Summa summarum: academic views on communication and society. how do

we change the way we communicate based on what we want to accomplish.

• Journalism in affecting societal discussion / starting discussions

Humanities vs societal sciences (missed the slide)

Course will be focusing on our critical thinking skills (especially in regards to gathering information

• Self-reflection

• Systemic pictures

• Theories, how does society work

• How to better your information gathering skills

Contemporary questions:

• Al’s effect on your jobs

→ instead of replacing humans, we will have high demand for those who can utilize Al tools in their work

→ cultural evolution has always been highly a remix of something that has already been done ~> this can improve your own skills in remixing aka creating prompts (that can then used by Al as well )

Independent assignments after each lecture

→Half of A4, what did you learn etc ( first deadline 11.9., then 23.10. )

→ Analytical paper - submit an academic, properly referenced paper on a free topic of interest to yourself, based on four academic sources published in the last five years. Deadline 10.10

→ Group work - the task is to prepare and deliver a presentation based on specialised academic material. Presentations will be in a pecha kucha format (20 slides, 20 seconds each, see https://moodle.edu.ee/mod/resource/view.php?id=1078230). Groups will be made up of students from different disciplines, and presentations will be listened to and commented on by a panel of lecturers. Deadline for presentations and presentations is 23.10, feedback will be given on the spot.

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8.9.

Lesson is recorded!

→ moodle-test is open on 6.10. Only!!

→ there is also links to free editing softwares etc.

Download frame forge + shot manager

Moodle has the resources, links, videos etc.

Todays topic: visual grammar

→ long shot / midplaan

→ medium shot / keskplaan

→ close up / suurplaan

Focal length ~> play around on shot designer!

• classic 50 mm is the human eye

• The smaller the number the wider the shot

• Also combos like medium long shot aka cowboy shot

• Master shot aka the whole scene

• Insert / cover shot (insertti, cut to a close up in the MS)

• Cutaway (related to the MS but not directly in the MS )

Golden ratio in shot composition ( 1/3, 2/3 )

Eyeline

• distance from eyeline creates objectivity, closeness creates familiarity

Google more on camera hinging / hinge shot

Temporal Continuity /Editing

→Preventing hard cuts in places they don't belong e.g. Cutting through action

Expanding and contracting time

• importance of actors leaving empty space between lines, leaving opportunities for editing

• Expanding time in editing is created by bringing in different shots from

• , the same action

• Creating a montage is a classic way to compact time

• High frame rate / speed can be used to bring gravity the moment

Bfm Project Center

• There are files for production info, safety etc. there's a project approval form (can be only filled after pre-production is finalized)

• There's also a specific bfm workflow chart that includes everything from pre-production to screening.

• Media archive → things submitted go to the Estonian movie database

• → efis.ee

• Equipment → bfm-rental.tlu.ee

→ Make two different bookings; one for camera and sound, and a separate one

for lighting equipment. Nb! Must be booked at least 48h before shooting.

12.9.

We go through the universitys information database // Elizabeth Arder

→ Ebsco, akadeemiline raamatukogu, EBook Central proquest

→You can directly copy and export citations

Search tips

• Keyword OR keyword OR etc (searches multiple different keywords, not just the joint sentence

• Keyword* (searches the word in different ways that it can be written aka govern, governing, government)

19.9.

Missed start:

PART I: Gibbsi refleksioorniring, aka

”Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience

• Feelings and thoughts about the experience

• Evaluation of the experience, both good and bad

• Analysis to make sense of the situation

• Conclusion about what you learned and what you could have done differently

• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.”

Part II: Self-Management

Task: Please describe with your own words what is self-management? What part of earlier of lecture is connected to this?

• Time manafement skills

• Setting goals

• Self-analysis skills

Process of taking the initiative in managing ones own activities, defining ones learning needs, formulating goals. A great tool to lead your life with purpose.

• Time management issues manifest when you are constantly tense, stressed about there not being enough time for tasks.

• First step: mapping your time (over seven days)

  — what did you spend time on?

  — Keeping a diary and calculating % (triple division of the day)

  — Keep time like a budget (if not controlled, it at least shows where all time went)

• Second step: making a plan

  1. Weekly Plan

  2. Daily Plan

• Third step:

Practical Excercise

• Think about the week ahead, put them in numerical order of importance

1. Prepare for character interview

2. Course work (solo)

3. Arranging filming days for course work (group)

4. Meal plan for the end of the week

5. Laundry

6. Cleaning

7. Writing diary

   — Best to plan small steps! Plan an hour for a task, 30min, 15min, at a specific time. It’s an actual commitment.

   — Being too generic with the task (e.g. Having the whole end goal day by day, can bring you down).

SMART Scheme (Doran 1981)

Goals should fit these criteria:

1. Specific - direct the goal to a specific area of improvement (goal is to be …)

2. Measurable - an indicator of progress (during 5 days this week, I am…)

3. Achieveable - specify who exactly does it and under what conditions (i am responsible and do it at these times…)

4. Relevant - note what results can be realistically achieved (in order to achieve this, i must be …)

5. Timely - specify when the results can be achieved ( 5 days this week)

Self-analysis skills:

1. Three column method

2. Concept mapping: keywords related to an experience (positive and negative, who are related to this experience, what was my role etc)

2nd part of the lecture: Why do we dance? Functions of dance in human society

1. Social function

2. Therapeutic function

3. Aesthetic function

4. Religious Function

Celebrations of human lifecycle (birthday, graduation, wedding, initiation ceremonies),

• Some cultures, dance associated with time around giving birth (clip of Kenyan tribe)

• Clip from Confirmation party (Italian community in Canada)

• Clip from Norwegian wedding ceremony (woman spins, shows off the clothes and jewels, man shows her off as well)

• Hunting dances (for luck, good warm up physically and mentally)

• Military marching

• Clip from Maori Haka (unity, finding inner power)

• Ghanaian pallbearers (dancing at the funeral, bringing out emotions)

• Norwegian dance (showing off masculinity)

• Austrian court dance

• Clip: Sound of Music (expressing austrian heritage, social class etc)

• Dancing for Alzheimer patients

3.10.

Lecturer sick, todays topic is copyright stuff in the creative field and academics.

• Estonian Code of Conduct for Research Integrity

• Freedom, responsibility, justice, honesty & objectivity, respect & caring, openness & cooperation

• Academic misconduct: plagiarism, falsification, fabrication.

Next topic: visuals & visuality

• Seeing and looking

• TLÜ campus?

Relativity of vision

• Colors (colorblindness)

• Area of view (human vs eagle)

• Formalist art theory

• Social conventions of depictions (size according to importance, not perspective) i.e. Ancient Egypt

• Optical cancellation of linear perspective

• Light importance (in western art important, not in eastern)

  — biblical? Light against dark

• Visual practices across the university by James Elkins

  • Visual practices are an integral part of university education

  • Visual practices encompass a wide range of disciplines and approaches

  • Visual practices can include drawing, painting, photography, sculpture, and digital media

  • Visual practices are used to enhance learning and understanding in various subjects

  • Visual practices can be used to communicate complex ideas and concepts

  • Visual practices encourage creativity and critical thinking skills

  • Visual practices can be used to document and analyze research findings

  • Visual practices can be used to explore and express personal experiences and emotions

  • Visual practices can be used to engage with and respond to social and cultural issues

  • Visual practices can be used to collaborate and communicate with others in interdisciplinary projects.

  • Online lectures: c1 - c 28 t

• What do different researches see

• Artists analyzing surveillance society

→ a shade colder Estonian art magazine in English

17.10.

Creativity

Torrance test

Preconditions for creative thinking

• Mental abilities

• Ability to think originally: finding unusual relationships based on known facts, knowledge

• The experience of learning and using the techniques of generating new ideas

9 components of flow:

• Clear goals

• Immediate and relevant feedback

• Challenge / skill balance

• Concentration on the task at hand

• Sense of control over ones actions

• Merging of action and awareness

• Loss of solf-consiousnes

• Etc.

Common creativity blocks

Practical excersices

• Doodle

• Pretend you are 5 year old

Divergent vs convergent thinking

The 4c creativity model

Reversing assumptions

Pecha Kucha info

• group Y, klo 11:00-12:50

Assistant material for analytical paper

→ due 31.10.

→ only academic sources