Most of us have very little experience using video cameras and so the camera work isn't quite right in places. The only place this is relevant is in the cutaways, since we were responsible for our own abilities with the interview. I have already covered how I used colour correction to improve the clips but I something that was consistent across all the clips was that the camera was not flat.
To correct this I have used the motion tab in the viewer to rotate the footage. It doesn't need to be rotated much, but I manually adjusted the between 1 and 2 degrees and judged this by looking for any pillars and making sure they were straight vertical lines. It makes such a difference even though it's only being rotated a little. This meant that in the corners there was no footage so I enlarge the scale just enough so that the image filled the screen.
Showing posts with label Podcast. Show all posts
Showing posts with label Podcast. Show all posts
Lower Thirds Decision
We were told we had to come up with a lower third that is uniform across all of our videos. After the group has discussed this with our tutors we were given a rough guide as to what we were supposed to have, and then I came up with a professional looking style which we would all use on our videos. What I came up with was:
Video Generators > Text > Lower Thirds
Text: Name
Font: Arial 45pts
Style: Bold
Text: Course
Font: Arial 36pts
Style: Normal
Video Generators > Matte > Colour Solid
Colour: Black
Opacity: 40%
Crop:
Top – 70
Bottom – 10
We decided to have a black bar going across the whole width of the video at 40% opacity as a good backdrop for the text. The lower third effect has 2 lines of text by default so I decided that the top line should be the persons name and the second line for what they are doing. I also thought the name is slightly more important and to emphasise this I made some small changes to the top line (45pt size instead of 36pt and bold) which distinguishes it from the second line. I believe it looks quite effective and not obtrusive.
We decided together that the text and black backdrop should fade in together over half a second and then stay on the screen for 3 - 4 seconds before fading out together over half a second.
Video Generators > Text > Lower Thirds
Text: Name
Font: Arial 45pts
Style: Bold
Text: Course
Font: Arial 36pts
Style: Normal
Video Generators > Matte > Colour Solid
Colour: Black
Opacity: 40%
Crop:
Top – 70
Bottom – 10
We decided to have a black bar going across the whole width of the video at 40% opacity as a good backdrop for the text. The lower third effect has 2 lines of text by default so I decided that the top line should be the persons name and the second line for what they are doing. I also thought the name is slightly more important and to emphasise this I made some small changes to the top line (45pt size instead of 36pt and bold) which distinguishes it from the second line. I believe it looks quite effective and not obtrusive.
We decided together that the text and black backdrop should fade in together over half a second and then stay on the screen for 3 - 4 seconds before fading out together over half a second.
Colour Correction
Based on the feedback I received I realised I needed to do some colour correction, including changing the shadows, midtones and highlights. I have enhanced the contrast on the video to make it look more visually appealing but also tried to remove a dusty orange/brown cast that was over the whole interview.
Another aspect to this is that the cutaways that we are all sharing were all shot on different cameras in different locations and under different circumstances so I have also applied colour correction filters to the cutaways I have used but because they vary so much I manually adjusted each one, whereas with the interview I created an effect and then dragged them on to each part of the interview.
Another aspect to this is that the cutaways that we are all sharing were all shot on different cameras in different locations and under different circumstances so I have also applied colour correction filters to the cutaways I have used but because they vary so much I manually adjusted each one, whereas with the interview I created an effect and then dragged them on to each part of the interview.
Cutaway Problem
We are nearing the end of the project, but a massive problem has recently been brought to our attention that called for emergency. Due to us uploading all of our cutaways and simply taking them, a lot of us have found that the same clips appeared multiple times through interviews. As our lecturers have pointed out, this is very problematic for a live brief as people may notice the same cutaways being used and this would look very unprofessional.
The most sensible thing to do would have been for us to make a list of each file and then find out who is using which file. The problem is that quite a few people did not actually name the different video clips before putting them on the server. I had named the ones I captured and because I liked to work in an organized way whenever I imported a cutaway file I changed the name so that it would reflect the content. This means that at this late stage it wouldn't possible to check the cutaways by file name since they are no longer consistent.
We have devised and employed 2 systems to deal with the issue. The first which I proposed was for everyone to take screengrabs of all the cutaways and upload them to the server whereby I produced a sheet of thumbnails (eliminating repeats) and then printing it off. The idea was then for people to write their names next to the thumbnails of the cutaways they would use. It is now easier to identify them by looking at the thumbnail than file names, and having the names listed next to them allows people to know who they need to talk to in order to decide who needs to change their cutaways and which ones they can use. The second system devised by Jack Wells allows us to check used cutaways from home by setting up a blog where the whole class has authorship rights so we can post the cutaways we have used and leave comments to negoiate conflicts.
We now have very little time to make changes but we are trying hard to ensure that our videos have very little repetition of cutaways.
The most sensible thing to do would have been for us to make a list of each file and then find out who is using which file. The problem is that quite a few people did not actually name the different video clips before putting them on the server. I had named the ones I captured and because I liked to work in an organized way whenever I imported a cutaway file I changed the name so that it would reflect the content. This means that at this late stage it wouldn't possible to check the cutaways by file name since they are no longer consistent.
We have devised and employed 2 systems to deal with the issue. The first which I proposed was for everyone to take screengrabs of all the cutaways and upload them to the server whereby I produced a sheet of thumbnails (eliminating repeats) and then printing it off. The idea was then for people to write their names next to the thumbnails of the cutaways they would use. It is now easier to identify them by looking at the thumbnail than file names, and having the names listed next to them allows people to know who they need to talk to in order to decide who needs to change their cutaways and which ones they can use. The second system devised by Jack Wells allows us to check used cutaways from home by setting up a blog where the whole class has authorship rights so we can post the cutaways we have used and leave comments to negoiate conflicts.
We now have very little time to make changes but we are trying hard to ensure that our videos have very little repetition of cutaways.
Class Feedback
We have held a couple of criticism sessions in class to gain feedback on our edits. I picked up some very useful feedback from these sessions which I have made note of and intend to use to improve my video. The main points made were:
1. There was a distinctive and awkward break in between the first half and second half of the video visually and audibly.
Comment: I agree, her voice changes significantly between the end of the first bit and the start of the second. I need to cover this with a cutaway to smooth it over as it won't be as obvious when you can't see her talk. Unfortunately I can't change the fact that she was slightly laughing when she said that line, but it has taught me that I should have gone through that question again with her so I could edit over that version.
2. The narrative across the video isn't very fluent.
Comment: I agree. I had tried to create a narrative about how she got to the access course, but watching it repeatedly I can now see that it makes chronological sense for her to talk about her school experience before she talks about coming on to the course and so I will improve the narrative by restructuring the answers she gives
3. Some of the cutaways don't make much contextual sense.
Comment: Due to the way she answered the questions I had to make quite a few edits in order to construct an artificial sentence that was more coherent for the video and shorter in length; so I have had to use cutaways to cover these gaps but it is hard for me to find something relevant to what she is saying. I will try and use more cutaways of students working as this makes more sense and think about what she is saying. I have also found some cutaways with the subject of my interview in them so I will include those.
4. The content of the cutaways didn't show the college/course in a positive way.
Comment: Some of the cutaways I have included include boring shows of teachers writing on the blackboard. I included these because they were relevant to my subject talking about being a teaching assistant but having boring shots of teachers does not create the impression that this is something interesting and beneficial to them. I will try and find shots of the teachers being more active and more personal to prevent alienating the viewer.
5. The video needs to be colour corrected.
Comment: I had tried to use the white balance technique demonstrated to us and on the interview tape you can see a short section before I set the white balance. While slightly better it is far from perfect and so I will apply a colour correction filter that I will manually adjust to improve the image quality.
1. There was a distinctive and awkward break in between the first half and second half of the video visually and audibly.
Comment: I agree, her voice changes significantly between the end of the first bit and the start of the second. I need to cover this with a cutaway to smooth it over as it won't be as obvious when you can't see her talk. Unfortunately I can't change the fact that she was slightly laughing when she said that line, but it has taught me that I should have gone through that question again with her so I could edit over that version.
2. The narrative across the video isn't very fluent.
Comment: I agree. I had tried to create a narrative about how she got to the access course, but watching it repeatedly I can now see that it makes chronological sense for her to talk about her school experience before she talks about coming on to the course and so I will improve the narrative by restructuring the answers she gives
3. Some of the cutaways don't make much contextual sense.
Comment: Due to the way she answered the questions I had to make quite a few edits in order to construct an artificial sentence that was more coherent for the video and shorter in length; so I have had to use cutaways to cover these gaps but it is hard for me to find something relevant to what she is saying. I will try and use more cutaways of students working as this makes more sense and think about what she is saying. I have also found some cutaways with the subject of my interview in them so I will include those.
4. The content of the cutaways didn't show the college/course in a positive way.
Comment: Some of the cutaways I have included include boring shows of teachers writing on the blackboard. I included these because they were relevant to my subject talking about being a teaching assistant but having boring shots of teachers does not create the impression that this is something interesting and beneficial to them. I will try and find shots of the teachers being more active and more personal to prevent alienating the viewer.
5. The video needs to be colour corrected.
Comment: I had tried to use the white balance technique demonstrated to us and on the interview tape you can see a short section before I set the white balance. While slightly better it is far from perfect and so I will apply a colour correction filter that I will manually adjust to improve the image quality.
Video: Problem Solving
Now that we have begun editing the video I have come across several problems as expected and had to think creatively in order to solve them.
1. The closing shot is very short and there is not time after she finishes her sentence that I can use but we have to include a half second fade to black at the end, so my solution to this problem was to use the razor blade tool to snip off the very last couple of frames where she isn't talking and then set the speed of the clip to 20% instead of 100% so it still looks like the video is playing in that half second fade to black.
2. I had cut my clips into subclips so I could just use the best takes of her answering the questions and not talking. Unfortunately I hadn't given them a countdown prompt to leave any handles either side as I was too nervous to think of it at the time so they are cut very finely with no time left of them not talking. This means for the opening question that I don't want to start the clip until the fade from black begins but there is a half second before that with no audio. Since I unfortunately picked up some load background noise, you can tell when the clip starts. To get around this I cut a very small clip of the audio where she isn't speaking and then duplicated it and used it to fill the gaps at the beggining and end when only black is showing.
1. The closing shot is very short and there is not time after she finishes her sentence that I can use but we have to include a half second fade to black at the end, so my solution to this problem was to use the razor blade tool to snip off the very last couple of frames where she isn't talking and then set the speed of the clip to 20% instead of 100% so it still looks like the video is playing in that half second fade to black.
2. I had cut my clips into subclips so I could just use the best takes of her answering the questions and not talking. Unfortunately I hadn't given them a countdown prompt to leave any handles either side as I was too nervous to think of it at the time so they are cut very finely with no time left of them not talking. This means for the opening question that I don't want to start the clip until the fade from black begins but there is a half second before that with no audio. Since I unfortunately picked up some load background noise, you can tell when the clip starts. To get around this I cut a very small clip of the audio where she isn't speaking and then duplicated it and used it to fill the gaps at the beggining and end when only black is showing.
Research: Informative Interview
The previous research I have done on interviews has been largely chat shows where you can see the interviewer and hear the questions being asked. The format and style seems more like a friendly chat, which is far from what we are trying to do in these Access interviews. These videos are more like an informative interview where the question in contained in the words being spoken by the person that the camera is focused on and comes across as if the person is trying to tell you something.
An example of this I am going to analyse is from Charlie Brooker's Newswipe, a program about the news and there is a segment which is similar to the style of what we are trying to achieve.
Link:
http://www.youtube.com/watch?v=21E0EwXWiAM&feature=PlayList&p=6DD223447015D017&index=17
Nick Davis on Journalism and 'The Dark Arts':
1 minute 27 seconds - Opening shot of the subject
The opening shot shows the subject of the interview on the left side of the screen looking right across the empty space. He is sitting down in a relaxed manner. The scene is darkly lit to convey a 'menacing' tone and the background is sympathetic because the dark empty hallway also looks menacing.
1 minute 29 seconds - Lower third comes in to tell us the subject's name
1 minute 32 seconds - Lower third disappears
1 minute 35 seconds - Cut to close-up of subject's head
1 minute 40 seconds - Cut back to regular shot of subject
1 minute 42 seconds - Cut to cutaway
1 minute 45 seconds - Cut to subject
1 minute 50 seconds - Cut to cutaway
1 minute 53 seconds - Cut to subject
1 minute 57 seconds - Cut to cutaway
1 minute 59 seconds - Cut to second cutaway
2 minutes 1 second - Cut to subject
2 minutes 7 seconds - Cut to cutaway
2 minutes 9 seconds - Cut to second cutaway
2 minutes 10 seconds - Cut to third cutaway
2 minutes 12 seconds - Cut to fourth cutaway
2 minutes 17 seconds - Cut to subject
2 minutes 19 seconds - Cut to cutaway
2 minutes 22 seconds - Cut to subject
2 minutes 28 seconds - Cut to cutaway
2 minutes 30 seconds - Cut to second cutaway
2 minutes 33 seconds - Cut to third cutaway
2 minutes 37 seconds - Cut to fourth cutaway
2 minutes 40 seconds - Cut to subject
In just over the first minute of this clip there are 21 cuts, mostly taking place between the subject and a cutaway. Occasionally there is 1 cutaway shot and then back to the subject but on several occasions it cuts from one cutaway to another totalling in up to 4 cutaway shots. These shots contextualise and show what he is talking about, so they are very appropriate.
An example of this I am going to analyse is from Charlie Brooker's Newswipe, a program about the news and there is a segment which is similar to the style of what we are trying to achieve.
Link:
http://www.youtube.com/watch?v=21E0EwXWiAM&feature=PlayList&p=6DD223447015D017&index=17
Nick Davis on Journalism and 'The Dark Arts':
1 minute 27 seconds - Opening shot of the subject
The opening shot shows the subject of the interview on the left side of the screen looking right across the empty space. He is sitting down in a relaxed manner. The scene is darkly lit to convey a 'menacing' tone and the background is sympathetic because the dark empty hallway also looks menacing.
1 minute 29 seconds - Lower third comes in to tell us the subject's name
1 minute 32 seconds - Lower third disappears
1 minute 35 seconds - Cut to close-up of subject's head
1 minute 40 seconds - Cut back to regular shot of subject
1 minute 42 seconds - Cut to cutaway
1 minute 45 seconds - Cut to subject
1 minute 50 seconds - Cut to cutaway
1 minute 53 seconds - Cut to subject
1 minute 57 seconds - Cut to cutaway
1 minute 59 seconds - Cut to second cutaway
2 minutes 1 second - Cut to subject
2 minutes 7 seconds - Cut to cutaway
2 minutes 9 seconds - Cut to second cutaway
2 minutes 10 seconds - Cut to third cutaway
2 minutes 12 seconds - Cut to fourth cutaway
2 minutes 17 seconds - Cut to subject
2 minutes 19 seconds - Cut to cutaway
2 minutes 22 seconds - Cut to subject
2 minutes 28 seconds - Cut to cutaway
2 minutes 30 seconds - Cut to second cutaway
2 minutes 33 seconds - Cut to third cutaway
2 minutes 37 seconds - Cut to fourth cutaway
2 minutes 40 seconds - Cut to subject
In just over the first minute of this clip there are 21 cuts, mostly taking place between the subject and a cutaway. Occasionally there is 1 cutaway shot and then back to the subject but on several occasions it cuts from one cutaway to another totalling in up to 4 cutaway shots. These shots contextualise and show what he is talking about, so they are very appropriate.
Filming Complete
We all started and finished our filming today. The interviews went much better then I thought they would. There were some uncertainties with the cameras early on but they were resolved and we all went out and successfully shot our interviews and cutaways. I was very nervous about the interviews but tried to get on with it. To get the people I was interviewing to relax I set up the camera and then set it to record but told them I was not recording, and that we were just doing a practice to put them more at ease. There were some problems but this can be edited out. I told them at the end I had lied and they were shocked (which is at the end of the 16 minute or so tape) but I think it made for a much better interview.
I was very nervous about operating the cameras as I find editing much easier and am far more skilled at but I didn't frame my subjects too badly. I managed to set the white balance correctly (although admittedly I had forgotten when I started) but I also forgot to use the technique we were shown on how to focus the camera but the quality overall is still good.
I was very nervous about operating the cameras as I find editing much easier and am far more skilled at but I didn't frame my subjects too badly. I managed to set the white balance correctly (although admittedly I had forgotten when I started) but I also forgot to use the technique we were shown on how to focus the camera but the quality overall is still good.
What is Access?
Before we begin filming the interviews I looked on the college website to learn more about what Access is and what this means for students and the staff that I will be interviewing. This research can also feed back into my questions and hopefully make them more relevant.
Sussex Downs College - Access:
http://www.sussexdowns.ac.uk/access/
From here there are a number of links to different information about the Access course.
What the course does:
"The Access Course prepares students for degree level study at university. This level 3 course is designed for adults (19+) as an alternative to A levels."
Benefits of using the course:
"We have close links with the local universities, and a very high success rate: last year 98% of our students who applied to universities were offered places."
Who the course is for:
"Many people who come on to the Access course feel they have not previously fulfilled their potential at school or college. They want new knowledge, and feel that the time is right to try studying again. They may have spent a period in unsatisfying work, or may have been at home looking after children- they are looking for a new direction."
Getting on the course:
"You do not need any previous formal qualifications as your experience of life and work is highly valued on this course. However, you will need strong motivation, some idea of the subject area you would like to study at university, and a willingness to commit yourself to ten months of hard and enjoyable work!"
The key areas of areas covered on the course:
• Communicating and working in groups
• Critical thinking
• Managing your workload
• Developing and evaluating research methods
• Planning, structuring and developing essay writing
• Basic IT skills
• Reading, interpreting and analysing academic texts
• Mathematics and statistics
What qualifications successful applicants can receive:
"This kite-marked course (run at Lewes and at Eastbourne) is validated by the South of England Open College Network (Hampshire, Isle of Wight and Sussex (SEOOCN). The qualification you receive on passing the course is nationally-recognised and allows you to apply to any university in the UK."
When do the students learn:
"The Access course starts in September and finishes the following July. At Lewes there is a choice of a day or an evening route, as shown below:
• 3 days per week (9.30am-3pm), or
• 2 evenings per week (6-9pm) plus six Saturdays "
Skills the students will learn on the course:
• Essay writing
• Reading academic texts
• Critical thinking
• Basic computing skills
• Research methods
• Maths and statistics
• Group work
• Individual guidance
• Managing your time and workload
This gives me a greater insight into the Access course and will help me form better questions for the interview.
Sussex Downs College - Access:
http://www.sussexdowns.ac.uk/access/
From here there are a number of links to different information about the Access course.
What the course does:
"The Access Course prepares students for degree level study at university. This level 3 course is designed for adults (19+) as an alternative to A levels."
Benefits of using the course:
"We have close links with the local universities, and a very high success rate: last year 98% of our students who applied to universities were offered places."
Who the course is for:
"Many people who come on to the Access course feel they have not previously fulfilled their potential at school or college. They want new knowledge, and feel that the time is right to try studying again. They may have spent a period in unsatisfying work, or may have been at home looking after children- they are looking for a new direction."
Getting on the course:
"You do not need any previous formal qualifications as your experience of life and work is highly valued on this course. However, you will need strong motivation, some idea of the subject area you would like to study at university, and a willingness to commit yourself to ten months of hard and enjoyable work!"
The key areas of areas covered on the course:
• Communicating and working in groups
• Critical thinking
• Managing your workload
• Developing and evaluating research methods
• Planning, structuring and developing essay writing
• Basic IT skills
• Reading, interpreting and analysing academic texts
• Mathematics and statistics
What qualifications successful applicants can receive:
"This kite-marked course (run at Lewes and at Eastbourne) is validated by the South of England Open College Network (Hampshire, Isle of Wight and Sussex (SEOOCN). The qualification you receive on passing the course is nationally-recognised and allows you to apply to any university in the UK."
When do the students learn:
"The Access course starts in September and finishes the following July. At Lewes there is a choice of a day or an evening route, as shown below:
• 3 days per week (9.30am-3pm), or
• 2 evenings per week (6-9pm) plus six Saturdays "
Skills the students will learn on the course:
• Essay writing
• Reading academic texts
• Critical thinking
• Basic computing skills
• Research methods
• Maths and statistics
• Group work
• Individual guidance
• Managing your time and workload
This gives me a greater insight into the Access course and will help me form better questions for the interview.
Interview 2
Interview:
Lauren Laverne Interviewing Patrick Stewart:
http://www.youtube.com/watch?v=oKmBoTbHxik
Runtime: 6 minutes 42 seconds
Start
1 minute 22 seconds – Opening shot of interviewer
1 minute 24 seconds – Cut to guest
1 minute 25 seconds – Cut to interviewer
1 minute 29 seconds – Cut to guest
1 minute 32 seconds – Cut to wide shot
1 minute 34 seconds – Cut to guest
1 minute 38 seconds – Cut to interviewer
1 minute 41 seconds – Cut to guest
1 minute 47 seconds – Cut to interviewer
1 minute 49 seconds – Cut to guest
1 minute 50 seconds – Cut to wide shot
1 minute 55 seconds – Cut to interviewer
1 minute 57 seconds – Cut to guest
2 minutes 6 seconds – Cut to interviewer
2 minutes 8 seconds – Cut to guest wider shot
2 minutes 11 seconds – Cut to guest regular shot
2 minutes 14 seconds – Cut to interviewer
2 minutes 16 seconds – Cut to guest
2 minutes 17 seconds – Cut to interviewer
2 minutes 20 seconds – Cut to guest
2 minutes 24 seconds – Cut to interviewer
2 minutes 26 seconds – Cut to guest
2 minutes 27 seconds – Cut to interviewer
2 minutes 30 seconds – Cut to guest wider shot
1/5 Way through
In this interview there are 24 cuts in just over a minute. The pacing of the editing is slightly faster in this interview, with some cuts being 1 second apart. This may be because the show which it appears on is aimed at a younger audience, but also because the questions and answers are shorter. Most of the shots are just between a close-up of the guest and of the interviewer but there are a small number of wider shots that aren’t dramatically different.
Lauren Laverne Interviewing Patrick Stewart:
http://www.youtube.com/watch?v=oKmBoTbHxik
Runtime: 6 minutes 42 seconds
Start
1 minute 22 seconds – Opening shot of interviewer
1 minute 24 seconds – Cut to guest
1 minute 25 seconds – Cut to interviewer
1 minute 29 seconds – Cut to guest
1 minute 32 seconds – Cut to wide shot
1 minute 34 seconds – Cut to guest
1 minute 38 seconds – Cut to interviewer
1 minute 41 seconds – Cut to guest
1 minute 47 seconds – Cut to interviewer
1 minute 49 seconds – Cut to guest
1 minute 50 seconds – Cut to wide shot
1 minute 55 seconds – Cut to interviewer
1 minute 57 seconds – Cut to guest
2 minutes 6 seconds – Cut to interviewer
2 minutes 8 seconds – Cut to guest wider shot
2 minutes 11 seconds – Cut to guest regular shot
2 minutes 14 seconds – Cut to interviewer
2 minutes 16 seconds – Cut to guest
2 minutes 17 seconds – Cut to interviewer
2 minutes 20 seconds – Cut to guest
2 minutes 24 seconds – Cut to interviewer
2 minutes 26 seconds – Cut to guest
2 minutes 27 seconds – Cut to interviewer
2 minutes 30 seconds – Cut to guest wider shot
1/5 Way through
In this interview there are 24 cuts in just over a minute. The pacing of the editing is slightly faster in this interview, with some cuts being 1 second apart. This may be because the show which it appears on is aimed at a younger audience, but also because the questions and answers are shorter. Most of the shots are just between a close-up of the guest and of the interviewer but there are a small number of wider shots that aren’t dramatically different.
Question Ideas
I have come up with a small list of questions I am going to ask in the interview that will expand over the weekend and then edit it down so I have the best set of questions. I will probbably aim to ask more questions than I need so that if something goes wrong I can substitute with another question.
Here is my list so far:
How I Came to be on the Course:
- What were you doing before you decided to join Access?
- Why did you decide to join the course?
- Why did you choose Sussex Downs College to do your course?
- Were there any events in your life that made you want to try Access?
- Were the staff good at helping you join the course?
- Was getting on the course easy?
- Did your family support you in joining the course?
- Did your previous education factor in to joining the course?
Here is my list so far:
How I Came to be on the Course:
- What were you doing before you decided to join Access?
- Why did you decide to join the course?
- Why did you choose Sussex Downs College to do your course?
- Were there any events in your life that made you want to try Access?
- Were the staff good at helping you join the course?
- Was getting on the course easy?
- Did your family support you in joining the course?
- Did your previous education factor in to joining the course?
Interview 1
Parkinson Interviewing Rowan Atkinson:
http://www.youtube.com/watch?v=-Gr0Fa_QPNU
Runtime: 5 minutes
Start
2 seconds – Cut to wide shot
5 seconds – Cut to guest
15 seconds – Cut to wide shot
16 seconds – Cut to guest
26 seconds – Cut to interviewer
28 seconds – Cut to guest
43 seconds – Cut to wide shot
46 seconds – Cut to guest
1 minute 15 seconds – Cut to interviewer
1 minute 17 seconds – Cut to wide shot
1 minute 22 seconds – Cut to guest
1 minute 23 seconds – Cut to interviewer
1 minute 29 seconds – Cut to guest
2 minutes 8 seconds – Cut to a different guest
2 minutes 11 seconds – Cut to guest
2 minutes 14 seconds – Cut to the interviewer
2 minutes 23 seconds – Cut to guest
2 minutes 25 seconds – Cut to interviewer
2 minutes 28 seconds – Cut to guest
Halfway
In the first half (2 minutes and 30 seconds) there were 19 cuts of 4 types. They cut to a wide shot 4 times, to the interviewer 5 times, to the guest 9 times and to another guest once. The cuts to the interviewer were partly to show some of him asking the questions and along with the cut to the other guest was to have a reaction shot to something funny the guest said. The wide show was used to show any hand gestures and if they wanted to show both the guest talking and interviewer reacting at the same time. Most of the interview was cutting back to the guest talking, so had a close-up of his torso to the top of the head.
http://www.youtube.com/watch?v=-Gr0Fa_QPNU
Runtime: 5 minutes
Start
2 seconds – Cut to wide shot
5 seconds – Cut to guest
15 seconds – Cut to wide shot
16 seconds – Cut to guest
26 seconds – Cut to interviewer
28 seconds – Cut to guest
43 seconds – Cut to wide shot
46 seconds – Cut to guest
1 minute 15 seconds – Cut to interviewer
1 minute 17 seconds – Cut to wide shot
1 minute 22 seconds – Cut to guest
1 minute 23 seconds – Cut to interviewer
1 minute 29 seconds – Cut to guest
2 minutes 8 seconds – Cut to a different guest
2 minutes 11 seconds – Cut to guest
2 minutes 14 seconds – Cut to the interviewer
2 minutes 23 seconds – Cut to guest
2 minutes 25 seconds – Cut to interviewer
2 minutes 28 seconds – Cut to guest
Halfway
In the first half (2 minutes and 30 seconds) there were 19 cuts of 4 types. They cut to a wide shot 4 times, to the interviewer 5 times, to the guest 9 times and to another guest once. The cuts to the interviewer were partly to show some of him asking the questions and along with the cut to the other guest was to have a reaction shot to something funny the guest said. The wide show was used to show any hand gestures and if they wanted to show both the guest talking and interviewer reacting at the same time. Most of the interview was cutting back to the guest talking, so had a close-up of his torso to the top of the head.
New Project: Podcast
We have just started a new project that involves us filming and editing together a 1 minute interview with somebody from the colleges Access course. Filming is due to commence next week and will spend the next few weeks learning editing skills and putting together the video before writing an RSS feed to go on the college website.
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