Reviewing the last 6 weeks

17.2.09
Reviewing processes
My aims this week are review the time schedule I had originally set and decipher whether this was a useful method or if the process requires amendment
or refinement. The actual activities that happened (follow the bold text)

Week 1 review the work of Kyle Cooper
This was accurate and helped to set out a precedent regarding the quality, narrative and about the tone of voice within the work.

Week 2 review visual language in mood boards
I produced several pieces of work to define and explore the visual language of the work and sent the results to tutors via blog for input. The feedback (to create darker more ambient work) caused me concern in terms of my production capabilities.I also created a series of letterpress animation tests; this helped me to visualize the possibilities and restrictions of letterpress as a medium for the protagonist within the work. This propelled the production of the work and I found the experience enjoyable and natural to my personal way of working. The texture and fading of the lettering were particularly relevant to the sound and nuances of Ken’s spoken language.

I also spent a substantial amount of time considering different approaches to representing Ken’s speech such as repetition through objects relating to Ken’s age, or interweaving elements to show how language evolves and overlaps. My final decision is based on the findings below:

Contextual rationalization Theme one is based on repetition, which can be highlighted by the quote by Hymes, Becker and Bollinger that they “all suggest that repetition is at the heart not only of how a particular discourse is created but how discourse itself is created.”
Theme Repetition through patterns (changing, ripping, peeling wallpaper) and typography relevant to the speaker’s zeitgeist. This route will explore personal references to aging, fading beauty, fading voices. Repetition of dialogue will be shown by letters remaining styled (letterpress for the older speaker and digital text for the younger speaker) and on screen longer for the viewer to recognize the links. This theme leans towards a subtle, atmospheric approach using technology (or lack thereof) to hint at the contrast between the two speakers, their lifestyles and views of the world. Typographic style for the older speaker will be represented using letterpress to denote age and lack of interest in technology or modernity. The younger speaker will be illustrated in a digitally produced typeface as a contrast.

Week 3 select and work on one theme
I had not anticipated the increase in the workload from the University of Derby and the impact of changing from 3 days to 4 days of work would have on the MA. Planning, assessing and preparation for teaching have taken up more time than expected.I actually spent most of my time considering the final outcomes and considering reducing the MA outcomes officially. Reviewing animation processes using VTC and looking at the work ‘Capitu’ in the website ‘Motionographer’. This animation utilizes the decollage technique from the Dada movement. (creating an image by cutting, tearing or otherwise removing pieces of a picture to reveal parts of other images lying beneath).

Week 4 storyboarding, selecting visual language theme
For this particular week, I did not storyboard the work, I was concerned with the technicalities of animating letterpress and whether this could be created digitally but still retain the essence of looking handmade. I produced short tests based on outlined text with texture, also scans of letterpress fonts that had been digitized.
I resolved a method of production that enabled me to create digital letterpress work but did not feel wholly convinced by the results. This process, however, enabled me to decide that I would create Ken’s voice by hand using letterpress as this was true to his nature and lack of technical prowess and that I could contrast this using digital text to represent the narrator’s voice.

All of the digital experiments appeared to be cold and without heart. The letterpress animation and typewriter experiments, when viewed together or overlapping, create richness and more visual clues to the voice and speaker. ‘Large T and typewriter’ QuickTime animation are good examples of this. My observation of the work also reflects tutor feedback, that work produced using traditional methods was more visually appealing and less manufactured and flows better due to the process.

Week 5 Animation begins
I had planned to animate work at this point, in reality I was still at the storyboarding and planning phase. Storyboarding followed this week, aided by the letterpress test animations.The storyboards were created on layout paper using ink and paintbrush. The formulation of the work came about more rapidly than previously due to familiarization of the process and recognition of the way I work. During the storyboarding phase I was conscious to include directives from the PGD phase and put into practice the observations I had made from other’s work. Such as; creating text off screen for simpler words (that could be easily read with out all the letterforms showing). I also am aware to keep key words static on screen, identify key words, and not include all of the words spoken.

Having produced storyboards before, for the Lennon animation I also recognized that to over-plan the work could crush the serendipity and spontaneity of the work. Only when you actually animate can you see the potential of the work as it unfolds.

Actual animation began (one week later than planned). This has been slower than anticipated but is progressing steadily. I have amended the learning outcomes for the project proposal and will submit this amendment to tutors and the course leader.

Week 6 Animation ends
The reality is that the deadlines I had set were unrealistic, it would have been achievable if I did not have work externally or family commitments. In my plans for this terms work, I had aimed to submit and animation online for peers, the reality is that the animation process will be in place for several more weeks. A new revised plan will be created and reviewed with tutors at the next tutorial.

Week 7 Review processes
I have learned not to underestimate the time needed for animation to proceed to a higher level of production. Also that my commitments to work, and that the balance I require for my life have to be carefully considered and reassessed. Animation requires time and constant reviewing, tweaking and revisiting. One way to resolve this is to realign the outcomes to a more realistic conclusion and see the MA as a stepping-stone to further discoveries and possibilities rather than a conclusion. This is an important difference from graduate thinking to a postgraduate viewpoint that is longer term and is concerned with mastery and reflection, not wholly reliant upon outcomes.