ujyu

1. MUSIC VIDEO
ASSIGNMENT 2
YOUR GROUP NAME
HERE

2. GUIDANCE
This template PowerPoint presentation includes all the
relevant elements you need to cover in your Music Video
Assignment
It is suggested you save this PP in a different name and
share it with your group so you always have a copy – some
sections require you to delete the information on the slide
and replace with your own work
Add more pages to each section where necessary [you
should be doing this!]
Add visuals as you see necessary
This document will be added to as you progress through the
pre-production phase.
Delete this slide when complete

3. TASK 1 Idea Generation and
Research

4. RESEARCH & IDEA
GENERATION
Select a song/track that you like [or don’t like!]
Generate three ideas for music videos employing styles,
techniques and conventions that we have looked at in
previous sessions. Explore how you could interpret the
song differently using different methods
You can add any extra info you think is relevant, images,
mind maps, etc
For quick mind maps you could use bubbl.us to generate
these

5. THE HUNTER-SLAVES
• following the daily life of normal people thinking about
the lyrics but not acting upon them, singing to the lyrics
as they go through their daily lives, similar to ‘cheer up
London’
• themes of recklessness and destruction , destroying
stuff to represent the anger of the song but things
specific to the lyrics (similar to the original)
• ‘garage band’ performance changing between locations
to show the message of need for change. Using match
cuts remaining the same distance from the camera,
changing clothing etc

6. RESEARCH
Watch a selection of videos to get your ideas started,
make note of a minimum of 5 – add extra slides,
screenshot the video and in bullet point note down info
in terms of camera, editing, art design, performance, etc
and how this might link to your production
Hint!
You’ve already done this in
your case study, so you can
summarise that here where
relevant

7. VIDEOS 1 & 2• The Hunter, Slaves (original video)- psychedelic type video, lots of colours and
destruction. The destruction works well with the style of song due to it being
aggressive. Stable shots, rarely changing from a front view only going from above
or closer to give less of a professional look but instead a homemade look. The
use of the higher up shots creates a sense of power for the viewer making it look
like you’re looking down on them. The colours are constantly changing and could
be to represent the ever-changing world and conditions. On beat smashes gives
more emphasis to the destruction of the objects and to the power of the song.
The destruction could be representative of the lyrics of the video ‘the ice caps are
melting what will happen when they’re gone?’ shows about the intention of the
song to raise awareness for specific things that we think about but never act
upon. The destruction is representing us, the people, destroying the world. Only
the band members in the video and shows them playing their instruments and
singing. (https://www.youtube.com/watch?v=VmtU-bLyReU)
• Cheer up London, Slaves- follows the two main protagonists around their day as
they sing, more upbeat and with other people. Although also heavy remain with
the style of song by dancing and jumping around. On beat changes they change
the style of the video to represent the lyrics telling London to ‘cheer up’. When
the chorus begins they’re far more upbeat and are the polar opposite to the way
they were acting before, because they have ‘cheered up. The pathetic fallacy of
the video shows a gloomy day which would make you want to feel sad and
gloomy, which it does do to most of the people in the video but the protagonists
show that by doing simple things it will make someone feel better, like they give
out ice creams which cheers the people up. The shots are usually medium close
up handheld to make you feel like you’re watching them do it. On the bus scene
there is a match cut transition which cuts to people parading down the street
dancing and having fun. (https://www.youtube.com/watch?v=sCU9ZKgfwlc)

8. VIDEOS 3 & 4• British Bombs, Declan Mckenna- puppet version of a ‘nuclear family’ as they go
about their normal day but only the young girl notices something that is wrong.
Use a lot of illustrations to represent the idea of being drawing over the truth
and having a perfect life. During the chorus it shows the natures of war and how
people just ignore it. The use of puppets could be to represent the idea of being
’corporal puppets’. At the end of the video the walls of the girl who is noticing
all this’ fall down and reveals the ’outside world’ of a war torn world gives into it
and conforms to ignoring the reality of the real world and the harrowing realities
going on. (https://www.youtube.com/watch?v=lWAO3ZGFZys)
• Sleep Now in the Fire, RATM- the video depicts a game show of sorts with
questions of harrowing facts that no one wants to face, things like how many
people are homeless, or how many live on $1 a day. The lyrics are talking about
the wealthy and poor, which is shown on the game show as a visibly homeless
person wins and is rewarded with a lot of money, which he doesn't want to take.
A lot of the video is shot on a stormier day which creates a pathetic fallacy of
being sad and gloomy. The camera shots use a lot of ‘home movie’ style of
zooming hand held shots to make you feel more involved with the video. At the
end of the video we see the members going into wall street which results in it
shutting down, successfully stopping capitalism for just a few minutes. This is to
show that instead of just thinking about all of that stuff they act upon it instead,
going in and fighting the power that is wealth. Again, a use of handheld shots
when they’re performing live to create the idea you are there with them, along
side low down looking up shots to create the illusion of looking up at them as if
you were there in the crowd (https://www.youtube.com/watch?v=kl4wkIPiTcY)

9. VIDEO 5
• Hypnotised, Slaves- use of glasses with swirling
hypnotic images in the eyes to give a literal rendition of
‘hypnotised’ as those patterns are commonly used in
hypnosis. The use of the swirls on the eyes of everyone
is a direct link to the lyrics talking about modern day
technology taking over. The people watching join in but
are not enthusiastic about it, but instead seem bored.
Both members are playing in a dark brooding room to
create a more moody aesthetic which fits the songs
sound, as it is a lower tone and less enthusiastic and
more down beat. Handheld camera shots are used
throughout the most of the video to create a sense of
being there watching them play live and give more
emphasis on the tone and how the song is more heavy.
Fast cuts to show the faster pace of the song with the
change in background by turning the light on and off to

10. POTENTIAL SONGS

11. POTENTIAL TECHNIQUES

12. CONVENTIONS YOU PLAN TO
USE

13. MIND MAP OF IDEAS
[SUMMARY OF IDEAS]

14. SUMMARY
5 opportunities of your ideas

15. SUMMARY
5 restrictions to your ideas

16. FINAL IDEA –
ARTIST/TITLE/INFO
Name of track / name of artist
Brief biographical background
Links to other artists
Genre info

17. FINAL IDEA – TRACK
SUMMARY
Summary/analysis of track [consider meaning, content,
duration, pace and style of the song]

18. FINAL IDEA – YOUR IDEA
Your creative concept/video synopsis [describe your
interpretation, use of imagery or narrative, genre
conventions, etc]

19. TASK 2 Pre-production
Assessment

20. GUIDANCE:
PRE-PRODUCTION
ASSESSMENT
You need to assess the viability of your production and
investigate what is required to enable you to make your
music video
Much of this task is hypothetical, which means you will
need to investigate standard costings for such a
production and apply these to your planned production
considering which equipment you would need and
resources, etc
Resources to support this are in the Pre-production
assessment folder on Blackboard
Delete the questions on each slide and insert your
responses

21. TITLE OF
PRODUCTION/PRODUCTION
OUTLINE
Summary of intended production
Detail here what you are going to make and the intended
outcome
Detailed breakdown of the music track chosen and your
interpretation of it [remember the questions in the
workbook, e.g. pace/mood/tone/structure]
Specific outline your intended technical/equipment
requirements
Include any details that you think [you could use material
from your pitch]

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. EQUIPMENT
What do you need? E.g. equipment, resources? Mostly
from college, but who do you need to speak to get this
kit? What is available? When?
Look at equipment hire places, etc

24. FACILITIES
Where will you edit your video? Do you need any other
specialist facilities…?

25. 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?

26. PROPS/COSTUME/ETC

27. TASK 3.1 Visual Planning

28. PRE-PRODUCTION: VISUAL
PLANNING
This section is concerned with the visual planning of your
music video
You should use this section to develop the sequencing or
your video, establish the relationship between the visuals
and the track itself and create a structure for you to
follow when filming
It is important that you ‘pre-visualise’ the video before
you make it; it will make filming and production a more
streamlined process
The following tasks are part of your visual planning
 Pre-visualisation and concept boards
 Storyboarding
 Shot list

29. PRE-
VISUALISATION/CONCEPT
BOARDS
Tool for exploring the direction and visuals
Provides inspiration and information for the “look & feel”
Presents key moments in your video
A means to sketch/plan ideas
Information on colour/lighting
Defining the “mise-en-scene”
Include as much here as you like, but keep it relevant to the
production, the following slides have been left blank for you
to approach in your own way, add more as you need to
Extension suggestion: edit a short sequence of clips that
have inspired or influenced your video [similar to this:
http://io9.com/5941145/this-directors-video-pitch-for-
hunger-games-might-be-better-than-the-real-movie]

32. 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

33. 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.

34. 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!

35. SHOT LIST
Your shot list should contain the sequential breakdown
of what you need to shoot for your video
It should work in partnership with your storyboard
It will be your working document when you film
It should contain the shot number, scene number, shot
description, framing and action you will see
It should also have information on performers in the
scene and other props, etc
Shot list template is on Blackboard in the pre-production
folder.

36. TASK 3.2 Organisational
Planning

37. PRODUCTION GROUP INFO
Include names, contact info, and defined roles at
difference stages of production, using a table is
suggested

38. LOCATION INFORMATION
Information and images of your location[s] for filming
You should have address details, clearance/premissions
for filming, recce photos and floorplans [including
camera, equipment and cast/crew layouts]
Where possible, have a plan B fallback location option
Assess each location for any issues and suggest
solutions

39. LOCATIONS

40. RISK ASSESSMENT
Risk Assess each separate filming location using the
table in the camera H&S PP on Bb as a staring point
Completing a generic filming assessment would be a
start, then you can add specialist/site specific risks as
you progress your production
Remember, a Risk Assessment is an ongoing document,
you should evaluate if anything changes in production
and when you put control measures in place
You should add the table to each call sheet for each
location

41. RISK ASSESSMENT

42. CONTINGENCY PLANNING
Things go wrong
Your contingency plan is there to give you a backup or to
minimise the effect on production
You should consider the following areas: Technical,
Location, Personnel and Organisational areas [about 5
potential issues for each]
Use the form in pre-production folder on Blackboard

43. CONTINGENCY PLAN

44. PRODUCTION SCHEDULE
Your schedule should budget a total of 10 hours for
production, that is for the filming and editing of your
project.
You should plan when you’re filming and how you intend
to use the in class days on your timetable/class schedule

45. SCHEDULE

46. CLEARANCE AND
PERMISSIONS
Any place you film and anyone you use in the filming of
your video must have a completed form
Blank forms are on Blackboard for you to complete and
insert here