MV Process Log Form 2021.pptx
•Download as PPTX, PDF•
0 likes•61 views
Elkie Powell created a music video production log to track the progress of filming, editing, and post-production of a music video. During filming, Elkie found using a phone easier than a camera, but it impacted video quality. Locations at Elkie's college worked well to match the school setting. Casting took time but eventually worked out. Elkie's planning matched their envisioned idea, but it could have been better executed. During editing, Elkie highlighted what went well including cast, overall cohesion, and positive feedback, as well as areas for improvement like time management, camera skills, and storyline development. Key lessons included time management, phone camera use, earlier casting, clearer story
Report
Share
Report
Share
Recommended
Job Roles Brief 2021.pptx
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review. Tasks include creating an illustrated guide to a chosen media sector, a profile of a notable practitioner, and a five-year career development plan.
Creative Media Y1 Unit 3 Review.pptx
This document summarizes the student's experience in their first year creative media production course. They enjoyed video editing the most and found it the most interesting. Planning projects was an area they improved in but still find challenging. Their strongest technical skill is audio editing due to previous experience. They felt their best project was audio-based because they could apply existing skills. Moving forward, they want to specialize in video editing and are considering self-employment or apprenticeships in the field.
Job Roles Brief 2021 - april submission.pptx
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will create an illustrated sector guide on their chosen field and a fact file on a notable practitioner. Students will also develop a 5-year plan outlining their education, experience and skills goals. Assessments include a music video production log, end-of-year review, and demonstrating self-organization and consideration when working with others.
Job roles brief 2021 copy
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review to demonstrate their skills and development over the course of the year. The assessments are designed to help students investigate options and plan for their future in the media production field.
Mv production assignment form 2021
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.
Mv process log form 2020 (1)
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.
Test Video Reflections Proforma 2021.pptx
The document provides instructions and reflections on test video projects. It includes tasks to complete before starting like exporting and uploading videos. It asks the reader to discuss 3 areas they found interesting, difficult, what went well, and what was less successful for filming with a camera, working with others, and editing in Premiere. For reflections, it prompts listing the 3 main things learned and 5 action points to consider for future projects.
MV Process Log Form 2021..pptx
The document provides guidance for tracking the production process of creating a music video. It outlines sections for filming and editing with prompts to describe technical issues, logistics, personnel, planning, and next steps for filming and notable moments, decisions, problems, and lessons learned for editing. For filming, the creator had issues with camera equipment but solved it by switching to a phone camera. Locations worked but weather caused delays and some locations had lighting problems. Crew and casting went well without issues. Planning was difficult due to changing ideas but a solid plan was eventually made. For editing, using effects and filters looked good aesthetically but audio syncing was a struggle and technical issues caused work to be restarted multiple times and lost.
Recommended
Job Roles Brief 2021.pptx
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review. Tasks include creating an illustrated guide to a chosen media sector, a profile of a notable practitioner, and a five-year career development plan.
Creative Media Y1 Unit 3 Review.pptx
This document summarizes the student's experience in their first year creative media production course. They enjoyed video editing the most and found it the most interesting. Planning projects was an area they improved in but still find challenging. Their strongest technical skill is audio editing due to previous experience. They felt their best project was audio-based because they could apply existing skills. Moving forward, they want to specialize in video editing and are considering self-employment or apprenticeships in the field.
Job Roles Brief 2021 - april submission.pptx
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will create an illustrated sector guide on their chosen field and a fact file on a notable practitioner. Students will also develop a 5-year plan outlining their education, experience and skills goals. Assessments include a music video production log, end-of-year review, and demonstrating self-organization and consideration when working with others.
Job roles brief 2021 copy
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review to demonstrate their skills and development over the course of the year. The assessments are designed to help students investigate options and plan for their future in the media production field.
Mv production assignment form 2021
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.
Mv process log form 2020 (1)
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.
Test Video Reflections Proforma 2021.pptx
The document provides instructions and reflections on test video projects. It includes tasks to complete before starting like exporting and uploading videos. It asks the reader to discuss 3 areas they found interesting, difficult, what went well, and what was less successful for filming with a camera, working with others, and editing in Premiere. For reflections, it prompts listing the 3 main things learned and 5 action points to consider for future projects.
MV Process Log Form 2021..pptx
The document provides guidance for tracking the production process of creating a music video. It outlines sections for filming and editing with prompts to describe technical issues, logistics, personnel, planning, and next steps for filming and notable moments, decisions, problems, and lessons learned for editing. For filming, the creator had issues with camera equipment but solved it by switching to a phone camera. Locations worked but weather caused delays and some locations had lighting problems. Crew and casting went well without issues. Planning was difficult due to changing ideas but a solid plan was eventually made. For editing, using effects and filters looked good aesthetically but audio syncing was a struggle and technical issues caused work to be restarted multiple times and lost.
Job Roles Brief 2021
This document outlines the assessment criteria and tasks for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create a five year plan, complete a music video process log, and an end of year review reflecting on their skills and development. The end of year review will also include an action plan with 5 areas to focus on in the second year.
Job Roles Brief
This document outlines the unit requirements for a creative media production course. It includes an introduction to various job roles in the media industry and how students will investigate options and plan for their future. The unit involves completing assignments to demonstrate understanding of the skills needed for careers in creative media. Tasks include researching the industry, practitioners, creating a five year plan, and an end of year review reflecting on skills developed and areas for future improvement.
Music video part two pre prod
The document provides guidance for students completing a music video coursework project. It outlines 6 tasks for pre-production work including researching why artists use music videos, researching music videos of different genres and eras, choosing a song, defining the target audience, developing ideas for a video treatment, and storyboarding key scenes. Students are advised to thoroughly analyze existing music videos and are given criteria for developing their own original video ideas and presenting their storyboards.
3. proposal mv 2018 (louis fitton)
The document is a proposal for a hip hop music video project. It outlines the target audience as males aged 15-25 from the middle class, and rationale for the project based on skills learned from previous work with camera equipment and video editing software. The concept is to create an aesthetically pleasing video without a narrative to accompany a hip hop song. Research will include location scouting, camera shot ideas, and analyzing other music videos for inspiration. The production plan is to film on location and edit in Adobe Premiere Pro with effects. Progress will be evaluated through screenshots and self-reflection on strengths and areas for improvement.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
job roles Review
This document contains a student's reflections on their first year creative media production course. They enjoyed projects involving cameras the most, such as filming a music video, and found audio work most challenging. The student felt they developed their skills in using Adobe software like Premiere Pro and Photoshop the most. Their strongest technical skill is using cameras. Their favorite project was the music video which they filmed and edited themselves. They least enjoyed the audio project and aim to improve their time management in the second year of the course.
Mv process log form 2020
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.
Planning
The document provides planning details for recording a live band performance. It will use a 4-camera setup, with 3 static cameras and 1 handheld camera operated by a gimbal. The performance will take place at a local theatre. Necessary equipment, personnel, and facilities are outlined. Concept boards showcase a dark, theatrical environment with lighting effects. While specific shots cannot be pre-planned, the document outlines the goal to capture wide and close-up shots of the full band and individual musicians that match the energy of the music.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Mv process log form 2021
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.
Creative Media Y1 Unit 3 Review.pptx
The student enjoyed the photography aspect of their projects the most, such as taking photos for a magazine cover. They struggled with an audio project where the sound effects they created did not work as intended, but were able to adapt their idea and complete the project. The most challenging part of the year was the audio project due to issues with their original foley idea.
Creative media y1 unit 3 review
The document summarizes the student's experience in their first year creative media production course. They enjoyed filming and editing the most, especially for their music video project. They found writing and animation challenging. Their research and planning skills improved the most over the year. Filming and editing are their strongest technical skills. Their best project was the music video due to the creative freedom and expression it allowed. They least enjoyed foley tasks due to audio recording issues. Going forward, they want to specialize in cinematography and see themselves creating a trailer, music video or short film next year to further develop their skills and creative vision.
Jays nv process log
This document summarizes the production process for a music video. It covers the filming, editing, and post-production steps. For filming, it discusses what worked and didn't work technically with equipment, logistically with locations, and with personnel. Planning mostly went well except some rescheduling due to rain. For editing, it explains techniques used like green screening, glitch effects, and transitions. Problems included issues with monitors and having to manually relink files. Key lessons learned were how to set up and use a green screen, basic Premiere Pro skills, portraying creative ideas on film, importance of organization, and using online resources to learn new techniques.
Job Roles Brief 2021 (2).pptx
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
Mv production assignment evaluation form 2021 [auto saved]
The document provides a self-evaluation by a student of their music video production project. It covers research, planning, time management, technical qualities, audience appeal, and peer feedback. The student found the research and planning stages beneficial but thinks exploring more genres and creating a more detailed storyboard could have improved the project. Some filming and editing felt rushed due to postponing production. Peer feedback noted shaky camerawork and inconsistent footage quality as areas for improvement. The student agrees more stable shots and careful focus would have strengthened the project.
Music video part one overview
This document outlines the coursework requirements for a music video project. Students will individually complete pre-production tasks like researching music videos, selecting a song, and storyboarding scenes. They will then film a group music video based on one storyboard. Finally, students will write an individual report evaluating their research, production, and how it appeals to the target audience. The project requires creativity, organization, and teamwork skills to plan, film, and edit a high quality music video on a deadline.
3. proposal mv 2018 (2)
This proposal outlines a music video project for the song "Gold" by EDEN. The target audience is teens and young adults aged 15-25, mainly lower and middle class males who can relate to the songs themes of relationships and inner thoughts. Pre-production work like audience research of EDEN's videos informed the gloomy, slow-paced concept using different shots to represent past and present. Filming will use various camera techniques to resemble an amateur recording style. Post-production will include color tinting, cassette effects, and flickering to achieve the desired aesthetic and represent memories. Evaluation will analyze technical and aesthetic qualities, audience appeal, and received feedback through a PowerPoint presentation.
Evaluation advergame
The document summarizes the strengths, weaknesses, and reflection of creating an advergame. It highlights the ability to successfully animate and add music and sound effects as strengths using Photoshop and Premier Pro. Limited sound effect options from YouTube were a weakness that required additional research. Overall, the creator enjoyed the production process of using design software, while also noting animation could be improved and more complex in the future.
Mv process log form 2021
This document provides guidance for tracking the production process of creating a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming. For editing, it prompts to describe the editing progress, decisions, problems, and notable moments. In filming, the creator used their phone propped against a stairwell and had some issues with people using the stairs. For editing, they note some lipsync was off and footage needed replacing, but their enthusiasm came across well in peer feedback. Main lessons learned were the time and difficulty of even simple music videos.
Mv process log form 2021
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing. In the Filming section, the student discusses what went well and challenges around the technical setup, logistics of locations, personnel changes, and value of planning. Key successes included good lip syncing and on-brand location footage. In Editing, the student highlights inspiration from other music videos and struggles with color balance in some studio shots. They also reflect on learning better planning, video editing skills, problem-solving, time management, and focus/lighting techniques.
MV Process Log Form 2021.pptx
The document provides a log of the production process for a music video. It includes sections on filming and editing. For filming, technical aspects like using phones for cameras worked well due to portability, though quality was limited. Locations added to the aesthetic and had no access or weather issues. The small crew of two worked efficiently due to shared vision. Planning informed filming techniques. For editing, filters were key to the retro aesthetic. Simple editing suited the style. Transitions were overused but dispersed. The creator learned confidence in front of and behind the camera, better understanding of methods and effects, and comfort with editing transitions.
Mv process log form 2021 finished
The document summarizes the production process for a student's music video project. It includes sections on technical aspects, logistics, personnel, planning, and editing. For filming, some shots came out blurry due to changing weather. Locations had to be altered due to transportation issues. Personnel changes meant using a tripod for most shots. Planning with a shot list and storyboard helped structure the filming. For editing, lip-syncing was perfectly synced but some clips were low in brightness. The editor also had to learn video editing software skills. Variety of shots could be improved. Lessons learned include thorough planning, backup personnel, footage quality checks, editing skills, and effective shot types.
More Related Content
What's hot
Job Roles Brief 2021
This document outlines the assessment criteria and tasks for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create a five year plan, complete a music video process log, and an end of year review reflecting on their skills and development. The end of year review will also include an action plan with 5 areas to focus on in the second year.
Job Roles Brief
This document outlines the unit requirements for a creative media production course. It includes an introduction to various job roles in the media industry and how students will investigate options and plan for their future. The unit involves completing assignments to demonstrate understanding of the skills needed for careers in creative media. Tasks include researching the industry, practitioners, creating a five year plan, and an end of year review reflecting on skills developed and areas for future improvement.
Music video part two pre prod
The document provides guidance for students completing a music video coursework project. It outlines 6 tasks for pre-production work including researching why artists use music videos, researching music videos of different genres and eras, choosing a song, defining the target audience, developing ideas for a video treatment, and storyboarding key scenes. Students are advised to thoroughly analyze existing music videos and are given criteria for developing their own original video ideas and presenting their storyboards.
3. proposal mv 2018 (louis fitton)
The document is a proposal for a hip hop music video project. It outlines the target audience as males aged 15-25 from the middle class, and rationale for the project based on skills learned from previous work with camera equipment and video editing software. The concept is to create an aesthetically pleasing video without a narrative to accompany a hip hop song. Research will include location scouting, camera shot ideas, and analyzing other music videos for inspiration. The production plan is to film on location and edit in Adobe Premiere Pro with effects. Progress will be evaluated through screenshots and self-reflection on strengths and areas for improvement.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
job roles Review
This document contains a student's reflections on their first year creative media production course. They enjoyed projects involving cameras the most, such as filming a music video, and found audio work most challenging. The student felt they developed their skills in using Adobe software like Premiere Pro and Photoshop the most. Their strongest technical skill is using cameras. Their favorite project was the music video which they filmed and edited themselves. They least enjoyed the audio project and aim to improve their time management in the second year of the course.
Mv process log form 2020
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.
Planning
The document provides planning details for recording a live band performance. It will use a 4-camera setup, with 3 static cameras and 1 handheld camera operated by a gimbal. The performance will take place at a local theatre. Necessary equipment, personnel, and facilities are outlined. Concept boards showcase a dark, theatrical environment with lighting effects. While specific shots cannot be pre-planned, the document outlines the goal to capture wide and close-up shots of the full band and individual musicians that match the energy of the music.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Mv process log form 2021
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.
Creative Media Y1 Unit 3 Review.pptx
The student enjoyed the photography aspect of their projects the most, such as taking photos for a magazine cover. They struggled with an audio project where the sound effects they created did not work as intended, but were able to adapt their idea and complete the project. The most challenging part of the year was the audio project due to issues with their original foley idea.
Creative media y1 unit 3 review
The document summarizes the student's experience in their first year creative media production course. They enjoyed filming and editing the most, especially for their music video project. They found writing and animation challenging. Their research and planning skills improved the most over the year. Filming and editing are their strongest technical skills. Their best project was the music video due to the creative freedom and expression it allowed. They least enjoyed foley tasks due to audio recording issues. Going forward, they want to specialize in cinematography and see themselves creating a trailer, music video or short film next year to further develop their skills and creative vision.
Jays nv process log
This document summarizes the production process for a music video. It covers the filming, editing, and post-production steps. For filming, it discusses what worked and didn't work technically with equipment, logistically with locations, and with personnel. Planning mostly went well except some rescheduling due to rain. For editing, it explains techniques used like green screening, glitch effects, and transitions. Problems included issues with monitors and having to manually relink files. Key lessons learned were how to set up and use a green screen, basic Premiere Pro skills, portraying creative ideas on film, importance of organization, and using online resources to learn new techniques.
Job Roles Brief 2021 (2).pptx
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
Mv production assignment evaluation form 2021 [auto saved]
The document provides a self-evaluation by a student of their music video production project. It covers research, planning, time management, technical qualities, audience appeal, and peer feedback. The student found the research and planning stages beneficial but thinks exploring more genres and creating a more detailed storyboard could have improved the project. Some filming and editing felt rushed due to postponing production. Peer feedback noted shaky camerawork and inconsistent footage quality as areas for improvement. The student agrees more stable shots and careful focus would have strengthened the project.
Music video part one overview
This document outlines the coursework requirements for a music video project. Students will individually complete pre-production tasks like researching music videos, selecting a song, and storyboarding scenes. They will then film a group music video based on one storyboard. Finally, students will write an individual report evaluating their research, production, and how it appeals to the target audience. The project requires creativity, organization, and teamwork skills to plan, film, and edit a high quality music video on a deadline.
3. proposal mv 2018 (2)
This proposal outlines a music video project for the song "Gold" by EDEN. The target audience is teens and young adults aged 15-25, mainly lower and middle class males who can relate to the songs themes of relationships and inner thoughts. Pre-production work like audience research of EDEN's videos informed the gloomy, slow-paced concept using different shots to represent past and present. Filming will use various camera techniques to resemble an amateur recording style. Post-production will include color tinting, cassette effects, and flickering to achieve the desired aesthetic and represent memories. Evaluation will analyze technical and aesthetic qualities, audience appeal, and received feedback through a PowerPoint presentation.
Evaluation advergame
The document summarizes the strengths, weaknesses, and reflection of creating an advergame. It highlights the ability to successfully animate and add music and sound effects as strengths using Photoshop and Premier Pro. Limited sound effect options from YouTube were a weakness that required additional research. Overall, the creator enjoyed the production process of using design software, while also noting animation could be improved and more complex in the future.
What's hot (18)
Mv production assignment evaluation form 2021 [auto saved]
Mv production assignment evaluation form 2021 [auto saved]
Similar to MV Process Log Form 2021.pptx
Mv process log form 2021
This document provides guidance for tracking the production process of creating a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming. For editing, it prompts to describe the editing progress, decisions, problems, and notable moments. In filming, the creator used their phone propped against a stairwell and had some issues with people using the stairs. For editing, they note some lipsync was off and footage needed replacing, but their enthusiasm came across well in peer feedback. Main lessons learned were the time and difficulty of even simple music videos.
Mv process log form 2021
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing. In the Filming section, the student discusses what went well and challenges around the technical setup, logistics of locations, personnel changes, and value of planning. Key successes included good lip syncing and on-brand location footage. In Editing, the student highlights inspiration from other music videos and struggles with color balance in some studio shots. They also reflect on learning better planning, video editing skills, problem-solving, time management, and focus/lighting techniques.
MV Process Log Form 2021.pptx
The document provides a log of the production process for a music video. It includes sections on filming and editing. For filming, technical aspects like using phones for cameras worked well due to portability, though quality was limited. Locations added to the aesthetic and had no access or weather issues. The small crew of two worked efficiently due to shared vision. Planning informed filming techniques. For editing, filters were key to the retro aesthetic. Simple editing suited the style. Transitions were overused but dispersed. The creator learned confidence in front of and behind the camera, better understanding of methods and effects, and comfort with editing transitions.
Mv process log form 2021 finished
The document summarizes the production process for a student's music video project. It includes sections on technical aspects, logistics, personnel, planning, and editing. For filming, some shots came out blurry due to changing weather. Locations had to be altered due to transportation issues. Personnel changes meant using a tripod for most shots. Planning with a shot list and storyboard helped structure the filming. For editing, lip-syncing was perfectly synced but some clips were low in brightness. The editor also had to learn video editing software skills. Variety of shots could be improved. Lessons learned include thorough planning, backup personnel, footage quality checks, editing skills, and effective shot types.
MV Process Log Form 2020 (1).pptx
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 struggled to coordinate people and underestimated the time needed. Main lessons were around better planning, time management, downloading editing software, and coordinating cast and crew.
Mv process log form 2021
Charlie Stevens documented the production process for their music video. They faced technical issues with camera batteries and had to film alone due to last minute personnel changes. Location and weather went well. In editing, Charlie learned color grading and used adjustment layers. They cut footage to the music and added effects. Problems included a lack of footage, understanding editing techniques, and not having staff help. Charlie plans to improve planning, contingencies, equipment, humility, and asking for help on future projects.
Process log form
The document provides guidance for tracking the music video production process. It outlines sections for filming and editing. For filming, the student explains technical difficulties keeping the camera focused but that it worked for the fast-paced song. Locations worked well with good lighting. The only cast member was the student's sister, allowing flexibility. Planning was adequate but could have included more shots. For editing, techniques that went well included timing a clip to the music and using adjustment layers. Problems included difficulty editing to the beat and cutting the long song. Main lessons learned were the importance of planning, using visual planning aids, audio effects, and organization.
MV Process Log Form 2021.pptx
The document provides guidance for tracking the production process of a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming, and editing progress, decisions, problems, and the use of effects. Some highlights of the response include using a tripod for steady shots during filming, adjusting colors throughout editing to fit the autumn theme, using a warp stabilizer to steady shaky footage, and recognizing that more focus on obtaining footage during filming was needed rather than time spent editing.
Mv process log form 2020 (1)
The filming process went well technically, though the filmmaker had to improvise equipment like using studio lights and recruiting help to hold the camera. One location had to be changed due to fog. Planning helped break up the video into clips and communicate the vision to the helper. Editing was completed quickly thanks to planning, and the video fit well to the music as intended. Challenges included learning to use the editing software and finding the right style, but the filmmaker learned valuable skills for future projects.
Mv process log form 2021
The document summarizes the production process for a music video. It describes filming technical issues like ensuring enough battery life and lip sync footage. Location challenges arose from rainy weather, so filming moved indoors. Some cast members could not attend, so the creator filmed themselves. Planning helped with locations and technical aspects. During editing, outdoor footage was altered to match indoor shots. Lyrics were added transparently. Cuts sometimes did not match the beat. More lip sync footage was captured. Lessons included ensuring crew availability, longer equipment rental, better editing planning, and matching cuts to the song.
Mv process log form 2020
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing.
For filming, the creator explains that they were comfortable with the camera and planned shots. Locations worked but some changes had to be made due to COVID restrictions. The crew helped with locations, props, and shot ideas. Planning helped but some changes had to be made on the day.
For editing, examples of techniques used include chopped shots and blurred images. Problems included props arriving late and original location plans changing due to restrictions. Lessons learned include improving time management, ordering props earlier, learning new editing styles and effects, and ensuring enough footage is captured.
Mv process log form 2020
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing.
For filming, the creator explains that they were comfortable with the camera and planned shots. Locations worked but some changes had to be made due to COVID restrictions. The crew helped with locations, props, and shot ideas. Planning helped but some changes had to be made on the day.
For editing, examples of techniques used include chopped shots and blurred images. Problems included props arriving late and original location plans changing due to restrictions. Lessons learned include improving time management, ordering props earlier, learning new editing styles and effects, and ensuring enough footage is captured.
Mv process log form 2021
The student created a music video and documented the production process. During filming, some shots did not match the lip syncing and technical issues arose from low lighting as filming went late. The locations worked well but permission was not obtained. During editing, the student learned skills in Premiere Pro like adding filters and effects. Problems included software crashes and difficulties aligning audio and video. Main lessons learned were Premiere Pro and filming skills, the importance of planning, and crew communication.
Mv process log form 2020
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the creator discusses technical issues using phone cameras instead of dedicated cameras. Locations worked well except a busy skatepark. Crew participated as planned except no one wanted to lip sync. Planning helped determine shot locations. Problems in editing included parts of the music cutting off and not having enough initial footage. Key lessons were learning to use editing software Premiere Pro, determining best camera angles, cutting to beats, music video conventions, and editing shot speed.
Mv process log form 2020 (2)
The document provides guidance for tracking the production process of a music video. It outlines sections to document filming, editing, what worked/didn't work, problems encountered, and lessons learned. For filming, the summarizer had issues with uninterested actors not giving enough takes, and camera batteries dying mid-production. Locations worked well but some shots could have been improved with different lighting. Editing went smoothly with clean transitions and color correction. Main things learned were using camera angles, syncing video with lyrics, importance of planning, having backup actors, and allowing sufficient time.
Mv process log 2021
The document provides guidance for tracking the production process of a music video. It is broken into sections for filming and editing. For filming, the document discusses technical, logistical, personnel, and planning aspects. Technically, equipment generally worked except some footage was lower quality due to using a phone instead of camera. Logistically, locations mostly worked but weather caused some cancellations. Personnel issues caused casting changes but crew was reliable. Planning could have been improved to better manage cast and visuals. For editing, the document discusses what went well including split screens, montages, and effects, problems like limited skills and lack of footage, and lessons learned like better planning, various editing skills, and managing expectations of others.
Mv process log form 2019
The document provides guidance for tracking the production process of a music video through filming and editing. It outlines technical, logistical, and personnel factors to consider during filming, and recommends including production stills. For editing, it recommends recording decisions, problems, and justifying choices through screenshots and annotations. Steps included importing footage, assembling clips in sequence, syncing audio, adding effects like masking and black and white, and exporting the final video.
Mv process log form 2019 (1)
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, it describes shooting with a light box and issues with lighting during a lip sync shoot. For editing, it prompts to record edit progress, decisions, problems through screenshots and explanations of working in Premiere Pro, including file management, setting up the project, importing footage, assembling the initial sequence, refining the edit, applying color correction and effects, and exporting the final video.
Mv production log template
The document provides guidance for tracking the production process of a music video, including filming and editing. It outlines areas to document for filming such as technical issues, logistics, personnel, and planning. It also provides prompts for the editing section to document file management, assembly, refinement, color correction, effects, and export settings. The producer documented their filming challenges with locations and replacing planned smoke effects. They organized footage and set up Premiere Pro with timeline settings. Key steps like lip syncing, refining cuts, adding stabilization and color adjustments are summarized. The final video was exported with described settings and file name/location.
Mv production log template
The document is a production log for a music video created by Joe Cole. It provides guidance on using the log to track filming, editing, and post-production details. The log then documents the filming process, including some technical issues encountered and how locations and personnel worked out. It also covers the editing process, including organizing footage, setting up the Premiere Pro project, assembling the initial sequence, refining it with color correction and effects, and exporting the final video.
Similar to MV Process Log Form 2021.pptx (20)
More from elkiepowell
Creative Media Y1 Unit 3 Review (1).pptx
The student enjoyed their audio projects the most, finding editing audio engaging. They disliked writing and animating, which they found difficult. Their strongest skills are editing audio and video. Their best project was an audio project where they enjoyed using audio editing software. They least enjoyed an animation project for a video game. Going forward, they want to pursue video and audio editing careers and see themselves editing YouTube videos. They plan to research editing styles and software to improve their skills.
Adventure pro forma
The Five Nights at Freddy's franchise began as a 2014 horror video game where the player assumes the role of a nighttime employee at a pizza restaurant who must defend themselves against hostile animatronic characters using security cameras, lights, doors, and vents, with subsequent games taking place in other locations connected to the fictional Freddy Fazbear's Pizza franchise; the series has developed an extensive lore revealed through in-game recordings and clues across multiple titles set in the same fictional universe.
Audio pro forma
The document describes an audio drama concept that takes place in a dark forest, where the protagonist finds an old cassette tape containing recordings from someone who is lost and being chased by a mysterious tall faceless creature. The tape contains logs from the person documenting their increasing fear and desperation as they become more lost and realize they are being stalked by a non-human entity.
AUDIO Initial ideas
A student has researched potential stories for an audio project and settled on telling an original story set within the lore of Slenderman. The student's idea is for a found cassette tape the listener discovers while walking through the woods being chased by Slenderman. The tape would start out scratchy and contain a voice describing being trapped in the woods with the tall faceless man chasing them. Sound effects of the woods and a final scare of Slenderman's sound would be included. The student feels good about their idea but still needs to do research on the Slenderman mythology and learn audio editing software skills.
Cmp induction project 2021 pro forma
This document contains information about a Pop Art project created by Elkie Powell in September 2021. It includes research on Pop Art from the 1950s/60s, influential artists like Andy Warhol and Roy Lichtenstein, and galleries showcasing Pop Art. The document also discusses the differences between American and British Pop Art, with American Pop Art focusing more on "hard-edged" compositions using popular culture and irony, while British Pop Art started more academically focused on American pop culture. Elkie Powell created a poster and blog post for the project, applying styles of Roy Lichtenstein, and discusses strengths, areas for improvement, problem-solving, collaboration, and feedback received.
Urban Legends
This document discusses various ghost stories and urban legends from York, England. It summarizes accounts of several reported ghosts in historic buildings in York, including a young Victorian girl who fell to her death on a staircase. It also examines modern urban legends, like Bloody Mary and Slenderman, which originated online and gained widespread popularity through digital sharing and adaptation. The document reflects on the nature of new urban legends and their relationship to viral internet memes. In conclusion, it notes that "The Licked Hand" is a particularly creepy tale, while Slenderman could inspire an interesting creative project given the real-life killings said to be influenced by the fictional character.
Mv process log form 2021
The document summarizes the production process for a music video created by Elkie Powell. It includes sections on filming and editing. For filming, Powell notes some technical challenges with using a phone instead of camera. Locations at the college worked well overall. Casting took some time but eventually worked out. Planning included choosing a song and style inspired by other artists. For editing, Powell provides examples of what went well, problems encountered like rushing, and lessons learned around time management, camera skills, storytelling, and being open to change.
Mv production assignment evaluation form 2021
The student researched and chose the song "Dark Red" by Steve Lacy to create a music video for. They storyboarded and planned shots but faced time management issues during production. They used their phone instead of a camera, which lowered video quality. Their editing was simple, adding slow motion and fades. The aesthetic was a high school break up conveyed through one-sided text messages. Peer feedback noted liking the texting lyrics and storyline, but suggested adding more shots and camera angles. The student agrees more content was needed and will make those changes for future projects.
Planning For Music Video
The document provides guidance for a music video assignment, including templates for pre-production tasks such as idea generation, location scouting, equipment planning, risk assessment, and storyboarding. It emphasizes explaining creative choices and assessing the viability of production plans. The student has selected the song "Dark Red" by Steve Lacy, and their concept involves a girl being stalked and harassed by her obsessive ex-boyfriend through text messages of the song lyrics. Locations will include college corridors and outdoor areas. Crew roles and contact information is provided.
Mv assignment 01 2021 pro forma
This document provides guidance for a case study assignment on music video production. It outlines three tasks: 1) examining the purposes and strategies of music videos, 2) exploring common styles, techniques and conventions, and 3) conducting an in-depth case study analysis of at least three music videos. For each task, relevant questions are posed to direct the student's research and writing. Notes are provided on completing the case study, including illustrating points with examples and adding slides as needed.
More from elkiepowell (10)
Recently uploaded
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaSouth African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
MV Process Log Form 2021.pptx
- 1. MUSIC VIDEO PRODUCTION PROCESS LOG ELKIE POWELL
- 2. PRODUCTION LOG: GUIDANCE • This document is for you to track the progress of your production – filming, editing and post-production. • This is so you can track what you did and how you did it, explaining and amendments and changes you made and tracking the decisions that have shaped the practical creation of your music video. • The more detail you include about how you made your music video, the better. The document is broken down in to two sections, Filming and Editing, each of these is then made of specific elements that occur in both. • For each slide there is a prompt detailing what you should include, delete the prompt after you have complete the slide. • Remember, images often show what you’ve done more effectively than words. Use text to explain an illustration.
- 3. FILMING Explain what worked and didn’t work about your filming and how you managed this covering the following areas: • Technical – using the cameras and any technical equipment; this could be how you did your lip sync, used the green screen, dealt with problems with batteries, etc • Logistical – did your locations work? Did you have any access problems? Did it rain? • Personnel – how were your cast/crew? Did anyone let you down? How did you manage this? • Planning – did your planning help? Do you think it could have worked better? How? • Next steps – do you need to re-film? Film more? Have you changed your video? How/why?
- 4. TECHNICAL I used my Phone instead of a Camera because I found it easier and less awkward to use as I know my way around my phone better than I know my way around a camera. Although I thought this would be easier it really impacted the professionalism on my shots as the quality was lower and the lighting could have been better in some shots
- 5. LOGISTICAL With my Locations, I used the college to my advantage which helped my music video as my music video was set in a school – hence why I recorded it in the college. I think all of my locations were pretty good and kept to my idea of the music video I had in my mind. Overall I’m happy with how my music video came to be, I think my locations fitted my product very well and kept to my plan
- 6. PERSONNEL Finding out my cast at first was proved very difficult as I had so many applicants but a lot of them didn’t have free time when I had free time, in the end, I chose my cast and everything went smoothly. It was fun recording the video and I think everyone that was a part of it was having fun too
- 7. PLANNING For my planning, I had an idea in my mind and I think it came out kind of well, but not as good as I imagined. I think I imagined something so good that I would never be able to do but I'm happy with how my product turned out in the end. I pre-chose a song and I already knew what I was going to do with my product, I think I borderline have Synaesthesia (when you hear music and get lots of ideas for like filming, editing and more) so it was pretty easy for me to get an idea for my storyline. I watched tons of different genres of editing styles on youtube and did a case study on Harry’s styles earlier and how his music videos are filmed and I based my editing on that.
- 8. EDITING • Record your edit progress, decisions, problems, etc. in this section • Include screenshots with annotations, statements, etc where possible • Try to explain how you worked and justify why you chose to work the way you did. • Follow the structure and what to include on each slide as this is necessary for evidence for assessment • Pick notable moments in the editing process and discuss them, what worked/didn’t work and why, how you adjusted to problems. Discuss how you worked and what you learned from the process
- 9. WHAT WENT WELL [3 EXAMPLES] • My cast worked out in the end • Everything came together • Everyone that watched my music video seemed to like it
- 10. WHAT PROBLEMS DID YOU HAVE? [3 EXAMPLES] • It got a little rushed towards the end • My camera skills and quality could have been a little better • I could have enticed the watcher more with a diverse storyline and how I produced the storyline
- 11. NEXT STEPS… What are the main things you’ve learned from this project? Pick a minimum of 5 to discuss… • I have learnt how important time management is to the quality of production. • I have learnt how to use my phones camera to my advantage • I have learnt its best to get cast members earlier then leave it to last second • I have learnt that I should make storylines more clear • I have learnt that its okay to change my mind sometimes and sometimes changing my mind is for the best