No description available.

Abstract This dissertation reflects on how young people in Nigeria have appropriated global media technology in forging a local cinema industry, popularly known as Nollywood. First begun as a renegade cinematic art by jobless youth in the late 1980s, Nollywood has become the third biggest film industry in the world, next only to America’s Hollywood and India’s Bollywood, grossing approximately $50 million US dollars annually (Okome 2007a; 2007b). The study thus examines how Nollywood has become a new social space for youth to retell their postcolonial struggles. It examines selected video films, showing how the films both represent the huge social challenges faced by young people in the city and the way youth reinvent those stormy socio-economic and political conditions into moments of possibilities and hope. Combining both an ethnographic study of the video culture in Nigeria and a textual reading of several video films, the research draws insights from a cross-section of video filmmakers, workers in the arts and culture sectors, and a random survey of the diversity of viewers that make up the video audiences in Nigeria. Theoretically, it extends on the pioneering work on the video film by Haynes and Okome (1997; 2000). Using the theoretical framework of the new sociology of youth (Alan 2007; Bennett and Khan-Harris 2004; Wyn and White 1997; UN 1993; 2005 and Fornas & Goran Bolin 1995) and the anthropological/cultural studies approach by Barber (1997), the project discusses the distinctively creative deployment of the video medium as a narrative genre that narrativizes the different and difficult life struggles of youth in contemporary Nigeria. I argue that as a new form of cultural expression, Nollywood is Africa’s new "Third Cinema" invented by innovative Nigerian youth in remapping the turbulent contours of a troubled postcolony. I demonstrate how creative classes of marginal Nigerian youth have now taken initiative, appropriating and adapting new media technology in reinventing not just their social and economic lives, but also in narrating their social struggles in everyday life for both local and international audiences. The outcome, the study shows, is the emergence of a new social space for youth.

This practice-based thesis offers a new approach to editing processes that take place during the recording and subsequent editing of an individual speaking directly to a camera. Rosalind Krauss identified all performance to camera as narcissistic (1976), which includes the subset of artists’ direct address to camera, and since then the area has been widely understood within a psychoanalytical framework. This new approach provides a non-psychoanalytical perspective on direct address to camera, taking into account linguistic self-editing during the generation of speech (Skinner, 1957, p. 370) and technological editing processes once the speech has been recorded. While ‘artists’ film and video is a distinct form of cultural practice with its own autonomy’ in relation to mainstream film (Rees, 1999, p. vii), editing practices within the field of artists’ direct address to camera show no such independence and widely adopt techniques and terminology from the mainstream canon. I consider ways that the language and practice of editing can be expanded beyond the mainstream, and I introduce a transdisciplinary approach to the editing of speech, which is between, across and ‘beyond all disciplines’ (Nicolescu, 2008, p. 2). My practice plays a major role in developing a context for this enquiry. I use the video process, artist’s books, transcription, drawing and text to add to the existing vocabulary of mainstream editing. I create a new technique called blindediting, which involves cutting out video material without looking at it. Finally, I discuss my publication A Relational [Video] Grammar: Extrapolation (2013) which illustrates my transdisciplinary approach and explores the new language that I have developed for editing speech. My research provides a new perspective on the editing of speech in artists’ direct address to camera and suggests that a transdisciplinary understanding of editing practices can shed light on existing works within artists’ film and video.

<p>Denna undersökning handlar om hur videofilm används i undervisningen. Med videofilm avser jag TV, DVD, VHS och filmklipp från Internet eller andra källor. Jag utgick från tre möjligheter med användandet av videofilm i undervisningen: •   videofilm som eleverna kan öva till när de kommer hem, till exempel instruktionsfilmer • filmning av eleverna • förevisning av skickliga musikerFör att ta reda på olika stråklärares tankar och erfarenheter av mediet genomförde jag nio intervjuer. Jag ville också veta efterfrågan på instruktionsvideos bland stråklärare och kontaktade olika producenter och distributörer.    Trots att det inte var vanligt att använda olika medier i undervisningen bland mina respondenter, såg de positivt på videofilm som hjälpmedel. Men det fanns också en rädsla för att mötet mellan lärare och elever skulle kunna upphöra. Det var svårt att se ett samband mellan lärarnas repertoar/metodik och användandet av videofilm. Både lärare och läromedels-förlag trodde att det var en generationsfråga och att användandet av multimedia i undervis-ningen kommer att öka inom de närmaste åren.</p> / <p>This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.</p>

Denna undersökning handlar om hur videofilm används i undervisningen. Med videofilm avser jag TV, DVD, VHS och filmklipp från Internet eller andra källor. Jag utgick från tre möjligheter med användandet av videofilm i undervisningen: •   videofilm som eleverna kan öva till när de kommer hem, till exempel instruktionsfilmer • filmning av eleverna • förevisning av skickliga musikerFör att ta reda på olika stråklärares tankar och erfarenheter av mediet genomförde jag nio intervjuer. Jag ville också veta efterfrågan på instruktionsvideos bland stråklärare och kontaktade olika producenter och distributörer.    Trots att det inte var vanligt att använda olika medier i undervisningen bland mina respondenter, såg de positivt på videofilm som hjälpmedel. Men det fanns också en rädsla för att mötet mellan lärare och elever skulle kunna upphöra. Det var svårt att se ett samband mellan lärarnas repertoar/metodik och användandet av videofilm. Både lärare och läromedels-förlag trodde att det var en generationsfråga och att användandet av multimedia i undervis-ningen kommer att öka inom de närmaste åren. / This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.

Diplominiame darbe analizuojama simuliacijos ir simuliakrai pagal Jean‘ą Baudrillard‘ą, kuris svarstymuose kėlė neatsekamos ribos tarp fikcijos ir tikrovės klausimo. Darbo eigoje nuosekliai aptariamos sąvokos simuliakrai, simuliacija, tikrovė, iliuzija ir hiperrealybė. aprašoma simuliacijos ir erdvėlaikio filosofinė problema. Apibrėžiami trys simuliacijos laipsniai. Remiantis T. Burtono, D. Lynčo, G. Verbinskio filmais aptariamos istorijos bei žmogaus situacija įžengus į simuliacijos ir simuliakrų erdvę. Taip pat apžvelgiamas istorijos „pabaigos“ bei „įvykio“ ir jo prasmės praradimas technologiuotame pasaulyje, pateikiami grindžiantys pavyzdžiai. Meniniu – kūrybiniu videofilmu „Tėkmė“ siekiama judančių simbolių (detalių) pagalba atskleisti, bei pavaizduoti tikrovės simuliaciją. Kadrų scenomis siekiama sukurti kuo įtaigesnį hipertikroviško pasaulio įspūdį. / The Final Work analyses simulations and simulacra under Jean Baudrillard who offered the issue of untraceable boundary between the fiction and reality. The Work thoroughly discusses issues of simulacra, simulation, reality, illusion and hyper reality. Simulation and the philosophical problem of the space time are described. Three levels of simulation are presented. Under films of T. Burton, D. Lynch, G. Verbinski histories are discussed as well as the situation of a human being when entering the space of simulations and simulacra. Also stories of „the end” and „the action” are reviewed as well as the loss of meaning in the technologies world; the supporting examples are presented. Artistic – creative video film „The Flow” seeks to reveal and to depict the simulation of reality by aids of moving symbols (details). Scenes of shots aim to create the suggestive image of the hyper – real world.

This written thesis examines the process of producing Herb and Life: a Chinese Medical Family, a thirty-minute documentary video that explores the producer's family members' relationship with Traditional Chinese Medicine. This documentary uses interviews, narration, music, and observational sequences to display documentary subjects' career choices and their experiences with Traditional Chinese Medicine. This written thesis reveals the development of this documentary, from the pre-production to production and post-production stages. It also incorporates theoretical analysis and self-evaluation of this documentary video.

Der vorliegende Beitrag fokussiert die Buchfilmwerbung zu Judith Hermanns Roman "Alice" und zeigt die Analogien zwischen den textuellen Inszenierungspraktiken und dem Buchtrailer in ästhetischer Hinsicht auf.

The Dissertation titled Documentary Approaches in Contemporary Fine Art Moving Image focuses on the practical and theoretical research of documentary approaches to videos and films in the art field. It notices especially the self-reflexive strategies as a consequence of critical approach towards the medium itself and lack of belief in its ability to mediate reality or truth. Attempts to convey reality by audiovisual means are accompanied by the reflection of the way this happens. The Dissertation also reflects on the uncertain relation between the documentary and truth, which has been described in art by the artist and theoretician Hito Steyerl. The examined artworks were made in the period between the beginning of 21st century, when the documentary turn was reflected intensively, and the present time. The selection of examples was strongly influenced by the local study of Israeli art in The Video Archive of the Center for Contemporary Art in Tel Aviv. Motives of conflict, violence and trauma resonating in studied videos and films influenced further selection and analysis of the authors’ documentary methods from a different context. In the selected works I can see particularly various forms of alienation effects and self-reflexive approaches. Using these procedures the artists highlight the constructedness of the audiovisual work and the way it was produced. Recurring formal principles have been stated. Reenactment of real events, revealing the way the work was produced or the artist’s position in the production process; these strategies indicate the uncertain relationship between the documentary work and reality. In the frame of these tendencies also reevaluation of the observational documentary strategies as something seemingly opposite to self-reflexive strategies is reviewed. Theoretical outcomes are continuously accompanied by author’s own art projects concentrated around the form of documentary portrait and its (de)construction. They experiment with the formal principles analyzed on a theoretical level.