Group: Animatic

 

 

1. What was your individual contribution to the storyboarding and animatic task?

Charlie - I helped plan the shots we were going to be including within our music video, discussing composition of the actors in the frame.

Amelia - I drew the illustrations in the storyboard and edited them into an order based on our shot outline post. I added the track and built the shot entrance and exit around it.

Emma-Louise - I found the images online or used images we had taken in previous location recces to represent some scenes more realistically than drawings and helped Amelia edit them into an order.

2. What have you learned from completing this process in terms of, camera - distance, movement and angle; editing - duration and transitions; sound - relationship between lyrics/sound and visuals, emotional colouring; Mise en scene - locations, character blocking?

• In order to conform to the pop genre, we included camera angles such as CU, LS and MCU within our animatic that would help to establish a rapport between the actor and target audience, which most pop music videos intend to achieve. This also helped us to visualise what the shots would look like when we actually film them, enabling the filming process to run smoothly and go to plan.
• Furthermore, constructing the animatic was a very useful process as it helped us to get a feel for the composition of the actor/s in the frame, placing them in the rule of thirds or centre frame to evoke specific emotions such as isolation and dominance.
• In terms of editing, we were able to time manage each shot by cutting them in time with the music on the animatic. This provided us with knowledge as to how long each shot would appear in the video to conform to a pop genre style of a fast cutting rate.
• We have manipulated the beats in our sound track as indicators demonstrating when we need to cut the visuals to fit the lyrics being sung. This will make our music video flow better as the narrative fuzz will be apparent as well as an amplified effect we aim to show.
• By being able to draw shots we plan to use, it gave us a clear idea of character blocking when we came to film the field shots particularly. It allowed us to portray status amongst the actors, by placing the female in front of all the male animals communicating her importance and significance in comparison to them.

3. How else has this process fed into the development of your concept?

• It helped us cast a realistic representation of what our final outcome will look like by ordering all our shots into the right order. This gives us a visual example of how it will look so we have something to follow.

4. How was this task more complex/different from the same task at AS?

• This task was a more complex process to construct compared to last year, as we had to jumble up shots within the animatic to make it conform to an amplified music video look. Whereas last year, we simply drew out shot by shot each scene location which made it easier to form and know exactly where each shot would go.
• This year, we included digital images collected from the internet to go into our animatic in order to show the multimedia skills we have learnt from last year. Also, it allowed others to visualise our conceptual ideas and the colour grading's we intend to use on specific shots which we couldn't achieve through just drawing the images.

5. What were the challenges/difficulties of carrying out this task?

• Most music videos include multiple spontaneous shots that make them unique in comparison to existing videos already in the charts. Therefore, having to plan every single shot in detail was hard for us to do knowing we will include unplanned shots when we film.
• Placing the shots in the correct order to which we are going to have them in our actual music video was also a challenge, as we didn't have a distinct idea of definite shot positions.