Busted Music Video - First Experience

For my first task in A2 media, I had to try to perfect the art of lip syncing and creating a short music video in preparation for next year’s course work. I did this by creating a lip sync of Rihanna’s ‘Umbrella’ (http://www.youtube.com/watch?v=gQW9X5-0HBs) and re-producing the first 1 minute and 16 seconds of Busted’s ‘What I go to School for’ music video (https://www.youtube.com/watch?v=RavXyTHVUe8&list=LLJjl4Q3puVGOYuVcaIwADsg&feature=mh_lolz).

As I was the director I had to set every member of my group with a role, from props and costume to being in control of the camera. This wasn’t that hard as everyone didn’t mind what part they had to play, so I was able to designate a role to every group member. With this everything came back to me for a final check. When the story board was handed to me it was good because it had all the requirements that a story board needs (shots, times, lyrics, cinematography). I was in charge of doing the shot list which, in hindsight, I should have got someone else with less to do to complete because I had a lot of work looking over and helping other people that the shot list was rushed and we had to change it on set. One of the tasks that the whole group got involved with was creating a Facebook page asking people to be the class and the crowed outside. This didn’t work as we were shooting on the Wednesday and set the page up on the Monday, so most people were already busy. If we had more time though I feel that this method would have been effective. The final part of the planning for this video was to sort out props and costume, this was not done effectively as the person in charge of props and costume asked everyone to bring old school uniform, but only me and a couple of others did, so we didn’t have enough for a crowed.

I really enjoyed the production task because most of the time things ran smoothly and we managed to get the shots we needed in time with the shot list. However as in every production things are going to  wrong, the main thing being continuity. This happened a lot in the classroom scenes, as we were using people who don’t do Media, so they were available for some of the shots but not for others. When I come to do my real music video I will try to use as few people as possible and if I do need a lot of people make sure I get all the shots on the day that everyone is there, this way I won’t have to reschedule to do one shot. This happened when we were outside and in one shot we have a crowed of 6ft tall guys and in the next shot we have 3 girls. Despite this I do think that we did well in the production and stuck to our time table.

While we were in production we did use a number of Digital Technology. One of which was, of course, the Digital Camera. Without the use of the digital camera I would not have been able to get the quality of picture that we did.  Another use of digital technology was to use the projector to play the video for the lighting and also for the sound so that the actors could sing along.

At the editing stage I learned a lot of new techniques, as I have never used Adobe Premier Plus. Even basic things like trimming a clip I improved on and was able to get the clip exactly how I wanted (in the end).

I also learned how to finalise a clip to make the video flow better. The red bar at the top means the video hasn’t been finalised and creates a jumpy image, which looks really bad. 

I found that in a few of the shots the lighting was to dark so I used the shadow/highlight tool which made the shots brighter so that we could see the actor singing.


The other useful tool that I found was the unlink tool which meant that we could unlink the sound from the video, this was a benefit because it meant that we could  the real music from the song played instead of our dreadful singing.

In all I feel that I have had a good experience in my first attempt at a music video but I will need to take the thing that I did wrong in to consideration when I come to my final piece and learn from the mistakes that I made in this experience.