The document summarizes the research and planning process for a music video. Key steps included:
- Choosing a song and concept (circus theme) by exploring genres and similar artists
- Researching techniques like kaleidoscope effects seen in other videos
- Developing characters, costumes, props, and locations to bring the concept to life
- Creating storyboards and animatics to plan shots and ensure enough content
- Casting performers who could act out roles convincingly
- Extensive planning helped structure the production process and shoot day.
The document summarizes the research and planning done for a music video project. It discusses exploring song choices and genres to appeal to the target audience. Concept ideas were developed, such as incorporating a kaleidoscope effect and circus theme. Research included looking at similar artists, videos, and developing the star image. Storyboards and animatics were created to plan shots and ensure enough content. Costumes, props, and casting were considered to enhance the overall vision. The planning process helped structure shooting and add elements, like random acts, to make the video more interesting.
This document provides details about planning and preparations for an art gallery project. It discusses Adam's roles in filming footage for a documentary about the gallery, creating digital media based on a masterpiece painting, and helping with various small tasks. Experiments are described around lighting and camera angles for interviews. Resources needed for the documentary are listed. The design of a promotional poster is discussed. Adam's work on a Photoshop interpretation of tiles from the masterpiece painting is outlined. Filming at the gallery for the documentary is also summarized. Event plans are provided for a preview night including a photobooth where people can recreate masterpiece paintings.
This 4-week animation project involved Hassan Ishfaq creating several basic 2D stick figure animations, including a bouncing ball. He created the animations and characters in Illustrator. The first animation showed a bouncing ball breaking a search bar, with consequences like letters shattering. Later, one letter comes to life trying to escape. Though it was a learning experience, Hassan notes things like character movement and timing could be improved for future projects.
Ali Khalkhali is applying to the MA Drawing course at Wimbledon to further develop his drawing skills. He has been drawing since college in a self-taught manner and believes the structured academic environment of the program will help accelerate his progress. The course aligns with his goal of creating comics, animations, and games to culturally influence society. He sees the drawing foundations learned in the course as important for building future works.
Jack created a music video to support the LGBT community using British Sign Language. He researched music videos on YouTube for inspiration and chose to recreate Lady Gaga's "Born This Way" video. Jack filmed the video in his living room with friends due to time constraints. Though the filming took longer than expected due to distractions, Jack was pleased with the finished video. Peer feedback noted the effective lighting and effects but suggested varying locations and shots. For future videos, Jack plans to film outdoors, hire professionals, and improve rehearsal and planning.
The document provides a final evaluation of the author's photography project focused on capturing youth stereotypes. The author found their most successful shoots used a documentary style rather than staged images. Their favorite shoots were taken at a skate park and graffiti tunnel due to capturing moments spontaneously without posing subjects. While the author experimented with different techniques across shoots, they determined the documentary style with added noise and grain best conveyed the youth stereotype. The author believes their skills improved from initially just taking photos to creating images with contextual intentions that strongly symbolize youth subculture.
This document provides a final evaluation and analysis of the author's photography project focused on portraying youth subcultures. The author found that candid, unstaged photos were most successful. Their strongest shoots used documentary style to capture subjects spontaneously in public locations like a skate park and graffiti tunnel. Through experimenting with different techniques across multiple shoots, the author determined that documentary photography best conveyed their intended stereotypes of youth culture, rather than staged images. Their final portfolio cohesively features their most powerful documentary images while exploring techniques like blur, noise and black and white editing.
Sophie Hoskin proposes to create a music video for an original song as part of her extended project. She will write and record the song, research music video styles, storyboard ideas, shoot footage at a public location using a camcorder, and spend a week editing the final video. Her goal is to develop skills in music video production for potential future career opportunities. She outlines her planning process, including songwriting, location scouting, equipment use, and areas for improvement if she were to create another video.
The document summarizes the research and planning done for a music video project. It discusses exploring song choices and genres to appeal to the target audience. Concept ideas were developed, such as incorporating a kaleidoscope effect and circus theme. Research included looking at similar artists, videos, and developing the star image. Storyboards and animatics were created to plan shots and ensure enough content. Costumes, props, and casting were considered to enhance the overall vision. The planning process helped structure shooting and add elements, like random acts, to make the video more interesting.
This document provides details about planning and preparations for an art gallery project. It discusses Adam's roles in filming footage for a documentary about the gallery, creating digital media based on a masterpiece painting, and helping with various small tasks. Experiments are described around lighting and camera angles for interviews. Resources needed for the documentary are listed. The design of a promotional poster is discussed. Adam's work on a Photoshop interpretation of tiles from the masterpiece painting is outlined. Filming at the gallery for the documentary is also summarized. Event plans are provided for a preview night including a photobooth where people can recreate masterpiece paintings.
This 4-week animation project involved Hassan Ishfaq creating several basic 2D stick figure animations, including a bouncing ball. He created the animations and characters in Illustrator. The first animation showed a bouncing ball breaking a search bar, with consequences like letters shattering. Later, one letter comes to life trying to escape. Though it was a learning experience, Hassan notes things like character movement and timing could be improved for future projects.
Ali Khalkhali is applying to the MA Drawing course at Wimbledon to further develop his drawing skills. He has been drawing since college in a self-taught manner and believes the structured academic environment of the program will help accelerate his progress. The course aligns with his goal of creating comics, animations, and games to culturally influence society. He sees the drawing foundations learned in the course as important for building future works.
Jack created a music video to support the LGBT community using British Sign Language. He researched music videos on YouTube for inspiration and chose to recreate Lady Gaga's "Born This Way" video. Jack filmed the video in his living room with friends due to time constraints. Though the filming took longer than expected due to distractions, Jack was pleased with the finished video. Peer feedback noted the effective lighting and effects but suggested varying locations and shots. For future videos, Jack plans to film outdoors, hire professionals, and improve rehearsal and planning.
The document provides a final evaluation of the author's photography project focused on capturing youth stereotypes. The author found their most successful shoots used a documentary style rather than staged images. Their favorite shoots were taken at a skate park and graffiti tunnel due to capturing moments spontaneously without posing subjects. While the author experimented with different techniques across shoots, they determined the documentary style with added noise and grain best conveyed the youth stereotype. The author believes their skills improved from initially just taking photos to creating images with contextual intentions that strongly symbolize youth subculture.
This document provides a final evaluation and analysis of the author's photography project focused on portraying youth subcultures. The author found that candid, unstaged photos were most successful. Their strongest shoots used documentary style to capture subjects spontaneously in public locations like a skate park and graffiti tunnel. Through experimenting with different techniques across multiple shoots, the author determined that documentary photography best conveyed their intended stereotypes of youth culture, rather than staged images. Their final portfolio cohesively features their most powerful documentary images while exploring techniques like blur, noise and black and white editing.
Sophie Hoskin proposes to create a music video for an original song as part of her extended project. She will write and record the song, research music video styles, storyboard ideas, shoot footage at a public location using a camcorder, and spend a week editing the final video. Her goal is to develop skills in music video production for potential future career opportunities. She outlines her planning process, including songwriting, location scouting, equipment use, and areas for improvement if she were to create another video.
1) The document outlines the extensive research and planning process undertaken by a group to produce a music video portfolio. This included researching artists, genres, target audiences, costumes, locations, and more.
2) Key aspects of research included studying music videos by artists like Haim, Rihanna, and Sky Ferreira for inspiration. Research was also done on schizophrenia to portray it accurately.
3) Planning incorporated creating treatments, storyboards, props lists, and casting to visualize the video before shooting. This preparation helped address issues and ensure a successful final product.
Hannah conducted research on existing music videos in the same genre to inform the production of her own music video. She analyzed camera angles, set design, and visual effects from videos like "Tubthumping" and "Stacey's Mom." Hannah also looked at camera work and editing styles from "Walkin' on the Sun." For her album cover, Hannah researched different art styles but had trouble finding similar examples. Overall, Hannah's research helped her understand audience expectations but she wishes she had more time to conduct a more in-depth analysis.
The student conducted research for both their AS and A2 media productions. For AS, they analyzed horror film openings to understand how to build tension. They took inspiration from films like Nightmare on Elm Street and Texas Chainsaw Massacre. For A2, the student researched expository documentaries on YouTube and Channel 4 to inform their documentary on cosplayers. Key sources of analysis included conventions, editing techniques, and use of music to set mood. The research processes were similar in analyzing techniques and atmosphere/tension, but differed in genres and depth of analysis between AS and A2.
This summary provides the key details from the document in 3 sentences:
The document outlines a student's final major project which was a documentary about the mod subculture in Margate, UK from the 1960s. The student conducted research including viewing other films and documentaries. The outcome was a short documentary incorporating interviews with the student's grandparents who were mods, relevant music, and footage of Margate to portray the liveliness of the mod scene.
Hannah Stockill conducted research and produced a music video, album cover, and posters for a band. Peer feedback noted that the video had a vintage aesthetic and fast pacing that worked well. Improvements could be made by varying shot lengths, adding transitions, and ensuring consistency in color grading between elements. Hannah agrees some color grading could be improved but disagrees that shot lengths were issues, as they matched the song's beat and style. Overall, feedback affirmed Hannah's editing skills and pacing matched the music well.
The document provides an evaluation by Oliver Keppie of a production process for a music video. It includes sections on research, planning, time management, technical qualities of the camera work and editing, aesthetic qualities, audience appeal, and peer feedback. The peer feedback noted that the lip syncing and effects worked well but improvements could be made to the money effect and adding more variety of shots. Oliver plans to gather more source material for research and capture more footage for future projects.
This document discusses how the media product challenges conventions of real documentaries. It analyzes conventions from other dance documentaries like using voiceovers, cutaways, interviews, and non-diegetic music. It discusses adopting conventions like these while also challenging conventions by using archive footage and positioning interviews differently. The document discusses creating ancillary products to build a brand identity and multiplatform presence, an important documentary convention.
The document discusses the evaluation of a film production process. It covers various aspects of planning, filming, editing and the final product. For planning, the document discusses researching demographics and coming up with varied ideas, though some ideas felt underdeveloped. Filming had time restraints which required getting backup shots. Editing was simplistic without unusual transitions to fit the tone, and music was added. Overall the film looks good with some pleasing shots, though some lacked movement or creativity. The sci-fi concept and tone may appeal to target audiences, but the slow start could put some off.
The document discusses the secondary and primary research conducted for a client project. Through secondary research, the client aimed to understand the typical work of Mediale, a media company, to link their project. Primary research included a survey that found many people experienced mental health issues and confirmed it as a major topic. The research informed the project focus on creating a positive message about mental health.
The document summarizes the client's secondary and primary research process for their media project. Through secondary research, the client learned about their media company client and the types of projects they work on. Their primary research included a survey that provided insights into mental health issues among youth. Key findings indicated stress from education is a major contributing factor and that many respondents had personal experience with mental health disorders. The client concluded they would focus their video project on portraying mental health issues as a natural experience many people face.
The document provides an evaluation of the student's production process for a project. It summarizes the strengths and areas for improvement in the student's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, the student gathered information on colors, effects, subjects and themes from other similar projects. Planning involved scheduling tasks, scripting audio, and booking studio time. Time management was aided by a weekly planner. Technical elements like overlays, effects and audio editing were incorporated. Aesthetic qualities like saturation, overlays and shots were designed to fit the dark theme. Peer feedback praised the emotion and meaning but suggested making it longer, while the student disagreed with making it significantly longer
The document discusses how Tom Carnegie used various media technologies in the construction, research, planning and evaluation of his media products. He planned and constructed a stage set up for photography, researched and hired appropriate lighting equipment, composed original music and recorded instruments. Tom filmed using a high quality video camera and edited the music video and auxiliary products using software like Final Cut, iMovie and Photoshop. Online platforms like YouTube and Blogger were utilized for sharing work and obtaining audience feedback throughout the process.
The document discusses how Tom Carnegie used various media technologies in the construction, research, planning and evaluation of his media products. He planned and constructed a stage set up for photography, researched and hired appropriate lighting equipment, composed original music and recorded instruments. Tom filmed using a high quality video camera and edited the music video and auxiliary materials using software like Final Cut, iMovie and Photoshop. Online platforms like YouTube and Blogger were utilized for sharing work and obtaining audience feedback throughout the process.
The document outlines the process of creating a music video for a class project. It discusses researching music videos to understand conventions. The student chose to make a video for "Sorrow" by The National after analyzing lyrics. Planning included coming up with an idea of flashbacks to the subject's past. Resources used were internet research and camera equipment. Areas for improvement included getting more footage, characters, and better shot linking. Overall, the student felt they improved filming and editing skills through the project.
The document provides an evaluation of the production process for a skateboarding video. It describes the research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback for the video. Research included product, audience, and secondary research. Planning covered locations, interviews, music, and the production schedule. Time management challenges included injuries and weather. Technical qualities included unique overlay and animation effects. The video effectively portrayed skater personalities and styles but could have included more varied tricks. Peer feedback noted fitting music but repetitive tricks, and suggested including skaters of varying abilities.
Adam Lepard produced a music video for the song "Shadows" by Childish Gambino over 5 weeks. In week 1, he chose the song and developed initial plans with ideas for how the video would change along with the song's changing style. In week 2, he researched technical elements and filming techniques needed for effects in the video. Week 3 involved pre-production like storyboards and shot lists. Filming in week 4 was difficult with time constraints. In week 5, Adam evaluated his work and got feedback, noting he should have planned filming better and could have improved effects with more preparation and time.
The student created a short experimental film with a fantasy theme exploring childhood nostalgia. Through research on similar photographers' styles, the student developed an eerie, dream-like black and white aesthetic using hard flash at night. The project involved solo nighttime photography capturing woods and villages. While editing, the student struggled to fit images cohesively but addressed this through trimming and transitions. The completed film conveys a weird nostalgia through brief image bursts, achieving the intended unusual style. The student felt the project successfully tested new skills and themes but wished for more time to further develop the idea.
The document provides guidance for stage 2 of a music video production project. It instructs the reader to research potential production techniques from 3 related music videos and collect clips, images, or guides that could help with their own production. The reader is also asked to assess whether they can use the techniques they researched or how they might employ them. The document then analyzes 3 example music videos in terms of their production techniques, styles, and storytelling elements. It concludes by asking the reader to consider the conventions and characteristics of their chosen genre and artist and how they plan to employ these concepts in their own video.
This document summarizes a student's fantasy-themed photography project. The student was drawn to the fantasy theme as it allowed for strange and abstract ideas inspired by childhood memories of the woods and fields seeming fantastical. Through research of similar photographers' styles and techniques, the student developed an eerie, dream-like black and white short film using hard flash at night to capture village scenes. Challenges included fitting images together cohesively and focusing in low light, but the final outcome conveyed the nostalgic yet creepy atmosphere the student envisioned.
The music video was influenced by the film Kickass and aimed to appeal to 16-24 year olds interested in dub step/dance music. Research included analyzing other music videos in the genre on YouTube and DJ websites. The target audience was identified as male teens based on the researchers' experiences at festivals and popularity of the genre on YouTube. Props and costumes created a homemade superhero look on a limited budget while camera shots hid that the location was not a typical school. An animatic storyboarded the shots to the music to plan filming and envision the final video. More time was needed for planning, filming, and perfecting costumes/props and fight scenes.
A female punk artist mocks and rebels against her manager in a music video treatment. The video would include three sets - her drab office cubicle covered in graffiti, her colorful personal studio space, and finally confronting her manager in his office. The treatment explores themes of hierarchy, power dynamics, and the artist asserting her independence and superiority over the conformist office environment.
1) The document outlines the extensive research and planning process undertaken by a group to produce a music video portfolio. This included researching artists, genres, target audiences, costumes, locations, and more.
2) Key aspects of research included studying music videos by artists like Haim, Rihanna, and Sky Ferreira for inspiration. Research was also done on schizophrenia to portray it accurately.
3) Planning incorporated creating treatments, storyboards, props lists, and casting to visualize the video before shooting. This preparation helped address issues and ensure a successful final product.
Hannah conducted research on existing music videos in the same genre to inform the production of her own music video. She analyzed camera angles, set design, and visual effects from videos like "Tubthumping" and "Stacey's Mom." Hannah also looked at camera work and editing styles from "Walkin' on the Sun." For her album cover, Hannah researched different art styles but had trouble finding similar examples. Overall, Hannah's research helped her understand audience expectations but she wishes she had more time to conduct a more in-depth analysis.
The student conducted research for both their AS and A2 media productions. For AS, they analyzed horror film openings to understand how to build tension. They took inspiration from films like Nightmare on Elm Street and Texas Chainsaw Massacre. For A2, the student researched expository documentaries on YouTube and Channel 4 to inform their documentary on cosplayers. Key sources of analysis included conventions, editing techniques, and use of music to set mood. The research processes were similar in analyzing techniques and atmosphere/tension, but differed in genres and depth of analysis between AS and A2.
This summary provides the key details from the document in 3 sentences:
The document outlines a student's final major project which was a documentary about the mod subculture in Margate, UK from the 1960s. The student conducted research including viewing other films and documentaries. The outcome was a short documentary incorporating interviews with the student's grandparents who were mods, relevant music, and footage of Margate to portray the liveliness of the mod scene.
Hannah Stockill conducted research and produced a music video, album cover, and posters for a band. Peer feedback noted that the video had a vintage aesthetic and fast pacing that worked well. Improvements could be made by varying shot lengths, adding transitions, and ensuring consistency in color grading between elements. Hannah agrees some color grading could be improved but disagrees that shot lengths were issues, as they matched the song's beat and style. Overall, feedback affirmed Hannah's editing skills and pacing matched the music well.
The document provides an evaluation by Oliver Keppie of a production process for a music video. It includes sections on research, planning, time management, technical qualities of the camera work and editing, aesthetic qualities, audience appeal, and peer feedback. The peer feedback noted that the lip syncing and effects worked well but improvements could be made to the money effect and adding more variety of shots. Oliver plans to gather more source material for research and capture more footage for future projects.
This document discusses how the media product challenges conventions of real documentaries. It analyzes conventions from other dance documentaries like using voiceovers, cutaways, interviews, and non-diegetic music. It discusses adopting conventions like these while also challenging conventions by using archive footage and positioning interviews differently. The document discusses creating ancillary products to build a brand identity and multiplatform presence, an important documentary convention.
The document discusses the evaluation of a film production process. It covers various aspects of planning, filming, editing and the final product. For planning, the document discusses researching demographics and coming up with varied ideas, though some ideas felt underdeveloped. Filming had time restraints which required getting backup shots. Editing was simplistic without unusual transitions to fit the tone, and music was added. Overall the film looks good with some pleasing shots, though some lacked movement or creativity. The sci-fi concept and tone may appeal to target audiences, but the slow start could put some off.
The document discusses the secondary and primary research conducted for a client project. Through secondary research, the client aimed to understand the typical work of Mediale, a media company, to link their project. Primary research included a survey that found many people experienced mental health issues and confirmed it as a major topic. The research informed the project focus on creating a positive message about mental health.
The document summarizes the client's secondary and primary research process for their media project. Through secondary research, the client learned about their media company client and the types of projects they work on. Their primary research included a survey that provided insights into mental health issues among youth. Key findings indicated stress from education is a major contributing factor and that many respondents had personal experience with mental health disorders. The client concluded they would focus their video project on portraying mental health issues as a natural experience many people face.
The document provides an evaluation of the student's production process for a project. It summarizes the strengths and areas for improvement in the student's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, the student gathered information on colors, effects, subjects and themes from other similar projects. Planning involved scheduling tasks, scripting audio, and booking studio time. Time management was aided by a weekly planner. Technical elements like overlays, effects and audio editing were incorporated. Aesthetic qualities like saturation, overlays and shots were designed to fit the dark theme. Peer feedback praised the emotion and meaning but suggested making it longer, while the student disagreed with making it significantly longer
The document discusses how Tom Carnegie used various media technologies in the construction, research, planning and evaluation of his media products. He planned and constructed a stage set up for photography, researched and hired appropriate lighting equipment, composed original music and recorded instruments. Tom filmed using a high quality video camera and edited the music video and auxiliary products using software like Final Cut, iMovie and Photoshop. Online platforms like YouTube and Blogger were utilized for sharing work and obtaining audience feedback throughout the process.
The document discusses how Tom Carnegie used various media technologies in the construction, research, planning and evaluation of his media products. He planned and constructed a stage set up for photography, researched and hired appropriate lighting equipment, composed original music and recorded instruments. Tom filmed using a high quality video camera and edited the music video and auxiliary materials using software like Final Cut, iMovie and Photoshop. Online platforms like YouTube and Blogger were utilized for sharing work and obtaining audience feedback throughout the process.
The document outlines the process of creating a music video for a class project. It discusses researching music videos to understand conventions. The student chose to make a video for "Sorrow" by The National after analyzing lyrics. Planning included coming up with an idea of flashbacks to the subject's past. Resources used were internet research and camera equipment. Areas for improvement included getting more footage, characters, and better shot linking. Overall, the student felt they improved filming and editing skills through the project.
The document provides an evaluation of the production process for a skateboarding video. It describes the research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback for the video. Research included product, audience, and secondary research. Planning covered locations, interviews, music, and the production schedule. Time management challenges included injuries and weather. Technical qualities included unique overlay and animation effects. The video effectively portrayed skater personalities and styles but could have included more varied tricks. Peer feedback noted fitting music but repetitive tricks, and suggested including skaters of varying abilities.
Adam Lepard produced a music video for the song "Shadows" by Childish Gambino over 5 weeks. In week 1, he chose the song and developed initial plans with ideas for how the video would change along with the song's changing style. In week 2, he researched technical elements and filming techniques needed for effects in the video. Week 3 involved pre-production like storyboards and shot lists. Filming in week 4 was difficult with time constraints. In week 5, Adam evaluated his work and got feedback, noting he should have planned filming better and could have improved effects with more preparation and time.
The student created a short experimental film with a fantasy theme exploring childhood nostalgia. Through research on similar photographers' styles, the student developed an eerie, dream-like black and white aesthetic using hard flash at night. The project involved solo nighttime photography capturing woods and villages. While editing, the student struggled to fit images cohesively but addressed this through trimming and transitions. The completed film conveys a weird nostalgia through brief image bursts, achieving the intended unusual style. The student felt the project successfully tested new skills and themes but wished for more time to further develop the idea.
The document provides guidance for stage 2 of a music video production project. It instructs the reader to research potential production techniques from 3 related music videos and collect clips, images, or guides that could help with their own production. The reader is also asked to assess whether they can use the techniques they researched or how they might employ them. The document then analyzes 3 example music videos in terms of their production techniques, styles, and storytelling elements. It concludes by asking the reader to consider the conventions and characteristics of their chosen genre and artist and how they plan to employ these concepts in their own video.
This document summarizes a student's fantasy-themed photography project. The student was drawn to the fantasy theme as it allowed for strange and abstract ideas inspired by childhood memories of the woods and fields seeming fantastical. Through research of similar photographers' styles and techniques, the student developed an eerie, dream-like black and white short film using hard flash at night to capture village scenes. Challenges included fitting images together cohesively and focusing in low light, but the final outcome conveyed the nostalgic yet creepy atmosphere the student envisioned.
The music video was influenced by the film Kickass and aimed to appeal to 16-24 year olds interested in dub step/dance music. Research included analyzing other music videos in the genre on YouTube and DJ websites. The target audience was identified as male teens based on the researchers' experiences at festivals and popularity of the genre on YouTube. Props and costumes created a homemade superhero look on a limited budget while camera shots hid that the location was not a typical school. An animatic storyboarded the shots to the music to plan filming and envision the final video. More time was needed for planning, filming, and perfecting costumes/props and fight scenes.
A female punk artist mocks and rebels against her manager in a music video treatment. The video would include three sets - her drab office cubicle covered in graffiti, her colorful personal studio space, and finally confronting her manager in his office. The treatment explores themes of hierarchy, power dynamics, and the artist asserting her independence and superiority over the conformist office environment.
The song and music video promote expressing and accepting emotions, especially for men, by depicting a small indie band performing in multiple sets with different colored sections in a studio. The video begins with the star picking up a pink phone with black makeup running down her face, having a silent conversation to set the conceptual, artsy tone of addressing the stigma around being emotional.
The document provides information on three songs being pitched for a media project, including The Sonder Bombs song "Crying is Cool" with under 10,000 streams, Red Rum Club's "Eleanor" with 8,000 views and 20,000 Instagram followers, and another Sonder Bombs song where the concept suggested focusing on an all-girl band using graffiti and paint on white outfits.
The song and music video promote expressing and accepting emotions, especially for men, by depicting a small indie band performing in multiple sets with different colored sections in a studio. The video begins with the star picking up a pink phone with black makeup running down her face, having a silent conversation to set the conceptual, artsy tone of addressing the stigma around being emotional.
This document outlines a treatment for a music video for the song "The Itch" by the band The Silver Lines. The treatment discusses the song's meaning as about drug addiction withdrawal. It proposes shooting both stationary performances and shots of the band moving together in public in vintage hip hop-inspired clothes. Visual elements would include a black and white/off-white color palette and displaying lyrics. The narrative would show the band trying to avoid "The Itch" through their movements and interactions being filmed.
Finn Harry's new song "FALLOUT" tells the story of a messy young love that left both parties scarred. The song explores the breakdown of a relationship between a 23-year old named Harold and a girl who suffers mental breakdown because they cannot be together. Musically, it has the genre of alternative/indie rock and pop with tempo shifts and breakdowns. The music video focuses on an angsty teenager who feels their world is falling apart and they cannot escape. It uses visual cues and influences from Wong Kar-Wai’s In the Mood for Love and Paolo Sorrentino’s The Great Beauty to represent the teenager's lost and disjointed state of mind.
This document provides a pitch for a short film about a woman named Rosie Lowe. It includes a link to a YouTube video about Rosie Lowe that serves as an influence. The document also lists "Dusky – Sort it out" and "Sharon" as additional influences for the proposed short film.
The song "Franklin Drive" by Audrey Gillispie is about a breakup between a girl and boy from the singer's perspective. She is still not over the breakup and misses him and the things they used to do together, like going to Franklin Drive. The genre is pop, with a slower, more soulful style. The proposed music video would show the artist writing the song in black and white, interspersing shots of her alone at romantic locations to convey the feelings of missing her ex.
The document contains pitches for music videos for four songs by different artists. The first pitch is for "Like The Water" by Cindy B, a pop/R&B song that would feature moody lighting and shots of the young female artist singing at various locations including a crowded party and alone on stage. The second is for "Franklin Drive" by Audrey Gillispie, a pop song telling the story of a breakup through shots of the young female artist in romantic settings. The third pitch is for "99 Million Year Old Baby" by Blue Rasberry, a rock song that would feature fast transitions between the teenage band playing in a bare room and hanging out in a cluttered den. The final pitch
The document discusses the choices made for an opening title sequence for an emotional drama film. It explores how the sequence follows conventions of the genre including using relatable costumes, settings, and characters. It also draws inspiration from films like What's Eating Gilbert Grape, Dead Poets Society, and Good Will Hunting that effectively use such conventions. The sequence aims to represent teenagers, the working class, and a reclusive director, as well as explore the social issue of fan culture.
The document discusses the conventions of the thriller genre and analyzes the opening title sequence of the short film "My Love." It examines elements like the strong female protagonist taking revenge, portrayals of younger women, and moments when wives discover their husband's infidelity. It analyzes camera shots, mise-en-scene elements like location, costumes, and lighting, as well as editing techniques and sound design. Social issues presented in the sequence like female power, older men seeking younger partners, violence, and obsession are also discussed.
The document discusses the conventions of thriller movies and how the opening sequence of a project adheres to or challenges these conventions. It outlines conventions like a crime occurring due to an antagonist, clues for the protagonist to follow, risk to life, and an action-packed narrative. The summary analyzes how the opening sequence includes a baby kidnapping, close-ups of the distraught mother's reaction, and slow editing to build tension. While containing these thriller elements, it challenges conventions by having a female protagonist and representing women and parents in countertypical ways.
The document outlines a 4-step process for developing coursework project ideas. Students are to: 1) Come up with 4 initial ideas independently; 2) Write 2 paragraph synopses for each; 3) Pitch their favorite idea to the group; 4) Rework their ideas based on feedback to finalize their 4 options. The goal is for students to independently generate ideas, summarize them, get feedback on pitching an idea, and then refine their proposals.
The document discusses conventions of thriller genre and analyzes the opening sequence of a film against these conventions. It summarizes that the sequence features a mother discovering her baby has been kidnapped through a baby monitor, portraying women and parents. Though it follows some conventions like close-ups showing emotion, it challenges others by having a female protagonist instead of male. The pacing and music build tension as the kidnapping occurs.
The document discusses the representation of social groups in the opening title sequence of a psychological thriller film. It describes the main characters as a teenage couple to make the story more emotionally engaging for audiences. To represent the couple, close shots are used when they interact and they are shown holding hands to indicate their romantic relationship. Gender stereotypes are also adhered to - the female character wants to stay inside on her phone, while the male is adventurous and eager to explore the lake. Overall, the document focuses on how conventions like character archetypes and relationships are incorporated to set expectations for the genre.
The document discusses the conventions of the thriller genre seen in an opening title sequence created by the author. It includes key elements like a strong female protagonist taking revenge, portraying the "younger lady" as a villain, and moments where the wife discovers her husband's infidelity. Camera shots, lighting, locations, costumes and other technical elements are analyzed in detail. Social issues like domestic violence and obsession are also explored.
How does your product use or challenge conventions and how does it represent ...hurtwoodhousemedia5
This document discusses how a product uses or challenges conventions in representing social groups or issues. It provides examples of conventions for opening title sequences such as establishing shots, introducing antagonists and secondary characters, and using editing techniques. Social groups are also mentioned as something conventions may represent. The document lists thriller as the genre and references the TV show YOU and films Gone Girl and I Spit on Your Grave to illustrate conventions.
The document provides an analysis of the opening title sequence created by the student for their psychological thriller film "A Void". It summarizes the genre conventions used, compares it to similar films, introduces the three main characters representing different social classes, and discusses how it challenges stereotypes such as depicting a non-hysterical female protagonist and portraying a dysfunctional family dynamic. The student also analyzes how the sequence represents issues like the impact of technology on teenagers and changing mother-daughter relationships in modern society through its use of camera work, editing, mise-en-scene, and adherence to representation theorists.
2. Developing the concept
• I explored different songs that I liked and
looked at the ones that would appeal to my
target audience
• I investigated different genres and liked the
idea of a sixties style mixed with jazz/blues
• After I chose my song C2C Down the Road I
looked at different concept ideas
• For example I came up with several different
ideas and then chose my favorite one
3. • After looking at the Kaleidoscope element I
researched different videos with this feature
• AX.PARIS advert -
https://www.youtube.com/watch?v=XbUeMJ8KizI
• O.P.I advert -
https://www.youtube.com/watch?v=AGLCZSwYfD
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• I liked the idea of featuring this into my video and
I established that my video would then be post
production based.
• I also looked at my star image looking at an edgy
however hip-hop look
4. Research I did include:
• I researched different artists that
were similar and therefore I came
up with the idea of having a
female as my main act as it would
create a wide fan base of both
male and females.
• I also looked at similar music
videos in order to help create a
context, this helped us to come
up with the idea of a circus theme
in order to make my video look
more interesting.
I liked the idea of using
masks to hide faces
5. Original concept
• Originally I liked the idea of filming something in
London with someone in a busy street however
we decided that after researching this enough I
was going to change it as it would be to hard to
film in a busy area with people walking around.
6. Finally
• I came up with the treatment idea by looking
at the Kaleidoscope and also looking at
shadows all over the wall. I then incorporate a
performance element into it.
• Gnarls Barkley ‘Crazy’ -
https://www.youtube.com/watch?v=bd2B6Sj
Mh_w
• I tried not to be to literal about I music video
and looked at Gnarls Barkley ‘Crazy’ in order
to help expand my idea
7. • From watching this video I established that I
could not use the Kaleidoscope theme
throughout the video and it proved to me that
I would need to incorporate something else
into the video.
• This helped me to then come up with idea of a
clown act and a doll act to make it more
appealing to the audience.
9. • We looked at the ways artists are created and
established, from a talk Emily Tedrake who gave
me an insight into how an artist is formed, this
helped me to understand what I was looking for
in the star image.
• After understanding how I could create the star
image I looked at a treatment where I would
gather all the information for my acts. For
example we looked at other videos of artists who
were able to appeal to a similar target audience,
from doing this I found out some useful tips. For
example the clothing and make up of my artists
which I then applied in my treatment.
10. • After establishing that I wanted to use a
Kaleidoscope and shadows I then formed the
final draft of my music video. I looked at
various sources for example articles and
videos, from watching one particular video
• https://www.youtube.com/watch?v=8Uee_mc
xvrw
• I established that I wanted something that
would seem different and weird, this is where
I came up with the idea of having a clown
aswell as a doll with exaggerated make up
11. Researching music video
• After pitching several different ideas I
eventually settled on the idea of the
Kaleidoscope – this would synchronies with
the style of the song which is French electric
music
• I also looked at the original music video and
decided that I could make something just as
interesting however completely different. As
the song is electronic style I decided that I
could make the video look electronic style too.
12. Researching
• Overall researching and looking at different
videos and concepts helped to encourage the
context of my video and it also helped to
establish how I could incorporate different
themes into my video, for example using all
the acts to stand in front of a green screen
which would then enable to transform into
the kaleidoscope
13. Location
• Primarily I looked at shooting off-location, for
example in the first concept it involved
shooting in London in a built up area.
However after drawing up several different
concept ideas I decided that I would be able to
shoot all of the acts in the studio in front of
the green screen. This meant that I would not
have the hassle of filming in an area where
there are people walking around and
potentially ruining the shots
14. Props - instrument
• Prior to the shoot day I made a list of all of the
props that I would need in order to be organized
and make sure that I would not forget anything. I
knew that I would have to find instruments for all
the acts, therefore I looked at the instruments
that the song needed and then tried to find a
suitable fit. For example I did not want to have a
guitar that looked shabby. I liked the idea of
having an old fashioned microphone in order to
create a sense of the sixties style
15. Props - extras
• I knew that I had to purchase a guitar that I would be able
to smash, so I looked at ones that I could afford and that
could be broken
• I also looked into the idea of horse heads which I thought
would look good against the shadow effect that I would
create in post-production
• Additionally to go with the circus theme I searched
different acts, for example a fortune teller throwing around
cards, this then helped us to establish what one of the
random acts could be
• I also knew that I would need juggling balls for the clown
• Finally I had the idea of popping gum which was influence
by Miley Cyrus’s music video ‘We Cant stop’:
• http://www.youtube.com/watch?v=b_mwiAhYKCU
16. Costumes
• I tried to find a sense of synchronization within my
costumes so that the acts would look like they were
from a similar time period.
• As my artists name is Luella Rouge I decided that she
should wear red.
• The doll costume was researched and then inspired by
a circus doll that I discovered
• All the costumes were thought about prior to the shoot
day and I made sure that they would fit and be
appropriate
• Additionally I had to cut out anything that was green as
it would affect the green screen editing process
17. Set design
• I saw a set designer who helped to give advice on
choosing a set. I looked at having a a plain black
wall surrounding the act with a star cloth to create
a sixties style surrounding. This was inspired by
this video:
• http://www.youtube.com/watch?v=NF-kLy44Hls
• However I then established that I would only need
a green screen throughout
• Sorting out the set helped to put my video into
perspective and establish where I wasre aiming to
go.
18. Storyboarding
• Storyboarding gave a clear outline and an
organizational structure into what my shots
would then look like, additionally it helped us
to spot any errors or potential for any new
shots.
• It helped to frame and structure my work in
an organized form
• It also helped my idea come together and it
helped us to see what the outcome would
then look like
19. This is a screen shot of my story board which clearly
indicates a shot by shot process with a description of the
time and the shot number
20. Animatic
• The animatic gave an outline on what my video would
look like at after drawing each picture for the
storyboard – the animatic was hugely beneficial as it
showed us that I did not want to have just a plain white
background.
• Furthermore it helped us to plan my the story and map
out each shot so that I could have a successful and easy
shoot day
• I thought that this was a great planning process as it
showed us that I would have to add more acts to the
scene in order to make it look more interesting and
appealing to a young pop audience
22. Planning
• The planning process helped us keep on track
and be organized – it also helped us to make
more informed decisions during the
production process
• I also did several test shots and screen tests
prior to the shoot day in order to make sure
that my acts were prepped and ready
23. Casting
• Casting created a huge impact on my music
video, I chose a cast that I thought would look
good behind the camera, appeal to the
audience, and however be able to act out and
not get shy behind the camera and the lights. I
think that this was a huge influence, as I chose
Paulina Keller who is a drama student she was
able to act and be playful which made the
video look more professional and interesting
24. Animatic
• The animatic was hugely successful as it showed
us what I was missing and that I needed to make
it more interesting, it also warned me that I
needed to have enough footage so that was
would not run out of things to introduce into the
sequence
• The animatic was the main reason that was chose
to add the ‘random’ acts to make it look more
interesting. I think that the ‘random’ acts were a
good addition to the video.
25. Finally …
• Overall my research helped to establish where my music
video was heading, not only this but it also helped us to
keep organized and on track of what was needed to do
• To an extent I changed some things around on the shoot
day, however all my planning, e.g. the storyboard, helped
to structure my day and as a result of this I did not run out
of time to shoot everything
• The shoot would have been even better if I could have
added more ‘random’ acts in order to create a bigger feel
of the circus theme
• I could develop my idea to create a better backdrop so
that all of my shots would not just end up in a
kaleidoscope.