Assign 2 intro to mv
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This document outlines the tasks and questions for an assignment on the introduction to music videos. It discusses the origins and purpose of music videos, the role of MTV in popularizing them, and how music videos have developed over time with new technologies and websites. It also provides examples of globally popular music videos and theories about why some videos encourage repeated viewing through visual pleasures that appeal to audiences. Students are asked to analyze and compare specific music videos based on enjoyability, production elements, and their ability to make viewers want to watch them again.
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Assign 2 intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses how music videos first emerged in the 1980s with the launch of MTV, which helped popularize the format and allowed artists to promote their music visually. The document also examines theories of how music videos can provide "visual pleasure" for audiences and be rewatched due to familiar visuals, shots, and intertextual references. Examples are given of highly viewed music videos like Taylor Swift's "Blank Space" that audiences find pleasurable to watch repeatedly due to creative visual elements.
Assign 9 andrew goodwin
Andrew Goodwin's theory of "visual pleasure" suggests that music videos provide visual entertainment that encourages repeated viewing. Audiences enjoy familiar visual elements like shots, locations, and choreography that allow expectations to form. They also find pleasure in references to other media. The most watched music videos globally offer recognizable artists, appealing visuals, and leave viewers wanting to watch again due to creative camerawork, editing, and genre conventions. Taylor Swift's "Blank Space" video exemplifies this through its visual storytelling and ability to engage audiences on rewatches.
Intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses how music videos first emerged in the 1980s with the launch of MTV, which helped popularize the music video format and allowed artists to promote their music visually. The document also examines theories of how music videos can provide "visual pleasure" for audiences and be rewatched due to familiar visuals, shots, and intertextual references. It suggests the most viewed music videos online appeal to audiences through their creative visuals, editing, and ability to satisfy expectations of different genres and artists.
Ao1 Support
The document discusses the purposes of music videos. It explains that music videos help promote songs and artists, extending their income through increased sales and views on platforms like YouTube. Music videos also provide more outlets to access and enjoy songs on television and online. They can create synergies when used in conjunction with films to promote both the artist and movie. Different music video producers, like major labels, independent producers, and self-produced artists, have varying strategies for promoting songs through music videos based on their budgets and goals.
Assign 10 intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses the emergence of MTV in 1981 as a catalyst for the music video industry. MTV helped artists promote their music visually and changed how audiences engaged with music. Over time, music videos became more elaborate productions and could be watched online through websites like YouTube. The document also discusses theories of "visual pleasure" in music videos and how certain videos encourage repeated viewing through familiar visuals and expectations.
Mind map music videos x
A music video is a short film that integrates a song with imagery, choreography, and various video production techniques. Music videos are primarily made to promote the sale of music and give exposure to artists. They are released before an album to help increase publicity and get more customers for the album. Music videos can be seen on music video channels, YouTube, and sometimes TV advertisements.
Questionnaire
This document contains a 10 question questionnaire about music video preferences that was created to help improve ideas for a new music video. The questionnaire asks about music interests, age, how often viewers watch music videos, preferred viewing methods, what is enjoyed most when watching, the most significant part of a music video, preferred video types, importance of relatability, and favorite music videos and why.
Evaluation Question 3 -What have you learnt from your audience feedback
Throughout the production of a music video, the document discusses obtaining audience feedback at various stages:
1) During initial planning, classmates and teachers provided feedback on the proposed ideas, storyline, and visual elements.
2) While editing, multiple people evaluated footage quality and whether the cuts matched the song.
3) After publishing a rough cut online, a focus group provided feedback, noting specific shots that could be improved or removed to better match the song.
4) This feedback helped the creator refine the editing and experiment with new effects to create a higher quality final music video.
Recommended
Assign 2 intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses how music videos first emerged in the 1980s with the launch of MTV, which helped popularize the format and allowed artists to promote their music visually. The document also examines theories of how music videos can provide "visual pleasure" for audiences and be rewatched due to familiar visuals, shots, and intertextual references. Examples are given of highly viewed music videos like Taylor Swift's "Blank Space" that audiences find pleasurable to watch repeatedly due to creative visual elements.
Assign 9 andrew goodwin
Andrew Goodwin's theory of "visual pleasure" suggests that music videos provide visual entertainment that encourages repeated viewing. Audiences enjoy familiar visual elements like shots, locations, and choreography that allow expectations to form. They also find pleasure in references to other media. The most watched music videos globally offer recognizable artists, appealing visuals, and leave viewers wanting to watch again due to creative camerawork, editing, and genre conventions. Taylor Swift's "Blank Space" video exemplifies this through its visual storytelling and ability to engage audiences on rewatches.
Intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses how music videos first emerged in the 1980s with the launch of MTV, which helped popularize the music video format and allowed artists to promote their music visually. The document also examines theories of how music videos can provide "visual pleasure" for audiences and be rewatched due to familiar visuals, shots, and intertextual references. It suggests the most viewed music videos online appeal to audiences through their creative visuals, editing, and ability to satisfy expectations of different genres and artists.
Ao1 Support
The document discusses the purposes of music videos. It explains that music videos help promote songs and artists, extending their income through increased sales and views on platforms like YouTube. Music videos also provide more outlets to access and enjoy songs on television and online. They can create synergies when used in conjunction with films to promote both the artist and movie. Different music video producers, like major labels, independent producers, and self-produced artists, have varying strategies for promoting songs through music videos based on their budgets and goals.
Assign 10 intro into music videos
This document provides an introduction to music videos, including their history and purpose. It discusses the emergence of MTV in 1981 as a catalyst for the music video industry. MTV helped artists promote their music visually and changed how audiences engaged with music. Over time, music videos became more elaborate productions and could be watched online through websites like YouTube. The document also discusses theories of "visual pleasure" in music videos and how certain videos encourage repeated viewing through familiar visuals and expectations.
Mind map music videos x
A music video is a short film that integrates a song with imagery, choreography, and various video production techniques. Music videos are primarily made to promote the sale of music and give exposure to artists. They are released before an album to help increase publicity and get more customers for the album. Music videos can be seen on music video channels, YouTube, and sometimes TV advertisements.
Questionnaire
This document contains a 10 question questionnaire about music video preferences that was created to help improve ideas for a new music video. The questionnaire asks about music interests, age, how often viewers watch music videos, preferred viewing methods, what is enjoyed most when watching, the most significant part of a music video, preferred video types, importance of relatability, and favorite music videos and why.
Evaluation Question 3 -What have you learnt from your audience feedback
Throughout the production of a music video, the document discusses obtaining audience feedback at various stages:
1) During initial planning, classmates and teachers provided feedback on the proposed ideas, storyline, and visual elements.
2) While editing, multiple people evaluated footage quality and whether the cuts matched the song.
3) After publishing a rough cut online, a focus group provided feedback, noting specific shots that could be improved or removed to better match the song.
4) This feedback helped the creator refine the editing and experiment with new effects to create a higher quality final music video.
Evaluation Question 3
Joe Lever gathered feedback from their target audience of 16-23 year old students to evaluate their music video and identify areas for improvement. Through questionnaires completed by peers, they learned that the target audience enjoyed the narrative structure and live performance shots, as well as the use of black and white and green filters. However, feedback indicated a lack of guitar shots and that quicker, more complex editing could make the video more appealing. Based on this, Joe added more guitar footage and shortened shots, cutting more quickly to match the tempo of the song.
Research into the music video industry
The document discusses the music video industry. It explains that music videos are generally made in different ways depending on their type, such as narrative or performance videos. There are three main stages of video production: pre-production, production, and post-production. The purpose of music videos is to promote an artist's new single and show their creativity, which helps sell the song. Audiences can access music videos through television music channels, websites like YouTube, and software like iTunes.
Assign 2 performance music videos
Britney Spears' "Baby One More Time" music video is a performance video that features her dancing and singing to the song in a variety of costumes. The video highlights Spears' dancing skills through choreographed group dancing and close-ups that showcase her talent and performance abilities. It establishes her image as a flirty and innocent American teen pop star through the costumes and shots that emphasize her body. As a simplistic and cheap performance video made in simple locations, it effectively promoted Spears and her debut single to establish her in the genre of American teen pop.
Audience feedback
The document summarizes feedback received from an audience questionnaire about a music video. Responses indicated that the genre of the video was correctly identified as pop or indie. Positive feedback focused on shots, editing, color effects, and lip syncing. Suggested improvements included adding more variety of shots and locations. Additional feedback from social media praised elements like the intro and slow motion but also recommended more variety of shots and possibly more people in the video. The questionnaire and social media responses provided helpful criticism and highlighted aspects that worked well, helping the creator understand how to strengthen future videos.
A2 Music Video Questionnaire
This survey asks respondents about their music video viewing habits including the platforms and devices used to watch videos, favorite genres and music channels, how often they watch, and preferences regarding video concepts, emotions conveyed, and use of special effects. Respondents are also asked to name their favorite music video of all time and explain why.
Audience Feedback
The document discusses obtaining audience feedback on a music video through various methods. It describes posting drafts of the music video on YouTube and a blog to collect comments. It also details using SurveyMonkey to anonymously collect feedback through multiple choice questions, checkboxes, and open-ended text responses. This approach provided both qualitative and quantitative data on what aspects of the music video worked well and needed improvement.
What Is A Music Video?
A music video is a short film that accompanies a piece of music to help market and promote music recordings. While music videos date back further, they became prominent in the 1980s with MTV's format centered around them. Music videos use various filmmaking techniques like animation, live action, documentaries, and non-narrative approaches. They can also blend styles or simply film a live performance. Music videos are categorized based on their style, such as performance, narrative, or animation, and use different editing and sound techniques.
A2 music video evaluation 2
The document is an evaluation of a music video project. It discusses using Goodwin's theory of linking lyrics and visuals in the video. It also discusses using concepts and themes, different shot types, and creepy locations. Feedback was received from audiences. New media technologies like timetoast and embedded videos were used in the construction, planning, research, and evaluation stages of the project.
Evaluation question 1 ideas and notes
This document discusses conventions that the author's music video both uses and challenges in relation to typical indie music video conventions. It notes that the video conforms to indie conventions in its costumes, props, close-ups of instruments, and use of black and white and slow motion effects. However, it also challenges conventions by including masks, bandanas, and wings not typically seen and through its use of an overlay video on top of the band playing, developing on a technique used by The 1975.
Website Analysis: The Sounds
The website uses a clean, visually-oriented design focused on images of the band to attract and engage fans. Key design elements include a black and white color scheme, prominent display of the band's photo, and consistent layout across pages with social media links. The site aims to advertise the band through free downloads, news updates, and embedding their videos and photos to encourage fans to share content and attend live performances, which are an important part of their genre.
Unit 29 checklist
The document appears to be a task list for a music video production unit. It includes tasks such as collecting artist portfolios, researching music video conventions, conducting primary and secondary research on similar music videos, developing a moodboard and concept, creating a production schedule and budget, scouting locations, and conducting a risk assessment. The overall purpose seems to be guiding students through the pre-production process for creating an original music video.
Music video analysis_work_sheet2-red
This document analyzes the music video for System of a Down's "Chop Suey" in terms of its target audience and how different elements of the video cater to that audience. The target audience is identified as 16+ year old fans of metal or rock music. The lyrics focus on personal and meaningful themes that this audience enjoys. The tempo and instrumentation match conventions of rock and metal genres. Stereotypical costumes of band members and audience portray the rock/metal subculture. Camera techniques like wide shots of the drummer and band performing engage the target audience. Quick editing fits the fast tempo of the song as is common in rock/metal videos. Unusual digital effects intrigue and appeal to the target audience's preference
Media Sharing
The document discusses three media sharing sites: Photobucket allows uploading and sharing of photos with 2GB of storage and 10GB of bandwidth; Pandora recommends music based on what a user likes and allows creating and sharing playlists to discover new music; YouTube is the largest video sharing site where users can upload, watch, comment on videos, and get recommendations of related content.
Music video pitch
The music video will feature both conceptual footage and performance shots of the local metal band Quad Damage. The conceptual footage will recreate a scene from the 1988 film "They Live" where ordinary people are depicted as mindless consumers through props like zombie makeup and t-shirts with slogans. Shooting dates have been scheduled in January 2012 at various locations in Harrow and Kenton to capture both the conceptual and performance elements. Research was also conducted on Quad Damage's target audience and filming locations were selected accordingly.
Music video purposes_work_sheet sp revisited
Simple Plan promoted the song "Your Love Is A Lie" through various strategies to benefit both the band and their label. This included performing the song at the 2010 Winter Olympics for major exposure, promoting it on their social media accounts and website where fans could watch previews. Selling merchandise on their website extended their income from fans worldwide. They also used outlets like YouTube to share their music videos, bringing a larger fan base. Producers collaborated with other popular artists through synergy opportunities to broaden Simple Plan's audience and popularity, such as having them sing the theme song for Scooby Doo which exposed them to more fans.
What is a music video
A music video is a short film that represents a song visually, often showing scenes that relate to the song's mood or theme. Music videos are meant to entertain viewers while they listen to the song. An example of a successful music video is Gangnam Style by PSY, which became the most viewed video on YouTube with over 2.4 billion views in just 8 months, setting the record. Music videos can also showcase a live musical performance, like That's Not Me by Skepta featuring JME, which keeps the artist constantly rapping face-to-face with the camera.
What have you learned from your audience feedback?
The band received feedback from audiences at various stages of creating their music video that helped improve the end product. Early feedback helped them select a band name and song. Screening the initial video, audiences suggested adding more shots that were cut to the beat and more band performance footage. Additional filming and feedback led to close-ups being added to make the video more fast-paced. Changing to black and white also gained positive feedback. Overall, feedback from different groups helped the band notice and address issues they may have otherwise missed.
4 sound presentation
The document proposes a new TV program called 4Sound that would feature short music clips from upcoming bands/artists/DJs. The clips would air after certain TV shows targeted towards youth audiences. Viewers could vote on the 4Sound website for which acts to feature. The idea is to help promote new music acts on TV in a similar way to how MySpace previously helped promote bands online. Feedback is requested on the logo design, overall concept, suitable TV shows to follow, and website/voting system.
4 sound presentation
The document seeks feedback on the logo design, overall concept, suitable parent TV shows, and ways to encourage voter participation on the website.
Audience Feedback for Rough Cut
The document summarizes audience feedback received for a rough cut music video. It received feedback from social media posts on Twitter and YouTube, as well as from peers in class. Feedback included suggestions to add more complex editing with jump cuts, include more shots of the guitarist for balance, improve framing so the subject is the sole focus, and add more green-filtered shots to better convey the theme of jealousy. The filmmaker implemented these suggestions in editing the final cut to appeal more to the target audience and incorporate quicker, more complex editing.
Assign 4: lip syncing task
This document provides instructions for a lip syncing task to be completed in groups of 2-4 students. They are to choose a 1 minute segment of a song to lip sync to and film performances at 5 different locations, cutting between locations within the 1 minute. Students will then edit their footage together, ensuring perfect lip syncing and alternating between locations. They will turn in their edited video by Tuesday and participate in a peer review on Thursday, reflecting on strengths, challenges, and lessons learned for future music video projects.
Assessment of blog (assign 1 18)
This document contains a checklist assessing the work of four people in a blog group on various assignments related to music videos. It lists 52 assignments that each person contributed to, including research, introductions, analysis, ideas, and reflections. It also contains self-assessments for one of the people, evaluating their planning, research, time management, technology skills, communication, presentation skills, blog organization, and titles. Areas for improvement are identified.
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Evaluation Question 3
Joe Lever gathered feedback from their target audience of 16-23 year old students to evaluate their music video and identify areas for improvement. Through questionnaires completed by peers, they learned that the target audience enjoyed the narrative structure and live performance shots, as well as the use of black and white and green filters. However, feedback indicated a lack of guitar shots and that quicker, more complex editing could make the video more appealing. Based on this, Joe added more guitar footage and shortened shots, cutting more quickly to match the tempo of the song.
Research into the music video industry
The document discusses the music video industry. It explains that music videos are generally made in different ways depending on their type, such as narrative or performance videos. There are three main stages of video production: pre-production, production, and post-production. The purpose of music videos is to promote an artist's new single and show their creativity, which helps sell the song. Audiences can access music videos through television music channels, websites like YouTube, and software like iTunes.
Assign 2 performance music videos
Britney Spears' "Baby One More Time" music video is a performance video that features her dancing and singing to the song in a variety of costumes. The video highlights Spears' dancing skills through choreographed group dancing and close-ups that showcase her talent and performance abilities. It establishes her image as a flirty and innocent American teen pop star through the costumes and shots that emphasize her body. As a simplistic and cheap performance video made in simple locations, it effectively promoted Spears and her debut single to establish her in the genre of American teen pop.
Audience feedback
The document summarizes feedback received from an audience questionnaire about a music video. Responses indicated that the genre of the video was correctly identified as pop or indie. Positive feedback focused on shots, editing, color effects, and lip syncing. Suggested improvements included adding more variety of shots and locations. Additional feedback from social media praised elements like the intro and slow motion but also recommended more variety of shots and possibly more people in the video. The questionnaire and social media responses provided helpful criticism and highlighted aspects that worked well, helping the creator understand how to strengthen future videos.
A2 Music Video Questionnaire
This survey asks respondents about their music video viewing habits including the platforms and devices used to watch videos, favorite genres and music channels, how often they watch, and preferences regarding video concepts, emotions conveyed, and use of special effects. Respondents are also asked to name their favorite music video of all time and explain why.
Audience Feedback
The document discusses obtaining audience feedback on a music video through various methods. It describes posting drafts of the music video on YouTube and a blog to collect comments. It also details using SurveyMonkey to anonymously collect feedback through multiple choice questions, checkboxes, and open-ended text responses. This approach provided both qualitative and quantitative data on what aspects of the music video worked well and needed improvement.
What Is A Music Video?
A music video is a short film that accompanies a piece of music to help market and promote music recordings. While music videos date back further, they became prominent in the 1980s with MTV's format centered around them. Music videos use various filmmaking techniques like animation, live action, documentaries, and non-narrative approaches. They can also blend styles or simply film a live performance. Music videos are categorized based on their style, such as performance, narrative, or animation, and use different editing and sound techniques.
A2 music video evaluation 2
The document is an evaluation of a music video project. It discusses using Goodwin's theory of linking lyrics and visuals in the video. It also discusses using concepts and themes, different shot types, and creepy locations. Feedback was received from audiences. New media technologies like timetoast and embedded videos were used in the construction, planning, research, and evaluation stages of the project.
Evaluation question 1 ideas and notes
This document discusses conventions that the author's music video both uses and challenges in relation to typical indie music video conventions. It notes that the video conforms to indie conventions in its costumes, props, close-ups of instruments, and use of black and white and slow motion effects. However, it also challenges conventions by including masks, bandanas, and wings not typically seen and through its use of an overlay video on top of the band playing, developing on a technique used by The 1975.
Website Analysis: The Sounds
The website uses a clean, visually-oriented design focused on images of the band to attract and engage fans. Key design elements include a black and white color scheme, prominent display of the band's photo, and consistent layout across pages with social media links. The site aims to advertise the band through free downloads, news updates, and embedding their videos and photos to encourage fans to share content and attend live performances, which are an important part of their genre.
Unit 29 checklist
The document appears to be a task list for a music video production unit. It includes tasks such as collecting artist portfolios, researching music video conventions, conducting primary and secondary research on similar music videos, developing a moodboard and concept, creating a production schedule and budget, scouting locations, and conducting a risk assessment. The overall purpose seems to be guiding students through the pre-production process for creating an original music video.
Music video analysis_work_sheet2-red
This document analyzes the music video for System of a Down's "Chop Suey" in terms of its target audience and how different elements of the video cater to that audience. The target audience is identified as 16+ year old fans of metal or rock music. The lyrics focus on personal and meaningful themes that this audience enjoys. The tempo and instrumentation match conventions of rock and metal genres. Stereotypical costumes of band members and audience portray the rock/metal subculture. Camera techniques like wide shots of the drummer and band performing engage the target audience. Quick editing fits the fast tempo of the song as is common in rock/metal videos. Unusual digital effects intrigue and appeal to the target audience's preference
Media Sharing
The document discusses three media sharing sites: Photobucket allows uploading and sharing of photos with 2GB of storage and 10GB of bandwidth; Pandora recommends music based on what a user likes and allows creating and sharing playlists to discover new music; YouTube is the largest video sharing site where users can upload, watch, comment on videos, and get recommendations of related content.
Music video pitch
The music video will feature both conceptual footage and performance shots of the local metal band Quad Damage. The conceptual footage will recreate a scene from the 1988 film "They Live" where ordinary people are depicted as mindless consumers through props like zombie makeup and t-shirts with slogans. Shooting dates have been scheduled in January 2012 at various locations in Harrow and Kenton to capture both the conceptual and performance elements. Research was also conducted on Quad Damage's target audience and filming locations were selected accordingly.
Music video purposes_work_sheet sp revisited
Simple Plan promoted the song "Your Love Is A Lie" through various strategies to benefit both the band and their label. This included performing the song at the 2010 Winter Olympics for major exposure, promoting it on their social media accounts and website where fans could watch previews. Selling merchandise on their website extended their income from fans worldwide. They also used outlets like YouTube to share their music videos, bringing a larger fan base. Producers collaborated with other popular artists through synergy opportunities to broaden Simple Plan's audience and popularity, such as having them sing the theme song for Scooby Doo which exposed them to more fans.
What is a music video
A music video is a short film that represents a song visually, often showing scenes that relate to the song's mood or theme. Music videos are meant to entertain viewers while they listen to the song. An example of a successful music video is Gangnam Style by PSY, which became the most viewed video on YouTube with over 2.4 billion views in just 8 months, setting the record. Music videos can also showcase a live musical performance, like That's Not Me by Skepta featuring JME, which keeps the artist constantly rapping face-to-face with the camera.
What have you learned from your audience feedback?
The band received feedback from audiences at various stages of creating their music video that helped improve the end product. Early feedback helped them select a band name and song. Screening the initial video, audiences suggested adding more shots that were cut to the beat and more band performance footage. Additional filming and feedback led to close-ups being added to make the video more fast-paced. Changing to black and white also gained positive feedback. Overall, feedback from different groups helped the band notice and address issues they may have otherwise missed.
4 sound presentation
The document proposes a new TV program called 4Sound that would feature short music clips from upcoming bands/artists/DJs. The clips would air after certain TV shows targeted towards youth audiences. Viewers could vote on the 4Sound website for which acts to feature. The idea is to help promote new music acts on TV in a similar way to how MySpace previously helped promote bands online. Feedback is requested on the logo design, overall concept, suitable TV shows to follow, and website/voting system.
4 sound presentation
The document seeks feedback on the logo design, overall concept, suitable parent TV shows, and ways to encourage voter participation on the website.
Audience Feedback for Rough Cut
The document summarizes audience feedback received for a rough cut music video. It received feedback from social media posts on Twitter and YouTube, as well as from peers in class. Feedback included suggestions to add more complex editing with jump cuts, include more shots of the guitarist for balance, improve framing so the subject is the sole focus, and add more green-filtered shots to better convey the theme of jealousy. The filmmaker implemented these suggestions in editing the final cut to appeal more to the target audience and incorporate quicker, more complex editing.
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Assign 4: lip syncing task
This document provides instructions for a lip syncing task to be completed in groups of 2-4 students. They are to choose a 1 minute segment of a song to lip sync to and film performances at 5 different locations, cutting between locations within the 1 minute. Students will then edit their footage together, ensuring perfect lip syncing and alternating between locations. They will turn in their edited video by Tuesday and participate in a peer review on Thursday, reflecting on strengths, challenges, and lessons learned for future music video projects.
Assessment of blog (assign 1 18)
This document contains a checklist assessing the work of four people in a blog group on various assignments related to music videos. It lists 52 assignments that each person contributed to, including research, introductions, analysis, ideas, and reflections. It also contains self-assessments for one of the people, evaluating their planning, research, time management, technology skills, communication, presentation skills, blog organization, and titles. Areas for improvement are identified.
Group pitch assessment
This document contains a group pitch assessment for 3 music video ideas. Each idea includes the song, artist, type of music video, and a summary. The ideas are then rated on suitability of song/genre, creativity of styling and uniqueness, suitability of video type, creativity and suitability of the video idea and how it uses conventions, quality of the mood board, and inspiration from relevant videos. An overall level is given for each idea, and the best idea is selected. Feedback for improvements is also provided.
Assign 25 summary of ideas
The document outlines a group assignment to summarize ideas and songs proposed by group members, including pros and cons of each idea. However, most of the details are blank, so only the structure and purpose of the assignment are provided without specifics about the ideas or group members.
A2 whole blog checklist
This document outlines blog post assignments for a music video production course. It includes 18 assignments focused on researching music videos, developing planning documents, and reflecting on the process. The assignments include analyzing existing music videos, researching target audiences, developing initial ideas, and summarizing music video theories. Students are asked to embed relevant videos and images in their blog posts. The goals are to help students learn about all aspects of music video production through hands-on research, planning and evaluation.
Assign 20 synergy worksheet
The document provides instructions for an assignment to analyze 3 artists or groups and identify key features across 4 of their products - album cover, album trailer, and 2 music videos - to understand how they create brand identity. Students are asked to name the artist/group, highlight features of each product, and identify common features across all 4 that contribute to the brand.
Assign 22 website of artists
The document provides instructions for students to analyze the websites of various bands and artists. Students are asked to examine websites from genres like pop, rock, and R&B artists like Sam Smith, John Legend, Ella Eyre, The Lumineers, and Red Hot Chili Peppers. For each website analyzed, students should note details like navigation links, images used, font styles, tone of language, and how color relates to the artist's genre. Students then answer questions about common conventions and uncommon features across the analyzed band websites.
Assign 21 representation in music videos
This document outlines representational issues to consider in music videos, including gender, age, class, ethnicity, and region or place. It provides examples of how each category is commonly represented, such as the objectification of women, youth being associated with wealth and beauty, black rappers portrayed as criminals, and different cities symbolizing various concepts. Students are then assigned a group task to analyze representation in a chosen music video, considering who and how they are represented and how it connects to appealing to audiences and conforming to or challenging stereotypes.
Long term planning
This document provides a long term planning schedule for January and February 2016. It includes labels for when filming and editing will take place marked with (1) and (2) on specific dates. Important due dates are marked, including the 1st draft due on January 12th, the 2nd draft due on January 26th, and the final draft due on February 9th. It also notes half term break dates in mid-February.
A2 whole blog checklist
The document provides a checklist for a music video planning blog, including requirements such as 75-100 posts with detailed research, shot lists, storyboards, and draft plans. It suggests additional blogging activities like behind-the-scenes videos, vlogs, reviews, and audience feedback. Students are given assignments to complete the blog over several months, focusing on research, reflection, planning, and production of their music video and ancillary texts.
Locations
This document outlines the location planning process for a film shoot. It lists the locations that are wanted to film at and requests specific addresses and important information about each location such as access, rules, type of place, and opening/closing times. It also asks how the film crew will get to each location, any obstacles to filming there, health and safety concerns and precautions for each location, and backup location options. A PowerPoint with annotated photos of the locations is to be created.
Script
This document provides instructions for completing a script in a specific format, including using the Courier or Courier New font at size 11, noting the use of bold text and tabs for alignments, and that if there is no dialogue, the script should still include scene descriptions. The completed script should then be printed, folded, and glued or stapled to the next sheet.
Shotlists
This document is a shotlist for a film or video project. It contains information about each shot including the shot number, corresponding storyboard panel, shot type and camera angle, any camera movements, a brief description of the shot, the length of the clip, the location, and any actors, costumes or props involved. The shotlist helps plan and organize the visual elements and assists those involved in production.
Risk assessment
This risk assessment document outlines the date, location, potential risks and hazards, and level of risk for an event to ensure the health and safety of crew, actors, the public and equipment. It considers all of these factors and what actions may be needed to minimize any risks.
Production shooting schedule
The document is a production shooting schedule that lists scene numbers, shooting times and dates, locations, actors and costumes needed, and any props or equipment required. It provides essential planning details for filming different scenes in the production over various times and locations with the necessary actors, costumes, props, and equipment. The schedule allows the production team to efficiently plan and coordinate all aspects of shooting the different scenes.
Evaluation
The document provides guidance for students on evaluating their media coursework. It includes potential questions to answer, formats to use for presenting answers, and notes on what to include for each question. The four evaluation questions address conventions used in the media product, learning from audience feedback, how the main product and supplementary materials work together, and use of media technologies during the project. Students are advised to discuss conventions for their music video and supplementary materials compared to real examples. They are also told to demonstrate how they used various technologies at different stages and what skills they gained. Due dates are recommended for submitting answers to the different evaluation questions.
A2 whole blog checklist final
This document provides a checklist for creating an effective blog to plan and document the process of creating a music video. It recommends including approximately 75-100 blog posts with detailed research on similar products, target audiences, locations, costumes, props, actors, shot lists, storyboards, and flat plans. It also suggests including behind the scenes videos, vlogs logging progress, reviews of other music videos, and market research. The marking scheme evaluates the research, organization, presentation, and use of technology. Students are instructed to include tags like [Research] or [Planning] at the beginning of each post and address evaluation questions regarding the forms and conventions of real music videos, the effectiveness of combining the main video with ancillary texts,
A2 blog feedback (27 feb)
Groups need to improve their blogs by making them more up to date, doing more thorough research that meets the expected level, and providing stronger evidence for their target audience. Presentations embedded in blogs could be improved with more visuals like charts, graphs and annotated pictures instead of bulky paragraphs. Risk assessments require more detail about specific risks and preventative measures. Some blogs have incorrect task numbers assigned that need to be checked.
1st storyboard
The document discusses a 4 step process but provides no details on the actual steps or content of the process. It references numbered sections but provides no information within those sections. Overall, the document does not contain any substantive information that could be summarized due to the lack of details provided within the numbered sections.
Evaluation question 1
The document discusses common conventions in music videos featuring romantic narratives, comparing a student video to other examples. It addresses the typical use of props associated with relationships, the focus on only two central characters, and having those characters centered in shots. While the student video follows some conventions like using props from a first meeting in a coffee shop, it also challenges stereotypes by including social scenes with friends and occasionally placing characters off-center.
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Historical context of music videos
The document discusses the history and evolution of music videos. It begins with an activity about promoting a new pop artist and developing a strategy for their debut album and first music video. It then provides background on the history of MTV and pivotal early music videos that helped popularize the format. Examples of iconic, high-budget videos from the 80s, 90s, and 2000s are presented as "game changers" that further advanced the genre. The role of YouTube and artist-run channels like Vevo in modern music video consumption is also examined. Students are assigned homework researching the image and video portrayals of Taylor Swift or Justin Bieber over time.
Mtv
MTV is important to music videos because it was the first channel dedicated to broadcasting music videos 24/7 starting in 1981. MTV helped promote up-and-coming artists and break new music genres to wider audiences. As music trends changed, MTV adapted by adding reality TV shows and scripted programs to stay relevant to different audiences over time. MTV has expanded globally and owns various music and entertainment properties.
Lesson 4 Music Video Practice Piece
This document discusses the history and evolution of music videos. It outlines several key moments in music video history from 1963 to the present day including:
- The Beatles' "A Hard Day's Night" (1963) which was one of the first promotional music videos.
- Michael Jackson's "Thriller" (1983) which was a landmark 14-minute video that merged filmmaking and music.
- The launch of MTV in 1981 which had a massive impact on popular culture and the music industry.
- Recent developments like YouTube, which launched in 2005, allowing anyone to upload and watch music videos and changing how artists promote their music.
Music video institutions
MTV has promoted music videos since the 1980s by playing videos on dedicated channels targeting specific music genres. While other institutions now also promote music videos, MTV has adapted by expanding its genre-specific channels and shows. Social media is also increasingly used to promote music videos through sharing of video clips and promoting artists' accounts. YouTube and VEVO further enable widespread access to full music videos, helping artists promote their songs.
Assignment 10
This document discusses music videos and their history, purpose, and development. It covers:
- Music videos first emerged in the 1980s to promote songs and artists.
- They are typically shorter than TV shows and aim to engage audiences with the music.
- Platforms like MTV, YouTube, and social media helped popularize and spread music videos.
- Websites like YouTube and Vevo now give artists more control over how their videos are distributed and monetized.
- Effective music videos attract repeated viewing through visually engaging with the music in unique and memorable ways.
Music industry
Music videos are short films used to promote songs and artists. They have three main production stages - pre-production where ideas are developed, production where filming occurs, and post-production where editing and effects are added. Videos aim to promote singles and albums, boost music sales and streams, and increase an artist's celebrity profile. Famous directors like David Fincher and Spike Jonze are known for high-quality, successful videos. Budgets can range from $50,000 to millions, depending on scale and vision. Audiences now access videos primarily through YouTube, as well as television channels and stores like iTunes.
Mtv
MTV became important to music videos because it helped promote mainstream pop culture from the late 1990s to early 2000s, featuring artists like Britney Spears and Snoop Dogg. MTV originally started broadcasting solely music videos in 1981 to attract an audience but later expanded to reality TV shows to appeal to teenagers. As music trends changed, MTV would promote emerging artists in those genres to stay relevant to its audience. Over time, MTV leveraged synergies across its business by owning music charts, expanding internationally, and endorsing various TV programs.
2) Evolution of Music Video
The document discusses the evolution of music videos from their origins in the 1960s to present day. It traces how music videos started as a way for bands like Queen and The Beatles to promote their music when they could not appear on TV shows, and became a major marketing tool with the launch of MTV in 1981. While music videos were not hugely popular at first, attracting only younger viewers, their audience grew over time. Today, music videos are a major business and influence many aspects of popular culture, though some question their future as more people access music illegally online rather than watching official videos.
Music channels
There are many music video streaming channels available online with varying levels of popularity. The top 6 channels are YouTube, DailyMotion, MySpace videos, Yahoo videos, Ustream, and Vevo. YouTube is the most viewed channel overall due to its large library of videos from both major artists and up-and-coming musicians. MTV was the original channel dedicated to music videos and helped launch the careers of many artists but now targets younger audiences. Sites like YouTube and MySpace videos provide opportunities for new artists to gain exposure, while YouTube also allows major label artists to promote their music. The ownership of the channels varies, with some like MTV owned by media companies and others like YouTube allowing public investment.
Institution of Music Videos
The document discusses the production, distribution, and exhibition of music videos. It defines the roles of executive producers, music producers, directors, and record labels in the production process. Executive producers manage the business aspects while music producers focus on the music. Directors oversee the entire production. Record labels distribute the music and promote the video. Distribution methods include music channels, iTunes, YouTube, websites, and independent labels. Videos can be viewed on platforms like YouTube and VEVO, at festivals, and on some music channels, though censorship may restrict certain content.
Institution of music videos
The document discusses the production, distribution, and exhibition of music videos. It describes the roles of executive producers, music producers, directors, and record labels in the production process. Preproduction considerations include budgeting, storyboarding, casting, locations, and wardrobe. Distribution methods include online platforms like iTunes, YouTube, VEVO, and music channels. Music videos can also be viewed at festivals but some face censorship on certain platforms due to explicit content.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. The earliest known music video was Bessie Smith's "St. Louis Blues" from 1929, which simply filmed her singing. In the 1980s, MTV launched and began heavily promoting music videos, encouraging artists to create promotional short films with storylines and visuals to market their music. Michael Jackson's "Billie Jean" from 1983 was pioneering in integrating complex dance moves and plot into a music video. Today, social media platforms like YouTube have become major promotional tools, allowing unknown artists to gain exposure by uploading videos for viewers worldwide. Advancing camera and editing technologies continue to enhance music videos' production quality and artistic expression.
History of music video
Music videos were first created in the 1920s as promotional films for songs but gained widespread popularity with the founding of MTV in 1981. MTV was the first channel dedicated solely to music videos and gave artists a new way to promote their music visually. As technology advanced, music videos incorporated special effects, storylines, and artistic elements. The rise of social media in the 2000s, such as YouTube, further expanded opportunities for artists to self-promote and find new audiences online. Music videos now play a major role in the music industry across television, the internet, and social media.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. They gained popularity with the rise of MTV in 1981, which exclusively played music videos and helped artists promote their music visually. Key developments included Michael Jackson's "Billie Jean" video, one of the first to feature a storyline. Today, social media platforms like YouTube have profoundly impacted the industry by allowing unknown artists to self-promote, and digital technologies continue advancing the production quality and creative possibilities of music videos.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. They gained widespread popularity in the 1980s with the launch of MTV, which gave artists a platform to promote their music visually. Michael Jackson's "Billie Jean" video, with its storyline and special effects, set a new standard. Today, social media platforms like YouTube allow unknown artists to self-promote, while all artists use music videos and the internet to connect with fans and sell their music in an increasingly digital marketplace. Developments in camera and editing technology continue to impact music videos by enabling higher production quality.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. They gained widespread popularity in the 1980s with the launch of MTV. Michael Jackson's "Billie Jean" video, featuring his iconic moonwalk, helped bring MTV into the mainstream. Today, social media platforms like YouTube have become major promotional tools, allowing unknown artists to gain exposure by uploading videos for viewers worldwide. Advancing camera and editing technologies have made high quality music videos more accessible, fueling continued evolution of the genre.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. They gained popularity with the rise of MTV in 1981, which exclusively played music videos and helped artists promote their music visually. Key developments included Michael Jackson's "Billie Jean" video, one of the first to feature a storyline. Today, social media platforms like YouTube have profoundly impacted the industry by allowing unknown artists to self-promote, and digital technologies continue advancing the production quality and creative possibilities of music videos.
History of music video
Music videos first emerged in the 1920s as promotional films for songs. They gained widespread popularity in the 1980s with the launch of MTV, which gave artists a platform to promote their music visually. Michael Jackson's "Billie Jean" video, with its storyline and special effects, set a new standard and helped bring MTV into the mainstream. Today, social media platforms like YouTube allow unknown artists to self-promote, while all artists can interact directly with fans online. Advancing camera and editing technologies have made high-quality music videos more accessible.
History of music video
Music videos first emerged in the 1920s as a way to promote music recordings. The first music video was Bessie Smith's "St. Louis Blues" in 1929, which was simply a recording of her performance. It wasn't until the 1980s that music videos evolved into a true art form with the emergence of MTV and artists like Michael Jackson using them to tell stories and sell records. Today, social media platforms like YouTube have become major promotional tools, allowing both unknown and famous artists to share music videos globally and find new audiences. Advances in digital technology also continue to impact music videos by democratizing production and allowing for higher production quality.
History of music video
Music videos first emerged in the 1920s as a way to promote music recordings. The first music video was Bessie Smith's "St. Louis Blues" in 1929, which was simply a recording of her performance. It wasn't until the 1980s that music videos started including storylines, effects, and creative visuals to engage audiences. MTV, which launched in 1981, was hugely influential in promoting music videos and the artists that created them. As technology advanced, it allowed greater creativity and production quality in music videos. More recently, social media platforms like YouTube have become important promotional tools for artists, both established and unknown, to share their music videos with broad audiences online.
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Assign 2 intro to mv
- 1. ASSIGN2: INTRODUCTIONINTO MUSICVIDEOS Task 1 questions: 1. Why & whenwere musicvideosfirstproduced? 2. How isa music videodifferenttoa TV programme? • TV drama forexample,whatdowe expectfrommusicvideos? 3. What isa musicvideofor?What’sit’s purpose? 4. How doyou accessmusicvideos?(where doyouwatchthem?) Task 2 questions: 1. What isMTV? 2. Whendidit launch? 3. What opportunitydiditofferaudiences? 4. How didithelpartistswhowantedto make a name for themselves? 5. What didthe MTV VJshelptousherin? 6. The last VJin the clipsays“you’ll neverlookatmusicinthe same way again.”What doesthismean? Task 3 questions 1. How have MV’sdeveloped? 2. What have theyenabledartiststodo? 3. What are the differentwayswe have viewedMV’s since the 1980’s? 4. How have websiteslike YouTubeandVevochangedthe waywe interactwithandview MV’s?
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