"You've probably seen your share of 'Hitler finds out...' and 'Hitler reacts to...' videos that take the famous scene from the 2004 movie Downfall (Der Untergang) and add funny subtitles misrepresenting the reason for Hitler's rage... This website lets you create such videos easily. All you need to do is come up with the captions. We'll make the video for you and upload it straight to your YouTube account."
"Reluctant as I am to add to the mountain of interpretations of Somebody That I Used To Know seemingly taking over their own area of the internet, I couldn't resist the massive remixability that such a large, varied yet connected bundle of source material offered.
I was directly inspired here by Kutiman's Thru-You project: http://www.youtube.com/watch?v=tprMEs-zfQA
Thankyou to everyone who has responded to Somebody That I Used To Know via YouTube. It's truly amazing! All audio and video in Somebodies is from the YouTube user videos featured, each of them a cover or parody of Somebody That I Used To Know. No extra sounds were added to the mix, but I used some EQ, filtering, pitch-shifting and time-stretching to make the music.
A full list of links to the original videos is available here:
I avoided using any existing remixes of the song, or any covers from tv talent shows.
As comprehensive and extensive as I tried to be with my downloading of source videos, I know there are many clips that I missed.
I used Ableton Live for audio stretching, pitch-shifting and the initial video editing, and Adobe's After Effects to put the final video together.
Big thanks to Travis Banko for assistance with downloading source videos, and to James Bryans for After Effects tutelage.
Thankyou to Barry for being Barry, and guiding us all. Thanks to you for listening.
Gotye (Wouter De Backer)
1). Remixed version by Wally (13:45, 04 August 2012) "Gotye - Somebodies: A YouTube Orchestra", published on 12 Aug 2012 by gotyemusic.
2). Original version by Wally: "Gotye - Somebody That I Used To Know (feat. Kimbra)", uploaded by gotyemusic on 5 Jul 2011.
"What you are about to see is a mix of unrelated YouTube videos/clips edited together to create ThruYou. In other words - what you see is what you hear. Check out the credits for each video - you might find yourself.."
(Ophir Kutiel, http://www.kutiman.com/)
1). Ophir Kutiel (Kutiman), ThruYOU Project, "Kutiman-Thru-you - 01 - Mother of All Funk Chords", uploaded on 7 Mar 2009.
2). Ophir Kutiel (Kutiman), ThruYOU Project, "Kutiman-Thru-you - 08 - About ", uploaded by kutiman on 7 Mar 2009.
3). website design by Baconoppenheim [http://www.bnop.co/projects/thru-you/], 2009.
"You can create video compilations and share it with friends. You can share your created videos almost anywhere (e.g. to your website, your blog, other social networking websites).
During Beta stage, Veengle will handle only youtube videos. When the full version is ready, users will be able to upload their videos directly to Veengle."
[It's a great little tool - despite it's amateur interface aesthetics.]
"For many young people social networks such as Facebook are an essential part of their student experience. Other web-based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.
Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.
Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.
Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.
As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.
Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."
(Sarah Lewthwaite, Slewth Press)