Editing Blog for Music Video

Today in AICE Media Studies, it was the second day of the editing process. On Monday, December 2, 2019, it was the first day of the editing process. Since one my role main roles is to be the coordinator/ organizer, the first thing I did was signed out a computer and followed the camera equipment procedures. After I finished singing out the computer, I signed onto the desktop and began to set up the computer to begin the importing process. While Hannah was importing the raw footage onto the desktop,  I was working on downloading the soundtrack. With the help of my teacher, I was able to convert a Youtube music video into a MP3file. This file allows me to import the music into Pinnacle Studios and set the foundation of the music video. Once the music and raw footage was imported into Pinnacle Studios, the first thing we had to do was trim the song. Since I have more expertise in sound, I trimmed the song into the mandatory time limit of because  of a minute and 15 seconds music video. With the song as our guideline, we were prepared to arrange the footage in a logical order. There were times where we would reference our Storyboarding Blog to to ensure all ideas were included. Although I did not do the actually editing that day, I was co-supervising the editing process and offering suggestions that could improve the music video. For instance, throughout the editing process I would offer my opinion to when to cut the footage and which take should be used. By the end of the  first day, Hannah and I were able to arrange almost three-quarters of the music video.

Today, Hannah and I were productive and was able to finished the music video project. After setting up the computer, we immediately went to work. During this editing day, I did more editing than I did on the previous day. For instance, I added and trimmed the take to match the song. As we were  cutting and arranging the footage, the music did not have sound. With the help of my teacher, we had to reimport the music into Pinnacle Studios and I had to re-cut the song. This was frustrating because it delayed the filming process. After we finished arranging the footage, we had to add the transitions. Since Hannah had more expertise in transitions, she added a  fade transition to Frame 1 and Frame 10. These fades allowed us to transition from reality to flashback and vice versa. One of my jobs during the editing process was to adjust the speed. Since Hannah was unfamiliar with the process, I adjusted the speed of the takes and transitions.  The reason I had to adjust the speed on the traditions is without the transitions, it would have caused the frames to not align with the music. The last thing we had to edit was the color design. Since we were creating a flashback, we made the first, third to last and second to last takes black and white. The difference of colors help the audience distinguish present and past events. It also help us demonstrate the importance of love in an LBGT+ relationship. In Frame 1, third to last and second to last frames, it was in black in white or had dull colors. During the flashback scenes, the shots were more vibrant and colorful. The difference of colors help us establish the cold reality and the happiness of a relationship. Finally, the music video was exported on the computer.

Between the commercial and music video project, I prefer the music video. I think this filming process was faster because I had more expertise on the technological programs and equipment. I think my skills tremendously  improve.During the music video project, Hannah and I were efficient and had good teamwork skills. Although we had disagreements, we settled them in a professional manner without compromising our friendship.  In addition to the excellent communication, there was amazing time management. The last and most important reason I prefer this project over the commercial project was it allowed me to practice my pre-production skills. I loved having creative freedom to make a music video about a topic I am passionate about.