Classwork

These are classworks that helped us understand camera angles/movements, mise-en-scene, sound, and edit; so that we could implement them to produce the music video. This was made by Bagus and Nicho.

CAMERA ANGLES

Long Shot	Medium Shot	Close Up
Extreme Long Shot	Cowboy Shot	Extreme Close Up
POV	High Angle	Dutch Angle
Over The Shoulder	Low Angle	Establishing Shot

Effects of each shot

Long Shot: Shows the full object alongside the setting and background

Extreme Long Shot: Shows the subject from a more extreme range, will give emphasis more to the setting of the whole movie.

Medium Shot: Allows the audience to see the characters body language, facial expressions and reactions.

Cowboy Shot: Cowboy shots create an effect that makes the character look cool and dominant.

Close Up: Enables the audience to focus on expressions and dialogues.

Extreme Close Up: Enables audience to feel real time emotion of the character

POV: To place the audience in the characters' shoes.

Over the Shoulder: It creates a new point of view that creates a spatial and connectional perspective of the audience and the character

High Angle: Makes subject look weaker and smaller.

Low Angle: Makes the subject look stronger and dominant.

Dutch Angle: Emphasizes confusion and disorientation due to the inconvenient angle.

Establishing shot: Introduces audience to setting of the movie. 

CAMERA MOVEMENT

These are some videos that helped us understand the aspects of filming

Ultimate Guide to Camera Angles: Every Camera Shot Explained [Shot List, Ep. 3]

Ultimate Guide to Camera Movement — Every Camera Movement Technique Explained [The Shot List Ep6]

MIS-EN-SCENE

Props	Set Design	Costume
Hair	Make Up	Colour
Performance	Lighting	Blocking
Focus	Weather	Environment

Here is a video that helped us understand mis en scene

What is Mise en Scene — How Directors Like Kubrick Master the Elements of Visual Storytelling

SOUND

Other than camera angles and camera movements, there are other key elements to creating a suspenseful and meaningful scene. This includes the 3 types of sounds: diegetic, non-diegetic and trans-diegetic.  

Diegetic: Sound that the characters within the media text can hear. This adds a sense of realism and could reveal some information about the character inside the media and soon to the audience. 

Non-diegetic: This type of sound can only be heard by the audience instead of the characters. This is used to enhance the meaning of the audience to decode and create an emotional response in the audience. 

Trans-diegetic: Trans-diegetic is the type of sound that transitions from one to another, for example from a diegetic sound turning into a non-diegetic sound. A trans-diegetic sound usually helps reflect the character's inner state for example it may start with a diegetic sound at first to connect with the character’s feelings and soon be heard by the character which is revealed as the character’s internal feeling/experience. 

We were also given a video by our teacher in case we wanted to dive deeper into the topic which helped me a lot. As the upcoming projects which were a documentary and a music video needed these skills. 

( Insert this video to your blogs https://youtu.be/2vlwm4VyyTc )

After some more lessons, we learned that there were 3 types of non-diegetic sound.

	Description	Effect
Melodie	Positive and pleasing connotations	Enhances a positive scene. Create positive emotions in the audience
DIscordant	Harsh and unpleasant connotations	Enhance negative scenes. Create suspense, tension, and anxiety
Contrapuntal	Has an opposite tone to the on-screen visuals	Adds deeper meaning to scenes. Insight into the character’s thoughts. Maybe they seek pleasure in doing bad things.

These are some examples of all three types of non-diegetic sound. 

Melodic:

Insert this link in your blog (https://youtu.be/r1nBktuqKwk?si=lhwzFJJdh3a-Igpt)

Discordant: 

Insert this link in your blog (https://youtu.be/3YTIMGmZUr4?si=q_Gh_N1TGY_8nx7o)

Contrapuntal: 

Insert this link in your blog (https://youtu.be/P0EXHvbsnJ8?si=JBa8Ecsq2yEgICf2)

EDIT

The fourth key element is the edit. The edit in a media text is crucial as it sets the tone and message and can deliver more impact to the audience. 

There are 2 types of editing which are long takes, and short takes each one having a uniqueness and drawbacks of its own. 

A long take is used to : 

• Build suspense

• Makes it feel slow for the audience.

• Extend the feelings of the scene

• Makes it more immersive

While a short take is used to:

• Increase the pace of the scenes 

• Makes it more exciting and high-energy

• Mostly used to show actions

• Focuses more on the details

These 2 videos helped me discover more things about the deeper understanding of editing in the media world.

https://youtu.be/h9AEYFYPYTM?si=Ld4P7wqL-rwagdbY (Deeper understanding of long takes)

https://youtu.be/OAH0MoAv2CI?si=ebTKXYxE-ilEa82l (Focuses more on the cuts and transitions)

Not only the duration of each scenes but editing can be classified as another 2 which are continuity editing and non-continuity editing. 

Examples:

Continuity:

• Straight cuts

• Eyeline match

• Shot/reverse shot

• Cutaway/insert

• Match cut

This video helped us understand the deeper level of continuity editing https://youtu.be/33eWqDZ6sRc?si=a_D1Bdcd5sJTM3yZ 

Non-continuity:

• Cross cut

• Flash back

• Flash forward

• Jump cut 

• Match cut. 

This is the youtube video I found that helped us learn the understanding of a discontinuity editing https://youtu.be/-d6Dp04NV0E?si=dqxmiMNjRene02DE 

Self Reflection:

This classwork is a way for us to know the basic technical elements which we utlized to produce our music video project. These are useful information that would prove useful as different technical elements convey different meanings to suit the theme and style of our project (such as using random camera movement to show that the scene is full of action and full of energy). A way I contributed was suggesting Bagus to take inspirations, to make this blog post, from previous presentations that was made by our teacher so that he'll not use as much time to complete it. In the future, I would help input more classworks in the post, that we did in class such as group activities, to provide more examples so that we'll understand more about the materials that are being taught.

Screen Test

To find a star for our music video, we need to conduct a screen test. Here is a video of our class's group audition. We did this as a class.

Advantages of doing a screen test as a class:

+ It is time efficient. This is because we screen tested 21 people, in a 3 minute duration, which saves alot of time. Also briefly, I could see each person performance and pick the most suitable one.

+ Quickly done

+ It is done as a class which makes it not too akward for the majority of people and this makes them feel more confident when singing.

Disadvantages of doing a screen test as a class:

- It is only a brief performance and some people might not have a chance to prove themselves fully as a good singer.

- Some people might still be akward since there are more people listening to them which decreases their singing performance

- Not all people know the lyrics to the 'Don't Stop Me Now' song by Queen, thus making a minority of the casts not being able to perform properly.

Based on the results of the screen test, me and my group decided to select Bagus (the first person that came on screen) to be our star because we believed he has so much potential and would prefectly fit our music video.

Self Reflection:

This screen test helped my project because its a way for us to find the most suitable candidate to be a star in our music video. Based on the results, me and my team chose the first person, called Bagus, who was in the begining of the screen test because he displayed an outstanding voice and sang with passion in his heart. Then, since I was also one of the candidates in the screen test, one of the problems I encountered was, I wasn't that confident in myself because I don't completely remember the lyrics and tone of the song 'Don't Stop Me Now - by Queen' and due to this, my singing wasn't as satisfactiory as I hoped it would be. However, the way we did it as a class made me feel less nevous and the overall experience was fun. This is because I was surrounded by my friends that also didn't know the lyrics and it ended up slightly chaotic in a good way. This made me more adapatable as a person and it made me go out of my comfort zone as I did something when it was slightly ucomfortable. Next time, I would suggest to my teacher to use a more well known song for the screen test so that more people (including me) could follow the song so that they'll perform better and there would be more options for us to choose the stars for the music video.

Song Research

Here we will look in detail at our song choice, the song we opted to use is titled, 'Here With Me' by d4vd, or more known as David. This song research was made by Bagus.

Song background:
- Here With Me” starts off with a dreamy guitar riff over a steady beat. As d4vd starts singing, listeners are immersed in the story he tells about his relationship with a partner watching the sunset, growing old together and knowing that regardless of the circumstances, everything will be alright with that person by his side" - Met Radio, 25 March 2023, written by Jordyn Lalonde
https://www.metradio.ca/review/here-with-me-by-d4vd-is-a-moody-tiktok-anthem-about-the-longevity-of-a-relationship/

- It’s a reflection of the human heart’s deepest desires and fears. Through its poignant lyrics and emotive composition, the track stands as a testament to the power of music to articulate the complexities of love and companionship.
Source: https://primesound.org/here-with-me-meaning

The reason of choosing this particular song:
We chose this song because it has a simple meaning that we can decipher as a group in order to convert it into a project. The song also has a very emotive and deep lyrics about love, this will make it good as this song can be relatable to young teenagers. Even the singer himself is 17 years old when he released this music video. He was probably younger when he wrote it, which makes it a strong point. 

How we would change it:
We would subvert away from this music video by changing the initially sunset and beach vibes of the original music video to somewhat a daily life of a teenage relationship that is not too deep. We also decided to make the flow of the music video chronological. Unlike the original music video where there were random cuts and the storyline goes back and forth with them getting old. Here, its just a normal teenage relationship. 

Self Reflection:

This song research contains the background of the song, and the reason behind why we choose it for our music video. This means that it is the main inspiration behind the creation of why we want to based our project with it and in order to fruther understand the meaning of song. This is helpful for us because when we know why the song was created, we would know the technical elements that we could use to convey a similar type of message. However we also included ways for us to differentiate from it thus making us more unqiue. I didn't contribute much as this task was assigned to Bagus so I just let him do it but I once remided him to finish it or not he'll be overwhelmed with unfinished assignments and possibly resulting in him not completing this blog post. In the future, I would help Bagus with writing the paragraph of how we're going to change it so that this task is done faster.

Lyric Sheet & Storyboard

This is the lyric sheet and storyboard for our project. The lyric sheet is done as a group and the storyboard is done by me and Bagas.

Lyric Sheet

These are the notes that me and my team made in the lyric sheet to map out our ideas for the chronological events that will take place in the music video. We used brief descriptions to save time but it's enough information so we all know what will happen in that part of the song. We continued writing ideas throughout the lyric sheet and end up with a summary of how our music video would turn out. 

Note that not everything stated in here is final since we might adjust in the filming/editing process in order to produce the best results.

Storyboard

We then started our storyboard to further visualize the plan of what our music video would look like. This includes the type of camera angle/movement; the mise-en-scene used to convey meaning (such as the actor smiling to connote a happy mood); sound used to match with the scenes; and the edit. As seen that this is the storyboard that has the most details and has the least amount of boxes, this was graded therefore our teacher told us to draw any part from any scene that we have thought of and draw it on a storyboard. The scene we have chosen is the beginning ( where our star just woke up).

After the first drawings each paper has now 8 boxes. The drawing looks less detailed and there isn't much text , we chose this format because its easier to do and draw. It also saves time for the team as here we can make it less detailed.  In this part this is where the star will spend good time with the female actor.

At this part of the storyboard this is where our main star will have good times with the female actor while playing basketball.  However its started with the two actors then it suddenly became the main actor alone to demonstrate the isolation that bagus is feeling.

This is the turning point of the storyboard as this is where all the negative moments arise. from the breakup to our main star distancing himself from the female actor.  ( this scene was revised by my teacher and we all liked his idea ) Our old idea was to use our main actor breakup normally with our main star feeling sad. However my teacher said it lacks meaning and no message is given to the audience. He proposed the idea in which the same setting and scenes wll be used however with different expressions, this time with the female actor acting more angry towards our star to make them seem like they are about to break up. We all accepted this idea and thought it would be an interesting concept to do. 

Finallly this is the ending of the song where the main actor starts to let go of everything. ( Which was also revised by our teacher )

Self Reflection:

The lyric sheet helped us to lay out our ideas throughout the song so that it is clear what the end result would look like. Then we made the storyboard to further expand on the ideas and drew images to visualize the end product even more. This gave us a clear sense of direction on what we're trying to make and these 2 tools acts as way to convey the narrative to our teacher so that he can give us feedback about it. Speaking of feedback, he suggested that our music video should have a message at the end so that the video has a purpose for the audience to watch. Based on that, we took his advice and adjust our narrative accordingly. We as a group decided that our message was that: Don't be with someone who doesn't want you and you have to move on with life, no matter how difficult it is'. There are many ways I contributed in both the lyric sheet and storyboard. For the lyric sheet, I gave my thoughts and opinions about the chronological events that would take place in the music video. I suggested that we add some scenes to show the contrast before and after the argument with the girl (main actor wakes up drowsy, doesn't open the curtains, and overall looks messy for school). Then for the storyboard, I was the one who made the detailed version (with the description on the side) since I have experience doing it in my previous project. However I ran into the problem of me being a perfectionist and this leads to erasing mistakes after mistakes and result in taking way too long to complete 4 boxes in the storyboard. I knew this would burdened me too much so I decided to ask Bagas if he's willing to finish the rest of the storyboard, in a brief manner (pictures doesn't have to be so detailed). He then accepted my offer and he took over for the rest of storyboard. During this time, I improved my brainstorming skills which I utilize during the discussion about events that would happen throughout the lyric sheet and also learned that progess is more important than making everything look perfect, since it doens't take too much time and as long as my teacher knows what I drew, the details doesn't matter as much. Next time, I will delegate the storyboard making role to Bagas instead because I believe he gets the job done in a shorter amount of time and result in us finishing the rest of the project alot faster.

Moodboard

This is a moodboard that me and my team created. It is the style and theme that we want to use and it'll help guide us for the music video production.

This was our first mood board

After finishing our first mood board, we realised it was way too similar to the original music video so we decided to change our mood board but still conforming some conventions of it. 

This is the final mood board for our music video:

The mood board of our first chorus

The mood board of our second chorus

Self Reflection:

This moodboard that I made with my group helped us visualised the end result of what our music video would look like. The moodboard includes the themes and style of what're we're trying to create and acts as a reference point to stay on track when producing the video. A way I contributed was searching up and inputing pictures into it - adding to the stack. Then a problem we encountered was that our teacher told us that our inital moodboard looked too similar to the 'Here with Me' song theme (which we're trying to recreate) so me and my team had to think of way to subvert from it. Our solution was to include a 'day in a life' style to the narrative of the video, which made it feel more personal for both the actors and the viewers thus making the audience able to relate to it and result in them being engaged. With the change of narrative style, the pictures needed to change in the moodboard and this was done by Nicho. Next time, we would directly find ways to subvert from the original song theme so that we don't spend time changing the moodboard and we could use that extra time to film.

Statement of Intent

This is the statement of intent, that we all made as a group, for the music video project.

Statement of Intent 

Genre
INDIE
Song Choice
d4vd - Here with me
Target Audience
Demographic	Gender: Both male & female Age: Teenagers/young adults aged from 16 - 30. Ethnicity: Indonesian and global audience Using an Indonesian as our main star and using a globally famous English song.
Psychographic	People with relationship problems People in relationships People who are looking towards getting into a relationship People who need their feelings validated by someone else, whoever it is.
How we will appeal to this target audience
We will use teenagers as our stars to target audiences of the same age. Our music video will include a short and creative story that could easily be related to the targeted audience. This way they could feel more connected with the song as the story will be relatable to them. A creative story will always appeal to the audience, especially our  chosen target audience creating a narrative that speaks to the audience connecting their personal experience with the song. We will shoot our scenes in popular spots, known to teenagers and a place where they often hang out. We will style our star following the youth style and according to the current fashion trends to appeal to the younger audience.
Main inspirations
d4vd - Here With Me is our main inspiration because we all enjoyed the song and believe we could make a cover music video about it. The vibe is very mellow and has a slow tempo. Its mise-en-scene is very simple as the clothes worn are new generation/modern style outfits, which matches our budget and the location is very accessible since beaches are common in Bali.
Artist Description (Star)
Name: Saputra (may change over time) Characteristics Indonesian / Balinese 17 Years old (teen)  A school student Performance: Just singing
Performance
Have the star sing along to the song Probably holding a simple instrument e.g guitar Some acting that matches the lyrics
Representations in video
(people/places/locations) People Indonesian Young adults (15-25 years old) Places Villa Forest Park Location Do not know specifically  Renon Park (probable)
Star Persona
First half of the music video, Bagus (our star) is: Outgoing Happy Loveable Energetic Second half of the music video, Bagus (our star) is: Sad Lonely Heartbroken No energy
Proposed Roles
Storyboard	Saka
Location Scout	Nicho and Saka
Risk Assessment	Bagus
Screen Test	Bagas
Filming Schedule	Bagas
Audience research	Bagus
Behind-the-scenes	Nicho
Editing	Bagas
Digipak (research & development)	Saka and Nicho
Social Media(research & development)	Bagus

Self Reflection:

This statement of intent helped us to collect all the information about our music video ranging from: genre, song choice, the demographic, psychographic, and many more. This made us more organized and it would be useful in producing the music video as we can refer back to it when we're lacking in inspiration on how to continue the video (such as finding more ways to target the male and female audience). Ways I contributed was identifying the demographics for the target audience so we know what to put inside the video to represent them; and I identified our star's persona so that he'll match the style and lyrics of the video. A problem we met was not knowing how to divide the roles among each other so we just assigned the roles that we did beforehand - based on our previous project. Also, there was a problem with choosing our song because originally we wanted to make a video with the song 'Niscaya' but we collectively decided that the duration was too long and would burdened the editor too much as he need to edit in english subtitles ontop of the Indonesian song (which would be too time consuming). So based on this, we finalized our chosen song to be 'Here with me - by d4vd' since it's much simpler to do and doesn't burdened anyone as much. In the future, we'll choose an english song to begin with, so we don't have to change the statement of intent, to not waste time, and we could start it as early as possible.

Media Ownership: Something about Twitter before & After Musk's Takeover

This case study can be used for regulation and power in the media questions in the exams; and maybe media ecology questions.