Final - Music Promotional Video

Here is my final, finished music video of the song Listen to the Man by George Ezra.

Linking Audio to Visuals and Applying effects P4 (d)

Applying Visual Effects P4 (c)

Applying Visual Effects:

Producing and reviewing an offline edit P4 (b)

Logging rushes & creating an edit decision list P4 (a)

Logging rushes and creating an edit decision list:

This is a screenshot I took when I was renaming my rushes. I did this because it makes the production process run smoothly, wasting less time trying to figure out which clip is which. Whereas when the clips are named, it is easy to select the one you want and drag it into the workspace area. 

Below, I have included screenshots of my shot-list, (made in the pre-production process), corresponding with the naming of my rushes. 

 

Following Production Processes P3 (d)

Production Process Review -

Day 1: 
On the first day, I started off by filming the scenes where Chloe would be at home. These scenes included shots of Chloe getting ready for school and dreading going. And also the scenes of which she looks up a video of Martin Luther King Jr and watches him on youtube. This is quite difficult as we filmed it is a fairly tight space so it was hard to get the right angle at which to film, however I was happy with the shots we got and felt that we got then at just the right angle. Not other lighting was used apart from room lighting, but the shots still came out brightly lit.

We then went to school and shot the scenes showing Anna bullying Chloe. We used the IT room as our set for these scenes which was good because it was a large space and it allowed us to make the shots look authentic with desks and whiteboards. This made it easier to be able to get all the angle that we aimed to achieve.

The camera angles we used when shooting this scene, we wanted to create the impression that Chloe was weaker than Anna, portraying that she had small meaning in Anna's eyes, as the bully. We did this by filming Chloe from a high angle, facing down towards Chloe, making her seem small compared to Anna as she was the one being bullied. We then wanted to portray Anna with a big presence and show her as being powerful, so we decided to film her with a low angle shot, to create the impression that she has the dominating character in the scene.

Filming the shots of Chloe being nervous before Anna "walked into the classroom." We did this by filming a few different shots from different angles of her looking nervous. Close-up shots were used mainly and slow zoom shots as well. These were used because to create a more intense impression to the scene when put together during the editing process.

During this filming production process, we captured the following shots that are demonstrated on this shot-list that I produced, this screenshot is shown below:

Day 2: 

On the second day, I started by setting up the background that I was going to shoot my video against. I decided to use the wall in the media studies room as the support of the blank background and decided it would be useful to film against this as it didn't have any wrinkles in it and it was smooth to film against. I then asked Sam to stand at the centre of the background so I could place the lights in their correct position. This was quite difficult at first because I thought that the first test shots I captured we over-exposed and I didn't want the clips to appear as too bright.

I then moved the lights around a few times and got them in the right position that I think allowed for the shots not to be over-exposed, but not to be very darkly lit either, so I was then happy with the way the lights were positioned. I decided to use 3-point-lighting for my shoot because I thought that it just gave just enough light to the shots without making them too bright and it was useful to have 3 lights to work around so I could move them and fit them around each other.

I then started filming Sam, but started of but only filming him lip syncing the chorus of the song, I did this because I felt that it was the most important part of my video and I wanted to be able to get those clips edited together first so I could fit the rest of the song around the chorus.

We wanted to keep the the shots of Sam quite simple as we wanted to show the lip-syncing shots clearly to make the music video more authentic. We mainly used medium close-ups, however we did shoot with long shots a couple of times to add some variety to the shots. 

Day 3: 

On the third day, I used the same location with background as I did on my first day of shooting. This was helpful because I new what the right aperture was to use with the camera against this background and the right angle and shot I would need to use against it. However, I did find it quite difficult to then set up the lighting the same as it was before as when I first set it up again, my test shots came out as fairly over-exposed again. But after moving the lights around again for a while, I found the right position for then to make the shots look that same, lighting wise, as they did when shooting on Day 1. 

Following by storyboards, I needed to get a long shot of Sam lip syncing showing him from the waist up. Although this is what I'd planned, I found it quite difficult to get this shot with the human eye-effect lens as it doesn't help to get particularly wide shots. However, I then moved the tripod with the camera on it around to see if I could get the right shot. 

Following my production process, I feel that my planning helped me a lot to know what shots I wanted to get which helped the filming process run smoothly. However, I do think that I should've been more prepared as I wasted a lot of time moving equipment around that I could've done filming. But overall, I am really happy with the clips I had shot and had captured all the shots I had planned for my film.

With this day of filming, we followed the shot list by capturing all of the following shots that are demonstrated on this screenshot below:

Below are two clips demonstrating a video montage of our team during the production process, whilst filming, showing the equipment used and the locations we filmed in. 

Following Safe working practises P3 (c)

Following Safe working practises:

Following script/storyboard P3 (b)

This "following the script/storyboard" analysis is the reviewing the narrative part of my music video, showing Chloe's story. This shows what I planned to shoot and then I can comparing it to what I have actually captured the planned shots successfully. 

This "following the script/storyboard" analysis is for the performance part of the video of Sam singing.

Even though I think that the editing in of the inspirational men was fit for purpose, I decided to take them out again. I did this because with the video moving back and forth from the narrative, back to shots of Sam singing, I didn't think that there was time for these inspirational men to be shown for long enough, so I decided to take them away from the edit. 

Setting up appropriate equipment P3 (a)

Equipment Booking Sheet

This was the form we had to fill out to use the equipment we needed.

Camera: 

• Canon 7D DSLR + Battery

Lens:

• Canon 50mm f/1.8 mf/af (human eye effect)
• Canon EF 85mm fixed f/1.8 USM medium telephoto mf/af (good for racking shots and pulling focus)

Tripod:

• Velbon DV6000 + carry bag

Equipment Bags:

• Canon camera bag

Camera, Tripod and Lens Experience: 

Relevant certification &/or Scheduling P2 (h)

For my music video, I will use British Broad Film Classification the give me guidelines for the suitable certification and filming schedules for my music video. They have been put into place in order to:

• Protect children and vulnerable adults from probable harmful or otherwise unsuitable content. 
• To empower consumers, especially parents and those with responsibility of children, to make informed viewing decisions. 

They have done this by stating the age of the film on the certification, to warn parents and those responsible for children that the piece of media is not suitable for a specific age. The classification process for a media piece must have taken into account the language, sex references, violence or threat and alcohol or drugs of the film when giving the certification. 

My music video does not contain any violence, drugs or alcohol, sexual referenced or bad language, however it could be harmful to younger children or for people who have had the same experiences which is why I have chosen to certify my film as PG - Parental Guidance needed.  

Parental Guidance - This means that the film is suitable for general viewing, but some scenes may be unsuitable for young children. A PG film should not unsettle a children aged around 8 or older. Parents should consider whether the content may upset younger, or more sensitive children. 

Legal &/or ethical issues P2 (g)

Copyright - Copyright, Designs and Patents Act 1988

Copyright gives the creators of some types of media, rights to control how they're used and distributed. Music, book video and software can all stand in the copyright law. 

Limitations enforced by copyright - when you buy software, copyright forbids you from:

• Giving a copy to a friend
• Producing a copy and then selling it
• Using the software on a network (expect if the licence allows it)
• Renting the software without the permission of the copyright holder

Prevention of software piracy - Software companies take make precautions to stop software piracy:

• An agreement between the company that developed the software and the user must be agreed before the software is installed. This is called the licence agreement and covers copyright. 
• Certain pieces of software require a unique licence key to be entered before the installation will continue. 
• Some applications or programs will only run if the media is in the drive. 
• Some applications or programs will only run if a special piece of hardware called a dongle is plugged into the back of the computer. 

Copyright related email I sent to George Ezra:

This is the email I sent to the company that produced George Ezra's 'Listen to the Man' music video. I sent this email to ask for permission to use his track 'Listen to the Man' in my AS Level Media Studies music video. I have done this because Columbia Records has copyright over the track, as they have an exclusive legal right over the track so I must ask if I can use it for my video as I do not own it. Companies use copyright laws so that their ideas are presented in the way that you intended them to, but also so no one else takes credit for your plans/ideas and takes the idea as their own.

Consent Forms

Reece consent form

This is the form that I asked my teacher Mrs Joy to sign, giving permission to let us use the school ICT room and the media room for the locations of our media shoot.

Below are the consent forms I asked the models to sign, allowing me to video them for my music video. As they were U18 at the time, it also required their parents permission to film their child for the video, so I included a part for them to sign as well:

Risk Assessment P2 (f)

This section is a table on the risk assessment that I need to take into consideration during photo shoot and a key that shows the risk factors and their intensity levels. I have done this so that I have a clear idea during my photo shoot of what I need to be careful and what I must do to ensure the safety of the models and myself. 

Risk Assessment Key

This table demonstrates/suggests the danger risk levels of the risk assessment. 

The LIKELIHOOD section consists of the levels of how often the that certain accident could happen. These levels include:

• Almost Certain
• Likely
• Moderate
• Unlikely
• Rare

Then the section above CONSEQUENCES is the point of how dangerous the accident could be and these levels include: 

• Insignificant 
• Minor
• Moderate
• Major
• Catastrophic 

These levels allow me to determine what level each reach risk is at and will help me to plan for the future to prevent any accidents happening during the photo shoot. 

Recce P2 (e)

Reece

This is the Reece form that needed to be filled in. This discussed the hazards and problems that were to be expected/anticipated and we had to signed and confirm that we were aware of the issues that may be involved or arise during the filming process.

This is an image of the classroom that we filmed in for the scenes that included Chloe and Anna. This was a good location for this scene because it made it authentic as in the story there was a classroom scene involved, so being able to film in one was good because it gave the scene a realistic feel.

This is an image of the location we used for the 'Sam singing shoot' filming. We used the school media studies room which was useful because it had all of the lighting equipment we needed, as we didn't need to move it around to different rooms, reducing risk of it being damaged and wasting less time having to set it up. Also, the white background was really good for filming Sam against when he was lip-syncing as then we didn't need to edit a background in during the editing process, reducing time wastage. This Reece was very helpful as it gave us a lot of room to move equipment around and get the correct lighting needed for the shoot/filming.

Production Schedule & Shot list P2 (d)

Production Schedule & Shot List

Day	Scene/shot list.	Location	Props, Equipment needed
Saturday 29th Nov	1, 4,5 and 6.  Showing medium close-up of Chloe looking worried about going to school. Long shot & establishing shot of Chloe in her room after school looking up MLK.J videos. (over the shoulder shot used and close-up of Chloe’s eyes.) Close-up of computer screen, the words being typed in “How to stand up to bullies.” switching back to close-up of Chloe’s eyes and fingers, typing on the keyboard. (Medium close-ups also used.) Zoom, high angle shot of Chloe, writing notes on how to defend herself.	Simone’s house - Ickham Court Farm, Canterbury, Kent.	Tripod & camera KC old school uniform (jumper) Mac laptop - Chloe’s character is going to be watching videos of Martin Luther King Jr. on there.  Chloe as character ‘Chloe.” Chloe is going to be wearing the old KC school uniform, as she is playing a school girl.
Saturday 29th Nov	7,8, 11, 2 and 3.  Racking shot of Anna walking into classroom (from focus of Chloe to focus on Anna in the same cut.) High angle shot of Chloe (making her look small and weak) - low angle shot of Anna (making her look powerful and dominating.)  Extreme close-up of Chloe’s and Anna’s eyes (in different cuts)  Shot of both Anna and Chloe in the screen (Anna is bullying Chloe)  Over the shoulder shot of both Chloe and Anna.	Kent College Canterbury - ICT Room	Tripod and camera.  KC old school uniform for both Anna and Chloe  Mac laptop The characters Chloe and Anna Chloe and Anna are going to be wearing the old Kent College uniform.

Day	Scene/shot list.	Location	Props, Equipment needed
14th Feb 2015	1, 4,5 and 6.  - Right hand side angle of Sam singing chorus first (medium close-up used) - Right hand side angle - Sam singing the whole song - Listen to the Man.  - Medium close-up of Sam lip-syncing (few takes).	Kent College - School - Media Studies room.	Tripod Camera KC school uniform (jumper) Tie Scalf  Lights (umbrella light, steady lights)
25th Feb 2015	9, 10 and 12.  - Wide shot - Sam lip-sync. See his chest upwards.  - 5 takes of Sam lip syncing from a medium close-up (just the chorus or the song - Listen to the Man) - Extreme close-up - Sam lip-syncing.	Kent College - School - Media studies room.	Tripod Camera KC oschool uniform (jumper) Scalf Lights (umbrella light, steady lights)
25th Feb 2015	7,8, 11, 2 and 3.  - Medium close-up of Sam lip-syncing.  - Shots of him laughing with a medium close-up. - Long shot - Sam lip-syncing  - Racking shot on Sam	Kent College - School - Media studies room.	Tripod Camera KC oschool uniform (jumper) Scalf Lights (umbrella light, steady lights)

Contingency Plan 

Setting:

If the location I would like to shoot in for my video is not available at the time of which I would like to film, I will then go to the drama room and set up for my video there. I have chosen the drama room as my backup room because it is a big space at which I can film and set up the equipment that I am going to need and it also has a white background that I can film Sam against as I plan to shoot Sam against a plain white sheet lip-syncing the song. I will also need to consider whether editing in pictures of inspirational men would be a suitable fit as the cuts are switching fairly fast from Sam singing, back to the narrative. 

Characters:

If Sam cannot perform the song when I plan to shoot my song for, I have asked my Granddad to be my backup incase Sam cannot do it. I have asked my Granddad as filming him would still have the same effect as Sam and also because if I were to film him instead it could create a different feel to the song than it would with Sam as my Granddad is older, so it would maybe just as effective if he were to lip-sync it as my backup. 

Dates:

If the dates of my shooting days are not free for everyone I will need to produce the film, I will then film on the following weekend as I know that everyone is free at this point, however I am filming earlier because I would like to have as much time as possible in case something goes wrong with shooting, I will then have that time to look it over and see if there is anything I would like to change or improve in the shots I will take. 

Launch Date 

The Launch Date of our films in is May the 7th 2015 and it will be released at a presentation evening, when an audience will view the video, along with my classmates videos as well. 

Storyboard P2 (c)

Storyboard - Listen to the Man by George Ezra (performed by Sam Sherwood and Chloe Friend)

The story is of Sam lip syncing to the song, with different shots. Then I plan to edit in different images of inspirational men and gain the concept that people should listen to the men that will be demonstrated. My idea was to film Sam in 3 different shots singing the song Listen to the Man by George Ezra, then include shots of him during the production process, of him e.g. laughing, talking, so the video is seen during when we were making it. I have decided to include pictures of different inspirational men because I think that they would go well with the song as the title is about listening to the man and I will try and portray that the man George Ezra is singing about, is plural for many different men that people should take note from and people should listen to these men because they are the words they have said are right. I have decided not to use too many long distance shots of Sam because I would like the video to be more personal because I would like people to focus of what the song is saying and having clear shots of Sam when he is lip syncing will allow people to feel George Ezra's words on a more personal level, like her is talking directly to them. 

Script P2 (b)

Purpose
The purpose of these scripts is to analysis what each section of the lyrics means and what they can be interpreted into. I have written down what I would like to put in my film at these points in the song.

Treatment/concept (presentation) P2 (a)

Listen to the Man - George Ezra

The song I have decided to do for my music video is George Ezra's 'Listen to the Man.' I have chosen this song because I think that its lyrics can create a good story and the music is happy and upbeat.

Concept

My idea is to show images of inspirational men, e.g. Martin Luther King and then show how people should listen to men like these because he was inspiring and has spoken words that everyone should listen to. I think this idea is fit for purpose for the song chose we have chosen. The camera would follow Sam Sherwood, who will be singing George Ezra's "Listen to the Man" and will also follow a narrative of a school girl, Chloe, who is being bullied. She is dreading school as she doesn't wan't to face her bully, Anna. She then goes home after being bullied by Anna and watches a video of Martin Luther King Jr. performing his famous "I have a Dream" speech, giving her inspiration to stand up for herself against her bully at school. She then goes back to school the next day and stands up to Anna and tells her that she is not going to be bullied by her anymore. Following this, showing Chloe leaving the classroom happy and relieved that she is not going to be picked on anymore. All the way through this, still cutting back to Sam lip-syncing to the song Listen to the Man.

Character - Chloe Friend:

Chloe is a girl at school who is being bullied. She starts off her day dreading school and looking unhappy. She then goes to school and is confronted by her bully and is teased. After this, she goes home and watches a video of Martin Luther King Jr and is inspired by his words and what he has said about standing up for himself and others. This then inspires her to stand up against her bully and in the end, she tell her exactly what she thinks of her and stands her ground against the bully. She walks out of school at the end of the day feeling happy and proud of herself that she has stood up for herself.

Character - Sam Sherwood:

I want to video Sam Sherwood singing the song Listen to the Man against a plain white background. I will do this so that Sam looks like he is singing the song that George Ezra wrote. There isn't really a story behind Sam's character, however, he is going to be lip syncing to the song so it seems like he is the one telling people to listen to the inspiration men that I will add images of in my music video. The point of his character is to encourage people to aim to be more like these men and listen to what they have said and what they are saying because their words are true.

The running time of the song is 4:04 minutes. Our target audience is aimed at young children/teenagers. We have chosen this group of people as our target audience because we are the same age group and we feel that we can have a good concept of what people our age will respond to in a positive way. We also feel that young children and teenagers could take not from our song and the meaning behind or video and will listen to what it means. We will be doing it with video in High Definition.

Semiotics/Media Codes P1 (a-f)

Semiotics:
The study of signs and sign systems.

Denotation:
What an image actually shows and which is immediately apparent was opposed to the assumptions as individual reader may make about it.

Connotation:
The meaning of a sign that is arrived at through cultural experiences a reader brings to it.


Task:

Red - love, danger, stop, hot, lust, wrong answer, power, excitement, passion, health.

White - snow, clear, cold, winter, angels, heaven.

Black - dark, fear, mystery, night, danger.

Green - nature, natural, countryside, go, start, right answer.

Yellow - unsure, sun, morning, on your marks.

Mood-board

Music Video Analysis 2 P1 (a-f)

Purpose
The purpose of this music video is to promote the song Wicked Games by Parra for Cuva. This video will be shown on the TV regularly to grab the attention of the audience they are aiming the video towards, so they will be connected to the song and want to purchase it on music websites such as iTunes. This makes money for the site and also to the artists that have written the song.