Sunday 30 November 2008
What is Copyright?
Copyright is a form of intellectual property which gives the creator of an original work of authorship exclusive rights to control its distribution for a certain time period, after which the work is said to enter the public domain. Generally, it is "the right to copy", but usually provides the author with other rights as well, such as the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other, related rights. Copyright applies to any expressible form of an idea or information that is substantive and discrete.
Copyright was initially conceived as a way for governments in Europe to restrict printing; the contemporary intent of copyright is to promote the creation of new works by giving authors control of and profit from them.
Copyright has been internationally standardized, lasting between fifty to a hundred years from the author's death, or a finite period for anonymous or corporate authorship; some jurisdictions have required formalities to establishing copyright, most recognize copyright in any completed work, without formal registration. Generally, copyright is enforced as a civil matter, though some jurisdictions do apply criminal sanctions.
Most jurisdictions recognize copyright limitations, allowing "fair" exceptions to the author's exclusivity of copyright, and giving users certain rights. The development of the Internet, digital media, computer network technologies, such as peer-to-peer filesharing, have prompted reinterpretation of these exceptions, introduced new difficulties in enforcing copyright, and inspired additional challenges to copyright law's philosophic basis. Simultaneously, businesses with great economic dependence upon copyright have advocated the extension and expansion of their copy rights, and sought additional legal and technological enforcement.
Copyright was initially conceived as a way for governments in Europe to restrict printing; the contemporary intent of copyright is to promote the creation of new works by giving authors control of and profit from them.
Copyright has been internationally standardized, lasting between fifty to a hundred years from the author's death, or a finite period for anonymous or corporate authorship; some jurisdictions have required formalities to establishing copyright, most recognize copyright in any completed work, without formal registration. Generally, copyright is enforced as a civil matter, though some jurisdictions do apply criminal sanctions.
Most jurisdictions recognize copyright limitations, allowing "fair" exceptions to the author's exclusivity of copyright, and giving users certain rights. The development of the Internet, digital media, computer network technologies, such as peer-to-peer filesharing, have prompted reinterpretation of these exceptions, introduced new difficulties in enforcing copyright, and inspired additional challenges to copyright law's philosophic basis. Simultaneously, businesses with great economic dependence upon copyright have advocated the extension and expansion of their copy rights, and sought additional legal and technological enforcement.
From Wikipedia!! - **UNDER CONSTRUCTION**
My Presentation
The creative and media group was told to create a presentation about the history of Bermondsey. Everyone was aloud to choose anything about the area. I chose to do the whole area on how poor the area used to be and how the area is now.
In my presentation I made a poster and a power point presentation. In the poster I mainly based it on how the living was in the past. When I presented my project I first spoke about Jacobs Island and how the area was a dirty smelly place. Then got into more detail about the Bermondsey area.
I think that my presentation worked out well for me because I kept the audience entertained and made sure I created a colourful presentation. If I could re-do my presentation I think I’d slow down rather than rush to the next subject.
**UNDER CONSTRUCTION**
Wednesday 19 November 2008
Installation
Installation
Scene one
Market – This will include the audience because it’s an open market. This will show the audience how the market was like before in the 19th century.
Characters – A loud area with people selling food and people purchasing food.
Narrator – This person will include what just happened in the scene.
Scene two
Before the World War 1 – The shelter and the bombing.
Characters – A couple of actors acting out a little short scene pretending that the bombing is on and how scared they are, hiding in their small shelter.
Narrator – This person should include what happened in the past and how it affected loads of people.
Scene three
World War 2 – The rationed room in the shop collecting food.
Characters – Loads of people waiting to collect their food, and how their books will be signed off. The audience will also have a taste of what it was also like by looking at the front desk and collecting their own rationed food.
Narrator – This person will say how busy the place was when people collected their food and what just happened in the scene.
Scene four
The present now – how the area is like now, sounds of the river and the interviews from the past.
Characters – There will be no characters in this scene.
Narrator – There will not be a narrator in this section.
Every scene should last up to 10 minutes!!
Scene one
Market – This will include the audience because it’s an open market. This will show the audience how the market was like before in the 19th century.
Characters – A loud area with people selling food and people purchasing food.
Narrator – This person will include what just happened in the scene.
Scene two
Before the World War 1 – The shelter and the bombing.
Characters – A couple of actors acting out a little short scene pretending that the bombing is on and how scared they are, hiding in their small shelter.
Narrator – This person should include what happened in the past and how it affected loads of people.
Scene three
World War 2 – The rationed room in the shop collecting food.
Characters – Loads of people waiting to collect their food, and how their books will be signed off. The audience will also have a taste of what it was also like by looking at the front desk and collecting their own rationed food.
Narrator – This person will say how busy the place was when people collected their food and what just happened in the scene.
Scene four
The present now – how the area is like now, sounds of the river and the interviews from the past.
Characters – There will be no characters in this scene.
Narrator – There will not be a narrator in this section.
Every scene should last up to 10 minutes!!
Installation - Changes?
We have made a decision on what was needed in the installation and what we are being marked on.
So we have changed most of our ideas.
For the 1st scene we decided that images of the warehouses will be projected to the wall while someone is talking about how the working conditions were in the Dicken times.
In the 2nd scene we have the pre-war, talking about the women rights and how women wasn't aloud to vote in the past. Images will be projected on the wall.
3rd scene is about the war, on how Bermondsey was bombed. Images will be shown on a video format.
The 4th scene is set in the modern days. Rana and I are mainly based on the housing developments and how its gone from the worst to the best area.
Changes
The 3rd scene was supposed to be about the war, but Katie and In decided that food would be better because of the wharfs and how food was rationed.
Tuesday 11 November 2008
What is marketing? [4.11.08]
Last week Tuesday the creative and media advanced group travelled to Southwark town hall to a meeting to find out what marketing really is. The first thing that was presented to everyone was eating the food! After eating we then listened to a LONG presentation about marketing and what is in the marketing industry and how it's done. We then was presented two different types of leaflets about the activities for children in the summer 'Bored?' & 'Go explore.' We then had a discussion on what needed to improve in the leaflets and what was wrong with the titles. After that we then had to work in pairs and had to involve other Juniors to become a street leader. For each team they created a presentation and we had to pitch our ideas to the people in the meeting. Some people wanted to re-create the name because using the word junior is most likely not to attract young teenagers because juniors is a word that say 'young 12 year olds.' After we pitched our ideas we then got given chocolate bars for coming and helping the people that was in the meeting.
The six thinking hats!!
There are 6 different colours of the thinking hats.
White - The facts
Red - Feelings
Green - Creative Ideas
Black - Negatives
Yellow - Positives
Blue - Conclusions
Each "Thinking Hat" is a different style of thinking.
White Hat:
With this thinking hat, you focus on the data available. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them.
This is where you analyze past trends, and try to extrapolate from historical data.
Red Hat:
Wearing the red hat, you look at the decision using intuition, gut reaction, and emotion. Also try to think how other people will react emotionally, and try to understand the intuitive responses of people who do not fully know your reasoning.
Black Hat:
When using black hat thinking, look at things pessimistically, cautiously and defensively. Try to see why ideas and approaches might not work. This is important because it highlights the weak points in a plan or course of action. It allows you to eliminate them, alter your approach, or prepare contingency plans to counter problems that arise.
Black Hat thinking helps to make your plans tougher and more resilient. It can also help you to spot fatal flaws and risks before you embark on a course of action. Black Hat thinking is one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance, leaving them under-prepared for difficulties.
Yellow Hat:
The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it, and spot the opportunities that arise from it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult.
Green Hat:
The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. A whole range of creativity tools can help you here.
Blue Hat:
The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, and so on.
*1st idea -
White hat - It could work as the music department done some sort of event simillar to what we are doing. So it could work.
Red hat - It was a good idea.
Blue hat - It created a good
Green hat - Theatre, lunch time, free food. Although some students might not come in their lunch time.
Yellow hat - Big screen and a big space. At lunch to make students go in the theatre to watch the installation and get free food.
Black Hat - Too much going on in one room. Why would people come during lunch time?
*2nd idea -
White hat - Suggested it should be in the music department because it has a whole timeline feeling as all classrooms are in one line.
Red hat - Felt as if the rooms might be in-use although its a great idea.
Blue hat - Said that the different rooms is a great idea although having it in the music department is a small area.
Green hat - Create an installation by using a variety of rooms to create a timeline, as if the students are walking through time of Bermondsey. These room will have to be connected so that it doesnt come in confusion. Each room should have at least two people working together so that its not just one person. Two ideas/brains in one installation for each room. This will need at least 4 rooms.
Yellow hat - It was a good idea because then people can have different techniques of installation in each room.
Black Hat - It could lead into confusion and some rooms will need to be used for other classes. It will be hard to find other classrooms for the other students classes.
*3rd idea -
White hat - Creating the installation outside could be a good idea, because its something different.
Red hat - Noise level can be an issue. Distracting other class rooms and other noises from when the installation is playing.
Blue hat - It could work although some people wouldnt want to go outside in a bad weather. Although on the other hand if its during lunch or break it could attract people by woundering whats in that tent.
Green hat - It could be in the outside eitber around the college, coverd by tents.
Yellow hat - It would be a great idea because then people can see whats going on and create a crowd in the tent to watch the installation.
Black Hat - Outside wont work because people moan that its cold.
White - The facts
Red - Feelings
Green - Creative Ideas
Black - Negatives
Yellow - Positives
Blue - Conclusions
Each "Thinking Hat" is a different style of thinking.
White Hat:
With this thinking hat, you focus on the data available. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them.
This is where you analyze past trends, and try to extrapolate from historical data.
Red Hat:
Wearing the red hat, you look at the decision using intuition, gut reaction, and emotion. Also try to think how other people will react emotionally, and try to understand the intuitive responses of people who do not fully know your reasoning.
Black Hat:
When using black hat thinking, look at things pessimistically, cautiously and defensively. Try to see why ideas and approaches might not work. This is important because it highlights the weak points in a plan or course of action. It allows you to eliminate them, alter your approach, or prepare contingency plans to counter problems that arise.
Black Hat thinking helps to make your plans tougher and more resilient. It can also help you to spot fatal flaws and risks before you embark on a course of action. Black Hat thinking is one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance, leaving them under-prepared for difficulties.
Yellow Hat:
The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it, and spot the opportunities that arise from it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult.
Green Hat:
The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. A whole range of creativity tools can help you here.
Blue Hat:
The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, and so on.
*1st idea -
White hat - It could work as the music department done some sort of event simillar to what we are doing. So it could work.
Red hat - It was a good idea.
Blue hat - It created a good
Green hat - Theatre, lunch time, free food. Although some students might not come in their lunch time.
Yellow hat - Big screen and a big space. At lunch to make students go in the theatre to watch the installation and get free food.
Black Hat - Too much going on in one room. Why would people come during lunch time?
*2nd idea -
White hat - Suggested it should be in the music department because it has a whole timeline feeling as all classrooms are in one line.
Red hat - Felt as if the rooms might be in-use although its a great idea.
Blue hat - Said that the different rooms is a great idea although having it in the music department is a small area.
Green hat - Create an installation by using a variety of rooms to create a timeline, as if the students are walking through time of Bermondsey. These room will have to be connected so that it doesnt come in confusion. Each room should have at least two people working together so that its not just one person. Two ideas/brains in one installation for each room. This will need at least 4 rooms.
Yellow hat - It was a good idea because then people can have different techniques of installation in each room.
Black Hat - It could lead into confusion and some rooms will need to be used for other classes. It will be hard to find other classrooms for the other students classes.
*3rd idea -
White hat - Creating the installation outside could be a good idea, because its something different.
Red hat - Noise level can be an issue. Distracting other class rooms and other noises from when the installation is playing.
Blue hat - It could work although some people wouldnt want to go outside in a bad weather. Although on the other hand if its during lunch or break it could attract people by woundering whats in that tent.
Green hat - It could be in the outside eitber around the college, coverd by tents.
Yellow hat - It would be a great idea because then people can see whats going on and create a crowd in the tent to watch the installation.
Black Hat - Outside wont work because people moan that its cold.
Friday 17 October 2008
Touch the walk
How we created an abstract map of Bermondsey!
*Rubbings & sketches around Bermondsey of the ground [where we walked].
*Stuck them next to each other to create a rectangular/square shape on a piece of A1 sugar paper.
*Used the overhead projector to sketch the map on the rubbings and sketches.
*Then cut the sugar paper until the whole piece is on the edge of the paper.
These are the facts about the Boyle family. I researched on them because they had inspired our group to create a similar piece of work.
The piece of art work we created is similar to what the "Boyle family" created.
This is something they had created.
History of Bermondsey
http://www.localhistories.org/bermondsey.html - Living condistions and class structures
http://www.bermondseyvillage.org.uk/history.htm - population
http://en.wikipedia.org/wiki/Bermondsey - population, living conditions and local industries
http://www.southlondonguide.co.uk/bermondsey/history.htm - What was opened and all that stuff
"Victorian Bermondsey
1839 Croydon Railway opened.
1844 Bricklayers Arms opened in Old Kent Road.
1866 Viaduct built above Borough Market and Clink Street to link to Cannon Street Railway Bridge.
1869 Tower Subway opened (linked to Tooley Street).
1879 Bermondsey Leather market built.
1892 Central Library built in Spa Road.
1894 Tower Bridge opened."
"Modern Bermondsey
1915 Spa Road Station closed.
1921 New Southwark Bridge designed by Sir Ernest George.
1928 St Olave¹s Church demolished.
1963 Bankside Power Station opened (now Tate Modern).
1940-41 Many local people killed by German bombing raids.
1950 Caledonian Market moved to Bermondsey.
1965 Borough of Southwark was formed by amalgamation of boroughs of Bermondsey, Camberwell and Southwark.
1971 HMS Belfast, largest of the WW2 cruisers, moored by Tooley Street."
http://news.google.com/archivesearch?sourceid=ie7&rls=com.microsoft:en-US&ie=UTF-8&oe=utf8&q=of+bermondsey&um=1&scoring=t&sa=X&oi=archive&ct=title - The timeline of bermondsey
http://www.visitsouthwark.com/pages/history_of_bermondsey.html - Local industries
**Under construction**
http://www.bermondseyvillage.org.uk/history.htm - population
http://en.wikipedia.org/wiki/Bermondsey - population, living conditions and local industries
http://www.southlondonguide.co.uk/bermondsey/history.htm - What was opened and all that stuff
"Victorian Bermondsey
1839 Croydon Railway opened.
1844 Bricklayers Arms opened in Old Kent Road.
1866 Viaduct built above Borough Market and Clink Street to link to Cannon Street Railway Bridge.
1869 Tower Subway opened (linked to Tooley Street).
1879 Bermondsey Leather market built.
1892 Central Library built in Spa Road.
1894 Tower Bridge opened."
"Modern Bermondsey
1915 Spa Road Station closed.
1921 New Southwark Bridge designed by Sir Ernest George.
1928 St Olave¹s Church demolished.
1963 Bankside Power Station opened (now Tate Modern).
1940-41 Many local people killed by German bombing raids.
1950 Caledonian Market moved to Bermondsey.
1965 Borough of Southwark was formed by amalgamation of boroughs of Bermondsey, Camberwell and Southwark.
1971 HMS Belfast, largest of the WW2 cruisers, moored by Tooley Street."
http://news.google.com/archivesearch?sourceid=ie7&rls=com.microsoft:en-US&ie=UTF-8&oe=utf8&q=of+bermondsey&um=1&scoring=t&sa=X&oi=archive&ct=title - The timeline of bermondsey
http://www.visitsouthwark.com/pages/history_of_bermondsey.html - Local industries
**Under construction**
Skills rotation
I chose an unusual object from Jacobs island to re-capture because it caught my eye as it was an interesting object to re-take. Before i re-invented this photo i produced three different ideas of what my photographs will turn out as.
Idea #01 - Pointing from the corner of the object upwards. To get an effect of looking from the bottom of the object until the top. I like this method because you it can show the tallness of the object.
Idea #02 - A side view of the object to create a sharp view. I chose this technique because it will then show all the lines a sharp way when looking at the photo.
Idea #03 - Having another object in from of the main object. To create a double effect. Although trying to make the background burnt out so that you can only see the plant and the main object in the photo. I chose this technique because i thought i'd need to experiment with the light.
- out the way i wanted it to be.I then looked at some photographers that had made similar photographs i created. I first looked at my 1st idea. A photo created by EUGENE ATGET had created some sort of image just like mine. A sharp and straight object.
I then looked for someone for my 2nd idea. FRANCIS FRITH and CORNELL CAPA had both taken a photo that makes the object looked longer. So i therefore created a similar effect.
FRANCIS FRITH -
CORNELL CAPA -
The 3rd idea was a hard choice. But overall i then found someone that had a similarity to my work. EIKOH HOSOE, i picked this photographer because he created a photograph showing 3 different parts of the photo. He used the flowers at the front, the main object which was the person and the background. Although he made the background completely burnt out.
The last photo i picked that looked good also had a photographer that had similarity. JEANLOUP SIEFF. Although in my photo i took from it straight on and from Sieff's photo was taken from the bottle andgle upwards, to create a tall effect, and the background is completely bunt out, white.
Overall i think i improved the photo that was taken before because, you have a better effect, view and angle on all the ideas i produced. Althgough the original photo shows you the whole object.
Thursday 9 October 2008
Evaluation of the Bermondsey Map
The creative and media class created a map from walking around Bermondsey. We had a class discussion on how to present the map in the college, to show what Bermondsey really looks like now and what it looked like before. We then had to decide where the map should be presented to the people that go to the college, why it's a good place for it to be, and what’s the purpose of making the map. We also had to think about what we could had done better if we had more time to think about it and used our creative skills to create a neater map to present it more readable. We did this by capturing areas of Bermondsey using a camera or sketching the place.
We as a group captured a lot of things around Bermondsey to share our moments to the people who come to the college. We want to create this map to show the experience on what we had done whilst going on this walk. This is why we took photographes to share the place on what we saw. We also collected a few things around the place and stuck them on the map, to show what was seen on the ground and what you expect to be on the groun around Bermondsey.
We created this map to show the people in the college what bermondsey looks like now. Although we also created this to show us students in the creative and media class what the place looked like before and how it has changed from the past until now. I think the place has changed a lot from what I've researched of the past, of Bermondsey, as you can see the difference on how the buildings looked then and how it looks now.
I think that the map should be at the front of where everyone swipes in because, then everyone can see it as they walk passed. I chose that place to present it to the college because its a huge area to put the map on. Although on the other hand, students who are rushing to get to their destinations would walk straight pass the map.
If we had another chance to re-create the map, i would consider the map to be more readable and have all the different squares of area to be the same colour background and road. The footpath of where we had walked through, cant really notice it because the roads are all in different colours. The photographes are stuck on different ways which i dont really mind because people can look at them in different angles. I dont really like the way the map has different objects and photographs stuck on the map because, it looks roughly done.
Overall i think that the map would had looked better if the group would had more time and thought towards the map when we first started creating it.
Wednesday 8 October 2008
Bermondsey walk
Jamaica road the loudest and busiest road.
Cars, trucks, cyclists rushing to get to their destinations.
Wilson Grove, narrow quiet road. Full of cars on both sides.
Big green trees. You can hear the wind breezing through the branches.
Stopped at the end of Pottery Street, a small cramped area full of houses.
Carried on walking towards Bermondsey wall east.
A lovely view of the river Thames.
A cold breeze going through my long, thick, black hair.
I stayed there for a good or so minutes and took photographs using my phone. I also then sketched out a selected area that i thought looked really good.
Loftie street was closed. The destroyed area that the builders where knocking down. "Cold stores Ltd" was getting knocked down "as it was old," i heard people say.
So we then walked back and walked through Bevington street going towards Chambers street.
A nice neat area. Expensive cars, expensive apartments.
I felt out of place. For me, i wouldn't be able to afford those apartments.
Bermondsey wall west, a clean white spaced area.
Jacob street, a very thin road with tall buildings. Felt really cramped.
George row, a wider road with a lot of space.
Then got towards Jamaica road back to the busy road.
These are the photographes i took. Although i drew a couple of them because i thought i could also use a different technique and explore different ways of capturing.
PHOTOGRAPHES that was taken when walking around Bermondsey. [Jacobs Island]
Wilson Grove -
Pottery Street -
Loftie Street - [Closed for construction]
Chambers Street -
Mill Street -
Between Mill Street & Jacobs Street -
V&A - Capturing the 21st Century
The creative and media group went to the V&A on the 17th of September 2008. We first went to the art studio and had an induction day of what capture is really about.
Capture - Capturing the moment/event. You can capture by creating a video, blog photographs, etc. Also by collecting objects from the past to create what has changed from then to now.
We then had a tour around the 20th century section by Gareth Williams [the curator of furniture]. Most of the objects in the 20th century can tell a story or can show you what technology or furniture was like in the old days. Some of the objects they used reflect the kind of designs nowadays.
We then got told to pick three objects that we found interesting and capture the object. I sketched the objects and took photographs.
I chose the 1990's Shoe made by Vivienne Westwood, the first wireless home phone by the British telecommunication company and, the stereo cassette player by Sony Tokyo Japan in the 1979.
I chose the 1990's shoe because it reminded me of how the 90's fashion was. The wireless home phone was chosen because it reminded me of an old big brick phone. The cassette player reminded of when i had one when i was a little girl in the 90's.
After we picked what we liked we then went back to the art studio and done an exercise. We had to go into groups, although our group was small we stayed as a group altogether. We had to then tell each other in the group what objects we picked from the 20th century gallery. We then chose 3 we liked, 3 we didn't like and 3 examples that should be added in the gallery. I think my group chose the Nike shoe, the 1st mobile phone and the cassette player. We then chose 3 things that was use-less in the gallery and i think most of them we chose was furniture. The three things we thought that should go in the gallery was a game boy, sweets and another object but i'm not sure what it was. We created a poster on what we planned out about the objects in the gallery and presented it to the whole group that was in the art studio.
We then had lunch.
After lunch we then got told we had to go around the gallery to explore what is going on and select a section we like and take three objects or more we liked. Rana & i picked jewellery. We then picked three objects we liked. We drew them.
In conclusion the gallery overall i liked the jewellery section and the fashion section, because the jewellery section was very bright with all the lighting, and the fashion just caught my eye because of what people used to wear in the past.
These are the pieces of work i done in my sketch book.
These are the drawings i done when Rana and i selected an area we liked in the museum. We absolutely liked the jewellery section because the light must had attracted our eyes.
Capture - Capturing the moment/event. You can capture by creating a video, blog photographs, etc. Also by collecting objects from the past to create what has changed from then to now.
We then had a tour around the 20th century section by Gareth Williams [the curator of furniture]. Most of the objects in the 20th century can tell a story or can show you what technology or furniture was like in the old days. Some of the objects they used reflect the kind of designs nowadays.
We then got told to pick three objects that we found interesting and capture the object. I sketched the objects and took photographs.
I chose the 1990's Shoe made by Vivienne Westwood, the first wireless home phone by the British telecommunication company and, the stereo cassette player by Sony Tokyo Japan in the 1979.
I chose the 1990's shoe because it reminded me of how the 90's fashion was. The wireless home phone was chosen because it reminded me of an old big brick phone. The cassette player reminded of when i had one when i was a little girl in the 90's.
After we picked what we liked we then went back to the art studio and done an exercise. We had to go into groups, although our group was small we stayed as a group altogether. We had to then tell each other in the group what objects we picked from the 20th century gallery. We then chose 3 we liked, 3 we didn't like and 3 examples that should be added in the gallery. I think my group chose the Nike shoe, the 1st mobile phone and the cassette player. We then chose 3 things that was use-less in the gallery and i think most of them we chose was furniture. The three things we thought that should go in the gallery was a game boy, sweets and another object but i'm not sure what it was. We created a poster on what we planned out about the objects in the gallery and presented it to the whole group that was in the art studio.
We then had lunch.
After lunch we then got told we had to go around the gallery to explore what is going on and select a section we like and take three objects or more we liked. Rana & i picked jewellery. We then picked three objects we liked. We drew them.
In conclusion the gallery overall i liked the jewellery section and the fashion section, because the jewellery section was very bright with all the lighting, and the fashion just caught my eye because of what people used to wear in the past.
These are the pieces of work i done in my sketch book.
These are the drawings i done when Rana and i selected an area we liked in the museum. We absolutely liked the jewellery section because the light must had attracted our eyes.
Tuesday 30 September 2008
SOUTHWARK COLLEGE - 30th Sept '08
Toby - Learnt how to function an SLR camera. Learnt a what aperture and shutter mode was, and how to create a good photograph.
Paul - Learnt went around Bermondsey and took photographs. To capture the area.
Fiona - Went to the V&A museum and explored around the museum. Also went around the college and sketched out visual records.
Sean - Went to the Tate modern museum with the national media class and watched various video's. We also collected things around Bermondsey for the map we created with Fiona. We also made a short diary on what happened when we went around Bermondsey. [Poem/Essay]
Leonora <3
Paul - Learnt went around Bermondsey and took photographs. To capture the area.
Fiona - Went to the V&A museum and explored around the museum. Also went around the college and sketched out visual records.
Sean - Went to the Tate modern museum with the national media class and watched various video's. We also collected things around Bermondsey for the map we created with Fiona. We also made a short diary on what happened when we went around Bermondsey. [Poem/Essay]
Leonora <3
Thursday 15 May 2008
Tuesday 13 May 2008
13th may 08
Checked all the paper work to see if we needed to add in anything or edit anything ready to film for this Saturday and Sunday!
Tuesday 6 May 2008
Thursday 1 May 2008
29th April 2008
Katie and i printed all needed forms, she made the storyboard while I filled in the risk assessment sheet. I also done some of the storyboards while Katie filled in the forms to fit in with our assignment.
Thursday 24 April 2008
24th April 08
Katie and I done secondary research in the internet. We found out how children react to parents divorcing and how it effects their life's.
Tuesday 11 March 2008
Thursday 6 March 2008
Tuesday 4 March 2008
7th, 12th, 14th, 19th, 26th & 28th Feb 2008
Me and Katie was editing our video and fixing our paper work as we changed our idea.
Tuesday 12 February 2008
12th Feb 08
Katie and I edited our whole video but we need to film a little bit of it so it works out to be a whole story! We also cut the voice over so it can work out well. We just need to add in the part when he goes to sleep to show it was all a dream!
We also had edited some of our paper work as we had to do our back up plan.
We also had edited some of our paper work as we had to do our back up plan.
7th Feb 08
Katie and i already had done our filming so we helped out Hawah and Dainer to do their filming.
Tuesday 5 February 2008
5th Feb 08
Katie and I capture our video and put parts of our video together! We also tried to put the audio together but, it was hard to put together. We also tried different ideas on how each video changes to the other video's, so we just made it look like it changed to the other clip quickly rather than any transition.
Thursday 31 January 2008
29th Jan 08
Kate and I printed out all the papers we needed like: location agreement
Actors agreement
call list
Risk assessment form
Production report
breakdown sheet
Actors agreement
call list
Risk assessment form
Production report
breakdown sheet
29th Jan 08
Kate and I printed out all the papers we needed like: location agreement
Actors agreement
call list
Risk assessment form
Actors agreement
call list
Risk assessment form
Thursday 24 January 2008
22nd Jan 2008
We first made ideas of what we would think would be in the short film and what the camera will do for example; close up, wide shot etc. We then discussed what we thought of each others ideas and put them together.
Katie and i then produced an outline script of the sonnet 129! We also produced a shotlist which then will help us when we shoot our short film!
Katie and i then produced an outline script of the sonnet 129! We also produced a shotlist which then will help us when we shoot our short film!
Tuesday 22 January 2008
Tuesday 15 January 2008
15th Jan 08
well... katie and i had researched on our poem and what it really means. We went on the sparlnotes.com. We thought that our poem 'sonnet 129' meant that 'he had raped a girl he liked but had felt guilty at the end.' We thought that because the poem had a lot of 'action' and 'murderous' words. We then thought of other ideas that it could just be 'having sex' with someone but not enjoying it at all.
'As soon as it is achieved, it becomes shameful, and is hated.'
We then dicussed about our poems and what other people in the class thinks what the poem thinks and other people suggested 'loosing their virginity,' 'just having sex with no joy' and so on.
So Katie and I needs to re-think on what the poem means.
'As soon as it is achieved, it becomes shameful, and is hated.'
We then dicussed about our poems and what other people in the class thinks what the poem thinks and other people suggested 'loosing their virginity,' 'just having sex with no joy' and so on.
So Katie and I needs to re-think on what the poem means.
15th Jan 08
well... katie and i had researched on our poem and what it really means. We went on the sparlnotes.com. We thought that our poem 'sonnet 129' meant that 'he had raped a girl he liked but had felt guilty at the end.' We thought that because the poem had a lot of 'action' and 'murderous' words. We then thought of other ideas that it could just be 'having sex' with someone but not enjoying it at all.
'As soon as it is achieved, it becomes shameful, and is hated.'
We then dicussed about our poems and what other people in the class thinks what the poem thinks and other people suggested 'loosing their virginity,' 'just having sex with no joy' and so on.
So Katie and I needs to re-think on what the poem means.
'As soon as it is achieved, it becomes shameful, and is hated.'
We then dicussed about our poems and what other people in the class thinks what the poem thinks and other people suggested 'loosing their virginity,' 'just having sex with no joy' and so on.
So Katie and I needs to re-think on what the poem means.
Thursday 10 January 2008
MERTON COLLEGE - 10th January 08
Well today i got annoyed by MOHAMAD!! And from then on we have received a poem called "sonnet 129" and also received the assignment brief!
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