Adam Bauerle Blog Post #5

   


      The experiences of shooting, editing a group video were often hectic- riddled with struggles, pressures- unnerving at times- as the subject had to perturbingly trust group-members to submit the video. The subject's complete personal video was sent to the group in absence due to an incapacitated ability to drive with sprained wrists, an experience that caused pain to type, drive, or even hold a glass of water. There was also a basic ignorance and fundamental obliviousness of the video editing process, largely on behalf of the subject's unsettling cognition inhibitions. There was also a daunting struggle to comprehend basic rules or laws of the software, and even to use the type of computer. There was a general sense of anxiety, trepidation that the assignment may not be completed. It was however easier than imagined once fundamentals were established. There is an eternal gratitude to Eudy, who singlehandedly walked through the process so there was a clear understanding of what ‘first steps’ to take. If it were not for Eudy, there may not had been video. The unclearness was based solely on the behalf of an inherent inability to quickly comprehend general conventions of the software, editing process. The construction of the video was successfully accomplished, but the process could not be described as easy. 

      Video may be used as a unique visual tool for multiple reasons. Video adds a subjective, qualitative essence that is unique and simply cannot be measured, similar to art. Video can capture meaning that other messages or mediums simply cannot, viewing an entire sequence of behavior for an action can help encapsulate to a person approximately which form of reality is being demonstrated. Elements cannot be completely communicative if not fully reflective of reality- video adds movement, richer details, context for images, and allows understanding for reasons of why events occur the way that they do. Visually seeing stimuli enables access to a certain part of brain, namely the occipital lobe. *1.) In fact, “[The] Frontal lobe [is] located behind what most of us consider to be our foreheads, this section of the brain is responsible for, among many other actions, our ability to use higher-level thinking skills. It where calculations are processed, decisions are made, and critical thinking tasks are harnessed. [The] Temporal lobes – located on either side of the head, just above the ears, these sections hold memory,” “Occipital lobe- located at the back of the head, this section occupies some 20% of the brain’s overall capacity and is responsible for vision and being able to visualize scenes never actually witnessed before.”

      This means that the process of observing video captures a unique form of reality, containing subtleties and nuances unique to the mediums. Other mediums perhaps simply cannot replicate the same fidelity of truth or meaning, video is an entrance to a unique ‘world’ of new reality. Print involves writing which involves memory, it demands a certain type of attention, activated for critical thinking, logic, thought, reason. When one observes print, they analyze text to discern meaning- the brain waves and the brain areas of the frontal lobe are actuated while reading text- causing a subject to be truly engaged, interactive with the content. Whereas, video allows one to perceive a qualitative, more abstract, symbolic world that simply cannot be captured by quantitative reasoning and deductions. Video therefore should be used as a communication tool rather than print or photographs, depending on context.

      The public nature of the video had no impact on the subject matter that was chosen to be discussed. The subject enjoys abstract art or conceptual depictions, so it was rather effortless and seamless to engage the group for execution with passion, confidence, competence. The subject is indifferent to whether a public views it, whether they approve of subject matter or not. The only thing that was motivating the group’s actions was completing the assignment to the best of its abilities, and focusing on one goal- to embody, symbolize, and encapsulate the concept of abstractness. The group believes that they had accomplished their goals, and are quite pleased with the result. Features like flashing lights, non-discernable object or shapes, complementary music, odd angles, strange general sequences and shots- all measurably quantified the essences of the abstractness.

      The experience of constructing the self-portrait project was riddled with tribulations and technical, logistical issues. The shots were initially executed of a glass cup being translucently occluded by water- complete with odd angles, imagery- a formless and shapeless tangential candle flickering on the periphery. The effect was that of a visual embodiment of a static illusion, capturing the signification of the essences of a subjective and conceptual world. Further footage was constructed of several different videos of differing scenes that were imagined to produce the perception of a coherent storyline- representing abstractness also with its juxtaposition of a depiction of a symbolic world, strange angles, flashing lights, a bizarre plot. Later although the epiphany of a presupposition that the video should be shot singularly on one video was elicited, the tribulations were the shooting of footage that matched the vision, and an attempt to ‘get it right’ or capture what was imagined. The singular footage was eventually constructed after multitudes of attempts which allowed for an enhanced ease to edit during class. There was a stark apprehension as to the process of video editing, which caused anxiety for the subject because they had no experience with the software and was quite overwhelmed by adapting to how it functions. 

      There were fundamental problems for uploading the self-video that the subject attempted to address and achieve, however computer software could not convert the file format to an appropriate extension, so a video was not uploaded but is hopefully planned to be for Wednesday, Dec. 11. There were numerous attempts in different ways to accomplish the feat of uploading a video. Three “free trials” of software were downloaded to convert the files to a format which could be uploaded to the internet- unfortunately much to the detriment of the subject's computer memory as the conclusion was to no avail. Once or if the video is uploaded, it will surely be reflected upon and documented in some way. The experiences of constructing a video overall were rewarding, surprisingly exciting, yet also tedious. Not knowing if the video would be complete because of a reliance on a group for submission- which is inherently variable- was equally disconcerting. To produce as great, excellent of a product as possible was deeply desired and ultimately achieved to the best of the subject's efforts. The assignment proves the value of working and communicating with others in groups, this understanding will be beneficial to the subject in innumerable which will be internalized for life. This experience from the video project will forever be valued as an introduction to how to effectively communicate with others to execute a certain result. The subject is certainly pleased with the result, and for all of the struggles- there was an even greater reward.

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References:

1.)    Taibbi, C. "Brain Basics, Part One: The Power of Visualization" Nov. 4, 2012.  
        Psychology Today

Blog Post #4

                

                                                                       

  

 The website platform which was constructed during the "COM336: WEB & SOCIAL MEDIA PRODUCTION" class may be used to focalize the subject’s most creative, impressive school-related achievements for quick, easy reference to a reflection of a person themselves. The website may be utilized by those on the internet whom will observe it, become exposed to the artifacts or documents that are encoded, embedded with every facet of the subject’s creative mind. Similar to the social media site Facebook, one quickly learns details of someone on a website which ‘humanizes them’, ‘personalizes them’, adds subjectivity to an entity- more succinctly than most other ways to list one’s important accomplishments or characteristics. The organized, electronic content allows for easier access to one’s prominent work- being more visibly and noticeably accessible for maximum likelihood of an understanding of one’s personhood.
       The bio of the website very concisely summarizes the subject’s most important accomplishment or defining features which will immediately focalize the contextualization and connotation of meaning for one as a very personal, subjective entity. The immediate connotation evinced of the virtue of excellence and academia are relayed to the face, design of website. It was realized that the layout of a website, sets a profound tone and first impression which is often irrevocably inserted into the unconscious mind. *1.) In fact: “Together, the posterior cingular cortex and amygdala help us compute first impressions of others. ‘These regions sort information on the basis of its personal and subjective importance and summarize it into an ultimate score, a first impression,’ says Schiller. In forming those first impressions, we automatically attend to and parse relevant information about somebody, based on how important they are to our own motivations. Our split-second reactions to other people are assessments of their value to our own social world. Outside of the lab, our impressions factor in everything from what we’ve heard about them to how often they blink. To recap, despite some oversimplification: meeting people activates the same region of the brain responsible for assigning prices to objects. And after we’ve assigned a value to a person, we make the decision about how to orient ourselves to that person: do we want to get closer? Knowing what this person’s value is to us, do we want this person to be involved in our network?'” To summarize- scientifically, the first impression of a website categorizes value of others to abide to one’s own “social world”. The categorization process is a weakness if the web design is perceived as incompatible, incoherent or incorrect to a second party whom may determine, gate-keep certain actions that may potentially benefit the subject. Content will be immediately socially categorized upon initial observance. As soon as one views a party’s website- it will immediately be categorized- so it was realized that it is of utmost integrality that aesthetically, stylistically, logistically a website is formulated and established to an effect of a perceived approval, acceptance, credibility, competency, authority.

      The website will also be promotional because the subject’s likeness- like social media- veritably and colloquially ‘adds a face’ to an objective website; and communicates a certain combination of messages which are designed to be conducive to trust, acceptance. The subject is in fact smiling- in what looks like a relatively professional headshot, with a collared shirt in front of an aesthetically consistent, wooden background. The photograph was especially designed to communicate that the subject is a 'professional' and a generally affable human-being which is often desired in an organizational setting or to the potential niche target audience of those whom would wish to view the profile to base opinions, attitudes, beliefs, first impressions- ultimately- behavior. The social media projects all share common denominators and themes that complement, compound the efficacy of each nuanced understanding. Experiences with blogs namely aided the ability to write objectively and understand dynamics of posting to a website. Viewing one’s text on a website firsthand was an initial experience or- ‘first impression’- of the process that helped the subject to understand web-dynamics and how text appears on a page. Useful knowledge was gained as to how to create hyperlinks of URL’s for simplicity in navigating through sites. Viewing other student’s blogs also helped to garner insights as to how others write objectively, and which themes were predominantly reflected- that the classroom experience had also reflected. Features of the WikiHow assignment were synthesized into the creation of the website inasmuch it was reviewed for others to base organizational decisions- unlike blogs- which may influence people but may be more inconsequential and less professional, as the target of a particular website may be more inclined to professionals. There are also professionals whom critique work on WikiHow. The result is that a blog more resides to the spectrum of ‘entertainment’- existing to attract attention or proclaim ideas, whereas WikiHow’s and websites are more ‘informative’; websites are designed to inform of credentials or personal information and WikiHow’s inform of relevant information to understand solutions for problems. The entertainment aspect of the class blog aided the ability to write in a way and structure that attracts attention for the website while it predominantly informed. 

      The Twitter assignment similarly involved a medium that is arguably more entertainment than informative, as Twitter does not always truly inform, it may disseminate meaning but information of consequence may be drowned in a sea of competing news outlets. The vast overflow of information effectively disqualifies Twitter from being purely informative, as there are also colossal overloads of disinformation, Twitter is arguably more designed to entertain. The Twitter assignment therefore helped to integrate the entertainment aspect of the website while still being informative. The Twitter assignment taught the subject of how to communicate important information quickly. The conciseness of a Tweet helped gather an understanding of displaying as much of the most important information first in a message, and what words that do not necessarily add significant value of consequence to meaning of which to simply omit. The Twitter assignment also taught to critique information for relevance by tweeting to other students. The Twitter assignment quickly informed firsthand of which words to use or omit, and which style is used for objectivity, opinion, information, or attention. This knowledge helped to gauge which style to formulate as a format, striving for only objectivity but also to entertain and attract attention with graphics, impactful text structure for maintained viewership. It was learned that often the more concise a message- the more ambiguous it can be to describe something fully as there are not enough descriptors or context to define meaning. Concise messages therefore were deemed to be potentially more persuasive because of a lack of context and details to discern truth of information. This helped the bio of the website to write in a way that is persuasive, with certain information in certain locations for maximum effect.
      The overall experience of designing a website was positive, pleasing there was a fascination evoked at the completion of the project- knowing that it was not constructed by multiple parties which made it more personal and rewarding. Viewing the website preview firsthand elicited a sense of satisfaction, imagining how others might think, feel, or belief upon its observance. It was compelling to view the smiling subject to the simply designed website, it was thought to perceptibly add value and emphasis to the overall scheme, structure. The experience of working with code was rather daunting- knowing that if there was an accidental press of a spacebar on the keyword, the entire project is effectively corrupted- and particularly that it may not be finished in time. There were numerous times when the class monitor screen was being watched, and the computer program did not ‘do’ what Professor Pabico did, possibly due to software type variations or simple incompetence on the subject’s behalf. Knowing that a class-mate named “Eudy” and others offered help greatly added comfort to the process, aware that if the subject was ‘behind’ in work, then Eudy can analyze it who clearly was literate of the process- noting the size of the class-room. The process of completing the assignment in a smaller class-room of roughly 5-7 students was especially enriching- rather than the usual 16-20; it was seemed that the consistent interactive guiding throughout the project compounded the ability to learn at an accelerated rate with more attention to aid the completion attempts. The software was complex to use for a beginner, there was a process of identification for simple tools. The editing of the pictures to become web-ready was rendered as utterly perplexing on behalf of the subject's cognitive incompatibilities, until again- a student offered notes when the subject's wrist was recently sprained and the subject was able to competently accomplish the goal.
      There was a discovery that the software is essentially only difficult when one does not know the steps to accomplish the goal- but if one knows the tools, steps, understands all rules, conventions- it is quite natural and mechanistic. The organizing of content was intriguing to understand the basic layout of a professional website. The organizing of the index and other windows was particularly unnerving, as there was a fundamental unawareness of how both matched. There was also difficulty to identify files, in part of a constant relocations and renaming of files- to much dismay. The organization of content added depth of understanding for the organizing of other electronic mediums, and for potential websites in the future. The look of the website was largely predicated on the juxtaposition of text and graphic of a face. The “3.9’s”, and “4.0” which were all noticeably, overtly and proudly displayed, had complemented the smiling subject- synergizing the efficacy of the effect or initial reaction. The look was simple, but sometimes simple websites are thought to be best- other than overly-complex graphics that may be distracting. The websites, overall was thought to be a nice, simple, neat look. The organization of the web-site had ensured that all content and other features are easily accessible. The documents were also thought to look alluring underneath the proclaiming of positive characteristics and accomplishments.
      Nearly everything that was learned, will forever be remembered. So that, if one day- once again- the similar software to create a website is used, the subject will feel immensely more competent and confident to accomplish any goal once again. The knowledge gained may lay dormant of present, but if circumstance permits, it will prove truly invaluable.

References:

Starr, Karla. "The science of first impressions"  Feb. 8, 2013. Psychology Today