Measuarable, meaningful, motivational
Agreed upon, attainable, achievable, acceptable, action-orientated
Realistic, relevant, reasonable, rewarding, results-orientated
Time based, timely, tangible, trackable
Specific.........................well defined
Measurable...................you know when it`s achieved
Agreed upon..................with stakeholders
Realistic....................available resources, knowledge and time?
Time based...............enough time to achieve what you want.
Posted by Rebecca Payne
Good way to demonstrate Aperture...OPEN THE BACK OF THE CAMERA AND TURN THE LENS, showing the light going through.
When teaching the relationship between aperture and exposure, this is an excellent time to BUILD IN FUNCTIONAL SKILLS. Use a graph showing the relationships between the 2 as they change.
Posted by Rebecca Payne
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Storyboard
Mindmap
Ideas
Audience Feedback
Target audience
Branding
Narrative?
Style / look / aesthetics
Inspiration
Visual / tactile aids
Promotional materials
Political, social, cultural or economical issues that you will be exploring.
Posted by Rebecca Payne
at 12:52 , 0 Comments
Posture Focus
alignment Sense of styleContemporary
extension musicality-in time
flexibility projection-energy
co-ordination dynamic interpretation
balance choreographic intention
strength
stamina
Posted by Rebecca Payne
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These 2 films are brilliant examples of how much impact a soundtrack can have when working with video.
Posted by Rebecca Payne
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Posted by Rebecca Payne
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Lady Gaga-Bad Romance
Pixie Lott-Cry Me Out: follow link below.
http://www.youtube.com/watch?v=emQQERp_vTI
These 2 music videos make an interesting comparison when considering representations of gender in the media.
This article in the Guardian from Thursday 3 December by Jude Rogers compares the 2.
http://www.guardian.co.uk/music/2009/dec/03/lady-gaga-pixie-lott
I've been busying myself this week with two glamorous blondes we didn't know this time last year. Both have spent 2009 topping the charts, and prancing about in little more than their underwear. Now, both are ending the year with dramatic singles, accompanied by videos that show us how arty they are. But while Lady Gaga's Bad Romance reveals the strength of the modern pop promo, Pixie Lott's Cry Me Out shows how weak-willed they can be.
First, a confession. In January, I called Lady Gaga a terrible copycat, and challenged her, rather sniffily, to start living dangerously. Bad Romance is the sort of song I've dreamed she would do, mainly because it accentuates her most interesting elements, such as her humour – so obvious when we watch her prancing about in jackets made out of Muppets, but often hidden in her songs by her icy delivery. In Bad Romance, this humour reveals itself in the harpsichord-led introduction, a silly but brilliant classical pastiche that nods towards Lady Gaga's piano playing, but also giggles at her grand image. Even better, the melancholy that lurked within the chorus of Paparazzi – as Lady Gaga sighed "do you love me" – also takes centre stage here. The descending "oh-oh-ohs" at the end of each chorus yearn and ache with the stuff, and I admit I was wrong about the woman who made it. This single is one of the best of the year.
And it is the sense of sadness that gives the Bad Romance video its power. On the surface, it is a hotchpotch of costume changes and product placements, but beyond that it makes points about the trafficking of women. Here, they are coming out of flight cases bound in white outfits; here is a strange version of Lady Gaga, looking wide-eyed and drugged; here she is performing for men who are bidding for her; here she is burning the winner to a cinder, lying next to his skeleton, puffing on a victory fag. But another image of her in the video is the one that lingers in the mind. This is an unvarnished Lady Gaga wearing hardly any makeup, not dressed up or dancing, simply crying into the camera. She appears at three crucial, emotional moments: just after the trafficked version of her is forced to drink alcohol; as she sings, "I don't want to be friends", like a woman still in love with her ex; in the last chorus, as the song reaches its climax.
It works brilliantly. Like Sinéad O'Connor's famous performance in Nothing Compares 2 U given a weird, modern twist, it reveals another side of an artist who has become so ubiquitous; another dimension beneath all her shimmering surfaces.
The video to Pixie Lott's Cry Me Out, however, does something quite different. Shot in dramatic black and white, and full of fancy, flouncy outfits, you can tell it probably fancies itself in the same league as Bad Romance. It uses similar metaphors to talk about a bad relationship: here is Lott, on a dining table, ready for men to consume her; here is Lott staring into a mirror, reappraising herself. But when she reveals she is leaving her man, you don't cheer for her. Instead, you watch her arching her bottom on a staircase as she mocks her boy blandly ("I've got your emails/ You just don't get females now, do you?"), and makes a grumpy maid put her coat on as a sign of her liberty. You realise this isn't power after all. This is coquettishness and privilege masquerading as empowerment; a pop star only performing rituals for herself.
I'm not arguing that pop stars should display vulnerability, as Lady Gaga does, to make us buy their records. Nor am I demanding that female singer-songwriters reveal their sensitive sides to prove that they are rounded characters. I'm simply saying this: when pop videos are high-budget, high-concept creatures that are supposed to make an impact, and make profound statements about the strength of a gender, a glimpse behind the glamour can often speak volumes. We know all the tricks, but we are rarely shown the truths. It is also easy to forget, and wonderful to remember, that behind the dance routines, the dresses and the eyeliner, pop, at its best, has a human face.
Posted by Rebecca Payne
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Posted by Rebecca Payne
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These are the info sheets I made for this lesson that I taught on producing Photographic prints.
How to load the contact printer
Carefully cut your negatives into strips of six.
Clean each side of the glass of the contact printer carefully with a paper towel.
If your contact printer has an opening catch, open it safely by pushing down on the glass and sliding the catch back.
If your contact printer is divided into strips;
insert your negatives by carefully peeling back the bit of plastic with your nail and sliding the negative strip in.
Make sure that you insert your negatives in numerical order, starting at number 1, all the same way up, with the shiny side against the glass.
Clip the contact printer shut by pushing the glass down and sliding the clip across.
If you have a plain glass contact printer you can use 2 different methods;
If you have a clear negative folder you can keep your negatives in the folder and print them like that.
Otherwise you will need to arrange your negatives (shiny side up) in this way in the darkroom on top of your photographic paper (also shiny side up.) Practise first in the light.
How to make a Contact Sheet
In the Darkroom
Place contact printer on base - board of enlarger
Move enlarger head up and down until light comfortably covers contact printer (F2.8)
Focus edges of projected light
Stop down to F8
Set timer to 5 seconds
Switch timer off.
Exposing a test - strip
Place test - strip diagonally in printer shiny side up and clip tight
Expose whole test strip at F8 (5 seconds)
Cover up 1cm of paper along edge nearest to you
Re expose for a further 5 seconds
Repeat moving up strip until you have exposed at least 5 times in total
Remove test strip to process.
Process Test Strip
Choose time best for exposure
Set timer for selected time
Place a sheet of 10 x 8 Photographic paper into the printer
Process as before.
Contact Sheets : What am I looking for?
Your negatives will all be different : some of them will be under or over exposed depending on what was happening when you took the photo. If you took the photos in a range of different settings, you might have a range of different lighting effects recorded on the negatives.
Therefore, when you make a contact sheet it might be difficult to find an exposure time that is perfect for every photo.
Look for the time that works best for most of the prints on the page.
To choose the right time for an image, the blacks need to be black and the whites need to be white.
Tip: A good way to find the right time is to look at the numbers on the contact sheet. The numbers should be white on a black background.
How to make a print
Choose a negative from your contact sheet...
Make sure enlarger light is off.
Take out negative carrier and insert negative: shiny side up and image upside down.
Replace carrier
Turn enlarger on at F2.8 (brightest light).
Set the image size using the easelon the baseboard.
Adjust the size of your projected image by raising or lowering the head of the enlarger
Stop the enlarger down to a low light level and focus the image using the focus finder.
Make a contact strip as before.
Determine a time from your contact strip in the light and make a final print.
Posted by Rebecca Payne
at 09:55 , 0 Comments
I have written this Christmas quiz to carry out with my Post 16 students this week...hope they like it!
Q1) In the song 'The 12 days of Christmas', how many ladies are dancing?
Q2) Which 'Spice Girl' was born on Christmas Day in 1971?
Q3) What is the french name for Father Christmas?
Q4) Father Christmas used to wear green until which advertising company used him in their campaign?
Q5) Who sang the number 1 xmas hit, 'Mistletoe and wine'?
Q6) When singing 'The 12 days of xmas' in it` s entirety, how many gifts are given in total?
Q7) In the poem 'Twas the night before xmas', which reindeer was not pulling Santa`s sleigh?
Q8) What is the famous song from the animated movie 'The Snowman'?
Q9) What date should you take down your xmas decorations?
Q10) What was the xmas number last year?
Q11) What time is the Queen`s speech on xmas day?
Q12) What did Good King Wenceslas look out on?
Q13) What were the names of the 3 wise men?
Q14) In the xmas carol 'Ding dong merrily on high', how many syllables does the stretched out word 'Gloria' have in the chorus?
ANSWERS...
Q1) 8
Q2) Victoria Beckham (Posh Spice.)
Q3) Pierre Noel
Q4) Coca Cola
Q5) Cliff Richard
Q6) 78
Q7) Dasher
Q8) Walking in the air.
Q9) 6th of January
Q10) Alexandra Burke, 'Hallelujah'.
Q11) 3pm
Q12) The feast of Stephen
Q13) Caspar, Melchio and Balthasar
Q14) 33
Posted by Rebecca Payne
at 09:28 , 0 Comments
Sam Taylor Wood: Video Art.
I find these 2 films by Sam Taylor Wood really interesting. They are both exploring quite melancholy issues: death, decay, madness, emotions, but they are both really strong, powerful works and it would be interesting to see how the students reacted to them after seeing how they reacted to the Bill Viola Reflecting Pool video.
Posted by Rebecca Payne
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Wayne McGregor: Choreography
I watched a documentary about this fantastic choreographer' s work at the Royal Ballet school and felt really inspired about learning more about dance. It made me see dance differently and think of the bodies of the dancers as being like paintbrushes in space. Wayne McGregor works with contemporary artists, film-makers, installation artists, sound artists, light artists in his performances and I found it really interesting to see how he collaborated the dance with these other practitioners' work and ideas.
Posted by Rebecca Payne
at 14:51 , 0 Comments
Photogram Subject Teach
As part of my Course, I was required to teach my fellow scittees for 20 minutes. It ended up taking a bit longer than the allocated time, but this is what I came up with...
XMAS Photograms.....
See more recent post for Powerpoint presentation... I have been having problems learning how to use 'Slideshare' but have managed to embed it in a different post.
I started the lesson with this Powerpoint, which set the scene for how to make these:...
I then gave the scittees a handout about how to develop their Xmas Photograms at home into these...by adding colour on Photoshop.
ADDING COLOUR TO A BLACK & WHITE IMAGE
(Note – Check that the image mode is set to RGB Color)
Method 1: Adding a single colour tint
Choose Image > Adjust > Hue/Saturation.
Activate the colorize and Preview boxes.
Adjust the three sliders as necessary.
Once complete press OK.
Method 2: Adding a two colour tint
In the Layers palette, click on Create New Layer icon Image.
Select the Color option from the drop-down menu in the Layers palette (where it says normal).
Choose two colours by clicking on both the Foreground and Background colours in the toolbox.
Select the Gradient tool Image from the vertical toolbar and the type of gradient Image you wish to use from just below the top horizontal tool bar.
Click and drag across the image to define the direction of the gradient, and then release the mouse button.
Method 3: Using the Paintbrush tool
In the Layers palette, click on Create New Layer icon Image.
Select the Color option from the drop-down menu in the Layers palette (where it says normal). Image
Select the Paintbrush tool from the vertical toolbar Image and select the brush options as desired from just below the top horizontal tool bar.
Click on the Foreground colour in the vertical tool bar and choose a colour.
In the Layers palette adjust the Opacity or Fill to about 50% and paint on the image to add colour. You may wish to repeat these last two steps using different colours and opacity variations, to add subtlety to your image.
Method 4: Replacing Colour
1) Follow the steps for method 1 and then select the Eyedropper tool from the vertical tool bar. Choose a mid tone colour in the image and click on it.
2) Choose Image > Adjust > Replace Color. (The Replace Color command allows you to create a temporary mask to select specific colours in an image and then replace those colours)
· The image preview should be set at Selection.
· Set the fuzziness slider (which adjusts the tolerance of the mask and controls the degree to which related colours are included in the selection) to a value of 100.
·
White areas = selected colours
Black areas = unselected colours
· To replace the selected colours, adjust the 3 sliders as necessary, or double-click the results swatch and use the colour picker to select another replacement colour > OK.
3) Repeat these steps to add a second and third colour (select and replace a darker or lighter toned colour.
Additional Colour Adjustments
Choose Image > Adjust > Invert or experiment with alternative settings on the Layers palette, other than normal. Try combining some of the methods on this sheet.
………………………………………………………………………….
These are some of the results that my Fellow students produced during the session...!
Amanda. (Top of the class.)
Fiona; well done! : ) excellent rainbow colours Rhys!
Posted by Rebecca Payne
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Posted by Rebecca Payne
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Notice when I or others do things well
Set goals with steps to help me achieve them
Check how things are going and act on anything I need to do to be successful
Ask for feedback on how I am doing and respond positively to suggestions that are made to help me improve
Use what I have done and learned to help me understand what I need to do next to make the outcome more successful.
The focus of this lesson was the PLTS skill of 'reflective learning', which tied in really well
with the part of their 'Capture' projects that the students are currently working on, 'Evaluation'.
Specificaly, the students were working on the part of their projects which involves 'inviting feedback from others about my work', so I thought I could tie the lesson in with this.
I set the students this task.
Peer Assessment
Instructions
1) Open your blog. Write an entry reflecting on how you feel about your music video so far. What problems have you had and what has been successful? What do you think are the strengths and weaknesses of your work?
2) At the end of the entry write 'Please add your comments here'.
3) Now click on 1 of your classmates` blogs. Have a look at their blog entry about their music video. If they have uploaded their video, watch it.
4) Now click on 'add comment' and give feedback to your partner about what you think of their work. Try to use positive phrases such as.......
' Perhaps you could use that (bit of criteria from the markscheme) here?'
' I think you could add / change.....'
' I thought this was good, although to get to the next level up you could.....'
' I really liked this because.....'
'I think the strengths of this work are...'
'I like the way that you have adressed / explored issues of...'
'I like the way that you have used _ technique to represent _.'
'This video reminds me of_ / makes me feel_/ makes me think about_...'
Do this for each of your classmates' blogs.
5) Go back to your own blog and have a look at what people have written. See if you agree or disagree with their comments. Consider this in your Evaluation.
I thought that this was a good way of tieing in the feedback with the media that the students
are already working in. In order to get them reflecting and expand their horizons simultaneously, I played them this video:
This is a film by Video Artist Bill Viola. I asked the students to watch it and reflect on a few
Posted by Rebecca Payne
at 13:09 , 0 Comments
To develop understanding of how PLTS skills relate to real-life situations and the work environment.
To be able to identify how PLTS skils are used in Creative and Media processes, and how you have used them so far.
Tasks
1) To develop initial Design ideas for 'Self Manager' PLTS Design
2) To insert PLTS Designs into blogs
Self Manager
Find challenges and be able to be flexible when things change
Work towards goals, be able to do things by myself without giving up
Organise my time, be able to work out the best order to do things and be prepared for where things might go wrong
Be able to balance my work with my social/personal life
Respond well to change and ask for help when I need it
Develop my emotional intelligence and my relationships
For this lesson I created a starter to get the students talking about Self Management skills and highlight how important they are in order to be successful. I found the following images of famous 'Self Managers' and printed them as cards. I then got the students to work in pairs. 1 of the pair had the card with the famous person on and had to imagine themselves as that person. The other had to guess who it was through asking them the following questions.
Questions
What kind of challenges do you face in your job?
When do you need to be flexible?
When do you have to work alone?
When do you need to use organisational skills in your job?
What kind of things might go wrong in your job?
What help do you have with your job?
When do you need to work with others?
This activity worked really successfully and I was really pleased with some of the insights that the students came up with.
They then spent the next 20 mins designing their 'Self Manager' Digital 'Post its'.
Then, for a 'mini plenary', I showed the students the video called 'Her Morning Elegance'(see previous blog entry.) Working in pairs again, I gave each pair a category of the PLTS (team worker, creative thinker, independent enquirer and reflective learner.) I asked each pair to think about where the producers of the video might have used the skill that they had been assigned throughout the production of the video, including during the Planning process, from conception through to realisation.
They all came up with some fantastic answers, and this activity enabled them to see more clearly how the PLTS Skills apply to the Creative process and understand the importance of each of these skills within the Creative and Media Industries.
For the last part of the lesson, the students inserted their 'post its' into their Blogs.
Posted by Rebecca Payne
at 12:37 , 0 Comments