in-depth v2.4

So far my in-depth progress has gone by well. I have learned a few new tactics but have mostly been working on some of the pieces that I want to have completed. Here is one of the concepts I have found new and interesting.

When illustrating objects that provide a reflection of some sort (lips, glasses, etc.), something important to note is how to properly shade them in. For example, when illustrating glasses in one of my images, I would leave out blank spaces and shade the outside of where the illustrated line would be, to provide some sort of contrast. This is to allow for the image to pop out rather than simply being bland and 2d.

(Incomplete image of Dwight Schrute)

As of now I am currently working on my piece based around a person’s face. In this case, I have decided to choose a popular TV persona, “Dwight Schrute” or the actor “Rainn Wilson,” mostly to provide myself with a challenge. I will go more in-depth into why it is more challenging than normal.

How to have a beautiful mind:

Much like everyone else, I will be attaching colours to my different hats:

Blue, red, black, white, yellow, and green.

To provide some context, I had finished my prior piece and felt rather accomplished finishing it. I decided to begin on the illustration of a person’s face and was already wanting to illustrate “Dwight Schrute.”

Grace: Hey Kevin, have you completed your piece from the last meeting?

Me: Yes.

Grace: What are piece are you planning to create next?

Me: I was wondering if I should start drawing a person’s face with ink pen now? I feel experienced enough to and I had a person in mind.

Grace: Sketching people’s facial features can be difficult, especially with ink pen. However, I believe with your progress so far you should do well. You have already sketched people and faces with pencil before, and you seem to be learning quickly.

As soon as our mentoring session began my mentor established the progress I had made and the next tasks needed. She used the blue hat to make sure I was able to accomplish as much as I can with the time I had. After providing my ideas for what was to come next, Grace put on two hats at once, the red and yellow. She provided some background detail as to why she would normally be hesitant, but then proceeded to use the red hat to show her belief in my progress. The yellow hat came soon after, supporting me with her prior knowledge and logical reasoning as to why she knew I was ready. I then proposed my person to her, “Dwight Schrute” or “Rainn Wilson,” showing her on my phone.

Me: I was thinking about drawing this person next.

Grace: Hmm. His head and facial features seem to be shaped strangely, which may make it more challenging. You may have difficulty illustrating his glasses, as well as him as a whole. 

Me: I see what you mean, but I think it would be a good challenge. I believe that I’m able to do it after my experience sketching in pencil.

In this conversation, Grace provided a valid argument. She did not state that I could not do it, only that it would be challenging, providing some details behind her argument. She used the black hat to think critically about the outcome and to make sure I understood the potential issues that may arise. However, I trusted my artistic ability and brought back my experience, using the yellow hat for myself this time. 

(Later when sketching the face)

Me: Excuse me Grace, how would I make the glasses look more realistic? They look dull outlined in pencil.

Grace: Oh, it is important to avoid just drawing the glasses. Instead, to provide a more crisp and realistic look, you highlight the darker inner edges and leave the brighter areas behind.

 

In this situation, I put on the green hat, inquiring about how to illustrate something I had never done before. I wanted to know the best way to illustrate them in order for them to look realistic.

(Later when asking about sketching lips)

Grace: The lips of a person always have a reflection on them. Not only when there is light shining onto their face, but as well as when it is bouncing off of the upper lip onto the lower lip.

The white hat was a simpler hat to wear, but it is one of the most important. I didn’t pay much attention as to why certain areas were brighter than others, even though both were submerged in shade, but it helped me realize that this occurs a lot in artwork.

That seems to be it for this update. I am pretty proud of my progress and believe that I have done well so far on my individual pieces. It was fun catching up again, adios.

what is canada?

The combination of different religions, cultures, ethnicities, and overall people allow for Canada to be seen as a “post national” state, to some extent. Canada has begun showing signs of post nationality but continues to keep its borders and remains far from a genuine post national state. Based on a UNM study, post nationalism “takes culture, society, government, politics, and the economics of an individual nation and inserts these components into an increased regional, continental, hemispheric, and global perspective narrative (M. Nunn 2011). There is evidence to support the claim that Canada is post national by this definition, but it fails to satisfy all criteria. Our Canadian identity consists of those who live within the country, sharing similar values regarding our openness to the diverse and new. Different cultures all around the world immigrate here to Canada for their similar values, to start new in a positive and healthy environment, proven when taking in “an estimated 300,000 newcomers in 2016, including 48,000 refugees” (Foran 2017). This is able to happen because Canadian policies have been redesigned to increase the inclusion of others, changing our identity significantly. Although our “annual immigration accounts for roughly 1% of the country’s current population of 36 million,” we are not necessarily near becoming post national (Foran 2017). The actual location of these newcomers plays an important part, some areas of Canada being more diverse and comfortable than others. According to the 2016 Census, areas like “Toronto, Vancouver and Montréal [are] the three most populous CMAs in the country [and] are still the residence of over half of all immigrants (61.4%) and recent immigrants (56.0%) in Canada,” exemplifying the massive difference in distribution of immigrants (StatCan 2017). This shows that although Justin Trudeau believes that Canada is one of the first post national states, he fails to realize the claim he is making involves every part of Canada. To conclude, Canada is on its way to post nationalism but cannot meet all the prerequisites needed to become post national.

 

https://www.theguardian.com/world/2017/jan/04/the-canada-experiment-is-this-the-worlds-first-postnational-country

https://www150.statcan.gc.ca/n1/daily-quotidien/171025/dq171025b-eng.htm

https://digitalrepository.unm.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1017&context=hemisphere

in-depth v2.3

Another little bit has gone by now, and although I haven’t learnt many more techniques from last time, I have been working and sketching more illustrations to practice. Recently I have been focusing on illustrations that are more centered around landscape or inanimate objects, to work on strengthening my ink-pen ability. Here is an example of what I have been doing:

A new concept I have learned involves the drawing of living things, specifically plants like trees or bushes. Grace told me that it is important to avoid overthinking the design of the plants, and to just go through with what you believe it should look like quickly. At first glance the plants seem to look normal and like part of the overall image, but through further examination they end up just being squiggly lines. Grace told me that that’s how ink pen should work; that although it may not feel right, you should still follow through until the ending image, where all of the parts will become one cohesive whole.

How to be a good listener (new perspectives):

Me: Grace, I remember hearing you say your children went to IB, correct?

Mentor: Yes, they are in university now.

Me: How do you like IB, in your opinion?

Mentor: IB is a good school and my children seemed to enjoy going there mostly. [However,] they said that [from] grade ten to grade eleven the jump was bigger than expected, and [they] became more stressed quickly.

Me: That’s interesting, what about after they finished high school?

Mentor: After they finished high school, they said they were grateful that they completed IB, because it prepared them for university. The work was stressful at the time, but it allowed them to strengthen their studying skills as well as their organization. If you want, you can ask one of them when they’re home.

Me: That sounds like a good idea, I would love to do that if the opportunity comes up.

Throughout our entire conversation, I reminded myself to maintain eye contact and nod when I understood what she meant. I made sure that my mentor knew I was paying attention, and that I actually took information out of the conversation that would help me later.

How to ask questions:

Me: Grace, are there any other things I could do to further strengthen my ink pen artwork? Any extra exercises or techniques I could do? I have TALONS kayaking practices coming up so attending drawing classes is a little difficult.

Mentor: Other then coming to classes every so often, the main thing is to practice when you have time, beginning with sketching out your boundaries and using a structure to start. Try your best to challenge yourself with difficult images, exercising your sketching ability.

Me: Could you elaborate on what is considered a “difficult image?”

Mentor: Any image that you look at and feel afraid or hesitant to attempt to draw. Images that force you to apply new strategies and challenge your current abilities.

One tactic that was mentioned in the “how to ask questions” chapter is elaboration. Edward de bono states that “you may need the elaboration in order to understand the matter more fully,” allowing the person asking to clarify what the meaning is. I found that asking for elaboration allowed me to feel more comfortable with picking images to practice with.

That’s all for now, adios.

romeo and juliet’s puppy love

Based on our readings so far, I would agree with the argument that Romeo and Juliet’s relationship is one of “‘infatuated children’ engaging in ‘puppy love.’” At their current age, Romeo and Juliet both exaggerate their love for one another, completely disregarding the external conflicts and risks that are involved in the big picture. After less then a day from meeting one another, Juliet tells Romeo “…my true love is grown to such excess, I cannot sum up sum of half my wealth,” expressing her love for him (2.6.33-34). The night prior to this, Juliet claims to ‘be a statue’ for Romeo to pray to, holding back and avoiding expressing her emotions. The next day, she completely forgets about her initial perspective and drastically changes her view on Romeo, exemplifying her childlike mindset. Additionally, both Romeo and Juliet fail to consider the external consequences their ‘love’ may cause. They both acknowledge that their families are enemies, like when Juliet says “My only love sprung from my only hate! […] That I must love a loathed enemy” or when Romeo says, “My name […] is an enemy to thee,” yet they continue to love despite both sides’ violent nature (1.5.138-141/2.2.55-56). Their childish arrogance causes them to disregard the consequences of their actions, seen when Friar Laurence states “These violent delights have violent ends,” foreshadowing the tragedy to come (2.6.9). Despite many warnings that would normally inform people to pause and think, Romeo and Juliet continue to ignore the possible violent repercussions and go forward with their day-old romantic desire, exemplifying childlike or ‘puppy love.’

The argument that Romeo and Juliet should not be viewed as children seems valid at first but proves ineffective. The authour, Jindra Kulich, provides unclear statements, specifically when they state that “at 14 years of age human beings were considered to be adults,” setting a vague age range for the reader to understand (Kulich). Along with that, Kulich provides a personal experience, implying that children become adults when they “assume [their] responsibilities,” and that the privileged “went to secondary school and were allowed to remain children longer” (Kulich). Kulich’s criteria for an adult differs from statement to statement, weakening their argument and losing the readers’ trust. Additionally, when they state that “the privileged went to secondary school…,” this would apply to both Romeo and Juliet, members of high-status families, the Montagues and the Capulets (Kulich). According to multiple online sources, the play “Romeo and Juliet” took place in the late Renaissance period (late fifteenth century). In the sixteenth century, children did not become adults when they reached a certain age. According to an online essay, “Adulthood only came when a child’s father went before a judge and legally granted [them] independence,” meaning that Kulich’s argument proves untrue, especially when considering the time difference (Malvasi “Renaissance”). To conclude, Kulich’s argument that Romeo and Juliet should not be viewed as children is inaccurate and requires more thought.

https://www.123helpme.com/childhood-during-the-english-renaissance-view.asp?id=156572

 

in-depth v2.2

Two weeks have gone by now and I have finished the practices my mentor has given me, meaning I have begun to work on larger images closer to my final product. The first practices consisted of techniques and little concepts I needed to understand, here are a few examples:

  • Texture. Grace explained to me that texture with ink pen can be difficult at times. How areas with rough textures should be portrayed through light, quick strokes, trying to ‘scratch’ the paper with the tip of the pen rather than simply drawing, for example.
  • Lighting. Instead of colouring in darker areas, they should be layered to provide a more realistic feeling. Sketching vertical and horizontal lines provides the image with a more unique feeling, leaving little white areas at times to avoid complete black. As for lighter areas, sketching gently leaving large random spaces between lines, or simply dotting the area every so often to avoid complete white.
  • Perspective. This is specific to drawing landscape or architecture. In the beginning, Grace suggested that I use pencil to outline the base lines, or the horizontal lines, within the image I was creating. This was to ensure that the lines were somewhat parallel, with the closer parts being bigger and the farther parts smaller.

After I was taught these concepts, I began to start drawing actual images. For this blog post’s topic, “how to be interesting” and “how to respond,” my mentor and I have already had experience. Stated in my previous blog, we usually converse about relevant topics while teaching/being taught.

Throughout my last mentor meeting, Grace provided me with some interesting examples in order to teach me about avoiding certain outcomes. Since I was doing ink pen artwork, she began to talk about how one’s focus/concentration is a major component when illustrating, grabbing out a few examples. She showed me a few of her other students’ ink pen artwork, sparking conversation and describing how they had messed up, specifically because they were distracted at the time. At first, I was somewhat confused with what she meant by ‘distracted.’ I asked her for clarification, where Grace then explained that they were talking to other students or doing things they weren’t supposed to, like being on their devices or playing with her iPads. Not only did I find this interesting, I found it kind of funny. I asked how each example had been messed up in order to avoid these mistakes myself, eventually asking “what if they weren’t distracted? Would this still happen?” Grace replied with “not very likely, but sometimes students still make funny mistakes.” I’m happy that I was able to respond and express my interest for her stories, as it improved my learning experience and made it more entertaining. I’m also happy to say that I haven’t run into a large mistake yet.

During the next few weeks, I plan to start creating my major in-depth illustrations, learning new concepts/techniques along the way. See you next, next week.

in-depth v2.1

During the past couple weeks, I have been meeting with my mentor and reviewing some of the skills I learned last year. However, what I’ve learnt instantly is that sketching people is much more different than drawing landscapes or natural images (anything else other than people). Although, I do notice some of the skills reappearing within my artwork, for example, the importance of contrast, sketching lightly, where to start, etc. I’ve only just started practicing my ink pen art, starting off with some basic sketches of objects with ink pen. As for some new concepts, I’ve learnt that with ink pen artwork, it’s important to feel relaxed and not too stiff. Making little mistakes makes it more genuine, as well as occasionally lifting the pen to create gaps between lines. The main target is to create work that feels older fashioned and quick-paced. To the left are the very first sketches I created, quickly just testing some new skills I learned.

 

In relation to the book, How to Have a Beautiful Mind, my mentor and I have been freely talking and finding out some topics that we disagree and agree about. Whenever I meet with my mentor, we conversate about anything really, bringing up stories and topics that are relevant or just wanted to be spoken about. One of these topics is the effect technology has on younger generations and our future. When this came up in conversation, we both politely disagreed with one another, providing some important points that I believe are crucial. Grace believes that technology is too distracting and causes children to forget about the environment they are in, which is understandable. For context, Grace provides three iPads in her classroom for searching up images, and “sometimes when [she has] students using [her] iPads, they get distracted and spend up to an hour ‘searching’ for pictures to draw, wasting both [her] time and their own.” She had made a good argument, specifically because I have witnessed this firsthand, but I still had to disagree, bringing up the situations where technology is helpful and important (for school, work, efficiency, etc). I stated that the discipline and rules involved with providing children with this technology are the main issues, and that technology provides more benefit than detriment. Grace believes that in the future, technology will play too much of a part and humans will become too dependent on technology. There is a little part of me that agreed with this, but the other part of me believes that technology will be more beneficial to us, allowing for major advancement that will ultimately lead to our success. We spoke about it for longer, gaining a deeper understanding of each other’s perspectives. I will say, after having some time to reflect, she has convinced me to lean a little more to her side than I was originally. Simultaneously, I believe that my points also edged her a little bit closer to the center as well.

zip final post

My inquiry question is “How are different genre movie trailers created to attract different audiences?” This question was chosen due to my interest in film creation, film direction, and overall video editing. Filmmaking’s importance in our future is always increasing, and perfecting skills related to the industry will prove itself helpful. My research shows a little difference, but overall my inquiry question has remained the same. I was able to research and learn about all the information I needed and am very happy with the result.

Some skills I have expanded on include my researching skills, examples being notetaking and synthesizing information. Having the ability to properly analyze information and find out what’s most important is an important skill to have both in school and in the future. In the actual process of creating my final project, I practiced and strengthened my editing, directing, and visualization skills.  All of these are less important from an academic standpoint, but it proves useful from an elective view (e.g. DMD11).

There are a lot of different answers to this question. There are the surface level observations, for example:

  1. The speed of the editing relative to the genre/feeling
  2. The saturation of the editing relative to the genre/feeling
  3. The audio of the editing relative to the genre/feeling

Then there are also the deeper observations, those which take more thinking and aren’t obvious. Based on different genres, the trailers are meant to make a promise to the audience. Within comedies, you are promised you will laugh. Within thrillers, you are promised to be excited or on-edge. Within dramas, you are promised to feel emotional and connect with the characters. For every clip, the creator asks, “What does this moment promise to the audience?” For every genre, there is a different answer to my question. I have decided to create a thriller trailer, which promises excitement and action. The editing must be high-paced, providing suspense, while making the audience feel nervous. The characters must be somewhat relatable, simultaneously having something strange or off about them. After the creation of the plot, it’s important to end on a final scene that impacts the audience, whether that being a quote or a plot twist. I researched most of this in zip version two, and when analyzing SEARCHING and The Ghostbusters (2016):

https://medium.com/@tonyszhou/the-trailers-for-ghostbusters-2016-and-the-art-of-editing-comedy-74a1433c3221

My final learning artifact demonstrates my application of the research I conducted, narrowing it down to a specific genre. I presented my research through an actual trailer, focusing on thriller films, a nerve-racking and exciting genre. I applied the techniques and notes I took down into the creation itself, exemplifying both my understanding and skill expansion. The three competencies I have chosen are as follows:

  1. Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
    1. In the process of researching my topic, I separated my notes into different subsections, synthesizing my ideas at the end. I contemplated long and hard about the genre I should pursue, eventually choosing thriller and creating a new idea for a film. I took time to delve deeper than the surface level observations and concluded with a better understanding of my inquiry and its answer.
  2. Transform ideas and information to create original texts
    1. When creating my actual trailer, I spent time brainstorming ideas based on the genre and creativity. I took the ideas created and narrowed them down based on creativity, simplicity, and genre, sometimes combining ideas together to make them easier. The knowledge I gained from my research help me do said narrowing, providing me with a better understanding of what makes a thriller trailer.

 

  1. Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
    1. This core competency is exactly what I did during my zip inquiry. I used the research and my own ideas to plan out a trailer, writing a script that attracts a specific audience, in this case thriller. I then drafted, filmed, and edited the final product to the best of my ability. Here is the script of my final creation:
      zip script

1st source

This first source provides a short summary and synthesis of some techniques used in horror, action, and fantasy trailers. The second part of this source provided tactics to use when creating a comedy trailer, something more upbeat and lighthearted rather than high speed intensity. I learned that when editing a comedy, editors tend to be looser and lighter, using child-like sound effects or music to suggest that an unserious mood. This site also provided some good starting ideas that are used commonly in the film industry.

2nd source

This second source provides an example, the drama “GRASSLAND.” It goes over some of the previous points in the first source, but also has additional shots, examples being: Close up shots, two shots, mid shots, over-the-shoulder shots, and music. The site goes in depth on how each technique adds to the overall effect of the trailer, presenting a suspenseful and intense plot. I will be looking farther into it as I continue, checking back continuously.

3rd source

Now this source has some naughty language in the title, but other than that it’s an important and helpful site. The general information it provides is how to literally edit a movie trailer, instead of focusing on cuts, music, and sound effects. It strays more on the side of editing a trailer, not a smaller movie. There are five steps provided, all avoiding the movie’s plot and instead attempting to draw in the audience with the most enticing video clips.

4th source

Through comparing the American and British version of the same trailer, The Ghostbusters (2016), there are many small differences that add to the overall plot. In the analysis, they bring up miniature differences that change the mood of the trailer, from the percentage it’s zoomed in to the order the sequences are in. This site is a fun read and informative.

As for questions, I don’t really have any new ones. My question was pretty straight forward, but I do wonder about how my inquiry applies to other forms of media. Last year, Jerome focused on the advertising aspect of attraction, while this year I focused on the movie/entertainment aspect. However, there are plenty of different medias where appealing to specific genres is important, and I would like to delve into how it differs for each media.

This concludes my ZIP 2019.

zip version four

In the last few days, I’ve accomplished a solid amount of work. In this blog, I’m going to be posting the plan I’ve created for the trailer, somewhat still in the making. This basic summary down below is meant for a simpler understanding, only the basis for what I plan to create. The link provided goes to my script so far (I’d like it to be noticed my character is named “Ansin Zacry,” a scramble of “insan[e]” and “crazy”).

Zip Trailer Design:

Summary: A man lives alone in his home, suffering from paranoia. One day he receives an anonymous email from a secret society, where he then decides to accept and see what it is. He eventually begins messaging the group, bonding with the other members, until one of them suggests an attack. They meet up, and he murders multiple people, until taken down by the police and arrested. When being questioned, he asks for the identities of his anonymous accomplices. The officer asks, “What accomplices?”

zip script lickity split

 

 

in-depth 2k19

It is now in-depth 2019, and after a long thought process, I have chosen to pursue my in-depth from last year, artwork. Last year, my topic was focused around illustrating figures like people, learning the physical capabilities and limitations involved within drawing them. I learned some basic skills and was inspired mostly from media like animation. This year, I plan to focus around the art of ink pen, illustrating without pencil and strengthening my hand-eye coordination. Additionally, I’d like to learn the history behind ink artwork, due to it’s interesting and cultural background. After looking into ink artwork and its different sub-genres, I have become intrigued in learning the skill, both from an artistic and historical point of view. It may take a while, but it will be well worth it.

At the end of this year’s in-depth, I aim to delve into the genre of ink, learning the skill and the application. I plan to research its historical background right away in order to get a better understanding of the topic, possibly creating a timeline for myself. During the mentoring sessions, I will form a basic structure focusing on the main steps when drawing. After I receive the basics and practice the skill, I will begin to create the four pieces I set out to do: A landscape, a populated area, a person’s face, and wildlife. These pieces all test the different skills I need to perfect (or at least attempt to) in order to prove my skill at the end of in-depth. When presenting, I plan to showcase my artwork in chronological order, describing the process and providing background information.

Finding a mentor this year was relatively easy. Because I’m continuing my in-depth from last year, I stayed with my prior mentor, simply providing some new information. For a refresher, my mentor’s name is Grace. She has been an art teacher for 15 years now, teaching all ages, in the comfort of her own home. She provided some insight into teaching all different types of people last year, telling some stories and adding her own advice whenever. Although she does like to converse, she has politely declined my request to record our conversations. I went over some blog post topics that I said we might talk about, and she explained to me that she would love to help, but her business’ reputation is ultimately more important. However, I am able to provide some quotes that I find interesting or beneficial, with her permission/confirmation before hand.

To conclude, I’m pretty set for this year’s in-depth. I’m excited to see what I can accomplish by the end, as well as everyone else’s final projects.

01/17/2019

zip version three

At this point in time, I am somewhat rethinking my schedule. I don’t think I need to revise or change my schedule drastically, but changing my focus is my new priority. It is currently January 15th, and I am kind of struggling with finding a solid trailer idea I can film in two days. There are a few ideas and genres I have in mind, but most are too complex for a 15-year-old boy to complete in two weeks. However, I’m planning to edit them down and make the ideas simpler, which obviously isn’t ideal.

As for my inquiry question, I have found that it is much more complicated then I expected. Based on the film genre, the trailers are edited much differently. For example, comedies have been designed to fit a certain form of comedy, whether it being dark or upbeat. Thrillers are meant to get their audiences’ heart rate up, providing action at every turn. The overall feeling remains self-explanatory, but the structure of the trailers is where the real information is. Here is a source that provided me with a new outlook:

https://medium.com/@tonyszhou/the-trailers-for-ghostbusters-2016-and-the-art-of-editing-comedy-74a1433c3221

This source is an interesting read, so I suggest taking the time to read it. However, if you haven’t, I can summarize the information given. Through comparing the American and British version of the same trailer, The Ghostbusters (2016), there are many small differences that add to the overall plot. In the analysis, they bring up miniature differences that change the mood of the trailer, from the percentage it’s zoomed in to the order the sequences are in. This site is a fun read and very helpful and informative.