All of the projects are very impressive and people tried quite different creative ways to generate distinct media artifacts. Of all of them, I was impressed much by Hillary Lloyd’s kinetic typography video on a poem by Brain Turner. It was interesting to see how a poem on paper can be remediated in to the form of a kinetic typography video, and generates new meanings and impact along with the original context of the poem. I would like to look closely at how the meanings I derive from my viewing experience are mediated through the video and how does the video impact me.

The video was well made that I enjoyed the seamless connection between the words and the visual images. To understand an artifact, we can try to break it down to very little components and apply the techniques Michael Clarke proposes when studying it, including, naming, describing, contextualizing, analyzing, interpreting, and evaluating (Clarke, 21). There are texts (style, color, font, meanings, etc.), images (shape, space relation, representations, etc.), and voice (intonation, pauses, pronunciation, speed, etc.). Not only should we pay attention to the attributes of those elements, we should see how those elements play out in relation to each other. For examples, words are thrown on the screen as pronounced; sometimes words faded out as the voice dies out; image actions vary based on the content (a liquid smash happens when the word “puncture” pronounced strongly and shows up in text). The poem has meanings, and contains words that can trigger vivid images in peoples’ minds. That’s why people immediately see the connections between texts and images presented on the screen, unless there are people like me who might not even know what the words mean. Even in such cases, I still felt the video was a great marriage of the various elements, because of the well-chanted poem.

The video could be appreciated using Clarke’s techniques, but it can also be experienced through the lens of remediation. David J. Bolter proposes that any of the borrowing in new media is never a simple add on, but they are incorporated in to generate new experience and impacts in a complex way (Bolter, 45). As defined, remediation is the representation of one medium in another. I can imagine the poem was probably expressed in words on paper, or recited originally. In this kinetic typography video, I can see two of the three ways Bolter identifies how remediation works. One is that old media are highlighted, and ideally it should be no difference in hearing the chanting of the poem coming straight from the mouth of the poet or from the video (Bolter, 45), as the new medium is supposed to be transparent (the media player). However, that’s not the case, because of the attribute of this new medium that one can replay the video over and over again without hearing a difference, and can manipulate it. On the other hand, the differences between the old medium and the new media are emphasized as the total effect of the poem through the combination of various media are amplified and multiplied. It is a successful example of remediation, which enhances my experience with the poem.

Last but not least, through Lloyd’s video, I see Mark Deuze’s media life concept where he describes media as building blocks of our society, and that people use media as means to construct and influence identities of themselves and others (Deuze, 138). The video is not only a representation of the original poem, but it is also an expression of Lloyd. She incorporates her understanding of the poem into the video and brings in her own style. She selected the images and the type; she decided the motion; she created the video in ways that the poem impresses her. When we as audience view the video, we are not reading directly into the poet’s mind. Instead, our impression of the poem is layered and could be very different given that the context when we view the video is completely different from when the poem was written. We can see the video (of a certain style) is an expression of Lloyd’s self and our minds are influenced by that. Media are a crucial part of our selves and lives that we might not realize until they are missing.

I truly enjoyed Lloyd’s video, and I consider it a perfect marriage of texts, audio and images. I would not suggest further changes to the video, but I would definitely love to her to make it into a series and create more videos of this type. I consider this a more effective and attractive way for people to learn poems and it would be a good means to preserve intelligent works of great minds and build upon it to create more brilliant works.

 

 

Work cited:

Bolter, J. David, and Richard A. Grusin. “Remediation: Understanding New Media.” Cambridge, MA: MIT, 1999. OnCourse. Web. 4 Dec. 2012. <https://resources.oncourse.iu.edu/access/content/group/FA12-BL-INFO-I310-21397/Readings/Bolter%20_%20Grusin_Remediation.pdf&gt;.

Clarke, Michael. “Language and Visual Artefacts.” Verbalising the Visual. 20-37. Web. 4 Dec. 2012. <https://resources.oncourse.iu.edu/access/content/group/FA12-BL-INFO-I310-21397/Readings/Clarke_Language%20and%20visual%20artefacts.pdf&gt;.

Deuze, Mark. “Media Life.” Media, Culture & Society. 137- 148. Web, 4 December, 2012. <https://resources.oncourse.iu.edu/access/content/group/FA12-BL-INFO-I310-21397/Readings/Media%20Culture%20Society-2011-Deuze-137-48.pdf&gt;

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