Music Video Editing

A really interesting take on the must dos and common pitfalls of music video construction.

Reading this will prove very informative.

So you probably should.

Once you have, post a comment below letting me know you;ve read it.

And here is another media dictionary.

Final Cut Pro Joy

You ask, I answer.

For a useful guide on adding text to FCP then look here http://www.dummies.com/how-to/content/creating-text-with-final-cut-pro-hd-and-adding-it-.html

For how to overlay


For how to use colour correction in the advent of Shatter Resistant's unasked for but given anyway access to the big green tick of doom and having watched the Oliver Fox group turn Radhika's hand purple then giggling maniacally: Oh, and some more on adding text: And some more on layering:

A2 HALF TERM HOMEWORK

All the tasks are here and are all things which will give you evidence towards 20% of your coursework mark.

 CLICK ME TO GET A REMINDER OF THE TASKS

You also need to make sure your digipak design is up and complete as you'll be moving on to the second ancilliary task soon.

The minute extract exercise must be finished next week otherwise you'll fall even further behind.

Postmodernism

For Thursday's lesson.

http://www.esfmedia.com/page/Postmodern+theory

A2 RESEARCH AND PLANNING/ EVALUATION MARK SCHEME

Marking Criteria for Research and Planning

Research and Planning must be presented in digital format. Where candidates have worked as a group, the research may be presented collectively, but each candidate should give a clear indication of their role in any group research and planning and teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.

Level 1 0–7 marks

 Planning and research evidence will be incomplete.  There is minimal research into similar products and a potential target audience.  There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.  There is minimal organisation of actors, locations, costumes or props.  Time management may be very poor.  There is minimal skill in the use of digital technology or ICT in the presentation.  There are minimal communication skills.  There is minimal care in the presentation of the research and planning.

Level 2 8–11 marks

 Planning and research evidence may be incomplete.  There is basic research into similar products and a potential target audience.  There is basic work on shotlists, layouts, drafting, scripting or storyboarding.  There is basic organisation of actors, locations, costumes or props.  Time management may not be good.  There is basic skill in the use of digital technology or ICT in the presentation.  There are basic communication skills.  There is a basic level of care in the presentation of the research and planning.

© OCR 2011 71 GCE Media Studies – v5 June 2011Level 3 12–15 marks

 Planning and research evidence will be complete.  There is proficient research into similar products and a potential target audience.  There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.  There is proficient organisation of actors, locations, costumes or props.  Time management is good.  There is proficient skill in the use of digital technology or ICT in the presentation.  There are proficient communication skills.  There is a good level of care in the presentation of the research and planning.

Level 4 16–20 marks

 Planning and research evidence will be complete and detailed.  There is excellent research into similar products and a potential target audience.  There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.  There is excellent organisation of actors, locations, costumes or props.  Time management is excellent.  There is excellent skill in the use of digital technology or ICT in the presentation.  There are excellent communication skills.  There is an excellent level of care in the presentation of the research and planning.

72 © OCR 2011 GCE Media Studies – v5 June 2011



  

In what ways does your media product use, develop or challenge forms and conventions of real media products?

How effective is the combination of your main product and ancillary texts?

What have you learned from your audience feedback?

How did you use media technologies in the construction and research, planning and evaluation stages?

Marking Criteria for Evaluation

Each candidate will evaluate and reflect on the creative process and their experience of it. Candidates will evaluate their work digitally. The format of the evaluation has some flexibility and its form can be negotiated between teacher and student: it may take place with individual candidates or with the production group as a whole, or each individual candidate or production group may make a formal or informal presentation to the whole class. The teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation and the presentation must be evidenced by the Centre.

The four questions that must be addressed in the evaluation are:

Level 1 0–7 marks

 There is minimal skill in the use of digital technology or ICT in the evaluation.

 There is minimal understanding of the forms and conventions used in the productions.

 There is minimal understanding of the role and use of new media in various stages of the production.

 There is minimal understanding of the combination of main product and ancillary texts.  There is minimal understanding of the significance of audience feedback.  There is minimal skill in choice of form in which to present the evaluation.  There is minimal ability to communicate.

© OCR 2011 73 GCE Media Studies – v5 June 2011

Level 2 8–11 marks

 There is basic skill in the use of digital technology or ICT in the evaluation.  There is basic understanding of the forms and conventions used in the productions.  There is basic understanding of the role and use of new media in various stages of the production.  There is basic understanding of the combination of main product and ancillary texts.  There is basic understanding of the significance of audience feedback.  There is basic skill in choice of form in which to present the evaluation.  There is basic ability to communicate.

Level 3 12–15 marks

 There is proficient skill in the use of digital technology or ICT in the evaluation.

 There is proficient understanding of the forms and conventions used in the productions.

 There is proficient understanding of the role and use of new media in various stages of the production.

 There is proficient understanding of the combination of main product and ancillary texts.  There is proficient understanding of the significance of audience feedback.  There is proficient skill in choice of form in which to present the evaluation.  There is proficient ability to communicate.

Level 4 16–20 marks

 There is excellent skill in the use of digital technology or ICT in the evaluation.

 There is excellent understanding of the forms and conventions used in the productions.

 There is excellent understanding of the role and use of new media in various stages of the production.

 There is excellent understanding of the combination of main product and ancillary texts.  There is excellent understanding of the significance of audience feedback.  There is excellent skill in choice of form in which to present the evaluation.  There is excellent ability to communicate.

74

© OCR 2011

GCE Media Studies – v5 June 2011

Marking Criteria for the Media Texts

In this piece of work, in terms of production 40 marks will be allocated to the main task and 10 marks each for the two ancillary tasks. In arriving at these marks, centres should use the relevant markscheme below for whichever media is being assessed. Within the section of the main task, centres should consider the relationship between the tasks and ensure that a sense of brand identity across the package is evident. This should be taken into account at this stage.

Where candidates have worked in groups, the teacher is asked to indicate clearly on the mark sheets any differences in the contributions made by each individual to the group’s work. The teacher should also make clear on the mark sheet the quality of the brand identity across the package as a whole.

In arriving at a level, teachers are advised to adopt a ‘best fit’ approach.

Main Task

Ancillary Task

Level One

Level Two

Level Three

Level Four

© OCR 2011

GCE Media Studies – v5 June 2011

0 – 14 marks

15 – 23 marks

24 – 31 marks

32 – 40 marks

0 – 3 marks

4 – 6 marks

7 – 8 marks

9 – 10 marks

AS RESEARCH AND PLANNING / EVALUATION MARK SCHEME

Marking Criteria for the Presentation of the Research and Planning

Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.

Level 1 0–7 marks

 Planning and research evidence will be incomplete;  There is minimal research into similar products and a potential target audience;  There is minimal organisation of actors, locations, costumes or props;  There is minimal work on shotlists, layouts, drafting, scripting or storyboarding;  There is minimal care in the presentation of the research and planning;  Time management may be very poor.

Level 2 8–11 marks

 Planning and research evidence may be partially incomplete;  There is basic research into similar products and a potential target audience;  There is basic organisation of actors, locations, costumes or props;  There is basic work on shotlists, layouts, drafting, scripting or storyboarding;  There is a basic level of care in the presentation of the research and planning;  Time management may not be good.

Level 3 12–15 marks

 Planning and research evidence will be complete;  There is proficient research into similar products and a potential target audience;  There is proficient organisation of actors, locations, costumes or props;  There is proficient work on shotlists, layouts, drafting, scripting or storyboarding;  There is a good level of care in the presentation of the research and planning;

 Time management is good.

68

© OCR 2011 GCE Media Studies – v5 June 2011Level 4 16–20 marks

 Planning and research evidence will be complete and detailed;  There is excellent research into similar products and a potential target audience;  There is excellent organisation of actors, locations, costumes or props;  There is excellent work on shotlists, layouts, drafting, scripting or storyboarding;  There is an excellent level of care in the presentation of the research and planning;  Time management is excellent.

Marking Criteria for the Evaluation

Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.

The questions that must be addressed in the evaluation are:

 In what ways does your media product use, develop or challenge forms and conventions of real media products?

 How does your media product represent particular social groups?

 What kind of media institution might distribute your media product and why?

 Who would be the audience for your media product?

 How did you attract/address your audience?

 What have you learnt about technologies from the process of constructing this product?

 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

© OCR 2011 69 GCE Media Studies – v5 June 2011

Level 1 0–7 marks

 Minimal skill in the use of digital technology or ICT in the evaluation.  Minimal understanding of issues around audience, institution, technology, representation, forms and

conventions in relation to production.  Minimal ability to refer to the choices made and outcomes.  Minimal understanding of their development from preliminary to full task.  Minimal ability to communicate.

Level 2 8–11 marks

 Basic skill in the use of digital technology or ICT in the evaluation.  Basic understanding of issues around audience, institution, technology, representation, forms and

conventions in relation to production.  Basic ability to refer to the choices made and outcomes.  Basic understanding of their development from preliminary to full task.  Basic ability to communicate.

Level 3 12–15 marks

 Proficient skill in the use of digital technology or ICT in the evaluation.  Proficient understanding of issues around audience, institution, technology, representation, forms

and conventions in relation to production.

 Proficient ability to refer to the choices made and outcomes.

 Proficient understanding of their development from preliminary to full task.

 Proficient ability to communicate.

Level 4 16–20 marks

 Excellent skill in the use of appropriate digital technology or ICT in the evaluation.

 Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.

 Excellent ability to refer to the choices made and outcomes.  Excellent understanding of their development from preliminary to full task.

 Excellent ability to communicate.

AS COURSEWORK MARK SCHEME

Video

Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:

 Producing material appropriate for the target audience and task;

 using titles appropriately according to institutional conventions;

 using sound with images and editing appropriately for the task set;

 shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical skills:

 Producing material appropriate for the target audience and task;

 using titles appropriately according to institutional conventions;

 using sound with images and editing appropriately for the task set;

 shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

 Producing material appropriate for the target audience and task;

 using titles appropriately according to institutional conventions;

 using sound with images and editing appropriately for the task set;

 shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

62

© OCR 2011 GCE Media Studies – v5 June 2011Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:  material appropriate for the target audience and task;

 using titles appropriately according to institutional conventions;

 using sound with images and editing appropriately for the task set;

 shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Dropping frames on FCP

For solutions to dropping frame rates

http://support.apple.com/tb/ts1165

Soundtracks - AS Movies Openings

For those wanting music to go over your movie opening check out here:

Music with creative commons licenses

It is vital you do not use copyrighted music over your film opening. The exam board hate it as it is almost always done in a way that infringes copyright.

"But that video underneath uses Candyshop!" Yes, and we had to get Pete of http://petesmediablog.blogspot.com/ fame to agree it was okay. It was only allowed because at the point the earphones fall out and the sound quality changes it was clear that the music was diegetic and was what the main character was listening to and was a hook to bring the viewer into her world, rather than they'd just decided to play Candyshop over the top. So unless you have a clever reason and way of expressing it that Pete will buy (I think this video was something like only the second or third he'd ever agreed it for, or so my colleague enthused) it is so much safer to go out and find a track you like that works that has a creative commons license.

Movie Openings

Have a look. This is the sort of thing we're after:

Music Video Branding Exercise

HOMEWORK BY WEDNESDAY 14TH:

1) Post to your blog under the heading 'Initial Branding' a short post explaining what your initial idea for artist, track and album name are and why you chose them.

2) Conduct a survey of AT LEAST ten people who are fans of your chosen genre EACH (different ones, and not yourselves or members of your group, and not just people in the class) asking them to give you their initial reactions to your choices. The way you conduct the survey is up to you but it must include some form of detailed questioning to get clear responses. 'I don't like it' isn't a clear enough response.

Editing

Editing terms

View more presentations from Belinda Raji

Chief Examiner's Presentation on aiming for 100% coursework marks.

Presentation nov 4

View more presentations from petefrasers

Vladimir Propp and his 31 Functions

Propp extended the Russian Formalist study of language to his analysis of folk tales. He broke down the tales into the smallest possible units, which he called narratemes, or narrative functions, necessary for the narrative to exist. Each narrateme is an event that drives the narrative forward, possibly taking it in a different direction. Not all of these functions appear in every story, but they always appear in this order.

Propp's Narrative Functions

These 31 functions are as follows:

1. A member of a family leaves home (the hero is introduced as a unique person within the tribe, whose needs may not be met by remaining)

2.An interdiction (a command NOT to do something e.g.'don't go there', 'go to this place'), is addressed to the hero;

3. The hero ignores the interdiction

4. The villain appears and (either villain tries to find the children/jewels etc; or intended victim encounters the villain);

5. The villain gains information about the victim;

6. The villain attempts to deceive the victim to take possession of victim or victim's belongings (trickery; villain disguised, tries to win confidence of victim);

7.The victim is fooled by the villain, unwittingly helps the enemy;

8,Villain causes harm/injury to family/tribe member (by abduction, theft of magical agent, spoiling crops, plunders in other forms, causes a disappearance, expels someone, casts spell on someone, substitutes child etc, commits murder, imprisons/detains someone, threatens forced marriage, provides nightly torments); Alternatively, a member of family lacks something or desires something (magical potion etc);

9. Misfortune or lack is made known, (hero is dispatched, hears call for help etc/ alternative is that victimised hero is sent away, freed from imprisonment);

10. Seeker agrees to, or decides upon counter-action;

11. Hero leaves home;

12. Hero is tested, interrogated, attacked etc, preparing the way for his/her receiving magical agent or helper (donor);

13. Hero reacts to actions of future donor (withstands/fails the test, frees captive, reconciles disputants, performs service, uses adversary's powers against them);

14. Hero acquires use of a magical agent (it's directly transferred, located, purchased, prepared, spontaneously appears, is eaten/drunk, or offered by other characters);

15. Hero is transferred, delivered or led to whereabouts of an object of the search;

16. Hero and villain join in direct combat;

17. Hero is branded (wounded/marked, receives ring or scarf);

18. Villain is defeated (killed in combat, defeated in contest, killed while asleep, banished);

19. Initial misfortune or lack is resolved (object of search distributed, spell broken, slain person revived, captive freed);

20. Hero returns;

21. Hero is pursued (pursuer tries to kill, eat, undermine the hero);

22. Hero is rescued from pursuit (obstacles delay pursuer, hero hides or is hidden, hero transforms unrecognisably, hero saved from attempt on his/her life);

23. Hero unrecognised, arrives home or in another country;

24. False hero presents unfounded claims;

25. Difficult task proposed to the hero (trial by ordeal, riddles, test of strength/endurance, other tasks);

26. Task is resolved;

27. Hero is recognised (by mark, brand, or thing given to him/her);

28. False hero or villain is exposed;

29.Hero is given a new appearance (is made whole, handsome, new garments etc);

30. Villain is punished;

31. Hero marries and ascends the throne (is rewarded/promoted).

Although the plot is driven by the actions and choices of the hero (the protagonist), these narrative functions are spread between the main characters. Propp also defined these character categories:

• the villain, who struggles with the hero (formally known as the antagonist);
• the donor;
• the helper;
• the Princess, a sought-for person (and/or her father), who exists as a goal and often recognizes and marries hero and/or punishes villain;
• the dispatcher;
• the hero, who departs on a search (seeker-hero), reacts to the donor and weds; and
• the false hero (or antihero or usurper), who claims to be the hero, often seeking and reacting like a real hero (ie by trying to marry the princess).

Pre-production homework

Before you start shooting you will need to have EACH posted 9 individual pieces to your own blogs. Obviously, some of the work may be shared (you don't all have to have done an individual storyboard, you can each post your group's storyboard, for example) but all need to have these 9 posts to be able to show the examiner you have engaged in the pre-production process.

This may also give you something to write about inSection A of your A2 exam if you learn new or develop existing skills.

So, the 9 posts you need to make before shooting starts are:

1) Your shooting schedule and an explanation of how / why you made the decisions you did about filming.

2) A post outlining the roles and responsibilities of each member of the group.

3) A post of images, videos and links to online content which have inspired you in creating the look of your music video. Include some text explaining how each has inspired you and how you envisage it being included/represented/contributing to your video. It doesn't matter if it doesn't in the end, but if you've been inspired then tell us why!  For instance I've just noticed Marissa is looking at the website of someone called John Perez - you can write about him if you wish.

4) Photos of the locations you will use and an accompanying explanation of why you made the choices you did. EXTENSION: what issues do you have to consider in terms of cinematography when filming in each of these locations?

5) Answer these questions where relevant to your music video:

a. What is the video’s theme?

b. What are its mood progressions?

c. What kind of location should each sequence have?

d. What statement should each location make towards the video’s premise?

e. How should each set be lit?

f. What kind of props go with the set?

g. What kind of belongings do the characters keep around them?

h. What kind of clothes does each character wear and what do the clothes

tell us?

i. What colour palette and progression would promote the video’s thematic

development?

6) Post images of the costumes and props you intend to use, accompanied by an explanation of the reasons for your choices.

7) Shooting script questions:

a. What do you need to show to establish environment?

b. When do you show establishing info?

c. When do characters move and how to show movement (follow

character / make shot wider / let character leave frame / show

another character’s eyeline change)

d. If relevant, at each significant moment, whose POV are we sharing - does POV

shift? When / how?

e. What are significant eyelines and when do they change?

f. When / why does the camera move?

g. How can you use composition to show relationships / develop narrative (framing, focal

length, arrangement of characters, etc)?

h. What kind of coverage do you need (critical moments should have

more coverage / more editing options)?

8) Post the floor plans /the final shooting script / final storyboard.

9) Post a list of health and safety issues you have identified and give details about what steps you have taken to minimise these / address them / keep yourselves safe.

No cameras will be handed out until I've seen the whole group have got their blog up to date.

http://people.ucsc.edu/~ilusztig/172/handouts/preproduction.pdf will help you.

Might be useful for you too http://www.youtube.com/results?search_query=latymer+media+music+videos&aq=f - Latymer school's Media youtube site.

75% Relevant - Pre production planning pointers.

http://people.ucsc.edu/~ilusztig/172/handouts/preproduction.pdf

Now, you can discount references to auditions and making audition flyers etc but this is a very useful link to everything you need to have covered before you start filming.

The OCR Media Studies specification for AS and A2 candidates.

Bookmark this, add it to your favourites, make sure you have this to hand at all times. This is everything you need to know about the course.

No need to thank me. Your adulation will suffice.

Thanks.