# data[].attributes.body
Below is the reference list for scholarly pieces used in research of this assignment.

# data[].attributes.body
Serapio, N & Fogg, BJ 2009, 'Designing for Video Engagement on Social Networks: A Video Marketing Case Study', Persuasive '09, no. 39.

I found this article useful for discussing the importance of utilising interactivity in video marketing. Whereas a passive video will provide the audience with adequate information about a product or service, a 'rich' video with some form of interactivity/incentive will have a longer-lasting effect. This could include direct links from the video (such as YouTube annotation), tagging in Facebook videos, or graphical presentation.

# data[].attributes.body
26/07/2017
At this moment, I am considering working with the Friends of Adelaide Symphony Orchestra (FASO). My background is music--specifically classical music--and I already have some experience with the ASO from my prior studies.

I spent some time in 2016 creating video advertising for one of the musical groups I'm part of, which also has some ties with the ASO. While I improved in each project over the year, I never felt fully satisfied with the results due to my then-little knowledge of film/production techniques. Since starting the Media Studies degree this year though, I've become much more comfortable with the production process and have developed stronger skills.

If I do go on to work with FASO I may consider taking the approach of appealing to a younger (teens - young adults) demographic, compared to their usual, older demographic. One of the difficulties classical orchestras find themselves facing is appealing to younger, newer audiences. The challenge in creating promotional material aimed towards a younger demographic is maintaining the ethos/integrity of the orchestra and classical music, while also appearing accessible to wider wider age groups.

# data[].attributes.body
1. Profiling principle orchestral players.
2. Interview with the FASO chairperson/director.
3. Interview with ASO conductors.
4. Interview with members of FASO.
5. Interview with organisers of Adelaide Youth Orchestra (AdYO).
6. Video/audio recordings of orchestral rehearsals.
7. Video/audio recordings of orchestral concerts.
8. Video/audio recordings of chamber rehearsals.
9. Video/audio recordings of chamber performances.
10. B-roll of inside Grainger Studio.
11. B-roll of the hallways of Grainger Studio's offices.
12. B-roll of the Festival Theatre.
13. B-roll of the Adelaide Town Hall.
14. Shots of AdYO.
15. Shots of notable performing icons: Hilltop Hoods, Tim Minchin. etc.

# data[].attributes.body
02/08/2017
I've decided to change which organisation to create advertising for. Keeping with the theme of music, I've decided to switch to the South Australian Band Association.

SABA is a volunteer/community group which helps regulate/collaborate with the community bands of SA. The organisation is known for organising the State Band Championships and hosts the National Band Championships during its elected years (recent contests of this level were hosted here in 2005 and 2016).

My reasoning behind changing is because I'd like to try and help extend the reach SABA has among its communities and hopefully provide an avenue for attracting new musicians (of all age groups) towards their local bands. This reach would hopefully also extend to schools with students who are looking for somewhere outside of their usual environment to play music.

An issue many community bands face is finding younger people to join their bands, particularly brass bands. Community banding was thriving up until the last ten or so years since school music programmes have changed, resulting in fewer young people seeking further musical experiences. In many bands new players are either fostered within families or friends of the band, and each year the average age continues to get higher without a relatively sustainable turnaround of new players.

Hopefully an informative video that can be shared via social media might help create some buzz in new people approaching their local bands.

# data[].attributes.body
16. B-roll of different community bands rehearsing.
17. B-roll of the upcoming State Band Championships.
18. Clips of contest winners of solo events (national and state).
19. Interviews with the SABA committee.
20. Interview with SABA president.
21. Interviews with the presidents of various community bands (concert and brass).
22. Interviews with the conductors of various community bands.
23. Shots of bands marching.
24. Shots of families in the bands.
25. Shots of fundraising events (Bunnings barbecues, etc).
26. Discuss the importance of community banding.
27. Include information to find out about local bands.
28. Consider appealing to younger musicians.
29. What kinds of community events do these bands participate in?
30. How do the bands' councils respond to their efforts?
31. What are the age groups of the communities?
32. How do people get a start in playing music?
33. Is there a barrier to entry?
34. What instruments are in a brass band?
35. What instruments are in a concert band?
36. How do people get in touch with these bands?
37. How do people get in touch with SABA?
38. SABA website.
39. Who are the people running SABA?
40. Run through the different band grades: D, C, B, A.

# data[].attributes.body
Organisation:
South Australian Band Association (SABA).

In-person contact with the SABA president (he plays in the same band as me) has been made, and he is very much on-board with the idea. He has also offered to make contact with other bands to incite their participation.

Outline:
The video begins in a POV shot, with a person walking along a street towards a building. Their arm reaches forward to open a door, with someone welcoming them to the band hall.

From here we'll see shots from various community band rehearsals featuring conductors, players and other community members. We'll also see shots of band events such as contests, marching and social gatherings (barbecues? Etc.).

The video will then return to one of the rehearsals where it rotates 180 degrees and shows a girl picking up her instrument to play (revealing the perspective the beginning of the video is in). Next will be cuts of other people looking towards the camera smiling, also picking up their instruments – we'll cycle through boys and girls, men and women of various ages to show people of all ages can be part of a band. It will also help recognise that many people can grow up as part of their band communities.

During these cuts the text "be" will be displayed, cycling through different words in each cut such as "fun", "loud", "different", "friends", "proud", "winners" and others. The final shot in this sequence will be a group shot of different people from different bands standing together smiling, with the text "be in a band".

From here the image will blur out with the SABA logo and website link fading in, along with the text "join your local band!"

Process & Aims:
The message of the video is to show that anyone with an interest in music on any instrument can join their local band. The perspective of the video however, is of a young girl to show that being in a band is a rewarding experience that a young person can grow up into – much like a sporting community.

In terms of mood, I'll be sourcing a recording of one of the bands playing something upbeat (perhaps an arrangement of a recent pop song to also show diversity of music in brass/concert bands). This will likely require permission from the arranger, which could be achieved with an email.

I will also need photo release forms signed by parents of the young people featuring in the video, which can be achieved by liaising with each band's secretary.

In terms of duration the video should run between 60-90 seconds.

# data[].attributes.body
While uploading a video to a social platform, it isn't particularly difficult to have your immediate audience pay attention. The challenge will be having the message spread to others.
In an article titled 'Designing for Video Engagement on Social Networks' (check reference list), Serapio and Fogg discuss the impact of rich videos - graphical presentation effects, interactive elements (links at the end of the video), etc. Essentially the article discusses how a video or marketing campaign that integrates at least some forms of audience interactivity will have a stronger impact than a more passive one.

In terms of the presentation I'll probably be wanting to integrating text as my graphical effects. I've always struggled with graphical design (though I always appreciate it), but I'll be referring to Timothy Samara's 'Typography Workbook: A Real-World Guide to Using Type in Graphic Design' (check reference list) to direct me. Since I will be aiming towards a more youthful audience, I will also need to remain open to a wider age group as well. Thankfully, bands have uniforms and colours that represent them particularly, so I can incorporate that in my design language.

# data[].attributes.body
41. Incorporate graphical effects.
42. Text
43. Graphical transitions?
44. Clickable links at the end of the video.
45. Link directly to the SABA website.
46. Short video - needs to engage the audience quickly and efficiently.
47. What sounds will I use?
48. Band recordings
49. Band rehearsal sounds
50. Shots of rehearsals
51. Shots of people carrying their instruments.
52. Use a rounded typeface
53. Sans serif fonts - more youthful/friendly?
54. Incorporate band colours
55. Band colours in imagery
56. Band colours in colour grading
57. Band colours in text graphics
58. Show people in band uniforms
59. Band achievements - trophies
60. Historic band photos?

# data[].attributes.body
61. Narrative: a girl going to a band rehearsal.
62. Point-of-view perspective
63. Shots of different band halls/rehearsal spaces
64. Shots of different band conductors welcoming the audience (the camera/girl) to rehearsal.
65. Shots of conductors conducting their bands.
66. Portrait shots of different people holding their instruments.
67. Shots of younger people playing alongside older people.
68. Vibrant lighting and colour grading
69. Graphical text "be", with other words beside it cycling through different emotions/adjectives
70. Synchronize shots towards in the end in time with the music.
71. Fade to black with SABA information and "be in a band" left on-screen.
72. Have the video uploaded to SABA's Facebook page, tagging the different bands.
73. Audience participation: tag their band in the comments announcing which instrument spots they'd like filled (flute players, percussionists, etc).
74. Use final group shot as a promotional image for SABA's Facebook cover image?
75. Use the same shot in on the website.
76. For further reach consider asking community bands to share the video via their social platforms.
77. Maintain a positive, inclusive message both in the video and posts surrounding it.
78. Be in active correspondence with SABA and the featured bands to ensure clear messaging.
79. Consider paid advertising on Facebook.
80. Consider paid advertising via Google/YouTube.

# data[].attributes.body
Samara, T 2004, Typography Workbook: A Real-World Guide to Using Type in Graphic Design, Rockport Publishers, ProRequest Ebook Central.

Samara's book is a comprehensive explanation on typographical design which I have found helpful in the few pages I have read so far. I will be referring back to this during the editing process of the video to find a balance in visual presentation.

# data[].attributes.body
Greg, J 2011, YouTube and Video Marketing: An Hour a Day, 2nd edn, Chichester, Wiley, ProRequest Ebook Central, p. 52 - 62.

While this book is quite dense with information, I (currently) focused more on pages 52 - 62 as it discussed why videos don't go viral and what mindset to use for speaking to an audience.

# data[].attributes.body
Miendlarzewska, E. A., & Trost, W. J. 2013, 'How musical training affects cognitive development: rhythm, reward and other modulating variables', Frontiers in Neuroscience, 7, 279. http://doi.org/10.3389/fnins.2013.00279

In recent decades studies have increasingly shown the importance musical training has on children. This particular study focuses on how certain musical skills such as melodic recognition and rhythm can compliment other skills such as memory and mathematics. One of the reasons I've chosen to go with a video aiming towards younger people (pre-teens - teenagers) is because of the benefits music can bring in those developmental years.

# data[].attributes.body
Celebi, SI 2015, 'How do motives affect attitudes and behaviors toward internet advertising and Facebook advertising?', Computers in Human Behavior, vol. 51, pp. 312-324.

In this article Celebi discusses how Facebook users in Turkey (which in turn, can be attributed towards other regions) interacted with Facebook and its advertising. As Facebook will likely be my primary platform for distribution of the video, I felt it necessary to read this article to better understand how people might respond/avoid to some advertising, and see how I can make something relevant to them.