Project Proposal 3.0

Working Title:  Don’t Have Nightmares 0.3: Disruptive Technologies

Aims and objectives:

To create a persuasive message based on public information film (public service announcement) narratives.

The project will explicate persuasive narratives. The narrative will inform the viewer by animated visuals, sound, narration and text.

The project will focus predominantly focus on today’s networked society; how the digital age is constantly rewiring us and according to recent surveys, making it difficult for us to concentrate (Carr, 2010), deteriorating our memories, making us less empathetic, less practical and as a result, we are now developing more phobias. Douglas Rushkoff adds, from his book, Present Shock: When Everything Happens Now also adds, ‘we are all now “presentists” locked in a mesmerizing loop of tweets, updates, emails and instant messages’    

An important aspect of the project will involve researching reading as a process , the cognitive process when reading paper books, comparing and contrasting to e-reading.

Contextual research will include historical and modern documentation. For instance, animated and live action public information films used for persuasive purposes. Interviews with professionals will be conducted in related areas of investigation.  Though it is not exclusively related to my project, researching artists that have interpreted other Internet issues such as cyberbullying , predators,  gaming , the broadcast yourself culture, sexting and damaged reputations, in their practice will benefit my project.

The project will involve animation experimentation using selected animation techniques such as rotoscoping, graphic interchange formats and motion tweens. Relating to my Research Paper, research will investigate selected animated, live action public information films from the 1970s to the present day as well as pictorial advertisements used for persuasive purposes. Interviews will be conducted with professional bodies in related areas of investigation.

Objectives:

Steps taken in order to achieve the following:

Research selected public information films used for persuasive purposes/ E-book vs Paper book/ The reading process and how the e-reading is changing the ‘way’ we consume information/Experimentation with digital software in animation and drawings

FILM STUDIES

Public Information Films used to evoke fear both psychologically and persuasively and extensive research in the following areas:

Selected British Public Information Films (primarily 1970s) – Live action and animated films made for persuasive purposes

Child narrators used in persuasive narratives

Issues within Narrative:

The narratives will argue whether e-reading is more damaging than paper reading. The project will also challenge whether animated visuals are more evocative than live action in a persuasive context.

Are animated public information films persuasive?

 CONTEXT

Historical: Public Information films since 1970. Why since 1970? ‘a period now considered the golden age of the public information’ Katy McGahan  BFI  (screenonline.org.uk)

Psychological fear in public information film narrative. Selected iconic public information films will be investigated. Techniques and methodologies film makers employed in order to persuade their audience. Examine how fear is used to persuade and create awareness in pictorial advertisements and public information films.

Contemporary & Issues: Classic British public information films built a foundation for contemporary public information films. Contemporary public information films are still very influenced by the classics.The end result being a horror genre narrative with comical and cliché characteristics. With the advancements in film graphics and digital effects, why have the contemporary British public information films lost their appeal since the golden age of the 1970’s public information films? The question will be answered by analysing contemporary trends within narrative and innovation in graphics and digital effects. The Charley Says  series were very popular public information films during the 1970s. How did the creepy cut-out figures with a chilling child narration  disturb us yet perversely appeal to us? Why is animated horror viewed as a popular entertainment only for children?

Methodology

Animation/Film process:  The selected footage will be roughly between 60-90 seconds in duration. The selected footage will be edited then converted in a media encoder to a FLA file. The FLA file is then inserted into the software. Each frame of the footage will be drawn using a Wacom tablet and pen. The frames of film will be edited in photographic software.  Artwork considerations: Style of character and background drawings, duration of animation, visual effects, colour gradients, using texts, blurs and explorations in alternative rotoscoping techniques and styles.

Sound process: Combined with narration, other soundbites can be downloaded from websites such as freesound.org. A collaboration with an experienced sound designer has been arranged. The collaboration will involve experimenting with sound effects (isolated sounds, foley sounds etc) to more technical areas in the sound process (sampling, reverb, timbre, transients etc).

All aspects of the methodology process will be recorded on my blog for assessment purposes. Links should be clear ensuring organisation and coherency.

Outcomes

An animated infomercial. Stimulating the act of reading awareness is not the sole aim, though it might make children and parents consider the importance of reading and disruptions/distractions we encounter when trying to concentrate when reading in more depth.

 

Work Plan

I don’t have a systematic work plan. However, most of my productivity will be during terms (Sep-Oct 16, Jan-May, 2017). Reading related subject matter will be during term times. While working, I have considered strategies to turn disadvantages into advantages. For example, research methodologies (surveys and collaboration). I can get qualitative data from my work colleagues. I work with people who are currently practising artists or have creative backgrounds; musicians, painters, performance artists, documentary film makers, fashion writers etc. I can openly discuss my project in order to gain stimuli, alternative view points and inspiration.

 

Bibliography

Digital (Visual) Culture

The Internet is Not the Answer- Andrew Keen (2015)

The Cult of the Amateur: How Today’s Internet Is Killing our Culture-Andrew Keen (2007)

The Shallows: How the Internet is making us think, read and remember-Nicolas Carr (2010)

The Glass Cage: Where Automation is Taking Us-Nicolas Carr (2015)

Present Shock: When Everything Happens Now- Douglas Rushkoff (2014)

Who Owns The Future? – Jaron Lanier (2013)

Digital Art- Christiane Paul (2003)

The Language of New Media- Lev Manovich (2002)

Learning with Animation: Research Implications for Design-Richard Lowe & Wolfgang Schnotz (2008)

The Face of Britain: The Nation through its Portraits- Simon Schama (2015)

 

Film Studies and Fear Theory

Shadow of a Mouse: Performance, Belief and World-Making in Animation-Donald Crafton (2012)

Animation Unlimited: Innovative Short Films Since 1940-Liz Faber & Helen Walters (2004)

Understanding Animation-(1998) Paul Wells

The Science of Fear: How the Culture of Fear Manipulates Your Brain- (2009) Daniel Gardner

Scholarly Articles

The Art of Persuasion: A critical survey of British animated information films 1939-2009- Kerry Drumm (2014)

Double Take: Rotoscoping and the Processing of Performance – (2008) Kim Louise Walden

From Shadow Citizens to Teflon Stars: Reception of the Transfiguring Effects of New Moving Image Technologies- (2006) Lisa Bode

 

 

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