Introduction

According to Hartin (2023), the definition of idea generation is “a process that is

used to form new ideas”. The first method of idea generation was brainstorming,
which was invented in 1953 (Osborn et al., 1953, as cited in Goncalves et al.,
2014, p. 31). Paulus (2000, p. 76) claims this plays an important role in various
contexts of teamwork, for example, meetings and intellectual work groups.
Despite how crucial the idea generation stage is, the development programmes
of many companies seem to undervalue this stage of production to focus towards
other stages (Sowrey, 1989, p. 20).
TikTok was the general topic of my Research Brief and Video Pitch Presentation,
particularly in the banning of TikTok in various countries. However, as a group we
decided that we would not continue research on my media topic as it has a
limited amount of coverage. The new media topic that our group has chosen to
make a drama video about was Instagram on the users’ eating behaviors. Our
group decided that the topic of Instagram on users’ eating habits would be worth
making a drama video about because of relatable this topic is to younger
generation.
My group formation was Anh Quan Chu, Gia Hy Nguyen and myself. During class,
we allocated the role to each of our team members based on their abilities to
contribute to the team project. Since our team only consists of three members,
we decided to all become actors/actresses during the making of the project. Hy
has a specialty in editing videos, and she has shown her talents during the Video
Pitch Presentation, so our editor will be her. Quan will be our story board artists
and the director, since he has experience in drawing for a project similar to this. I
will be the main researcher, and scriptwriter because I have fair amount of
knowledge going into this project. Due to the limited members, we were all the
cinematographers, shot the video on one phone and used another to record the
audio.
To gather more information about the controversies, all members were tasked
with finding reputable sources from the school’s library, Multisearch and
summarize the content to our own personal group chat dedicated to the project.
We will be meeting with each other on call everyday to discuss what we have
done for the project and share our own opinions on each other’s work to make
some improvements.

Pre-production
As part of our group’s video making process, it was vital to continue with the
second stage, pre-production. According to Wikipedia (2024), pre-production
stage in films consists of finalizing the script, allocating the roles to the actors,
and necessary equipment. The planning stage is carried out during this phase,
based on this, the scriptwriters and director will create shots within the film
(Chakravarthy et al., 2009, p. 178).
During our pre-production, we were given a Google Document that we could
write our own script and the scenarios in. This document played a significant role
in the making of the film as the teacher’s feedbacks were invaluable and helped
us to properly define our topic (Docs)
Image 1: Google Document by The Teacher

For this film, we wanted to use a mixture of interviews, narrative story, as well as
reenactment to make the angle of our film more relatable and better
represented. To do so, we decided to follow the three-act structure, which was
taught in class. According to Maio (2023), the structure divides movies into three
acts. These acts are labelled as the Setup, Confrontation, and Resolution (Field,
1978, as cited in Maio, 2023). The first act is about the introduction of the three
characters, Hy as the victim, Quan as the influencer and lastly me as the father
of the victim. The second act of the film demonstrates the vast different between
the viewer and the influencer as well as the consequences of the victim’s
actions. The final act mostly covers the information that we gathered as a group
with Hy’s voiceover and interviews about Mukbang videos’ impacts on eating
behaviours.
The B-rolls for the film have been collected and shared among us in a private
group chat.
Image 2: B-rolls
The main character is the viewer since the whole aim was about the impacts of
Instagram on users’ eating behaviours. Quan and I also created a storyboard
which we can include for the upcoming stage of the film. Additionally, the
storyboards helped us to visualize how our film would turn out in the end

Image 3: Storyboards
Image 4: Script Outline
Image 5: Script for the voiceover

Overall, my experience as the main researcher and a scriptwriter for the video
was enjoyable to say the least. However, during the process, we encountered a
challenge, which is our timetable. The reason for this is the fact that all the team
members have a job. Therefore, it was difficult to organize the timetable in which
all members were available for shooting. Luckily, we were able to find time
during the week to finalize the shootings.
Production
The third stage of our video making process is the production stage. According to
MasterClass (2021), the production stage begins as soon as the shootings start.
This stage is crucial to the development of a film because this is where the
filming starts, and the script comes to life (APAC, 2024).
My group’s decision to film the video was the end of week 4 and the beginning of
Week 5, leaving the remaining time for video editing. The initial date for the
filming was set to be on the 24th of August and finish on the 27th of August. This
approach leaves the remaining time for the video editing, which was finalized on
the 3rd of September.
Since the majority of the scenarios of our film requires food, we decided to use
one of our friends’ kitchens as our filming location. We could have used our team
member’s own house to film in as it is more convenient, however, we soon found
out that it is unsuitable for filming. The reason is the small space in the kitchen
room. The difficulties that we mainly faced during this stage of film making was
the lighting as the sun was facing directly to the camera making everything look
dark. In the end, we had no other choices but to re-locate our camera angles and
also re-shot some of the initial scene numerous times.
As the director, Quan had the responsibility of which camera angles to use.
However, as a team, all of team members would have a look together on various
camera techniques and decide which one was the best-looking for our film. Some
of the angles include POV, close-up shot, panning, over the shoulder, medium
shot, extreme close-up shot.
Due to the limited amount of team members, Quan oversaw being the
cinematographer while me and Hy assist in scenes where he had to participate
as the influencer. All of us played the characters for the plot. As someone who
are unfamiliar with being on camera, my first impression of it was nervous,
however, the scenes, that I mostly participated, recorded me from my back.
Overall, it was a fun and new experience for me

Post-production
Taking into considerations how time-consuming the editing phase could be, we
tried to send all of the videos that we had taken during the production phase of
the film as soon as the phase was finished so that Hy would have more time to
focus entirely on editing. The editing software that our editor used during this
phase was CapCut, this is due to the fact that prior to this project, Hy had edited
videos on multiple occasions. We knew that the edit could be entrusted with Hy
as we had witnessed some of her outstanding past works, such as her Video
Pitch Presentation.
While Hy was working on editing the film, Quan and I decided to find ways to
contribute more to the making of the video. Quan was tasked with designing logo
and coming up with the official name for our production. In the meantime, I
looked for academic articles to paraphrase and summarize into a script on words.
In addition to working on our separate roles, we also received feedbacks from the
teacher during class time in order to improve the contents of our film. In order to
collect reputable sources for our information, I mostly used Macquarie
Multisearch and Google Scholar. Furthermore, Quan and I were responsible for
the creation of the poster.

Image 6: Logo
Image 7; Poster

During this phase of the film, we encountered some challenges while editing the
video. The problem was the poor choice in music to fit in our film. Luckily, we
were able to show the teacher the process, and he had made some comments on
how to make the video more appealing to the viewers. According to the teacher,
there was supposed to be different tone of the music such as Hy’s part where the
music was supposed to be concerning, while on the contrast, Quan’s part should
be happy. Another problem that occurred during post-production phase was the
unnecessary use of music. In fact, we were advised by the teacher to include
more diegetic sounds instead of music. According to Chillingworth (2023),
diegetic sound is defined as sound that originates from the world of the video.
Post-presentation
For the final stage of the film production, I was responsible for creating the Film
Submission Document with all the information necessary to submit, such as the
title and the logline of our film as well as which platform that we were going to
upload the video on. Initially, we planned to post our video on YouTube, however,
in fear of being copyrighted because of our choice of music. In the end, we all
decided as a group to upload the video to Google Drive and attached the URL to
the Film Submission Document. This is due to the fact that we were all familiar
with Google Drive interface as well as where we could store our video in.
However, before the official submission, we all wanted to make sure that there
would be no errors in our video. As the last person to work on the video, I looked
through the video to identify any errors in the spelling of the subtitles.
Additionally, I also made sure to set the access of our Google Drive to be public
so that the teacher as well as our classmates could view it.
Overall, I am satisfied with how our film turned out to be and think that our hard
work was finally paid off. We learned how to communicate and work as a team,
which is an important skill to have in the future. Although this was my first time
working in a group on such a big project for our study, I found it fun and exciting
to learn not just the process of film making but also from my colleagues.

References
Hartin, T. (2023, November 21). Idea Generation | Definition, Importance &
Process. Study.com. https://study.com/academy/lesson/what-is-idea-generation-
definition-process-techniques.html#:~:text=The%20goal%20of%20idea
%20generation%20is%20to%20convert%20intangible%20ideas,as%20many
%20ideas%20as%20possible

Paulus, P. B., & Yang, H.-C. (2000). Idea Generation in Groups: A Basis
for Creativity in Organizations. Organizational Behavior and Human
Decision Processes, 82(1), 76–87.
https://doi.org/10.1006/obhd.2000.2888
Sowrey, T. (1990). Idea Generation: Identifying the Most Useful Techniques.
European Journal of Marketing, 24(5), 20–29.
https://doi.org/10.1108/03090569010140228