Notes on Music Videos

What are music videos? Music Videos are basically short video clips that accompany a piece of music. Music Videos are currently very popular with the modern music industry, but are only somewhat used in the classical section. Music Videos comprise of several key aspects:

• Consistency is not an issue - In many modern music videos, scenes tend to switch places that are meant to carry on from each other, however, in each there are obvious differences. For example, in the former scene, the subject may be bound by ropes, then suddenly, the next scene may depict him in a free state singing the song.
• A Story - Usually in modern music videos, the ones that follow modern rock music, there is usually story of some sort that follows the theme of the music. If the music is about love, then the story tends to be a love story.
• Singer singing - The music artist / singer is usually present in the music video, lip syncing to make them appear to me actively singing the song though the music is obviously pre-recorded.
• Scene Switching - Music videos constantly switch between the story at hand, and the singer lip syncing with song.
• Quick Switches - Because music videos tend to be dynamic in way, scenes tend to switch very quickly, usually in time with the music's pulse.
• Slowing Down and Speeding Up - Many music videos tend to slow down or speed up some of their scenes to create a dramatic or rushed effect, respectively, usually to enhance the "feel" of the music
• Focus on instrumentals and Singer - During the areas where it depicts the singer "singing" or where the music enters a purely instrumental phase, the camera usually use a series of close up shots to focus in on the singer or the instrument played, respectively.
• Progressive Story - Story's usually follow the tone of the music and the short story starts small and progresses with the music's dynamics, and they end at the end of the music, following the music itself.

The above are general features that are encompassed within all videos. However, different language and culture music videos would probably have some differences unique to that style. For example:

• Chinese Music Videos - These tend to have karaoke lyrics at the bottom of the screen that follow the song.
• Spanish Music Videos - The Spanish variety tends to focus more on the singer as a character as part of the story or singing separately, though they also focus on the story also, just less so.
• Japanese Music Videos - They sometimes include lyrics similar to the Chinese Music Videos, but they also introduced the song title, artist and record company during the beginning of video. They also concentrate a bit more on bands playing instruments.
• English Music Videos - English music videos have the tendency in some videos to have the singer sing while acting in the story.
  

Reflection: 2/23/2011

Reflection
What new skills were introduced?
I was introduced to the program, Final Cut Pro as I used it edit my video. The program was a new experience to me because of its professional level. Thus, the new skill of using such a high-level video editing software was introduced to me. In the past, iMovie and Adobe Premiere Elements were the two primary video editing softwares that I had used, but they were somewhat mediocre, making them relatively easy to learn and use but severely limited the number of functions available, and thus the effects and quality. Final Cut Pro involves new skills in the way that things are now more complex because of how effects are applied, the number of effects, number of tools etc. I found it very difficult to learn because of its complexity, but the skill of using this type of software began to be learned due to close proximity and experimental usage.
What did I find difficult and how was it solved?
I found the experimental learning of Final Cut Pro quite difficult because of the advanced level and the expansion of the simpler functions in civilian level video editing software as opposed to the professional variety. Because I was unfamiliar, the editing of the video became quite difficult. However, as with everything, I have to start somewhere so I just went ahead with it and learned the basic functionality of the software allowing me to edit the video despite the fact that it wasn't particularly good. This was how I solved it, if it can be called that. I experimented and learned some of it which allowed me to get somewhere though it was too short to allow me to run in the Olympics.
Evaluation
How can I improve my skills?
As said before, the difficulty lay in the usage of Final Cut Pro. Therefore, this would the skill I would like to improve. How can I do this? It is easy. Since it is another level from simple video editing software, I would have to learn more than just simple and basic functions such as cutting and cropping, but also learn how to use advanced effect customization, custom title creation etc. This can all be accomplished by learning through online tutorials and watching example videos from the internet. These usually provide a good source of learning. By learning it online, I can amass reasonably good skill in using the program.

Reflection: 2/21/11

Reflection
What problems were there? How were they solved?
The first in a long line of problems during filming was the venue/setting. We agreed that we wanted to do it in the dance studio because it was the only setting available that had a real household-like setting because it had lights, wooden tiles, sofas and a TV - classic living room. However, there presented another problem - stairs. We needed stairs for one of the scenes and it needed to at the very least match the living room to maintain continuity. To solve that problem, we filmed the stairs area on the library, careful to maintain aspects of continuity to ensure it was a careful shift, disguising the boundaries. More problems arose during the filming. Even though frequent re-shoots were expected, people kept cracking up due to expressions.This was a very difficult to solve because people just could not concentrate and there was no way to force it. So we just shot and shot until we got it correct. However, a better solution might've been to switch people around to have better expressions thereby reducing laughter, or further segmenting scenes so that sections could be done at a time while not cracking up. Timing was also rushed.
How can I further develop the skills I have learnt?
Though there weren't very many film skills practiced today, rather drama skills, continuity, setting and concentration has to be further develop. For continuity, one must take into account the setting in order to find a suitable venue in which to shoot. That means, if there are stairs and a living room, we had to pick somewhere that included both. Or at the very least, maintain multiple similar aspects in order to maintain continuity. Venue also has to be well planned, not just to maintain continuity, but to also accurately visualize the scene. Concentration is something that is not learnt, but developed, and in order to further develop this point, one must actually focus very hard on the important tasks, rather than shifting focus. This is, however, reasonably difficult.
Evaluation
How successful was my performance / workshop and why? How could my group and I work more efficiently?
Though I hate being modest, I was pretty well focused, while my other group members failed to concentrate enough, and frequently broke up. However, the fault was mine when I did very little to help, and this means I need to cooperate with my team better, in the way that I have to do a bit more accommodation and assisting. The filming itself was reasonably successful, because we managed to finish the filming and upload all the clips onto final cut pro. However, time was a bit tight and we rushed it a bit. The cooperation and concentration was a bit lacking. I think that planning the various steps could have led to a better organized, and therefore more efficient set up.In terms of cooperation and concentration, we should do more to assist and help each other get back on task rather than doing little to get back on track.

Reflection: 2/15/11

Reflection:
What new information has been introduced?
Previously, because I had not taken film, so I did not know much of the terminology.

I learned about the different distance shots, ranging from the extreme long shot, through to the extreme close-up distance, as demonstrated in the above slideshow. I also learned about the various camera angles, such as the birds-eye view, the high and low angles, or the dutch angle, as followed below.

This terminology will help in the future, as it is important in the entire film unit. Film is based around cameras, and I need to know what the names of the shots mean. By using this terminology in the future in film, I can enhance my learning.
Evaluation
How can I improve my knowledge?
Since I had not previously taken film, I need to increase my own film knowledge. Aside from the distance and angle terminology, there are others such as the camera movement terminology. I can do look up more information in film books and personal research as it would help me in the future, especially in the unit, upping by marks, knowledge and other areas in regards to film.

Storyboard - Edited

Storyboard Film 1 - Edited

Health and Social Education Film: Storyboard HW

Storyboard Film 1

Reflection: 2/11/11

Reflection
Continuing on from last class, we continued on the Health and Social Education film. We finished the script and started working on the storyboard.
What have I learned?
This is my first time being in a film course, which means that I learned quite a bit following the classes about film. Today in particular, I learned how in film the script specifically reflects onto the storyboard in the way that the latter is derived from the former. Using the script, a storyboard was formed by a series of photographed images depicting the scene and various camera angles, which will obviously be included in the actual film itself. I also learned that while in other courses, we used simple drawings, in film, the most efficient method of getting a representation of the envisioned film is through the direct photography of a single frame representing a segment per change in the film, following the script as a frame of reference. In regards to the writing of the script, I learned that unlike the story based drama, film is more in the moment. While drama is the performance of a story, film is a capturing of the story which means only the present matters, which means that instead of creating a background for the 'story', the film script leads on from directly what happens before and after.
Were there any problems? How were they solved?
There wasn't many problems in regards with the script writing , as it was simply a continuation of the understanding from last class which means that all we needed to do was lead on and follow the format provided. The real problem came with the storyboard photography. In order to visualize the vision of the film through photographed representative frames, one must, in addition, take into account camera angles that allow everything to be clearly seen, the location and action which must compliment the script itself in the way that it provides a reasonable estimate of the what the scene should look like. This means we couldn't just film anywhere, we had to film somewhere that closely resembled the scene, which was an initial problem since the places with household-like items like a sofa were occupied by other classes. This led us to conclude that the outdoors were the only option which were not akin to the script, so we eventually decided on the library which was open. In regards to actual photography, we had to take into account unforeseen circumstances that were not ideal to film or photograph such as coming out of the room, so we stripped off some of these parts. Also, ensured that the camera angles, images shown, action, and setting were aligned with said script, creating a successive series of images that accurately depicted the scene.
Evaluation
How can I improve my knowledge and skills?
Following this session, I learned how to create storyboard's images. However, I felt that they were a bit mediocre because they were only average and not so inclusive of the various professional aspects that should be taken into account. In order to better this aspect of my learning, I need to in essence research this by looking up model photos as well as film shots within films similar to the conditions of our script. Using the IB learner profile in the previous post, I can use the aspects of the film of inspiration and include these things into my own thereby creating an inspired, model and improved storyboard and film.
How successful was the workshop today and why?
I feel that today's lesson was highly successful. Because of our efficient collaborative efforts and brainstorming in the previous class, we had laid the groundwork for the next parts pretty well, which means we were suitably adapted to today. We efficiently finished our short script, and proceeded to quickly storyboard out script through photography. These images were easily uploaded and distributed to each team member. Following this succession, the groundwork for next class was well set. In order to portray this success, if one takes a look at the other groups in the class, one would find several of them still arguing over the idea and script they were still writing, which relative to us was quite slow and behind because were already in the next stage, already ready to move onto the next stage for the next class.

How can one become a better IB learner through film?

There are 10 qualities expected of all IB learners. Through exploring these qualities in film, one can be a better IB learner. How?
1. Inquirers - Inquiry is curiosity. How does one work with curiosity in film? The answer is simple. Since film is all about art and inspiration, curiosity is the exploration of these things. To be a better inquirer, the student must learn to develop the curiosity to explore the world of film, to find the art, and incorporate it into ones own work, creating a personalized product.
2. Knowledgeable - To be knowledgeable is to be intelligent in the way that students are aware of the significance each fact possesses. Film wise, a knowledgeable student is one that is mindful of the film techniques, various degrees of the art and the wide range of ideas that make up films, understanding the significance, forming a deep understanding of the subjects and skills.
3. Thinkers - In film, imagination to create the script is important. Film students must be creative thinkers to help them formulate a story for their creations, as this is what art is basically about: the creation from imagination. Also, one must understand the basis and problems within film and make creative decisions that make up a storyline.
4. Communicators - Film is a collaborative creative effort, which requires the ability to report ideas that will piece together a work of art. In order to become a better student in this area through film, a student will learn to communicate the ideas one has to a group in collaboration.
5. Principled - As mentioned before, film is a collaborative art. In a group, each individual must respect each member within the group. When this is practiced, a student develops the basic values of trust and loyalty, and from this film collaboration becomes a better IB learner in this area.
6. Open-minded - When creating a film, a film maker must always be open to new permutations and ideas. Also, in a group of discussion, a student must be willing to listen to other people's views and perspectives, understanding their side and contributing to the whole. By practicing these things like opening oneself to other ideas and other individual's thoughts, the student becomes a better IB student.
7. Caring - An IB learner must be able to understand the feelings of the ones he/she works with. Also, films are permanent entities that sometimes may offend the audience, which means in addition to the close proximity of colleagues, an IB film student must take into account the feelings of the individuals of the future who will watch the film.
8. Risk Takers - In the creative world, decisions are always to be made, and sometimes decisions to which something should be included or not, or whether this is an appropriate thing or not to part of the film. Sometimes, the decision may not be clear. Therefore, an IB student must be able to risk decisions that may or may not be right.
9. Balanced - An IB student must know the importance of balanced well-being. Though this isn't a particular quality associated with the IB film profile, a film student must know the importance of balance in a film, knowing that a film should not lean toward one technique, but use a variety to form.
10. Reflective - Reflection is a natural part to everything. In film, the student creates a work of art, although each film will always have some overseen flaws. The student must reflect on the errors of that work and learn from ones mistakes and become a better student for the next film where the film becomes better than before.