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A PDF documenting the process of our group project.
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Maps and Journeys Work Original Idea The original idea consisted of a model brain with USB’s coming out of slots that would be cut into the brain. The idea was quite adventurous and I needed help of the visual side as I was stuck for ideas on how the piece could develop. Lauren first approached me, whose idea to do with Anxiety could link in well with my project. Julia, who was fascinated by the scientific aspects of the piece, then approached me. Lastly Thomas approached me, who I felt could really help with the visual inspiration and technical elements. Synopsis/Proposal of our project Our project is an interactive installation art piece consisting of a brain (Made from vacuum formed plastic) a laptop (to play the visual elements and sound) and a projector/television (to show the visual elements). The 4 main elements, being the lobes of the brain (Frontal, Temporal, Parietal and Occipital) need to work as a whole to produce a clear narrative structure, however if one element is taken away, it affects the brain. For example, if the Temporal lobe’s functionality is taken away, there will be no sound, such as speech as this lobe deals with recognition of different things. The Frontal Lobe will visually activate an array of color, in an aura like state. This represents emotions. The Occipital Lobe will visually activate a number of black and white images focusing on specific details, such as the dog in the film, street signs and so on as this part of the brain represents visual processing. The Temporal Lobe will audibly activate segments of sounds that will be difficult to understand alone. Drawing by Thomas Doukinitsas The piece itself requires human touch to trigger off each element, and when all 4 lobes are touched collectively, it brings together the elements and plays a simplistic narrative film, a person walking a dog through a park. Using Quartz Composer, each element has been split and through the touching of any four parts, it triggers a key on a keyboard that when held down, it will play that specific part. The ‘up’ key controls the emotions (colorful, abstract visuals), the ‘down’ key controls the black and white image that will appear, the ‘left’ key controls the sound and the ‘right’ key controls the logic, bringing it all together. The meaning of the piece relates to the idea of the components of the brain, more specifically the lobes, which need to work as a sequence, so if one lobe stops functioning properly, the whole brain is affected. The piece is really an insight into how important each individual part of the brain is, widening people’s knowledge further, making people think about its importance.
Research http://serendip.brynmawr.edu/bb/kinser/Structure1.html When researching into the brain, I looked at a few websites. One of which gave in depth details into the parts of the brain, specifying that the ‘Lobes’ were the sections of the ‘Largest Part of the Brain.’ This website simplified the parts of the brain and their functions, which really helped when it came to understanding more about the brain.
Artistic/Visual
Image from http://anewlifewandering.com/2014/04/09/creative-‐vs-‐artistic-‐right-‐left-‐brain/ This website was really interesting to look into as it explained the image as:
“The right brain – left brain theory originated in the work of Roger W. Sperry. In the 1960s, while
studying the effects of epilepsy, Sperry discovered that cutting the corpus callosum could reduce
or eliminate seizures.
Because the corpus callosum connects the two hemispheres of the brain, the left and right sides of
these patients’ brains could no longer communicate. Many split-‐brain patients found themselves
unable to name objects that were processed by the right side of the brain, but were able to name
objects that were processed by the left side of the brain. Based on this information, Sperry
suggested that language was controlled by the left-‐side of the brain.”
I found this really interesting as there are arguments throughout history that argue that the left
brain (Scientific, logistical thinking) and right brain (Artistic, creative thinking) theory does not
exist and I find that fascinating. The image itself was also a visual influence on our project as it
made me want to make the project colourful and creative, thinking ‘outside the box’ when it
came to its aesthetics, rather than making it a simple pink coloured brain model that most
would expect.
Image From http://thediagonal.com/tag/brain/ I found this piece similarly inspirational to the previous website as it inspired me to think more about my creative side of my brain, as I feel im quite logical and strategic as a person, however
creativity and freedom is needed to open up another world of ideas, so seeing artistic visual pieces like this inspire me to think more creatively rather than being more straightforward and simplistic.
Image from http://www.instructables.com/id/The-‐Brain-‐an-‐external-‐hard-‐drive-‐and-‐light-‐sculptu/ This website came crucial when it came to making the brain model and thinking more about the project’s physical aesthetics. The creator, Quentin Thurtle, described the piece as follows: “A while back, I was asked to make a floor-‐standing, animated brain, external hard drive. It was to 'light up' when the hard drive was accessed and 'look good'.
When idle, it has a red, throbbing 'pulse'. When the hard-‐drive is accessed, it has a number of animated LED effects, which make it light-‐up like a Christmas tree!
This Instructable gives information about the build. I made a blog about the project, but have only had one comment in two years! Hence, I thought I would give the project more exposure.
In this Instructable you can see:
• Sculpting a life-‐size clay brain and vacuum-‐forming a transparent version of it
• Installing the numerous LEDs and modifying old hard-‐drives to form part of the sculpture • Creating the PIC microcontroller circuit boards which control the effects • Building the laser-‐cut, illuminated 'spine' • Building the black base and installing the real external hard-‐drive inside
It is not a full set of instructions to make something identical, more a set of ideas which might be of interest to others.
Quentin’s work really helped us as it gave my group inspiration when it came to making and displaying our project. The handy step-‐by-‐step instructions on how to build make and display the work really helped when it came to creating the model brain and thinking about ways in which we could go about displaying our work.
My Role As I originally created the idea of looking into the parts of the brain through a creative installation art piece, I decided to be the director of the project, mainly working within all the departments of the project being the technical side i.e. working with Thomas, looking in the programming side of our project using Quartz Composer, working with Lauren on the visual aspects of our piece (Attending test shoots/final shoot, coming up with ideas for the narrative scenario) and lastly working with Julia on the physical making of the brain (Helping build the brain, Vacuum Forming and Wiring). My main role however was working with the post-‐production of our sound and the re-‐shooting of additional sounds. Due to my knowledge of sound editing through the sound unit I did with Harry as part of our Professional Toolkit unit, I felt it would be good to work with sound as Julia, who also did the sound unit, was working hard on the brain model.
Screenshot of Premiere project My job was to sync up the sound separately recorded by Julia during the second shoot. This wasn’t too difficult, however I came across a few scenes where the sound didn’t quite add up, which made me want to do a re-‐shoot for additional sounds, which we did the following day. I used Premiere for this as I’m used to using it and I felt it would be the quickest and easiest way to sync the visuals and sound. After I’d synced the sound, I sent the video file and sound to Thomas, who would then use it to start work on Quartz Composer.
Adobe Audition From one of the first project’s I did, I learnt how to easily transport sound snippets into Audition, by simply right clicking and selecting ‘ Edit Clip in Adobe Audition’. Having Adobe Creative Cloud allowed me to use the adobe products.
I took each individual sound and separated them. I trimmed each clip so that the sound was exact meaning there was no unnecessary bits. Highlighting each individual sound allowed me to actually export a specific sound, rather than the whole session. This was great as it allowed me to send the files individually, easily to Thomas. The individual sound files were sent to Thomas via his Air Bridge account.
Sketches (Kindly drawn by Thomas Doukinitsas)
Images throughout the production process
Taken during the first test shoot
Clay brain model drying
Vacuum forming the brain
Vacuum formed brain (Top Half)
Vacuum formed brain (Bottom half)
Image as part of the visual elements of our piece.
Drawing (By Thomas Doukinitsas) of the brain model on the plinth.
Screenshot from the Quartz Composer project.
‘Emotion’ element of the piece.
Gallery Space work For our work to fit into the gallery, Thomas had drawn a plan of how it will fit into the gallery space.
As you can see from the diagram, what is needed is space to fit the plinth, television screen and speakers. Our project does not need too much space, however multiple plug sockets need to be available to keep the laptop, television and speakers operating however this is possible, as we had been told previously. Links to Blog Posts I’ve made a short list of a couple of blogs posts I feel specifically stand out when it comes to the documentation of the project’s progression. http://joshuasampsonblog.blogspot.co.uk/2014/12/maps-‐and-‐journeys-‐16-‐sound-‐editing-‐re.html http://joshuasampsonblog.blogspot.co.uk/2014/11/maps-‐and-‐journeys-‐11-‐project-‐update.html http://joshuasampsonblog.blogspot.co.uk/2014/10/maps-‐and-‐journeys-‐9-‐looking-‐further.html Risk Assessment
BA (Hons) Digital Film & Screen Arts RISK ASSESMENT
Production Title: Maps and Journeys: ‘The Brain’ The contents of this risk assessment must be communicated to all students, staff, contractors, actors and persons involved. In the case of a studio production a copy of this assessment must be displayed on set.
Campus: Farnham Course: Digital Film & Screen Arts Unit Maps and
Journeys Year 2 Group
Student Producer name & phone number (NB - all students are responsible for safety in production): Julia Cowell,
Unit leader(s): Rosie Gunn Proposed date(s) and times(s)
Travel/Set up date(s) / time(s): 28/11/14 12:000pm
Shooting date(s) / time(s): 28/11/14 12:00-:1:00pm
Pack down/travel date(s) / time(s): 28/11/14 2pm
1. Exact location of filming, including address & post code.
University for the Creative Arts Farnham Falkner Road Farnham
1a. Location Permission
Mark where you are at with an X
Yes
In the process of getting it (incl details of where you have got to – ie email
confirmation)
No
N/A Do you have signed location permission? x
Does your location require you to complete their own risk assessment? If so, attach it
x
to this risk assessment.
Have you notified the local Council and Police? You must do so if you are doing any of the following: • Filming in a public place • Using weapons • Have cast in uniform
x
1b. Address & phone number of nearest Walk-in Centre or Minor Injuries Unit
Farnham Hospital- 01483782000
1c. Nearest bus and train stops to location / local taxi phone number
Bus Stop- Farnham Union Street Farnham Station Farnham Taxi’s- 01252856449
1d. Fire / emergency plan
1e. Work facilities – food & drink, toilets, secure storage etc
Sainsbury’s- Water’s Lane.
2. Brief summary of set & nature of filming / activity
Outdoors, park environment. Walking scene.
3. Names and contact details of the production crew / cast / documentary participants. Add extra lines as you need to.
Name:
Role:
Contact number
Thomas Doukinitsas Director/Cameraman 07748882728 Lauren Fox Assistant Director 07568398851 Julia Cowell Production Assistant/Supervisor 07429530552
4. Identify potential hazards; who could be affected; how they could be affected; and list the control measures that will reduce the risk. University H&S policies can be found here.
Hazards or hazardous activity
Who may be affected? Crew, actors, participants (documentary), crew, helpers, public.
How may they be harmed? Type of injury or health problem that might result i.e. cuts, bruises, fractures, electric shock, burns etc.
List the control measures you will put in place to reduce risks from the hazards to an acceptable standard Control measures should ultimately reduce the overall risk. Do not purely rely upon providing Personal Protective Equipment or rely on just ‘being careful’
Evaluate the probability and consequence
Indicative values for P column (P = Probability) L = might happen, but unlikely
M = could happen H = will probably happen
Indicative values for C column (C = Consequence) L = can return to filming work after minor attention
M = person unable to work for 3 days or longer H = permanent injury or death
P C
Access/ Egress
Aircraft / flying
Allergens
Animal
Audience / public
Boats
Compressed gas / gas
Confined spaces
Cranes, hoists, lifts & access platforms
Derelict buildings, dangerous structures
Diving operations
Electricity
Falling objects
Fire
Generators
Glass
Hand tools
Hazardous chemicals
Heat / cold Crew could be harmed from the cold conditions.
Make sure they are wearing suitable clothing i.e. coats, scarfs, gloves.
M M
Inexperienced / children / vulnerable persons
Location Lighting
Machinery
Manual Handling
Mines, excavations / tunnels / quarries
Noise
Physical exertion
Poor visibility / night shooting
Roadside working, traffic, vehicles
Scaffolding
Speed (running or other sport - not vehicles)
Stress
Stunts
Trailing cables
Messy environment (equip / props)
Violence, aggression, public disorder, war
Visual effects: smoke, snow, fireworks
Water
Weapons
Weather Weather may be cold. Wear suitable clothing i.e. gloves, scalfs and warm coats.
M M
Lone working
Working at height
Other (list and add rows if necessary)
Mark an X next to your choices 5. With control measures in place what is the likelihood of an injury or health effect? Minor
1 X
Moderate 2
Major/Fatal 3
6. How likely is the most significant hazard to cause harm?
Unlikely 1
X
Likely 2
Very Likely 3
7. Calculate the risk score (use the figure which represents the highest risk of all present hazards)
Low 1−2
X
Medium 3−4
High 6−9
Conclusion My idea has really developed since I originally came up with the idea. I’m proud of the progression the project has made, feeling as if the project has naturally and smoothly progressed into something I’m proud of. I feel I have definitely pulled my weight, working within each aspect of our project, being the modeling side, technical side and filming side. I feel I’ve edited and produced the sound to the best of my ability and I’m happy with the end result. I feel our project has been successful in meeting the criteria given to us in the project brief. The idea has broadened the literal term of a ‘Map’ and a ‘Journey’ into something I feel is unique, experimental and creative. Our piece is interactive and informative, yet simplistic, so that anyone can understand what the piece is about. I feel my other group members, Thomas, Lauren and Julia have also pulled their weight in bringing creative and artistic direction to the piece, really helping a rough idea become something quite interesting and well thought out. I look forward to displaying our work in the gallery space and receiving feedback from the tutors and our peers.
13. Signatures The names below are confirming the date that they have read and discussed this risk assessment with the production team. Based on the information supplied on this form it is noted that the control measures are considered appropriate and proportionate to the hazards identified. At all times, students retain responsibility for their own safety and for those around them. Student Producer: Date:
Production Coordinator: Date:
Unit Tutor: Date:
Technician/Tech Tutor (supervising if studio based): Date:
Estates Services Manager (where UCA routes, building features etc are impacted): Date:
Resources Co-ordinator/Manager (Medium/High Risk): Date:
Course Leader: (High Risk/International Shoot): Date:
Health, Safety & Wellbeing Advisor (High Risk/International Shoot): Date:
Executive Dean (International Shoot): Date: