Monday, 24 March 2014


This is my final music video, a bloopers video and also video diaries of myself and my partner. I hope you enjoy looking through my Blog and experiencing my journey through A2 Media Studies when doing so. 

BYE :)

Evaluation Question Four

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

Programmes used

Adobe After Effects - 

This programme is the very first programme I started to use in the post production of my music video. It consisted of using the footage I had filmed and choosing specific shots which myself and my partner decided to mask. Masking is the process where the same person can be incorporated into one shot. As I was playing four characters and wanting the mask three (the nerd, the slut and the nature girl) masking became a important aspect to my music video project as a whole. Masking is essentially covering up something with something else in terms of my music video it consisted of me filming each character in the same area however ensuring there is a certain amount of space between each character to ensure that I can mask each character together. I also had to film a background footage in order to place the characters onto the background footage. I have never come across Adobe After Effects before which meant I was completely unaware of the way masking was done as well as the simple functions of the programme. This therefore meant I had to come to terms with the basics of the programme before attempting to mask my footage. When I familiarised myself with the programme more I then had to import the footage I wanted to use and place them in order of how I wanted them to be masked. The background footage would go behind the placed footage I chose of myself in all three characters - the remaining clips would be placed underneath in the order of sequence I wanted them to be in. I then had to draw a mask around the selected selection of the footage/clip that I wanted to use in the mask. This would then appear in another layer in that shot. My masking was of myself - I masked myself from one shot, into another shot and then repeated this process with the third character. This masking resulted in there being three of me in one piece of footage. The process of masking was then continued for the other chosen shots that myself and my partner selected. The process of masking was extremely frustrating as little things could jeopardise the entire scene - things such as jolted camera movement, blur or most frustrating of all was the lighting! As we filmed our entire music video outside it was difficult to be able to control the lighting for each shot/footage taken. Therefore we had to be quick and continuous in filming - even when filming a shot straight after another the difference in lighting became noticeable when trying to mask shots together which therefore meant we had to discard some shots. Motion shots were the most time consuming in terms of masking as I had to move myself in the shot frame by frame and at the same time make sure the masking frame surrounded it. Masking was the ultimate time consuming edit I had done in my entire project as it consisted of much concentration and determination - myself and my partner encountered 5+ hours of masking for only a 3-5 second shot. Although it had been a frustrating editing process it is clear to admit that I enjoyed using this programme extremely as I am now able to use this programme in the future due to incorporating it into my music video project for A2 Media Studies whereas I would have not had a clue how to use it if I did not rise to the challenge. Adobe After Effects resulted in amazing outcomes for the masking which I could simply place onto my timeline in Premiere Pro CC when editing my music video together.

Here are some screenshots of my process in masking on Adobe After Effects. 

Adobe Premiere Pro CC - 

To edit my music video I used the programme Adobe Premiere Pro CC. In class we have the opportunity to use Final Cut Express, however as I own a Macbook Pro I felt it was more convenient to complete the editing at home. I decided to use a different programme to my fellow classmates. The reasons for this was because I felt that Adobe Premiere Pro CC was much easier to comprehend as well as operate which therefore meant I could work progressively. Also Adobe Premiere Pro CC is very similar to Final Cut Express which I am able to operate to. Adobe Premiere Pro CC gave me a opportunity to explore and experiment with the different ways of using it, I had never been taught how to use Adobe Premiere which set a challenge for myself which I enjoyed facing. Without using tutorials of any sort I spent time learning the key aspects in using Adobe Premiere Pro before operating it. My only trouble when editing was cutting to the beat, although this programme is much like Final Cut Express which I used for last years editing, I had not ever cut to the beat before. Also as my chosen song was The Proclaimers - 500 Miles I had a very complicated beat which I found very difficult to find when listening to the song. However after listening to the song continuously I eventually came to terms with the beat and was able to attempt it. Importing my footage to the timeline was the easiest part to this process as it just consisted of placing each footage/clip on to the sequence and I was able to pick and choose where I wanted to place it. As part of my music video project lip sync was the hardest of them all as in my music video the artist 'Bryce Duncan' was played by our friend Tom. Lip sync came off as a difficulty because Tom was not familiar with the song which meant that we had to ensure Tom became familiar with the song in order for us to lip sync. However despite attempting to learn the song Tom did find difficulty in singing the words in the correct rhythm and timing as the song itself. This therefore made it extremely hard to lip sync with the song when editing as the lyrics had to match the visuals when Tom was singing in the footage. It was easier to match my lip sync with the base track of the song as I was familiar with it. Nonetheless I overcame this and decided to add effects and transitions to make the music video more effective. For certain shots I slowed them down or made them speed up in appropriate places of the song as this added to the humour of my 'gag' video. I also used the reversed tool to some shots, such as the shots of the cows as this also added to the humour. Another tool which I used was the colour correction tool - this enabled me to make my music video a consistent colour which  added to the 'gag' video theme. I chose to incorporate green in my colour correction to continue the reoccurring theme of green which has been used in both my digipak and magazine advert. Adobe Premiere Pro CC allowed me to cut, place and edit my footage effectively and allowed me to master yet another programme in Media Studies. The overall process of editing was highly enjoyable although at times it became frustrating and time consuming it was ultimately an amazing experience to be able to construct and create my own music video using my own ideas and creativity.

Below are screenshots of my process when editing on Adobe Premiere Pro CC:

 Photoshop - 

I used the programme photoshop when completely my digipak and magazine advert. I have however used Photoshop in secondary school and therefore had some knowledge on how to use some aspects of it. However it took me awhile to get to grips with the programme again, once doing so I then progressed on creating my digipak. Using YouTube I was able to find a tutorial on 'colour splash' this enable me to make the focus on a colour and the rest of the image black and white. Using this tutorial helped me incredibly as I was able to progressively do this to each image I wanted to use for my digipak. Video tutorials allowed me to learn how to use certain objects, move/write text and to edit images in terms of colour/brightness/contrast. I was able to create both my digipak and magazine advert at my own desired pace which resulted in making my digipak and magazine advert to the standard I wanted them to be. Experimenting with different colours and fonts I was able to choose what suited my music videos overall theme, also from observing other digipak's completed by students as well as real digipaks that artists have sold, I was able to construct a clear idea of what I wanted in my mind before progressing it on Photoshop. Photoshop did not require as much time as my other editing programmes which enlightened me as I was eventually able to complete both my digipak and magazine advert successfully.

Here are some screenshots of when I was using Photoshop: 

Evaluation Question Three

What have you learned from your audience feedback?

1. class and teacher feedback on your initial treatment
2. rough cut - class feedback
3. class feedback on digipak roughs
4. final version of everything - class feedback and feedback from anyone else


The positive feedback that I received was very pleasing as it reassured me that my initial idea was as creative and unique as I felt it was going to be. My negative feedback contrasted well with my positive feedback as my negative feedback made me feel determined and motivated to ensure that I kept on top of the process. Although the project became extremely time consuming myself and my partner split work load in terms of the masking process. This process became most time consuming of all tasks as it required hours of work to be done using the programme Adobe After Effects. Choosing specific shots to be masked helped in reducing the amount of hours having to be spent on it as masking was more time consuming than expected. Nonetheless we put in the work to ensure it was complete to the standard required and that we desired for it to be. 

 This was the beginning of the process in making my digipak. It began plain and simple.
 I then decided to try and see what it would look like black and white. The reason for this is because I wanted to contrast my digipak with my music video as my music video is vibrant and colourful. My feedback on this was that it was still plain and simple and could use some creativity and colour.
Upon receiving the previous feedback I decided to change the colour of the star on the converse. Initially the colour was blue as you can see in previous images. However as the colour green was a reoccurring theme in my music video as a whole project I thought it add in creativity by making the star green to using Photoshop. My feedback on this was that it worked well but I needed to play around with the brightness/contrast and enhance different parts of the image e.g. making shadows show more.
I then took on all feedback given by my class and teachers and made the image black and white completely and enhancing the green star on the converse. I decided to do this to emphasise the colour theme of green. My feedback on this version however was that I needed to make the writing of songs bolder and the barcode to be in the colour white to.

 My feedback on this image was to repeat the same process as done on the previous image of the converse. Making the entire image black and white and enhancing the colour of green to emphasise the colour theme of green.
 I continued this process using Photoshop.
 My feedback on this final image was that it matched within the entire digipak sequence as it had the theme of black and white with the colour green enhanced.
 This image was an initial image I was going to use on my digipak as the front album cover. However feedback from my teacher Mr Molloy was that it did not seem as effective written on a piece of paper. He then suggested to have it written on cardboard as it would represent the artist's image and mise-en-scene more clearer.
Taking on board what my class and teachers had said about my process in making the digipak I came to the final piece of my digipak which represented a green enhancing colour theme and the theme of black and white. My feedback on my final digipak was that it conveyed the colour themes well and suited the artist and his image. 

This final version of my magazine advert as part of my ancillary tasks received feedback from both my class, teachers and others outside of the project. This feedback was mainly positive however did encounter some negative feedback which I took on board but as time was coming short did not have the opportunity to improve the minor details suggested. The feedback received was that the green colour theme was well kept throughout my magazine advert as well as my digipak and music video. Also using the front cover of my digipak as part of my magazine advert reinforced the artist's image and gave the digipak and magazine advert a good link together.

Final Magazine Advert

Feedback given from others
I also received verbal feedback from family which were similar to the above feedback. Reducing the amount of green on my magazine advert would have improved it more as it is vibrant. However the theme of green fits in well with my digipak. 
My overall feedback was that my reoccurring theme of green went well as it linked my digipak, magazine advert and music video together well. Also that my digipak and magazine advert looked sophisticated and professionally produced. I am proud of my ancillary tasks as it allowed me to experiment and try different programmes in making it. It also allowed me to experiment with my creativity skills which will prove to be beneficial in all aspects. 

Evaluation Question Two

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

Evaluation Question One

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


Frame 1

This shot shows a link between lyrics and music visuals as during this footage all three characters come on screen with the lyrics "If I get drunk, well I know I'm gonna be, I'm gonna be the man who gets drunk next to you." This provides clear evidence that the lyrics and visuals are linked. 

Frame 2

This shot represents how the record company would want their artist to be represented as the music genre is folk pop/college rock and most artists within this genre category as usually equipped with as guitar and greenery within their music video. 

Frame 3

This shot illustrates the way in which my music video uses genre as it shows the greenery and also the artist jumping up and enjoying themselves. Folk pop/college rock is a fun genre which consists of enjoyable music which my music video illustrates in this shot.

Frame 4

This shot shows intertextual reference as the use of the cows was an initial idea than came from The Prodigy's 'Baby's Got A Temper'. This aspect to my music video added to the humour of a 'gag' video and also made the overall music video humorous. 

Frame 5

This shot demonstrates my use of camera as in the footage used in the music video I do a slow and steady pan of my artist which resulted in a successful camera movement. Also this camera movement being a close up presents the artist clearly as they are trying to sell their song. The low angle also conveys status and shows that the artist is main to their song. 

Frame 6

The use of lighting in this shot was natural light as we were filming outside. However we were able to position our artist in a way that we could use the lighting to our advantage and made sure that the light hit certain parts of our artist.  

Frame 7

The use of mise-en-scene in this shot is conveyed very well as it shows the character of the slut in terms of makeup, positioning and minimal clothing. The heels and red lipstick portray a seductive look as well as the way in which the character is leaning up against the tree. 

Frame 8/9

These shots demonstrate that I have watched other music videos as the frame 8 was a idea that I used from Ben Folds 'Rockin The Suburbs'. In this video he played all of the characters as well as playing all the instruments. Frame 9 is an idea that I liked as it involved the theme of travel which I got from Chris Browns music video 'Beautiful People'. 

Frame 1

This shot shows a link between visuals and lyrics as in Chris Browns music video 'Loyal' he says 'Got a white girl'. This is an example of illustration of visuals and lyrics in a music video.

Frame 2 

Brigit Mendlers 'Ready or not' represents what a record label would want their artist to be like. She relates to my artist in my music video as she shows that she is fun and young as does the artist in my music video. She is a good role model for the younger generation and the record label would want this to be the case. 

Frame 3

This shot demonstrates the uses of music genre in the music video. Passengers 'Let her go' also relates to my artist in terms of the use of the guitar which ties in well with the music genre. This is a good example of a music video representing music genre.

Frame 4 

The use of camera movement in Shakira ft Rihannas - 'Cant remember to forget you' is used to convey voyeurism. The camera movement pans over Shakiras body as well as Rihannas further on into the music video. 

Frame 5 

This shot demonstrates an amazing use of lighting with the equipment being a flashlight! Hundred Waters song 'Cavity' was filmed entirely with the lighting use being a flashlight and produced amazing shadows and highlights on the artist. Although this was artificial lighting the natural lighting used in my music video for my artist was effective also.

Frame 6 

Greenday's 'Boulevard Of Broken Dreams' use of mise-en-scene is extremely effective as it represents the 'punk' and 'rock' genre. The artists use of dark and thick eyeliner really demonstrates this as excellent use of mise-en-scene. 

Frame 7

Madonnas 'Material Girl' intertextuality is from the film 'Gentlemen Prefer Blondes' (1953). 
This intertextuality is extremely explicit as Madonna in her music video is surrounded by men and also in a similar outfit to the woman in the film. 

Frame 8

This shot is of Ben Folds music video 'Rockin The Suburbs' as previously mentioned and I found very beneficial and interesting when incorporating this idea into my own music video.

Frame 9

This shot is of Chris Brown in his music video 'Beautiful People' which I really liked as a idea for form of transport as it is different and represents a fun and young atmosphere with scooters. 

Monday, 27 January 2014

Research in class


Magazine adverts/ digipack
Guardian (the guide)
Digipack (6 panels)
Strong link between digipack and magazine advert very useful website links - magazine advert examples

1. Anamatic
2. Shot list
3. Shooting sc
4. Props costumes who brings what
5. when shooting starts
6. Target audience and research
7. equipment booked

The Process of making my Digipak

These are screenshots of the process in making my Digipak.