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Rough draft feedback

Estimated current grade: C

 

Comments & feedback:

 

  • There are some very nice moments here – the artist branding is excellent (in fact, you should make more of it!) and the narrative/performance crossover basically works. Some of the performance shots are really good and the simple narrative is satisfying. The challenge now is to look over the structure of the three minutes and also think about whether it’s worth shooting or re-shooting any of the sections.
  • You have a shot of the Converse shoes (very briefly) but I wonder if that element of the brief is something you could make more of? Is there any way you could tie it into the narrative at all?
  • The performance element – the close-ups and moving camera are good but the wide shot with the backdrop not covering the whole shot. Deliberate? 
  • Lip syncing (and guitar syncing) is not quite on it – is that a performance or editing thing? This will determine whether it needs re-editing or re-shooting.
  • I think the ending needs a bit of work – the narrative has a nice conclusion but seems to end with almost a minute to go?
  • The final thing you may want to consider for the final cut is visual effects or post-production. You’d need to experiment with a few different ideas but anything that makes it feel a bit more cinematic or emotional would push this up.

 

Learner response:

 

  • Create a new blogpost on your Media 2 coursework blog called ‘Video rough cut learner response’.
  • Summarise your feedback from your teacher and fellow students in bullet points. You do not have to put your current estimated grade if you do not want to.
  • As your learner response, pick out the three improvements/changes you need to make to your video production for your final edit.
  • Finally, re-draft your statement of intent using Microsoft Word / Google Docs once you have completed print research and planning and reflected on your video feedback above. This will be the final draft of your statement of intent – due date on Google Classroom.

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