For the purpose of this project, the discussions and ideas that take place during the scholastic terms will be documented. This is for the purpose of providing the reader with an insight into the strands of concepts that will be developed, as well as giving a perspective towards how an idea for a project can change over a longitudinal period of time. The lectures and activities that take place throughout the academic year ensure the successful process and delivery for any project, it is therefore imperative that the details of what is discussed during these lectures are noted down. These lectures will also generate a consistent rule of thumb for the partaking of self lead research and practice, where applications from advisories given in lectures aid in the manifestation of the idea and project.
Week 1
Course introduction: Embarking on research lead
project
( 25 / 9 / 17 )
1. On this day, the class was
introduced into the course and we were given a book which contained various
examples of final year projects. Many of these dealt with issues within
ourselves and society, such as one titled ‘dream or nightmare?’ which exhibited
the idea of choice through a false lucid dream installation. Another example
titled ‘A life ever after’ questioned the existence of life after death through
an art installation that stimulates the human senses. Another example titled
‘Sounds like home’ was a series of sound compositions which immersed the
audience in an individuals perspective of what home sounds like. All three
examples impressed me in their unique way however, the latter is what opened my
mind to the opportunity that I could create an installation which gives my own
interpretation as to what the mind sounds and looks like from the perspective
of an audience. (Pictures of examples)
2. The class was taken through the
course outline, but the lecturer mainly focused on the variety of formats in which
our projects could be made. These included Imaging, sound, multi installation
media, performance / monologue, marketing, magazine and screenplay. I defined
my project at face value and judged that it would be a multi media installation
since I wish to work with sound and video. However after careful reflection I
realised that I want to perform, this does not necessarily mean that I will be
working across platforms but it does give reason to suggest that my project is
stems closely to other platforms. (Picture of methodologies list)
3. Finally the class was shown a few
examples of actual projects / videos. The one that inspired me the most was in
abstract a video about a person who was not the person the video described that
person to be. This augmented my sight in seeing how I can use my methodology to
get to the final result of my project.
Notes
1. I noted that my project needs to initially be
an idea which will develop into a question. The question then needs to be dealt
with through the creation of my project, however my project must have a
methodology in place which will then enable to me to strategise how I will walk
through its process. To put this into perspective, the strategy is the sail I
will set to be pushed by the question I.e the wind, which will guide me across
the course I have planned (Methodology) to get to my final destination, prior
to setting the sail.
2. I noted that I will have to ask
myself throughout the development of my course, if my project is indeed trying
to answer the question that I am asking.
3. I noted some things to consider such
as finance, and technicians.
4. I took note of an example the
lecturer gave, it was about a scene in which Bruce Lee in the film Enter the
Dragon, has to fight himself in a wall of mirrors.
Week 2
Project proposal & research ethics
( 2.10.17 )
1. On this day the lecturer introduced
the session by explaining what the fundamental basis of our projects is
supposed to be. This was done through the review of the videos that were shown
the previous week which enabled me to look further into the essence of this
course and what I should be able to ascertain from it. A new example group
project ‘Runway Magazine’ was used as a case study to explain the main aspects,
the individuals wanted to explore the uncovered areas or issues that existing
magazines have failed to do. However they were then faced with the fact that
they had to go through a learning process via lynda.com to create a magazine using
InDesign. They had a background discourse of film / TV and media communication
but no history of technological knowledge or practice when it came to creating
a magazine. This example allowed me to create a vision of what I may need to go
through in terms of acquiring a new skill. Another case study dealt with the
social issue of cat calling, through a variety of photography and marketing
installations which geared towards suggesting that women are not allowed on the
street. Focus was put on the process in which the student went through to get
to that final product I.E experiment,
research, questionnaires etc.
2. The class was then taken through a
description of the proposal form and what information to fill in each section. A.
Personal ID information e.g name, surname etc. Must include a valid and working
email address for the purpose of communication throughout the course of the
module. B. Project title can be given a name and a question can be put
in there but it is not necessary. C. Group / Solo / Collaborative
project, groups must submit independent proposals and outline their contribution,
similar to collaborative. D. Outline of proposal, a section to be used
as an opportunity to communicate clearly what it is that I intend to do, talk
about my idea and methodology first, then talk about my strategy. Also include
any practitioners who have inspired me. Use no more words than the recommended
amount. E. Medium form / platform, should indicate how you will work
across platforms if you wish to do so. F. Working with participants
means I will need to show that they have given consent and taken their health
and safety into consideration. Ticking yes to this box is a typical reason why
a form may be approved with adaptations or deferred. G. Working with
vulnerable participants requires filling in a form of ethics. H. Working
outside the Jurisdiction of the UK also requires an ethics form and procedure
will not be permitted until approval. I. Loan working or health and
safety policy should be referred to supervisor if unsure. J. Schedule of
activity is very important, here I must show exactly how I am going to grow
over the process of the year where I have to commit to 400 hours of independent
study.
3. Finally the class was introduced to
a representative of the departmental ethics committee who went over the number
of issues that could arise from a project. These included confidentiality, use
of personal date, duty of care, consent, personal safety and risk assessment.
Notes / Questions
1. I noted that projects can very in
nature in terms of where marks are lost, some can consist of good reports and
bad practice where as others could be the other way around. The student
responsible for ‘A life ever after’ was an exception where the loss of marks in
the report was not enough to declassify the overall succession of the practice.
2. I noted that this a project
management course, I will need to manage myself throughout the entire module
and the lecturers / supervisors are merely there to guide me through the
process.
3. I noted that I am to think of this
as an opportunity to explore a subject, but more specifically create a
portfolio that can be presentable to future practitioners or employers
Q. What was
the Runway magazine project question, how did the project deal with the
question?
A. It was
exploring a niche in the airline marketing, interested in where certain
provision was not made or not explored I.E waiting space. Existing magazines
only give the reader an idea of the destination but not the process of getting
there.
Q. Is it
imperative that your project answers a question or can it represent / expand on
a pre existing issue?
A. An example was given of a student
who's question was not well defined and therefore lost marks in the field where
the research / report part of the portfolio was concerned.
Q. Where did
the ‘Life ever after’ project lose marks in the overall process?
A. One of the elements in the marking
criteria is ‘Do you answer a clearly thought question’, failure to meet that
criteria means that you cannot get a 1st class mark in that aspect.
Q. How do we
ensure that we don't make the mistake of answering a question that is not well
thought out?
A. There will be some exercises that
will enable us to write research questions, but the key task in the beginning
of the process is writing a question.
Q. What is
the difference between a group project and a collaborative project?
A. A group project involves working
within a group, a collaborative project involves combining two individual
projects which working parallel with each other.
Q. To
clarify, Irrespective of whether participants are working in the foreground or
background of my project, I will need to file a form of ethics?
A. You will need to do a risk
assessment.
Week 3
Ideas workshops & Approaches to supervision
( 9 / 10 / 17 )
1. The class began with an overview of
the project proposal forms. The lecturer explained the importance of completing
and submitting this form, so as to attain assigned supervision in the following
weeks.
2. A task was set out designed to help
the class create questions from our ideas. The class was divided into pairs or
groups of three and each member interviewed one an other on their ideas. The
interviewee answered questions to describe their idea / project as accurately
as possible, while the interviewer summed up the idea with a title that befits
the description they have received from the interviewee. We were then given
sheets of paper and marker pens to write our titles and display them on a pin
board. An idea titled ‘Granula’ was given as an example for a project that
involves the study of noise, exemplifying how the title hints away at the
aspects of the project. Further ideas / questions emerged from the task such as
a) Chaos control, b) Angry add enrages student c) Get to
know grime d) Are you living in a dream world and e) The horror
in your dream. Subsequent to the task there was a discussion explaining how and
why these examples were captivating in their own way, therefore showing us how
to title and question our abstract ideas.
3. The class was then taken through the
supervision guide, in order to gain knowledge, information on how to approach
our projects and to ensure that we do not underestimate or overestimate the
level of work necessary for our projects. Our supervisors will be responsible
for: Making a clear definition of how many supervision meetings should take
place over a term period, where students should expect to receive advice,
support in access, resources and technical assistance and maintain the standard
of confidentiality and complaints procedures. Students will be required to
commit to meeting their supervisors, take responsibility in the direction of
their project and communicate on a professional basis with their supervisors
through the course of the academic year.
Notes / Questions
1. I noted that the proposal, ethics,
and risk assessment forms will all be included in the procedures section of
Moodle. This is useful information, to know where to access the forms necessary
to complete certain aspects of my project.
2. I noted that the use of grammar is
important when considering the definition of your project question.
3. I noted that the documentation
process is key to the project, this includes the elements that are discussed in
supervision meetings which will show the decisions that were taken during
periods of problem solving.
Q. In the
section where the form asks whether the project is group / Solo /
Collaborative, do you have to include a 150 / 200 word contribution if the
project is solo?
A. No.
Week 5
Research groups
( 23 / 10 / 17 )
1. The session introduced the space
within which our projects will be displayed for the final show. This space was
an open area with a series of walls, where several pieces of media can be
installed in a variety of ways. The lecturer introduced the session by
liberating the essence of this space and outlining requesting that students
begin to think of how their individual projects can be displayed.
2. The space was used to engage all
students in thinking about their projects within a group. This enabled all
students to engage with each other, as well as the space to discuss their ideas
to see if there were any similar or overlapping characteristics. Interestingly
one group focused on the idea of Perception, where the overall idea of
each project explores the relationship between the perceiver and the perceived.
Student A) Explores the idea of the mind and how the medium can be
directly accessible through music. Student B) Looks at the under
representation of Asians in western cinema. Student C) Explores a group
of individuals picture of what home looks like whenever it is imagined. Student
D) Examines the the effect that music has on crime. Student E) Looks
at the representation of grime in the media, and how it has crossed over to
politics. Student F) Looks as the immigration of Caribbeans in the UK
over the period of the 70’s and 90’s.
3. Students were asked to imagine
where, what and how their projects would be exhibited in a museum and by
illustrating it together with their peers. The perception group centred the
idea of home in the middle, so as to resemble a centre point where an observer
can always go back to. The remaining ideas were drawn around the home to create
a connection that links all of the projects together.
Notes
1. I noted that most students in the
perception group wished to use film as the main element of their project. This
may provide me a few insights into how I could implement their ideas into my
own.
2. During the period in which I was called
to speak to the lecturer about my proposal, I was informed that my idea needed
to be articulated effectively in order to get a final approval. I discussed and
explained how I would like to shift the focus of my project towards rap music
and its properties being able to access the hidden landscapes of the mind.
Week 6
Methodologies in Design
&
Creative Practice
( 31 / 10 / 17 )
1. The lecture introduced a set of
visual methods that were used in previous practices, all in which could be
applied by students on their research and project ideas. One example explored
psychogeography through the use of content analysis, the lecturer presented a
visual blueprint of a plan of how space was going to be analysed to see the
effects of space on a group of individuals. Another examples was by a group of
students who created a fake brand called ‘Timeless’, the brand was marketed in
a space and represented as a product in a shop so as to provoke conversations
amongst viewers. The topic of the brand involved the freezing of eggs to
preserve fertility.
2. Students were separated into four
groups and were given a discipline as a tool to explore the idea of
representation on a social media app. One group used Anthropology which is a
discipline that gathers data through the application of interviews. The group
used this method to look at the representation of the healthy living lifestyle
on instagram, and planned to display their findings as a lenticular display to
creates an interchanging image of healthy living.
3. A short presentation was given by
each group to explain how each discipline was used to research into their idea,
wether it be through interviews, questionnaires etc.
Notes
1. This lecture inspired me to think
creatively about how I can contribute to existing pieces of applied methods in
creative practice and what it is that I would like to communicate to my
audience through my project.
Week 7
Project Preparation
&
Management
( 6 / 11 / 17 )
2. The group consisted of X number of
students all of which had a variety of ideas, proposals and aesthetics for how
their project will be created: Student A wished to research into the
influence of Caribbean migration on the UK culture, which was planned to be
explored through the creation of a multidimensional magazine, I.E one that you
can physically walk through in a given space. Student B & C wished
to explore the theme of music and memory through the research of individual
stories and interpretation of peoples memories where sound and music is
concerned. These stories would be recreated and represented through a
compilation of videos and sound. Student D planned to conduct a series
of first person interviews to create a documentary, one which would explore the
subject of social change and how music influences political elections. Student
E will be producing a documentary that explores grime culture, which will
be consisting of artists, writers, presenters etc. In addition to this
documentary there will be an audio instrumental that embodies the origin of
grime. Student F & G wished to broaden the perspective of home
through the compilation of interviews, all of which will be grouped together to
create a cultural documentary. Student H wished to create a magazine
that uses eight categories to highlight the elements that influences upbringing.
Finally Student I wishes to make a music video that encompasses the
theory of sound and how in the form of rap art can almost transport the
listener to the event in which the artist is describing.
3. Following individual discussions the
group then made comments in regards to both theory and practice of independent
projects.
Notes
1. Following the end of this weeks
session I noted my supervisors availability to foresee the establishment of my
first supervision meeting.
2. I noted a text that I could potentially
refer to in my project, this text is titled “Noise” by Jacques Attali.
Week 8
Acoustics
&
Visual Space
( 13 / 11 / 17 )
1. This weeks class took place in the
Crit Pit, a space that enables students to exhibit their creative works through
the instalment of different technological mediums. The session was lead by
Stephen Kennedy who iterated the importance of the technical and fundamental
nodes that students must consider when proceeding towards the creation of their
projects. A student from the previous academic year was also present to display
her piece and answer questions as to how she achieved her result and what
technical difficulties she underwent during her process.
2. The class was then dismissed to roam
in the creative space where groups and individuals where free to idealise how
their works could be accomplished and exhibited within the space.
Notes
1. I made note of the environment and
space available for my project to take form. Initially I believed my final
output to be a simple music video made visible through a single projection or
TV, however subsequent to this session I began to think more profoundly about
how I can bring the premise of my project to life through the Crit Pit space.
Week 9
Methodologies & Design
In
Creative Practice
( 20 /
11 / 17 )
1. Todays session required individuals
to prepare a presentation that expanded on project methodologies and design. In
conjunction to the first session on methodologies, the session analysed and
evaluated each method to outline advantages and disadvantages of research
practice. The class was lead by Miriam Sorentino & Audrey Samson, both well
seasoned supervisors who hold experience in research and practice, opened the
session by inviting students to stand and present their proposed methodologies.
2. Student A proposed a series of methodologies
to outline the underrepresentation of asians in western film, through the analysis
of film releases, and quantitative analysis. Student B proposed a research
style analysis that looks at the combination of sound, image and how they
impact psychologically on individuals. Student C explained
a strategy that aims to improve the standard of manners in ques through the
research and analysis of different groups at waiting lines. Student D presented an idea of
representation that invovles the elevation of ascention of emotion in music, through
the personal account of a negative experience.
Notes
1. One group in particular wished to explore the fields of psychology, through the provocation of minds using moving image (horror videos) and sound. This was interesting to note on the basis that the group intended to use Sigmund Freud's theories to research and experiment on groups feelings and emotions. This presentation developed into further discussions about psychology, to reserve any information that may prove useful to the development of my project.
2. After presenting and discussing my themes and ideas, I realised that my project is progressing in the opposite direction of where or how it is supposed to progress. During my presentation I noted that I had more information about my intentions, what I was going to create and how I will create it. What I struggled to communicate however, was the research nature of my project, and what question my project was intending to answer.
3. I encountered a student how underwent the same issue with their own project, to which we concluded that stripping down the question so it deals with one single subject will be helpful towards the development of our portfolio.
Questions
I asked the group of students dealing with human emotions if they had considered cross referencing their research model with one that contradicted Freud's theories. The group had not considered it, which gave them elements to explore, on the other hand asking this question enabled me to look further more into the efforts and ethics of other project ideas and give me more clarity towards how I will mould a question from the examples presented in the session.
Week 10
Preparations & Pointers for
project development
(27 / 11 / 17)
1. This week's class session joined supervision groups into discussion for the second time in the winter term. On this occasion the group discussed the stages in which their project is at, I.E research question, theoretical direction and overall vision and mapping. The session was brief due to the groups supervisor being unable to attend. However the discussion that did take hold during this session outlined that individuals often perceive to be far behind in terms of project development, on the other hand they are not as far as behind as they perceive.
Notes
It was interesting to note in this session how many students had changed their initial idea. It is interesting on the basis that I believe that whilst majority of the 1st term has lapsed, that an idea should be fresh and prominent in an individual or a group's mind. This however turned out to be untrue and it is from this point in the programme that I began to understand the process of a self directed process of study.
1. As mentioned by the class lecturer in previous classes it may be that the idea of a project changes direction, although I remained open to the idea that this is possible I never expected the thought process to arouse or invoke this change after a significant lapse of time.
2. Nevertheless I continued to flow towards the stream of my multimedia project idea, this is because after a fair chunk of thought and research the practice I wish to purse is clear in my mind. This is irrespective of whether my methodology is clear enough at this point to progress.
Week 12
Feedback & Evaluation
(11 / 12 / 17)
In this session the class looked at the progress of their project from their conceptions to their present stage. The lecturer provided the students with drawing utensils that would allow them to graphically illustrate how their project has progressed over the period of the first term. Some evaluation and feedback took place shortly after the illustrations were compiled together.
Notes
Looking at the dynamics of progression from an holistic point of view, it is interesting to note how each individual falls almost on the same side of the coin so far as progress is concerned. The illustrations that the lecturer got us to draw indicated the stages in which our projects were at, and whether these stages were achieved within the time period that was set. Students who had achieved and passed a stage would score higher on the chart whereas students who did not pass a stage would score lower on the chart. What was interesting to note was how the dynamics showed that although consistency is what delivers a certainly well planned idea for a project, most students were on the same page so far as project development is concerned. This is because where students would score high on the chart they would score low on the next stage, therefore putting them in line with those who did not pass the primary stage.
TERM TWO
Week 3
Preparing for Group Crits
( 29 / 1 / 18 )
In this session the lecturer introduced the idea of a crit presentation. Students would be required to discuss the aesthetics of their project within their supervision group and create a display that combines the ideas into one. Given the nature of the course, some students find themselves situated at a point in their project where it is difficult to action your ideas into a physical medium. This means that some students have to journey into a self lead process of acquiring the skill and information they need to deliver their intended project. Although the crit is more about communicating with other supervision group members, this presentation would allow students who are learning these skills to prepare and apply what they have learned so far into this display. The crit presentations would be held over the period of the next two weeks, where groups will be given enough time in each session to work on their presentations.
During this session, Mr Kennedy's group discussed their ideas at length and began to make ideas for the crit presentation. Student A is developing a model that looks into the impact of 90's media on the younger generation, Students B has been documenting a series of people to gather a take on the representation of home and what home is to different people. Student C looked at the themes of remixology and how sound can be manipulated to accentuate the values and opinions of its listeners. Students D look at the transition between reality and gaming, when combined with all the former ideas the supervision group is looking at a theme of self perception.
The group continued to discuss methods in which these ideas can be displayed, the group deemed it that the project idea of home is more pivotal than any other project, and that the theme should be centred around it.
Notes
I suggested the idea of a projection on a frame, this is because the frame represents the theme of photography, one which can be found typically in somebodies home when they display their family members in picture frames. The group agreed that they will use a picture frame and create a projection of mood boards, all of which will represent a different idea from each student / group.
Week 4 & 5
( 19 / 1 / 18 )
&
( 26 / 1 / 18 )
Presentation Crits
Notes
During the preparation of my groups crit display we encountered an unexpected number of issues which nearly meant that the group would not be able to present. I took this element on board because our crit display was not more than a week old, yet the issues that nearly ruined the display were surprisingly difficult to deal with. These issues involved fitting the projection according to the frame size and ensuring that the files can play both with video and audio combined.
With the notion of the crit presentation causing these issues, I began to make reservations for the possible outcome of my project should anything not go according to plan. Nevertheless the crit was successfully delivered and presented. One thing that surprised me was the power the image created when it was being displayed on a picture frame. When coupled with the slowness of the sound and transitions on screen, the feedback generated from this crit was positive. On the other hand I was informed that the images that were used for this presentation were generic, that if I wanted them to represent a theme that is more profound thatI would need to find meaning in a series of images that are more relatable with the artist him / herself.
Week 6
Approaches to Report Writing
( 19 / 2 / 18 )
In this session the class was introduced to the mid year report writing assignment. This would be where all the students will forward their project into a motion that is less likely to adapt or change. The lecturer spoke in detail about the assignment specifications, style, structure, word count etc.
Notes
Style: The report is not about an individual or third person perspective, the body of the essay is the project itself
Structure: Each section of the essay should contain an equal amount of presence, where no compensations are made to other sections
Referencing: Ensure that consistent referencing is used across the whole board of the essay, as well as the bibliography.
Week 7
Preparing for Exhibition Catalogue
( 19 / 3 / 18 )
In this session the class was taken through applying for equipment for the exhibition. A spreadsheet would be released in the following weeks would advise students to enter the details of the items they require for their projects to be realised. These details would need to be clear enough for the providers to understand, and students are to provide reservations for any items that may not be supplied by the establishment.
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