final video

This is our finished music video that we produced. However we only had 2 lessons to work on it due to a lack of  organisation. This will be a lesson for the future to plan ahead of tike and get the right footage on time.

Music Research

I have found a website that contains different music and song genres by the yet undiscovered artists. In the websites terms and conditions it states that by signing up to this website all the musicians can choose a lince for their songs, one of which is a Creative commons Licence, which allows them to keep their copy right but gives other userd to use and distribute their work.

The website link:

http://www.jamendo.com/en

I shall investigate the website to get some ideas of what music genre i would like to work with next year.

Year 13 Work

In year 13 I am considering working on my own, as I will have a crearer idea of what i want to do next year and it make the filming and the editing processes easier for me. I usually work well in a team but would like to challenge myself and do this project on my own. I will ask my friends, audience and teachers for feedback if I need any help in the making of the video. However this is just one of my considerations and as i may not have the opportunity to work on my own.

Editing process

We are now at a stage of editing our footage for our final video task. This rocess helps us to remember the process we went though during our film openings and catch up on the ket skills of using Final Cut pro.

This image shows the process of importing the footage and cutting bits that are not  needed off. We also had to match some of the cuts and the footage in which certain actions are made to beats and the lyrics of the song.

This image shows the process of combining the diegetic sound from the tape, with a non diegetic track. In the video our group mate plays the piano and sings foolishly part of a verse, which is then followed by a non-diegetic track following on in the verse. This creates a humorous effect in our video and makes it seem like a parody. 

This image shows some of the footage we are working on. A group member moonwalking accross the stage. She does this with weird wavy arm movements and looking at the camera. This also adds humour to this intertextual reference.

Whilst working on this footage we have realised that 3 minutes of a song is a long time to edit, and that we may need more footage to cover the whole 3 minutes of the song. We find this challenge interesting and will continue to do our best in order to succed in the making of it.

The original video

Final creative task

We have been set a creative task to create a music video to a song by Pink Floyd Part2. We have put a range of creative ideas together to do with the video.

 we have thought about a variety of camera angles and shots that we could use in our video. A long shot of children marching in the hallway and onto the field for example.

we have also looked at some other rebellious videos done by other artists such as Busted in order to get some ideas and also to perhaps have some intertextuality.

This is one of the shots we were going to use of the classroom. The glass has metal squares on it which makes it seem like the children are imprisones in a lesson. Also a person was going to stand on the other side of the window which would make her look like a prisoner and mouth the words to the song.

The video

After our creative ideas we were finally shown the video itself. It was completely different than we all thought but portrayed the lyrics well.

Creativity Lesson

Looking at the lyrics of this song, my group picked up some key words that we thought would represent the lyrics and the video; they were:

'New York's cold'

'Won path'

'Isn't life a gun?'

'On the run'

Using these key words and without hearing the music we decided to put together some idea of what we thought the video might look like. One of our ideas was to include a gun in the video as it seemed to be the main subject of the song due to repetition. We thought of including establishing shots of New York's sky scrapers and yellow taxis as they are and iconic image to New York. Also a tracking mid-shot of a man walking through the crowd, facing the camera. Then a dolly shot of another man running through the crowd behind a man in the front. Then a midshot of him pulling out a gun and a close up of his hand holding a gun and pulling the trigger. We also thought to include a slow motion of a bullet cutting the air to shoot a man.

However after hearing the song and its slow tempo, we had to rethink our ideas. The song is of an indi genre which has a slow pace with a guitar base. Therefore we decided to leave the shots of new york, but instead of a man being shot at we thought about filming a male lead singer walking through the streets with his guitar singing the song. The video would consist of one long tracking shot, as the man if followed by more and more people. This idea seemed to suit the tempo and the lyrics of the song.

Creativity lessons

During one of our creative tasks in a lesson, we had to analyse the lyrics of a song ang visualise the clip in our own way. The song was

 Life is a Gun :

Deep in the past
We can trigger to the barrel blast
On the avenue
Where I would crash into you

What's done is done and life is a gun
Life is a gun on the run
Oh my dear, isn't life a gun
A story shotgun that came undone
We came undone

New York's cold
On the road we became old
Standing still
But I'm running against all my will

What's done is done and life is a gun
Life is a gun on the run
Oh my dear, isn't life a gun
A story shotgun that came undone
We came undone

The well won path
Was never something I would walk
So lay it down
Lay these guns in the ground

What's done is done and life is a gun
Life is a gun on the run
Oh my dear, isn't life a gun
A story shotgun that came undone

What's done is done and life is a gun
Life is a gun on the run
Oh my dear, isn't life a gun