2. Break the rules by Charli XCX has a performance music video
however the video is heavily based on the concept of a 1990s
American high school, which fits the artists aesthetic. The video
also contains a narrative that reflects the lyrics of the song, this
means that the video is appealing to her teenage and young
adult target audience; the audience will relate to the video.
3. Settings:
• School corridor
• School race track
• School bus (outside)
• School bus (inside)
• Lingerie Shop
• School dance
4. Setting: School Corridor
The video begins with the school bell marking the end of school, soon after the artist
emerges with her group of friends. The use of the corridor is key for the concept as it
reflects the stereotype shown in many teenage high school movies, where the popular
girls will be seen walking down a corridor in slow motion. The teenage audience will
relate to this location as many of them will still be at school, and/or watch films that
conform to this stereotypical shot. An example of this is ‘Mean Girls’.
5. Setting: School race track
This setting coordinates with the high school theme as it is set at the school race track.
This location shows the girls’ rebellion as they are alone at the track and are clearly
not wearing running clothing, therefore they are not supposed to be at that location.
This theme reoccurs and sets the mood for the video, which reflects the rebellious
lyrics. This appeals to young adults and teenagers as they may have had experiences
with rebellion at school or desire to be like the artist in this way.
6. Setting: School bus (outside)
This setting shows another example of the artists rebellion. Standing on top of the bus
implies that the artist thinks she is better then the school and isn’t afraid to get
caught. This bravery can be desirable to teens and young adults as the artist comes off
as ‘cool’. Also the location is useful for the artists aesthetic as the school uses their
home colours in decoration. Therefore the colours blue and yellow are repeated
throughout, which heightens the ability of the audience to recognise the music video.
7. Setting: School bus (inside)
This location shows the artist performing the song, meanwhile, her group of friends sit
at the back of the bus dancing along with the song. The bus is isolated which keeps
the focus on the artists whilst keeping the high school context. This location is
relatable for most audiences, however teenage girls can relate most as they are most
likely to have big group of girl friends and would ride school buses.
8. Setting: Lingerie Shop
The setting of the lingerie shop builds the narrative of the music video, however it
could shock the audience as it is not usual for school girls to shop at ‘Trashy Lingerie’.
This keeps the audience enticed and reinforces the theme of rebellion. The location is
also where a montage takes place, during the montage the girls try on different
outfits. This is another stereotypical high school film convention, for example ‘Wild
Child’.
9. Setting: School Dance
At this setting we see the group of girls enter the room where the rest of the students
are. The students react surprised and amazed by the girls, this is a concept seen in
many teenage films. Young adults and teenage girls could be drawn in by this as they
could desire the same reaction from their school. The girls take over the dance which
creates an upbeat atmosphere that reflects the music's pace and lyrics.
10. Costume:
The costume that the artist wears reflects the style
of 90s pop artists e.g. Britney Spears. This shows
that the artist is inspired by these artists and wants
the video to have a 90s pop concept. The costume
is fitting with Charli XCX’s aesthetic.
The outfit is fairly simple and matching, which
slightly resembles a school uniform. This
coordinates with the setting.
The outfit could be seen as contradicting the artist
as there is a lot of white incorporated which
resembles innocence, however the artist is trying
to portray a rebellious teen.
She is wearing a crop top and mini skirt which
could be seen as sexualising the artist. This outfit
wouldn't generally be accepted as school attire,
therefore we are reminded that the artist does not
conform to the rules.
This costume would appeal to the audience as it is
a reflection of the popular 90s style, which makes
it stand out. Also, the costume could be easily
compared to Britney Spears’ in ‘Baby one more
time’. This will draw in the audience as they may
feel that this artist is similar and are reminded of
the success of that song.
The costumes of the other girls are very similar and
the colours coordinate with the artists’; meanwhile
keeping the 90s school uniform aesthetic.
11. Costume:
These costumes all resemble lingerie, which is
shocking to the audience as it is seen on a school
girl. The variety of the costumes adds colour to
the music video and tells us more about the
personality of the artist. All of the girls wear
similar lingerie to make a statement at their
school dance, this reinforces the sense of
rebellion that we get from the artist in the video.
Furthermore, this could appeal to the audience
as she is sexualised and some people could see
this as desirable or idolise the artist; depending
on their sexuality. The audience could desire to
live through this scene which is commonly
reflected in teen movies, this is typically a
common fantasy of young girls.
12. Lighting:
The lighting varies in the music video however the majority of it is shot in the day. The natural lighting
and bright blue sky elevates the mood and gives an upbeat feel.
The shots in the lingerie shop are slightly darker as they are inside, but there is still bright lighting so the
full frame is visible and the colour is saturated.
The lighting becomes darker towards the end of the video as the girls so to the school dance, this is
suitable as school dances generally would be dark and it tells the audience that this was later on in the
day. So the lighting is used for the narrative to help the audience follow the story.
Furthermore, the dance has some party lights which maintains the upbeat vibe. During the video there
are some lighting effects where the sunlight is manipulated in the camera, this gives an extra brightness
to the shot and is interesting for an audience.
13. Props:
The video includes a variation of props, all of which contribute to the narrative. The
school bus allows the audience to relate, this is similar to the sheets of paper that the
girls rip up and throw to portray their rebellion within the school. Props are seen
within the lingerie shop that would typically be sold there, just as the props at the
school dance are decorations that would typically be seen there; this includes the
band’s instruments. The props validate the location and the stereotypical teenage
movie narrative.
14. Body language:
Throughout the video the artist uses a
variation of gestures and dances
frequently. This supports the pace of the
song and reflects the recklessness of the
artist. Generally the artist has a strong
posture, otherwise she is elevated in the
shot. This gives her a high status and
reflects her confidence as much as her
large/playful gestures. With the setting of
a school, it is apparent that she is a
popular student and is the leader of her
‘girl gang’ who all seem to act in a similar
way. In the school dance shot we see the
girls standing in what can be described as
a ‘model pose’, this shows their
superiority.
The artist also uses her body language to
sexualise herself in the video. She dances
provocatively and sings to camera. This
can draw in the audience and even make
them feel more connected to the artist
when she sings to the camera.
15. Camera angles:
Wide shot – This shot is similar to an
establishing shot as it begins the video and
shows the location of the school; setting the
scene and pace. However, as a wide shot its
main function is to show the artist and her
friends as a group. So the audience is
introduced to the main ‘characters’ in the
video.
Mid shot – This shot shows the artist closer
up, this allows the audience to familiarise
themselves with the artist and see the shot
in more detail. This creates a narrative as the
audience is now aware of the setting,
characters and the status of the artist’s
character.
Tracking shot – The video’s storyline
progresses to an outside location which
provides a wider context. This shot allows the
audience to feel more involved in the video.
It also represents the control and confidence
of the artist as she walks strongly at the
front.
16. Camera Angles:
Extreme wide shot – This shot isolates the
artist, which makes her seem important. The
shot also allows the audience to see the bus
and the location.
Close up – This close up has particular focus
on the girls’ behinds which sexualises them.
This could entice an audience. There are
also frequent close ups of the artists face,
which allows the audience to familiarise
themselves with the artist and feel more
involved in the video.
Furthermore, the artist is wearing makeup in
the video which could be desirable for the
youth, stereotypically teenage girls. This
sexualises the artist further as red lipstick is
traditionally seen as sexual.
17. Titles:
A convention of pop music videos is to have text at the beginning, this is generally the
name of the artist and the title of the song. Charli XCX has done this well as she has
provided both in her video; they fit her aesthetic and the yellow theme of the video.
The use of yellow also allows the text to stand out, which means that the audience can
remember the artists name and the song title easier. More over, the font reflects
childish text, which relates to the school setting. The colour and font together give the
effect of a highlighter, which would be used in school and the capitals at the beginning
of the words help the title to stand out.
18. Performance:
The video entails a performance by the artist, this makes the audience feel more in
touch with Charli XCX and may understand the meaning of the song more as the artist
can emphasis the lyrics with actions. It also keeps the pace of the song matching the
visuals, this is portrayed through the pace of the walk and the dance routine. It is
apparent that the dances in the video are improvised as there is no choreographed
unison in the video, apart from the walk and poses. This reflects the themes of the
song as the dances are youthful and rebellious, this could make an audience feel a
desire to act the same way as the artist.
19. Narrative:
Charli XCX’s video has a narrative of popular school girls rebelling and getting prepared
for a school dance. The narrative of the video is clearly based on multiple high school
films, TV shows and videos. This includes The Simpsons, Clueless, Mean girls, Carrie,
The Craft and more. The video reflects the 1990s teen culture in particular, this is
recognisable for an audience and for the aesthetic of the artist, which is powerful to
her audience as they may feel nostalgic for the era or the video may remind them of
their favourite films. Furthermore, the artist will be recognised for this aesthetic so
audience will become more familiar with Charli XCX and her style.
20. Camera angles and Costumes:
This video also follows the pop convention of having a variation of camera angles. This
keeps the pace in a n upbeat song. There are also frequent costume changes that
reflect stereotypical high school films. This allows the audience to see more of the
artists personal style, and it adds colour to the frame.
