AB BP1: SFX, Foley and Editing

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Throughout the past few weeks of Unit 5, we have done a lot of practise work on creating and using SFX and Foley.

Week 1

In the first week we practised creating and recording sound effects using a Marantz kit. I small groups, these sounds were made by various objects such as celery which created the sound of bones breaking. This task gave us an idea of how to create and record different sound effects using a variety of objects so that when it comes to creating sound effects to overlay on a project, we will have the skills and knowledge to be able to create these sounds correctly and with a good quality so, when they are played back, they sound like bones breaking for example rather than celery snapping.

Week 2

In the second week, we worked as a class on a larger project. We were to create a short video using the props we had and creating sound effects to overlay them, these were sound effects were recorded at the same time as the video was being shot, so we could line the sounds up correctly. To begin with, we came together to put ourselves in different groups for the recording. There were four actors, a cameraman, and three groups to create the sound effects we needed. After this, we began to share ideas for what we wanted the video to consist of. After coming up with notes and condensing them into two ideas, we discussed and chose the one we thought we would like to work on more.

Our final idea consisted of a medieval meeting of two knights who were on horseback and began to battle as one disarmed the other and stabbed him through the chest, before shooting him down. We picked this idea because we felt that we were able to create the correct sound effects with the props we had to use. The three groups took on a roll each. One group used four coconuts and hit them together in time to create the sound effects of a horses hooves galloping. The second group took spanners, knifes and knife sharpness to create the sounds of the swords being pulled out and clashed together, and also for the disarming by clashing the objects together and sliding them upon each other. The final group created the sounds of the stabbing of the sword in the person and the persons bones breaking by using celery and cabbage to create these sounds. The celery was snapped in half to create the sounds of bones being broken as something hit them. The cabbage was stabbed by a knife to create the sounds of stabbing a body.

We encountered one problem when recording these sound effects and footage together at the same time. The classroom environment we were in wasn’t suitable for the practical we were doing as, unlike in a sound booth used in real sound recording, the classroom had a large amount of echo to it, as there was no carpet or curtains to absorb the echoed sound. As a result of this, the recordings of the sounds picked up the background sounds that were made as the footage was recorded at the same time as the sound effects were, meaning that the sound effects recording had small amounts of background noise in them.

Week 3

In the morning of the third week, we practised using Garage Band to use pre-recorded and found sound effects to create an audio/visual soundscape that would be used in a film or radio production. This was a simple activity and we were able to use the sounds to create good quality soundscapes in the software, as we practised using the tools it had to offer. These soundscapes we had created were then played out to the class and given a review, which all came with positive feedback. This activity gave me the experience of creating and editing a soundscape and this is what will be done for the assessed work for this unit.

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In the second half of the day, we were given a task to analyse footage of a film trailer and, using a Foley Tracking Sheet, complete spotting on the content in the footage. This is skills building on how to spot a film and create a tracking sheet as this is what i will need to do when it comes to the final project at the end of the unit.

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