“This show has now made Pokémon creepy to me.” Augmented and Alternate Reality Games, Interactive Narrative and the Documentary TV Series Hellier
Registration Number: 024
Institution: The Glasgow School of Art, Scotland
David Sweeney is a lecturer in The Glasgow School of Art's Design History & Theory department specializing in popular culture, a subject on which he has published and presented widely. Publications include journal articles and book chapters on such topics as music and nostalgia in Twin Peaks: The Return; the Marvel Cinematic Universe; the development of the Marvel comics universe; time travel cinema, digital comics and the relationship between media technology and the ongoing Folk Horror Revival. His critical studies of the novels of Michael Marshall Smith and the Netflix Originals series The OA are due to be published later this year by Subterranean Press and Auteur respectively.
Registration Number: 050
Institution: Yaşar University, Izmir, Turkey
Abstract: Black Mirror is a ground-breaking, sensational, staggering, critical science fiction TV series depicting a dystopic near future and present time. It is concerned with various themes about society, environment, technology, social media, power, dehumanization, and cyborgs. From the beginning of the series, each episode is focused on these themes with an innovative approach by using creative narration styles. But the most innovative boom of Black Mirror is definitely the interactive episode Bandersnatch. Mainly, Bandersnatch focuses on “reality.” With the characters and their actions in different pathways of the fragmented plot, the main issue is “reality” and “perception of reality,” or the illusion of the world. This questioning is being made by a medium—cinematographic narration—which constitutes itself as an art form of representing and reproducing reality but also defined as “illusion of reality” in some theoretical approaches. Nothing could be more creative than to bring together this approach on filmic reality in questioning “reality” with an interactive filmic narration. So, this article combines theories on filmic reality and the main approaches on illusion of reality in cinema, with the narrative style, spectator experience, self-reflectivity in Bandersnatch. Going further on the theme “reality and illusion” we can refer to the extensive literature of philosophy. The philosophers have been asking the question "what is reality" for ages. In relation with the focus of Bandersnatch we can remember William James with his “multi-reality” approach. Or focusing on “time and reality” notion, which is one of the constituting layers of the narrative, we should refer to Henri Bergson and his concept of multiplicity and the notion of time as “duration.” From Bergson, necessarily we should jump to Gilles Deleuze’s “time-image theory” arising from Bergson, in order to understand Bandersnatch as a philosophical narrative interrogating reality by using a new cinematographic form.
Bio: Sevcan Aytaç Sönmez was born in Turkey in 1983. She lives and works in İzmir. She is an academic at Yaşar University at Art and Design Faculty, Film Design Department. Her articles were published in national and international journals. Her first book Remembering Through the Movies was published from a well-known national publisher in Turkey. She has written book chapters, which were published nationally and internationally. A chapter entitled “Modernism, Memory and Cinema” was published in Film and Literary Modernism, edited by Robert McParland (Cambridge Scholars Publishing, 2013). The national book chapters are “Hard Times, 1990’s Turkish Cinema” in Reflections of Modernism, edited by Eric van Zührer and Funda Barbaros, in 2017. “We Are All in Blockade, Time and Style in the movie ‘Abluka’” in New Frames: Cinema in Turkey, edited by Serhat Serter, in 2017. She is one of the editors of a recent book entitled Women’s Camera, Women Directors After 2000s, 2019. Her academic study areas are cultural studies, gender issues, and urban studies. Apart from theoretical works, she is engaged with experimental filmmaking and video art. Her films were shown and awarded in various festivals.
Carne y Arena by Alejandro González Iñárritu: Subordinating VR Technology to Refugee’s Human Condition.
Presenter: Hudson Moura
Registration Number: 077
Institution: Ryerson University, Toronto, Canada
Abstract: Carne y Arena by Mexican director Alejandro González Iñárritu is an immersive mixed reality installation that allows visitors to walk barefoot across a beautiful sand desert while experiencing violent incidents by crossing the Mexican–U.S. border with illegal immigrants. Later, the visitors realize that they witnessed real-life accounts, which they can hear displayed in videos at the exhibit’s end. Thus, the visitors can get a better sense and understanding of refugees’ traumatic and powerless experiences.
The installation comprises three different rooms, a waiting (cold) room filled with authentic immigrant shoes, the actual six-minute VR experience, and a wall displaying the refugees’ video portrays. The waiting room is freezing like the rooms migrants stay in if the border patrol captures them. To feel the refugees’ vulnerability, the visitor needs to leave behind all their possessions, including their shoes and socks, before entering the VR area.
Carne y Arena’s mixed reality combines VR performance with physical components turning it into a multisensory and bodily immersive experience (Jerald 2015; Kors et al. 2016; Lanier 2017; Uricchio 2018; Raessens 2019). While the VR headset creates a 3D virtual world, the installation considers the visitor’s body to invest it, embed it, and inhabit it with physical reactions and emotions provoked by the wind, temperature (heat and cold), ground texture, etc. Thus, sound, smell, touch, and sight operate at once, enhancing refugee’s storytelling. Another crucial component is the documentarian aspect. Engaging real-life stories through VR assist visitor’s recognition of characters’ traumatic experiences and their emotional reactions.
According to Iñárritu, he intended to subordinate technology to the human condition. “I despise technology,” says the filmmaker. According to him, technology does mean nothing unless it can reveal or denounce a human’s situation. Therefore, technology must be subordinated to humans, to humanity, and to the arts. However, has the film lost the power to engage the viewers emotionally? Can virtual reality simulate refugee’s dispossession (the sense of the self) while alleviating society’s consciousness?
Bio: Hudson Moura is a lecturer on film, new media, and global justice at the Department of Politics and Public Administration and an associate faculty at the Immigration and Settlement Studies Program at Yeates School of Graduate Studies at Ryerson University. His scholarly work has been presented at numerous international conferences and published in English, French, Spanish, and Portuguese. Currently, he is writing a book on refugees in films. As a documentarian, his films portray artists, writers, and culture. He served as a film programmer for several film festivals in Toronto. He has also facilitated numerous hands-on workshops on documentary, mobile filming, and video editing in universities and film festivals. He is a member of the Betinho Project Group, which aims to promote human rights, food security, and participatory democratic processes. He chairs the Interactive Narratives and Interculturality on Film and Media Research Group, focusing on the politics of race, migration, gender, and minorities (Indigenous, Black, anti-racist trans- feminist and queer) related to technology, media, and digital practices. (http://www.hudsonmoura.net)
Origins of the 21st Century: The Impact of Digital Technology on the Construction of the Cinematic Essay.
Title: Origins of the 21st Century: The Impact of Digital Technology on the Construction of the Cinematic Essay.Presenter: James Slaymaker
Bio: James Slaymaker is a PhD Student in Film Studies at the University of Southampton, fully funded by a presidential scholarship. His research topics include the cinematic essay, digital technology and contemporary European cinema. His work has been published in the journals Senses of Cinema, Bright Lights Film Journal, Film International, as well as the essay collection ReFocus: The Films of Paul Schrader (Edinburgh University Press). His first book Time is Luck: The Cinema of Michael Mann is currently in development with Telos Publishing. As a filmmaker, his work has been screened at the London DIY Film Festival, the Concrete Dream Film Festival, the InShort Film Festival and The Straight Jacket Film Festival.
"It’s Not Like I Could Change Anything, so Why Should I Care?"—Exploring Political Narratives in Depoliticized White Working-Class Environments.
Presenter: Lena A. Hübner
Registration Number: 027
Institution: Université du Québec à Montréal, Canada
Abstract: In the aftermath of the death of George Floyd, Montrealers took to the streets to fight racism. While hashtags such as #blacklivesmatters and #LaVieDesNoirsCompte went viral, raising awareness about different types of discrimination racialized citizens face in Quebec, the CAQ government refused to acknowledge the existence of systemic racism in the province. Scholars have studied the role online media interactivities play for human rights activists (Pilote & Hübner 2019) and for those who disseminate misinformation about such movements (Gimenez & Voirol 2017). Yet, little attention is paid to the publics these online campaigns are trying to reach, namely those who feel indifferent about the consequences of said political stances. As part of my PhD thesis, this paper explores how white francophone members of Quebec’s working-class who claim to disregard politics come into contact with social and political issues, such as immigration or poverty, in everyday life. I explore if and how the increased fragmentation of public discourse via social media shapes their (a)political stances in order to determine to what extent digital media usage reconfigures their relationship with politics throughout their lives. An intersectional narrative approach (Collins & Bilge 2020, Crenshaw, 1991) to whiteness (McMullan 2005; Du Bois 1922) combining three rounds of in-depth life-story interviews (n=8) (Chadwick 2017) and a one-year ethnographic observation of the interviewees’ social media accounts (Hine 2005) allowed me to analyze class, racial, nation, and gender dynamics via their “mediated everyday political experiences.” The gathered narratives show that participants avoid talking about politics in public settings, including online. Yet, they will discuss issues they care about, such as poverty, in more private settings (Eliasoph 1998). I have found that the way they talk about these issues reveals racist, gendered, classist, and anti-immigrant biases that sometimes draw from particular social media scripts associated with specific media outlets and political perspectives. The sites they access on social media tend to support a white francophone notion of Quebec’s political history, reinforcing key mechanisms of social division. Yet, all informants are aware of these pitfalls and try to prioritize “more reliable” news channels. Apparently, awareness of needing to diversify one’s media sources is not enough to arm white people against adopting discriminatory ideologies. However, analysis of follow-up interviews conducted shortly after the COVID-19 outbreak indicates that increased exposure to polarized messages and misinformation about the pandemic led participants to quit social media—at least temporarily—despite the fact that a majority of social, political, educational, and professional relations were transferred into the virtual realm. The same participants who occasionally interacted with posts that reinforce social division mechanisms now claim they can’t cope with it anymore. The prioritization of less interactive news channels thus becomes a leitmotiv as the feeling of being unable to contribute to social change settles in.
Bio: Lena A. Hübner (Canada) is a PhD candidate at the Université du Québec à Montréal and a scientific coordinator at the CRICIS Research Centre. Her research interests focus on digital inequalities, politics, democracy, and intersectionality. For her thesis, she examines the role informational practices play in the relationship that white members of the Quebec working class maintain with politics throughout their lives, and to what extent digital media usage reconfigures this relationship. She recently co-authored the article “Feminist Mobilizations on Facebook and Twitter: The Case of #StopRapeCulture in Quebec” (2020) published in the French peer-reviewed journal Terminal.
How to Make Immersive Technologies More Equitable: Confronting the Medium’s Colonial Legacies and Role as an Empathy Machine.
Presenter: Anna Gedal
Registration Number: 062
Institution: The New School, New York, USA
Abstract: Today, immersive technologies—like virtual reality—are celebrated as empathy machines, capable of fostering meaningful cross-cultural understanding. My MA thesis project interrogates this assumption. I analyze two early 20th-century case studies of immersive rides: A Trip to the Moon (1901), from the 1901 Buffalo World’s Fair, and 20,000 Leagues Under the Sea (1903), from Coney Island’s Luna Park. The rides complemented the ethnographic villages surrounding them. The villages allowed visitors to experience a speculative past and present. Taking on the role of anthropologists, they plotted a global racial hierarchy. The immersive rides, however, offered them a glimpse of the electrified future promised by American imperialism. Through the rides, the visitors embodied the role of colonizer, “discovering” new frontiers. Though perhaps experienced simply as entertainment, the rides were consciously designed as a powerful pedagogical and epistemological tool for cultural knowledge sharing that transmitted the imperial imaginary through a collective, multi-mediated performance. The impact was profound, garnering mass public support for American racial segregation, immigration restrictions, and imperialism. Drawing lessons from my case studies, I argue that the early rides were precursors to 21st-century immersive environments, thus it is imperative to critique the medium or risk reinscribing the imperial gaze into contemporary experiences. And the examples of this are endless. This project centers on the pressing need to reconnect immersive tech to its historical context to more fully understand both the medium’s possibilities and limitations. To move toward this goal, I offer fellow cultural producers, curators, strategists, technologists, and designers the beginnings of a shared language to highlight the medium’s fraught legacies and a path toward a more equitable cultural production process.
Bio: Anna Gedal (she/her) is a graduating MA student in Media Studies at The New School in New York. Her MA thesis “How to Make Immersive Technology More Equitable” centers on two historical case studies of early 20th-century immersive, interactive rides, which she argues were designed as embodied colonial travel fantasies. She then brings the story into the present and current iterations of the medium, identifying the manifestations of its inherited legacy in contemporary experiences. She ends with terminology to identify these manifestations and a set of questions pushing toward a more equitable design process. Her goal is to both confront the medium’s risks and explore its possibilities as a space for community healing, historical justice, and memory preservation. Her thesis won the Media Studies Distinguished Thesis Award. Anna is also a senior experience strategist, writer, and researcher. She creates immersive media experiences for museums and brands across the U.S. Her approach is story-driven, community-centered, and aesthetically informed. Her professional background in historical research, writing, journalism, and communications along with her MA in media production, theory, and the ethics of technology all enrich her creative process.
Registration Number: 063
Institution: Sheridan College, Toronto, Canada
Abstract: One precondition for a self-determination movement is having a common struggle, as in asserting control over identities and localities in an everyday political process. After centuries of successive occupations by Germans, Danes, Swedes, Poles and Russians, a distinct Estonian national identity emerged in response to social justice issues in the 19th century. This presentation will use a cultural studies approach to examine Estonian lyrical texts as hypertexts of nation. Estonian-Canadian composer Roman Toi conducted male choirs in Displaced Person’s Camps and in exiled communities to sing with “fists in the air” against the Soviet occupation of their homeland. Their songs reinforced a political engagement that re-ignited Estonian nationalism through the Singing Revolution that restored Estonia’s Republic in 1991. Excerpts from the feature documentary Maestro Roman Toi Beautiful Songs I Dedicate to You will be shown during this presentation.
The song texts of a choral tradition in Estonia became a political engagement in a separatist movement from the Russian Empire. "Nationalist ideologies use cultural devices to demonstrate the process of collective self-definition, to provide feelings of pride and hope connected with symbolic forms so that these can be consciously described, developed and celebrated" (Geertz 1973:252). How we understand who we are in the contemporary world is shaped by sites of identity production, what Stuart Hall (1992) calls “narratives of nationhood,” constructed by media, the arts, and institutions like museums and galleries. Definitions of nationhood are also created from "below" as during Ärkamisaeg, the Estonian Age of Awakening in the 19th Century, when Estonians acknowledged their right to govern themselves, which culminated into the Republic of Estonia by 1918.
The inception of the first Laulupidu, Estonian Song Festival, in Tartu in the summer of 1869 was when Estonian choral performance evolved from folk song arrangements into living carriers of Estonian cultural values and national solidarity celebrating 50 years of emancipation from serfdom. "'Narratives of nationhood' are stories that an ‘imagined community’ shares and connects to what pre-existed and will outlive them” (Hall 1992, p. 293). Choral music demands connection and for singers is a self-performance of social expression. Emergent narratives are constructed throughout our daily actions to help us remember, understand, categorize and share experience (Galyean, 1995).
The song festival had an electric effect on the growth of organized music and the formation of choirs and instrumental ensembles (Puderbaugh, 30). The same time one singer is performing, another singer is listening and singing with him. Narratives emerge as products of our interactions and goals as we navigate our worlds. A story produced by a group of improvising actors emerges from the interactions among the members of the group—similar to the spontaneous expression of a choir evoking embodied memory through the sensual and somatic. A poem becomes a driving de-colonizing force, building community in a hypertext of activism and as a narrative of nation.
Bio: Kalli Paakspuu was awarded a doctorate from the University of Toronto for her research on early indigenous use of photography in international relations. She has published widely on film and media and teaches in the animation and design programme at Sheridan College in Oakville, Canada. Her dramatic and documentary films have toured internationally. Currently she is completing the biography music documentary, Maestro Roman Toi Beautiful Songs I Dedicate to You and developing a documentary about choral music as healing therapy.
Presenters: Christian Iseli (PI); Miriam Laura Loertscher, Thomas Gerber, Valentin Huber, Michael Schaerer
Registration Number: 070
Institutions: Zurich University of the Arts and University of Bern, Switzerland
Abstract: Due to the rapid pace of the digitalization process, virtual production in film is gaining importance. This paper focuses on an interdisciplinary research project that investigates the effects of virtual production on visual aesthetics, on the changing workflows of filmmakers and actors, and on the perception of a cinema audience. In order to systematically compare conventional filmmaking with new virtual forms of production, two short feature films were shot both conventionally (in real locations) and virtually (in the digitally scanned versions of these locations). The filmmakers aspired to keep all parameters of the production the same so that wherever possible, the only differences would be in terms of spatial representation. The process of virtual production included shooting with green-screen and pre-visualization on the basis of real-time image rendering in moderate quality. The high-resolution variants, however, were still processed in post-production. Theoretical concepts from film and media studies served as an orientational background for this project, while the methodology comprised a combination of qualitative, practice-based research and quantitative methods, in the tradition of mixed methods. The following results are discussed from the perspective of the qualitative, practice-based approach: – In terms of visual aesthetics, the two film variants were hardly distinguishable. Digital artificiality due to visible compositing artifacts in the those with virtual backgrounds could only be determined in specific shooting situations. Furthermore, they were dependent on the resources that could be invested into post-production. – Due to the technical effort, the virtual production processes showed a strongly increased complexity of the workflows. Shooting in the studio was therefore much more labor-intensive. – For the actors, the virtual production process resulted in a high degree of abstraction of their working methods. In the green-screen studio, the spaces could only be experienced via monitors or, at best, with virtual reality goggles. The lack of immediacy in the experience required a high degree of additional concentration. Preliminary results of the quantitative audience study are also included: – The subjects, who neither knew the context nor the actual focus of the comparative study, did not realize that the backgrounds in one film variant were virtually simulated. To some degree, however, they were aware of the different image qualities of the variants. As virtual production continues to develop, green screens are being replaced by large arrays of LED displays, as in, for example, The Mandalorian (Lucasfilm & Fairview Entertainment, 2019). The present study shows that in the first phase of virtual production, in which green-screen procedures are still predominant, composition artifacts occur mainly in the context of moderate production resources and are still measurable in terms of image quality.
Bio: Christian Iseli
Christian Iseli has been teaching and researching at the Zurich University of the Arts ZHdK since 1995. He holds a professorship for Immersive Arts, heads the Immersive Arts Space and teaches in the MA Film program. After studying history, German, and English literature at the University of Bern, Iseli was a director of documentary films and worked in editing and cinematography on feature films and documentaries.
Bio: Miriam Laura Loertscher
Miriam Laura Loertscher is the head of the Film Research Unit at the Institute for the Performing Arts and Film. She has been working as a research associate at the Institute for the Performing Arts and Film since 2014, focusing on film perception, digitalization, and acting research. She has worked in the field of cultural education and communication for over 15 years (film festivals / art museums) including video commissions and collaboration in short film productions.
Bio: Thomas Gerber
Thomas Gerber works as a director and editor for feature films and TV series, oscillating between the comedy and crime genre. He teaches directing and editing at the Zurich University of the Arts, where he also is a research associate. Having used CGI effects in many of his own movies in the past, he is interested in the blending of real and virtual worlds. He is currently working on new teaching methods to bring film and game design students closer together by using the tools of virtual film production and looking at cinematic narration through a new lens.
Bio: Valentin Huber
Valentin Huber is a visual artist based in Zurich. With two colleagues he founded the company Das alte Lager, which works in the field of visual effects, 3D animation, color grading and visuals. He also works as a research associate at the Zurich University of the Arts with a focus on virtual production, where he is co-developing an interactive tool for previsualization.
Bio: Michael Schaerer
Michael Schaerer is a film director and editor and holds a professorship for film editing at the Zurich University of the Arts. He is the head of the annual conference ZFiction and a research associate at the Institute of the Performing Arts and Film. Besides his own narrative work, he is particularly interested in using the tools of virtual production for world-building and the crafting of storyworlds with real-time game engines.