Editing The Commercial Blog

On October 28th, 2019, our group met again to film the voiceover that will be implemented within the commercial. We didn’t start right away with the editing process since our group needed to finish filming any takes or voiceovers that either couldn’t be filmed last time or had to be redone. When recording the voiceover, our group decided to use Melshida since she as well took the part of being the actress on screen. The goal was to match the voice with the original actor on screen to make it appear as if the person was delivering the message. Our group, for the most part, recorded the voiceover in chronological order based on our original order of buildings. The only exception was the introduction and the ending of the commercial, our group recorded those first since it was the easiest to speak about. Once the voiceover was complete, Melshida saved each voiceover onto her phone. Each audio recording was sent to Rejoice’s laptop from Melshida’s phone. Rejoice opened up the file sent by Melshida and saved the recordings to her laptop. Finally, our group as a whole started the editing process of our commercial.

To start off, our group began editing the very first clip of our commercial which was the introduction. Since our team edited through Rejoice’s laptop, both me and Melshida helped verbally, while Rejoice was more hands on with editing. Our first edit was to cut a chunk of the video footage containing the introduction of the commercial. We cut the clip so that I was not in the shot since, as previously mentioned, I had the role of saying what take and scene the current shot was. Collectively, we decided that each video footage needed to be cut so that the shot of the scene can show the main actress and not the person saying the number of takes and scenes. Aside from that, me and Rejoice started looking up the different transitions we could use for the commercial. At first, Rejoice thought to put the transition where it is similar to a an iris in, but without the black screen. However, we decided to stick with a transition that flows more naturally with the scenes and used the cross dissolve transition. The next scene we included after the intro was the clip that contained the shot of building 17. For the most part, the scene with building 17 will contain similar edits that was made to the introduction.

Overall, our team has been editing each scene not through the Pinnacle app, but through IMovie which is an app for editing on Rejoice’s laptop. Our group wanted the scenes that are both raw and edited to be in Rejoice’s laptop for safe keeping. Between each group member, everyone took a part in the editing process. Melshida provided the voiceover recordings for the commercial as well as the images that will be used as inserts within the project. Rejoice took the part of physically editing each scene of our commercial since our group has been editing through her laptop. As for me, I didn’t have a specific role assigned, but I did help Rejoice verbally when we tried making editing decisions. Even though I did not have a specific job, I did help out with the decisions made for the edits as well as the voiceovers in terms of stating which building should be talked about next. In the end, every team member was cooperating collectively when it came to getting the work done for our commercial. Not one team member slacked off or did no type work. Every person contributed their part into making the commercial be as smooth and easy.

Filming Blog

On October 24, 2019, the class as a whole got the opportunity to start filming for their commercials. Each group in a coordinated manner received a set of equipment that will be used to construct the project. Before our group headed to a specific spot on school campus, we made sure each piece of equipment was working properly and ready to be put to use. The spot our team decided to film first was just outside building 20 of our school. Amongst the team members, Rejoice took the role of operating the camera, Melshida took the role of being the actress in the commercial, and I took the part of naming the scene and takes of a single cut. Collectively, we all pitched in when deciding what scene will be filmed next and what action the actor will convey. When the team first started filming, we agreed to be near the front of the school where building 20 was located. The scene with building 20 in the background was the introduction to our group's commercial. While the camera girl adjusted the positioning of the camera, I was the person who first stood in the front indicating which scene and take the current shot will be. For the introduction of our group's commercial, a total of two takes was produced to get the perfect shot of the scene.

Originally, our storyboard read that after the intro of the commercial came the scene with building 17. However, building 8 was filmed first after the intro because our group was the nearest to that specific building. Our group's plan to incorporate a tracking shot was filmed during the scene with building 8. I suggested for the actor in the commercial to walk about six paces from the main door which leads to the entrance for the science building. Our group first did a practice run of the tracking shot, then filmed the scene for real right after. From building 8, our group headed over to building 17 since it was near our current location. For the building 17 scene, I suggested for the actor to be up the stairs and have the camera filming the subject from a low angle which makes the scene look as if its having an upward view. The next scene was filmed at building 21, where our group will talk about the law programs that are offered. The scene with building 21 only took one take and was presented how we imagined it to be. Our last scene, which is the conclusion of the commercial, was filmed at building 5.

Just like the scene with building 17, the scene with building 5 had the actor up the stairs and the camera was placed at a low angle to make it appear as if the camera was looking up at the subject. Comparing the order of the buildings from our storyboard to the order of the buildings filmed was out of place slightly. Both the introduction and the ending of the commercial kept their original order. However, instead of going from building 17 to 5 to 8 then 21, our group filmed the buildings going from the order 8,17,21, then 5. Again, how far or close a building was determined where the next scene will be shot. When our group returned back to our class, we had the footage from the SD card dumped onto our personal laptops to save the scenes we filmed. I was the member who returned each item back to its original place while the other group members was sorting out the scenes we wanted to keep for our commercial. Collectively, our group decided to refilm on Monday, October 28 the scene with the introduction to be in front of ,instead of building 20, to be in front of the gym where our school's slogan is written above. Our group also decided to film on Monday the voice over that will be implemented within the commercial. By the end of the day, our group was engaged in filming the commercial and every member contributed their own part to making the project seem less hectic and more uplifting.

Storyboard Blog

Our team collectively created a storyboard that would stand at the maximum time of thirty seconds for our first commercial. The overall theme of the storyboard was to portray the programs offered here at Fort Lauderdale High School. A total of five boxes was used out of the six to accurately layout the time frame for each scene that was planned to be carried out. Our team included an intro and an outro when laying out the storyline of the commercial. In between the ending and the beginning, each box will represent a specific building our team wants to incorporate when talking about specific programs offered. Each building will be talked about briefly and will be introduced for at least five seconds long. A jump cut transition would be used to move on from talking about one building onto the next. Our group will incorporate tilts and pans to showcase each building that will be talked about with the addition of voiceovers narrating the plot of the commercial. To show the actress on screen for a few scenes, our team will be using both medium shots and medium close ups to have the person on camera doing the hand signals and introducing the school. The camera will be placed at a eye level angle without any tilts to properly showcase the figure and the buildings within each shot. When talking about the programs offered here at Fort Lauderdale High School, inserts will be used to display the different types of rooms that holds the special programs along with listing the various AICE and AP classes offered. Our team went in chronological order when determining which building will be talked about first. The order goes from intro, building 17, building 5, building 8, building 21, then the end. Our team presented the storyboard along with the script to the commercial for our teacher to approve on October 17th, 2019.

Here is the actual photo of the storyboard our team constructed together.

Editing Lesson Blog

On October 14th, 2019, the AICE Media Studies class was introduced to the editing process of the film. The class as well was taught about the features of each equipment and how to use each item properly. The main point of being taught how to first ask for any equipment properly is to avoid any disorganization from brewing. Not only to maintain the peace, but an organized way of asking for the equipment is set in motion to avoid any pieces or tools from going missing. When the class learned how to sign out for the equipment, the next lesson focused on the functions and features of each tool. The main point of teaching each feature and function embedded onto the equipment is so that each person can have a easier time dealing with the tools given without being confused and stuck. Right after the class was taught both the functions and features of the equipment, a lesson was delivered on the editing process of each take. The editing process was shown so that each student can have an idea on where to go to edit any takes. Furthermore, the editing process showed each student how to import and export footage from the camera, it showed students how to add text and cut unnecessary scenes, and it showed students how to add transitions and save their work. Overall, the whole class engaged in a lesson that introduced the basics of how to operate and work for a film without getting stuck all the time.

First, the teacher organized a clean method for receiving the necessary equipment needed for a particular project. Each step was given to the class so that each tool can be given out in a orderly fashion and not be lost along the way. The first lesson of the class were steps needed to be taken so that each student can receive a tool needed for their projects. When the teacher briefly explained the steps, the next lesson flowed right into the features and functions of the class equipment. Each feature of the camera and tripod, specifically, was explained in details so that each student can have a brief understanding on how to assemble and use the items. The lesson was explained in a concise manner in which each student can understand what each feature of the camera does. The teacher was able to provide a visual demonstration of how to assemble the camera onto the tripod in a moderate rate. The teacher as well used the camera physically to point to areas of the tool that was a key feature. After the teacher showed each little part of the camera and the tripod, the next lesson jumped right into the editing process. In the end, the students prepared themselves to be exposed to the editing process by having their notebooks out for any notes to be taken.

The lesson on the editing process began which was transitioned swiftly from the previous lesson. The teacher provided the lecture on a screen so that every student can receive an equal opportunity to visually witness the lesson. The teacher used a software named “ Pinnacle 18” to demonstrate how to do each edit of a take. The first step that took place was how to dump footage from an SD card to a folder on the desktop. The next step taught was how to import footage from the folder of the desktop and transfer it to the software. Once when the teacher accomplished these tasks, students was shown basic edits that could be made to the raw footage imported onto the software. Specific edits that was shown was how to cut a scene, how to add text within the footage, how to delete any audio from a footage, and how to do basic transitions. The last lesson given within the editing process was how to properly save your project and export the finished product. When the lesson came to an end, most students would now obtain the basic knowledge on how to edit raw footage and how to properly work a camera. Overall, the lesson gave the students the necessary push needed so that each person can be aware of what needs to be done and how to get a project done properly.

Planning Blog for FLHS Programs Commercial

Today my group is planning our school commercial. We are creating a to-do list to prepare for our scenes and make sure we have all the necessary items and people. We also want to be able to have backup plans in case something goes wrong either before, during, or after production. Having this list will make us more efficient and organized so that filming can continue no matter what happens. We will be listing the pieces that go into any film. This list is one of the crucial parts of any great video. Here is what will be going into our film:

1. Props: School merchandise
2. Costumes: School shirt and jeans
3. Schedule: On October 14 we will film the commercial. On October 21st we will edit our film and also reshoot and scenes needed if time permits. On October 28 our commercial will be done and turned in for grading. 
4. Location: Building 5- Cambridge and art, Building 8- Science, Building 17- Cambridge, Building 21- Law, Front of School- Welcome 
5. Backup Plan- If it rains, we will put inserts and a voiceover in the commercial. If someone is absent we will continue filming and have them edit some of the footage. If school is close we will only have inserts and voiceover for our commercial or we will set our film date a bit earlier.  

Research Conventions and Codes

Today in my AICE Media class, my partners and I started planning a commercial. We were given options as to what we wanted our commercial to be about. Once we picked between the main topics: products, anti-vaping, and our school. We then narrowed the selection to programs and clubs. After considering the pros and cons of filming the programs or clubs at our school, we decided unanimously to do programs. We choose programs at our school because it would be more efficient, we would have an organized structure, meet the time criteria, and we have more creative control when filming. The other options were seemed inconvenient for us in many ways. For the product's commercials we don't have much creative control since there are so many commercials about the products we are allowed to do and we would have to do countless hours of research on what commercials are out there and then try thinking outside the box for the commercial.  The anti-vaping commercial requires multiple actors and we would have to figure out how to send a strong and emotional message about vaping without showing anyone vaping.  These reasons are why we choose to do our school for our commercial

Introductory

On October 3rd, 2019 our class began practicing writing excerpts based on the video clip presented on screen. The class watched a clip from the show Mr.Robot and the objective was to identify the main elements: sound, camera angles, mis-en-scene, movement and editing were a part of the features that needed to be identified within the excerpt. 

Since it was the first time the class practiced an excerpt, the whole setup was constructed to replicate how the environment would have been during the testing season in May. During the first round, a clip of a TV show was playing on the screen and every student was to pay attention and not write down anything yet. When the clip finished playing, that was the moment everyone wrote down their answers. A small alarm was placed to indicate when to replay the excerpt over again for students to catch any missing answers or details.

For a first practice run, I was feeling a bit nervous about not being able to identify all the techniques and details that was presented within the video clip. I briefly knew the key terms, but for the most part I could not recall the main editing styles as well as the mis-en-scene. This practice run allowed me to see where I stood in terms of knowing the key terms and how to locate the scenes the techniques was put to use. Overall, it was a good exposure for students to see where their weaknesses and strengths lie as well as being exposed to how the environment would be when May comes along for the final test.