The student learned about various technologies through constructing a music video product. YouTube was useful for researching song choices and conventions of music videos. Google Maps Street View helped scout locations without traveling. A Sony camera was used to film, experimenting with different equipment. Final Cut Express, Photoshop, and online tools helped with editing, artwork, and organizing the project.

1. What have you learnt about technologies from
the process of constructing this product?
Sam Hopkins - 13B6
Freddy and the Letdowns
‘Ike & Tina’

2. Research and Planning Stages
From the very beginning of the project, YouTube was an indispensable
resource. We used it to research potential song choices, as well as for
looking at conventions of music videos and for researching similar texts.
Also, the ability to embed videos provided useful when creating blog posts
on Blogger.
Other, document-based online uploading services were also useful during
the research stages, such as Slideshare and Scribd, particularly for viewing
presentations teaching the music video theory.

3. Research and Planning Stages
Another useful technology in the planning process was Google’s Streetview
tool on its map service. We were able to use it in class to scout and
research potential locations (and possible problems) without the time
consuming process of travelling out there only to decide it is unsuitable.
Social networking websites like Facebook were also useful in the research
stage, as it allowed us to explore the closer interaction with artists it offers,
as well as giving us the opportunity to ask the artist directly for permission
to use the song.

4. Shooting - Camera
For the majority of filming, we used a Sony HVR-HD1000E camcorder. This was
the exact same model we used for our previous work last year. We were very
happy with the high quality of shots as well as the auto and manual focusing
functions, and it meant not having to familiarise ourselves with new equipment.
However, due to the different construction of shots for music video, we found
ourselves using the camera in a completely new way. Whereas during filming
our film opening sequence for AS coursework we used largely static shots - using
a tripod to maintain stability as well as to manipulate camera height/movement
eg panning - the conventions of music video meant we were forced to be more
dynamic and energetic with our camerawork.
That is not to say that every shot is unrestrained and wild. Indeed,
we shot different scenes in different ways: whereas activity and
movement was more suitable for the party, for the narrative
scenes and for some steadier shots it was more appropriate to use a tripod.

5. Shooting – Camera (continued)
During the filming process, we also experimented with a smaller sized, video
camera (Sony Handycam), fitted to a monopod, for some of the tracking shots in
one street performance scene.
Although the monopod should have given us less camera movement and
therefore smoother tracking shots than using the large camera handheld, I felt
the former actually lacked the weighted feel and therefore shot steadiness in
comparison oddly not preferring the equally high quality, more portable
miniaturised camera.. Ideally, we would have been able to use a dolly to ensure
a reliable, consistent smoothness, as many of the takes had to be broken up into
shorter shots due to odd wobbles resulting from a walking cameraman.
However, we did not have access to such equipment, especially due to the
frequency of our shoots and the transport issues for equipment to and from the
different locations.
Finally, the last equipment we utilised in the shooting process was a Sony stills
camera, to document the behind-the-scenes of the shoot, as well as creating a
library of on-location pictures of setting and the artist. Due to the convergence
of technology, we were also able to use an iPhone to record some quick test
videos and fake interviews with the artist, and upload directly to Blogger.

6. Lighting
During the making of this video, we also experimented a lot with different
lighting for the first time. The most obvious evidence of this is in the club scene,
where we had access to the house lights system in the school drama studio.
This meant that over the large reel of footage we shot, we had various light
colour schemes to choose from. (eg red/blue/green/white strobing). Most
importantly, it meant we were able to create a realistic looking setting that
the audience could believe.
The other key area we manipulated the lighting was in the 'sex scene', with
the deep blue lights reminiscent of the club whilst creating a softer, more
sensual texture to the scene. We also used torchlight reflected upwards off
tinfoil to compliment skin tones through warm yellow light while not being
overpowering in the shot.
However, we chose not to experiment with post-production effects (eg
exposure/contrast/saturation) for fear it may ruin the independent feel of the
video by giving it higher production values and a glossier, more coherent
feel. In many ways I think that the amateurishness of the project is appealing,
particularly when considering the context of the genre as well as the song’s
place as a debut single in our artist’s release history.

7. Organisation of Shooting
Digital technology has not only impacted on the production and planning
process, but also helped to nurture group organisation. Services like
BlackBerryMessenger and Facebook Chat meant that we didn’t have to
organise and decide a shooting/editing schedule weeks in advance at group
meetings. Instead, we were able to organise shoots at a days notice through
digital social communication.
However, I think this may have had an overall negative impact on our
shooting process, as a I think adherence to a predetermined, structured
shooting schedule could have resulted in less delays. On the other hand, it
sped up the editing process because it meant we could let each other know
instantly if we were spending free time (eg lunch breaks, study periods, or
time after school) in the editing suite through a quick message or text.
Also, as we didn’t work to tightly to a shooting script or shotlist, and had to
develop beyond our storyboard’s loose narrative dictations while filming, it
gave our shooting spontaneity, and gave us more options in the editing stage
due to a wealth of footage and ideas shot. However, with hindsight I think we
should have been better prepared, as it would have resulted in less time
being wasted and perhaps a more rigidly defined music video at the end.

8. Editing
The main way our work this year has developed from last year is through our
use of the Final Cut Express editing software. A large step up from the
incredibly user-friendly iMovie software from last year, it was difficult to
manage at first, but once I had learnt the basics, soon into the editing process I
was able to work at a familiar pace. Also, the increased functionality became
not just apparent, but useful too. Not only were we able to manipulate the
framing of one shot to cut off the edges and bring the shot closer to the star, but
also in one shot able to cut out an actor entirely by overlaying half of the frame
with a shot of the 'blank' background an, and other time overlay two shots to
create the illusion of all the characters being in the same frame (see picture).
This year, I also used several new (to me at least) services such as the previously
mentioned Slideshare, Scribd and Prezi to access or upload documents onto this
blog. I also used image editing software Photoshop for the first time, as well as
online image editing service Picnik- although the former was more difficult to get
accustomed to, it offered much more photo manipulation than the latter (see
upcoming slide about our ancillary task). These services all enabled me to create
a more multimedia blog.

9. Editing
The main way our work this year has developed from last year is through our
use of the Final Cut Express editing software. A large step up from the
incredibly user-friendly iMovie software from last year, it was difficult to
manage at first, but once I had learnt the basics, soon into the editing process I
was able to work at a familiar pace. Also, the increased functionality became
not just apparent, but useful too. Not only were we able to manipulate the
framing of one shot to cut off the edges and bring the shot closer to the star, but
also in one shot able to cut out an actor entirely by overlaying half of the frame
with a shot of the 'blank' background an, and other time overlay two shots to
create the illusion of all the characters being in the same frame (see picture).
This year, I also used several new (to me at least) services such as the previously
mentioned Slideshare, Scribd and Prezi to access or upload documents onto this
blog. I also used image editing software Photoshop for the first time, as well as
online image editing service Picnik- although the former was more difficult to get
accustomed to, it offered much more photo manipulation than the latter (see
upcoming slide about our ancillary task). These services all enabled me to create
a more multimedia blog.

10. Ancillary Products
I did all of the ancillary tasks (Artwork, Digipak, Booklet and Poster) using a
mixture of Adobe Photoshop Elements software and online image-editing service
Picnik. As I could only access Photoshop on the school iMacs, I used that to take
uploaded photos from iPhoto and edit them slightly to turn them into usable
images. However, as stated earlier (on lighting slide), we did not want to over-
edit them for fear of giving our artist a too ‘polished’ image.
Whilst designing the digipak, I discovered a trade-off between a software’s
user-friendliness and its possible professional capabilities, Particularly when
comparing Photoshop’s incredible functionality with Picnik’s simple interface.
Despite this clear divide, it was the latter with which I chose to create the
digipak, lyric booklet and poster, as it was incredibly easy to learn and offered
all the editing functions I really required for the product. However, if we had
more time to work with I would have enjoyed spending time getting to grips with
the complexities of Photoshop, maybe resulting in a more professional end
product.
However, other secondary work (such as creating and maintaining the blogs and
the band’s social networking [Facebook and twitter] accounts) was much easier
and straightforward, as we had blogging experience from AS coursework, and
as computer-literacy in social networking is for many teenagers a essentially a
required skill, posing no problem for us digital natives to use.

11. Publication and Promotion
In conclusion, the process of this coursework has taught also taught me about the
impact of digital technology in terms of publishing our work (not just the video,
but this blog and other materials too) and possible digital methods of promotion
(eg viral music videos on YouTube).
Whereas thirty years ago, music videos were created as promotional tools for
the song to be played on music-based television shows, nowadays they can also
be seen to stand as a separate product from the song, instead becoming a new
and exciting way for fans to engage with their favourite artists.
Not only has this become self evident for twenty-first century pop artists, but
also the fact that we, as eighteen year old college students, can create and
promote a music video product for almost no cost whatsoever, demonstrates
alone the influence of digital technology in this industry.