Here is a link to my Revised Essay:
Twilight Remix Videos and Multimedia Authorship
Final Creative Gallery
Here is my Google Maps interactive Twilight Project:
TwilightLives:
View Twilight Lives in a larger map
Here is also a video that I have created as a response to the videos on YouTube as well as a culmination of my project:
Here is also a copy of the video as posted on YouTube (please note the difference in songs... due to YouTube's copyright policy, the song "Decode" in the first video on blogger was the original, but following YouTube's policies, I chose an approved - and not as good - song for the second video):
TwilightLives:
View Twilight Lives in a larger map
Here is also a video that I have created as a response to the videos on YouTube as well as a culmination of my project:
Here is also a copy of the video as posted on YouTube (please note the difference in songs... due to YouTube's copyright policy, the song "Decode" in the first video on blogger was the original, but following YouTube's policies, I chose an approved - and not as good - song for the second video):
Creative Gallery
So far in my Creative Gallery, I have created a Twilight GoogleMap as well as a YouTube video that adds to the expansive collection of Twilight videos on the site.
With my Creative Map, I have a majority of it completed. The purpose of the map is to provide user-generated snapshots of some of the important events in the first novel. The places may be visited at any order, and provide just a brief detailing of some important events. I have added pictures to each place, further combining text, images, and interactive features into a multimedia creation. I believe that the pictures add to the overall work, I just need to now refine and finish each place to make sure I have the semblances of a story.
The Google Map is almost complete, but I still need to work on my video. My goal is to have it almost three minutes long, but as of right now it is incomplete at only 1 minute in length. I would like for it to be a parody, using music, images, and texts to dramatize the saga in a comical sense.
As of right now, I am having difficulty finding the images to use. In my mind, I know exactly which image I am looking for, but with keywords and image searches, I'm not finding what I'm looking for.
With my Creative Map, I have a majority of it completed. The purpose of the map is to provide user-generated snapshots of some of the important events in the first novel. The places may be visited at any order, and provide just a brief detailing of some important events. I have added pictures to each place, further combining text, images, and interactive features into a multimedia creation. I believe that the pictures add to the overall work, I just need to now refine and finish each place to make sure I have the semblances of a story.
The Google Map is almost complete, but I still need to work on my video. My goal is to have it almost three minutes long, but as of right now it is incomplete at only 1 minute in length. I would like for it to be a parody, using music, images, and texts to dramatize the saga in a comical sense.
As of right now, I am having difficulty finding the images to use. In my mind, I know exactly which image I am looking for, but with keywords and image searches, I'm not finding what I'm looking for.
Twilight Movie
Here is a response to the Twilight movies on YouTube:
ScaryVampireLove
Or, you can visit the movie on YouTube!
The Danger of Love
ScaryVampireLove
Or, you can visit the movie on YouTube!
The Danger of Love
Creative Gallery for 11/12
For the creative gallery, I will make a visual guide to my Twilight-themed project with Google Maps. In a small town in Seattle, I have marked the location of both Bella and Edward's house, the school, and La Push Beach. Users may click on these locations in any order, thereby learning the story of Twilight. However, since not all users will click in the same order, the story will be told in a sort of user-generated manner. Also, not the whole story will be told, only snippets of important locations.
My major piece for the creative gallery will be my own response to the videos on YouTube. I will use images, text, and music to tell a parodied version of the fist Twilight novel. By this, I will be responding to and commenting on the videos on Twilight as well as adding to this type of fan fiction video.
My major piece for the creative gallery will be my own response to the videos on YouTube. I will use images, text, and music to tell a parodied version of the fist Twilight novel. By this, I will be responding to and commenting on the videos on Twilight as well as adding to this type of fan fiction video.
Creative Response to Topic
For my creative response, I will most likely make a YouTube video. Since my central topic is based around "Twilight" YouTube videos, I believe that a video will be an appropriate medium by which to present a creative response.
Drawing from the lecture on detournment, I might consider transforming "Twilight" into a response and overview of my project, making it into a remix expressing my theories and thoughts about this particular type of YouTube video. Similarly to my slide show presentation presenting my theories, I could use mashed up and abstract images to showcase my project.
Another option would involve beginning my video with images of "Twilight," following it with a juxtaposition of central words and key ideas from my project. Rather than focusing on the actual story by Stephenie Meyer, I will present my theories through images and words that correspond to my topic. Drawing from the Buffy and Edward remix, I might consider using voiceovers and music to express my new ideas. For example, I might use a video clip of Edward, the main male vampire in "Twilight," saying that multimedia videos are the ultimate expression of remix culture.
Another possibility could be to rewrite the movies with my own plot line and story. Or, I could take an even more creative route by making a response to the "Twilight Puppet Saga" or creating my own version of the movie with friends and family.
Drawing from the lecture on detournment, I might consider transforming "Twilight" into a response and overview of my project, making it into a remix expressing my theories and thoughts about this particular type of YouTube video. Similarly to my slide show presentation presenting my theories, I could use mashed up and abstract images to showcase my project.
Another option would involve beginning my video with images of "Twilight," following it with a juxtaposition of central words and key ideas from my project. Rather than focusing on the actual story by Stephenie Meyer, I will present my theories through images and words that correspond to my topic. Drawing from the Buffy and Edward remix, I might consider using voiceovers and music to express my new ideas. For example, I might use a video clip of Edward, the main male vampire in "Twilight," saying that multimedia videos are the ultimate expression of remix culture.
Another possibility could be to rewrite the movies with my own plot line and story. Or, I could take an even more creative route by making a response to the "Twilight Puppet Saga" or creating my own version of the movie with friends and family.
Essay Rough Draft
Here is the link to the rough draft of my essay:
Essay First Draft
Reflection on Essay:
So far in my essay, the most successful element is my description of the topic. In order to move along with my essay, I still need to incorporate copyright laws and how these can be rethought. I also need to incorporate elements of the remix culture as the concept of fair use.
Essay First Draft
Reflection on Essay:
So far in my essay, the most successful element is my description of the topic. In order to move along with my essay, I still need to incorporate copyright laws and how these can be rethought. I also need to incorporate elements of the remix culture as the concept of fair use.
Reflection of Project for 10/20
Thus far in the semester, I have gathered an extensive database of resources through my own Diigo bookmarks as well as those of my classmates. In order to move on with my essay, I think I must first devote sufficient time to exploring each of my sources in detail.While I have explored each of these sites and looked for sections that could benefit my research, I think that by searching with a more targeted eye and spending more time, I could find much more valuable information that these sources have to offer. It would also be beneficial to revisit some of the lectures, such as the lecture on "Remix Culture," to compare other theories and data to my own as well as apply some of the same concepts toward my developing theories.
Also, in order to proceed with the essay, I need to refine and extend my current theories. Class brainstorming projects and discussions should aid this process. Currently, my theories are somewhat vague and perhaps a little undeveloped. From the lectures and class collaborations, specifically the document where everyone states their theory, I believe that I will have the basis from which to develop my theory into the final, extensive essay.
As of right now, I am still a little unclear about the exact content that the essay is supposed to contain, but with lectures and peer reviews, I believe that I will be able to proceed toward the final goal. Hopefully following Thursday's lecture, I'll have a clear understanding of the style, tone, and content of the essay.
The following link will lead you to my logical mapping diagram:
Logical Map
Also, in order to proceed with the essay, I need to refine and extend my current theories. Class brainstorming projects and discussions should aid this process. Currently, my theories are somewhat vague and perhaps a little undeveloped. From the lectures and class collaborations, specifically the document where everyone states their theory, I believe that I will have the basis from which to develop my theory into the final, extensive essay.
As of right now, I am still a little unclear about the exact content that the essay is supposed to contain, but with lectures and peer reviews, I believe that I will be able to proceed toward the final goal. Hopefully following Thursday's lecture, I'll have a clear understanding of the style, tone, and content of the essay.
The following link will lead you to my logical mapping diagram:
Logical Map
Annotated Bibliography
The following link is the Annotated Bibliography to my project on YouTube Twilight videos generated through Diigo:
Extensive Annotated Bibliography
Extensive Annotated Bibliography
Reflection on Project
Thus far in the semester, I have collected valuable websites in order to build a database from which to create my theory about multimedia creativity and authorship. From the readings, I have been exposed to various methods and points of view to help me think of my topic in relation to authors, copyright, and remix culture. These resources have allowed me to create a theory and multimedia presentation.
I believe that I have built a solid starting point for my theory. My Diigo bookmarks range from copyright rules on YouTube to fan websites dedicated to Twilight to Stephenie Meyer's official website dealing with copyright infringement. These resources help me understand the fascination and nature of Twilight fans that drives them to create videos and remixes of the series. My goal is to be able to understand the fan base sector that actually creates the videos and what they hope to achieve through these multimedia expressions. Also, the bookmarks dealing with copyright issues allow me to determine what constitutes a violation of copyright laws.
In my project so far, I have been able to come up with a theory about multimedia authors, discuss fans' creative remixes of Twilight, and rethink copyright laws in this new, technologically fueled world. In order to keep working on my project, I need to collect and peruse more websites to extend my current theories.
I believe that I have built a solid starting point for my theory. My Diigo bookmarks range from copyright rules on YouTube to fan websites dedicated to Twilight to Stephenie Meyer's official website dealing with copyright infringement. These resources help me understand the fascination and nature of Twilight fans that drives them to create videos and remixes of the series. My goal is to be able to understand the fan base sector that actually creates the videos and what they hope to achieve through these multimedia expressions. Also, the bookmarks dealing with copyright issues allow me to determine what constitutes a violation of copyright laws.
In my project so far, I have been able to come up with a theory about multimedia authors, discuss fans' creative remixes of Twilight, and rethink copyright laws in this new, technologically fueled world. In order to keep working on my project, I need to collect and peruse more websites to extend my current theories.
What is a multimedia author?
Firstly, a multimedia author is anonymous; the author is a sexless, ageless, unidentifiable entity known only to the world wide web by a username, an IP address, or a location. As Focault says, the author becomes identifiable and mentioned only when necessity demands that he or she becomes "subject to punishment." On the web, anyone can be an author, until plagiarism and copyright become an issue, and then the question of authorship is debated.
Secondly, Focault says "the author-function is not universal or constant in all discourse." As the world progresses, the idea of authorship changes and morphs depending on the popular discourse and attitudes of the time. In written text, when published on sheets of paper and bound by leather, a single author or groups of authors place their name or names on the work denoting their authorship, their ownership, their copyright. Multimedia authors are free from claiming official authorship - they are not bound by the laws of paper and pen. They may avoid recognition, they may disperse their work without a title, a claim, or ownership of the work. A multimedia author does not have to tie his or her name to the work to lend it credibility. A multimedia author does not have to worry about copyright - copyright is a choice in the free community of sharing, the forum for all, the blank canvas, the internet. The internet is a new society open to all, governed by its own as yet unwritten rules.
The work of a multimedia author expresses the creativity and innovation of the creator - the author is a ghost, the author is "dead" (Barthes), the author is invisible. Yet, unlike text published on paper, the multimedia author is alive. The author can revisit the work, recreating, reinventing, remixing the original. The multimedia author is never finished.
Secondly, Focault says "the author-function is not universal or constant in all discourse." As the world progresses, the idea of authorship changes and morphs depending on the popular discourse and attitudes of the time. In written text, when published on sheets of paper and bound by leather, a single author or groups of authors place their name or names on the work denoting their authorship, their ownership, their copyright. Multimedia authors are free from claiming official authorship - they are not bound by the laws of paper and pen. They may avoid recognition, they may disperse their work without a title, a claim, or ownership of the work. A multimedia author does not have to tie his or her name to the work to lend it credibility. A multimedia author does not have to worry about copyright - copyright is a choice in the free community of sharing, the forum for all, the blank canvas, the internet. The internet is a new society open to all, governed by its own as yet unwritten rules.
The work of a multimedia author expresses the creativity and innovation of the creator - the author is a ghost, the author is "dead" (Barthes), the author is invisible. Yet, unlike text published on paper, the multimedia author is alive. The author can revisit the work, recreating, reinventing, remixing the original. The multimedia author is never finished.
Research Proposal: Twilight Videos
My project will explore the practice of fans creating their own versions of Twilight videos on YouTube. These videos question the idea of authorship, because the creators borrow from Stephanie Meyer's original creation, but also add to the extensive works of unique and creative multimedia publications available on the web.
There are 355,000 hits on the website when you type in the keyword "Twilight," and this number increases extraordinarily with each passing day - adding to the cult-like following that Meyer's work has inspired. These videos range from fan-created trailers, to remixes, to spoofs, to parodies,to alternate endings, and to a range of creative inventions. While this practice is like fan-fiction, some of the videos borrow images and clips from the movies or use the same central storyline with different actors. Other videos transform the movie and plot in a more comical manner, such as "The Twilight Puppet Saga" and the "Twilight Trailer Spoof." Overall, the videos remake the original subject matter of Stephanie Meyer into an expression of creativity and multimedia prowess.
These videos lead to multiple questions about ownership and credit: Can the creators of the videos claim full "credit" or "ownership" for their ideas? Or do they have to credit the actors, the directors, the authors, etc.? Is this practice of "remixing" or "plagiarism" legal? Since the images and scenes are used without permission, could some sort of legal repercussions occur? How does the author, Stephanie Myer, relate to the videos? Is it plagiarism because they "steal" and "borrow" from her work? Who is considered the author for this new form of multimedia expression?
My topic rethinks authorship because the creators of the videos borrow from the same central theme. The creators present their own point of view, remixes, and expressions of the saga, and then publish their work in an online forum for the entire world to view free of charge. Yet, while these videos are unique and innovative, they still infringe upon the ideas and copyright protected work of the original author. In order for these videos to exist without consequences on the internet, it is necessary to redefine the term authorship as well as extend upon the terms plagiarism and copyright? Are these video directors creating a new, 21st century, multimedia form of publication and ownership?
There are 355,000 hits on the website when you type in the keyword "Twilight," and this number increases extraordinarily with each passing day - adding to the cult-like following that Meyer's work has inspired. These videos range from fan-created trailers, to remixes, to spoofs, to parodies,to alternate endings, and to a range of creative inventions. While this practice is like fan-fiction, some of the videos borrow images and clips from the movies or use the same central storyline with different actors. Other videos transform the movie and plot in a more comical manner, such as "The Twilight Puppet Saga" and the "Twilight Trailer Spoof." Overall, the videos remake the original subject matter of Stephanie Meyer into an expression of creativity and multimedia prowess.
These videos lead to multiple questions about ownership and credit: Can the creators of the videos claim full "credit" or "ownership" for their ideas? Or do they have to credit the actors, the directors, the authors, etc.? Is this practice of "remixing" or "plagiarism" legal? Since the images and scenes are used without permission, could some sort of legal repercussions occur? How does the author, Stephanie Myer, relate to the videos? Is it plagiarism because they "steal" and "borrow" from her work? Who is considered the author for this new form of multimedia expression?
My topic rethinks authorship because the creators of the videos borrow from the same central theme. The creators present their own point of view, remixes, and expressions of the saga, and then publish their work in an online forum for the entire world to view free of charge. Yet, while these videos are unique and innovative, they still infringe upon the ideas and copyright protected work of the original author. In order for these videos to exist without consequences on the internet, it is necessary to redefine the term authorship as well as extend upon the terms plagiarism and copyright? Are these video directors creating a new, 21st century, multimedia form of publication and ownership?
References
Hetcher, Stephen. "Using Social Norms to Regulate Fan Fiction and Remix Culture." http://66.102.1.104/scholar?q=cache:DPYIDz1VnXMJ:scholar.google.com/+hetcher+fanfiction&hl=en. 9/15/09.
PlagiarismdotORG. "Resources." http://www.plagiarism.org/. 9/13/09.
Reynolds, Emily. "Screams, Vampires, Werewolfs and Autographs: An Exploration of the Twilight Phenomenon." http://contentdm.lib.byu.edu/ETD/image/etd2908.pdf. 9/14/09.
"So You Wannna Write/Read FanFics?" http://www.liannesentar.com/fanfiction/fanfictionhelp.html. 9/14/09.
Reynolds, Emily. "Screams, Vampires, Werewolfs and Autographs: An Exploration of the Twilight Phenomenon." http://contentdm.lib.byu.edu/ETD/image/etd2908.pdf. 9/14/09.
"So You Wannna Write/Read FanFics?" http://www.liannesentar.com/fanfiction/fanfictionhelp.html. 9/14/09.
Draft of Research Proposal - Twilight YouTube Videos
My project will explore the practice of fans creating their own Twilight videos on YouTube. These videos question the idea of authorship, because the creators borrow from Stephanie Meyer's original creation, but also add to the extensive works of unique and creative multimedia publications available on the web.
There are 351,000 hits on the website when you type in the keyword "Twilight," and this number increases extraordinarily with each passing day. These videos range from fan-created trailers, remixes, spoofs, parodies, alternate endings, to a range of creative inventions. While this practice is like fan-fiction, some of the videos borrow images and clips from the movies or use the same central storyline with different actors. Other videos transform the movie and plot in a more comical manner, such as "The Twilight Puppet Saga" and the "Twilight Trailer Spoof." Overall, the videos remake the original subject matter of Stephanie Meyer into an expression of creativity and multimedia prowess.
These videos lead to multiple questions about ownership and credit: Can the creators of the videos claim full credit for their ideas? Or do they have to credit the actors, the directors, the authors, etc.? Is this practice of "remixing" or "plagiarism" legal? Since the images and scenes are used without permission, could some sort of legal fallout occur? How does the author, Stephanie Myer, relate to the videos? Is it plagiarism because they "steal" and "borrow" from her work? Who is considered the author for this new form of multimedia expression?
My topic rethinks authorship because the creators of the videos borrow from the same central theme. The creators of the videos present their own point of view, remixes, and expressions of the saga, and then publish their work in an online forum for the entire world to view free of charge. Yet, while these videos are unique and innovative, they still infringe upon the ideas and copyright protected work of the original author. In order for these videos to exist without consequences on the internet, it is necessary to redefine the term authorship as well as extend upon the terms plagiarism and copyright.
Links:
http://www.multiplum.com/mostly/storyboard/remixed-i/08/2009/
http://www.plagiarism.org/
http://www.youtube.com/watch?v=1u718MmV0dg
http://www.youtube.com/watch?v=dompotjTeIA
There are 351,000 hits on the website when you type in the keyword "Twilight," and this number increases extraordinarily with each passing day. These videos range from fan-created trailers, remixes, spoofs, parodies, alternate endings, to a range of creative inventions. While this practice is like fan-fiction, some of the videos borrow images and clips from the movies or use the same central storyline with different actors. Other videos transform the movie and plot in a more comical manner, such as "The Twilight Puppet Saga" and the "Twilight Trailer Spoof." Overall, the videos remake the original subject matter of Stephanie Meyer into an expression of creativity and multimedia prowess.
These videos lead to multiple questions about ownership and credit: Can the creators of the videos claim full credit for their ideas? Or do they have to credit the actors, the directors, the authors, etc.? Is this practice of "remixing" or "plagiarism" legal? Since the images and scenes are used without permission, could some sort of legal fallout occur? How does the author, Stephanie Myer, relate to the videos? Is it plagiarism because they "steal" and "borrow" from her work? Who is considered the author for this new form of multimedia expression?
My topic rethinks authorship because the creators of the videos borrow from the same central theme. The creators of the videos present their own point of view, remixes, and expressions of the saga, and then publish their work in an online forum for the entire world to view free of charge. Yet, while these videos are unique and innovative, they still infringe upon the ideas and copyright protected work of the original author. In order for these videos to exist without consequences on the internet, it is necessary to redefine the term authorship as well as extend upon the terms plagiarism and copyright.
Links:
http://www.multiplum.com/mostly/storyboard/remixed-i/08/2009/
http://www.plagiarism.org/
http://www.youtube.com/watch?v=1u718MmV0dg
http://www.youtube.com/watch?v=dompotjTeIA
Plagiarism and Copyright
"The Rise of the Plagiosphere" presents a very daunting and bleak view of the future of writing. While the plagiarism software originated with the intention of protecting work, it seems apparent that the more advanced it gets, the more inadvertent plagiarism will occur. In relation to the class topic, this new software seems to question the definition of plagiarism. Every seemingly innovative and creative phrase of aspiring web writers can be drawn into question by MIT's new software that detects paraphrased sentences. The software seems to put a limit on creativity: if a phrase or sentence contain similar words as another publication on the internet, which the article points out contains billions of pages, that the utterance is no longer unique and fresh, but borrowed, illegal, and plagiarized. This new software threatens to put a damper on the creative works of writers in the whole wide world - their creativity will be stifled by the discovery that someone else has created a work with similar words and structures - each new idea will become old in a mere click of the mouse.
On the other hand, Lethem's article presents an entirely different perspective on plagiarism by suggesting that most artist's throughout history have purposefully or inadvertently plagiarized in some form or another. T. S. Eliot, for example, in one of his most renowned works "The Waste Land" borrows from so many different sources that it would be almost impossible for an ordinary reader to recognize the allusions without his personal notes detailing the original source. From this, Lethem questions the purpose of copyright in the century ruled by technology. What can we gain as a society from fining a 12-year-old boy thousands of dollars for downloading a song from the internet? With Lethem's perspective in mind, the idea of multimedia authorship and creativity grows exponentially. If every published work is allowed to be borrowed, recycled, and then spit out into an entirely new medium as it has been done for centuries, then how can plagiarism exist? The web has simply provided artists a new medium by which to create: the internet presents a boundless forum to present new ideas, borrowing from the old, and creating innovative pieces of creativity.
On the other hand, Lethem's article presents an entirely different perspective on plagiarism by suggesting that most artist's throughout history have purposefully or inadvertently plagiarized in some form or another. T. S. Eliot, for example, in one of his most renowned works "The Waste Land" borrows from so many different sources that it would be almost impossible for an ordinary reader to recognize the allusions without his personal notes detailing the original source. From this, Lethem questions the purpose of copyright in the century ruled by technology. What can we gain as a society from fining a 12-year-old boy thousands of dollars for downloading a song from the internet? With Lethem's perspective in mind, the idea of multimedia authorship and creativity grows exponentially. If every published work is allowed to be borrowed, recycled, and then spit out into an entirely new medium as it has been done for centuries, then how can plagiarism exist? The web has simply provided artists a new medium by which to create: the internet presents a boundless forum to present new ideas, borrowing from the old, and creating innovative pieces of creativity.
Autobiography
My parents bought our first computer with access to the internet when I was in the 4th grade. From this, I would classify myself as a digital native - digital technology has been available at my fingertips since the inception of each new gadget to hit the market. In the early days of my exposure to the internet, it was mainly used as a tool of communication with my friends through IMs and emails. Also, thanks to my computer class in middle school, I frequently visited a wide variety of educational, and quite a few non-educational, game websites. The internet was primarily used for communication through America Online by my sisters and I as well as my father. My mom, who worked with a computer and the internet every day at work, largely stayed away from our new toy.
My dad, being a technology junkie, also bought cell phones about a year later. From this point, my digital exposure grew exponentially. We started acquiring toys like CD players, which were soon upgraded to iPod's, and new cell phones every other year. Following the patterns set up in our initial digital encounters, my sisters and I were frequent users of the new digital technology while my mother has still yet to own her own cell phone.
Starting in late middle school and moving on throughout my educational career, the internet has been transformed from a medium of entertainment into a medium used mostly for research and communication. I tend to check my email and facebook accounts regularly, occasionally visiting YouTube, but I do not tend to spend hours surfing the web.
My dad, being a technology junkie, also bought cell phones about a year later. From this point, my digital exposure grew exponentially. We started acquiring toys like CD players, which were soon upgraded to iPod's, and new cell phones every other year. Following the patterns set up in our initial digital encounters, my sisters and I were frequent users of the new digital technology while my mother has still yet to own her own cell phone.
Starting in late middle school and moving on throughout my educational career, the internet has been transformed from a medium of entertainment into a medium used mostly for research and communication. I tend to check my email and facebook accounts regularly, occasionally visiting YouTube, but I do not tend to spend hours surfing the web.
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