Professional & Critical Practice (Commission): Critical Reflections

I found this unit to be extremely effective in learning to work for a client and the process of creating a film for someone else, along with learning about how to create a promotional video as opposed to a fictional film.

What I would improve on
I found that the only technical hitch that occurred during the day of filming was a lack of memory space on the camera's memory cards and having to have a crew member retrieve my laptop to upload the footage recorded during the day, clearing the space. So I now know to always bring my laptop to a shoot with me in case this issue occurs again.

I would like to create more promotional videos or documentaries for companies in the future, to gain further experience of working for a client and making a project under someone else brief and directions. Alpha Weapons Academy and I already plan to work together again in the summer on projects I am yet to be briefed on, so I can gain further experience of this soon.


What I've learned / What worked
Aside from one technical hitch, I found the process of this unit to flow extremely well. Having found Alpha Weapons Academy through a friend joining their classes, I decided to get into contact with them and observe a day of classes. The process from there was simple, with a schedule of meetings arranged, great communication and a simplistic but clear envisioned brief from the client alongside allowing me to have creative control, everything ran smoothly.

I feel that by reccee-ing the location and observing the classes before planning, then followed by extensive research and planning for the shoot, I was able to conduct a day of filming that was scheduled and structured. Filming was an exciting new challenge due to improvising shots and movements based on the class's actions and activities, yet successful with a wide variety of footage captured.

The end result of the promotional video has turned out to very successful and meets the brief of what my client needed and wanted to promote themselves. I think we worked extremely well together and this work has prepared me one step further to work in the television production industry.

Professional & Critical Practice (Commission): Feedback & Final Result

When showing Alpha Weapons Academy the rough cut of their promotional video, I received extremely positive feedback. The head instructor Dave (my client) said that he was impressed by the timing of the edit, for example the commentary being represented in time with coinciding footage. With him being extremely pleased with the rough cut, he only had two minor changes that he needed me to make...

• Swapping one clip for another
• Removing one line from his interview

Having discussed his requirements, I needed to change one of the beginning clips showing the traditional class's warm up routine for one that better represents the routine's actions and one that is slightly more energetic. And remove a line from the edit that he felt sounded slightly monotone and wasn't needed.

With one piece of footage of the warm up routine, I reviewed the footage and changed the clip to one that I felt was better suited.

The original clip from the rough cut

The new clip that has more energy and better representations

The only slightly challenging change to make was removing the required line from the edit, as it was an introductory line to the sparring class segment of the video that was timed with introductory clips. The process of removing the line "Also we have sparring and conditioning classes" was as follows...

• Removing the clip from the timeline
• Deciding to remove the clips that were timed with this clip: two shots of students putting on their sparring gear

One of the shots removed

• Repositioning certain footage in the timeline
• Having the 'Sparring Class' lower third introductory clip now be introduced with the line that originally followed from the now removed line

With the final changes in place, my feedback from the client was 100% positive having reviewed the final cut of the promotional video. I also feel that the end result of the video represents who the company is and what their classes entale extremely well, and stands a high chance of Alpha Weapons Academy gaining new members.

This project has also allowed me to build a professional relationship with the company, and I have gained them as contact, as they have told me they plan to make more videos in the summer this year and would like me to work with them on their projects.

Below is the rough cut of the promotional video...

And the final cut of Alpha Weapons Academy's Promotional Video...

Professional & Critical Practice (Commission): Rough Cut Editing

When editing Alpha Weapons Academy's promotional video it was important to keep our discussions on the required inclusions in mind, the key features from my planning in mind and my prior research on promotional videos and the slight documentary style (and my research on this) in mind.

The process of editing the video was as follows...

• Selecting the most entertaining and representative clips from each segment of filming and placing them in script order in the Final Cut Pro timeline.
• Placing the answers from the interviewees into the timeline in script order
• Adding footage that connected to the interviewees answers, such as Dave (head instructor) comparing the technical class to the sparring class and adding two clips from each class
• Cutting down footage to currently get the video as close to the required 2-3 minutes length as possible
• Selecting a suitable soundtrack, I decided that rock music best suits the atmosphere of a weapons training academy. However I knew when searching that it needed to be low key music, rather than heavy rock, and have an upbeat tone to represent the fun and light-hearted atmosphere of the classes. After looking on Bensound, Purple Planet and Incompetech for royalty free music, I decided on Rumble by Bensound.
• Adding the soundtrack to the edit starting at an effective moment in the first clip, and having it at a low key volume to not overpower the footage.
• Adding lower thirds to the interviews and classes. I decided on a decaying 'paper' effect lower third in white, with the company's official font of Massacre (which I requested from Dave) to keep to a fitting brand for the academy, and used their main colour scheme of black, white and red. I then decided to add the company logo to the lower third for extra flair and representation of the company, using a transparent logo sent to me by Dave and adding 'Alpha Weapons Academy' in text. The end results are below...

Lower thirds

• Then realising that the student interviews were bumping up the length of the video to about 4-5 minutes long and were not greatly necessary to the film, I decided to cut them from the video.
• Cutting down clips and removing any unneeded footage to bring the length of the film to 3 minutes long.
• Cutting and mixing the sound track to extend it to be 3 minutes long.
• Deciding to add the company logo to the beginning of the video, introducing the sound of the next clip with it, then having that clip fade in for production value.

Opening image

• Creating the credits consisting of the company logo, address, phone number and Facebook page (as Dave advised that he would like this information - they also do not have a website yet). Followed by my role, my sound technician and music credits, and then the UCA end credit. Keeping the credits quick and simple, yet with the key information. Also slightly raising the soundtrack for this.

End credits

• Raising the sound of Dave's interview / voice-over and correcting any noise or messy mixes into the next footage, along with greatly lowering the sound of footage being mixed with Dave's voice.
• Colour correcting each individual clip by giving the tone a less green/yellow hue and one that's more realistic and neutral, fixing the exposure and raising the saturation. Also, adding a vignette edge effect to each clip to give the video a slightly higher quality appearance.

Before colour correction & vignette

After colour correction & vignette

Before colour correction & vignette

After colour correction & vignette

Before colour correction & vignette

After colour correction & vignette

With the end result of the rough cut being 3 minutes 25 seconds long it matched the criteria in length. But it also matched the criteria for everything else needed by the company for the promotional video, these being...

• A slight documentary style, nothing dramatic
• Information about who Alpha Weapons Academy are
• Information and visuals of the classes
• A large variety of footage on everything that happens during the classes
• All students and instructors being featured on film
• Contact information and brand representation

After a lot of work and effort on the rough cut and feeling pleased with the result, my next step was to get feedback on the video from Dave to complete the fine cut of the project.

Professional & Critical Practice (Commission): Martial Arts / Weapons Promotional Video Research

Prior to filming, I decided that it could be useful to look into martial arts and weapons training promotional videos for analysis. For both inspiration and knowing what to avoid when both shooting and editing Alpha Weapons Academy's promotional video.


KMAC Martial Arts Promotional Video

Filming:

• A good variety of shots, the same actions / activities are filmed from different angles to give variety in one location.
• A large number of activities have been filmed, such as using equipment, opponents fighting each other and students practising individually. Allowing for a structure* in editing.

Editing:

• A simplistic opening to the film consisting of just the company name - I find this effective in a simple promotional video. However I think that the GFX added to this was unnecessary.
• An overly powerful rock soundtrack. I personally find it's too 'in your face' and completely overpowers the recorded sound from the footage - which an important part of the video.
• *While the shots filmed allowed for sections within the video and an overall structure, the video consists of a consistent montage of clips without any verbal or on-screen explanation of what the students are doing and what part of the classes that they are undergoing. I feel that given a layout and structure, the film would have more potential.
• There is occasionally one off-location shot added to the edit, which doesn't seem to fit with the rest of the footage and is unexplained.
• The images of the company's logo placed at the end of the video is effective as it reminds the viewer of the company, however there is no contact or website / social media information given. Which seems vital in a promotional video - due to it's purpose of promotion.

Overall, I found this to not be a strong promotional video. While the footage is well filmed with a great deal of variety, the editing of the film let it down due to a lot of flaws and lack of information. In my research I've found that the key additions to a promotional video are providing information, having a core purpose and targeting an audience - all of which this video seemed to lack.

Andre's Academy Weapons Expert Promotional Video

Filming:

• The footage seems to have been filmed through a mobile phone camera or one of low quality, giving a less professional appearance.
• There's a great deal of footage of the class, in a number of locations. Consisting of the instructor alone and with his students, allowing the audience to get to know who is who and the atmosphere in the academy.
• Constructed scenes are used of defending an attack in public, while informative, I feel that they are unnecessary - as the video's purpose is to inform and promote the classes with actuality, as opposed to creating a story.

Editing:

• There's a structure within the editing, as the video cuts back and forth between the instructor addressing the audience about the academy and showing them the type of training that students undergo.
• The soundtrack placed in the film is very low key, allowing for it to not overpower the footage.
• While the edit is slightly messy, with audio coming in on a black screen a few seconds before the footage fades in, it's clear that there was a plan and structure behind the editing process.
• GFX text is used to inform the viewer of what types of weapon training they can learn - an important part of an academy's promotional video.
• An address, phone number and website are also provided as another vital part of promotion.

This video proved to be strong in promoting its company. While the footage quality and editing was slightly amateur at times, the overall approach to the video fit the key features needed of a promotional video very well. The video had a variety of activities and classes, an interview with the head instructor addressing the audience to inform them, entertaining sequences, a subtle use of GFX and music, a clear structure in the edit and important contact information. I've found in my research that these aspects allow for a successful promotional video.

This research inspired me to not only avoid a lot of the editing mistakes made in the first promotional video, but to take the most effective parts of the second promotional video and create an even stronger and more structured end result.

Professional & Critical Practice (Commission): Shoot Day

On 20th March I held my shoot for Alpha Weapons Academy's promotional video.

Contributors
Acting as camera operator and director, I took full control of the directions and camera shots, movements and angles. While my sound operator Jordan Parker, ensured that the quality of sound during both classes and interviews was of high quality.

In the planning process of the shoot, I intended to carry out a long interview with the head instructor of the company, Dave McPherson and two short interviews with students to tell us their point of view on the class. After viewing the first class in filming, I selected two students that I felt were the most energetic and enthusiastic and they agreed to be interviewed (along with signing consent forms with the rest of the class).

Interviewee One: Kate

Interviewee Two: Ben

Schedule & Location
The schedule of the day was approximately as follows...

• 09:30AM - 10:30AM: Set up time (setting up equipment, discussion for the day with Dave, introducing selves to class, signing consent forms, double checking script and shot list)
• 10:45AM - 12:30PM: Filming of traditional class
• 12:30PM - 12:40PM: FIlming of interview one with Kate
• 12:40PM - 1:00PM: Brief break and filming of students putting on sparring class gear and setting up for sparring class
• 1:00PM - 2:00PM: Filming of sparring class
• 2:00PM - 2:10PM: Filming of interview two with Ben
• 2:10PM - 2:30PM: Brief break and Dave cooling off / preparing for interview
• 2:30PM - 3:00PM: Filming of interview with Dave
• 3:00PM - 3:30PM: Reviewing of footage and packing up

The filming schedule was worked into the weekly schedule of the classes, with student interviews filmed between the technical and sparring classes, and Dave's interview filmed after all classes finished. This allowed for the usual flow of the day to continue without filming interrupting that, allowing students to continue as if the camera wasn't there - allowing for actuality.

The location of Alpha Weapons Academy mostly consists of two rooms, the main room for all weapons training and fitness and a room connected to both this room and the entrance for breaks and setting up. Seeing as I'd recceed the location and observed the classes before filming to see that all activities take place within the one moderate sized room, I made sure to plan a number of shots from a variety of areas in the room in different sizes and angles. This allowed for me to have varied footage from around the room, rather than for example, static shots from one corner of the location.

Varied shots of the classes

I chose to hold Dave's interview in front of a serving hatch styled window between the two rooms that allowed for him to talk without lots of background noise, but with an interesting background behind him of the class practising with weapons. I found this to be much more effective than if I'd had him sat down in a quiet room with no action happening.

Static MCU shot for Dave's interview

Script & Shooting
As expected from an activity based shoot, I found filming to be very improvisational. I needed to be constantly alert and aware of what everyone in the class was doing and think on my feet by continuously moving around the room to capture different people in the class undergoing different activities in varied shot sizes. All based on what I felt looked the most important and entertaining.

However, I was able to keep the shoot structured in line with my shot list and script through knowing what to expect from the classes in a previous visit. I found that the best way to keep a structure to filming was by constantly referring back to my script and shot list to remind myself of the key shots that I wanted to capture.

My hard copy script with notes on the order of shots in line with the schedule
(with a key edited in to explain the meaning of the numbers for this journal post)

I found that I was more than able to capture every shot that I planned in pre-production to be able to have the editing approach that I needed for the film. However I was also able to capture extra, unexpected shots. Including comical smiling shots between Dave and the students representing the atmosphere of the class, and a warm up fitness-based routine to show how important fitness is within the classes. I also decided to shoot static shots of items such as sparring gear and weapons, in case I needed extra footage to cut over interviews during editing, which I felt was a smart move.

Some of the unscripted, improvised shots

What Worked

• The entire day of filming was extremely professional and went smoothly
• I got more than enough shots and captured every shot that I initially planned
• I have built up a good professional relationship with the company due to professionalism during both pre-production and production
• Putting in a lot of planning and recce-ing beforehand proved to be vital in knowing what to expect on filming day and scripting
• Acting as both director and camera operator allowed me to capture every shot quickly, rather than giving a crew member directions and explaining to them what I need
• I didn't need to take any structured shots, there was enough action and enthusiasm to have all of my shots be actuality-based, which is what I wanted from the shoot

What Could Have Been Improved

• I found there to be a slight echo in sound due to the location, however this was unavoidable and would have been more obvious without my sound technician using a boom pole. I would have potentially used clip mics for interviews if they had been available
• I possibly would have filmed a second interview with Dave, asking him to be slightly more enthusiastic, due to him appearing nervous or shy occasionally during his interview
• The only issue during the day was that the two 8GB memory cards had run out of space before filming the last part of the day; Dave's interview. However thanks to my sound technician, during a break he was able to quickly retrieve my laptop from home so that we could upload the footage on location, clearing space to film the interview. If I hadn't added the codec to my laptop prior to filming I wouldn't have been able to upload the footage, and if it hadn't have been for my sound technician I wouldn't have been able to retrieve my laptop due to not having my own transport to take equipment with me, nor being able to leave it alone on location. This could have been a large problem on the day, so next time on a shoot I will make sure to bring my laptop with me.

Professional & Critical Practice (Commission): Shoot Planning

Following a pre-production meeting with Alpha Weapons Academy, I underwent the following planning...

• Deciding on structured questions to ask the head instructor and members in their interviews
• Creating a shot list for filming
• Finalising plans with schedule, equipment and crew
• Gathering paperwork

When thinking up the questions to ask Dave (the head instructor), I wanted to keep it simple, informative and professional. I feel that I went with a traditional list of questions including him introducing himself and the company, followed by questions about the classes in the order that they appear in the script, and concluding with any future plans for the company.

I decided on the same simplistic approach with the two member's interview questions, by focusing on the key information and most interesting answers, while trying to make their interviews differ from one another.

Below are the list of questions that were sent to Dave and approved prior to filming...

My next step was creating a shot list in both script order and the in order of classes and interviews being filmed on the shoot day. Referring to the finalised script, the shot list that I created was improvisational based on not completely knowing what to expect from the class activities throughout the day, although structured in knowing the approach that I wanted to have and the key scenes and shots that I wanted to capture.

Below are the two versions of shot lists prepared for filming...

Script order shot list

Shoot day order shot list

Lastly, I booked out my technical equipment, organised a schedule with my crew, and gathered my paperwork (shot lists, script & consent forms). I decided that due to the filming location being small, and the coverage being focused on one area within the location, I would be readily and successfully able to both direct and film the promotional video, and simply require a sound technician - Jordan Parker.

The equipment that I decided on was a Sony EX1 camera due to my experience and knowledge of this camera and it's high quality results, a tripod, a boom pole for better quality sound and a fig rig in case of rapidly moving shots. I decided against using a lighting kit due to the location being brightly lit already and the health and safety risk of having trip hazardous and hot equipment around an active and small gym location.

With the above documents, crew and equipment prepared, and with a schedule of setting up from 9:30am and beginning filming at 10:30am, along with being aware of the classes length and schedule, I was ready for shoot day.

Professional & Critical Practice (Commission): Script & Meeting

When planning the script for Alpha Weapons Academy's promotional video, I kept my prior research of promo videos and documentary style in mind.

The process of creating the first version of the script involved...

• Creating a documentary style script template when referring back to my previous scripts and my promotional video research
• Deciding on the beginning, middle and end of the script
• Deciding where to place sequences, interviews, voice-over, GFX and the soundtrack
• Deciding on camera shots for each scene

Once the script was complete, I highlighted the areas that I was unsure that Dave (the head instructor) would agree with and highlighted areas that I was unsure of the details, such as class or member names. I then added notes on what certain terminology means, such as GFX meaning graphic, and the script was prepared for my pre-production meeting with him.

Script version 1

In my meeting with Dave we discussed each individual scenes and feature of the script and fixed any unclear parts. He was very happy with the order of scenes and the overall approach. My next step was to send him the questions that I planned to ask in interviews, to create a shot list based on the script and film the following week.

Here is the final scripted decided on after the meeting...

Professional & Critical Practice (Commission): Documentary Style Research

Due to the client deciding that the promotional video should be in a loose documentary style, I decided to conduct some research into documentaries. Comparing the overall advice for their creation, analyse short documentaries and compare the key differences and similarities between a promotional video and documentary that make up a docu-style promo.

When researching guidance on documentary creation, I found the following key tips...

• 'Tell a story you care about
• Research - Learn everything you can about your documentary subject
• Make a plan - Create an outline. Think about HOW you’re going to tell your story. What’s the structure? The style? Is there existing footage or photos that help tell your story or will everything need to be shot brand new? Who is your primary character(s)? What are you core story points?
• Create a shot list
• Write a script' (www.desktop-documentaries.com)

I found this advice to be extremely relevant, although basic. It has key similarities in planning advice such as focusing on core points and style, and making sure to plan through shot lists and scripts. However I think that in comparison to creating a promotional video, documentaries can often be based on creative decisions rather than needing to include key facts on the company being advertised and making sure to appeal to a certain audience.

To identify the key differences between a documentary and a promotional video, along with the documentary features needed in a docu-style promotional video, I decided to analyse a short and simple documentary...


Enjoy Your Intermission by Tansy Michaud and Adam Carboni
www.shortoftheweek.com/2015/01/29/enjoy-your-intermission/

Key differences between documentary & promotional videos:

• Constructed scenes - acted out rather than actuality. Unnatural for a promotional video that represents the way that a company really functions day to day.
• Shots of still objects/buildings etc. For my promotional video, it is heavily based on the activities involved as opposed to building exteriors or equipment not in use.
• An artistic approach of shots rather than factual, explanatory and activity / action based.
• A slightly overdramatic approach at times.

Documentary features to add to my promotional video:

• A variety of shots on one subject - for example an extreme wide shot, wide shot and close-up of the opening scene. Compared to a wide shot, mid shot and close-up of a sparring match.
• Voice-over taken from an interview to inform the audience while they watch.
• Lower-thirds to introduce the person and their role.
• Unscripted but prepared interviews using Q&A.
• Actuality sequences - usually three varying clips or more in a row.
• Low key music during interviews and voice-overs. The music rises during sequences.

I found that the key differences between an artistic documentary such as Enjoy Your Intermission and a promotional video approach is the dramatic music, constructed sequences and static shots. I think that where the main focus of a documentary is to provide the audience with information in an artistic form, it differs from a promotional video that's sole purpose is to inform the audience through key visuals and narrative.

However, I found many features included in the above documentary that will prove to be useful when creating Alpha Weapons Academy's video. Including a large amount of varied shots, voice-overs, structured interviews, lower thirds, a backing soundtrack and most importantly; actuality shots. The combination of these features will allow the end result of the promotional video to be both heavily informative with entertainment and production value, without crossing the line from promotions to documentary.

Being Gay Today by Mary Green & Megan Waters

As I have prior experience and knowledge of the documentary style from a 1st year unit, I decided to look back on the documentary created by a fellow student and myself to analyse it in the same way as the professionally created documentary.

I found that while this documentary has a less artistic and dramatic focus as the last, there are a number of differences between the approach that I took with that video in comparison to the promotional video. Including the aforementioned artistic still shots, constructed sequences and archived material such as web footage and family photographs.

While the similar approach between this documentary and Alpha Weapons Academy consists of the use of a soundtrack, the use of GFX, structured interviews and activity-based shots.

I've found this research and reflection to be an effective way to find the line between a documentary and a promotional video that consists of documentary-based qualities. It has also allowed me to plan on the use of certain documentary features such as sequences of clips and avoid other features such as static shots of items or exteriors not in use.

Professional & Critical Practice (Commission): Promotional Video Research

Please find my previous commission posts HERE and HERE.

When preparing for Alpha Weapons Academy's promotional video, I found it extremely helpful to research methods and tips on creating an effective and successful promo video. The first helpful online guide that I found in my research involved three separate areas...

1. 'The 5 Steps: How to Make a Promotional Video'
by www.reelmarketer.com

These steps were as follows...

'Step 1: Strategic Planning:
Identifying purpose and strategic goals to the story.
Creative brief, story outline, goals, genre, budget, audience, script, storyboard, etc.

Step 2: Pre-Production:
Planning the technical aspects to creating and filming the video.

Step 3: Production:
The actual days of the video shoot while on set or on locations.

Step 4: Post-Production:
Putting the video together through editing and fine-tuning the visuals and sound.

Step 5: Distribution & Marketing:

Distribution, promotions, media, video search-engine-optimizations and sharing.'

These steps allowed me to make plans for and determine...

• Documents for planning: script, shot list, questions to ask interviewees
• Overall approach: documentary style as discussed with the company, filmed on location at the academy
• Equipment: Sony EX1 camera, tripod, fig rig, RODE mic, boom pole
• Shoot days: One day required for filming, one extra day scheduled in case of issues
• Editing: Run time of 2-3 minutes, fun but informative style, low key music
• Distribution: Upload onto YouTube and copy given to Alpha Weapons Academy to distribute and advertise themselves

The next helpful step I found in the planning process was answering the questions below...

2. 'Successful Promotional Video Creative Brief Questions:'

by www.reelmarketer.com

'The Purpose: What is my main core objective? Pick just one primary goal!

Single Thought: What is my main core message? Identify the key takeaway idea or action

Target Viewers: Who is my primary target audience? Age? Sex? Interests? Income?

Reach Your Audience: Where might I reach this audience? YouTube? TV Ads? Facebook Video? Video Podcasts?'

My Answers:

The Purpose: To advertise Alpha Weapons Academy with the goal of gaining new members and interest.

Single Thought: The classes are fun, informative, social and fitness based - all can join.

Target Viewers: Anyone 18 and above, both genders, interest in martial arts / weapons training and fitness, low income and above (due to it being a paid class).

Reach Your Audience: YouTube & social media - however advertising will be up to the company. Although the video will be shared on my YouTube channel, showreel and website.

And the last section involved further questions that made me think about each individual aspect of the video...

3. 'Promotional Video Style Elements'

by www.reelmarketer.com

'Tone: Lighthearted or Serious?

People & Speech: ‘Talking Head’ Interview style or Professional Actor?

Production Quality: Highly Polished Studio or Set, or, more shoot on On-Location?

Scripted or Unscripted: Candid Q&A or Scripted and rehearsed questions?

Video Quality: Often called “production value”. Various visual and technical attributes affect how the target viewers perceive a video’s tone.'

My Answers

Tone: Lighthearted - but professional

People & Speech: Interview style

Production Quality: On-Location

Scripted or Unscripted: Candid Q&A for realism

Video Quality: GFX (graphics) and music will be added to the edit for production value

The above research proved to be very helpful in contributing to the planning process and making me question myself in areas that I hadn't thought of before, such as a core message in the video.

When considering how to approach the script, I felt it to be necessary to create a documentary styled script as apposed to a dramatic script, as the video is heavily based on realism and improvised pictures with sound. When researching this technique, I found an example script that confirmed that this is effective and professionally used in promotions...

http://www.library.kent.edu/files/SMS_Promotional_Video_101.pdf

This inspired me when planning the script alongside my previous experience in creating a documentary style scripts in previous units.

I feel that all of the research conducted for promotional videos helped my planning process in deciding what documents to use (such as shot list) and which areas of the film to consider.

Professional & Critical Practice (Commission): CV, Showreel & Website

Reflecting back on securing my commission job with Alpha Weapons Academy, I decided to help my chances by updating my CV, creating a showreel of my work and creating a website to advertise myself to the company. I found that it made communications with the company a lot more professional as I had a new and up to date CV to send them, a showreel that allowed them to view my previous films and roles and a professional website that summarises this.

With help from a workshop beforehand, I completely transformed my CV to fit with a television industry layout and appearance, removed unnecessary areas, summed up areas that were too long, added key information about my studies at university and my website address. The end result was a huge improvement...

In the next step of promoting myself, I created my showreel. Consisting of what I felt were the strongest and most story-telling moments of each of my films created while at university. I decided to keep the edit simple, clean and modern, to not draw focus from the films featured.

My Showreel

Lastly, I created my website using Wix. Similar to my showreel, I went for a sleek and modern appearance, keeping the focus on the content rather than GFX or dramatic colours and fonts. I decided the most important parts of the website needed to be...

• The home page that features my showreel
• A page of my individual work
• My CV to be viewed
• A contact page for anyone that wants to discuss my films or CV further

I think the end result appears very professional and works as a great portfolio...

Website screenshot

Website address: www.meganwaters21.wix.com/portfolio

I think it's extremely important to have a publicised and up to date showreel, website and CV as it allows for companies to reach out and allows for me to have plenty of material to send to an employer when applying or interviewing for a position. I also think creating these materials gave me a professional persona when viewed by Alpha Weapons Academy.

Studio Production: Critical Analysis

Studio Production Critical Analysis

Vision Mixer & Promotions Producer

UCA Television Production: Year 2

By Megan McLellan-Waters

Word Count: 2592

Introduction

This critical analysis will explore my two separate job roles undertaken in the studio production ‘Teach ‘Em A Lesson’, these being Promotions Producer in pre-production and Vision Mixer during the live production. Alongside this will be the study of live broadcast television, children’s programme advertising and critical reflections on the unit. These subjects will involve discussing the creative methodologies used in my job roles and how they were heavily influenced by research, my understanding of live television and advertising for children alongside research of this and work experience within the industry. In addition, I will be analysing my work created in pre-production and the final results of all of my work. In relation to this, the critical analysis will begin by discussing my original pitch for a studio production idea, presented at the beginning of the unit.

Initial Idea Pitch

The overall theme of my studio production idea was a movie themed panel show called ‘Screenplay’. A show hosted by a comedian that uses four game and quiz rounds to create satirical parodies of films, and have two teams of hired actors or comedians compete against each other. The idea for this production was inspired by a number of current television programmes and their games involved, however making them movie themed. The rounds and their influences were as follows…

• Round One: ‘Trailer Trash’ and Round Three: ‘Plot Twist’ are two rounds that use a total of four pre-recorded VT’s (video tapes) of satirical film parodies. These were inspired by Channel 4’s ‘The Big Fat quiz’, a show that involves a guessing game on which famous film a group of actors are portraying in a satirical and unusual manner.

• Round Two: ‘Fast Forward’ was inspired by a card based guessing game called ‘Catchphrase’ (The Tonight Show Starring Jimmy Fallon, 2015), similar to charades.

• Round Four: ‘Toplines’ was inspired by ‘Scenes We'd Like To See’ (Mock The Week, 2013), a guessing game that throws an unusual plot twist into famous films and events.

With these influences from adult studio productions in mind, the hypothetical broadcasting channel and scheduled air time was decided as Channel 4 at 9pm. Due to the combination of the fact that Channel 4 frequently takes on new shows and ideas, and that it has a higher proportion of adult audiences aged sixteen to thirty-four than any other public serving broadcasting channel - as found in the 2014 Annual Report Brochure (Channel 4, 2014). In addition to this, the channel’s influential comedy quiz and talk shows all seem to air at 9pm or thereafter. This includes ‘8 Out of 10 Cats Does Countdown’, ‘The Big Fat Quiz’ and ‘Alan Carr: Chatty Man’ (Channel 4 TV Guide, 2016). This is due to the adult content and language involved in each of the studio productions, similar to that involved in the content of ‘Screenplay’. Therefore, the decided broadcasting channel and time slot proved to be fitting.

While the production was not selected to be created, the premise proved to have a great deal of potential, and allowed me to gain understanding of each individual factor that was required to create a live studio production, giving me relatability and understanding of the producer’s (Wesley Denne) role in the chosen production, ‘Teach ‘Em A Lesson’.

Vision Mixer Job Role

In the role of Vision Mixer, I learned the requirements and how to use the equipment through a mixture of research and practical workshops with the unit’s Professional Advisor and Vision Mixer, Del Brown. This job role consisted of…

• Operating a number of complex areas on a vision mixing desk (see fig.1.) in the studio gallery.

• Working alongside the Studio Director (Jordan Parker) to cut between five camera shots under his instructions.

• Transitioning in GFX (graphics) on screen such as lower thirds and score boards under the previously selected transitions.

• Cutting in all VT’s where scripted, consisting of the opening titles, four stings, four in-round VT’s and the closing credits.

• Adding GFX to certain VT’s such as the programme’s logo and picture-in-picture.

In preparation for this role’s intensities and pressure, my research consisted of studying articles on the job along with articles and videos from The BBC Academy. I found that the role is best defined as ‘editing programmes live (as they are being transmitted or recorded), using a variety of transition methods, such as cuts, mixes, wipes and frame manipulation’ (Creative Skill Set). However, while this sums up the job role, experienced Vision Mixer Naomi Neufeld gave me insight into the importance of the job along with its mental and physical requirements by stating that ‘to be a vision mixer you have to be able to work under extreme pressure, you have very little thinking time and you have to be able to react instantly to situations’ (How to be a Vision Mixer, 2011). This prepared me when actively undergoing the role. As in relation, during both rehearsals and recording, I was required to follow extremely fast paced directions and use my initiative if the director was slow to cue any scripted parts of the show, such as VT's and GFX.

Fig. 1. My Vision Mixing Desk (2016)

Fig. 2. My Studio Script (2016)

My creative methodologies within this role consisted of…

• The aforementioned preparation based research.

• Actively using and learning how to operate a vision mixing desk.

• Rehearsing in the job role at any given opportunity.

• Being prepared through both memorising and highlighting all of my requirements in the studio script (see fig. 2.).

These methodologies allowed me to approach the role with a calm attitude, have the order of the script and my requirements memorised and prepared by the recording date, develop knowledge and understanding of professional phrase instructions from the Director – allowing for flowing communication, and develop a high skill set in successfully and professionally vision mixing.

Promotions Producer Job Role

As Promotions Producer for pre-production of ‘Teach ‘Em A Lesson’, my tasks in this job role were as follows…

• Creating a ‘Style Bible’ with information given from the Producer and Director that highlights key aesthetic information about the show for the crew’s shared use. Including fonts, colours, logo design, lower third design, costume, set design and lighting.

• Working alongside the DOP (Director of Promotions) to plan a promotional trailer and the opening titles for the show.

• Overseeing the produced GFX materials created by the DOP and providing feedback.

• Conducting research for the two separate promotional shoots to be held.

• Scripting the trailer (shown in Appendix. 1) and scripting the opening titles (Shown in Appendix. 2).

• Casting, securing locations and gathering props and costumes for filming of promotional materials.

• Assisting in set dressing on the days of filming, silent acting in the promotional trailer and acting as camera operator and sound technician during both shoots.

• Editing the promotional trailer and opening titles in Final Cut Pro and Adobe After Effects.

• Organising the costume, location, equipment and schedule of a photoshoot for the two main characters/hosts of the studio production.

• Acting as photographer and editor for the photoshoot, creating a promotional poster in Adobe Photoshop.

Approaching the role of Promotions Producer, I found the job to be best described as ‘promoting television shows on air with the aim of enticing viewers to watch programs … and tell a story which excites, entices and intrigues a viewer to sample or try a show’ (Holmes, 2013). Alongside this, I found many useful tools and advice when researching how to approach promotional material. Such as ‘The next time you see a great commercial, dissect it. Ask yourself why it hit you so hard. What captured your attention? What resonated with you?’ (Berman, 2012:116) and ‘Marketers want to get inside the mind of these consumers so they can position the brand in a way that singles them out and specifically targets them.’ (Berman, 2012:116). Both of which made me question the ways in which to target the productions audience of ten to twelve year olds through aesthetical appearance, filming style, costume, scripting and GFX.

When planning the promotional trailer, it proved to be extremely helpful to conduct research into CBBC’s children’s television programme trailers – as ‘Teach ‘Em A Lesson’ is a production based on this particular channel’s programming. When deciding on the overall style of the trailer, POV (point of view) was found to be an effective camera technique for giving the audience a first person experience alongside being commonly used in children’s television, as found in CBBC’s ‘Dixi’ trailer (Dixi 3 Trailer, 2016). Similarly, when studying these trailers, the use of an actor or presenter looking directly into the camera to address the audience (known as breaking the fourth wall) was commonly used in CBBC, including a chart show trailer that had the presenters lip sync a song into the camera (CBBC Chart Show, 2015). Therefore, the effective combination of these styles and techniques were used for the promotional trailer.

Meanwhile, research into how to approach both the opening titles and poster content was solely focused on school-based video materials. The features of the opening titles included…

• Focusing on a bored student in class, beginning to daydream. Featuring a GFX dream transition effect, both inspired by a school-girl based music video (Baby One More Time, 1998).

• The overall theme of the opening titles, being conformity and rules along with the strict and Victorian age persona of the teacher were inspired by a second famous music video based around school life (Another Brick In The Wall, 1982).

The end result of the opening titles proved to fit with this overall theme along with the old-fashioned yet satirical style of the studio production. Similarly, the inspiration from the above sources allowed for me to approach the promotional poster with the same vintage and classic school appearance, heavily featuring a large blackboard, chalk text and a Victorian-dressed presenter (James Percy-Smith), while still remaining appealing to the viewer’s eye, coinciding with the production’s appearance (see fig. 3.).

Fig. 3. Promotional Poster (2016)

Using the creative methodologies of researching promotions as a whole, children’s television promotional material and school-based promotional material, along with actively taking part on screen in the trailer, acting as camera and sound technician during all filming and being hands on with creatively editing all promotional material in Final Cut Pro, Adobe After Effects and Adobe Photoshop, This proved to provide an end result that accurately promotes the overall tone, themes and content of ‘Teach ‘Em A Lesson’. 

Live Television

‘Live TV and radio offers something that on demand never can; a shared real time experience. And the excitement that comes with the knowledge that no one … know[s] exactly what’ll happen next’ (BBC Podcasts) – I found this to be true when both actively working on an as-live show and when researching and analysing a pre-recorded production and a live broadcast production.

When comparing the pre-recorded studio production ‘Are You Smarter Than A 10 Year Old?’ to the live production ‘The Last Leg’, I found that the most noticeable difference in the two formats was the pacing of vision mixing. When analysing this alongside my own experience in rehearsals of vision mixing, I found that this was most likely due to the pre-recorded show (10 Year Old, 2008) having the ability to cut between shots as much as the director likes, while the live show (The Last Leg, 2013) was heavily based on live reaction shots between the hosts, guests and audience. Similarly, I found this to be the case when vision mixing ‘Teach ‘Em A Lesson’ due to the Director focusing on reaction shots and unexpected actions from the contestants, making our studio production’s style extremely relatable to my research found on professional live television.

When comparing ‘Teach ‘Em A Lesson’ to a professional live show such as ‘The Last Leg’, I found the following distinct similarities…

• A 30 second long opening titles VT to allow for the crew and audience to be prepared for the opening shot. For example, preparing the audience to applause.

• VT’s within the show allowing time for the hosts to take their next marker on the set, such as moving from standing to sat in their seats without wasting time seeing this on camera.

• Cutting to reaction shots and shots that anticipate what the host or guest will do next.

• Short delays in cutting to VT’s and GFX such as lower thirds, reminding the viewer that the programme is live.

While only noticing a small amount of dissimilarities such as GFX with the word “Live” and live Tweets from the public. Concluding that the end result of our studio production was shot, directed, produced, and vision mixed in an incredibly similar style and technique to that of professional live broadcast productions.

In view of this, it could be seen that this professional work experience within studio productions and live television could allow for future career opportunities, as it is said that ‘In addition to academic qualifications and training, employers are looking for skills and experience … Don’t wait until you are qualified to begin building your portfolio (Creative Skill Set). Meaning that this unit has allowed me to develop my skill set and portfolio to a new extent and entirely new area of television production, giving me a higher chance of professionally vision mixing and promotions producing in the future.

Critical Reflections

When beginning the unit, I had no prior in-depth knowledge of vision mixing and extremely little experience in promotions producing. However, due to extensive research into both job roles along with a great deal of planning, organisation and rehearsals of the live production, my knowledge and skill set in both areas great improved.

I experienced extremely minor mistakes during the live recording of the show, such as cutting a VT to transmission with the wrong transition. Which I personally feel is a great accomplishment from the beginning of the unit, having made plenty of mistake early on. I have learnt a great deal on how to operate a vision mixing desk, the attitude to approach the role with and the job as a whole.

I feel that the promotional trailer and opening titles could have been of higher quality with more time to cast professional actors and gain access to aesthetically pleasing locations, although the end results were favoured by the Producer nonetheless. Alongside my experience and successes in being a Vision Mixer, I am most content with the final result of the promotional poster. I feel that it perfectly captures the appearance and ideologies of the production, is clearly aimed at the target audience and aesthetically pleasing.

To reflect overall, the areas that I would like to improve on are gaining even further experience in vision mixing and making higher quality promotional videos in my career path. While the areas that I feel taught me a lot and went successfully are the amount that I learnt about my job roles, the team work and communication between the Studio Director and myself along with the DOP and myself, and the clean end result of the production,

Conclusion

As an incredibly small production team of eleven, the entire process of the unit went extremely smoothly even though the crew members were taking on more than one role during pre-production and production stages. While the programme’s quality could have been improved on through a higher budget or more lively contestants, there were many factors that made the production successful. Including effective communication between the entire crew, meeting deadlines, an understanding of each other’s job roles and an overall enthusiasm for the unit. I have learnt a great deal about what it takes to make a studio production not only work, but be appear as professional, organised and entertaining.

Appendix 1: Promotional Trailer Script by Megan McLellan-Waters

Appendix 2: Opening Titles Script by Megan McLellan-Waters

Illustrations List:

Figure 1. Brown, Del (2016) My Vision Mixing Desk [Photograph; Maidstone Studios Vision Mixing Desk] At: https://twitter.com/delbrowntv (Accessed on 16.04.16)

Figure 2. McLellan-Waters, M. (2016) My Studio Script [Photograph] In possession of: The author: Maidstone.

Figure 3. McLellan-Waters, M. (2016) Promotional Poster [Poster] In possession of: The author: Maidstone.

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