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.
.
.
References:
1.) Taibbi, C. "Brain Basics, Part One: The
Power of Visualization" Nov. 4, 2012.
Psychology Today
Psychology Today
No comments:
Post a Comment