One minute music video feedback
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This feedback discusses areas for improvement for a music video created by the author's group. It identifies that the editing was basic and needs improvement. It also notes that more time and effort will be put into exporting the final video. The feedback recommends using similar locations as the practice video, while expanding to include studio, outdoor, and Polaroid shots to tell a moving story.
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Evaluation 4 - Music Video
The document discusses the production of a music video. It summarizes the research of existing music videos to understand genre conventions and the target audience. Various technologies were used including the Blackmagic URSA Mini 4K camcorder to film shots, a projector to display changing graffiti images, and Adobe Premier Pro for post-production editing by syncing footage to the song, adding slow motion clips, and color grading.
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The group conducted a focus group with 20 people to get feedback on their unfinished music video. Participants said the band shots had poor quality lip syncing and lighting. They decided to reshoot the band shots to improve quality. While the farm shots received positive feedback, they did not have time to reshoot. They removed a black and white effect from the farm shots based on feedback that it was negatively impacting the video. Participants also felt the use of the farm setting was unique for an indie rock genre video. The group agreed with feedback about issues with lip syncing and band shot quality, so chose to reshoot those parts.
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This document discusses how the media product develops, challenges, and uses conventions of real music videos. It uses conventions such as costume changes to show locations, shooting in areas associated with crime, and including shots of the artist recording in the studio. It challenges conventions by not including a clear narrative and using different editing and camera shots. The media product also develops conventions by adding still images of the artist, having a hybrid genre to appeal to more audiences, and using split screens and different locations to include more shots of the artist.
Music video research - Ben M
The production of music videos involves three main stages: research of target audiences and ideas, production which includes filming at various locations, and post-production where the footage is edited together. Music videos require staff like directors, producers, actors, camera and makeup crews. They are an important marketing tool for artists, helping to generate money through views and developing fan bases. Modern technology has made music videos widely accessible on platforms like YouTube and VEVO. Famous director Spike Jonze is renowned for creating meaningful music videos with artists like Kanye West and Daft Punk. The budgets of music videos vary significantly from around $200,000-$500,000 for most to $7 million for Michael Jackson's "Scream"
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The document discusses the use of various new media technologies in the production of a music video. It describes how a camera, camcorder, tripod, Adobe Photoshop, Adobe Audition, Adobe Premier Pro, YouTube, USB stick, search engines, and Blogger were used at different stages of production for tasks like filming footage, editing, adding graphics, uploading content, and organizing files.
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The feedback received on the initial rough cut of the music video alerted the filmmakers that significant changes were needed, including syncing the edits to the beat of the song, adding more shots types like close-ups, and including more locations. Additional feedback suggested improving the lighting and including some minor special effects. After implementing these changes, test screenings of the revised music video were well-received, with audience members cheering, though one friend noted the video could have benefitted from one more location. Overall, the feedback helped strengthen the music video and ensure it met the conventions of the hip-hop/rap genre.
Inspiration For Our Music Video
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The weekly update discusses filming the rest of the production and considering music options. Potential pictures were also taken for promotional materials. Tasks that still need completing include printing paperwork for feedback, improving the blog layout and dates, noting any shots that may need refilming during editing, and creating a call sheet to schedule additional filming if needed.
media technologies
YouTube provided a way for the group to research music videos in their genre and from other artists, which helped with planning their own video. They were also able to share their music video and analyzed films on YouTube and their blogs to get feedback. Photoshop tutorials on YouTube helped with removing backgrounds from images for their digipak design. iMovie helped add professional editing touches like cutting, rhythm, and fade effects to their music video so it could be shared on YouTube.
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We used Adobe Premiere to edit footage and create an animatic for the music video. Canon 400D was used to film high quality footage. YouTube was used to research similar music videos and facilitate uploading. SurveyMonkey allowed gathering audience feedback online. Microsoft Word was used to create call sheets and schedules for planning. Google Maps helped find filming locations and Google Images and PowerPoint created a moodboard conveying the theme. Prezi and SlideShare were used to create and share online evaluations.
Feedbacks
The document provides feedback from various stages of creating a music video. For the initial pitch presentation, classmates suggested doing more research on target audiences and including narration. Feedback on the rough cut was positive about the locations, shots, narrative, and lip syncing, but noted faster edits could be used for the second artist. Feedback on further stages advised improvements like making the artist lighter in an advert or adding effects to digipak pictures, while praising effective elements like shots, editing, and lighting in the final video.
Question 1 evaluation humzbdfghrthr
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Q2 Evaluation Draft
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The group made a rough cut of their documentary by assembling all their footage in roughly the right order with only final edits needed. They also shot some extra footage and synced better audio to improve the quality of sound by removing background noise. Creating a rough cut allowed them to see how it would look overall and identify areas for improvement. Adding more footage extended the length and syncing clear audio made the documentary seem more professional. The editor was personally responsible for syncing the better audio to enhance the quality and clarity.
Evaluation Question Number 1
From feedback on a music video, questionnaire, and artist, the creator learned:
- The mis en scene and camera work like shot sizes, angles, and creative Dutch tilts effectively conveyed the acoustic genre.
- However, the artist's lip movement wasn't fully synced at some points and quicker shot succession could have improved flow.
- Most feedback was positive but areas like lip syncing and shot pacing could be improved for the next music video.
Question 4
The document discusses the various technologies used in the construction, research, planning, and evaluation of a music video and print products project. Blogger was used to organize work and share progress. PowerPoint and Prezi were used to create visual profiles of the artist and analyze song lyrics. YouTube, Photoshop, and Final Cut Pro were used to view inspiration videos, edit images and video clips. Two Canon DSLR cameras were used to film from different angles. Imovie was used for quick edits and previews. The high quality camera and social media capabilities of the iPhone 6 allowed for convenient shooting and sharing. Photobooth and GarageBand recorded audience feedback visually and audibly. The Afterlight app enabled mobile image editing
Evaluation question 1
The document discusses a student media project creating a music video for the song "Thnks Fr Th Mmrs" by Fall Out Boy. It followed several conventions of pop punk music videos, such as showing the band performing in a studio and wearing casual clothing. It developed some conventions by including memories that coordinated with the song's lyrics. However, it also challenged conventions by adding black-and-white photoshoots of the band, which are uncommon in pop punk videos. The video related to theories about visuals linking to lyrics and focusing on the star image of the lead singer.
Production diary 19
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The friend
The document provides details for filming a music video about a teen struggling with mental health. In the first scene taking place on January 24th during period 1, the protagonist and their real friends will be filmed in a music classroom. The plot involves the protagonist hearing voices of imaginary characters who are actually visual representations of the voices they hear. While the imaginary characters disappear, the protagonist's real friends remain to support them as they struggle with an unspecified problem.
Shes hearing voices plan
The document provides a shot-by-shot storyboard for a music video depicting a protagonist experiencing mental health issues like hearing voices. It begins with establishing shots of an indie rock band performing. As the song plays, the video cuts between scenes of the protagonist going through their daily routine and becoming increasingly distressed, interspersed with shots of the animated band. During the bridge and climax, the band and hallucinated members disappear from the protagonist's reality until only they remain, holding the microphone at the end.
The drummer
The document outlines the filming schedule and character details for a music video about a teen struggling with mental health. It will be filmed over 5 days in January and feature close-ups of the band, their performance of the song, and classroom scenes. The drummer character, who is not real, will seem progressively fake as the video concludes. They feel conflicted about the singer's treatment of the protagonist but don't want to anger the singer.
The singer
The document outlines the production schedule and character details for a music video being filmed for the song "She's Hearing Voices" by Bloc Party. The protagonist struggles with mental health issues and the singer, though seeming real at first, is ultimately revealed to not be real and to represent the voices the protagonist hears. Shooting is scheduled across several days in January at various school locations and includes scenes of the band performing, the protagonist alone in their bedroom and walking to school, and a classroom scene. The singer is described as a charismatic but bullying leader who "glitches" and seems increasingly fake throughout the video, disappearing at the end to show they were not real.
The bassist
The document provides scheduling and character details for filming a music video. The bassist in the band is not actually real, but seems real at first before progressively appearing more fake and disappearing at the end of the video. The bassist is to appear disinterested during close-up shots on January 16th and energetic during band performance scenes on January 18th and 19th, following the protagonist around near a bridge on January 22nd and looking happy in a classroom scene on January 24th.
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The student used various new media technologies throughout their music promotional package project, including Apple Macs, iMovie, Final Cut Express, Photoshop, and blogging. They filmed footage for their music video using a video camera and tripod, then edited the footage on iMovie, adding effects like black and white. Final Cut Express allowed them to add a split screen effect. They designed a digipak and poster using photos edited in Photoshop. Research was done online to study existing indie music videos, digipaks and posters to understand conventions of the genre. Audience feedback was gathered through their blog and social media.
evaluation question 2
The document discusses how the media product develops conventions from real music videos. It analyzes videos by Pond, Tame Impala, and Temples that influenced its work. These videos lacked clear storylines, instead using performances and interpretive visuals. The media product emulated this by using basic studio performances with dynamic landscape shots and effects to add narrative. It also employed lighting effects seen in the influence videos to create a surreal feel. Unlike typical pop videos that advertise the artist, the goal of this media product was to enhance the listening experience through visually intriguing shots open to interpretation.
Evaluate how ive worked on assignments ig123
1) The document discusses the completion of three assignments (IG1, IG2, IG3) for a music video production course. IG1 involved researching different music video styles and genres. IG2 focused on pre-production planning like scheduling filming. IG3 was shooting and editing the video.
2) Feedback was received on the initial cut, including re-shooting some unfocused clips and tightening editing. Adobe After Effects was used to add visual effects like a warping effect.
3) Overall the author was satisfied but would choose a longer track and conduct more pre-production research for future videos.
Evaluate how ive worked on assignments ig123
1) The document discusses the completion of three assignments (IG1, IG2, IG3) for a music video production course. IG1 involved researching different music video styles and genres. IG2 focused on pre-production planning like scheduling filming. IG3 was shooting and editing the video.
2) Feedback was received on the initial cut, including re-shooting some blurry clips and tightening editing. Adobe After Effects was used to add visual effects like a warping effect.
3) Overall the author was satisfied but would choose a longer track and conduct more pre-production research for future videos.
Eval one
The document discusses how a student music video project both uses conventions from real music videos as well as challenges them. It uses conventions such as close-up shots to convey emotion, varied camera angles, editing cuts that match the beat, and transitions like cross dissolves. It also challenges conventions by using dual overlapping clips with different opacity, an unconventional storyline where order is not restored, and not having the artist lip syncing. The project aims to be intriguing while maintaining a professional quality.
Feedback from our target audience
The document provides feedback from the target audience of 16-30 year olds on a student-created EDM music video. The summary is:
The target audience responded positively to the variety of camera shots but felt more could have been done. They also noted some shakiness that image stabilization could have helped. While they felt there was too much narrative, they understood its purpose in conveying the song's concept. Their feedback led to animated elements being added to make the video feel less serious and more fun like typical EDM videos. Overall, the audience found the editing and lip syncing to be well done once changes based on their feedback were made.
Media evaluation
The student gathered feedback from various audiences who viewed their music video, including teachers, family, and friends. They found that audience members engaged well with the production and provided positive feedback. The student learned that capturing the attention of both their target genre audience and a wider audience is important. Receiving feedback from a diverse group of viewers helped the student understand what aspects of the video people could relate to.
Eval
The document discusses how the media product challenges conventions of real music videos. It focuses on the conceptual category of music videos rather than narrative or performance to allow multiple interpretations. It also challenges the "hypodermic needle theory" by using ambiguity rather than giving a single meaning. Some of Andrew Goodwin's features of music videos are followed, like synchronizing lyrics and visuals, though the editing could be faster in one section. Audience feedback noted a desire for a conclusion, faster editing in one section, and that visuals/editing fit the song well overall. New media like YouTube, Photoshop and movie editing software were used in construction, research, planning and evaluation.
Evaluation Presentation
This document discusses a music video project for the song "Fat Lip" by Sum 41. It summarizes how the video follows conventions of the pop rock music video genre, such as including band instruments, props like skateboards, lip syncing, and clothing. It also discusses how the video was effective in its location choices, cinematography, editing, and synchronization to the music. Audience feedback showed that viewers enjoyed the party atmosphere and felt it was professionally made and similar to other rock music videos. The project required learning and adapting to media technologies like digital photography, desktop publishing, and video editing software.
Evaluation Questions
The document provides an evaluation of a media project creating a music video. It discusses:
1) How the video drew upon conventions of indie/alternative music videos in its editing techniques, shot types, locations, and clothing of the band.
2) How the music video, digital pack, and advertisement formed an effective marketing package with consistent branding.
3) How feedback improved aspects of video quality and syncing clips to the music.
4) The use of technologies like YouTube, blogs, cameras, editing software, and social media in researching, planning, filming, and promoting the project.
Prelim Analysis
This document summarizes the process of creating a music video as a preliminary project. It discusses pre-production where they planned the song, equipment, and footage. During production they filmed long clips to have flexibility in editing, but realized shorter clips would be better. Post-production involved editing the clips together in iMovie, experimenting with filters and transitions to fit the "pop" genre of the song. Overall the group was pleased with achieving their vision for a music video format preliminary project.
Moteleola Makinde-Akanni Evaluation
The document provides an evaluation of a media project that included a music video, website, and CD cover. It discusses the use of conventions in each product. The music video used lyrics, lighting, and props consistent with R&B music videos. Shots showed different locations and camera techniques. The website and CD cover used consistent fonts and colors, and featured the artist's name and music. Feedback was received on the products from classmates and online. Media technologies like cameras, editing software, and the internet were used at all stages of the project for construction, research, and evaluation.
Personal evaluation
The document provides a personal evaluation of a music video the author created called "Away". It discusses how the music video both uses conventions of typical music videos, such as an artist lip syncing, but also challenges conventions through original shot angles, quick cuts, and unique transitions. The author aimed to capture the obscure trip-hop genre of the song through a visual style that presented the artist alone to match the lyrics about feeling distant. Feedback helped the author improve the pacing and ending. A range of media technologies were used in planning, producing, and promoting the music video, as well as creating a website and digital packaging to further develop the artist's imagery and themes.
Presentation1
The document discusses how the media product develops conventions from existing music videos. It analyzed videos from Pond, Tame Impala, and Temples that used techniques like cut shots, animation, and lighting effects to create dreamlike, stylized, and non-narrative experiences. The product aims to recreate this lack of narrative and interpretive style through landscape shots using different effects, while developing its own style. It keeps a basic studio performance setup but adds surrealism through lighting and post-production effects. Unlike average pop videos that advertise the artist, this media product enhances the listening experience through visually intriguing shots open to lyric interpretation.
Presentation165
We edited our music video footage in Adobe Premier to sync it with the music. Marker beats above the video sequences helped sync each 4th beat. Through multiple rough cuts and feedback, we refined the editing by shortening shots to match the fast-paced music, adding more shots of the vocalist as the genre convention, and including more of the band members while keeping the vocalist the primary focus.
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- 1. One Minute Music Video Feedback Thispost isabout my‘One Minute Music Video’thatwasfilmedbefore the summerbreakinJuly. Thisfeedbackisuseful forme andmygroup as we can see what areasour musicvideowasweakin, so that we can workon and developourskills,inorderforourfinal musicvideotobe to the bestof our standards.Aswell asthis,the strengthspointedoutalsoenable ustokeepourstrongpointsin our final production. A linkwillbe leftbelow toclickdirectlytomyOne Minute MusicVideoif you wouldlike towatchit before readingthe feedback. Mis-en-scene+Location: For our mainmusicvideowe will be using similarlocationstoourpractise video. Practise:StudioandOutdoor. Final:Studio,OutdoorandPolaroidshots(a movingstorywithinthe Polaroid’s). Shots+ Editing: Our editingforourpractise videowasvery basicso thisis a keyaspectwe want to improve on. We feel we chose agoodvarietyof shotsthat alsoflowedwellsothiswill be carriedoverto our final video. Genre: We have chosena differentgenre andfeel for our newsong(whichcan be seeninour one page pitch) as we want to use differenteffects comparedto the sunny/colourful shots. Quality: Whenexportingourpreviousvideo,itwasa veryquickand rushedprocessbut,a lot more time and effortwill be putintoour final piece. Performance:Asthe genre haschanged,sohas the artists.Previouslywe usedagirl groupbut thistime we will be usingasoloartistso it will be easiertomatchthe voicesto the character.