2. Frith’s Type of Music Video
If analysing the music video using Frith’s theory the video would be placed under the music video
type ‘Narrative’. This is because the video is a story of a boy with superpowers running away, so in
some ways the video is ‘conceptual’ also as it has examples of the boy using his supernatural powers.
3. Goodwin’s Six Features (Relevant Features)
Relationship between music and visuals: When the main drop
of the music first comes on the boy is shown to reveal his first
power, the ability to ride his bike at an ultra fast speed. While
the drop is playing there are short takes and fast shots
intensifying the music’s fast paced tempo. When the drop
finishes it suddenly goes to a shot of two large women
jogging.
References to looking: There are multiple reaction shots
showing people stare in amazement at the things the boy is
able to do.
4. Camera Shots/Movement
One of the first shots is a long shot revealing the boy sat down in the center of all the mess.
This helps show him as vulnerable but also the one who caused the damage.
When the teacher and the policeman are talking the shots are slow and still, this contrasts
with shots that follow the boy as these shots have short takes and the camera tracks and
pans to help create the feeling of movement and highlighting the boys escape. Also the
use of handheld camera movement in some shots helps make the danger seem more
realistic and manic.
Extreme long shots – establishing shots – are used to show the
audience where the boy is going and what the new location is.
5. Mise-en-scene (Costume)
You can tell that she is a teacher just by looking at her, with her red shirt and yellow
blouse. Although she is no real threat to the boy she is the teacher and he is the
student so she should have a degree of power but she doesn’t.
The costume instantly reveals this person as a police officer as he is wearing a police
badge and has a police uniform as well. This shows that the situation is getting out of
hand as they need police to stop the child.
When the SWAT come in their combat gear and assault rifles you can see that the
situation is out of control. The use of guns help highlight the danger of the boy.
As you can see the boy is wearing a hat and wearing a hooded coat. His costume
shows him as a young child, which helps strengthen the effect of showing his power
yet he is just a little boy.
6. Mise-en-scene (Setting)
In the setting of the first shot it shows the corridor of a school completely
trashed almost as if there is an explosion. This helps draw the audience in
wondering what has happened.
The boy rides on his bike through a nice neighbourhood. This
mise-en-scene shows the boy is just an ordinary kid and not some dangerous
being. This message is furthered when he goes to his house which is tidy and
ordinary, with his teddies and toys shown in his bedroom. The bright lighting
also doesn’t create a sense of evil towards the boy.
The classic chase scene into the woods is apparent here. With the dark lighting
and all the trees create an eery atmosphere. This is the final showdown
between the boy and the soldiers, so it makes sense to have the setting this
way.
7. Editing
Fast paced editing occurs when the boy is escaping the
school on the bike. The actual frame rate of one of the
shots is speeded up to highlight his need to escape.
When music drop finishes and the song calms down the next shot is
slowed down as two women run, the change in editing and music help
take the mood from frantic to a bit calmer.
The VFX for the final scene is used to show the boy s power being
erupted. The bright diffused light emanates from him before he knocks
the soldiers over with his power. This use of editing helps make the boy
seem more powerful and immense.
