What have you learnt about technologies from the process of

constructing this product?

Sam Hopkins - 13B6Freddy and the Letdowns

‘Ike & Tina’

Research and Planning Stages

From the very beginning of the project, YouTube was an indispensable resource. We used it to research potential song choices, as well as for looking at conventions of music videos and for researching similar texts. Also, the ability to embed videos provided useful when creating blog posts on Blogger.

Other, document-based online uploading services were also useful during the research stages, such as Slideshare and Scribd, particularly for viewing presentations teaching the music video theory.

Research and Planning Stages

Another useful technology in the planning process was Google’s Streetview tool on its map service. We were able to use it in class to scout and research potential locations (and possible problems) without the time consuming process of travelling out there only to decide it is unsuitable.

Social networking websites like Facebook were also useful in the research stage, as it allowed us to explore the closer interaction with artists it offers, as well as giving us the opportunity to ask the artist directly for permission to use the song.

Shooting - CameraFor the majority of filming, we used a Sony HVR-HD1000E camcorder. This was the exact same model we used for our previous work last year. We were very happy with the high quality of shots as well as the auto and manual focusing functions, and it meant not having to familiarise ourselves with new equipment.

However, due to the different construction of shots for music video, we found ourselves using the camera in a completely new way. Whereas during filming our film opening sequence for AS coursework we used largely static shots - using a tripod to maintain stability as well as to manipulate camera height/movement eg panning - the conventions of music video meant we were forced to be more dynamic and energetic with our camerawork.

That is not to say that every shot is unrestrained and wild. Indeed, we shot different scenes in different ways: whereas activity and movement was more suitable for the party, for the narrative scenes and for some steadier shots it was more appropriate to use a tripod.

Shooting – Camera (continued)During the filming process, we also experimented with a smaller sized, video camera (Sony Handycam), fitted to a monopod, for some of the tracking shots in one street performance scene.Although the monopod should have given us less camera movement and therefore smoother tracking shots than using the large camera handheld, I felt the former actually lacked the weighted feel and therefore shot steadiness in comparison oddly not preferring the equally high quality, more portable miniaturised camera.. Ideally, we would have been able to use a dolly to ensure a reliable, consistent smoothness, as many of the takes had to be broken up into shorter shots due to odd wobbles resulting from a walking cameraman. However, we did not have access to such equipment, especially due to the frequency of our shoots and the transport issues for equipment to and from the different locations.

Finally, the last equipment we utilised in the shooting process was a Sony stills camera, to document the behind-the-scenes of the shoot, as well as creating a library of on-location pictures of setting and the artist. Due to the convergence of technology, we were also able to use an iPhone to record some quick test videos and fake interviews with the artist, and upload directly to Blogger.

LightingDuring the making of this video, we also experimented a lot with different lighting for the first time. The most obvious evidence of this is in the club scene, where we had access to the house lights system in the school drama studio. This meant that over the large reel of footage we shot, we had various light colour schemes to choose from. (eg red/blue/green/white strobing). Most importantly, it meant we were able to create a realistic looking setting that the audience could believe.

The other key area we manipulated the lighting was in the 'sex scene', with the deep blue lights reminiscent of the club whilst creating a softer, more sensual texture to the scene. We also used torchlight reflected upwards off tinfoil to compliment skin tones through warm yellow light while not being overpowering in the shot.

However, we chose not to experiment with post-production effects (eg exposure/contrast/saturation) for fear it may ruin the independent feel of the video by giving it higher production values and a glossier, more coherent feel. In many ways I think that the amateurishness of the project is appealing, particularly when considering the context of the genre as well as the song’s place as a debut single in our artist’s release history.

Organisation of ShootingDigital technology has not only impacted on the production and planning process, but also helped to nurture group organisation. Services like BlackBerryMessenger and Facebook Chat meant that we didn’t have to organise and decide a shooting/editing schedule weeks in advance at group meetings. Instead, we were able to organise shoots at a days notice through digital social communication.

However, I think this may have had an overall negative impact on our shooting process, as a I think adherence to a predetermined, structured shooting schedule could have resulted in less delays. On the other hand, it sped up the editing process because it meant we could let each other know instantly if we were spending free time (eg lunch breaks, study periods, or time after school) in the editing suite through a quick message or text.

Also, as we didn’t work to tightly to a shooting script or shotlist, and had to develop beyond our storyboard’s loose narrative dictations while filming, it gave our shooting spontaneity, and gave us more options in the editing stage due to a wealth of footage and ideas shot. However, with hindsight I think we should have been better prepared, as it would have resulted in less time being wasted and perhaps a more rigidly defined music video at the end.

EditingThe main way our work this year has developed from last year is through our use of the Final Cut Express editing software. A large step up from the incredibly user-friendly iMovie software from last year, it was difficult to manage at first, but once I had learnt the basics, soon into the editing process I was able to work at a familiar pace. Also, the increased functionality became not just apparent, but useful too. Not only were we able to manipulate the framing of one shot to cut off the edges and bring the shot closer to the star, but also in one shot able to cut out an actor entirely by overlaying half of the frame with a shot of the 'blank' background an, and other time overlay two shots to create the illusion of all the characters being in the same frame (see picture).

This year, I also used several new (to me at least) services such as the previously mentioned Slideshare, Scribd and Prezi to access or upload documents onto this blog. I also used image editing software Photoshop for the first time, as well as online image editing service Picnik- although the former was more difficult to get accustomed to, it offered much more photo manipulation than the latter (see upcoming slide about our ancillary task). These services all enabled me to create a more multimedia blog.

EditingThe main way our work this year has developed from last year is through our use of the Final Cut Express editing software. A large step up from the incredibly user-friendly iMovie software from last year, it was difficult to manage at first, but once I had learnt the basics, soon into the editing process I was able to work at a familiar pace. Also, the increased functionality became not just apparent, but useful too. Not only were we able to manipulate the framing of one shot to cut off the edges and bring the shot closer to the star, but also in one shot able to cut out an actor entirely by overlaying half of the frame with a shot of the 'blank' background an, and other time overlay two shots to create the illusion of all the characters being in the same frame (see picture).

This year, I also used several new (to me at least) services such as the previously mentioned Slideshare, Scribd and Prezi to access or upload documents onto this blog. I also used image editing software Photoshop for the first time, as well as online image editing service Picnik- although the former was more difficult to get accustomed to, it offered much more photo manipulation than the latter (see upcoming slide about our ancillary task). These services all enabled me to create a more multimedia blog.

Ancillary ProductsI did all of the ancillary tasks (Artwork, Digipak, Booklet and Poster) using a mixture of Adobe Photoshop Elements software and online image-editing service Picnik. As I could only access Photoshop on the school iMacs, I used that to take uploaded photos from iPhoto and edit them slightly to turn them into usable images. However, as stated earlier (on lighting slide), we did not want to over-edit them for fear of giving our artist a too ‘polished’ image.

Whilst designing the digipak, I discovered a trade-off between a software’s user-friendliness and its possible professional capabilities, Particularly when comparing Photoshop’s incredible functionality with Picnik’s simple interface. Despite this clear divide, it was the latter with which I chose to create the digipak, lyric booklet and poster, as it was incredibly easy to learn and offered all the editing functions I really required for the product. However, if we had more time to work with I would have enjoyed spending time getting to grips with the complexities of Photoshop, maybe resulting in a more professional end product.

However, other secondary work (such as creating and maintaining the blogs and the band’s social networking [Facebook and twitter] accounts) was much easier and straightforward, as we had blogging experience from AS coursework, and as computer-literacy in social networking is for many teenagers a essentially a required skill, posing no problem for us digital natives to use.

Publication and PromotionIn conclusion, the process of this coursework has taught also taught me about the impact of digital technology in terms of publishing our work (not just the video, but this blog and other materials too) and possible digital methods of promotion (eg viral music videos on YouTube).

Whereas thirty years ago, music videos were created as promotional tools for the song to be played on music-based television shows, nowadays they can also be seen to stand as a separate product from the song, instead becoming a new and exciting way for fans to engage with their favourite artists.

Not only has this become self evident for twenty-first century pop artists, but also the fact that we, as eighteen year old college students, can create and promote a music video product for almost no cost whatsoever, demonstrates alone the influence of digital technology in this industry.