Production Meeting with Mrs. Blackborow

After having 2 production shoots and capturing the footage (for the first shoot) we have realised there is still much to do in the way of constructing a believable and relevant narrative. Chris was with us in the shoot on Saturday 5th and we received feedback from him saying "the dancing felt inappropriate and didn't convey the ideas we wanted."

Today Daniel had a meeting with Miss Blackborow and discussed the issues to do with the teacher suddenly blaring music during the test in class and creating a narrative which is appropriate and works well with the performance and the artist.

We have decided to cast Charley as the teacher due to difficulties in getting Lauren to the school and ensuring time is used efficiently and we feel this way there is a stronger connection betweent he narrative and the performance. Effectively, we are going back to an initial idea by the group where the narrative merges into the performance.

I used the rough timeline Michael and I created at lunch to take notes. We are going to include a 20 second prologue in which there is the introduction to the class room environment (teacher entering classroom with test papers). The song starts as the ideas below take hold.

We have two possible ideas to be used for the entrance to begin the dancing:

1. After giving out the test papers and telling the class to begin, the teacher sits down, plugs in her headphones and starts listenign to music quietly whilst marking work - this is when the song will begin. A naughty student leans over the teachers desk allowing the music to blare loudly. This leads to many hysteric reaction from the class as well as the teacher and everyone starts dancing to the music.
2. Again, the teacher sits down after giving out the test and she opens an email with the !NFLUX music video in the email window. Suddenly, there is an error message and from hear the song would start. The image on screen begins to break away leaving behind the music video in full screen, with the music blaring and everyone dancing.

Currently we are more inclined to do the first option due to the practicalities involved in creating this email.

From the second verse, the DJs begin to get involved with the narrative. We will create much build up other their entrance through many slo mo shots of them approaching the classroom and with the reactions of the students and the teacher when they first see them. During the bridge, the DJs set up their equipment (decks and keyboard) on the teacher's desk and gradually students melt away from the classroom to leave just the band (now including Charley). At the drop following the bridge, there will be a BCU of Charley addressing the camera, with her jumping backwards (and perhaps a focus pull) to act as a transition between Charley as a teacher and Charley as a member of the band.

To bring the music video full circle, the final few shots will be of Charley leaving the classroom with the test papers.