Music Video Evaluation

Now that I have finished my music video production assignment, I can reflect on what I did well and what I think needed improving.
For example in the music video, one thing that could have been improved is the length of the video as I was only able to make a shortened version. I feel that this was because I strained myself trying to complete all the work by myself. If I was to be given the opportunity to re-do this challenge, I would split the work-load by working in a group. This would allow me to complete the work more efficiently.
One thing I think I did well however, was editing the clips into sync with the beat of the song. This allowed for the video and audio to seemingly flow in a neater and a generally more visually appeasing manner.
Another area I think I did competed well was adhering to the common conventions found in the UK trap/drill genre, such as presenting an insight into UK gang culture, emotions of anger and a sense of rebellion that commonly affects youths in 'urban' regions all across the country.
My finished production can be found below for reference for my final evaluation.

RB7 Copyright Disclaimer

This is a screenshot of my written interaction with the owner of the song; asking if I would be allowed his permission to incorporate one of his songs into my coursework, as it fits the genre I was working into.

RB7 Music Video Storyboard and Moodboard

These two images show the storyboard and moodpboard I devised as a plan to help me whilst I complete the task of creating and producing a music video for the UK trap/drill genre. Within these two blueprints I have come up with a list of conventions common to this genre to incorporate into my own work. For location, since the artist whom has given me permission to use his song for my assignment lived in Coventry, this was the chosen location for filming.

RB7 Music Video Editing Progress

This is a screenshot that is intended to outline the progress I have made through the music video assignment so far.

RB7 Music Video Trailer

Research Methods for Music Video

For my music video, I will be required to research into the UK drill/trap music scene. One research method that can be implemented to improve the quality of my final production is the use of surveys. A survey allows for me to quickly gather data from the research audience from questions I have personally generated. If I choose to opt for this research method, I would perform a closed-question survey; which would allow me to interpret the data generating information at a more efficient rate, however this will limit the detail in the responses I receive as the research audience will only be able to reply with answers I have included. This can restrict the accuracy and reliability of the survey because the research audience can only select the answer that best matches their own; if they disagree with all the answers, this may become an issue.
Alternatively I may choose to run a focus group as my research method. The advantages running a focus group would present for me include being able to physically ask and adapt the questions I ask the research audience rather than pre-made questions that may lose relevance. However a problem for focus groups is they can prove to be very time consuming as I will have to organise a schedule that all members of the focus group can adhere to.
Whichever of these two research methods I decide to side with, I feel it is important for me to assimilate members for the research audience that are passionate and well-educated in the UK drill/trap genre as I feel this will yield better results because they will be more confident in picking out the conventions and techniques that have become prominent in the genre.

Analysing Promo Videos- Woodlands School 2015 Video

The last promotional video I will be analysing is Woodlands School 2015 video. Woodlands School is a educational institution that caters to the needs of nursery all the way up to further education Sixth for. The Woodlands School operates in the market town of Coleshill, Warwickshire and so takes on a different approach to appealing to its target market.

For their promotional video; Woodlands School opens the video with the school logo and motto over a white background to establish brand identity, that fades into an establishing shot of the school building. This enables the audience to make subconscious connections as they are slowly becoming more accustom with the Woodlands School brand.
Next the video displays cheerful teenage children going about their daily routine at school. This is incorporated into the school's promotional video because it connotes a sense of security, contentment a contentment, and togetherness that paints the institution in the best light possible for children whom are looking to join; and thus are likely to feel intimidated becoming a student in a new school.
At the 16 second mark a interview with a member of the senior staff;

Analysing Promotional Video- Jasmine Lee Photography

The next promotional video I will be analysing is Jasmine Lee Photography's 2013 promotional advert, produced by Lorimerworks.

Jasmine Lee Photography is a small-time wedding and lifestyle photography company stationed in San Fransisco, California. I have chosen to analyse this business because it provides insight into a smaller organisation and how they deploy and mix various promotional techniques to create a successful promotional video as opposed to larger businesses such as Apple.
Because Jasmine Lee Photography targets less of a mass market than Apple's promotional advert; one of the requirements their promotional video would be expected to fulfil is catering to a more niche audience interested in photography with the California-styled theme the organisation operates their business around.
The video begins with visuals of the company's work being displayed, a voiceover describing the photographer's experiences whilst exploring the art of photography.
Around the 30th second mark, the narrator says "I'm Jasmine Lee and I'm a wedding photographer". At this point; a logo of her business appears over blurred footage, to pull the audience's focus. This is done this way to create a brand image. Now when a member of audience is presented with the logo or hear the name Jasmine Lee, they are more likely to associate it with her business, whilst creating a mellowed brand reputation. I believe that this technique is implemented early in the promotional video as the audience's attention wanders as time drags on by, and so this emphasises the importance of getting in the message through quickly.

Client Requirements & Specified Audiences

For my King Edward VI College promotional video, I was required to produce a film that realises client requirements in relation to pre-specified audiences. My target audience for this production was students in the local area wishing to further their education past GCSEs, and their parents/guardians.
In lease with the client, I was given had brief meetings, I took notes on the type of production they were looking for and I was given post-production feedback. An screenshot of the written feedback in correlation to the production can be found below:

To cater the promotional video to its target audience, I deliberately encoded various techniques. One of these was using a hip-hop soundtrack for non-diegetic sound, this is also the first thing the audience will take note on. The production was created in this way because I believe that it automatically, subconsciously soothes the audience by exposing them to sounds adolescent teenagers are familiar with.

Camera & Lighting Health & Safety

For Unit 30- Camera & Lighting Techniques, I was required to display an understanding of the Rembrandt, Butterfly and Rim/Edge lighting techniques; showing a instructions on how to achieve these and short demonstrations of each of these techniques.
Obviously health and safety precautions were respected to ensure the safety of all stakeholders of was maintained.
In the photography studio, various health and safety standards had to be abided. One of these ensuring that before moving the lights, that they were off and cool to avoid blinding and/or burning anyone affected by the production.
We also ensured that cables and leads either taped or out of the way to reduce the tripping hazard caused by them.
In addition to this we also made sure that even in a darkened photography studio room, that the exits were clearly visible. This allowed us to stay alert in the of case of a fire breaking out in the college.
The last health and safety precaution we took in the studio was making sure that the actors/actresses in front of the lights and cameras stayed adequately hydrated. Being in front of the lights exposes them to higher, more concentrated heat and thus could have lead to dehydration. To counter this, we had drinks and water readily available for anyone to drink in the studio.

Outside the studio, the public also becomes a stakeholder in the production, and thus their health and safety must also be taken into account. To ensure their safety precautions we took included having to be more aware of the public. For example when we recorded in public as a group, we would have one person who would be the designated 'lookout' for incoming pedestrians, alerting the rest of the group or kindly warning the people that filming is taken place at this location.
Lastly when capturing tracking or handheld shots, the camera-person's view becomes limited. This is not safe as the camera-person will not be able to see where they are going; potentially injuring others or themselves. To counter act this problem, we would delegate the task of being the hypothetical 'eyes' of the camera-person to someone else within the group.

Film Studies Production Evaluation

Now that I have completed Unit 11- Film Studies; looking back I believe that there were three areas that I should have worked on to improve the quality of my work for this unit.
One aspect I should have conducted differently is perhaps working as part of a team of three/four members. However, I decided to work on my production individually as this ensured I would have full creative control. The drawback of this method was that I had to handle the whole workload by myself. This slowed down the process of filming, editing, planning, etc. If I was given re-do this task, I would draft myself into a group, working on the editing aspect of the production as this is where I believe I was strongest.
Another aspect that would be conducted differently is spending more time on my production. Starting on my production late hindered the amount of time I was able to spend on it, and isolating myself by working individually did not help to rectify this shortcoming. The production feels a bit rushed because I was unable to spend as much time on it as I would have hoped.
The last aspect I would improve if given the chance to re-do this assignment is focusing on one  psychoanalysis theory to apply to my film production instead of trying to apply all three. Next time I would focus on Mulvey's 'Male Gaze' theory as I feel I had a better understanding of this theory than the Freudian and Lacanian Psychoanalysis Theories.

KEGS Promotional Video

Analysing Music Videos- Splash & Cash

The second music video I will be analysing is Splash & Cash; a collaboration by R6 and ST of 67, and Bis and MizorMac of Harlem Spartans. Splash & Cash follows a combination of the performance and concept music video styles in my opinion. I believe this because the music video does show conventions of performance, such as it correlates with the lyrics in some moments and it does contain lip syncing. However in other instances It only lingers around the gang theme, but does not contain visuals to back up the lyrics.

The music video starts off with a hooded man sitting on top of a basketball hoop on in an estate block park. This is a method of intimidation, a common theme shared in UK trap music; which centres around gang activities and road life.
The lyrics heard at the 18 second mark say 'Move to then splash them youts'. Which translates to stalk and kill their opponent. This is backed by the music video which presents the audience with a clip of a gang member standing alongside a bike. Push bikes have become prominent in gang related crime scenes as their speed and ability to easily manoeuvre around areas such as alleys has been incorporated into drive/ride by assaults. This is also links to the proverb 'No Face, No Case'. If they cannot be seen committing these crimes, they are not likely to face charges.

Analysing Music Videos- The Move

The first music video I have chosen to analyse is 'The Move' by Big Tobz and Blittz. This music video follows a narrative; detailing a heist job on a rival. Throughout the music video the 2 protagonist encounter various problems that force them to improvise; such as the honey trap they send to draw their rival out being unsuccessful and them catching the attention of local law enforcements. The audiences is guided through this narrative, however it does require a level cultural competency in order for the audience to decode and achieve the preferred reading.
The lyrics throughout this song are illustrated and amplified through the music video. This is initially illustrated when Blittz attempts to call Big Tobz. The music video brings to view visuals that mimic the calling display typically found on modern iPhone devices, as a visual representation of the phone call being made. The video then proceeds to jumping between scenes of Toby and Blittz, bringing whoever is speaking in the conversation into the focus of the camera. This also aids the audience in interpreting who is speaking; as one common criticism of the UK drill genre, is that 'all artists sound the same'.
Big Tobz raps 'Safe, I'm ma be in a black Golf 06 plate', to which the narrative jumps to Blittz being in his car. From here Blittz begins describing the future victim of this 'move' when he raps 'some black yout, bangs the fraud ting and he traps too'. By this Blittz is saying that this potential victim is running fraud scams and drug dealing on the side to acquire riches.
Blittz then begins depicting how they will mug this man. Saying 'We can rob man one time fast, or we can go all out and make more p. Got shit hidden in 3 small yards, and I got a clean drop on all three'. This translates to they can rob the man quickly, however they will only have one opportunity and thus a smaller payout. Or they can be patient and plan a strategy to acquire all stashed goods that he will have stored in three different locations.Whilst this is happening a visual flash is displayed, showing the audience how the job would be conducted.
The narrative proceeds with the two putting on their balaclavas to avoid being seen but soon realising that for the job to be performed at that moment in time would too 'hot', and thus deciding to delay till the next day. A panning shot displaying the people at the location is used.
The narrative skips to the next day, outside a club Blittz tells Big Toby he has sent an attractive he will use as honey bait to line the man up when he says 'Honey trap ting I'mma send a little thot, with a A1 face and a sexy little bod. Which translates too he will send a honey trap loose girl with an attractive face and body to draw him out. This sexual objectification of woman is very prominent reoccurring theme in the genre. To emphasise on this, fragmented clips are used to draw the attention of the audience via her sexual appeal through the male gaze theory.
With the move not going according to plan, the two are forced to improvise, eventually to grab the man on first sight by the club entrance using a gun to put fear into his entourage. This can also be translated in the lyrics when Big Tobz spit 'Oi, Blittz show 'em what we're working with.
Whilst Blittz and Big Tobz are intimidating their kidnap victim, their attention is soon drawn to the following police car. This causes panic as they have kidnapped a man whom they we're going to rob with a firearm. To stress can be heard in Big Tobz's lyric 'Yo, Blittz tell me that ain't blue lights', with flashing blue lights being displayed visually in the music video.

Practical Skills

Unit 6- Practical Skills aims to develop my moving image production skills. I will be required to deploy moving image and sound technology currently used in the moving image industry in the modern day. By the end of this unit, I hope to have a better understanding of video and audio sequences exert ideas and information. As a learner the intention is that I will be introduced to a diverse range of techniques enabling me to record visuals and audio.
For the purpose of this assignment, I will plan and produce a moving image production for a client; adhering to the client's requirements and the target audience's needs. This assignment will demonstrate that I can produce a moving image production in liaison that meets the approval standards for a client.
A trail of evidence will be uploaded to this blog in future posts, in the form of a step-by-step guide of how I achieve this.

Promotional Video Plan

For my promotional video for King Edward VI College, my intentions are to run with a day in the life of the average student-esque theme. My video will primarily follow a protagonist(s); who will be deployed as sort of a presenter, around the college campus, visiting various classrooms and displaying the type of learning environment that students are presented to study in, initiating short interviews with students and commanding staff of the King Edward VI College hierarchy about their thoughts on their college experience, establishing brand identity by walking around key monuments around the educational institution, etc.
My plan is to open with this protagonist(s) walking into the college through the main entrance; displaying the college sign located just outside the college's reception. Just as the protagonist(s) are about to enter the college building, the video will fade to black with an image of the King Edward VI College logo being revealed. I have chosen to implement this feature to create instant brand identity from the beginning of the promotional video, a feature which has been ever-present in Apple's promotional videos over the years. I believe that this creating brand identity from the beginning is important as it immediately informs the audience on who's video this belongs to, I also believe it is better to create brand identity in this order as the audience may lose interest if it is not established quick enough.
Next the protagonist(s) will proceed to lead the video towards an active classroom, depicting students  hard at work on computers in their lessons, and again in a lesson where a teacher is actively teaching their students. I intend on showing students working on Macs from the Media Studies section of the college as I believe that this is the fanciest area of the college, and thus will illustrate the college in the most positive light. I also hope to get footage of a science teacher; preferably Chemistry, giving a demonstration to a surrounding crowd of their pupils. I think this is a good feature to incorporate into my promotional video as it flaunts a more enjoyable side of the college life, whilst simultaneously flashing diversity in subjects.
Between these two scenes, I plan on implement short interviews with students and key staff around the college to fill space. I have chosen to incorporate this technique into my promotional video as it broadcasts individual's honest opinion on the college. This is especially valuable as it allows current students to communicate on their own evaluation on their college experience, whilst interviews with staff gives a more informative vibe, more advantageous for parents, especially those whom may be skeptic about sending their children to attend the college.
In terms of music score, I will have to abide by Copyright, Design and Patents Act of 1988. This will require to either get presentable permission from the artists themselves, or for me to find copyright-free music to produce this promotional video without the fear of legal prosecution.
This is the plan I have drawn up thus far, however, it is subject to change during the filming process, depending on what I may interpret to work better.
In total, I intend on the duration of my promotional video for King Edward VI College to last roughly 3-4 minutes. I believe this is sufficient time to detail the benefits of this college, without dragging the production too long to the point where the audience's attention begins to shift.

Health and Safety Precautions

For this assignment, I will be required to produce a promotional video for King Edward VI College. Whilst capturing my footage for this task, I will need to adhere to health and safety procedures to ensure the safety of not just myself, but others whom may be affected. These precautions are also put in place to ensure equipment is not damaged or stolen.
One procedure that I will make sure to abide to, is making sure all equipment is not left unattended. This ensures that the equipment does not get lost or stolen. This will be especially important as for some equipment (e.g. camera, camera dolly, tripod, etc) may need to be borrowed from the college with the expectation that it will be returned in the same condition it was loaned out in.
Another procedure to follow is making sure that the camera equipment does not obstruct the path of civilians. This is also important because impeding equipment can be tripped over, causing harm to surrounding people and/or the camera equipment. This can also be achieved by posting signs alerting unknowing pedestrians that the area is being used to record footage. This method also has the benefit of warning people of conditions that may be dangerous (e.g. posting these signs will warn people of epilepsy of camera flashes that may cause them problems).
Another precaution to take is ensuring that straps are worn when required. For example, the camera I will be using will have a neck strap to prevent accidental damage in case the camera happens to slip out of the cameraman's hands.

Promotional Video Release Forms

All evidence of release forms (photographic and/or audio) will be uploaded to this post on my blog.

Analysing Promo Videos- Apple iPhone Advert

The first promotional video text I have chosen to break down is the 'Apple - Introducing iPhone 7' advert released on the 7th September 2016. One reason I have chosen this as my first promotional video to analyse, is it allows me to study the techniques used in successful advertising. This video has amassed over 23 million+ views in the short period it has been available to the mass public. According to the BBC "The tech giant reported net sales of $78.4bn (£62.3bn) for the last three months of 2016, up 3% on last year, and marking its strongest quarter ever". This gives me an idea of the types of promotional videos I should be researching in order to achieve the highest quality for my own project.
The first convention to grab my attention in this advert is the brand identity expressed in the form of the Apple logo that slightly illuminates through the audience's screen within the opening 2 seconds before fading. This attempts to draw the attention of the audience to the reputable brand; whom during this time period would have been anticipating a new iPhone model to be revealed, whilst also reinforcing a sense of brand identity.
As the Apple logo fades to black, the second technique is deployed. Product photography is used to allow the audience to analyse this smartphone, up until 10 seconds, rotating visual footage of a glossed up iPhone 7 is displayed to further create hype for the latest iPhone model.
Simultaneously in this promotional video, calm, uplifting motif is implemented and reemphasised through the mode of address. I presume that this is utilised to cater towards Apple's target audience; user's with unique needs, but a need for a sense of organisation and simplicity.
Over this motif that play throughout the duration of this promotional video, a audio presenter/commentator narrates the advancements in the iPhone 7 model, drawing in the compelling audience eagerly waiting on its release.

Promotional Video Brief

Brief for College Video – A day in the life of a student 

January 2017 

Objective: To promote the college Information Evening in a fun and imaginative way. 

Target Audience:  Potential students (Year 10) and their family in Nuneaton and the surrounding areas. 

Platform: Will be posted on college website and social media and sent out via an email newsletter. 

Content: 

• A day in the life of a student …… 
• To include: 

• Linc/Enrichment activities 
• Canteen 
• Socialising 
• Music 
• Lessons 
• Teaching staff 
• Sports 

• Facilities – try to incorporate all aspects of the college  
• Involve staff  
• Call to action at the end – come along to Information Evening   

Duration: 4 minutes max.  

Considerations:  

• Keep outtakes – show the real side of students/staff. 
• Music – upbeat, suitable for target audience.  Royalty free. 
• Logo/College name as Opener 
• Use the college branding  
• Good representation of all our students 

Timeline: To be completed by 24th March 2017 

Edge/Rim Lighting Footage

This is my example on Edge/Rim lighting. Edge/Rim Lighting is technique used to draw the subject away from the background, offering a sense of depth and dimension. This edge/rim lighting technique was achieved by having the main light being assisted by two fill lights/reflectors set up in a 'triangle formation. To improve on this work, next time I would use two of the same types of fill light. For this footage, I used a main light, a reflector and a dimmed light because I did not have enough of the same equipment, and I was unable to rectify this mistake because of a time restraint I was attempting to adhere to.

Butterfly Lighting Footage

This is my example on Butterfly lighting. This subject appears to have formed a butterfly-shaped shadow on the underside of his nose; this is where the name 'butterfly originates from. One problem I would rectify given then chance with the footage I had capture is that in this short clip, the subject continuously sways his head throughout the duration of my presentation. This causes the light and shadows positioned on his face to become displaced and difficult to present. However, due to the fact I was working on a time restraint, I was unable to record the perfect footage.

Rembrandt Lighting Footage

This is my example on Rembrandt lighting. I have attempted to comply with the two basic principles associated with this lighting technique; ensuring that lighting is captured on one side of the face, thus producing a chiaroscuro (a triangular area of light; no wider than the eye and no longer than the nose, thats produced through shadows).
I achieved this by positioning the camera directly in front of my subject, with a light source angled at around 45°, with a reflector key light adjacent to the light source, to slightly illuminate some shadowed area.

Lacanian Psychoanalysis in Film

One example of the Lacanian Psychoanalysis theory being present in the film industry occurs in Christopher Nolan's Golden Globe Best Screenplay-Motion Picture nominated film; Memento.
In the film Memento, the main protagonist; Leonard Shelby, diagnosed with a memory condition, is unable to remember new information and so must progress through his life using stimulus notes he writes himself. is wife; raped and murdered by an unknown assailant he cannot remember the identity of. Discovering the person responsible becomes his drive throughout the film.

This relates to the Lacanian Psychoanalysis theory because, just as Lacan had previously suggested, Leonard feels he is missing something and achieving this seemingly impossible fantasy becomes his motivation and drive. Camera shots are frequently used to signify Leonard's state of mind as well as the use of a non-diegetic voiceover narrative. Structurally the narrative has 2 parts: B&W sequences to show the past and colour to represent the present. This would allow a Lacanian approach to be applied as it is literally being used to show a 'lack' - a memory that has to be recalled. The non-diegetic voiceover allows the viewer to get in touch with Leonard trying to remember what occurred in his past, on a daily basis.  

One scene in which this is evident is when Leonard finds himself in a isolated location, prior to killing Jimmy; Natalie's drug dealer boyfriend. It is here that the film draws clear comparison to the Lacanian Psychoanalysis theory. Jimmy calls Leonard "Sammy", which causes Leonard to become suspicious. This results in Teddy telling Leonard that they killed the man he was searching for; John G, time ago, and that he has been using him to eliminate drug dealers, tricking him for financial gains, using his memory condition to 'give him a reason to live'. However, Leonard later finds out the man he is searching for, has been himself the whole time.

Freudian Psychoanalysis in Film

One example of the Freudian Psychoanalysis theory being present in film occurs in Season 5 Episode 23 of 'The Fresh Prince of Bel-Air' (1990-1996), directed by Shelley Jensen. Will, currently engaged to his fiancé; Lisa, finds himself caught in a dilemma when he attracts the attention of a provocative young woman; Denise, who is determined to be his romantic interest.

In this instance, Will's ego drives him to fulfil his primitive wishes, this being engaging in intercourse, however it also motivates him to achieve this in a socially-acceptable manner, suggesting he should stay faithful to Lisa. Will's super-ego demands that he adheres to his moral compass, instilled into him by a same-sex role model; being Uncle Phil. This causes an inner conflict that is clearly evident to the audience through camera and lighting techniques. The first of these occurs around 1 minute 27 seconds when Will sympathises with a 'crying' Denise. Post revealing that this was a trick and kissing Will, Will's super-ego demands he leaves, which he initially attempts to do, however he is until Denise is able to seduce him back into his seat. The medium close-ups and the shot reverse shot editing techniques here signifies the relationship between the couple. Subtleties in the performance of each character also reveal the true aspects of their personalities - as Will's true desires can be viewed in his quick glances and flirting towards Denise.

At minute 2, 19 seconds in, Denise begins caressing Will with her kisses, Will begins to flirt back, which leads Denise to ask "I knew I could make you forget about your fiancé". Will denies that anyone could ever make him forget about his fiancé however, too captivated in the moment, calls her Lucy. At 3 minutes and 16 seconds, just as Denise looks to close the deal, Will conscious allows for him to reject Denise's advances. Will's Eros (life-sustaining) defeats his Thanatos (destructive forces).

Mulvey's Male Gaze in Film

An example of Mulvey's male gaze theory in practise, is evident in Quentin Tarantino's critically acclaimed film; 'Sin City' (2005). Jessica Alba's character; Nancy, is the focus of male attention, due to the manner in which she is presented. Nancy is objectified through various camera and lighting techniques, dialogue, etc.

One way in which the male gaze occurs 20 seconds into the scene. A panning mid-shot, following the derriere of a faceless woman is utilised to position the audience in the shoes of a heterosexual man. Within this particular instance I believe that the woman's face is not revealed because it is not required to attract sexual focus, thus the woman is objectified to achieve the male gaze. The shots throughout the sequence remain medium close-ups, these focus on Nancy's torso gyrating to the music and then tilting up and down her body to replicate the gaze of the male. The shots of Nancy are also intercut with close-ups of the male character's faces as they stare at her whilst she is dancing.  

Another instance of objectification in this scene, occurs when Nancy is first introduced into the scene. Nancy's body is fragmented through edge/rim lighting, to emphasise her provocative prowess.
Firstly, the camera pans over her upper legs/thigh region, revealing the tight leather attire she is clothed in.

High-key edge/rim lighting is implemented to draw Nancy's character away from the background; attracting further attention to her sexual appeal, whilst simultaneously satisfying the male gaze.
Tarantino aslo utilises slow motion shots within this film. at 52 seconds. In between thrusts, Nancy's dance is slowed down. Usually in film in conjunction to the male gaze, this technique is used to allow the audience addition time in which to be enchanted.

Nancy is objectified as she is portrayed as an erotic object, who's purpose is only to satisfy the sexual fantasies of characters in the narrative, and the audience.