As our groups created a near exact copy (in terms of shot types and editing timings), we have used the conventions of music videos in this preliminary task.
To begin with, we have used conventions throughout the pre-production stage because we have analysed the shot types used in the original. The shot types that we used when storyboarding are long shots, mid shots, close ups and over the shoulder shots. There were many varieties of these shots that we used in the actual shooting stage of the production such as extreme close-ups and also zooming was used in some of the shots when no lip-syncing was required.
One of the planning requirements that I needed to complete was a storyboard. These were vital for the production stage (shooting) and post production stage (editing) because organisation is a key skill for filmmaking – as I learnt when doing my film opening coursework last year. As I was directly copying the shot types from the original, I was able to right down a lot more detail on the storyboard for me to use while filming (such as the lightning direction, any panning or zooming required etc.)
Another planning method that we used was a shoot schedule (with information about every shot including props and cast members). To summarise all of this information so that we could use it as a check list for the shooting stage, I also completed a Production Schedule that I could use throughout. As I was chosen to be the director by the class, I wanted to make sure that I was as organised as I was for my film opening. I therefore quickly created a simple laminated A4 sheet with each shot number and the take number that we could use when editing because we didn’t film the shots in chorological order.
Lip-syncing was another convention that we as a class really tried to get right while shooting and editing and as the director, I tried to make sure that the footage that we had contained enough choice to use to edit with in terms of the actors lip-syncing the words correctly. As we used IMovie to edit the footage with during post-production, it was quite difficult as I had never really used the software before (only for the prelim task in Year 12) as so I learnt editing skills through the editing of this task – such as splitting a clip into two and being able to really fine cut the shots so that the lip-syncing was correct to the soundtrack.
In terms of technology that we used for this task, we have developed our skills with the camera and what shot types work well with a music video to represent the band members correctly. Also, IMovie has become clearer to us all in terms of the possible editing software package that we could use for our coursework. The skills that I think that I need to personally develop are being more confident in the directing of people because when I am making my own music video, I will need to be more confident in my own work to make it the best that I possibly can do and hopefully will then encourage the cast to be more confident in their performance.
To begin with, we have used conventions throughout the pre-production stage because we have analysed the shot types used in the original. The shot types that we used when storyboarding are long shots, mid shots, close ups and over the shoulder shots. There were many varieties of these shots that we used in the actual shooting stage of the production such as extreme close-ups and also zooming was used in some of the shots when no lip-syncing was required.
One of the planning requirements that I needed to complete was a storyboard. These were vital for the production stage (shooting) and post production stage (editing) because organisation is a key skill for filmmaking – as I learnt when doing my film opening coursework last year. As I was directly copying the shot types from the original, I was able to right down a lot more detail on the storyboard for me to use while filming (such as the lightning direction, any panning or zooming required etc.)
Another planning method that we used was a shoot schedule (with information about every shot including props and cast members). To summarise all of this information so that we could use it as a check list for the shooting stage, I also completed a Production Schedule that I could use throughout. As I was chosen to be the director by the class, I wanted to make sure that I was as organised as I was for my film opening. I therefore quickly created a simple laminated A4 sheet with each shot number and the take number that we could use when editing because we didn’t film the shots in chorological order.
Lip-syncing was another convention that we as a class really tried to get right while shooting and editing and as the director, I tried to make sure that the footage that we had contained enough choice to use to edit with in terms of the actors lip-syncing the words correctly. As we used IMovie to edit the footage with during post-production, it was quite difficult as I had never really used the software before (only for the prelim task in Year 12) as so I learnt editing skills through the editing of this task – such as splitting a clip into two and being able to really fine cut the shots so that the lip-syncing was correct to the soundtrack.
In terms of technology that we used for this task, we have developed our skills with the camera and what shot types work well with a music video to represent the band members correctly. Also, IMovie has become clearer to us all in terms of the possible editing software package that we could use for our coursework. The skills that I think that I need to personally develop are being more confident in the directing of people because when I am making my own music video, I will need to be more confident in my own work to make it the best that I possibly can do and hopefully will then encourage the cast to be more confident in their performance.
