BDC 192 Digital Media had a lot of pleasant surprises. Although the course requires a lot of patience and time management, the countless hours spent towards projects were all fun and worth it. I felt the labs always provided great basics for any user new to a particular program. Adobe Flash and Dreamweaver were not as complicated as they originally appeared, after attending the weekly tutorials. A vocal introduction, followed by a short and efficient run-through booklet, was the perfect combination that allowed me to succeed in the course.
However, I do have a complaint. Although I understand there's only a certain amount of time given in the curriculum, I often felt sometimes the "basics" weren't always enough. If you didn't have prior background to the program, your success was limited. Spending time in the lab, on your own time, practicing the techniques you learned in labs are beneficial. However, perhaps an optional lab class could be held every two weeks that teaches advanced tips with the particular programs.
Lectures, on the other hand, were great. Not only was the content incisive, but I truly admired the effort put into the Powerpoint presentations. Instead of writing simple text on a slide, pictures and words were always artistically displayed. This helped me be engaged with whatever Laurie Petrou had to say.
This course changed me in a number of ways. As I mentioned in my first blog, I had no clue what digital media was about. Now I look at designs and am able to analyze them better than ever. Also, although I was always a fan of Adobe Suite, learning Flash and Dreamweaver made me appreciate the software even more. It's satisfying having the ability to be able to animate movies and create personal websites. I will continue to use these skills throughout the rest of my life.
The most important thing I was able to take away from this Digital Media course was learning that it's alright to try something new. I have always been intimidated in programs I'm not familiar with, and this course allowed me to conquer the things that I normally wouldn't attempt. It has brought a new sense of confidence in myself that none of my other courses have pushed me enough to do. This semester was hard work, but it was worth every second. I will definitely take a digital media course in the years to come.
Additional Sources
Petrou, Laurie. "Digital Media in RTA". Lecture. Ryerson University, Toronto. 24 Nov. 2009.
Sunday, November 29, 2009
Sunday, November 22, 2009
Week 11 - Innovations In Digital Media
Back in elementary school I always thought having your own website would be awesome. I was aware you could find free layouts on the internet, but the sites that actually involved programming and personalization impressed me a lot. Sadly I never took the time or had the patience to learn when interested.
Which brings us to this week's lab. Like Adobe Flash, Dreamweaver scared me. I'm the type of guy, however, who orders the same thing off the McDonalds menu for the past 15 years in fear of trying something new; maybe that's just the way I am. Until someone pushes me enough, I like striving on things I'm comfortable with. And once again, like Flash, Lori Beckstead pushed me to feel comfortable with this web design program.
Having an assignment that includes images, texts, and HTML codes may look difficult at the beginning, but with time you grasp the concept quite quickly. I found Dreamweaver to be a lot like Turing (an ancient animation program you learn about in grade 10 Communication Tech). Putting in codes seem simple and are usually easy to locate mistakes, unlike cascading style sheets and CSS files from the previous tutorial.
Dreamweaver also allows the creator to have easy transitions between different pages within your site. This is what impressed me the most. With a simple command written in code, and the help from my tutorial booklet, I was able to connect pages with ease. I was no longer scared of this new program, and actually quite excited for next week's in-class assignment.
For my personal website I figured the most easiest and efficient way of gathering my content would be to simply create a web design consisting of information of myself. Similar to a Myspace, content will cover my hobbies and interests and display pictures I gathered from Facebook. Other pages may cover my heritage or family, depending on how much progress is completed with the time given.
I have to hand it to my Digital Media class though. I have never wanted the Adobe Creative Suit as much as I do right now. Photoshop, Flash, and Dreamweaver are simply amazing. Without even having projects to complete, I can see myself wasting hours upon hours on these programs. Maybe if I'm lucky and Santa Tomaszewski has a big enough wallet, digital media lab can live on through second semester in the comfort of my own home.
Additional Sources
Beckstead, Lori. "Working in Dreamweaver: Tutorial #1". Lab. Ryerson University, Toronto. 19 Nov. 2009.
Which brings us to this week's lab. Like Adobe Flash, Dreamweaver scared me. I'm the type of guy, however, who orders the same thing off the McDonalds menu for the past 15 years in fear of trying something new; maybe that's just the way I am. Until someone pushes me enough, I like striving on things I'm comfortable with. And once again, like Flash, Lori Beckstead pushed me to feel comfortable with this web design program.
Having an assignment that includes images, texts, and HTML codes may look difficult at the beginning, but with time you grasp the concept quite quickly. I found Dreamweaver to be a lot like Turing (an ancient animation program you learn about in grade 10 Communication Tech). Putting in codes seem simple and are usually easy to locate mistakes, unlike cascading style sheets and CSS files from the previous tutorial.
Dreamweaver also allows the creator to have easy transitions between different pages within your site. This is what impressed me the most. With a simple command written in code, and the help from my tutorial booklet, I was able to connect pages with ease. I was no longer scared of this new program, and actually quite excited for next week's in-class assignment.
For my personal website I figured the most easiest and efficient way of gathering my content would be to simply create a web design consisting of information of myself. Similar to a Myspace, content will cover my hobbies and interests and display pictures I gathered from Facebook. Other pages may cover my heritage or family, depending on how much progress is completed with the time given.
I have to hand it to my Digital Media class though. I have never wanted the Adobe Creative Suit as much as I do right now. Photoshop, Flash, and Dreamweaver are simply amazing. Without even having projects to complete, I can see myself wasting hours upon hours on these programs. Maybe if I'm lucky and Santa Tomaszewski has a big enough wallet, digital media lab can live on through second semester in the comfort of my own home.
Additional Sources
Beckstead, Lori. "Working in Dreamweaver: Tutorial #1". Lab. Ryerson University, Toronto. 19 Nov. 2009.
Monday, November 16, 2009
Week 10 - Web 2.0 And Beyond
Before this semester, I never really took the time to notice the advancements of the Internet. After taking some time to think about my past, however, the World Wide Web has definitely improved tremendously. The lecture this week clearly showcased the changes made by introducing the five characteristics of Web 2.0, proving just how far technology and communication has come.
1 - Dynamic Content
This occurs when the site's information is constantly being changed, edited, and updated frequently for the user. A great example of this is http://digg.com/. Just like the heading of the website suggests, Digg.com finds you the latest in news headlines, videos and images from the interactivity of its viewers. When articles are well received, they get a "digg" from the user. The more "diggs" an article gets, the more popular it becomes, allowing the site to find you the latest in whatever topic you feel like reading.
2 - User Contribution
This is created when a site strives from connecting, socializing, and sharing information with others. This information can take many forms, such as blogs, music, video, and pictures. Purevolume.com is just one of the many websites that urges its users to share, in this case, through music. Signed and unsigned artists can upload their work for everyone to listen to, share their opinion, and create exposure that they were never able to before!
3 - Social Media
This is basically media on the web that is highly accessible and created through social interaction. Youtube.com is probably the most popular site that allows users to do this. Not only can you watch vlogs and random family videos, but you also have the access to movies, short films, tutorials and music videos. No matter what the genre or age range, Youtube.com is a place for everyone to enjoy and connect.
4 - Online Applications
These applications are hosted in a "browser-supported environment", where they can update and do necessary tasks without having to install or download software to do so. E-mail and online auctions are popular among others. Ebay.com is a great online application that allows people to bid on products posted by users, with the highest bidder receiving the item. Without having to download anything, shopping can be done without even leaving the house.
5 - Harnessing Collective Intelligence
This characteristic is created when shared information is formed from a collection of many other users. There is no site that does this duty better than Twitter.com. With people always "tweeting" their thoughts and actions as the day progresses, similar thoughts is compiled into a "tag cloud". This setup allows users to read these "tag clouds" as a way to find out information on a certain subject and how it copes with society.
Although I was always aware of the features of these websites, having actually thought about the characteristics in relation to the progress of the internet is truly mind-blowing. Web 2.0 has already had a huge impact on society and how we live our lives. The internet will only continue to grow, so we might as well enjoy the ride.
Additional Sources
Petrou, Laurie. "Web 2.0". Lecture. Ryerson University, Toronto. 10 Nov. 2009.
1 - Dynamic Content
This occurs when the site's information is constantly being changed, edited, and updated frequently for the user. A great example of this is http://digg.com/. Just like the heading of the website suggests, Digg.com finds you the latest in news headlines, videos and images from the interactivity of its viewers. When articles are well received, they get a "digg" from the user. The more "diggs" an article gets, the more popular it becomes, allowing the site to find you the latest in whatever topic you feel like reading.
2 - User Contribution
This is created when a site strives from connecting, socializing, and sharing information with others. This information can take many forms, such as blogs, music, video, and pictures. Purevolume.com is just one of the many websites that urges its users to share, in this case, through music. Signed and unsigned artists can upload their work for everyone to listen to, share their opinion, and create exposure that they were never able to before!
3 - Social Media
This is basically media on the web that is highly accessible and created through social interaction. Youtube.com is probably the most popular site that allows users to do this. Not only can you watch vlogs and random family videos, but you also have the access to movies, short films, tutorials and music videos. No matter what the genre or age range, Youtube.com is a place for everyone to enjoy and connect.
4 - Online Applications
These applications are hosted in a "browser-supported environment", where they can update and do necessary tasks without having to install or download software to do so. E-mail and online auctions are popular among others. Ebay.com is a great online application that allows people to bid on products posted by users, with the highest bidder receiving the item. Without having to download anything, shopping can be done without even leaving the house.
5 - Harnessing Collective Intelligence
This characteristic is created when shared information is formed from a collection of many other users. There is no site that does this duty better than Twitter.com. With people always "tweeting" their thoughts and actions as the day progresses, similar thoughts is compiled into a "tag cloud". This setup allows users to read these "tag clouds" as a way to find out information on a certain subject and how it copes with society.
Although I was always aware of the features of these websites, having actually thought about the characteristics in relation to the progress of the internet is truly mind-blowing. Web 2.0 has already had a huge impact on society and how we live our lives. The internet will only continue to grow, so we might as well enjoy the ride.
Additional Sources
Petrou, Laurie. "Web 2.0". Lecture. Ryerson University, Toronto. 10 Nov. 2009.
Monday, November 9, 2009
Week 9 - Flash Animaton Assignment
Flash was one frustrating program. Maybe it was due to my lack of experience, or maybe it was my lack of patience. My original familiarity with Flash had me skeptical of the quality of video I would be able to produce. With effort though, I feel I was able to create a good product, much to my surprise.
My final layout was actually not that far off from the original. Similar to what was mentioned in my blog, my vision consisted of two kittens watching the moon, and falling in love. The two cats begin to embrace each other, while the rest of the forest animals awkwardly watch. Just as the two cats are about to kiss, it is shown that the whole video was actually a dream sequence, from a sleeping man who is getting licked by a cat as he naps.
In my final version, when the cats are rolling over in the field in lust, I was worried the drawing was too graphic. I solved this issue by creating an animated dust cloud, to avoid any profanity. This actually worked out great. The change allowed my animation to appear more cartoonish and match my overall theme.
My initial goal was a video that was random and had shock value. From the beginning I chose I did not want to deal with a full text animation, or a video involving real-life pictures. I simply wanted cartoon animation. This was my second time using Flash, so I wanted a challenging concept that would not be impossible to finish. This was a great goal, as I was able to expand my knowledge of the techniques I had at my disposal.
The borderline offensive aspects of the film could have left me pursuing a more mature target audience. Teens and young adults are the least likely to be offended by this material. However by making the scene less offensive than it could have been, the scene now appeals to a wider audience, including older adults. Therefore, ages 13-45 feels like an appropriate age group for my project.
The biggest challenge I came across during this project, however, was input of music and sound. I am still not aware of how to edit lengths and volume in Flash. Therefore, I relied on Pro Tools to make original edits that ended exactly when they should in the video, and sounds with particular volume sets. I also had to convert all Pro Tools wav. files to mp3, because Flash would not read them properly. Although tedious, I spent my time with this issue simply because this semester was geared towards audio. A lackluster effort was not an option.
Overall, I learned a lot from completing this project. Although my original vision was not completely matched, I did succeed in greatly expanding my knowledge with this program and created a Flash document to the best of my abilities. The final version is entertaining to watch and successfully addresses my target audience. This project was a great learning experience and I was able to acquire skills, which will help me in future projects.
http://www.newgrounds.com/portal/view/517511
After attending my lab class, it felt great to have showcased my hard work. Seeing the animation on the big screen, in front of my peers, made all the problems I had in Flash feel worth it. I was proud of myself! What was also exciting, however, was the other animations my class came up with. Some projects were REALLY well made. You could swear they were professionally done. Even the low quality productions were entertaining to watch. This is why I love these show-and-tell labs, because they're always enjoyable.
Additional Sources
Petrou, Laurie. "Motion Graphics". Lecture. Ryerson University, Toronto. 13 Oct. 2009.
"YouTube - Two Cats In Love." YouTube - Broadcast Yourself. Web. 22 Oct. 2009. http://www.youtube.com/watch?v=Q7VMwsAsUI&feature=PlayList&p=6C233A0FC4F7A95A&index=9
My final layout was actually not that far off from the original. Similar to what was mentioned in my blog, my vision consisted of two kittens watching the moon, and falling in love. The two cats begin to embrace each other, while the rest of the forest animals awkwardly watch. Just as the two cats are about to kiss, it is shown that the whole video was actually a dream sequence, from a sleeping man who is getting licked by a cat as he naps.
In my final version, when the cats are rolling over in the field in lust, I was worried the drawing was too graphic. I solved this issue by creating an animated dust cloud, to avoid any profanity. This actually worked out great. The change allowed my animation to appear more cartoonish and match my overall theme.
My initial goal was a video that was random and had shock value. From the beginning I chose I did not want to deal with a full text animation, or a video involving real-life pictures. I simply wanted cartoon animation. This was my second time using Flash, so I wanted a challenging concept that would not be impossible to finish. This was a great goal, as I was able to expand my knowledge of the techniques I had at my disposal.
The borderline offensive aspects of the film could have left me pursuing a more mature target audience. Teens and young adults are the least likely to be offended by this material. However by making the scene less offensive than it could have been, the scene now appeals to a wider audience, including older adults. Therefore, ages 13-45 feels like an appropriate age group for my project.
The biggest challenge I came across during this project, however, was input of music and sound. I am still not aware of how to edit lengths and volume in Flash. Therefore, I relied on Pro Tools to make original edits that ended exactly when they should in the video, and sounds with particular volume sets. I also had to convert all Pro Tools wav. files to mp3, because Flash would not read them properly. Although tedious, I spent my time with this issue simply because this semester was geared towards audio. A lackluster effort was not an option.
Overall, I learned a lot from completing this project. Although my original vision was not completely matched, I did succeed in greatly expanding my knowledge with this program and created a Flash document to the best of my abilities. The final version is entertaining to watch and successfully addresses my target audience. This project was a great learning experience and I was able to acquire skills, which will help me in future projects.
http://www.newgrounds.com/portal/view/517511
After attending my lab class, it felt great to have showcased my hard work. Seeing the animation on the big screen, in front of my peers, made all the problems I had in Flash feel worth it. I was proud of myself! What was also exciting, however, was the other animations my class came up with. Some projects were REALLY well made. You could swear they were professionally done. Even the low quality productions were entertaining to watch. This is why I love these show-and-tell labs, because they're always enjoyable.
Additional Sources
Petrou, Laurie. "Motion Graphics". Lecture. Ryerson University, Toronto. 13 Oct. 2009.
"YouTube - Two Cats In Love." YouTube - Broadcast Yourself. Web. 22 Oct. 2009. http://www.youtube.com/watch?v=Q7VMwsAsUI&feature=PlayList&p=6C233A0FC4F7A95A&index=9
Thursday, November 5, 2009
Week 8 - Augmented Reality Games
Do not get me wrong. I have yet to attend a boring Digital Media lecture, and this week was no different. However as I sat there listening to what Laurie Petrou had to say, I was really confused as to how any of the discussions in-class related to the RTA program.
Perhaps the topic related to advertising and how it can be used when we need to promote an idea... Maybe it was to show us different ways of connecting with our audiences... Or maybe it was to simply show us how both industries are somewhat similar... Either way I'm completely guessing, and still not entirely certain on how it relates to me. What was the main argument for the lesson? What was it suppose to prove?
Nevertheless, the lecture was mesmerizing. Learning about ARGs for the first time seemed really intriguing and got me interested. The examples Laurie showed us (i.e. for Dark Knight and Halo 2), had really fascinating ad campaigns. The whole time I had this urge to research the competitions that the companies created, in hopes of finding a list of all the clues and details that were needed to organize an event like this.
Being a avid gamer myself also made the slideshow presentation more enjoyable than other lectures I've been to. Having played many genres of games, it was enjoying to have these discussed in university. Oddly enough however, this would not be the last time that video games would be the main topic in one of my classes.
After recently attending a lecture for my elective, Information to Technology and Society (ITM 277), games have never been so enjoyable to explore with other students. Kathleen Greenaway, my professor, created a whole topic on the virtual world "Second Life". Being awfully similar to ARGs, this on-line "game" felt very realistic. The whole time, while sitting in-class, I kept hearing descriptions which reminded me of Digital Media.
It is true that I have yet to make a complete connection between this particular lecture and radio and television. I'll keep an open-minded though, and still continue to enjoy the topics that are covered in our class.
Additional Sources
Greenaway, Kathleen. "Manpower and Second Life." Lecture. Ryerson University, Toronto. 05 Nov. 2009.
Petrou, Laurie. "Augmented Reality Games." Lecture. Ryerson University, Toronto. 27 Oct. 2009.
Perhaps the topic related to advertising and how it can be used when we need to promote an idea... Maybe it was to show us different ways of connecting with our audiences... Or maybe it was to simply show us how both industries are somewhat similar... Either way I'm completely guessing, and still not entirely certain on how it relates to me. What was the main argument for the lesson? What was it suppose to prove?
Nevertheless, the lecture was mesmerizing. Learning about ARGs for the first time seemed really intriguing and got me interested. The examples Laurie showed us (i.e. for Dark Knight and Halo 2), had really fascinating ad campaigns. The whole time I had this urge to research the competitions that the companies created, in hopes of finding a list of all the clues and details that were needed to organize an event like this.
Being a avid gamer myself also made the slideshow presentation more enjoyable than other lectures I've been to. Having played many genres of games, it was enjoying to have these discussed in university. Oddly enough however, this would not be the last time that video games would be the main topic in one of my classes.
After recently attending a lecture for my elective, Information to Technology and Society (ITM 277), games have never been so enjoyable to explore with other students. Kathleen Greenaway, my professor, created a whole topic on the virtual world "Second Life". Being awfully similar to ARGs, this on-line "game" felt very realistic. The whole time, while sitting in-class, I kept hearing descriptions which reminded me of Digital Media.
It is true that I have yet to make a complete connection between this particular lecture and radio and television. I'll keep an open-minded though, and still continue to enjoy the topics that are covered in our class.
Additional Sources
Greenaway, Kathleen. "Manpower and Second Life." Lecture. Ryerson University, Toronto. 05 Nov. 2009.
Petrou, Laurie. "Augmented Reality Games." Lecture. Ryerson University, Toronto. 27 Oct. 2009.
Monday, November 2, 2009
Week 7 - Music And Graphics
I went to alexsteinweiss.com and searched through covers, in hopes of finding one that reminded me of a contemporary album. The second I came across this Rudolf Serkin record, I immediately compared the design to Kanye West's 2008 CD design.
Artist: Rudolf Serkin
Alex Steinweiss invented the album cover in 1938. His covers are icons of the genre because of the use of great graphics, colours and typography that were never seen before on packaging for music. His style can be seen during the golden age of jazz, classical, and popular music.
Artist: Kanye West
KAWS originally was a graffiti artist from New Jersey, who worked on ads and animated Disney movies. Besides commercial-related pieces, the artist is also well respected in the fine art communities. His work is currently traveling around in USA art galleries, and being sold for hundreds of thousands of dollars.
Besides both having hearts as the main attraction of the piece, there are many other reasons why I thought these albums appeared similar. Looking at the typography, both are simply done without too much colour or difficulty. The colour choice of the entire album seems to appear simplistic as well. Lastly, the lines presented on the album (the background of Serkin's and the left-side of West's) seem to add depth to the cover, without appearing to have used effort in doing so.
Artist: Rudolf SerkinAlbum: Beethoven: Sonata No.8 in C Minor (Pathetique)
Genre: Classical
Year: 1945
Cover Designer: Alex SteinweissAlex Steinweiss invented the album cover in 1938. His covers are icons of the genre because of the use of great graphics, colours and typography that were never seen before on packaging for music. His style can be seen during the golden age of jazz, classical, and popular music.
Artist: Kanye WestAlbum: 808s & Heartbreak
Genre: Pop/Hip-Hop
Year: 2008
Cover Designer: Brian Donnelly (KAWS)KAWS originally was a graffiti artist from New Jersey, who worked on ads and animated Disney movies. Besides commercial-related pieces, the artist is also well respected in the fine art communities. His work is currently traveling around in USA art galleries, and being sold for hundreds of thousands of dollars.
Besides both having hearts as the main attraction of the piece, there are many other reasons why I thought these albums appeared similar. Looking at the typography, both are simply done without too much colour or difficulty. The colour choice of the entire album seems to appear simplistic as well. Lastly, the lines presented on the album (the background of Serkin's and the left-side of West's) seem to add depth to the cover, without appearing to have used effort in doing so.
Additional Sources
Alex Steinweiss. Fri. 2 Nov. 2009.
http://alexsteinweiss.com/as_index.html
http://alexsteinweiss.com/as_index.html
"KAWS (artist)". Wikipedia, the free encyclopedia. Fri. 2 Nov. 2009.
http://en.wikipedia.org/wiki/KAWS_(artist).
Petrou, Laurie. "Music and Graphics." Lecture. Ryerson University, Toronto. 20 Oct. 2009.
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