Kibera TV: Title Sequence

Final Title Sequence for Kibera TV based on their specifications. This shows example footage over the bar sequence. I did not receive the music that will be placed with this.

Kibera TV: Final Title Sequence + Subtitle Bars from Bethany Ediger on Vimeo.

Communication Schematic: Final Non-Linear Narrative

Within this project, I used a clear action (clicking a button) to inform the viewer about the process of communication. When a specific layer is selected, the transparent overlay appears with the label, definition and two examples. I used the characters, Emma and Abby, and developed the story of two young girls communicating via facebook chat. Alongside this, I also gave three generalized examples for each label that also explain the process. Although the approach is simple, it uses my primary channels, image and text, to give a palpable understanding of the model. In addition to that, my goal was to develop a system that I could actually produce with the new knowledge of action script. Since this is an entirely new arena, I wanted to learn, apply and understand the very basic structure of the code. I learned a lot from the demonstration last week and, with some help in class and from classmates, was able to complete the schematic and understand the basic functions.

Communication Schematic: Task Scenarios

Final Schematic:

Communication Schematic

In my sketches for communicating the model I focused more on animating (#1-2 in sketch) the schematic as a way of explanation rather than utilizing buttons/action script (#3-4 in sketch). I would like to use new knowledge (hopefully learned in the demo on Wednesday) in this project which means that I will be producing more ideas that use this.

Brainstorming for 11/17

Kibera: Title Sequence | Logo Bug | Bar Sequence

Throughout the creation of the Kibera TV sequence, I expanded on the idea of building blocks to describe how the Kibera TV channel builds their community by broadcasting live news reports in Kibera. I used images from that gives the viewer a visual of, not only what goes into the production of the channel, but also images that reflect the community. The initial exploration projects helped develop an understanding of how to develop the structure of a narrative in addition to explaining the organization in both a linear and non-linear structure. These were also helpful as I discovered the importance of different communication channels (image, music, text, voice) that I incorporated into the final piece. Each plays a vital role in creating an emotion or thought in the mind of the viewer. It was interesting to see how each could communicate on their own and, when combined, used the different channels to strengthen and create a dynamic sequence. Even though motion graphics are a different and sometimes challenging way of thinking, I attempted to use design principles to create emphasis within certain sections of the sequence as well as using the rhythm of the music to create a rhythm within the movement of the blocks. Though the title sequence, I learned that there are no greater or lesser transitions--each is just as important to edit and develop as the other.

In addition to learning more about creating a narrative in motion, I was once again reminded of how important detailed storyboards become when producing the final animation. I think that it is important that each frame is visually pleasing on the paper and it will transfer into the motion composition. After considering how I set up the cube within the frame, I did not make enough use of the full screen (in a good way) and left a lot of white space. This could have been solved with a more thoughtful construction in my storyboard.

As my first attempt in After Effects, this was a great learning experience. Initially, I was very excited to work in this program and, after barely scratching the surface, I am glad that I am still excited to learn more about it. I found it was much easier to move around and create in After Effects and I enjoyed thinking that there weren't any boundaries--that there was always a way to make it happen. With that said, I spent an excessive amount of time (too much with nothing to show in this piece) attempting 3D and I am sad that the cube did not make it into the final title sequence.

With that said, I feel like the end product was a success on the part of my learning experience in After Effects. In addition to this, I am very interested in this project and Kibera TV and enjoyed producing an motion piece.

Kibera TV Title Sequence | Logo Bug | Bar Sequence from Bethany Ediger on Vimeo.

Kibera TV: Title/End Sequence/Bar Sequence Storyboards

Kibera TV: Bar Sequence "Practice"

After receiving the specs today. I will have to re-work the sequence for the final product so that the bug appears on the lefts side. I have decided to make alterations (color & logo) and create the whole 15-second piece. After that, I will return and make the bar and bug transitions. This will provide me with a clear direction to tie everything together as a cohesive set. With that, I will take a few of the ideas and the practice, but will most likely not use this exact sequence.

In addition to this, I went back and re-worked my logo and changed the tone of my colors (changes that will still work with my other ideas):

Kibera TV: Initial Logo-Build Storyboards

Kibera TV: 2 Channel Fold-Out + Logo Ideas

As I combined these two channels, the biggest question I was forced to answer was: how do I arrange the images in a visually interesting way and reinforce the narrative with their information? In this, I chose to use all of my original text compositions, but cut down my images from the original 20 on the building blocks. I had originally planned on using the folds of the paper to create boxes that would contain my image and text. However, I chose to place each one in a specific spot, at a specific size, to correspond and form a relationship with the text. I wanted the two channels to be intertwined. One of the greatest things that I learned through this fold-out print was the experience of printing a double-sided paper fold, that, when put together, creates one composition (i.e. section 4). I chose to include remnants of the building blocks with the orange and green color cubes throughout the piece to add color, break up the space and make the print more interesting to the viewer. I am glad that I decided to attempt this. Although the actual print was not up to standard, the viewer can still see that each of the images/objects line up to create one composition.

Kibera TV: Digital Logo Sketches

NA Project 4: Detailed Narrative 2-Kibera TV: Fold-Out History

After giving my viewers an idea of the community of Kibera through image, I wanted to make sure that they understood how Kibera TV started. (After the "why" I gave a "how"). To do this, I decided the best channel would be text. My initial plan was to manipulate type (kinetic typography) in flash. However, after the Monday process critique, I felt that using printed material in an interesting layout could express the type in a similar way as well as demand viewer participation as they unfold the time line. The information is given in a linear narrative; "It all started in 2000 when the Hot Sun Foundation started working with the youth in Kibera, the largest slum in, Nairobi, which is located in Kenya, Africa. In 2009, the Hot Sun Foundation established the 6-week educational intensive Kibera Film School. Through all of this, the Hot Sun Foundation, along with the youth in the community produced, Kibera Kid in 2006 and Togetherness Supreme in 2010. Finally, in the year 2010, the first graduating class of the Kibera Film School launched a community channel called Kibera TV." To make the amount of information understandable to the viewer, I coded the dates and names with color and format to make them stand out and remain recognizable throughout the process.
__________

Digital Logo Sketches:

Reading Response: Notes from Understanding Comics

In a refreshing format, the reading from Understanding Comics gave a lot of useful vocabulary and information on the creation of a narrative. It stated the importance of closure, how it is applied in the mind of the viewer and gave multiple examples of how to achieve this end. Sometimes, a shape or an outline is enough to trigger closure, other times it might take more to transform it into a reality. As the agent of change, time and motion, closure requires active participation on the part of the audience which, in my opinion, means that I should make it engaging enough for them to stay interested. In explaining various methods of carrying out closure, the book gave six relationships that occur across the gutter; moment -> moment, action -> action, subject -> subject, scene -> scene, aspect -> aspect and non-sequitur (no relationship). As I continue to work on Kibera TV as a narrative in different channels, I am interested in playing with the ability of the viewer to complete a thought by giving them only enough information through images, sound or text to understand the concept or data.

NA Project 3: Detailed Narrative-Kibera TV: Building Blocks

For the first communication experiment, I decided to focus on the building block aspect of my poster in order to inform my audience about the community of Kibera (i.e. people/living conditions). Within that, I decided that the best channel for this specific area would be image. In order to keep the viewer interested, I wanted the project to be three-dimensional and interactive. Sometimes, it is difficult for me to take in a lot of still photographic information on a screen without becoming bored. With the blocks, the viewer can hold, turn and build. Each block contains four image panels. The full color photograph shows the living conditions of Kibera. It is easier to see the details in color. The other two panels are black and white photographs of the community; adults, teens, children. I wanted the viewer to be able to build their own narrative, which could be either linear or non-linear, as they recognize the need to build the community of Kibera.

NA Project 3: Detailed Narrative

Through the project's first objective, applying the communicative potential of the various communication channels, I chose image as the most important channel to focus my in-depth narrative on. Some of my classmates had started to question (outside of class), what exactly Kibera is, I realized that I obviously had not done a good job in answering some of the seemingly obvious question. It is the largest slum in Nairobi, Kenya. The less-fortunate condition of Kibera often results in violence, unhealthy living conditions, and crime. Focusing on the "building block" aspect of my poster, I chose to communicate the demographics of Kibera by providing the viewer a hands-on context through three-dimensional building blocks that show the community of Kibera through both the people and living conditions. In this, I learned that communicating solely in one channel requires a heightened clarity to the work. I could not rely on text to tell my viewer that this was a slum or that a sense of community is important to the people of Kibera--I had to show it.

The second objective included applying knowledge of narrative manipulation and application across media. I chose to illustrate my images on three-dimensional blocks that provide a non-linear (but could be linear) story about Kibera depending on how one constructs the blocks. Because each of the blocks can be handled and re-arranged, I learned that each must be able to exist on its own as well as maintaining the narrative when placed together. Because the viewer has the ability to alter the order--therefore, altering any sort of linear story--each of the blocks contains an inclusive narrative within itself. However, when placed together, each of the blocks supports one another.

Kibera TV: Poster

I found that much of the information I had gathered about Kibera TV was wrapped up within the community of Kibera. Because it is run by Kibera-based organizations and individuals (Hot Sun Foundation, Kibera Film School, etc...), I hadn't considered the possibility of a history on community film broadcasting within a different context (i.e. USA). My poster uses visual clues that give the viewer the context (Africa), and narrows it down to information about Kibera itself. The boxes that make up the form of Africa are indicators on building blocks as well as a loose representation of different "screens" with images that act like stills from a broadcast. I included; historical information about the formation of Kibera TV in 2010 from the 2009 class of the Kibera Film School, information on how what exactly Kibera TV is and what their goals are for the channel, as well as what it takes to make it happen and how it reaches the community. I used the same stylistic approach as my 15 second narrative. I approached the "diagram" parameter as the viewer's experience and approach to the poster. Beginning with the recognizable form, narrowing it to Kibera and then digging in to the information--an attempted hierarchy.

Kibera: 15 Second Summary

Kibera TV: 15 Second Summary from Bethany Ediger on Vimeo.

Kibera TV: Process & More Research

15 second storyboard: I would like to approach explaining Kibera TV and the different skills that they need as "building blocks" that make a difference in their community and, in turn, the world.






9 Blocks:
1. writers-script
2. actors
3. musicians
4. producers
5. casting
6. editors
7. camerawork/filming
8. Distribution
9. Visual artists (painters, designers, etc)

Some of my thoughts:








More Research from Pamela Collett:
She also mentioned that she is going to ask the youth to receive more complete answers.

1. What specific types of music do many of the students at the film school listen to? From the website, we gathered the emphasis on hip hop, but are there any specific kinds or artists?

Will enquire…there is also reggae and mixtures of traditional music like Ohangla.. More later

2. What is the family life like among the youth, specifically high school age?
Varied.. some have made their own “intentional” families living together with siblings (no parents), or friends (sometimes old friends, sometimes a mixture of people who just decide to stick together, can even be from different tribes), sometimes with original parents, more often with father and step mother (sometimes problematic)… usually little or no financial support form parents.. May live with grandmother… or have grown up with grandmother in village and came to Kibera looking for a better life.

3. What other schools can be found in Kibera (public, private?)
There are few government (public) schools for such a large population… and no real technical training institutions or education beyond secondary. Most youth do not complete secondary education. Many never start. The government just changed the policy to make secondary education “free” but there are not enough schools, teachers, facilities and youth must still pay school fees, uniform, books, supplies, etc. plus of course they are not earning while studying so someone must support them. Most families cannot.
There are a wide range of small private schools, trying to fill the gap, particularly from preschool through middle school. Most are fee paying. Some are self supporting, some get funds from church groups.
There are schools attached to orphanages, usually church sponsored.

4. Has the community shown specific instances of positive change due to Kibera TV?
Recently a group of youth (I don’t have the numbers) who could not get entrance into Kibera Film School (limited numbers) have joined Kibera TV and learning as they go. I can get quotes from them. They are very excited about the opportunities of learning and doing something with their lives.

5. After graduating from the film school, where/what do those students that do not work with Kibera TV go/do? Do they; leave, help the community through film in other areas, use the skills they learned to find jobs?
Some have gotten other jobs: one a full time job as assistant editor at a local TV program,
Others have gotten short term employment. Others are working with Hot Sun Foundation as trainers at the Kibera Film School and producers at Kibera TV.

Kibera TV

Groundwork: What it is.

Directed towards: students, actors, youth & adults. Exposing: youth, children, and adults to new ideas through community film screenings and large open-air screenings to crowds of hundreds in the slums. Includes; writing, camerawork, music, painting, and visual art, with journalists, editors and producers.
• In August 2009 they started the innovative, hands-on, first ever Kibera Film School where trainees learn all aspects of filmmaking from script, acting, casting, camera, production, editing, and distribution. Professionals from the Kenyan film and TV ind¬ustry work as instructors in the school.
• Focus on: Education, talent development, & training

Quotes:
“I feel like I can edit now:
“I can write a story…tell a story”
“Joining the film school has been a turning point in my life”
“...coming up with something the community can relate to.”
“We need support.”
-Voice of Kibera
- Future, change, support, eyes, creativity

Website:
Fun music—hip hop
Love Red!

Films: fiction and documentary
Romeo & Juliet –like love story with hustler, artist & a preacher’s daughter
• Challenges of poverty, unemployment, crime and lack of basic human rights.
• Collaboration with Kiberia’s youth 3 years ago
• Watch the Trailer!
Kibera Kid , 2005 (Started the Hot Sun Foundation Hot Sun Films 2004)
• Watch the Trailer!


Groundwork: What it can be.


Those who participate in the Kibera Film School and those who produce Kibera TV, all desire to make Kibera a better place by providing a future to the youth through education and community exposure. In collaboration with the Hot Sun Foundation, they are able to not only broadcast within their community, but also share Kibera with the world.
After watching many of the clips, both on the Hot Sun Foundation website and the Kibera TV blog and some searching, I gathered that among the 40 different ethnic languages spoken in Kenya, Kiberans speak Enlish, Swahili and are also known for Nubi (a form of Arabic Creole). As I develop different ideas for my 15 seconds, considering that the audience is multilingual will place more emphasis on my imagery rather than voice or text.
Kibera TV is publicized within the community of Kibera to educate and inform the inhabitants through broadcast television. Hot Sun Foundation made it possible for them to produce two feature films developed entirely by student collaboration in writing, acting, filming and editing. I would be creating a short clip that would be broadcast in the community alongside Kibera TV news.
The website referred to the youth’s interest in hip-hop music and reiterated this by using it in their short clips describing the Hot Sun Foundation, the film school and students. I have decided to choose against showing images from Kibera on the basis that 1) this is my audience’s home--I should build something else from it. I would like to be able to only take inspiration from images of the town and focus on creating something new by means other than photography (illustration). In addition to this, their footage includes clips from Kibera. I would like to add visual contrast to the viewer by creating something new (this could mean illustration or graphics?). At this point, I would like to work a mosaic. Looking at photographs from Kibera, the town is full of color that I would like to join to make one larger "picture". A visual demonstration of Kibera TV's ability to create something new (change) from within their community.

Directed Towards:

Those who believe in what Kibera can be through broadcast, community exposure made possible by the collaboration of different skills such as; writing, camerawork, music, painting, visual art and other creative talents. Specifically, those who are willing to use their creative abilities to develop a positive change within their community. I need to inspire my audience to inspire their community.


My Audience:
1. Values and identity (purpose, relevant beliefs, sense of belonging): To make Kibera a better place through Kibera TV and the Hot Sun Foundation’s Film School
2. Visual symbolic codes: Footage, photographs of faces = primary interest is the people and students themselves.
3. Communications styles based on language and speech: multilingual with various levels of education
4. Preferred media and distribution channels of communication: videos, films, stories, theater, music