This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing.
For the Filming section, the student describes some technical challenges with the camera battery life and using a tripod. Location was not an issue as filming took place in the studio. The cast and crew of three people worked well together. Planning with a storyboard helped but some additional shots were added. Some reshoots were needed to fix out of focus shots.
For the Editing section, footage and audio were properly stored and organized. Transitions were added and clips were refined to better match the song. Color correction was applied to most clips in the form of a '
This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing.
For the Filming section, the student describes some technical challenges with the camera battery life and using a tripod. Location was not an issue as filming took place in the studio. The cast and crew of three people worked well together. Planning with a storyboard helped but some additional shots were added. Some reshoots were needed to fix out of focus shots.
For the Editing section, footage and audio were properly stored and organized. Transitions were added and clips were refined to better match the song. Color correction was applied to most clips in the form of a '
The document provides a pre-production assessment for a digital media text project. It outlines the following:
- Locations will primarily be the student's house but may include York city center and Scarborough seafront. Permission is only needed from the student's parents.
- Equipment includes a camera, batteries, memory card booked from college. A GoPro may also be used.
- Facilities include editing software at college as it is not available at home.
- The student will be the sole crew member taking on directing, writing, camera operation, and acting roles. Friends may feature if other locations are used.
- Plans include story structure, shot lists, sound effects, thumbnails
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.
The document discusses what the author has learned about various technologies from creating a film project. They learned how to properly use a camera, including setting up a tripod and using specific shots. They also learned how to use a microphone, the importance of turning it on, and planning shots based on available natural lighting and using filters and a reflector. For audio, the author learned to use GarageBand to compose music for the film. They also became more experienced using Adobe Premiere Elements for editing, with tasks distributed among the group.
The document provides an evaluation of the student's film project. It discusses the pre-production research process, challenges during filming, audience feedback, and areas for improvement. The student analyzed other media to focus on camera work, editing, sound, and mise-en-scene. During filming, they struggled with camera angles but were able to adjust scenes. The audience feedback noted that the film could have used closer shots of the prop and better sound mixing, while the poster's text was difficult to read. Going forward, the student aims to improve editing, camera skills, and incorporating more realistic shots.
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.
The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
William created a script and shot list to plan his production. He filmed scenes at a school dressed as a bank and acquired props. William encountered audio issues but used the original footage. Additional locations allowed him to complete filming. In post-production, William edited footage together in Premier Pro, colored footage, composed original music, and digitally changed a prop gun's color. Throughout the process, William reflected on challenges and solutions in bringing his vision to life.
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
William Thirlaway reflects on his film production process. He began by writing a script and shot list. For his shoot, he found locations like a school reception dressed as a bank. He bought props like police gear. The first location shoot went smoothly. However, he encountered audio recording issues and used the original footage audio. He finished shooting at other locations and added slow motion. For safety, he had high-vis vested people indicate a film shoot during a prop police chase sequence. Finally, he edited in Premier Pro, stitching footage, editing audio, coloring, and composing original music in GarageBand to complete his short film.
The document provides a reflection on Joe Nash's preliminary film task and the development of his filmmaking skills over time. For the preliminary task, Joe and his group had limited time and equipment to film and edit a short continuity piece on an iPad. While they met the basic requirements, shots were limited. However, by the final piece Joe was able to use advanced cinematography techniques like low and high angles. He also improved his understanding of mise-en-scene and editing skills in Premiere Pro. Overall, Joe feels his skills in cinematography, mise-en-scene, and editing have greatly improved and he is happy with his contributions.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
The document provides guidance for tracking the production process of a music video, including filming, editing, and post-production. It outlines sections to include details on the filming such as technical equipment used, logistical planning, personnel, and whether replanning was needed. For editing, it prompts including screenshots, statements, and explanations of the editing process including notable moments, decisions, and problems encountered and how they were addressed. The summary provides an overview of the key stages and documentation encouraged for a music video production.
The document summarizes the editing process for a music video over the course of several days. Key points include:
- Removing unflattering shots and those that were out of focus based on feedback.
- Strengthening the chorus by changing the order of shots between the first and second choruses.
- Figuring out how to add a widescreen effect either through a preset filter or manually cropping and positioning slugs.
- Facing issues with long rendering times in the editing software slowing down progress.
- Making last-minute decisions to leave out certain experimental shots due to time constraints and wanting additional opinions.
The document provides details for the pre-production of a music video. It outlines 4 locations for filming - Sandle Castle, Harrogate railway line, York College car park, and the filmmaker's house. It also lists the equipment available, including a camera, tripod, lighting, and an Insta360 camera. The crew will consist of the filmmaker, their brother Rob, and friend Elli. A production schedule is outlined along with a storyboard, shot list, and plans to address potential health and safety issues during filming.
The document provides guidance on visual planning and pre-production for a music video. It discusses pre-visualizing the concept, creating storyboards and shot lists. The document also includes a structural breakdown of the song sections with proposed visual elements and technical requirements. Locations discussed include a studio with white background and home with a blue light, with college as a backup plan. Crew roles are defined, with assistance provided by a classmate.
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a music video project. These included emaze for researching music video conventions and analyzing digipaks; Prezi for analyzing Rihanna's digipak; Padlet for researching different music video types; Slideshare for analyzing three music videos; YouTube to find examples, upload clips, and show the original music video; a Canon digital camera and iPhone to film scenes; iMovie to edit the video; Photoshop to design the digipak and poster; iScanner to digitize documents; Microsoft Word for planning and research; and Blogger to document the entire process.
The document describes how new media technologies were used at various stages of planning and producing a short film. It discusses using a tripod for stable shots like zooming in on a neck and smashing plates. It also describes balancing the camera on books to film a man in a doorway silhouette with a lamp. Editing was done with iMovie, adding effects and adjusting clips to the song. A 3.1 megapixel camera captured footage that was edited on a Mac. Natural and artificial lighting was used for different scenes.
The document summarizes the principal filming for an A2 media music video. It discusses three different scenes that were filmed: lip syncing scenes using a green screen and camera; powder paint scenes with colored paint thrown at the actor from different angles captured with three cameras; and paint pouring scenes with blue paint poured over the actor's head from two camera angles. Overall, the principal filming went well and effective shots were captured for use in the final music video.
The document provides a pre-production assessment for a digital media text project. It outlines the following:
- Locations will primarily be the student's house but may include York city center and Scarborough seafront. Permission is only needed from the student's parents.
- Equipment includes a camera, batteries, memory card booked from college. A GoPro may also be used.
- Facilities include editing software at college as it is not available at home.
- The student will be the sole crew member taking on directing, writing, camera operation, and acting roles. Friends may feature if other locations are used.
- Plans include story structure, shot lists, sound effects, thumbnails
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.
The document discusses what the author has learned about various technologies from creating a film project. They learned how to properly use a camera, including setting up a tripod and using specific shots. They also learned how to use a microphone, the importance of turning it on, and planning shots based on available natural lighting and using filters and a reflector. For audio, the author learned to use GarageBand to compose music for the film. They also became more experienced using Adobe Premiere Elements for editing, with tasks distributed among the group.
The document provides an evaluation of the student's film project. It discusses the pre-production research process, challenges during filming, audience feedback, and areas for improvement. The student analyzed other media to focus on camera work, editing, sound, and mise-en-scene. During filming, they struggled with camera angles but were able to adjust scenes. The audience feedback noted that the film could have used closer shots of the prop and better sound mixing, while the poster's text was difficult to read. Going forward, the student aims to improve editing, camera skills, and incorporating more realistic shots.
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.
The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
William created a script and shot list to plan his production. He filmed scenes at a school dressed as a bank and acquired props. William encountered audio issues but used the original footage. Additional locations allowed him to complete filming. In post-production, William edited footage together in Premier Pro, colored footage, composed original music, and digitally changed a prop gun's color. Throughout the process, William reflected on challenges and solutions in bringing his vision to life.
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
William Thirlaway reflects on his film production process. He began by writing a script and shot list. For his shoot, he found locations like a school reception dressed as a bank. He bought props like police gear. The first location shoot went smoothly. However, he encountered audio recording issues and used the original footage audio. He finished shooting at other locations and added slow motion. For safety, he had high-vis vested people indicate a film shoot during a prop police chase sequence. Finally, he edited in Premier Pro, stitching footage, editing audio, coloring, and composing original music in GarageBand to complete his short film.
The document provides a reflection on Joe Nash's preliminary film task and the development of his filmmaking skills over time. For the preliminary task, Joe and his group had limited time and equipment to film and edit a short continuity piece on an iPad. While they met the basic requirements, shots were limited. However, by the final piece Joe was able to use advanced cinematography techniques like low and high angles. He also improved his understanding of mise-en-scene and editing skills in Premiere Pro. Overall, Joe feels his skills in cinematography, mise-en-scene, and editing have greatly improved and he is happy with his contributions.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
The document provides guidance for tracking the production process of a music video, including filming, editing, and post-production. It outlines sections to include details on the filming such as technical equipment used, logistical planning, personnel, and whether replanning was needed. For editing, it prompts including screenshots, statements, and explanations of the editing process including notable moments, decisions, and problems encountered and how they were addressed. The summary provides an overview of the key stages and documentation encouraged for a music video production.
The document summarizes the editing process for a music video over the course of several days. Key points include:
- Removing unflattering shots and those that were out of focus based on feedback.
- Strengthening the chorus by changing the order of shots between the first and second choruses.
- Figuring out how to add a widescreen effect either through a preset filter or manually cropping and positioning slugs.
- Facing issues with long rendering times in the editing software slowing down progress.
- Making last-minute decisions to leave out certain experimental shots due to time constraints and wanting additional opinions.
The document provides details for the pre-production of a music video. It outlines 4 locations for filming - Sandle Castle, Harrogate railway line, York College car park, and the filmmaker's house. It also lists the equipment available, including a camera, tripod, lighting, and an Insta360 camera. The crew will consist of the filmmaker, their brother Rob, and friend Elli. A production schedule is outlined along with a storyboard, shot list, and plans to address potential health and safety issues during filming.
The document provides guidance on visual planning and pre-production for a music video. It discusses pre-visualizing the concept, creating storyboards and shot lists. The document also includes a structural breakdown of the song sections with proposed visual elements and technical requirements. Locations discussed include a studio with white background and home with a blue light, with college as a backup plan. Crew roles are defined, with assistance provided by a classmate.
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a music video project. These included emaze for researching music video conventions and analyzing digipaks; Prezi for analyzing Rihanna's digipak; Padlet for researching different music video types; Slideshare for analyzing three music videos; YouTube to find examples, upload clips, and show the original music video; a Canon digital camera and iPhone to film scenes; iMovie to edit the video; Photoshop to design the digipak and poster; iScanner to digitize documents; Microsoft Word for planning and research; and Blogger to document the entire process.
The document describes how new media technologies were used at various stages of planning and producing a short film. It discusses using a tripod for stable shots like zooming in on a neck and smashing plates. It also describes balancing the camera on books to film a man in a doorway silhouette with a lamp. Editing was done with iMovie, adding effects and adjusting clips to the song. A 3.1 megapixel camera captured footage that was edited on a Mac. Natural and artificial lighting was used for different scenes.
The document summarizes the principal filming for an A2 media music video. It discusses three different scenes that were filmed: lip syncing scenes using a green screen and camera; powder paint scenes with colored paint thrown at the actor from different angles captured with three cameras; and paint pouring scenes with blue paint poured over the actor's head from two camera angles. Overall, the principal filming went well and effective shots were captured for use in the final music video.
Similar to prodtion diary final ultima maxima.pptxadcaasfadfSDFAsdfasdfasdfasdfadfadfasdfasdfasdfv (20)
My skills and career aspirations.pdfsdfsLeonBraley
This document contains a SWOT analysis, career goals, skills assessment results, and details about additional training in photography software for the individual. Their short-term goal is to determine a career path, mid-term is to explore options, and long-term is to achieve a high position or fulfilling role in their chosen media-related field. A skills assessment showed strengths in teamwork, problem-solving and creativity, and opportunities to improve speaking and leadership. They completed Adobe Photoshop certification in 2023 to gain professional photo editing skills.
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Diego's Joint/Media Savvy - The author created a marketing promo for a bar during a week-long work experience, shooting a TikTok video and photo series promoting drinks. They gained experience working to deadlines.
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UCAS is a charity that simplifies the university application process in the UK. It uses a point-based system to assess qualifications and allows students to apply to multiple courses through a single application. Three academic options are considered: 1) A radio, audio and podcasting course at Sunderland University that provides industry equipment and connections; 2) A journalism and media course at Newcastle University with study abroad opportunities; 3) A 1-year media production course at Sunderland focused on film and television with industry-standard facilities. Overall, the student feels undecided about long-term goals and university may not be the best option, but if they attend, the media production course at Sunderland is most appealing due to practical skills and industry opportunities.
A good CV should have a clear, readable format with no more than two fonts. It should include your name, email, address, and phone number for contact information. Personal details like marital status, age, race, or religion should be avoided to prevent discrimination. A part-time job CV example is presented that includes education history and interests but mistakenly lists the author's date of birth. A final creative media CV draft improves on the previous by including a profile, work experience highlights, references, and using a more professional format with clear columns and colors.
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Sunderland culture is a charity based in Sunderland that aims to improve the city's culture and public image. It renovates local venues like The Fire Station pub/music venue to attract more musicians and tourists. Sunderland culture also organizes educational and artistic events for children. Its campaigns have been successful, as three new hotels were recently built in Sunderland thanks to increased investment and tourism. The audience for Sunderland culture's projects is everyone, both within Sunderland and elsewhere, as it works to promote Sunderland and bring in more visitors.
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This document outlines a pitch for a documentary about Sunderland AFC football club and its culture over the past 20-30 years. The proposed documentary would focus on both the successes and failures of the club during this era, and examine how the ups and downs have impacted the city and its supporters. Interviews with fans would discuss their memories, opinions on the club's future prospects, and the relationship between Sunderland and its city. The pitch addresses the intended audience, production considerations, inspiration sources, audience research findings, and demographics/psychographics of the target viewers.
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The document will focus on the history and future of Sunderland AFC football club from the late 1990s to present day and future, as other documentaries focus only on brief recent history or the entire history. It will be filmed at matches over 5 months, conducting fan interviews to discuss the club's struggles and current investment to rebuild success. The creator aims to tell the compelling story of the club in the 21st century in a unique way, inspired by football documentary storytelling on streaming services.
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The documentary aims to explore how digital technology and the internet have impacted modern culture, specifically for 16-24 year olds. The documentary will be 10-15 minutes long and air on BBC 3, a channel known for reality shows and light-hearted documentaries about current culture. BBC 3 targets the 16-24 demographic and airs in the evenings when this age group is most likely to be watching. The goal is to get young viewers thinking about how digital technology shapes society.
1) The poster campaign features 3 posters promoting exercise using images of gym, football, and basketball to appeal to a younger audience. Primary colors and effects are used to draw attention.
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3) Different shot types are used including high angles to portray subjects as weaker initially and tracking shots of subjects walking towards the college building. The story aims to be motivational and relatable to the target demographic.
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prodtion diary final ultima maxima.pptxadcaasfadfSDFAsdfasdfasdfasdfadfadfasdfasdfasdfv
1. P R O D U C T I O N
D I A R Y
B 2 – S U N D E R L A N D D O C U M E N T A R Y
2. D E S I G N I N G T H E S E T
• The set I used to film my monologue sequence of the
documentary was built by my dad in his studio, he
constructed the walls and mounted the TV. I dressed
the set for my documentary however, it was important
to me that the backdrop was themed to suit the theme
of my documentary, so I chose to decorated with all my
Sunderland AFC memorabilia. I draped the flag and
scarves over the shelf, securing the scarf with tape and
kept the scarfs secure with a Styrofoam mannequin
head that I also dressed in a Sunderland themed
bucket hat. I also utilised the TV by streaming a picture
of the documentary’s thumbnail to it, I am pleased with
the way it looked and think it does a great job of
creating an environment for the video.
3. F I L M I N G T H E
M O N O L O G U E
• To film my monologue, I used my dad’s studio and camera set
up as well as his boom mic, which was positioned just out of
frame in this photo. This set up was helpful as it is exactly
how I pictured the set and cameras looking when I wrote the
script. I read the script from a teleprompter that was
positioned just underneath the camera, so I didn’t have to look
away to read the script. Filming my monologue was difficult as
I had to adjust to using a teleprompter for the first time; filming
the whole script took approximately 3 hours including brakes
and set-up. During filming, we had no technical issues
however physical exhaustion was certainly a problem to
overcome so to combat this I took regular breaks between
different sections of the script. This was the only day that I
shot any footage, and I am grateful that I managed to film
everything that I needed to in one day.
4. E Q U I P M E N T S E T
U P
• In the filming process I used different equipment to
create my documentary. Firstly, I used a canon DSLR
camera to film myself, I also attached a teleprompter to
the camera to make it easier to read the script. The
teleprompter was an app on an iPad which was placed
in a configuration such as the one on the right.
Afterwards I set up the lighting, rig, I used a bright
overhead light (such as the one on the right) to make
sure the shot wasn’t too dim, and my face was lit to the
proper lighting. This is the only equipment that I used
for the production part of my documentary.
DSLR camera with a teleprompter
Lighting rig similar to what I used
5. E X P E R I M E N TAT I O N D U R I N G F I L M I N G
• During the filming of my documentary, I experimented with different camera angles and
changing the position of my set and myself in the shot. Before the shoot, I tested how it
would look on camera if I were to move the chair to different spots around the set, so I set
the camera up facing directly at the set and moved the chair into 3 or 4 different locations to
see which was best, Eventually I landed on the seating position that you see in the video.
Next, I moved the shirts in the background to get them on camera in the best possible angle,
I also changed the order of the shirts a few times before filming. Finally, and most
significantly was the experimentation with lighting, it was my dad who helped with this as I
had to sit in the chair so he could adjust the lamps to light up my face properly, there was
some experimentation as to how I lit up my face and weather it would better to make my face
brighter or darker and at some point, when adjusting the lights, we found a middle point
which worked well.
6. B E H I N D T H E
S C E N E S
• This is the only photo I
have from behind the
scenes, it is a picture
of the camera on
which I filmed my
documentary on. This
was taken during the
shoot by my dad, who
was the camera man
for me while I read out
the script.