Existing Music Video Analysis

In order to gather a stimulus for my own music video, it is mandatory to complete research regarding existing videos which I find visually absorbing. The majority of these videos utilize a 'stop motion' technique. This refers to an animation technique to make a physically manipulated object appear to move on its own. The object is moved in small increments between individually photographed frames, creating the illusion of movement when the series of frames is played as a continuous sequence. I believe this is an effective method of production as the movement of the characters and items differ from the regular form, providing a sense of surrealism. Moreover, it also delivers an antique aesthetic because the earliest animated movies, first emerging within the 1920s, used 'stop motion' as a form of production.

Oren Lavie - Her Morning Elegance

Coldplay - Strawberry Swing

Crystal Fighters - Follow

Gotye - Somebody That I Used To Know

Vampire Weekend - A Punk

Skills Development Essay

Brief Specification

For A2 Media Studies I am required to compose an Advanced Portfolio in which I have the option of selecting one from an array possible briefs.
For my own personal brief specification, I must construct a promotional package for the release of an album, including a music promo video, together with two of the following options:

1. A website homepage for the band
2. A cover for its release as part of a digipak (CD/DVD package)
3. A magazine cover advertisement for the digipak

I have selected this brief as it captures my enthusiasm of music and I wish to complete the last two options as it coincides with my love visual art and graphic design.

Evaluation

What did you find the most challenging and why?

There were several characteristics of the task fairly intricate, especially since the music video my group and I tried to replicate was intricate is demanding itself, in terms of editing and cinematography; it contained an extensive amount of shot types – 77 in total. Consequently, editing occupied a substantial amount of time as a result, however it was achievable. Furthermore, lip-syncing was principally testing as realism is desirable. Additionally, we required a large cast of twelve and we necessitated a specific location in which everyone had to travel to. This was difficult to achieve as many people were unwilling to partake on account of their schedules and travel fare, however, eventually my cast and I succeeded in obtaining participants.   

What will you do differently when you make your A2 product next year?

There are several factors which I would like to do differently during A2 and there are many more factors which I will consider, for instance, I will complete more research on existing music videos so I can grasp I broad range of techniques and stimuli. I will also like to perhaps use less continuity editing and more abstract and creative techniques to make it appear more visually captivating. I think I will also put more emphasis on costume and try and consider more suitable characters.  


How has doing this task helped you and why? What have you taken away from this experience?

Prior to the task I had no comprehension of how to film or edit and now having had practice, my skills have refined and I’m now more confident with my abilities, particularly with continuity editing. Additionally, I now have a greater understanding of music video convention (e.g. lip-syncing) and how to represent the genre of the song through mise-en-scene, cinematography, editing and sound.


How successful was your product?  Why do you think it was successful or unsuccessful?

I believe, as a whole, my group and I completed the task successfully as our recreation compared enormously to the original as the location was obtainable and we included all of the required shots. One shot was difficult to achieve, however, as it was from the perspective from behind the fountain, rendering me having to climb in it, therefore we altered the position of the shot slightly.  Furthermore, I consider the lip-syncing to be fairly realistic in exterior which adds a professional quality to the product.

How do you feel about developing to A2 level now you have completed this task?

After this task I can now comprehend how essential discipline and organisation is when creating an effective music video, particularly in terms of schedule. Moreover, I now understand how demanding editing can be as it took a large timescale to complete merely one minute of footage.


What do you like most/least about your final product?

I predominantly enjoy the overall video as it is comical due to the storyline. I believe the boys I selected to play Nathaniel Motte and Sean Foreman were very suitable as they were carefree and amusing. Additionally, I think the girl I chose to play Katy Perry was successful in delivering a sensual appeal which was essential. Location was very effective as it very closely replicated the original setting. In terms of improvement, I would perhaps take more time filming and film on a tripod to achieve a more professional exterior. I would also alter the lighting as the original was filmed in broad daylight, however, ours was filmed later on in the day as it was compliant with everyone’s schedule.

Bloopers

Final Product

Camera Training

In this lesson we underwent the fundamentals of camera work, such as how to frame a shot correctly. We were specifically told not to leave a large amount of space above the subject when filming and instead we should zoom in. We were also taught how to extend the tripod and handle the camera buy using the clip-on feature on the tripod. I believe that receiving camera training has increased my confidence when faced with filming on Saturday.

Shooting Schedule

The filming will take place on Saturday 14th June at 15:00 as the film requires to be shot in broad daylight. All the shots will take place throughout this time as it is the day in which all members of the cast are available. 

Location

My team and I have elected Queens Gardens in Hull as the location of our music video as it likens to the surroundings of the original, especially as it contains a large dominant water fountain and greenery.  

Props & Costume

Cast List

Nathaniel Motte - Edward Branfield

Sean Foreman - Jacob Butler

Katy Perry - Jess Kelly 

Blind Man - Paul Newman

Man accompanying blind man - Daniel Rothery 

Girl 1 - Rebecca Smart

Girl 2 - Katie Keating

Girl 3 - Alice Blackburn

Girl 4 - Ellie Chapman

Girl 5 - Isabel Smart

Girl 6 - Natasha Newman

Girl 7 - Jess Kelly

Lyric Timings

Because we are only doing the first minute of the video the lyrics stop at a certain point:

Nice legs, Daisy Dukes,
Makes a man go [whistles],
That's the way they all come through like [whistles],
Low-cut, see-through shirts that make ya [whistles],
That's the way she come through like [whistles],

'Cause I just set them up,
Just set them up,
Just set them up tonight (to knock them down),
'Cause I just set them up,
Just set them up,
Just set them up tonight,
to knock them down

I think I should know how to make love to something innocent without leaving my fingerprints
Out,

Nice legs, Daisy Dukes - 24 - 25 seconds

Makes a man go (Whistles) - 26 seconds - 27 seconds

That's the way they all come through like (whistles) - 27.5 seconds - 31 seconds

Low-cut, see-through shirts that make ya (whistles) - 31 seconds - 34 seconds

That's the way she comes through like (whistles) - 34.5 seconds - 37 seconds

'Cause I just set them up - 38 seconds - 39 seconds

Just set them up - 40 seconds - 41 seconds

Just set them up tonight (to knock them down) - 41.5 seconds - 44 seconds

'Cause I just set them up - 44 seconds - 47 seconds

Just set them up - 47 seconds - 48 seconds

Just set them up tonight - 49 seconds - 50 seconds

To knock them down (overlap from 50 seconds)

I think I should know how to make love to something innocent without leaving my fingerprints out - 54 seconds 62 seconds

Print Screen Storyboard

These are all the shot's included in the music video. There are 77 as it is very quick pace. They are ordered in reverse chronological order.