Tuesday, 4 September 2012
What I Have Learnt
Scripting/Storyboarding
Before we started the filming we had to create a storyboard or a script which displayed our thoughts on the story plot and then shots that we were planning to take. Besides this we had to jot done all the sounds, camerawork, editing and mise en scene that we wanted to include. We chose to do a storyboard to show our story line and it helped me to learn that it allowed us to have a deeper vision on what to compose as well as helping to plan the time schedule and the period in which to film. It gave us a structure in which we could follow to see if we were doing the work correctly and if 2we had completed all of the filming scenes.
Locations
As this was just a preliminary task we got limited to the schools premises on where we could film. Due to the story plot to our film, we wanted to do some of the filming outside. This caused a lot of problems due to the weather being miserable. A majority of the days in which our lessons occurred it was raining which meant we could not film. We this happened we filmed inside so we wasn't wasting time. As our deadline was getting closer we had to take matters into our own hands and used our free periods to film when the weather was good. I have learnt that we cannot always do as we please and have to wait for the right time or in this case, when the weather was decent.
Talent
First of all, I have learnt that 'talent' means actors/actress! I have noticed many things when it comes to working with the actress in my case. It is clear to see that you cannot always rely on the actresses who play a part in the film you are creating as they may be off due to illnesses, appointments, and they may just not be in the mood to film. But the majority of time she was reliable and I knew she would be as she is a very good friend of mine. Besides this I also had to rely on the actress and myself to bring in the correct clothing for the filming and this proved to be a big problem as it wasn't always the first thing on our mind to bring to school (our location for filming).
Organisations
Thoughout the task, my partner and myself had really good organisation skills as we contributed fairly and made the same amount of decisions. A big part of our film was the class room which took a lot of organising. We had to get the whole of our media class into a room and set it up as if it was a real lesson; this took a lot of organising as people in our class had their own work to do so we had to chose to film at the right time. We also had to organise when to bring in the clothing needed and when we could book the cameras out. I learnt that not all organisations run smoothly as many factors, such as the weather, can mean that things cannot be done.
Teamwork
I worked with another girl in my class who is the actress in the short film and we are very good friends which made the task more enjoyable and easier in some ways. I was the one who done the recording while my friend done the acting. We found that working together was very benefical becuase we contributed both ideas about the story line, camera work techniques, and putting the film together. We had to rely in each other to bring the clothes that we were shooting in. The shooting was very weather dependent for some of it as we was filming outside, so when it was raining we had to work together on editing the footage we aready had.
Editing
We learnt how to upload the footage onto the Mac as we did not know how to do this. Once this was completed we had to delete any film which we didn't want to use; this was relatively easy as you just pressed the 'delete' icon. As we completed the filming early we just explored and tested Imovie to get an idea on how to edit. As me nor Sophie, the actress, had used Imovie before, we was clueless to how the editing works. We rushed the editing as it took us a long while to learn how to do it. We found out how to add sounds and at transitions ourselves because it was quite easy to figure out.
The Final Product
The main thing I loved about this task was recording it as I learnt more techniques than what I knew before and can put them to use in the future. I also enjoyed working with my partner because even though we got all of the work done on time, we still have an enjoyable time creating it. If I could improve the making of the film I would maybe have thought about the weather conditions first as I would realise that it could prevent filming however I feel that shooting outside added vartiation to the films setting and made it look more realistic.
Friday, 29 June 2012
Tropes and Memes
I have previously talked about memes and tropes in my magazine task and the same meaning applies with music videos as well.
When someone has created an 'idea' or thought, others will then favour this and incorporate it into their music video. When so many artists have featured that meme then it becomes a trope. A trope is an established meme which continuously keeps getting used.
There are a lot of memes and tropes which apply to genres of music. For example in hip hop and rap music, it is common for a bouncing car to be in the video as well as a lot of 'sexy' women who have large assets and tend to be in big groups and crowds. The artists tend to wear a lot of jewellery and show a lot of hand movements and head nodding, apposed to synchronised dancing which is more in pop music videos. All of these tropes and memes are evident in Dr Dre's video of Still Dre.
In comparison to this the indie/folk memes and tropes tend to be much more senstitive as they don't objective women in their videos like hip hop ones do, there is no sign of sexism, no sign of aggression or there wasn't any predictions. The location to where they are shot, seem to be much more glamourous and 'beautiful'. The indie artists tend to look like a group of close friends in their videos. All of these memes and tropes can be evident in Mumford and Sons videos.
There is a video by All Time Low called I Feel Like Dancing whihc shows memes and tropes in humourus ways. They take aspects from other artists videos and reconstruct them to their own way and act them.
This is them re-acting Katy Perry's California Girls video.
This is them re-acting Lady Gaga's Bad Romance video.
Friday, 22 June 2012
Andrew Goodwin's Theory
Analysing music videos
Andrew Goodwin produced a book which stated all the different characteristics which can be found in a music video. Below are the main characteristics which can be found in a typical music video...
'Music videos demonstrate genre characteristics' - It is typical to find that each genre has a specific way of presenting their video. Oftenly a metal band would be on a stage performing wildly and in a boy/girl band it is expected they would be doing so kind of synchronised dance routine.
'There is a relationship between the lyrics and visuals' - There are three main ways in which artists create/perform in their videos. They can be very illistrative; this is where they act out and do the movements in which the lyrics suggest. They can also amplify the video but exaggarating all the actions and meanings of the song/lyrics. The last one is contradicting what is being said and going against the meaning of the song. This can either be ironically or satirically.
'There is a relationship between music and visuals' - This is very similar to the point above - the categories can either be illustrative, amplifying or contradicting.
'The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style)' - This is exactly what it says. Throughout the video the main focus would be on the artist and follow them on every move. Motifs which recur is something which will be the same or similar in every video what they produce/create. An example of this is that in several of Nicki Minaj's videos her bum is the main focus and a lot of UV lighting is used.
'There are frequent references to the notion of looking (screens within screens, telescopes, etc) and particularly voyeuristic/erotic treatment of the female body' - This can sometimes be dependent on the genre as not all videos display women in an objective manner.
'There is often intertextual reference' - This can either be with tv programmes, films or other videos. A good example to this is All Time Low video of 'I Feel Like Dancing' where they copy and exaggarate previous music videos done by other artists.
Andrew Goodwin produced a book which stated all the different characteristics which can be found in a music video. Below are the main characteristics which can be found in a typical music video...
'Music videos demonstrate genre characteristics' - It is typical to find that each genre has a specific way of presenting their video. Oftenly a metal band would be on a stage performing wildly and in a boy/girl band it is expected they would be doing so kind of synchronised dance routine.
'There is a relationship between the lyrics and visuals' - There are three main ways in which artists create/perform in their videos. They can be very illistrative; this is where they act out and do the movements in which the lyrics suggest. They can also amplify the video but exaggarating all the actions and meanings of the song/lyrics. The last one is contradicting what is being said and going against the meaning of the song. This can either be ironically or satirically.
'There is a relationship between music and visuals' - This is very similar to the point above - the categories can either be illustrative, amplifying or contradicting.
'The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style)' - This is exactly what it says. Throughout the video the main focus would be on the artist and follow them on every move. Motifs which recur is something which will be the same or similar in every video what they produce/create. An example of this is that in several of Nicki Minaj's videos her bum is the main focus and a lot of UV lighting is used.
'There are frequent references to the notion of looking (screens within screens, telescopes, etc) and particularly voyeuristic/erotic treatment of the female body' - This can sometimes be dependent on the genre as not all videos display women in an objective manner.
'There is often intertextual reference' - This can either be with tv programmes, films or other videos. A good example to this is All Time Low video of 'I Feel Like Dancing' where they copy and exaggarate previous music videos done by other artists.
Friday, 15 June 2012
Types of Music Videos
There are several types of styles that a music video can fall into. Below are some of the main kinds that you will find when watching a video.
Performance
Performance
Narrative
Informative
Related to the theme
Lip sync vs non lip sync
One take video
Artist absent
Cartoon/anime
Random videos
Intertextual (reference / re-enact other videos)
Extreme theme
Conventions of Music Videos
Just like films, music videos have similar conventions to one another. Some of the music videos which were published not long ago still portray some conventions to what they did in the early years.
In class we watched two videos: The Exciters - Tell Him and One Direction - What Makes You Beautiful.
The Exciters - Tell Him 1962 http://www.youtube.com/watch?v=ah-tui1ubnU
One Direction - What Makes You Beautiful 2011 http://www.youtube.com/watch?v=QJO3ROT-A4E
What's different?
Even though both videos had a lot of cuts, the most recent one of 'What Makes You Beautiful' has much slicker and better quality editing and the cuts are much more frequent and quicker. With the One Direction video the budget was much bigger allowing better cameras and a equipment to be used, digital filming and better locations. Throughout the video the positioning of the artists move all around the location they are in compared to the 'Tell Him' video where they are in more of a basic setting along with the time of day setting and the fact they change outfits. There would have been a huge difference with the high production value and as I've previously said and in the budget which is empha.
What's the same?
Both of the videos display the artists singing towards the camera and therefore singing the the audience. Similarly to this the camera often follows the artist to make them center of attention and so the audience become more familiar with them and make them more popular. In both of the videos the artist bands/groups stuck to minimal dance moves however the moves they done were very synchronised. Other features what were similar, is the fact that a tracking shot is used to follow the artists throughout the video.
In class we watched two videos: The Exciters - Tell Him and One Direction - What Makes You Beautiful.
The Exciters - Tell Him 1962 http://www.youtube.com/watch?v=ah-tui1ubnU
What's involved:
close ups
synchronised movements
miming
tracking shots
location changes
look towards the camera
camera followed them
Budget:
One Direction - What Makes You Beautiful 2011 http://www.youtube.com/watch?v=QJO3ROT-A4E
What's involved:
fades
dissolve
zoom out
mid shots
high/low angle
change of outfits, time of day and location
loads of fast cuts
look towards the camera
built a narrative
tracking shots
Budget:
What's different?
Even though both videos had a lot of cuts, the most recent one of 'What Makes You Beautiful' has much slicker and better quality editing and the cuts are much more frequent and quicker. With the One Direction video the budget was much bigger allowing better cameras and a equipment to be used, digital filming and better locations. Throughout the video the positioning of the artists move all around the location they are in compared to the 'Tell Him' video where they are in more of a basic setting along with the time of day setting and the fact they change outfits. There would have been a huge difference with the high production value and as I've previously said and in the budget which is empha.
What's the same?
Both of the videos display the artists singing towards the camera and therefore singing the the audience. Similarly to this the camera often follows the artist to make them center of attention and so the audience become more familiar with them and make them more popular. In both of the videos the artist bands/groups stuck to minimal dance moves however the moves they done were very synchronised. Other features what were similar, is the fact that a tracking shot is used to follow the artists throughout the video.
Thursday, 14 June 2012
Roses are Red Analysis
http://vimeo.com/31029632
Throughout the short film several tracking shots are used which follow the girl, Rose (and sometimes the boy) when they are walking through the setting. This is a great technique used as it suits the meaning and plot of the short film well - it could allow the audience to 'follow' the journey and emotions that the boy is feeling about losing his girlfriend. It adds emotion to the film making the audience feel more involved. In support of these ideas, several mid shots and wide shots are used to capture the characters and the setting/location in the background which could show nobody is around and evoke ideas that the boy is lonely without Rose. There is also a high angle shot of him looking down at the picture of Rose, which could connote the misery he's feeling.
Non diegetic sound is used continuously in the short film up until he goes to approach 'Rose' in the car. The music may have been stopped here to show a sense of normality and brings him back to real life. The key minor music is produced on a piano which slow soft notes demonstrating his sad mood and these are repeated throughout which could show signs of his repetitive feelings of pain and upset. A voiceover is also added towards the end of the film where he is looking down at the picture and subconsciously recalling the news report on Rose's death in his mind. This is a good technique to use as the report informs the audience of what is happening and gives the audience everything they need to understand it. Diegetic music and ambient sounds such as the door unlocking and the glass picture smashing and crumbling could add a sense of reality to the film and the crumbling noise could allow the audience to feel for his 'crumbling' heart for his loss.
At the beginning and end of the film there is an opening scene of which the title is only printed on and credits at the end which has a plain black background and white writing - using the WOB effect. This could signify the dull, lifeless atmosphere without rose there and suits the mood and emotions that the film creates. In the middle of the film, there is a fade which turns black until the next scene which could heighten ideas that he is in grieving for Rose and is in a 'dark' place. The cuts are all slow when he thinks he can see Rose which could portray ideas that he is longing and wishing for her back.
Seeing as it was shot during the daytime, the lighting was relatively high key making it look more natural - however it was quite a dull/windy day which could also mirror his feelings. The idea of the weather is reinforced by the 'costumes' as characters were in coats which are suitable for the conditions. An important feature of the film is the red rose which could show a sign of beauty and the colour red could portray ideas of the love he had for her. The location is used cleverly as the building (university) are appropriate and suit their age range and makes it look more realistic. As there are not many people present it could also suggest signs of his isolation.
Throughout the short film several tracking shots are used which follow the girl, Rose (and sometimes the boy) when they are walking through the setting. This is a great technique used as it suits the meaning and plot of the short film well - it could allow the audience to 'follow' the journey and emotions that the boy is feeling about losing his girlfriend. It adds emotion to the film making the audience feel more involved. In support of these ideas, several mid shots and wide shots are used to capture the characters and the setting/location in the background which could show nobody is around and evoke ideas that the boy is lonely without Rose. There is also a high angle shot of him looking down at the picture of Rose, which could connote the misery he's feeling.
Non diegetic sound is used continuously in the short film up until he goes to approach 'Rose' in the car. The music may have been stopped here to show a sense of normality and brings him back to real life. The key minor music is produced on a piano which slow soft notes demonstrating his sad mood and these are repeated throughout which could show signs of his repetitive feelings of pain and upset. A voiceover is also added towards the end of the film where he is looking down at the picture and subconsciously recalling the news report on Rose's death in his mind. This is a good technique to use as the report informs the audience of what is happening and gives the audience everything they need to understand it. Diegetic music and ambient sounds such as the door unlocking and the glass picture smashing and crumbling could add a sense of reality to the film and the crumbling noise could allow the audience to feel for his 'crumbling' heart for his loss.
At the beginning and end of the film there is an opening scene of which the title is only printed on and credits at the end which has a plain black background and white writing - using the WOB effect. This could signify the dull, lifeless atmosphere without rose there and suits the mood and emotions that the film creates. In the middle of the film, there is a fade which turns black until the next scene which could heighten ideas that he is in grieving for Rose and is in a 'dark' place. The cuts are all slow when he thinks he can see Rose which could portray ideas that he is longing and wishing for her back.
Seeing as it was shot during the daytime, the lighting was relatively high key making it look more natural - however it was quite a dull/windy day which could also mirror his feelings. The idea of the weather is reinforced by the 'costumes' as characters were in coats which are suitable for the conditions. An important feature of the film is the red rose which could show a sign of beauty and the colour red could portray ideas of the love he had for her. The location is used cleverly as the building (university) are appropriate and suit their age range and makes it look more realistic. As there are not many people present it could also suggest signs of his isolation.
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