Location testing at night

Me Zarah and Sonya (Saira was unable to make it) went out after school to test locations at night time to see if there were any suitable locations to film the four girls at night.

This is a bird eyes view of the lights below the millenium point. The blue lights are very bright and attractive and using the puzzled blue lights as a location could reflect the confused minds of the girls as all four of the girls will be dreaming of the same guy.

 We had an idea of filming on top of the millenium point at night because as you can see the blue lights come on at night and we thought it might go with the upbeat song we have chosen as the scene looks very attractive. As you can see we took a picture  of Zarah standing on the millenium point in fron of the lights and the picture came out clear. Using this location at night would be clever because our music video will show that the girls have been thinking about Ally all day.

Location ideas and testing

For the music video we have chosen several locations where each individual girl will have their own location and another location to film the girls together.




To film Sam's scene we have chosen the location shown aboe which is located just in fron of the cathedral. She will sit on one of these balls when we take the picture of her and Ally and when she is singing. We chose this location because it shows a calm atmosphere and we can use the big balls as a prop.




To film Meges scene we are thinking of choosing the location shown above. We might choose this location because the scenery is very attractive and is a great place for mege and Ally to meet as the scenery looks very natural.  Also there is a suitable walk way where Mege can walk whilst singing.




This location looks very useful as we had the idea of making the four girls sit on a different step and sing. However we may not be able to use this location because the bin is located directly in front of the stairs. this means we either need to record the scene from a different angle which would not be what shot we wanted or the girls will need to be position differently. As this would be time consuming we decided not to use this location.



This location is directly in front of the steps I just talked about. We had the idea of making the four girls strutt up this location whilst singing. However we were not sure as this location is always busy.




We had the idea of shooting a scene in tis location because the water fountain is very attractive and could be an eye catching location.





This location is located behind the water fountain. We were walking past when we saw that this location could be really good because it also has a very natural calm atmosphere and there was a cross symbol which we thought would be useful as the four girls could stand on each side and sing.

Crew list

People making the music video are:

• Sarah (Me)
• Sonya
• Zarah
• Saira

People taking part in the music video:

• Samantha
• Ally
• Mege
• Vanessa

Final decision of our narrative

We were not sure if we wanted the music video to have a narrative, but came to a conclusion that we will have something short and simple. The music video is about four friends (girls) who each share an intimate moment with the same guy and dream about being with him later on, but they do not now that they like the same guy.

The music video starts of by the four girls sitting in a classroom, where the the teacher is teaching a lesson and they are feeling bored which is shown through their lack of concentration. As a result of their bordem each girl stray's off into their own world which is the "Dream mode". As each girl starts singing the song, their past of meeting the boy will be flashbacked which will be displayed through a photograph. The photograph will be shown before each girl sings their part. The photographs will show where each girl first met. The girls will sing where their first meeting point was with the boy e.g if Samantha meets Ally near the cathdral that is where she will be sing her part of the song when she is dreaming about him. The rest of the video will show the four girls dancing and enjoying themselves as independent women fantasizing about being the boy they like.

The video ends when the girls wake-up from their dream in the classroom with the teacher shouting in their face and then the boy they like enters the classroom and they stare at him in shock and surprise as they have just been dreaming about him.

Ideas for a narrative

We sat as a group to get across our individual ideas which we could create a narrative from. Although not all music videos have a narrative we wanted one so it could be a way of ingaging the audience. A video that influenced my ideas for our narrative is Britenys Spears music video on her song called "hit me baby one more time". In this video Britney drifts off into her dream whilst sitting in her school class, in our music video we decided the four girls will drift off into their dreams whilst sitting in class as well. However she gets out of her dream when the school bell rings and in our music video the girls will get out of their dreams when the teachers shouts at them.

Choosing Song For Our Music Video

The song we have chosen to do is called "Be There" which is a dance pop tune by Kat Deluna. As the song is newly released and does not have a video, it gives us a chance to create the music video how we want to. The song is about love and therefore our music video will contain aspects of romance as the video needs to match the lyrics.

If the song does release a video it will not change our potential ideas of our video. It will be interesting to see the concept of the offcial video. However if the music video did release before we came up with a treatment we would be more influenced to follow that concept rather than creating our own.

Recording of our Glee video

Glee Group 2 from Sidney Stringer on Vimeo.

Once we practised our dance routines and miming, the other group recorded us using four cameras from different angles. We edited the scenes from the four cameras to create one sequence of the recording. To edit the video we used adobe premiere.

Pictures of us dancing and miming to "Dont stop believing"

Before we started working on our music video we wanted to learn how to mime and dance to songs, so we could experience how actual music artists mime in their music videos. As a class we chose to mime and dance to the song from Glee called "Don't stop believing" which is by Journey. We split ourselves into two groups as it would make it easier to create a dance routine whilst mining to the song. At first we practiced to mime in our class. Once we got the hang of how to mime we booked the drama room so we had enough space to practice our routines.


Working in groups allowed us to work as a team to assign each person with a specific role and to create a dance routine that matched the lyrics and beat of the music. The two main singers in our group were Reem (male singer) and Sonya (female singer), Me Zarah and Layla were background singers and were assigned to sing other parts of the song individually, also us three were the main dancers. At first getting recorded while miming and dancing was awkward but gradually we got use to the atmosphere.


Once we were recorded, we recorded the other group using six cameras positioned in different places to focus on evey person from different angles. For the first shoot I was taking close-ups and mid-shots of everyone in the group which meant I did not need to use a tripod as i had to move around alot. For the second shoot i was in-charge of  one of the cameras on a tripos and my main focus was Mege and Samantha as my camera was facing the angle where they were performing.


The technical equipment we used was lighting which we used to highlight the set to focus on every individual. I have learnt how much lighting can change the atmosphere of the music video. When I was using the camera ym main focus was zooming in and out at the right times. When zooming into a face I had to make sure the face was in the shot and that the camera was stable. When zoom out I had to make sure everone was in the shot from head downwards. Using the equipment was useful as it gave us a chance to practice how to use cameras that would help us when recording our actual music video.


After recording both groups we are going to go through the shots of each camera editing parts we need and dont need to create a final music video.

                                    

                                                                                             

Recording Lip Synchronizing and Dance Routine

Yesterday after school we got into our groups to practise and rehearse our dance routines again as well as miming to the song. We changed our dance routine and made sure everyone in the group had a part to sing. The other group then recorded our routine using several digital cameras from all angles. Hopefully we will edit these recordings to create one video.

Lip Synchronizing and dance practice

Previously we learnt how to mime to songs to make it look like I was singing, this gave me an insight to how real singers mime to their songs in their videos. We got into groups to rehearse a dancing routine to the song as well as miming the song. While my group rehearsed our routine other students were recording us from six different angles. This was beneficial as we could see how we look in the videos and get an example of what our real music videos will require by improving our weaknesses. I also recorded the other group while they were rehearsing; my job was taking close-ups of all the pupils individually and as groups whilst they were singing. Close-ups of the face are key feature of a music video as that enables the audience to see the singers express themselves. Today we carried on with Lip synchronizing task but this time we had to practice a dance routine to the whole song. One we finish practising the miming and dancing we are going to get recorded.

Practice music video on 'Don't stop believing'

Today we learnt how to mime to the song called "Dont stop believing" which is from the Glee video. this helped build our confidence and gave me an insight to how real artists mime to to songs in their music video. It was hard at first because it felt weird opening my mouth without saying anything. Later on we got into two groups and practised a short dance routine to go with the song. We then recorded each other. When we were recording the other group, we were all allocated individual camera to record from different angles. I was recording the other group by holding the camera in my hand because I was focusing on low angle shots and close-ups. The other class memebers were rocrding by placing their cameras on the tripods.

Research into existing A2 music videos

I researched on existing A2 music videos to see how people from other schools and colleges have used ideas to construct their videos. I found a range of different types of music videos and focused on what they have done differently to challenge existing music videos and wheteher or not they stood out to me.

I looked through a range of music videos and this one really stood out to me because it uses different effects which makes this video versatile. I like how they have used special effects to make themselves appear as animations. They have used a range of vibrant, colourful backgrounds which really stand out and keeps drawing my attention, this is what music videos need to engage their target audience. Throughout this video there is alot of special effects which make them display in weird ways and  think this is unique because people wouldn't expect to see this. This also makes the audience want to see what is coming next as this music video is unpredictable. Several different types of shots ae used in this video which include: side shots, close-ups, long shots, mid-shots etc.



This is also a very good music video. I like how people are shown and how they suddenly disppear giving a ghostly feeling. The fact that the video is black and white fits in with the visuals because of how the boy is being marginalised in school and at home.

Analysis of existing music video

'If I were a boy' by Beyonce knowles


Beyonce is a well known American singer, I am going to analyse her video 'if I were a boy'

Narrative
This song portrays a narrative about an ordinary day for a couple in a role reversal that is hinted at by the lyrics. This is visually revealed at the end of the video when we realise that the husband is a cop and what the female character has been doing throughout the video is what the male character has actually done to her all along. The song begins by showing the male cooking the braekfast while Beyonce (female charcter) is getting ready for work (she is a police officer). She does not sit with her husband to eat breakfast and goes straight to work. Throughout the video she is working with another male police officer whom she is very close to. He shows signs of liking her. Beyonces husband is on his laptop whilst another woman is trying to distract him but he ignores it. Beyonce goes out to eat with her work friends and ignores her husbands phone call which upsets him. Beyonce and her husband go to a party and she is busy dancing with the police officer while her husband is looking and getting angry because she ignores him. At the end of the music video the husband tells his wife (Beyonce) that when she acts like that it makes him look bad. Beyonce says to him 'its not like i'm sleeping with the guy' this is where their roles are switched back and the man says 'its not like im sleeping with the girl'. The music video ends with a tear going down Beyonces face and the next mornig their roles are reversed showing beyonce cooking the breakfast and her husband as the police officer who just ignores her and goes to work. When you reverse the roles Beyonce is the one who feels hurt and left out whilst her husband who is the police officer does not give her any time because he is too busy with his job and work friends.

Treatment
The name of the song 'if i were a boy' is informing the audience from the females perspective of what she would do if she was a boy. She is trying to say that if you are a boy you have more freedom and choice of what you want to do compared to being a women who is always oppressed and marginalised because of her husband and that you are taken for granted.

Mise-en-scene
Mise-en-scene inlvoves elements which are shown in a shot to give across an image of the music video. The music video is portrayed in black and white all throughout to show that there is sorrow and no trust between the husband and wifes relationship. It gives the music video a depressing and lonely feel. This represents what the husband is going through which when reversed is what Beyone feels. When the husband is cooking the table is full with food to show how much effort he went through but it was a waste because Beyonce just went to work. In the kitchen there is a glimpse of natural light shining through the blinds which shows a little bit of light which could have been in their relationship if the couple compromised. Beyonce wears her police uniform which shows her profession and refelcts her strong personality. When she walks out her house, there is sun shining on her which shows that the atmosphere is changing. The police car is outside her house which shows that someone was already waiting for her which is why she did not stay with her husband. when Beyonce is sitting with her friends in a cafe the atmosphere is lively which shows that she is enjoying herself. Her husband gifts her earrings for a present which shows that he still has hope and feelings for his wife. At the end of the music video Beyonce is sitting at her dressing table when she finds out that her husband might be having an affair. This shows that all the effort she put in looking good for him was not worth it.

Connection between lyrics and music video
The opening of the song starts when Beyonce says, 'I'd roll out of bed in the morning and throw on what I wanted'. This is portrayed in the music video when she does not realise how much effort her husband went through to cook the breakfast and goes straight to work with another police officer. She goes onto sing 'I'd kick it with who I wanted and I'd never get comfronted for it'. This is when she sits in the car with a police officer and she knows her husband wont ask her what she is doing with him because that is her job. She then sings 'I would turn off my phone, tell everyone its broken, so they'd think that I was sleeping alone'. This is where in the music video she ignores the phone call from her husband and continues talking to her work mates. She pretends that she did not know because she doesn't want to talk to him. when she sings the part 'it's a little too late for you to come back'. This is when Beyonce was dancing with the police officer in the party and she realises that her husband was standing alone and he pushes her away when she goes to him. This tells her that shes too late to come back after spending all her time dancing with the police officer.

Target audience
The target audeince for this song are people who understand the concept and lyrics of the song. It would mostly appeal to women who feel that this does happen in real life even if they are experiencing it themselves because they will feel that they are not alone in this situation.



Getting into groups

Today we got in groups in which we are goimg to create our music videos. In my group there are four of us which include:

• Sarah (Me)
• Sonya
• Zarah
• Saira

Key Concepts

      Mise-en-scène
Mise-en-scène is a French term that originated in the theatre which bascially means scene. It refers to the arrangement of everything that appears in the framing. This includes:

• Lighting
• Costumes
• Composition
• Sound-includes diagetic (real)  and non-diagetic (not real).
• Location
• Props

          Set design 

An important element of "putting in the scene" is set design—the setting of a scene and the objects (props) there in. Set design can be used to amplify character emotion or the dominant mood of a film, or to establish aspects of the character.

          Lighting 

The intensity, direction, and quality of lighting have a profound effect on the way an image is perceived. Light (and shade) can emphasise texture, shape, distance, mood, time of day or night, season, glamour; it affects the way colors are rendered, both in terms of hue and depth, and can focus attention on particular elements of the composition.

          Space 

The representation of space affects the reading of a film. Depth, proximity, size and proportions of the places and objects in a film can be manipulated through camera placement and lenses, lighting, set design, effectively determining mood or relationships between elements in the story world.

          Costume 

Costume simply refers to the clothes that characters wear. Using certain colors or designs, costumes in narrative cinema are used to signify characters or to make clear distinctions between characters.

Acting 

There is enormous historical and cultural variation in performance styles in the cinema. Early melodramatic styles, clearly indebted to the 19th century theater, gave way in Western cinema to a relatively naturalistic style.

       Camera shots:

Close-up:

The close-up shot is used to reveal detail and focuses on the head and shoulders. It is mainly used to show a reaction of a subject.

   

Extreme close-up:

This shot is used to reveal very small details in the scene.

           

Over the shoulder shot:

This shot reveals one suject seen from the shoulder of another subject. it stimualates a view of the subject as seen from the second persons eyes. This shot is often used in a scene where there is conversation between two or more people.

           

Two shot:

Two shots are composed when two people are in the same scene and it shows the interaction between them which is important. It is a good way of introducing a conversation.

        

Long Shot:

This shot is mainly used to show someone walking or moving.

     

Medium shot:

A medium shot is from the waist to the head. This shot can be used to show upper body or hand movement.

       Camera movement;

• Tilt: Camera tilts in sync with a moving object
• Pan: goes from one object or subject of interest to another
• Zoom: pulls in or out to reveal information
• Dolly: is a long continuous shot which requires the camera and operator to move physiclly on a cart to complete the full range of motion

Camera angles:

High angle:

The camera is placed above the subject anf tilted to look down on the subject. This type of shot is sometimes called a birds eye view. you can use it to create a sense of smallness in the subject or to show thata the audience has a sense of looking over the subjects from a superiror position.

Low angle:

This shot shows the audience a view looking up at the subject. The camera is placed on the ground or floor and tilted to look up. A low angle shot, or worms eye view, can be used to make a subject look bigger than it is.

Continuity: it is the process of cutting shots to to keep the flow of the shot together as fluidly as possible, npt showing thw whole footage. The continuity of a film refers to the sequential development and consistency of the story line and images. For example when a scene requires alot shots on different days the continuity of the story must be maintained. 

Narrative: a narrative is a story that is created in a constructive format (as a work of speech, writing, song, film, television programmes, video games, in photography or theatre) that describes a sequence of fictional or non-fictional events. Narrative is another term used for story.


A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process called narration.

Representation: refers to the construction in any medium (especially the mass media) of aspects of 'reality' such as people, places, objects, events, cultural identities and other abstract concepts. such represenations may be used in speech or writing as well as still or moving pictures.


The term refers to the processes involved as well as its products. For instance, in relation to the key markers of identity, class, age, gender and ethinicity.