Although Esha and I are dividing the work, a majority of the final project, naturally, would be the product of a lot of discussions, mutual decisions, feedback, and collaboration—yes, spontaneous 2 a.m. all-caps WhatsApp conversations driven by caffeine and surprising epiphanies are the cornerstone of our relationship as partners-in-stressing-out-about-media-studies.
Since Esha is more experienced with technical production elements, she is the one mainly handling the filming, camerawork, and editing of the music video. (Note from future Tashfa: my role in this area of the project was more like that of an advisor; for example, I suggested some shots and compositions that ended up in the final cut of the video and Esha consulted me regarding editing decisions in the post-production stage, etc.).
Known to be a pretentious English Literature student, I'm primarily working on planning the narrative and conceptual elements of our advanced portfolio, such as developing the concept and the artist’s image and finding intertextual references that would add multiple layers of meaning to our project. All tasks related to making the digipak were also assigned to me, while Esha focused more on the social media posts. (Note from future Tashfa: I did, however, create illustrations that were incorporated into the social media posts and made some posts myself for Instagram stories in particular. Importantly, some of the task delegation was also contingent on accessibility. For example, since Esha has access to Photoshop and I don’t, the task of creating merchandise was naturally assigned to her. Esha used illustrations made by me to make the merchandise, thus making the overall task a collaborative one nevertheless at the end of the day.)
Keeping in mind the syllabus requirements and the guidelines provided to us by our teacher, we also came up with a rough checklist of some of the planning tasks and their division amongst ourselves.
Tashfa | Esha |
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