Part 1
Treatment
By collecting this feedback for our treatment we learnt of how we could further develop our initial ideas in order to give us the best start in beginning to think about the production of our music video. Presenting to the class gave us the opportunity to thoroughly talk through our initial ideas and gain any feedback from our target audience directly, this was particularly helpful also as the people we presented to were our media class mates and so they could see our idea from a technical perspective and covered all of the key points within media such as lighting, location, camera-work, mise-en-scene, sound and performance. Producing the treatment was a good way for us to get down all of our current ideas and see how they would work with each other and helped us to develop the overall look and theme of the video that we were after. Some key points we took away from the treatments feedback was that we needed to think carefully about lighting when shooting at night in an external location in a busy city; we have to carefully consider the locations and whether they are easily accessible and will look professional and we also came out with more sources of inspiration that we were able to research and reflect in our video such as Woody Allen’s ‘Manhattan’.
Animatic
We gained a whole lot of feedback during and after the production of our animatic from class comments; a teacher’s soundcloud recorded criticism; a vlog and some various other pieces of general comments from our other teacher. Below is a Wordle image that presents some of the key words and phrases that we got from the feedback and learned from when creating our final music video:
The various sources of feedback for our animatic helped a great deal as we were criticised by a variety of different people that look for different elements in the music video; such as our teachers looking at the technical side of things; class mates also looking technically but also looking as though they are the target audience; and general comments from friends and family who generally look at the overall theme and artists identity. From the wordle it is clear to see that we took away a lot of key points from the people asked. We found that we had to begin to consider the timing of the shots and how well they would reflect the lyrics, beat and rhythm of the song at the time it showed as we had previously under-estimated how little time we had to convey the narrative and all of the shots we had originally planned. Moving forward we feel it would be a good idea to produce an animatic right from the start so that we are always considering timing and camera shots so that in the future we aren’t disappointed and have to change our narrative to fit the length of the song. We also learnt that although animatics are meant to be basic diagrams, it is important not to forget the finer details that we will later have to consider during production such as camera movement, mise-en-scene, lighting, location and costume. General opinions were very positive which provided us with encouragement and meant we could move forward with our idea but had it not gone so well, from receiving this feedback, we then would have had enough time to change anything before it would be too late.
Part 2
Teacher and Peer feedback from Dailies
This spidergram, made using ‘Spiderscribe.net’, displays our feedback, both positive and negative, from our teachers and classmates after showing them primary footage that we shot as test shots before shooting the rough cut and then doing further shooting and editing to progress into the final cut. It also has feeback from our rough cut.
Teacher Feedback-
When looking at our teacher feedback from our Dailies session, it is evident that we took many of this contructive criticism on board and utilised it when shooting the rough cut, as well as taking the strengths identitified by our teachers and featuring these more in our music video knowing that they worked well to an audience watching it. One of these was the comment about developing camera movement, which was also mentioned regarding the pan by our classmates, which we tried to focus on a lot during our music video, as we realised through further feedback of our rough cut that the constant movement was successful and made our shots look very professional. We used the stedicam for the first time to achieve these shots, which was also another comment made by our teacher. We did try to feature the fairy lights both by the embankment and at Harrods, in our location shots as our teacher fedback that they were effective lighting that were already in place for us, and therefore helped us to require no lighting kits when travelling to and shooting in London, leaving us more time and concentration to focus on the locations, the tracking shots, and the costume and props. We did also add in an establishing shot of the artist into our rough cut after the feedback from our teacher, as he informed us how it was essential to establish the artist’s full body in order to create her identity clearly to the audience. This is seen briefly in our opening sequence of our music video, whereby we have a long shot of the artist’s full body on the stage.
Classmate Feedback-
The feedback from our classmates was mostly positive, which we were really flattered to receive! We were commended on our use of lighting and the class thought the use of the black and white effect was really effective, and also commented how we could use this in the future in the digipak and ancillary tasks, to connect them together with a common theme. As this contains feedback after showing our classmates the rough cut, some of the class commented on the movement and pan’s throughout the video, and how these really help our video look professional, and should be included even more in the final cut. We took this feedback on board, and to achieve this in our final cut, used the editing software, iMovie, to be able to crop existing shots and pan across them, as well as zooming either in or out. This increased the movement and fluidity of the shots and transitions from one scene (location) to another, as seen in our last location down the alley.
Other Feedback-
This screenshot demonstrates how we used social media (Facebook) to be able to communicate with our audience, promote our artist, and gain vital feedback from people who had not been following our progress in the classroom, like our classmates. We had all positive feedback on this Facebook post, commenting on the effects such as Black and White, the movement in the shots, and about how professional the overall feel of the video was.
Part 3
Platinum Records Co. - Ameli 