For the start of the production, the class had decided to start the music video in the outside setting. one of our first problems were that after the jump, the three 'band members' were just standing there and not moving about, so we had to liven up the movement of the 'band members'. we started to have problems such as getting the timing of the jumps right with Jack, Dan and myself as sometime we jumped out of time with each other. this complication kept on appearing as we found out that there were that the three 'band members' needed to jump everytime the chorus of the song said 'school'.
the second time the chorus said 'school', the 'band members' had to jump and the move towards the camera. This made me cautious as i then wouldn't know if i was out of view of the camera. another time that i was cautious about this was when i move towards the camera, bend down and cross my arms, this was basically bacause the camera didn't move and i didn't want any part of my body out of view. A risk that i thought might be a problem would be the guitars, as all the 'band members' had the neck of the guitar on the left side of them i thought that the neck of the guitar could hit someone, either another 'band member' or one of tancers behind us if the 'band members' jumped and lost control of the instrument.
For the next lesson, the class had decided to film the inside part of the music video. we started by shooting one-second shots such as turning off the lights or the writing on the white board. we had to work around the blackboard shot by replacing it with a whiteboard as that is all we had in the classroom.after these shots we started shooting shots of the teacher's (Becky Baker) eyes. we had to keep on doing some of these shots as Becky kept on losing focus and laughed during the filming of her. For the shots of me singing the first verse of the song, we decided to do a long shot of me singing the whole verse without stopping, even though there will be different shots between me singing this verse. this was done so that it would save time and i wouldn't have to keep lip syncing the lyrics.
There were also some mistakes during the shots of me, for example, when Becky was supposed to give me some paper, Becky kept on holding onto the paper so she couldn't give me the sheet. another time during this shot was when i accidentally lost my grip of the paper but then grasped the sheet again. one of the shots that i felt would be difficult to shoot would be when Jack pushes through Dan and myself to sing his line. i thought that this would be difficult as we had to start in the back of the room where everyone was crowded round, also the room was quite small so we had to be careful not to get pushed into a desk or another student.
Friday, 24 September 2010
Busted music video - Pre-Production
at the start of the busted music video unit. the class had to firstly watch the official busted music video - What i go to school for. after watching the video we had to create a storyboard of the first minute and 14 seconds. in pairs, each pair were given 10 seconds of the music video to storyboard.
after the class had put the storyboard together, we did a prop list so that we would know what to use during the production stage.
PROP LIST: 3 electric guitars
smart clothes for teather - high heeled shoes, black dress
school uniforms - white shirts, black trousers, ties, blazers
Busted Storyboard 13 c 2010
View more presentations from Matt Nicolle.
after the class had put the storyboard together, we did a prop list so that we would know what to use during the production stage.
PROP LIST: 3 electric guitars
smart clothes for teather - high heeled shoes, black dress
school uniforms - white shirts, black trousers, ties, blazers
Friday, 3 September 2010
Music Videos
I had to find 3 music videos that would be appealing, interesting and fun for teenagers. the music videos had to be something that would be possible to re-create for the coursework. one of the music videos had to be from a genre that i wouldn't usually listen to. I also had to focus more on the video than the music.
the music videos that were chosen were:
1. Mayday parade - kids in love
2. Eminem - not afraid
3. Avril Lavigne - Girlfriend
Mayday Parade - kids in love (embedding disabled)
http://www.youtube.com/watch?v=WiVTOBHaQ0w&ob=av2n
Avril Lavigne - Girlfriend (embedding disabled)
http://www.youtube.com/watch?v=qIcDYJbpg6Q&ob=av2e
Eminem - Not afraid
straight away there is an establishing shot of where the whole music video is set. for the first 22 seconds there is synconised editing of shots of the artist in the same location (roof of a building) there are no short length shot during this part of the music video as it is parallel to the lyrics that are being sung. there are some gliding camera angles during this first part of the music video when the shot looks down on the artist, and gliding over him to look down the building the artist is standing on. most of the camerawork during this part of the music video are close-up, eye-level shots. the close-ups are used to portrays the image of the artist as it feels the artist is 'in your face'. these shots repeated 4 times in the first 22 seconds. also the 'eye-level' camera angle gives the audience the impression that the artist is singing at our level.
This music video seems to be interesting to me due to the fact that the setting of the video is different from other music videos as the video is set in a messy, rundown building during the video. this is different as it doesn't have the cleanliness of a studio, neither the expensive equiptment or bright lights. also the setting in the building and on the streets can relate to the audience as the video is set in places familiar to the audience. also the artist in the video, and the audience can be related in terms of behaviour, mainly anger and stress. for example, when he throws the chair into the wall or sits with his head in his hands.
the music videos that were chosen were:
1. Mayday parade - kids in love
2. Eminem - not afraid
3. Avril Lavigne - Girlfriend
Mayday Parade - kids in love (embedding disabled)
http://www.youtube.com/watch?v=WiVTOBHaQ0w&ob=av2n
Avril Lavigne - Girlfriend (embedding disabled)
http://www.youtube.com/watch?v=qIcDYJbpg6Q&ob=av2e
Eminem - Not afraid
straight away there is an establishing shot of where the whole music video is set. for the first 22 seconds there is synconised editing of shots of the artist in the same location (roof of a building) there are no short length shot during this part of the music video as it is parallel to the lyrics that are being sung. there are some gliding camera angles during this first part of the music video when the shot looks down on the artist, and gliding over him to look down the building the artist is standing on. most of the camerawork during this part of the music video are close-up, eye-level shots. the close-ups are used to portrays the image of the artist as it feels the artist is 'in your face'. these shots repeated 4 times in the first 22 seconds. also the 'eye-level' camera angle gives the audience the impression that the artist is singing at our level.
This music video seems to be interesting to me due to the fact that the setting of the video is different from other music videos as the video is set in a messy, rundown building during the video. this is different as it doesn't have the cleanliness of a studio, neither the expensive equiptment or bright lights. also the setting in the building and on the streets can relate to the audience as the video is set in places familiar to the audience. also the artist in the video, and the audience can be related in terms of behaviour, mainly anger and stress. for example, when he throws the chair into the wall or sits with his head in his hands.
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