Evaluation Questions Of Busted Preliminary

1) Pre production (story boarding, prop lists etc)

Our remake of the Busted video, "That's What I go to School For" is an attempt of a direct copy. So conventions are not challenged or developed during the pre production process - we simply copy what has already been developed/challenged.

2) Production (filming etc)

 During the production process, we used the conventions such as: lots of close ups, few long shots and the editing is quickly paced. This keeps the audience engaged and helps to create an interesting video as there are many varieties of shots and differences of mise en scene.

3) Post production (editing footage etc)

The editing of this video was not as simply as we first thought as the pace of the shots is very quick, and so to be able to have the lip syncing in time at a quick pace is not an easy job. Lip Syncing is obviously a key convention of music videos and is commonly used throughout all genres of music.

Evaluation Of Skills Learnt - Busted Lip Sync Video

In class we formed groups in which we had to produce our own Busted 'What I Go To School For' lip sync video. Before creating this video, all individuals in our group were able to set up the tripod and were also fully familiar with all controls on the camera. For our video we made one continuous shot and used a tripod in order to keep the camera in the correct position for the shot we were trying to achieve. After this, we used a firewire to upload the video from the camera onto the school's Mac's. Again, from previous experience with the school's equipment, we were already familiar with this process. We then edited this shot with suitable starting and ending times and then laid the MP3 file over the top of the video and muted all sounds from the video itself. This part of the process we did not know how to do and we did require assistance. After this, we had to compact the file into one that was compatible with Youtube and then upload them. Unfortunately, the computer at school was unable to process my video, so we were asked to take the video's home to upload ourselves.

During this process, I learned to mute all sounds from the video and how to place music over the top of the video with good accuracy and timing. This skill will hopefully prove to be very useful for my A2 coursework, as we have to produce a music video. Also, now being able to convert and compact files into more compatible files will be a very helpful thing to do during my production of the coursework.

What I Learnt From The Prelim

I learnt a lot from the preliminary task! Originally I thought the actual shooting of the video would be difficult, but then I also found out how much work had to go into the pre-production part- that being the story board, which took a lot longer than expected due to the stopping and starting of the video and looking at what exactly was in the shot, then the shot list which was also a difficult task because people had different opinions of which order they should be in, and lastly the production schedule which was quite simple but I had to ensure that'd I'd written down all the props needed else the shot wouldn't fully accurate.

Although I didn't play a huge role in filming the video, I immediately got an idea into what has to take place and prepared myself for the stress that I'm going to feel when it comes to making our actual video! I discovered that to do this you must have a lot of organisational skills which thankfully I feel that is one of my strengths, so I should cope well with that part. I also noticed how hard it is to control a lot of people and make sure they are doing exactly what they should in each shot- this has made me decide that for the actual video I'd prefer to do a solo artist because it would mean little people to control.

I was very interested in how to do the editing as I'd never done it before or used the software so I let my partner Sam do the first half to show my what to do and I could watch to gain a clear understanding. It turns out it's a lot easier than I thought! However, I feel that I still need a bit more practice so I can fully contribute towards the editing when we make our final video.

Overall I really enjoyed this task, despite the hard work that had to be put in, I found it a fun task to undertake and I am really pleased with the final outcome.

Preliminary: Busted What I Go To School For (Meg and Harry)

Jess and Joe's Busted Preliminary Remake

Risk Assessment Of Busted Music Video Production

Hazard: Falls of men and equipment
Answer: Yes
Severity: Medium
Likelihood: Medium
Persons At Risk: all actors and crew (3+). All equipment.
Precautions: Minimise all risks that would cause people to fall and ensure all equipment is stable and secure whilst in use.

Hazard: Falls temporary structures e.g. Scaffolding
Answer: No
Severity: 
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Persons At Risk:
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Hazard: Tripping Hazards e.g. wires for cameras/lighting or chairs
Answer: Yes
Severity: Medium
Likelihood: Medium
Persons At Risk: all actors and crew (3+). All equipment.
Precautions: Minimise all risks that would cause people to fall and ensure all equipment is stable and secure whilst in use. Also, tie back any cables or use matting to reduce the tripping hazard.

Hazard: Vehicles
Answer: No
Severity:
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Hazard: Special Effects e.g. Flashing lights
Answer: No
Severity:
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Hazard: Weapons
Answer: No
Severity:
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Hazard: Burns From lighting
Answer: No
Severity:
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Storyboard Of Shots For Busted Video Production

Shot List For Busted Video Production

Locations, Actors, Props and Technical Kit List

Preliminary: Lip Syncing

This video shows the first attempt of lip syncing by myself and the group. It seemed quite an easy task at first but as I watched it over I became less confident as to how easy it was to try and make look like you were actually singing. Once the filming and editing of the video had been completed, I discovered to make your lip syncing look more realistic, you should sing anyway because your audio will be edited out- a tip for next time!