An Introduction to Final Cut Pro X

Using Final Cut Pro X to sync our separate shots in perfect synchronisation with the music was extremely difficult. 

After uploading our chosen song 'Don't Stop Believing' we had to place a marker on the clip where the actor began to sing. This was also very challenging as the group found that we had to constantly replay the clip in order to get the exact moment that the artist stared singing. Once we had found the point in which the actor began singing we then disabled the audio on the film which allowed us to play the audio on the original song, we then placed a marker on 'Don't Stop Believing' and then tried to match up to the two blue markers. This took much longer than I expected as once I thought I had matched them, I zoomed in closer to both and they weren't correctly matched, this is very obvious when both are played together and even when I had worked on synchronising for an extended amount of time, I found that it was still not perfect.

We also learned how to cut pieces of the clip from the time line by using the blade tool which then allowed us to choose certain parts of the filming and therefore delete areas of the film where there was unwanted excess film that wouldn't contribute to the narrative.

Over all I enjoyed the experience of using Final Cut Pro X as I believe it will ultimately allow me to create a professional product with more practise and increased knowledge of the specific skills.

Filming on location

I enjoyed filming on location however I was ultimately shocked at the amount of issues we might experience while trying to film in very public places. This has lead me to believe that a lot of planning is required and also if we venture far to film we should have a whole day scheduled in order to make allowances for technical issues, as well as allowing us to take enough shots so we will eventually get the perfect one. For this practice we only had one afternoon so I believe some takes weren't  filmed or acted to the best of our capability. However this experience has been very informative for the future project.

 I like the background that we have chosen for this shot as it is very picturesque. However, as I was previously discussing I don't think enough planning went into this shot as the clothing of the actor in green does not stand out against the almost entirely green background. We also had to zoom in for this in order to see facial expression more clearly. I think in the future that this should be avoided because we lost some quality of the image and also the top of one of the actors heads has been excluded from the shot.

 I think that everyone is well framed in this shot by the bridge and that although there is space to the right it is acceptable because the river adds a depth and interest to the shot. However the light background makes the actors look dark, so I think some non natural lighting should have been used here to illuminate the faces.

 I don't like the location of this shot as the background consists of too much empty and plain space. A more built up area may have made for a more interesting composition. Also when the actors move into a line the camera quickly pans over to them I think this looks slightly unplanned and should have been a new shot.

I like this shot as the background is very picturesque. However we did experience some technical issues which meant that the speaker playing the music failed to work so that actor had to sing a long to a phone which possibly reduced her confidence in her performance.

I also liked this shot to end the video. The composition of the actors was very interesting and the dance choreography allowed us to experience creating a performance based music video.

Research: Similar product research 3. Taylor Swift's 'Bad Blood'

The establishing shot features a night time extreme long shot of a city landscape. The bright lights connote an exciting and adventure filled lifestyle. At this point in the video I would conclude that the target audience would be teenagers from the age of around 14-19.

The establishing shot then fades into a long shot of an office. The lights on the buildings begin to blur and therefore a smooth transition between both shots is created. The juxtaposition between the the impressive landscape and the office creates verisimilitude as the audience believes that because of the setting (an office) they are about to witness a music video which is relatable; and portrays real life situations.

However this tranquil atmosphere may seem too eerie for some viewers as the ambient sound of busy traffic creates uncertainty concerning what will happen next  as the uneasy and tense atmosphere becomes increasingly more obvious. The lack of sound is then diminished with a sudden sting of diegetic crashing sound which is parallel to a man being thrown onto a desk. This is not a stereotypical representation of a man as he shown to be very weak and in danger of immediate harm or death at the hands of another much stronger individual. 

A whip pan is used to connote the extreme violence, danger and excitement which is about to ensue. The long shot captured to the left illustrates through the proxemics of the characters that the woman is dominant over the man as she is filmed going above the mans head to take him down towards the ground which symbolises her power over him within combat. This is a none stereotypical representation of a woman as they are usually represented as 'damsels in distress' type characters, however is it extremely refreshing to see a woman represented in way were she appears capable of matching and even exceeding a mans abilities. I may include a modern representation of a woman in my music video as I believe it is appropriate to represent men and women as equals within a modern society. This representation of Taylor Swift as a woman trained in acrobatics and combat supports Dyers theory that 'a star is an image not a real person'. The music video representation is a contrast with Taylor Swifts usual 'normalised' media presence whereas here it is clear she is a type of secret agent. Dyer also suggests that 'how we are seen determines how we are treated'. Taylor Swift is seen as a powerful and dangerous woman and therefore the male character runs at her with the intention of using his strength to the best of his ability in order to defeat her. However 'stereotypes are not simple' because although previously, a woman would have been represented as being inferior to a man, Taylor Swift has developed enough skill and strength to overpower the man. 

This matched cut of the singers face shows that although she is represented as being extremely violent and aggressive, her make up and the lipstick props work together as indexical signs to create a highly feminine representation. The shot is ironic and humorous as it suggests that even though she has just been involved in a dangerous fight she still feels it necessary to apply her make up. This is an example of a stereotypical female representation as they are frequently portrayed as being image and appearance conscious. 

"Arsyn" is a secondary female character who is  also represented in a none stereotypical way. Her costume is all black which connotes danger, power, evil, mystery and death. This character is represented as being one who is highly capable of inflicting pain on others without remorse. This is not a stereotypical representation of a women in music videos are often represented as being kind hearted and sympathetic characters. The name of this character also denotes poison, Williams would suggest that this symbolises the woman's harshness and brutality. A poison would infect the entirety of a persons body and leave them defenceless.  

The image to the left shows a point of view shot which portrays the singer being reflected in the pocket mirror of another female character, this could possibly connote that the female holding the pocket mirror is very sneaky and suspicious as she is not directly looking at 'catastrophe' which suggests she is an untrustworthy character. This is a possible stereotypical representation as woman are frequently represented as being disloyal and secretly unkind to other female co-workers with in the work place. 

This point of view shot is extremely effective. I love how the viewer can see who is the most powerful within the narrative as a high angle shot depicts the female in black looking down emotionless with no remorse while the weaker of the two opponents is seen reaching out in desperation. I also like how great attention to detail has been achieved as a reflection of Taylor Swift can be seen in one of the shards of glass representing what appears to be a shattered relationship with her once trusted comrade. In terms of Propps character roles Arsyn is now the villain and Catastrophe is the hero that the audiences wills to succeed. 



I also like the use of split screen to integrate two faces which creates quite a robotic and futuristic effect to the video. There is also a clear contrast between light and dark between the two separate background, this could possibly symbolize the contrast between innocence and rich knowledge which would suggest why Taylor Swift aka 'Catastrophe' was betrayed (because of naivety).


The direct eye contact with the camera is very powerful here and represents 'Catastrophe' as being a very harsh and powerful character. The movement of her hair using the wind machine also connotes her new found perfection. Taylor Swift's has been re created as a a more indestructible individual after her defeat against her new nemesis. Therefore the narrative demonstrates many of Propps 'character types' including 'the donor' who give Taylor Swift's character this power and ability. 

This medium long shot shows Catastrophe bursting through a wall, this shows that she is and extremely dangerous and powerful force. The audience can see her development into a stronger character who now appears indestructible. This is another example of Perkin's theory that 'Stereotypes are not simple'  because women are able to detach themselves from the representation that they are weaker as previously a woman would not be seen in the role of a leader. It is refreshing to see this alternative representation. 




In this medium long shot female gender expectations are completely destroyed. The continuous shot begins with the character on the left holding a hand-bag which is a stereotypical representation of many woman. However heavy irony is created when the handle is pulled and the handbag becomes a weapon. This implies that women should not be seen as the weaker sex as they are commonly shown to be. Both women are wearing provocative clothing which may be to attract a 'male gaze' however this is contrasted with the sharp looking spikes on Catastrophe's bra top which would suggest that she does not want to be seen as a sexual object but a danger.



This shot also shows Catastrophes power and determinism which is implied by the holding of eye contact. I also like that she is shown to be boxing which is a sport that women are not often associated with. Once again this video breaks the roles in which women are often confined to.





This is 'The headmistress' who is just one character from the female dominated ensemble. She is represented as the over all leader. It not stereotypical to find a female portrayed in a leading role and therefore this video continues to promote 'girl power'.









The special effects used here create a very large spectacle which is unfortunately probably not achievable in college. However it is very impressive and makes the women appear even more powerful as they walk away unscathed from an explosion. All of the women are dressed in black which represents death, danger and the fear which they may inflict on others. Most of the ensemble are also wielding guns which implies their ruthlessness as characters.





The matched cuts always focus on the main character Catastrophe aka Taylor Swift...













Once more the matched cut still focuses on Taylor Swift. This is a technique I will use in my music video. The main characters red hair connotes danger and symbolizes her progression from the start (as a gentle blonde) to now where she appears much more aggressive.

This low angle shot heavily symbolizes the ensembles undeniable power. They also tightly framed which is symbolic of the steadfastness and strength as a fighting unit.

How this post has influenced my planning and creativity: Helped me understand how to break stereotypical gender roles to bring a music video into the 21st Century. 

Research: Similar product research 2- Geri Halliwell 'Its Raining Men'

 Intertextuality is created from the beginning in this music video as the establishing shot shows the feet of a dancer wearing dance shoes and leg warmers. This shot is extremely similar to the opening shot of the last dance scene in the movie 'Flashdance' from 1983. The majority of Geri Halliwells fans at the time of release in 2001 where teens and young adults so they may have been familiar with the film and if not the 'last dance' is very prominant in popular culture. The use of intertextuality will also appeal to the slightly older target audience of 30-40 years of age because they will recognise the similarities as soon as the video begins because the same medium close up worms-eye-view shot has been used.

As Geri Halliwell begins to dance the music begins to distort which distracts Gerri and she ultimately falls. This supports Todorovs theory of equilibrium in the beginning which is then disrupted by an unfortunate event which is  then overcome by the character and a new equilibrium is reached. Although this is a performance video there is also narrative included as the viewer is lead to believe that Geri is an aspiring dancer, therefore the audience is shocked and perhaps sympathise with the character when she falls and her dreams appear dismantled. Diegetic sound is also used; which breaks conventions, as Geri says 'Can I start again' with a desperate look on her face. This makes the audience get behind the character as people generally appreciate an underdog who turns their negative situation into a positive and then prevails.

Excitement is generated through this medium long shot of Geri's fellow students appearing to be enthusiastically fighting to get a place closest to the double doors in order to catch a glimpse of Geri's dance. This suggests that the choreography used is revolutionary and innovative and before its time because people are desperate to see it. There is a similar idea in 'Flashdance' as the protagonist performs a dance which is viewed to be less traditional and more post-modern.

The tapping of the feet is also a reference to 'Flashdance' as this was used to show the increased interest of the judges. Although a very small action this is used to symbolise that they are being forced to disregard their stern outward appearance and have lost control due to the exciting performance.

Vouyerism is also heavily emphasised in this music video. However I do not believe this is to attract 'The male gaze' as Laura Mulvey suggests. I think that Geri is using this video as a way to introduce her new image. Gerri was frequently labelled as 'the fat one' in 'The Spice Girls' and therefore as she launched her solo career I believe she wanted to make a statement towards all the people that judged her body. Therefore a new star image is created and she is represented as being extremely fit and healthy.

This is an example of showing the effect Geri Halliwell's new and improved body has on people. In this medium close up shot, the top of Geri Halliwell's head is cut from the frame and therefore the audiences' entire focus is on her body. 'The male gaze' is also shown on screen as the man is seen looking up at her in complete awe.

Geri is also represented as being very young in this music video. The indexical signs of a corridor, lockers and books and files held close to the chest symbolise a student. Although Geri may be slightly older than the role she is playing the audience still believes her character which makes her appear more youthful with in the media.

Geri is shown here in a low angle shot looking straight into camera from above. This could symbolise her rise into her new solo pop career.

The video is extremely energetic, with a large cast who are excitedly jumping and running out of the building. It is extremely reminiscent of 'Fame' which further creates post modernism.

 The close-up of Geri's T-shirt which says 'Famous' is also a reference to 'Fame'.








How this post has influenced my planning:

• I will use intertextuality to create post modernism in my music video. 

Research: Similar product research 1. Little Mix's 'Black Magic'

The establishing shot is a low angle shot featuring a school, therefore the setting of the music video becomes apparent to the viewer immediately. I would suggest that this music video is targeting teenagers due to the use of setting which appears to be an American style high school which references to modern popular culture e.g. the constant use of typical American High Schools in teen films which are extremely popular. An editing technique is used which allows the black to transition into colour by splitting the screen.

This long shot of two females riding bicycles alongside of each other establishes verisimilitude. They are dressed in bright colours which commonly symbolises youth. Their style and fashion choices seem fresh, cool and edgy which is an appearance to which most of the viewers would aspire to. They appear to stand out in the foreground against the less colourful building in the background. I particularly like the way that the two females are in shallow focus and also the way further verisimilitude is created through the use of extras walking around the campus in a relaxed manner. Diegetic synchronous sound can also be heard in the form of students voices to further contribute to the verisimilitude.

After the scene is set we are introduced to Little Mix in an extreme long shot. Editing has been used to impose 'Little Mix' onto the shot, above the girls.
Although the viewers know that the group have a large amount of fame, this is not made obvious through the use of shot. For example many other seemingly less relevant extras are included and they are shown to be ignoring the girls which would support Dyer's theory that 'A star is an image and not a real person' as it is clear that the girls are being represented as characters that are not popular or well known in this setting.

A matched cut is then used to show a medium long shot of the girls. The screen capture to the left shows their unexpected outfits. It is very clear that the director of this music video has attempted to create different representation of the girl which creates a different personas in contrast to the ones we see when they are performing as themselves. All four girls are not represented in a voyeuristic way which is achieved through the use of layering of their clothing. They don't look particularly stylish and I think the difference between their usual appearance and the ones that are being represented here is supposed to be extremely obvious to the viewer. This lack of sexuality that the girls posses is implied to be their downfall which is symbolised by the girls falling over as they walk outside. This heavily suggests that they are outcasts because of their 'nerd like' personas.

The girls are then represented in a very stereotypical way as they are pictured in this medium long shot pining over a boy. However their attempts to get him to notice them appear to be in vain due to what is implied to be their 'undesirable appearances'.  I think personally this is the wrong message to send to girls as it is heavily implied that women must look a certain way to be accepted. However I do really like the use of shallow focus on the girls to draw attention to the fact they they don't fit in with all of the 'popular' characters. I also think that the natural framing of the pillars works very well. The girls are also singing into camera because the song fits the sound perspective. For example, as the girls think the boy is looking at them they soon realise he is gesturing to someone else. Upon realisation they chant in chorus 'Hey!' which is also part of the song but also works as dialogue. Here they go against Laura Mulvey's theory of the 'male gaze' because they are unable to attract a mans attention due to their images.

I thought this low angle point of view shot was very unique and I think it works well to illustrate the girls' confusion upon finding this magical book. It is a good shot if you wish to represent characters who aren't yet powerful or confident within the narrative and also very achievable. On this shot the viewer can also see at this point in the video the girls' make up is extremely minimal. Therefore, at this point in the video the plain and ordinary representations of these girls do not suit the usually fun and outlandish pop genre.

Special effects have been used here to create the illusion of 'Black Magic'. I believe this is achievable on the software that we have available within college and I would be very interested in experimenting with it in order to create an effect very similar to this one.

I believe that this over the shoulder shot may symbolise the close relationship the girls have within their inner circle because the camera is outside looking in. This is a stereotypical representation of females as they are thought to have a small group of close friends in which they share private information with. In my previous analysis of Taylor Swift's 'Bad Blood' I found that the use of wind machines to blow female actresses hair was a popular effect which enabled a character to appear voyeuristic, and almost angelic in nature. This is an effect that I may use in my music video. 

A gradual fade is then used to illustrate the girls' physical transformation from 'nerd' to outfits, hairstyles and make up which are considered more desirable by the media. The girls then walk through the corridor as the camera tracks them. The viewers are now aware that they have now become the focus of the school as they are the focus of the cameras attention. Their outfits are now a lot more coordinated with one another and also each one of them is showing a lot more leg, which is a highly sexualised part of the body on women, they are also wearing high heals to extenuate their leg length.

The ASL decreases as a cut to each one of the four girls is made on the beat showing them using their magic on another girl. This is an unfortunate stereotypical representation of the arguments between women which are frequently caused by jealousy.

Now that the girls are showing off their new looks they are subject to 'the male gaze' which is illustrated here as the boy has direct eye contact with the camera which he maintains as the camera continues to pan past him. This is a large contrast to before the girls experienced a make over when he appeared to look straight through them as though they did not exist.

I may use the arc shot pictured to the left which shows the girls standing in a circle with their backs turned to one another as the camera encircles them while each girl makes eye contact with the camera. I really like the girls hair pictured to the left which as it is highly intricate and detailed. Each outfit the girls are wearing suggests a different personality, for example the red jumper may suggest that she is more reserved than the other girls who in contrast are wearing bra-lets. I will strive to create this much attention to detail in my music video/ For example. using outfits to represent a specific part of my characters personality. 



I love the use of over-cranking as the paper flies around the room while the girls continue to walk through the crowds. I may use this effect in my music video.

This long shot would be quite easily created as the setting is simply a lecture room. I believe that the setting of a school would be extremely easy to use in my music video as there are many nearby. Although it would be hard to get the type of modern, picturesque aesthetic which is portrayed in the 'Black Magic' video. The girls are all singing and dancing into camera which matches the narrative as they are shown to be celebrating the previously boring-turned fun lecture.

The same split transition which was used in the opening is the used at the conclusion of the music video however this time the movement is reversed which symbolises the end of the narrative. 

How this post has influenced my planning and creativity: 

• Encouraged me to use low angle shots e.g to show people looking down on something. Also shown me that it is acceptable and even interesting to obstruct the actors in shot (e.g with the paper) if it contributes to the narrative. 
• I also like the use of lighting in the 14th screen shot as the main singers are illuminated by studio lights whereas the people in the background appear darker.