Amy Smith
Position: Camera operator, lighting, sound
Strengths: Very good with equipment, organised
Weaknesses: Not the best at directing people
Available: Weekends and evenings
Cast: Sam and myself are available most evenings and weekends.
Need to find someone to play B.o.B part, will ask around college.
No other external cast needed. No costs involved as doing unpaid.
Will provide snacks and drinks for cast and crew during filming.
No transport needed as filming on location near college.
Let me know if you need any other help!
RISK ASSESSMENT
What are the risks involved
in your production? E.g.
equipment, locations
This document provides guidance for a music video assignment, including templates for pre-production planning elements like concept boards, storyboards, shot lists, and schedules. It suggests saving the PowerPoint template to use throughout production. The pre-production section includes templates for assessing the viability of ideas, including required equipment, personnel, locations, and risks. Contingency planning and permissions forms are also included. The production section provides space to log filming details and add call sheets. Overall, the document aims to guide students through fully planning and documenting their music video project from pre-production to production.
The document discusses the production of a student's psychological thriller film. It summarizes the research conducted on conventions in the genre, including the use of tense music, red fonts, and dark lighting in openings. Though conventions like adult characters were followed, the storyline focuses on a high school student's psychological problems. Digital tools like IMovie, YouTube, PowerPoint and Blogger were used in the research, planning, editing and sharing of the film. Feedback enabled adjustments to further develop the creative work.
The document provides instructions for completing a case study assignment on music video production. It is divided into three tasks:
Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires a case study analysis of at least three music videos considering Tasks 1 and 2. Students are expected to submit weekly and seek guidance if needed.
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
A focus group of 20 people between the ages of 13-40 was conducted to provide feedback on a music video. Responses indicated that the Manchester setting tied in well with the busy city scenes. Some shots of the band performing looked realistic. Fast-paced editing built up the song. Camera work was generally good though a little shaky. The video effectively represented the genre through live performances, dark tones, and conventions like close-up shots of instruments and fast editing.
The document provides guidance for students creating a music video as part of an assignment. It includes a template PowerPoint presentation with sections for idea generation, research, pre-production assessment, visual planning, and storyboarding. Students are instructed to customize the template for their group's music video by replacing information on slides and adding additional slides and details. The document will be updated throughout the pre-production phase of creating the music video.
The document provides guidance for a music video assignment, including sections to plan ideas, research techniques from other music videos, choose a song, develop a concept and storyline, and conduct pre-production planning for locations, equipment, personnel, and budget needs. It is a template for students to fill in details of their music video project from initial planning through pre-production assessment.
A focus group of 20 people between the ages of 13-40 provided feedback on a music video through a Facebook group and direct conversations. Responses indicated that the Manchester setting worked well for the indie rock genre. Shots of the band performing on stage and backstage conveyed the stereotypes of indie music. Feedback suggested the video concept was feeling lonely or confusion due to changing shots. Respondents felt the close-ups of the singer supported the song's lyrics of "using somebody."
This document provides guidance for a music video assignment, including templates for pre-production planning elements like concept boards, storyboards, shot lists, and schedules. It suggests saving the PowerPoint template to use throughout production. The pre-production section includes templates for assessing the viability of ideas, including required equipment, personnel, locations, and risks. Contingency planning and permissions forms are also included. The production section provides space to log filming details and add call sheets. Overall, the document aims to guide students through fully planning and documenting their music video project from pre-production to production.
The document discusses the production of a student's psychological thriller film. It summarizes the research conducted on conventions in the genre, including the use of tense music, red fonts, and dark lighting in openings. Though conventions like adult characters were followed, the storyline focuses on a high school student's psychological problems. Digital tools like IMovie, YouTube, PowerPoint and Blogger were used in the research, planning, editing and sharing of the film. Feedback enabled adjustments to further develop the creative work.
The document provides instructions for completing a case study assignment on music video production. It is divided into three tasks:
Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires a case study analysis of at least three music videos considering Tasks 1 and 2. Students are expected to submit weekly and seek guidance if needed.
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
A focus group of 20 people between the ages of 13-40 was conducted to provide feedback on a music video. Responses indicated that the Manchester setting tied in well with the busy city scenes. Some shots of the band performing looked realistic. Fast-paced editing built up the song. Camera work was generally good though a little shaky. The video effectively represented the genre through live performances, dark tones, and conventions like close-up shots of instruments and fast editing.
The document provides guidance for students creating a music video as part of an assignment. It includes a template PowerPoint presentation with sections for idea generation, research, pre-production assessment, visual planning, and storyboarding. Students are instructed to customize the template for their group's music video by replacing information on slides and adding additional slides and details. The document will be updated throughout the pre-production phase of creating the music video.
The document provides guidance for a music video assignment, including sections to plan ideas, research techniques from other music videos, choose a song, develop a concept and storyline, and conduct pre-production planning for locations, equipment, personnel, and budget needs. It is a template for students to fill in details of their music video project from initial planning through pre-production assessment.
A focus group of 20 people between the ages of 13-40 provided feedback on a music video through a Facebook group and direct conversations. Responses indicated that the Manchester setting worked well for the indie rock genre. Shots of the band performing on stage and backstage conveyed the stereotypes of indie music. Feedback suggested the video concept was feeling lonely or confusion due to changing shots. Respondents felt the close-ups of the singer supported the song's lyrics of "using somebody."
The document discusses how the media product uses, develops, and challenges conventions of real music videos. It analyzes conventions around camera angles, shots, editing, lighting, and voyeurism found in music videos by Laura Marling, Gabrielle Aplin, Ben Howard, Florence and the Machine, and P!nk. It aims to build the identity of fictional artist "Emily" through close-up shots, but challenges typical sexualized representations of female artists described in Mulvey's "male gaze" theory. Overall, the media product develops many conventions to establish genre, while challenging aspects that did not suit its target audience.
The document provides guidance for a group music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning and storyboarding. The highlighted student has selected the song "Heather" by Conan Gray and plans to create a music video interpretation depicting a woman moving on from a heartbreak through changes in location, clothing and mood represented by lighting. Key elements of the visual plan include location shots of a house, restaurants and public areas to show her daily life, as well as costumes getting progressively more colorful to match her improving mood.
The student produced a solo music video project to the song "Waiting All Night" by Rudimental. Their final video included a mix of static shots and POV footage from action cameras to create a sense of excitement. While the overall concept and shot variety were strengths, weaknesses included inconsistent color correction between shots from different days and lower image quality of POV footage. The student felt they achieved their planned structure and atmosphere but encountered unexpected shots due to practical filming challenges.
The document outlines plans for a music video for the song "Mama Said" by Lukas Graham. Key ideas include using slow motion lip syncing during verses, quick cut montages to match the upbeat tempo, and cutting shots to the beat to engage the audience. Tracking shots of the singer walking and lip syncing toward the camera are proposed. Two days of filming are planned at multiple outdoor locations within 5 miles. A Canon 5D camera, shoulder mount, and lens will be rented, and actors will be provided with food and travel expenses. Total estimated production costs are £483.50.
This document summarizes the key things learned from creating a film opening sequence. It discusses using contrasting scenes to introduce the protagonist and intrigue audiences. It also covers introducing characters, developing titles in a subtle way, and using music to set the tone. The creator learned about planning considerations like mise-en-scene, representation, and shot effects. The opening needed to set the scene and genre while intriguing audiences to watch more.
The document summarizes feedback from a focus group on a music video created by Adam Cunliffe. Feedback was generally positive about the locations filmed in Manchester. Audience members felt the video conveyed a concept of feeling lonely through shots of the singer. Shots of the performer were thought to represent the song's lyrics about wanting companionship. Early shots establishing the setting and shots using black and white or fast editing during performances were highlighted as favorite parts. Room for improvement included steadier camera work, having female characters, and finishing minor video adjustments.
Evaluation of 'stevie's wonders' - AS Media Courseworkalicerudwick
The document provides an analysis of a film opening titled "Stevie's Wonders". It summarizes how the opening uses, develops, and challenges conventions of real media products such as linear narrative, introducing characters, and use of titles and music. It also discusses how the opening represents male teenagers and the intended audience. The student learned about planning, editing software, music programs, filming technologies, and the importance of intriguing audiences in openings.
The document provides guidance for a music video production assignment, including templates and requirements for different stages of pre-production. It outlines sections to develop ideas, research conventions, choose a song to focus on, and assess the viability of production plans. Students are directed to customize the template by adding their own work and removing placeholder text and slides as they progress through pre-planning their music video.
The document summarizes feedback from a focus group on a music video. Feedback was generally positive about the locations in Manchester and that the video conveyed a concept of feeling lonely. Some parts were praised for their cinematography and editing. Room for improvement included steadier camera work, having female characters, and polishing editing transitions. The video was seen as effectively representing the indie rock genre through its conventions and performances.
The document provides guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
Camera Operator:
Sound Recordist:
Art Director:
Editor:
Director:
Producer:
Location Manager:
Casting Director:
Talent:
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Evaluation questions and answers 1,2,3 and 4.evamariaa
The document discusses the creation of a music video for the song "A Drop in the Ocean" by an independent artist. It addresses:
1) How the music video conforms to conventions of the pop rock genre through elements like instrumentation and lyrics while keeping a natural lighting style.
2) How the ancillary tasks of a CD cover and poster were designed to tie into the black and white color scheme and emotions conveyed in the music video.
3) Feedback received from audience polls on Twitter about whether to include one or two characters and whether to make the video simple or complex. The creator decided to keep their original single character and simple vision.
4) The use of internet research, cameras, and
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document summarizes how the media product used, developed, and challenged conventions of real rock music videos. It used conventions like depicting bullying and isolation through locations and characters. It developed conventions through unique lighting, transitions between shots, and the use of suicide in the ending. It challenged conventions by not showing a band performance and using non-traditional camera shots and character portrayals. The document also discusses how the album cover used, developed, and challenged conventions of real album covers.
Mv assignment 01 2021 pro forma jamie brown saved case studyJamieBrown724394
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to be completed: 1) discussing the purposes and strategies of music videos, 2) examining the styles, techniques and conventions of music video production, and 3) conducting an individual case study analyzing at least 3 music videos by an artist of choice. Tips are provided for illustrating points with images from video examples and structuring the response. The document also includes example questions for each task to help structure the response.
The document discusses the creation of a music video for the song "A Drop in the Ocean" to conform to conventions of the pop rock genre. It describes researching other artists in the genre and deciding to use natural lighting and common camera angles like close-ups and long shots. It aimed to portray feelings of loneliness and sadness after a breakup. Audience feedback on social media informed some decisions, like keeping the video simple with one character. Ancillary tasks like the CD cover and poster kept the same monochrome color scheme as the video for continuity. Various technologies were used in the research, planning, filming and post-production of the music video.
This music video production will tell a story of self-discovery and romance through interpreting the song "Keeping A Secret" by Bleachers. It will be filmed using an iPhone across various train stations and locations in England. The director will be the sole crew and cast member, filming himself and another actor. Edits will be done using Davinci Resolve, Premiere Pro, and After Effects. Risks include COVID-19, falls, and equipment damage, which will be mitigated through safety practices and using personal equipment. Contingency plans include filming at alternative locations if needed.
The document provides an evaluation of a media product (a music video). It summarizes:
1) The music video uses conventions of the indie pop genre through its upbeat music, outdoor locations, use of high street fashion, and narrative structure involving flashbacks. However, it also challenges conventions by using ambiguity and representing both genders equally.
2) The print materials like the digipak follow conventions like a 4 panel design but also challenge conventions through its use of different colors on each panel.
3) The magazine advertisement features both the male and female leads smiling together, challenging gender representation conventions. It also includes release date, availability on iTunes, and a Facebook link, following advertising conventions.
The document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos, including entertainment, branding, and sales. It also discusses strategies used by different types of artists. Task 2 covers styles, techniques, and conventions used in music videos, such as camerawork, editing, technical developments, and genre conventions. Task 3 involves analyzing a minimum of three music videos, drawing on concepts from the previous two tasks. The document emphasizes using examples and illustrations to support points and encourages adding extra slides as needed.
The document discusses conventions used in the production of a music video and accompanying digipak.
For the music video, conventions such as outdoor locations, costumes representing contemporary Britain, and a narrative structure using flashbacks were employed. However, conventions around representations of gender and hedonism were challenged by portraying both genders equally and avoiding hyper-sexualization.
For the digipak, conventions like a 4-panel design and similar color tones across panels were used, but conventions were also challenged by using different colors on one panel and an unconventional track listing layout. Overall, the production employed many conventions of the genre while also developing and challenging some conventions.
Mv production assignment form 2019 (1) (1)georgewetton1
The document provides information on potential music videos to analyze, including songs, artists, and brief descriptions of video ideas. It then summarizes several of the potential music videos in more detail, describing locations, visual effects, animation styles, and other techniques used. Key opportunities and restrictions for the student's own music video ideas are listed at the end, such as using a green screen, lighting equipment, extras, and outdoor shooting.
The document provides ideas for three potential music videos based on selected songs. For the song "Black Skinhead" by Kanye West, the ideas include filming a running scene in a rundown area to fit the song's theme, shooting at different locations to set the scene, and depicting images that anger people to represent the song's lyrics. Ideas for "Bittersweet Symphony" by The Verve include a group walking through a busy street with one disappearing at the end, and portraying a character running from pursuers. Techniques from other music videos are discussed like using contrasting colors and shots to set different ambiences.
The document discusses how the media product uses, develops, and challenges conventions of real music videos. It analyzes conventions around camera angles, shots, editing, lighting, and voyeurism found in music videos by Laura Marling, Gabrielle Aplin, Ben Howard, Florence and the Machine, and P!nk. It aims to build the identity of fictional artist "Emily" through close-up shots, but challenges typical sexualized representations of female artists described in Mulvey's "male gaze" theory. Overall, the media product develops many conventions to establish genre, while challenging aspects that did not suit its target audience.
The document provides guidance for a group music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning and storyboarding. The highlighted student has selected the song "Heather" by Conan Gray and plans to create a music video interpretation depicting a woman moving on from a heartbreak through changes in location, clothing and mood represented by lighting. Key elements of the visual plan include location shots of a house, restaurants and public areas to show her daily life, as well as costumes getting progressively more colorful to match her improving mood.
The student produced a solo music video project to the song "Waiting All Night" by Rudimental. Their final video included a mix of static shots and POV footage from action cameras to create a sense of excitement. While the overall concept and shot variety were strengths, weaknesses included inconsistent color correction between shots from different days and lower image quality of POV footage. The student felt they achieved their planned structure and atmosphere but encountered unexpected shots due to practical filming challenges.
The document outlines plans for a music video for the song "Mama Said" by Lukas Graham. Key ideas include using slow motion lip syncing during verses, quick cut montages to match the upbeat tempo, and cutting shots to the beat to engage the audience. Tracking shots of the singer walking and lip syncing toward the camera are proposed. Two days of filming are planned at multiple outdoor locations within 5 miles. A Canon 5D camera, shoulder mount, and lens will be rented, and actors will be provided with food and travel expenses. Total estimated production costs are £483.50.
This document summarizes the key things learned from creating a film opening sequence. It discusses using contrasting scenes to introduce the protagonist and intrigue audiences. It also covers introducing characters, developing titles in a subtle way, and using music to set the tone. The creator learned about planning considerations like mise-en-scene, representation, and shot effects. The opening needed to set the scene and genre while intriguing audiences to watch more.
The document summarizes feedback from a focus group on a music video created by Adam Cunliffe. Feedback was generally positive about the locations filmed in Manchester. Audience members felt the video conveyed a concept of feeling lonely through shots of the singer. Shots of the performer were thought to represent the song's lyrics about wanting companionship. Early shots establishing the setting and shots using black and white or fast editing during performances were highlighted as favorite parts. Room for improvement included steadier camera work, having female characters, and finishing minor video adjustments.
Evaluation of 'stevie's wonders' - AS Media Courseworkalicerudwick
The document provides an analysis of a film opening titled "Stevie's Wonders". It summarizes how the opening uses, develops, and challenges conventions of real media products such as linear narrative, introducing characters, and use of titles and music. It also discusses how the opening represents male teenagers and the intended audience. The student learned about planning, editing software, music programs, filming technologies, and the importance of intriguing audiences in openings.
The document provides guidance for a music video production assignment, including templates and requirements for different stages of pre-production. It outlines sections to develop ideas, research conventions, choose a song to focus on, and assess the viability of production plans. Students are directed to customize the template by adding their own work and removing placeholder text and slides as they progress through pre-planning their music video.
The document summarizes feedback from a focus group on a music video. Feedback was generally positive about the locations in Manchester and that the video conveyed a concept of feeling lonely. Some parts were praised for their cinematography and editing. Room for improvement included steadier camera work, having female characters, and polishing editing transitions. The video was seen as effectively representing the indie rock genre through its conventions and performances.
The document provides guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
Camera Operator:
Sound Recordist:
Art Director:
Editor:
Director:
Producer:
Location Manager:
Casting Director:
Talent:
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Evaluation questions and answers 1,2,3 and 4.evamariaa
The document discusses the creation of a music video for the song "A Drop in the Ocean" by an independent artist. It addresses:
1) How the music video conforms to conventions of the pop rock genre through elements like instrumentation and lyrics while keeping a natural lighting style.
2) How the ancillary tasks of a CD cover and poster were designed to tie into the black and white color scheme and emotions conveyed in the music video.
3) Feedback received from audience polls on Twitter about whether to include one or two characters and whether to make the video simple or complex. The creator decided to keep their original single character and simple vision.
4) The use of internet research, cameras, and
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document summarizes how the media product used, developed, and challenged conventions of real rock music videos. It used conventions like depicting bullying and isolation through locations and characters. It developed conventions through unique lighting, transitions between shots, and the use of suicide in the ending. It challenged conventions by not showing a band performance and using non-traditional camera shots and character portrayals. The document also discusses how the album cover used, developed, and challenged conventions of real album covers.
Mv assignment 01 2021 pro forma jamie brown saved case studyJamieBrown724394
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to be completed: 1) discussing the purposes and strategies of music videos, 2) examining the styles, techniques and conventions of music video production, and 3) conducting an individual case study analyzing at least 3 music videos by an artist of choice. Tips are provided for illustrating points with images from video examples and structuring the response. The document also includes example questions for each task to help structure the response.
The document discusses the creation of a music video for the song "A Drop in the Ocean" to conform to conventions of the pop rock genre. It describes researching other artists in the genre and deciding to use natural lighting and common camera angles like close-ups and long shots. It aimed to portray feelings of loneliness and sadness after a breakup. Audience feedback on social media informed some decisions, like keeping the video simple with one character. Ancillary tasks like the CD cover and poster kept the same monochrome color scheme as the video for continuity. Various technologies were used in the research, planning, filming and post-production of the music video.
This music video production will tell a story of self-discovery and romance through interpreting the song "Keeping A Secret" by Bleachers. It will be filmed using an iPhone across various train stations and locations in England. The director will be the sole crew and cast member, filming himself and another actor. Edits will be done using Davinci Resolve, Premiere Pro, and After Effects. Risks include COVID-19, falls, and equipment damage, which will be mitigated through safety practices and using personal equipment. Contingency plans include filming at alternative locations if needed.
The document provides an evaluation of a media product (a music video). It summarizes:
1) The music video uses conventions of the indie pop genre through its upbeat music, outdoor locations, use of high street fashion, and narrative structure involving flashbacks. However, it also challenges conventions by using ambiguity and representing both genders equally.
2) The print materials like the digipak follow conventions like a 4 panel design but also challenge conventions through its use of different colors on each panel.
3) The magazine advertisement features both the male and female leads smiling together, challenging gender representation conventions. It also includes release date, availability on iTunes, and a Facebook link, following advertising conventions.
The document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos, including entertainment, branding, and sales. It also discusses strategies used by different types of artists. Task 2 covers styles, techniques, and conventions used in music videos, such as camerawork, editing, technical developments, and genre conventions. Task 3 involves analyzing a minimum of three music videos, drawing on concepts from the previous two tasks. The document emphasizes using examples and illustrations to support points and encourages adding extra slides as needed.
The document discusses conventions used in the production of a music video and accompanying digipak.
For the music video, conventions such as outdoor locations, costumes representing contemporary Britain, and a narrative structure using flashbacks were employed. However, conventions around representations of gender and hedonism were challenged by portraying both genders equally and avoiding hyper-sexualization.
For the digipak, conventions like a 4-panel design and similar color tones across panels were used, but conventions were also challenged by using different colors on one panel and an unconventional track listing layout. Overall, the production employed many conventions of the genre while also developing and challenging some conventions.
Mv production assignment form 2019 (1) (1)georgewetton1
The document provides information on potential music videos to analyze, including songs, artists, and brief descriptions of video ideas. It then summarizes several of the potential music videos in more detail, describing locations, visual effects, animation styles, and other techniques used. Key opportunities and restrictions for the student's own music video ideas are listed at the end, such as using a green screen, lighting equipment, extras, and outdoor shooting.
The document provides ideas for three potential music videos based on selected songs. For the song "Black Skinhead" by Kanye West, the ideas include filming a running scene in a rundown area to fit the song's theme, shooting at different locations to set the scene, and depicting images that anger people to represent the song's lyrics. Ideas for "Bittersweet Symphony" by The Verve include a group walking through a busy street with one disappearing at the end, and portraying a character running from pursuers. Techniques from other music videos are discussed like using contrasting colors and shots to set different ambiences.
The student proposes creating a music video for the song "LSD" by ASAP Rocky. They plan to film at an abandoned site near their home to capture the right atmosphere. The video will start slow as the song does, and increase in pace and use of color as the song builds up. They will use a Canon camera and iPhone 11 for filming. The student provides budget estimates for equipment rental, permits, and talent to assess the viability of their production concept.
The document provides guidance for a music video assignment, including templates and suggestions for the pre-production process. Key details include:
- The assignment requires idea generation, research, and pre-production planning for a music video.
- Template slides cover tasks like idea generation, location scouting, equipment needs, personnel, and visual planning through storyboards.
- The student has selected the song "Two Moons" by boywithuke, and plans a montage-style video set in autumn, drawing inspiration from the song's themes of betrayal and sadness.
- Locations will need to ensure privacy, and equipment will mostly come from home or friends. A main cast of 10-11 people is
I will be editing my video using Adobe Premiere Pro on my personal laptop. I have the software license through my university and have been trained in the basics of the program. All of my filming will be done using my Canon EOS Rebel T7 DSLR camera which I already own. I don't anticipate needing any other specialist facilities for the scale of this project.
This document outlines a student's music video project for the song "Borderline" by Tame Impala. Key details include:
- The concept is to incorporate lyrics into scenic shots to create a lyric video.
- Locations being considered are Fountains Abbey, a local field, and the seaside in Scarborough.
- Equipment needed includes a video camera, tripod, and graphic pad.
- Editing will be done on a laptop at home and college.
- Friends and family will help with filming and location scouting, though one assistant lacks communication skills.
- No cast is required as the video focuses on scenery.
Abigail
Johnson
Equipment:
- Camera
- Tripod
- Graphic pad
Props:
- My dog
Shots:
- Establishing shot
- Close up shots of
grass/flowers
- Mid shots of my
dog running
Lighting:
- Natural lighting
- Golden hour
Weather backup:
- Overcast days
Permissions:
- Owned by family
Risk assessment:
- Slips/trips in field
- Weather changes
53
LOCATION 2 –
SCARBOROUGH
SEAFRONT
54
This location will
provide nice
establishing shots
and atmosphere
shots with the
seaside
This document provides guidance for a music video assignment, including templates and suggestions for pre-production elements like idea generation, research, locations, equipment, personnel, and visual planning. The student has selected the song "TV Dream" by Larkins for their music video. Their concept involves someone who begins seeing clips of themselves with another person on TVs and devices everywhere they go. They set out to find the person from the clips. Storyboards and shot lists are included to plan the sequencing of shots to tell this narrative and match the structure of the song.
The document provides guidance for a music video assignment, including ideas for interpreting a song through different techniques seen in example music videos. The student selects the song "TV Dream" by Larkins and develops an idea where someone sees footage of themselves with another person on TVs and devices everywhere they go. They pursue finding the person from the video. The locations proposed are the student's or friend's house for interior shots and a street in York that is free but may have other people.
The document summarizes the student Muskaan Bhandari's experience making a short film called "The Dark Past" for their AS Level Media Studies course. It describes developing the plot, which combines elements of horror, comedy, and real-life issues. It also covers writing the script, filming with a camera and tripod, editing with various software, integrating technologies, and how the process helped develop their production and critical thinking skills. Overall, the student learned a lot and found the experience of making their first film challenging but enjoyable.
How effective is the combination & ancillary textsBridgetoconnor2
This document discusses the importance of synergy, genre, artist image, and themes in creating a cohesive media package. It provides examples of how these elements were applied to a music video, album, and advertisement for an R&B/pop artist. Bright colors, costumes, and backgrounds were used consistently across media to establish genre and make the artist a focal point. While no single defining iconography was created for the artist's image, contrasts presented them as both sweet and fierce. An evaluation determines the package successfully incorporates these crucial elements.
Presentation research and planning.[1].ppt christianah222MissChristianah
The document summarizes the student's research and planning for their media studies advanced portfolio project. They will create a dubstep music video as their main project, with additional projects being a CD cover design and advertisement. Through researching popular music videos, the student learned common techniques used like cuts, camera angles, themes and lighting. For the dubstep genre specifically, the student found techniques like close-up shots, low key lighting and fades were commonly used. Their music video will incorporate these elements along with locations around London to appeal to their target audience of males and females aged 16-25.
Presentation research and planning.[1].ppt christianah222MissChristianah
The document summarizes the student's research and planning for their media studies advanced portfolio project. They will create a dubstep music video as their main project, with additional projects being a CD cover design and advertisement. Their research involved analyzing popular music videos across different genres to identify common elements. For their dubstep music video, they found elements like the use of technology themes, various shot types, and low key lighting. Their target audience is males and females ages 16-25 as that demographic is more open to new music genres like dubstep.
Here are some potential research targets for your music video idea:
- Research film techniques from home movies in the 1960s-1970s to authentically recreate the aesthetic you want. Things like film stock, lighting, camera movements/shots.
- Look at music videos that use a first-person perspective or focus entirely on one subject to see how they maintain visual interest.
- Explore black and white cinematography - how lighting, contrast, composition work differently in monochrome. Practice shots in B&W.
- Scout specific outdoor locations in York that suit your narrative - beaches, cafes. Consider lighting, permissions, equipment needs.
- Test your iPhone vs camera in different conditions to choose
The document provides a case study on music video production. It discusses the purposes of music videos such as making money, giving visuals to audio, and entertainment. It also covers styles, techniques, and conventions used in music videos like editing, camerawork, and technical developments. Finally, it prompts a case study analysis of an artist or genre, focusing on their use of style, intertextuality, editing, genre conventions, and critical approaches through a minimum of 3 videos.
Courtney Barnett is an Australian singer-songwriter known for her witty lyrics. Her debut EP and album received critical acclaim and she has been nominated for several major music awards. The music video for her song demonstrates several genre conventions including establishing shots of the band, narrative elements that relate to the lyrics, and styling and lighting that match the tone of the music.
The document outlines Jessie Bourke's production timeline for a project. It describes two initial attempts to color the original product that resulted in the color spreading and merging. As a result, the decision was made to keep the original and add a coffee-like tone overlay. The timeline also notes asking others like her uncle Dave, Tegan, and Sam to review works and providing feedback for evaluation purposes. Screenshots of concept ideas, potential merchandise, and character designs edited with color pens are included.
Here are the notes from Mr. Dave Sills on my first research powerpoint:
General notes:
- Check spelling and grammar
- Name products like Adventure Time, Sing by Ed Sheeran
- Include an introduction stating the purpose of the research
- Be careful of repetition and sentence structure - aim for sentences of 20-25 words and paragraphs of 100-150 words
- Mention intended audience and how research will improve quality for them
- Provide more detail on what was learned from each source and how it will be applied
Slide 3:
- Be specific about what is being taken from Adventure Time e.g. characterisation, saving the world trope, funny accents relating to target audience
The document outlines Jessie Bourke's production timeline for a project. It describes two initial attempts to color the original product that resulted in the color spreading and merging. As a result, the decision was made to keep the original and add a coffee-like tone overlay. The timeline also notes asking others like family and friends to review works and providing feedback for evaluation purposes. Concept ideas, reference images, character designs, and "merch" created for the project are also briefly presented.
Jessie Bourke created an original production and tried coloring it twice using ebsynth, but the color spread and merged too much. So Jessie decided to keep the original production and add a coffee-like tone over it instead. Jessie asked friends and family like Uncle Dave, Tegan, and Sam to review works and provide feedback for evaluation and progress tracking. Concept images, potential merchandise, and character designs were also presented.
The document discusses the author's research on the animation technique of rotoscoping using examples like Koko the Clown and Popeye, providing details on the origins and development of these characters and how they were created using rotoscoping; it also includes character profiles and family trees for Popeye, Olive Oyl, Swee'Pea, and other characters.
The document outlines a plan for an animated short film project. It includes:
- Details on the story, which involves four friends getting sucked into a portal and their other friends going on a rescue mission.
- Information on the type of animation being used (rotoscopy) and details of the project (5 minute video with 10-14 scenes).
- Character descriptions and concept art/designs.
- A script breakdown and storyboards with 12 scenes and descriptions of character emotions and actions.
- Notes on influences, resources, and a production schedule to avoid mistakes.
The document provides an overview of the planned animated short, including the story, characters, animation style, script, and
1. Jessie Bourke proposes an animated project titled "Time Fractures" targeting audiences aged 2-24. The animation will follow a group of friends who get stuck in portals and their friends' quest to rescue them while protecting their town.
2. Jessie will create the animation using rotoscoping techniques learned in first year. The concept draws from a previous first year project involving characters with special abilities on a fantasy-themed adventure.
3. Jessie plans to storyboard, draw, and scan scenes to animate the project. Progress will be evaluated based on script and design accuracy tracked in a diary for future learning.
The document summarizes the research the author has done by watching various videos to get inspiration and ideas for creating their animation project. The author looked at videos to help with movements, accuracy, and facial features to make the animation look fluid. They will draw the animation by hand and scan it in to color digitally. By studying shows like Adventure Time and Attack on Titan, the author can create colors and designs that attract their intended audience. The research will help the author develop ideas and a story based on their original plan, while recognizing the significant time required to fully design characters.
The document discusses the author's research on the animation technique of rotoscoping using examples like Koko the Clown and Popeye, providing details on the origins and development of these characters and how they were created using rotoscoping. It also includes character profiles listing names, occupations, appearances, and relatives of characters from the Popeye universe like Popeye, Olive Oyl, Swee'Pea, Bluto, and more.
The document outlines potential problems the author may face in creating an animation project at home during the pandemic. These include issues with equipment, voice recordings being affected by background noise, ability challenges with software and drawing skills, time management and editing difficulties, and home life distractions. To address these problems, the author proposes making a detailed schedule, thoroughly researching tasks, dedicating focused time each day without distractions, and having others review work.
The document discusses the research process for an animation project. The researcher looked at various videos to help with motion, accuracy, and facial expressions for drawing and animating characters by hand. Examples studied include Adventure Time, Kesha's "Die Young" music video, and Wallace and Gromit. The goal is to create fluent movement when scanning and coloring drawings, taking inspiration from styles like anime. References to specific videos will help develop ideas, characters, and story for the animated project. While not expecting perfection, the research aims to understand techniques used in finished animations.
The document outlines a student's idea for their final major project (FMP) which is an animated series with a confusing but intriguing storyline. The student chose animation because they were inspired by shows like Adventure Time and Gravity Falls that have weird but interesting storylines. Creating this project is important for their university applications and portfolio. Influences for the idea include various animated shows that feature characters with special abilities solving problems. The student wants the audience to feel confused but intrigued, thinking they've solved the story before a twist. The tone will be attention-grabbing while not too dark, with contrasting character emotions against scenery to isolate feelings and attract attention like in Adventure Time. The style allows room for the student to
Final major project - proposal - reuploadjessbourke
Jessie Bourke proposes an animated project titled "Time Fractures" targeting ages 2-24. The project follows a girl who gets taken to a mystery place and must work with two friendship groups to solve riddles and save her friends who get trapped in portals to different times. Bourke will research animation skills and existing works to develop characters and animated scenes telling the story. Progress will be tracked through character designs, scene drafts, and diary records.
Jessie Bourke proposes an animated project titled "Time Fractures" targeting ages 2-24. The project follows a girl who gets taken to a mystery place and must work with two friendship groups to solve riddles and save her friends who get trapped in portals to different times. Bourke will research animation skills and existing works to develop characters and animated scenes telling the story. Progress will be tracked through character designs, scene drafts, and diary records.
The document outlines the details of a student's final major project (FMP) idea for an animated series. The student's idea is to create a confusing but engaging animated series inspired by shows like Adventure Time and Gravity Falls that have unconventional storylines. The student hopes their project will demonstrate their animation skills for university applications and potentially become a popular show. Their influences include Adventure Time, Gravity Falls, My Hero Academia, and Rick and Morty. They want the audience to feel intrigued and confused by the storyline. The tone will be attention-grabbing and mood bright, with character emotions contrasting their environments to draw focus. The student chose this style as it allows exploration and adaptation like their influences.
Peter Lord and David Sproxton began Aardman Animations in 1972, creating their first professional production in Bristol. In the 1980s, Nick Park joined the company and created the Oscar-winning shorts The Wrong Trousers and A Close Shave. Aardman then produced their first full-length feature, Chicken Run, in 2000. They followed this with other successful films and television series featuring their claymation characters like Wallace and Gromit and Shaun the Sheep. Aardman continues to produce both short films and feature-length animated movies using their signature stop-motion clay animation technique.
Jessie Bourke conducted an evaluation of their work on an animation project. Some strengths included focusing research on understanding concepts rather than just examples, planning mentally to stay on track, and getting ahead on timing to focus on animation skills. Weaknesses were not explaining research findings fully, not writing down planning thoughts for reference, and spending too much time on timing fits instead of documentation. Technical strengths were adapting to filming limitations through animation. Aesthetic qualities made the style simple yet funny to watch, and using upbeat music kept audiences engaged. The audience appeal was designed for teenagers to help with important life decisions.
The document summarizes an individual's interests and skills in creative media such as art, filmmaking, and design from a young age. It describes their choice to study creative media to further develop skills in animation, filmography, and photography editing. It outlines strengths in artistic and organized projects, as well as adapting different styles to appeal to audiences. The document also summarizes skills learned in Photoshop, Premiere Pro, and Animate software during the course. Finally, it discusses future goals of starting a production company and gaining experience through university to establish a career in creative industries.
A person works less hours due to COVID and finds it difficult to have enough money without worrying their parents. They are looking for ways to earn extra income without their parents knowing due to concerns over worrying them during the pandemic. Maintaining financial independence while protecting parents from worry is the goal.
The document discusses the author's interests in art and digital marketing from a young age and their decision to study Creative Media. They have strengths in project organization, design, and targeting audiences. Their weaknesses include relying on others' opinions and perfectionism. Skills include creative design, time management, and adapting to new software. The author hopes to start their own production company or become a media marketer. They are looking to learn business and creativity skills in university.
Open Source Contributions to Postgres: The Basics POSETTE 2024ElizabethGarrettChri
Postgres is the most advanced open-source database in the world and it's supported by a community, not a single company. So how does this work? How does code actually get into Postgres? I recently had a patch submitted and committed and I want to share what I learned in that process. I’ll give you an overview of Postgres versions and how the underlying project codebase functions. I’ll also show you the process for submitting a patch and getting that tested and committed.
Discovering Digital Process Twins for What-if Analysis: a Process Mining Appr...Marlon Dumas
This webinar discusses the limitations of traditional approaches for business process simulation based on had-crafted model with restrictive assumptions. It shows how process mining techniques can be assembled together to discover high-fidelity digital twins of end-to-end processes from event data.
We are pleased to share with you the latest VCOSA statistical report on the cotton and yarn industry for the month of March 2024.
Starting from January 2024, the full weekly and monthly reports will only be available for free to VCOSA members. To access the complete weekly report with figures, charts, and detailed analysis of the cotton fiber market in the past week, interested parties are kindly requested to contact VCOSA to subscribe to the newsletter.
Generative Classifiers: Classifying with Bayesian decision theory, Bayes’ rule, Naïve Bayes classifier.
Discriminative Classifiers: Logistic Regression, Decision Trees: Training and Visualizing a Decision Tree, Making Predictions, Estimating Class Probabilities, The CART Training Algorithm, Attribute selection measures- Gini impurity; Entropy, Regularization Hyperparameters, Regression Trees, Linear Support vector machines.
3. RESEARCH
Example songs of society or relation to politics
1. Airplanes – B.o.B ft. Hayley Williams
2. Titanium – David Guetta ft. Sia
3. Pompeii – bastille
4. Show & tell – Melanie Martinez
5. The principle – Melanie Martinez
6. Price tag – Jessie J ft. B.o.B
Hint!
You’ve already done this in your case study, so you can
summarise that here where relevant
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
4. AIRPLANES – B.O.B FT.
HAYLEY WILLIAMS
Main genre: society and hopes and
dreams
•The camera shots are taken in a
variety of distances and shows a
main focus on each one.
•The editing is amazing where they
use moving pictures from the past
to make the lyrics more important,
as well as the use of the lights to
show different energy levels.
•The performance shown on the
video is energetic and very dynamic
•This could link to my product with
the sue of different heights and
5. TITANIUM – DAVID
GUETTA FT. SIA
Main genre: society destroying dreams
and hopes as well as getting rid of
anyone with something special about
them
The camera shots are focused on the
lad and the supernatural powers he
has as well as distant shots to show
what society has gotten too and how
we treat people.
The use of special effects gave this
video a deeper meaning linking to
society.
The performance was well directed as
it showed a story along with the lyrics
I could use this n my production by
using special effects to create a main
6. POMPEII –
BASTILLEMain genre: society falling apart
The name Pompeii is related to the disaster that
happened in the place Pompeii with the volcano
eruption this presenting a fall but specifically in
society.
The camera use give it a more real feeling because
the camera is doing the same movements are similar
to the singers
The effects that they use are transactions to make
this a story but as well the black eyes everyone has.
If I used this song I could still incorporate the feeling
of being alone and the falling to societies
7. The principle –
Melanie
Martinez
Show & tell –
Melanie
Martinez
Melanie's music is all to do with society and how people are treated when
there’s a higher ranked person in charge.
The different shots give a view of how serious it all is and the intricate with the
different scenes to show the monarchy type people in the principle and in show
and tell she’s directing this to the people who are using her or people like
Donald trump who don’t respect others.
The special effects of objects coming from the roof or turning into a doll or
getting rid of the judges is well shown giving us the thought that the monarchy
can be taken down.
If I was going to use
one of these songs for
my video I would try
incorporate the puppet
on the strings
8. PRICE TAG – JESSIE J FT.
B.O.BPrice tag is about the uniting of
people through music and not
through money.
Every body has to have a price for
everything like advice is now needed
to be paid for because nothing come
for free anymore.
The use of camera actions during the
video shows the different importance
of each word in the lyrics.
The effects of the dollhouse and the
little props in a blank space gives us
perspective of how importance small
things can be.
If I was to use this song I would used
the tree but with every one trying to
get at it.
9. POTENTIAL SONGS
Airplanes - this uses airplanes to metaphorically ask
to go back to the days where politics didn't’t stop
them from being them.
https://www.youtube.com/watch?v=kn6-c223DUU
Price tag – talks how money never united us its
separated us only music could reunite us.
https://www.youtube.com/watch?v=qMxX-QOV9tI
Pompeii – the walls of society has fallen now
everyone is falling with it its like trying to fight back
the feeling
https://www.youtube.com/watch?v=F90Cw4l-
8NY&list=RDEMdCxIUmlyvHKO9eMyVdUEgA
10. POTENTIAL
TECHNIQUES
① Zoom in/out process’ to prove different points of
each word in the lyrics
② Using props and making them look objectively bigger
than the person
③ The special effects to make it look like a different
world or give it a supernatural feel
④ The placement and where the videos are set to link to
the lyrics so that it gives it more meaning.
11. CONVENTIONS YOU
PLAN TO USE
①Different objects that mean
something to specific lyrics
②Scenery to suit the type of song
③The people I will use for this
15. SUMMARY
5 opportunities of your ideas
① Out in the open
② Multiple use of objects and people
③ Lyrics can use a variety of meanings
④ An eye catcher is where a basic disaster could potentially
kill them
⑤ Up beat and quite flexible with the pace of the
picture/videos
16. SUMMARY
5 restrictions to your ideas
1. No raves
2. No videos of a band them selves
3. To not go over the top with the meaning to
the video
4. Not to use just one person to bring the song
to life
5. Not to be basic
17. FINAL IDEA –
ARTIST/TITLE/INFO
Airplanes
By B.o.B ft. Hayley Williams of paramore
• released in April 2010
•The duo never saw each other when making the song
only when it was the live performance.
B.o.B, Jeremy "Kinetics" Dussolliet, Tim "One Love"
Sommers, DJ Frank E, Alex "da Kid" Grant, and Christine
Dominguez.
The genre is hip hop but links to society
18. FINAL IDEA – TRACK
SUMMARY
meaning: B.o.B is reminiscing bout the old days where
we did things that we love for fun not for a job
Content: There’s a lot of lights like stars and structured
camera movements with slomo and fade
Duration: Its 3 minutes and 11 seconds long
Pace: Its quite a up beat song that can be brought to
modern very easily.
Style: Its very directed to the audience makes the
audience fee like its all true
19. FINAL IDEA – YOUR
IDEAI could use this song to create a story on how society is breaking us apart
and that music was the one way we all would communicate with our minds
and words. I want to include the drawing with lights and showing a reverse
from modern to when music would bring us together
21. Intended production: is to create a music video for the song “airplanes” so that the lyrics and the
video link to each other and make sense.
The intended outcome: for the video to seem like a story about music being our only way of
communicating to each other and that we could use airplanes to wish for a better life.
“Airplanes” is about the rapper remembering when music was something people did for fun and to be
recognized but it changed after politics and now they are creating music just to stay relevant in the
world, the pace of the music starts of slow but gets more up beat further in the music but its still a
steady pace. The mood is quite happy but upset/ regret at some points because of the politics and
society, the tone is quite steady and is like a strict teacher telling you your wrong about something.
The structure is well communicated into this as it give the different perspectives of importance to
two people who are famous that the days were better when music was just for fun.
Create it to represent that music is a better way to live through than living through politics and
society rules
Equipment I will need are: -
-Camera
-SD card and battery
-Tripod
(going to create filters when using lights and drawing with lights)
COMPANY NAME: THE TREBLE CLEF
PRODUCTIONS
SONG IN PRODUCTION: AIRPLANES
ORIGINAL ARTISTS: B.O.B FT. HAYLEY WILLIAMS
PRODUCTION OUTLINE: TO CREATE A MUSIC VIDEO FOR A CERTAIN
SONG AND TO MAKE THE VIDEO AND MUSIC LINK TOGETHER.
DIRECTOR: JESSIE BOURKE ( DJ. BAB)
22. 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?
23. WHERE CAN I FILM?
IS THERE A LIMIT TO WHERE I CAN GO?
CAN MY STAFF GET THERE?
- there are some places that I only need to video the
location where there’s no characters.
- If I need a staff member in that shot and they cant get
there, I can use the green screen the put the location in
through that.
- of the weathers bad and we need an outside sun shot
then would have to reschedule or use that weather to
give it a different meaning.
- I can manage this with a timetable of days where I can
video and check through the content. And find put when
my crew is available.
24. 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
25. WHAT POSSIBLE EQUIPMENT I
NEED?
①The camera … well obviously
②SD card
③The correct battery for the
camera
④TripodI can go on the booking kit tab in blackboard and also talk to my
tutor about the specific equipment I will need.
If it isn't available straight away I would get on with making sure
everyone knows what they are doing when it is available and I
would make sure all process work is up to date and ready to be
sent off to tutor.
27. FACILITIES I CAN USE
I can use the green screen facility with a few days warning to
allow it to be ready.
I would be editing with the current mac in the classroom and
I can incorporate the use of drawing with lights to add more
to the music and make it seem like wishes
28. 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?
29. PERSONN
ELDirector: Jessie Bourke (nickname: DJ. BAB)
Position/Cast:
The Hayley Williams part – Sam and myself
The B.o.B part – ? need a lad pref. for this
Position/Crew:
In charge of playing the music so easily link up - myself or friend who currently
with me
Props person – myself or friend who currently with me
Helpers/what help with:
My parents with transport
Ill by one round of drinks occasionally not food costs a fortune ill bring a picknick
Cast/crew members will mainly be people outside of media class
people so I have a variety of skill and because I'm more
comfortable.
30. PROPS/COSTUME/ETC
① Clear screen/ cling film
② Bottle of water
③ Lights
④ Modern clothing
⑤ A blank room that we can use the
projector on.
The use of the clear
screen and bottle of
water is so we can
create a scene where
its kind of like bad
weather but its in a
sunny place so I can
use different colour
hues to add more
effects
32. Sam is the main
singer. The Hayley
Williams part
mainly outside but
also have empty
room shots for the
drawing of lights
Main words pop up
in scenes as well as
when words over
lap on the song
when both singers
are singing
together for main
chorus/ verse.
The rap part would
have a lot of other
shots but am trying
to get a male
singer.
Link to a story
There will be colour
as well as
black’n’white. There
will be main focus on
the main singers
going through a
struggle in life
33. PRE-
VISUALISATION/CONCEP
T 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]
34.
35. 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
36. 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.
37. Can we pretend that
airplanes in the night
sky are like shootin'
stars
I could really use a wish
right now, wish right
now, wish right now
X2
This is the main
chorus of the song so
when the main singer
in my video is behind
a glass looking scene
with water to make it
look sad and before
I’m going to have a
intro vid to start it off
with a story feel.
Through out this
chorus there will be
short videos of the
story to make sense
through out.
The chorus
38. Rap part 1
I could use a dream or a
genie or a wish
To go back to a place much
simpler than this
Cause after all the partying
and smashing and crashing
And all the glitz and glam
and the fashion
Yeah, yeah Overlaps
Could bring footage from
Aladdin to link to the genie or
a wish part. For this whole
part
Have a place with a lot of lights
to make it look like a party and
use green screens to make
something look better like very
posh.
People having fun
39. Rap part 1
And all the pandemonium
and all the madness
There comes a time when
you fade to the blackness
And when you're staring at
the phone in your lap
And you hoping but them
people never call you back
Have one person stood in the middle
of loads of people but have its it in
fast motion and that one person to
stand still like its in slow motion or
regular motion then everything soon
fades away
Flash to when there’s someone one
their phone with a close up of
messages of an argument.
Then said person in argument calls
up
40. But that's just how the
story unfolds
You get another hand
soon after you fold
And when your plans
unravel in the sand
What would you wish
for, if you had one
chance?
Rap part 1
Have book but place a piece of
green paper in so can use as a
green screen so a video of
someone giving their hand.
Then someone wipes away
sand from a picture of a plan
Then is blows away and the
words for the last line show
up.
41. So airplane
airplane sorry I'm
late
I'm on my way so
don't close that
gate
If I don't make
that then I'll
switch my flight
and
I'll be right back
at it by the end
of the night
Rap part 1
The singer is on their way to a new
life hoping it doesn't’t go down the
drain
Can use some doors closing with a
stop watch faintly over it.
An image showing the
next flight
And the sunset finish into
the night but speeded up
42. Yeah yeah somebody take me
back to the days
Before this was a job before I
got paid
Before it ever mattered what I
had in my bank
Yeah back when I was trying to
get a tip at subway
This is where the singer wants
to go back to when everything
is better not where everything
is about work and payment
Have money handed to the
singer like he’s done some
work after their singing
Rap part 2
43. And back then I was
rapping for the hell of it
But nowadays we rapping to
stay relevant
I'm guessing if can make
some wishes out of
airplanes
Then maybe oh maybe I'll
go back to the days
Wants it to be where
rapping was for fun
not to be relevant
The video is just
going be of the rapper
singer for this part
Prolonged video of
the night sky
Rap part 2
44. Before the politics that
we call the rap game
And back when ain't
nobody listened to my
mix tape
And back before when I
tried to cover up my
slang
But this is for the
Decatur what's up
Bobby Ray
The politics is like another rap game
always fighting for the top spot
Nobody would listen to the mix tape
And when he tried to change to get a
chance.
Rap part 2Rap part 2
45. So can I get a wish to
end the politics
And get back to the
music that started
this shit
So here I stand and
then again I say
I'm hoping we can
make some wishes
outta airplanes
Politics ruined music and the
wish is to go back to the
days where music was the
key to everyone
Video of them
standing there
and saying the
lyrics
Rap part 2
46. I could really use a wish right now
I, I, I could really use a wish right now
Like, like, like shootin' stars
I, I, I could really use a wish right now
A wish a wish right now
The final scene is both
singers or one just in one
place singing the final lyrics
at night where the stars are
out and airplanes looking
like the stars so make a wish.
The final verse
47. 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!
48.
49. 1
The struggle all
two girls get
bullied because
of who they are
2
Use footage
from Aladdin.
Use unfocused
lights
Someone staring
at a phone while
someone they
don’t want
calling is calling
3
The two girls
getting told to
be someone
they don’t want
to be
4
A book opening
up while the
pages are being
flipping through
with “can I get a
wish ”
5
The night sky
for when its on
about airplanes
in the night to
make wishes
6
Images of the
news
7
Words popping
up on the last
scene across the
girls
8
End scene with
words of
encouragement
Shot ideas/ clearer version of scanned images
50. 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.
51. scene Duration
(s)
perso
n
Shot in project
1 10 No
one
Three girls walking from a group to three
separate scenes
2 21 Hayley First girl walking into something bad and sitting
outside at the park outside her house thinking
bout it.
3 41 B.o.B Shots to do with the lyrics or close to the
meaning of the lyrics.
4 21 Hayley Second girl going out and then getting bullied
so goes to same spot as first girl and does
same thing
5 41 B.o.B Shots to do with the lyrics or close to meaning /
story flashes and night sky flashes
6 22 Hayley Shots of the girls sat together looking unhappy
with transparent images of bullies overlaying
7 24 both Close up of girls sat together looking into the
abyss of the camera lens
Shots – 2, 4, 6 – are all parts of three different girls struggling with life
and will have flashbacks to the situations
54. PRODUCTION GROUP
INFO
Name Contact info Roles
Sam Phone Main girl 1
Georgia phone Main girl 2
Jessie Not needed Main girl 3
Anyone
else
phone Help with the
bully scenes
55. 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
56. LOCATIONS
- Selby bus station – public –
as long as I don’t get people in
the shot it should be okay
Skate park is plan b of this
location
- College grounds – allowed –
scenes where going to need
more then just a few people.
- A train bridge to get a good
shot of night sky with
airplanes.
Basic camera gear – cam – tripod – SD card – battery
Could use phone if cant book out gear.
People ill need :
- Sam
- Georgia
57. RISK ASSESSMENT
- Could of rained or is raining which could damage the
camera’s
- trip hazards when holding the camera while out in
Selby.
- is the place filming needed access by owner or is it
public (forms)
58. SCHEDULE
1. prepare photo and royalty free videos in order of where
they are needed in the video
2. Video scenes needed
3. Edit as add more into video
4. submit
60. Haven’t used the camera using my
phone instead as cameras are
unavailable.
Pre-prepared the video with still
shots or the videos from royalty
free video.
61. CALL SHEETS
This links with your schedule
Complete a call sheet for each production activity
Forms are on Blackboard
Insert into PowerPoint here