Tag Archive | memory

FOR ASSESSMENT *360MC Memory Artefact – Analysis

From looking at my artefact it is clear what it is about and what it is showing, this is that memory is not always reliable and under pressure your memory can fail, this is shown through the contestants faltering and desperation to recall the items. I think these edited clips are most significant as they not only show the frustration of memory blanks but the part of the brain (the ID) which so desperately ‘wants’ to succeed and win.

The titles at the beginning provide preparation and explanation for what is about to be seen and especially shows that a little more thought went into the process rather than just a fun game it was more of an experiment as I split the contestants into two groups giving one group 20 seconds less to look at the items, knowing that this may have an effect on their memory when recalling.

Visually I think the artefact looks really good with the contrast of the pictured objects around the frame of the contestant, this also allows the audience to still have the objects at the forefront of their mind whilst watching someone else try to remember them. It engages the audience, as they will the person to remember the objects, and hopefully make them think about whether or not they would be able to succeed when put in that position. I did decide not to colour grade the piece as the lighting for the contestants was complimented on many times, however, looking back I would have liked to have colour graded everything slightly to make it a little warmer and more inviting as I feel it may look a little cold and harsh for such a light hearted game. The graphics of the green correct tick works well as the audience can keep track of what has been said.

In terms of audio I am disappointed as when editing you could hear the camera sound which could not be heard when filming and this was partly my fault as I went against my better judgement with recording sound externally, though, it could not be known that this would happen. The crackling sound takes away from the contestants voice and brings the quality of this piece down slightly, although, the track laid underneath brings back the fun and pressure of the situation. A ticking clock sound could have been used but this would have made the piece too intense and slightly dull. The choice of leaving the swearing in was a good one as it emphasises the frustration and portrays it perfectly through a somewhat audio description.

This piece works a contemporary media product as there are many who claim to have a good memory but put under pressure they are most likely to crumble. Overall this artefact does what it is supposed which is to engage the audience and get across that memory under pressure can let you down no matter how good you think it is, it also looks good as an added bonus.


360MC Memory Artefact – Development/Process

The process for this memory artefact has been a very long one as although I had my idea down from the day of the lecture, and the actual filming process went smoothly, the editing was a completely different story!

At first I didn’t know where to start with my footage, I knew what I wanted it to look like and how I wanted it to function but in terms of the footage I didn’t know which parts to include, until I realised that the most interesting and humours parts were where people forgot the items and were desperately trying to recall them. These are the clips I have used and the last clip is full length as this was the winner, who didn’t guess all items but out of the 20sec group managed to guess the most.

As I am very particular and a complete perfectionist, it took me forever to place and position all the items around the screen and fiddle with them so that they all fit and looked relatively the same size. It took me two days to get it to a point where I was happy to call it a rough edit in order to receive feedback, which I thought was going to be horrendous as it was an unfinished piece, though I got some really good comments and areas to work upon plus the areas that I had already planned to change.

Fixing the rough edit again took a lengthy amount of time simple because by the end of it there were at least 22 tracks of footage and each section took 12 minutes to render every time something was changed. I worked upon the feedback given changing the desaturation to check list ticks and adding titles to provide a little more information, as well as adding a track to try and cover up the horrible camera sound which I was unable to fix despite trying everything.

Overall the preparation could have been a little better in terms of filming and editing, however, I think that all the endless hours spent working on this artefact paid off as it demonstrates the unreliability and pressures of memory. As this was my last artefact to create I wanted it to not only have a solid idea behind it but to make it visually solid and I think I have managed to achieve this. I can happily say this is the piece of work that I am most proud of this year so far, and hard work, sweat and tears really do pay off.

Final Edit

FOR ASSESSMENT *360MC Memory Artefact – Research

As there are no obstructions for this artefact, I have created  my own; I have to have three theories behind my piece one for each theme (spectacle, power and memory).



4 ‘The spectacle is not a collection of images; rather, it is a social relationship between people that is mediated by images.’ Guy Debord.

As my spectacle will be an object that is easy for the contestants to relate to either through childhood memories or experience, for example a cuddly toy will be memorable as it may trigger a memory of their favourite childhood toy.


‘The id is a primitive part of the personality that pursues only pleasure and instant gratification.’  Freud’s concept of personality.

The power in my piece will be the power of the mind, that being the power of  ‘want’, which will be the prize/reward upon winning, but also the power of being triumphant.


The game and idea itself comes under Frederick Jameson’s theory of  ‘Pastiche’ “a world in which stylistic innovation is no longer possible, all that is left is to imitate dead styles, to speak through the masks and with the voices of the styles in the imaginary museum.”

The imitation of the ‘Generation Game’ and how people remember and also what they remember.

I have researched into the Generation Game as this is what my idea is based on.

‘The Generation Game was a British game show produced by the BBC in which four teams of two (people from the same family, but different generations, hence the title of the show) competed to win prizes.

There were always eight competitors, hence the catchphrase “Let’s meet the eight who are going to generate” used in earlier series by Bruce Forsyth. The couple that scored the highest went through to the final ‘conveyor belt’.

At the end of the show, one member (or in later series both members) of the victorious team watched prizes pass on a conveyor belt, and then won as many as could be recalled in a set time. A trademark of the show was that a cuddly toy was always among the prizes. The audience would shout out the names of the prizes, allowing the contestants to carry away large numbers of items.’

I will have 8 competitors, however, they will not be related and the only prize available will be the end prize should they be able to name all of the items, and if there is more than one person who manages this then it will be whoever remembered all items in the quickest time.

From watching this video I have an idea of the number of items to have, how many seconds they get to look at them and how many they get to recall the items. There will be no audience to shout things out in order to help, so this will add to the pressure of the contestants and really test their memory.



*’Debord, G. (1967) The Society of the Spectacle, Rebel Press, 2006.

*’Cultural Turn: Selected Writings on the Postmodern 1983-1998′ By Professor Frederick Jameson




360MC Memory Artefact Idea

Today after having our memory lecture I went away and thought about what I wanted to do, this time I want to do something fun and light hearted as memory can be taken quite seriously and I think most people will do something deep and meaning full, and because my other two artefacts have been a little more on the serious side.

I thought about something that was said in the lecture;

*Memory is completely and utterly flawed.
*It is not and never has been reliable.
*No matter how good you feel your memory is..…..it isn’t.

This appealed to me as when I speak to my sister I can always remember things that she can’t but sometimes when others talk to me about a memory I can’t remember it despite exclaiming that I have a really good distinctive memory! This led me to my idea, as we briefly mentioned the ‘Generation Game’ hosted by Bruce Forsyth where in the last part of the show you had a conveyor belt of items which if the contestant remembered they got to keep it.

My idea is based upon this as I know many people will claim that their memory is really good, but how will they perform under pressure? They will be two groups one group will have a long period of time to look at the items and the the other group will have a shorter period of time, and both groups will have the same time in which to name the items. I also want to add the element of spectacle and power within this artefact and so the power I propose will be the power of  ‘want/self gratification’ so there will be a prize for the contestant should they remember all the items within the time period given. The spectacle I propose will be one item in which every contestant will remember, as it will either be whacky or well known just like the cuddly toy from the ‘Generation Game’.

In my artefact I will show a host of  people trying to remember the items and how the added pressure of time can affect your memory.

I will have 8 competitors, and the only prize available will be the end prize should they be able to name all of the items, and if there is more than one person who manages this then it will be whoever remembered all items in the quickest time. They will like the on the show, have 40 seconds to look at the items before they are covered up and then a further 40 seconds in which they will attempt to recall all items.

As there are no obstructions for this artefact, however, you are allowed to create your own I have created an obstacle where I have to have three theories behind my piece one for each theme (spectacle, power and memory).

I will be researching the generation game and into theories of memory, spectacle,and power I will also be thinking about the items I want to use and a prize that will be tempting enough to force people to take on the challenge.

305MC – Memory Lecture – Task 1

So kicking of the second group lecture and workshop was quite simple, this week we were looking at embodied memories.

Embodied memories from a psychological term means that your mind acts as a container to keep memories important to you at the time inside and locked up, basically running your own lifestyle of them. It allows to keep collecting similar memories and this is where the themes of ritual and repetitivness come into play.

From here in our workshops we looked at possible concepts of ideologies and connotations from the media we see and how this is structured and ordered. For example if we were watching ‘The Dark Knight’ which is an action thriller and you grew to like it and thought ti was an excellent film the  you will remember it, then anytime the slightest hint at a connection to that film you will be interest in i.e the sequel ‘The Dark Knight Rises’. This works generally in all forms of media as well as general topics, ideologies of subjects, themes and genres contain structure and order to personal interests and this is what the audiences are attracted to, thus creating different people with different tastes.

The main themes we studied in the lecture before we got into our workshop were:

  • Rituals
  • Schizophrenia
  • Memory
  • Language
  • Rites
  • Ceremonies

Now with these main themes we drew up we had to connect them to the following questions we were given,:

  1. What do i understand by Jameson’s statement that the formation of a stable identity (i.e a non schizoid) depends on the persistence of the i over the collective memory?
  2. What role does memory have to play in the formation of a non schizoid identity?
  3. How does Jameson use the term Nostalgia

So with the questions given and the research part done time to complete our task, as group we decided to allocate 2 people to each question. i got given question:

  1. What do i understand by Jameson’s statement that the formation of a stable identity (i.e a non schizoid) depends on the persistence of the i over the collective memory?

Now thats a big question too answer in one go so what i decided to do was break it up and this became the new question, ‘understand Jameson’s formation of a stable mind mind, depends on the persistence of themselves rather than other memories’. I simplified the question because it was quite confusing. To begin with i found out what schizophrenia is and it is the breakdown of thought processes by poor emotion responses. i then combined that with collective memory which means the shared pool of thoughts of two or more members.

So with the information for the answer found i had to combine t and write my answer and i came to find that there is no such thing as a stable mind because everyone is different. Now in terms of keeping  stable mind if you stay in your own world full of your own rituals, your own questions and your own life, then potentially you keep your mind because you are persisting about yourself. Schizophrenia from research that i mentioned before is the breakdown of thought processes and a collective memory is a shred pool of thoughts, so essentially if you are not living yourself with your own thoughts, then they will be replaced by a collection of other thoughts thus creating split personalities. overall it is a very confusing question but the question simply wants to know that you have a stable mind wondering about yourself rather than others, so we care about our OWN world before others.



305MC – Memory – Task 2

Seminar Question:
Choose one of the following social institutions :
The state
The monarchy
The family
The military

How is your chosen institution reproduced through social memory?

Focus upon at least 2 ceremonies or rituals and 2 forms in which social memory is embodied in the human body.

To begin with we decided what social institution we would look at, after a short discussion about the possibilities within each institution we decided to choose education.

We begun the task by breaking down the education system into the different rituals and ceremonies that are involved within it, here are some of the vast amount of ceremonies/rituals within the education system:

End of term
Sports day
Easter harvest
First day at school
First girlfriend/boyfriend
School plays
School trips
Summer fete
Non uniform day
Results day

The educational institution can be reproduced through social memory because everyone you know or meet would have gone through these same experiences in their life thus giving everyone a common social ground.  Also, school and education slowly nurtures you and your personality for the experience and challenged that life throws at you, for example; a job interview,  meeting new friends based upon the social skills learnt previously at school.

School and education essentially moulds the person that you will become in the future, mainly dependant on your friends and social circles as these will help forms who you are and question and shape your morals that you live by.

Quotes and theories our research is based upon

“You can not teach a man anything, you can only help him find it within himself” Galileo.

“The object of teaching a child is to enable him to get along without a teacher” Elbert hulbard

“We never know which lives we influence or when or why” Stephen king

“I never teach my pupils I only intend to provide the conditions they can learn” Albert Einstein

Ceremony 1 : First day of School

The first day at School, whether it be primary, secondary or university always sparks the same emotions, it makes you feel nervous/anxious for the prospect to come and the new people that you’ll meet.

That same feeling can be applied to many events after education, for example at a party or the start of a new job, the emotions and processes you go through when meeting new people can be drawn back from the time of when you were in school and applied for the situation.

Ceremony 2 : Graduation/End of exams

Graduation/End of exams is a huge part of everyones life, it is the part of life where you have grown up and finished that chapter. Its as if we entered that institution as a blank canvas and we are leaving as a big picture filled with memories and knowledge.

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