A2 g324 lip sync blog
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This document provides instructions for students to create a lip sync music video in groups as part of a media studies class. It explains that lip syncing is important for music videos to be technically successful. Students will be assigned one minute sections of a song to film their group lip syncing and acting out. They then must combine all footage into a complete music video using editing software. The document provides examiner tips on elements the successful video should include and guidelines for students to follow to stay on task and meet the deadline of posting their final video to a blog.
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The music video challenges conventions of the genre by not including the band playing and using a post-modern storytelling technique of starting after the key events. It employs conventions of some music videos like Slipknot's "Snuff" through the use of transitions to signal flashbacks and text at certain points. The video further challenges norms by advertising a digi-pack at the end rather than solely focusing on the music.
Case Study
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to complete: 1) the purposes of music videos and strategies used; 2) styles, techniques and conventions of music video production; and 3) a case study analyzing at least 3 music videos. The case study should discuss the videos' styles, techniques, intertextuality, camerawork/editing, genre conventions, and apply critical approaches. The document provides examples of questions to answer for each task and notes on how to illustrate points and structure the case study response.
Pilot music video project
Formative A2 project - music video based on a pre selected song, in this case 'Why does love do this to me' - NZ song
Avicci music video analysis
This music video was released in December 2014 and belongs to the genre of progressive house music. It features hundreds of camera shots, including long shots of landscapes and close-ups of the artist's facial expressions. A fast montage of these shots is edited together to match the fast pace of the song. The mise-en-scene conveys a positive and upbeat atmosphere as the artist travels the world. This appeals to the target audience of 15-30 year olds by being energetic, featuring a popular song, and allowing viewers to witness amazing events.
Mv process log form 2019
The document provides guidance for tracking the production process of a music video. It is broken into sections for filming and editing. For filming, the filmmaker notes they had to change locations due to an actress cancelling and time restrictions with the backup actress. They provide stills from filming and discuss the intentions and lighting behind shots. For editing, they discuss shortening the audio length, adjusting clip speeds for flow, organizing files, setting up the Premiere Pro project, importing footage, using the interface, avoiding special effects to keep the video raw, and exporting the final video.
5. production reflection
Jack Bevens describes his 6-week process of editing a music video. In week 1, he imported video clips into Premiere Pro and organized them on different layers. He used the razor tool to chop and remove scenes. In week 2, he added video transitions like dissolves between scenes to make the video flow better. In week 3, he added subtitles in a readable font and color. In week 4, he struggled to sync a downloaded song to the video. In week 5, he added adjusting layers of different colors to match the beat. In week 6, he exported the video and uploaded it to YouTube to share with others.
Mv assignment 01 2021 pro forma 2
The document provides instructions for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires a case study analysis of at least three music videos by an artist of the student's choice, discussing the videos in relation to Tasks 1 and 2. The instructions emphasize using illustrative examples and applying critical approaches learned in lessons.
MUSIC VIDEO PRODUCTION CASE STUDY
This document provides a case study template for analyzing music videos. It is split into 3 tasks. Task 1 addresses the purposes of music videos and strategies employed by artists. Task 2 discusses styles, techniques, and conventions used in music video production. Task 3 requires analyzing a minimum of 3 music videos and discussing their use of style, intertextuality, camerawork, editing, genre conventions, and critical approaches. The document provides example questions to guide the case study analysis for each task.
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Cue cards for film industry as revision
A Field in England utilized synergistic partnerships with Film 4, Channel 4, and BFI to fund, market, and distribute the film across multiple platforms simultaneously. It targeted a niche audience of older, middle-class viewers interested in history and independent films. Pacific Rim had a large budget from parent company Time Warner and worked with subsidiaries like NECA for merchandise and Legendary Pictures for production. It used extensive viral and cross-platform marketing techniques to appeal to both male and female audiences around the world. Both films leveraged technological convergence for digital distribution while A Field in England was more limited by its smaller budget.
Glossary of key terms film institution exam
The document defines key terminology used in discussing media ownership, cross media and technological convergence, synergy, digital technology developments, film production, distribution, marketing, finance, exhibition, and audiences. It provides definitions and concepts for terms like conglomerate, vertical and horizontal integration, cross promotion, production, distribution, and exhibition. It also discusses how digital technology is merging devices and allowing for new forms of distribution and convergence across media.
Feedback on writing media film institution
Here is a potential outline for the essay:
Introduction
- Define cross media convergence and synergy
- State your media area of study (films Pacific Rim and A Field in England)
Body Paragraph 1
- Point: Pacific Rim benefited greatly from cross media convergence and synergy as a Time Warner film
- Evidence: Extensive marketing across TV, games, toys, etc. leveraging Time Warner properties
- Analysis: This wide reach helped build a large audience
- Link: However, A Field in England had more limited convergence as an independent film
Body Paragraph 2
- Point: A Field in England still utilized some convergence successfully
- Evidence: Promotion through partner organizations Film4 and BFI
Audience for section 1b
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
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Paragraph 3:
Reflect on the challenges
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The document discusses various concepts related to representation in media, including:
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A2 g324 lip sync blog
- 1. A Level Media Studies G324: Advanced Portfolio in Media
- 2. Connect… • What do you notice about the following video?
- 3. Discovery Question How do you Lip Sync successfully in a Music Video?
- 4. Why Lip Sync? • Lip Sync is a technique that allows for artists to “mime” along to a backing track • Why is this techniques important to music video production?
- 5. LOOK OUT! • Lip Syncing is important to making your video a technical success but its easy to get it wrong – watch the following professionals making a mistake! Lip Sync Fails
- 6. Lip Syncing • With the popularity of Video Sharing sites like Youtube, fans utilised the lip syncing techniques to make and share their own videos – this gave birth to the Lip Dub. • http://www.youtube.com/watch?v=B_zhaji9eos • Take That Lip Dub • Some TV shows and artists even used the idea for their own videos • Nickleback – Rockstar • The Office (US)
- 7. Your Task • As a class we are making a Lip Sync Video! • In 3 groups you are going to be responsible for 1 Minute of my song The RULES: • • • Everyone MUST Lip Sync at least 1 Line You can find other volunteers but don’t be rude or upset if they say no You must complete your whole Minute Section before returning to S112
- 8. Your Task • Now you have your footage you need to combine them all to create 1 track 1.Import the Song into Final Cut and Lock it! 2.Import ALL the footage 3.Edit it together to make a complete video!
- 9. Examiner’s Tips • The video lasts at least as long as the track (can be longer if you have an intro or outro or both) • The video features the artist/band quite prominently • The video features some element of performance- singing and playing instruments (usually miming) and often dancing or acting too • The video has some kind of concept along with the track • The video does not feature a complete narrative but the concept may involve fragments of narrative • Different genres of music produce slightly different visual conventions in music videos
- 10. Blog Housekeeping • Now you only have ONE WEEK until your deadline it is important that you complete all the work on the Checklist and post it to your blog! • It must be posted and I will give corrections if necessary
Editor's Notes
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