Thinking back

Now as our project is drawing to an end, as a group we have begun to think back on the past 6 weeks, reflecting on our time together. As in any project we have stumbled on some problems, such as how the environment may impact on the use of our audio guide and brochure, and issues with the annoying white border making us rethink our brochure layout. However, we have become a strong team, working together, listening to one another, playing to each other’s strengths, and the overall outcome of the project is everything we could have asked for. Despite the long hours and days, we have enjoyed every single moment and this project has certainly taught us the vital skills of team work and collaboration. The skills we have gained and the friendships we have made will certainly be carried along by us for the rest of our lives.

The group was asked a few questions on their overall thoughts and feelings on the module, and we wanted to share this with all of you who have been following our project.

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What do you consider to be the main learning outcomes of the module? What will you take away with you after completion of the module?

Ashley- “I believe the main outcomes of the module are to introduce us to the practical side of heritage practice, mostly by throwing us into the deep end, not unlike the excavation module. This has given us hands-on experience and at the same time, has given us some theoretical background into why we do what we do and how we can grow in it.”

Hermione-  “This module has been so fast-paced, each week being completely different. I’ve developed my creative skills in a team setting, which is something I haven’t done before. Also, learning about the world of heritage in so many ways has been so fascinating, such as digital heritage and heritage presentations! I’m so pleased to say how much my time management skills have improved in such a short time!”

Eliza-  “In my opinion this module was created in order to increase our knowledge about heritage. During the different weeks we had opportunity to take part in variety of tasks. We have learned how to use programs such as Audacity and Photoshop.  However, for me as a person this module helped to develop my confidence and improve quality of my English. Writing the posts for our blog has reminded me how much writing gives me a pleasure and maybe in the future I would like to create my own blog. But the most important advantage is fact that I got the opportunity to meet great people. Those who have a lot of background with heritage but also those who just like me are at the beginning of journey with heritage. Now when my first year at the University is almost at the end, I would like to say that this module was the most interesting and engaging from the all which I had.”

Tongtong- “This heritage module was designed very differently from the excavation module, which is focused on the process of post-excavation and how to present the archaeological results. Therefore, according to its target, I was taught a lot in terms of media representation, such as photoshop, audio recording and editing, creating blogs and so on. Apart from the academic skills, I also got the chance to take part in the project of Breary Banks, which is very useful and practical, and it has shown me how involved media and archaeology are as subjects, and how they can be combined to present an exhibition.”

Emmeline – “At first I would say that the main learning outcomes were expanding my digital skills with audacity and photoshop, as well as gaining experience with wordpress, learning how to plan and curate an exhibition and increase my skills for the professional world. I’ve also increased my  archaeology skills just by being present at the excavation and understanding the stories behind the facts. Indeed this module means that I could apply for the internship at TFTV over the summer because I have the skills that I can use to develop. But when I start to think about it, I have learnt a whole lot more. I’ve learnt how to work successfully as part of a team and adapting myself to the demands of the outside world. I’ve furthered myself as a person by listening to the feedback of others throughout the course and taking action on those points. Yes, I’ve acquired more skills that I can put on my CV, yes I’ve been part of successful project to create an audio guide, but I think that what I will take away from the module are the friends I’ve made along the way and how I, as a person, have changed for the better.”

Jess-  “At the start of the module I certainly felt I had no skills to bring to the project, however over the past weeks I feel I have flourished, developing new skills every single day of the project and I have learnt the importance of positivity, and to always encourage others in the group to insert their skills into tasks.  I feel that although the main obvious outcome of the project was to learn about the heritage sector and how heritage works in the public sphere, I also feel that the most important outcome was personal development in all senses, in terms of confidence, team work, all sorts of skills like photography,  organisation, passion for our work, photoshop, audio editing and blog writing. Overall we will always remember this experience.”

Steve- “This model has changed the way I look at promotion of Heritage to a wider audience.”

 

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Do you think the field school (heritage project) has had an impact on how you understand heritage? How?

Ashley- “The field school has absolutely had an impact – I didn’t have a real concept on what heritage entailed, other than ‘the bridge between archaeologists and the public’ but this has shown me not only the bigger picture of heritage but the details that go into everything. There’s so many different facets to it, and no matter what you’re good at or interested in, there’s always a million other things to learn and try and grow in.”

Hermione- “The 2016 Heritage field school has completely transformed my view of heritage. I knew very little to begin with. However, now after a matter of weeks, presenting to Leeds Museums and Galleries, working with marketing and IT professionals,  I feel confident in my newfound knowledge. I could certainly get to work with confidence, on another heritage project!”

Eliza- “The field school had a huge impact on my learning. Before this module, my knowledge about heritage was really small. Now after a few weeks of hard but really enjoyable work I know more about heritage. I know that heritage is not just like Ashley said ‘the bridge between archaeologists and the public’  but is something more. This sector offers plenty of ways in which we young students may develop in the future. I also realised that this field is still developing and even if I spent my whole life on expanding knowledge about heritage I would never know everything.”

Tongtong- “The heritage fieldschool contributed the way I understand this subject, which I barely knew anything about at the beginning of the module; and now I have many thoughts about it. I realised how important social media is in terms of representing heritage, and it is not only about presentation, but there is something deeper that a heritage presentation also needs to express the emotion. And by doing this, a comprehensive range of skills across different subjects, such as archaeology, media, and history will be used.”

Emmeline- “The field school has cemented how I understand heritage, especially how you get the public/audience to get involved with the history and how there is more to heritage than just facts. I like the fact that as a heritage practitioner I have the ability to understand the stories behind the facts and I think that that is what brings facts to life.”

Jess- “The field school has taught me that there is much more to heritage than meets the eye. There is lots of hard work and time that goes into heritage projects. However, I have found that it is such a rewarding sphere of work. Meeting and working with different types of people such as curators in Leeds Museums and Galleries and people from the Nidderdale project has allowed me to gain the all important practical experience of the world of heritage. This has been an unique opportunity that I wouldn’t trade for the world, and made allowed me to develop and flourish as a heritage student.”

Steve– “Before this model I thought of heritage as the preservation of buildings. I have now learnt that heritage covers a wide range of subjects!”

 

Dreary Banks- Photo by Ashley

The pitch- photo by Harold

The group writing label cards. Photo by Ashley

Working hard (Photo by Ashley)

Experiencing the lovely weather (Photo by Ashley)

As always, collaboration is key (Photo by Ashley)

finds sorting- Photo by Ashley

Recording- photo by Ashley

Emmeline pogo-sticking. Photo by Ashley

Researching and brainstorming. Photo by L. Meghan Dennis.

Amanda showing her research to the group (Photo by Ashley)

 

we chose one word that we felt described our experience of the module

INTENSE!!

 

Enlightening

 

Engaging

 

Practical  

 

Mind Blowing

Fulfilling!

hectic 

 

This photo of the group sums up the days spent as Breary Banks- COLD AND WET. Photo by Ashley

The Recording & Editing of our Audio Guide

With this being our final week of production for our project, we focused mainly on finalising the scripts for production, recording the entire audio guide, and editing the audio for the final product.

Finalising the Script

We went through each script individually, appointing particular people to grammar, spell and fact-check each script. Not many changes had to be made to the scripts, as they were already produced to a high quality by each member in the group, all having done research and spent lots of time working on the scripts. Once the scripts were done it was time to begin recording.

Recording

We chose the voices of characters that would feature in the audio guide from our group:

• Narrator: Emmeline
• Navvy: Steve
• Child: Hermione
• Nurse: Jessica

We selected the quietest place within Kings Manor, which was situated in the PhD student offices, and each ‘character’ went into the recording area. We also made sure to have as few people in the recording room as possible, to reduce as much noise as we could, and to get the clearest recording. We wanted to get all the recording done all in the same day, so all elements of the recording such as reverb and volume would be the same, and also ensured that the microphone was the same distance away at all times.

The person being recorded would read from the script placed on a laptop in front of them, and if they stumbled or messed up at all during the recording, would just repeat the paragraph and would then be edited in post production to continue the flow of the recording. Each stop had a separate recording each, so we had 8 recordings for the 8 stops. At the start of each recording we stated which stop it was to avoid confusion.

Once recording was complete all recording files were transferred onto a memory stick and then passed onto the group for them to take their individual stop that they are responsible for and uploaded it to Audacity, which was the audio editing software that we had chosen to use.

Stop 1: Tongtong

Stop 2: Steve

Stop 3: Hermione

Stop 4: Eliza

Stop 5: Ashley

Stop 6: Jessica

Stop 7: Emmeline

Stop 8: Jessica for written script/ Tongtong and Eliza for audio editing

Editing the Audio

Once we had uploaded all our recordings to Audacity, we realised a ‘humming’ noise on all the recordings, and wanted this removed as it was deemed to ruin the overall finish to the audio guide. We had a helping hand, however, to help us with our problem. Wayne, from the E-Learning Development Team at the University of York, stated that the noise was from a charging laptop, and helped group member Emmeline very successfully remove the humming noise without distorting the voice on the recording.

The process of sound reduction of audio on Audacity

The process of sound reduction of audio on Audacity

By sampling the humming sound and then using noise reduction, we managed to remove the sound from all eight recordings, and Emmeline certainty became the expert in this area!

We then all spent time going through our recordings, cutting out all the unneeded parts, and also adding sound effects to their recordings to ‘bring it to life’ for the audience. For example, Hermione in stop 3 added bird songs downloaded from iMovie. The start of stop 1 and the end of stop 8 have been edited to have music from the era to complete the audio guide, and as I mentioned above ‘to bring the audio alive’ to the audience.

Once all our editing was done, we all played our recordings out loud to the group and noted down changes that needed to be added for the final product. Feedback featured mainly around length of pauses and was quickly edited in Audacity. However, as we played all our audio we realised that some of the recordings didn’t exactly match the wording on the scripts and so needed to be corrected to have a perfect match. This was important as the scripts will also be downloadable with the guide for people to use.

The final audio guide product has now been recorded and edited and worked on really hard by the group, and is now coming to its final stages of being a completed audio guide. Finishing touches and double checking of all audio will be made, and then compressed into MP3 files for the public to use, and hopefully thoroughly enjoyed around the site of Breary Banks. We hope the voices and music within the audio guide will evoke an emotional response and really bring the site alive, which was our main project aim, making all these weeks of hard work worthwhile.

 

Developing concepts & aesthetics

To begin the design phase for our blog and brochure, we decided to channel our inspirations through a mood board on Pinterest. Adding our own pins to the collective board blended our individual ideas and initial inspiration. In doing so, we were able to combine the concept, mood, story, and colour palette. This provided a quick insight to how the aesthetic in the brochure will come together. To bring up images reflective of our ideas, we searched with tags such as ‘war time, Britain, Navvy, WW1, antique, retro, scent, tobacco, skylark, Leeds, Yorkshire, dales’. Searching through images responding to these tags allowed us to identify specifics and relate them to Breary Banks. For example, a sketch of a Skylark can evoke emotion as these nesting birds also settled at the site during the time Navvys and soldiers lived there. This brainstorm session also allowed us to experiment with colours on colour.adobe.com, we found this helpful in terms of eliminating colours that were not harmonious with each other. The brochure and blog’s colour palette was inspired by the natural green and purple tones found on the dales. The colours cream and black will also be incorporated via atlas maps.

After pinning war-time posters on the mood board we noticed a recurring theme, the use of three fonts and three colours. This has become iconic as key elements of a war-time style poster, our creative plan is to re-create this in our blog and brochure. Hopefully this reflection on war-time style print will transport our audience back to the war and navvy lifestyle, ultimately creating a meaningful and immersive experience. More creative ways to develop the depth of the visitor’s experience through the audio guide are to incorporate scents, textures and sounds, such as the cheep of a skylark, the smell of crackling bacon, and the textures in the rough surrounding environment. To apply these in our brochure we will use grey-scale original images and altered recent images, these alterations will follow an antiqued style which we believe compliments the original photographs’ colour palette.

Another creative approach to enhance the rustic concept will be the incorporation of sketches. A member of the group has volunteered to sketch a skylark or OXO mugs, an artefact previously recovered on the site. The sketches will possibly be drawn on tracing paper then scanned into the computer, this will further develop our rustic concept and confirm our documentary/illustrative approach. As a group we have agreed to create tangible links between the past and present, this will make the product feel like a scrapbook and hopefully evoke thought, such as, could this scrapbook have looked like one of the soldier’s own? Another way to do so in the blog and brochure is to fade an image of an antique atlas map, the editing will be performed on Photoshop. We were fortunate to receive a Photoshop tutorial from Wayne Britcliffe, resident VLE and computer pro in University of York.

Attached is a mosaic of Pinterest inspirations and a spider diagram presenting our thought process.

Written by Hermione Elderton.

In groups we began to discuss and brainstorm concepts and things that we wanted to include in the audio guide. The overall theme that we decided for the guide was daily life of the people at Breary Banks, which would be the Navvys and their families, the Leeds Pals and other soldiers training at these camps, and also the German prisoners who resided at this site. We decided it was important to include stories and possible personal accounts of the people who were at this site during its long history during the 20^th century, as we wanted to evoke an emotional response from the audience. However, we wanted to get the balance right of factual, interesting information, stories and music to keep the audience interested. We planned out the possible route/stops for the audio guide deciding on 8 stops which had a mixture of all wanted elements, estimating it would be around 40 minutes, which is not too long as weather conditions can be terrible, and long enough to provide an enjoyable and informative experience for users. Research into accounts of personal accounts from the Breary Banks site, and interestingly, a German prisoner of war, diary kept by Johannes Rienau about his time at Breary Banks, provided an insight to every day life for both the British and the Germans, and we decided that we would involve this in our audio guide.

Attached is a story board and a spider diagram showing our ideas and concepts for our audio guide.

 

 

Written by Jessica Chatburn.