page 2 of script
Tuesday, 30 March 2010
Shot list
SHOT LIST
WRITEN BY: Gareth Gorvin
YEAR (GROUP): ND1
DATE: 23/3/10
PAGE NO.1
SHOOTING ORDER SHOT
DIRECTOR:
Frazer Jolly, Gareth Gorvin, Luke Hindle and Rob Graham
JOB NUMBER 1
PRODUCER:
Frazer Jolly, Gareth Gorvin, Luke Hindle and Rob Graham
LOCATION(S):
St Helens Street, St Edmunds Building allay way, Skate Park and Docks
TIME OF DAY: Daytime
EXTERNAL
Scene and shot numbers
1,1 Tracking shot of Gareth walking around the corner towards a shop to buy some popcorn, Mugger(Rob) follows me off camera.
1,2 Wide shot of Gareth walking into shop pursued by mugger(rob), Mugger hides round corner waiting to strike.
2,1 Wide shot of Gareth coming out of shop and walking away, Mugger(rob) jumps out and comes from behind Gareth.
2,2 Mid shot of Rob confronting Gareth and pulling a knife out. 2 3 Over shoulder of Gareth over Rob’s shoulder capturing the fear in Gareth’s eyes.
2,4 2 shot of Rob ‘shanking’ Gareth and snatching the popcorn from his grasp. Rob then runs away with the popcorn.
3,1 Wide shot of Gareth running over to tell his friends (Luke and Frazer) what has happened.
3,2 Close up of Gareth with his head in his hands.
3,3 Mid shot of Gareth removing head from hands and rapping.
3,4 Mid shot of Gareth dancing from slightly further away.
3,5 Mid 2 shot of Frazer and Luke listening to Gareth’s verse and nodding.
3,6 Wide shot of Frazer giving reassurance. All of them then leave shot.
3,7 Wide shot of them running around the corner to find the mugger(Rob)
4,1 Dutch tilt POV shot capturing rob running around the corner with Gareth’s popcorn.
4,2 Wide shot of Rob running around the corner with popcorn
4,3 Low shot of robs legs running into shot as he then sits against the wall.
4,4 Close up of Rob’s face as he lip syncs a section of the verse.
4,5 Mid shot of rob standing and rapping the verse with graffiti in the background.
5,1 Mid/Wide shot of Rob lip syncing the chorus.
5,2 Wide shot from the left of Rob as he walks around the corner, and Gareth, Frazer and Luke poke their heads around the corner in the background.
5,3 Wide shot of Frazer, Gareth and Luke looking around the corner whilst lip syncing the chorus. 6 1 Close up of Frazer’s eyes as he looks around the corner.
6,2 Frazer’s POV shot capturing Rob standing in the warehouse with popcorn.
6,3 Wide shot capturing Gareth, Frazer and Luke lurking behind the wall spying on rob. Rob is in the background.
6,4 Over shoulder shot showing Gareth, Frazer and Luke hiding behind a three of fridges.
6,5 Rob’s POV, he turns to look at the three fridges then looks away again.
6,6 Over shoulder shot of Gareth, Frazer and Luke coming out from behind the fridges and strutting over to confront Rob.
6,7 Hand held shot of Frazer rapping in Rob’s face. This is filmed from Luke’s POV as Luke and Gareth circle Rob and Frazer.
6,8 Over shoulder shot of Rob running away. Frazer jumps down from the stall and follows.
7,1 Panning shot from the outside of the warehouse as Rob runs past Followed by Frazer and Luke.
8,1 Wide shot shows Rob running around the corner.
8,2 mid shot shows Rob as he runs into a hand rail. Frazer and Luke then come round the corner.
8,3 Hand held shot of Luke and Frazer pushing Rob against the wall. Frazer then punches Rob in the face and knees him in the head. Rob falls down.
8,4 Wide shot of Rob on the floor as Frazer and Luke kick and punch him. Gareth then comes around the corner and joins in.
8,5 Close up of Rob laying on the floor as Luke takes the popcorn.
8,6 Low angle shot shows rob laying on the floor and Gareth, Frazer and Luke walk away. Rob then starts to get up.
8,7 Wide shot shows Rob running away and around the corner.
8,8 Wide shot of Gareth, Frazer and Luke running around the corner from which they came, with the popcorn.
9,1 Wide shot shows the three of them gather around and sit on a railing.
9,2 Wide/mid shot Luke give the popcorn back to Gareth.
9,3 Close up of Gareth with the popcorn.
9,4 Close up of Gareth opening the popcorn.
WRITEN BY: Gareth Gorvin
YEAR (GROUP): ND1
DATE: 23/3/10
PAGE NO.1
SHOOTING ORDER SHOT
DIRECTOR:
Frazer Jolly, Gareth Gorvin, Luke Hindle and Rob Graham
JOB NUMBER 1
PRODUCER:
Frazer Jolly, Gareth Gorvin, Luke Hindle and Rob Graham
LOCATION(S):
St Helens Street, St Edmunds Building allay way, Skate Park and Docks
TIME OF DAY: Daytime
EXTERNAL
Scene and shot numbers
1,1 Tracking shot of Gareth walking around the corner towards a shop to buy some popcorn, Mugger(Rob) follows me off camera.
1,2 Wide shot of Gareth walking into shop pursued by mugger(rob), Mugger hides round corner waiting to strike.
2,1 Wide shot of Gareth coming out of shop and walking away, Mugger(rob) jumps out and comes from behind Gareth.
2,2 Mid shot of Rob confronting Gareth and pulling a knife out. 2 3 Over shoulder of Gareth over Rob’s shoulder capturing the fear in Gareth’s eyes.
2,4 2 shot of Rob ‘shanking’ Gareth and snatching the popcorn from his grasp. Rob then runs away with the popcorn.
3,1 Wide shot of Gareth running over to tell his friends (Luke and Frazer) what has happened.
3,2 Close up of Gareth with his head in his hands.
3,3 Mid shot of Gareth removing head from hands and rapping.
3,4 Mid shot of Gareth dancing from slightly further away.
3,5 Mid 2 shot of Frazer and Luke listening to Gareth’s verse and nodding.
3,6 Wide shot of Frazer giving reassurance. All of them then leave shot.
3,7 Wide shot of them running around the corner to find the mugger(Rob)
4,1 Dutch tilt POV shot capturing rob running around the corner with Gareth’s popcorn.
4,2 Wide shot of Rob running around the corner with popcorn
4,3 Low shot of robs legs running into shot as he then sits against the wall.
4,4 Close up of Rob’s face as he lip syncs a section of the verse.
4,5 Mid shot of rob standing and rapping the verse with graffiti in the background.
5,1 Mid/Wide shot of Rob lip syncing the chorus.
5,2 Wide shot from the left of Rob as he walks around the corner, and Gareth, Frazer and Luke poke their heads around the corner in the background.
5,3 Wide shot of Frazer, Gareth and Luke looking around the corner whilst lip syncing the chorus. 6 1 Close up of Frazer’s eyes as he looks around the corner.
6,2 Frazer’s POV shot capturing Rob standing in the warehouse with popcorn.
6,3 Wide shot capturing Gareth, Frazer and Luke lurking behind the wall spying on rob. Rob is in the background.
6,4 Over shoulder shot showing Gareth, Frazer and Luke hiding behind a three of fridges.
6,5 Rob’s POV, he turns to look at the three fridges then looks away again.
6,6 Over shoulder shot of Gareth, Frazer and Luke coming out from behind the fridges and strutting over to confront Rob.
6,7 Hand held shot of Frazer rapping in Rob’s face. This is filmed from Luke’s POV as Luke and Gareth circle Rob and Frazer.
6,8 Over shoulder shot of Rob running away. Frazer jumps down from the stall and follows.
7,1 Panning shot from the outside of the warehouse as Rob runs past Followed by Frazer and Luke.
8,1 Wide shot shows Rob running around the corner.
8,2 mid shot shows Rob as he runs into a hand rail. Frazer and Luke then come round the corner.
8,3 Hand held shot of Luke and Frazer pushing Rob against the wall. Frazer then punches Rob in the face and knees him in the head. Rob falls down.
8,4 Wide shot of Rob on the floor as Frazer and Luke kick and punch him. Gareth then comes around the corner and joins in.
8,5 Close up of Rob laying on the floor as Luke takes the popcorn.
8,6 Low angle shot shows rob laying on the floor and Gareth, Frazer and Luke walk away. Rob then starts to get up.
8,7 Wide shot shows Rob running away and around the corner.
8,8 Wide shot of Gareth, Frazer and Luke running around the corner from which they came, with the popcorn.
9,1 Wide shot shows the three of them gather around and sit on a railing.
9,2 Wide/mid shot Luke give the popcorn back to Gareth.
9,3 Close up of Gareth with the popcorn.
9,4 Close up of Gareth opening the popcorn.
Synopsis and treatment for own idea
Title of Program
Ill rap init
Crew Members
Gareth Gorvin
Frazer Jolly
Robert Graham
Luke hindle
Program Format
Music Video
Intended Audience
Male/Female 16-40, parody rock/rap fans.
Intended Program Length
3 - 3.5 Minutes
Cast
None
Locations
Ipswich, portman road.
Synopsis
3 minute rap about life as a superhero
The basic idea is that a trio of rapping superheroes who have their own unique super powers rap about fighting crime in the city and how they will defeat the evil Doctor Deaf, also the video will contain a performance of the rap. The first superhero is named ‘Razawr’ and his alter ego is Frazer, his super power is that he can fire razors from his hands. the second superhero goes by the name of ‘Ock’ and he is super strong, his alter ego is Luke. The third superhero is named ‘Planet’ because he has a planet for a head. The music video will follow a comedic narrative which will involve the trio of super heroes being called up by the president and rushing to a robbery. The video will begin with the trio in their secret lair, practising their super powers and training for combat. When the trio receive the phone call from the president detailing them on the robbery taking place at the city museum, they quickly fly to the scene of the crime. When they reach the scene of the crime they engage in an epic struggle with the dreaded Doctor Deaf. the trio eventually save the day and Doctor Deaf is left defeated. Each of the superheroes wears a skin tight leotard. The video will be filmed using a mixture of Green Screen and a cartoon style wooden set. The target audience of the video is young people and teenagers.
Treatment
The video will open with an establishing shot of a remote island I the middle of an ocean, the camera will zoom in to island and into the superheroes secret lair. The island is volcanic and the lair itself is deep under ground inside a volcano. During the establishing shot, a commentary will be heard and will help the viewers understand what is going on, the song will then start as the heroes are introduced. At the start of the video one of the superheroes is sitting on the sofa with his feet on a small table and the other two are playing ping pong in the background. This will be filmed form above the television. At this point the telephone will ring and one of them will answer it. We are then transported into the office of the president, who informs the superheroes of a robbery taking place in a museum just over the road from the presidents office, we can see explosions in the background. There is then a transition back to the superheroes lair that shows them getting ready for combat. The Mise-en-scene of the lair includes bright colours like reds, blues and greens against grey. The next shot is of the inside of the museum in which we can see people running to get away from Doctor Deaf as he is scaling the wall of the inside of the museum riding a giant robot spider. The heroes then burst in through a window and ‘Razawr’ fires razors at Doctor Deaf. There is then an epic fighting montage which has subtitled comic sound effects like ’Zapp’ added for dramatic effect. The final sequence shows Doctor Deaf’s mechanical spider being destroyed and the heroes firing Doctor Deaf back to Uranus. There will also be clips of the Super Trio performing the rap between sequences. The editing towards the start of the video will contain slow moving transitions but the speed will pick up as the action increases. The fight sequence will be edited so that the action is happening within sections of a comic magazine and will freeze as the sections move on. The cinematography and shot sizes will consist of wide establishing shots in the opening section of the video, there will also be dramatic close ups used to capture facial expression and over shoulder shots for an interesting perception. The song will be played through the entire video.
story board
Ill rap init
Crew Members
Gareth Gorvin
Frazer Jolly
Robert Graham
Luke hindle
Program Format
Music Video
Intended Audience
Male/Female 16-40, parody rock/rap fans.
Intended Program Length
3 - 3.5 Minutes
Cast
None
Locations
Ipswich, portman road.
Synopsis
3 minute rap about life as a superhero
The basic idea is that a trio of rapping superheroes who have their own unique super powers rap about fighting crime in the city and how they will defeat the evil Doctor Deaf, also the video will contain a performance of the rap. The first superhero is named ‘Razawr’ and his alter ego is Frazer, his super power is that he can fire razors from his hands. the second superhero goes by the name of ‘Ock’ and he is super strong, his alter ego is Luke. The third superhero is named ‘Planet’ because he has a planet for a head. The music video will follow a comedic narrative which will involve the trio of super heroes being called up by the president and rushing to a robbery. The video will begin with the trio in their secret lair, practising their super powers and training for combat. When the trio receive the phone call from the president detailing them on the robbery taking place at the city museum, they quickly fly to the scene of the crime. When they reach the scene of the crime they engage in an epic struggle with the dreaded Doctor Deaf. the trio eventually save the day and Doctor Deaf is left defeated. Each of the superheroes wears a skin tight leotard. The video will be filmed using a mixture of Green Screen and a cartoon style wooden set. The target audience of the video is young people and teenagers.
Treatment
The video will open with an establishing shot of a remote island I the middle of an ocean, the camera will zoom in to island and into the superheroes secret lair. The island is volcanic and the lair itself is deep under ground inside a volcano. During the establishing shot, a commentary will be heard and will help the viewers understand what is going on, the song will then start as the heroes are introduced. At the start of the video one of the superheroes is sitting on the sofa with his feet on a small table and the other two are playing ping pong in the background. This will be filmed form above the television. At this point the telephone will ring and one of them will answer it. We are then transported into the office of the president, who informs the superheroes of a robbery taking place in a museum just over the road from the presidents office, we can see explosions in the background. There is then a transition back to the superheroes lair that shows them getting ready for combat. The Mise-en-scene of the lair includes bright colours like reds, blues and greens against grey. The next shot is of the inside of the museum in which we can see people running to get away from Doctor Deaf as he is scaling the wall of the inside of the museum riding a giant robot spider. The heroes then burst in through a window and ‘Razawr’ fires razors at Doctor Deaf. There is then an epic fighting montage which has subtitled comic sound effects like ’Zapp’ added for dramatic effect. The final sequence shows Doctor Deaf’s mechanical spider being destroyed and the heroes firing Doctor Deaf back to Uranus. There will also be clips of the Super Trio performing the rap between sequences. The editing towards the start of the video will contain slow moving transitions but the speed will pick up as the action increases. The fight sequence will be edited so that the action is happening within sections of a comic magazine and will freeze as the sections move on. The cinematography and shot sizes will consist of wide establishing shots in the opening section of the video, there will also be dramatic close ups used to capture facial expression and over shoulder shots for an interesting perception. The song will be played through the entire video.
story board
Music video project
The project started with with us choosing the group we were going to spend the rotation working with. Me and Rob originaly choose to work together becuase i play guitar and he plays drums, this seemed like a good idea. We then choose to work with Frazer and Luke. The first project we had was to produce a short lip sync video as a warm up for our actual music video. However before we did the lip sync we had a couple of sessions to come up a track for our song we were going to create. in these sessions we planned use the recording studio to record a guitar and drum track. Although, Frazer and Luke do not play instruments, so we then decided to use 'Garage Band', on Garage band, Luke came up with a track. The track Luke created was good, and i used it as a base for the final track which i created. We all put our ideas forward and decided this was track we were going to use. We spent the next few sessions perfecting the track, designating the verses, chorus and the bridge. I was happy with our final track.
The Lyrics
After the lip sync project, The next job was to write the lyrics. Whilst we were creating the track on Garage Band, we came up wit a rough idea of what we wanted to do for the video. Using the Genre that we decided upon and idea of the mugging in the street, I began to write the lyrics for our track. The idea of the first verse was to have a character, which was me in the final project, walking along the street and entering a shop. When the character exited the sho he was going to be approached and mugged by Rob. We decided theses roles becuase Rob is big, and i looked the most likely to be mugged. Anyway, I write the first verse being rapped from my point of view after the mugging. The next verse was going to be presented from the muggers point of view, so with the help of Frazer i then write lyrics for the second and third verse and then chorus. Everyone was happy with the lyrics, it was then where we started to plan the location and plot for the video.
Video Original idea
The idea started off with Me(the victim) walking down the street and entering a corner shop. just before entering the shop we would see Rob(the mugger) follow me and hide behind a corner waiting to strike when i came out. After Rob had confronted and 'knifed' me, he was then going to run away with my sweets leaving me sobbing. it was at this point i would begging my rap. We would then see Rob running into an alley way with my sweets. he then would lip sync his verse.
During the chorus, we originally planned to use the Green screen to lip sync the chorus over, we were then going to edit a city-scape in to the background. Although, when editing we decided not to do this. After Rob had stolen my sweets and ran off with them, i would run to tell my friends about what happened. My Friends who were Frazer and Luke, would then run off with me to find and plot revenge on Rob.
The original idea was to film Frazer and Luke stalking Rob walking down the street using crafty disguises, you can see this in my storyboards. But in the end we improvised on our surroundings (three fridges). Frazer and Luke were then going to jump out on Rob, beat him up and steal back my sweets. The final sequence was going to show Frazer and Luke returning the sweets to me and us all living happily ever after.
Video evaluation
I was very pleased with our final product and i think i played an important role in its success. The first thing that our group had to do to was produce a track to make the music video for. with the help of Frazer, Luke and Rob I used Garage band to create the track that we used in our final product. Despite Garage bands reputation of the samples not fitting together with each other, i mannaged to puzzle togeter a track which worked and sounded good, the track i created recieved possitive feedback from mine and other groups in the class. in my spare time i often write and produce my own songs. i also write the lyrics to the track with help from Frazer. Me and my group were very pleased with the final track.
Once we had finished recording our lyrics and peicing them together with our track, we began to work out the narrative of our video, locations and how we were actually going to do it. We all thought that the mugging idea was the one we wanted to use in our video. i feel that my contribution to the preproduction of the video was effective towards the group and final product. if i were asked to make another promotional video for our own song, i would deffinately try to record live instruments and vocals instead of relying on Garage band, i would also make sure we recorded our lyrics as soon as we could to give us plenty of time to think about the video. i am happy with the final track, although i think one of the verses is slightly out of time and a little louder than the others. we could have avoided this problem by allowing more time to rehearse the song and adjusting the sound levels when making the track.
During the production of our video and track i think i have picked up new skills and gained new knowledge of the software. I learnt how to use software that was new to me. Before this rotation it was not clear to me how to use Final cut pro, but whilst we were editing the track i think i sort of got the hang of it, if you asked me to use Final cut before this rotation i would have no idea what i was doing, but with the help of Luke and Rob who have used it before, i feel i have deffinately broadened my understanding. I also feel that i can now use Garage band effectively, i have used software simmilar to Garage Band before, so picking it up was not as difficult.
When watching our final video and listening to the finished track i am very happy with the progress we made and the technical quality of the finished peice. However, i do think there is room for improvement, like i have mentioned allready the sound levels could have been slightly adjusted during the creation of our track, although, i still feel pleased with the track and i feel it meets the standards expected. During the edit of the video, we found it difficult to get the lip syncing exactly in time with the video.
When we had finished a rough edit of our video and showed it to the class, it was clear to us that we needed to do some work towards getting the lip sync in time with the track. The feedback we recieved from the class was very possitive. People liked our track and found the video entertaining and amusing. This was a good start, although people did pick up on the lip syncing and some dodgey editing we needed to tighten up. when it came to producing a final edit we tried to righten all the wrongs we had made in our rough edit. When playing the video back on Final Cut, it seemed that the lip sync was now perfectly in time with the track, but when we compressed the video for some reason it was out of time with the track. However, this didnt matter so much because there was nothing we could have done about it, other groups also had this problem.
When we filmed the video we tryed to use a range of interresting camera angles and cinematography, the shots we used inclued Dutch tilts, over shoulder shots, Point Of View shots, Hand held shots and we tryed to include interresting foreground and back ground shots. In the edit we selected the shots we thought were the most effective in capturing the action unnfolding.
We also tryed to use interesting mise-en-scene in our video. The genre of of music video was a rock/rap parody, and i think that if you watched our video with out the sound. you could work out its genre. We used Graffiti in the background of many of our shots to fit in with the videos genre. A good example of the parody genre would be the 3 fridges that we found in a disused ice cream factory, and used them to hide behind. We knew that location was important for the mise-en-scene of our video so we filmed the video in alley ways and 'Ghetto' simulting enviroments to fit with the genre we were looking for.
At the start of the video we used a Freach jaz saxophone as a background track for when i am walking down the street to enter the shop. I think this worked well as it helped create a casual atmosphere, and in effect makes the mugging more surprising, it also is a real contrast with our track. When our track kicks in it is as if the mugging is really happening. This is helped with my fantastic silent movie acting skills. We intended on being able to here Rob saying "Oy! Give us your popcorn!" but in the final video its a bit quite. We would improve this by just adjusting the audio levels.
I think that the narrative in our video fits in great with our rap/rock parody genre. The mugging, fight scene and revenge are typical of a video like ours, and i dont think there is much wrong with the narrative execpt some continuity issues, like towards the start of the video Rob is wearing a hat, and then in the next shot he isnt. Which is a basic error that we didnt only notice untill recently. our video doesnt really contain anything noticably intertextual, or that we inteded to be intertextual. However, you could say the video resembles music videos like Beastie Boys 'Sabotage' or 'Ch-Check it out'.
When comparing our video to our original synopsis and treatement, there is noticable differences. When we came to filming the 'stalking' sequence, we found 3 old fridges that had been dumped in a disused ice cream factory, we then decided it was a much better idea for us to use these as hiding places, where as our original idea was to dress up in disguises. We decided that using disguises may be confusing to the people watching the video, so we positioned the fridges so we could hide behind them. We also didnt intend on including a chase sequence in our original script.
I do think that the characters in our video came across as we intended them to. Rob tryed to wear chavy clothes that resembled a mugger and i think it was obvious when watching the video. i also think i make a good mugging victim and other people in the class agreed with me. i think all the characters in the video came across as we intended. if i was given the same project again i would try and get more people involved with the confrontation between us and Rob in the video just before he runs away.
I have really enjoyed this rotation and i a pleased with our final video, i feel as if i have achieved what i wanted at the start of the project and i think it comes across effectively, i think our video is a strong example of the genre of the song, and the video is complementery for the song. i know that the editing of the video could have been a little tighter, we could have made it more obvious that time had passed when i enter and exit the shop, and the track could have done with some adjusting. But i am quite proud of the final video.
The project started with with us choosing the group we were going to spend the rotation working with. Me and Rob originaly choose to work together becuase i play guitar and he plays drums, this seemed like a good idea. We then choose to work with Frazer and Luke. The first project we had was to produce a short lip sync video as a warm up for our actual music video. However before we did the lip sync we had a couple of sessions to come up a track for our song we were going to create. in these sessions we planned use the recording studio to record a guitar and drum track. Although, Frazer and Luke do not play instruments, so we then decided to use 'Garage Band', on Garage band, Luke came up with a track. The track Luke created was good, and i used it as a base for the final track which i created. We all put our ideas forward and decided this was track we were going to use. We spent the next few sessions perfecting the track, designating the verses, chorus and the bridge. I was happy with our final track.
The Lyrics
After the lip sync project, The next job was to write the lyrics. Whilst we were creating the track on Garage Band, we came up wit a rough idea of what we wanted to do for the video. Using the Genre that we decided upon and idea of the mugging in the street, I began to write the lyrics for our track. The idea of the first verse was to have a character, which was me in the final project, walking along the street and entering a shop. When the character exited the sho he was going to be approached and mugged by Rob. We decided theses roles becuase Rob is big, and i looked the most likely to be mugged. Anyway, I write the first verse being rapped from my point of view after the mugging. The next verse was going to be presented from the muggers point of view, so with the help of Frazer i then write lyrics for the second and third verse and then chorus. Everyone was happy with the lyrics, it was then where we started to plan the location and plot for the video.
Video Original idea
The idea started off with Me(the victim) walking down the street and entering a corner shop. just before entering the shop we would see Rob(the mugger) follow me and hide behind a corner waiting to strike when i came out. After Rob had confronted and 'knifed' me, he was then going to run away with my sweets leaving me sobbing. it was at this point i would begging my rap. We would then see Rob running into an alley way with my sweets. he then would lip sync his verse.
During the chorus, we originally planned to use the Green screen to lip sync the chorus over, we were then going to edit a city-scape in to the background. Although, when editing we decided not to do this. After Rob had stolen my sweets and ran off with them, i would run to tell my friends about what happened. My Friends who were Frazer and Luke, would then run off with me to find and plot revenge on Rob.
The original idea was to film Frazer and Luke stalking Rob walking down the street using crafty disguises, you can see this in my storyboards. But in the end we improvised on our surroundings (three fridges). Frazer and Luke were then going to jump out on Rob, beat him up and steal back my sweets. The final sequence was going to show Frazer and Luke returning the sweets to me and us all living happily ever after.
Video evaluation
I was very pleased with our final product and i think i played an important role in its success. The first thing that our group had to do to was produce a track to make the music video for. with the help of Frazer, Luke and Rob I used Garage band to create the track that we used in our final product. Despite Garage bands reputation of the samples not fitting together with each other, i mannaged to puzzle togeter a track which worked and sounded good, the track i created recieved possitive feedback from mine and other groups in the class. in my spare time i often write and produce my own songs. i also write the lyrics to the track with help from Frazer. Me and my group were very pleased with the final track.
Once we had finished recording our lyrics and peicing them together with our track, we began to work out the narrative of our video, locations and how we were actually going to do it. We all thought that the mugging idea was the one we wanted to use in our video. i feel that my contribution to the preproduction of the video was effective towards the group and final product. if i were asked to make another promotional video for our own song, i would deffinately try to record live instruments and vocals instead of relying on Garage band, i would also make sure we recorded our lyrics as soon as we could to give us plenty of time to think about the video. i am happy with the final track, although i think one of the verses is slightly out of time and a little louder than the others. we could have avoided this problem by allowing more time to rehearse the song and adjusting the sound levels when making the track.
During the production of our video and track i think i have picked up new skills and gained new knowledge of the software. I learnt how to use software that was new to me. Before this rotation it was not clear to me how to use Final cut pro, but whilst we were editing the track i think i sort of got the hang of it, if you asked me to use Final cut before this rotation i would have no idea what i was doing, but with the help of Luke and Rob who have used it before, i feel i have deffinately broadened my understanding. I also feel that i can now use Garage band effectively, i have used software simmilar to Garage Band before, so picking it up was not as difficult.
When watching our final video and listening to the finished track i am very happy with the progress we made and the technical quality of the finished peice. However, i do think there is room for improvement, like i have mentioned allready the sound levels could have been slightly adjusted during the creation of our track, although, i still feel pleased with the track and i feel it meets the standards expected. During the edit of the video, we found it difficult to get the lip syncing exactly in time with the video.
When we had finished a rough edit of our video and showed it to the class, it was clear to us that we needed to do some work towards getting the lip sync in time with the track. The feedback we recieved from the class was very possitive. People liked our track and found the video entertaining and amusing. This was a good start, although people did pick up on the lip syncing and some dodgey editing we needed to tighten up. when it came to producing a final edit we tried to righten all the wrongs we had made in our rough edit. When playing the video back on Final Cut, it seemed that the lip sync was now perfectly in time with the track, but when we compressed the video for some reason it was out of time with the track. However, this didnt matter so much because there was nothing we could have done about it, other groups also had this problem.
When we filmed the video we tryed to use a range of interresting camera angles and cinematography, the shots we used inclued Dutch tilts, over shoulder shots, Point Of View shots, Hand held shots and we tryed to include interresting foreground and back ground shots. In the edit we selected the shots we thought were the most effective in capturing the action unnfolding.
We also tryed to use interesting mise-en-scene in our video. The genre of of music video was a rock/rap parody, and i think that if you watched our video with out the sound. you could work out its genre. We used Graffiti in the background of many of our shots to fit in with the videos genre. A good example of the parody genre would be the 3 fridges that we found in a disused ice cream factory, and used them to hide behind. We knew that location was important for the mise-en-scene of our video so we filmed the video in alley ways and 'Ghetto' simulting enviroments to fit with the genre we were looking for.
At the start of the video we used a Freach jaz saxophone as a background track for when i am walking down the street to enter the shop. I think this worked well as it helped create a casual atmosphere, and in effect makes the mugging more surprising, it also is a real contrast with our track. When our track kicks in it is as if the mugging is really happening. This is helped with my fantastic silent movie acting skills. We intended on being able to here Rob saying "Oy! Give us your popcorn!" but in the final video its a bit quite. We would improve this by just adjusting the audio levels.
I think that the narrative in our video fits in great with our rap/rock parody genre. The mugging, fight scene and revenge are typical of a video like ours, and i dont think there is much wrong with the narrative execpt some continuity issues, like towards the start of the video Rob is wearing a hat, and then in the next shot he isnt. Which is a basic error that we didnt only notice untill recently. our video doesnt really contain anything noticably intertextual, or that we inteded to be intertextual. However, you could say the video resembles music videos like Beastie Boys 'Sabotage' or 'Ch-Check it out'.
When comparing our video to our original synopsis and treatement, there is noticable differences. When we came to filming the 'stalking' sequence, we found 3 old fridges that had been dumped in a disused ice cream factory, we then decided it was a much better idea for us to use these as hiding places, where as our original idea was to dress up in disguises. We decided that using disguises may be confusing to the people watching the video, so we positioned the fridges so we could hide behind them. We also didnt intend on including a chase sequence in our original script.
I do think that the characters in our video came across as we intended them to. Rob tryed to wear chavy clothes that resembled a mugger and i think it was obvious when watching the video. i also think i make a good mugging victim and other people in the class agreed with me. i think all the characters in the video came across as we intended. if i was given the same project again i would try and get more people involved with the confrontation between us and Rob in the video just before he runs away.
I have really enjoyed this rotation and i a pleased with our final video, i feel as if i have achieved what i wanted at the start of the project and i think it comes across effectively, i think our video is a strong example of the genre of the song, and the video is complementery for the song. i know that the editing of the video could have been a little tighter, we could have made it more obvious that time had passed when i enter and exit the shop, and the track could have done with some adjusting. But i am quite proud of the final video.
Thursday, 25 March 2010
Glossary write up
Gareth Gorvin
ND1 Media: Interactive media report
Interactive media refers to products and services on digital computer-based systems or an interactive screen which responds to the user’s actions by using content such as text, graphics, animation, video, menus and sound. Interactive media has become an increasingly popular method in advertising and education. Interactive media is now used to promote a product or service in a way that regular advertisement cannot. Interactive advertising also has some properties that can expand the range of potential objectives and that improve advertisements effectiveness. Interactive media also improves the potential to decrease the losses caused by poorly coordinated advertising, to reduce the difficulties commonly encountered in clearly communicating an advertising message and to help overcome consumer rejection. With the invention and growth of interactive media sources like television and the internet, people can now gain access to information and view specific content whenever they please from their own home, which they could not before. In this report I will be exploring a range of interactive media platforms that have contributed to the expansion of user access to media.
The World Wide Web is certainly at this point in time the easiest way to access and host interactive media. The majority of people today have some way of accessing the World Wide Web whether they have their own computer with internet compatibility or can go to an internet cafe. The World Wide Web is basically a system of interlinked hypertext documents contained and displayed on the Internet. With a web browser, anyone can view web pages that may contain text, images, videos, and other interactive media and may navigate between them by using various hyperlinks and search engines. Websites like YouTube are popular sources of interactive media, be this through advertisement or hyperlinks. YouTube is a video sharing website on which users can upload and share videos. YouTube is also a good source of viral advertising. The World Wide Web also allows access to internet television services like BBC iplayer and 4OD; these interactive services allow users to watch any television show or series at anytime of the day. Internet television was a huge leap in the growth of easier access to interactive media. The downside to internet television may be that they may eventually lead to a decrease in people just sitting down to watch television or maybe discourage people from buying a television series box set because they will be able to access that series at anytime through websites like BBC iplayer and 4OD. The World Wide Web also allows access to interactive media platforms such as QuickTime player. QuickTime was created by Apple and is a media player capable of playing various formats of video, images, audio, text and animation.
Spam is an example of interactive media that is only access able via the World Wide Web. Spam is the abuse of electronic messaging systems to send unsolicited bulk messages indiscriminately. While the most common form of spam is e-mail spam, although the term is used in other multimedia texts like instant messaging. Spam e-mails contain interactive false accusations, propositions or offers that may result in the victim receiving a virus or handing over details.
Email attachments are files that are sent along with an e-mail message. The file is not a separate message, but now it is almost universally sent as part of the message to which it is attached. Worms and viruses are often distributed as attachments to e-mail messages. With vulnerable e-mail programs the virus may be activated by viewing or previewing the message; more robust programs only allow infection if the user opens the attachment. Unexpected e-mails with attachments should always be considered suspicious and dangerous, particularly if not known to be sent by a trusted source. Although, not all e-mail attachments are dangerous, images and videos can also be sent as attachments to be viewed by the receiver of the message safely.
DVDs or digital versatile discs are an optical disc media storage format, and were invented and developed by Sony and Philips in 1995. Their main uses are for video and data storage. DVDs are of the same dimensions as compact discs (CDs), but store more than six times as much data. DVDs are a form of interactive media. If you were to buy a television series on DVD you may find a type of interactive media stored secretly in the DVD menus, these are known as virtual ‘Easter eggs’, these can also be found in films and video games. A virtual Easter egg is an intentional hidden message, in-joke or a feature. DVD series’ like ‘Doctor Who’ and ‘The Simpsons’ are well known for containing hidden virtual Easter eggs in the menus. This type of interactive media is often hunted for when buying television series’ on DVD. Other forms of interactive DVDs include DVD board games and Quiz’s. these DVDs simply play through an ordinary DVD player allowing the user to interact as they would if they were using a games console. DVD games may be spin offs of popular television Game shows like ‘Deal or no deal’ or ‘Who wants to be a millionaire?’. DVDs were a huge advance in technology after the video cassette as they provided a larger memory, better picture quality and interactive menus.
Another popular interactive media platform is CD ROM. CD ROM is an acronym of ‘Compact Disc Read-Only Memory’. A CD ROM is a pre-pressed compact disc that contains data accessible to, but not writable by, a computer for data storage and music playback. CD ROMs contain interactive content like guided tours for educational purposes and games. CD ROM discs are identical in appearance to audio CDs, and data are stored and retrieved in a very similar manner the only difference is the way Audio files are stored and accessed on a computer. CD-ROMs are popularly used to distribute computer software, including interactive games and multimedia applications, though any data can be stored up to the capacity limit of the disc. Some CDs hold both computer data and audio with the capability of being played on a CD player.
A fairly recent output of interactive media comes from interactive kiosks. An Interactive kiosk is a computer terminal that provides information access via electronic methods, these can be found at certain bus, train stations and airports. Most kiosks provide unattended access to web applications that require the user to interact usually via touch screen technology. The first self-service, interactive kiosk was developed in 1977 at the University of Illinois at Urbana-Champaign by a student and allowed students and visitors to the college to have access to maps and bus schedules. The first successful network of interactive kiosk used for commercial purposes was a project developed by a shoe retailer in America to help customers pick out shoes. Today's kiosks are used to bring together the classic vending machine with high-tech communications and complex robotic and mechanical technology. Such interactive kiosks can include self-checkout lanes like the ones in ‘Boots’, e-ticketing, information and way finding. A Photo kiosk is an interactive kiosk which allows users to print their own pictures straight from a digital camera. An internet kiosk is also an interactive media output which provides public internet access. These kiosks often resemble a typical telephone booth, and are typically placed in places like hotel lobbies and long-term care facilities. Reliability is an important consideration when using an internet kiosk, and as a result many specialised kiosk software applications have been developed for the industry to help prevent ‘hackers’ or spyware. These applications interface with the bill acceptor and credit card swipe to prevent users from changing the configuration of the software used or downloading computer viruses, and allow the kiosk owner to see what’s going on remotely.
A Presentation is the practice of showing and explaining the content of a topic to an audience or learner. Presentation can be created using a presentation program, such as Microsoft PowerPoint. PowerPoint is often used to generate presentation content. PowerPoint presentations consist of a number of individual pages or "slides". Slides may contain text, graphics, movies, and other objects, which may be arranged freely on the slide. PowerPoint, however, facilitates the use of a consistent style in a presentation using a template or "Slide Master". These presentations can be distributed via the internet or showed to a local audience using a projector. Online presentations are an important platform of displaying interactive media to a wide audience. Websites like ‘Blogger’ contain interactive presentations that people have created. Interactive Presentations are often used in schools and colleges for educational value or business purposes.
Television click through technology is a source of interactive media that is increasing in popularity. One of the more well known forms of click through technology is Teletext. Teletext is a television interactive information retrieval service developed in the UK in the early 1970s. It offers a range of text-based information, typically including national, international and sporting news, weather and TV schedules. Another and more recent form of click through technology is ‘The Red Button’. The Red Button is an interactive television service provided by the BBC. ‘The Red Button’ was created to replace Teletext and is only available through digital television services. The service was launched in 1999 as ‘BBC Text’. It was relaunched in November 2001 under the BBCi brand and operated under this name until 2008, when it was once more rebranded as BBC Red Button. The "Red Button" name refers to the red button on remote controls for digital televisions and set-top boxes, which launches digital Teletext services. During certain broadcasts, by pressing the red button you can access different elements of a program. For example, when the Olympics is on, you can gain access to a range of different events on demand. The Red Button is also used to interact with television commercials, also when Xfactor is on, you can vote via pressing The Red Button. An advantage of using the red button service is that you can access digital television services instantly. A disadvantage would be that the red button service is only available on digital television for specific services, and for example, my television remote doesn’t actually have a red button on it, although the service says it is available to me.
With the introduction of mobile devices to society, interactive media has become available on a much wider scale than before. Before mobile devices, it was much harder to access instant interactive media. A modern mobile device is typically a handheld computer, phone, games console or PDA (personal digital assistant). One of the earliest forms of a handheld device was a handheld games console.
A handheld game console is a lightweight, interactive, portable electronic device with a built-in screen, controls and speakers. Portable games consoles are run on machines of small size allowing people to carry them around and play them at any time or place. Unlike video games consoles the controls, speakers and screen are all part of a single unit. A well known brand of handheld games console is the ‘Gameboy’. Nowadays people can access a huge range of interactive media, on mobile devices, at any time of day with no inconvenience. An Ipod is a portable media player designed by Apple. An Ipod Touch allows access to audio, video and images formats through touch screen technology. Other similar mobile devices provide access to interactive media like the ‘Blackberry’ and the ‘Iphone’. A mobile phone is an electronic device used for mobile telecommunications which includes text and picture messaging over a cellular network of specialized base stations known as cell sites. Over the years mobile phones have decreased in size and increased in memory and interactive capabilities. Years ago mobile phones were used only for telephone conversations. Today modern mobile telephones have access to the internet as well as interactive applications.
Uses of video in interactive media
In this section of my report I will be explaining how each of the following factors displays the use of video in the interactive media. Short films are used in the interactive media to help promote a cause, argue a point or advertise. Short films can contain interactive content. For example, a pop up could display similar videos or a hyperlink for buying a product. Promotional material can be in the form of posters, flyers of leaflets, etc. Promotional material is also often displayed as video within the interactive media; interactive video advertisements exist on web pages and television. The red button can be an implement of accessing interactive content within a television commercial. Promotional material often contains forms of interactive media to help persuade and interest a potential buyer. Promotional video material exists mainly on the internet and television but can also be found in kiosks, cinemas, and public internet access points. Film trailers or previews are film advertisements for feature films that will be exhibited in the future at a cinema before, on whose screen they are shown, the use of film trailers is to give a brief understanding of the film they are advertising, and encourage people to watch it. User Generated Content is very useful for a aspiring director or anyone looking for feedback on video in the interactive media. User generated content maybe for example video responses or feedback to a submitted video. Viral marketing is used in the interactive media to advertise. Viral adverts are popular on websites like YouTube. Viral adverts tend to be comedic or concept based to attract attention. Advertising is a form of communication with the intention to persuade. Advertising is commonly used in interactive video with the intent to convince the viewer to buy a product. Virtual reality tours are also used in the interactive media as a simpler way to give information without having to actually go on a guided tour. People can buy virtual reality tours on CD ROM to play them at home on their computers. Virtual reality tours are a useful source of information. Video games are very popular in the interactive media and are used in video to reach a target audience. Video games despite their reputation, video games are a very social form of interactive media.
e-learning is basically learning using computer programs or pre recorded lessons shown to an audience. E-learning is useful because it doesn’t provide a teacher.
Video in interactive media technologies
A common form of interactive and useful media technologies is video compression. Video compression refers to reducing the quality of data used to represent digital images. Video compression changes file size. A CODEC is a device or computer program capable of encoding and/or decoding a digital data stream or signal. Which basically means it breaks down an incoming signal making it easier to manager. Video Streaming refers to transferring video data such that it can be processed as a steady and continuous stream over the network to receive data from somewhere.
A list of interactive media formats and definitions:
MPEG, Moving Picture Experts Group. MPEG files have the ability to contain audio and video.
AVI, Audio Video Interleave, AVI files also consist of playable audio and video,
MOV is a multitrack streaming programme associated with Apple while WMV is compression programme more associated windows.
Bandwidth is the amount of data that can be transferred through a server or connection at one time, it is measured in megabytes (mb) per second bigger the mb the more information can pass through.
Frame rates are how many frames there are per second, so basically it how many frames appear on screen per second.
Screen resolution is how many pixels are on a screen, the more pixels the better picture quality.
File sizes are how big or small a file is, the larger a file the more space it takes up.
Picture ratio is the image ratio of width and height, you often have the aspect ratio on viewfinder when a film is being shot.
Digital right management is the copyright of digital and online content.
There are many types of media player some common types of media players are DVD, I player, QuickTime which an apple designed internet player, Windows media player, a Microsoft designed internet player and Real, a cross format internet player.
Embedding video is when you put a video on a website by copying the HTML and pasting it onto your website. sometimes this privelidge is disallowed by copyright.
Video tagging is used on Facebook to tag people in the video so that those people can see that they are in it, and are then able to follow a hyperlink.
ND1 Media: Interactive media report
Interactive media refers to products and services on digital computer-based systems or an interactive screen which responds to the user’s actions by using content such as text, graphics, animation, video, menus and sound. Interactive media has become an increasingly popular method in advertising and education. Interactive media is now used to promote a product or service in a way that regular advertisement cannot. Interactive advertising also has some properties that can expand the range of potential objectives and that improve advertisements effectiveness. Interactive media also improves the potential to decrease the losses caused by poorly coordinated advertising, to reduce the difficulties commonly encountered in clearly communicating an advertising message and to help overcome consumer rejection. With the invention and growth of interactive media sources like television and the internet, people can now gain access to information and view specific content whenever they please from their own home, which they could not before. In this report I will be exploring a range of interactive media platforms that have contributed to the expansion of user access to media.
The World Wide Web is certainly at this point in time the easiest way to access and host interactive media. The majority of people today have some way of accessing the World Wide Web whether they have their own computer with internet compatibility or can go to an internet cafe. The World Wide Web is basically a system of interlinked hypertext documents contained and displayed on the Internet. With a web browser, anyone can view web pages that may contain text, images, videos, and other interactive media and may navigate between them by using various hyperlinks and search engines. Websites like YouTube are popular sources of interactive media, be this through advertisement or hyperlinks. YouTube is a video sharing website on which users can upload and share videos. YouTube is also a good source of viral advertising. The World Wide Web also allows access to internet television services like BBC iplayer and 4OD; these interactive services allow users to watch any television show or series at anytime of the day. Internet television was a huge leap in the growth of easier access to interactive media. The downside to internet television may be that they may eventually lead to a decrease in people just sitting down to watch television or maybe discourage people from buying a television series box set because they will be able to access that series at anytime through websites like BBC iplayer and 4OD. The World Wide Web also allows access to interactive media platforms such as QuickTime player. QuickTime was created by Apple and is a media player capable of playing various formats of video, images, audio, text and animation.
Spam is an example of interactive media that is only access able via the World Wide Web. Spam is the abuse of electronic messaging systems to send unsolicited bulk messages indiscriminately. While the most common form of spam is e-mail spam, although the term is used in other multimedia texts like instant messaging. Spam e-mails contain interactive false accusations, propositions or offers that may result in the victim receiving a virus or handing over details.
Email attachments are files that are sent along with an e-mail message. The file is not a separate message, but now it is almost universally sent as part of the message to which it is attached. Worms and viruses are often distributed as attachments to e-mail messages. With vulnerable e-mail programs the virus may be activated by viewing or previewing the message; more robust programs only allow infection if the user opens the attachment. Unexpected e-mails with attachments should always be considered suspicious and dangerous, particularly if not known to be sent by a trusted source. Although, not all e-mail attachments are dangerous, images and videos can also be sent as attachments to be viewed by the receiver of the message safely.
DVDs or digital versatile discs are an optical disc media storage format, and were invented and developed by Sony and Philips in 1995. Their main uses are for video and data storage. DVDs are of the same dimensions as compact discs (CDs), but store more than six times as much data. DVDs are a form of interactive media. If you were to buy a television series on DVD you may find a type of interactive media stored secretly in the DVD menus, these are known as virtual ‘Easter eggs’, these can also be found in films and video games. A virtual Easter egg is an intentional hidden message, in-joke or a feature. DVD series’ like ‘Doctor Who’ and ‘The Simpsons’ are well known for containing hidden virtual Easter eggs in the menus. This type of interactive media is often hunted for when buying television series’ on DVD. Other forms of interactive DVDs include DVD board games and Quiz’s. these DVDs simply play through an ordinary DVD player allowing the user to interact as they would if they were using a games console. DVD games may be spin offs of popular television Game shows like ‘Deal or no deal’ or ‘Who wants to be a millionaire?’. DVDs were a huge advance in technology after the video cassette as they provided a larger memory, better picture quality and interactive menus.
Another popular interactive media platform is CD ROM. CD ROM is an acronym of ‘Compact Disc Read-Only Memory’. A CD ROM is a pre-pressed compact disc that contains data accessible to, but not writable by, a computer for data storage and music playback. CD ROMs contain interactive content like guided tours for educational purposes and games. CD ROM discs are identical in appearance to audio CDs, and data are stored and retrieved in a very similar manner the only difference is the way Audio files are stored and accessed on a computer. CD-ROMs are popularly used to distribute computer software, including interactive games and multimedia applications, though any data can be stored up to the capacity limit of the disc. Some CDs hold both computer data and audio with the capability of being played on a CD player.
A fairly recent output of interactive media comes from interactive kiosks. An Interactive kiosk is a computer terminal that provides information access via electronic methods, these can be found at certain bus, train stations and airports. Most kiosks provide unattended access to web applications that require the user to interact usually via touch screen technology. The first self-service, interactive kiosk was developed in 1977 at the University of Illinois at Urbana-Champaign by a student and allowed students and visitors to the college to have access to maps and bus schedules. The first successful network of interactive kiosk used for commercial purposes was a project developed by a shoe retailer in America to help customers pick out shoes. Today's kiosks are used to bring together the classic vending machine with high-tech communications and complex robotic and mechanical technology. Such interactive kiosks can include self-checkout lanes like the ones in ‘Boots’, e-ticketing, information and way finding. A Photo kiosk is an interactive kiosk which allows users to print their own pictures straight from a digital camera. An internet kiosk is also an interactive media output which provides public internet access. These kiosks often resemble a typical telephone booth, and are typically placed in places like hotel lobbies and long-term care facilities. Reliability is an important consideration when using an internet kiosk, and as a result many specialised kiosk software applications have been developed for the industry to help prevent ‘hackers’ or spyware. These applications interface with the bill acceptor and credit card swipe to prevent users from changing the configuration of the software used or downloading computer viruses, and allow the kiosk owner to see what’s going on remotely.
A Presentation is the practice of showing and explaining the content of a topic to an audience or learner. Presentation can be created using a presentation program, such as Microsoft PowerPoint. PowerPoint is often used to generate presentation content. PowerPoint presentations consist of a number of individual pages or "slides". Slides may contain text, graphics, movies, and other objects, which may be arranged freely on the slide. PowerPoint, however, facilitates the use of a consistent style in a presentation using a template or "Slide Master". These presentations can be distributed via the internet or showed to a local audience using a projector. Online presentations are an important platform of displaying interactive media to a wide audience. Websites like ‘Blogger’ contain interactive presentations that people have created. Interactive Presentations are often used in schools and colleges for educational value or business purposes.
Television click through technology is a source of interactive media that is increasing in popularity. One of the more well known forms of click through technology is Teletext. Teletext is a television interactive information retrieval service developed in the UK in the early 1970s. It offers a range of text-based information, typically including national, international and sporting news, weather and TV schedules. Another and more recent form of click through technology is ‘The Red Button’. The Red Button is an interactive television service provided by the BBC. ‘The Red Button’ was created to replace Teletext and is only available through digital television services. The service was launched in 1999 as ‘BBC Text’. It was relaunched in November 2001 under the BBCi brand and operated under this name until 2008, when it was once more rebranded as BBC Red Button. The "Red Button" name refers to the red button on remote controls for digital televisions and set-top boxes, which launches digital Teletext services. During certain broadcasts, by pressing the red button you can access different elements of a program. For example, when the Olympics is on, you can gain access to a range of different events on demand. The Red Button is also used to interact with television commercials, also when Xfactor is on, you can vote via pressing The Red Button. An advantage of using the red button service is that you can access digital television services instantly. A disadvantage would be that the red button service is only available on digital television for specific services, and for example, my television remote doesn’t actually have a red button on it, although the service says it is available to me.
With the introduction of mobile devices to society, interactive media has become available on a much wider scale than before. Before mobile devices, it was much harder to access instant interactive media. A modern mobile device is typically a handheld computer, phone, games console or PDA (personal digital assistant). One of the earliest forms of a handheld device was a handheld games console.
A handheld game console is a lightweight, interactive, portable electronic device with a built-in screen, controls and speakers. Portable games consoles are run on machines of small size allowing people to carry them around and play them at any time or place. Unlike video games consoles the controls, speakers and screen are all part of a single unit. A well known brand of handheld games console is the ‘Gameboy’. Nowadays people can access a huge range of interactive media, on mobile devices, at any time of day with no inconvenience. An Ipod is a portable media player designed by Apple. An Ipod Touch allows access to audio, video and images formats through touch screen technology. Other similar mobile devices provide access to interactive media like the ‘Blackberry’ and the ‘Iphone’. A mobile phone is an electronic device used for mobile telecommunications which includes text and picture messaging over a cellular network of specialized base stations known as cell sites. Over the years mobile phones have decreased in size and increased in memory and interactive capabilities. Years ago mobile phones were used only for telephone conversations. Today modern mobile telephones have access to the internet as well as interactive applications.
Uses of video in interactive media
In this section of my report I will be explaining how each of the following factors displays the use of video in the interactive media. Short films are used in the interactive media to help promote a cause, argue a point or advertise. Short films can contain interactive content. For example, a pop up could display similar videos or a hyperlink for buying a product. Promotional material can be in the form of posters, flyers of leaflets, etc. Promotional material is also often displayed as video within the interactive media; interactive video advertisements exist on web pages and television. The red button can be an implement of accessing interactive content within a television commercial. Promotional material often contains forms of interactive media to help persuade and interest a potential buyer. Promotional video material exists mainly on the internet and television but can also be found in kiosks, cinemas, and public internet access points. Film trailers or previews are film advertisements for feature films that will be exhibited in the future at a cinema before, on whose screen they are shown, the use of film trailers is to give a brief understanding of the film they are advertising, and encourage people to watch it. User Generated Content is very useful for a aspiring director or anyone looking for feedback on video in the interactive media. User generated content maybe for example video responses or feedback to a submitted video. Viral marketing is used in the interactive media to advertise. Viral adverts are popular on websites like YouTube. Viral adverts tend to be comedic or concept based to attract attention. Advertising is a form of communication with the intention to persuade. Advertising is commonly used in interactive video with the intent to convince the viewer to buy a product. Virtual reality tours are also used in the interactive media as a simpler way to give information without having to actually go on a guided tour. People can buy virtual reality tours on CD ROM to play them at home on their computers. Virtual reality tours are a useful source of information. Video games are very popular in the interactive media and are used in video to reach a target audience. Video games despite their reputation, video games are a very social form of interactive media.
e-learning is basically learning using computer programs or pre recorded lessons shown to an audience. E-learning is useful because it doesn’t provide a teacher.
Video in interactive media technologies
A common form of interactive and useful media technologies is video compression. Video compression refers to reducing the quality of data used to represent digital images. Video compression changes file size. A CODEC is a device or computer program capable of encoding and/or decoding a digital data stream or signal. Which basically means it breaks down an incoming signal making it easier to manager. Video Streaming refers to transferring video data such that it can be processed as a steady and continuous stream over the network to receive data from somewhere.
A list of interactive media formats and definitions:
MPEG, Moving Picture Experts Group. MPEG files have the ability to contain audio and video.
AVI, Audio Video Interleave, AVI files also consist of playable audio and video,
MOV is a multitrack streaming programme associated with Apple while WMV is compression programme more associated windows.
Bandwidth is the amount of data that can be transferred through a server or connection at one time, it is measured in megabytes (mb) per second bigger the mb the more information can pass through.
Frame rates are how many frames there are per second, so basically it how many frames appear on screen per second.
Screen resolution is how many pixels are on a screen, the more pixels the better picture quality.
File sizes are how big or small a file is, the larger a file the more space it takes up.
Picture ratio is the image ratio of width and height, you often have the aspect ratio on viewfinder when a film is being shot.
Digital right management is the copyright of digital and online content.
There are many types of media player some common types of media players are DVD, I player, QuickTime which an apple designed internet player, Windows media player, a Microsoft designed internet player and Real, a cross format internet player.
Embedding video is when you put a video on a website by copying the HTML and pasting it onto your website. sometimes this privelidge is disallowed by copyright.
Video tagging is used on Facebook to tag people in the video so that those people can see that they are in it, and are then able to follow a hyperlink.
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