Props & Visual Progression

The main reasoning behind us using props was because we felt that they conveyed a sense of nostalgia of our childhood. Below is part of the initial list of props we had, including quite static props such as Jenga and Monopoly, as well as much more active props such as skateboards, unicycles and pogo-sticks.

We then ordered these into three main sections: small, medium and large. These refer to the scale of the props, as well as the amount of the frame the props will take up.

We then ordered the props into props we already had or could easily source from friends, and props that we needed to order from the internet. We chose some quite 'natural' props, such as Monopoly and hula hoops, which a child may play with, as well as some more extravagant props such as poppers, confetti and ribbons.

Below are the links to different webpages where we could buy each prop. Most props were sourced from Amazon.co.uk.

We then made a final list of prop prices so that we could order them through the school.

Our props are the main focus when it comes to identifying our visual progression, so Gavin made a type of flow chart that shows how the size and scale of props (as well as other important factors such as editing pace) and how they relate to the natural progression of the lyrics of the song.

I think that because our video is very prop-heavy, we need to make sure that we really highlight the props and use them in a very stylised way, and not make it look too natural so that it just looks like a group of teenagers messing about, and it does highlight our idea of nostalgia.