his voice and guitar fall into this range. Lennox’s version has a great amount of height, using bass guitar for the low range of frequencies and high piano notes for the top of the frequency range. Lennox’s song takes advantage of width while Young does not, separating certain instruments to different speakers at the end of the song. As was explained before, her version has more depth as well, using a multitude of instruments while Young only utilizes acoustic guitar. 

I am partial to both versions of the song, but I prefer Annie Lennox’s cover to Neil Young’s original. I believe that the melody of the song is more suitable for the soft, dreamlike arrangement and tone created by Lennox. I suppose that my preference for larger, more varied instrumentation is also a factor. However, I like Neil Young’s version as well simply because I play acoustic guitar and appreciate the resulting sparse sound by use of that one instrument.

Assignment #4

Scene link:

http://www.youtube.com/watch?v=OX1Yj-fhiTA

Script

In terms of listening modes, this scene contains both causal and semantic examples. The constant humming of the car and the background noises of chirping birds are featured throughout the entire scene. Causal effects also include Cameron continually kicking the car and shattering glass at certain points during the scene, as well as the car revving up and eventually crashing through the glass of the garage. When the car crashes into the trees at the end of the scene, the sound of mechanical parts breaking down is semantic, as one would more likely hear the impact of the car against the bushes rather than the parts inside, and serves to demonstrate that the vehicle has been totaled.

With regards to time, relative speed and loudness are also taken into account. The scene is very quiet for the most part, focused on Cameron and his slow movements, but becomes loud when he begins to quickly kick the car. When he finally sends the car accelerating backward, the car moves very fast and the shrill screeching sound of the car can be heard as it hurtles through the glass. A tonal center is also created through the continual hum of the car throughout the scene, creating a drone that is emphasized through the long periods of silence. The birds chirping in the background serve to contrast with this hum and cause one to acknowledge its presence.

Assignment #3

http://changethis.com/manifesto/show/66.01.Brainwashed

Acknowledging the Lizard

Godin simplifies the concept of the brain's natural fear of rejection as the image of a "Lizard." This "Lizard" gets in the way of the creative process by rejecting socially unwelcome ideas.  Godin believes that artists should learn to understand its presence but ignore its influence on the emotions.

Connect

In this section, Godin stresses the importance of social media to make connections with which to learn and spread information. If one can create something that will influence others or change the way they think and share it, a route to success will be created through the Internet.

Make art

Godin believes that anyone who has an interaction with others has the possibility to make something that changes other people. Those who create art have a way of communicate with other people. This can have risks, but overcoming these risks may lead to rewards.

Essay

With all due respect, I do not believe that these blogging exercises are very beneficial to learning about the creative process. I do not agree with Seth Godin's article "Brainwashed" as I feel that his "layers" of reinventing oneself are rested on a misguided belief that the internet and the free spread of knowledge is reason to disregard and scoff at the old way of doing things. I feel that the article oversimplifies the creative drive and its interaction with society by labeling traditional education as "the resistance" and implying that it does no good except to stifle creative impulses. I believe that the education system exists in part to help us to flesh out our creative ideas in a more developed way. The concepts that Godin berates, namely trigonometry and algebra, may seem like they have no practical application in one's life, but it is exactly in the solving of these problems that the mind expands and learns to comprehend its creative impulses in a more mature way. As such, I don't think that reading this article, or understanding its layers, helped my understanding of the creative process. As for the other two blogging assignments, I feel that the first simply rehashed what we learned during the first creative assignment in regards to color, light, and shape, and that the story in the second blogging assignment had little to do with the creative process in general. The story of the wolf seemed more like a psychological self-help story rather than a tale to help overcome creative insecurities.

What I believe would be more helpful to learning the creative process would be to learn more about how the creative people in the industry do their work, such as through "making-of" documentaries and interviews, learning how they get their inspiration. I particularly enjoyed the interview in one of the lecture classes with one of the sound effects creators of Star Wars, which detailed how he found the sources for the iconic sound effects from the films. Listening to the interview gave me insight in how things actually work (or have worked in the past) in the media industry, and this sort of knowledge gives me inspiration to follow my own creative drives, having some kind of understanding as to how others went about the process. I believe that if the blogging assignments dealt more with viewing the creative process itself and writing reflections on it, its secrets and methods of how to go about it would become clearer.

Assignment #2

http://changethis.com/manifesto/show/51.01.YourHowl

Summary of Story #2

The author describes in this story a fifth grade assignment in which everyone had to write a five-page paper. The author was unable to complete the requirement, but his friend was, describing a recursive story where a tiger tried to escape from a cage but continually jumped into other cages forever. His friend both met the length requirement and discovered a fact of life. Everyone will jump into cages and never escape as long as they keep their fears, but as soon as one learns to face all of them, they will be free and find the true self.

Essay

"Fire and Ice" by Robert Frost

Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice. 

Robert Frost analyzes the relative effects of passion and the absence of emotion in this poem through the metaphors of the ways that fire and ice can destroy. At first, Frost acknowledges that fire is a powerful force and makes a concession to those who believe that its heat and intensity can do powerful damage. Then, starting with the fifth line, he makes his own point that an equal amount of hate and destruction can result through a very different way, through the coldness and distance of ice, which is a strong enough force in itself to do an equal amount of damage as fire. In the context of hate, this means that direct methods like violence and threats can sting and cause a great deal of hurt, but the more subtle and natural fashion of doing so through lack of caring and indifference is a far more widespread way of doing so and has brought as much, if not more suffering than passionate hate.

One of the best examples that comes to mind for how this works in real life is from Martin Luther King, Jr.'s "Letter from a Birmingham Jail." In this essay, he reaffirmed the values of the Civil Rights movement and spoke of his belief why the American public had not yet accepted African Americans as true citizens, saying "We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people." He asserted that there were a significant minority who contributed to the consensus of discrimination through direct hateful attacks of violence, who were largely located in the South, but that the real problem was the majority of whites all throughout the U.S. who knew and understood the discrimination but never spoke out against it. These people, through choosing to turn their heads to injustice, had become the real roadblock to African American equality. Relating back to the poem, these people would represent the "ice" that hurt just as much as the "fire" of those who were more visibly racist.

"Fire and Ice" has a lesson to teach to a creative soul. An emotionally intense environment can be created through obvious, measurable means like bombast and technicality, but an arguably more effective way to do so is through indirect and subtle methods. For me, a movie like Cloverfield may impress with its special effects in creating an apocalyptic world, but what I found more striking was the way the camera shook with each scene to create a realistic and engaging feel for the viewer. Momentarily, the complex computer work used to perfect the monster at the very end may have caught my eye, but I can still remember the way the constantly shifting camera formed another layer for the viewer. Rather than using the common method of static camera angles, it focused on certain aspects of the environment in real time, just as someone living out the story would.

From the perspective of a recording engineer, which will hopefully be my career someday, this means that creating intense, dense layers in music may not always be the best method to capture the emotions of the listener. I have often listened to pretentious rock songs that try to make their mark through overbearing elements through adding in an orchestra, or using harsh guitar tones, but my favorites are often the ones that use the common instrumentation of drums, guitar, and keyboards to a more textured and implicit effect. I hope to find my howl by keeping in mind the values of "Fire and Ice" in my later career in this way. It may be tempting to launch a fiery attack on the emotions, but leaving them alone entirely will burn in a far more chilling way.

Assignment #1

Abigail Rufusette - Protagonist

 

 Abigail (color)

 

This picture of a mountain with green trees and a white cloud-covered sky is fitting for my picture of Abigail Rufusette because it corresponds with the Ohio University school colors, green and white. Abigail is supposed to represent a typical partying Ohio University student, so she is in a green atmosphere, just like this picture. The differing shades of green in Abigail's picture corresponds to the multiple shades of green in this picture. There are lighter shades of green on the mountain in the background, as well as a nearly black dark green color that corresponds to the clothes that Abigail is wearing.

Abigail (light)

 I chose this picture of a bar-like atmosphere because of the dark, hazy picture of Abigail Rufusette. Since she is always partying, she finds herself in dimly lit, basement like places like the ones shown in her photo below. There are only a couple of primary light sources in the above photo, just like there is only one overhead light in Abigail's picture below. The time of the bar scene above is during the night time, the same time that Abigail's party is likely to be going on. Certain parts of the bar room are left in shadow, just like certain parts of Abigail's room are shadowed.

Abigail (shape)

The picture of these two girls slouching fits Abigail's character as she is seen in a relaxed party atmosphere, leaning slightly forward as she leans to throw a ball. She is not standing straight up, but is focused on having a good time and not paying any attention to her image or posture. The girls above clearly care little for how others see them, and neither does Abigail even as she has friends watching in the background while she slouches in a careless way. The two girls above are also dressed in a loose, casual way, just as Abigail is wearing jeans and a loose jacket below.

 David X. Cohen - Antagonist

 David X. Cohen (color)

Just like the simple black and white design of dice, David X. Cohen is dressed in black and has white hair, along with a white shirt under his coat. There are slightly different shades of gray in the picture above due to the shadows of the dice, there is a slightly different shade of white on the side of David X. Cohen's head, as well as a darker shade of black on his coat where the collar makes a shadow. Looking at the colors in a more metaphorical way, there are no other colors on the dice to distract from the numbers on each side, just as David X. Cohen looks at everything in black and white, whether someone is within the law or not.

  David X. Cohen (light)

 The shadowy figure in this picture relates to David X. Cohen due to the fact that he is a shadow in a very blurry and hazy atmosphere, just as David X. Cohen is always shady, searching in poorly lit places for those who might be breaking the law, like the party atmosphere where Abigail is in. Even when people who are breaking the law might think that no one can see them because they are in such dark places, David X. Cohen is there, a figure in the shadows,  just as the figure above is there, standing tall and looking for rule breakers. The lighting of the red and black colors above are also similar to David X. Cohen's background above.

David X. Cohen (shape)

This picture depicts military figures standing at attention, whose shape is similar to how straight up David X. Cohen is sitting below. His shoulders are very square and his head is looking straight ahead, just as if he was standing to attention himself. His erect and proper posture reflects the nature of his work, which is to correct those who are not quite as rule following as him, like Abigail above. His sitting up straight demonstrates that he is well within the confines of the law and will punish those who do not align themselves as well with the law.