Introduction to the equipment:
When being shown the camera we were informed of the procedure for mounting it to the tripod and setting up the camera itself. This consisted of flicking the switch on the plate on top of the tripod, removing it and screwing it into the base of the camera (using the appropriate whole and nipple) before slotting it back onto the top of the tripod. The stability of the camera can be adjusted via the leavers on the head of the three-legged stand in order to allow movement for a pan/crane or to secure the camera in a fixed position for static shots.
Before we did any of this though, we ensured that our class (and individual) group number was on the tapes we were using; as to make sure that they were returned to us if lost. In an attempt to prevent this though, we were reminded to remove our tapes after use. A seemingly obvious request, but this is apparently a recurring theme in the use of these cameras. After this brief explanation of procedure and equipment we were given a tour of the camera's functions that we were encouraged, and were likely, to use. These were:
White Balancing - in essence this is the act of showing the camera what white is in order for it to apply this to the other colours placed in front of it. This is done by manually showing the camera a white object in the lighting you are using. To do this you would have to access the manual setting which has an icon resembling a letter. Automatic white balancing however, has two main settings programmed in. These are the "indoor" setting (shown by an icon resembling a light bulb) and an "outdoor" setting (icon resembles the sun).
Exposure - This is the process in which you dictate how much light you want in your shot. It is achieved through the manipulation of shutter speed, iris/aperture and gain. Shutter speed changes the level of exposure through letting in a high or low amount of light, therefore changing the light in the shot. A fast shutter speed means that there will be less light; thus a darker image. On the other hand, a slower one (e.g 1/12) will have the opposite affect. I have learnt that shutter speed and aperture are more effective in attaining the needed exposure level as overuse of gain can create a grainy effect. So these two should be used first and gain should come into play as a last resort.
The video that we aim to recreate is Teenage Dirtbag by Wheatus. The main camera work that we noticed were the use of different camera angles, shot types, camera movement and use of focus. The camera angles i recognised consisted of Aerial shots of the band; perhaps included to signify that this was a separate and different section to the rest of the video or to give the audience a full view of the band and their equipment. There was also a low angle shot of the lead girl's boyfriend in order to show his superiority. Emphasising this is a shot of the lead character on the floor after being knocked down by the boyfriend where we are placed on the same level as him in order to empathise with him. Also noteworthy are the eye-line matches used for the lead man when he stares at the girl of his dreams. The most eye-catching shot type would have to be the establishing shot at the begining of the video, as it sets the seen at the high-school. The camera moves quite a lot in this video as it tracks to follow the lead man in the hallway and around the band in the gym. When static, zooms are used to focus on key evnts or images. When mentioning focus it is vital that i record the use of a shallow depth of field when the camera views the lead girl.
Editing effects include the cutting from shot to shot in time with the beat of the song. This is a common convention in music videos, and is something i hope to achieve with my own project. Instantly noticeable also is the use of slow-motion for the shots of the girl in order to gain a sense of surrealism in her appearance.
When filming the video i took on the role of the main actor. We also allocated the roles of director, camera operator and supporting actors/extras. I listened to direction throughout this process in order to ensure there was fluency in the creation of our project. I occasionally offered creative input for ways in which we could achieve a similar standard of filming to the original and keep a sense of continuity. After we had filmed the shots we felt we needed (writing down the shot numbers we wished to keep in the process in order to make editing easier) we began the editing stage of our task. I felt confident in my editorial skills so i volunteered to take on final cut. With detailed instructions being given to us as a means of starting up i found it very easy to get going. The footage was captured and i used the tools at my disposal to narrow down the shots to the ones we required for the finished product. The rest of the group took turns to tackle the software also but i found myself eager to use the programme (despite the infuriating trackpad). I feel that i have gained a vital skill in learning to use final cut and will use it again in the future.
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