Gameplay clips for Test 2

For your reference for Test 2, pull specific examples to consider how these gameplay clips from L.A. Noire and Bioshock:

  • Exemplify Galloway’s 4 categories (nondiagetic and diagetic machine acts, and nondiagetic and diagetic operator acts), or embody multiple quadrants simultaneously
  • Embody Jenkins’ 4 qualities of environmental storytelling/immersive narrative
  • Construct space and/or attempt to maintain the magic circle
  • Would be valued by ludologist vs. narratologist game scholars

By suzannescott

Genres of Remix Video

In preparation for our week on remix and your upcoming video essay project, below you’ll find some examples of “genres” of remix that you might choose to work with for your project.  Remember that you should let your chosen argument determine the form the argument takes (e.g. some arguments will be better suited to a fake trailer, others will be more productive to construct as a more classical video essay).  We’ll discuss these genres, and the project, in more detail next week: feel free to link to other remixes you find effectively convey a point or argument here, or via twitter or email.

The Video Essay

This perhaps is closest to a conventional academic paper, using images, text and frequently some form of voiceover to clearly convey an argument with supporting evidence from scholarly works.  Below is a good example, on censorship practices and the depiction of sex in Hollywood cinema.

Sex and Sensation: How Hollywood Popped Its Cherry (Student Video Essay) from Kelli Marshall on Vimeo.

The Fake Trailer

The fake trailer typically rests on a humorous juxtasposition of genres and aesthetics, and presumes a knowledge about the conventions of both Hollywood genres and the “form” of trailers as a genre in their own right.  One of the more famous early examples recut The Shining to play as a romantic comedy.  The example below inverts that premise, reimagining Mary Poppins as a Horror Movie.

The Fanvid

Per our reading from Francesca Coppa this week, fanvids typically use a popular song which, when juxtaposed with a series of images from a media property, conveys some form of argument.  The video below is more celebratory than argumentative (we’ll watch some examples of the latter next week), and it’s also a metavid (a vid about fandom itself), but in general it’s a good example of the style of fanvids.  In particular, note the various “passages” here, where similar images are cut together in rapid succession to create a sort of visual chorus or stanza.  Plus, spaceships!

Starships! from bironic on Vimeo.

The Lipdub

In its simplest form, the lipdub is a video that combines some form of lip synching and dubbed audio.  Below, you’ll find a more complex iteration titled “Imagine This.” Though producing a video on this level might require more time than you’re afforded for this assignment, it conveys a clear argument, so it might be useful to consider doing a scaled down version of something like this (this Mad Men video being a possible example).

The Mashup

Technically, almost all remixes can be categorized as “mashups,” but for the purposes of demarcating this as its own category, we’ll use “mashup” to broadly define a video that combines two texts to create a new one.  Below, Jonathan McIntosh’s “Buffy vs. Edward” mashes up Buffy the Vampire Slayer and Twilight to create new narrative that implicitly addresses the gender politics of both franchises.  Also to note for next week: McIntosh went to court for this video, and won claiming fair use, in 2012 after Lionsgate had the video taken down from YouTube.

By suzannescott

Sample 110 video project author statements and videos

Below, you will find two samples of group video essay project authors statements, and the subsequent videos the groups produced, to give you a sense of what I’m expecting.  See the NOTE sections to see a summary of my comments back to those groups on where they might improve.

Example 1: Romantic Distubance

We want to focus our video around Week 7’s topic of Surveillance.

We will incorporate the themes from Mark Andrejevic’s “Surveillance in the Digital Enclosure” and “iSpy: Surveillance and Power in the Interactive Era” from Week 3 by using scenes from D. J. Caruso’s Disturbia, which is partly inspired by Alfred Hitchcock’s Rear Window, and other Independent Romantic-Comedies that pertain to a more whimsical narrative.

Ultimately, we will create a video that falls under the genre of a fake trailer that portrays Disturbia as an Independent Romantic-Comedy while also addressing the issue of surveillance becoming a common element of modern day human interactions through social media.

In order to incorporate Andrejevic’s quotes from his article about the “digital enclosure,” we will use him as a “film critic” with his scholarly quotes from his article appearing on title cards as a reflection of the film’s theme of surveillance and the romanticized stalking performed by Shia LaBeouf’s character. We will also use other clips from films that show more forms of “Facebook stalking” and elements of modern day surveillance within the digital enclosure.

NOTE: This is a strong proposal, both in terms of tying the project to course themes, offering a clear sense of how they plan to formulate the video, and the style they plan to use.

 

Example 2: “Cyborgs Among Us”

Image

 

The goal of our group is to discuss and comment on the increasing pervasiveness of user based electronics in the modern social sphere. In addition, we wish to explore the inseparability and reliance between user and device. We plan to focus our argument through the lens of a Cyborg based argument, and will use Haraway’s Cyborg Manifesto and Hayle’s Posthumanism articles for guidance.

Our argument will focus on the question “Are we headed towards a society of ‘Cyborgs, due to our reliance and over-saturation of technology’?” We propose that indeed we are slowly starting to become an embodiment of a cyborg as a society. We still start by defining what a cyborg is, in the digital culture sense, and move to real life examples of people starting to “act” like machines in the constant and regular saturation of social media, technology, and our gadgets. We will include a voice over narration of our argument to accompany the visual examples being shown.

Image

We will be pulling videos from multiple sources from the internet for our video. We would like to include the intro sequences from Dawn of the Dead or some other sort of zombie movie.  We also want to depict  news reports talking about how the world is ending or that something mysterious is happening, as well as pull clips from the video game Deus Ex, a game that allows the player to have augmentations and add machine parts to their bodies.  All of this will help us to make our argument about the shift toward cyborgs.

NOTE: This author’s statement would be slightly stronger if they had: 1. Engaged with the reading more directly in terms of considering this through the lens of posthumanism, and 2. If they had a slightly clearer picture of what form the video would take (as you can see below, the final product is a visual essay).  I do like the visuals here, and they help you visualize the sort of the video material the group plans to collect.  If you have a specific type of video style in mind, include an example for reference.

 

Example 3: “Who’s Watching?”

Our group has decided to focus on the subject of surveillance, particularly of how it relates to the amount of privacy we think we have as opposed to the amount privacy we truly have. We reject the gratuitous increase of surveillance and the attempts to normalize it in society.

We are planning to break it down to three different components: the prevalence of Google and the universality of marketing, the communal wealth of personal information available on social media, and the rise of governmental surveillance, particularly the NSA. We plan to critique the positive portrayals of these types of surveillance, and the attempts to instill complacency in the surveilled by the surveillers.

To conclude, we will pose the questions “When does it end? How will it end? How can we stop the inevitable?” Our group sees a bleak future if the rate of surveillance is not curbed.

NOTE: This would be stronger if it were more focused, and rooted directly in course concepts like the “digital enclosure.” As you can see below, they focused this considerably into a dynamic fan vid.  This is an example of a relatively unfocused proposal that turned into a great finished project.

 

 

 

By suzannescott

Visions….of the future!

In discussing Katherine Hayles’ chapter today, and considering how visualizations of the future might impact the development of future technologies, here are some fun examples, including one mentioned in class today!

By suzannescott

A post on blog posts

Per our conversation in class yesterday, here are some further guidelines/specifications for your blog assignments:

  1. Jessica and I are both happy to look over drafts of blog posts in our office hours (see the syllabus), or by appointment.  No appointments will be made over the weekend, so be sure you’re planning accordingly.
  2. Based on the number of students, and the subsequent grading load, we cannot let you re-write blog posts, or write all 3 and take the top 2 grades. There’s one exception to this rule: IF you choose to write the first blog post, and receive a D or F on the assignment, we will allow you to “toss out” that post and complete the other two.  If you follow the assignment guidelines (and create a critical dialogue between the readings, the images/media you’re creating, and your own analysis of both), you’re unlikely to receive a failing grade for the post, so make sure you’re reading over the specifications and fulfilling the assignment.
  3. Citation guidelines (these are the minimum requirements, you’re welcome to be more rigorous and scholarly in citing web content):
  • All scholarly essays you read for the class must be cited in either MLA or Chicago style.
  • Any scholarly books/essays that you access online, but AREN’T available on the open web for anyone to access (say, through ASU’s journal collection), must be cited in MLA or Chicago style, not simply linked.
  • Other web resources can be linked (and, in general, you can/should use links to other articles/blog posts to help the reader find further, relevant information on your topic)
  • When directly quoting, or paraphrasing, of a book or essay that contains page numbers always include the relevant page number for the passage you’re drawing on
  • Centrally, citations are about both acknowledging where the ideas that influence your understanding of a topic originate (crediting the source of the idea), and also giving the reader enough information to track down a source that’s relevant/interesting to them.  Make sure you proof your posts to ensure that you’re sufficiently covering both of these citational function.

Finally, we didn’t have time for these yesterday, but here are a couple of good examples of scholarly, yet accessible and engaging, blog posts from media scholars:

Welcome to FMS 110

Welcome, ASU students enrolled in FMS 110: Introduction to New Media (and anyone else who might have stumbled across this)! This blog will serve a number of functions over the course of the semester, including:

  • A place to download the syllabus and other course information (study guides, assignment guidelines, etc.)
  • A site to share supplementary links, articles and thoughts on our weekly course topics
  • A space for you to continue discussions with your classmates, beyond the classroom
  • An archive of our class projects

Ideally, I’d like for us to evolve this blog beyond the practical purposes listed above to create a space where we can have an ongoing conversation, not just about course content, but how you might take the ideas and critical theories we are engaging with outside the confines of the classroom. We will be circling around larger issues that deserve more nuanced analysis than we will likely have time for in class, and the blog is an ideal space to deepen those discussions.

First, though, you need to be added as an author to the blog, so go here to sign up for a username (not your real name, a pseudonym), and email me your username (suzanne.scott@asu.edu), so that I can send you an invitation to join the blog.

 

By suzannescott