Production diary 4
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We planned our preliminary task by storyboarding how we would include shot reverse shot, match on action, the 180 degree rule, and a character walking into a room and sitting opposite someone. Our filming went well using an empty classroom as the setting for "The School's Creep," and we stuck to all the technical rules. During editing, we assembled the shots, cut unnecessary parts, added background music and sound effects to make the actions more dramatic.
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Evaluation 7
In the progression from the preliminary task to the full product, the filmmaker learned that having total control over the creation was important to avoid different group directions. Some issues with match on action and shot length led to unnatural transitions and slow pace. While the 180 degree rule was followed, audio did not match between transitions. For the full product, the approach was changed to have seamless shot transitions and matching dialogue across different angles of a conversation.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Reflection on our video
The document reflects on videos created for assignments on shot types/camera movements and maintaining continuity. For the shot types assignment, the group demonstrated different shots but some could have been clearer or used a better lighting environment. The continuity video followed conventions like 180 degree rule and had good cross-cutting between two speakers, though it was filmed in a noisy location and the group lost some time with messing around.
Weekly Update 8
This weekly update summarizes editing progress on a joint production between KSN Productions and Ranvir Films. The editor began cutting together footage and selecting sound effects to incorporate. Next steps include completing the edit and integrating sounds into the production by the following week.
Weekly Update 4
This week the majority of planning and research was completed for the joint production between KSN Productions and Ranvir Films, allowing more time to focus on post production coursework and editing due to a change in location. Next week the team plans to finish remaining post production work and begin editing their final production after the teacher checks footage.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
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Evaluation 7
In the progression from the preliminary task to the full product, the filmmaker learned that having total control over the creation was important to avoid different group directions. Some issues with match on action and shot length led to unnatural transitions and slow pace. While the 180 degree rule was followed, audio did not match between transitions. For the full product, the approach was changed to have seamless shot transitions and matching dialogue across different angles of a conversation.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Reflection on our video
The document reflects on videos created for assignments on shot types/camera movements and maintaining continuity. For the shot types assignment, the group demonstrated different shots but some could have been clearer or used a better lighting environment. The continuity video followed conventions like 180 degree rule and had good cross-cutting between two speakers, though it was filmed in a noisy location and the group lost some time with messing around.
Weekly Update 8
This weekly update summarizes editing progress on a joint production between KSN Productions and Ranvir Films. The editor began cutting together footage and selecting sound effects to incorporate. Next steps include completing the edit and integrating sounds into the production by the following week.
Weekly Update 4
This week the majority of planning and research was completed for the joint production between KSN Productions and Ranvir Films, allowing more time to focus on post production coursework and editing due to a change in location. Next week the team plans to finish remaining post production work and begin editing their final production after the teacher checks footage.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
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This document discusses implementing the 5S methodology in a hostel room to improve organization and cleanliness. The 5S methodology includes five steps: (1) Sort, (2) Set in Order, (3) Shine, (4) Standardize, and (5) Sustain. It provides instructions for applying each step in a hostel room, such as removing all items and sorting what is needed from unneeded, designating storage areas, deep cleaning, and establishing standards to maintain the new organization system. The goal is to organize the space to improve efficiency, safety, and motivation through a clean and well-organized living environment.
Group member roles
The document outlines key roles in film production including the director, cameraperson, editor, and sound managers. The director oversees the entire process from pre-production to post-production. The cameraperson operates the camera and collaborates on shots. The editor assembles the raw footage into a coherent final cut. Sound managers add audio like effects, music, and background noise. It then assigns group members to these roles based on their relevant skills and experience.
Group member roles
The document outlines the key roles in a film production team:
- The director is responsible for the overall vision and execution of the project from pre-production through post-production.
- The cameraperson operates the camera and collaborates with the director to capture shots that realize the director's vision.
- The editor assembles the raw footage in post-production to create a coherent final film according to the director's intentions.
- Sound managers add audio like effects, music and dialogue to enhance the film.
Music video feedback
The music video feedback noted that good transitions, accurate lip syncing, varied locations and costumes, and special effects were positives. Areas for improvement included using a tripod more for steadier shots, capturing more varied shots, ensuring all participants stay focused during filming as some unplanned moments occurred, and utilizing additional locations.
Preliminary Task Evalution
The student planned their media studies production over two weeks by developing ideas as a group and incorporating techniques like shot reverse shot. They chose a controversial theme because it was realistic and easy to film without props. While filming, they made minor adjustments to shots but stayed true to the overall proposal. Camera techniques like the 180 degree rule and steady movement were used. Mise-en-scene elements included the outdoor setting, earrings as props, and facial expressions. Both diegetic sounds from characters and non-diegetic traffic and music were included.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Roles choice
The document outlines the roles and responsibilities for various production roles for a film project, including cinematographer, production manager, editor, production designer, and director. It also provides explanations for why each person chose their respective role based on their relevant skills and attributes. Isaac chose cinematographer because he has experience with cameras and equipment. Will chose production manager because he can keep to deadlines and stay organized. Jay chose editor because editing is his strongest skill and he enjoys crafting visions into videos. James chose production designer as he has access to props and understands costumes and locations. Dave chose director since he has prior experience leading projects and likes overseeing the entire process.
Music video feedback
The music video received positive feedback for its good use of transitions, accurate lip syncing, varied locations and costumes, and special effects. Suggested improvements included using a tripod more to steady shots, capturing more varied shots, ensuring all participants stay focused during filming as some unplanned moments occurred, and including more locations.
Production schedule
Week 1 involves researching locations, costumes, and risks and planning daily filming sheets. Weeks 2-3 focus on filming the prologue and opening credits in London. Weeks 4-5 complete all other filming needed for the opening. Weeks 6-7 involve editing the footage by arranging clips and adding them to the timeline. Week 8 changes visual styles and adds effects. Week 9 finishes all editing so the opening sequence is complete.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot in basic shots to get started with filming equipment. For the main task, they created the first two minutes of their film using more editing and camera angles, including a zoom and fade, building on what they learned. Overall, the author believes they greatly improved at editing over the course of the preliminary and main tasks, becoming more confident in the process.
Defining job roles
The document defines four job roles in film production:
1. The director oversees all aspects of production including camera work, lighting, sets, and editing.
2. The camera person operates the camera and maintains proper composition and angles during filming.
3. The sound recordist records high quality audio free of interference or unwanted noise, which can be difficult in noisy environments.
4. The lighting director designs and positions lighting to meet the director's vision, working closely with the production team.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot to film relatively simple shots, including someone walking through a door with a match on action. For the main task, more advanced editing and camera angles were used to film the first two minutes of a film, including a zoom and fade. Techniques from the preliminary task were applied better. Overall, the author's editing skills improved through gaining experience in both tasks, becoming more confident over time despite initially not knowing what they were doing.
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Production diary 8
There are three types of music videos: narrative based, performance based, and concept based. The proposed video will have slight narrative and concept elements. It will show the artist having fun with friends to match the fast beat of the song. Intertextuality refers to references to other media in music videos, which can be effective at drawing attention, such as Iggy Azalea's "Fancy" video resembling the film "Clueless" to appeal to her target audience. Intertextuality will be considered for the video.
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Production diary 20
1) The production diary details editing techniques learned throughout the process such as overlapping shots and changing opacity levels.
2) Group members each had their own editing tasks but learned from observing one another, such as how to place text over a shot or put video inside text.
3) After reviewing a first draft, the group agreed more lip syncing shots were needed to meet their aim of using varied shot types in the music video.
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Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
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This document discusses implementing the 5S methodology in a hostel room to improve organization and cleanliness. The 5S methodology includes five steps: (1) Sort, (2) Set in Order, (3) Shine, (4) Standardize, and (5) Sustain. It provides instructions for applying each step in a hostel room, such as removing all items and sorting what is needed from unneeded, designating storage areas, deep cleaning, and establishing standards to maintain the new organization system. The goal is to organize the space to improve efficiency, safety, and motivation through a clean and well-organized living environment.
Group member roles
The document outlines key roles in film production including the director, cameraperson, editor, and sound managers. The director oversees the entire process from pre-production to post-production. The cameraperson operates the camera and collaborates on shots. The editor assembles the raw footage into a coherent final cut. Sound managers add audio like effects, music, and background noise. It then assigns group members to these roles based on their relevant skills and experience.
Group member roles
The document outlines the key roles in a film production team:
- The director is responsible for the overall vision and execution of the project from pre-production through post-production.
- The cameraperson operates the camera and collaborates with the director to capture shots that realize the director's vision.
- The editor assembles the raw footage in post-production to create a coherent final film according to the director's intentions.
- Sound managers add audio like effects, music and dialogue to enhance the film.
Music video feedback
The music video feedback noted that good transitions, accurate lip syncing, varied locations and costumes, and special effects were positives. Areas for improvement included using a tripod more for steadier shots, capturing more varied shots, ensuring all participants stay focused during filming as some unplanned moments occurred, and utilizing additional locations.
Preliminary Task Evalution
The student planned their media studies production over two weeks by developing ideas as a group and incorporating techniques like shot reverse shot. They chose a controversial theme because it was realistic and easy to film without props. While filming, they made minor adjustments to shots but stayed true to the overall proposal. Camera techniques like the 180 degree rule and steady movement were used. Mise-en-scene elements included the outdoor setting, earrings as props, and facial expressions. Both diegetic sounds from characters and non-diegetic traffic and music were included.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Roles choice
The document outlines the roles and responsibilities for various production roles for a film project, including cinematographer, production manager, editor, production designer, and director. It also provides explanations for why each person chose their respective role based on their relevant skills and attributes. Isaac chose cinematographer because he has experience with cameras and equipment. Will chose production manager because he can keep to deadlines and stay organized. Jay chose editor because editing is his strongest skill and he enjoys crafting visions into videos. James chose production designer as he has access to props and understands costumes and locations. Dave chose director since he has prior experience leading projects and likes overseeing the entire process.
Music video feedback
The music video received positive feedback for its good use of transitions, accurate lip syncing, varied locations and costumes, and special effects. Suggested improvements included using a tripod more to steady shots, capturing more varied shots, ensuring all participants stay focused during filming as some unplanned moments occurred, and including more locations.
Production schedule
Week 1 involves researching locations, costumes, and risks and planning daily filming sheets. Weeks 2-3 focus on filming the prologue and opening credits in London. Weeks 4-5 complete all other filming needed for the opening. Weeks 6-7 involve editing the footage by arranging clips and adding them to the timeline. Week 8 changes visual styles and adds effects. Week 9 finishes all editing so the opening sequence is complete.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot in basic shots to get started with filming equipment. For the main task, they created the first two minutes of their film using more editing and camera angles, including a zoom and fade, building on what they learned. Overall, the author believes they greatly improved at editing over the course of the preliminary and main tasks, becoming more confident in the process.
Defining job roles
The document defines four job roles in film production:
1. The director oversees all aspects of production including camera work, lighting, sets, and editing.
2. The camera person operates the camera and maintains proper composition and angles during filming.
3. The sound recordist records high quality audio free of interference or unwanted noise, which can be difficult in noisy environments.
4. The lighting director designs and positions lighting to meet the director's vision, working closely with the production team.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot to film relatively simple shots, including someone walking through a door with a match on action. For the main task, more advanced editing and camera angles were used to film the first two minutes of a film, including a zoom and fade. Techniques from the preliminary task were applied better. Overall, the author's editing skills improved through gaining experience in both tasks, becoming more confident over time despite initially not knowing what they were doing.
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Similar to Production diary 4
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Pt evaluation
The document summarizes the learning and experiences of a group that completed a preliminary filmmaking task. It discusses:
1) New skills learned like film terminology and using Adobe Premiere Pro for editing.
2) Areas of success including strong group collaboration and effective basic editing. Some shots received praise.
3) An area for improvement around reliably casting actors given other commitments interfered with filming.
Production diary week 4
The document outlines a plan for a preliminary filmmaking task that requires including match on action, shot reverse shot, opening a door, dialogue, and sitting in a chair. The group decided to film in a classroom and learned camera skills through trial and error. They storyboarded and planned a short narrative around including the required elements and developing their movie opening strategy.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like slow motion, rain effects, sound editing, text overlays, and color grading to tell the story and make their sequence feel professional. The process taught them about planning, filming with different equipment, and using editing software to polish their work.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.
Question six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match shots and convey the protagonist's depression. Overall, the process taught them about planning, filming with different equipment, and using various editing tools and effects.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit a short scene, but it allowed them to experiment with the camera and editing software. While the preliminary piece did not flow as well, it helped them improve for the full project by learning the software and experimenting with editing techniques. The student now feels confident with skills like matching shots, using effects, and structuring longer, more complex scenes due to the progression from their preliminary task to the final thriller opening.
Evaluation question 7
The document summarizes and compares the preliminary video and final opening sequence created by the author. It notes that the preliminary video had shaky camera work due to not using a tripod, uneven editing, poor lighting and acting. The final opening sequence had improved production quality from using a professional camera and tripod. It had fewer mistakes and better sound editing. However, the acting still needed improvement. The author learned techniques for filming, editing, adding effects and sound to create a higher quality opening scene.
Media evaluation 7
The document summarizes the author's experience completing preliminary exercises and a main task for a media evaluation course. For the preliminary exercise, the author filmed shots of a character opening a door and conversing, practicing techniques like match on action, shot-reverse-shot, and following the 180-degree rule. For the main task, the author created the opening titles and first two minutes of a fiction film, applying techniques learned and experimenting with new editing tricks. The author felt they improved their understanding of how to practically apply filming and editing techniques through hands-on experience with the assignments.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Evaluation question 7
Ellie, Lauren, and Kornelia filmed a preliminary parents evening scene to practice continuity editing techniques. They applied rules like matching actions, maintaining the 180 degree line of sight, and using shot reverse shots. Through this process, the filmmaker learned about these rules and how to effectively apply them to create a more realistic final product, such as their thriller opening. They were able to refine their cutting, storytelling, use of camera shots, and application of continuity editing principles.
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Question Six
By constructing their opening film sequence, the author learned about various film production technologies and techniques. They gained experience using equipment like a DSLR camera, tripod, slider, and microphone for filming. For editing, they learned skills in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match footage. Overall, the process taught them about all aspects of filmmaking from planning shoots to editing techniques.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences online to determine style preferences. YouTube was used to find inspiration and study filming techniques. Tutorials were used to learn animation software and editing programs like Final Cut Pro, Illustrator, Premiere Pro, and Garage Band. The filming process involved learning camera functions and file formatting. Feedback was gathered to improve shots and make other changes to the final sequence.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
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Production diary 21
The production diary details plans for a photo shoot to capture images for a digipak and advert. Feathers and a pillow fight were proposed to portray the artist as playful. Logos were designed in Fireworks, selecting one matching the planned gold, white, and black color scheme. A draft digipak was created and will be refined for consistency to look professional.
Digipak drafts
This document provides a summary of the draft design for a digipak. It describes the design elements used on each page, including images edited using PicsArt and filters. The template was found online. Consistent elements like a white and gold color scheme, as well as images of the artist, are used throughout to tie the design together and make the artist recognizable. Minor adjustments will be made for the next draft, such as adding a personal message on the left cover.
Production diary 19
The production diary discusses plans for creating an intro sequence for a music video. Shots of the artist walking along the beach will be used from unused footage. A simple background shot of the beach and sea will be included. A piano karaoke version of the original song will introduce the remixed song in the style of Lady Gaga's "Telephone" music video, using location shots and typography to introduce the production company, artist, and song name. Feedback on an early draft posted to a new Facebook page for the artist was mostly positive, with one comment suggesting adding more filters.
Lady gaga advert
The poster advertises a Lady Gaga concert. It uses an unconventional dark color theme compared to typical bright pop artist posters. Lady Gaga is depicted with her hair styled like Marilyn Monroe's, holding a microphone on stage surrounded by fireworks, wearing a sparkly outfit and dark makeup. While the main focus is on attracting attention to Lady Gaga's image, the poster also includes necessary smaller text with information about the concert details.
Production diary 16
The document summarizes the British Film Institution workshop and additional filming in London. At the workshop, the group watched Whitney Houston's "I Want to Dance with Somebody" music video and discussed genre codes. They were encouraged to incorporate bright colors into their own video. The day ended with a talk from director Prano Bailey-Bond about her career path and editing techniques. After the workshop, the group did additional filming near the BFI, capturing their artist by London landmarks to help viewers recognize the location.
Production diary 14
This document discusses the production diary for a music video. It outlines the storyboard created to plan shots, a release form submitted to the school to film in London, and locations selected for filming in London including Camden and Regent's Park which are within walking distance of each other. The production is looking positive if the London filming is as successful as earlier filming at the beach.
Production diary 12
The shooting schedule consists of filming dates in November at the beach and in London. The beach date of November 14th was chosen because the weather forecast predicts sunshine. It is important to have sunny weather for the beach scenes to represent summer. Additional filming in London on November 21st will allow the team to complete filming quickly. If all filming is finished in November, editing can begin immediately. So far the schedule is proceeding smoothly.
Production diary 11
The document discusses the production diary for a music video. It outlines codes and conventions that will be used to portray the dance genre, including camera shots, editing techniques, locations, costumes, and color. Typography will be used with lyrics popping up on screen. Binary oppositions of beach and London locations will show the artist having fun anywhere. Representation is important to portray the artist as fun, youthful, and outgoing, shown through locations, makeup, costumes, and potentially colorfully smoking cigarettes.
Production diary 10
The production team reviewed the weather forecast for Frinton-On-Sea in November to find a sunny day to film at the beach. They selected November 14th which was forecasted to be sunny. They also created an equipment list with justifications for each item to ensure they have the necessary gear and do not forget anything important for the beach filming.
Production diary 9
The document discusses planning for a beach production video. A risk assessment was conducted to identify and minimize risks like going into deep water or leaving equipment unattended. Key controls include not going past knee-deep in the sea, being careful with equipment near water, and having someone watch equipment at all times. Props like a speaker, sunglasses, balloons, inflatables, fruit, and colored cigarettes were selected to help set a summery beach theme and maintain consistent colors in the video.
Production diary 7
The document discusses the crew assignments and plans for an upcoming film production. It notes that all crew members have been assigned different job roles to fairly distribute the workload. The assistant director will also take on camera, production design, and post-production roles. Locations being considered include Frinton-On-Sea, London, and a beach where filming will take place soon. Thorough planning is needed this week for the beach shoot, including risk assessment, costumes, weather, equipment, and crew roles.
Production diary 6
Laura Mulvey's male gaze theory suggests that music videos often feature women in a provocative way to gain male attention. The document agrees with this to an extent, noting that some female artists like Rihanna and Beyoncé portray themselves in seductive ways in their videos. However, more recently some artists like Taylor Swift and Adele wear modest clothing in their videos and are still very successful, showing the theory is becoming less common. Andrew Goodwin's music video theory outlines six methods including demonstrating genre characteristics and relationships between lyrics, music and visuals that are often incorporated into music videos.
Production diary 5
The document discusses creating a public image for a new artist through makeup tutorials and lyric analysis. Two makeup tutorials were found that portray the fun, party side of the artist and her innocent side. A lyric analysis revealed the song is about not wanting to be taken advantage of by a boy and wanting to get to know him first, showing she is classy but just wants to have fun. This informs how the artist should be portrayed as classy, young and fun through her hair, makeup and costumes.
Production diary 4
The document discusses research conducted to identify the target audience for a music video, including creating a presentation on the audience's demographics and interests. A questionnaire was distributed to better understand the audience, gathering information on their music preferences and what they would like to see in a video. The responses were analyzed and provided insight into the audience. A focus group then provided feedback on initial video ideas, offering suggestions on locations and the artist's name. The focus group discussion helped refine the plans for the music video.
Production diary 3
The document summarizes the analysis of two music videos that were reviewed to help inform the production of the student's own music video. The Pharrell Williams "Happy" video was chosen because it is also in the dance genre. Key elements noted were bright colors, dancing, and smiling people. The Clean Bandit and Jess Glynne "Real Love" video featured a female artist, and the student wants to portray their artist similarly, showing her enjoying the music and looking nicely dressed with bold hair. These elements may be incorporated into their own music video to suit the genre and artist portrayal.
Production diary 2
The presentation included the group's choice of song out of three options and ideas for their music video, such as the theme and possible locations. Creating the presentation provided a starting point for the group to develop their music video concept. The document also notes that the group wrote a copyright permission letter to the song's holder to legally use the song in their video.
Beyonce poster analysis
Beyoncé wants to portray herself as powerful and glamorous in the image through various symbols and colors. The crown, scepter, red and gold colors symbolize features of a queen, fitting her "Queen B" reputation. Her large hair, open mouth, short outfit, and red lipstick are meant to appear seductive and provocative. The main purpose is for her fans, mostly girls, to aspire to her powerful and sexy image.
Analysis of digipak’s
The document analyzes and summarizes several music album digipaks. It begins by explaining what a digipak is and then examines specific digipaks in detail. For the Hed Kandi "Serve Chilled: Electronic Summer" digipak, it analyzes the colors, images, and text used and how they convey that the music is dance genre. It also summarizes the Ella Eyre "Feline" and "Comeback" digipaks and how the visual elements portray Ella Eyre as powerful. The Calvin Harris digipaks are summarized as using hints and visuals to indicate the dance music genre. In conclusion, analyzing these digipaks provided lessons for effectively designing a digipak to represent a
Representation
This document discusses representations in music videos and how different groups are portrayed. It notes that representations are not reality but rather re-presentations of reality meant to convey ideas to audiences. Key representational categories discussed include gender, age, class, ethnicity, and region/place. An example is given of how women and black men are sometimes represented in rap videos in ways that objectify women or portray black men as thugs. The document concludes by outlining how the artist in an upcoming music video will be represented as youthful, carefree, and having fun in different places and situations to appeal to a similar-aged target audience.
Intertextuality
Intertextuality refers to how texts derive meaning from other texts through references. One text can refer to another work such as a film, image, or piece of music. This allows for a deeper understanding of ideas and gives audiences pleasure through recognition. Examples include Taylor Swift's "Love Story" music video referencing Romeo and Juliet, Iggy Azalea's "Fancy" video referencing the film Clueless, and Madonna's "Material Girl" video referencing Marilyn Monroe in Diamonds Are Forever.
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Production diary 4
- 1. Production Diary 4 Preliminary task
- 2. Planning for our prelim task In order to make sure our prelim task went well we had to do some planning. This consisted of planning out how we would include the rules set which were: • Shot reverse shot • Match on action • 180 degree rule • Walking into a room and sitting on a chair opposite someone else.
- 3. Filming • Our filming went well as we found an empty classroom which was fitting for our title ‘The schools creep’ so it was ideal to film in school as it was a good setting. • We stuck to all of the rules. • It was good to get behind the camera for the first time to get used to how it works and try out different angles.
- 4. Editing • Once we filmed all of our shots we simply put them all together and cut out some parts. • We added music in the background to add effect. • We also added sound effects to make the actions more dramatic and noticeable.