3. RESEARCH & IDEA
GENERATION
Select a song/track that you like [or don’t like!]
Generate three ideas for music videos employing styles,
techniques and conventions that we have looked at in
previous sessions. Explore how you could interpret the
song differently using different methods
You can add any extra info you think is relevant, images,
mind maps, etc
For quick mind maps you could use bubbl.us to generate
these
4. Hello by Adele
Idea 1 - joke Idea 2 - family Idea 3 - mirror
Have a conversation to a
friend and start arguing.
Making a joke that they are
on the phone. Talk/sing the
song as you having a
conversation with a friend
walking around town and
you get in to an argument
with them. You walk round
the corner to see your
friend and you slowly put
the phone down and talk to
them but they leave at the
end and you can’t move as
you are too sad you move
as you might not see them
again.
All in black and white until
you meet your friend where
it turns coloured but when
they leave you it goes back
to black and white. The
camera shots will be close
ups of you/your friend
speaking or breathing
Someone coming out of
prison trying to gain
someone’s trust.
You are settling into a home
with their sister, as you
have been let out of prison,
who has let them stay in her
house but she hasn’t
forgiven them for hurting
her boyfriend. They are
trying to gain the trust of
their sister again who isn’t
wanting to be close to you.
The interior of the house is
homely and warm but you
and your sister are wearing
darker close to show that
you are in a darker place
and you have made her
have a negative look on life.
She wants to be like her
home, warm and happy but
she can’t when you are with
her.
Singing into a mirror as
they have hurt themselves.
The song is like a
conversation so the
reflection could be speaking
back to you as if they don’t
want to be listening to you.
The reflection could
disappear at the end
showing that you will
struggle to change back to
how you were when you
were happy.
The reflection could be
black and white where as
you are coloured showing
you are becoming a better
person and this is your last
chance for change.
5. RESEARCH
Watch a selection of videos to get your ideas started,
make note of a minimum of 5 – add extra slides,
screenshot the video and in bullet point note down info
in terms of camera, editing, art design, performance, etc.
and how this might link to your production
Hint!
You’ve already done this in
your case study, so you can
summarise that here where
relevant
6. GEORGE EZRA – SHOTGUN
(LYRIC VIDEO)Camera Shots – George only uses different backgrounds as he is
always in the centre of the shot. On certain beats the shot will
change to have a different background. He has done this to use
some of his lyrics with certain backgrounds e.g. in the yellow and
green.
Editing – George has used about 10 different scenes which have
been edited to swap on different beats for certain lyrics but
mainly uses any lyric with any scene. At the beginning of the
video just before he starts to sing, the shots quickly change
between 4 shots to draw attention to the video.
Art Design – outfits, scenes, hair and make up. All of George’s
outfits are simple as they go with any background and don’t take
any attention away from him or the lyrics. George is wearing
casual clothing as the video is laid back and he has only used a
small amount of shots with little movement. However in one
scene George is wearing an outfit which looks like he is going to
be catching an alligator which he mentions in his lyrics. Each
scene has been picked out to ensure there are lots of chances
keeping the viewers attention. George only has natural looking
makeup on and his hair casually up like he is wearing for a
normal day. He hasn’t used any makeup to compliment his video
as he does not want to make it too much.
My work – this could help me with my work as I have seen a
simple video that works just as well as a high production video.
This video hasn’t had a lot of time or money spent on it as only
about 10 scene are needed where he sings the whole song and
then chooses sections for each scene.
7. SOMEONE LIKE YOU - ADELE
Watch a selection of videos to get your ideas
started, make note of a minimum of 5 – add
extra slides, screenshot the video and in bullet
point note down info in terms of camera,
editing, art design, performance, etc. and how
this might link to your production
Camera Shots – It looks like the whole video was done in one
shot as the cameraman follows Adele, but the separate shots
have been made into one by merging them together when
editing. At the end of the video the camera man spins around in
a full circle to show that her friend is walking away and then to
show how she reacts as it goes silent. In the last shot the shot is
wobbly whereas in the rest of the video the shot was smooth and
continuous. This has been done to show the emotion of Adele as
she is struggling with her loss.
Editing – The editing has been done cleverly because they have
merged different shots into one making it look continuous. This
could have been done reflect their old days were their happiness
was continuous until it stopped which is shown at the end of the
video where the shots are faded on top of each other. This shows
that their relationship is growing apart.
Art Design – The whole video is filmed in black and white as the
whole video is about loss and heart break. They have also added
black boarders to emphasises the video being in black and white
and to make it look more emotional for her loss and regret.
Adele has used a shop as the scene for her being left by her
friend. This could have been done to show that this can happen
to anyone wherever you are or how close your are to them.
My work – This could help my work as I could edit 2 shots
together to look like one continuous shot and to make the video
flow with the lyrics. I could also fade one shot on top of the other
if the song’s emotions link closely.
8. OCEAN EYES – BILLIE EILISH
Watch a selection of videos to get your ideas
started, make note of a minimum of 5 – add
extra slides, screenshot the video and in bullet
point note down info in terms of camera,
editing, art design, performance, etc. and how
this might link to your production
Camera Shots – The camera doesn't look like it is moving as Billie
is in the centre of the shot through the whole video and she is
using small movement to emphasise the lyrics and emotion. In
some shots the camera becomes unfocused as she is moving and
the fog is in front of her.
Editing – Billie has used lots of fading between shots to create a
dizzy effect like she is being hit by waves at all angles. The
fading could also be used to show that she is cold and struggling
to warm up which is why her finger tips are blue/purple.
Art Design – At the beginning of the video, the lighting is blue
which is associated with sadness and shyness. This could have
been used to set the emotion for the rest of the song as the light
turns purple. Purple is then used which is associated with power
and mystery which could mean that she has a lack of power and
doesn’t know what is around her. At the end of the video the
lighting becomes darker and duller colours Billie has used a
simple, purple t-shirt to go with the purple lights behind making
the fog purple too. She has done this to possible show that she
feels cold from the ‘ocean’. Billie’s hair and makeup have been
made to look like she has been in the ocean and is struggling
with shock after the experience she has just had. Behind is a big
cloud of fog which could show she is lost as she can’t see
anywhere to escape which is why she is so emotional.
My work – this could help with my work by using colours to help
show the emotions of the lyrics and how the artist feels when
writing/singing that song.
19. GUIDANCE:
PRE-PRODUCTION
ASSESSMENT
You need to assess the viability of your production and
investigate what is required to enable you to make your
music video
Much of this task is hypothetical, which means you will
need to investigate standard costings for such a
production and apply these to your planned production
considering which equipment you would need and
resources, etc
Resources to support this are in the Pre-production
assessment folder on Blackboard
Delete the questions on each slide and insert your
responses
20. TITLE OF
PRODUCTION/PRODUCTION
OUTLINE
Summary of intended production
Detail here what you are going to make and the intended
outcome
Detailed breakdown of the music track chosen and your
interpretation of it [remember the questions in the
workbook, e.g. pace/mood/tone/structure]
Specific outline your intended technical/equipment
requirements
Include any details that you think [you could use material
from your pitch]
21. LOCATIONS
You need to identify locations and plan a recce.
What are the limitations and risks, eg distance, access,
cost, weather? How will you manage this?
22. EQUIPMENT
What do you need? E.g. equipment, resources? Mostly
from college, but who do you need to speak to get this
kit? What is available? When?
Look at equipment hire places, etc
24. PERSONNEL
CREW: What is you team? Who is in it? What are each
team members strengths/weaknesses? When are they
available?
CAST: Do you need any external performers? When are
they available? Cost implications? Will you have to feed
them? Transport them?
Other personnel? Is anyone else helping you?
27. PRE-PRODUCTION: VISUAL
PLANNING
This section is concerned with the visual planning of your
music video
You should use this section to develop the sequencing or
your video, establish the relationship between the visuals
and the track itself and create a structure for you to
follow when filming
It is important that you ‘pre-visualise’ the video before
you make it; it will make filming and production a more
streamlined process
The following tasks are part of your visual planning
Pre-visualisation and concept boards
Storyboarding
Shot list
28. PRE-
VISUALISATION/CONCEPT
BOARDS
Tool for exploring the direction and visuals
Provides inspiration and information for the “look & feel”
Presents key moments in your video
A means to sketch/plan ideas
Information on colour/lighting
Defining the “mise-en-scene”
Include as much here as you like, but keep it relevant to the
production, the following slides have been left blank for you
to approach in your own way, add more as you need to
Extension suggestion: edit a short sequence of clips that
have inspired or influenced your video [similar to this:
http://io9.com/5941145/this-directors-video-pitch-for-
hunger-games-might-be-better-than-the-real-movie]
29.
30.
31. RIP-O-MATIC
You should also construct a 15-20second Rip-o-matic
test reel using existing footage to convey the type of
video you want to make
32. STRUCTURAL BREAKDOWN
Breakdown your track into it basic sections [e.g. intro,
verse, chorus, verse, etc] and apply broad visual ideas to
each section
You can use this as the master template for your
production, then add more shots to each section when
you develop your full visual plan
You should create a slide showing all the sections of the
song, then add a slide for each section with timings,
lyrics, what happens and details on specific shots
You could storyboard and shot list each section as you
go, to break up the process.
33. STORYBOARDING
Your storyboard should bring your idea to life
Provide an idea of the sequencing of you video
Provides a basis for production
Suggested online storyboard creators are:
https://www.storyboardthat.com
http://www.pixton.com [very complicated]
http://www.storyjumper.com [allows you to insert your own images]
Alternatively, hand draw or photograph your storyboard and
scan or copy to insert it onto your slides
There are lots of tips collected together on Blackboard!
34. SHOT LIST
Your shot list should contain the sequential breakdown
of what you need to shoot for your video
It should work in partnership with your storyboard
It will be your working document when you film
It should contain the shot number, scene number, shot
description, framing and action you will see
It should also have information on performers in the
scene and other props, etc
Shot list template is on Blackboard in the pre-production
folder.
36. PRODUCTION GROUP INFO
Include names, contact info, and defined roles at
difference stages of production, using a table is
suggested
37. LOCATION INFORMATION
Information and images of your location[s] for filming
You should have address details, clearance/premissions
for filming, recce photos and floorplans [including
camera, equipment and cast/crew layouts]
Where possible, have a plan B fallback location option
Assess each location for any issues and suggest
solutions
39. RISK ASSESSMENT
Risk Assess each separate filming location using the
table in the camera H&S PP on Bb as a staring point
Completing a generic filming assessment would be a
start, then you can add specialist/site specific risks as
you progress your production
Remember, a Risk Assessment is an ongoing document,
you should evaluate if anything changes in production
and when you put control measures in place
You should add the table to each call sheet for each
location
41. CONTINGENCY PLANNING
Things go wrong
Your contingency plan is there to give you a backup or to
minimise the effect on production
You should consider the following areas: Technical,
Location, Personnel and Organisational areas [about 5
potential issues for each]
Use the form in pre-production folder on Blackboard
43. PRODUCTION SCHEDULE
Your schedule should budget a total of 10 hours for
production, that is for the filming and editing of your
project.
You should plan when you’re filming and how you intend
to use the in class days on your timetable/class schedule
45. CLEARANCE AND
PERMISSIONS
Any place you film and anyone you use in the filming of
your video must have a completed form
Blank forms are on Blackboard for you to complete and
insert here
