Production of music video: Day eight
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The student edited footage from a previous shoot at the Barbican center into their music video project. Rendering the footage took up much of the class time. For the next lesson, they plan to film remaining argument shots and borrow brighter lights to improve the lighting of the shots.
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Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. Some key lessons learned were improving camera stability with a tripod, avoiding direct light sources, and adding non-diegetic sound effects to enhance the sequence. While acting quality remained an issue, overall technical skills like camera work, editing, and sound design improved dramatically. Sticking to filmmaking conventions like the 180-degree rule helped create a more polished final opening sequence.
Media prelim task
The student group used storyboards to help visualize their ideas for the preliminary task video. They filmed the task using an iPad, which provided good camera quality but was difficult to hold steady without a tripod. In editing, they used iMovie to add sound and cut clips to improve the flow of the video. The completed task met some criteria by including two characters with dialogue and shot/reverse shot filming. Overall, the student learned how to film different shots and movements and how to edit video using iMovie.
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The document repeatedly lists contact information for Todd Cooley including a phone number, email address, and website. This contact information is printed over 15 times suggesting it aims to prominently advertise Todd Cooley's brand and how to reach him.
Production of music video: Day six
Editing of the music video progressed well, with the remaining footage inserted and markers accurately placed. However, some footage was deemed in need of reshoots, specifically dancing shots lacking movement and Barbican shots where the performer seemed less energetic. As no cameras were available on the desired reshoots date, it was decided that reshoots would use personal HD cameras on the following day off instead.
Day 1 filming stratford
The document summarizes the filming of shots for a music video on the first day of production. Scenes filmed at an estate in Stratford included the intro, an argument between two characters, and lip syncing. The costume and location choices were deemed successful for capturing an urban feel. Additional shots included traffic timelapses at a flyover in Bow, which benefited from good weather and lack of interruptions.
Production of music video: Day 14
The document summarizes progress on a music video production. Feedback on the rough cut noted some parts were too long and needed cutting, and some footage was out of sync. The producers made these improvements, added HD bars and filters to footage. Their next step is creating a 20-30 second music video trailer to promote the full video.
Todd Cooley Company Marketing Budget PowerPoint
The document repeatedly lists contact information for Todd Cooley including his website ToddCooley.com, email todd@toddcooley.com and phone number (714) 979 1725. This contact information is listed over 15 times in the document.
Day 3 filming
The production team filmed lip syncing shots of the artist Shenaya at the Barbican Centre, as well as dance shots in the underground parking garage. The filmmaker thought the shots went well as Shenaya was enthusiastic and natural in her performance, making filming easier. While the costume and location worked well for the shoot, an improvement could have been to capture additional night footage at the Barbican for contrast.
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Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. Some key lessons learned were improving camera stability with a tripod, avoiding direct light sources, and adding non-diegetic sound effects to enhance the sequence. While acting quality remained an issue, overall technical skills like camera work, editing, and sound design improved dramatically. Sticking to filmmaking conventions like the 180-degree rule helped create a more polished final opening sequence.
Media prelim task
The student group used storyboards to help visualize their ideas for the preliminary task video. They filmed the task using an iPad, which provided good camera quality but was difficult to hold steady without a tripod. In editing, they used iMovie to add sound and cut clips to improve the flow of the video. The completed task met some criteria by including two characters with dialogue and shot/reverse shot filming. Overall, the student learned how to film different shots and movements and how to edit video using iMovie.
Todd Cooley Company Marketing for Dentists PowerPoint
The document repeatedly lists contact information for Todd Cooley including a phone number, email address, and website. This contact information is printed over 15 times suggesting it aims to prominently advertise Todd Cooley's brand and how to reach him.
Production of music video: Day six
Editing of the music video progressed well, with the remaining footage inserted and markers accurately placed. However, some footage was deemed in need of reshoots, specifically dancing shots lacking movement and Barbican shots where the performer seemed less energetic. As no cameras were available on the desired reshoots date, it was decided that reshoots would use personal HD cameras on the following day off instead.
Day 1 filming stratford
The document summarizes the filming of shots for a music video on the first day of production. Scenes filmed at an estate in Stratford included the intro, an argument between two characters, and lip syncing. The costume and location choices were deemed successful for capturing an urban feel. Additional shots included traffic timelapses at a flyover in Bow, which benefited from good weather and lack of interruptions.
Production of music video: Day 14
The document summarizes progress on a music video production. Feedback on the rough cut noted some parts were too long and needed cutting, and some footage was out of sync. The producers made these improvements, added HD bars and filters to footage. Their next step is creating a 20-30 second music video trailer to promote the full video.
Todd Cooley Company Marketing Budget PowerPoint
The document repeatedly lists contact information for Todd Cooley including his website ToddCooley.com, email todd@toddcooley.com and phone number (714) 979 1725. This contact information is listed over 15 times in the document.
Day 3 filming
The production team filmed lip syncing shots of the artist Shenaya at the Barbican Centre, as well as dance shots in the underground parking garage. The filmmaker thought the shots went well as Shenaya was enthusiastic and natural in her performance, making filming easier. While the costume and location worked well for the shoot, an improvement could have been to capture additional night footage at the Barbican for contrast.
How we created a remake of Lorde's Royals
The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Evaluation Question 4
The student used various media technologies to plan, film, and edit their music video coursework over the past year. They used Final Cut Pro on Apple Macs to edit the video, and a Nikon D3200 DSLR camera to film sharp footage, including stop motion photography which made editing easier. Some difficulties included matching the stop motion to the slow song tempo and a computer fault during editing. Planning and research helped create the digipak and video, and focus pull shots, close ups, and stop motion enhanced the slow song. Areas for improvement include the song choice and accurate editing, and length was a limitation as a 4 minute song would require thousands of stop motion photos.
Final cut pro analysis
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Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Evaluation Question 4
The students used various media technologies in constructing their A2 coursework music video. They used Final Cut Pro on Apple Macs to edit the video, as it is the best editing software. They used a Nikon D3200 DSLR camera to film the video due to its sharp image quality. Stop motion photography made editing easier as they only had to remove unwanted photos. They encountered difficulties matching the stop motion to the slow song tempo and had issues when their editing computer malfunctioned.
Evaluation question 4
The document summarizes the use of various media technologies during the stages of research, planning, construction, post-production, and evaluation of a music video project. During research, YouTube was used to view existing music videos for inspiration. Animoto software allowed the creation of a mock video from storyboard photos. Test filming was done with camcorders before principal filming with a DSLR camera, which provided higher quality and more control. Final Cut Pro was used for editing, arranging footage, and making adjustments to achieve the desired mood. Different technologies like blog posts, Photoshop, Pinterest, and Slideshare were used during the evaluation stage to present responses.
Music video presentation
Liam White and Daniel Oehme-Steer created a music video based on someone getting injured while biking, gaining strength back, and doing the jump again. Dan filmed the fitness parts while Matt Holley filmed the skate park clips. They used props like tennis balls and fitness equipment found in the school. They worked well as a small team of two and had the same vision, though one bike broke. They learned filming angles and timing from watching other music videos. The editing was rushed but they were pleased to finish on deadline. Working in a small group gave them more control over the project.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Evaliuation
The student took screenshots from different camera angles of the gate and parking lot for a moving image project. They storyboarded the shots and then took the photos at the locations. The student then edited the screenshots together in Adobe Premiere, adding background music to make it more interesting. For another part of the project, the student made an original video called "The Money Problem" and took shots over multiple days, which caused some inconsistencies. Technical issues with lighting and clarity had to be addressed during editing in Premiere.
Mv process log form 2020
The document summarizes the music video production process for a student. It describes the filming process, including using a Canon camera, battery issues, and restricted access to a rooftop location due to lack of permission. It also discusses personnel, with one person unable to assist but it working out due to preparation. For editing, examples of what went well include unplanned shots working out and timing of the filming day. Problems included an unwanted restriction of the rooftop location and inability to film during rain. Main lessons learned were to improve planning, budgeting for props, utilizing a bigger cast, allowing more filming days, and varying locations.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
Q4 draft
We used a variety of media technologies to create our music video, digipak, and advert. A Canon DSLR camera was used to film the music video in 1080p HD and allow different lens options. Studio lighting was needed to avoid dark shots, and natural lighting worked best for liquid shots. Final Cut Pro was used to edit the video, applying effects like color adjustments, blurring, and speed/slowing clips. Photoshop was used to design the advert and digipak templates when initial images were unsatisfactory. YouTube helped evaluate rough cuts and Blogger displayed the final work online professionally.
Production of music video: Day 10
The film crew reshot argument scenes for a music video on the tenth day of production using a new actor for the boyfriend role. Though they tried to follow the original script, the lines did not work well. They determined additional lighting was not needed. Overall, the filming was successful as they finished on time and got different angles. However, they will need to reshoot one more scene at the new location of the actor's house to get footage with angles preferred by the editor.
Evaluation
The document provides an evaluation of a group's music video project for their A-Levels. It summarizes the changes made from the original synopsis, including removing band performance shots and adapting to restrictions while filming in train stations. It discusses how the group effectively used visuals and editing to portray the lyrics and match the style of the band Iglu & Hartly. The evaluation concludes that the group was able to successfully capture the band's image and intended feel through Nick's natural acting and their improved filming and editing skills, though it suggests some areas could be improved like additional planning for ancillary tasks.
Evaluation
The document provides an evaluation of a group's music video project for their A-Levels. It summarizes the changes made from the original synopsis, including removing band performance shots and adapting to restrictions while filming in train stations. It discusses how the group effectively used visuals and editing to portray the lyrics and match the style of the band Iglu & Hartly. The evaluation concludes that the group was able to successfully capture the band's image and intended feel through Nick's natural acting and their improved filming and editing skills, though it suggests some areas could be improved like additional planning for ancillary tasks.
Evaluation 4
The document discusses the use of new media technologies in various stages of a project. A HD camera and tripod were used to film an artist, capturing close-up shots. Photoshop was used to create advertisements and a digipack, with tutorials consulted to learn techniques. The digipack incorporated layered photos to show locations featured in a music video. Apple Movie Maker was used to edit the video, applying effects to make professional-looking fading, jumping and "limitless" scenes.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Q1. powerpoint
The group used several technologies to produce their music video project including:
1) Canon DSLR cameras for filming due to their high image quality and accessibility.
2) Adobe Premiere Pro for editing as the group was familiar with the software.
3) Photoshop for designing graphics like the album artwork and website images using skills from previous coursework.
4) Online tools like Moonfruit for creating their website since it allowed collaborative editing from different locations.
Short list
This document provides a shortlist of fonts, colors, and layouts for ancillary products. The fonts listed are Story board, Century gothic LOST, and Moon flower. White text is planned against a blue or purple background. Several layout options are mentioned but not described for the ancillary products.
Short lists
The document discusses the design of a digipak, including using two fonts - Storyboard and Century Gothic, a multi-colored background with white font, and a 4 panel layout with the front featuring an artist image and text over a background image and shape, inside panels with production details and the CD, and the back with a track listing and logos. The overall design aims to be simple while drawing inspiration from typical designs in the techno/electronic genre.
More Related Content
Similar to Production of music video: Day eight
How we created a remake of Lorde's Royals
The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Evaluation Question 4
The student used various media technologies to plan, film, and edit their music video coursework over the past year. They used Final Cut Pro on Apple Macs to edit the video, and a Nikon D3200 DSLR camera to film sharp footage, including stop motion photography which made editing easier. Some difficulties included matching the stop motion to the slow song tempo and a computer fault during editing. Planning and research helped create the digipak and video, and focus pull shots, close ups, and stop motion enhanced the slow song. Areas for improvement include the song choice and accurate editing, and length was a limitation as a 4 minute song would require thousands of stop motion photos.
Final cut pro analysis
media bnijtnbowenvjobngunuwen jrniur vbrb rvri[ unwvur rwun9 fuenwfuwef fnnewnjw[n fjejf3fj39 njneuwfhbwep ntehjaiqncbvaget, fbewuvbewbi bweivi ewbv
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Evaluation Question 4
The students used various media technologies in constructing their A2 coursework music video. They used Final Cut Pro on Apple Macs to edit the video, as it is the best editing software. They used a Nikon D3200 DSLR camera to film the video due to its sharp image quality. Stop motion photography made editing easier as they only had to remove unwanted photos. They encountered difficulties matching the stop motion to the slow song tempo and had issues when their editing computer malfunctioned.
Evaluation question 4
The document summarizes the use of various media technologies during the stages of research, planning, construction, post-production, and evaluation of a music video project. During research, YouTube was used to view existing music videos for inspiration. Animoto software allowed the creation of a mock video from storyboard photos. Test filming was done with camcorders before principal filming with a DSLR camera, which provided higher quality and more control. Final Cut Pro was used for editing, arranging footage, and making adjustments to achieve the desired mood. Different technologies like blog posts, Photoshop, Pinterest, and Slideshare were used during the evaluation stage to present responses.
Music video presentation
Liam White and Daniel Oehme-Steer created a music video based on someone getting injured while biking, gaining strength back, and doing the jump again. Dan filmed the fitness parts while Matt Holley filmed the skate park clips. They used props like tennis balls and fitness equipment found in the school. They worked well as a small team of two and had the same vision, though one bike broke. They learned filming angles and timing from watching other music videos. The editing was rushed but they were pleased to finish on deadline. Working in a small group gave them more control over the project.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Evaliuation
The student took screenshots from different camera angles of the gate and parking lot for a moving image project. They storyboarded the shots and then took the photos at the locations. The student then edited the screenshots together in Adobe Premiere, adding background music to make it more interesting. For another part of the project, the student made an original video called "The Money Problem" and took shots over multiple days, which caused some inconsistencies. Technical issues with lighting and clarity had to be addressed during editing in Premiere.
Mv process log form 2020
The document summarizes the music video production process for a student. It describes the filming process, including using a Canon camera, battery issues, and restricted access to a rooftop location due to lack of permission. It also discusses personnel, with one person unable to assist but it working out due to preparation. For editing, examples of what went well include unplanned shots working out and timing of the filming day. Problems included an unwanted restriction of the rooftop location and inability to film during rain. Main lessons learned were to improve planning, budgeting for props, utilizing a bigger cast, allowing more filming days, and varying locations.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
Q4 draft
We used a variety of media technologies to create our music video, digipak, and advert. A Canon DSLR camera was used to film the music video in 1080p HD and allow different lens options. Studio lighting was needed to avoid dark shots, and natural lighting worked best for liquid shots. Final Cut Pro was used to edit the video, applying effects like color adjustments, blurring, and speed/slowing clips. Photoshop was used to design the advert and digipak templates when initial images were unsatisfactory. YouTube helped evaluate rough cuts and Blogger displayed the final work online professionally.
Production of music video: Day 10
The film crew reshot argument scenes for a music video on the tenth day of production using a new actor for the boyfriend role. Though they tried to follow the original script, the lines did not work well. They determined additional lighting was not needed. Overall, the filming was successful as they finished on time and got different angles. However, they will need to reshoot one more scene at the new location of the actor's house to get footage with angles preferred by the editor.
Evaluation
The document provides an evaluation of a group's music video project for their A-Levels. It summarizes the changes made from the original synopsis, including removing band performance shots and adapting to restrictions while filming in train stations. It discusses how the group effectively used visuals and editing to portray the lyrics and match the style of the band Iglu & Hartly. The evaluation concludes that the group was able to successfully capture the band's image and intended feel through Nick's natural acting and their improved filming and editing skills, though it suggests some areas could be improved like additional planning for ancillary tasks.
Evaluation
The document provides an evaluation of a group's music video project for their A-Levels. It summarizes the changes made from the original synopsis, including removing band performance shots and adapting to restrictions while filming in train stations. It discusses how the group effectively used visuals and editing to portray the lyrics and match the style of the band Iglu & Hartly. The evaluation concludes that the group was able to successfully capture the band's image and intended feel through Nick's natural acting and their improved filming and editing skills, though it suggests some areas could be improved like additional planning for ancillary tasks.
Evaluation 4
The document discusses the use of new media technologies in various stages of a project. A HD camera and tripod were used to film an artist, capturing close-up shots. Photoshop was used to create advertisements and a digipack, with tutorials consulted to learn techniques. The digipack incorporated layered photos to show locations featured in a music video. Apple Movie Maker was used to edit the video, applying effects to make professional-looking fading, jumping and "limitless" scenes.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Q1. powerpoint
The group used several technologies to produce their music video project including:
1) Canon DSLR cameras for filming due to their high image quality and accessibility.
2) Adobe Premiere Pro for editing as the group was familiar with the software.
3) Photoshop for designing graphics like the album artwork and website images using skills from previous coursework.
4) Online tools like Moonfruit for creating their website since it allowed collaborative editing from different locations.
Similar to Production of music video: Day eight (20)
More from kadija richards
Short list
This document provides a shortlist of fonts, colors, and layouts for ancillary products. The fonts listed are Story board, Century gothic LOST, and Moon flower. White text is planned against a blue or purple background. Several layout options are mentioned but not described for the ancillary products.
Short lists
The document discusses the design of a digipak, including using two fonts - Storyboard and Century Gothic, a multi-colored background with white font, and a 4 panel layout with the front featuring an artist image and text over a background image and shape, inside panels with production details and the CD, and the back with a track listing and logos. The overall design aims to be simple while drawing inspiration from typical designs in the techno/electronic genre.
Do’s & donts - Kadija
The document provides dos and don'ts for creating a digipak based on examples seen in class. It recommends doing research on digipaks in the genre of one's song. Dos include using a simple layout with a maximum of two fonts, three colors, and high quality images without pixelation. Important information like the barcode and artist details should be included. Don'ts include using complicated layouts, more than two fonts, unrelated images, or excessive special effects.
Production of music video: Day 12
Today the production team added arguing scenes to the music video and inserted a TV static effect before and after the argument scenes. They also added a special effect. For the next lesson, they will take inspiration from the kaleidoscope effect in Little Boots' music video for "Remedy" as they add more special effects, as well as the title and artist name.
Production of music video: Day 11
Today the production team re-shot argument scenes at Rojal's house for a music video. They were successful in finishing filming and getting a variety of shots and angles. They improved the quality by using a tripod, natural lighting, more enthusiastic acting, and projecting voices clearly, as advised previously. Their next steps are inserting footage, adding jump cuts, finishing layering footage, and adding special effects.
Production of music video: Day nine
The music video production team was unable to film argument scenes as planned because the intended actor was unavailable. To resolve this, they decided to use Rojal as the actor instead, as he is part of their group and available during lessons to complete the filming. The document provides Rojal's profile detailing his role and costume as Shenaya's boyfriend in the argument scenes. It also summarizes that the editing session went well, with the director providing feedback on shots to delete or refilm due to poor framing, while new intro editing ideas were also generated.
Day four filming
Kadija was not present for the fourth day of shooting the music video. The group filmed Shenaya lip syncing and dancing in a tunnel next to a skate park. They aimed to capture shots that fit the beat of the music, and Shenaya danced well in time. However, they ran out of memory on the camera so Rojal had to use his instead. The tunnel location was very successful with an uncrowded space and graffiti backdrop fitting the urban theme of the music video.
Day 2 filming
The film crew shot slow motion footage of skateboarders doing tricks at Stratford Centre for a music video. They initially struggled to film the skateboarders because their camera movements were too static. They solved this by having an ex-student film while skateboarding, which captured better shots. The costume and location choices were also successful - the skaters wore normal skateboarding clothes and the urban location felt authentic, though it was crowded so they had to be careful with the camera.
Day 1 filming.
The document summarizes the filming of shots for a music video at three different locations over one day. At an estate in Stratford, the introduction, an argument scene, and some lip syncing were filmed. Various shot types were captured and it was deemed none would need re-shooting. Costume and location choices were considered successful as fitting the desired urban feel. Additional lip syncing and walking shots were captured at the Olympic Park for its contrasting environment. The performer's costume was again suitable and sufficient footage was obtained. Finally, a time lapse of traffic was filmed at the Bow flyover with good lighting and few interruptions.
Student video review official
This document reviews a previous student video and analyzes the techniques used. It notes that jump cuts were used to draw attention to shots of a boy on stairs and up close. Camera movements were synchronized with the song at the start. Master shots of the boy playing guitar in the park provided structure. The boy also broke conventions by looking at the camera to engage the audience. Overall the video was deemed good quality for being well-planned, with appropriate shot transitions and audio/video sync, and a natural, comfortable performance by the boy.
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RPMS Template 2023-2024 by: Irene S. Rueco
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Production of music video: Day eight
- 1. PRODUCTION OF MUSIC VIDEO: DAY EIGHT KADIJA RICHARDS
- 2. CITY AND ISLINGTON COLLEGE We inserted the footage that we shot yesterday at the Barbican center and continued editing.
- 3. OVERALL REFLECTION The most editing we did today was adding jump cuts. We didn’t get as much as we could of because there was a lot of rendering that we had to do. As well as editing we also spoke about different ideas that we could include in our video for example fish eye lenses, subtitle – however none of these ideas are set as yet.
- 4. PROBLEM AND SOLUTIONS The only problem we had today was the rendering taking up a lot of lesson time. However we were told that we could speed up the rendering process by compression the footage that we have before inserting it into final cut.
- 5. NEXT LESSON For next lesson we have decided to get the argument shots done and then hopefully that will be the last of filming. We wont be taking out any camera but we will be taking out the Dedo lights from the technician so that our shots are a lot brighter than they were before.