Media Studies Evaluation
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Media Studies Evaluation

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Media Studies Evaluation Media Studies Evaluation Presentation Transcript

  • Media Studies Evaluation Megan Gallagher
  • 1) In what ways does your media product use, develop or challenge forms and conventions of real media products? During planning, I researched and analysed many different music videos and therefore I was able to see which forms and conventions were used, which are successful and which are unsuccessful. This enabled me to make my music video relate well to real media products and therefore my media product conforms to forms and conventions of real media in many ways. Throughout my music video, I kept in mind the 4 videos that had really influenced me, the 4 in which I had analysed thoroughly. They were: - Rockstar – Nickelback - Dirty Little Secret – All American Rejects - First Day Of My Life – Bright Eyes - Cornerstone – Arctic Monkeys What I really liked about these videos are the stories they told. All of them, except Cornerstone, flicked from different character to different character, telling a story. Us as an audience, see different people in different outfit/at different scenes and telling different stories, but the are all linked together in the way that they are all in sync with the music. What I liked about the Arctic Monkeys video was the simpleness of it, the way he is also telling a story, but by himself. I really like both these ideas and tried to link it into my video as much as possible. Nickelback – Rockstar video
  • Pop Genre
    • When researching into real media products, I was able to see which conventions were used in real media products and therefore I was able to use these in my own media production to make sure it related to real media products and make sure its as successful as it could possibly be.
    • Music videos within pop are usually very similar in many ways.
    • They usually:
    • include lip sync/miming – focus on the artist
    • I only had one character in my music video and this let the audience engage and relate to her.
    • simple narrative/story
    • Again, using only one character enabled the audience to easily relate with the character and because there was only one story to follow this was easier for the audience as it stopped them getting confused.
    • edited to the beat of music and shots repeated My editing of my video is very in sync with the beat of the music. The shots that I have used are sometimes repeated and sometimes not, but all the shots are very similar.
    • - direct link to narrative/meaning of song
    • There is a very direct link between narrative and meaning of the song. By using specific shots and actions the video links very well.
    • close up to face
    • All the shots in my video are the same. I used a medium long shot, which enables the audience to view the actor and engage in the story easily and successfully.
    • artist engaging with audience through miming/eye contact
    • This links to the pervious convention, by having one shot in my video it enabled the actor to have eye contact with the audience which makes you feel comfortable and as if you know the audience.
    • Characters in Pop genre
    • Characters in pop videos are usually good looking and/or cute and therefore they will easily appeal and represent the age of the target audience. There is usually just one main character featured throughout the video, this keeps the audience entertained and because it’s a simple story to follow.
    Britney Spears I only had one character in my video. Because there was only story going on throughout the video and because of the outfits and mis-en-scene I used I felt that it would be more successful just to have one character throughout, and because the girl in my video is representing different characters in herself it is easier for the audience to understand and for them to follow the story.
  • Mise-en-scene Mise-en-scene is an expression used in theatre and film to describe the design aspects of a production and refers to almost everything that goes into the composition of the shot, including the composition itself: framing, movement of the camera and characters, lighting, set design and general visual environment, even sound as it helps elaborate the composition. Mise-en-scene is very important in all aspect of the media. I think it was fairly successful in my production. Camera work/ different shots – Although all my shots were the same, I think, it was successful because it told a story. All the cuts fitted perfectly together and because of the smoothness of it it worked well although some people may think that it would have been better if I had a more select number of shots. Also, all the actions fitted with the lyrics of the song which, again, made the video flow. Sound - all sound non-diagetic Length of the video - The length of the song is 3m23sec, and therefore my video is the same length. In real media products, the music video length is usually the same length of the song, often with a little added at the beginning/end. Sometimes laughter, speech, narration or music is added, but not always. I played around with sound at the beginning and end of my video but I decided not to go along with it as the final product seemed much better when it went straight into the music.
  • Using real media conventions when recording I played a loud song on repeat in the background when I first started shooting. This helped both me and the actor in my video because it gives you a basic outline when recording, but when it comes to editing, having the studio version of the song over the top is really useful because it is much more clear and specific. This enabled my actor to become familiar with the song. I played the song about 4 times and filmed without stopping. At first I was playing “First Day of my Life” by Bright Eyes. When it came to editing I muted the sound on all the clips and dubbed the studio version of the song over the top, but the actions didn’t really fit with the words, they were too excitable and fun. I also felt there wasn’t enough variation in the video, the actor was wearing the same outfit and I felt we hadn’t filmed enough footage, so we went back and filmed some more. We did the same in the same location but we played “Here comes the sun” by The Beatles in background and the actor changed outfits twice. In total I had about 20-25 minutes of footage. But again, when I came to editing it still didn’t feel right. I searched high and low in my iTunes, experimenting, trying to find the perfect song to use. That is when I came across “High Life Scenery” by The Rocket Summer….and it was perfect! The actions fitted perfectly, it’s such a fun and happy song and so is were my actions. It fitted with the character well too, and I managed to make the actions fit in the lyrics – it was as if we had been playing High Life Scenery in the background all along!
  • Challenging conventions My music video didn’t really challenge many conventions, it stuck to conventions that are usually used, except the fact that we didn’t use any choreography or and backup dancers. Although pop choreography is a vital component of the music business, instrumental to music videos and tours and it is often used to tell a story. It is a main convention used in music videos, although I decided not to used any because after analysing many videos, I decided wanted Evie to be the one telling the story. Because she is quite young, not very often are backup dancers used for someone under 16. Another reason I didn’t use choreography is because I was using the same location for the duration of my video and it would have looked very strange. Beyonce – Crazy in love
  • 2) How effective is the combination of your main product and ancillary texts?
    • I feel the combination of my main product and ancillary texts is very effective. By using screenshots/photographs of my actual music video, it enabled the two to link together and match very well and let me meet the main conventions of music video. It also continued the theme of my video as I used the same style and the same person.
    • There is a clear link between the video and the CD cover. The character and font is the same, and the same shots are used which are seen in the video which will enable the audience to recognise it immediately – this would help with promotion and selling of the product.
    Research shows other artists do the same and I found that only rarely a different theme and/or style/font with album covers and posters. Synergy enables target audience to recognise product.
  • 3) What have you learned from your audience feedback?
    • My audience feedback was very helpful throughout my production.
    • Questionnaires were the basis for my product. They let me know what the audience wanted, what could be improved and it provided me know knowledge about ancillary products – which ones were good and which ones were the audiences favourites.
    • By posting drafts of my production on my blog, it therefore enabled me to receive response on how to
    • improve on my product which was very useful. Both teachers and classmates were able to view my drafts online and give me response on it and let me know what I could improve on.
    • Some of the feedback I receive included:
    • to improve on a variety of shots
    • add some small effect
    • they said that the video told a good, clear story – which was my intention, the video is different and a good sequence which is exciting for the audience.
  • 4) How did you use media technologies in the construction and research, planning and evaluation stages?
    • I used several media technologies in the construction of my production, including:
    • Internet – the internet was key to research; it let me look at real media products, access, analyse and evaluate them.
            • Blogging (www.blogger.com) – blogging on the internet let
            • me deliver research, plan the construction and the overall product.
            • Youtube – enabled audience to see drafts etc
    • iMac/ iMovie – I used the iMacs to edit my footages.
    • Serif Photo Plus – helped me design and experiment with CD/poster
    • PowerPoint – presenting evaluation