In class, in groups we assigned one person to be the manager of a band and the other people had to create the image and identity of the person the manager imagined. Shobnam was the manager in this case, and chose a Japanese girl called Lucee who is the lead singer of a quirky rock band. She does alot of work for charities and likes animals.
From the task I learnt that their is a connection between the artist the manager created and in some sense reflections of their own character or how they would desire to be like. I have also realised how important it is to do research into your target audience as I was very surprised at how in depth Shobnam went into her character ideas and so shows how things people like in a band or music artist be very specific and detailed.
Tuesday, October 1, 2013
Monday, September 16, 2013
Wednesday, September 11, 2013
'What music means to me'
Track from my childhood:
I first heard this song when I watched the film 'Live an let Die', I remember loving the film, because of the crocodile scene where James Bond jumps on them to cross the water. I chose this song as I remember it well from my childhood. From enjoying the film so much I listened to the track more often. I remember my parents had a James Bond CD and I always asked them to play 'Live and let Die' on car journeys because I liked the film. And I think from that I started to love the song as well the film.
Track from early teens:
In the early parts of secondary school I was obsessed with a game called Guitar Hero 3, I bought the game for my self after playing on it at a friends house. I could have chosen any song from the tracks on the game as I remember playing most of them on the expert difficulty. Helicopter by Bloc Party was just a song that I think I liked to listen to as well as play on Guitar Hero and I remember it a lot more than the other songs as it was a bit more recent and modern. I also remember my brother using it as the music for his Nickelodeon media project I acted in.
Means a lot today:
I first heard this song when I watched the film 'Live an let Die', I remember loving the film, because of the crocodile scene where James Bond jumps on them to cross the water. I chose this song as I remember it well from my childhood. From enjoying the film so much I listened to the track more often. I remember my parents had a James Bond CD and I always asked them to play 'Live and let Die' on car journeys because I liked the film. And I think from that I started to love the song as well the film.
Track from early teens:
In the early parts of secondary school I was obsessed with a game called Guitar Hero 3, I bought the game for my self after playing on it at a friends house. I could have chosen any song from the tracks on the game as I remember playing most of them on the expert difficulty. Helicopter by Bloc Party was just a song that I think I liked to listen to as well as play on Guitar Hero and I remember it a lot more than the other songs as it was a bit more recent and modern. I also remember my brother using it as the music for his Nickelodeon media project I acted in.
Means a lot today:
This is a song that I really like and I have heard many times, but am still not tired of listening to it. I really like the lyrics of the song and especially enjoy the exciting and loud chorus with the words said in the background as well as the main lyric being sung 'And I'm on fire...'. I also chose this song because I quite like Kasabian as a band and this is my favourite song by them.
Monday, July 22, 2013
Music Video Remake Evaluation
1. Did you enjoy the workshop day? What were your best bits and why?
I did enjoy the workshop day, it was very tiring but getting to try equipment out and getting involved was very fun and made up for it. I particularly enjoyed getting to do playback as it was an important role and I felt like I was doing something important and helping the actors learn their particular moves.
I also liked controlling the music when the shot was being played as I knew I had the power to stop the sound if I wanted to so I felt more responsible. Another thing I enjoyed was working as a team and performing in the afternoon. It was interesting to see what it was like to be on the other side of a camera, and ill be able to use this experience to work well with actors who I could be filming.
2. What have you learnt from participating in each of the prelim tasks?
In the first task for the prelim I had to analyse the STARSTRUKK music video by 3OH!3 (feat Katy Perry). I found it very interesting observing in detail the techniques that were included in the video and the way the actors perform, and enjoyed finding things I had never noticed before.
In the second prelim where we had to do lip syncing to a music video. I realised how hard it is, you actually have to sing the words not just pretend to be by moving your mouth. I also found having to learn all the lyrics difficult.
In the third task I learnt about how to perform a dance routine as a group. I learnt how to keep time and it also improved my teamwork skills.
In the final remake task I learnt about different roles on set such as assistant director and lighting crews. I especially learnt about playback as I got try that out.
3. Are you pleased with the footage and your edit? Is it how you expected it to look?
I am quite pleased with the way it turned out and with the way we edited it. Even though it was not exactly the same as the original music video, it was still much more similar than I thought it was going to be. I was particularly impressed by the almost identical costumes worn by the actors and very accurate backdrops, this made the music video more like the original.
I think we edited quite accurately having the same effects done to the shots and exactly the same cuts, but I believe we should have done slightly better grading and colour correcting when editing our piece.
4. How do you think your prelim experiences will impact on your approach to next term's music video coursework?
I think I will be much more prepared for next years coursework, specifically the practical side. I have learnt how lip syncing works and how the overall performance side is achieved. The experienced I gained from the prelim will give me more confidence in achieving an idea and has made me more prepared to perform if need be in a music video without being embarrassed and nervous.
I have also learnt techniques used when editing music videos, such as how to align the sound tracks using the sound waves to create a realistic lip sync. Also learning to work with many shots which are very short and cut very quickly.
I did enjoy the workshop day, it was very tiring but getting to try equipment out and getting involved was very fun and made up for it. I particularly enjoyed getting to do playback as it was an important role and I felt like I was doing something important and helping the actors learn their particular moves.
I also liked controlling the music when the shot was being played as I knew I had the power to stop the sound if I wanted to so I felt more responsible. Another thing I enjoyed was working as a team and performing in the afternoon. It was interesting to see what it was like to be on the other side of a camera, and ill be able to use this experience to work well with actors who I could be filming.
2. What have you learnt from participating in each of the prelim tasks?
In the first task for the prelim I had to analyse the STARSTRUKK music video by 3OH!3 (feat Katy Perry). I found it very interesting observing in detail the techniques that were included in the video and the way the actors perform, and enjoyed finding things I had never noticed before.
In the second prelim where we had to do lip syncing to a music video. I realised how hard it is, you actually have to sing the words not just pretend to be by moving your mouth. I also found having to learn all the lyrics difficult.
In the third task I learnt about how to perform a dance routine as a group. I learnt how to keep time and it also improved my teamwork skills.
In the final remake task I learnt about different roles on set such as assistant director and lighting crews. I especially learnt about playback as I got try that out.
3. Are you pleased with the footage and your edit? Is it how you expected it to look?
I am quite pleased with the way it turned out and with the way we edited it. Even though it was not exactly the same as the original music video, it was still much more similar than I thought it was going to be. I was particularly impressed by the almost identical costumes worn by the actors and very accurate backdrops, this made the music video more like the original.
I think we edited quite accurately having the same effects done to the shots and exactly the same cuts, but I believe we should have done slightly better grading and colour correcting when editing our piece.
4. How do you think your prelim experiences will impact on your approach to next term's music video coursework?
I think I will be much more prepared for next years coursework, specifically the practical side. I have learnt how lip syncing works and how the overall performance side is achieved. The experienced I gained from the prelim will give me more confidence in achieving an idea and has made me more prepared to perform if need be in a music video without being embarrassed and nervous.
I have also learnt techniques used when editing music videos, such as how to align the sound tracks using the sound waves to create a realistic lip sync. Also learning to work with many shots which are very short and cut very quickly.
Thursday, June 20, 2013
Performance Video Analysis: STARSTRUKK- 3OH!3 (Feat Katy Perry)
STARSTRUKK- 3OH!3 (Feat Katy Perry)
1. The music, lyrics and imagery work in collaboration.
The music does work well with the imagery and lyrics. Actions and gestures are also used by the artists that relate to the lyrics such as at 0:52 when Katy Perry points down when the lyrics "knock them down" are sung.
2. The performance drives the music video and it is sustained throughout. There may well be narrative or conceptual elements too.
The performance is very active and entertaining throughout and the video follows a short narrative about a magic fountain and is quite funny and enjoyable.
3. The band or artist sing/mime throughout. The lip-sync is believable.
The lip sync is very convincing and motions and gestures that match the lyrics make it even more believable.
4. The role of the band / artist may switch between artist performance and artist-in-character performance.
There is use of switching between artist and artist in character performance. This happens when 3OH!3 are shown on a boat with wine instead of singing and also in another they are shown gamehunting.
5. The audience will expect to see singing/ dancing/ movement/ playing instruments. This is likely to conform to their expectations of the genre and/ or the band/ artist.
There is a lot of singing and dancing in the video, there is also events going on in the video which conform to the genre and style of 3OH!3. There is no shots of a band though.
6. The band/ artist performance will be engaging/ impactful/ visually striking.
3OH!3 are dressed in cool and smart clothes to make them seem more impressive and Katy Perry wears a bright coloured dress to stand out and look visually striking.
7. It is likely that the video features highly stylised costume, hair, make-up, backdrops and effects. A variety of sets, backdrops and costumes is common.
The clothes worn by the characters are pretty normal apart from 3OH!3 clothes in the in character performance scene with the gamehunting, wear they wear stylised hunting gear.
8. A strong sense of development is expected - things change and move on.
There isn't a strong sense of development, but the video does follow a story of 3OH!3 and the fountain. The video ends with a funny ending and 3OH!3 are surprised by guards and the girls are all gone.
9. A strong sense of artist identity is crucial through movement, gestures, costume/ hair/ make-up and band relationships. The video is aspirational to fans of the band/ artist.
The actions and costumes used by the artists help represent the personality and we see that both members of 3OH!3 are good friends as are always shown together in the video.
10. Beauty shots/ money shots are expected by the record label, plus repetitions of these key shots.
The key shot is the shot with the artists in front of the fountain, this shot is repeated throughout the video. Another big shot is just of Katy Perry in the fountain doing her singing and dancing.
11. Extreme juxtapositions and binary oppositions make the video interesting.
Not many binary opposites are used but you can compare the differences between girls and boys in the video.
12. Discontinuous editing is standard.
Lots of discontinuous editing is used, but the overall sequence follows a short narrative.
13. Audience will gain pleasure from references to popular culture.
There are not many references to popualr culture, but popular and well known phrases are used in the lyrics.
14. The video will be polysemic in nature, offering different layers of meaning, despite only being a performance video.
The video is not polysemic in nature and doesn't have multiple meanings.
15. It is likely to provoke a strong audience reaction.
The music does work well with the imagery and lyrics. Actions and gestures are also used by the artists that relate to the lyrics such as at 0:52 when Katy Perry points down when the lyrics "knock them down" are sung.
2. The performance drives the music video and it is sustained throughout. There may well be narrative or conceptual elements too.
The performance is very active and entertaining throughout and the video follows a short narrative about a magic fountain and is quite funny and enjoyable.
3. The band or artist sing/mime throughout. The lip-sync is believable.
The lip sync is very convincing and motions and gestures that match the lyrics make it even more believable.
4. The role of the band / artist may switch between artist performance and artist-in-character performance.
There is use of switching between artist and artist in character performance. This happens when 3OH!3 are shown on a boat with wine instead of singing and also in another they are shown gamehunting.
5. The audience will expect to see singing/ dancing/ movement/ playing instruments. This is likely to conform to their expectations of the genre and/ or the band/ artist.
There is a lot of singing and dancing in the video, there is also events going on in the video which conform to the genre and style of 3OH!3. There is no shots of a band though.
6. The band/ artist performance will be engaging/ impactful/ visually striking.
3OH!3 are dressed in cool and smart clothes to make them seem more impressive and Katy Perry wears a bright coloured dress to stand out and look visually striking.
7. It is likely that the video features highly stylised costume, hair, make-up, backdrops and effects. A variety of sets, backdrops and costumes is common.
The clothes worn by the characters are pretty normal apart from 3OH!3 clothes in the in character performance scene with the gamehunting, wear they wear stylised hunting gear.
8. A strong sense of development is expected - things change and move on.
There isn't a strong sense of development, but the video does follow a story of 3OH!3 and the fountain. The video ends with a funny ending and 3OH!3 are surprised by guards and the girls are all gone.
9. A strong sense of artist identity is crucial through movement, gestures, costume/ hair/ make-up and band relationships. The video is aspirational to fans of the band/ artist.
The actions and costumes used by the artists help represent the personality and we see that both members of 3OH!3 are good friends as are always shown together in the video.
10. Beauty shots/ money shots are expected by the record label, plus repetitions of these key shots.
The key shot is the shot with the artists in front of the fountain, this shot is repeated throughout the video. Another big shot is just of Katy Perry in the fountain doing her singing and dancing.
11. Extreme juxtapositions and binary oppositions make the video interesting.
Not many binary opposites are used but you can compare the differences between girls and boys in the video.
12. Discontinuous editing is standard.
Lots of discontinuous editing is used, but the overall sequence follows a short narrative.
13. Audience will gain pleasure from references to popular culture.
There are not many references to popualr culture, but popular and well known phrases are used in the lyrics.
14. The video will be polysemic in nature, offering different layers of meaning, despite only being a performance video.
The video is not polysemic in nature and doesn't have multiple meanings.
15. It is likely to provoke a strong audience reaction.
The video is likely to provoke a strong audience reaction as it was funny and entertaining.
Monday, January 21, 2013
Location Research for Zombie Sniper Idea
On the 19th and 20th of January we went to locations we had thought would suit are possible ideas, to see how they faired. We took pictures and looked for areas that could be used for a specific scene and places that would look impressive to film.
For the zombie sniper idea, we visited Cheyne Walk, it seems like a good place to film the idea and we couldn't see many flaws in this location.
What was good about the location
- Many of the areas at the location, we could see fitting the shots that we have imagined working. Such as having a forest area where the sniper could be and and open field where the zombies could be.
- The location is also very close to my house, so would be easy for all of us to reach and not a long distance to walk between.
- Cheyne Walk is also quite a quiet area there are not any main roads nearby we would not get background sound when filming. Also not many people are in the area and it never gets busy, so we would easily be able to film without people getting in the way.
- The area doesn't have any nearby features make it look give away that an apocalypse hasn't occurred, for example there are no cars, clean bins, benches in sight.
- An area on the field seems to be a boggy near where we found good places for are idea. It wasn't too bad at the time but that could have been because it was cold and snowy, and on a different day with different weather conditions it could cause problems.
- There was not much else bad about this location.
Where the snipers could be positioned The field where the zombies could be.
onlooking the field. Thursday, October 25, 2012
Preliminary Evaluation of Continuity Editing Sequence (BLK)
Preliminary Evaluation
Who did you work with and how did you manage the task between you?
- I worked with Matthew, Daniel and Jeremy on this task.
- We tried to manage the task as equal as possible between us. To start with though came up with ideas for what we should do in are brainstorming session and ended up with a mix of everyone's for the final idea.
- We then organised things for each of us in the group to do at home, such as the shot list and script. I had the task of doing the storyboard.
- When it came to filming three of us were actors, shots mostly of myself and Matthew and a few shots of Daniel. So Jeremy and Daniel did most of the camera work and directing, but when someone wasn't acting they would have a go at filming or directing.
- When editing we split up so we could have more editing time each. I worked with Matthew, while Daniel and Jeremy worked together.
How did you plan your sequence? what processes did you use? What theories did you try to take into account?
- Brainstorming- The first thing we did was brainstorming, we each thought of a couple of ideas and eventually settled on a serious themed thriller that would have a funny twist to the end. However we worked around the idea that the genre was a thriller, as the comedy aspect wouldn't be known until the end of are planned sequence. We thought it would be interesting to try working around this genre as we all liked the genre and hoped it would be a fun challenge.
- Shot list- Our shot list was done by Matthew, it was the second step that we felt needed to be done before we needed to move on to our next steps. Once Matthew had done it he posted it on a Facebook message we made, so that it was accessible by others in the group. The shot list was a great way of seeing the shots we had to do on are shooting day, once we had finished filming a shot we crossed it off so we knew it was done. We also wrote on the shot list what order we would take the shots taking into account setups and time slots such as when we were allowed to shoot in the media lobby.
- Storyboard- I had the job of doing the storyboard and made it after Matthew had created and posted the shot list on Facebook. I used the shot list to plan out the order of the shots and fill in the descriptive parts such as type of shot and what happens in shot. Then after drew the drawings of how the shots would roughly look for when we would film our preliminary sequence. I had to take into account cinematography throughout creating the storyboard, like making sure I drew the pictures in frame depending on what the type of shot was. Also, indicating using arrows when the shot was being panned or zoomed in and making sure to keep continuity, such as thinking not breaking the 30 degree and 180 degree rules and including match-on-action shots.
- Script- Daniel had the job of writing the script for the conversation in our sequence. This helped myself and Matthew easily learn and remember what we would have to say for the shots of our conversation.
What technology did you use to complete the task, and how did you use it?
- Before the day of filming we didn't really use any technology, all that was required to plan the sequence was our minds and general writing and drawing equipment. The only technology we used before hand was computers to type up the shot list and script.
- On the day of filming we used a video camera and tripod, the valuable video camera allowed us to easily film many shots and had a long battery life. The tripod kept the camera steady when filming and also helped create panning shots without difficulty. We did not use any lighting as it was sufficient to use natural lighting.
- We used the high tech editing software: Adobe Premiere Pro, to adjust and order the shots and create a sequence. The software was easy to use and get your head around and we did our best to edit and create a well cut and ordered sequence.
What factors did you have to take into account when planning, shooting and editing?
- In planning we had to make sure we equally spread the load of tasks and jobs, to help us do this we made a Facebook message where we could post work, and discuss issues and ideas, and be ready for production day.
- When shooting we had ordered the shooting schedule using setups, and made sure we didn't spend too long on a shot, this allowed the time it took to for the overall filming production stage to be very well-timed.
- When editing we made sure that we cut out all parts of shots that we thought of us unnecessary, this allowed our sequence to be shorter and correctly timed and not too slow and dull.
- For the overall process we had to make sure we included had good continuity, this was especially important as was the main point of the task. We did this by including some match-on-action shots where possible and making sure we did not break the 30 degree rule and also thinking about the 180 degree rule.
How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/ do differently?
- I think are sequence was overall quite successful, I think we made quite a humourous and exciting sequence and included good continuity techniques that we had learnt in class such as use of match-on-action, establishing shots and working around the 30 degree and 180 degree rules.
- When editing we realised that some of our shots didn't transition how we had planned. Like when we wanted to show Boy A (Acted by Me) looking at clock after the shot of packing his pack we realised the attempt on match-on-action wasn't quite right and couldn't do anything about it, except edit it as best we could.
- If we could do the sequence differently, I think we would have taken more care and thought into getting the match-on-action and transition shots done correctly, as it can really cause a problem trying to get it to look right when editing.
What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
- The exercise helped me to see the importance of continuity in filming, especially making the transitions between shots look right and not breaking the 30 degree and 180 degree rules which can make your footage look wrong if not taken into account.
- Also the exercise helped me improve in my skills as working as a group, we shared tasks out evenly which not only made it fairer, but also made the planning and overall process easily and efficiently done.
- I also realised how being well-organised for the production day made the process less complicated and we didn't get into any difficulties on the day since we had planned so well before hand. I especially found planning what order we would do shots according to their setup was very useful, as it greatly shortens the amount of time spent on filming.
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