Location Recce-Leyton Sixth Form College Theatre

Location Recce-Hollow Ponds

Female Actress/Performer

During our team meetings, we had previously discussed finding a female performer who is a versatile dancer. There were no ethnic or beauty requirements for the video as the experiences and emotions within "Eye of the Needle" are emotions anyone could feel. Fortunately, we found an amazing dancer named Marta Swierczynska, a student at our college, Leyton Sixth Form, who is a Musical theatre and dance student. She has accepted our request and is thrilled to work with this! Here are some videos that showcase Marta's dancing skills:

TEAM MEETING #2-Let's talk about location!

In today's team meeting session which took place in class, there were many discussions involved in location. After many hours of searching for an appropriate location for our music video, we were unable to find a location that fit our needs. Locations which involved being old or spacious were mostly in far away areas and also comprised of a payment, of a large sum of money. As a result, after extensive thinking, I decided to let my group know of my idea that we should take the music video in two locations – The college theatre and hollow ponds, which is located close to the college. This was a wise decision made by myself and approved by my group, as The locations chosen held great symbolism. For example, we found a quiet and isolated area within hollow ponds-beautiful and serene. This location could give insight into both how the singer used to be before the relationship but also how moving on has allowed her to become free and happy. However, this only applies for a sunny day. If it begins to rain, this could symbolise the isolation and melancholy but has been left in a heart due to the relationship. Here are some images to show you how hollow ponds looks like and potential areas where we can shoot:

Additionally, we took a look at our college theatre as one of our locations. This location can also hold a lot of symbolism.  It creates a sense of entrapment and the battle between evil and good, as there are black and white curtains present within the theatre. Additionally, the theatre is spacious and wide, allowing us to mimic Sia's previous music video "Elastic Heart" and "Big Girls Cry". We are also discussing the use of another location, but we are still in the process of finding out if it will be available for our use. Here are images of our college theatre:

As for our process, Samiz and Aamna are working on creating a new storyboard , as we decided to include more detail in our storyboards, giving detail into camera  shots and angles and the acting of the performer. 

As for myself, I have made a mood board that illustrates our ideas on costume, makeup and props. I am focusing on producing risk assessment sheets, call sheets and a location recce. I am also communicating with the performers who have accepted our request to perform in our music video and I will be speaking with them about the release statement they are required to sign. 

Risk Assessment Form No.2 -Hollow Ponds

Risk Assessment Form NO.1- College Theatre

Moodboard for Music Video

Here is a link to a moodboard we created that illustrates the potential ideas we have for our music video, involving costume, props and makeup.


http://www.gomoodboard.com/boards/71GyGfag/share

TEAM MEETING

In the past week, as a group we have all been actively discussing the scenes which we could include into our music video which will allow us to incorporate the conceptual performance and narrative ideas that we had previously discussed. 

In the class we discussed possible alternatives and changes to our choice in location as a research in two locations allowed us to find out that most of the locations which are old and have a wrecked appearance involve a cost.  We discussed that a possible alternative may be our college theatre, as it is quite spacious but also all the white curtain that is in the theatre could be used to give us insight into the previous state of the female talent. Despite this statement we are still not fully sure about which location we are going to use I will have to discuss more. Additionally, we discussed plans for possible additions as our female actress has no requirements such as ethnicity or appearance. Instead, the purpose of the auditions will be to find a performer who is familiar to contemporary dance, as this will be a chance for us to gain inspiration from Sia's previous works. During our group discussion, we were able to discuss how scens should be, considering safety and audience appropriateness. We also discussed in a way that would allow us to all approve of the selected scenes, by which we would imagine the scene taking place and decide on which scene out of the three scenes we have individually thought of, would be the most dramatic. There is definitely a collaborative feeling about our group as we consider each other's ideas and we urge each other to contribute and we are all working together. Here is an image of our group working on our storyboard and discussing the order of our music video.

Treatment Pitch & Feedback

In our previous Media Class, our task was to present a treatment that encompassed a brief idea of our music video and what we want to include within the music video. We discussed location, camera , mise-en-scene and editing as a way to provide conceptual, narrative and performance ideas. We discussed how certain elements such as the lyrics and performance will provide messages throughout the song, such as the word "locket" symbolising how she has entrapped her emotions and fears to fall back in love. Through our pitch, we were able to providing a brief but detailed illustration of our aims and ideas for our music video, covering the following:

-A summary of the narrative idea and how it links to the lyrics/ sound of the track. The role of performance, conceptual elements.
-The music videos that had inspired us.
-Casting/ actors, props, location(s)
-Ethical considerations
-Length
-Audience
-Channel for broadcast.

We received a small number of feedback that can be beneficial for the development of our music video. A fellow peer suggested if the music video could show a male character facing heartbreak and we provided our reasons for staying with a female actress as we are intentionally providing a vessel to Sia's emotions and we will be continuing her story. We were suggested by Vanessa, our teacher that if we are to use red paint across the walls, we have to consider precautions to avoid damaging a location or asking permission to use the location and having the freedom to provide "wreckage". We were suggested to use a lock-up garage or an area that we have access to, without causing problems.

Treatment- Presentation for Sia "Eye of The Needle"

Creative Ideas Task

In today's class, we have decided on the formation of our project groups. My group comprised of me, Aamna and Samiz. As a group we decided on three potential songs and with the help of our teacher Vanessa, we were able to decide on a song. The song we decided to plan our music video for is The Eye of The Needle by Sia. 

Sia is a artist that has gained much interest due to her interesting and abstract music videos which tell a tale, mostly about her own experiences of love and relationships. As a group we decided this would be a great song to do a music video to as it allows us to mimic Sia's style in terms of music videos and allows to have complete creative control and including subliminal messages/motives within the music video that can provide a message. Using our own ideas and ideas provided by the lyrics, we will begin to produce potential ideas for our music video for "The Eye of The Needle". 

Lyrics:

Take me down

I'm feeling now

And if I move on

I admit you're gone

And I ain't ready

And I'll hold steady

Yeah I'll hold you in my arms

In my arms, in my arms

Whoa

[Chorus:]

And you're locked inside my heart

And your melody's an art

And I won't let the terror in, I'm stealing time

Through the eye of the needle

Step and repeat

Whoa

Tears fall to the beat

Smile through the pain

Feel the acid rain

And I ain't ready

But I'll hold steady

Yeah I'll hold you in my arms

In my arms, in my arms

Whoa

[Chorus:]

And you're locked inside my heart

Whoa

And your melody's an art

Whoa

And I won't let the terror in, I'm stealing time

Through the eye of the needle

[Bridge:]

My bags heavy

Been filled by me

They weigh me down

Carry them 'round

It's all mine all mine

I am blinded by the eye of the needle

[Chorus:]

And you're locked inside my heart

Whoa

And your melody's an art

Whoa

And I won't let the terror in, I'm stealing time

Through the eye of the needle

Eye of the needle

And you're locked inside my heart

Whoa

And your melody's an art

Whoa

And I won't let the terror in, I'm stealing time

Through the eye of the needle

Oh oh

Whoa

Oh oh

Whoa yeah

During class sessions, we discussed potential ideas for our music video, using the lyrics. Our first idea stems through the line "In my arms, in my arms". As the song expresses feelings of holding onto someone and the emotional impact a relationship has a had on Sia, we believe that Sia has become intoxicated by past love and is fixated on it. For the line "In your arms" we thought that having a female actress see visions of him and run towards the visions of him, hoping to embrace in a hug but is left holding onto herself. For the line "And you're locked inside my heart" the actress can wear a necklace that has a heart with a lock on it, symbolising that her heart is locked and cannot let go of her last love and is not willing to move on. Furthermore, the title of the song " I am blinded by The Eye of The Needle" symbolises tears of pain and she has cried so much that she cannot see. It can also symbolise that she cannot see anything else expect for her past love whom caused her numerous problems. We also disscussed plans for attire and location and believe something that is decaying and old will work as a way of reflecting the emotions of Sia.

Music Video Practice Activity Evaluation

In Media, we were reintroduced to using cameras and editing as a way of developing our skills in planning, working in a group and working on a brief.  In a group of 3, we used the lyrics of a favourable song to plan and create a music video. Our song of choice was “Let It Go”, a popular song that was featured in the Disney movie, Frozen. In our group of 3, we decided on production roles consisting of the camera/director and talent. Creating a storyboard, we were able to organise our music video. In this essay, I will be evaluating our music video and the production process behind its creation, considering  various strengths and weaknesses.

Planning:

The planning process of our music video was a activity that allowed the whole group to bring our ideas together and discuss a way to link the lyrics to the music video and allowed us to think of ways that would encompass a variety of camera shots and angles, allowing the music video to be versatile and eye-catching. Additionally, our planning was an activity that was beneficial as it allowed the group to think of additional details we could add to our music video, such as props, location and effects that could be applied to the video (e.g. transitions) which would allow the music video to mimic the original music video for “Let It Go” but enabled us to add our own unique touch to the production process. However, there were weaknesses during the planning process for the music video. For example, there was lack in detail within the storyboard, as we could have developed our ideas on the various shot types and camera angles and the layout for the storyboard was not entirely followed. Additionally, during the planning process, only one location for the music video was decided and this led to the music video having less variety in location and resulted in the video being less entertaining for viewers. Fortunately, the music video was shot for 2 days and this allowed the music video to include costume changes which were fit for the lyrics of the song, as the lyrics mention “snow” and “the wind is howling like this swirling storm inside” and the talent was dressed in attire fit for the cold weather. Furthermore, as the video shoot was for 2 days, it allowed us to have a dark setting and a bright setting due to the nature light, which was advantageous for our music video as the dark lighting suited the melancholy of the verse 1 and pre-chorus and the nature lighting suited the chorus as the chorus is empowering and optimistic.

Group work:

The group work that took place created a collaborative feeling as  each member of our group was providing a creative input or support, allowing us to have a successful end product. For example, whilst editing the video, all members of the group gathered around and gave their views as to which scenes should be included within the music video and which transitions should be included. Additionally,the planning process of our music video was a activity that allowed the whole group to bring our ideas together and discuss a way to link the lyrics to the music video and allowed us to think of ways that would encompass a variety of camera shots and angles, allowing the music video to be versatile and eye-catching. Additionally, our planning was an activity that was beneficial as it allowed the group to think of additional details we could add to our music video, such as props, location and effects that could be applied to the video (e.g. transitions) which would allow the music video to mimic the original music video for “Let It Go” but enabled us to add our own unique touch to the production process. However, there were weaknesses that were evident during our group work as there were moments when only 2 members of the group were focusing on the given activity whilst the remaining member focused on leisure pursuits, showing a lack of commitment to the group and to the task at hand. 

Technical skills: Camera and editing 

The “Let It Go” music video consisted of an assortment of camera shots and angles which allowed the music video to become eye-catching and have an increase in pace within the music video, allowing variations in the pace of the music video, alternating from fast to slow due to the movement of the camera. The medium  close-up shots and mid shots of the talent/artist allows viewers to see the sadness and conflict within the talent. This however, contrasts when we included the tracking shot as they represented the talent physically and metaphorically moving away from the restraint  that was holding him back from being who he wants to be. The camera is hand-held throughout the music video as it creates an interactive feeling between the viewer and talent, allowing the viewer to be seen as a friend of the talent, similar to the relationship between the sisters Elsa and Anna within the Disney movie Frozen. Additionally, the camera was hand-held as it allowed us to mimic the original music video for “Let It Go”. The extreme close-up shots of the flowers and the nature surrounding us also allowed us to mimic the original music video, but instead of snow, we had flowers and since we are in the season of Fall, it also symbolises  letting go of restraint. As for editing, we including transitions as a way of creating fluidity and  fitting the melancholy and gentleness of the music, replacing the sudden jump cuts. However, there were minor issues faced when editing as we had issues syncing the audio to the video. This is a issue that will have to be avoided in upcoming content.

Creating skills: Ideas and directing

Our ideas were developed as a group by which we contributed our own ideas and decided on what to include in our music video. Our ideas were mostly based on the original music video, such as the scenes of walking through the field or walking out of frame as soon as the chorus comes to an end. We focused our ideas on providing various camera shots and angles and making sure the talent/artist kept the music video appealing with his performance. As I was assigned the role of the talent, it was my duty to make sure I performed in a way which kept viewers engaged and made sure to reflect the emotions of the song. However, due to performing in a public area, there were scenes where it is evident that I was uncomfortable and was unable to perform efficiently. However, due to the guidance of the director, I was able to show confidence and was more aware of how I should perform. The directing allowed us to have a vast number of scenes to select from and this allowed us to have a wider range of scenes to include within our music video, as the director instructed us to do different things and perform in different areas of our chosen location.

Targets for improvement:

-improvements in organisation, such as following the storyboard

-full contribution from all members of the group

-confidence whilst performing/selection of a confident talent

-developing skills in audio and video synchronisation

-variety of different locations to shoot

-increased variety in camera shots and angles

Music Video Process

In today's class we started the preparation process for a music video for let it go which was featured in the frozen Disney movie. I played the role of Elsa and we used a variety of locations within the college. The shoot was very fun but also involves a lot of thought as to what we would want to include within our short music video! The locations we used comprised of the field, the football nets in the field and a beautiful tree to represent the emotions within the song, which involve entrapment and wanting to be yourself. Here is a few images of our process: 

Music Video Practice Task

In today's class, we were put into groups of 2/3 and we were instructed to plan a small music video as a way of practicing our skills with camera and editing.  From the images below, you can see our preparation process for our music video for "Let It Go" which shows our music video plan and the task objectives 

Production Schedule for Advanced Portfolio : Music Promo 2015-16