The document appears to be production notes and diary entries for a student film project. It details:
- Planning and scheduling multiple filming sessions over several dates to shoot different scenes for a music video.
- Logistical challenges like finding available actors and booking studio space.
- Tasks delegated to group members for filming, sound, directing.
- Issues that arose during shoots like unsteady camera work and backgrounds not working well.
- Editing sessions to select shots and arrange the final cut.
- Plans to shoot another scene before the holidays but it was postponed due to lack of available extras.
- Final preparations made for another shoot and cover photos on a later date.
The document is a production diary detailing the planning, shooting, and editing process for a student music video project. It describes various challenges faced such as finding models, booking studio time, difficulties with equipment, and coordinating cast and crew schedules. Key events include multiple shooting days over several months to get desired footage, editing sessions to assemble the video, and planning meetings to organize subsequent production phases.
The document provides a production diary for a music video project. It details various planning meetings where they discussed shooting schedules, locations, crew roles and equipment needs. It then summarizes various shooting days where they faced challenges like models not showing up and issues with camera equipment. It discusses subsequent editing sessions and planning additional pickup shoots to improve footage. In later sections, it plans for shooting the second half of the music video but has to be postponed due to lack of availability of cast and crew over the holidays.
This document provides biographical information about Scott Stambler and summarizes his experience teaching film music courses at Chapman University. It details that Stambler designed unique courses on film music and temp music editing that are not offered at other film schools. It also outlines his extensive professional experience working on major Hollywood films as a music editor and supervisor. Stambler brought his real-world expertise to developing innovative courses at Chapman focused on practical skills for film music editing.
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
1) The screening event surveyed attendees on their demographics, opinions on the two short films shown, and aspects of each film. Most attendees enjoyed the films and found the stories clear and characters believable.
2) The first film utilized strong close-up shots and elicited emotional engagement from viewers. The second film effectively created atmosphere through location and music choices.
3) Some noted areas for potential improvement included dialogue levels and sound mixing in the second film. Overall viewers found the films professionally made and impressive given they were student works.
The production diary summarizes a music video project for a group of students. Over several meetings they decided on the song "ego" by The Saturdays, created a storyboard detailing the narrative and roles, finalized costumes and casting of extras, and booked a location and equipment to begin filming auditions. Their goals were to choose a song, develop the storyboard, practice lip syncing, book a studio space, and start filming auditions.
The document outlines ideas for a music video assignment, including research on sample music videos, potential songs and techniques, a final idea to film dancers at a park set to the song "Hunnybee" using bright colors and lyric signs, and pre-production planning covering locations, equipment, personnel, props, and a storyboarded structure for the video.
Here are the key locations I will need permission for and their uses:
- Dance studio - This will be the main location for the dancing scenes. I have permission from my family friend who owns a local dance studio to film there after hours for free.
- City streets - I will film walking scenes of my actress walking through the city as she struggles with her routine. This will show the isolation. I do not need specific permission to film in public areas.
- Woodland - For scenes of my actress practicing in nature, I will film in a small woodland near my house. I will need to check with the landowner for permission.
- Back garden - As a backup location if weather prevents outdoor filming,
The document is a production diary detailing the planning, shooting, and editing process for a student music video project. It describes various challenges faced such as finding models, booking studio time, difficulties with equipment, and coordinating cast and crew schedules. Key events include multiple shooting days over several months to get desired footage, editing sessions to assemble the video, and planning meetings to organize subsequent production phases.
The document provides a production diary for a music video project. It details various planning meetings where they discussed shooting schedules, locations, crew roles and equipment needs. It then summarizes various shooting days where they faced challenges like models not showing up and issues with camera equipment. It discusses subsequent editing sessions and planning additional pickup shoots to improve footage. In later sections, it plans for shooting the second half of the music video but has to be postponed due to lack of availability of cast and crew over the holidays.
This document provides biographical information about Scott Stambler and summarizes his experience teaching film music courses at Chapman University. It details that Stambler designed unique courses on film music and temp music editing that are not offered at other film schools. It also outlines his extensive professional experience working on major Hollywood films as a music editor and supervisor. Stambler brought his real-world expertise to developing innovative courses at Chapman focused on practical skills for film music editing.
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
1) The screening event surveyed attendees on their demographics, opinions on the two short films shown, and aspects of each film. Most attendees enjoyed the films and found the stories clear and characters believable.
2) The first film utilized strong close-up shots and elicited emotional engagement from viewers. The second film effectively created atmosphere through location and music choices.
3) Some noted areas for potential improvement included dialogue levels and sound mixing in the second film. Overall viewers found the films professionally made and impressive given they were student works.
The production diary summarizes a music video project for a group of students. Over several meetings they decided on the song "ego" by The Saturdays, created a storyboard detailing the narrative and roles, finalized costumes and casting of extras, and booked a location and equipment to begin filming auditions. Their goals were to choose a song, develop the storyboard, practice lip syncing, book a studio space, and start filming auditions.
The document outlines ideas for a music video assignment, including research on sample music videos, potential songs and techniques, a final idea to film dancers at a park set to the song "Hunnybee" using bright colors and lyric signs, and pre-production planning covering locations, equipment, personnel, props, and a storyboarded structure for the video.
Here are the key locations I will need permission for and their uses:
- Dance studio - This will be the main location for the dancing scenes. I have permission from my family friend who owns a local dance studio to film there after hours for free.
- City streets - I will film walking scenes of my actress walking through the city as she struggles with her routine. This will show the isolation. I do not need specific permission to film in public areas.
- Woodland - For scenes of my actress practicing in nature, I will film in a small woodland near my house. I will need to check with the landowner for permission.
- Back garden - As a backup location if weather prevents outdoor filming,
The document provides an evaluation of the student's final music video project. It summarizes the planning process which involved researching equipment costs, filming locations, and who would fill what roles. Storyboards and scripts were created to stay organized. Reference music videos were analyzed to understand effective angles, action, and how to capture band performances. The video was filmed at the student's high school, featuring two artists comfortable with the process. Additional footage was later captured. Editing incorporated effects like overlapping footage to add interest beyond the initial black and white idea. Feedback was that more raw footage could have been collected, but working with the existing material, an original, professional final video was produced matching the referenced genre and song.
The document summarizes the forms and conventions, representation, institutions, and audiences of several music videos. It analyzes videos such as "Knock You Down" by Keri Hilson featuring Kanye West and Neyo, "Buttons" by The Pussycat Dolls featuring Snoop Dogg, and "Take Me Back" by Tinchy Stryder featuring Taio Cruz. It also provides production notes for a music video being created for the song "Thump" by Tinchy Stryder featuring Nav.
The document outlines the process of creating a music video for a class project. The group chose the song "Need You 100%" by Duke Dumont and created a narrative music video. They filmed scenes of the protagonist going through a transformation from a depressed teacher to a happy partygoer. However, the protagonist's bad luck strikes again in the ending. The group encountered challenges with planning, equipment issues, and directing disputes. However, the author is pleased with the final video and feels it shows his improving skills in video production and editing.
The document provides guidance for stage 2 of a research and experiments project. It discusses researching potential production techniques and analyzing at least 3 related music videos or products. The document instructs the student to collect clips, images, guides, and get feedback from potential audiences. It also advises assessing whether techniques can be used or employed for the student's intentions and production.
The document then provides an analysis of 3 music video products. The first is analyzed to understand the artist's typical storylines and productions. The second is chosen for its illustrative style. Details are provided on shot types, scene changes, and literal interpretations of lyrics. The third video is analyzed for its realistic portrayal of a story through consistent close-up shots.
MV Production Assignment Evaluation Form 2021AidanJones20
The document summarizes a student's evaluation of their music video production project. They researched the band Huey Lewis and the News, planned various aspects of the video, managed their time during production, and evaluated technical and aesthetic qualities. Peer feedback praised the video's creativity and effects but suggested adding more detailed editing and object movement in clips. The student agreed with all feedback about ways to further improve the video.
The student plans to film their music video for "Hip To Be Square" by Huey Lewis and the News. They will film parts at a studio in York and a park. They want a more modernized version than the original video. The main performer will stand at a microphone with other band members playing instruments behind them. There will be shots outdoors at the park and indoors at the studio with neon lights in the background. The video will follow the structure and beats of the song.
This document provides an analysis of the filmmaker's music video for Newton Faulkner. It discusses various elements of the video including editing techniques, costume, location, concepts, shots, and genre. The filmmaker aimed to create a video representative of the indie music genre through techniques like performance shots, lingering emotional shots of the actor, and references to other indie music videos for inspiration (e.g. Coldplay, Radiohead, Ben Howard, The 1975). The goal was to portray the singer's personality through a conceptual, somewhat narrative video that challenges conventions by ending on the title instead of beginning.
Aidan Jones planned, filmed, edited, and evaluated a music video over several weeks. Planning occurred from September 27th to October 12th to use a green screen background. Filming took place from October 13th to November 1st of the performers and additional clips. Editing was done from November 2nd to 10th by adding pictures, filters, and cleaning up the video. Evaluation was conducted from November 10th to 16th by filling out slides on the research, planning, technical qualities, and peer feedback of the project.
The document summarizes the production of a short film about subliminal messaging. It discusses:
1) Filming being rescheduled due to equipment issues but then taking place over one day and going smoothly.
2) The editing process where clips were selected and arranged on a timeline with montages added to represent different techniques of subliminal messaging.
3) The decision to add a VHS effect and keep original sound for the montages to give an old television feel.
The document is an actor release form for a student motion picture. It grants the producer the rights to photograph and record the actor's likeness, performances, and appearances to be used in connection with the student film. The actor agrees to adhere to the agreed upon schedule and make themselves available for potential reshoots if needed. The actor certifies they have read and understand the form by providing their name, signature, contact details, and the producer's information.
The actor release form grants permission to a production company to photograph and record an actor's voice, performances, and likeness for use in a student motion picture. The actor agrees to adhere to the production schedule and make themselves available for reshoots if needed. The actor certifies that they have read and understand the form by providing their name, signature, contact information, and the producer's contact details.
The document provides a production log for a music video filmed by Millie Casemore. It summarizes the filming, editing, and exporting process. For filming, Millie used two locations and had some issues with memory cards and lighting. In editing, she imported footage and audio into Premiere Pro, assembled clips, and refined timing and color correction. Millie exported the final video as an H.264 file to upload online.
The document contains analysis and feedback from multiple students on other students' music video projects. The analyses note effective elements like openings, camera movements, and locations that fit the theme, but also point out issues like shaky camerawork, dark or out of sync footage. Feedback suggests tightening openings, cutting long shots, adding variation, and improving attention to detail and continuity. The document concludes that reviewing other students' work helps identify strengths and weaknesses to apply to one's own projects.
The document summarizes the production process for a music video. It describes the filming process, which took place in the college studio using one camera. Technical aspects like using a green screen and lip syncing are discussed. Logistically, the original outdoor plans were changed to just using the studio due to weather and costs. The cast worked professionally. In editing, the creator learned skills like adding backgrounds but felt the overall video could have been better with more locations in filming or transitions in editing. Main lessons were to have better backup plans, use editing software more, and focus on quality over complexity.
We are now back at college after our Christmas break. Before the break, my group decided to make recording a voiceover for our documentary their main focus, as I had missed the last lesson and they had not recorded it without me. We have since finished editing the footage and adding music. To record the voiceover, my classmate Jess read the script paragraph by paragraph while I held the microphone and another classmate operated the voice recorder. It took some time as Jess felt embarrassed, but she did well. We then worked to upload the audio files to our computer to import into the video editing software, though we ran out of time and will continue that work in future lessons.
- The document discusses the strengths and weaknesses of the student's research, planning, time management, technical qualities, aesthetic qualities, and audience appeal for a music video production project.
- For research, watching various music videos provided inspiration but could have been improved with more analysis and experiments. Planning was helped by mind maps but lacked depth on the final idea. Time management was better for filming than initial planning.
- Technical qualities were improved through editing tools but filming quality could be better. The aesthetic qualities turned out as expected with pleasing natural scenery. Audience appeal targeted anyone without explicit content but lacked a performing element some audiences expect.
- The document discusses Ryan Sharman's evaluation of a music video project for school. It covers analyzing existing music videos, coming up with ideas and mood boards, writing scripts and storyboards, filming, and editing.
- Ryan directed the filming of the music video and guided the camera operator, though lighting differences between shots from different days caused issues in editing.
- Ryan evaluates strengths like teamwork, but weaknesses like weather-affected lighting differences between shots. They discuss lessons learned and how they would approach another music video project differently.
The document is a proposal for a music video summarizing the key details of the project. It will target teenage boys from middle-class backgrounds and feature a character waking up after a house party trying to piece together what happened the night before. Production techniques will include the use of a steadicam for walking shots, rewind effects, blurring, and color grading to portray a blue/sad tone. The proposal outlines the schedule over 5 weeks including pre-production, filming, editing, post-production and screening/evaluation. Research on targeting the audience, lip syncing, and rewinding footage is required.
Production diary.pptx...................EllieBrown31
This document is a production diary detailing the planning and production of a music video and showreel for the band Pretty Velvet by a class. It describes setting up a group chat to coordinate schedules, attending a band gig for footage, practicing with lighting and camera setup, recording a podcast with band interviews, planning storyboards, and the final music video/showreel shoot over multiple sessions. The diary provides behind-the-scenes insights into the collaborative process of creating audiovisual content for the band.
The document summarizes the production process for a music video and podcast featuring the band Pretty Velvet. It discusses scheduling production around the band members' availability, conducting a practice run to test equipment and lighting, recording a podcast interview with two band members, taking cover photos for the podcast, and the final music video shooting where they captured wide and individual shots of the band performing and additional poster photos.
In a series of meeting minutes, a student group discusses plans for creating a music video for their class project. They decide on the song "Ego" by the band The Saturdays. Over multiple meetings, they create a storyboard and assign roles for who will perform different scenes and lyrics. They discuss costume and prop choices and audition male actors. Finally, they book studio time and equipment to film performance scenes and behind-the-scenes footage for their music video.
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
The document provides an evaluation of the student's final music video project. It summarizes the planning process which involved researching equipment costs, filming locations, and who would fill what roles. Storyboards and scripts were created to stay organized. Reference music videos were analyzed to understand effective angles, action, and how to capture band performances. The video was filmed at the student's high school, featuring two artists comfortable with the process. Additional footage was later captured. Editing incorporated effects like overlapping footage to add interest beyond the initial black and white idea. Feedback was that more raw footage could have been collected, but working with the existing material, an original, professional final video was produced matching the referenced genre and song.
The document summarizes the forms and conventions, representation, institutions, and audiences of several music videos. It analyzes videos such as "Knock You Down" by Keri Hilson featuring Kanye West and Neyo, "Buttons" by The Pussycat Dolls featuring Snoop Dogg, and "Take Me Back" by Tinchy Stryder featuring Taio Cruz. It also provides production notes for a music video being created for the song "Thump" by Tinchy Stryder featuring Nav.
The document outlines the process of creating a music video for a class project. The group chose the song "Need You 100%" by Duke Dumont and created a narrative music video. They filmed scenes of the protagonist going through a transformation from a depressed teacher to a happy partygoer. However, the protagonist's bad luck strikes again in the ending. The group encountered challenges with planning, equipment issues, and directing disputes. However, the author is pleased with the final video and feels it shows his improving skills in video production and editing.
The document provides guidance for stage 2 of a research and experiments project. It discusses researching potential production techniques and analyzing at least 3 related music videos or products. The document instructs the student to collect clips, images, guides, and get feedback from potential audiences. It also advises assessing whether techniques can be used or employed for the student's intentions and production.
The document then provides an analysis of 3 music video products. The first is analyzed to understand the artist's typical storylines and productions. The second is chosen for its illustrative style. Details are provided on shot types, scene changes, and literal interpretations of lyrics. The third video is analyzed for its realistic portrayal of a story through consistent close-up shots.
MV Production Assignment Evaluation Form 2021AidanJones20
The document summarizes a student's evaluation of their music video production project. They researched the band Huey Lewis and the News, planned various aspects of the video, managed their time during production, and evaluated technical and aesthetic qualities. Peer feedback praised the video's creativity and effects but suggested adding more detailed editing and object movement in clips. The student agreed with all feedback about ways to further improve the video.
The student plans to film their music video for "Hip To Be Square" by Huey Lewis and the News. They will film parts at a studio in York and a park. They want a more modernized version than the original video. The main performer will stand at a microphone with other band members playing instruments behind them. There will be shots outdoors at the park and indoors at the studio with neon lights in the background. The video will follow the structure and beats of the song.
This document provides an analysis of the filmmaker's music video for Newton Faulkner. It discusses various elements of the video including editing techniques, costume, location, concepts, shots, and genre. The filmmaker aimed to create a video representative of the indie music genre through techniques like performance shots, lingering emotional shots of the actor, and references to other indie music videos for inspiration (e.g. Coldplay, Radiohead, Ben Howard, The 1975). The goal was to portray the singer's personality through a conceptual, somewhat narrative video that challenges conventions by ending on the title instead of beginning.
Aidan Jones planned, filmed, edited, and evaluated a music video over several weeks. Planning occurred from September 27th to October 12th to use a green screen background. Filming took place from October 13th to November 1st of the performers and additional clips. Editing was done from November 2nd to 10th by adding pictures, filters, and cleaning up the video. Evaluation was conducted from November 10th to 16th by filling out slides on the research, planning, technical qualities, and peer feedback of the project.
The document summarizes the production of a short film about subliminal messaging. It discusses:
1) Filming being rescheduled due to equipment issues but then taking place over one day and going smoothly.
2) The editing process where clips were selected and arranged on a timeline with montages added to represent different techniques of subliminal messaging.
3) The decision to add a VHS effect and keep original sound for the montages to give an old television feel.
The document is an actor release form for a student motion picture. It grants the producer the rights to photograph and record the actor's likeness, performances, and appearances to be used in connection with the student film. The actor agrees to adhere to the agreed upon schedule and make themselves available for potential reshoots if needed. The actor certifies they have read and understand the form by providing their name, signature, contact details, and the producer's information.
The actor release form grants permission to a production company to photograph and record an actor's voice, performances, and likeness for use in a student motion picture. The actor agrees to adhere to the production schedule and make themselves available for reshoots if needed. The actor certifies that they have read and understand the form by providing their name, signature, contact information, and the producer's contact details.
The document provides a production log for a music video filmed by Millie Casemore. It summarizes the filming, editing, and exporting process. For filming, Millie used two locations and had some issues with memory cards and lighting. In editing, she imported footage and audio into Premiere Pro, assembled clips, and refined timing and color correction. Millie exported the final video as an H.264 file to upload online.
The document contains analysis and feedback from multiple students on other students' music video projects. The analyses note effective elements like openings, camera movements, and locations that fit the theme, but also point out issues like shaky camerawork, dark or out of sync footage. Feedback suggests tightening openings, cutting long shots, adding variation, and improving attention to detail and continuity. The document concludes that reviewing other students' work helps identify strengths and weaknesses to apply to one's own projects.
The document summarizes the production process for a music video. It describes the filming process, which took place in the college studio using one camera. Technical aspects like using a green screen and lip syncing are discussed. Logistically, the original outdoor plans were changed to just using the studio due to weather and costs. The cast worked professionally. In editing, the creator learned skills like adding backgrounds but felt the overall video could have been better with more locations in filming or transitions in editing. Main lessons were to have better backup plans, use editing software more, and focus on quality over complexity.
We are now back at college after our Christmas break. Before the break, my group decided to make recording a voiceover for our documentary their main focus, as I had missed the last lesson and they had not recorded it without me. We have since finished editing the footage and adding music. To record the voiceover, my classmate Jess read the script paragraph by paragraph while I held the microphone and another classmate operated the voice recorder. It took some time as Jess felt embarrassed, but she did well. We then worked to upload the audio files to our computer to import into the video editing software, though we ran out of time and will continue that work in future lessons.
- The document discusses the strengths and weaknesses of the student's research, planning, time management, technical qualities, aesthetic qualities, and audience appeal for a music video production project.
- For research, watching various music videos provided inspiration but could have been improved with more analysis and experiments. Planning was helped by mind maps but lacked depth on the final idea. Time management was better for filming than initial planning.
- Technical qualities were improved through editing tools but filming quality could be better. The aesthetic qualities turned out as expected with pleasing natural scenery. Audience appeal targeted anyone without explicit content but lacked a performing element some audiences expect.
- The document discusses Ryan Sharman's evaluation of a music video project for school. It covers analyzing existing music videos, coming up with ideas and mood boards, writing scripts and storyboards, filming, and editing.
- Ryan directed the filming of the music video and guided the camera operator, though lighting differences between shots from different days caused issues in editing.
- Ryan evaluates strengths like teamwork, but weaknesses like weather-affected lighting differences between shots. They discuss lessons learned and how they would approach another music video project differently.
The document is a proposal for a music video summarizing the key details of the project. It will target teenage boys from middle-class backgrounds and feature a character waking up after a house party trying to piece together what happened the night before. Production techniques will include the use of a steadicam for walking shots, rewind effects, blurring, and color grading to portray a blue/sad tone. The proposal outlines the schedule over 5 weeks including pre-production, filming, editing, post-production and screening/evaluation. Research on targeting the audience, lip syncing, and rewinding footage is required.
Production diary.pptx...................EllieBrown31
This document is a production diary detailing the planning and production of a music video and showreel for the band Pretty Velvet by a class. It describes setting up a group chat to coordinate schedules, attending a band gig for footage, practicing with lighting and camera setup, recording a podcast with band interviews, planning storyboards, and the final music video/showreel shoot over multiple sessions. The diary provides behind-the-scenes insights into the collaborative process of creating audiovisual content for the band.
The document summarizes the production process for a music video and podcast featuring the band Pretty Velvet. It discusses scheduling production around the band members' availability, conducting a practice run to test equipment and lighting, recording a podcast interview with two band members, taking cover photos for the podcast, and the final music video shooting where they captured wide and individual shots of the band performing and additional poster photos.
In a series of meeting minutes, a student group discusses plans for creating a music video for their class project. They decide on the song "Ego" by the band The Saturdays. Over multiple meetings, they create a storyboard and assign roles for who will perform different scenes and lyrics. They discuss costume and prop choices and audition male actors. Finally, they book studio time and equipment to film performance scenes and behind-the-scenes footage for their music video.
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
1) The student created a music video attempting to portray a prison break by filming in plain, minimal locations to resemble a prison cell. Scenes were also shot at a real prison to enhance the prison theme.
2) Editing the video took 3 weeks to arrange clips in the proper order and add black and white effects in Premiere and After Effects. Multiple adjustment layers were needed due to varying light levels between clips.
3) While the shots represented the song well, the original idea of filming the prison on fire was not fully achieved due to safety restrictions. Reshoots would have captured more shots and matched the frame rate between locations.
- The document describes the 8 day filming process for a student music video production. It outlines each person's roles and responsibilities.
- Problems encountered included muddy conditions from rain, which limited suitable filming locations. Equipment worked well with no losses.
- Each shooting day is detailed, including scenes filmed and any issues. Reshoots and additional actors were needed. Lighting was inconsistent.
- The final day included a flashback scene with haircut and bully role. A park location wasn't possible so an outdoor gym was used instead.
1) The student worked well with their group in the pre-production of their music video, completing necessary paperwork like call sheets and budgets. However, one group member left unexpectedly, requiring changes to plans.
2) Filming went well overall, with multiple locations and footage captured over several days. However, planning issues caused delays in finishing the project on time.
3) Post-production progressed after receiving teacher help, but lack of advance planning led to last-minute decisions and cuts that could have been avoided. Better initial planning would have prevented delays and ensured on-time completion.
The document summarizes a classroom lesson where students analyzed scenes from the film Scarface that featured the song "Tony's Theme." In groups, students discussed how the music made them feel and created storyboards for videos using the song's soundtrack. Their video depicted a storyline of friends arguing that ends in a fight and implied crime. Students conveyed atmosphere through camera shots, editing techniques, sound, and the non-diegetic soundtrack from Scarface.
Lydia completed editing her music video for the song "All in the Name" by Janice Graham to a professional standard. She filmed at Strangeways Prison based on the song's lyrics and used editing software to add effects like black and white. She met weekly with her group to plan shoots, assign roles, and discuss ideas and techniques. Through editing, she improved timing shots to the music and rearranged footage for clarity. In the end, she was happy with the music video's quality and fading.
Lydia completed editing her music video for the song "All in the Name" by Janice Graham to a professional standard. She filmed at Strangeways Prison based on the song's lyrics and used editing software to add effects like black and white. She met weekly with her group to discuss the video, including the location, budget, and each member's ideas. Through editing techniques, she structured a narrative and ensured the timing matched the song. In the end, she was happy with the improvements made and felt the video represented her understanding of music video production.
The group worked well together during pre-production, choosing a song and developing a story that fit the lyrics. They created a storyboard and chose locations that suited their target audience of ages 10+. During production, they followed their schedule and shot multiple angles. Acting and wardrobe helped convey the story. Some scenes had to be cut due to continuity errors and lack of permissions. In post-production, editing was fun and scenes were well edited with effects, though some desired sound effects and scenes could not be included.
The document summarizes the forms and conventions, representation, institutions, and audiences of several music videos. It analyzes videos such as "Knock You Down" by Keri Hilson featuring Kanye West and Neyo, "Buttons" by The Pussycat Dolls featuring Snoop Dogg, and "Take Me Back" by Tinchy Stryder featuring Taio Cruz. It also discusses the production process and target audience research for the music video "Thump" by Tinchy Stryder featuring Nav.
The document summarizes a classroom activity where students analyzed and discussed scenes from the film Scarface that featured the song "Tony's Theme." They discussed how the music made them feel and its effect on the scenes. In groups, students then created storyboards and videos using the song to convey a specific mood or atmosphere. Their video depicted a storyline of friends where an argument leads to violence. They employed various camera shots, editing techniques, and sound to effectively set the atmosphere and convey drama through their video like in the original Scarface clip.
Our task was to create an exact copy of the first minute of a music video. We chose the song "In The Sun" by "She & Him" due to the cheerful style and school setting making locations easy. We experienced problems like losing footage, uncooperative actors, and continuity issues with changing dancers. However, we learned new filming, editing, and pacing skills for music videos. Fast cuts and constant movement are needed to keep the audience engaged throughout. Planning and having cooperative actors is also important for high quality results.
This document provides an evaluation of the shoot day for a music video. Some key points:
- The set could not be fully prepared the day before due to another shoot running late. On shoot day, the 1920s set took time to set up.
- The original pianist fell sick, but the director found a replacement.
- During the shoot, the director took on many roles like camera operator, director, art director, and producer to manage schedules and ensure continuity across shots.
- Challenges included running over schedule, limited set materials, and an actor who could not lip sync well.
- The 1920s jazz club scene turned out most successfully with great dancing and shots.
1) The document describes the filming process for a music video. It discusses various roles like director, camera operators, and actors.
2) During filming, some changes had to be made to the storyboard due to difficulties finding child actors and bringing objects to the remote filming location. Additional footage from different locations could not be used due to mismatches.
3) Good aspects of filming included close-up shots, improving still shots over multiple days, and consistency using the same forest location throughout. Organization helped meet deadlines. Lighting issues on one take required effects in editing.
Beth Melia produced a music video for her class. She began by researching different types of music videos and analyzing existing examples. She then generated ideas for her own video through mind maps and mood boards. Her video would take a "day in the life" concept style with no narrative. Beth wrote a script and storyboards, then secured permissions and conducted risk assessments for her locations. Her group filmed footage over two weeks on campus and in town. After editing, Beth evaluated her work and made amendments for the final version.
The document summarizes the production of a music video by a student group. It describes the various shots and techniques used to emphasize the lead singer and make him the focal point of the band. It also discusses how the video challenges conventions by depicting a homosexual relationship rather than a heterosexual one. Audience feedback helped the group refine the video by improving syncing of visuals and audio and clarifying the narrative. Various technologies like digital cameras, iMovie, and the internet were used in the production.
The document provides details about editing a trailer using iMovie software. The author discusses their initial difficulties with iMovie but finding it became easier to use over time. Issues that came up during the editing process included unhelpful footage, difficulties syncing scenes and music, and trimming clips and songs to the desired length. Shots were chosen based on quality and how well they portrayed the intended storyline. Techniques like changing text colors and adding suspenseful scenes were used to engage the audience. Fear was created through darkening scenes, ominous music, and a creepy reflection in a mirror. Feedback on a horror poster is also provided.
The document summarizes feedback from various target audiences on a music video. Audience feedback noted that the variety of shots and visuals matching lyrics were good. However, the lip syncing and video quality needed improvement. Multiple audiences commented that the lip syncing was poor. Overall, the audiences felt the artist was well-represented but that the video could be improved by having the artist sing out loud to improve lip syncing, adding more camera movement, and improving video quality and dancing.
The document summarizes audience feedback from a survey about music video products. 20 people responded to the survey, providing feedback on aspects like scene, clothing, story, editing, genre, and lighting. Respondents rated lip syncing the lowest and said it needed most improvement. The survey also showed that ancillary products like the CD cover and advert successfully represented the artist and encouraged people to watch the music video and promote the artist. The music video received over 1,000 views and positive comments on YouTube and social media, though one comment noted issues with lip syncing.
The different cd and digipak and advert optionsjessicakapadia
The document discusses different design options for CD covers and digipaks for Jessica, Rabbeah, Jaymish and Chibuzo. It then states that the design chosen was the one created by the author. This was selected because the CD cover and additional texts had a cohesive flow and best represented the music video. A tally with 10 people from their target market showed the majority voted for the author's design, which would most appeal to and encourage purchases from their demographic.
The student created a music video, CD cover, and magazine advert for an assignment that were meant to have visual links and synergy. They used consistent bright blue and gray colors and depicted the artist wearing the same hoodie and jeans in all pieces to ensure the audience could connect the ancillary works to the music video. The theme of youth culture is represented through these fashion choices and pops of color, mirroring how Justin Bieber connects his products. Overall, the consistent themes and visuals across the works create effective synergy between the music video, CD cover, and advert.
The CD cover for Conor Maynard's album features a plain white background with the artist crossing his arms and the title in plain font, subtly following pop conventions. While not flashy, Maynard's clothing of a leather jacket and hoodie signals a rebellious side that would appeal to youth. The back cover lists the songs and includes typical labeling information. The digipak format allows the audience to choose different cover images, appealing to creative young female fans who may display it as a poster.
The document discusses a risk assessment for Stanmore college recording studio. It mentions pictures of the studio space. The essential information and high level details of any risks, issues or recommendations from the assessment are not provided in the given text.
The front cover of the Justin Bieber CD features the artist wearing an expensive leather jacket holding a golden guitar. This depicts him as wealthy and successful to encourage album sales. The background is plain white with a watercolor effect, following conventions of the R&B genre. The back provides credits and the album name on the guitar case. Inside is a booklet with song details and a poster, intended to further interest and advertise to fans. The target audience is seen as teenagers and young adults based on the youthful image portrayed.
The CD cover features a close-up photo of Ke$ha with messy hair, dark rimmed eyes, and bits of glitter and dirt on her face to portray her as a rebel. The bright and sparkly lettering of her name represents her as a typical pop artist who doesn't follow norms. The cover aims to attract both male and female teenage audiences by portraying Ke$ha as seductive yet rebellious. Additional information on the back and spine includes production credits and details to promote the artist.
Logging sheets were used to record timecode, shot number, take and description of footage shot along with whether it could be used. Information from 5 logging sheets was recorded but 3 sheets were included in the PowerPoint as a summary to highlight the key details logged.
The document appears to be a storyboard, which is a visual layout that represents scenes and shots planned for a film or video production. Storyboards are used by filmmakers and animation studios to help visualize the flow of a film and make critical decisions before going into production. Each panel of the storyboard represents a scene and provides information on composition, camera movement, characters and action.
The document discusses the conventions used in the magazine "Classic Rock" and how the media product follows and challenges some of these conventions. Some of the conventions that are followed include placing the masthead in the center top, having a central colorful image, a single main cover line in the center, and including a barcode and logo in the center bottom. Some conventions that are challenged include making the masthead less bold, not including the date/issue below the masthead, and making the cover line slightly diagonal. The contents page and articles also follow conventions like the header, numbering, and images while challenging things like image color. Overall, the document examines how the media product borrows from but also develops upon the forms and conventions of an
The document discusses the planning process for an independent music magazine. The author worked with a partner to decide on creating a rock magazine targeted at males aged 35-40. They chose the name "Top of the Rocks" and designed the magazine to have 148 pages with 28 pages for advertising, following the conventions of "Classic Rock" magazine. The target audience is described as white, middle-class men aged 35-45 living in suburbs who enjoy classic rock music.
1. The document discusses the planning process for an independent music magazine project done in a group of four students.
2. The student worked with Rabeah to plan a rock magazine targeted at males ages 35-40.
3. They decided to name the magazine "Top of the Rocks" to relate to their target of classic rock music.
The document discusses the planning process for an independent music magazine. The student worked with a partner to decide on targeting a rock magazine towards males aged 35-40. They brainstormed possible magazine names and chose "Top of the Rocks" as it best fit their target market. The student then designed masthead options and selected a classic font style to appear sophisticated for the older demographic.
The document discusses the conventions of "Classic Rock" magazine and how the media product uses and challenges some of those conventions. It follows several conventions, such as placing the masthead in the center top, having a central cover image looking at the camera, and including only one main cover line in the center. However, it also challenges some conventions by making the masthead less bold and a different color, including the price next to the logo rather than just the logo, and adding designs above and below the cover line. The contents page follows conventions like numbered listings but challenges them by including images.
David Bowie was one of the most versatile and influential people in the music industry over four decades. He constantly reinvented himself, going through multiple styles and personas. Some of his most famous personas included Ziggy Stardust in the 1970s, which achieved great commercial success. Throughout the 1970s and 1980s, Bowie continued to experiment with different musical styles and sounds. He produced hit singles well into the 2000s before releasing his final album in 2003. Bowie was praised for his intellectual depth, distinctive voice, musical innovation, and ability to impact and change popular culture.
This magazine issue features articles on various rock artists, including a biography of David Bowie, speculation about a Guns N' Roses reunion at the Hall of Fame, a profile of Alice Cooper describing him as a beloved heavy metal entertainer, a piece on Peter Grant called one of the shrewdest and most ruthless managers in rock history, details on Lynyrd Skynyrd's 2012 world tour, and a look back at Deep Purple's seminal album In Rock as they were recently honored as innovators.
2. Friday 23 November 2012
rd
On Friday the 23rd of November in class we discussed how we were going to
go about shooting the first part of our music video. We decided to shoot this
on Wednesday the 28th in the College Studio for two hours, however we
booked it from 12:45- 17:00 just incase the extra time was needed. In this
meeting we noted down what equipment would be required: two cameras ,
two tripods, one microphone and one microphone stand. We also made note
of the members of the cast that were needed which were myself, Jaymish,
Rabbeah, Chibuzo, Connor and Karishma, and the delegation of tasks
between us. Jaymish was the sound engineer, me and Chibuzo handled the
cameras and Rabbeahs role was to direct the cast. This delegation was done
so we all equally contributed towards the creation of the music video.
Furthermore, one copy of the treatment and storyboard were made for
Rabbeah (the director) to inform the rest of the cast on what to do. Another
copy of those were made along with the lyrics of the song we would be
basing our music video on. I gave these to Connor later on in the day, so he
would understand exactly what he would need to do in the music video, and
so he could memorise the lyrics.
3. Wednesday 28 November 2012 th
On Wednesday the 28th of November, we had many difficulties as firstly, the main model was not
available at the time that we had booked the studio for. However, initially he was available for this
time. Moreover, as he did not turn up, two of our group members went around the college and asked a
few white males if they would like to participate in our music video, as we had plenty of time to do so
(12:45- 17:00). Most of the white males that the two group members asked claimed that they were not
available or interested. Eventually, they found two white males that were interested. The first white
male did not turn up to the College Studio after his lesson had ended, and the second white male did
turn up.
Eventually, we did the shoot of the first part of our music video using that male. Me and Chibuzo had to
ask for some stand ins on this day, to see if there were any available. We both filmed from two
different angles so there would be two different takes of the whole scene, and when editing we would
all decide which one was better. I had the call sheets too, which was similar to the storyboard in a way
as it demonstrated the shots that we needed to film. Jaymish made sure that the speakers were
working, and loud enough so that Michael (the white male main model) would be able to mime to
accurately. Rabbeah did the directing so had to ensure everyone knew what they were doing and had
to tell Michael especially what he needed to do for everything by referring to the storyboard and
treatment. Each shot was filmed four times to ensure that it was free of faults.
When we looked at the shots that me and Chibuzo had taken, we found out that they weren’t as good
as we hoped them to be, because some were shakey and we had cut the stand ins head off. Therefore
the shots had to be taken again as we didn’t have much experience with the tripods and the particular
cameras that we used.
4. Friday 30 November 2012
th
On Friday the 30th of November in class we discussed how we were going to
go about shooting the first part of our music video again. We decided to
shoot this on Wednesday the 5th of December in the College Studio for two
hours (15:00:17:00). The reason why we needed to shoot this bit again is
because the main male model said he was not interested in taking part in the
music video anymore. As we found it so difficult to find a white male model
to replace him, we found a person that we know of that looks reasonably
white but Asian called Vijay, and used him instead. In this meeting we noted
down what equipment would be required: two cameras , two tripods, one
microphone and one microphone stand. We also made note of the members
of the cast that were needed which were myself, Jaymish, Jessica, Chibuzo,
Vijay and Karishma (the main female model), and the delegation of tasks
between us. Jaymish was the sound engineer, me and Chibuzo handled the
cameras and Rabbeah’s role was to direct the cast.
I would bring along copies of the storyboard, treatment and the call sheets.
Me and Chibuzo still had some difficulties with the camera and the tripods as
we were still getting used to it.
5. Wednesday 5 December 2012 th
On Wednesday the 5th of December in the College Studio for two
hours (15:00:17:00). Once again all the following actions were carried
out. Me and Chibuzo both filmed from two different angles so there
would be two different takes of the whole scene, and when editing we
would all decide which one was better.
They had with them the call sheets too, which was similar to the
storyboard in a way as it demonstrated the shots that they needed to
film. Jaymish made sure that the speakers were working, and loud
enough so that Vijay (the “white” male main model) would be able to
mime to accurately.
Rabbeah did the directing so had to ensure everyone knew what they
were doing and had to tell Vijay especially what he needed to do for
everything by referring to the storyboard and treatment. Each shot
was filmed four times to insure that it was free of faults.
6. Friday 7 December 2012
th
On Friday the 7th of December, Rabbeah and Jaymish were editing the filming done so
far in the recording studio on a macbook, using the program named Final Cut Pro. As
they were doing the editing, they realised that we could use to room that they were in
as it seemed more appealing than the other room that we used. This room was also
soundproof. Another reason why we felt it would be a good idea is due to the fact
that a lot of the shots came out shaky, and the background of where we filmed did not
suffice for our music video.
Me and Chibuzo looked at the room too and we thought that the room was pretty
good so we went along and booked the recording studio for two hours (15:00- 17:00)
for Tuesday the 11th of December. In this meeting we noted down what equipment
would be required: two cameras , two tripods, one microphone and one microphone
stand. We also made note of the members of the cast that were needed which were
myself, Jaymish, Rabbeah, Chibuzo, Vijay and Karishma, and the delegation of tasks
between us. Jaymish was the sound engineer, me and Chibuzo handled the cameras
and Rabbeah’s role was to direct the cast.
I also had to bring the call sheets and the story board so that we could keep track of
what we have to film.
7. Tuesday 11 December 2012 th
On Tuesday the 11th of December, in the Recording Studio for two hours
(15:00:17:00). Once again all the following actions were carried out. Me and
Chibuzo both filmed from two different angles so there would be two
different takes of the whole scene, and when editing we would all decide
which one was better.
We had with them the call sheets too, which was similar to the storyboard in
a way as it demonstrated the shots that they needed to film. Jaymish made
sure that the speakers were working, and loud enough so that Vijay (the
“white” male main model) would be able to mime to accurately. Rabbeah did
the directing so had to ensure everyone knew what they were doing and had
to tell Vijay especially what he needed to do for everything by referring to the
storyboard and treatment. Each shot was filmed four times to insure that it
was free of faults.
This time round me and Chibuzo had grasped onto understanding how to use
the tripod, which would lead to the filming not being shaky like it was
previously and not cutting off the stand ins heads.
8. Wednesday 12th December and Friday
14th December 2012
On Wednesday the 12th and Friday the 14th of December, we
edited the filming we had done in the recording studio, using
a macbook with the program named Final Cut Pro.
We done this by logging every shot on logging sheets,
explaining what the shot involved and if we were going to
keep it or not, and if not stating why.
This helped us to rule out which shots we would be using to
include in the music video. We then had to move about the
shots to make sure they come onto the screen at the right
time and flow with the music.
This process was quite time consuming as we had to render
everything as we went along. But eventually we had finished
editing and it looked pretty good.
9. Wednesday 19 December 2012
th
On Wednesday the 19th of December, we
discussed whether to shoot the second part of
the music video before the Christmas holidays.
We were initially going to go along with doing
this, but not enough female extras were free to
take part, therefore we had to cancel.
10. Tuesday 22nd January 2013
On the 22nd of January, we had planned out what we were going to film on the
29th of January in the studio and the nightclub scene for our video. We also
decided to take some of our CD cover photographs in the studio with the white
background. Due to Vijay being free from 3pm, we decided to book the studio
earlier at 3 to 4.45 where Beech (The theatre) was free.We went to the teacher
that was in charge of booking the theatre room and the studio and we booked it.
We also booked the equipment for then too. For the nightclub scene we needed
at lest 9 girls to be available to film. We had previously asked girls from an A2
drama class but no one wanted to be in it. Therefore I was in charge of recruiting
the girls that we needed. I started to ask girls around the college if they were
available on Tuesday the 29th of January and what time they were free. They all
said that they would be free after 4.45. In total I had asked 9 girls where 4 of them
backed out but. I managed to get some more.
11. Tuesday 29th of January 2013
On the 29th of January 2012, we had prepared before hand to film both
the remaining studio parts we needed to film and also the nightclub
scene. We reached the media studio at 3 where we filmed the remaining
parts and then we took in turns to take picture for our individual CD
covers and adverts.
After that we made our way down to Beech where we started to set up
but another drama group said that they had booked the room as well.
Since they needed it for the exam we had to move to the main hall as
there was a stage there so we could get a high angle for the nightclub
scene. We then started setting up there and most the girls had come to
meet us there however two of the girls didn't turn up.
Due to Vijay living far from the college he had to leave in half an hour so
we were pushed for time and decided to just film the parts in which Vijay
is in. However some of the girls were not listening and they kept laughing
so it was quite frustrating to work with but we managed to film 6 different
shots we needed but we still needed more.
Therefore we have more of the night club scenes to film.
12. Wednesday 30th of January
On the 30th of January, we had to edit the parts that we had filmed the day
before. I was logging the takes that we did while Rabbeah, Chibuzo and Jaymish
were judging whether we could use them.
There after we rendered the film that we needed and I was in charge of telling
Jaymish which clips we were going to use while he put them on the video, and
Rabbeah and Chibuzo looked through the treatment and found where each clip
went.
After we had edited the video, we wanted to be more organised so that when we
filmed next it wouldn't take so much time as it did the day before. So I started
looking through the treatment and ticking the shots we already took and
highlighting and annotating the shots that we still needed to do. Also I wrote down
n a sheet of paper all the scenes that we need to do under each location.
We also asked the girls again if they were free on the 31st of January 2013 to shoot
the nightclub scene again and they said yes. We then asked the teacher in charge
of the hall again and she said that it was only free for an hour at lunch time. This
would be very little time to film a lot so we need o be organised and get the
equipment set up quickly and make sure the girls are not messing around. We also
booked the equipment for then too.
13. Thursday 31st January 2013
On the 31st of January 2013 at 12.45 me and Rabbeah went to the media place to
collect the equipment we had booked the previous day and started to set up in the
hall behind the curtains because the rest of the hall was booked for the drama
students. We then got told by Jaymish that Vijay wouldn’t be able to make it
because he was involved in a crash. So we decided to just stick with filming the
night scenes without Vijay and only with the girls. We gathered up the girls that
were available and started filming the night club scene that last 30 seconds for
example the last bit of the song. Rabbeah hadn’t had experience with cameras so I
had to show her how to function it. Then Chibuzo and Jaymish came and we
filmed the scenes. We ended up with 7 mins of party scenes which was good
because we had a variety of shots too.
After we had filmed, we finished at 1.30 because some of the girls had to go, me
Rabbeah, Jaymish and Chibuzo went to the editing sweet and Jaymish transferred
the footage on to our hard drive and then he had to go so me Chibuzo and
Rabbeah had to log the footage that we had shot. I wrote down the information
about each clip, Rabbeah played the footage and Chibuzo looked through the
treatment to see if we could use the footage.
I booked the sound proof studio from 12.45 to 1.45 and the tv studio for 3.30 to
5.00 on the 5th of February 2013.
14. Friday 1 February 2013
st
On the 1st of February, me jaymish, rabbeah and
chibuzo met up in the editing suit before the lesson
and started to edit the footage that we had logged
yesterday. Jaymish was placing the shots in to the
final cut pro whilst me and chibuzo and Rabbeah
were looking through the treatment to see where
the footage was to go.
There after we also took out the cameras, tripods
and lights that we needed over the weekend to
shoot in Banksy tunnel.
15. Sunday 3 February 2013
rd
We planned to meet at Banksy tunnel at 2pm. However Vijay
was running late due to train problems as he has to travel
quite far to come to Waterloo. We ended up setting up the
equipment at 3pm. We went to the tunnel and saw a lot of
graffiti artists there trying to do their art and so we had to be
careful in what to touch and where to film. We went over
what we had to film and then started filming. However a lot
of people kept walking past so we had told Rabbeah to try
stand on the outside of the tunnel to try stop people from
coming in the shot. Me and Chibuzo were in charge of the
camera work whilst Rabbeah tried to keep away the public.
Jaymish couldn’t make it on the day. We filmed for 2 hours
and then packed up and went home.
16. Monday 4 February 2013
th
On the 4th of February we had to return the
cameras. As I had taken both the cameras
home I went to the media suit to log all the
footage from Banksy tunnel that we had shot.
I had also booked the media studio for the
remaining studio footage that we needed for
12.45 to 1.45 and 3.30 to 5pm.
17. Tuesday 5 February 2013
th
On the 5th of February, all our group had come in at
12.30 to set up in the media studio. We then
proceeded to film the remaining parts of the studio
bit that we needed. However we couldn’t film it all
ebcause Vijay had a lesson at 1.30. We then decided
to edit the parts that we had just filmed however our
media teacher told us to attend a presentation by a
famous editing person so we couldn’t edit. The
presentation finished at 3pm so we had enough time
to sort out the equipment in the other studio. We
then filmed the remaining green screen shots.
18. Wednesday 6 February 2013
th
On the 6th of February, me Jaymish and Chibuzo
came in to college to edit the remaining parts
of the music video and make it finalised.
Rabbeah couldn’t attend because she had a
dentist appointment. We didn’t get all of the
editing done but a fair amount.
19. Friday 8 February 2013
th
On the 8th of February, Me, Jaymish, Rabbeah
and Chibuzo came in to college at 12.45 to
edit. However due to our deadline to edit had
passed, our teacher had told us to com et o
the lesson and edit another time as we had to
do our evaluation. So no editing was done
today.
20. Tuesday 12 February 2013
th
On the 12th of February, Jaymish and Chibuzo finished the
editing. Me and Rabbeah came in later so that we could talk
to our teacher and upload it on to YouTube. Me and Rabbeah
talked to the media technician about the music video and
how to upload it and he had taught us. We had placed it on to
a USB stick and took it to the library to upload it. However it
didn’t work so we had to go back to the media studio and
start again. It took 30 mins for the music video to upload on
to YouTube. Whilst it was uploading, we showed a few of our
target audience to gain feedback on the music video and
started to develop our audience feedback for our evaluation.
After placing it on YouTube, our group started to advertise it
on the internet on social network sites such as Twitter and
Facebook to get feedback from them too.
21. Wednesday 13 February 2012
th
On the 13th of February, me Rabbeah and
Jaymish were doing the final touches to the
editing as we got feedback from our target
audiences about the music video that we
uploaded the day before. We also filmed a
little bit of the music video again because it
was a little shaky and the colour was too
bright.