On Tuesday we went in depth into a discussion on the relation of Euclidean Geometry to Time-Based Art. We explored the relation of Euclid's firt postulates to a set of elements and principles for working in time. Please review the lecture and post your comments here.
8 comments:
I'm having a difficult time objectively listening to my sound poem and trying to visualize images that do not follow an Aristotelian patten. I know what created those sounds, I know what I'm "supposed" to see upon hearing those sounds. How can I create another layer of meaning through montage, frame rate, superimposition, and duration?
As mentioned in the lecture, we can syncopate the sound and image or establish a sense of counterpoint. I agree that creating a counterpoint rhythm would be much more interesting, allowing the image to branch off and create a separate but parallel meaning with the sound.
This reminds me of music videos, in which the song on its own is open to interpretation, but then the video adds another dimension. Sometimes the video ruins the song for me, and sometimes it enhances my interpretation. So hopefully with this project I can find that balance.
I have a feeling that most people will have the same outlook on thiss project as jess just said. I think the thing to realize here is that it is indeed difficult to rationalize a set of "images/frame/clips" etc for our sound poems, hence the reason for assigning this project, to mentally push ourselves to overcome this obstacle in a short time...but also realize there is no completely wrong way to do this. I mean sure you could just show one image or a black screen for the whole period of your sound poem and Raph probably won't be too impressed, but if you put some mental effort and experimental editing into it, this assignment shouldn't be too bad. I only bring that up because Raph did say in the lecture that he wants us to "experiment" with our images and sounds...so with that being said, you can nearly do whatever you like.
I think this assignment will be fun in that I believe the class will have many different outcomes for their final products. There is a reason that we did not have as much time to do this project compared to the others....I believe Raph just wants us to think quickly under the gun on a topic that is very "open."
I like what Jess said about how this assignment reminds her of music videos. I can see exactly where shes coming from. For me sometimes I'll like a song that I hear but will then come across the music video and hate it. Then other times its happens vice versa where I will like the music video but hate the song. But it is very easily seen that a good majority of music videos today try to go down the path of giving the viewer a different meaning from the song itself.
As I see it movies are a form of telling the a story from one point to another. In geometry these points are defined by the one before it, in euclidean geometry these points have no relevance to the other points and interpretation is left to the viewer. I don't know how I feel about applying this to the project I did because it I have already done it yet I haven't watched the critique.
I can see how this might apply to some music videos, as one persons interpretation of an abstract song. But sometimes the music and the video seem to be cut from the same cloth and are just mirror of the words in the song or the "feeling" of the music.
I really did not have too hard of a time coming up with an idea for my piece. This was due to the overall feeling i had while constructing the song in the first place. The problem i had was with getting the footage i needed. I borrowed a camera from the school I'm studying at in England but the file that eventually came from the camera would not play in Final Cut so once again i was forced to use my Sony Cybershot. This was really discouraging but i found a way to work through it and while what i had filmed earlier would have made for a much stronger piece, I'm still fairly happy with what i came up with.
The music video idea is a very interesting one because while some video's tie directly into the song other's have nothing to do with it. In both cases this can either strengthen the song or weaken it because it can crush other people's vision of what the song means. One of my favorite bands Saves The Day seemed to catch on to this and so when ever someone asks what a song is written about they simply don't answer so that everyone can keep there idea of the song.
Lecture 7 Notes/response
Euclidean geometry
~Point- That which has no part (imaginary thing
-basic element of Geometric Structure
~Line-Is breathless link
~Plane-Is breathless, length and width
~Form-Breathless, Length, width and depth
-endless expansion
How to bound?
~Extremity of forms are planes
~Clip-Endless Frames
~Sequence-parallel to ~Plane-breathless, length and duration(has pause interval and timing)
The lecture really opened up a new level of thought on film and the concepts involved. Its not just a beginning middle and end, as in geometry, and the 'breathless' aspects of the points and planes, where there really is no start and stop, but a sequence or a frame. The stories should go beyond what the viewer sees as in geometry where the line continues on and is a small portion of something much greater.
The sound poem was a challenge because initially I had a very broad story, and wasn't always following it when making my poem, now adding the clips I had the challenge of creating a story, I feel that with the edition to clips I came up with a story and the piece took on a new structure, ad similar to the many times mention, music video, where the song has a new meaning with the edition of film.
Thinking of time and narrative as geometric elements had me a little stumped for a bit. I don't think it was till after I had finished the assignment that I started to get an inkling of what that entailed.
Thinking of the frame as that which has no part, like a point, seemed a little at odds with the idea of clip as line, "breathless length". Mostly because a frame is a still image, and a clip typically has motion, or something to signify that it is not just an image stretched out. Maybe I was reading too much into it at the time. I've got the point now that each frame is like a point along a line, and the whole thing put together in a sequence is like a form on the cartesian plane. I suppose my thinking was too restricted by traditional ideas of time and space.
I think the hard part of the assignment is trying to figure out what I meant in my sound piece, and try to find a way to counter balance it with video. Since we have been trying to think in more metaphorical ways, it could prove very interesting to attempt that.
I think I have some sort of delayed comprehension, because it took me a while to be able to wrap my head around the subject.
Notes:
FIlm origin of time based media
Experience written word in time
DURATION
How time itself becomes an expressive tool
Point that has no part
2nd principle of geometry
breathless length and width and depth
the extremities of lines are points
clips = endless frames
sequence = breathless length and duration
pause interval and timing in it
length is just a constant
Response:
This lecture essentially seemed to present more fuel to create artistic pieces outside the realm of normal video work. The idea of working with geometric ideas seems weird at first, but after your explanation I think I have a decent idea of whats going on. I'm also glad that Patrick was there because his last question was really important to my understanding of this.
When i Listened to my sound piece and tried to generate non-literal imagery from it, I tried to divorce myself from the original intent. In listening to the sound, the dreamlike feeling was still the most prominent, and i felt that translating this theme would maintain the feeling of the original without being too literal.
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