Finance: As the video is
about Bluecoat Academy‘s sports activities I feel that the school’s ground
would be the best and most suitable place for it to be set and I can film the
video during sixth form and after school, therefore no fee will be paid. If I
were shooting outside of school I may have to pay to use the facilities. I will be able to rent/book the schools
equipment out for shooting the video, including a camera and stand. I would be
able to book the equipment out for a whole day, but unfortunately I am not
allowed to keep it overnight. If I were to rent the equipment needed from my
production from somewhere else, I would be more than likely charged. I would
have to compare different prices of shops in Nottingham in order to get the
best possible price, for example if I were to rent equipment, I would compare
prices on websites such as these http://www.broadway.org.uk/equipment_hire and http://www.4rfv.co.uk/brieflisting.asp?company=37324&scategory=59. I also will not need any costumes as this video is
about the school, so I will need students and teachers in the clothes that they
wear to school, for this there will be no fee. If I were making a feature film
for example Skyfall, I would have to spend millions of pounds/dollars this
would because you would have to pay for all the sets and locations that you
would destroy on big fight scenes that you shoot at, the costumes, the very
costly state of art cameras and much, much more.
Timescale: Throughout this project I will set deadlines for myself in
order to keep me on track with my final dead line for this work. I created a
Gantt chart to set milestones and deadlines for myself.
The consequence of not hitting the deadlines could be that you drop valuable marks at the end of the project which could also lead to you failing the unit. Deadlines are set to prevent this and are important because you cannot make up the marks in other units. When you’re in a job in the future and cannot meet deadlines, then it could lead to warnings and you may also get fired.
The consequence of not hitting the deadlines could be that you drop valuable marks at the end of the project which could also lead to you failing the unit. Deadlines are set to prevent this and are important because you cannot make up the marks in other units. When you’re in a job in the future and cannot meet deadlines, then it could lead to warnings and you may also get fired.
Personnel: My team mate and I will be doing
everything from filming the video to editing it all by ourselves. Because this
is a kind of documentary, I will need students and teachers to interview about
the sporting activities that go on in the school. If this was a feature film
production, they would have different people to do every single this e.g. a
director, actors, cinematography, editor, producer, set designer, costume
designer etc.
Materials: I will need a sound track in my video. If
I wanted a popular song in my video, I would need to make sure it was legal and
that I won’t get in trouble for copy right issues. I could also make a sound
track using the Soundation website as I did for one of my other projects http://soundation.com/ this would make my sound original and it would also
have no copy right legal issues.
Other Contributors:
Interviews-
I will be interviewing different students to see what their thoughts are about
the sporting activities in the school. I will also interview some of the
teacher in the PE department to see their view on the sports going on in and
around the school; I will especially interview the head of the PE department.
Old
Video footage and pictures- I will be asking the PE department if they have any
old video footage of important events and achievements of the school or any
pictures that I could include in the video.
Locations:
- I went
on a recce around school to see the best possible areas to film. The video will
be shot in the school ground as the video is about the school all the sports
that go on. I might also go to some different matches outside school to film
the students playing. For the locations the things that I would need to take
into consideration would be; how quite the surrounding are is to film in e.g.
if you can hear people talking in the background. How the lighting is in the
area that you are filming in, it could affect the quality of the film, if it is
too dark and dull, I would need to put a spot or flood light on, for the
lighting to be good. Privacy should be considered e.g. you don’t want people in
the background of your shot; this may also affect the sound. I would also have
to take into consideration how I would access the location, is there a lot of
stairs, does it take a long time to get there and if there are people with
disabilities a ramp may be needed if they are no able to walk. You also need to
take in account how much equipment is there and is it too heavy to be carried
up stairs, if so a lift would be needed. Fees will also have to be researched,
if the location that is being used needs to be paid for/ rented out or weather
permission is needed to use the or weather the site is being used by somebody
else at the same time. If I were working on a feature film or any other kind of
production I would also have to take all this into account, but fortunately the
project I am doing is set in one location which is Bluecoat Academy, and the
equipment we are using is not too heavy either.
-Safety
needs to be taken into account as it is important. To do this I will need to do
a risk assessment at the location, this is too make sure everyone in the
production is safe and there is no chance of having an accidents in
location/set.
- As the
filming will take place in school, in the sports hall, fields and the gym. To
use these locations I would have to as one of the PE department’s teachers to
check if they will let use film when the facilities are not being used by
someone else and if they will also let use film some o there lessons. To do
this is would have to make sure I have consent forms to give to the student’s
parents to fill out, giving me permission to film the students.
-Some locations
might have Public Liability Insurance; others might require you to have it
before allowing you to film. If someone becomes injured whilst for example a restaurant
or shop, Public Liability Insurance protects the business of where the incident
happened. This type of insurance is not a legal requirement though it is a good
business decision to make. Because I am filming my video in school grounds, I will
not have to insure myself as I will be covered by the collages insurance. But if
I were to be filming a different production which includes other locations for
example a park, I would have to make sure I am covered by either the school the
park or take out my own insurance policy, if I was not covered I would face the
risk of being sued.
Codes of practice and Regulations:
1. COMMENTING
ON OR CRITIQUING OF COPYRIGHTED MATERIAL
DESCRIPTION: Video makers often take as their raw
material an example of popular culture, which they comment on in some way. They
may add unlikely subtitles. They may create a fan tribute (positive commentary)
or ridicule a cultural object (negative commentary). They may comment or
criticize indirectly (by way of parody, for example), as well as directly. They
may solicit critique by others, who provide the commentary or add to it.
PRINCIPLE: Video makers have the right to use as much
of the original work as they need to in order to put it under some kind of
scrutiny. Comment and critique are at the very core of the fair use doctrine as
a safeguard for freedom of expression. So long as the maker analyses, comments
on, or responds to the work itself, the means may vary. Commentary may be
explicit (as might be achieved, for example, by the addition of narration) or
implicit (accomplished by means of recasting or recontextualizing the
original). In the case of negative commentary, the fact that the critique
itself may do economic damage to the market for the quoted work (as a negative
review or a scathing piece of ridicule might) is irrelevant.
2. USING COPYRIGHTED MATERIAL FOR ILLUSTRATION OR
EXAMPLE
DESCRIPTION: Sometimes video makers quote copyrighted
material (for instance, music, video, photographs, animation, text) not in
order to comment upon it, but because it aptly illustrates an argument or a
point. For example, clips from Hollywood films might be used to demonstrate
changing American attitudes toward race; a succession of photos of the same
celebrity may represent the stages in the star's career; a news clip of a
politician speaking may reinforce an assertion.
PRINCIPLE: This sort of quotation generally should be
considered fair use and is widely recognized as such in other creative
communities. For instance, writers in print media do not hesitate to use
illustrative quotations of both words and images. The possibility that the
quotes might entertain and engage an audience as well as illustrate a video
maker's argument takes nothing away from the fair use claim. Works of popular
culture typically have illustrative power precisely because they are popular.
This kind of use is fair when it is important to the larger purpose of the work
but also subordinate to it. It is fair when video makers are not presenting the
quoted material for its original purpose but to harness it for a new one. This
kind of use is, thus, creating new value.
3. CAPTURING
COPYRIGHTED MATERIAL INCIDENTALLY OR ACCIDENTALLY
DESCRIPTION: Video makers often record copyrighted
sounds and images when they are recording sequences in everyday settings. For
instance, they may be filming a wedding dance where copyrighted music is
playing, capturing the sight of a child learning to walk with a favourite tune
playing in the background, or recording their own thoughts in a bedroom with
copyrighted posters on the walls. Such copyrighted material is an audio-visual
found object. In order to eliminate this incidentally or accidentally captured
material, makers would have to avoid, alter, or falsify reality.
PRINCIPLE: Fair use protects the creative choices of
video makers who seek their material in real life. Where a sound or image has
been captured incidentally and without pre-arrangement, as part of an unstated
scene, it is permissible to use it, to a reasonable extent, as part of the
final version of the video. Otherwise, one of the fundamental purposes of
copyright--to encourage new creativity--would be betrayed.
4. REPRODUCING,
REPOSTING, OR QUOTING IN ORDER TO MEMORIALIZE, PRESERVE, OR RESCUE AN
EXPERIENCE, AN EVENT, OR A CULTURAL PHENOMENON
DESCRIPTION: Repurposed copyrighted material is central
to this kind of video. For instance, someone may record their favorite
performance or document their own presence at a rock concert. Someone may post
a controversial or notorious moment from broadcast television or a public event
(a Stephen Colbert speech, a presidential address, a celebrity blooper).
Someone may reproduce portions of a work that has been taken out of
circulation, unjustly in their opinion. Gamers may record their performances.
PRINCIPLE: Video makers are using new technology to
accomplish culturally positive functions that are widely accepted--or even
celebrated--in the analog information environment. In other media and
platforms, creators regularly recollect, describe, catalog, and preserve
cultural expression for public memory. Written memoirs for instance are valued
for the specificity and accuracy of their recollections; collectors of
ephemeral material are valued for creating archives for future users. Such
memorializing transforms the original in various ways--perhaps by putting the
original work in a different context, perhaps by putting it in juxtaposition
with other such works, perhaps by preserving it. This use also does not impair
the legitimate market for the original work.
5. COPYING,
REPOSTING, AND RECIRCULATING A WORK OR PART OF A WORK FOR PURPOSES OF LAUNCHING
A DISCUSSION
DESCRIPTION: Online video contributors often copy and
post a work or part of it because they love or hate it, or find it exemplary of
something they love or hate, or see it as the centre of an existing debate.
They want to share that work or portion of a work because they have a
connection to it and want to spur a discussion about it based on that
connection. These works can be, among other things, cultural (Worst Music Video
Ever!, a controversial comedian's performance), political (a campaign
appearance or ad), social or educational (a public service announcement, a
presentation on a school's drug policy).
PRINCIPLE: Such uses are at the heart of freedom of
expression and demonstrate the importance of fair use to maintain this freedom.
When content that originally was offered to entertain or inform or instruct is
offered up with the distinct purpose of launching an online conversation, its
use has been transformed. When protected works are selectively repurposed in
this way, a fundamental goal of the copyright system--to promote the republican
ideal of robust social discourse--is served.
6. QUOTING
IN ORDER TO RECOMBINE ELEMENTS TO MAKE A NEW WORK THAT DEPENDS FOR ITS MEANING
ON (OFTEN UNLIKELY) RELATIONSHIPS BETWEEN THE ELEMENTS
DESCRIPTION: Video makers often create new works
entirely out of existing ones, just as in the past artists have made collages
and pastiches. Sometimes there is a critical purpose, sometimes a celebratory
one, sometimes a humorous or other motive, in which new makers may easily see
their uses as fair under category one. Sometimes, however, juxtaposition
creates new meaning in other ways. Mashups (the combining of different
materials to compose a new work), remixes (the re-editing of an existing work),
and music videos all use this technique of recombining existing material. Other
makers achieve similar effects by adding their own new expression (subtitles,
images, dialog, sound effects or animation, for example) to existing works.
PRINCIPLE: This kind of activity is covered by fair
use to the extent that the reuse of copyrighted works creates new meaning by
juxtaposition. Combining the speeches by two politicians and a love song, for
example, as in "Bush Blair Endless Love," changes the meaning of all
three pieces of copyrighted material. Combining the image of an innocent
prairie dog and three ominous chords from a movie soundtrack, as in
"Dramatic Chipmunk," creates an ironic third meaning out of the
original materials. The recombinant new work has a cultural identity of its own
and addresses an audience different from those for which its components were
intended.
CONCLUSION
These principles don't exhaust the
possibilities of fair use for online video. They merely address the most common
situations today. Inevitably, online video makers will find themselves in
situations that are hybrids of those described above or will develop new
practices. Then, they can be guided by the same basic values of fairness,
proportionality, and reasonableness that inform this code of practices. As
community practices develop and become more public, the norms that emerge from
these practices will themselves provide additional information on what is fair
use- http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-online-video
