Edit decision list

0.00 - 0.09 ; Straight cut / Close up into a tracking shot walking into house
0.09 - 0.10 ; Straight cut / High angle shot walking up stairs
0.10 - 0.12 ; Straight cut / Tracking shot mid shot, climbing stairs
0.12 - 0.14 ; Straight cut / Close up of texting on a phone
0.14 - 0.16 ; Straight cut / Over the shoulder shot, texting on a phone
0.16 - 0.18 ; Straight cut / Mid shot going up escalators
0.18 - 0.20 ; Straight cut / Over the shoulder shot, going up escalators
0.20 - 0.22 ; Straight cut / Rising up the escalator shot
0.22 - 0.23 ; Straight cut / Mid shot shoes
0.24 - 0.28 ; Straight cut / Symmetry shot walking up escalators
0.28 - 0.31 ; Straight cut / Establishing shot of stairs
0.31 - 0.32 ; Straight cut / Sam walking past camera on stairs
0.33 - 0.34 ; Straight cut / Back to the establishing shot but Sam closer to the camera
0.34 - 0.35 ; Straight cut / Mid shot of couple and Sam walking past
0.35 - 0.37 ; Straight cut / Sam looking at couple and walking past

Summer Task Three - Development of editing

Primary methods of editing were very simple, for example the editor’s had to physically cut and glue parts of the film together in order to create continuous film. This was made possible by holding the film up to a light source and correctly identifying the desired frame to cut and/or join together. This method of work was very much dull and time consuming, however this method formed the under-structure of editing techniques.

The 'Moviola’ was introduced into the world of film in the year 1924. The 'Moviola' was a piece of editing technology. This particukpiece of editing equipment allowed editing within film to become much easier and allowed the editor to have a more precise method of editing film. It also brought about 'Edge Numbering’which allowed audio and visual to be edited in synchronisation.

In 1953, Steenbeck released their first Flatbed 16mm 4 Plate, ‘The ST200’ was born. ‘The ST200’ editor included optical sound and playback of 16mm perforated magnetic tape. The prime editing methods were still very practical and require the use of trim bins, guillotine’s and the use of a light table. ‘The ST100’ then followed, which was a 4 plate 35mm editor released in 1954. Following ‘The ST100’ was the first editor with back projection on a ground glass was the 35mm ‘The ST400’ which was later followed by ‘The ST500’ a switchable for standard film and Cinemascope.


Live television editing became the pioneering form of editing, which began in the early of the mid 40’s which led to ‘Kinescope Recordings’, which consisted of a camera recording a video screen of a live broadcast. This later proven to not be a very successful method as it led to various issues such as ghosting and banding, nonetheless TV Studios were using more ‘Raw Film’ in their ‘Kinescopes’, than most Hollywood film studios combined.

Non-linear editing is a form of offline editing, where raw footage is copied and edited without affecting the original tape, and the offline approach has been in film editing since the start. Offline editing is essentially the whole editing process, where editors cut and piece clips together in order to tell a story. However, online editing is a process that is performed in the final stages of the production, and is the fine-tuning of the project. This focuses on aspects such as the quality of the picture, colour correction, visual effects, and other fine details of the project. The online editor will also ensure that the production is broadcast safe by ensuring certain aspect ratios and video levels.

This method of editing is called Linear editing, the process of selecting, modifying, and arranging images and sound in a predetermined sequence. The simple hardware such as the moviola means that this method of editing is inexpensive and quicker for smaller editing jobs. However, in 1971 the first non-linear editor was introduced. The CMX-600 was a digital console consisting of two monitors. The right monitor played the preview video, and was used by the editor to make cuts and edits; the monitor on the left was used to display the edited video. It wasn't until 1991 that the term 'non-linear editing' became officially formalized, when companies such as 'Avid' publicly introduced their device: the Avid 1. At this point digital products began to replace the classic editing tools such as the moviola. This form of editing was largely computerized and operated in a way the the original content isn't modified during the editing, therefore editors didn't have to start over if a mistake was made. This was a huge development it allowed editors to access any frame in a digital video clip and 'cut-and-paste' that clip to a different part of the sequence.

• Non-Linear Editing System: https://en.wikipedia.org/wiki/Non-linear_editing_system
• https://www.britannica.com/biography/Edwin-S-Porter

Research Methods evaluation

What went well during my research was that I found some of the stuff I needed however I didn't find out everything that I was looking for. This is because when I was doing my questionnaire I didn't really know what I was looking for. This lead to questions that were irrelevant for my music video. What I would do next time is create a second questionnaire based on my genre and narrative techniques to further knowledge. An example of this is the question about what genre should my music video be. The answers to the question were useless to me as I already chose the song I was going to be producing a music video for.
The research which was the most useful was the textual analysis, as I relied on the different genres of music videos I analysed to help influence me in the way I edited my own music video. This is because the genre of song I chose is under dance/electronic however I don't feel that all the way through the song. As the song goes through the verses it slows down, quite like the indie genre but as it gets to the chorus it then seems more dance and electronic. This is why I analysed different music videos to help me understand the way the genres are edited together.
What could've better was my questionnaire

Primary Research - analysing music videos

I like the way this music video has been shot because of how real it is. What I mean by this is that in movies when people go out on a night out their makeup is still perfect and in general when people wake up they have no bed head or anything. However, this video shows the best and the worst parts of a night out. Although throughout the video it is the same shot constantly, the slow paced editing (in some parts of the song) fits in to the mood she is feeling, then throughout the video when she is having a drink the editing pace picks up a bit faster and then edits along to the music. The pattern throughout the whole video is changing editing pace and technique.



I chose to analysis this music video as the concept is similar to my own ideas for my music video. In this music video you can clearly see Alex on a path to get this girl to come out and have a couple drinks with him, whilst he is high. Whereas in my video you can clearly see him texting a girl to come meet up with him, however he is only using a vape for the smoke. Within the video you can tell he is under the influence of drugs as you can see through his eyes but then the next shot would be what is happening in real life.
Throughout the video a hand held camera is used and I believe this is because the audience may get a better understanding of what he sees whilst under the influence.
At the end of the video Alex believes he has reached the girls house however you can see that he has knocked on the wrong door as an elderly woman is looking through the window. Although we see the girl in this music video, I think I want the sense of mystery about what he is on the road to get.



Goodwin's theory states that music genres each have their own particular characteristics which define them. Key conventions of pop videos are the performance element - where we see the artist performing their song, and either a concept or narrative based video. Katy Perry's 'Thinking of You' music video is narrative based, and although she is playing the protagonist, there are clips of her performing the song included throughout the video, therefore the video conforms to genre characteristics. A genre convention in editing is the use of fade-in and fade-out transitions, such as the opening and closing shots in the 'Thinking of You' video. The video also uses neutral colour schemes, another convention of pop music videos. The storyline of the video is also described in the lyrics, the lyrics talk about a couple separated by war, and the lyrics are reflected through the visuals of the music video; the video provides insight to the woman's life and relationship before the war, and shows her failing attempt to move on with another man. One particular example is where the artist sings: "I'm thinking of you", and the video cuts to a flashback clip of the couple, symbolising whom she is thinking of. The editing also amplifies the music, as jump cuts are made to the beat.

Client feedback - Promotional Video

Survey Anlaysis

From my sample, Rock, Pop and Indie were the top 3 genres of music people prefer to listen to. With this I will choose a track which comes under one or a hybrid of these genres.
Unfortunately this question is irrelevant as the song I chose is under the genre of house/electronic.

Narrative and performance were the most preferred type of music video. From this I will take away that people would prefer to watch a music video with a story.
This question proved very helpful as my music video has both a narrative and performance within.

From this research I will focus more on narrative as people prefer not to have the artist within the music which contradicts the performance question previously.
The most popular answer was 'no' in this question and this really helped me out as I don't know how I would've been able to put myself in the narrative.

Majority of people prefer fast paced editing but depending on the song that I choose depends on the tempo of the music depends on whether it is going to be fast or slow paced. However, I could incorporate both.
This question was not very helpful to me as I incorporated both into my video.

Most people tend to watch their music videos on youtube so I will most likely post on youtube.

Shot Type Video

Shot type explanations

Shot Reverse Shot -

Shot reverse shot or also known as shot/countershot is a film technique where one character is shown looking at another character (the other character is more than likely off-screen), and then the other character is shown looking back at the first character.

180 Degree Rule -



The 180 degree rule is a cinematography guideline that states that two characters in one scene should maintain the same left/right coordination to one another. When the camera passes over the invisible axis connecting the two subjects, it is called crossing the line and the shot becomes what is called a 'reverse angle'.

30 Degree Rule -





The 30-degree rule is a basic film editing guideline that states the camera should move at least 30 degrees relative to the subject between successive shots of the same subject.

Cut In -

In film a cut in shot is the interruption of a continuously filmed action by inserting a view of something else. It is usually, although not always, followed by a cut back to the first shot, when the cutaway avoids a jump cut. The shot is only on screen for no longer than 2-3 seconds.

Cross Cutting / Parallel Editing -

Cross-cutting is an editing technique most often used in films to establish action occurring at the same time, and usually in the same place. In a cross-cut, the camera will cut away from one action to another action, which can suggest the two actions are happening simultaneously. However it is not always the case.

Establishing Shot -

An establishing shot is usually the first shot of a new scene, designed to show the audience where the scene is taking place. It is usually an extreme wide shot.

Match On Action -

Or also known as 'Cutting on Action' is an editing technique or continuity editing in which one shot cuts to another shot portraying the action of the subject in the first shot. This creates the impression of a sense of continuity. The action carrying through creates a "visual bridge" which draws the viewers attention away from slight cutting continuity issues.

Temporal Overlap -

When an action is repeated from a different point of view.

Kuleshov effect -

A recognition that a shot’s meaning is not only dictated by what it contains, but by its relationship to other adjacent shots

Eisenstein Montage -

An approach to editing developed by filmmakers in the Soviet Union in the 20s. It emphasises dynamic, often discontinuous, relationships between shots and the juxtaposition of images. It’s primary focus was to engage with the viewer in an intellectual manner

Labelling Footage

As you can see here this is a shared One Drive account for the HNC for when we went down to Bristol. We decided to put all our work together and so we didn't have to look at all the footage for what we wanted we all labelled it to make it easier for us

Location Scouts

 The famous fountain in the middle of Coventry town
Lower Precient  Leading up to West Orchards

Legal Forms

Evaluation - Promotional Video

At the start of this unit I was working alone with my ex driving instructor as my client but as he was messing me about with planning and recording I decided to sack him.
After initial communication my client we can to the conclusion that we both wasn't free at the same time as each other, and he also was not committed to making a promotional video. Therefore, I then overcame this problem by talking to my teacher and there was another person in the HNC who had also sacked their client. We both overcame this problem by deciding to work together as it would be to late to start a whole new video by ourselves. So, I then paired with Ben as he also sacked his first client, and we decided to do a promotional video for the HNC we are studying and for college purposes. Our client was Chris, who is the head of the media department in college.

Planning the promotional video went quite well as Ben and I had different ideas of what we wanted for the video however, as we have previously worked together it was quite easy to come to a compromise about what we wanted. We also watched a bunch of college/school promotional videos to see if they inspired us. A couple of the videos did and then the other couple didn't. After watching these videos we had a bunch of ideas of what we wanted for the video we were making and then presented them to Chris, with a powerpoint presentation. When we presented our ideas to our client, there were some changes he wanted or more things to add. This was really helpful to us as we had some missing pieces of the puzzle that we wasn't sure how to fill.

We then contacted ex students, current students and teachers to see if they wouldn't mind being in the video for us. As I had the role of communication with the client, which Ben overlooked (and those who were involved in the video), the communication on their part was not what we were expecting. We had shooting days planned with some ex students who then on the day let us down, that then pushed us back with only having one ex student to record.

During the production we got most of the footage we were hoping to get but unfortunately we did not manage to record everything our client wanted due to reliability and availability of ex students, current students and teachers. We accommodated this by asking all the interview questions to the available students in order to still cater for the information we wanted and needed.

Some of the errors we had were the sound, lighting and the grain on some clips. For example shooting in the studio and only recording with the microphone on the camera (which had been suggested to us as it is a quiet room) did not work as well as expected. This is because of the ex student and teacher were both very quiet when talking and it made the room have a bit of an echo and emptiness. To improve on this next time we would use a separate microphone to record the audio, and this would give us better sound quality. 

Another thing we could've improved on was the lighting. When recording in the HNC room, the camera screen recording looked perfectly exposed, although when we put the footage onto our laptops to edit, the footage had a yellow/green tint due to the natural lighting. This became an error for us because it is not what we wanted for our video.

One thing I could've improved more upon was my research into the school and college promotional videos. I believe that if I were to look into more general promotional videos and compare them to the college/school videos I would've had a better idea on what to have in my video. For example the backgrounds were not the best within our video but if I were to look further into the videos I could've seen the backgrounds and not just focused on the foregrounds. Although saying this, whilst looking at college/school promotional videos I knew what I did not want to include within the video. For example, we saw a 'promotional video' but when we watched it, the video was more like a music video in a school. Maybe even something relating to High School Musical films, and we knew straight away that this is what we did not want.

Within the final cut of the video, we decided to only use one interview, involving Connie and Emily. This is because we believe that their answers contained the right amount of information we needed about the HNC and the teachers. Additionally, the quality of some of the interviews were not acceptable for the video and could not be used. The problems have been previously mentioned. 

Regarding our target audience, when in the first meeting with Chris, our client, we all decided that our target audience would be for the ages between 17-19. This is because when distributing our video, it would be the most effective method because students might not want to go university or go straight into a job. We can achieve reaching this particular audience by making a short 1 minute video for Instagram or even shorter for snapchat. This would've be beneficial for us as it would cater for our particular demographic and potentially receive a better response.

Overall, both Ben and I are pleased with the final cut of the video, however with the smaller and limited time frame we had, we weren't able to include parts of the video like we had planned. I believe that we captured the natural essence of what the HNC life is like within college. This was achieved by maintaining an informal mode of address within the interviews and therefore keeping the responses natural and real. We emphasised this by the 'unpolished' feel of some of the clips we used, this added personality to the interviewees and represented the relationships and friendships that have been formed from the HNC.
An issue that we came across when editing the video was that sometimes the interviewees were too quiet compared to the backing soundtrack at some points of the video. This made it quite difficult to hear so in future we may find backing music which is quieter or like previously mentioned, use an external microphone to record the audio. Although we overcame this by altering the audio levels which still worked.