In order to make it so that every member of the group makes a contribution, we have assigned different roles to different people in the group:
Director - Alx Southerington
Producer - Louise Smith
Main cast: Danny Mail (me)
Camera - Blue Stephenson
Editor - All
We chose Alx to be the director as she is skillful at making important decisions during the production of videos/films. Also, she is the member of the group who re-produced our chosen song on a storyboard, and is therefore more familiar with the song than the other members of the group.
We chose Louise Smith to produce the reconstruction as she puts in a sufficient amount of detail whilst producing storyboards.
I was chosen to be the main cast member (the singer in the music video) as out of the two male members of the group (myself and Blue) I more closely resembled the singer, and owned similar clothes to what he is documented wearing in the video.
We chose Blue to be behind the camera as he has a steady hand and was able to skillfully produce tracking shots, which is a good thing as we had no access to a camera dolly. Even if we did, using one could prov problematic as we are filming on a street where people will want to walk into shops as well as park their cars.
We decided to have a shared input in editing as we eventually will need to produce our own videos individually. Therefore, it is good to allow ourselves to all practice with the editing software (Adobe Premiere)
Thursday, 27 September 2012
Deconstruction + Reconstruction of a Media Text
Students in groups are to re-produce 30 seconds of an existing music video. We have assigned ourselves to use the following video to create a reconstruction:
Song: Twin Atlantic - Make a Beast of Myself
The first minute of this music video was reproduced on a storyboard by another student in our group. We agreed out of all of our example videos, this would be the best video to reconstruct, as it is one single shot throughout the full duration, and requires precision timing for the actors entering the shot, as well as the main actor. The footage is also in slow motion, meaning that during filming, the singer has to lip sync at a faster speed than the song itself. It also proved to be a positive experience for me, as although I am producing a heavy metal music video, I see it as a good thing to tackle other music genres (this song in particular is indie rock) and their differing conventions.
Song: Twin Atlantic - Make a Beast of Myself
The first minute of this music video was reproduced on a storyboard by another student in our group. We agreed out of all of our example videos, this would be the best video to reconstruct, as it is one single shot throughout the full duration, and requires precision timing for the actors entering the shot, as well as the main actor. The footage is also in slow motion, meaning that during filming, the singer has to lip sync at a faster speed than the song itself. It also proved to be a positive experience for me, as although I am producing a heavy metal music video, I see it as a good thing to tackle other music genres (this song in particular is indie rock) and their differing conventions.
Friday, 21 September 2012
Skills development essay
Evaluation essay
For my foundation portfolio I planned and produced the front cover of a fictional college magazine for my preliminary task, alongside a draft of the same magazine’s contents page. I then planned and produced a front cover, a contents page, and a double page spread of a music magazine. Throughout the course of the year I learned new terminology and how to use the appropriate software to produce my work effectively.
I had some prior knowledge on how to research a topic and plan a project before AS Media. In much of my GCSE Media Production work I had to follow several steps to plan the pieces of coursework I was given. For example, during that time I put together a storyboard for a potential Yorkie bar advert which I eventually filmed, so I knew how to structure the shots and which details to add in the boxes below. For a movie poster that I also planned at that time, I had used Microsoft Publisher and MS Paint to produce mock-ups before moving on to drafts, then the final product.
Due to the editing of footage that I shot for the advert, I gained experience of post-production. The movie poster I produced taught me about the use of conventions from real media texts.
In terms of photo editing software, I’d had some experience with that too, and I knew my way around Microsoft Paint and had used Abode Photoshop CS5 on a few occasions, which I used a lot more during AS Media. Beforehand I often inserted text into pictures as well as cropping unnecessary areas out, the same techniques that proved to be important in the editing of my magazine pages.
I’d also had experience with cameras and photo taking, although I felt my knowledge and experience in working digital cameras was limited. Any photos I took were usually done with a mobile phone, so I wasn’t sure how certain buttons on a digital camera would make it function. Taking photos for my college and media magazines taught me a few things about digital cameras, such as what kinds of lighting would work best, and how to zoom in and out.
The amount of research and planning I had to put into the foundation project surprised me at first, as it was a higher amount than on anything I’d had to plan before, although I did have some experience. I was asked to find several pre-existing magazine covers, contents pages and double page spreads and analyse them using a structure known as “LIIAR” (Language, Institution, Ideology, Audience and Representation) In order to do this effectively I also learned new media terminology (such as the word “ideology”)
Taking photos was important in my foundation portfolio. I had to take all the photos that would feature in the magazine myself. These photos would be taken during lessons, borrowing others from my class to take them with. This would usually take 10-20 minutes each session. I would then import the photos onto my college account straight away to commence editing at any time.
Creativity is also important in making a good media product. I had practiced creativity in high school doing Media Production in Years 10 and 11, producing things such as movie posters and trailers, as well as an advert for a chocolate bar.
Photo editing played a very important role in putting my magazine pages together. If there was anything in the background that interfered with the effect that the photo was supposed to have on the reader, I would be able to erase it using the spot healing brush tool, which effectively makes it seem as though it was never there, the ‘spot’ would be replaced using the surrounding elements. For example, if there was a scar on somebody’s hand, the spot healing brush tool would remove the scar, and would replace it with skin, effectively healing the scar.
The captions and effects I added onto my photos were reflective of conventions found in real media texts. I paid great attention to detail, including the locations of headlines and slogans, and the amount of blur I should apply to the background details of a photograph.
My confidence in analysing pre-existing media products grew from the planning of my college magazine to the planning of my music magazine. I had gained plenty of essential knowledge from lessons, and had a better understanding than ever of colours used in magazines and how/why they were conventional of the subject matter they were covering.
I also learned the importance of producing mock-ups and drafts, so I produced as many as I could for my music magazine, including hand-drawn pieces of work, and mock-ups produced in publisher and photoshop. I often sought out to make improvements so I would end up with good final products, often asking my teacher and students where there was potential room for improvement. I recall my teacher advising me to shorten my magazine’s slogan so it would more memorable, and more importantly, reflective of a real magazine cover.
I also realised as I continued to take photos that I was beginning to get the hang of camera angles and when to use them appropriately. I also paid more attention to the lightning in my photos. With earlier photos, my teacher made comments on the poor lighting. However I began using the flash feature on the camera to improve lighting when necessary, as well as choosing better locations in which my model would stand out better, making photo editing easier.
In conclusion, I learned a substantial amount in terms of researching, planning, photo taking, and photo editing in AS Media during my Foundation project, which added greatly to the knowledge I already had. I hope to take this knowledge on board throughout my advanced portfolio in A2 Media in which I will be producing a music promotion package for a release of a music album which includes a music promo video, a cover for the album’s release as part of a digipak, and a magazine advertisement for the digipak.
Thursday, 20 September 2012
Influential media texts
Here are a few examples of music video that are part of my chosen genre that will influence me through the making of my video.
Megadeth - Public Enemy No. 1
What stylistics does this video contain?
The video complements the song, which makes several references to gun violence in its lyrics. It is written about 1920s gangster Al Capone, and its mise-en-scene with its colour scheme, as well as the colour scheme seen in the costumes, and location (Valencia, California) captures that era well, as well as inducing humour through the use of live animals. It also has footage of the band, so the music video mixes performance with narrative.
How will I use ideas from the video in my own work?
There is an element of crime in this video, and to an extent, there will be an element of crime in my own work. However, my video will focus on the modern era. It will have a few instances of humour in my video, such as items that complement the lyrics of my song being taken away towards the very end of the shots.
Iron Maiden - The Trooper
Judas Priest - Breaking The Law
What stylistics does this video contain?
The video focuses heavily on performance, with historical footage that plays occasionally across the video, complementing the themes portrayed in the lyrics of the song. The footage used comes from the 1941 film "They Died With Their Boots On", and documents a cavalry battle.
The band were gaining popularity at this stage in their career, so it's important that the audience knows what the band members look like. The costumes they wear were conventional of the heavy metal genre at the time.
Background information (expands on the above)
The BBC banned the music video as they felt the footage from "They Died With Their Boots On" was too violent. The genre was already very controversial at the time, and this move did much to maintain a negative view across the more mainstream audiences. The song comes from the band's 4th studio album "Piece Of Mind" and themes covered in this song provided a basis for many of the album's other songs, such as "Die With Your Boots On"
How will I use ideas from the video in my own work?
Although I will not use a full band performance in my own video, I will include lip syncing in my video. The singer lip syncing will have a personality that reflects the song's lyrics. Iron Maiden's singer (Bruce Dickinson) is shown to be very energetic on stage, and showcases a high vocal range in "The Trooper". However, in my chosen song, the singer's voice sounds much more sinister to me, and I will reflect this in my actor's performance.
What stylistics does this video contain?
This music video consists of a narrative alongside a partial performance. In the narrative, the band appear to be robbing a store whilst holding their respective instruments. In my music video, I am considering doing something similar to this, as the subject matter of my chosen song is about somebody who is addicted to robbing people of their possessions.
Another thing about this video that is worth a mention is that the robbery is never solved; the band are never seen to be punished and are in fact portrayed as superior.
How will I use ideas from the video in my own work?
This will be similar to my music video in which the performer will act as an antagonist who is not seen to be punished for his crimes. However, it can be argued that my video will view the performer as a protagonist. My video does not show anyone who proves to be capable of putting an end to his activities. However, this merely represents the controversy of older heavy metal music videos (such as this video and The Trooper), and to an extent, parodies it, as it is more overtly intentionally criminal/sinister than the music videos in question, and has some elements of humour. (ideas mentioned above.)
Interviews:
Megadeth - Public Enemy No. 1
What stylistics does this video contain?
The video complements the song, which makes several references to gun violence in its lyrics. It is written about 1920s gangster Al Capone, and its mise-en-scene with its colour scheme, as well as the colour scheme seen in the costumes, and location (Valencia, California) captures that era well, as well as inducing humour through the use of live animals. It also has footage of the band, so the music video mixes performance with narrative.
How will I use ideas from the video in my own work?
There is an element of crime in this video, and to an extent, there will be an element of crime in my own work. However, my video will focus on the modern era. It will have a few instances of humour in my video, such as items that complement the lyrics of my song being taken away towards the very end of the shots.
Iron Maiden - The Trooper
Judas Priest - Breaking The Law
What stylistics does this video contain?
The video focuses heavily on performance, with historical footage that plays occasionally across the video, complementing the themes portrayed in the lyrics of the song. The footage used comes from the 1941 film "They Died With Their Boots On", and documents a cavalry battle.
The band were gaining popularity at this stage in their career, so it's important that the audience knows what the band members look like. The costumes they wear were conventional of the heavy metal genre at the time.
Background information (expands on the above)
The BBC banned the music video as they felt the footage from "They Died With Their Boots On" was too violent. The genre was already very controversial at the time, and this move did much to maintain a negative view across the more mainstream audiences. The song comes from the band's 4th studio album "Piece Of Mind" and themes covered in this song provided a basis for many of the album's other songs, such as "Die With Your Boots On"
How will I use ideas from the video in my own work?
Although I will not use a full band performance in my own video, I will include lip syncing in my video. The singer lip syncing will have a personality that reflects the song's lyrics. Iron Maiden's singer (Bruce Dickinson) is shown to be very energetic on stage, and showcases a high vocal range in "The Trooper". However, in my chosen song, the singer's voice sounds much more sinister to me, and I will reflect this in my actor's performance.
What stylistics does this video contain?
This music video consists of a narrative alongside a partial performance. In the narrative, the band appear to be robbing a store whilst holding their respective instruments. In my music video, I am considering doing something similar to this, as the subject matter of my chosen song is about somebody who is addicted to robbing people of their possessions.
Another thing about this video that is worth a mention is that the robbery is never solved; the band are never seen to be punished and are in fact portrayed as superior.
How will I use ideas from the video in my own work?
This will be similar to my music video in which the performer will act as an antagonist who is not seen to be punished for his crimes. However, it can be argued that my video will view the performer as a protagonist. My video does not show anyone who proves to be capable of putting an end to his activities. However, this merely represents the controversy of older heavy metal music videos (such as this video and The Trooper), and to an extent, parodies it, as it is more overtly intentionally criminal/sinister than the music videos in question, and has some elements of humour. (ideas mentioned above.)
Interviews:
Thursday, 13 September 2012
Audience Key Terms
Qualitative > Psychogaphics = values + attitudes
Quantitative > Demographics = pure data statistics
Qualitative data - data that is collected via open questions that allow the participant freedom to answer the question however they like, resulting in data that is of high quality if it is answered truthfully.
Quantitative data - data that is collected via closed questions answered by ticking a box (for example), therefore making the data more specific. It is also quicker to answer closed questions, allowing the researcher to collect more of it, even if it lacks in quality.
Demographic data - data based on characteristics of a group per area. This information can be compiled according to the characteristics needed for a particular research study.
Psychographic data - data based on characteristics such as personality, values, attitudes, interests, and lifestyles.
Quantitative > Demographics = pure data statistics
Qualitative data - data that is collected via open questions that allow the participant freedom to answer the question however they like, resulting in data that is of high quality if it is answered truthfully.
Quantitative data - data that is collected via closed questions answered by ticking a box (for example), therefore making the data more specific. It is also quicker to answer closed questions, allowing the researcher to collect more of it, even if it lacks in quality.
Demographic data - data based on characteristics of a group per area. This information can be compiled according to the characteristics needed for a particular research study.
Psychographic data - data based on characteristics such as personality, values, attitudes, interests, and lifestyles.
Sunday, 12 August 2012
Storyboard of song from my Genre
Holy Wars...The Punishment Due
by: Megadeth
Year: 1990
Album: Rust In Peace
Here I have re-created the first minute of a music video of a song that is part of my chosen genre.
by: Megadeth
Year: 1990
Album: Rust In Peace
Here I have re-created the first minute of a music video of a song that is part of my chosen genre.
Tuesday, 7 August 2012
My Chosen Song
The song that I am going to use for the music video of my promotion package is the song "Force Of Habit" by the band Exodus. The song is 4 minutes and 20 minutes in length, and was released as part of the band's fifth album, also named "Force Of Habit", in 1992.
Exodus are a thrash metal band. Thrash metal is a subgenre of heavy metal that originated in the early 80s, Exodus being one of several bands to help bring together the subgenre. The most popular of these bands is Metallica. Other band include Megadeth, Slayer, Anthrax, and Testament.
Judging from the song's lyrics, it is about a person who has developed an obsession with stealing anything and everything. Lines that support this idea include "Can't overcome it, it's what I do best" and "Never return anything I'm lent". Therefore, it opens up a few simple ideas for a potential music video. The video could be a montage of the singer stealing anything in his path that looks appealing, accompanied by the occasional shot that supplements a lyric, or close ups of the singer lip-syncing.
In terms of heavy metal in general, the song fits a few stereotypes well. It has one main riff, easily recognisable by fans of the song, and lyrics that explore themes of rebellion and crime (such as the song "Breaking The Law" by Judas Priest covered in a previous post)
Exodus are a thrash metal band. Thrash metal is a subgenre of heavy metal that originated in the early 80s, Exodus being one of several bands to help bring together the subgenre. The most popular of these bands is Metallica. Other band include Megadeth, Slayer, Anthrax, and Testament.
Judging from the song's lyrics, it is about a person who has developed an obsession with stealing anything and everything. Lines that support this idea include "Can't overcome it, it's what I do best" and "Never return anything I'm lent". Therefore, it opens up a few simple ideas for a potential music video. The video could be a montage of the singer stealing anything in his path that looks appealing, accompanied by the occasional shot that supplements a lyric, or close ups of the singer lip-syncing.
In terms of heavy metal in general, the song fits a few stereotypes well. It has one main riff, easily recognisable by fans of the song, and lyrics that explore themes of rebellion and crime (such as the song "Breaking The Law" by Judas Priest covered in a previous post)
Subscribe to:
Posts (Atom)