My notes:
Different levels of meaning: literal (Communication/facts/information), metaphor (beyond the first level of meaning: metonym, rhetoric, symbol, connotation, innuendo, euphemism).
- Interesting that coursework says that showing something that cannot be seen is difficult to accomplish.
- Note the suggestion that a reader is hoping for their imagination to be sparked and to be able to bring their personal interpretation to the work.
- Also that joint input from author and reader is most satisfying.
Showing not telling helps to achieve this.
Editing ask yourself:
- Will the image stand as a visual piece on its own?
- Is the image adding anything new or emphasising the point I want it to?
- Is it detracting or contradicting from the rest of the series?
- Am I overlooking any less striking work because of aesthetic concerns that may be secondary to the impact the piece will have on final reading?
Sequencing consider:
- Consider heightened suspense, change in direction or narrative and how the sequencing guides the viewers response
Image and text:
- Barthes- anchor: the text is there to fix the meaning of an image, with little room for negotiation.
- Barthes – relay: equal weighting to text and image
Q: How might I use some of these techniques to help convey my ideas to viewers? Showing not telling is essential to my BOW project, metaphor, rhetoric, symbol, and connotation are central to my work.
Q: Have you considered how you will use text in your project? Will this be through individual captions or are you planning a more extensive textual element? I will need to signpost the work for my viewers and will do so this times with simple with captions which will be antonyms to intrigue the viewer and allow for personal interpretation.
NIKI SOUTH 