2. In what ways does your media product
use, develop or challenge forms and conventions
from real media products?
How effective is the combination of your main
product and ancillary texts?
What have you learned from your audience
feedback?
How did you use new media technologies in the
construction and research, planning and evaluation
stages?
3.
4. My music video generally
tried to uphold the codes and
conventions of typical Pop
songs because I felt it was
important to let the audience
know what type of video they
were watching as soon as
they saw it. The song we
chose was off of Rizzle Kicks’
first album Stereo Typical.
As a group we noticed that
the most of the songs were
representative of young
people, this is why we chose a
song which represented
youth the most.
1. Dreamers
2. When I was a youngster
3. Round up
4. Down with the trumpets
5. Demolition man
6. Prophets (better watch it)
7. Mama do the hump
8. Miss Cigarette
9. Traveller’s chant
10. Stop with the chatter
11. Homewrecker
12. Trouble
13. Learn my lesson
14. Even on a rainy day
5. Harley and Jordan are dressed up as an Astronaut and a Fireman, representing their
ambition when they were younger.
Fireman Secretary Scientist Builder Footballer
We tried to make ours similar to Rizzle Kicks by having people dressed up as different occupations
6. Our video was similar to Rizzle Kicks as we filmed part of it in a park
We also incorporated a climbing frame in our music video
We changed this bit of
the video by becoming
what we aspired to be
7. We incorporated lip syncing in our music video
because it is a typical feature in a music video.
Getting the lip syncing in time with the music
was harder than we thought it would be. For the
scene with Ben and Marios (far right), it was
very difficult to get the lip syncing right as Ben
didn’t learn the words and we were worried that
this would reflect badly in our final product.
8. This part of the song was a rap and we decided to put it on a Powerpoint
and film the words coming up because it wouldn’t have looked as good it
we tried to lip sync and would have made our video look as if it was a bad
quality, so we thought it was a good idea to incorporate intertextuality o
link in with Andrew Goodwins theory.
9.
10. For the opening sequence, we used sweets and counting
blocks to spell out ‘When I was a youngster’. We chose sweets
and number blocks because they are highly representative of
young people/children.
We all dressed up in our old school uniforms to further
represent childhood. As a group we felt it was
appropriate because it would show the audience that
we are pretending to be a different age. We also done
this by locating it in a primary school.
Andrew Goodwin’s theory suggests that in
music videos, there is a relation between
the lyrics and the visuals. We decided to
follow this theory in our music video. In the
part of the song where it said “These days
you can catch me sitting on a bench in the
park with a lager and crisps”, we threw in
these items to our actor Ben.
11. We got lots of different occupational clothing from places such as our science
department, the primary school and from home (parents work clothes).
Me and Frankie were able to use
fancy dress clothes from the primary
we filmed at to represent what
children aspire to be when they are
older. Andrew wore his rugby kit and
Phalen wore his prom suit to look
like a business man.
12. Camera angles and shots are crucial in any media text as it is able to tell a story and reflect
emotions of different characters. After watching previous music videos, I felt that it was
important to incorporate as many different camera angles into our music video to ensure
we get the best results, and also show that I am versatile when it comes to filming.
Mid Shot Long Shot Extreme Close Up
Low Shot Close Up Over Head Shot
13. • The narrative is a combination of the story and the
plot. It is the order of what happens and how it
happens.
• There are linear and non linear narratives. A linear
narrative is a narrative that works with the story and
the plot working in chronological order. A non linear
narrative is when the narrative doesn’t work in
chronological order. EG. Flashbacks
• My music video is non linear as there is no clear story
line. We thought that as it is a song representing
childhood, there was no need for it to be linear.
14. VLADIMIR PROPP
Russian critic & literary theorist
Analysed over 100 fairytales in the 1920's
Proposed that it was possible to classify the characters and their actions into clearly defined roles and
function.
EG. Star Wars fits Propps model precisely, but a significant number of more recent films such as Pulp
Fiction do not.
Propp's Character Roles.
• The Hero (seeks something)
• The Villain (opposes the hero)
• The Donor (helps the hero by providing a magic object)
• The Dispatcher (sends the hero on his way)
• The False Hero (falsly assuming the role of the hero)
• The Helper (gives support to the hero)
• The Princess (needs protection from the villain)
• Her Father
We didn’t use Propp’s theory in our music video as we very there wasn’t a clear story
or characters, so there was no opportunity to have any character roles.
15. CLAUDE LEVI-STRAUSS
Social anthropologist
Studied myths of tribal cultures
Examined how stories unconsciously reflect the values, beliefs & myths of culture
Usually expressed in binary oppositions
A conflict between two qualities or terms
E.G. 1970's Western films
WEAK - STRONG
CHRISTIAN - PAGAN
DOMESTIC - SAVAGE
In our ‘When I was a youngster’ music video, we used binary opposites to some
extent such as the transition from young to old and growing up.
16. ANDREW GOODWIN
1. Music videos demonstrate genre characteristics.
e.g. stage performance in metal videos, dance routine for boy/girl band, aspiration in Hip Hop.
(Swedish House Mafia – Don’t You Worry Child)
2. Relationship between lyrics and visuals. The lyrics are represented with images
(either illustrative, amplifying, contradicting)
3. There is a relationship between music and visuals. Tone and atmosphere of the visuals reflects that
of the music
(either illustrative, amplifying, contradicting)
4. Demands of the record label includes need for lots of close ups of the artist and the artist may
develop motifs which recur across their work.
Includes CU's of artist, iconography, visual trademarks.
5. There is frequently reference to notion of looking
(screens within screens, mirrors, stages, telescopes etc.)
6. Often intertextual reference to films, TV programmes, other music videos etc.
(Katy Perry - California Girls. Board Game.)
We used Andrew Goodwin’s theory of how the images link with the
lyrics.
17. Intertextuality refers to the relationship that exists between different texts. In
media, this refers to different types of meduim being incorporated into our media
text.
One element of intertextuality in our
music video come in the for of
photographs. We not only used photos
of ourselves as children, we also took
still shots of the photographs on a
white board to make it look like a
video.
We also used Powerpoint on the
interactive white board at school to
aid our music video because we
thought it was more effective to use
this rather than lip syncing.
18.
19. Audience feedback from our
questionnaire
• We asked 14 people to complete our
questionnaire and we found that the group
we wanted to aim it to was early teens to
about late 30’s. We understand that this is a
very wide range of people to aim it at, the
lyrics mean that all the people in this age
range would be able to relate to the lyrics.
20. QUESTION 1 – Are you male or
female?
We felt this was an appropriate starting question in order
to establish who our main target audience was so we
distributed them fairly evenly.
We ended up
having a total of 8
males and 6
females.
QUESTION 2 – How old are you?
The majority of people we asked were
aged between 15-17, however we
asked other age ranges to get a
various different views on music
videos.
21. QUESTION 3 – What is your favorite
genre of music?
Most of the people who completed the questionnaire said that
they preferred to listen to Pop music, which is why we chose the
song ‘When I was a youngster’ as the music video we were
going to reproduce. This is because we knew that we couldn’t go
wrong if we chose this genre as it was most suited to our target
audience.
22. QUESTION 4 – What do you expect
from a music video?
In order to get an idea of what to incorporate into our
music video, and the most popular answer was relation
to lyrics so most of the video relates to the lyrics in
some way.
23. QUESTION 5 – Do you prefer dance
routines or story lines?
As there vote was nearly split in half, we decided
to incorporate both dancing and a vague story
line into our music video. The story line was
about young peoples ambitions when they are
younger, and their life of fun and enjoyment.
24. QUESTION 6 – Do you watch
independent or mainstream videos
This questions would let us know what song to
choose because if the people we asked
preferred independent music, we would have
chosen a different song
25. QUESTION 7 – Would you watch a
remake of a mainstream video created
by A-Level students?
We thought it was important to know if people
would watch our remake of a mainstream
video, and luckily most people said they would.
26. I think that audience research was a very important factor when considering
what music video to do because if we chose a song that our target audience
didn’t like, then it wouldn’t be very successful.
I decided to get some audience feedback via twitter and text message
because I think that it would be very helpful for me if I wanted to improve.
Looking back at the audience research, it was apparent that our choice of
location and the idea of being a ‘youngster’ was very popular with our target
audience.
27.
28.
29. We used YouTube to look at other music
videos and find common codes and
conventions of pop music. We also used
YouTube to look at the history of music
videos and was able to compare how
times have changed.
We used this camera because we had used it last
year in our thriller and we really impressed with
the results. It was really easy to use and we were
able to film without the pressure of our school
asking for the camera back. We were able to do it
in our own time. We also used this camera to take
photos for the opening sequence of our video.
30. iMac – we used the iMac at the start of filming because it was the
only thing we could edit our video on, however Frankie got a
Macbook Pro for Christmas so we started using this
Macbook Pro - we used the Macbook Pro for the duration of our
time editing. It was really simple to use and was also convenient
because we could edit out of school hours as we could just go to
Frankies house to use the laptop instead of only being able to edit
in lessons.
iMovie – It was much easier to use iMovie this year because we
already had experience using it when we were editing our thriller
so we knew what we were doing.
Adobe Fireworks – we used Adobe Fireworks to edit our photos for
our digi packs. As we had never used it before, we thought it was
quite difficult at first, but we soon got to grips with it.
31. I used blogger throughout the
year to record the process of our
advanced portfolio. It includes
things such as what song to
choose, the creation of our
group, group problems, changing
and planning of ideas. I felt that
keeping a blog was very helpful in
the making of our music video
because I was able to mark my
progress and tracks everything I
have done.
32. The internet was a crucial part in the creation of our media product . We were able
to research different music videos and compare Rizzle Kicks’ music videos with
eachother. We also researched previous music videos and were able to see he
development of music videos over time.
33. Websites such as Slideshare and Scribd allowed
me to put word documents and powerpoint
presentations onto my blog quickly and easily.
