24.9.09

[twitter: the film]

Oddly, I actually read about this first in the uni's newspaper but the first movie (mokumentary?) all about twitter is being developed in England. Apparently the idea was made public in February this year but it seems things are really taking off now.

Although I do appreciate twitter for the numerous informational and networking possibilities, I'm not quite sure how it will prove in terms of movie subject.

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24.10.08

[enactive cinema with pia tikka @ the ioct]


From the IOCT blog:

"PIA TIKKA

Enactive Cinema
The Future of Creative Technologies
IOCT Lab
24th October 2008, 4.30pm

***

A New Concept in Cinema

The Enactive Cinema project introduces a novel kind of interactive cinema genre, which is described as enactive cinema:

How the narrative unfolds, and how rhythm and soundscape emerge, depend on how the spectator experiences the emotional dynamics between the characters. Enactive cinema emphasizes unconscious interaction between the cinema spectator and the cinema. Instead of the spectator directly manipulating the narrative, its unfolding is affected by the spectator’s emotional participation. The project suggests that unconscious and conscious experience interact in an inseparable and complex manner. The cinema experience is more than seeing and hearing. It is about sensing and re-living of one's own experience in what happens to the 'others'. This is, ENACTIVE CINEMA.



  • Wanted to reinterpret Eisenstein's dynamic organic film theory of montage
  • how to capture the dynamic nature of his theories in today's new media
  • so used parachronic reading which is outside of time, recurise: linearity of historical time as put into brackets, or substituted by recursive dynamics of experience, a nowness involving events in a spiral manner.
  • biomechanics: early Eisenstein and montage of attractions (1923)
  • ecstasy : holistic experience auditory and visual
  • She jumps over the other people important to Eisenstein - hegel, darwinism, karl marx, vygotsky, alexander bogdanov (political rival of Lenin, retired himself from political scen and in 1928 he died but founded "techtology"

"unifying all social, biological and physical sciences, by considering them as systems of relationships, and by seeking the organizational principles that underly all systems. His work "Tektology: Universal Organization Science", finished by the early 1920s, anticipated many of the ideas that were popularized later by Norbert Wiener in Cybernetics and Ludwig von Bertalanffy in the General Systems Theory. There are suggestions that both Wiener and von Bertalanffy might have read the German translation of Tektology which was published in 1928. In Russia, Lenin (and later Stalin) considered Bogdanov's natural philosophy an ideological threat to the dialectic materialism and put tectology to sleep. The rediscovery of Bogdanov's tectology occurred only in 1970s."

  • Pia's theoretical background - emotion dynamics, cognitive ecologism (Ulric Neisser), recent neroscientific views of the human mind (Gallese), emmbodied simulation (Gallese), emotions as cognition (Antonio Damasio), homeostasis theory of cinema viewing (Torben Grodal)
  • gallese draws on merleau-ponty: the body is...that strange object...
  • Gallese and george lakoff collabor5ations on embodies role of experience, semantic studies and neuroscience (see this excellent article that i read the other day)
  • toolbox for authoring and describing intersubjective cinematic understanding derived from Theory of Metaphors (Lakoff and Johnson, 1999)
  • a way to get a hold of the cinematic experience via the tracking of sensorimotor aspects and spatial dynamics
  • gap between phenomenology and how we describe the experience or gap between the phenomenological and the neurological - how to build a bridge between these
  • embodied metaphors
  • "My goal is to shed light and define novel perspectives especially on the categorization and attribution of emotions within the cinematic narrative. The artistic and scientific outcome is an “intelligent” cinematic system that anticipates and makes inferences about emotional narrative paths suggested by the spectator-participants' bodily actions. "
  • enactive cinema - how the narrative unfolds depends on how the spectator experiences emotional dynamics between the characters

  • dynamic emotion ecology refers to the dynamic interactinon between spectator and psychophysiological states
  • emphasises unconscious interaction between narrative and emotional participation, the invitation to enact is very gentle. 5 chairs invite the spectator to sit down, there are also other biofeedback sensors measuring emotional level etc...
Listening to Pia Tikka's talk i'm wondering what happens with spectators who don't have high or normal functioning mirror neurons (perhaps as has been suggested in the case of autism? And what about gender issues. Some cognitive/neuroscience studies suggest there are gender differences with mirror neurons, deepening the stereotype that women are more empathetic because women's mirror neurons showed signs of stronger stimulation (for one example, see this article - "Gender differences in the human mirror system: a magnetoencephalography study")


Data that was monitored - heart rate, breathing rate, activity monitoring, non-body contact - all of this information can go into a toolbox for authors on how to create a narrative.

Have a look at the following video for an interpretation of Eisenstein's visual "vocabulary"


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8.5.08

[wear your seatbelt!]

Wow: Madonna making fun of herself (or is it Guy Richie?) AND performing a public service?




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18.3.08

[learning on screen - part deux]


Another interesting session led by Sarah Jeans, University College for the Creative Arts - Farnham

(have been searching for links to all the speakers but oddly they aren't googleable...weird)

  • the blending of industry and academia - why is it important
  • challenging, current industry debates, fit for purpose and inclusive experience
  • as an educational institute what do they offer a practising professional and how do they keep them engaged
  • the student experience - raising expectations, first hand knowledge of trials and tribulations, current debates, integrating practise
  • what some students say: "as he was particularly critical, people were put on the spot, and pushed to a higher level." "Not everyone wants to make the same type of style of film. As a result a lot of the film could potentially be a bit samey and nothing would be produced that was groundbreaking or very different..." (students commenting on Paul Watson's role in the classroom)
  • difficulties for industry people coming into edu: scheduling, language, priorities, methods etc...


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[learning on screen - york 2008]

Yay the National Science Learning Centre in York has wifi...and it's working!

I'll be blogging throughout the two-day conference when things of interest arise.







Simon Campbell-Jones, former Editor Horizon
BBC Horizon - History of a Science Television Programme

  • importance of beginnings
  • how do you fill 50minutes of lecture...without being boring when science is basically *boring* (at least in the mid 60s)
  • "medicine is not a science"
  • showed an early clip from Horizon dealing with "continental drift" (for all you geologists out there) - this programme led to further programmes on plate techtonics
  • interestingly, Simon says he had to first understand the geology before being able to make a film about it, conceptual learning
  • Horizon did the first test-tube baby film, first "Whisper from Space," first film on absetosis, first programme on hot-blooded dinosaurs and first film on aids but these were not just educational films but these were dramatic and visual
  • need to challenge ideas
  • question on why people *hate* maths - because it's taught like *gospel,* about abstract ideas because "2 and 3 make 5." Interesting clip of video of a teacher asking a little girl (looks about 6) to add 63 plus 7 and she writes it out and adds it up, correctly. But, when asked why the number 7 is placed under the number 3 and not under the number 6, the little girl, after some thought, explained "that's how my teacher does it."
  • "explanation, interpretation, application, implication...."
  • every observation is like a detective story, science (and learning in general) should be exciting

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