Low Budget Ideas

Cinematography: -



Sound: -



Mise en scene: -



Editing: -




Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Theorie: Bordwell and Tompson Categories of editing

They mainly focusd on Continuity Editing.

They noticed how the shots could link in different ways and identified 4 different similarities between shots in the editing: -

Graphic: -

The transitions between shots can be linked graphically due to their "Pictorial qualities".

These include -
Patterns of Light and Dark,shape, volume & depth, movement and stasis,

Graphic Match (Linkage of shots by Graphic Similarities)

Graphic Continuity (Centre of interest is constant through out cuts, maintaining lighting level and avoiding strong colour clashes).

Graphic Discontinuity (the complet opposite to Graphic Continuity).

These can be used to create either smooth continuity or abrupt contrast.

Spatial: -

This is based around film space (setting, location) & the relation between the audience and what is happening on screen but also the manipulation of different points through similarity, difference and development.

And this can be used through the use of -

Continuity editing produces analytical space through the use of an establishing shot followed by a sertise of smaller posibily mid shots. 

The Frequency of events in continuity editing tend to only be shown once.

The ‘Kuleshov effect’ (due to the fact that there's no establishing shot) leads to the inference of a single location, they then develop a spatial whole based on only seeing portions of the area. The audience will then feel a connective relationship between shots or and will develop spatial coexistence between what they see and the action that is going on in front of them.    

Crosscutting or parallel editing can emphasis action taking place in separate places within the same drama.

Temporal: -

Concerns time of action and contributes to the plots manipulation of story time – order, duration and frequency.

The Order in whcih you present events can be manipulated for instance changes in story/plot (relations which interrupt order).

For instance flashbacks (to past events) increases story knowledge and flash forwards (to future events) creating enigma .

Duration of story events within the plot can be altered with the use of ellipsis which is a term that refers to periods of time that have been left out of the narrative.(this presents action in less screen time than within the story).

May also include: -

Punctuation - for a shot change shot change for instance dissolve, wipe & fade are all signs of omission of time.

Empty frames e.g. figure of interest seen moving out of a frame, cuts to empty frame where figure moves into it.

Cutaway for example a shot of another event elsewhere that does not last as long as the omitted action.

Rythmic: -

Considers duration of shots – the length of each in relation and its pattern involving accent, beat and tempo. Specific emphasis on particular shots giving different effects.

For instance -

All shots the same approx length = Steady metrical beat.   

Steadily lengthening shots = Gradually slowing tempo (leads to resolution or can build tension).   

Successively shorter shots = Accelerating tempo (builds excitement).  

Longer shots = Greater time for audience reflection.   

Rapid series of shots = Little time for thought.

Theorie: Carol Vernallis The Kindest Cut.

She studied both Music videos and Hollywood film and the similarities and differences they have on their audiences.
Below is a table to show the comparisons she made between Music videos and Hollywood film: -

Two of her most famous quotes are: -

"In video our attention to the song shapes the way we perceive the image, but to an equal extent what we attend to in the image helps to determine how we hear the music"

In other words the music and the images on screen must go together and make sense so that the audience doesn't become confused about the meaning of the lyrics and the intended effects.

And the other is: -

"Shots of the artist will encourage us to piece together a phantasmagorical body (a body made up in the mind composed of the more sexual/ appealing parts of the performer)".

Basically the artist uses this idea to thither promote and sell their video and therefore increase their fan base.

Theorie: Andrew Goodwin - Dancing in the Distraction Factory.

Goodwin broke the type of music video down into three main sections: -

1) Illustration: -

The film will always cut on the beat to keep it smooth and flowing to ensure continued viewing. The lyrics will link to the images and reflect their literal or intended meanings and the way the lyrics feel to the viewer. The band or singer image should compliment the genre and should include items to reflect their singing, dancing, props and costumes.

2) Amplication: -

The film cuts both on and off the beat to empasise cretian features within the film it's self. The images used are intended to amplify the lyrics or a specific narrative but not necessarily picked up by reading the lyrics alone. The band or singer will usually take on fictional roles within the already structured narrative.

3) Disjuncture: -

The film usually cuts off the beat (but not always) which is usually either a sign of a bad video by an amature group or singer or as explained in the examples it is used to break the mold of an already well established group or singer (although it is rarely used by solo artists) who is trying to keep there alread found fan base entertained. The images shown in the video don't reflect the music or lyrics being sang because as said before it's usually used by a already well known group or singer with a large established fan base who can aford to take those risks. As for the band or singers image it's the complet opposite to what they are nomally portrayed to look like and act.

Conventions of a music video

The conventions of a music video vary depending on genre of music.

However, some general conventions are: -

The artist is shown performing, the lyrics of the song influence and reflect what is shown in the video, the pace of editing fits the pace of the music in terms of timing, cuts and transitions, and what the artist's dressed in reflects the mood of the song and the choice of lyrics sung.

Analysis of Rock Videos 3

Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Analysis of Rock Videos 2

Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Analysis of Rock Videos

Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Analysis of Pop Videos 3

Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Analysis of Pop Videos 2

Cinematography: -



Sound: -



Mise en scene: -



Editing: -

Analysis of Pop Videos

This is Jessie J's newest single "Who's Laughing Now" and this is defiantly a promotional video because what most popular artists do nowadays is they release what's called an "Official video" of there tracks before the CD comes out viewers, fans and more importantly consumers will view the video most of whom will probably Google it or type it into YouTube and view it and this in turn encourages them to buy the album when it comes out.

I chose this video not only because I like it but because I thought it's very cleaver about how it shoots certain shots and artist and producers choices about including cinematography, sound, mise en scene and editing.

Examples of mise en scene: -

Because there are two Jessie's in the video (the real one and the sort of mini school version) they needed to include a shot at the beginning were the real Jessie was shown so that the audience is reminded of who's really performing.

I chose this shot of Jessie not just because it was the first one of her in the video but because I loved the way it was framed the way she's shying away from the camera and cowering behind the desk.

Another shot I thought was not only well shot but well timed was this one -

Because this is well timed to Jessie's lyrics when she sing's "She broke out of the box" because in this shot mini Jessie is literally lying in a box full of colorful balls to symbolize she 's broken out of the dull black box of her school life now she's living the colorful life of a celebrity.


Similar to this one is the one below: -

This is actually a small section of a series of shots where mini Jessie sprays the bullies with fire extinguisher foam and again I thought that this shot was well timed because Jessie says her key chorus line to this shot who's laughing now and I think that this shot perfectly matches that question as if mini Jessie 's asking it to the bullies.

Examples of sound: -

The first good use of sound I found was at 0:05 when the school bell sounds to establish that the music video is based in a school.

The sound effect is acompnyed by this shot which is very complimenting because there's a clock in it linking the sound to what's being shown on
screen.

The next good use of sound was at 2:25 when the lyrics "You've got that ego cough" is accompanied by the sound of someone coughing and I loved this because it made me think that someone was coughing sarcastically.

This is the final good use of sound at 2:32 where she's saying she got a massage from someone and the lyrics are snag as if they were said over a phone.








Examples of cinematography: -

I liked the fact that they used a long shot to show mini Jessie crossing the playground with a big hammer to go and smash the ball box lock off.
Perhaps they decided to do this to emphasis the extent she's going to to break free as it were.

I also loved the way they shot this shot the way the paper is conflicting the pure black background and the way the light is only focuses on her and makes the paper whiter I thought it looked like something out of a ream so prehaps that was one of mini Jessie's day dreams.

Another good use of Cimimatography was this one: -

Where Jessie tapesher watch and says "way too late" as if to say I've got to were I am later than she should have.

The final good use of Cimimatography was this shot right at the end of the video where Jessie and mini Jessie are saying "Who's laughing now" and pointing to eachother as if to say we are mate.







Examples of Editing: -

This is an entire editing section where it cuts in order to show mini Jessie pushes down a couple of props in the Hollywood exibition.

Brief

We have been asked to produce a Music Video of are own choice genre and we need to aim to get the lip syncing in time to the music video and edit it to make it smooth and clear and so that it makes cense to the audience.

My group members are myself, Abbie Graves, Freddie Gleeson and Darol Hay. And our chosen genre of music is Rock / Metal.

We will also need to develop for our music video: -

- A cover for its release as part of a digipak.
- A magazine advertisement for the digipak.

Finished In the Sun task plus commentary

This is our whole class In the Sun shoot edited by me and Jordan D.

Developing my skills on Final Cut Express

To edit, finalise and upload our finished version of our group In the Sun music video we used a piece of Software called Final Cut which professional editors use for actual music videos and movies.

Some WWW's and EBI'S on my editing skills on Final Cut: -

WWW: -

1. I can make good decisions about what needs to go where and to look at and keep in mind things like timing of shots, shot length in terms of music and placing each shot in relation to where it needs to be.

2. I can edit independently whereas before Year 13 I probubly couldn't do it completly on my own.

3. I incorperated the extra footage that wasn't shot on the origional day of shooting and put it into place within the video so that we didn't have any gaps in the vidoe and so that it looked similar to the origional video because Jordan wasn't sure where to put it.

EBI: -

1. For most of the Editing process I did sort of let Jordan hog the keyboard because he has had more practice and experience with Final Cut than I have so I was sort of Shadowing him really.

2. We actually didn't leave any space for the newly shot footage so I had to go back over the shots and chop off and fine tune them so we had a few small gaps so that we could fit some of the new footage in.

3. And finally we had a problem with the library section because we imported an entire section of the dance section which was fine and it looked brilliant but Elelnya wasn't lip syncing at the start and she didn't start to until about half way through so we chopped off the first half up to the point where she first started and we re imported a section where she did but didn't look as impressive.

Assessment 12/07 SJA

WWW:
- You have made a good effort to select a good range of photos from the music video shoot for your post on this
- You have provided some thoughtful comments about your role and how you felt about the day
- Your own lip synch is good - it shows thought about variety of shots and angles and a generally good performance LUke. It would be good to see more of this from you. I sometimes think you tend to let others step in and take over when you are involved in group tasks at school

EBI:
- Make sure you go back to the last email Miss CUnliffe sent ouy and check that all posts use the correct labelling and the correct title
- You need to scan / upload your planning documents as 'Production Manager' to add to your posts about the music video re-shoot
- Your www / ebi comments for your own lip synch are really vague. You need to elaborate. It's not good enough to say 'I had some problems with this...'. What were they? How did you overcome them?
- Mising Post 4 - 'Reflecting on progess from year 12 into Year 13'?
EFFORT: IN - Posts missing / some posts not completed porperly (use the guide that was emailed to you)

Reflecting on Music Video Challenge.

I was quite fortunate because I had a few roles on the day these included: -

Production manager: -

This is a sort of over seer and orgainizer who's main job is to bring everyone up to speed about what they need to do and what need's doing, on set they are in charege with geting performers organised for their perticular scenes and making sure everything is set up alright.

This is a photo of me looking at the storyboard to see when the people required for the shots need to be ready by -

My second role on the day was that because I'm in most of the Corridoor and Libery scene's I was asked to film some of the Gym shots otherwise I might not have had an opotunity to film.

I shot two different shot's one of them being the one with Elenya spining her red hola hoop: -

And the second was one of Dan doing his very acurate air guitaring: -

My final role of the day was as the blue scarf guy in the corridoor scene (I was also part of the Libery scen as one of the table dancers but that was quite minor)an dwas in most of the shots from this section: -

Some WWW and EBI's of your contribution to the day.

WWW: -

I thought most of what I achieved and contributed went well for example: -

1. Due to my shot's being relitivly simple and easy to set up, frame and shoot we finished on shedual for the gym shooting time limit.

2. My encoragement and motivation helped with the corridor dance shot's when some of my fellow dancers were lacking it.

3. I fixed some choriography errors that creped up in the first couple of dance scenes.

EBI: -

However there are a few things I would have improved if I had a chance to re do things namely: -

1. Have a solution devised for lack of atendence to dance rehersals because (and these applyed to everyone) people didn't know the choriographing and were practicing it between takes, asking other people what they were ment to be doing, looked like they were half asleep when they were dancingand just generally putting little or no effort into it.

2. Gone over our duet with Elenya more thurrorly because we only had one proper practice of it and that was for 15 miniutes on Monday after school and we were both getting the coriography mixed up and confused.

3. And finally Changed the order in which we did the shots because we could have booked the Libery Periods 4&5 and left the Corridor stuff untill after school that way we could possibly leave the equipment set up in the Libery over Lunch so we can come straight back to it and not be as desrupted was we were waiting for everyone to clear the corridors after Lunch and how knows if we did it that way we might have even finishe quicker too.

My progress from Year 12 into Year 13 in Media

Personally I think I have made a lot of progress since the start of year 12 because I hadn't done Media before and the equipment the macs and the programs we use were completely new to me.

And where's in year 12 I use to just sit there and watch others and what they were doing I have now got the hang of it and can cut and edit an intire music video by myself using both Imovie and Final cut, I can insert a mp3 track into the video and can cut duplicate and move both music and movie sections if necessary.

As for our In the Sun music video task me and Jordan weren't sure how we would get the timing right or how to incorporate the newly shot footage so I sort of wersaled the keyboard off of him and played around with the clips and looked very carefully at timings of shots and we ended up with something really quite brilliant even though I'm sort of boasting but we were actually the first group to Finnish the task within class time.

This is photographic evidence for the paragraph above and actually this was when I was importing the newly shot footage which we actually forgot to fill on the Friday