Year 13 Talk
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Keep organized, practice editing efficiently, and choose locations and outfits carefully to film more than enough footage across multiple days. Make sure to work consistently during free periods to complete mini deadlines and avoid overwhelm, plan shots intentionally, get varied feedback on footage, and ensure edits match the track for a polished final product.
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Year 13 talk
Keep organized, practice editing skills, and choose filming locations that fit the mood of your song. Film more than enough footage across consistent outfits so you have options to edit together neatly. Work diligently during free periods to stay on track and meet mini deadlines. Plan shots intentionally and get varied feedback on footage to improve with criticism.
Year 13 talk
The document provides tips for creating a Year 13 talk video including keeping organized, practicing editing efficiently, choosing a location that fits the mood, filming extra footage to select from, planning shots, getting varied feedback on edits, and ensuring edits fit the track for a polished, organized appearance. It also lists apps like Webnode, iMovie, Slideshare and Calameo that could help with the project.
Year 13s advice
This document provides advice for Year 13 students to stay organized with their work, practice and plan any coursework thoroughly before starting the real projects, and get feedback from others to improve. It emphasizes being prepared with equipment when filming, choosing appropriate locations, and capturing varied footage and angles to have enough material to edit into a high quality final product.
Year 13s advice
This document provides advice for Year 13 students completing media coursework. It recommends being organized and keeping on top of all work to avoid rushing and lower quality submissions. Students should practice editing before starting real coursework, plan shots in advance, get varied footage and angles when filming, and show work to others to improve through criticism. Proper preparation of equipment and choosing fitting locations can help maximize efficient filming.
Coursework advice thriller
This document provides advice for creating a coursework thriller project involving storyline, filming, editing, blogging, and group work. Some key points include: keep the storyline simple; film more than you need to avoid rescheduling; use editing software like Windows Movie Maker; aim for 7 blog posts per week and draw inspiration from past student blogs; and make sure everyone is involved as a team and knows their assignments.
Year 13s advice
This document provides advice for Year 13 students completing media coursework. It recommends being organized and keeping on top of all work to avoid rushing and lower quality submissions. Students should practice editing before starting real coursework, plan shots in advance, get varied footage and angles, and show work to others to improve through criticism. Proper preparation of equipment and utilizing lesson time can help complete filming efficiently.
Top Proven Classroom Management Tips
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Year 13 talk
Keep organized, practice editing skills, and choose filming locations that fit the mood of your song. Film more than enough footage across consistent outfits so you have options to edit together neatly. Work diligently during free periods to stay on track and meet mini deadlines. Plan shots intentionally and get varied feedback on footage to improve with criticism.
Year 13 talk
The document provides tips for creating a Year 13 talk video including keeping organized, practicing editing efficiently, choosing a location that fits the mood, filming extra footage to select from, planning shots, getting varied feedback on edits, and ensuring edits fit the track for a polished, organized appearance. It also lists apps like Webnode, iMovie, Slideshare and Calameo that could help with the project.
Year 13s advice
This document provides advice for Year 13 students to stay organized with their work, practice and plan any coursework thoroughly before starting the real projects, and get feedback from others to improve. It emphasizes being prepared with equipment when filming, choosing appropriate locations, and capturing varied footage and angles to have enough material to edit into a high quality final product.
Year 13s advice
This document provides advice for Year 13 students completing media coursework. It recommends being organized and keeping on top of all work to avoid rushing and lower quality submissions. Students should practice editing before starting real coursework, plan shots in advance, get varied footage and angles when filming, and show work to others to improve through criticism. Proper preparation of equipment and choosing fitting locations can help maximize efficient filming.
Coursework advice thriller
This document provides advice for creating a coursework thriller project involving storyline, filming, editing, blogging, and group work. Some key points include: keep the storyline simple; film more than you need to avoid rescheduling; use editing software like Windows Movie Maker; aim for 7 blog posts per week and draw inspiration from past student blogs; and make sure everyone is involved as a team and knows their assignments.
Year 13s advice
This document provides advice for Year 13 students completing media coursework. It recommends being organized and keeping on top of all work to avoid rushing and lower quality submissions. Students should practice editing before starting real coursework, plan shots in advance, get varied footage and angles, and show work to others to improve through criticism. Proper preparation of equipment and utilizing lesson time can help complete filming efficiently.
Top Proven Classroom Management Tips
As a teacher, you need to be very organized and manage every aspect of the role well. These tips work for everyone no matter what classroom situation you find yourself in.
Powerpoint of sudipta das about problem solving
This presentation summarizes the speaker's experiences adjusting to life as an international student in China. Some of the initial difficulties they faced included the long flight, unfamiliar food, new language, and cold weather. To address these challenges, the speaker used creative problem solving techniques like clarifying their vision, generating ideas on how to overcome problems, developing plans to test solutions, and implementing the most effective options. This approach helped the speaker tolerate the complexities and risks of living in a foreign country during their first few months as a student in China.
Pete fraser’s 10 step guide
This 10 step guide provides instructions for creating a music video. Step 1 involves practicing different camera techniques, lip syncing to the song, and watching other music videos in the same genre. Step 2 is about carefully choosing a song that is short and stimulates visuals, and getting group agreement. Step 3 is pitching the idea simply and realistically. Step 4 involves storyboarding, planning elements, and rehearsing. Later steps provide directions for filming, organizing footage, editing, getting feedback, and sharing the final video online. The overall guide emphasizes preparation, efficiency, and getting feedback to create an effective final product.
Year 13 Notes
- The document provides advice for students creating a music video for a class assignment, emphasizing sticking to one song choice, ensuring lipsyncing is on time, choosing reliable actors, creating an interesting storyline, planning filming to avoid low quality footage from night shoots or bad weather, continuously updating blogs to meet deadlines, and practicing editing software in advance.
Year 13 Notes
- The document provides advice for students creating a music video for a class assignment, including sticking to one song throughout and avoiding constant changes, ensuring lipsyncing is on time to avoid point deductions, choosing reliable actors over just friends, creating an interesting storyline with costumes and props, being careful about filming at night with low quality cameras, staying on top of deadlines by continuously updating blogs, and practicing editing software in advance to overcome any issues.
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The document provides tips for creating a Year 13 talk video project. It recommends being organized with equipment, practicing editing before finalizing posts, and filming in accessible locations during the daytime with no random backgrounds. Additionally, it suggests storyboarding shots, taking extra footage, accepting criticism, editing to the beat of any music, using study periods efficiently, and planning footage before filming. The overall goals are to create a high quality, easy to understand video without wasting time through proper preparation and organization.
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Peter Fraser's 10 step guide provides instructions for creating an A2 media video project. The steps include: 1) Warming up with test footage and effects; 2) Choosing a short song that stimulates visuals; 3) Developing a clear, realistic concept; 4) Thoroughly planning shots, people, locations; 5) Using a blog to document ideas and receive feedback; 6) Shooting multiple angles and close-ups of performances; 7) Organizing and uploading raw footage; 8) Editing footage to create a dynamic piece; 9) Obtaining audience feedback; and 10) Creating a final polished video and evaluation blog.
Video Project Production Guidelines
This document provides guidelines for video projects, covering both production and post-production tips. For production, it recommends preparing by considering lighting, sound, composition and background. It suggests using a tripod or stabilizing the camera, capturing establishing shots, angles and b-roll. For post-production, it advises sticking to the storyboard, keeping effects simple, allowing time for exporting and ensuring copyright compliance when publishing. The document concludes by offering additional resources for video guidance.
4. pre production
This document summarizes the pre-production work for a student's music video/documentary project capturing youth culture in York. It will include elements of documentary and music videos edited together. Interview questions are outlined to represent youth opinions on culture. Equipment needs, locations, and a production schedule are documented to capture footage over Easter break and the following weeks, with editing occurring throughout. Contingency plans address potential issues like equipment failure or weather. Health and safety protocols require distancing for COVID-19 and safe filming of any activities. The final video will be shared on YouTube.
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This document provides guidance for making a music video, including directions for shooting footage, editing the video, getting feedback, and being assessed. It recommends shooting the performance from multiple angles to have flexibility in editing. When editing, it advises being ruthless with cuts to make the video more powerful, and using effects to disguise problems. It emphasizes getting feedback from audiences on rough cuts to help develop the video, and summarizing and evaluating the feedback. The document stresses following guidelines to ensure a high quality final product is achieved.
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The document provides 10 tips for improving online presentations. The tips include checking audio quality beforehand, eliminating background noise, positioning lighting in front of your face, choosing a simple background without distractions, positioning the camera at eye level, wearing professional clothing, using hand gestures intentionally, maintaining good posture by standing, practicing frequently, and maintaining eye contact with the camera rather than looking at yourself on screen.
Communication Skills
Being prepared is the most important element of public speaking. Speakers should spend 30 hours preparing for every hour of speaking. They should practice their speech aloud and record themselves to improve. Speakers should use personal stories and examples from their own life to emphasize their points and connect with the audience. They need to stay relaxed by being well prepared and focusing on their message rather than the audience. Speakers should use natural humor by poking fun at themselves, but not others. They should plan three body positions - one at center stage, one to the right, and one to the left - and maintain eye contact with the audience when moving. Speakers must pay attention to all details like location, audience size, visual aids, and arrive early
Guide to make a good music video
This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
UbiTips - how to make a good screencast?
Have you been asked to train your staff on a new software? Great!
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3 - Planning
Here is a suggested structural breakdown for your video:
1. Introduction (15-20 seconds)
- Establishing shots of York (river, walls)
- Upbeat instrumental music
- Title graphic
2. York Minster (30 seconds)
- Wide shots of minster
- Closeups of details
- Voiceover describing location
- Continued upbeat music
3. The Shambles (30 seconds)
- Harry Potter theme music/sounds
- Magical b-roll and graphics
- Voiceover with wizard jokes
4. Whip-Ma-Whop-Ma Gate (15 seconds)
- Closeup of sign
- Pigeon footage if available
- Brief
Test Video Reflections Proforma 2021
The document provides guidance for a student to complete a test video reflection and review task. It includes sections for the student to discuss their experiences filming with the camera and other people, editing in Premiere, what they learned, and action points for their music video project. For filming with the camera, the student notes finding it difficult to change settings in the menu but learning how to adjust settings like ISO, aperture and shutter speed. For filming with others, the student discusses having fun sharing creative ideas and adapting them for the video. They also learned to openly share thoughts. For editing, the student discusses initially finding Premiere difficult but learning how to use it properly, including cutting unnecessary parts and smoothing transitions. They list the main
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
CTSI ERC Welcome Videos
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know your Audience
1) Know your audience and tailor your presentation to their needs and interests. Practice your presentation to identify strengths and areas for improvement.
2) Dress appropriately, speak clearly and confidently, maintain eye contact, and use body language to engage your audience.
3) Rehearse thoroughly so you can adjust based on audience reaction, staying within time limits while keeping your presentation interesting.
Preparing and practicing the presentation
This document provides tips for preparing and practicing an effective presentation. It discusses starting with key talking points and writing a script. It emphasizes practicing sections individually, practicing with distractions, and thinking ahead to smooth transitions. The document stresses finding a comfortable speaking style and practicing in front of others. Finally, it notes the importance of preparation, rehearsal, utilizing visual aids, being interactive, answering questions, and leaving materials for attendees.
Effective class planning for business students and their typical complaints
This document provides recommendations and best practices for effective class planning based on typical complaints from business English students. It begins by listing common complaints such as lack of organization, not addressing weaknesses, and connectivity issues. It then identifies which complaints are most typical, including disorganization, not balancing grammar with other skills, and wanting more speaking practice. The document recommends preparing classes in advance, varying activities, and using techniques like videos and games. It also suggests keeping an organized structure with warm-up, main activity and cool-down sections. Finally, it outlines the most effective teaching techniques and attitudes for teachers.
Music video preperation
The document outlines the filming plan for a music video to be shot over two days in April 2018. It details the daytime and nighttime locations that will be used, including Hyde Park, Covent Garden, and landmarks like the London Eye and London Bridge. It provides a breakdown of shots planned between various time stamps, such as introducing characters, shots of the locations, and scenes of the lead characters interacting and lip syncing to the song at different spots around London.
Location report 3
Covent Garden was chosen as the location for a music video shoot due to its brightly colored areas like Neal's Yard that would suit the project. The site can be accessed on foot from surrounding transportation links and filming would not focus on the general public without permission. Catering, toilets and phones would be available from local cafes and restaurants while ensuring only a 70 pace space is used and artists work directly in front of the camera.
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Pete fraser’s 10 step guide
This 10 step guide provides instructions for creating a music video. Step 1 involves practicing different camera techniques, lip syncing to the song, and watching other music videos in the same genre. Step 2 is about carefully choosing a song that is short and stimulates visuals, and getting group agreement. Step 3 is pitching the idea simply and realistically. Step 4 involves storyboarding, planning elements, and rehearsing. Later steps provide directions for filming, organizing footage, editing, getting feedback, and sharing the final video online. The overall guide emphasizes preparation, efficiency, and getting feedback to create an effective final product.
Year 13 Notes
- The document provides advice for students creating a music video for a class assignment, emphasizing sticking to one song choice, ensuring lipsyncing is on time, choosing reliable actors, creating an interesting storyline, planning filming to avoid low quality footage from night shoots or bad weather, continuously updating blogs to meet deadlines, and practicing editing software in advance.
Year 13 Notes
- The document provides advice for students creating a music video for a class assignment, including sticking to one song throughout and avoiding constant changes, ensuring lipsyncing is on time to avoid point deductions, choosing reliable actors over just friends, creating an interesting storyline with costumes and props, being careful about filming at night with low quality cameras, staying on top of deadlines by continuously updating blogs, and practicing editing software in advance to overcome any issues.
Year 13 notes
The document provides tips for creating a Year 13 talk video project. It recommends being organized with equipment, practicing editing before finalizing posts, and filming in accessible locations during the daytime with no random backgrounds. Additionally, it suggests storyboarding shots, taking extra footage, accepting criticism, editing to the beat of any music, using study periods efficiently, and planning footage before filming. The overall goals are to create a high quality, easy to understand video without wasting time through proper preparation and organization.
Peter fraser 10 step guide for a2 media
Peter Fraser's 10 step guide provides instructions for creating an A2 media video project. The steps include: 1) Warming up with test footage and effects; 2) Choosing a short song that stimulates visuals; 3) Developing a clear, realistic concept; 4) Thoroughly planning shots, people, locations; 5) Using a blog to document ideas and receive feedback; 6) Shooting multiple angles and close-ups of performances; 7) Organizing and uploading raw footage; 8) Editing footage to create a dynamic piece; 9) Obtaining audience feedback; and 10) Creating a final polished video and evaluation blog.
Video Project Production Guidelines
This document provides guidelines for video projects, covering both production and post-production tips. For production, it recommends preparing by considering lighting, sound, composition and background. It suggests using a tripod or stabilizing the camera, capturing establishing shots, angles and b-roll. For post-production, it advises sticking to the storyboard, keeping effects simple, allowing time for exporting and ensuring copyright compliance when publishing. The document concludes by offering additional resources for video guidance.
4. pre production
This document summarizes the pre-production work for a student's music video/documentary project capturing youth culture in York. It will include elements of documentary and music videos edited together. Interview questions are outlined to represent youth opinions on culture. Equipment needs, locations, and a production schedule are documented to capture footage over Easter break and the following weeks, with editing occurring throughout. Contingency plans address potential issues like equipment failure or weather. Health and safety protocols require distancing for COVID-19 and safe filming of any activities. The final video will be shared on YouTube.
Guide to make a good music video
This document provides guidance for making a music video, including directions for shooting footage, editing the video, getting feedback, and being assessed. It recommends shooting the performance from multiple angles to have flexibility in editing. When editing, it advises being ruthless with cuts to make the video more powerful, and using effects to disguise problems. It emphasizes getting feedback from audiences on rough cuts to help develop the video, and summarizing and evaluating the feedback. The document stresses following guidelines to ensure a high quality final product is achieved.
10 tips for online presentations
The document provides 10 tips for improving online presentations. The tips include checking audio quality beforehand, eliminating background noise, positioning lighting in front of your face, choosing a simple background without distractions, positioning the camera at eye level, wearing professional clothing, using hand gestures intentionally, maintaining good posture by standing, practicing frequently, and maintaining eye contact with the camera rather than looking at yourself on screen.
Communication Skills
Being prepared is the most important element of public speaking. Speakers should spend 30 hours preparing for every hour of speaking. They should practice their speech aloud and record themselves to improve. Speakers should use personal stories and examples from their own life to emphasize their points and connect with the audience. They need to stay relaxed by being well prepared and focusing on their message rather than the audience. Speakers should use natural humor by poking fun at themselves, but not others. They should plan three body positions - one at center stage, one to the right, and one to the left - and maintain eye contact with the audience when moving. Speakers must pay attention to all details like location, audience size, visual aids, and arrive early
Guide to make a good music video
This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
UbiTips - how to make a good screencast?
Have you been asked to train your staff on a new software? Great!
Here some tips to succeed your first screencast...
Ten Tips
The document outlines 10 steps for making a student music video. It provides tips for choosing a song, writing a treatment, planning, setting up an online blog to document the process, learning camera equipment, shooting footage with different angles and setups, organizing and editing the raw footage, adding effects, screening the final video, and analyzing the final product. The overall process involves pre-planning, shooting extra footage, getting feedback, and evaluating the final music video.
3 - Planning
Here is a suggested structural breakdown for your video:
1. Introduction (15-20 seconds)
- Establishing shots of York (river, walls)
- Upbeat instrumental music
- Title graphic
2. York Minster (30 seconds)
- Wide shots of minster
- Closeups of details
- Voiceover describing location
- Continued upbeat music
3. The Shambles (30 seconds)
- Harry Potter theme music/sounds
- Magical b-roll and graphics
- Voiceover with wizard jokes
4. Whip-Ma-Whop-Ma Gate (15 seconds)
- Closeup of sign
- Pigeon footage if available
- Brief
Test Video Reflections Proforma 2021
The document provides guidance for a student to complete a test video reflection and review task. It includes sections for the student to discuss their experiences filming with the camera and other people, editing in Premiere, what they learned, and action points for their music video project. For filming with the camera, the student notes finding it difficult to change settings in the menu but learning how to adjust settings like ISO, aperture and shutter speed. For filming with others, the student discusses having fun sharing creative ideas and adapting them for the video. They also learned to openly share thoughts. For editing, the student discusses initially finding Premiere difficult but learning how to use it properly, including cutting unnecessary parts and smoothing transitions. They list the main
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
CTSI ERC Welcome Videos
This document discusses creating welcome videos for research or teaching. It provides tips for scripting, recording, and giving feedback on welcome videos. The presentation guides participants through writing a script, recording a sample video, and offering feedback on a colleague's video. Creating an effective welcome video involves keeping it short, positive, and informative while maintaining eye contact and speaking engagement. Videos can be used for instruction, introductions, and sharing research.
know your Audience
1) Know your audience and tailor your presentation to their needs and interests. Practice your presentation to identify strengths and areas for improvement.
2) Dress appropriately, speak clearly and confidently, maintain eye contact, and use body language to engage your audience.
3) Rehearse thoroughly so you can adjust based on audience reaction, staying within time limits while keeping your presentation interesting.
Preparing and practicing the presentation
This document provides tips for preparing and practicing an effective presentation. It discusses starting with key talking points and writing a script. It emphasizes practicing sections individually, practicing with distractions, and thinking ahead to smooth transitions. The document stresses finding a comfortable speaking style and practicing in front of others. Finally, it notes the importance of preparation, rehearsal, utilizing visual aids, being interactive, answering questions, and leaving materials for attendees.
Effective class planning for business students and their typical complaints
This document provides recommendations and best practices for effective class planning based on typical complaints from business English students. It begins by listing common complaints such as lack of organization, not addressing weaknesses, and connectivity issues. It then identifies which complaints are most typical, including disorganization, not balancing grammar with other skills, and wanting more speaking practice. The document recommends preparing classes in advance, varying activities, and using techniques like videos and games. It also suggests keeping an organized structure with warm-up, main activity and cool-down sections. Finally, it outlines the most effective teaching techniques and attitudes for teachers.
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Effective class planning for business students and their typical complaints
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Music video preperation
The document outlines the filming plan for a music video to be shot over two days in April 2018. It details the daytime and nighttime locations that will be used, including Hyde Park, Covent Garden, and landmarks like the London Eye and London Bridge. It provides a breakdown of shots planned between various time stamps, such as introducing characters, shots of the locations, and scenes of the lead characters interacting and lip syncing to the song at different spots around London.
Location report 3
Covent Garden was chosen as the location for a music video shoot due to its brightly colored areas like Neal's Yard that would suit the project. The site can be accessed on foot from surrounding transportation links and filming would not focus on the general public without permission. Catering, toilets and phones would be available from local cafes and restaurants while ensuring only a 70 pace space is used and artists work directly in front of the camera.
Location report 2
Harold Wood Park was chosen as the filming location because it is a typical public space frequented by 16-25 year olds. The open area will allow filming in different sections of the park. Transportation includes bus, walking, and car to access the site. Precautions such as avoiding focusing the camera on the general public without consent will be taken. Catering, toilets, and telephones will not be provided on location. Filming will end by sunset at 8pm and only family members need to be contacted.
Shooting schedule 3
The document outlines a music video shoot that will take place on April 25th from 4:30-6:00pm. It will feature one character in locations around London including Camden, Covent Garden, Southbank and Brick Lane. Only two people will be involved - the subject and the photographer who will use an iPhone. Issues like other people in shots, weather and transportation will require planning indoor locations and checking train schedules to ensure a smooth shoot.
Shooting schedule 2
This document outlines the production schedule and logistics for a music video shoot taking place on April 24th, 2018 from 4:30pm to 6:00pm at Harold Wood Park. The shoot will involve filming two characters walking through the woods using an iPhone camera. Care must be taken to ensure no members of the public interfere with shots and some indoor locations are used in case of poor weather.
Shooting schedule 1
The shooting schedule outlines filming for a music video on Monday April 9th from 11am to 6pm in various London locations including Oxford Street, Hyde Park, Harold Wood Park and Covent Garden. It will involve the director and two other people and will be filmed using an iPhone camera. Contingency plans are noted for dealing with potential problems from bad weather by also filming indoor locations, and from cast not showing up by ensuring reliable people are cast.
Location report 1
Oxford Street is suitable for the music video project because it is in central London surrounded by large buildings that will allow for the needed shots. The location is accessible by train, tube, bus, taxi, or car, and can be walked to from different areas. Precautions will be taken to not focus the camera on members of the public and only film the artists, using a space of 30 paces, while cafes can provide catering and toilets during filming until sunset at 8pm.
New ideas for filming
The filmmaker initially shot footage for a music video over two days, but found upon editing that the clips did not flow together well and lacked a clear narrative or interesting shots. After feedback suggesting it did not look like a typical dance music video, the filmmaker changed the storyline to focus more on the main girl character. They plan to reshoot with the characters at more unique and colorful locations like God's Own Junkyard and Southbank Skate Park to make the video more interesting and relatable to audiences aged 16 to 25.
Storyboard of original idea 1
The storyboard outlines an original idea for a short film. It introduces the main character John, who is frustrated by traffic on his daily commute. In a moment of road rage, John discovers he can control traffic with his mind. However, John soon realizes his new power is overwhelming and risks exposing his secret if not brought under control.
New locations for filming
The document lists potential new locations for filming that could replace commonly used old locations in London such as Tower Bridge, London Bridge, and Hyde Park. The new locations include areas in Camden, Southbank, a skate park, the Tate Modern art gallery, a junkyard called God's Own Junkyard, Neal's Yard, Soho, and a place called Cyber Dog.
Secondary target audience profile
The target audience for the music video is males and females aged 16-22 from upper/upper middle social classes A and B. They are likely to be studying at university or traveling and spending their time going to clubs at night and studying during the day. Their main interests include going to nightclubs, expensive restaurants, and exploring new places with friends. They may be living away from home while studying or traveling.
Casting and media language
The document discusses plans for a music video. It will feature a boy and girl around ages 16-25 who enjoy dance music. Scenes will be filmed in romantic locations around London, England during the day and night to match the song's theme. Potential filming spots include restaurants, parks, and landmarks like Tower Bridge to appeal to a wide audience beyond typical dance music videos. Reliable actors from upper-middle class backgrounds will be chosen so reshoots are possible if needed.
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The document analyzes the music video for "Finesse (Remix)" by Bruno Mars featuring Cardi B. It discusses the camerawork, editing, mise en scene, and soundtrack of the video. The camerawork uses a variety of shots including close-ups and high angles. The editing is fast-paced to match the upbeat song. Mise en scene shows Bruno Mars and Cardi B wearing 1980s-inspired outfits fitting the video's theme of dedicating the song to the band In Living Color. The consistent drum beat and catchy melody of the song work well with the video.
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The document outlines the filming plan for a music video over two days in April 2018. It details the daytime and nighttime locations that will be filmed in and provides a timeline and description of shots planned between two main characters as they explore London landmarks and spend time together. Locations include Hyde Park, the Tate Modern, Covent Garden, Piccadilly Circus, restaurants, the London Eye, and London Bridge.
Risk assessment
This risk assessment document identifies potential hazards for a music video shoot, including traffic, trains, tripping/falling, construction areas, drowning in a nearby river, and food poisoning. It notes who may be harmed by each hazard and measures already in place to reduce risks, such as using an experienced driver, wearing seatbelts, paying attention near trains and construction areas. The document recommends paying close attention during filming and acting responsibly near the river. It lists actions to take, responsible parties, and target dates to further control risks.
Universal records research
Universal Records is a leading global music corporation founded in 1934 and headquartered in Santa Monica, California. It owns many record labels and employs over 7,000 people worldwide. Universal Records was previously known as Decca Records and MCA Records, and it is now one of the "Big Three" music conglomerates, along with Sony Music Entertainment and Warner Music Group.
Target audience profile
The document outlines the target audience for a music video in three parts:
Primary Audience: Upper/upper middle class aged 16-25 living in London suburbs interested in going out with friends and visiting museums.
Secondary Audience: Aged 16-22 living in student housing or abroad interested in nightclubs and traveling with friends.
Both audiences are interested in dance/electronic music and watching music videos on YouTube. The video will need to appeal to both genders and various interests while keeping a sophisticated style.
Swot analysis cw
Hazel Colton conducted a SWOT analysis for an upcoming music video project. Strengths included time management, technology skills with filming on a phone, and organization. Weaknesses were sorting the specific target audience for cast, finding a song without an existing music video, and limited budget. Opportunities involved developing skills and receiving advice. Threats included bad weather disrupting filming, illness, low phone battery, and cast members dropping out.
Swot analysis
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