While studying English & Film at QUB I have been eager to put the theoretical aspects of my degree into practice within industries I hope to advance into, a desire which has increased in my final year. Through my placement within the SARC Video Team, where I help with production and filming of concerts, I have gained this experience, alongside cognisance into areas for personal development. Through reflective writing my understanding of my experiences becomes deeper through proper assessment, aided by Gibbs reflective cycle since “It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences” (“Gibbs’ Reflective Cycle”, 2020). This, alongside the adoption of a blog which made me realise “An advantage of this format is that images, videos and links to other websites are easily incorporated” (McMillan and Weyers, 36), let me methodically judge my experiences during the early stages of my Work Placement.
Day 1
Description:
My placement on the SARC Video Team was preceded by an induction day wherein roles were prescribed and explained. This let my colleagues and I become acclimated with our surroundings instead of being thrown into the deep end of video production.
Feelings:
The newness of this position made me worried since I didn’t even know where the SARC building was, never mind the fact that I would be dealing with equipment foreign to me with people who I did not know. However, the situation’s newness was also a source of excitement; I have been wanting to gain hands-on filming experience, especially since the majority of my degree thus far has been theory based. Therefore, I found myself oscillating between the discomfort in ingratiating myself into unchartered surroundings with the foresight that the experience on offer has the potential to be an amazing opportunity through which I can learn skills transferable into an array of similar fields.
Evaluation:
My initial experience at SARC yielded multiple positive experiences which diffused my worries. Firstly, the building itself was very easy to find; although I had never before been, I soon realised that it was within walking distance from my usual areas of study. I was also just one of several undertaking this placement, with colleagues who were also students, reflecting the fact that “The Skillset Workforce Survey (2004) showed that around two-thirds of those in radio, television and new media are qualified to degree level; a far higher proportion than is found in other areas of work” (Gregory et al., 14). This also alleviated my worry since I knew my experiences would not be monolithic and I would have easy points of contact in my fellow students with whom I realised I would be undertaking the placement. This was furthered by SARC existing under the QUB umbrella, meaning the convenors were well-versed of the nature of our placement since it is a scheme they have long offered and undertaken. This allowed them to swiftly lay down the groundwork regarding our roles, discussing the equipment we would be operating, like the PTZ camera, and the amount of cameras generally included in the set-up – three, alongside a how-to for some of the roles, including vision mixing and how to operate the stream deck, all of which made me grateful since I wanted time to soak up some knowledge before being expected to perform these tasks instantly. However, this lead into the elements which were negative about my induction day. During the run-through of the filming processes I was struck by my own near or total confusion regarding some of the topics discussed. I felt anxious that my status as the lone English & Film student in a room filled with adept Film or Broadcast students would leave me as the outlier, possibly unable to complete my tasks in the few short weeks which separated the induction and the day of the first concert.
Analysis:
By reflecting, a “process where an individual evaluates an event or experience to arrive at a deeper understanding of the incident and related issues” (McMillan and Weyers, 30), I was able to remember that I initially undertook this placement as a method in gaining another form of experience within the industry which I know I want to work in, even if I don’t choose to work in a sector wherein technical capabilities are a necessity. My self-doubt disallowed me from instantly recognising the skills which I was being allowed to develop which will set me apart when applying for jobs more finely attuned to my capabilities, I should have patience with myself while developing my skills. I can see that having questions and wanting to know more is indicative of the passion that I have to work well within this placement since I would not be as eager to learn more if I did not find my placement interesting.
Conclusion:
This induction day let me realise that it is my responsibility to effectively learn the information which I am being taught, and to go beyond my required role by independently looking into any areas which leave me feeling confused. While I realised that I definitely had a lot to learn and that it would be difficult, I could also see that having lots to learn means it will also be an experience unlike anything I have encountered thus far in my studies, in an environment where I will be able to film concerts in person instead of constantly writing essays.
Action Plan:
Since “At this stage in the reflective process, we will be consciously seeking ways of seeing the features of our experiences in a different way, for the purpose of learning more about them” (Jasper, 23), I see that it is important to have an action plan, which would include calling upon the support system within SARC since they understand my relative newness to this kind of work and have shown great willingness to help. I will also realise that this experience of inexperience is not one which recurs – I will find myself getting more acclimated with my surroundings as time goes on.
Day 2
Description:
My first experience of hands-on use of equipment occurred soon after when we filmed a concert at SARC, putting into practice some of that which we had previously learnt.
Feelings:
When I arrived I found my thoughts leaning towards attempts at remembering the technical areas discussed during the induction, leading me to worry as the information was not clear in my mind and I did not want to undertake the tasks incorrectly.
Evaluation:
In spite of this, I was pleased with the day’s proceedings since areas creating semblances of confusion, like the correct way to assemble a tripod, were instantly explained without reproach. The relatively smooth set-up was followed by my appointment as the vision mixer of the stream, a task I enjoyed once I became familiarised with its simple operation through buttons on a stream deck, letting me effectively direct the shots featured, acting as someone “who also has control over the switching operation… contrast, hue and saturation as well as the instant replays and handling the communication between team members” (Toussi, 2). I enjoyed this task since it involved a greater degree of creativity than the set-up of equipment, while I found it a fun challenge in attempting to come up with creative shot compositions with my colleagues. However, this experience held negative aspects since I occasionally pressed some wrong buttons, misremembering which was linked to a certain camera, a mistake which, due to the live nature of the stream, was unfixable. Since I had been entrusted with vision mixing on this week, I felt pressure in choosing the shots which worked best and effectively communicating my decisions to my colleague, who in turn communicated to the camera operators when their cameras were live via a WhatsApp call, making me very aware of the importance in being sure of my decisions before speaking.
Analysis:
My greater degree of comfort on this day was due to, I believe, the brief research which I undertook beforehand regarding my technical confusion within the handling of equipment which, even though it was not all relevant, yielded some psychosomatic reassurance since my day began with lessened worry about my lacking preparedness for the role. I do also recognise the limitations in this type of thinking since I still found myself feeling anxious when, at times, I became lost or unsure regarding decisions like whether or not Camera 1 was bright enough or if Camera 2 was overexposed, meaning that while I thoroughly enjoyed the role of Vision Mixing and found myself eager to return to the post again, I was not yet fully confident in my abilities to effectively make decisions as I continue to become acclimated to my roles.
Conclusion:
I must continue researching areas of confusion as it is empowering to soak up relevant filmic information, while I also learnt that areas like vision mixing appeal to me greater than roles like camera operation.
Action Plan:
In the future I will ask more questions when necessary since “Everyone in the media needs to be able to work effectively, enthusiastically and courteously with other people” (Gregory et al., 27), which I cannot do when I am communicating ineffectively, a goal which, once procured, will be readily transferable into the film industry where it is important to be adaptable and willing to respond to the unpredictability of production, especially when occurring live.
In conclusion, this reflective assignment let me realise the process which work placements exist as; I should be aiming to learn more as I continue, not worrying when I am not equipped with all the knowledge I desire instantly. I have also been able to gain real experience which I can transfer into an array of industries which interest me and am able to reconcile with my own behaviour and its need for adaptation when problems arise.
Works Cited
Bibliography:
Gibbs, Graham. Learning By Doing. Oxford Brookes University , 2013
“Gibbs’ Reflective Cycle.” The University of Edinburgh, 11 Nov. 1970, www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle
Gregory, Georgina, et al. Careers in Media and Film The Essential Guide. SAGE Publications, 2008
Jasper, Melanie. Beginning Reflective Practice: Foundations in Health and Social Care. Nelson Thornes, 2003
McMillan, Kathleen, and Jonathan Weyers. How to Improve Your Critical Thinking & Reflective Skills. Prentice Hall, 2013
Toussi, Ramin. “Mobile Vision Mixer: A System for Collaborative Live Mobile Video Production”. Department of Computer and Systems Sciences, 2011, pp. 1–42, https://doi.org/https://www.diva-portal.org/smash/get/diva2:450229/FULLTEXT01.pdf