Georgia Braidwood

Evaluation

We had to do a lot of planning and researching before producing our music video. This planning was completed over three different assignments. I am going to explain and review all of the work we had to do in order to produce the music video as the outcome. Firstly, we had to work on IG1. This part of the unit that was based more on developing skills, technically and mentally. IG1 was split into four individual tasks. Task 1 involved finding three different music videos and using a programme called MindGenius to develop a variety of codes and conventions according to the particular genre of music. I chose three very different music genres to analyse therefore I could find and talk about many different codes and conventions. The three music videos I chose were:

The One That Got Away – Katy PerryNarrative Based Music Video

Gold On The Ceiling – The Black KeysPerformance Based Music Video

Kids – MGMTConcept Based Music Video

I liked that I chose these three music videos because they were all completely different and however they all use similar shots and angles. If I could have improved on this part of the assignment, I would have added more technical media terms in order to achieve a higher grade.

In terms of Task 2 for IG1, I developed these ideas further. I did this using a variety of different media sources; mood boards, mind maps and tagxedo. First, I used tagxedo which is a website that generates words into pictures. Doing this, I found pictures of famous singers/bands and created the same picture using words that would help me develop ideas more.

Next, I decided to create a mood board. I developed ideas from pictures of different settings, camera techniques & editing, costume & props and genres. This helped me because I could then produce different ideas for my own music video in an easier way with planning

behind it.

Finally for Task 2, I made a mind map using MindGenius. I found this the best idea to use as a further ideas generation because I could develop more ideas than using the other media sources. On the mind map, I produced ideas about the type of video, genre & conventions, lyrical meanings, settings, visual style, lighting, props & costumes, camera work/cinematography, editing & digital effects and types of

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character. I went into more depth with this as I could use pictures and words to explain my ideas. A weakness of this part of the asssignment was that I only advanced my ideas on parts of the mind map and there were places where I could have developed more ideas to help me when creating my own music video.

Next we had to complete Task 3. In this task, we had to define the job roles in music video production and also make a music video production budget. I think that task 3 was one of my weakest tasks in terms of quantity of work. I defined the job roles of director, camera person, sound recordist and gaffer (lighting). I explained the jobs that they each have to do, however I could have added more detail as there isn’t much information. I completed the budget sheet, but there is more I could have added as I still had money left to spend.

Task 4 was about the music video proposal and treatment. This was when we had to select a song to use for our script and video. I decided to use “Waking Up In Vegas” by Katy Perry. I chose to use this song because I had already analysed a song of Katy Perry’s therefore I thought I would know more about the planning process and it would help me plan it to get a higher grade. I completed this all in one post, and it featured the general concept of my video which I chose to be narrative and performance based. I chose to use a hybrid theme because the music genre suits both primary and

secondary audience therefore the video would appeal to both audiences. In terms of audience, the primary audience are female teenagers and young adults, and secondary audience are male teenagers and young adults. In the proposal and treatment, I explained what props and settings would be used within the video. I also made examples of different conventions that you would find in the music video. Propp’s character roles were pointed out

within this task, as I wanted characters like the hero and princess who would bring the love and romantic aspect to the video. Guidelines and examples of other music videos that inspired me in getting my idea were also added to this task to show my planning in more depth and give more of an idea about what I wanted the overall music video to look like. At the end of the treatment, I added the crew and concerns to show that I have thought about my planning carefully. I added the director, editor and singer/actor to play the roles within the group. In terms of concern, I had to think about the budget therefore I couldn’t overspend, the locations in case some weren’t possible to film in, equipment, call time, standby areas, coverage and extras.

The final part of completing IG1 was task 5, the music video script. We completed this using a word document. The page was separated into two columns, video and audio. The video section describes what will be seen, including shots, settings angles and lighting. The audio section was designated to the lyrics, narration, music and FX. This helped because as I noted the lyrics in the audio column, I could describe what would be seen as that specific time in the song. I also defined the time in the song to give more of an accurate picture. I think I could have added more detail to my script to make it seem more advanced and better.

We then moved onto IG2, which was focused on the music video pre-production; scripts, storyboards and schedules. Firstly, we looked at everyone’s 1st draft script in our group to choose one to use for the second draft script. We decided to use Beth’s script as it was the one that was more realistic and suited the facilities that we had to work with.

After selecting the 1st draft script, we then went on to create a second draft script. To do this, we used the 1st as a base and worked over the top of it, changing parts to make it unique and individual. Once this was complete, we picked Beth’s second draft script to work with as our final draft script and started the planning process for pre-production.

Georgia Braidwood

The next thing to do was the call sheet and music video schedule. This was completed in a word document and features the date of filming, start and end time, locations, contact information and schedule. This helped because it keeps everything organised and people can be contacted in various ways if necessary. This also helped us when filming the music video because we could then stick to the schedule to get it all filmed in time.

Next, we had to show the locations that we were planning to film in. We took pictures of the various locations which showed that we had put thought into our planning procedure.

We then held meetings between the group which resulted in making two meeting record sheets. We did this therefore we could remember our ideas and what was said within the meetings.

After this, we then had to make a storyboard for our music video. This was part of the planning process which then gave us an idea of what the video will look like after filming.

The final task we had to complete as part of IG2 was the risk assessment. To do this, we filled in tables pointing out the location, hazard, risk rating and action to avoid. Completing the risk assessment helped because we were then aware of any risks and what we can do to avoid them. This is an example of one of the risk assessments

we completed.

The final part of the unit was IG3. IG3 focuses on music video production. This was the point in the assignment where we filmed our music video. We completed filming over three days therefore we had more time when editing.

We decided to use some different locations in our music video. This is because we thought that different locations would look better than the ones we originally planned to film in. The locations we filmed in that weren’t planned were the radio studio at college and various locations in Manchester City Centre. Even though these locations weren’t intended, I think that they worked better than the locations that we didn’t film in, therefore this part of the assignment was both a strength and weakness.

Once we finished filming, we then uploaded all of our footage onto the computer ready to edit together. Before this, we had to go through every video clip and determine if it was high enough quality to use in the video.

As part of task 2, we had to produce a weekly production log. This featured the details and contributions each week that we did as a group. The log also provided details of any difficulties that we encountered and notes how we dealt with any production difficulties that we experienced.

It was then time to create the music video. We edited the footage together using Adobe Premiere Pro. Firstly, we had to upload the music onto the project, because we could then piece together the

Georgia Braidwood

footage to fit with the music. It took about two weeks to complete the rough edit of my music video. After I completed the rough edit, I rendered it out and uploaded it to youtube and then my blog.

We then had to analyse the rough edit of the music video, which was part of task 3 for IG3. Evaluating the rough edit helped in many ways. I was then able to point out the bad parts of the music video and what didn’t work so well, and change it to make the video look more effective and more appealing to the target audience.

The bad points to my music video included how the footage was too shaky and unsteady in some parts, faded footage was only included on some clips, some video clips were shown for longer than necessary, more clips needed to be added to make it flow more, footage needed to be removed and the end needed to fade out.

This then gave me chance to go back to the rough edit, change the bad parts which would then give me the final edit as an outcome.

After I applied all of the changes to the rough edit, I rendered it out and uploaded the final edit to my blog via youtube.

I think that the final edit of my music video suits the target audience. This is because I have included various codes and conventions that appeal to the primary and secondary audience, and also the music genre.

In terms of strengths, I think there are many more than weaknesses. For example, the different clips fit in time with beat of the music. This is a strength because it flows more as a music video and there is more chance of the target audience watching and enjoying the video.

Another strength that adds to the music video is the effects within the video. I have faded footage over the top of others therefore there is more to look at and it makes the video more interesting and appealing. On the right is an example of the footage I have added over the top of another which is shown in the chorus at 02:35. I think this looks effective because I have faded them in time when they say the different words; therefore it fits with the music.

I applied all the changes that I pointed out in the evaluation of my rough edit. I did this by using Adobe Premiere Pro, however then imported the video onto After Effects to finalise any changes and colourations to make it more appealing to the target audience.

Firstly, I changed the brightness and contrast to make it a better quality. I then went on to change it to black and white because I thought that this was a typical convention when researching music videos of the same genre. I also feel that it gives the video and edge, and makes it different to the other videos created within my group.

Over all, I think that my final music video is the biggest strength within the whole course because I have spent a lot of time to make sure that the cuts and footage are perfect and it also has the biggest outcome from the entire assignment. However, I think that the video could look more professional if the footage was steadier by using a tripod. The planning process towards the beginning of the assignment helped me in being successful with the final music video because I wouldn’t have known what to film if I didn’t have the planning element in IG1 and IG2.