1. The production will involve filming with a drone and cameras in Towton and Garforth to capture footage for a music video to the song "Let Me Love You" by DJ Snake and Justin Bieber.
2. Key equipment needs include renting a drone, Canon 5D camera with cine lens, tripod, and steadicam over 4 days of filming. Locations are 6 miles apart which needs to be accounted for in the budget and schedule.
3. Weather could impact the drone filming, so backup indoor filming plans are needed. The total estimated budget is £2000 but costs of equipment rental, travel, and contingencies need to be closely evaluated.
This document provides guidance for a music video assignment, including templates and requirements for various pre-production tasks. It outlines ideas for selecting a song, conducting research on music video styles and conventions, developing potential concepts, and assessing the viability of concepts. The summarized student response discusses plans to create a narrative music video for Lorde's "Liability" using locations in Harrogate and their house. They outline crew, cast, equipment needs and provide a basic shot list and structure breakdown for the video.
I will need an assistant to operate a second camera during the
studio shoot. I will pay them £50 for the day.
Cast:
I will need one actor for my music video. I will pay them £50 for
the day.
Myself:
I will be directing, producing and editing the music video. I will
not charge myself a fee as this is for my university coursework.
Total Personnel Costs = £150
The document provides guidance for a music video production assignment, including research on existing music videos, idea generation, pre-production planning, and visual planning. Key aspects covered include generating 3 initial ideas, researching 5 existing music videos, selecting a final song and concept, creating a budget, scheduling production, and developing pre-visualization materials like concept boards and storyboards.
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.
The document provides guidance for a music video assignment, including sections on idea generation, research, pre-production planning, and visual planning. The student has selected the song "Small Mercies" by Pixx for their video. Their concept involves depicting the stages of a relationship through changes in costumes and makeup as the singer lip syncs to the song. Location will be in their bedroom with a pop-up backdrop. Equipment needs include a video camera, tripod, and softbox light. One friend will assist with filming. Storyboards and concept boards will be created to plan shots and visualize the overall look and feel.
The document provides guidance for a music video assignment, including templates for a presentation covering pre-production tasks like generating video ideas, selecting a song, developing a treatment, and assessing equipment, budget, and location needs to plan the production. Students are instructed to fill in details of their proposed music video concept and logistics for various sections of the presentation template to complete the pre-production phase of the assignment.
The document provides guidance for a music video assignment, including templates for a presentation covering pre-production tasks like generating video ideas, selecting a song, developing a treatment, and assessing the production's viability through a budget, schedule, equipment and location needs, and personnel requirements. Students are asked to fill in details of their proposed music video concept and planning in the presentation templates provided.
- 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
This document provides guidance for a music video assignment, including templates and requirements for various pre-production tasks. It outlines ideas for selecting a song, conducting research on music video styles and conventions, developing potential concepts, and assessing the viability of concepts. The summarized student response discusses plans to create a narrative music video for Lorde's "Liability" using locations in Harrogate and their house. They outline crew, cast, equipment needs and provide a basic shot list and structure breakdown for the video.
I will need an assistant to operate a second camera during the
studio shoot. I will pay them £50 for the day.
Cast:
I will need one actor for my music video. I will pay them £50 for
the day.
Myself:
I will be directing, producing and editing the music video. I will
not charge myself a fee as this is for my university coursework.
Total Personnel Costs = £150
The document provides guidance for a music video production assignment, including research on existing music videos, idea generation, pre-production planning, and visual planning. Key aspects covered include generating 3 initial ideas, researching 5 existing music videos, selecting a final song and concept, creating a budget, scheduling production, and developing pre-visualization materials like concept boards and storyboards.
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.
The document provides guidance for a music video assignment, including sections on idea generation, research, pre-production planning, and visual planning. The student has selected the song "Small Mercies" by Pixx for their video. Their concept involves depicting the stages of a relationship through changes in costumes and makeup as the singer lip syncs to the song. Location will be in their bedroom with a pop-up backdrop. Equipment needs include a video camera, tripod, and softbox light. One friend will assist with filming. Storyboards and concept boards will be created to plan shots and visualize the overall look and feel.
The document provides guidance for a music video assignment, including templates for a presentation covering pre-production tasks like generating video ideas, selecting a song, developing a treatment, and assessing equipment, budget, and location needs to plan the production. Students are instructed to fill in details of their proposed music video concept and logistics for various sections of the presentation template to complete the pre-production phase of the assignment.
The document provides guidance for a music video assignment, including templates for a presentation covering pre-production tasks like generating video ideas, selecting a song, developing a treatment, and assessing the production's viability through a budget, schedule, equipment and location needs, and personnel requirements. Students are asked to fill in details of their proposed music video concept and planning in the presentation templates provided.
- 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
The document provides guidance for a music video assignment, including templates and suggestions for pre-production tasks such as idea generation, research, location scouting, equipment planning, risk assessment, and scheduling. It emphasizes visual planning through storyboarding and shot listing. The student plans to create a studio-style video for Santan Dave's "Streatham" using black and white filters, flashing lights, and location shots in darkness to match the song's tone. Risks are considered low as filming would be at home and with friends using available equipment.
The video will show a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. It will use changes in camera shots and pace to match the changing tempo of the song. Shots will include close-ups of the terrain, scenery, and the rider's face and bike. The concepts will explore the contrast between pushing uphill and racing downhill, and capture the intensity on the rider's face. Storyboarding and shot lists will break the song into sections to plan the visuals, shots, and sequencing needed to film the required footage.
Camera Operator:
Sound Recordist:
Art Director:
Editor:
Director:
Producer:
Location Manager:
Casting Director:
Talent:
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
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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.
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 summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The document provides guidance for a music video assignment, including sections on idea generation, pre-production planning, visual planning, and production logging. It suggests selecting a song, researching other music videos, and generating ideas for techniques to use. It includes templates for a pre-production assessment, location information, risk assessment, and schedule. The overall aim is to guide students through planning and producing their own music video.
The document summarizes Herbie Nelson's music video production process. Due to poor planning, Herbie was only able to film himself lip syncing on his phone instead of the more elaborate video he had planned. In editing, Herbie learned the basics of Premiere Pro and enjoyed planning locations, but faced problems with scheduling people and underestimating the time needed. For future projects, Herbie learned lessons around better planning, scheduling, time management, and acquiring the proper equipment and software.
This document outlines Ben Dix's plans for his Music Video Assignment 2. He has selected the song "Starman" by David Bowie to interpret in his video. His concept is to tell a narrative story mixed with live performance elements, filmed in black and white with certain props and costumes using color. Key shots planned include close-ups of instruments and wide shots of full band performances. Ben will handle camera operating, acting, and editing himself. Filming will take place at his home, which provides limitations around noise that will need to be considered. Props will include cardboard recreations of instruments and costumes will feature a sci-fi style for the Starman character.
Mv production assignment form 2019 (faith fomekong)ItzFaith
This document provides guidance for a group music video assignment. It includes templates for pre-production elements like idea generation, research, location planning, scheduling, and risk assessment. The guidance emphasizes visual planning through concept boards, storyboarding, and shot listing to breakdown the video into sections corresponding to the song structure. Templates are provided for production logs, call sheets, and permission forms to document the filming process. The document is intended as a guide for students to fully plan and organize their music video project from pre-production through production.
The proposed music video will feature footage of a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. Shots will include close-ups capturing precise bike movements, wide angles showing speed and style, and close-ups of the rider walking up hills. There will be cuts matching the song's changing pace. Locations will be in Yearsly Woods filmed over two weekends using a Samsung S10+ and Nikon D3000 cameras mounted on tripods. The video will be edited on Premiere Pro at college.
The document provides guidance and templates for a music video assignment, including sections on idea generation, pre-production planning, visual planning, and organizational planning. It instructs students to fill in the templates with information about their chosen song, locations, equipment needs, risk assessments, storyboards, and contingency plans. Templates are provided for tasks like research, potential techniques, conventions, and a production schedule. The document aims to guide students through all stages of pre-production for their music video projects.
The document provides guidance for a music video assignment, including templates for pre-production tasks such as visual planning, budgeting, and location scouting. It outlines sections to develop ideas, research music videos, generate a storyboard and shot list, and assess the viability of the proposed production through estimating equipment and personnel costs. The overall task is to create a 3-5 minute music video interpreting a selected song through visuals and narrative, applying techniques seen in research while working within budget and resource constraints.
The document outlines the planning and preparation for a student music video assignment, including generating ideas for interpreting a song, researching techniques to employ, developing a treatment, creating a shot list and storyboards, assessing location options and equipment needs, and establishing a production schedule. Risk assessments are also included to ensure the safety of the student crew and equipment during the filming process.
This document provides guidance and templates for a student to plan their music video assignment. It includes sections for researching song ideas, developing a concept, assessing production needs like equipment and locations, visual planning through storyboards and shot lists, organizing the production team and schedule, and obtaining necessary permissions. The overall aim is for the student to thoroughly prepare all elements of their music video before filming.
The filmmaker documented their music video production process in a production log. During filming, technical skills with camera equipment improved but shots were dark due to timing. Logistically, locations and weather went as planned. The cast and crew collaborated well. Planning ensured all elements went smoothly. In editing, effects were used creatively but trimming footage took time and some shots were too dark. Overall, the filmmaker learned the importance of time management, lighting, contingency planning, pre-production planning, and availability.
This document provides guidance and templates for students to plan their music video project, including idea generation, research, pre-production assessment, visual planning, and structuring the video. Key elements include:
- Choosing a song and developing ideas for interpreting it visually
- Researching techniques used in other music videos
- Assessing location, equipment, personnel, and other production needs
- Pre-visualizing concepts through boards and storyboarding
- Creating a shot list and structuring the video to sync with the song
The document provides guidance for a student's music video assignment, including templates and suggestions for:
- Researching music video techniques and generating initial ideas
- Developing a final idea focusing on the song "Taunt" by Lovejoy
- Assessing the viability of the production plan through investigating locations, equipment needs, personnel, and risks
- Engaging in visual planning through concept boards, storyboarding, and developing a shot list
- Organizing production details like crew roles, location information, risk assessments, and a production schedule
The student created a sports ident package for a fictional sports channel. They storyboarded three ident concepts and chose to produce ident two, which featured text integrated with sports footage. The student used green screen compositing in Adobe Premiere and added motion graphics in After Effects. They filmed footage at their college campus and managed their time and files effectively. The final ident was of high quality and compared well to professional sports channel idents.
This document provides a case study template for analyzing music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by artists. Task 2 covers styles, techniques and conventions used in music video production. Task 3 requires analyzing at least three music videos considering elements from Tasks 1 and 2, including purpose, style, techniques, intertextuality, camerawork and genre conventions. The document provides guidance on completing the case study and engaging in an illustrative, example-based analysis of selected music videos.
The document outlines the planning and considerations for a digital graphic narrative project, including costs, available resources, production schedule, audience, quality factors, regulations, copyright, and health and safety. It discusses keeping costs low, using free software and home resources, and a 10-session production schedule to create 200 copies of a graphic novel for boys aged 6 and up about World War 2 pilots.
The document provides guidance for a music video assignment, including templates and suggestions for pre-production tasks such as idea generation, research, location scouting, equipment planning, risk assessment, and scheduling. It emphasizes visual planning through storyboarding and shot listing. The student plans to create a studio-style video for Santan Dave's "Streatham" using black and white filters, flashing lights, and location shots in darkness to match the song's tone. Risks are considered low as filming would be at home and with friends using available equipment.
The video will show a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. It will use changes in camera shots and pace to match the changing tempo of the song. Shots will include close-ups of the terrain, scenery, and the rider's face and bike. The concepts will explore the contrast between pushing uphill and racing downhill, and capture the intensity on the rider's face. Storyboarding and shot lists will break the song into sections to plan the visuals, shots, and sequencing needed to film the required footage.
Camera Operator:
Sound Recordist:
Art Director:
Editor:
Director:
Producer:
Location Manager:
Casting Director:
Talent:
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
Pre-production
Production
Post-production
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.
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 summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The document provides guidance for a music video assignment, including sections on idea generation, pre-production planning, visual planning, and production logging. It suggests selecting a song, researching other music videos, and generating ideas for techniques to use. It includes templates for a pre-production assessment, location information, risk assessment, and schedule. The overall aim is to guide students through planning and producing their own music video.
The document summarizes Herbie Nelson's music video production process. Due to poor planning, Herbie was only able to film himself lip syncing on his phone instead of the more elaborate video he had planned. In editing, Herbie learned the basics of Premiere Pro and enjoyed planning locations, but faced problems with scheduling people and underestimating the time needed. For future projects, Herbie learned lessons around better planning, scheduling, time management, and acquiring the proper equipment and software.
This document outlines Ben Dix's plans for his Music Video Assignment 2. He has selected the song "Starman" by David Bowie to interpret in his video. His concept is to tell a narrative story mixed with live performance elements, filmed in black and white with certain props and costumes using color. Key shots planned include close-ups of instruments and wide shots of full band performances. Ben will handle camera operating, acting, and editing himself. Filming will take place at his home, which provides limitations around noise that will need to be considered. Props will include cardboard recreations of instruments and costumes will feature a sci-fi style for the Starman character.
Mv production assignment form 2019 (faith fomekong)ItzFaith
This document provides guidance for a group music video assignment. It includes templates for pre-production elements like idea generation, research, location planning, scheduling, and risk assessment. The guidance emphasizes visual planning through concept boards, storyboarding, and shot listing to breakdown the video into sections corresponding to the song structure. Templates are provided for production logs, call sheets, and permission forms to document the filming process. The document is intended as a guide for students to fully plan and organize their music video project from pre-production through production.
The proposed music video will feature footage of a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. Shots will include close-ups capturing precise bike movements, wide angles showing speed and style, and close-ups of the rider walking up hills. There will be cuts matching the song's changing pace. Locations will be in Yearsly Woods filmed over two weekends using a Samsung S10+ and Nikon D3000 cameras mounted on tripods. The video will be edited on Premiere Pro at college.
The document provides guidance and templates for a music video assignment, including sections on idea generation, pre-production planning, visual planning, and organizational planning. It instructs students to fill in the templates with information about their chosen song, locations, equipment needs, risk assessments, storyboards, and contingency plans. Templates are provided for tasks like research, potential techniques, conventions, and a production schedule. The document aims to guide students through all stages of pre-production for their music video projects.
The document provides guidance for a music video assignment, including templates for pre-production tasks such as visual planning, budgeting, and location scouting. It outlines sections to develop ideas, research music videos, generate a storyboard and shot list, and assess the viability of the proposed production through estimating equipment and personnel costs. The overall task is to create a 3-5 minute music video interpreting a selected song through visuals and narrative, applying techniques seen in research while working within budget and resource constraints.
The document outlines the planning and preparation for a student music video assignment, including generating ideas for interpreting a song, researching techniques to employ, developing a treatment, creating a shot list and storyboards, assessing location options and equipment needs, and establishing a production schedule. Risk assessments are also included to ensure the safety of the student crew and equipment during the filming process.
This document provides guidance and templates for a student to plan their music video assignment. It includes sections for researching song ideas, developing a concept, assessing production needs like equipment and locations, visual planning through storyboards and shot lists, organizing the production team and schedule, and obtaining necessary permissions. The overall aim is for the student to thoroughly prepare all elements of their music video before filming.
The filmmaker documented their music video production process in a production log. During filming, technical skills with camera equipment improved but shots were dark due to timing. Logistically, locations and weather went as planned. The cast and crew collaborated well. Planning ensured all elements went smoothly. In editing, effects were used creatively but trimming footage took time and some shots were too dark. Overall, the filmmaker learned the importance of time management, lighting, contingency planning, pre-production planning, and availability.
This document provides guidance and templates for students to plan their music video project, including idea generation, research, pre-production assessment, visual planning, and structuring the video. Key elements include:
- Choosing a song and developing ideas for interpreting it visually
- Researching techniques used in other music videos
- Assessing location, equipment, personnel, and other production needs
- Pre-visualizing concepts through boards and storyboarding
- Creating a shot list and structuring the video to sync with the song
The document provides guidance for a student's music video assignment, including templates and suggestions for:
- Researching music video techniques and generating initial ideas
- Developing a final idea focusing on the song "Taunt" by Lovejoy
- Assessing the viability of the production plan through investigating locations, equipment needs, personnel, and risks
- Engaging in visual planning through concept boards, storyboarding, and developing a shot list
- Organizing production details like crew roles, location information, risk assessments, and a production schedule
The student created a sports ident package for a fictional sports channel. They storyboarded three ident concepts and chose to produce ident two, which featured text integrated with sports footage. The student used green screen compositing in Adobe Premiere and added motion graphics in After Effects. They filmed footage at their college campus and managed their time and files effectively. The final ident was of high quality and compared well to professional sports channel idents.
This document provides a case study template for analyzing music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by artists. Task 2 covers styles, techniques and conventions used in music video production. Task 3 requires analyzing at least three music videos considering elements from Tasks 1 and 2, including purpose, style, techniques, intertextuality, camerawork and genre conventions. The document provides guidance on completing the case study and engaging in an illustrative, example-based analysis of selected music videos.
The document outlines the planning and considerations for a digital graphic narrative project, including costs, available resources, production schedule, audience, quality factors, regulations, copyright, and health and safety. It discusses keeping costs low, using free software and home resources, and a 10-session production schedule to create 200 copies of a graphic novel for boys aged 6 and up about World War 2 pilots.
This document provides guidance for a case study assignment on music video production. It outlines 3 tasks: 1) understanding the purposes and strategies of music videos, 2) styles, techniques and conventions, and 3) a case study of 3 music videos. Task 1 questions discuss how more popular artists have higher production videos and how product placement works. Task 2 addresses camera angles, lip syncing, and genre conventions. The case study requires discussing purpose, style, techniques, intertextuality, camerawork, and genre conventions for 3 chosen videos.
This document discusses different types of digital graphics file formats including raster graphics like JPEG, TIFF, GIF and BMP files which use bitmaps made of pixels and vector graphics like PSD, AI, FLA and WMF files which use vectors. It describes how each format is used, advantages and disadvantages. It also covers topics like image capture methods, file compression, optimizing images for web, file size management, naming conventions and organizing assets in folders.
The document discusses different types of story structures and elements including:
- Open stories that lead into subsequent parts compared to closed stories that are self-contained. The Lord of the Rings is given as an example of an open story.
- Single strand stories that have one plotline, like a story about shooting down an enemy ace, versus multi-strand stories like Warhammer 40k books that interconnect multiple plots.
- Linear stories that present events in chronological order versus non-linear stories like Pulp Fiction that jump around in time.
- Realist stories based on realistic events versus anti-realist stories set in fanciful worlds like the Ultramarines movie.
The document provides templates and questions to help evaluate a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It suggests including both written and visual examples to explain the project. The creator is then asked a series of questions about their original intentions, image construction, use of text, suitability for audience, and more. They provide detailed responses analyzing strengths and weaknesses of their World War 2-inspired children's book.
Film editing has evolved significantly since early films. Early films used long continuous shots due to technology limitations, but editing techniques later developed like montage to progress the story without irrelevant footage. Key techniques include match cuts, jump cuts, and cross cuts. Editing also aims to maintain spatial and temporal continuity through techniques like shot reverse shot and the 180-degree rule. Parallel editing and intensified continuity further advanced storytelling by showing simultaneous events or quick cuts between shots. Overall, editing has become more sophisticated to immerse viewers in complex narratives.
The script tells the story of a young farmer named Jack who lives near Cornwall during the reign of King Arthur. The area is terrorized by a giant named Cormoran who is 18 feet tall and lives in a cave, frequently wading over to the mainland to take cattle and other food. Jack is described as being of quick wit and unable to be bested by anyone or anything.
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to analyze the purposes of music videos, common styles and techniques, and to conduct a case study on 3 music videos. Notes are provided on illustrating points with images and adding additional slides as needed. The learning outcomes focus on understanding the purpose and conventions of music videos and planning an original music video production.
This document provides guidance for a case study assignment on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analysis of at least three music videos. The case study should discuss the videos' purposes, styles, techniques, intertextuality, camerawork/editing, and adherence to genre conventions. Students are encouraged to include video and image examples in their responses.
I will need an assistant to help with props, costumes, equipment and general help on set.
This will make the filming run smoother. I found someone on people per hour who could
assist for £10 an hour. For the two filming days this would be £80 total.
Props:
The only props needed are musical instruments. I have access to a guitar, bass and drums
which I can borrow from friends. I will need to transport and set these up each day.
Food/Drinks:
I will provide snacks, drinks and lunch for the crew and cast each day. This is important to
keep morale and energy levels up during filming. I estimated around £50 per day for
This document provides guidance for a music video assignment, including templates and suggestions for the pre-production process. It outlines key tasks such as idea generation, research, developing the final idea, assessing viability, visual planning through concept boards and storyboarding, and creating a budget. The document provides examples and recommendations to help structure responses. The high-level tasks covered are idea development, pre-production assessment, visual planning, and creating a budget within target limits.
Here is a risk assessment for the locations identified:
Location Risk Assessment
Location: Forest
Risk: Tripping/falling
Control: Crew to watch their footing and look where they are walking
Location: Train tracks
Risk: Being hit by a train
Control: Film away from tracks, do not stand on tracks, check train timetables
Location: Abandoned building
Risk: Structure could be unsafe/unstable, presence of other people
Control: Inspect building first, do not enter if unsafe, have someone stand guard
Location: Room with mirror
Risk: Glass could break/cause cuts
Control: Use plastic mirror, handle with care, have first aid kit on hand
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 provides instructions and guidance for Lucas Higham's Music Video Assignment 2, which involves generating ideas, researching techniques, developing a visual plan, and assessing the pre-production requirements for a music video interpreting the song "Jigsaw Falling into Place" by Radiohead. The visual plan envisions conveying the troubled reflections and memories of an ex-criminal through experimental filming of everything happening in his mind.
The document provides guidance for a music video assignment, including templates and suggestions for various pre-production tasks such as idea generation, research, finalizing a song choice, developing a concept, storyboarding, creating a shot list, planning locations and scheduling. It outlines tasks such as assessing the viability of production ideas, performing a risk assessment of locations, and contingency planning. The overall goal is to fully plan and prepare for the music video production.
This document provides guidance for students on their Music Video Assignment 02. It includes templates for researching song ideas, developing a concept, planning pre-production such as locations, equipment, personnel and budget, and visual planning of the music video. Students are guided to research techniques, develop a mind map of ideas, choose a song, describe their creative concept, and plan pre-production logistics and costs to bring their vision to life on a £2000 budget.
- 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 outlines plans for a music video assignment, including:
- Choosing a song and generating 3 ideas interpreting it differently
- Researching music video styles and conventions
- Selecting "Independent" by Sacred Reich as the song and describing its style
- The proposed concept is to film close-ups of the performer with a black and white filter and fisheye lens to portray aggression
The document provides guidance for a music video assignment, including templates for pre-production tasks like idea generation, research, budgeting, scheduling, and visual planning. Some key points:
- The student's final idea is to create a music video for the song "96 Fukries" that combines elements of the Skepta music video "That's Not Me" and random, unplanned footage.
- Locations will include a studio with green screen and public areas. Equipment to rent includes a camera, lighting, and tripod.
- A budget of £2,000 is proposed, with examples of studio costs and equipment rental prices provided.
- Pre-production planning includes storyboarding, shot
Here is a structural breakdown of the song "Jigsaw Falling Into Place" by Radiohead with broad visual ideas for each section:
Intro (0:00-0:58):
Slow zoom into a close up of the protagonist's face as he listens intently with headphones on.
Verse 1 (0:58-1:36):
Cut between shots of the protagonist listening and flashbacks of memories with his lover.
Pre-Chorus (1:36-1:50):
Timelapse shot traveling through the town as memories start to come back quicker.
Chorus (1:50-2:18):
Intercut flashbacks with shots of the protagonist as the
The storyboard is short because there is no real storyline - clips will be edited how the creator thinks fits best musically.
Equipment needed includes confetti cannons, party hats, bed sheets, cameras, lenses, and furniture. Locations are the creator's house and local parks.
The creator owns their equipment, which is less stressful than relying on availability. They can also edit from home. Footage will be captured on DSLR and phone cameras using various lenses. Tripods will be used to avoid dropping cameras.
The living room will be used for a skit introduction. Parks will be used for additional footage. A schedule cannot be fixed due to conflicting schedules, but filming will occur when
The document provides guidance for a music video assignment. It outlines tasks for idea generation, research, pre-production assessment, and production planning. The student proposes a music video concept involving filming themselves in front of a green screen with grime freestyles playing in the background, inspired by Skepta's "That's Not Me" video. For pre-production, they identify equipment needs like cameras and lighting to hire within their £2000 budget. Location plans involve a studio and public areas. They propose a 2 week pre-production, 1 week filming over 2 college days, and 2 weeks for post-production.
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
Here are some potential contingency plans:
- Weather issues - have indoor backup locations identified in case outdoor shoots cannot happen due to rain, snow, etc.
- Actor/crew absence - have understudy or backup crew members identified in case primary people cannot make it.
- Equipment failure - test all equipment beforehand and have replacement gear or ability to improvise/modify shots.
- Location issues - have alternative locations scouted in case primary locations become unavailable or unsuitable.
- Running short on time - prioritize critical shots and cut non-essential shots/elements if behind schedule.
- Injuries/illnesses - have basic first aid supplies on hand and know emergency contact/procedures.
The storyboard is short because there is no real storyline - clips will be edited how the creator thinks fits best musically.
Equipment needed includes confetti cannons, party hats, bed sheets, cameras, lenses, and furniture. Locations are the creator's house and local parks.
Luckily the creator owns their equipment, so it's available when needed and can be edited from home. Cameras and phone will be used to give different looks. Tripods will securely hold cameras.
Living room will be the skit location. Parks will be for natural looking shots. A small budget covers needed props.
Contingency plans address full memory cards, dead batteries, injuries, and lost
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 sections on idea generation, pre-production planning, visual planning, organizational planning, and production record keeping. It outlines tasks such as selecting a song, researching music video techniques, developing a concept, creating a shot list, conducting location scouting and risk assessment, developing a production schedule, and obtaining necessary permissions. The document is intended as a template to guide students through the pre-production process for their music video assignments.
Brandon will produce a music video for the song "Can't Be Saved!" by Inaristakeover x kayudo. The video will feature clips of Brandon and friends having fun at various outdoor locations set to the fast-paced song. Brandon has identified the equipment he needs from his college and plans to edit at the college facilities. He will film with one friend who is also working on the assignment.
Sadie will assist as crew and act in the music video and skit. The director values her hard work and willingness to help despite scheduling clashes. Filming will provide an opportunity for both to learn as neither have professional film experience. The director's skills have improved since previous projects and he expects this music video to turn out better with feedback and experience. He will edit alone using tutorials to improve that skill.
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2. GUIDANCE
This template PowerPoint presentation includes all the
relevant elements you need to cover in your Music Video
Assignment 02
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.
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. RESEARCH
Muse – Mercy, shows an insight into how I
want my music video to look, I want to
incorporate this use of a drone for b-roll
footage, I want to be able to capture the
environment around the main character of
the music video as a method of expressing
the mood and feel of the video. Mercy
JP Cooper – September Song shows
emotion and plot through the usage of
environment lighting and close shots to
the characters in the video. Thus a good
example of what I want to create for my
own. The characters never directly
address the camera, instead they look
away, as if it isn’t there.
DJ Snake - Let Me Love You, paints a
good picture on how I want the overall
scene to look: Dark, with hints of bright
coloured lighting, along with several
adaptions in post. I have all the
facilities to make these changes to the
footage including plugins such as MBL,
LUT Buddy and Optical Flares.
6. RESEARCH
Alongside using a drone, I would like
to create an illusion that a car is being
driven by myself, whilst a drone is
flying overhead, in order to do this, I
will have to be in the passenger seat,
whilst someone drives the car, I can
then do any still shots I need to after I
have enough footage of the car
driving.
Equipment Required Equipment Optional
Mac/PC w/ Premiere Pro Adobe After Effects CC
Memory Card Reader Adobe Audition CC
DJI Phantom 3 Drone Steadycam
DSLR (Non Specific)
Tripod
DJI Phantom 3
Drone
7. SONGS
1. Let Me Love You – DJ Snake ft. Justin Bieber
2. Calvin Harris – My Way
3. Firebeatz & Chocolate Puma – Lullaby
4. Sean Paul – No Lie
5. Eminem – When Im Gone
6. Justin Timberlake – Mirrors
7. Jon Bellion – Munny Right
8. TECHNIQUES
Techniques I will be using in filming and post depend on
the type of video I want to make, colour correction will
be varied dependent on whether the video will take on a
happy tone, or if it will take on a much more cautions
look. I will most likely use an array of plugin to make my
video look more cinematic, these could include Sapphire,
VC Twitch, RSMB or preset after effects. I may also cut
the aspect ration from 16:9 to 21:9, which would make
the video the same aspect ration as a cinema screen, or
‘ultrawide’.
I will also occasionally change the cameras recording
settings from 1080/30fps to 720/60fps this will allow
me to slow down the footage and get the effect of slow
motion which will be good for some of the action shots
11. SUMMARY
1. The use of a drone allows for greater reach. It will be used for
long distance shots, and will be used to show emotion through
scenery and location. I can also make shots which would
require specialist equipment to film normally, such as chase
scenes, which would require a crane to film normally.
2. The song that I have chosen to use is simple to lip-sync and
easy to follow, as such I have been able to plan what my
surroundings will be effectively, allowing for greater
visualization of the song, its lyrics and its meaning.
3. The use of timing when I will be recording will create a nice
colour contrast, since it will be evening when I record, the
darkness wont be too dimming, but when it does eventually
get dark I can use RGB hue bulbs to make the video colourful
once again.
4. By using the 60fps capability on the Canon DSLR’s I can film in
slow motion, by filming 60fps, and then extending out the
footage so it returns to 30fps, it is like making the video twice
as slow, adding a cinematic feel to the video.
12. SUMMARY
1. Since I have done some research on the filming location,
I have found there is a no fly zone over RAF Church
Fenton, which means that my flying space is limited to
about 15 miles, between Leeds Bradford Airport, and
RAF Church Fenton.
2. Another limitation to this music video, is that I need a
driver to drive the car. I would do this myself, however I
have yet to pass my test, and therefore it makes things
difficult, I will use friend to drive me around in the car,
and I will have to edit the footage appropriately to make
sure they aren’t in frame.
3. Since I will be using fields nearby my house, I will need
Permission to use there land for production of my music
video. I will be able to write an email asking them
making it simple enough, if not then I will need to have a
back up location planned.
4. n/a
13. FINAL IDEA –
ARTIST/TITLE/INFO
Let Me Love You / DJ Snake, Justin Bieber
DJ Snake is a grammy nominated composer of electronic
music. He originates from France, and is currently 30
years old. Justin Bieber, who he collaborated with on this
song, is a 23 year old Canadian singer.
The songs which are produced by DJ Snake are mostly
linked to the genres House, EDM and Trap. Justin Bieber
however, isn’t a composer, and instead sings pop songs
which often reach the charts.
14. FINAL IDEA – TRACK
SUMMARY
Summary/analysis of track [consider meaning, content,
duration, pace and style of the song]
15. FINAL IDEA – YOUR IDEA
Your creative concept/video synopsis [describe your
interpretation, use of imagery or narrative, genre
conventions, etc]
17. 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
18. GUIDANCE:
BUDGET TARGET
You have provisionally given an outline target of £2000
to make your music video
This target should include a 10% contingency [that
means your budget should allow for £200 pounds within
the budget – so realistically you aim lower than £1800]
Your budget should account for everything, except your
own time and input
Consider more than one option to solve a requirement –
you may be able to balance your budget later, there will
have to be a compromise somewhere
19. GUIDANCE:
TIME
You will need to plan a schedule for the pre-
production/production/post-production
Nominally you should work on 2 weeks pre-production,
1 week filming [2 college days – Mon./Tues first week
after half term] and 2 weeks edit/post-production
Who is going to do what? How will you split the time?
When can you film? What is the availability of the
equipment/resources/locations/personnel?
What problems can you foresee? How will you overcome
them?
20. TITLE OF
PRODUCTION/PRODUCTI
ON 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]
21. LOCATIONS
Towton (quiet roads and good place for drone flight)
Garforth (Specifically the residential area)
What are the limitations and risks, eg distance, access, cost,
weather? How will you manage this?
Limitations: The distance between my home in Garforth, and
Towton is 6.6m. If the current rate is 40p per mile, that makes a
single journey £2.64. however with that exception, the travel links
are good, with both road and rail running close-by. In order to
avoid weather conditions causing issues over recording, I can do
some filming whilst I am at home, before making the journey to
Towton in the event that weather conditions aren’t forecasted
correctly. I plan to spend two days filming here, so cost will be
approx: £10.56
Risks: I will not be able to fly a drone whilst it is raining because of
the possibility that it may sustain damage, or lose connection. Nor
will I be able to use a camera, without having a cover to protect the
camera from the same damage type as the drone.
22. EQUIPMENTSOURCES:
HTTPS://WWW.HIREACAMERA.COM /
HTTP://SPEEDFILMS.CO.UK/HOME-2/AERIAL-DRONE-UAV-FILMING/DRONE-HIRE-RATES/
Equipment needed includes:
Drone (2 Days) £600, Canon 5D + Cine Lens (4 Days) £256, Tripod (4 Days) £64, Steadicam (4 Days) £128
Hireacamera, is a nearby local camera hiring company, which supplies cameras
for hire at level that I would need. The Canon 50D for instance, does everything I
need it to, and it can be hired for £64.00 excluding VAT.
Other more specialised companies, do hire out drones. SpeedFilms, hire out DJI
Inspire 2 for £300 a day excluding VAT, but offer crew members along side this.
£550 for one pilot, £850 for a pilot and camera operator. I would mostly likely
choose the £300 option, because I do have some experience with flying drones.
Tripods are also hired out by Hireacamera, a Viten Pro-DC10 can be hired out for
£16 a day, and finally, steadicams are hugely differentiated. You can invest in full
3 axis rigs, or handheld device. For my production I would go for a handheld 3
axis gimbal: the best of both options, the Glidecam 4000 Pro would be perfect for
this production, and it costs £32 each day excluding VAT.
I will also need to hire lighting equipment, such as soft-boxes, and RGB hue
lights for accents in the video. I will need two soft-box lights for my video seen as
it will be set at dusk/night. A set of 2 soft-box lights is £29.00 a day, costing for
the entire filming period £203
This sums up the overall total of equipment hiring to £1251
23. FACILITIESHTTP://BRADLEY.TV/STUDIO-HIRE-
LEEDS/?GCLID=CJ0KEQIAOT_FBRCQT8JVSODKOZABEIQAQFL76LPUKE3BH74O_RQOQER4_KMHJEO PNSKR818ONPWZOSGAAS6U8P8HAQ
The videos will be edited in two locations, those being
my house, and college. Currently I don’t required any
specialist studio for my video, however if the
circumstances were due to change, they can be hired
out, for example BradleyTV offer greenscreen and
lighting services for hire at £99 a day, £79 for a half-
day. However because this isn’t needed I wont be adding
it to my budget costs.
I may however need to invest in specialist plugins for the
Adobe programs. By hiring MBL (magic bullet looks) and
Sapphire, I can create much better colour corrections,
and use effects within my music video to add tension.
Both of which have a free trail that I can use whilst
creating my video however, and once again I wont be
adding them to my cost list.
24. PERSONNEL
CREW: My Crew will consist of groups from differing
backgrounds, I will hire 1 professional camera operator
and I will direct the film whilst being responsible for
drone flight.
CAST: I will require other people to do some lip-syncing,
and I will rely on friends and relatives to do this job for
me, I will provide them with a song, and general
instructions, and allow them time to practice before
anything is shot.
If I m using a car in my production, I will need a driver
whilst I operate a drone for the Ariel shots, considering
insurance costs and the cost of hiring a vehicle and
driver, I feel it would be easier just to use existing travel
links, if we were to have someone bring there own car,
we could use that to track the drone around the car.
25. PROPS/COSTUME/ETC
Each person who comes along and joins the filming will
be required to bring two sets of clothing, one to change
into before and wear whilst in production, and another to
wear after filming is complete for that day.
Small minor props wont be used in the video, however
other parts of the video will have large objects used such
as cars and some use of phones.
26. GUIDANCE:
COSTS –
RESOURCES/SOURCES
Basic Guide to costs
http://www.justfilm.co.uk/video-production-costs.html
Rates TV
https://www.bectu.org.uk/advice-resources/rates/television-factual-
rates
Rates all media
https://www.bectu.org.uk/advice-resources/rates
Research local production spaces for edit and post
production costs
Local equipment hire companies have costs for camera,
lenses and kit [tripod, dolly, steadicam rigs, etc]
Travel by vehicle can be nominally charged at 40p per mile –
so you need to know how far you location is from where you
are!
27. CODES OF PRACTICE
AND REGULATIONS
Do you need clearance for copyrighted materials? [you
will need to contact Mechanical Copyright Protection
Society-Performing Rights Society Alliance (MCPS-PRS)]
Do you have performers external to your group
performing? They will need release forms that declare
you can use footage of them in the production. This
needs to be planned for.
Do you have any actors under the age of 18? You will
need parental permission forms.
Are you filming on private property? You will need
written consent PRIOR to filming. Plan in advance. This
needs to be considered.
Consider where you may need specific risk assessments
and health and safety documentation
28. CODES OF PRACTICE
AND REGULATION
Since I have chosen DJ Snake’s Let Me Love You, I will have
to contact PRS Music and ask for written consent to use
there song in my own video. In terms of other performers, I
will also need there written consent that I am allowed to use
footage of them in my music video this will prevent a fallout
if they claim not to have wanted to do the video. This will
also apply for under 18’s but instead of them signing the
form, it will be the parents who consent to letting there
child on the video.
I will be filming a fields through residential areas between
west and north Yorkshire, and in using the drone, I will both
need to familiarise my location, and drone regulation from
the BAA (British aviation authority). There is a no fly zone
imposed over RAF Church Fenton, which is 5 miles in radius,
meaning I will have to be careful both not to fly too high
around the border of the zone, and to not enter the zone, at
all. I will also need to ask for consent to film on the fields.
For all of these scenarios, I must conduct a risk assessment,
especially with drone flight, the propellers aren’t forgiving
and will cause injury if the drone strikes someone.
29. FINANCE/PRODUCTION
COSTS
Using industry rates cards and researched costs of
equipment [cameras], cast, crew, props and facilities
[locations, edit rooms, etc] calculate the likely cost of
your production
Outline details of financial considerations of project, this
could be cost of props/costume/travel/food/etc
Explain what your overall budget is [if applicable] and
how this is to be met
How will you deal with any extra costs? Contingency
fund? What percentage of your budget should this be?
[hint: add 10% on to the final cost, this should cover it!]
Do you foresee any problems? How will you manage
this/over come them?
30. OPTION 1
The total costs so far sum up to:
Production Value: £1251.00
Travel: £10.56
Catering: £93.30 31.10 per head
Contingency: £200
TOTAL: £1554.86
31. FINAL BUDGET
BREAKDOWN
Provide a costs table for your budget, if you have
considered more than one cost option, provide
alternative final budgets and state a preference with
justification for which option you would choose.
34. 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-visualization and concept boards
Storyboarding
Shot list
35. 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]
36. STILL SHOTS
I want the entire video to take on a theme of darkness, so it will
be shot at night, but to make the video more exciting I will be
using mood lights to add colour to the video. This feature will be
common across the whole video, where ever possible.
Along with this, I want to be able to use natural elements to
create scenes of colour and brightness, I can achieve this by
using CGI fire to make it safe, and then to create a shot for slow
motion, I will use milk powder to ‘blow fire’ at the camera. These
shots of fire will be featured in the video when the lyrics sing
“burning on the edge”
It will be from that scene, which I can do easily in my back
garden without revealing anything that will make the video look
‘homemade’, that I move onto the drone shots of a car driving, it
will take me to Garforth Cliff, a nearby hill which I will use the
quiet and secluded area along with the endless fields to create a
peaceful scene, where I will be able to lip sync some of the song,
whilst sat on the car, to show a relaxed mood. From here, I will
lip sync the rest of the song whilst occasionally cutting back the
scenes that I shot from my back garden, along with the
occasional overhead drone shot.
37. MOVING GROUND
SHOTSStarting at the beginning once again, it will be at this
point I take the camera off the tripod, and move it
around, I will use both my own camera and the camera
that I borrow from college to do these scenes, as my
camera has image stabilization.
I will make sure to add to the shots of the fire by
panning from the base of the fire, to my face, but
making sure to keep me out of focus, then refocusing to
my face, and blocking out the flames.
From there I will have a camera panning round my car, as
it watches me get into it, and start the engine, where it
will cut to a still scene on the car with its lights on, as
the camera zooms into it.
I will then, as the journey goes on, get out of the car
occasionally, to film it going by as someone else drives
it.
Then, once in Towton, I will use both cameras, one for
the tripod, the other to film from a different perspective
38. DRONE SHOTS
The drone shots will primarily be of the car moving, but it
will be used to show the scenery around myself when I am
lipsyncing,
As the video starts, the drone wont start until after the car
has started moving, I will be in the passenger seat, chasing
the car with drone, from a reasonable height, I will NOT
drive to Towton however, I will do a lap around my estate,
to prevent the drone losing connection.
The drone will not go to Towton at all, this is because of a
BAA enforced no fly zone for drones, instead I will have to
film surrounding areas in Leeds, my home city however
once again there is a no fly zone 10 miles out from
Leeds/Bradford airport, meaning I have about 10 miles
between the two zones I am allowed to fly in, this shouldn’t
be an issue however.
When I am operating the drone I want to get a variety of
shots, including some side on, I will do this by filming on
the side of a close by hill, with fields surrounding it.
As the video is ending, it will be a scene chasing the car, the
drone will move towards the right, and gradually fade the
car out of scene.
39. 1.
3.
5.
6. 7.
4.
2.
8.
1 & 2. Photo shows
what I want my drone
shots to look like in
some ways.
3. Example of the
scenery which I will
capture through the
drone.
4. Typical shot which
will be shown to show
the surroundings of the
location I’m in.
5. Street where the
drone will chase the car
for the first time.
6. Garforth, where
some of the video will
be filmed.
7. An example of the
fire which I want to
create using CGI
8. An example of what I
want to show in the
fields
40. 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
47. 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
48. LOCATIONS
This the view from Garforth cliff, which as you can
see spans across a large distance, making it an
ideal location for more drone shots, however it
also has a large field, which is the environment
that I want to film my music video in. I plan to
chase the car along some of this road using the
hill as a ledge.
The location on screen is just off the A1, which
would provide a good drone shot at evening time,
orange coloured clouds and lighting coming from
the motor way would provide the colour element
that I would be looking for along side the
darkness of the night.
49. RISK ASSESSMENT
Risk What Could Happen Preventative
Rain causes roads and
paths to be slippy.
Because the ground isn’t as grippy as normal, it is
possible that someone could slip whilst walking.
To prevent slips and falls, don’t run
across roads or paths where the
ground isn’t dry,
Heavy wind could
pull the drone.
If the drone is taken by the wind, it presents the
possibility that the drone could i. Crash, ii. Hit
someone on the way down. Both events could
happen, and possibly at the same time. Making it
extremely important to use common sense when
flying the drone.
If I lose control of the drone mid air, I
will switch modes from S1, to M, which
will allow to to take advantage of a
return to home feature, where the
drone will fight the wind, and land
safely where it took off.
Whilst walking to
the location people
could trip on the
un even hill.
If someone trips, it could mean that we have to stop
recording, and take them to hospital, so it is
important to evaluate the ground before making
movements upon it, if it is a dry day, it should be
easy to navigate where to walk safely.
By making sure that you check
where your putting your feat when
walking through the hill, you will
prevent injury.
On a hot day people
may not have
brought water to
keep hydrated.
If water isn’t provided, de-hydration is a possibility,
which could intern lead to sun-stroke, neither of
which being a good thing, also making water an
essential, if not a bare minimum on a hot day.
By purchasing water before filming,
the issue of thirst can be avoided, It
may also be beneficial to have sun-
cream if the weather is intense
enough for it.
If it is cold outside ice
may be present
Ice presents the possibility of a slipping hazard, and the
potential of injury. Along side this, if people aren’t prepared
for the cold properly, they may have to go inside to warm up,
to avoid serious illness.
Ice can be fought against with salt,
when in the car, take some road
salt to melt ice, if it is needed.
Weather conditions may
turn from sunny to rainy
quickly
Rainy weather can damage technological equipment
such as cameras and drones pretty quickly, if they are
left outside whilst taking a break from filming.
To prevent equipment from being
damaged, make sure to pack it away
once finished with it. Whoever used it
last should be responsible for this
The drone may lose If the drone loses connection, then there is a chance that the If the connection between myself and
54. 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
55. CALL SHEETS
This links with your schedule
Complete a call sheet for each production activity
Forms are on Blackboard
Insert into Powerpoint here