Blog 7

Joke 1

Joke 2

To create differences in the videos my group focused on different aspects of making a movie for each of them.  To do this my group focused on line and shape in the first video, while we used text and subtext for the second video. All of this created big differences in movies that have the exact same plot.

            The first video focused on giving the audience ideas without them knowing by using line and shape. The first time this happens is when the dryer’s lines are all set up in a straight line to create depth. By doing this, the room seemed larger then it was. When Jenny walks into the living room she has lines pointed at her from the fireplace. This sets the audience’s attention on her. She is also standing while Matt is sitting; this shows that Jenny has more of the power in this relationship. The last thing that is put into the scene to make the audience think without realizing it is Matt’s shirt. Matt’s shirt has circles on it that went along with his circular head, this makes him seem as though a jolly kid before the audience ever hears him speak.  All of these lines and shapes were put into the movie to focus the audiences attention and give background meaning without the audience knowing.

            The second video focused more on text and subtext. There are two major changes between the first video and the second. The first is the way Nick’s character which was Matt’s in the first video acts. The second is that there is a new character added, the dad. The text for the joke is the same in both videos but in subtext Nick’s character displays the joke in a way that makes it easier for the audience to understand. The father in this video not only makes it easier to see how the kid is going behind his parent’s backs when he says the last line but also creates a rhythm when he walks through the same way the kid does..

            The two movies have a lot affinity in the fact that they are the same joke and genre. The contrast is shown by the differences in the character of Billy in both movies and the different ways that Billy is portrayed.

Blog 8B

Hero/Villain 1

The illuminator uses color well to show the way the superhero uses its power to create brightness and darkness. During the animation brighness changes from bright to dark back to bright. This is done by using saturation.  When the animation is bright there is a lot of saturation, but when the animation is dark there is a lot of value. The only thing this animation did not use was hue. All of the colors were the same type of blue, purple, or whatever the color was there was no variation. I understand that it is difficult to do this in pencil but maybe if there had been more hue the animation would have displayed the concept of the animation even better.

            This animation also uses tension and release to create more meaning to the concept. At first the animation is bright with the illuminator in it. Then it keeps the illuminator as the familiar, but adds darkness to which is not familiar. Then at the end of the animation it is returned to the familiar with the brightness being restored.

            In this animation the creator made this clip active. The creator showed what the illuminator can do, but it does not show how it affects the world or whether this is a good thing. This is a choice the audience can make. By doing this the creator has made this an active animation because the audience decides what they think of the illuminator.

Hero/Villain 2

Anne Archy in the UK uses a lot of movements in their animation. There is a lot of overlapping movement used to make the body move forward. An example is at the beginning when the legs and arms are both moving when the character is try to move to the side. The legs are moving at a different rate because they are trying to go somewhere while the arms are just moving to show movement. Weight is shown with the heart. The heart appears bigger and it takes a longer time for the arrow to go all the way through it and deflate.  There is parallel movements when the character is jumping because it stays the same shape just moving for three frames.

This animation is another active theme. The creator did not really show whether or not the hearts were the bad guys or good guys. All we know is that the character shoots at the heart. This could be the villain or the hero, but the audience has to decide its self.

There is contrast and affinity created between the character and the heart. Both of these appear in the animation as things that can float. The difference is the heart has a color to it while the character is all black. Also the character is able to throw things while the heart was only able to float.

Hero/Villain 3

In this animation color was used to create differences among the hero and superhero. By doing this a contrast and affinity was created. Both superheroes were created with the same shapes but the colors were different to show which was the hero and which was the villain. The hero uses brighter colors with more saturation. This was done by using a bright orange and bright greens. The hero also has different hues of green. These different greens are all bright and most superheroes are made with bright colors to show that when the superhero comes to the rescue they are noticed right away.   The villain uses more value to create a darker image. The villain also does not use hues as the superhero does. Instead it sticks with only black, a dark red, and a dark purple. All of these create a differences between the two characters to show which is the hero and which is the villain.

This animation unlike the other has a didactic theme. This animation tells the audience to root for the hero. It does this by shows the villain as evil, and in the end having the hero win. These two things make the audience root for the hero unknowingly. 

My Adventure to the Convocation Center

The presentation that grabbed my attention was from ETB. This is student founded, built, and sustained organization. Their mission to express and deliver knowledge about our planet through campus and community outreach. They do this through educational skits, dances, theatre, and artist performances. All of this is to educate the students. I found it interesting that there are students that care so much about our planet.

Blog 6B

Blog 6A

Blog 5B

Blog 5A

This image creates a feeling of heart wrench from just looking at it. Then just by zooming in on one part of the image the picture is vastly changed.  The reason I zoomed in on the eye with the tear is because this was the main reason I was drawn to this image. The image is powerful with the way that the woman is wiping her eye and all of the different characteristics created the intensity of this picture. By zooming in the picture is changed from a CU to an XCU, which just adds intensity on the eye.  In the original image the face is a circle, which shows innocence, but in the second image you cannot see the face only the eye, but this too is circular so it still lets out the feeling of innocence. In both images there are tears falling down the women’s eyes, which cause a visual movement within the frame. In neither of these images is there text but in both of the images there is subtext. The subtext is that the woman is upset about something and the tears she is wiping away and the sad look on her face created this. The images are didactic in the way that the audience is basically shown that the woman is upset and that there is no way of looking at the image in any other way. All of these different characteristics that the images have alike have created an image that pulls at the heart and makes the audience wonder what has made the women upset. By zooming in on just the eye the contrast between this image and the first image is the fact that there is no where else to look but the tears streaming out of the eye which causes an even more heart wrenching response from the images.