The Parenthesis and the Standard: on a Film by Morgan Fisher 2005
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TRANSCRIPT Editing, Graphics and B Roll, Oh
TRANSCRIPT Editing, Graphics and B Roll, Oh My! You’ve entered the deep dark tunnel of creating a new thing…you can’t see the light of day… Some of my colleagues can tell you that I am NOT pleasant to be around when I am in the creative video-making tunnel and I feel like none of the footage I have is working the way I want it to, and I can’t seem to fix even the tiniest thing, and I’m convinced all of my work is garbage and it’s never going to work out right and… WOW. Okay deep breaths. I think it’s time to step away from the expensive equipment and go have a piece of cake…I’ll be back… Editing, for me at least, is the hardest, but also most creatively fulfilling part of the video-making process. I have such a love/hate relationship with editing because its where I start to see all the things I messed up in the planning and filming process. But it’s ALSO where - when I let it - my creativity pulls me in directions that are BETTER than I planned. Most of my best videos were okay/mediocre in the planning and filming stages, but became something special during the editing process. So, how the heck do you do it? There are lots of ways to edit, many different styles, formats and techniques you can learn. But for me at least, it comes down to being playful and open to the creative process. This is the time to release your curious and playful inner child. -
MANUAL Set-Up and Operations Guide Glidecam Industries, Inc
GLIDECAM HD-SERIES 1000/2000/4000 MANUAL Set-up and Operations Guide Glidecam Industries, Inc. 23 Joseph Street, Kingston, MA 02364 Customer Service Line 1-781-585-7900 Manufactured in the U.S.A. COPYRIGHT 2013 GLIDECAM INDUSTRIES, INC. ALL RIGHTS RESERVED PLEASE NOTE Since the Glidecam HD-2000 is essentially the same as the HD-1000 and the HD-4000, this manual only shows photographs of the Glidecam HD-2000 being setup and used. The Glidecam HD-1000 and the HD-4000 are just smaller and larger versions of the HD-2000. When there are important differences between the HD-2000 and the HD-1000 or HD-4000 you will see it noted with a ***. Also, the words HD-2000 will be used for the most part to include the HD-1000 and HD-4000 as well. 2 TABLE OF CONTENTS SECTION # PAGE # 1. Introduction 4 2. Glidecam HD-2000 Parts and Components 6 3. Assembling your Glidecam HD-2000 10 4. Attaching your camera to your Glidecam HD-Series 18 5. Balancing your Glidecam HD-2000 21 6. Handling your Glidecam HD-2000 26 7. Operating your Glidecam HD-2000 27 8. Improper Techniques 29 9. Shooting Tips 30 10. Other Camera Attachment Methods 31 11. Professional Usage 31 12. Maintenance 31 13. Warning 32 14. Warranty 32 15. Online Information 33 3 #1 INTRODUCTION Congratulations on your purchase of a Glidecam HD-1000 and/or Glidecam HD-2000 or Glidecam HD-4000. The amazingly advanced and totally re-engineered HD-Series from Glidecam Industries represents the top of the line in hand-held camera stabilization. -
Visual Experimentation. Art, Aesthetics and Ethnography in (Un)Guided Tour, a Video by Irina Botea, Marco De Luca and Stefan Voicu
vol. 2, n. 2, December 2013, pp. 76-88 |DOI: 10.12835/ve2013.2-0025 | www.vejournal.org | ISSN 2281-1605 ________________________________________________________________________ Stefan Voicu Anthropologist Visual Experimentation. Art, Aesthetics and Ethnography in (Un)guided Tour, a video by Irina Botea, Marco De Luca and Stefan Voicu Watch the video here: http://youtu.be/PEnXKfoyT_A Abstract The following paper deals with the production of a short ethnographic video on the Royal Museum of Central Africa from Tervuren, Belgium. The scope is to deploy the organization of the ethnographic team that participated in the articulation of the project, unravel the context in which the project emerged and unfolded, as well as engaging with the elaboration of the audio-visual approach taken within the ethnographic research. Focusing particularly on the latter aspect, this paper will portray the relation between art and ethnography as being characterized by experimentations with aesthetics. Taking a look back at certain artistic movements that explored the limits and possibilities of film aesthetics, the entries will pinpoint the relevance of lettrist cinema, institutional critique and structural film to the construction of an ethnographic video on the museum practices of the RMCA. Keywords Aesthetics, Art, Ethnography, Museum Stefan Voicu Stefan Voicu recently graduated a Msc in Social and Cultural Anthropology at the Catholic University of Leuven. He is interested in assemblages of art, labor and critique. Currently he is working independently on the possibilities of post-textual ethnographies to weave the practices of art and anthropology. Email: [email protected] 76 De-centering, De-marginalizing and (Re-)Tracing. Visual anthropology has had a marginal position within the discipline. -
Manual Sinar P2 / C2 / F2 / F1-EN (PDF)
lnstructionManual The cameras Operatingcontrols of the SINAR iT p2andc2 1 Coarse-focusclamping lever 2 Finefocusing drive with depth of field scale 3 Micrometer drive for vertical (rise and fall) shift 4 Micrometer drive for lateral(cross) shift 5 Micrometerdrive for horizontal-axistilts 6 Micrometer drive for vertical-axisswings 7 lmageplane mark 8 Coarse-tilt (horizontal axis) clamping lever; movementused for verticalalignment of stan- dards with camerainclined up or down, alsofor coarse tilting to reservefull micrometertilt (5) rangefor sharpnessdistribution control. Fig.1 Contents The cameras 2 The planeof sharpnessand depthof field 11 - Controls 2 - Zerosettings Fufiher accessories 12 3 - - Mountingthe camera SINARCOLOR CONTROLfitters 12 4 - - The spirit levels Exposure meters 12 4 - - The base rail 4 AutomaticSINAR film holder - Changingcomponents 4 and shuttercoupling 12 - Film - The bellows 5 holders 13 - Camera backs s Final points 14 - Switchingformats p2 on the STNAR andc2 6 - Maintenance 14 - Switchingformats g on the SINARf2 andtl - Cleaning 14 - The convertible g camera - Adjusting the drives 14 - The bellowshood 9 - Cleaninglenses, filters and mirrors 14 - Viewingaids 9 - Warranty 14 - Transport l0 - Furtherinstruction manuals 14 The view camera movements 10 Remark: The camerac2 is no longerpart of the SINARsales programme, but can stiltrbe combined by the individualSINAR components. Operatingcontrols of the S|NARt2andtl 1 Coarse-focusclamping knob 2 Finefocussing drive with depthof fieldscale 3 Clampingwheel for verticalshift 4 Clampinglever for lateralshift 5 Clampinglever for swing (verticalaxis) 6 Clampinglever for tilt (horizontalaxis) 7 Angle-meteringscale for tilt and swingangles 8 lmageplane mark Zero setting points of the cameras CAMERAMODELS REAR(IMAGE) STANDARD FRONT(LENS) STANDARD NOTES SINARo2 With regularor special gxi|2 - 4x5 / White l White White dot for standardbearer 5x7 /13x18 Green i dots White lateralshift on With F/S back j or. -
Imovie Handout
Using iMovie iMovie is a video editing program that is available on Apple computers. It allows you to create and edit movies with titling and effects, so that you can export them to the Web. iMovie imports video from DV cameras. It can also import other video files, like mpeg or mov and formats from smartphones. The new version can import most video formats, but if you run into trouble, you can try a video converter like MPEG Streamclip to get the files in a format that iMovie will accept. You can import a digital clip as shown below. Most of your footage will be from a digital source. To import, you simply choose the Import button at the top of the screen. You can name the event (File, New Event), so you can organize your files. Once you have the event, you can simply drag from the finder to add the files or choose File, Import Media. Video Editing 1. Now you have several clips captured in your event library. You need to create a New Movie Project to work in. In the Projects tab, choose Create New. iMovie saves as you go, but it will later prompt you to save the project. 2. Now the screen is separated into three parts. There is the clip window and viewer at the top and the timeline at the bottom. You must move clips into the timeline to have them as part of your movie. 3. To select an entire clip, double-click. Put the playhead anywhere in the clip and hit the space bar to play. -
The Material of Film and the Idea of Cinema: Contrasting Practices in Sixties and Seventies Avant-Garde Film*
The Material of Film and the Idea of Cinema: Contrasting Practices in Sixties and Seventies Avant-Garde Film* JONATHAN WALLEY I In 1976, the American Federation of Arts organized a major program of American avant-garde films made since the early 1940s. In his introduction to the program’s catalog, Whitney film curator and series organizer John Hanhardt argued that the central preoccupation of filmmakers across the history of avant-garde cinema had been with the exploration of the material properties of the film medium itself: “This cinema subverts cinematic convention by exploring its medium and its properties and materials, and in the process creates its own history separate from that of the classical narrative cinema. It is filmmaking that creates itself out of its own experience.”1 Having traced the history of avant-garde film according to the modernist notion that an art form advances by reflexively scrutinizing the “properties and materials” of its medium, Hanhardt turned his attention to more recent developments. But these new developments were not entirely receptive to his modernist model. On the one hand, he argued, filmmakers were continuing to create works that engaged the physical materials of film—film strip, projector, camera, and screen—and the range of effects these made possible. On the other, this engagement appeared to be leading some filmmakers to create cinematic works challenging the material limits of the film medium as it had been defined for over eighty years. For example, in Anthony McCall’s Line Describing a Cone (1973), the focus of the viewer’s attention was not an image projected onto a screen, but the projector beam itself, which over the course of thirty minutes grew from a thin line of light to a cone—a three-dimensional light sculpture with which the viewer could interact. -
Modeling Crosscutting Services with UML Sequence Diagrams
Modeling Crosscutting Services with UML Sequence Diagrams Martin Deubler, Michael Meisinger, Sabine Rittmann Ingolf Krüger Technische Universität München Department of Computer Science Boltzmannstr. 3 University of California, San Diego 85748 München, Germany La Jolla, CA 92093-0114, USA {deubler, meisinge, [email protected] rittmann}@in.tum.de Abstract. Current software systems increasingly consist of distributed interact- ing components. The use of web services and similar middleware technologies strongly fosters such architectures. The complexity resulting from a high de- gree of interaction between distributed components – that we face with web service orchestration for example – poses severe problems. A promising ap- proach to handle this intricacy is service-oriented development; in particular with a domain-unspecific service notion based on interaction patterns. Here, a service is defined by the interplay of distributed system entities, which can be modeled using UML Sequence Diagrams. However, we often face functionality that affects or is spanned across the behavior of other services; a similar con- cept to aspects in Aspect-Oriented Programming. In the service-oriented world, such aspects form crosscutting services. In this paper we show how to model those; we introduce aspect-oriented modeling techniques for UML Sequence Diagrams and show their usefulness by means of a running example. 1 Introduction Today’s software systems get increasingly complex. Complexity is observed in all software application domains: In business information systems, technical and admin- istrative systems, as well as in embedded systems such as in avionics, automotive and telecommunications. Often, major sources of the complexity are interactions between system components. Current software architectures increasingly use distributed com- ponents as for instance seen when using web services [11] and service-oriented archi- tectures [7]. -
FOCUSING the VIEW CAMERA Iii
)2&86,1* WKH 9,(:&$0(5$ $6FLHQWLILF:D\ WRIRFXV WKH9LHZ&DPHUD DQG (VWLPDWH'HSWKRI)LHOG J E\+DUROG00HUNOLQJHU )2&86,1* WKH 9,(:&$0(5$ $6FLHQWLILF:D\ WRIRFXV WKH9LHZ&DPHUD DQG (VWLPDWH'HSWKRI)LHOG E\ +DUROG00HUNOLQJHU 3XEOLVKHGE\WKHDXWKRU 7KLVYHUVLRQH[LVWVLQ HOHFWURQLF 3') IRUPDWRQO\ ii Published by the author: Harold M. Merklinger P. O. Box 494 Dartmouth, Nova Scotia Canada, B2Y 3Y8 v.1.0 1 March 1993 2nd Printing 29 March 1996 3rd Printing 27 August 1998 1st Internet Edition v. 1.6 29 Dec 2006 Corrected for iPad v. 1.6.1 30 July 2010 ISBN 0-9695025-2-4 © All rights reserved. No part of this book may be reproduced or translated without the express written permission of the author. ‘Printed’ in electronic format by the author, using Adobe Acrobat. Dedicated to view camera users everywhere. FOCUSING THE VIEW CAMERA iii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iv Merklinger: FOCUSING THE VIEW CAMERA &+$37(5 7DEOHV FRQWLQXHG +LQJHOLQHWLOW (IIHFWLYHWLOWIRUERWKVZLQJDQGWLOW /HQVWLOWDQJOHIRUJLYHQIRFDOOHQJWKfDQGGLVWDQFHJ -
Reassessing the Personal Registers and Anti-Illusionist Imperatives of the New Formal Film of the 1960S and ’70S
Reassessing the Personal Registers and Anti-Illusionist Imperatives of the New Formal Film of the 1960s and ’70s JUAN CARLOS KASE for David E. James I think it would be most dangerous to regard “this new art” in a purely structural way. In my case, at least, the work is not, for example, a proof of an experiment with “structure” but “just occurs,” springs directly from my life patterns which unpre- dictably force me into . oh well . —Paul Sharits, letter to P. Adams Sitney1 In the dominant critical assessments of Anglo-American film history, scholars have agreed that much of the avant-garde cinema of the late 1960s and early ’70s exhibited a collective shift toward increased formalism. From P. Adams Sitney’s initial canonization of “Structural Film” in 19692 to Malcolm Le Grice’s “New Formal Tendency” (1972)3 and Annette Michelson’s “new cinematic discourse” of “epistemological concern” (1972)4 to Peter Gidal’s “Structuralist/Materialist Film” (1975)5—as well as in recent reconceptualizations and reaffirmations of this schol- arship by Paul Arthur (1978, 1979, and 2004), David James (1989), and A. L. Rees 1. Collection of Anthology Film Archives. Letter is dated “1969??.” Roughly fifteen years later, Sharits reiterated his frustration with the critical interpretations of his work in a more public context, albeit in slightly different terms: “There was a problem in the ’60s and even in the ’70s of intimidating artists into avoiding emotional motivations for their work, the dominant criticism then pursued everything in terms of impersonal, formal, structural analysis.” Jean- Claude Lebensztejen, “Interview with Paul Sharits” (June 1983), in Paul Sharits, ed. -
Self-Reflection in Modernism, Post-Modernism and Abbas Kiarostami and Jean Luc Godard's Cinema
Sport and Art 1(1): 24-30, 2013 http://www.hrpub.org DOI: 10.13189/saj.2013.010104 Self-reflection in Modernism, Post-Modernism and Abbas Kiarostami and Jean Luc Godard's Cinema Asghar fahimifar*, Asadollah Gholamali University of Tarbiat Mudares, Tehran, Iran *Corresponding Author: [email protected] Copyright © 2013 Horizon Research Publishing All rights reserved Abstract This paper, has presented film-making to a series of principles. In fact, we can say that frameworks relying mostly on modern and post-modern post-modernism definition is paradoxical, since it is in direct movies and the essential expression of self-reflection. The contrast to every definite term or definition (Lyotard, 1984, p. post-modern movies are in some respects different from the 88). Post-modernism destroys every concept which has modern and classic ones. However, they still benefit from transformed to an idol. It means that all the stabilized past achievements. The element of self-reflection is obvious structures of art are constant in societies. The suffix of "Post" in Godard's works which connotes the reality of their filming. raises many questions. One is that if this suffix means "after In especially most of his latest works, Abbas Kiarostami also something", will it also connote the school after modernism. takes benefit from this technique. The present article One of the post-modernism interests is the question of the analyses these two directors' viewpoints and presents the most important human beliefs. In fact, it raises problems and obtained influences on classic, modern, and post-modern challenges the definite, like the concept of theatre, cinema, movies. -
Postclassical Hollywood/Postmodern Subjectivity Representation In
Postclassical Hollywood/Postmodern Subjectivity Representation in Some ‘Indie/Alternative’ Indiewood Films Jessica Murrell Thesis submitted for the Degree of Doctor of Philosophy Discipline of English Faculty of Humanities and Social Sciences University of Adelaide August 2010 Contents Abstract .................................................................................................................. iii Declaration ............................................................................................................. iv Acknowledgements.................................................................................................. v Introduction ........................................................................................................... 1 Chapter 1. Critical Concepts/Critical Contexts: Postmodernism, Hollywood, Indiewood, Subjectivity ........................................................................................12 Defining the Postmodern.....................................................................................13 Postmodernism, Cinema, Hollywood. .................................................................22 Defining Indiewood. ...........................................................................................44 Subjectivity and the Classical Hollywood Cinema...............................................52 Chapter 2. Depthlessness in American Psycho and Being John Malkovich.........61 Depthlessness, Hermeneutics, Subjectivity..........................................................63 -
DOCUMENT RESUME CE 056 758 Central Florida Film Production Technology Training Program. Curriculum. Universal Studios Florida, O
DOCUMENT RESUME ED 326 663 CE 056 758 TITLE Central Florida Film Production Technology Training Program. Curriculum. INSTITUTION Universal Studios Florida, Orlando.; Valencia Community Coll., Orlando, Fla. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 90 CONTRACT V199A90113 NOTE 182p.; For a related final report, see CE 056 759. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus PoQtage. DESCRIPTORS Associate Degrees, Career Choice; *College Programs; Community Colleges; Cooperative Programs; Course Content; Curriculun; *Entry Workers; Film Industry; Film Production; *Film Production Specialists; Films; Institutional Cooperation; *Job Skills; *Occupational Information; On the Job Training; Photographic Equipment; *School TAisiness Relationship; Technical Education; Two Year Colleges IDENTIFIERS *Valencia Community College FL ABSTRACT The Central Florida Film Production Technology Training program provided training to prepare 134 persons for employment in the motion picture industry. Students were trained in stagecraft, sound, set construction, camera/editing, and post production. The project also developed a curriculum model that could be used for establishing an Associate in Science degree in film production technology, unique in the country. The project was conducted by a partnership of Universal Studios Florida and Valencia Community College. The course combined hands-on classroom instruction with participation in the production of a feature-length film. Curriculum development involved seminars with working professionals in the five subject areas, using the Developing a Curriculum (DACUM) process. This curriculum guide for the 15-week course outlines the course and provides information on film production careers. It is organized in three parts. Part 1 includes brief job summaries ofmany technical positions within the film industry.