DREAMS IN (Final Project)

Hi Guys,

I finally added the music to the video, enjoy.

- Dominique

Cinematography and Machinima

We've spent some time thinking about game aesthetics and structure, and let's now turn to the moving image outside its interactive role, whether it be in cut scenes in a game, or a film/movie/animation. We'll use the example of machinima as one form of moving image creation and capture. After we get past the setup, many of the principles of cinematography and editing are the same as for any moving image, and you can follow or break the rules as you wish. Here are the notes for today's class, so you can concentrate on the ideas and the activities.

MISE-EN-SCENE: What's in the shot

Setting

Costume

Lighting

Figure Expression and Movement

LIGHTING: 3 POINT LIGHTING: key, fill, back

MACHINIMA: Environment lighting, and also lighting kits, or lights you make

PHOTOGRAPHIC QUALITIES OF THE SHOT

Look of an image

balance of dark and light

depth of space in focus

relation of background and foreground

use of color, saturation, tone

focus

lenses to change depth in a shot (either fixed with a telephoto or fish eye, or rack or zoom shots)

FRAMING

Angle

Height of the camera

Canted angles

Following shot (moving camera):PANNING, TRACKING, TILTING, CRANING

Point of view shot

SCALE/PROXIMITY

ELS: landscape, crowd, building--establishing shot

LS: Standing human figure is height of screen (roughly)--character and surroundings

MLS: knees/mid-thigh up (shot Americain bc of its use in cowboy pictures)

MCU: chest up--get to see the face, gestures

CU: head

ECU: small object, part of the body

CAMERA MOVEMENT

crane

handheld, steadycam

pan

tilt

tracking shot

whip pan

For Machinima: Space Navigator 3-d mouse

What to do with those shots!

EDITING AND MONTAGE

Editing can be based on rhythm, time, space, tone, theme

"The Kuleshov Effect" With his experiment, Kuleshov learned 3 things:

1) a cut could serve a narrative function (eyeline match, flashback, what a character is thinking)

2) also it could generate an intellectual response—(metaphor, contrast, parallel)

3) emotional cut: rhythmic, tonal (increasingly dark or light0, form cut (match cut), directional cut

a single cut can function on all three levels: narrative, intellectual, emotional

Straight cut

Jump cut

Cross cut (or parallel cut)

Contrast cut

Form cut (match cut)

TRANSITIONS:

Fade-out

Fade-in

Dissolve

Synecdoche (part for a whole)

Form dissolve

Wipe

Iris

Games and Film: Where Aesthetics Meet and Diverge

Games and Film: Where Aesthetics Meet and Diverge

From film techniques in games, as so eloquently illustrated by Chris Solis in his analysis of Super Mario 64 to the very different kinds of camera angles and spectatorship that can occur in games, it is instructive to explore these two cultural forms in relationship to each other, and to consider how they have been mutually informing, first with film's influence on games, and now with games' influence on film. We also can include the human-computer interface.

Opening shot of Welles's Touch of Evil that Solis discusses in his blog post:

Solis writes, "So why do we introduce the camera before we introduce the main character? Simply the camera is more important then Mario in this title." Does Welles's film also introduce the camera before the character?

How has this evolved in games? In film? Why?

Transmedia, Shigeru Miyamoto: The Big Picture of Digital Narrative

To add to our discussion of Henry Jenkins's 2003 article summarizing transmedia storytelling in Technology Review (eek, so long ago!), here is Jenka Gurfinkel's slideshare presentation on Transmedia (which I serendipitously found today in my Twitter feed).

From Jenkins:

"In the ideal form of transmedia storytelling, each medium does what it does best-so that a story might be introduced in a film, expanded through television, novels, and comics, and its world might be explored and experienced through game play. Each franchise entry needs to be self-contained enough to enable autonomous consumption. That is, you don't need to have seen the film to enjoy the game and vice-versa. As Pokemon does so well, any given product is a point of entry into the franchise as a whole."

The example of Lost
The example of Star Wars
Your examples

Here is the link to the New Yorker profile of Nintendo game design genius Shigeru Miyamoto, and we'll discuss the attitude towards gaming presented in the article as well as the example of Miyamoto.

Miyamoto's caves
Huizinga and Callois
Influence of Miyamoto

Overview

This course blends theory and practice in an exploration of digital narrative: how stories can be told with digital and new media technologies, and how narrative can be experienced in games and immersive environments. We will work critically and creatively with linear and nonlinear narratives in a range of media: writing, graphics, animation, games, multimedia, virtual worlds, and interactive media.

The overall theme of the course will focus on moving image narratives--both linear and non-linear--that explore ideas about storytelling, time, and memory. In particular, we will consider how interactivity changes narrative, and whether there are new kinds of digital narratives and aesthetics emerging, especially in games, and in what games might become. Students will make movies, games, websites, DVDs, and online installations that illuminate ideas about story, plot, character, time, and narration, comment on their creative work using the critical concepts they learn, and experiment with word processing, graphics, machinima capture, video editing, game design, and web design software programs.

All students will analyze their own responses to the games, films, readings, and other media we encounter in terms of the key concepts from the course in order to deepen their understanding of how meaning is made in digital narrative and interactive media, to enhance the production of their own creative projects, and to explore the nature and complexity of the role of digital media in our society and culture. Students in the Video Game Scoring Minor will focus on deepening their understanding of the subjective experiences of game play and narrative in a range of interactive media in order to be better able to score video games effectively and creatively.

LEARNING OUTCOMES
By the end of this course, you will be able to:

1) Evaluate current theoretical and practical tendencies in the emerging field of Interactive Media.

2) Formulate a critical framework for analyzing traditional and new forms of narrative.

3) Develop narratives that employ the theoretical and critical concepts explored.

4) Apply new media tools and aesthetics to create digital narrative.

5) Analyze the subjectivity of a game, immersive, interactive, spectatorial, or narrative experience so that you are better able to compose music for that medium, and be better at communicating with the people who make the kind of media you will score.

6) Synthesize theory and practice in an interdisciplinary exploration of narrative and technology.

7) Connect academic studies and the changing world in which we live.

COURSE MATERIALS: Required Books, available at bookstore & online
The Language of New Media, Lev Manovich (LNM)
Game Design Workshop , Tracy Fullerton (GDW)
Recommended: Man, Play, and Games, Roger Callois