History, memory, and the politics of programming : the video work of Richard Fung

Richard Fung, a Toronto-based video artist and cultural critic, was born in Trinidad in 1954, and attended school in Ireland before immigrating to Canada to study at the University of Toronto. Richard Fung has taught at the Ontario College of Art and Design, and has been a visiting professor in the Department of Media Study at the State University of New York in Buffalo. He is currently the coordinator of the Centre for Media and Culture in Education, Ontario Institute for Studies in Education, University of Toronto.

Documentary display : re-viewing nonfiction film and video

Not all documentary films and videos are sober depictions of the real world. Documentary representations can present expressive, entertaining and spectacular images. This book examines such innovative approaches as they occur within the process of 'documentary display' - a practice which emphasises the visual attractions of documentary representation. Works of documentary display explore modes of exhibitionistic 'showing' in which sensation is frequently the vehicle of cognition and knowledge. Such a display is analysed within the popular and prominent forms of found-footage film, 'rockumentary', the city film, nonfiction surf film and video, and certain views of natural science topics. This accessible and informed study - with its focus on entertaining, popular, spectacular and sensational froms of nonfiction representation - makes an important contribution to theoretical analyses of documentary film and video

A scalable and extensible segment-event-object-based sports video retrieval system

Sport video data is growing rapidly as a result of the maturing digital technologies that support digital video capture, faster data processing, and large storage. However, (1) semi-automatic content extraction and annotation, (2) scalable indexing model, and (3) effective retrieval and browsing, still pose the most challenging problems for maximizing the usage of large video databases. This article will present the findings from a comprehensive work that proposes a scalable and extensible sports video retrieval system with two major contributions in the area of sports video indexing and retrieval. The first contribution is a new sports video indexing model that utilizes semi-schema-based indexing scheme on top of an Object-Relationship approach. This indexing model is scalable and extensible as it enables gradual index construction which is supported by ongoing development of future content extraction algorithms. The second contribution is a set of novel queries which are based on XQuery to generate dynamic and user-oriented summaries and event structures. The proposed sports video retrieval system has been fully implemented and populated with soccer, tennis, swimming, and diving video. The system has been evaluated against 20 users to demonstrate and confirm its feasibility and benefits. The experimental sports genres were specifically selected to represent the four main categories of sports domain: period-, set-point-, time (race)-, and performance-based sports. Thus, the proposed system should be generic and robust for all types of sports.

Adaptive fusion of gait and face for human identification in video

Most work on multi-biometric fusion is based on static fusion rules which cannot respond to the changes of the environment and the individual users. This paper proposes adaptive multi-biometric fusion, which dynamically adjusts the fusion rules to suit the real-time external conditions. As a typical example, the adaptive fusion of gait and face in video is studied. Two factors that may affect the relationship between gait and face in the fusion are considered, i.e., the view angle and the subject-to-camera distance. Together they determine the way gait and face are fused at an arbitrary time. Experimental results show that the adaptive fusion performs significantly better than not only single biometric traits, but also those widely adopted static fusion rules including SUM, PRODUCT, MIN, and MAX.

Teaching and learning force as a representational issue : insights from a classroom video study

An enormous amount of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of languages, and the importance of personal and contextual aspects of  understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that difficulties with the concept of force are fundamentally representational in nature. The paper describes the planning and implementation of a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching and learning. Classroom sequences involving three teachers 158 2008 NARST Annual International Conference were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper will report on the effect of this approach on teacher knowledge and pedagogy, and on student learning of force.

Testimony and memory : re-writeable video memoirs

In Chris Marker’s Sunless (1985), the narrator states: “We do not remember, we re-write memory much as history is rewritten.” This presentation considers the ways in which my parents’ stories have been (and can be) re-written. In 1996, my father and mother engaged in a process of remembering, narrating and re-considering their histories when their video testimonies were recorded for the Survivors of the Shoah Visual History Foundation. They experienced much of World War II in different locations – only re-united after many months. For these video testimonies, they were recorded separately – once again, with a distance of many months between. Whenever there is an attempt to protect a story from interruption and contradiction, narrative multiplicity arises. By comparing and analysing their separate stories in terms of what was said, what was not said, what was unspeakable, and what was unknowable, I am interested in the uncertainties, the gaps, and the different ways in which they attempted to re-make their own histories whilst in the midst of storytelling. I am also interested in re-editing these memoirs into a multi-perspectival family video album, in which the stories and storytellers re-inhabit a shared and re-writeable space of storytelling.

Documentary video in post-dramatic theatre : We built this city and Hamletmachine

This paper analyses the status and function of documentary footage in two recent productions: Melbourne Workers Theatre’s We Built This City and a Deakin University student production of Heiner Müller’s Hamletmachine.

Year 8 students' understanding of astronomy as a representational issue : insights from a classroom video study

The research described in this paper argues that difficulties of leaming science concepts such as those associated with processes involving the Sun, Moon and Earth, such as day and night, the seasons and phases of the moon, are fundamentally representational in nature. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. From this perspective students need to understand and conceptually integrate different representational modalities or forms in learning science and reasoning in science. The researchers worked with two experienced teachers in planning a teaching sequence in astronomy using a teaching approach that highlight representational issues and options in helping students explore and develop key conceptual understandings. Classroom sequences involving the two teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. From a pedagogical perspective the representational approach placed a significant agency in the hands of students which resulted in structured discussions around conceptual problems. Representations were used as tools for reasoning and communication to drive classroom discussions and develop higher levels of understanding in the students. The pre- and post-testing showed significant gains in students thinking from naive to more scientific understandings of astronomy.

Content-based video indexing for sports applications using integrated multi-modal approach

This thesis presents a research work based on an integrated multi-modal approach for sports video indexing and retrieval. By combining specific features extractable from multiple (audio-visual) modalities, generic structure and specific events can be detected and classified. During browsing and retrieval, users will benefit from the integration of high-level semantic and some descriptive mid-level features such as whistle and close-up view of player(s). The main objective is to contribute to the three major components of sports video indexing systems. The first component is a set of powerful techniques to extract audio-visual features and semantic contents automatically. The main purposes are to reduce manual annotations and to summarize the lengthy contents into a compact, meaningful and more enjoyable presentation. The second component is an expressive and flexible indexing technique that supports gradual index construction. Indexing scheme is essential to determine the methods by which users can access a video database. The third and last component is a query language that can generate dynamic video summaries for smart browsing and support user-oriented retrievals.

Music video and gendered pleasures in the lives of young women and men

The purpose of this thesis is to explore the cultural and social significance of music video in the lives of a group of young women and men. In so doing the thesis pays particular attention to issues of gender and pleasure. This research examines the interaction of a group of young people with music video in relation to four areas of research. Firstly, the importance of music video in terms of social interaction and the pleasure this entails is explored. Secondly the thesis looks at the ways in which gender is seen by the young people in this study to be established by music video performers. Thirdly, how gender becomes inscribed on the body is explored, and fourthly I examine the process of sexualization of the body. Theoretically this thesis draws upon feminist theory, poststructuralist theory, music video scholarship and educational theories. This eclectic approach has been necessary as this research speaks simultaneously to several distinct areas of scholarship: education, cultural studies and feminism. My research with a young audience of music video took place within a secondary school. Over two semesters I conducted research with two separate classes of Media Studies students who were aged fifteen and sixteen. A total of 49 students were interviewed, however I chose mainly to work with a small group of eleven students - five girls and six boys. The school where I conducted this research is located in a working class suburb of a provincial and industrial Australian city . The young people's social positioning in terms of class and ethnicity has been considered in some depth in relation to the construction of the gendered subject. Methodologically the thesis is skewed towards the audience, and also towards dealing with what is normally unspoken in the research process. For example, much academic research does not include the author of the research as an integral part of that research. In this thesis I include myself in a number of ways: historically, personally and as a feminist. This thesis places a high priority on ethics and the effects of research on those who participate in the research process. The thesis uses a number of research methods: structured interviews, informal conversations, memory-work and written responses to music videos. Generally the research methods used in this thesis have been developed reflexively; that is, they have developed directly in relation to the participants’ reactions, responses, suggestions, interests and comments. The research seeks to demonstrate the place of music video in the lives of the young people who participated in the study. I look at how the young people in this study connect music video to other cultural forms and social interactions. In this way the intertextuality of music video is demonstrated. The research looks at how young viewers 'read' the gender of music video performers, and how this affects their own gendering. The social and cultural meanings which are attached to certain parts of the body are also examined. Theorizing the body in terms of its social meanings is a significant part of this thesis. The research argues that young people often experience music video as pleasurable, and that music video can provide young people with access to powerful speaking positions. This is demonstrated through transcripts of our conversations and interviews, and also through the young people's written comments. However, these powerful speaking positions invariably invoke dominant discourses (homophobia and racism, for example). Thus the disruptive potential of music video is called into question. These dominant discourses are gendered in nature. Pleasure in the text (music video) and cultural inscriptions of gender on the body then, are realized differently for the girls and for the boys in this study. My research into music video, gender and young people has implications for research methodology generally, and for music video scholarship specifically. Music video scholarship to date has rarely focussed upon the audience of this cultural form. My research has certain implications for the ways in which research is currently conducted with young people in relation to popular culture generally, and music video specifically, and gendered subjectivity.