• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Teaching music video by nikki blackborrow
 

Teaching music video by nikki blackborrow

on

  • 2,479 views

Teaching music video by nikki blackborrow

Teaching music video by nikki blackborrow

Statistics

Views

Total Views
2,479
Views on SlideShare
2,473
Embed Views
6

Actions

Likes
1
Downloads
56
Comments
0

2 Embeds 6

http://g324advancedportfoliomusicvideo.blogspot.com 4
http://g324advancedportfoliomusicvideo.blogspot.co.uk 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Teaching music video by nikki blackborrow Teaching music video by nikki blackborrow Presentation Transcript

    • Teaching the Music Video Brief
      Nikki Blackborow The Latymer School
    • Outline of A2 course
      June (of Y12) – Dec: Music Video Brief G324
      (AS Brief: Film Opening sequence)
      Jan: exam leave
      Feb – May: G325 Critical Perspectives
      (Contemporary Media Regulation: Film
      and The Press)
      June: exam leave
    • Organisation of unit G324
      June – July: Teach music video construction and performance. Start portfolios
      Sept: Teach ancillary tasks and wider issues. Continue portfolio development - research
      Oct - Nov: Planning & Production work. Ongoing portfolio development
      Dec: Audience screenings, evaluations and assessment
      Jan: Submission of coursework
    • Teaching Music Video
      Summer Term of Y12 ideal time to start this
      1st few lessons - lots of exposure to range of music videos
      Aim - to build up confidence with terminology and increase understanding of the how and why of construction
      Introduce a simple analysis framework
      Students should understand that music video is a distinctive form
      Useful to compare/ contrast to other forms – film, TV advertising, trailers etc
    • Latymer Music Videos 2008produced two BBC Blast National Competition Winners
    • ‘I Kissed a Boy’ by Boy, Interrupted 2009
      Currently our most ‘successful’ music video to date
      371,028 views on youtube
      Screened on MTV’s Gay TV slot
      on Georgian Television
      Translated into Spanish
      Screened at gay night club in NYC
      Screened at Gay Pride NZ
      Latymermedia offered professional partner youtube status as a result
    • Voodoo Child 2010
    • How did we get there?
      1 day workshop each year
      Focus on performance, camera and editing
      Lip sync practice for all
      Understanding of structure
      Quality learning experience – stretch & challenge
      Plus:
      Analysis of music videos
      A focus on visual planning from outset
      Visual referencing
    • Where to start
      Start with your students and what they know
      Discussion – everything they know about music video
      Question – what makes a music video a music video?
      Conventions – big list – what do they think music videos have in common
      Get them to identify a video they would consider to be the best example of the form
      Screen them if possible, students explain their choice
    • Resources
      Our own youtube channel playlists
      http://www.youtube.com/user/latymermedia
      Ours and others past student music videos eg
      http://www.youtube.com/user/hurtwoodhousemedia
      http://www.youtube.com/user/longroadmediastudies
      Our blogs
      http://latymermediamusicvideo2008.blogspot.com/
      Online
      Music Television channels: MTV Base etc
      Band websites: also Myspace, Facebook, Youtube channels
      Wikipedia – loads of info to get started
    • Resources
      Essential Books:
      Pete Fraser’s ‘Teaching Music
      Video’ (available from the BFI
      + Amazon)
      ‘30 frames per second: The
      Visionary Art of the Music
      Video’ (Amazon)
      Inspirational DVDs:
      Director ‘best ofs’ egThe Work of
      Director Michel Gondry (Amazon)
    • Theory/ theorists
      Andrew Goodwin
      ‘Dancing in the Distraction Factory’
      1992
      Carol Vernallis
      ‘Experiencing Music Video:
      Aesthetics and cultural context’
      2004
      -Both available on Amazon
      -Ensure the theory accessible for
      students – can they use/apply it?
    • Functions of a Music Video
      What job does a music video do?
      Look at music television, online/ viral, sales and promotion, video cds, compilations, synergy with film
      How has this changed over time? Impact of new technologies over last decade
      History of music video (with youtube clips for illustration)
      Copyright issues
      Alternative forms of music video – literal, lip dub and other fan based material
      Inspiration:
      http://en.wikipedia.org/wiki/Music_video
      Illustrate with youtube clips – there are plenty to choose from!
    • Music Video historical compilation
    • Music Video analysis
      • Key point – to explore the relationship between the lyrics, the
      music and the imagery
      • Pick your compilation for lessons around the concepts you
      want to illustrate
      • Use the analysis framework provided
      • Students apply the same analysis framework for a video of
      their choice
      • Prepare an analysis of a video of their choice for their blog
      and present in class
      • Post frames from their chosen video to illustrate points made
    • Music videos compilation for analysis
    • Key area for discussion (1) - Genre
      Look for generic signifiers – dancing, gestures,
      overall look, instruments, lyrics
      Familiarity, recognition, pleasure for audience
      Genre as a tool for music video analysis – how
      useful/limiting is it?
      Compare to analysis of film – quite a different process
    • Key areas for discussion (2) - structure
      Music, lyrics, iconography - how do these work together?
      Different relationship to film?
      Which code is the more powerful?
      Narrative, performance, concept?
      Artist’s role
      Why have these choices been made?
    • Key area for discussion (3)– camera and editing
      Look at shot patterns
      Compare to other forms
      Breakdown and compare the way narrative and performance are constructed
      Discuss:
      the process of shooting each of the above
      the process of editing each of the above
      beauty shots and performance beds
      why certain choices are made
    • Key areas for discussion (4) – representation
      Explore representation of women through discussion of:
      camera work, artist performance, dress,
      gesture, lyrics
      who is in control?
      audience – who is it for, alternative readings?
      changing representations over time
    • Practical/creative tasks to aid learning
      Copy a look – students recreate a still photo in pairs
      Play an unfamiliar track in class, & provide the lyrics. Students annotate the lyrics individually, then class discuss initial responses, thoughts around genre etc. Then students prepare a group treatment. Show the actual video and discuss
      Students produce a storyboard for an extract from a professional video
      Students create the shooting schedule for a narrative/ performance video
    • Practical tasks to aid learning
      Students remake short section of a music video. Work as a class or in groups to shoot + edit the remake. Cut all sections together at the end to form a whole
      In pairs, choose a song and learn the lyrics. Then lip synch to song, shoot + edit the sequence
      Evaluate the process and the learning associated with the above – like a prelim task
    • 3 useful examples of narrative/ performance music videos
      Britney Spears ‘Baby One More Time’
      Busted ‘What I go to School For’
      Wheatus ‘Teenage Dirtbag’
      Available on youtube
      Set in school
      Rich for analysis
      Past but popular/ familiar with students
      Relevant and accessible
      Students can choose their own contemporary
      examples to analyse
    • 2007 Britney Spears ‘Baby One More Time’
    • BBC Blast National Awards 2009
      +
      = BBC Blast bursary winner
    • BBC Blast National Awards 2010
      +
      = BBC Blast Bursary Winner
    • 2008 Busted ‘What I go to school For’
    • 2009 Wheatus ‘Teenage Dirtbag’
    • Lip sync practice2009
    • Voodoo Child 2010
    • Development of Initial Ideas
      Track selection
      Moodboard to represent chosen genre
      ‘Collage’ style image or photos to represent chosen target audience
      Logo ideas to represent record label
      Screen test shots of possible actors
      Brainstorms of early ideas for tracks
      Treatment to represent music video ideas
      Build up to a pitch to class
      Use the blog to illustrate the presentation and have a hand out ready
    • Planning
      Students are expected to produce:
      a timeline
      a storyboard
      a shot list
      a shoot schedule
      a call sheet
      a costume and props list
      ongoing behind the scenes photos/video clips
    • Creative , visual,
      and accessible
      Inspired planning
    • Example storyboard using post-it notes
    • Wider concepts
      One lesson on each of the following:
      Audience consumption and popular music: how audiences are targeted, audience pleasure and appeal
      Institutions: structure of UK music industry, who owns what, copyright issues, exhibition and distribution, impact of recent technologies
      Marketing and promotional campaigns
      Construction of image, branding
      Each lesson could inspire a mini investigative activity
    • Example 1
      Lesson:
      Compare two websites/channels in class
      in order to explore issues around audiences
      & institutions
      Follow-up:
      Students pick one website/channel to analyse
      for themselves - must be relevant to their project
      Example 2
      Lesson:
      Compare the websites of two record labels
      in order to explore issues around
      ownership, control, independent/
      mainstream/ niche, impact of new
      technologies
      Follow-up: Students pick one
      record label website to analyse for
      their research - must be relevant to
      them in some way
    • Can use the same approach with:
      Marketing campaigns
      Album covers
      Band websites
      Magazine adverts
      Brand image/identity
      Aim to:
      Discuss conventions/expectations first
      Have a few general examples ready
      Focus on one/two worked examples in detail
      Students follow up with their own choice, tailored
      to be relevant to their project
      Provide simple framework for analysis – a few questions
      The more visual the research, the better
    • Teaching the ancillary tasks
      One lesson each on the form and style of:
      • album covers
      • band and record label websites
      • magazine adverts for album
      • examples and discussion
      • students can contribute chosen examples
      • use each lesson to inspire investigative work
    • The Portfolio
      Each student has their own blog
      Each group has their own blog
      These are all linked together and to the teacher blog
      Research and planning tasks
      Provide a ‘menu’ or list of the kind of thing they should do
      Guided tasks work best - make them fun and visual!
      Suggested tasks linked to work done in class
      Work done outside lessons from the start
      Build evidence as they go along
      Must have evidence of each stage
    • Research and planning evidence
      Blogs should be visual and analytical, with regular postings, and no unexplained gaps
      Research must be relevant and focused. It’s purpose should be to inform and inspire the production
      Individual blogs should contain evidence of individual research, ideas, skills development, and reflections
      Group blogs should focus on all group research, planning and production once the project is up and running
      Students should formally close their blog when the project is over/on the day of the deadline
    • Evaluation
      Group video task
      Prepare answers in advance
      Groups brainstorm answers
      and debate points in class first
      Present as a video discussion
      Illustrate with pre-selected clips, and other imagery
      Each student in group ‘leads’ the discussion for one question
      All illustrative materials linked to blog afterwards
      Students post their reflections plus any points missed out
      Give a time limit and some quiet space
      Videos recorded in one take
    • Assessment
      Positive marking system
      Break down the criteria according to your project and students
      Is the evidence there?
      Interactive mark sheet
      Include a note to your moderator
      Candidates in sample create a ‘Dear Moderator’ final post
      Do anything you can to ensure the moderator’s job is made easier