My Pitch

"Head's will roll" by the "Yeah yeah yeahs".
Indie.
Male and female teenagers.
Outside filming.
Bedroom filming.
Day and night.
Teenage cast members.

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I felt my pitch went really well. The class seemed to like my ideas and were very helpful in letting me know what would make it better etc. After pitching my idea to the class, i was asked some questions. They consisted of things like "how are you going to make your characters look/act similar to Karen O as its such a lively and bold song". This was easily answered, as I'm making my characters wear bold make-up and dress similar to what Karen O would wear. Obviously, i don't want my characters to look exactly like Karen O, but what i can imagine in my head is similar, will look really good and fit with the genre of the song. The class gave me some really helpful questions to answer and it really helped me to think about my plans. They seemed to really like all my ideas so far and were really enthusiastic about what i had planned.

Other Moodboards

Other texts/examples

Ladyhawkes "Delirium" was one of my first choices of song for my music video. I really liked the idea of doing it as it was a female artist and not many people would be doing a female act. I decided against it in the end, because i thought it would be hard to recreate and to still make it look good. I also thought that it would be hard not to copy it as the video creates a clear story for the song and there wouldn't be much else you could do to make it different, unless you did something very random.

Another choice that i was contemplating on using for my video is Florence and the machine's "dog days". I thought about Florence when i was thinking of female artists, and as this song is upbeat but also slow at times i thought it would be a good one to use. I decided against it in the end as i wanted something that was a little older and a little more indie.

Moodboard-Karen O (Yeah Yeah Yeah's)

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Analysing "Head's will roll" (Yeah, Yeah, Yeah's)

In this video genre characteristics are clearly represented through what they're wearing and what instruments they're playing. They are also represented by having the video as a stage performance. Many indie video's are normally of a stage performance. The relationship between the lyrics and the visuals are very amplifying as they are repeating shots of Karen O and the man in a mask to confuse the audience. In this video there is a need for lots of close-ups of Karen o and the man in the mask.

I decided to chop this part of the song because they've focused mainly on the lead vocalist (Karen O) of the band. Record companies demand a lot of close-ups of the main artist, which is why i think they've done it quite a lot. At this point in the video, the meaning is pretty much ignored. The shots in this part of the video are quite long and there is a heavy use of of tracking dollies and gliding camera angles.

This part of the song is very illustrated. The footage of the man with the mask on represents the meaning of the song lyrics "heads will roll". This footage is amplified most of the way throughout the video to show that as soon as the man in the mask comes onto the stage, heads will roll towards him rather than the band. In this part of the video there is a massive relationship between the lyrics and the visuals. Again there is a lot of tracking dollie and gliding camera angles, although the lengths of the shots tend to be shorter.This part also includes a performance of a dance by "the man in the mask".

I decided to tube chop this part of the video because i feel that it really amplifies the man in mask. The meaning and the effects are manipulated and constantly shown throughout the video. This part of the video is also very illustrate as the footage really represents the meaning of the song and the fact that everyone heads turn when something as strange as that comes onto the stage. In this shot they're are lots of different camera angles towards the "man in the mask", Karen O and the audience. Fast cut editing is used so that when first looked at people can't fully understand what's going on. The lyrics in this part tend to establish a feeling/mood rather than a proper meaning.



The last part of the video that i decided to chop was this bit as again it is illustrate and amplifying. However, it also shows how shocked the audience are, and that the "man in the mask" is dangerous, by changing the floor colour to red when it starts to get angry. It's eyes also start to glow red. This shows danger coming out of the "man in the mask". In this part the meaning is represented more through the visuals of the footage and the tempo of the music drives the editing.

Mine and Andy's lip syncing

From this process i learnt how to lip sync properly, so that it looked realistic and on time on the camera. I also learnt that when saving the video on the macs to put onto your blog you need to save it in a certain format, otherwise it doesn't work. Me and Andy found this out by unsuccessfully uploading it twice.

Audience Profile

This is Chloe Smith. She is 17, and lives with her family in Leicestershire. Chloe loves to be unique and has a lovely personality. She has such an individual style and has a big passion for indie music. Although she loves indie music she is always prepared to listen to what other artists have to offer. Her favourite bands include Arctic monkeys and vampire weekend. She is also a massive fan of Florence and the machine. Although Chloe doesn't mind when it comes to shopping, she is very interested in fashion and how she looks. Her favourite shops are American Apparel and Urban Outfitters and when she gets the chance she also likes to shop in little unique/vintage shops like wardrobe and wild.

Busted Preliminary video

Moodboard

I have created this moodboard to show my genre (indie). I have added indie bands and indie fashion/instruments etc for inspiration. This gives me an idea as to what sort of fashion i need to show in my music video. It also gives me ideas about what sort of props to use to make it look as indie and retro as possible (e.g headphones and cassette tapes).

Risk assessment for Busted preliminary task

This is a list of risks that me and my class had to come up with before starting any practical work for our Busted video.

Post Production for Busted

After filming all the footage we needed, we then uploaded it to the mac's. We split into 3 groups, so it was easier for all of us to have ago at editing the footage. We had a lot of different shots, so firstly we deleted all the shots that we didn't want or were no good. The one's we had left were the ones we wanted to use, so we started to put it all together. This took a while to edit as we had to cut a lot of the shots down to get rid of unwanted noises or mistakes. We also had to take the sound out that we had recorded and put over the top the original version of "that's what i go to school for". This took a while as we had to get the lip syncing in time with the song. It was a good idea to go into three groups as we then had a back up if one got accidentally deleted or cut. We also had a good choice out of the three video's. Whilst editing we noticed that in one part there was a major continuity error, where the light goes out and then comes straight back on in the next shot. This is because we didn't shoot that footage in the same order as the original, and so when we put it together, it didn't come out quite right.

Production for Busted

After all planning was finished, we had to think of somewhere to film. We decided to use the e-learning centre, as it was a good size, had tables, chairs and a blackboard, which was better to use than what a whiteboard was. After everything was set up and ready to go, we all changed into our costumes and gathered up all the props we needed. Once everyone was in position we set up the camera and made sure everyone was in the correct places. We then started to film the video. Whilst filming we referred back to the original busted video as much as possible to make sure that it looked realistic and similar. We tried to film in the same order so that it didn't lack continuity. Whilst filming we did forget to film some parts, so we ended up doing them last, which then made it lack in continuity. The second part of the video was filmed outside, so we had to pick an outside location that was similar to the one in the original video. Once we had a good spot, which was a quite area which made it easier to film as know one was passing by, we started to film. We set up the camera so that you could see everyone to start off with. This was the part where everyone was dancing. It took several times to film everyone dancing and singing together as everything had to be in time including the lip syncing which was, at times, hard for the busted guys to do. We then filmed each busted member separately like in the original version. This took several times as well because of the lip syncing, and also a point in which one of the busted members has to lift their guitar in a certain way. This was hard for him as trying to sing, dance and lift guitars all at the same time can be difficult. We could of made filming easier for ourselves by filming in the same order as the original, so that it didn't lack in continuity. We also could of made more of an effort with bringing in props and costumes more often, as this would of helped towards better continuity as well.

Pre-Production for Busted

We were given a brief to re-create the video to the busted song "that's what i go to school for". The first thing we all did in pre-production was to watch the original version of the busted video. We watched it several times and as a group picked out all the props (pens, paper, guitar's etc) and costumes that the band and the rest of the class were using/wearing in the video. We then picked roles between our class of who would be the three main characters. Everybody else were either in a 5 second shot or just a dancer/classmate in the background. I was picked to be one of the classmates/dancers who walked past charlie in the video. After picking roles we had to do a risk assessment on what potential hazards we could come across. There were quite a few risk's that we come up with by thinking outside the box, than what we normally would of thought. Like looking too closely at a projector or having bright lights on for too long. Once this was complete we got into pairs and each watched the video over and over again to make a storyboard. After this was done, in our pairs we practiced lip syncing to the busted song we were filming too "that's what i go to school for". We practiced lip syncing so that we had already practiced before doing the real thing. This helped a lot as we were then more confident with it all, and because we had practiced so much we got to know the lyrics as well.


Busted Storyboard



Original Video