Equipment Distribution & Recording Techniques Mark, Metje, Koen, Sander 20 October 9-12h

09:00-10:00 Equipment Distribution

Students who are borrowing cameras from the university will receive their kits. Students with audio kits already should bring them. Each student will receive the equipment they have requested and signs the user agreement.

Students who have their own cameras and/or audio equipment should bring these.

10:00-12:00 Recording Discipline & Technique

In the first tutorial of the cinematic research practice module, we will focus on getting comfortable with your camera and audio combo, developing your recording discipline, and practicing editing-in-the-camera. With ‘Editing in the camera’ we refer to the skill of applying cinematic principles of editing whilst making shots. Ideally, these shots could be played as a sequence without the need for post-production editing or perhaps with minimal tuning of the edges.

Make sure you watch the tutorial video Editing in the Camera before this tutorial session.

Basic Camera & Sound recording skill-training

Basic Camera & Sound skill-training starts off from the idea that in order to define a visual approach for using the camera as a research tool – and subsequently creating a film out of the collected footage – we must first develop a technical understanding of it. Only if we know how to control the ‘basics’ can we effectively deviate from them in order to develop our own style, appropriate to the research goals we are pursuing.

The aim of this seminar is to bring everyone up to a minimal level of understanding and practice of basic videographic principles and techniques, with a particular focus on image and sound recording. Using the same equipment you will use during your field work, we will re-visit skills like framing, exposure, movement, etc. Meanwhile, we will work on developing a personal shooting protocol that will guide you in your day-to-day collection of research material while in the field.

Given the fact that the level of experience in every year’s student cohort varies greatly, we will work in two different groups adapted to basic or advanced individual skillsets.

In-Class Exercises

Recording discipline in practice: Think about the technical adjustments that you must make each time you make a shot. Practice making these adjustments multiple times in different conditions. You will be practicing these skills whilst doing the in-class exercises and the Field Study Assignments, which will help you develop these adjustments as a routine and ultimately as second nature.

  • Focus/depth of field/hyperfocal distance
  • Exposure/ND filters/Gain/backlight
  • White-balance – Color-temperature of daylight and artificial light.

Editing in the camera: We will perform two modes of in-camera editing by recording different types of shots for different kinds of sequences:

  1. Editing within the shot by choosing and changing frames and camera-positions
  2. Continuity-editing and Non-Continuity Editing and its implicit messages

Each exercise should not exceed the length of 3 min.

Cinematic Research Practices Complete by 17 November

Watch these lectures

Tutorial

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    Rosanne van den Berg
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    Rosanne van den Berg
  • The Ambivalence of The Image
    Peter Snowdon

Read these texts

Clifford, James
1983
On Ethnographic Authority. Representations 2: 118-146. Link ➙
Russell, Catherine
1999
Another Look (Chapter 1). In Experimental ethnography : The work of film in the age of video. Durham, NC: Duke University Press, pp.3 Link ➙

Watch these videos

Carrière de Pissy (12 mins – Eliott Chabanis, 2018)
pw: CNS2018

Scenes from a Transient Home (13 mins – Roger Horn, 2019)
pw: LUVE_2020

Golden Snail Opera (46 mins – Yen-Ling Tsai, Isabelle Carbonell, Joelle Chevrier, Anna Lowenhaupt Tsing, 2016/9).

  1. The film: (Please watch the first 19 minutes)
  2. The performance: (5 mins)
  3. The interview ‘Where the Image Takes Us’:
Experimental ethnography - The work of film in the age of video

Write journal entries to these prompts

In addition to your entries/reflections on tutorial exercises, field studies, and method reflections, respond to the following module specific prompts.

  • What have you learned the last month about video that will be important to address in your method and ethics section of your proposal?
  • How will you put this film training into a multimodal framework?
  • What technical skills do you still need to improve?
  • Write out 2-3 specific ideas for how you will strengthen these.

Cinematic Research Practices Complete by 3 November

Watch these lectures

Seminar

Read these texts

MacDougall, David
1998
Whose Story Is It? and When Less Is Less. In Transcultural Cinema. Princeton University Press, Princeton, pp. 150–164, 209–223. Link ➙
Chen, Nancy N.
1992
Speaking Nearby: Conversation with Trinh T. Minh-Ha, Visual Anthropology Review 8(1). Link ➙
Battagli, Giulia
2014
Crafting ‘participatory’ and ‘collaborative’ filmprojects in India. Who’s the author? Whose vision? Anthrovision. Vaneasa Online Journal. Link ➙

Watch these videos

Schoolscapes
David MacDougall
password: macdougall
2007, 77 min

Tourou et Bitti, les tambours d’avant
Jean Rouch
password: rouch
1971, 11 min

Koriam’s Law (NAFA Collection)
Gary Kildea & Andrea Simon
Login @ The NAFA website
User: NAFA for Leiden
Password: Leiden2020
2009, 1 hour and 50 minutes

The Age of Reason (Alexanderstreet)
David MacDougall
2004

Voices in the Desert – the Rashaida and Fuzum
Metje Postma
Password:Voices
2005

Write journal entries to these prompts

In addition to your entries/reflections on tutorial exercises, field studies, and method reflections, respond to the following module specific prompts.

  • How would you characterize the relationship between Peter Avarea (the protagonist), the anthropologist, and the film team in Koriam’s Lawfrom the perspective of how the content of the film has been negotiated?
  • With regard to how the filmmaker/anthropologist ‘speaks for’, ‘speaks with’, or ‘speaks nearby’ the subjects in the process of filmmaking and in the final product, reflect on how you think the authority to represent (the voice of ‘the other’) has been negotiated in the assigned films?
  • Reflect on how you intend to “give voice” to your ‘subjects’ in your film and whether and in what way you intend to include your own voice.

Cinematic Research Practices Complete by 26 October

Read these texts

Lawrence, Andy
2020
Filmmaking for Fieldwork: A Practical Handbook for Ethnographers. Manchester University Press. Link ➙

Complete Sections 1-3 (120pp) before the MiP week (26 October)

Filmmaking for fieldwork A practical handbook

Prepare your equipment

Get to know your camera kit. While reviewing the online materials on camera settings, adjust your camera accordingly.

Sony PWX -DR70 settings: This video tutorial explains the main settings of the university’s camera.

White balance card: This video explains why you may want to use custom white balance (and in particular, why white balance problems can NOT be solved in post for video, unlike still photography). The first 3 minutes (approx) of this video explains why you might want to do custom white balance, and the next minute shows how to do this on a DSLR.

Setting white balance on the Sony PXW-X70C: This video shows the controls you need to use to make a custom WB setting.

Cleaning kit: This first five minutes of this video demonstrates succinctly and clearly the use of a cleaning kit demonstrated on a DSLR, but is applicable to other cameras. Beyond 5m it covers cleaning your DSLR sensor, which is not advisable or applicable for our video cameras.

Cinematic Research Practices Complete by 20 October

Watch these lectures

Tutorial

Read these texts

Snowdon, Peter
2017
Filming as a Relational Practice. Link ➙

Write journal entries to these prompts

In addition to your entries/reflections on tutorial exercises, field studies, and method reflections, respond to the following module specific prompts.

  • When taking up the video-camera, what are the technical insecurities you encounter. How could you solve those?
  • What shooting-style do you think would best suit your project?
  • What kind of relationship would you want to establish with the persons you film through the camera (observational, participatory, intimate, exploring cognitive worlds, sensorial etc), and how do you think you can achieve that?

Cinematic Research Practices 14/10 – 17/11

Cinematic Research Practices Overview

When making ‘moving pictures’ became possible with the invention of cinema in 1895, a range of opportunities for its use opened up — primarily, the possibility to capture movement. When viewing the first film records ever made, we see endless scenes of ocean waves, flowers swaying in the wind, among other famous first records of human activities. Even before the Lumiere brothers, Thomas Edison and others began to amass huge archives of such scenes from all over the world. Eadweard Muybridge’s motion studies had already transformed our conceptual understanding of human movement and animal locomotion.

At first the camera was too heavy to carry around and the hand-cranked machines needed to be mounted on a tripod to operate, showing the world from the perspective of a stationary ‘mechanical eye’. Once the camera became mobile, handheld camera-movement enabled cameras to move around and look at the world more closely to the way people do with a ‘human eye’. In our times, both the static and the moving camera have been engaged in a ‘dance’ between objects and subjects all over the world in both hidden and consensual relations.

The way we relate to each other through our cameras and make sense of our recordings depends on a deeply intentional cinematographic approach that enables us to engage with our subjects as intimately as possible, while still respecting the individual’s habitus and the related cultural sensibilities. As doing visual ethnography is both a highly social endeavor as well as an aesthetic practice, which partly draws on the language from the wider cinematographic traditions (both fiction and documentary), it has one feature that seems to define it—its unscripted nature. With the camera we interpret what we perceive in the lives and environments of our subjects, through making selections in time, space and sonic landscapes, whilst we also always keep in mind that we need to show and structure a narrative (or even a non-narrative) video-production out of our recordings.

For visual ethnography, as is the case for all documentary practices, our interaction with this “unscripted nature” is prefigured by our own epistemological and methodological frameworks. In principle, all anthropology is interested in this fine line between the known and the unknown. As the most humanistic of the sciences and the most scientific of the humanities, anthropology by definition resides in these interstitial and hybrid contexts. The ethnographic sensibility is thus a very finely tuned methodological approach that attends to the whole body as a site of knowledge experience. Visual ethnography by extension attunes researchers to perceive the lived world through various audio-visual tools, which thus serve as extensions of the body — cine-eye cyborg.

From these mediated interactions we produce an original record of some particular lived reality. This material product of our recording, which we usually amass in excess, must be organized and sequenced to become sharable. This need to later edit our footage according to a certain logic demands that we also “editing in the camera” while we record. Through selections in time and space, we determine the content, but at the same time apply a ‘film-language’ that communicates a certain logic between shots in the process of building our ‘sequences’ and scenes. In recording ethnographic film, we may try to preserve the integrity of acts and interactions based on our ethnographic understanding of the internal logic of events, yet when trying to communicate an analysis of events, that integrity may become subordinate to the narrative structure of the edited film.

cinematography