Series and Multiples

This week we learned about "series and multiples". We examined everything between film and sound history, in just a few hours. In our lecture, Tim focused on the importance of moving images and recorded sounds and their cultural importance.

We looked at static images that were repeated on different scales of time and space that lead to the development of a motion picture. The example that Tim provided in our tutorial was a really cool video on YouTube called, "The Photographer". It documented pictures in a static motion as taken by, Philip Glass. The link to view this artistic compilation is: http://www.youtube.com/watch?v=G5Afodfj4t8

I really enjoy looking at "frozen moments" in photos. In sound a "frozen moment" is also referred to as a "digital sample". An example of a "digital sample" is when an iTunes user visits the iTunes Store and samples tracks before they purchase them. I think in this sense, a frozen moment in sound is useful, but I do not like them because they only give you a short "taste" 

(for lack of a better word) of a song. I would rather hear the whole thing!

In the tutorial, Tim gave us time to go outside and add to our image banks on the condition that we focus on ideas of continuity and separation while looking at spaces. I decided to go out and take images and sound bytes of things like: the outside labeling of a rubbish bin to the inside image of the rubbish bin between the grates; the enter sign of the library from the outside to the inside of the library looking at students at work. As for sound bytes, I recorded the noise from the outside of the library, as well as the sounds while inside the building. You cannot tell much of a difference because there are so many students around in both places. The only difference is that there is less wind carrying over the entire sound byte, inside the library.

Outside the library...

Inside the library.

The Ethnographer

Today in our tutorial, we had to read the infamous short story "The Ethnographer" by Jorges Luis Borges. We got together with partners and took turns reading. The partner who wasn't reading took a video or still images of the person reading. It definitely started as an awkward experience, but it turned out to be very artistic. We had to look at the person as more of an object, rather than a person. I took a video of my partner. I started off head on and level to her face. Then I stepped backwards and then sideways, behind her and in front of her. I experimented with focusing and lighting. I zoomed up close to her face and close to the paper. I also stood in a far away corner. By the time I was in a far away corner, all I could do was view her reading the short story. I couldn't actually hear her anymore. Unfortunately, I don't have the video of her - only the one that she took of me.

My favourite part of the tutorial was the ringtone exercise. We were put into a large circle as a class and asked to play our ringtones. Sometimes they were taking turns, sometimes all at once. It made such an amazing sound. Although some ringtones (including mine) are very annoying, they seemed to work and became less irritating when played all together.

Our final activity of the tutorial was to stand in a line of five students in front of the class. We played an "ice breaker" type of game where the first person would say their name and the rest of the group, one by one, would have to repeat their name. We couldn't move on to the next person's name until the whole group pronounced their name correctly. This wasn't too tough... Until we got to the names of a foreign culture to our own. My name is pretty easy to pronounce correctly though!

The above photographs are from the Sydney Opera House. These photos are in response to "The Region of Geography and Time," but in a more urban environment. The architecture of this structure is pretty amazing. It is known across the world as being a one-of-a-kind; people from all over come to see it.

This week we learned about "The Region of Geography and Time". After researching the art of Andy Goldsworthy and Miwon Kwon, I remembered the photos I took when I was recently at the beach. The first picture of the sand art was taken in Melbourne. The one below is from Tallow Beach in Byron Bay. They are literal works of art, but they do "transcend the ideal notion of a 'blank space'".

Session 2: Semiotics

This week we learned about reading the image: semiotics. Tim discussed with us the importance of Ferdinand de Saussure. Saussure was a linguist who came up with the two-part model of the sign. He stated that a sign was part of two things: a signifier and a signified. The signifier represents the form which the sign takes. The signified represents the concept. We learned about three specific concepts of semiotics, which include:

1. Icons

• Physically Similar: This photo (courtesy of David Wall Photos) represents a physically similar icon. It shows you a literal image of what the sign is being used to inform the public about.

• Conceptual Similarity: This is an image of my roommates sheet of music. The five of them play the guitar and they share a binder of guitar sheet music. This type of icon represents the sound of something through an image.

2. Indices: This is an example of indices related through casualty. I took this photograph while traveling in Queenstown, New Zealand. The image represents "red sky at night, sailor's delight". The next day should bring sunshine.

3. Arbitrary Sign: This represents a sign that does not need explanation. No matter where in the world you are, this sign represents the same thing. An example of this is sign language. It doesn't matter what language you speak. Signing is universal. This is the sign for "I love you".

There is a lot to know about semiotics. Too much to include in one blog entry. We just learned a brief into this week, but I'm definitely excited to learn more. Now that I know what to look for, I'm going to search for some signs on my own. Maybe even for next weeks entry.

Session 1: Experimental Imaging

So... It's now been two weeks since the Imaging Culture course has begun. After the two weeks, I feel like I now have a better understanding of what I can look forward to learning from Tim Humphry. I'm also really excited to get some hands-on, practical learning.

Our first lecture was discussing "experimental imaging". We were introduced to investigating the world through image-making process. The task in tutorial was to take photographs of moving images. Taking a photograph while the subject is moving can give life to a simple image. Even the way we hold the camera, free handed. It can show the movement in the photographer, not just the actual image. This process is very interesting and can bring up a lot of questions and opinions about a specific photograph.

The example in this entry is a photograph I took of the Sydney skyline during New Years' Eve celebrations to ring in 2010. During all the excitement of celebrating the new year in such a unique way (although with hundreds of thousands of other people), the photograph captures not only the skyline, but my own movement. I really like this photograph because of the unique movement, as well as the contrast between the dark colours with the bright lights.