A2 Evaluation Questions

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.

Storyboard Of Shots For Busted Video

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.

Locations, Actors, Props and Technical Kit List

Shot List

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: 
Likelihood:
Persons At Risk:
Precautions:


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:
Likelihood:
Persons At Risk:
Precautions:


Hazard: Special Effects e.g. Flashing lights
Answer: No
Severity:
Likelihood:
Persons At Risk:
Precautions:


Hazard: Weapons
Answer: No
Severity:
Likelihood:
Persons At Risk:
Precautions:


Hazard: Burns From lighting
Answer: No
Severity:
Likelihood:
Persons At Risk:
Precautions: