In Bb - very cool idea here - check it out

"In Bb 2.0 is a collaborative music and spoken word project conceived by Darren Solomon from Science for Girls.

The videos can be played simultaneously -- the soundtracks will work together, and the mix can be adjusted with the individual volume sliders."

"Participate! Create a video and send me the link!" Find it here.

Uploading your work to Pool

A few notes about uploading your final production project to pool.

STEP 1 - Create a Pool Profile (or four)... by joining pool you can go a couple of ways...

• all or some members in the group can create a personal profile – create one if you feel you might like to use Pool in the future (beyond PP1_09) as a place to exhibit your work or simply play... alternatively, if all in the group are sure they will not use pool post-this-assignment – then create a profile that represents your project group..***NB – all profiles require an image and ‘about me’ text***

STEP 2 - The Profile[s] join the groups - ‘RMIT Media’ and ‘PP1’ and ‘Gene Pool’

STEP 3 - Upload work (aka your production project) to your profile

• When logged in - press the 'upload' button
• Unless your PP is a straight audio, video, still image or text file - you will need to upload a link to your project - I've created an example upload HERE - but basically, on the page you will need: an image, a title, your 250 word framing statement, full list of credits, full list of attributed works
• Then add this work to groups by ticking the ‘RMIT Media’ and ‘PP1’ and ‘Gene Pool’ and PUBLIC  boxes on tab 4 

NOTES

• 'work' items will appear on your profile in order of upload - there is no way to mess with this - so if you care about the order of items uploaded - then think about it carefully before you start
• unless you have a group profile, there is no way for project partners to share the same 'work upload' - so, if several people want to share the same project... you will have to upload the work items separately (to avoid the same piece of work being entered in the groups four time - ensure that only one profile in the group has the work entered into the three groups.

Getting ready to dive in...

A big congratulations to our Remix-it group for hitting the front page of Pool! well done... you should all check out the story about them here... And for more exciting news - the technology has finally caught up with us - pool groups have arrived! RMIT Media staff had a hand in developing this feature - so we're really quite chuffed all those pies in the sky have finally made it to the table. Anyway - this means that you should all join the 'gene pool' group asap (your project group will be required to do this as part of submitting your production project)... if you join the group you can get updates on new material there (check out the old ABC countdown sequence...very funky) and it would be great if you can upload/ share any copyright neutral material you find on your PP1 travels.... also, check out how others have responded to the theme... join the group at... http://www.pool.org.au/group/gene_pool

Genepool officially launched

FOR SYMPOSIUM - Project Synopsi...Wed 9:30 Tute

GROUP 2.1 - Reb, Nathalie, Selwyn, Kay This project is is an experiment in monitoring the behaviour of online communities and how memes/image macros evolve in various online environments. From a shared fascination with internet memes - injokes - and enjoying the lulz, we decided that that the most enjoyable way to do this would be by making our own versions of existing online memes/image macros. These include LOLcat, Om nom nom nom image macros, demotivational posters, and EPIC FAILs. We will then be posting these images on various websites, including Digg, Reddit and (perhaps most importantly) 4chan. In addition to this, we will post on more meme-specific websites like Icanhazcheezburger (LOLcats). The piece de resistance however, will be an original video. With all our power, we will endeavour to make this video go viral. By posting on the aforementioned websites, creating a Facebook group, trying to start a fanbase. The progress of each meme, and the responses we get from users from each website will be chronicled on our blog, through the use of regularly updated posts containing multiple screenshots. By harnessing the power of the "internets", we will discover how realistic it is to try and "make" a meme - all "for the lulz".

GROUP 2.2 - Elise, Michael, Daniel, Jasmine

When you use the smiley face emoticon on MSN, Facebook, or even in your text messages, are you really, physically smiling? 'Project Smiley' is a web site that examines the evolution of the smiley face symbol through social, cultural and technological changes. The evolution of language and symbols has seen the meaning and representation of words such as 'cool' and 'you' change dramatically over time. Originally the smiley face was seen as a universal symbol of happiness that transcended cultural barriers. In recent years, social changes reflected in pop culture have seen the traditional meaning of the smiley face warped through 'dark' visual designs. With the insertion of the smiley face into online communication models, it can be seen that, as the meaning was altered in popular culture, the role of the smiley face as an emoticon would be unable to establish and sustain a definitive meaning. We intend to illustrate the evolution of the smiley face symbol through both written and visual components, whilst exploring the notion that the symbol's meaning has changed, and will continue to be adapted and appropriated, through use in the new media environment.

GROUP 2.3 - Liam, Damien, Alice, Dunja

Haveyouseenourtshirt is a new media project designed and developed as an exploration of the theme of 'evolution'. The project revolves around a plain white t-shirt the project group intends to send out to willing participants with a simple set of instructions. Those being to 'show the t-shirt the time of its life', document your time with the t-shirt, pass it on within two days and submit your documentation to the project group. The documentation when recieved by the project group is to posted on a public blog, haveyouseenourtshirt.blogspot.com, where is can be viewed by the public, commented upon and ultimately become the documentation of the t-shirt's overall evolution. Participant's are free to alter the tshirt, but are not required to; alterations to the shirt are to inevitably constitute the most evident form of evolution, the combined submissions and the stories that arise from the participatory community to become the secondary expression of the tshirt's evolution. The theme of evolution being explored by this project is being done through the formation of a fan community; a community formed around a common interest in the t-shirt. The project attempts to explore the establishment of a fan community, specifically a truly participatory fan community, and as such the project group intends to place all but total control of the evolution of the t-shirt to the community. Compiled submissions from the community's participants will act towards the creation of a transmedia narrative as all reasonable submissions on experiences with the t-shirt submitted to the project group will be posted to the blog for public viewing.

Cinema goes wild

One response to the dizzying growth in 'convergent media' and the digitization of everything, from passionate cinephiles like Dirk de Bruyn, has been to make works emphasising the materiality of film on celluloid as fed through projectors mechanically on sprockets. I took this photograph (somewhat ironically , in low-res on my iphone) of a multi-screen, multi-projector experimental performance he gave last December at FTI in Fremantle.

Darwin the concept album

Those of us old enough to remember the 70's can remember those twin peaks of cultural evolution, 'prog rock' and the 'concept album'. When pop music tried to evolve into something totally grand and meaningful and ended up looking totally ridiculous... Via The Rough Guide to Evolution I have come across what may well be a classic in this field: a concept album called Darwin! by an Italian prog rock bank called 'Banco del Mutuo Soccorso'. I look forward to any reviews of this lost classic...

Darwinian poetry

A guy called David Rea who is into 'genetic algorithms' has come up with this site which aims to create poetry in a manner inspired by Darwin - it connects with some of the ideas of various of the pp1 project groups. Check it out here. The quote below (from the website) gives an intro to the idea...

"Darwinian Poetry

Welcome to Darwinian Poetry! The goal of this project is to see if non-negotiated collaboration can evolve interesting poetry using (un)natural selection.

Huh?

Ok, here's the idea: starting with a whole bunch (specifically 1,200) randomly generated groups of words (our "poems"), we are going to subject them to a form of natural selection, killing off the "bad" ones and breeding the "good" ones with each other. If enough generations go by, and if the gene pool is rich enough, we should eventually start to see interesting poems emerge.

The cool part is that YOU are the arbiter of what constitutes "good" and "bad" poetry." ...

Digital Stories... in search of the form

CHECK OUT - http://www.sixtostart.com/we-tell-stories/

An interesting mix of digital stories - and ideas for digital story forms - by Penguin.

Stories range from 'choose your own adventure' to tales told through multiple blogs and micro-blogs to 'live online' tellings and a mystery grafted onto google maps.

Personally, I found the google map project the most engaging - short, concise text that reads easily online - as well as a dirty big narrative hook (always helps)... the map aspect was novel, but under-explored - the constant ariel view kept me at a distance - at odds with the intimate nature of first person narratives. In this story, I think audio would have worked better in the places the author had text.

I find 'choose your own adventure' stories a bit lame - I lose the 'suspended disbelief' you need to get wrapped up in the text - it also seems like too much work (it it requires this much effort I may as well be writing my own story rather than colouring in between the lines of someone else's) - and then there is the nut at the end you don't really get... the thing narrative structure is designed to do... the author makes some kind of point or has something to say...

I didn't give the multiple-blog or online performance story much time - the approach was confusing as I didn't know where to start or a sense of what I was getting into - and the whole thing was quite old by the time I got to it for the first time... so it felt like picking over cold, half eaten fish and chips wrapped in yesterdays newspaper.

[From kyla brettle... B L O G S: Digital Stories... in search of the form]

Social Media Research - Wave 3

Universal Mccann International Social Media Research Wave 3

View more presentations from mickstravellin.

I recommend this slide show research presentation for any interested in social media "online applications, platforms and media which aim to facilitate interaction, collaboration and the sharing of content."

It's the third Universal Mccann global study into the impacts of digital media and technology - 17,000 active internet users from 29 countries were surveyed.

The study encompasses the key platforms: blogging, microblogging, RSS, widgets, social networking, chat rooms, message boards, podcasts, video and photo sharing.

... a rich tub of interesting facts, observations, trends, summaries and recommendations - which concludes with the idea that social media "has to be considered for all advertisers, marketers and content producers as a core part of their communications" p.76

PP2 Studios...

Studio: Dice (C.Rogers)

16 finalists screened around Australia regionally and in all the capitals. Move Xtra will screen all finalists on pay TV $100,000 pool of prize money first prize winner receives a Qantas scholarship - trip for 2 to US, meetings with executives, agents and industry folk. no longer than 7 minutes including credits no public screening prior to entry (which is in Jan) (does not preclude a crew/cast screening) theme is DICE R & D: 50% production task 50% analysis of prior Tropfest finalists with emphasis on chosen production role Project Outcome: In groups of no more than 4, completion of festival-ready professional short film, including a publicity pack with production stills and all necessary documentation according to Tropfest requirements

Studio: (S.Keen)  PROD! Poets Ride Online Dangerously

Central Production Tasks: Short experimental online videos Re-purposed cinematic/projection version - long form Outcome Internet vlog and APC purpose built website Potential high profile public screening State Library Victoria Viral distribution via video-sharing platforms Potential ABC TV-online development Potential festival and media arts online screenings PP1.09 R&D Video research assignment and prototype tests

Studio: Mohamed in Suburbia (L. Ward)

What does it mean to grow up Arab in the suburbs of Melbourne in 2009? A series of short documentaries for the screen – character-portraits of young Melbournians of Arab (particularly Muslim) backgrounds. Envisioned as highly collaborative short docos, made with the subjects not just about them. Explore contemporary documentary styles, and put your skills to use in telling a topical and timely story. Outcomes to be negotiated with subjects/participants, but could include for example, a website, a DVD.

Studio: ABC Radio National (K.Brettle)

Central Production Tasks: 10-15 minute Audio Feature (in pairs) 50-80 minute Ep of ABC RN's The Night Air. A common theme to both projects. There will be an online component plus usual delivery items... Outcome: Features may get picked up. The Night Air Ep will be broadcast on ABC RN. PP1.09 R&D: Analysis Assignment and Feature Proposal. Other: last year - http://www.pool.org.au/users/radio_active_space The studio requires 12 students - at least half  need to be radio maj students - but up to half can have majored in TV2.

Studio: dotdotdot (P.Ritchard)

A series of fragments, pieces, clips, short films, scenes, sound pieces, mini docs, skits ... based around and inspired by ... Melbourne To be presented on a website. A website that investigates Melbourne as 'place' It allows for you to concentrate your energies and time on something finite, more containable. You are here as consummate media makers and this studio is designed to develop your work across all outcomes - All pieces will, in different incarnations, be delivered on the web, little screen and big screen. You will be required to do a thorough research and development plan. This will include analysis of like forms - shots, scenes, films, sites etc, You will be required to a thorough semester plan - starting from week 6 through to week 17 of second semester. You will be required to develop your outcomes of your presentation before the commencement of second semester. Each piece/project will be 'owned' by a team of two (maybe 3) and each person must work on at least one other project in a secondary capacity We will, together, design the trajectory of this project. My hope is that the website may have legs beyond this year. The website will include - documentation, finished pieces, graded/ungraded copies, different versions etc. and reflective essays on each piece - the website is about media making and reflection as much as it is about presentation / dissemination. You will be required to research the web outcome, to find a niche, a creative or commercial gap in the market. some ideas i had/borrowed/stolen locative pieces using google maps http://www.abc.net.au/innovation/sidetracks/map.htm a still from Picture Victoria a starting point to each video http://www.pictures.libraries.vic.gov.au/ using these stories as a starting point http://makingaustralia.abc.net.au/service/searchEverything.kickAction?as=73526&momapage=gallery#highestrated tying in with the tv series http://makingaustralia.abc.net.au/_Welcome/BLOG/194057/73526.html?filmmakersblog=1 a website that ties into or is hosted at lonely planet http://www.lonelyplanet.com/australia/melbourne# your work as showreel http://mirandajuly.com/performances

Extinct Human Species Smarter Than Us?

"Sometimes I think my head is so big because it is so full of dreams,” says John Merrick in the play The Elephant Man. He might have been speaking for the Boskops, an almost forgotten group of early humans who lived in southern Africa between 30,000 and 10,000 years ago. Judging from fossil remains, scientists say the Boskops were similar to modern humans but had small, childlike faces and huge melon heads that held brains about 30 percent larger than our own.

That’s what fascinates psychiatrist Gary Lynch and cognitive scientist Richard Granger. “Just as we’re smarter than apes, they were probably smarter than us,” they speculate. More insightful and self-reflective than modern humans, with fantastic memories and a penchant for dreaming, the Boskops may have had “an internal mental life literally beyond anything we can imagine.” Lynch and Granger base their characterization on our current understanding of how the human brain works, describing in detail its physiology and structure and comparing it with the brains of other primates. They also explore what the Boskops’ big brains tell us about evolution (why didn’t they survive?) and about the future of human intelligence (can we engineer bigger brains?). These are questions, one suspects, that even the smallest-brained Boskop would have approved of."

(discover magazine.com, accessed 24/3/09)

For more on this story, see this article by Steve Levenstein.

Is technology the message?

“Understanding several media simultaneously is the best way of approaching any one of them. Any study of one medium helps us to understand all others.”

Is technology the message?

View more presentations from Chris Chesher.

[From Is technology the message?]

"Routes - discover the secret in your genes" - live online now

check this out:

Routes is an eight week game from Channel 4 Education in association with the Wellcome Trust. Routes is live from January 26th through to March 26th, and during that time players will be invited into a world of genetics, evolution and the human genome.

Embedded in the game, Katherine Ryan, award-winning comedian, explores her own genetic make-up, and tests her DNA to find out whether it is her genes or her environment that define who she is. Can genes make you fat? Or gay? Do they hide critical information about disease? Can Katherine blame her genetic make-up for the fact that she gets drunk on two beers?

By exploring these questions, solving puzzles, playing mini games, trading tips and collaborating on challenges, players will uncover a compelling mystery that lies at the heart of Routes itself. Click on Week 1 to start, then follow the links on the page. If you dig deep enough, who knows what you'll find?

ASSIGNMENT #2 - PRODUCTION PROJECT

task overview 

A conceptually and technically sophisticated creative production project exploring the theme of ‘evolution’. Projects designed for public display and online delivery on the ABC’s Pool site as part of the Gene Pool project.

task

• In your production group, realize your media lab research project as a creative online media object.
• Media object to be submitted/presented with promotional material - title, still, one-line synopsis, framing statement (250 words), full credits and attributions
• projects to be legal - as in copyright neutral - also, no snuff movies

why? 

• develop practical production and professional presentation skills 

• develop skills in creative collaboration 

when due? 

• Final Submission - 12:30pm Monday May 25th (Wk 12), by upload to the Pool Site

• Interim (non-assessed) due dates – Seminar Wk7 present research project pitch at symposium, Tutorial Wk10 present rough-cuts, Tutorial Wk11 present fine-cuts

worth how much? 

• 25% of overall

how assessed? 

• tutor assessed, with group moderation of individual contributions

task details 

assessment criteria details 

Your tutor will assess your overall project and give a base mark for the group overall.  Individual marks for each student will then be moderated according to their contribution, as determined by the group.

Research projects receiving the highest marks from your tutor will  

• be an interesting, thought provoking and well considered exploration and representation of the theme 'evolution'
• engage and intersect with the issues and themes of convergence culture and the digital media culture - in innovative and sophisticated ways 
• demonstrate professional presentation and timely submission of all required delivery materials  
• be of a technical standard appropriate for final year media students    

Moderated individual assessment 

This works as follows: 

• in week 7 each project group will discuss and agree upon criteria to evaluate individual contributions to the project 

• in week 12 tutorials, after the project has been submitted, groups will self-assess individual contributions according to the agreed criteria, and decide upon the weighting to the overall mark for each student, with plus or minus scores which must add up to zero for the group overall 

• Confused?! Let me explain with an example: 

Group A decides that Student A deserves (+ 10), and Student B and Student C each deserve (-5), as weightings for their individual contributions.  These weightings must add up to zero: (10 + (-5) + (-5) = 0) 

So, if your tutor gives Group A’s project a group mark of 70: then, the final marks for this assignment will be: Student A: 80 (the original 70 plus the weighting of 10), Student B: 65 (the original 70 minus the weighting of 5), Student B: 65 (the original 70 minus the weighting of 5)

Or, if your tutor gives a group project mark of 85; then, the final marks for the assignment will be: Student A: 95 (the original 85 plus the weighting of 10), Student B: 80 (the original 85 minus the weighting of 5), Student B: 80 (the original 85 minus the weighting of 5)

Group B might decide their weightings should be equal: Student D = (0), Student E = (0), Student F = (0), Each group member will receive whatever mark the tutor gives their group overall.

the traditional media sprawl into the digital landscape

One of the things I'm being asked to think about - in both my jobs, actually - is how traditional media producers/distributors, like the national broadcaster, (can) enhance their product and reach though the employment digital media networks and platforms. We chatted about it in class the other day - and I've put together a little bullet point list for my students... Additions to the (broadcast radio or TV) program...

• on demand or as podcast
• blog
• facebook
• twitter
• mobile phone feeds
• digg
• extended versions of program material - or extended previews - or extended summaries of past episodes...
• extra material... including online only material like slideshows and what's being called 'digital features'
• discussion boards, forums and guest books
• participation or user generated content initiatives/call-outs (also called crowd-sourcing)
• links and delicious tag-lists

The tricky thing, of course, is using these platforms in a sophisticated and interesting way (as opposed to simply trying to feed the program publicity through these avenues) Anyway, beyond (my non-exhaustive list) vague platform categories... it's good to think about how broadcasters are actually using these spaces - why they are using them - and what it adds to the user experience or the quality of the core media object...

For example 'a blog'... is it a faux-blog - written in the voice of a fictional character - being used as an extension of the core story or fictional universe?... a non-fiction blog written by a star presenter giving background stories or links to further information about this weeks show (and developing their profile and audience connection)?... is the blog attached to a show or just generally connected to a network (and able do riskier stuff outside the network firewall - like speechification.com)?... is it a group-written blog (which 'they' say is hard to pull off)?... or is it a project-based transient blog that helps promote the forthcoming project while it's in production?...

After examining what broadcasters are doing - and trying to figure out why they are doing it - and evaluating how successful these attempts are... it's good to get down into a deeper, dirtier level of analysis and start asking... for what sort of 'program plus audience' would a facebook group 'work' for... what sort of programs would a twitter account not be appropriate for... how are successful UGC initiatives (on Pool, for example) framed and why do you think the unpopular initiatives are... ah, unpopular? The ABC is having a play with different ways to use digital media... students might like to check out the following links - compare and contrast them to digital initiatives they are familiar with... what works, what doesn't and why...

• blogs... ABC Digital Futures blog, All in the Mind blog, Kerri Jean blog
• twitter accounts... Breakfast News, Pool, All in the Mind, 774 Melbourne
• facebook accounts... All in the Mind  Life Matters Triple J hottest 100
• extra material for online only... Background Briefing slide show, Into the Music Wide Open Road Online Feature
• Guest books and discussion forums... Life Matters Australia Talks
• mobile phone... MovieTime

I'll end there - not because I've run out of stuff to talk about - but because I'm getting link-fatigue [From the traditional media sprawl into the digital landscape]

hybrid media

... in hybrid media the languages of previously distinct media come together. They exchange properties, create new structures, and interact on the deepest level... (p.90, Manovich, Lev Software Takes Command )

interesting collaboration tools (no really)

I have mentioned in a couple of my tutes some ideas that are really useful (I reckon) for getting better results from working together in groups - not getting stuck in deadlocks, not getting the wrong end of the stick about where each other is coming from, and ways to encourage productive disagreement that leads to a synthesis of ideas. They sound dull and abstract but they are actually not: the first idea is the 'ladder of inference'. This is about learning not to assume or infer things about other people's thoughts and actions. Some simple examples. (The idea is to try not to climb the ladder of inference.) This leads on to the second idea which is about balancing advocacy (for your own point of view) with inquiry (into the other person's point of view) check em out, try em out, blog em out

evolution starts here: darwin for your listening pleasure

click me: choose whatever takes your fancy, listen and get those ideas humming

PP1_09 Group Findings...

(From PP1.09 lecture 1) Q.: What are the three most important defining attributes of the digital media landscape? (Each one described in a single word) Student group responses (in random order) - rough and dirty notes thereof :-) interactivity x2 accessibility x 5

inexpensive...dirty... democratisation convenience prosumer...dirty x 2 community

versatile...

fluidity

convergence x5 speed connectivity... networked... experimentation playful... part experiment - part innovation

interconnectedness

mobility... revolutionary...cataclysmic... integration... advanced evolution... 'evolvaloguing'...MUTATION... hyperactive... AS SOMETHING NEGATIVE (?).... different - incomparable... immediacy timeless - timely... beyond time? viral... quality... amorphous...lacking in shape...without distinct shape rethinking_space - bringing lots of diff media together and expressing in that way...like not having physical boundaries...boundless...

PP2.09 Studio Meetings - Seminar Wk 6 and Week 10

PP2 studio locations TBC

Collaboration Development Exercise

THE ART OF WAR Dispute resolution procedures - Preliminary Exercise According to the ancient warrior-philosopher, Sun Tzu, the wisest and most efficient way of managing conflict is to render conflict completely unnecessary – the next best way is to nip it in the bud - and the last resort is to go into battle... Taoism and The Art of War by Sun Tzu

“A lord of ancient China once asked his physician, a member of a family of healers, which of them was the most skilled in the art. The physician, whose reputation was such that his name became synonymous with medical science in China, replied,

 ‘My eldest brother sees the spirit of sickness and removes it before it takes shape, so his name does not get out of the house. 

‘My elder brother cures sickness when it is still extremely minute, so his name does not get out of the neighborhood. 

‘As for me, I puncture veins, prescribe potions, and massage skin, so from time to time my name gets out of the and is heard among the lords”

‘Translator’s Introduction’ by Thomas Cleary 

One of the characteristics of a good collaborative practice is that you donot have to employ ‘dispute resolution procedures’. However, if conflict does arise you need to establish ‘rules of engagement’ and a way for you and the group to ‘get over it and move on’. This includes:

- Transparent and inclusive strategies for broaching and discussing collaborative issues. - A clear understanding of the (agreed on) consequences for an individual who transgresses - A commitment to allowing (indeed – helping) the group ‘heal’ after dealing with a ‘situation’ – this includes allowing the ‘transgressor’ to ‘redeem themselves’ or ‘make up for it’ and (preferably) be forgiven.

The following exercise is designed to help you think about and discuss potential problems before they happen, for, as Sun Tzu advocated – ‘knowledge of the problem is key to the solution’. 1. Make list of scenarios that have led to conflict and or difficulties during previous creative collaborations you and your group have worked within. Eg.

• There are personality conflicts in the group; one member feels ‘ganged up on’ – creating discord and an unhappy collaborative environment 
• A group member does not ‘pull their weight’ and is often absent – forcing others to do more than their ‘fair share’ and making them feel disgruntled (aka unhappy collaborative environment). 

2. Discuss and reflect on how you and your group members would deal with each of the listed situations. Ensure that each group member understands:

- The behaviours and actions are considered unacceptable by the group - The procedures for formally recognizing, broaching and dealing with transgressions to accepted group rules and expectations - The consequences and ramifications for an individual who transgresses - The process by which the group decides and indicates that the individual has adequately compensated or ‘made up for’ for their transgression.

3. Now that you have discussed and explored the worst-case scenarios – draw on hindsight and talk about the early ‘warning signs’ of conflict (regardless of whether conflict was expressed in angry exchanges or brooding, dissatisfied silence) – how did you feel, what did you observe in other’s behavior, how did it affect your work or engagement in the task, the impact on meeting attendance, how did it affect the relationships within the group and what you discussed? etc. If you been in a situation where the signs of impending conflict reared its head but didn’t eventuate – then share your ideas as to why/how you think actual conflict averted. 4. Reaffirm your commitment to maintaining good collaborative practice - working effectively and happily together. Discuss and reflect on what you need to do to achieve this.

Advanced Skills Workshops - Seminar Wk 5,8,9 and 11

Skills workshops will be delivered in the Monday Seminar time-slot during weeks 5, 8, 9 and 11

Sign up for your skills workshop by emailing David Carlin (david.carlin@rmit.edu.au)

(rooms TBC)

sound (audio) screenwriting directing editing + post-production producing cinematography

PP2.09 Studio Pitch - Seminar Wk 4

Production Project II studio tutors will pitch their projects to you during the Week 4 Seminar Monday time-slot.

Gene Pool - Outline

It’s Darwin Year and this initiative invites everybody - ABC audiences, Pool contributors, ANAT members and artists, scientists, students, participants in Evolution: The Festival - to celebrate the occasion, and express their creative juices.

ABC’s The Pool is a creative commons space based on the very concept of evolution and mutation. People contribute their creative digital works to share with others. Works can then take on a life of their own, as they are reconstructed and reworked by other contributors. It’s the perfect platform for this project.

People will be invited to create their own media pieces exploring the themes of evolution and mutation in lateral ways, and to upload them to The Pool.

Works of any format will be encouraged - stills, moving image, sound pieces, music, writing, verse etc. From simple to complex – all will be welcome.

To inspire contributions, The Pool will publish a handful of relevant clips from ABC archive shows (audio and possibly video) for creative commons use. People will be invited to use these items as launchpad for their own mash-ups, or to create their own work from scratch.

Contributions will be uploaded to The Pool throughout the year, and all works will go into the running to be part of a curated display in November.

In September/October a selection of the pieces will be jointly-selected by the project partners. The culmination of the project will be a curated, public display of these works to be launched at RMIT, 6pm November 24th 2009. A campus venue with audiovisual capacity has been confirmed by ANAT (The RMIT Info Corner).

The exhibition launch date coincides with the 150th anniversary of the publication of The Origin of Species, and will be a formal part of the conference program for Super Human: Revolution of the Species, a major Melbourne event on evolution, technology and art being run by the Australian Network of Art and Technology (and RMIT is a partner).

The entire project will also link with Evolution - The Festival running throughout 2009.

ASSESSMENT #1 - MEDIA LAB RESEARCH PROJECT

task overview: A comprehensive research project that lays the conceptual, practical and formal foundation for your media lab production project. task:

• in your production group, produce a research report in the form of a google-doc, that documents the research undertaken to develop your Lab Project by writing a synopsis, conceptual/theoretical framework and detailing of your concept, structure and production approach

why?

•    develop skills in practical research for media production; and thereby develop stronger, more innovative Lab Projects •    develop skills in creative collaboration

when due?

•    5pm Friday April 17th (Wk 6A), by email to your tutor, with invitation to share your google doc •    Your google doc research projects will then be published online to be available to other students, pp1 industry partners and others interested

• in the Wk 7 Seminar a member of your production group will present your project concept to the group (this is not assessed and should basically be an extrapolation of your pitch)

worth how much?

•    25%  of overall

how assessed?

•    tutor assessed, with group moderation of individual contributions

task details Your research project must include the following sections:

•    synopsis – this is the engaging, catchy pitch for your project – what is it that is going to engage an audience [250 words – write this last!] •    conceptual/theoretical framework [750-1000 words] •    content  [750-1000 words] •    structure (form, style, etc) [750-1000 words] •    production approach/plan  [750-1000 words] •    List of references (primary and secondary sources) •    Appendices

assessment criteria details: Your tutor will assess your overall project and give a base mark for the group overall.  Individual marks for each student will then be moderated according to their contribution, as determined by the group. Research projects receiving the highest marks from your tutor will

•    engage the reader with a dynamic and well-conceived digital media project •    demonstrate rigorous research: an ability to find and draw insight from relevant and appropriate primary and secondary sources, properly referenced •    be well written: clear, concise and cohesive •    be well structured and incorporates all the required elements

Moderated individual assessment This works as follows:

•    in week 3 tutorials, each project group will discuss and agree upon criteria to evaluate individual contributions to the project •     in week 7 tutorials, after the project has been submitted, groups will self-assess individual contributions according to the agreed criteria, and decide upon the weighting to the overall mark for each student, with plus or minus scores which must add up to zero for the group overall •    Confused?!  Let me explain with an example:

Group A decides that Student A deserves (+ 10), and Student B and Student C each deserve (-5), as weightings for their individual contributions. These weightings must add up to zero: (10 + (-5) + (-5) = 0) So, if your tutor gives Group A’s project a group mark of 70. then, the final marks for this assignment will be:

Student A: 80 (the original 70 plus the weighting of 10) Student B: 65 (the original 70 minus the weighting of 5) Student B: 65 (the original 70 minus the weighting of 5)

Or, if your tutor gives a group project mark of 85; then, the final marks for the assignment will be:

Student A: 95 (the original 85 plus the weighting of 10) Student B: 80 (the original 85 minus the weighting of 5) Student B: 80 (the original 85 minus the weighting of 5)

Group B might decide their weightings should be:

Student D = (+5) Student E = (-1) Student F = (-4) Their weightings will be applied to whatever mark the tutor gives their group overall.

Reading Report Task Outline

TASK:

Read the Editorial 'Convergence Culture' by Jenkins and Deuze, from Issue 14.1 of Convergence journal (available via pp2 course blackboard), as well as the chapter from Jenkins' book Convergence Culture assigned to you by your tutor in your tutorial in wk1.

Prepare an informal Report on your assigned chapter – this will be delivered orally during tutorial wk.2. Reports should include a brief summary of the key points Jenkins makes in the chapter –

and (more importantly) ideas/concepts you found particularly interesting/provocative and several discussion questions for the class. Approximately 15-minutes class time will be devoted to presenting and discussing each Jenkins chapter.

Reports are not assessed directly – but you are encouraged to incorporate them into your personal blog and bounce off them in your lab development projects. A strong performance at this task will therefore improve your results in the various assignments.

PP1.09 Assignment #3 PP2 R&D

RMIT UNIVERSITY

Portfolio of Design and Social Contest

School of Applied Communication

COMM 2322 Production Project 1

ASSIGNMENT 3: STUDIO DEVELOPMENT FOLIO (R&D)

Due date MON 8th June, (Wk 14) – (tutors may negotiate with you for some elements of your R&D project to be submitted earlier than this date)

Assessment value 25% (n.b.: this task is assessed by your PP2 studio tutor/supervising producer)

Task Overview These are practical, production-related projects, as distinct from the research projects students may undertake in other courses. The form of each student’s project is to be negotiated with each PP2 tutor, as appropriate for different Studios. Your agreed task will directly relate to and prepare for what you will be doing in PP2, and how you conceive of the project in creative, technical and theoretical ways. It will be expected that you will have a clear idea of the project, and your role in the project, when you commence PP2. (In terms of parity: the scale of the work involved should be roughly to the research and writing of a 1200 word essay.)

Depending on the nature of each Studio, this project may consist of, for instance:

                        • writing a script or treatment

• researching some specific aspect(s) of your project: concept; aesthetic approach; technologies; logistics; marketing, etc

• preparing pre-production documents or production proposals

• specific creative/technical experiments in aspects of production: eg interview techniques; directing actors; lighting styles

OR some combination of the above.

Submission as negotiated with your tutor.

Assessment Criteria

1. quality of practice-based and other research undertaken as appropriate for your particular project
2. evidence of your critical and creative engagement with the project
3. professional presentation of your work, in its agreed form – this includes excellence in written and/or oral communication as appropriate
4. effective collaboration with your supervising producer (tutor) in agreeing upon the specific form and scope of your particular R&D project and its timely delivery
5. effective collaboration, as appropriate, with other members of your production team
6. effective application, as appropriate, of your media production skills and experience
7. evidence of independent initiative and effective application of creative problem-solving skills as required to complete your project

PP1.09 ADVANCED SKILLS WORKSHOPS

There are six workshop series running concurrently. Each student will enroll in one of the six series. (nb: You cannot do half of one series and half of another series – each is designed as a coherent whole.) Each series has been designed so that both radio and film/tv oriented students can find it useful and relevant. (“Cinematography” being the obvious exception which is inherently film/tv oriented). Some sessions may focus more on either radio or film/tv but the skills are still transferable to other media forms. Each series has four sessions:

• session 1 Mon 30 March 1.30 – 3.30
• session 2 Mon 27 April 1.30 – 3.30
• session 3 Mon 4th May 1.30 – 3.30
• session 4 Mon 18th May 1.30 – 3.30

series 1 Writing

• sessions 1 – 3 scriptwriting drama – exercises that build your skills in advanced drama screenwriting (Christine Rogers, screenwriter)
• session 4 professional writing skills: proposals, pitches, etc (Kyla Brettle, radio producer)

series 2 Sound/audio

• session 1 sound design – conceptual frameworks (radio-focused but applicable to screen as well) (Kyla Brettle, radio producer)
• session 2 sound field (location) and studio recording techniques (Kyla Brettle and film sound recordist, Justin McMahon)
• session 3 sound composition (Kyla Brettle)
• session 4 advanced sound editing, mixing and digital processing – effects and plug-ins – ‘the nuts and bolts’ of audio. (David Stanley, audio post freelancer)

series 3 Cinematography

• sessions 1 -4 Principles of cinematography, their practical application and expressive possibilities: camera function and operation; lenses, and the implications of focal length and depth of field; the nature of light and colour temperature, together with approaches to practical lighting and exposure; shot design and execution.(Robin Plunkett, DOP and Camera Operator.)

series 4 Directing

• session 1 Directing actors – understanding the actors craft (including Stanislavsky acting techniques) (David Carlin, screen and stage director)
• session 2—3 Directing actors – working with actors: casting, in rehearsal and on set (David Carlin with two professional actors)
• session 4 Directing documentary (Helen Gaynor, documentary director)

series 5 Editing, post-production and web media

• session 1 video and audio for and on the web – nuts and bolts issues plus cool new possibilities (David Wolf, cutting edge web designer)
• session 2 and 3 picture editing – everything you always wanted to know about taking your editing skills to the next level – issues of storytelling, rhythm, pace, continuity (Anne Carter, film and tv drama and documentary editor)
• session 4 managing your post-production workflow (Paul Ritchard and Jeremy Bowtell, post-production experts)

series 6 Producing

• session 1 – 3 creative producing skills (focus on film and tv) (Stuart Parkyn, independent film producer)
• session 4 producing for broadcast (Sarah L’Estrange (producer of the ABC RN Book Show))

ASSIGNMENT 4: REFLECTIVE BLOG

A reflective practice and proactive learning project.

task

• individual task: maintain throughout the course an online journal reflecting upon your learning experience in the course

why? so you can:

• reflect analytically upon your own creative, critical and technical processes and production outcomes, in the context of your ongoing learning and your future career

• maintain a ’process diary’ of your research and production work for ongoing reference

• develop conversations and links with your peers and others; pick up and develop each other’s ideas,

• share resources and research

• share peer critiques of work-in-progress

when due

• Fri 12th June 5pm (Wk 14), submitted by email notification to tutor

worth how much?

• 25% of overall course mark

how assessed?

• tutor-moderated self-assessment according to consistency and analytic depth of reflective practice across the semester

Task Details and criteria

• First Blog Post (wk 1): this needs to reflect upon your previous experiences with reflective practice and blogging; and define your goals (regarding consistency and analytic depth) for your reflective practice this semester

• Weekly posts through the semester: one or more posts each week reflecting on what you are learning through critically engaging with

• theories of digital media – convergence/hybridity

• the Lab research and production processes including seminars, tutorials and independent work

• the Studio (pre-PP2) processes

• issues of collaboration

• your skills workshop series

(suggestion: use tags to connect blog posts on given topics)

• Week 5 Review & Consultation - in the tutorial time-slot you will have an opportunity to discuss and review your blog progress with your tutor - this will not be assessed - but you are encouraged to ensure your blog is up to date so your tutor can give you some meaningful feedback.

• Final Blog Post (wk 14): this needs to sum up your reflections for the semester, referring back (with links) to your initial goals, as wells earlier blog posts, the blogs of other pp1 students and other a relevant references. It needs to provide, in effect, a detailed argument for your self-assessment for this assignment. Your tutor will in turn assess the strength and cohesion of the case you put, and moderate your final mark accordingly

Submission

Send email to your tutor by due date, advising completion and Final Blog Post URL. 

General Criteria

What makes a great blog as learning journal? consistent thoughtful and committed engagement across the semester – reflection as counterpoint to action: before, during and after.  deep reflection rather than simple description of actions: this means asking yourself questions and then thinking through the answers in writing (it is not enough to say ‘We did this and that.’ Ask yourself evaluative questions: e.g. How should I approach this task, or this idea? Did my approach work? Why or why not? What if we/I had thought about it or done it differently? What can I learn from the approaches of other people? )  personal voice and honesty making connections with and between ideas and practices – from classes, other blogs, texts, projects, the world at large focus on and insight into your own learning: What did I learn? What can I learn? clear written expression: your blog needs to be written with the reader in mind Appropriate attention to copyright and plagiarism issues Timely submission

Given the above, you need to tag (and draw attention to in your Final Post) your blog entries that relate to the following key areas of reflection: theories of digital media – convergence/hybridity the Lab research and production processes including seminars, tutorials and independent work the Studio (pre-PP2) processes issues of collaboration your skills workshop series