Final Project Oral Presentation

What: A supercut of six frequently used songs in movies: For What it’s Worth, Gimme Shelter, What a Wonderful World, Sweet Home Alabama, Kung Fu Fighting, and Stayin’ Alive. How: Using clips off of Netflix and YouTube, I spliced the clips together to make a seemingly continuous version of the song that is roughly 1-2 minutes long. Why: This supercut will highlight the various ways (or lack of variety) that Hollywood uses popular songs in movies.

Questions to You:

  • What do you think about the pacing?
    • I tried to start it slow, and have it ramp up
  • Do you think it’s too long?
  • What do you think of the transitions between songs?

Behind the Scenes: ListFiles Final Cut

11/20 – WHAT I ACCOMPLISHED

This week I just kept re-watching my supercut, looking for ways to improve it. I also put heavy focus on making the audio levels consistent and working the pacing to match the way I want it to be. The plan is that the video starts off at a fairly slow pace, with cuts being fairly far apart, and gradually the rate of cuts increases until the end. I believe I accomplished that fairly well.

11/13 – WHAT I ACCOMPLISHED

What I’ve accomplished for my final project this week is the collection of the final clips and almost all of the editing of the supercut. As of right now, I’m basically completely finished the project, all I need to do is add the credits onto the video. At this point, without the credits, the supercut is 10:40 long. Most of what I’m doing now is repeatedly watching the video and looking for little ways to slightly improve the video, because I always find something that can be improved. Otherwise, my work is done.

11/6 – WHAT I ACCOMPLISHED

This week, what I’ve done for my project is collect clips from movies. That’s it. Many were found from screen-capturing off of Netflix or a streaming service called Popcorn Time, and many were found off of YouTube. I’d say I’m approximately halfway finished collecting the clips for this project.

Storyboard

This week for class I have to create a storyboard for my final project. Once again, my project will be a supercut of frequently used songs in movies. The songs I will be using are:

  • For What it’s Worth by Buffalo Springfield
  • Gimme Shelter by The Rolling Stones
  • Sweet Home Alabama by Lynyrd Skynyrd
  • Kung Fu Fighting by Carl Douglas
  • What a Wonderful World by Louis Armstrong
  • Stayin’ Alive by Bee Gees

These are sorted and will be featured in order of the number of clips from movies I could find of each song, lowest to highest. For example, I was a able to find clips from 4 movies featuring For What it’s Worth (Tropic Thunder, Lord of War, Forrest Gump, and Coming Home), while for Stayin’ Alive, I found 17 clips from 17 different movies (I won’t list them here). For each clip, I’ll include a subtitle with the name of the movie and the year it was made. Each song will be featured in its own section, and I plan on having the clips last around 5-10 seconds long and cut so that the song is playing continuously through all the clips. Once one song is complete, I will move on to the next song, using the same format. At the end of the video I’ll include the credits, with a works cited featuring the songs and names of the films.

10/30 – What I Accomplished

What I accomplished for my final project this week is looking into where I can find certain movies to capture footage. I have a large list of songs and what movies the songs appear in, and I’ve been going through the list, seeing what films are available on Netflix and another streaming program called Popcorn Time. Upon completion, I’ve labelled the movies that are easily accessible and can begin to narrow down the list of songs that I will be using. Once I choose the 3 or 4 songs that I will be using, I will begin to capture footage to put into the video.

Project Proposal

For my final project in our class, I plan on creating a supercut of songs frequently used in films. It will highlight the many different ways (or lack thereof) that directors use songs in films. The structure of the video will have at least three different songs, each with its own section showing the song being used in various movies, with quick cutting in between. Each movie will be labelled with the title and year of the film. All I need for this project is captured footage of the in which the songs appear. I will be using streaming services such as Netflix to accomplish this goal. My audience will be anybody who has an interest in film or music. I will be using Final Cut Pro to edit this video, Quicktime and a downloaded plugin to capture the scenes and sound of each movie. Over the next few weeks I will be gradually collecting footage of the songs being used.

David Fincher – And the Other Way is Wrong

<p><a href=”http://vimeo.com/107779620″>David Fincher – And the Other Way is Wrong</a> from <a href=”http://vimeo.com/tonyzhou”>Tony Zhou</a> on <a href=”https://vimeo.com”>Vimeo</a&gt;.</p>

For this week’s blog post, we had to analyze a video essay. The video essay that I looked into was Tony Zhou’s David Fincher – And the Other Way is Wrong. For this video, Zhou relied heavily on voiceovers and video evidence. He used no graphics – not even a title. For the introductory title, he used the graphics from Fincher’s movies that say “Directed by David Fincher”. He recorded a voiceover of himself explaining David Fincher’s style. He has a uniquely casual style to his writing. Zhou can use technical terms but still make it seem like he’s having a personal conversation with the viewer. Then, he puts his voiceover overtop of footage from David Fincher’s films. The editing of the clips is quick, usually switching from scene to scene every few seconds. He never slows down footage, even when analyzing it in depth, he only plays it as a viewer would see it in a movie. He is an expert at playing relevant montages of clips from movies as he explains about the director. At times, he interlaces clips of dialogue in his voiceover, but otherwise the clips are muted. He puts a music track underneath the sound of his voice. The music stays consistent for a minute or so, and then switches to a different song as Zhou switches to a different topic.

He organizes his essay in a format typical of essays: make a claim, and then support it with evidence. He typically states something that he has discovered about the style of Fincher, and then backs it up by showing examples from a few of his films. Sometimes, the examples are just clips thrown underneath the voiceover. But other times, the scene is dissected in depth through the voiceover by Zhou. At one point, when explaining what Fincher doesn’t do, he shows clips from movies by other directors to give examples of the characteristics Fincher avoids. When switching from one topic to another topic, he makes it clear. He smoothly transitions from one topic to the next topic, but makes it so there’s no mistake that he have moved forward. Although it’s not an actual written essay, he makes it seem that there’s an intro, body paragraphs that flow from one to the next, and a conclusion. This creates the cohesive style that Zhou is so excellent at.

At around four minutes into his video essay, Zhou decides to analyze a scene to the fullest extent. Taking a scene from Se7en, he breaks down Fincher’s positioning of the camera shot by shot throughout the entire scene. As the scene progresses, Zhou points out where the camera moves to and why it does so. He does so very effectively, and what makes this more impressive and fascinating is that Zhou does this by seemingly playing the scene and talking over it. The scene seems to be played in real-time with no alteration to the scene outside of audio until the scene is over. He then replays the key camera angles as he continues explaining.

Dissecting Duet

This week in class, in groups, we took a deeper look into Glen Keane’s short film, Duet, creating a narrative to coexist with the film that explains how we percieved the development of the characters. From a broad point of view, we analyzed the developments undergone by our characters, Mia and Tosh, as they go from babies with little interest in one another to adults in a loving relationship in under four minutes.

At first, Mia is clearly interested in Tosh. Early on, she stares at him with affection while he doesn’t seem at all attached to her. As a young girl, she trips and falls into a bush while staring at him, while he doesn’t seem to care and simply goes on exploring. This is juxtaposed with their meeting later on in the film, during which she trips and falls and Tosh catches her. Not only does this contrast represent Tosh’s newfound love for Mia, but it also represents his growth and maturity that he lacked as a boy. At that moment, it becomes clear that they will be together.

Throughout the film, we touch on some symbols that add layers in helping us understand Mia and Tosh. The dog, which persistently appears throughout the film, represents the youth of the characters, as they often give the dog more attention than they do each other. Another symbol that we examined was the presence of birds. Their most powerful utilization comes when Mia and Tosh are loving adults, as free as birds. Mia, dancing freely, turns into a flock of birds, which quickly turns into Mia and Tosh embracing one another at last. In short, the dog represents childhood while the birds represent adulthood.

Some lasting images and symbols that Keane leaves us with are Tosh, Mia, and the dog atop a lone rock. Tosh and Mia, now loving adults, stand unified and mature, but the presence of the dog is used to show that there are still remnants of their childhood that are still with them. The very last scene of the trio fading into the distance, kept together by the glow of a star, is representative of their small, bright story within a much larger sea of stories. Every person has had a different life story and experience, and Duet reminds us of that in the end.

Transcript:

In response to Glen Keane’s short animated film, Duet, we will take a deeper look at the journey that the boy and girl go on and how it all leads to their eventual connection. When we looked into the video more, we learned that the boy and the girl that we meet in this short film are named Mia and Tosh

Here, when the baby girl, Mia is born, she grows from conception to a baby. Then soon after she first meets the boy, Tosh. Tosh crawls by Mia and doesn’t think anything of her, but Mia stares at him and it seems that he means something to her. She is then distracted by the dog, and this shows the childish joy of being young. The dog then runs off with Tosh and they go exploring into new ground together.

Mia’s starting to have aspirations for the future, being a dancer, as she heads off in the opposite direction as Tosh. This begins the recurring theme of them taking separate paths but coming together in the end. It doesn’t seem forced into the film, it just naturally happens.

Grown up more, she then sees Tosh again and is clearly infatuated with him. Tosh, on the other hand, seems to be more focused on adventure, as most young boys are. He runs away looking for adventure, leaving his dog behind, and then climbs into the tree. Up in the tree, he finally sees the girl when he’s free from distraction. He pauses on a branch and finds himself staring at Mia who is a few branches higher, staring back at him. For the first time, we see Tosh match the interest in Mia that she showed in him. Mia is the first to break the stare as she dances off the branch enticing Tosh to follow her. Mia leaps from the tree, twirling joyfully into a sea of water. As she smiles, dances, and grows, she lands in a park no longer an adolescent.

We haven’t seen Tosh since the gaze in the tree, leaving us unaware of if he will pursue Mia. When she falls and Tosh catches him, we become sure that the two will try to be together. For the first time, when the dog tries to pull away Tosh, he resists and tries to stay with her.

They go onto pursue their dreams and do what they like to do. Mia dances and becomes a professional in her adult life, and Tosh goes on a daring adventure. He leaves his dog, representing his childhood, behind as shifts his focus towards Mia and adulthood. He’s no A bird flies from Tosh to Mia, symbolizing freedom. Mia continues dancing, and turns into a flock of birds, once again symbolizing freedom. The birds turn into them embracing one another, representing their freedom to be together. The camera circles them as they kiss and are on what seems to be the peak of a mountain. They shrink into the distance and become a star, showing that there are many other stories like this in the world. Despite this, they shine the brightest.