In-Depth Blog Post #5

Progress Review:

This week I am developing a new project that includes vocal recordings. I have created the track that will accompany the vocals, and I am organizing to record the vocals this week in my mentor’s studio. Sarah F. has agreed to sing for this project, so I will be recording her vocals and then editing them and adding them to my project. I have attached a link to the background track that I created this week.

I was quite disappointed with my last project; it didn’t come together quite how I wanted it to. That being said, I am extremely proud of this new project so far because I feel as though I have implemented more of my skills to create a more complicated and accurate sounding cover of ‘Something Just Like This’ by the Chainsmokers and Coldplay. I wanted to try using GarageBand in a slightly different format, so I created this project on my iPhone. I found this much easier than using my laptop. It’s much easier to make simple adjustments, and the instruments and loops are much easier to find. I focused especially on finetuning each recording to sound as close to the original recording of the song as possible.

This week I have also been researching how to implement vocals into GarageBand projects in preparation for my recording session with Sarah. I’ve learned about some of the most effective ways to create a portable system that helps isolate your voice from the reflections bouncing off the walls. I also learned a lot about gain staging. Gain is the ratio of the output of your recorded voice, to the input of your recorded voice. There’s a minimum and maximum range of gain before the quality of your recording becomes extremely poor. This range exists at every stage of recording. It’s important to stay within the proper range at every stage to maintain a professional quality recording.

I will be posting the final version of this project later this week, but here is the finalized copy of the backtrack:‘Something Just Like This’ Backtrack

How to Have a Beautiful Mind:

During my last meeting with my mentor, I was careful in trying to pay attention to the different hats that my mentor was using so that I could try and use the same hat. I found that this parallel thinking helped me understand the way my mentor was thinking about a situation and allowed me to get more out of our discussions. This is the conversation that I recorded with my mentor. She was teaching me about what gain staging is and how to use is effectively. Within the transcript I have made notes about which hats are being used and why:

 

Me: While I was researching different techniques for recording vocal tracks for GarageBand I found some articles about gains staging. I was wondering if you could show me how to use gain staging effectively?

Adrienne: Sure. Let’s go over the basic ways to use gain staging and then I’ll show you some examples from some of my old projects.

During this part of the conversation, my mentor and I both used the blue hat. I defined the focus of the conversation by asking about gain staging, and my mentor set up a sequence of hats by explaining how she was going to teach me about it.

Adrienne: So, gain staging is basically the process of managing and adjusting the volume of any track in your project, but we’re going to be practicing gain staging vocal recordings.

Me: Ok. When I’m adjusting the volume of my instrumental tracks, I can just adjust the volume lever left or right to make it louder or softer. How is adjusting the volume of vocals different?

During this part of the conversation, I realized that my mentor was ‘wearing’ a white hat. When she explained what gain staging is, she was telling me a hard fact. She also explained how I’m going to get the information I need when she said that we were going to practice gain staging on vocal recordings. When I realized what hat she was using, I decided to add to the conversation by stating what I know, which is how to adjust the volume of regular instrumental tracks. I then asked a question related to the information that I need to know, which is how gain staging works in vocal recordings specifically.

Adrienne: It’s different because there are more variable that need to be adjusted. This is where a lot of people mess up when making GarageBand projects. It’s easy to just start twisting random knobs until you think the vocals sound right. This usually screws up your gain staging and will lead to your project sounding less clean or professional.

Me: Yeah, when I was just starting to learn how to adjust the resonance and echo or the treble and bass of the tracks in my projects I did that as well. In my opinion that strategy doesn’t work very well at all.

I think that this part of our conversation used both red and black hats. My mentor was using a black hat to point out potential problems for using gain staging. Additionally, we were both using our red hats because the information we were sharing was based on intuition. Adrienne believed that many people are tempted to change the volume settings ‘randomly’ until they find something that sounds right. She used her intuition and emotion to say that this wouldn’t be the most effective strategy. Additionally, I used my emotions and past experience to agree with her statement.

Adrienne: The idea of gain staging can seem really complicated to beginners, but it’s actually quite simple if you compare it to pixels on your TV or phone screen. When you record quietly, you will have to turn up the volume later on in your project. This is just like saving a really tiny image and then stretching it out onto your TV screen.

Me: It’s going to be blurry and out of focus.

Adrienne: Right. So how would you fix this problem?

Me: I’d save the image at the right size initially so that I don’t have to stretch it later.

Adrienne: Exactly. This is why it’s important to record your vocal tracks at the right volume first so that you don’t need to make any major adjustments later.

I believe that this conversation was using the green hat. The green hat helps with creativity, and my mentor’s use of this interesting analogy allowed me to see gain staging from a different perspective. I also think that this conversation used the yellow hat, because Adrienne’s TV metaphor showed me the value of recording with proper audio. Furthermore, it explained why recording with the right volume is so important for gain staging.

From this conversation I learned that there are so many different ‘hats’ that are used in one conversation. I also learned that multiple hats can be worn at once and may be more effective when they are worn together. I believe that recognizing that hats that other people are wearing during your conversations with them is very enlightening and allows for you to adapt your own style of communication to compliment theirs.

Is Canada A Post-National State?

The mosaic of diverse cultures, religious beliefs, environmental biomes, and political views has shaped Canada into a post national-state. Unlike most countries in the world, Canada “has never pursued or developed a single national identity” (Bernard, 2008). When Canada was founded, both the English and the French were involved. These groups of people had very different cultures, religions, histories, and languages, and as a result Canada was immediately faced with the problem of trying to accommodate both groups as equals. This concept has remained crucial in Canada and has allowed this country to develop into a post-national state that gives people of different background the opportunity to coexist peacefully and respectfully. Currently, Canada is one of the most accepting countries for immigrants and refugees. According to an article from The Guardian, Canada accepted 300 000 immigrants in 2016, 48 000 of which being refugees. This ‘almost cheerful commitment to inclusion’ has become a natural part of the growth of the country and has significantly shaped Canada’s identity (Foran, 2017). Canadian immigration policies have developed into a “universal point system […] irrespective of country of origin or racial background” that welcomes immigrants from a wide range of countries to Canada and further increases the variety of cultures and religious backgrounds that shape Canadian identity (Li, 2000). An example of this increase in multiculturalism is evident within a 2011 Census of Population study, that found that ‘more than 200 languages were reported as a home language or mother tongue’ (Evans, 2013). Additionally, Canada is the second largest country in the world by area. It also encompasses some of the most diverse and varying ecosystems and natural biomes in the world. These environmental differences and our wide variety of natural resources significantly impact job availability and lifestyle within each region of Canada, which makes it difficult to assign a universal Canadian identity. In conclusion, Canada is a post-national state that thrives on its ability to accept a patchwork of different lifestyles.

Citations:

https://canadianimmigrant.ca/guides/moving-to-canada/diversity-in-canada-an-overview

https://www.justice.gc.ca/eng/rp-pr/csj-sjc/jsp-sjp/rp02_8-dr02_8/rp02_8.pdf

https://www150.statcan.gc.ca/n1/pub/11f0019m/2008319/s13-eng.htm

https://www.businessinsider.com/canada-could-be-the-worlds-first-postnational-country-2017-1

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

In-Depth Update

Here is the link to my finalized project! This project took more time than expected because it was incredibly difficult to arrange all and record all of the different parts on a real keyboard. Furthermore, it was also challenging to sync the timing of each overlapping part. Now that this is completed I will begin working on my next project which will incorporate vocal recordings.

In depth project: Apologize by One Republic

In-Depth Post #4

Throughout the past three weeks of in-depth, my progress on my project has been slower than I had initially hoped. This is because I am learning how to record using a real keyboard, and I need to use my mentor’s studio to record because I don’t have a keyboard at home. That being said, I will be visiting my mentor’s studio this week to finish the project and will be posting it on my blog later this week. Although the completion of my project has slowed down, I have used my time at home to research new strategies and techniques. Right now, I am focusing on learning how to fine-tune my projects with Smart Controls.

Smart Controls edit the sound of tracks in your project. They can be used with software instruments, drummer tracks, and recorded audio. My mentor explained to me that learning how to use Smart Controls is crucial because adjusting a single screen control can change one or more aspects of the sound of a track and completely alter the feeling of a song. So far, I have learned how to use EQ or tone controls, reverb and some other controls specific to the type of track or instrument. For example, the Smart Control for synthesizers includes screen controls for choosing the waveform and adjusting the resonance and filter cutoff, while ones for string instruments include controls for changing the articulation.

How To Have A Beautiful Mind:

While working with my mentor, I tend to ask lots of questions, as I am very passionate about and interested in learning how to create music. That being said, I also have a tendency to talk a lot while learning from my mentor. De Bono says, “If you listen carefully and attentively you will get more value from listening than talking”, so throughout my last few meetings with my mentor, I have focused on asking many questions and listening attentively to the response and asking follow-up questions where necessary. Here is an example of one of the questions I asked my mentor at our last meeting:

Me: While editing my project I’ve found that my electric guitar track sounds really screechy and out of place. What technique would you typically use to fix this?

Mentor: Well, when the quality of a track or loop seems out of place in your project, one of the best ways to fix it is using the EQ control. If you want to lower the treble and boost the middle frequencies and bass in your guitar track, you can adjust them by moving the coloured circles on the EQ line.

Me: Oh okay. How will I be able to tell if I’ve edited the track correctly?

Mentor: You can click the ‘solo’ button to hear the track by itself without the rest of the music in your project to listen for a difference. Another thing you can do is click any of the dots to reset them to their original position. In my experience, I have found that editing the EQ too much can make the piece sound unnatural or imbalanced, so it’s best to only make small edits and continuously check to see how the track sounds with the rest of the music to ensure that you don’t edit it too much.

EQ is a very detailed and difficult piece of software to use. I am still figuring out how to use it correctly. As a result, it is crucial for me to ask many questions and listen attentively to my mentor’s response. Furthermore, by asking follow-up questions I can gain more in-depth knowledge about the techniques that my mentor is explaining. Through this conversation, I learned more about EQ than I had initially known to ask about, because I continued to ask questions that allowed my mentor to elaborate. Here is another example of an interaction that I had with my mentor:

Me: The three adjusters don’t all work the same way. The mid changes symmetrically, but the bass and treble controls don’t. They just taper off all the way to the left or right of the panel. Why is this happening?

Mentor: That’s because the bass and treble act more like shelving adjustments. Basically, when you move them you’re setting a cut-off point for the top or bottom frequencies and choosing the gradient of that cutoff.

Me: I’m still not quite sure I understand. How can I effectively use this to create balanced tracks?

Mentor: It’s definitely a little bit confusing at first. Let’s look at one of my old projects and see how the EQ effected the piece.

By opening myself up and telling my mentor that I didn’t understand the concept we were discussing, I was able to create an opportunity for my mentor and I to work and learn together by listening to one of her old projects. I now have a much stronger understanding of using EQ.

As mentioned earlier, I will be finishing my next project this week and it will be posted in a few days. After this project is finished, I will be learning how to incorporate vocals into GarageBand projects. I am very pleased with my progress so far and I am excited to continue learning.

Romeo and Juliet Critical Response

Question One: Based on our readings so far, do you agree or disagree that Romeo and Juliet’s relationship is one of “‘infatuated children’ engaging in ‘puppy love'”? Why or Why Not?

The trueness of Romeo and Juliet’s love can be seen in the differences of how they treat each other compared to the way they treat others that they may be seeking out romantically. First, the way that Romeo expresses his infatuation for Rosaline is very different than the ways he shows his love for Juliet. When Romeo believes he loves Rosaline, he sulks and broods about his unrequited feelings, but he doesn’t continue to pursuit her when she doesn’t immediately “stay the siege of loving terms, nor bide th’encounter of assailing eyes, nor ope her lap to saint-seducing gold” (1.1.203-205). When Romeo first introduces himself to Juliet, she too refuses him initially. When Romeo asks to kiss Juliet, she denies him, saying that instead her lips must be “[used] in prayer” (1.5.101). Despite this, Romeo pursues and kisses Juliet, which results in the beginning of their passionate relationship. Furthermore, when Romeo realizes that he and Rosaline can’t be together because she “hath sworn that she will still live in chaste”, he seems to give up on trying to pursue her (1.1.208). But, when Romeo realizes that Juliet is a Capulet, his family’s sworn enemy, he doesn’t stop trying to be with her. Instead, he offers to disregard his family name, and all of the wealth that is associated with it, so that he is able to love her for the rest of his life. This shows that Romeo is willing to work against adversity and make sacrifices to earn a future with Juliet, whereas he simply gives up on Rosaline when he faces challenges in his attempt to ‘woo’ her. Juliet also acts differently with Romeo than she does towards other suitors. When Lady Capulet introduces Paris as a suitor, Juliet is very hesitant and cautious, telling her mother that she’ll “look to like if looking liking move” but that she will not try to entice Paris any more than is enough to meet her mother’s expectations. Furthermore, when speaking with the nurse, Juliet mentions that she is not interested in marriage yet, stating “it is an honour that I dream not of” (1.3.68). However, after her first encounter with Romeo, her perception seems to change significantly. After only meeting for one night, she already asks for Romeo to “send [her] word tomorrow” and offer his hand in marriage (2.2143-144). When Juliet throws away her indecision and reluctance about marriage, it shows that she trusts Romeo and truly loves him. In conclusion, Romeo’s willingness to fight for Juliet against many adversities and Juliet’s unusually trusting and spontaneous actions within their relationship prove that their love is legitimate and true.

 

Question Two: To what extent is Kulich’s argument that Romeo and Juliet should not be viewed as children effective or even historically accurate?

Kulich’s argument that Romeo and Juliet should not be viewed as children should be considered historically inaccurate. While discussing Juliet’s potential suitor, Paris, Capulet states “My child is yet a stranger in the world; She hath not seen the change of fourteen years” (1.2.9). From this the viewer can see that Juliet is only thirteen years old. it can also be infered that Capulet believes that Juliet is too young to be married, which opposes Kulich’s point that during that time period it was considered normal for thirteen-year-old children to get married. It is believed that ‘Romeo and Juliet’ was first performed around 1995 and was set around this same time. According to Michael Best’s “The Age of Marriage”, the average age of marriage between 1566 and 1618 was 27 years of age. Furthermore, in 1619, the average age of marriage was 23 for women and 27 for men, which is 10 years older than both Juliet and Romeo respectfully. Best also states that “for most children puberty came two or three years later than it does today.” According to Medicine Net, puberty begins between 10 and 14 for most girls, and for boys’ puberty usually begins between 12 and 16. This would mean that both Romeo and Juliet may not have even gone through puberty at this time. Additionally, the prefrontal cortex – the part of the brain in charge of impulse control and organizing emotional reactions – is not fully developed until approximately the age of 25, according to the health encyclopedia of Rochester University. Therefore, Romeo and Juliet should not be considered adults at the time of their marriage because they weren’t fully developed physically or cognitively. Kulich also states that when children finished compulsory school, they assumed all adult responsibility, and that “only a few relatively privileged children went to secondary school and were allowed to remain children longer”. The Montagues and Capulet, “both alike in dignity” were very wealthy, reputable families. Therefore, one could infer that both Romeo and Juliet were both still enrolled in tutoring and considered children. In conclusion, Kulich’s argument that Romeo and Juliet should not be viewed as children is not effective or historically accurate.

 

Citations:

http://internetshakespeare.uvic.ca/Library/SLT/society/family/marriage.html

https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=1&ContentID=3051

https://www.medicinenet.com/puberty/article.htm

In-Depth Post #3

During the past two weeks of in-depth I have progressed so far and learned so much about how to use GarageBand effectively. I have started learning how to record real instruments and use them in GarageBand projects. I thought that this would be more difficult than using musical typing and using software instruments, but it has turned out to be much easier. With musical typing I am restricted to playing notes within one octave at a time. This made it difficult when creating my first project because I had to separate the melody into parts that were above and below the octave that I was limited to. When I am using a real keyboard, I have access to the whole range of octaves. Furthermore, it is quite awkward to play chords when musical typing, and I can only play with one hand at a time. When using a keyboard, I can play chords with three or more notes easily and play with both my right and left hand at the same time. This will allow me to record much more complicated projects.

I met up with my mentor again this week and she showed me how to connect a keyboard to GarageBand to record pieces. She also listened to my first project (shown below) and showed me some useful techniques about how to use the program more effectively, and how to use different tools within the software. She noticed that I had several layers of the same instrument playing different parts and showed me several ways to access new instruments and different sounds and loops. This will allow me to create much more interesting sounding pieces and will help me create very accurate sounding covers of songs. When I created my first project, I found it difficult to find the right balance of volume for each different instrument or recording. I wanted each element to be heard, but I found that some of the percussion or harmony parts overwhelmed the melody at times. My mentor taught me about panning, which is a little dial located beside the instrument name and volume adjustment bar. Panning makes it easier to distinguish different tracks within a project. In most pieces of music, the most important tracks are panned to the center, and the other tracks or panned to the left or right. This makes the most important tracks more prominent and noticeable.

When experimenting with the different software available on GarageBand with my mentor I am constantly asking ‘what if questions’. After I finish my project, my mentor and I spend some time editing it, and she lets me adjust different things as we go to see what will happen if I change certain settings (for example, “what if I turn up the bass 25%?”). I have learned so much about GarageBand from my mentor allowing me to freely explore and ask questions to open up new ideas and lines of thought. I have worked with my mentor for several years learning piano and theory. While we review my work and try new strategies, I often try to connect the different strategies to those I have learned with her in piano theory. My mentor and I also connect my work in GarageBand to things I am passionate about by using my skills to replicate songs that I enjoy listening to. For example, my mentor and I chose ‘Shape of You’ by Ed Sheeran for my first project because it is a song that I like that is also quite simple and seemed suitable for my first attempt at creating a project on GarageBand.

Implementing and editing loops of audio can be quite complicated, so I have worked very hard with my mentor to try and get a firm grasp on the strategies and techniques I can use to make it easier. When I ask my mentor questions, I write down the answers in a notebook so that I can remember the answers and use them in my projects. As GarageBand is fairly new to me, sometimes my mentor will use terms that I don’t understand. When this happens, I make a note of the term and politely ask for clarification. This week, my mentor showed me how to record real instruments on GarageBand. She explained to me that when you manually record music, it is beneficial to apply a filter to it that evens out all the timings and rhythms, because humans make mistakes and it is impossible to perfectly time every single note. In my research I found that most professional music producers do this, because music with multiple tracks will begin to sound messy or slightly off if the small errors within each layer aren’t corrected. I used this information to agree with my mentor and support her point. While working with my mentor this week, I reminisced with her over the time that she helped me write and produce my own song when I was young called ‘Rain’. I have always enjoyed creating music, and I am very thankful that my mentor has supported me in exploring these passions.

This week I will be creating my first project using real recorded instruments. Last week I used musical typing and software instruments to create a cover of ‘Shape of You’ by Ed Sheeran. Here is a recording of my first project.

In-Depth Post #2

My in-depth project this year has been going extremely well. Over the past two weeks I have work hard to get a strong start on my project. I have finished my preliminary research about how to use the software in GarageBand and have begun creating my first project using the software instruments in GarageBand. At first, I simply played around with the program trying to replicate some of the strategies I saw while researching and watching YouTube videos (see notes below). I primarily focused on musical typing, which allowed me to use the keys on my Mac to play notes, chords, and melodies. I learned that the A, S, D, F, G, H, J, K, L,;, ‘ keys can be used as the white keys on a piano and the W, E, T, Y, U, O, P keys are the black keys. Furthermore, the use Z and X keys shift octaves for lower or higher pitched notes. I also learned that the 1 and 2 keys can be used to adjust the pitch of the notes I am playing and that the keys 3 through 8 will add a set amount of modulation to the notes played. Eventually, I began using what I had learned to create a simple piece of music with multiple layers that uses multiple software instruments and different types of musical typing.

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During this week, I also met with my mentor. At that time, I hadn’t spent much time actually working with GarageBand because I had just finished my research, so she helped me test out the program and showed me how to use some of the basic software. She also gave me some very helpful information about layering the software instruments and adding musical typing to create projects. For example, she taught me how to make my own loop by editing a recorded track and adding it to the loop library for future use. We also listened to a few of the songs that she has created using GarageBand, and she pointed out some different concepts that she considered while making them. I was very impressed by her projects because she used the limited sound and instrument options within GarageBand to create very interesting and complex sounding pieces. It sounded exactly like she had recorded a band with real instruments in a studio.

During my time with my mentor, I agreed with most of the things she said. For example, she said that it is highly recommended to use one of the virtual drummers instead of using percussion loops. After discussing this idea with her I found that I agreed with what she had said. First of all, there is a much wider variety of virtual drummer tracks with more specific genres than percussion loops. This will ensure that the percussion within your project doesn’t sound out of place. It also allows you to choose the most effective style of percussion for your project. Additionally, the virtual drumming tracks are much longer and less repetitive than percussion loops. This makes the music sound much more engaging and interesting. It also makes it sound more real and less like it was generated by a computer.

When my mentor said that she recommended using loops of software instruments over using loops of personally recorded audio, I initially disagreed. This is because a lot of the sources I found research from said that using musical typing to record loops can be beneficial as it gives you more creativity and the ability to create sounds and melodies that aren’t available on GarageBand. I initially brought up these concerns politely to my mentor, and after her explanation I understand why she would suggest that I try and use the software instruments and pre-recorded loops as much as possible. When you use audio that you recorded live, the timing will not be exactly perfect. This becomes an issue when you are playing several layers of self-recorded audio over each other, or trying to create repeating loops, because slight differences in timing are hard to edit and if left will make your project sound messy. She said that I may be able to expand into using more of my own recorded audio as I gain experience and skill.

When my mentor suggested using very few filters to search for different audio loops, my opinion differed slightly. I’m the type of person that tends to feel overwhelmed when given too many choices to choose from. Therefore, I feel as though using a genre, instrument, and key filter would be the most efficient way for me to choose the loop that will match what I’m looking for. I’m also somewhat of an impatient person, and I would rather only have to choose between two or three different audio loops than ten or fifteen. As a result, it was difficult for me to sit with my mentor and listen to many different audio loops before choosing one that deemed suitable for my project. That being said, I realized that my mentor was right. Because I have such little experience with the software, it is important for me to explore and listen to as many different loops as possible to get a sense of what’s available. Furthermore, it is important not to pigeon hole myself when looking for loops to use in a project, as I may miss out on finding the best loop for my project. When creating projects from now on, I will use my mentor’s strategy instead of mine, as they have much more knowledge and experience than me.

This is what my project looks like right now. It is still incomplete so I will be posting a full video of it later this week.

screen-shot-2019-02-03-at-6-53-38-pm

ZIP Final Blog Post

  1. What is yourinquiry question? What initially drew you to this question? Did your question stay the same, or did it change overtime? Why?

This year for ZIP, I researched the impact of visual aids on the connotations of text. I am choosing to research this concept because I am very passionate about videography and have enjoyed filming skits and music videos since I was a kid. I rarely have time to create videos, so I am extremely motivated to pursue this project as it gives me a reason to film and edit. Although my end goal remained the same throughout my project, I was introduced to many new aspects of my question through my research. As I began looking for information about my project, I found that there is very little accessible information about how visual aid impacts the connotations of text. As a result, I was forced to research many topics surrounding my question and then later synthesize it to infer the answer to my inquiry question. This made my question a little bit more focused on the psychology behind visual perception and later in my research I focused on the strategies that cinematographers use to manipulate their audience’s emotions.

 

  1. What skillshave you expanded on / learned during the inquiry process? How are these skills applicable to your success as a student?

After completing my research, I feel as though I have a solid grasp on the ways that cinematographers invoke emotions in their viewers by changing a variety of different variables. I have researched the ways that colours, lighting, scenery and architecture, human natural instincts, post-production editing, and the distance and angle of camera impact the way that viewers feel when they watch a video. Having a solid idea of how these concepts interact and work together was crucial in understanding how to use visual aids to manipulate the connotations of text. I have also practiced my filming and editing skills throughout this presentation and have learned how to overlay text onto videos. Learning the way that different colours and scenery impact viewers’ emotions is helpful in many different contexts. In marketing, for example, it is crucial to understand how to manipulate people’s emotions through portraying specific tones through advertisements and product/packaging design. These skills are also important in graphic novel design, where you need to use characters and scenery to portray certain emotions and influence how the reader perceives the text. These skills are also crucial for screenwriting and directing films. Additionally, learning how lighting and scenery impact human emotion and perception is important for photography or any form of art (drawing, painting, sculpting, etc.). Furthermore, learning about human natural instincts and natural mirroring can be important while studying certain areas of psychology. Last, learning how to properly film and edit short videos could be useful in various settings, such as presenting a project.

 

 

  1. What did you learn about /what is your answer to this inquiry question? Remember to be specific and provide direct evidence from your research.

Here are some pictures of my notes:

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Throughout this project I researched how cinematographers, architects, and psychologists have learned to manipulate people’s emotions. After conducting my research I have found that is involves changing a variety of different variables: colours, lighting, setting, post-production editing, distance, and angles.

I learned that contrasting colours are associated with boldness and chaos whereas groups of similar colours are said to be harmonious and pleasant. Red can symbolize both aggression and love. Orange can represent warmth and transformation. Additionally, in Confucianism orange is seen as a colour that represents transformation. Bright yellow can indicate happiness and relaxation or jealousy and betrayal, whereas muted yellow can show danger or judgement. Green overtones could represent dreariness or lifelessness, but green objects and scenery means new beginnings and life. Blue tends to represent faithfulness, loyalty, and childlike wonder. Purple can indicate both ambiguity or extravagance and royalty. Pink portrays innocence or childlike romance, and lastly magenta shows romantic love and passion.

I learned that the hardness or softness of light also impacts mood. An example of hard lighting would be shadows cast on a sunny day with sharp, defined angles. An example of soft lighting is shadows on a cloudy day with blurred and undefined lines. Hard lighting sets a more intense mood, whereas soft lighting is more calming and tranquil. I learned that more light creates more intensity and that backlight instills drama. I found that the use of silhouettes creates a much darker and dramatic mood that tends to have sad or negative connotations. Last, I learned that blue light is more energetic whereas natural light creates a happier feeling.

I learned that natural settings such as forests decreases stress. Additionally, filming calm or slowly moving water can create a feeling of calmness, whereas wavy or stormy water instills tension and stress. I also learned that certain types of buildings can create certain emotions. For example, libraries tend to be a serious space that create an aura of dignity and respect. Studies have shown that complex and interesting buildings create positive feelings whereas simple and monotonous buildings tend to create more negative feelings. Additionally, buildings with high ceilings lead to creative thinking whereas buildings with low ceilings lead to focused and critical thinking.

I learned that post-production editing can significantly impact the way viewers feel when watching a film. For example, short and choppy clips create a suspenseful and uneasy atmosphere whereas long, smooth clips are calming and serene. Furthermore, close-up shots of the subject of the film convey heightened emotions. Wide shots establish the space and scenery that a subject is in and gives context to the scene. If a subject starts far away and moves closer to the camera or vice versa it can expose their inner emotions, wants, and fears.

I also learned that camerawork significantly impacts the mood portrayed in films. For example, low angle shots make the subject seem towering, sinister, or empowered. On the other hand, high angled shots make the subject seem weak or vulnerable. Shaky camerawork creates an unsettling realistic tone, such as in The Blaire With Project. If the camera zooms into the subject’s space, it makes the viewer feel as though they are entering into the subject’s mind frame. That being said, if the camera zooms in quickly, it can be quite jarring for the audience. If the camera zooms out from a subject, the viewer may sense the subject’s vulnerability, or they may see how big the subject’s obstacle is. Last, if the camera tilts mid-shot it creates an other-worldly or dizzy feelings.

I also learned about human genetics and how people’s natural instincts help them relate to subjects in films. One concept I learned about is called the mirror effect, which is when humans naturally mimic the people they see or interact with because our brain thinks its right to mime the visual input we see. This means that when an actor smiles, we smile, or when an actor shows sadness, we feel sad. It also extends into the idea that when an object flies towards the screen, we duck automatically.

 

  1. In what ways does your final learning artefact demonstrate your learning / answer to your inquiry question? How does it connect to your chosen curricular competencies? Consider listing your competencies and including images, links, or excerpts from your work to demonstrate this.

In order to demonstrate my learning, I have created three short films made up of video clips that I chose to create a specific tone. I have played a poem or passage from a piece of literature over each video. Here is a copy of my video planning work:

screen-shot-2019-01-27-at-6-46-08-pmscreen-shot-2019-01-27-at-6-46-15-pm

 

 

 

 

 

 

 

My goal was to use my findings to portray how the tone of the visuals impacts how the viewer perceives the meaning of the text. This relates to my three curricular competencies in many ways:

  1. Access information for diverse purposes and from a variety of sources to inform writing:
  • As mentioned above, I had to use a variety of different sources with a variety of different purposes to synthesis all the information I needed to complete my final learning artifact.
  1. Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact:
  • My final learning artifact is demonstrating how different colours, lightings, scenery, and styles of cinematography enhance and shape the meaning and impact of text
  1. Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
  • I will present my research and the work from my planning process with my final learning artifact to show that I planned and designed each video with a specific purpose to portray a certain emotion.

 

 

  1. Whatresourcesdid you find useful during your inquiry and why were they useful? (Cite at least four resources you consulted, with links, and write a brief 50-100 response as to was important to your learning).

Impact of colours on emotions:

https://www.premiumbeat.com/blog/manipulate-emotions-with-color-in-film/

This website was incredibly helpful when researching how colours can be used to manipulate the tone of a film. It used multiple examples from a variety of films, and explained how colours can have very different meanings depending on the context of the film.

 

Impact of lighting on emotions:

https://nofilmschool.com/2017/06/guide-how-use-light-communicate-emotion-film

The video and article posted on this website where incredible helpful in learning how the colour, quality, contrast, and direction of light impact the emotions portrayed in film. It also provides specific examples of how to adjust the lighting in a video to make viewers feel certain emotions.

 

Impact of scenery on emotions:

http://www.bbc.com/future/story/20170605-the-psychology-behind-your-citys-design

This article uses evidence from a variety of different studies to show how different styles of architecture impact people’s moods. It includes quotes from many different psychologists and architects who are studying the different aspects of architecture and how they affect mood.

 

Impact of camerawork on emotions:

http://www.freestyleacademy.rocks/~CullenB/explorations.html

This website was extremely useful when researching how different angles of filming impact the emotional connotations of text. It also explained how zooming in and out of subject will change the way a viewer relates to a character and judges their emotions.

 

Psychology behind visual perception:

https://www.simplypsychology.org/perception-theories.html

This website delves into several different theories about how people register visual information. The theories explained are very interesting, and are written about in a way that is very understandable for people with limited background in psychology.

 

  1. What new questions do you have about your inquiry? What motivates you or excites you about these questions?

Throughout this project, my research has been solely based on answering smaller inquiry questions to gather information that will consolidate to create a solid foundation that I can use to create inferences that will allow me to answer my final inquiry question. As a result, I have thought of many new questions. For example, I wonder the addition of different sensory experiences, such as audio, would impact the connotations of text further? Another reason why I have considered many new questions is because in creating my videos I must ensure that the only variable that is changing is the video playing behind the text. This has forced me to consider many different aspects of presentation that may also impact the meaning of words, such as the size, font, and colour of text. I have always been interested in both cinematography and psychology so all of the questions that arise through my research are very interesting to me. I may use these questions in future research assignments if the opportunity arises.

In-Depth Blog Post #1

For in-depth this year, I am learning how to use all of the technology within GarageBand to produce detailed and accurate covers of songs and pieces of music. I have a created a list of several goals that I would like to achieve throughout this project. I hope to learn how to use most of the features within how the GarageBand software effectively to record, edit, and layer music, and by the end of my inquiry I hope to become confident in my approach and ability to create detailed and intricate covers of songs by using the arrangement track, equalizing vocals and editing recorded sounds. I have started my research with learning the basic steps for how to create a new project on GarageBand by researching different strategies and watching videos about the process. I will continue to learn through using my newfound skills to create covers of songs. I plan to gradually increase the difficulty of each project as I gain more knowledge about the software that I am using.

I chose to learn this skill because I am passionate about creating music. Ever since I was young I’ve enjoyed playing and listening to all different types and genres of music. At my piano studio, my teacher would help me record all of my songs on GarageBand at the end of every year. I always enjoyed watching her perfect my playing with the editing technology and add layers and effects. Additionally, I play in the school band and enjoy playing and listening to orchestral music, full of many intricate layers of sounds. I hope to learn how to use GarageBand to replicate such deep and rich music with only a piano and a computer.

Throughout the next few months I will be working with my old piano teacher, Adrienne Sim. She has a lot of experience with recording her student’s performances. I plan to meet with her weekly to enhance my learning by reviewing what I find from my research with her. I hope to learn from my mentor’s adaptations and strategies that she has developed through years of recording and producing songs on GarageBand.

ZIP DOL #4

Provide a copy / image of your research notes. What concepts in your learning do you now feel you have a solid grasp on? Which ones might be useful to other students in their learning?

screen-shot-2019-01-17-at-10-43-29-am screen-shot-2019-01-17-at-10-43-40-amscreen-shot-2019-01-17-at-10-43-20-am I feel as though I have a solid grasp on the ways that cinematographers invoke emotions in their viewers by changing a variety of different variables. I have researched the ways that colours, lighting, scenery and architecture, human natural instincts, post-production editing, and the distance and angle of camera impact the way that viewers feel when they watch a video. Having a solid idea of how these concepts interact and work together was crucial in choosing the first piece of literature that I will be editing in front of different videos to portray certain emotions.

Learning the way that different colours and scenery impact viewers’ emotions is helpful in many different contexts. In marketing, for example, it is crucial to understand how to manipulate people through portraying specific emotions through ads. These skills are also important in graphic novel design, where you need to portray character emotions and influence how the reader perceives the text. These skills are also crucial for screenwriting and directing films. Additionally, learning how lighting and scenery impact human emotion is important for photography or any form of art (drawing, painting, etc.). Last, learning about human natural instincts and natural mirroring can be important while studying certain areas of psychology.