Filmmaking, experimental cinema and video art

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robert whitman shower
Shower, Robert Whitman

Yilin She

The author Eamon Christopher discusses the temporality and the multidisciplinarity of art is important to explore the relationship between film and video art. “Happening”, a term coined by the Fluxus artist Dick Higgins, mainly refers to performance art and is valued by its temporality in time. In Fluxus, experimental actions and the multidisciplinary aspect are important. The methods that are used in the filmmaking lead to the formation of the experimental cinema and the video art.

Christopher starts by stating that Jackson Pollock’s drip painting is a Happening, to explain that Pollock’s involvement of his body action in his drip painting allows the artist and the audiences to experience the same feeling in the same work. This method gets Allan Kaprow thinking. By the time Kaprow admired Pollock’s method, John Cage influences Kaprow on the time-based, recordable, and projectable medium of film. Cage creates 4’33’’, which contains a repetition of creating music through an unconventional way. Later, he makes Theatre Piece No.1, which allows the audiences to be a part of the film by using their own actions to fill up the time of the film. Cage’s use of multidisciplinarity in his music makes Kaprow bring connections to his thinking of film.

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Valie EXPORT

intermechanismcontributor

ValieExporttapandtouchcinema1968.jpg?

Katie Wittenberg

As one of the only known female Actionists, Viennese filmmaker Valie EXPORT explored the possibilities of experimentation in cinema during the late 1960’s- early 70’s.

Prior to her work, names such as Stan Brakhage and Michael Snow held major influence in New American Cinema (1960’s). Both artists were known for their work in Structuralism Film making. Film’s of this genre mainly consisted of an emphasis on the material aspects of the film, or qualities found in the film itself. Snow’s film Wavelength 1967, is one such example. In this film, a stationary camera focuses closer and closer on a particular section of a studio apartment over the course of 45 minutes. The area in focus, and even the room are not the subject. Snow chooses to demonstrate the act of “zooming in” as the main initiative, making the actions caused by the camera the primary staple of the film.

Work of Valie EXPORT and other Vinnese filmmakers took the polar opposite approach from both American and European Structuralism. Approaches to their films formed from encounters with Viennese Actionists. These Actionists held “Ritualistic Performances”, often using mud and bodily fluids on and around their bodies to show relations. The idea of incorporating “temporality”, starting first with both the Happenings and the Fluxus, was used as well. The mixing of genres (music, movement, sculpture, etc.) coupled nicely with their intentions of infusing work with interactivity.

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Lesson Plan: Janet Murray, Damn Fine Futurist

Ian Bryce Jones

murray_diptych

Ian here—

The first half of my “Frames, Claims, and Videogames” course is devoted to five major debates that have hovered around games over the past couple of decades. Some of these are legal, some have occurred in the art world, some have occurred in the sphere of popular discourse, and others are academic. For the first academic debate, I pitted Janet Murray‘s ideas about the storytelling potentials of new media agains the hard-core ludologists.

When prepping for this lesson, I found re-reading the ludologists in 2017 to be an unpleasant experience. Looking back at the early-2000s era writing of folks like Espen Aarseth and Markku Eskelinen, it’s pretty clear that they were the academic precursors of the game police. And not the snarky, tongue-in-cheek Game Police parody twitter account that arose in 2013. I mean the angry young men, who would later become Gamergate, but who already, in 2012–2013, were barking back at “corrupt” journalists praising games they didn’t see as games: games that told stories, rather than let you shoot things. These young men took it upon themselves to politicize the term game, to define its boundaries and beef up its border security. A “videogame” became a medium you couldn’t freely pass into until you showed your papers, and proved that everything was in order. The most vigilant among these enforcement agents, the Joe Arpaios of gamer culture, enjoyed a wide jurisdiction and acted at their own discretion, with great impunity. (Is it really any wonder that this burgeoning culture of alt-right gamer trolls would evolve into one of Donald Trump’s key blocks of support?)

As I said, it is tough re-reading, let alone teaching, the ludologists in 2017. As a consolation, though, it is a delight teaching Janet Murray. Time has proved her to be an exceptionally good predictor of the future, meaning that reading her twenty-year old Hamlet on the Holodeck is a surprisingly exciting experience.

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New Resource: Pedagogical Notes on Games

Ian Bryce Jones

Sea_Will_Claim_Everything_Screenshot_01.jpg

Ian here—

I am very pleased to announce a new page I’ve added to the “Teaching” section of this site: “Practical Pedagogical Notes on Games.”

Let’s assume, for a moment, that you are an educator. You’d like to introduce videogames into the class you’re teaching. Perhaps it’s a course on new media, or digital storytelling; perhaps you’d like to include a section on games in an Intro to Film course, or an Intro to Mass Communication course. Whatever the case, you find yourself faced with practical matters. What games should you assign, and how should you prepare students to play them as part of their coursework?

Perhaps the relevant scholarship on games you are familiar with all came out some time between 2004–2011. You’re not sure if the games discussed in those readings are still readily available, and if they’ll work on your students’ newly-purchased computers. Who has time to troubleshoot such things while lesson planning? Perhaps you’re looking for tips on games students can play for free, or games they can play without installing anything on their computers. Perhaps you’re looking for tips on how many games you can assign as a week’s worth of homework. Just how long do games take to play, anyway? Has anyone reliably timed such things? And what about content warnings? Everybody seems to want those, these days …

Well, fret no more! The “Practical Pedagogical Notes on Games” section of this site now provides my guide for answering such questions.

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Lesson Plan: Cinematic Editing—from Bricks to Collisions to Un-linkage

Ian Bryce Jones

k_stew_mosjoukine_diptych

Ian here—

When teaching cinema studies at a whirlwind pace, my next stop after the lesson plan on basic terms I posted a few weeks ago is to devote a class to montage. The particular lesson plan here is one I used in my Avant-Garde Film and Video Art class, so it’s geared toward giving students a vocabulary for digesting for some of the more striking forms of associative cutting we’ll see over the course of the class.

This particular permutation on my usual lecture occurred following a screening rich with films composed either in whole or in part from found footage: Take the 5:10 to Dreamland (Bruce Conner, 1976), The Exquisite Hour (Phil Solomon, 1994) and Is This What You Were Born For?, pt 7: Mercy (Abigail Child, 1989). The readings I had students do were “Montage as the Foundation of Cinematography,” a chapter from Lev Kuleshov’s The Art of Cinema, Sergei Eisenstein’s “The Cinematographic Principle and the Ideogram,” and Abigail Child’s “Locales” interview with Michael Amnasan, reproduced in her book This Is Called Moving: A Critical Poetics of Film.

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Let’s Study Virginia … some more!

Ian Bryce Jones

Ian here—

It’s done! The second part of my “Let’s Study Virginia” video is now live on YouTube.

If you just want to watch the second part, click the embedded video above. If you want to watch the whole thing from the beginning, click here. (I have also updated my original post so that the embedded video there autoplays the second part.)

Time will tell if I make more of these “Let’s Study” videos. Building up an archive of them could have real pedagogical benefits. The best option when teaching games is, of course, always to have students play things themselves. But one must consider the realities of constraints on access to specific platforms. If students playing a game is a logistical impossibility, it is undoubtedly a better to be able to say, “here, watch this video I uploaded onto YouTube that precisely demonstrates exactly the relevant points of this game,” than it is to say, “go find some footage of it on YouTube recorded by some random let’s play-er.” A strong case can be made that this sort of video essay work is the next best thing to having students play things on their own.

As before, full script below the fold, if for whatever reason that interests you.

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Joana Pimenta’s An Aviation Field

Ian Bryce Jones

an_aviation_field.jpg

Ian here—

So I’ve done a couple dispatches now from the University of Chicago Film Studies Center’s “Troubling the Image” series. I’ve especially like the recent material that Julia Gibbs and Patrick Friel have pulled together from filmmakers and video artists around the world. As it turns out, 2016 was an especially good year for experimental cinema.

In fact, although there’s a truly embarrassing array of films I need to catch up on from 2016 (been playing too many games …), I think it’s likely the case that my favorite film from 2016 will be an experimental short: Portuguese-American filmmaker Joana Pimenta’s video An Aviation Field.

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Lesson Plans: SEE YOU IN COURT (or, SCOTUS ponders whether the medium is the message)

Ian Bryce Jones

see_you_in_court_image_diptych

Ian here—

In this post I’m going to be mashing together several lesson plans from two very different courses: my Intro to Mass Communication course at DePaul University, and the course “Frames, Claims, and Videogames,” which I’m currently teaching at the School of the Art Institute right now. Despite their different origins, these lessons speak to common themes, and in fact they could be productively combined in the future. At issue in all of them: the US Supreme Court’s shifting views on various media, their potential for socially valuable expression, and their first amendment protections (or lack thereof). We could call it a vernacular legal theory of medium specificity, moments in which those whose job it is to interpret the law dip their toes into defining the specific affordances and dangers of a given medium.

What is our country coming to when a so-called judge can define a medium’s potential as a mode of expression?  THE DEFINITIONS OF OUR MEDIA ARE AT STAKE.

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Let’s Study Virginia

Ian Bryce Jones

Ian here—

So, awhile back I promised further thoughts on Virginia. After mulling it over, I decided to put them in video form. The end result is a sort of let’s play/video essay hybrid, which I’m calling a “let’s study.” (This sounded less presumptuous than “let’s analyze,” which I didn’t want to use because this video isn’t particularly academic. At the same time, though, it sounded more sturdy than “let’s think about,” or some other wishy-washy formation.)

This video is slightly under an hour, and it’s only the first half of what I’m planning on making into a two-video sequence. I’ll update the embedded video above so that it plays the whole playlist rather than just the first video once I’ve finished the second one. [UPDATE 2017-02-28: I’ve updated the embedded video! If it doesn’t auto-play the entire sequence, it should at the very least recommend the second after you finish the first.]

Full transcript of the script below the fold, for those of you who prefer reading things.

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Lesson Plan: Basic Terms of Cinema Studies + Their Relevance for Avant-Garde Cinema

Ian Bryce Jones

prezi_screenshot-key_terms_header_image

Ian here—

I suspect that every cinema studies teacher has their own favorite examples to use when teaching key vocabulary terms, and I would not be so presumptuous as to prescribe my own favorites! Nevertheless, though, it’s an important part of the job, so I wanted to share my own approach here.

Over the past couple of years, I have gotten used to teaching these terms in a very specific context. At the School of the Art Institute, I teach first-year seminar courses. They are courses designed so that all students have some basis in college-level writing as they go through their time at SAIC. Instructors are given enormous freedom to teach whatever they like. This makes it a great venue for testing out new and interesting course ideas, but the flip side of that is that your courses never have prerequisites, and there’s no telling the level of expertise students who enroll will actually have.

What I do, then, is devote one day early on in the semester to a quick-and-dirty Intro to Film in a single lecture. I take a lot of the examples and explanations I first started using when I taught Intro to Film at U Chicago in 2015, but I condense them down into something that can fit into an hour or so. It’s potent stuff.

You can access my go-to presentation here. I’ve set the privacy and sharing settings to their most open, so if you’re a Prezi user you should feel free to copy it if you like it, subbing in your own preferred definitions and clips as you feel necessary! I’m here to share, and not here to impose.

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