1 Understand audio-visual promos
Max's class - complete these slides
P1 Learners research a range of audio-visual promos, including: a) purpose b) form c) content d) meaning e) genre f ) intended audience
1. Discuss what a music promo is
2. What makes it memorable
3. Different forms of video: animation, documentary, live action
4. Finish sheet that incorporates students' own study
5. PPT of own study of promos addressing the above pass criteria
NOTE:
MEANING is created through elements (e.g. music, lighting, stars, props, costumes) created through semiotics (e.g. connotation, denotation, signification, iconography) created through techniques (e.g. use of camera techniques, editing, sound)
For example,
The close ups of Lana del Ray are used throughout to show she is the main character in the music video, and that she is also the singer of the song. It is a convention of music videos to show the singer, and we see her more clearly in a close up. She is also the object of the 'male gaze', (one might argue) pouting. The mid-close-up is repeated to anchor the music video back to her, along with the editing technique of cutting from her to older footage, as if it is her memories she is singing about. The images amplify the meaning of the lyrics. Her clothing suggests [etc]. The colour palette suggests [etc]. The iconography is of west coast Americana, eg ... which suggests [etc]...
6. Discuss and note what a treatment is, examples
eg
http://nofilmschool.com/sites/default/files/uploads/2014/04/DJ_Snake_Lil_Jon_DANIELS_Music_Video_Treatment.pdf
2 Be able to produce preproduction materials for an original audio-visual promo
Max's class brief
1. Pre-production ideas and research into which song to choose
2. Brief: upcoming music artist, unsigned (bandcamp is a good place for unsigned acts)
3. Choose a track
4. Ideas sheet (you can do this together)
Artist/band: description
Song & genre
Similar music videos
Performance & narrative ideas
5. Mood board (create a folder, stick to naming conventions, gather images, write good copy) - use PPT
6. 16 frame storyboard of a section of the video - on your own
P2 Learners produce preproduction materials for an original audio-visual promo, including:
a) treatment or concept
b) script
c) storyboard
d) production schedule
e) relevant recce
f) relevant risk assessment
g) legal and/or ethical issues
h) relevant certification and/or scheduling
P2 evidence
a)
P2 EVIDENCE
TREATMENT
SLIDES
Slide One –
Name of artist/band and song – Place image
Slide Two –
The idea / concept of the music video
Slide Three
– The visual aspect of the music video
Slide four –
How the artists will be represented?
Slide five –
Costume and props
Slide six-
Locations
Slide seven
– Filming plan e.g. What unique aspects will the music video encompass
b) script outline
see the grid handed out in class - it is not a classic script but rather a description of the scenes
c)storyboard - be aware this is a merit task (see below)
M1 Learners produce a proficient storyboard for an original audio-visual promo, which includes sound, mise en scène and production directions. The storyboard produced is generally of a good technical standard. Learners ensure that all relevant permissions have been sought, such as copyright clearance, permission to film, model release etc.
d) production schedule
This needs to have the detailed outline of the shots
Check them off when shot
e) The recce report is an important document as it indicates that you have planned your shoot and are aware of issues that may arise whilst shooting in a particular location. Its purpose is to obtain information about a location by visual observation, this observation should then be recorded in a document that can be shared amongst a film crew. It should include the following information:
- The name of the location
- The physical location - This can be marked on a map
- A description of the location - This should include information about sound, lighting and accessibility issues e.g opening times
- Pictures of the location - Ideally these would be taken at the proposed time of shooting
- A floor plan or map of the location - This can mark out where you are thinking of filming from
Within the industry a location manager would often undertake this role http://creativeskillset.org/job_roles_and_stories/job_roles/2943_location_manager_film
Download and fill in the recce reports hererecce 1 and recce 2 sheet. Do as many as necessary for each location.You may find that the location is unsuitable. This is fine, note it clearly, and keep as evidence.
f) relevant risk assessment
g) legal and/or ethical issues
h) relevant certification and/or scheduling
Do g) and h) after the edit. Don't forget. Note in your diary it needs doing.
3 Be able to produce materials for use in an original audio-visual promo
P3 Learners produce competent production materials for an original audio-visual promo by:
a) setting up appropriate equipment
Make sure your teacher checks your footage and can sign this off.
b) following script/ storyboard
On your shooting schedule, P2, d) above, make it very clear where you followed it and where you didn't - annotate it in another colour. Get your teacher to sign off.
c) following safe working practices
Show that you kept within the risk assessment, and lessened risks. Note how you did this. TITLE: SAFE WORKING PRACTICES, we will give you a document to help.
d) following production processes
Ensure that you write some notes as to how you followed the normal production process of a music video on set.
M2 Learners’ filming is proficient. Camera, lighting, sound and mise en scène techniques are fit for purpose and used effectively to create meaning within the planned outcome. The footage for the original audio-visual promo produced is generally of a good technical standard and quality
D1 The footage for the original audio-visual promo produced by learners is generally of a high technical standard and quality. Conventions of the chosen genre/format are followed, within the intentions of the production. The camera, lighting, sound and mise en scène are used to good effect to enhance meaning, within the intentions of the production
Keep footage in a folder, label it with your name, unit 46 and 'rushes'. Take three stills and show how you've created meaning, as per M2 and D1 above. TITLE: FOOTAGE, QUALITY & MEANING
eg: lighting is on performer's face to show off his looks, and the fact he is singing. His expression is a bit dreamy, to suit the female gaze, as females might find him attractive. We used a close up because...
4 Be able to edit production materials to produce an original audio-visual promo
P4 Learners edit their production materials to produce a competent original audio-visual promo, by:
a) logging rushes and creating an edit decision list
Watch footage.
Note timecodes of some of the good shots. Put shots into folders of interior/exterior/woods etc
b) producing and reviewing an off line edit - rough cut
BEFORE effects - you need to get the rough cut reviewed
REVIEW for meaning
REVIEW for technical standard and quality
c) applying appropriate visual effects and transitions
d) linking audio to visuals and applying audio effects
M3 Learners’ editing is proficient and postproduction additions are used effectively to create meaning within the planned outcome. The final edit of the original audiovisual promo produced is generally of a good technical standard and quality.
D2 The final edit of the original audio-visual promo produced by learners is generally of a high technical standard and quality. It will be generally skilful with continuity and post-production additions being utilised to enhance meaning, within the intentions of the production
Sample work... constructive comments welcome!
Script shotlist
Group storyboard
NOTES
an online site to create eg easely, infogram, or piktochart