The document provides guidance for a music video assignment, including sections to research music videos, generate ideas, and plan the production. It suggests researching a minimum of 5 music videos and noting camerawork, editing, art design, performances, and how they relate to the planned production. Suggested songs and techniques are included, as well as conventions to use. Opportunities and restrictions for ideas are summarized, with opportunities including available locations, help from friends, and props/editing during filming. Restrictions include safety around rivers, timing with people/weather, and keeping it child-friendly. The final idea selected is the song "This Is Home" by Cavetown, with background on the artist and analysis of the song's
Mv production assignment evaluation form 2021BrodyGibson3
The document provides an overview of the research, planning, production, and evaluation process for a music video. It discusses researching similar music videos for inspiration. Planning was poor with most footage filmed in a single day and locations changing last minute. Time management was also poor with long delays between shooting days. Technical qualities were limited by using a phone camera without stabilization or lighting equipment. The document reflects on peer feedback noting rough shots and people in backgrounds, and agrees reshoots could have improved the end product.
Mv production assignment evaluation form 2021niamhiveson
The document summarizes the student's process of researching, planning, filming and editing a music video. It discusses strengths and weaknesses at each stage, and reflects on peer feedback. The student found researching different genres beneficial for inspiration, but notes weaknesses in not taking thorough notes. Storyboarding and shot lists helped planning, but the plan was not fully followed. Time management allowed for reshoots. Technical and aesthetic qualities were mixed, and the video fits the target audience. Peer feedback suggested showing more contradiction between inner and outer expressions.
Mv production assignment evaluation form 2021 new 5JamieBrown724394
The document discusses the process of creating a music video. It describes the strengths and weaknesses of the creator's research, planning, time management, technical qualities of filming and editing, aesthetic qualities, and audience appeal. Peer feedback praised the video effects but suggested relying less on editing and improving lighting. The creator agrees some editing was unnecessary but disagrees that lip-syncing was an issue, and would change too many dark shots.
Here are 3 potential locations I have identified for shooting my music video and the limitations/risks of each:
1. Local park - Free to use but risks include bad weather interfering with shoot. Will check weather forecast and have backup indoor location.
2. Friend's backyard - Private location but limited space. May not be suitable for all shots. Will storyboard carefully.
3. Abandoned building - Unique gritty location fitting the song but risks include safety and trespassing. Will thoroughly scout and not enter any dangerous areas.
To manage limitations, I will thoroughly plan my shoot with a detailed storyboard and shooting schedule. I will also scout backup indoor locations and have a contingency plan for bad weather. Communication
This document summarizes the production process for a music video. It tracks the filming and editing stages. For filming, footage was captured but the actor later had to self-isolate due to COVID, requiring additional pickup shots. Locations worked well overall despite some technical issues. The actor was comfortable after practice. Planning helped structure the process. For editing, effects like a VHS filter were added and transitions experimented with. Problems included the actor's absence and balancing effect levels. Overall the editor learned skills like adding effects, adapting to challenges, and understanding Premier Pro through experimentation and tutorials.
This student completed filming for their short film project and reflected on their production process. They practiced using a slider to achieve a dolly zoom shot and felt they improved their camera skills. For color grading, they used an adjustment layer to add a blue/teal tint to reflect action movie conventions. While superimposing a digital watch face was planned, most time was spent experimenting with color correction tools to create grades faster for future projects. Overall the student felt they gained techniques for camera movement, color grading, and VFX editing that will benefit their filmmaking.
The document provides details for a music video assignment, including research, ideas, techniques, and pre-production planning. It discusses selecting the song "Joy" by Bastille and developing a concept where the camera zooms into the character's mind and shows their state of mind through a dark, isolated world that lightens as their mood improves after receiving a phone call. The idea is storyboarded and shot lists, locations, equipment, and personnel are planned to execute the minimalist video on a low budget.
Elizabeth Banks produced a music video that went well in some areas and had some challenges. She was able to lip sync perfectly to the music by connecting her phone to a speaker. Some issues included her phone running out of storage during filming and having to pause takes due to people or weather. During editing, adding color grading and text went smoothly but matching colors between clips with different lighting was difficult. Overall, the project was a learning experience for planning, filming with more variety, and proper paperwork for cast members.
Mv production assignment evaluation form 2021BrodyGibson3
The document provides an overview of the research, planning, production, and evaluation process for a music video. It discusses researching similar music videos for inspiration. Planning was poor with most footage filmed in a single day and locations changing last minute. Time management was also poor with long delays between shooting days. Technical qualities were limited by using a phone camera without stabilization or lighting equipment. The document reflects on peer feedback noting rough shots and people in backgrounds, and agrees reshoots could have improved the end product.
Mv production assignment evaluation form 2021niamhiveson
The document summarizes the student's process of researching, planning, filming and editing a music video. It discusses strengths and weaknesses at each stage, and reflects on peer feedback. The student found researching different genres beneficial for inspiration, but notes weaknesses in not taking thorough notes. Storyboarding and shot lists helped planning, but the plan was not fully followed. Time management allowed for reshoots. Technical and aesthetic qualities were mixed, and the video fits the target audience. Peer feedback suggested showing more contradiction between inner and outer expressions.
Mv production assignment evaluation form 2021 new 5JamieBrown724394
The document discusses the process of creating a music video. It describes the strengths and weaknesses of the creator's research, planning, time management, technical qualities of filming and editing, aesthetic qualities, and audience appeal. Peer feedback praised the video effects but suggested relying less on editing and improving lighting. The creator agrees some editing was unnecessary but disagrees that lip-syncing was an issue, and would change too many dark shots.
Here are 3 potential locations I have identified for shooting my music video and the limitations/risks of each:
1. Local park - Free to use but risks include bad weather interfering with shoot. Will check weather forecast and have backup indoor location.
2. Friend's backyard - Private location but limited space. May not be suitable for all shots. Will storyboard carefully.
3. Abandoned building - Unique gritty location fitting the song but risks include safety and trespassing. Will thoroughly scout and not enter any dangerous areas.
To manage limitations, I will thoroughly plan my shoot with a detailed storyboard and shooting schedule. I will also scout backup indoor locations and have a contingency plan for bad weather. Communication
This document summarizes the production process for a music video. It tracks the filming and editing stages. For filming, footage was captured but the actor later had to self-isolate due to COVID, requiring additional pickup shots. Locations worked well overall despite some technical issues. The actor was comfortable after practice. Planning helped structure the process. For editing, effects like a VHS filter were added and transitions experimented with. Problems included the actor's absence and balancing effect levels. Overall the editor learned skills like adding effects, adapting to challenges, and understanding Premier Pro through experimentation and tutorials.
This student completed filming for their short film project and reflected on their production process. They practiced using a slider to achieve a dolly zoom shot and felt they improved their camera skills. For color grading, they used an adjustment layer to add a blue/teal tint to reflect action movie conventions. While superimposing a digital watch face was planned, most time was spent experimenting with color correction tools to create grades faster for future projects. Overall the student felt they gained techniques for camera movement, color grading, and VFX editing that will benefit their filmmaking.
The document provides details for a music video assignment, including research, ideas, techniques, and pre-production planning. It discusses selecting the song "Joy" by Bastille and developing a concept where the camera zooms into the character's mind and shows their state of mind through a dark, isolated world that lightens as their mood improves after receiving a phone call. The idea is storyboarded and shot lists, locations, equipment, and personnel are planned to execute the minimalist video on a low budget.
Elizabeth Banks produced a music video that went well in some areas and had some challenges. She was able to lip sync perfectly to the music by connecting her phone to a speaker. Some issues included her phone running out of storage during filming and having to pause takes due to people or weather. During editing, adding color grading and text went smoothly but matching colors between clips with different lighting was difficult. Overall, the project was a learning experience for planning, filming with more variety, and proper paperwork for cast members.
The document provides guidance for a music video assignment. It includes a template PowerPoint presentation with sections for idea generation, research, and pre-production. Students are instructed to save the template under a new name and share it with their group. They should add their own work to sections like selecting a song, generating video ideas, and researching other music videos. Notes on camera work, editing, performance, and message are suggested for the research section. The document will be updated as the pre-production phase progresses. Students are given examples of sections to fill out, like including mind maps of song and genre options for their idea generation.
This document provides guidance for a music video assignment. It includes a template PowerPoint presentation with sections for idea generation, research, and pre-production planning. The document instructs students to save the template and share it with their group. It also suggests adding more pages and visuals as needed. The PowerPoint template includes slides for selecting a song, generating video ideas, researching other music videos, and noting potential techniques and conventions to use. A mind map example shows potential song selections, characters, recording styles, locations, and camera work ideas. The summary section lists 5 opportunities and 5 restrictions that the student's ideas could provide or face.
The document provides guidance and templates for a music video assignment. It outlines tasks such as idea generation, research, pre-production planning, visual planning and storyboarding. The student has selected the song "Frail State of Mind" by The 1975 for their music video. Their concept involves using distorted and fragmented shots to visually represent the feelings of anxiety described in the song. They plan to film with a camcorder to achieve a vintage aesthetic and incorporate news clips and stock footage. Storyboarding and shot lists are included to plan visuals for different sections of the song.
The document provides an evaluation by Elisabeth Banks of her music video production process. It summarizes her research on music video techniques for her chosen genre. It describes her thorough planning process, including creating shot lists and selecting filming locations and dates. It discusses her time management and completing the project on schedule. It then evaluates the technical and aesthetic qualities of the video, including the camera work, editing, and visual style. Finally, it covers the audience appeal of her indie pop genre video and peer feedback on her work.
The document provides guidance for a music video assignment, including tasks for pre-production planning. It outlines researching song choices and music video conventions. It recommends developing ideas, locations, equipment needs, personnel, and risks. Storyboards and shot lists are to be created to visualize the video. Contingency plans should be made in case of technical issues, changes in location or personnel, or other organizational problems. The document guides students to thoroughly plan their music video projects before filming.
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, intertextuality, and genre conventions. The document emphasizes applying concepts from lessons and using illustrative examples and images from the chosen videos.
In this process log, the document summarizes 4 weeks of work editing a music video. Week 1 involved recording footage for the chorus and random b-roll shots. Week 2 focused on additional footage capture and beginning editing. Week 3 saw the editor adding animations and effects like distorted faces. Week 4 was spent fine-tuning transitions, overlays, and finishing touches to create a cohesive final product.
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.
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 document provides an evaluation of the production process for a music video. It summarizes the strengths and weaknesses of the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included creating a storyboard and test reel that helped with planning, and using different shots and lighting. Key weaknesses were not analyzing enough similar music videos for inspiration, and not filming additional shots needed during editing. Based on peer feedback, the document agrees some shots could be slowed down or repeated less to improve flow.
Mv production assignment form 2021 jamie saved wednesday new finishedJamieBrown724394
Here are some concept boards and pre-visualizations for the music video:
Concept 1:
Moodiness and loneliness are conveyed through dark, desaturated colors and lighting. Shots include the performer alone at the train station at night, walking alone in an empty field, and sitting alone in a dark room with LED lights.
Concept 2:
A surreal, dreamlike quality is created through unusual angles, slow shutter speed shots, and a green/teal color palette inspired by the album art. Shots may include the performer interacting with a moving doll or themselves at a table through editing.
Concept 3:
Raw, DIY aesthetics are conveyed through handheld camerawork, natural lighting
The document outlines plans for a student's music video assignment, including research on The Beatles' music videos, potential song choices, and a narrative idea for the video. The student settles on Kavinsky's "Nightcall" and plans a video where a man makes a call at night after possibly committing a crime. Locations, equipment, and a contingency plan are discussed, and filming is scheduled for half term with editing to follow.
The document provides guidance on visual planning and pre-production for a music video. It discusses pre-visualizing the concept, creating storyboards and shot lists. The document also includes a structural breakdown of the song sections with proposed visual elements and technical requirements. Locations discussed include a studio with white background and home with a blue light, with college as a backup plan. Crew roles are defined, with assistance provided by a classmate.
- The student plans to create a lyric video for the song "Born Slippy" by Underworld by writing lyrics on a chalkboard and having actors perform related actions.
- Storyboards and shot lists will be created to plan camera angles and shots that match the song's structure and energy.
- Filming will take place at a house and nearby field over two class days, with editing completed using college facilities. Risk assessments and contingency plans have been made to prepare for any issues.
The document summarizes Drew Tomlinson's process for creating a music video. It discusses researching films for inspiration, planning shots, managing time, using camera and editing techniques, the aesthetic qualities, intended audience, and peer feedback. For research, films like 'Drive' and 'Nightcrawler' provided inspiration. Planning helped but more locations research could have saved time. Time management was difficult alone. Technical elements included a blue color scheme, bokeh lighting, and intercutting shots. Peer feedback noted liking aspects but felt it could be longer with less repetition and a consistent color scheme.
The document provides an overview of the student's inspiration, skills development, and planning for a music video project. The student was inspired by watching other music videos and learning different editing techniques. Through previous projects like a music video and adventure film, the student developed skills in Premier Pro editing, camera work, and sound editing. The student chose this project to have more time for filming and experimenting with new ideas. Research was done on the artist's punk-inspired music video style. Storyboard ideas were provided that incorporate effects, camera motion, and distorted footage to match the song's style. The student plans to document the production process daily.
This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
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.
This document provides guidance for a music video assignment. It includes sections for idea generation, research, potential songs, techniques, and conventions. The document instructs students to replace information on template slides with their own work.
Some key points include: students should select a song and generate three video ideas employing researched styles; research should include noting techniques from 5 example videos; potential techniques include drone shots, visual effects, and slow motion; and planned conventions draw from drill music video conventions like close-ups and effects to symbolize violence. The mind map shows planned locations, equipment, and effects to bring ideas to life within restrictions.
The audience research showed that the target age range of 16-20 years old was met. While music tastes varied, the most popular genres were rap/hip hop and indie. Half of respondents did not like the punk aesthetic. Most agreed that animation and no strict storyline would work for a music video. This provides guidance that the music video should incorporate elements of rap, hip hop and indie styles visually while not focusing heavily on a narrative or punk fashion. Blending these genres and styles in the video production will help appeal to this diverse audience.
The student plans to film a music video for the song "Humility" by Gorillaz at Filey Beach in England. They will tell a story through the expressions of the main character about having their day ruined at the beach. They only need a camera, tripod, and editing software. Filming locations include the colorful town streets and changing beach environment. No props are needed, just appropriate costumes. The student and one other person will film over a weekend. Editing will be done in the classroom using Adobe Premiere Pro.
The document provides guidance for a student on their music video assignment, including sections on idea generation, pre-production assessment, visual planning, and storyboarding. The student is advised to research songs, generate ideas for interpreting songs visually, assess the viability of their production plans, and develop storyboards and shot lists to previsualize their music video before filming.
The document provides guidance for a music video assignment. It includes a template PowerPoint presentation with sections for idea generation, research, and pre-production. Students are instructed to save the template under a new name and share it with their group. They should add their own work to sections like selecting a song, generating video ideas, and researching other music videos. Notes on camera work, editing, performance, and message are suggested for the research section. The document will be updated as the pre-production phase progresses. Students are given examples of sections to fill out, like including mind maps of song and genre options for their idea generation.
This document provides guidance for a music video assignment. It includes a template PowerPoint presentation with sections for idea generation, research, and pre-production planning. The document instructs students to save the template and share it with their group. It also suggests adding more pages and visuals as needed. The PowerPoint template includes slides for selecting a song, generating video ideas, researching other music videos, and noting potential techniques and conventions to use. A mind map example shows potential song selections, characters, recording styles, locations, and camera work ideas. The summary section lists 5 opportunities and 5 restrictions that the student's ideas could provide or face.
The document provides guidance and templates for a music video assignment. It outlines tasks such as idea generation, research, pre-production planning, visual planning and storyboarding. The student has selected the song "Frail State of Mind" by The 1975 for their music video. Their concept involves using distorted and fragmented shots to visually represent the feelings of anxiety described in the song. They plan to film with a camcorder to achieve a vintage aesthetic and incorporate news clips and stock footage. Storyboarding and shot lists are included to plan visuals for different sections of the song.
The document provides an evaluation by Elisabeth Banks of her music video production process. It summarizes her research on music video techniques for her chosen genre. It describes her thorough planning process, including creating shot lists and selecting filming locations and dates. It discusses her time management and completing the project on schedule. It then evaluates the technical and aesthetic qualities of the video, including the camera work, editing, and visual style. Finally, it covers the audience appeal of her indie pop genre video and peer feedback on her work.
The document provides guidance for a music video assignment, including tasks for pre-production planning. It outlines researching song choices and music video conventions. It recommends developing ideas, locations, equipment needs, personnel, and risks. Storyboards and shot lists are to be created to visualize the video. Contingency plans should be made in case of technical issues, changes in location or personnel, or other organizational problems. The document guides students to thoroughly plan their music video projects before filming.
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, intertextuality, and genre conventions. The document emphasizes applying concepts from lessons and using illustrative examples and images from the chosen videos.
In this process log, the document summarizes 4 weeks of work editing a music video. Week 1 involved recording footage for the chorus and random b-roll shots. Week 2 focused on additional footage capture and beginning editing. Week 3 saw the editor adding animations and effects like distorted faces. Week 4 was spent fine-tuning transitions, overlays, and finishing touches to create a cohesive final product.
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.
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 document provides an evaluation of the production process for a music video. It summarizes the strengths and weaknesses of the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included creating a storyboard and test reel that helped with planning, and using different shots and lighting. Key weaknesses were not analyzing enough similar music videos for inspiration, and not filming additional shots needed during editing. Based on peer feedback, the document agrees some shots could be slowed down or repeated less to improve flow.
Mv production assignment form 2021 jamie saved wednesday new finishedJamieBrown724394
Here are some concept boards and pre-visualizations for the music video:
Concept 1:
Moodiness and loneliness are conveyed through dark, desaturated colors and lighting. Shots include the performer alone at the train station at night, walking alone in an empty field, and sitting alone in a dark room with LED lights.
Concept 2:
A surreal, dreamlike quality is created through unusual angles, slow shutter speed shots, and a green/teal color palette inspired by the album art. Shots may include the performer interacting with a moving doll or themselves at a table through editing.
Concept 3:
Raw, DIY aesthetics are conveyed through handheld camerawork, natural lighting
The document outlines plans for a student's music video assignment, including research on The Beatles' music videos, potential song choices, and a narrative idea for the video. The student settles on Kavinsky's "Nightcall" and plans a video where a man makes a call at night after possibly committing a crime. Locations, equipment, and a contingency plan are discussed, and filming is scheduled for half term with editing to follow.
The document provides guidance on visual planning and pre-production for a music video. It discusses pre-visualizing the concept, creating storyboards and shot lists. The document also includes a structural breakdown of the song sections with proposed visual elements and technical requirements. Locations discussed include a studio with white background and home with a blue light, with college as a backup plan. Crew roles are defined, with assistance provided by a classmate.
- The student plans to create a lyric video for the song "Born Slippy" by Underworld by writing lyrics on a chalkboard and having actors perform related actions.
- Storyboards and shot lists will be created to plan camera angles and shots that match the song's structure and energy.
- Filming will take place at a house and nearby field over two class days, with editing completed using college facilities. Risk assessments and contingency plans have been made to prepare for any issues.
The document summarizes Drew Tomlinson's process for creating a music video. It discusses researching films for inspiration, planning shots, managing time, using camera and editing techniques, the aesthetic qualities, intended audience, and peer feedback. For research, films like 'Drive' and 'Nightcrawler' provided inspiration. Planning helped but more locations research could have saved time. Time management was difficult alone. Technical elements included a blue color scheme, bokeh lighting, and intercutting shots. Peer feedback noted liking aspects but felt it could be longer with less repetition and a consistent color scheme.
The document provides an overview of the student's inspiration, skills development, and planning for a music video project. The student was inspired by watching other music videos and learning different editing techniques. Through previous projects like a music video and adventure film, the student developed skills in Premier Pro editing, camera work, and sound editing. The student chose this project to have more time for filming and experimenting with new ideas. Research was done on the artist's punk-inspired music video style. Storyboard ideas were provided that incorporate effects, camera motion, and distorted footage to match the song's style. The student plans to document the production process daily.
This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
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.
This document provides guidance for a music video assignment. It includes sections for idea generation, research, potential songs, techniques, and conventions. The document instructs students to replace information on template slides with their own work.
Some key points include: students should select a song and generate three video ideas employing researched styles; research should include noting techniques from 5 example videos; potential techniques include drone shots, visual effects, and slow motion; and planned conventions draw from drill music video conventions like close-ups and effects to symbolize violence. The mind map shows planned locations, equipment, and effects to bring ideas to life within restrictions.
The audience research showed that the target age range of 16-20 years old was met. While music tastes varied, the most popular genres were rap/hip hop and indie. Half of respondents did not like the punk aesthetic. Most agreed that animation and no strict storyline would work for a music video. This provides guidance that the music video should incorporate elements of rap, hip hop and indie styles visually while not focusing heavily on a narrative or punk fashion. Blending these genres and styles in the video production will help appeal to this diverse audience.
The student plans to film a music video for the song "Humility" by Gorillaz at Filey Beach in England. They will tell a story through the expressions of the main character about having their day ruined at the beach. They only need a camera, tripod, and editing software. Filming locations include the colorful town streets and changing beach environment. No props are needed, just appropriate costumes. The student and one other person will film over a weekend. Editing will be done in the classroom using Adobe Premiere Pro.
The document provides guidance for a student on their music video assignment, including sections on idea generation, pre-production assessment, visual planning, and storyboarding. The student is advised to research songs, generate ideas for interpreting songs visually, assess the viability of their production plans, and develop storyboards and shot lists to previsualize their music video before filming.
The music video will have a low, medium paced narrative filmed entirely at a friend's house over a weekend. Only a video camera is needed which will be borrowed from college. Post-production editing will take place at college using their editing software. The small crew consists of the filmmaker and one other assisting on their day off.
Here is a draft risk assessment for the proposed filming location:
Location: Piccadilly Yard Car Park, York
Hazard Identified Risk Assessment Control Measures
Slips, trips and falls from uneven/wet surfaces, debris etc. - Medium risk. Check area is clear before filming. Good lighting. Non-slip footwear for crew.
Traffic/vehicles in car park - High risk. Film in closed off area if possible. Use barriers/cones. Hi-vis clothing. Banksmen.
Adverse weather - Rain, wind, cold etc. could cause slips, equipment issues. Medium risk. Check weather forecast. Have contingency plan. Appropriate clothing.
Strangers/members
The document summarizes the student's process for creating a music video. It describes the research conducted on other music videos and design elements. Planning activities included storyboarding, mind mapping, and discussing ideas with others. Technical aspects like using a phone camera and editing software are also outlined. The student discusses aesthetic qualities of clips used, the intended audience, and receives peer feedback suggesting longer animations and improved transitions.
This document provides a summary of a student's music video project plan. The student will create a music video for the song "Stressed Out" by 21 Pilots. They plan to film shots of themselves walking around different locations with smooth transitions. They have identified college and their hometown of Knaresborough as filming locations. They will use a DSLR camera, tripod, lights, and other equipment from college. They created a storyboard and schedule to storyboard their ideas and plan filming and editing over 3 weeks. Risk assessments and contingency plans were also included to plan for potential issues.
The document provides guidance for a music video assignment, including:
1) It outlines the tasks of idea generation, research, pre-production assessment, and budgeting for a student's music video project on the song "Easy Street".
2) The student has selected this song because they want to do something more upbeat and comedic compared to most modern music videos.
3) Their idea is to film shots of a character walking and lip syncing outside, with some dancing and instrumental shots, to capture the joyful style of the song. They aim to keep the budget below £1800 with a 10% contingency.
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
The document provides a production log for a music video project. It includes sections for filming and editing. For filming, the log discusses what worked and didn't work technically, logistically, and with personnel. Filming technically worked well with extra batteries but camera stability was an issue. Logistically, the planned location didn't work so an alternate wooded location was used, but it took time to move between areas. Personnel worked out as planned. For editing, examples of what went well include bright colors and simple transitions. Problems included a lack of shots due to last minute changes and difficulties with syncing footage and time management without a clear plan. Key lessons learned include getting extra footage, having a general editing plan, using varied
This document provides a template and guidance for a student's music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning, organizational planning, and risk assessment. The student is directed to complete slides with their own work, including storyboards, shot lists, schedules, and risk assessments. Planning elements like locations, equipment, and contingencies are also addressed. The template is meant to guide students through all stages of pre-production for their music video projects.
The document provides guidance for a music video assignment, including researching existing music videos for inspiration. It outlines tasks for idea generation, including mind mapping potential song choices, camera techniques, conventions of musical genres, and restrictions to consider. The selected track is "Ratchet" by Bloc Party, described as an upbeat indie rock song combining elements of hip hop. The proposed concept is to create an engaging video that complements the energetic pace and style of the song through creative imagery and genre conventions.
This document provides guidance for a music video assignment. It includes templates for pre-production tasks like idea generation, research, and visual planning. The student's proposed music video would interpret the song "Better" by Khalid through aesthetic landscape shots and lyrics showing a secret relationship. It would be filmed using the student's phone at local outdoor locations and edited on their computer.
The document provides guidance for a music video assignment. It includes a template PowerPoint presentation with sections to fill out for pre-production of a music video. Some key points:
- Students are to select a song, generate 3 video ideas employing styles/techniques studied, and do research by watching 5 music videos.
- The proposed ideas document potential song choices and ideas for production design, cinematography, and conventions to use. Locations, lighting, and camera techniques are discussed.
- Opportunities and restrictions for the ideas are considered. A final idea is presented focusing on a Green Day song, with background on the artist and genre provided.
The document provides guidance for a music video assignment. It outlines various tasks and elements to include in the music video production process. Some of the key points include:
1. Generating 3 ideas for the music video based on researched styles and techniques. This section includes 3 sample ideas for interpreting a song.
2. Researching 5 existing music videos to analyze techniques like camera work, editing, art design and performance. This will help inform their own production.
3. Selecting a potential song, with options like "Heather" and "Dead to Me" considered due to their slow pace matching the planned clips.
4. Identifying techniques to use like medium and close-up shots and
Mv production assignment evaluation form 2020SamualWilliams
SAM WILLIAMS evaluated his music video production process. He researched music videos to inform his aesthetic choices. For his video, he planned shots of a car at the beginning and end, but was unable to film other planned shots due to COVID restrictions. His time management was initially good but filming plans fell through when equipment was missing and people got sick. As it was his first time filming and editing, he focused on what looked good but lacked a tripod. Editing was challenging with too little footage, so he used stock footage. The video's aesthetic was meant to be slow and calming, changing as shots of traveling and space were added. Peer feedback noted the need for more organized planning and additional footage.
The document provides guidance on planning and pre-production for a music video. It discusses visual planning, including pre-visualization, concept boards, storyboarding, and shot listing. It recommends exploring themes, locations, and visual elements to represent different parts of the song. A structural breakdown shows how each section of the track relates to visual ideas and technical requirements. Details are also given on locations, crew roles, and planning permission requirements. The goal is to fully visualize the video before filming for a streamlined production process.
- The document provides guidance for a group music video assignment, including sections to develop ideas and conduct research.
- It suggests selecting a song and generating 3 ideas for the music video employing different styles and techniques.
- The document includes a section to note research from 5 example music videos, highlighting elements like camera work, editing, art design and performance that could inform the group's production.
- Potential songs are listed that have a slow pace fitting for planned slow motion clips, with lyrics that match the planned romantic narrative.
- The techniques of medium and close-up shots are identified as the primary shots that will be used to clearly show clips to the audience.
- The document provides guidance for a music video assignment, including sections for idea generation, research, visual planning, and organizational planning
- The student has selected the song "Born Slippy" by Underworld and plans a lyric video that shows actors by a chalkboard displaying lyrics and other shots edited to the music
- Potential challenges include weather affecting outdoor filming and needing backup equipment or locations
Here are the key details you should include for your locations:
Primary location:
- Name/address of location
- Contact details for permissions
- Photos of location
Backup location:
- Name/address
- Contact details
- Photos
For each location, assess any issues or limitations and how you plan to manage them, such as:
- Access/parking
- Weather contingencies
- Noise restrictions
- Facilities available
- Health and safety considerations
Having backup options planned will help ensure you can still shoot if your primary location becomes unavailable. Be sure to get any necessary permissions sorted in advance.
The document outlines an initial plan for a creative project that includes mind mapping, creating a mood board for inspiration, and analyzing the mood board. It discusses choosing bright colors and images from games to appeal to a younger audience and create a sense of excitement. The mood board will influence the final product through the chosen color scheme and ideas for including elements that will engage audiences. A schedule is provided for the coming weeks that includes production, research, planning, and evaluation.
The call sheet provides details for a music video shoot on October 19th-20th for York College. It lists the call time as 4:45pm at the assembly point and locations in Clifton forest area. Two crew members are named along with their contact details. Emergency contacts and a parent number are also provided. The shooting schedule outlines the planned scenes and activities between 6:45am-8pm, including setup, filming at various locations, and props needed. Filming will conclude with a tunnel scene involving spray painting effects.
This document outlines 16 shots for a music video production, including descriptions, estimated durations, and notes on camera movements and directions for performers. Shot 1 begins with a zoom out from characters in a forest. Shot 2 shows someone walking in a tunnel with spray paint. Shot 3 provides a close-up of spray paint being used from a protected camera angle. Subsequent shots depict a bird flying, graffiti art, a character removing a mask, a funeral with ghoul figures, a character with painted eyes, a creature walking in the woods, the creature from different angles, a group gathered around a central person, someone looking at the sky, a character at the end of a tunnel with open arms, a lone figure in the forest
This document outlines potential problems that could occur during a film production and proposes contingency plans to address them. It identifies issues related to equipment, personnel, location, and weather. For each potential problem, it describes the effect on production, proposes a solution or control measure, and identifies who would be responsible. Some examples of problems addressed include equipment not being charged, props not being finished on time, footage getting corrupted, and unexpected people gathering at the filming location. Contingency plans are proposed to avoid delays, such as charging equipment the night before, prioritizing scenes that do not require props, making backups of footage, and finding alternative filming locations if needed.
1. Video editors work on a variety of productions including commercials, corporate training videos, feature films, music videos, and television programmes.
2. The work of a video editor involves receiving a brief and materials, assembling raw footage, inputting uncut rushes and sound into computer files, and digitally cutting files to assemble sequences.
3. Hours vary depending on the production but a 50 hour work week is likely for television and film projects, and shift work may be required for editing studios booked at night. Deadlines may require long hours and overtime work.
Mv production assignment evaluation form 2019laurenamos10
The document summarizes the research, planning, production process, and evaluation of a music video project. It discusses researching other music videos for ideas, storyboarding and mind mapping plans, using a phone camera due to lack of reserving equipment, editing software issues, targeting an audience of ages 13-20, and receiving peer feedback noting short animations and needing improved transitions.
The document provides guidance for tracking the music video production process, including filming, editing, and post-production. It outlines specific elements to document for filming (technical, logistical, personnel, planning) and editing (edit progress, decisions, problems, file management, project setup, importing footage, assembly, refinement, color correction/effects, export). The response documents each stage of making the music video, including filming in forests and tunnels, editing clips, adding transitions, animation, and color correction in After Effects, then exporting and saving the final video.
The document outlines the tasks completed as part of an induction project on developing study skills. It includes notes taken on different art movements to choose one for a poster on an art expo. Research was conducted on Op Art from websites and books. Ideas were generated for the poster including using the color spectrum and including artworks. A plan was made with responsibilities and timeline. Production of the final poster is shown with explanations of design choices. Problems encountered and working with others are evaluated. Feedback on using different fonts is discussed. Active engagement in sharing ideas is explained.
This document outlines tasks for a music video production case study. It includes 3 tasks to analyze purposes of music videos, styles/techniques of production, and a case study of 3+ videos. Task 1 discusses entertainment, branding, sales purposes and how artists represent themselves. Task 2 covers camerawork, editing, technical developments, and genre conventions. Task 3 requires analyzing videos for style, intertextuality, camerawork, editing, genres, and applying critical analysis.
The document is a checklist for auditing camera equipment and ensuring proper setup. It covers inspecting the camera, setting configurations like resolution and frame rate, formatting memory cards, adjusting settings like aperture, shutter speed, and ISO, using manual focus, and good practices for equipment like tripods. Proper setup of the camera is important for creative uses of settings and avoiding issues like noise from high ISO. Additional tips may be needed for specialty configurations.
The document describes an induction project for a CERTA L2 Developing Study Skills course. It outlines the tasks completed, which included research on different art movements, idea generation for a poster on an art expo, planning the poster, production of the poster, evaluation, and reflection on best learning styles. Tasks involved taking notes from websites and books, creating an action plan, designing the poster, addressing problems encountered, and considering feedback. The goal was to create an informative poster on the Op Art movement to promote an upcoming art expo.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! Final Matka ! Matka Result ! Dpboss Matka ! Matka Guessing ! Satta Matta Matka 143 ! Kalyan Matka ! Satta Matka Fast Result ! Kalyan Matka Guessing ! Dpboss Matka Guessing ! Satta 143 ! Kalyan Chart ! Kalyan final ! Satta guessing ! Matka tips ! Matka 143 ! India Matka ! Matka 420 ! matka Mumbai ! Satta chart ! Indian Satta ! Satta King ! Satta 143 ! Satta batta ! Satta मटका ! Satta chart ! Matka 143 ! Matka Satta ! India Matka ! Indian Satta Matka ! Final ank
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
5. RESEARCH
Watch a selection of videos to get your ideas started, make
note of a minimum of 5 – add extra slides, screenshot the
video and in bullet point note down info in terms of camera,
editing, art design, performance, etc and how this might link
to your production
Hint!
You’ve already done this in your
case study, so you can
summarise that here where
relevant
https://www.youtube.com/watch?v=dzNvk80XY9s
Camerawork
The camerawork in this video is a still image and have moments where they show the
surroundings by moving the camera slightly to side without shaking it so they used a
tripod to steady it also aim most of the shots at the sky and at a person who's holding a
stick that’s shooting out sparks that causes a star like effect which fit with their song lyrics
Editing
The editing in the videos has most of the focus on the sparks and blurred most of the
surroundings and made them the main focus they also slow down some clips to add
effect and appeal to the audiences
Performances
Their wasn’t that much performances since most of the clip were scenery and someone
standing in the middle of a building or field holding a stick that lets of specks swirling it
around to ake the background stand out more
Also it only has one person featured throughout the whole music video and you cant see
the person ether to add a mysterious effect ti the audiences
6. VIDEO 2https://www.youtube.com/watch?v=mFxq7Mb96b0
Camerawork
The camera focuses on the main character who at the start is a old man
then takes something that makes him happy and thinks he's young again
the camera also move the peoples movement and shakes when they start
yelling or hitting something within the video to make the video more
appealing also zooms in on certain characters when they do something
Editing
The editing in the music video is unique because at the start they do like
this effect on the computer where the character looks like the chair he's on
is going backwards while its not and start getting distorted the turns young
again they do some transitions with the camera where they do camera
movement and cut it when the scene changes so its smooth when it
changes another thing they do it slow down some clips to have more of an
effect on the audiences cause there's a scene within the video where
someone's hitting a mailbox and they sort of slow down with the camera
slowly moving with their movement
Performances
The performances in the music video doesn't’t happen much because
the video is set like a short film with a story behind it all also it has
moments
7. VIDEO 3
camerawork
The camerawork in the music video show shows different point of views to the characters featured within
it like side views and behind views, it has certain points where it seems first person cause of the way
they’ve done the filming also show scenes where the artist who’s singing in room at random points though
the video
Editing
the editing in the music video is steady and set like a short film with smooth transitions to different shots it
like cut to different positions in the shit like you could be behind the character to a first person view where
their filming what the character sees then it cuts to the artist zoomed in on them to add effect
Performances
The performances in the video has a wide range of performances because they switch
between the artist and the actors that are featured in the video
The music video is like a story with a plot based of the lyric that the artist is singing so they
made the surrounding similar to them as well to fit in also their always make your focus shift
to something in the back ground
Also
8. VIDEO 4
Link: https://www.youtube.com/watch?v=-itZVX-SUkI
Video: cavetown lemon boy
Camerawork
The camerawork in the video has the artist as the main focus as a spinning effect at
the start then the camera moves backwards at the artist approaches it then it has a
moment where the camera pans out and focuses on a lemon piñata that he process
to hit the video is set in a forest
Editing
The editing in the video is simple just shaking bit where he hit the piñata
then near the end it turns into a short animation sequences based on the
lyrics and video
Performances
The performances in the video is unique because most of the people
within the are showing positivity and holding flares to make the video
more dramatic another thing is that all work together as a team to make
the music cvideo its like a group of friends
9. VIDEO 5
Link: https://www.youtube.com/watch?v=Ow_qI_F2ZJI
Video: bring me the horizon throne
Camerawork
The camerawork in the video has moments where it pans out
so you can see the artist then itll change to a different scene
then they use some green screen effect where they change the
background they also add slow effect to part of vid to appeal to
the audience more
Editing
The editing in the video is fast paced and they used overlays on
some of the people at the start with a cats eye appearing within
them
Performances
10. POTENTIAL SONGS
Potential songs:
1. mystery of love by sufjan Stevens
2. this is home by cavetown
3. Ride lana del rey barretso remix
4. If I killed someone for you Alec Benjamin
5. Miracle man Oliver tree
6. Human of monsters and men
7.
11. POTENTIAL TECHNIQUES
Techniques ill use is using the camera to zoom in on bit in the
video and make a small transition with it to shift into a different
scene but make it smooth by turning the camera at the same
motion
Another technique is ill focus on the background too so it
contrasts while slowly walking though the forest with a ukulele
because that the main instalment in the song I was going to
use a guitar but ill be to big and a lot to carry though a forest so
had to think of a way around it
Another technique is ill do is if it comes to it is duplicate some
clip of a puddle being rained on and over laying it because we
cant film rivers but ill try working around that
12. CONVENTIONS YOU
PLAN TO USE
Conventions I will use is the camera work like the way I position
it and place because I want it to fit in with the lyrics and song
and not make it shake at points so ill use maybe a tripod but ill
have moments whee ill place the camera on the floor and have
someone sitting down while looking of in the distance
Another thing is the way ill edit the video ill add different
transition at points but not to much ill add borders at the top and
bottom of the video to lay it out because the camera format is
different to the one I want to use I need it to be 1920x1080 so
its hd maybe add an overlay over the video so it has some type
of effect
Another thing is ill have some people doing stuff in the
background like spray painting some stuff or destroying some
object to represent the mood
14. SUMMARY
5 opportunities of your ideas
1.one of the opportunities is that locations will be available and in
walking distances so will be able to film the places with more time
and do it more often
2. another opportunities is that the ideas have is that I can gt
people from the area to help out like friends who don’t have to
worry abut travel cost or anything
3. another op is most of the prop I'll be gathering I already have
acquired and ready to use
4. one op is that I can even work on the editing while capturing the
shots cause the location is close to me
5. lastly one op is that the song is quite long so I have load of
opportunities to capure and try different things to have featured in
my music video
15. SUMMARY
5 restrictions to your ideas
1. one restriction is that I cant film or be near a river so I had to
work around that and down size it so it lest dangerous
2. another restriction is that I have to watch timing cause I have
to think of the prop and people to put into consideration just in
case it rains or travel
3. third restriction is that I could get lost in a forest so I cant go
too far from society just in case something happens
4. another restriction is that I have to think about weather
because I want some rain in my video so I have to plan when it
might but its unlikely
5. last the 5th restriction is cannot include certain thing within
the product so ive made it child friendly by only include friendly
objects
16. FINAL IDEA –
ARTIST/TITLE/INFO
Name of track / name of artist: this is home by cave town
Brief biographical background:The artist robin is 19 years old
born in oxford taught how to play the guitar at the age of 8 he
went to hills road sixth form college 2015-2017 fuelling his
passion for not only music, but creative writing and drawing.
He has branched his creative skills into art and graphic design,
gaining experience through the production of his own
merchandise.
Links to other artists
Genre info
Alternative/Indie
17. FINAL IDEA – TRACK SUMMARYSummary/analysis of track [consider meaning, content, duration, pace and style of the song]
The song is 3 minutes and 45 seconds long with slow paced singing at the start then slowing
getting faster near the end
The meaning of the song relate to the artist not being able to fall in love and suffering from
anxiety and depression that why there's a lyrics that says “are you tired of me yet” expressing
how they feel
“I'm a little sick right now but I swear when I'm ready I will fly us out of here”
when he says that he is sick, most likely having to do with suicidal thoughts one way or
another. Then saying that when he is ready he will be able to escape his thoughts and being
free with someone or some people who also are going through the depression or also have
suicidal thoughts. Saying that he will help them escape those feelings and thoughts when he
is able to do so himself. Then he says he will cut his hair as a way to start the escape from the
thoughts then saying hide his chest that means hell hide his emotion about certain things
Verses 2
“Turn off your porcelain face”
By porcelain face, he means a mask. Someone is saying to stop hiding yourself and to stop
being fake to the listener or singer. Telling whomever it is for to stop trying to be who they are
not and accept themselves, open their arms and not hide behind who they want to be.
“are you dead? Sometimes I think im dead”
It seems as if this is referring to depression; they are losing their touch with reality and they
feel nearly unreal, to the point where they’re overwhelmed by “ghosts and ghouls” and so, so
tired
“my eyes went dark I don’t know where my pupils are”
he can’t see, possibly everything is dark either physically or metaphorically. He may not know
where he is due to the darkness.
18. FINAL IDEA – YOUR IDEA
Your creative concept/video synopsis [describe your
interpretation, use of imagery or narrative, genre conventions,
etc]
My idea for my music is I'm going to be in a forest and im going
to be standing in the middle with a ukulele pretending to play
the instalment and then slowly walk towards the camera then
change the setting to a tunnel with someone sitting there while
it rains to add to the mood and setting ill have a moment where
someone is spray painting a sad face on the wall to represent
the lyric “are you dead? Sometimes I'm dead” then one section
ill film rain landing in a lake or puddle because we cant film a
river because of safety so im working around that
Ill film some wild life to fit in with the song too like birds flying to
represent “ill get us out of here” the flying symbolises the
escape and freedom
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/PRODUCTI
ON OUTLINE
Summary of intended production’
The intended production is a music video about 3min45sec with the song
this is home by cave town
I'm going make a chill but maybe sad music video with the intended
outcome t being finished in time and fitting with the mood of the song and
placing of it all
The track chosen is this is home by cave town the pacing of the song is
slow and chill at the start but when it hits the middle section it starts to get
fast and loud to keep the audiences engaged the mood is quite sad based
from the lyrics but also has a light mood
The equipment I'm planning on using is a camera to capture the footage ill
be using in the video another thing ill be using is a transparent panel to
protect the camera because I want to film a bit where there's a person
spray painting a wall so I want to capture a front view of it so the spray
over the camera view
Spray paint is another equipment ill use because im having someone
drawing on a wall with it the people in the video will be masked because
some people don’t want to be shown
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?
The location I'm going to is a tunnel area with wood bit surrounding it in Clifton
its quite close and travel isn't a problem
The weather isnt a problem ether because I want it to rain to add effect to the
video if it doesn't’t I will film at dusk and use water to improvise and with the
river situation ill do a lake or film a puddle close up and dribble some water on
top of it to get a river like effect
The cost isnt a problem its local so anyone can access it
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
The equipment need to get the footage is a camera so ill get that
from college by booking it out two days in advances
Other resources ive already have collected like the
1. Spray paint
2. Ukulele
3. Mask
4. Panel
5. People
24. FACILITIES
Where will you edit your video? Do you need any other
specialist facilities…?
I will edit my video in premiere pro at college and home since I
have the resources at both points I can also edit it on the go
since I have the software on my laptop
25. PERSONNEL
CREW: What is you team? Who is in it? What are each team
members strengths/weaknesses? When are they available?
Ill have one more person on my team called Megan their
available Friday evenings and weekends
Their strengths is that their very co optative and they give good
ideas on the spot their also artistic so they’ll be able to spray
paint something good on the wall during the filming
CAST: Do you need any external performers? When are they
available? Cost implications? Will you have to feed them?
Transport them? I will not need anyone extra since it’s a simple
music video two people is enough
Other personnel? Is anyone else helping you? no
26. PROPS/COSTUME/ETC
Props: props that'll have is some spray paint cans because ill be using
them within the video also ill have a ukulele because at the start of the
song that instrument is being played so ill use that for the small part of
the video
Another prop/costume is mask that we’ll be wearing because we don’t
want our faces being shown also one bit of the song we’ll have a
mask well make where we rip/peel off to add effect to the video
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/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]
30.
31.
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. Lyrics:
“Often I am upset That I cannot fall in love But I guess This avoids the stress of falling out
of it Are you tired of me yet? I'm a little sick right now But I swear When i'm ready I will fly
us out of here I'll cut my hair To make you stare I'll hide my chest And i'll figure out a way
to get us out of here. Turn off your porcelain face I can't really think right now in this place
There's too many colors Enough to drive all of us insane Are you dead? Sometimes I think
I'm dead Cause I can feel ghosts and ghouls wrapping my head But i don't wanna fall
asleep just yet My eyes went dark I don't know where My pupils are But i'll figure out a way
to get us out of here Get a load of this monster He doesn't know how to communicate His
mind is in a different place Will everybody please give him a little bit of space Get a load of
this trainwreck His hair's a mess and he doesn't know who he is yet But little do we know
the stars welcome him with open arms Oh Time is Slowly tracing his face But strangely he
feels at home in this place.”
Details
35. 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!
36.
37.
38.
39. 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.
41. PRODUCTION GROUP
INFO
Include names, contact info, and defined roles at difference
stages of production, using a table is suggested
Names: L. Amos
Contact info: college email
Role: I'm doing some camera work as well as some acting to half
the workload also directing everyone in place usinf a plan
Name: M. Norman
Contact info: College email/phone number
They will also be doing some camerawork to help and acting
we’re basically doing half of each to work as a team to have a
contrast work flow
42. 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
43. LOCATIONS
The locations that I will have in my film are located in cliftion by
a forest area with a tunnel though the middle also the area has
a path though it so its public anyone can access it all the time
and you can do anything there so I will be allowed to film just
wont include the people passing by because they wouldn’t
want to be included
The camera I will be using I will book from college cannon
700D with a tripod hopefully if they have some available if not I
will improvise find a stand in
44. 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
45. RISK ASSESSMENT
Risks – the risks that could happen when filming is that I could
trip and brake the equipment I may be holding at that certain
point in time also another thing is that I could lose small
equipment within the wood so ill keep them close or put them
into a wallet or pocket
Another risk is that it the equipment could get wet from rain or
waters that’s being used within the music video that might
damage the camera so I could use a umbrella when setting up
the tripod with the camera to protect it
46. 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
48. PRODUCTION SCHEDULE
Provide an outline of what you will do on which days during
production
You should broadly plan to the following structure:
- 2 weeks pre-production
- 1 week filming [plan for up to 2 days]
- 2 weeks editing [essentially 2 days for every day you filmed]
49. SCHEDULE
schedule
Week 1-pre
production
Week 2-filming Here I will be filming
outside of college but
first ill gather all the
equipment and props
needed for the video
then go and gather
everyone who's being
featured in it
Next we’ll be going to
location and set
everything up in the
forest and tunnel to prep
the scenes so there
ready for when we start
the shooting
Next we’ll do certain scenes at
different times like a night we’ll
do the fire scene and the night
sky bit while at mid day we do
the start and middle section with
the prop of wings and spray
painting on the wall scene then
depending on which day rains
we will film the scene where
someone sitting on the edge of
the tunnel looking out
Then we’ll put the
scenes together
see which ones
we can all do
better
Week 3- editing This bit ill gather all of the
footage we captured
during the week of filming
then check if all the
footage is there then save
them in different place to
access them and to keep
them
Then put them all together
in premiere pro to find out
which bit go where
basically putting them
order start to finish also
putting the music in so I
can put then the scenes
with the right lyrics
In this bit ill cut down the clips so
they move in sync with the music
and looks appealing then once I put
them in order and cut the clips to
the right bit ill save an extra file and
experiment with one by adding
different transition and maybe a
slow motion style scene
This section ill
add the transition
to the bit I thing
will suit well with
the certain clips
and make it look
appealing and
have a sense of
story to make
people carry on
watching
Week 4-editing
50. 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
53. PRODUCTION
RECORD/LOG
Keep track your filming and production work with the camera
here
You could add stills of your work with annotations
You should include any specific details about how your filming
went and what you did on set to enable you to complete the
work
You should include Call Sheets and relevant production
documents here
54. CALL SHEETS
This links with your schedule
Complete a call sheet for each production activity
Forms are on Blackboard
Insert into Powerpoint here