Teacher feed back/ Artist interview

In todays lesson we received teacher feedback on out treatment:

- solo artist 

- should talk to her, figure her out

when thinking about set ups think about it in abstract (music studio)

e.d streets vibe = yellow street lit room in the studio (gives off the same vide)

- first shot should be the strongest

- have to think about what's on the walls most importantly compared to ceiling/ floor (always see walls in every shot)

- have these idea that can  

Interviewing Kiera

What do u like to do in you free time?

- plan weekends, clubs, pubs (fake ID), likes drinking, being with friends 

Any crazy interests?

- Star Wars 1

- people, identity, how we are

talk to grandparents, family trees, how they grew up 

What do u aspire to be?

- singing acting dancing, likes psychology a lot 

want to get in to drama school and be an actress

What did u do when younger?

- older brother, annoying hip 

wanted to be aeroplane hostess 

- very confident, take any interest 

Whats your Pinterest board like?

- re doing her room, Swedish furniture 

- lots of room decor, cares about interior design (art)

- fashion - loves it

What music do you really like?

- to sing, jazz - from mum 

- mum used to be in a band - looked up to her 'coolest person ever' 

Who are u looking forward to see?

- festivals, wanst to sing at them, also loves going to them for the music 

- Loyle Carner

- obsessed with music, changes her mood, doesn't have specific love for a specific artist (all around)

- have all of her grandads old music (venal)

Are you into fashion? 

- find yourself thinking about what outfit you are going to way 

- cares a lot about her fashion, expresses herself though her clothes, 

What was your lifestyle before Hurtwood?

- live in south west London, Richmond park 

- goes regularly to the gym 

- more of a city person, goes into London a lot 

More about her

- goes to art galleries and fashion shows - her friend are really arty 

- clumsy, loves London (lives there) but doesn't know the tubes 

- very confident but when it comes to London nights it can get scary and her confidence can disappear 

- formal wear, tie/suit 

Looking at projector work

As my target for our group work, I thought of looking properly into projector work and seeing if it would work well within our video. To start with, I looked at previous Hurtwood media work that had involved a projector in the same way we would like to. I found this music video, 'Blue', that involved a projector. I felt this was very beneficial to their video as it added an element of difference in their video, creating interest. It also worked well with the rest of the video due to its contrast from normality (the rest of the video) to this almost euphoric, imaginative set. 

I also feel that the quality of the projector is actually rather good and although it blurs the shots very slightly, I feel that this will fit with our other set anyway, due to other sets including blurry shots of parties and crowded people. 

A major element we would have to think about with the projector is if we would like still or moving photos and what photos we would like to include. I felt that we would want photos of patterns and colours that reflect her personality. The photos don't have to necessarily be a specific thing but rather abstract art that expresses the fun, chilled, flirty personality of the artist. 

Our Treatment

 

Continuing with our treatment

In todays lesson we analysed what we had done spoke far, regarding the treatment. We realised as a group that each shot in the treatment were quite different and didn't fit perfectly together. Therefore we re-listened to our song a chose five words that reflected the artist and her vibe:

- Flirty 

- Laid back

- Confident 

- Funky 

- Relaxed 

This helped prompt the discussion to re-think our shots and change our treatment to benefit and fit the song better. 

Unsuccessful old Treatment:

Ideas for new treatment:

- Party atmosphere

- Colourful sets

- Girly - reds, pinks

- Personal to her (the words we chose)

- Contrast between sets, difference in colours, props, manner of the actor 

Workshop

In todays workshop we were taught all about the camera and lenses we would be using to shoot our music video. Filming is most commonly done with 25 frames per second unless you would like to create slow motion shots whereby you would increase the frames per second. We looked and played around with the shutter angle and learnt that when the shutter angle is high, movement within the shot is blurrier and when low, movement is sharper and would work in favour for action based film. 

We further looked into the different lenses we had access to which consisted of a Zoom lens and Prime lenses. The Zoom lens was primarily what was used last year but now we have access to Prime lenses which although are not able to zoom in and out, have a much higher quality of shot and can easily be switched around to fluctuate in their zoom. The rage of the Prime lenses goes from 18 to 85 and have a seperate adapter to enable them to be mounted onto the camera. In order to focus these lenses as they have no zoom, we will be needing to tape measure the distance from the camera to the subject which is known as a focus plain. From this you can set the cameras focus at the distance it is from the subject. 

Social media timeline

 click here to visit my Prezi media timeline.

Social media

In todays lesson we analysed the element of social media when it comes to creating an artist and giving then the right equipment to get recognised on a larger level. To help us understand the world of social media regarding artists we all individually picked an Artis each, that we felt had a very similar persona to our artist we have been looking at. For this task I chose the artist Bel Cobain. We chose similar artists to out own, to come to grips with what sort of social media they have and also what features it contains such as what they post about and talk about. This was a very helpful lesson in order to understand what we would be needing to achieve social media wise, in order to make our artist seem believable and portray her image not only through the music video. 

working on our Treatment

 In todays lesson we made some progress on out Treatment. We decided to work shot by shot, thinking about each set and what atmosphere it would hold. 

Learning about Treatments

 In this lesson we were spoken to about treatments where I took some brief notes down to gather information surrounding this subjects. 

- A label have an artist and track

- Normally have a budget in mind to spend on the promotion of this artist 

- These can rage up to millions of pounds

- There aim is to help make a video to sell the album, drive listens and advertise tours 

- Labels create a Brief which is a summery of what they would like in their video and send it to the director 

- Director then creates a Treatment and sends it back to the label 

- The treatment must speak for themselves as they are usually delivered not in person and therefor have to sustain all the information in a clear manner 

- This may include the answering of questions such as, Where are we? What can we see? What is the camera pointed at?

- Therefore the Treatment must be very visual 

We are now going to work on creating our own treatment for our artist, focusing on making up the artists entire concept and portraying her personality through this project. 

notes

Carol Verallis

experiencing music video to Russian formalist film 

both very limited media form, meaning a type of media product that is limited 

outcast

someone standing inferno of the camera singing - 1,00 videos of this could look a bit boring 

- leads to very expressive use od editing snd camera, provides visual variation and distinctiveness 

Analysing conventions of the genre

In this lesson, we looked at music videos of the same genre of our own song and took a look at the style of music videos that are produced for them. We selected two videos each and took a screenshot of each shot change and took note of what they use to make these shots different from one another. We then went on to compare all of our findings to see what is the best video to take reference off of.

Once we analysed all the music videos together, we paired the ones together that we felt worked the best together visually. We started with analysing my 

Ella Mai - Boo'd Up & Elisa - Wide Eyed Fool

These first two videos we looked at were both Lukes choses of video. When we looked at all go the videos we sectioned them into the ones we found looked most similar and felt this fitted perfectly with each other. We made this decision based off of the colour scene of both videos, how they both look like they are set at night and how they both use a wide variety of props and fill their backdrop sets with a lot different elements which keep the shots distinct from each other.

Art School Girlfriend - Come Back To Me

These next two videos were the two videos that Carl found and also happen to work the best together in terms of them both looking quite similar and giving off the same atmosphere. Both the videos appear to be quite gentle and calm with mellow/pastel colours influencing this. although this could work for our music video in regards the the light shots we want and the focus being of the solo artist, we felt that this may be too slow pace for out chosen song and would not fit the beat.

These last two videos were both go the videos that I found that correlated with out song genre. although the first one out of the two does not fit out criteria due to is contorting of environment shots and not containing thee artist is does give off a vintage vibe that could be useful to our video. Furthermore, the sewing video, although including a variation of interesting lights that could be useful, is quite unrealistic interns of the studio and budget.

Shot set ups

In the lesson today, I decided to draw some very brief drawing on what could be in out sets. This was not too researched on and therefore know where near our final thoughts but was a good task to do whilst the group and I briefed on ideas.  

Casting

We used this lesson today to purely focus of who we would want to cast as out solo artist. For this we thought about people in our school who would fit this role. To begin with, we initial thought of people we knew well, such as Kiera and Daisy who both fit this image of chilled, feminine with a sort of 'cool' vibe.

The first photo is our artist and the second image being one of our possible casts who is here at Hurtwood. Initially we saw a massive comparison which drove us to look at Daisy as someone to use in our video.   

We then went though our school, scouting out people who stood out to us based off of their physical image. We then wanted to see who fit the vibe of out song the best and tested this through getting each person to perform a small section of out song, lip syncing the lyrics.  

Different music videos

In todays lesson we looked at a variety of music videos taking different genres and styles. We focused on looking at the amount of shots it takes with different sets to make up a video. With single artists needing a wider variety of different shots and band performers only really using a couple to display the band in action. With focusing on using a single artist we looked at the type of shots that are used in big music videos and discovered that the sets are manipulate through props, lighting and extras. 

Inspiring music videos

Looking closer into out chosen song, 'Manifest' by Rubii

To start our analysing of the song 'Manifest', we looked into specific elements about the song that stood out to use in positive and negative ways. Taking note of the elements such as:

- needing a confident performer to be able to entertain the audience by them selves

- the song is a medium pace, would want a chilled, soft performance and acting 

- wanting to match the pace with the cutting of each shot

- need a variety of different shots (5/6)

- can vary these shots in terms of lighting, props, dancing and possibly a projector

- has an urban feel so would need to capture this element through the lighting/props

- would most likely base the whole shoot in the studio so would need to work on how to manipulate the room to make it look as professional as possible 

- whole track as a night time vibe to it

- very girly/feminim

We further individually went out to find two music videos each which we took a liking to and could use as inspiration for our own music video as they mach are desirable ecstatic. 

The music videos I found were:

The first music video I found was the song, 'Strip that down' by Liam Payne. These are the particular shots I took a liking to due to the use of unusual lighting and similarity between the single artist performing a lone on the set. I also felt that these were the types of shots that would be suitable and easy to try create in out own way in the studio. Furthermore, we were thinking about using dance shots within the video to change the dynamic of the shots and make the overall piece more interesting. This second screen shot shows the sort of set up we had in mind when thinking about this element.

Finalising songs

In todays lesson we went over our songs again, paying attention to details such as the persona of the songs along with their amount of streams across all media platforms. The songs we analysed were:

Midnight blue, loveless death scene

- 80's 

- No particular set season, easier to film granted with what ever weather 

- 12,000 streams is his most played song

- 600 streams last month, slowly rising, won't have the problem of them suddenly blowing up by the time it comes to releasing out music video 

- Slow moving nature, may be hard to fill the shots as not a lot would be going on 

Manifest, Rubii

- R&B rap

- Relatable voice, young, would be easy to replicate with someone from Hurtwood

- 17,156 streams on Spotify 

- 445 steams on Youtube

- Quite monotone, could be hard to get enough shots togther

Groups

In todays lesson we were sectioned into our groups that we will now be working within throughout our whole process of creating a music video. We combined our ideas for possible song choices, sharing our ideas on the bases of different styles and genders of artists we could use. We then went though each song, analysing the pros that would come from choosing each song. This would set us up for an easier way to choose our final song and cut the rest that would not be as suitable.  

Artist/Song choice

In todays lesson we looked at the information required to enable us to choose a suitable artist/song for our music video. We looked at the websites that would set us up for finding a singer/band such as Sound Cloud, Youtube, Spotify, Live events and Demo tapes. We also began to understand the terms of 'organic ideology' and 'synthetic ideology'. Organic ideology meaning they band\singer is already existing and the label has to do little shaping to their image in order to get them places. On the other hand, synthetic ideology meaning the opposite of this with the label basically taking the artist who could have little experience with singing and completely repaint their personality. For synthetic ideology the record label would more likely take the route of putting together auditions to find people who were eligible to manipulate into their desirable image.