Production schedule
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This document outlines the production schedule and process for a music video project. It is divided into pre-production, production, and post-production sections with dates and activities listed. Pre-production involved research, planning, storyboarding and creating schedules. Production took place across multiple days in December and January, shooting scenes at various outdoor and indoor locations. Post-production included reviewing footage, editing in Adobe Premiere Pro, exporting the final video, and completing an evaluation.
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The document outlines a production schedule for filming a music video with the following key events:
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The production schedule outlines various filming dates in October and November for auditions, location scouting, filming sample scenes and the final music video. On October 29th, the band will film their performance for the music video from 10am-11:30am for makeup and costumes and 12pm-5pm for filming. Additional filming dates are scheduled for November 3rd, 19th and 26th to capture more narrative elements and potential reshoots.
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Simple past.
1) The simple past tense is used to talk about actions that were completed at a definite time in the past, whether recently or long ago.
2) It is often used with time expressions like "last week", "yesterday", or "when I was a child" to indicate when the action occurred.
3) Regular verbs are formed by adding "-ed" to the base verb. Irregular verbs have unique past tense forms like "went", "gave", and "came".
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Production schedule 2
The document outlines a production schedule for filming a music video, with auditions, location scouting, and filming taking place between October 5th and November 12th. Key events include auditions on October 5th and 7th, location scouting on October 12th, filming a sample scene on October 16th, obtaining music instruments on October 26th, filming the band's performance and additional scenes on October 29th, November 2nd, 3rd, and 4th, and editing during the first week of November with potential reshoots on November 12th.
Production schedule Update 4
The document outlines a production schedule for filming with the following key events:
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This document outlines a media studies project plan spanning from October 2011 to March 2012. It details the tasks, including creating a presentation, test shoot, filming, editing, and feedback sessions to be completed each week by group members Ant, Jess, and Penny. It also lists when extras Amy and Maya will assist with filming and the completion dates for the project, blog, website, and final evaluations.
Media studies project plan
This document outlines a media studies project plan spanning from October 2011 to March 2012. It details the tasks, including creating a presentation, test shoot, filming, editing, and feedback sessions to be completed each week by group members Ant, Jess, and Penny. It also lists when extras Amy and Maya will assist with filming and the completion dates for the project, blog, website, and final evaluations.
Project plan
This document outlines the tasks and crew members involved for a media studies project over several weeks in 2011. It includes drafting a presentation, planning meetings, test shoots, filming on various dates with Ant, Jess, Penny, Amy and Maya, logging footage, editing, creating posters, gathering feedback, building a website, final cuts, evaluations and handing in the final project.
Simple past.
1) The simple past tense is used to talk about actions that were completed at a definite time in the past, whether recently or long ago.
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3) Regular verbs are formed by adding "-ed" to the base verb. Irregular verbs have unique past tense forms like "went", "gave", and "came".
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The document outlines the production schedule for a media project from July 2016 to February 2017. It details the various stages of pre-production, production, and post-production and where and when activities like genre research, shooting, and editing would take place. The producer/director is listed as the sole crew/cast member for pre-production and planning phases, while additional crew are involved in the production and filming days in December 2016 at various Ringwood locations. Post-production editing occurs extensively from January to February 2017 using Adobe Premiere, with the goal of completing the edit by February 3rd 2017 to export and submit on a USB stick.
Equipment list
The equipment list includes a Nikon D3100 camera, fisheye lens attachment, Velbon CX-888 tripod, and 32GB SanDisk memory card. A 32GB card will provide maximum storage to avoid running out of space during filming. The tripod will be used because it is already owned by the filmmaker's dad, saving the cost of rental. A fisheye lens attachment will create an interesting distorted effect typical of the target artist's music videos. The Nikon D3100 will also be used because it is already owned, avoiding rental costs, and can shoot in 1080p quality which is sufficient for the intended style of the video.
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Jones lauren evaluation and overall feedback sheet (4)
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Georgia Stickley Production Feedback Sheet
The student completed their main coursework task and showed excellence in technical skills like camera work, framing, shot sizes, and attention to detail. Their music video received positive feedback for confident use of technology, a great concept and execution. Additional tasks like a digipak and poster also demonstrated excellent creative ability and technical skills. The student received full marks and achieved a level 3 overall.
Georgia Stickley Pre-Production Feedback Sheet
This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, shot lists, costumes, props, actors, and production schedule. The teacher notes that an equipment list was missing and requests more detail in some areas. The student then adds the missing equipment list, a risk assessment, spelling corrections, and secondary research on the target audience. The teacher awards the student full marks for completing all requested improvements.
Music video mood board
The document discusses music videos for Birdy's "Wings" and songs by Rihanna, Fergie, and Lia. It notes that the Birdy video features her in a bedroom with warm colors, exaggerated highlights and shadows, and blurry in-and-out focus that create a calm, dreamlike effect. For Rihanna and Fergie's videos, sunlight highlights them against dark backgrounds, offering a calm backdrop. Lia is surrounded by fairy lights and curtains capturing the light, with blur giving a calm effect. Both videos use the artist as the focus of the shot but use light interestingly to illuminate them.
Target Audience Research
After distributing questionnaires to people ages 18-25, the target audience for the genre of music, the author found that the most common association people have when listening to this genre is relationships. Many people also said they think of relaxing or chilling out when listening. Most reported listening in bed or outside. For locations in a music video, a house or open space were most popular. Finally, a narrative style of music video was most expected for this genre.
Narrative Theory Analysis - Since I Left You
This music video can be analyzed through various narrative theories. It begins with two miners in a dark tunnel who discover a trap door leading to a colorful dance studio. One minor, Arthur, engages with the two female dancers, while the other watches. At the end, the second minor returns to the tunnel alone, stating he never saw Arthur again, implying Arthur died. The video can be interpreted through various character archetypes, with Arthur as the hero and the dancers as princesses. It also demonstrates the disruption and restoration of equilibrium through the miners' transition between realities.
Stickley georgia as cw evaluation and overall feedback sheet
Georgia received high marks for her AS coursework. She scored 15/20 for planning, 60/60 for her main construction task, and 18/20 for her evaluation. Her evaluation included excellent video commentary on conventions used in her production and how they set up the narrative. She provided great detail on character representation through mise-en-scene but could have strengthened her answer by including more theorists. Overall her work showed a great understanding of the task, audience and genre through analytical detail, images and research. She received a total score of 95/100 and a final grade of A.
Stickley georgia as cw production feedback sheet
The film opening uses technical skills creatively with varied, well-framed shots and attention to location, costumes, and performance. Cuts and transitions effectively establish the narrative through titles and pacing. Sound and music build tension, while clear dialogue advances the story. Overall, the assessor praised it as an excellent, professionally-executed opening that fits its genre through a clear narrative and genre conventions.
Pre production feedback
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes the teacher's feedback on 14 tasks related to research, planning, scripting, storyboarding, scheduling and more. For most tasks, the teacher indicates the work meets expectations and provides some positive and constructive feedback. Areas identified as needing more detail include genre analysis, target audience research, and documenting pre-production information in the schedule. The teacher awards the student an overall mark of 17 out of 20 and proficiency level 4, and notes more detail is required on audience and genre.
Question 3
Summit Entertainment would be an ideal institution to distribute my dystopian film targeted at teenagers. Summit has experience distributing popular films in this genre, such as the Twilight and Divergent franchises, that attracted large audiences. They successfully market and release films using digital technologies to reach wide audiences on multiple platforms. Choosing Summit gives confidence that they can effectively promote my film to the same target demographic and genre fans using their proven strategies.
Final Script
1) A group of survivors live a basic life scavenging for food in an abandoned building after a blackout wiped out most of civilization. They have run out of food supplies.
2) Two members of the group, a boy and girl, argue about what to do next. The girl wants to go search for more food in the nearby town while the boy thinks it's hopeless. Another boy agrees with searching the town.
3) The group's leader, Alex, interrupts and tells them about an abandoned warehouse in the forest that likely has food supplies. He convinces the group to set out for the warehouse immediately. The scene then cuts to surveillance footage of the group leaving and heading into the forest
Production Schedule
The production schedule outlines the filming and post-production tasks for a short film over 3 weeks in December and January. It includes the dates, locations, crew needed, and equipment required for the risk assessment, two days of filming scenes at different locations, recording voiceovers, and multiple editing sessions to complete the project.
Equipment
The document discusses the filming equipment needed to capture detailed shots for a movie project, including a Black Magic Pocket camera to film in 1080p, a variable ND filter to control light levels outdoors, a shotgun mic to reduce extraneous sounds, a boom pole operated by an assistant to follow dialogue movements, headphones to monitor audio quality, a tripod for stable shots, LED light panels for illumination control, a glide track for a smooth opening shot, and a Steadicam for a handheld effect during an argument scene while focusing on actors.
Actors, Costume, Props
The document discusses the casting choices for several roles in a dystopian film set in a derelict building. Actors between ages 14-18 were chosen so that they appear similar in age to the target audience and can relate to living alone in the conditions described. Descriptions are provided for each actor's role and why they were chosen physically and in terms of acting ability. The document also discusses costume and makeup choices meant to portray characters living in difficult conditions without access to proper clothing or hygiene. Props discussed include a pocket watch, contact lenses, a dirty mattress, blankets, and empty food tins meant to establish the setting and characters' deprivation.
Actors, Costume and Props
The document discusses the casting choices for several roles in a dystopian film set in a derelict building. Actors between ages 14-18 were chosen so that their ages match the target teenage audience. Descriptions are provided for each actor and why they were chosen, focusing on their experience, appearance fitting the roles, and not having distinguishing features.
The document also discusses costume and prop choices to reinforce the post-apocalyptic, deprived setting. Clothing will be dark, oversized, ripped or dirty to imply a struggle for survival. Props like an old pocket watch, mattress, blankets, and empty food tins will establish the derelict environment and hint at the characters' deprivation. Contact
Shot list
The document provides a shot list for a film scene with 22 numbered shots describing the camera shots, locations, and descriptions. It includes establishing shots of the hospital and forest locations as well as close-ups, over the shoulder shots, and shots reversing between characters to capture an argument scene and the characters' reactions. It then describes shots following the characters exiting the hospital and walking through a forest, ending with two possible endings focusing on the character Alex.
Storyboard
The storyboard outlines a scene where two friends, John and Sarah, are having a conversation in the park on a sunny afternoon. John tells Sarah about a new job opportunity he is considering in another city. Sarah expresses concern about how far away the new job is located but supports John's decision to pursue opportunities that make him happy. They agree to stay in touch no matter where life takes them.
Target audience - expectations
The document discusses research conducted to understand the expectations of a target audience (teenagers aged 13-18) for a dystopian science fiction film. A questionnaire asked about features and characters expected in the genre. Answers indicated that the audience likes alternative lifestyles, futuristic settings that enhance fears of today's society, and characters like a hero and villain. The research will help develop appealing aspects like futuristic atmospheres and locations, and cast actors of similar age to the audience that fit character descriptions.
Recce
This document outlines the locations that will be used for filming a short film. Scene 1 will take place in the author's garage, which will be emptied out except for a central bed. Scene 2 will be filmed in an abandoned hospital building, using empty rooms that can be furnished as desired. Possible rooms depicted give a dreary, dystopian feel. Scene 3 begins outside the abandoned building, then continues in a forest location called Castle Hill, showing shots through different areas of trees and more open landscapes. Possible camera shots and character movements are mapped out to suit the dystopian genre and themes of isolation.
Script Analysis
The host provides a dystopian backdrop where Earth is seemingly perfect but has been invaded by an alien race that now occupies most human bodies. The few remaining humans are on the run. The document then discusses using the beginning monologue from this story in their own dystopian work to provide backstory and introduce the main character. It also considers using a radio/phone call scene at the opening to introduce mystery around the characters while revealing minimal information, as seen in The Matrix. This leaves the audience wanting to know more.
Floorplan1
This document provides plans and sketches for three scenes of a film. Scene 1 takes place in an empty, derelict room with a central bed, showing the characters' basic living style. Cameras will be positioned behind a glass window and zoom through the window closer to the bed. Scene 2 is in a larger room to imply it is the main living area, also with minimum furniture. A camera will be positioned to film half of the room. Actors may be placed in blue dots and characters arguing in a black circle. Scene 3 is an aerial view of a forest location, with the camera facing away from a road and positioned at the edge of the forest, allowing shots of characters in the distance among the trees.
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Production schedule
- 1. Date Activity Oct 23rd -Music video analysis (Similar products) -Peer feedback (idea drafting) -Genre research Oct 31st -Target audience research -Digipak analysis Nov 7th -Annotated Lyrics -Storyboard Nov 14th -Shot list Nov 21st -Recce -Floorplan Nov 28th -Actors, costumes, props Dec 5th -Production schedule PRE-PRODUCTION: PRODUCTION: Date Content Location Cast Costume + Props Equipment BEFORE December 20th Develop final clown make up look. Dec 20th Female dancing scenes and male lip syncing Country road Jasmine + Rowan Black suit and clown make up pre done, black dress Black magic, Steadicam, tripod, glidetrack Dec 27th Female and male dancing scenes with lip sync Knolten church Jasmine + Rowan Black suit and clown make up pre done, black dress Black magic, Steadicam, tripod, glidetrack Dec 30th Walking through town, buying flowers, phone booth, bus stop, walking on beach, walking on pier Bournemouth – Town Beach Pier Jasmine + Rowan Flowers, every day, casual costume Black magic, Steadicam, tripod Jan 2nd Bedroom scenes involving dancing and necklace, making pancakes My house -- Bedroom Kitchen Jasmine + Rowan Necklace, pancake ingredients, blueberries, frying pan, men’ s shirt, white shirt, Black magic, Steadicam, tripod, glidetrack, LED panels
- 2. boxers POST PRODUCTION: Date Content Location Cast Costume + Props Equipment Jan 4th Go over all footage ensuring it is ok, save footage to hard drive Computer, SD card Jan 7th Weekend saved for any necessary filming To be confirmed Jasmine + Rowan To be confirmed To be confirmed Jan 7th – Feb 1st Editing my music video At home Computer, Adobe Premiere Pro, Adobe after effects, Red bullet Before Feb 3rd Export video At home Computer, Adobe Premiere Pro, memory stick to store video EVALUATION: Week Beginning : Lesson Activity What goes on your blog Tick when you’ve blogged it : ) 13/02 Design digipak and poster x x Design digipak and poster Design digipak and poster Half term home learning to complete question 4 (for the research, planning and production stages – you can add evaluation stage later) 27/02 Final watching of music videos receiving peer feedback for evaluations Type peer feedback up in blog post/wordle Uploading final music videos to youtube then blogger Youtube link Design digipak and poster x x
- 3. 06/03 Complete digipak and poster and start evaluation question 1 Upload digipak and magazine ad (poster)Complete evaluation question 1 Complete evaluation question 1 13/03 Complete evaluation question 2 x Complete evaluation question 2 x Complete evaluation question 3 x 20/03 Complete evaluation question 3 x Complete evaluation question 4 x Complete evaluation question 4. Upload all evaluation questions to blogger. Upload evaluation questions to blog Deadline: all the above on your blog by Midnight of Friday 24th March 2017