Assign 3 narrative music videos
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This document provides guidance for an assignment on narrative music videos. It defines narrative music videos as videos that tell a story, which may or may not relate to the song's lyrics. There are three types of narratives: illustration reflects lyrics, amplification uses different themes that complement the song, and disjuncture holds little relationship to the song. Advantages include helping audiences connect with the artist's intentions, while disadvantages can be higher costs and audience confusion from unclear plots. Examples of each type are provided. The task is to analyze two narrative video types through screenshots, annotations on conventions and suitability for artist/genre. Optional questions consider the narrative's purpose and the artist's role.
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Assign 4 conceptual music videos
Conceptual music videos are based around an unusual idea or concept rather than promoting the artist. They often use metaphors and ambiguous imagery to create multiple meanings. There are two main types: thematic videos focus on a theme related to the genre, while symbolic videos use symbols and contradictory images to create meaning and suggest mood. Conceptual videos can be creative but some audiences may find them confusing. Examples provided analyze conventions and purpose of thematic and symbolic conceptual music videos.
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.
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.
Types of music videos
The document discusses three main types of music videos: performance videos, narrative videos, and conceptual videos. Performance videos focus on the artist singing and dancing for the camera. Narrative videos tell a story that may or may not relate to the song's lyrics. Conceptual videos are based around one or more abstract concepts and often feature symbolic imagery. The document also provides examples of each type and asks the reader to identify the type of six different music videos.
Types of music videos
There are three main types of music videos: performance, narrative, and conceptual. Performance videos focus on the artist singing and dancing and are common for promoting mainstream artists. Narrative videos tell a story, either illustrating, amplifying, or having little relation to the song lyrics. Conceptual videos are based around unique themes or symbols and are more common for indie artists who may not want to focus on self-promotion. Different types have advantages like being low-cost or allowing deeper audience engagement, and disadvantages like potentially being generic or confusing viewers.
5 key concepts
This document outlines five key media concepts - audience, narrative, representation, genre, and media language - to analyze music videos. It explains that audience refers to the target demographic, genre defines the type or form, narrative is the story or plot, and representation involves how different groups are portrayed. Learners will watch Beyonce's "Irreplaceable" music video and analyze it using these concepts, then choose another video to analyze for a blog assignment.
1718 a2 blog checklist
This document provides a checklist and assignments for creating a blog about planning a music video production. It includes:
- A list of over 25 assignments that students should complete to research different aspects of planning a music video such as researching genres, target audiences, conventions, and inspiration.
- Suggestions for additional blog content like behind the scenes videos, reviews, and audience feedback.
- Instructions for students to present individual initial ideas for their own music video including songs, artist styling, a video idea summary, and inspiration.
- Evaluation questions to help students reflect on how their media product does or doesn't follow real music video conventions and how they have used media technologies.
Passive audiences
The document discusses the Hypodermic Needle theory, which held that mass media had a direct and powerful effect on passive audiences. It defines a passive audience as one that is influenced by external forces from media conglomerates. The theory is applied to suggest music videos impart hegemonic ideals to passive viewers, telling them what to accept without question. The document advises analyzing one's own music video to identify what passive messages and representations are being promoted to audiences.
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Assign 4 conceptual music videos
Conceptual music videos are based around an unusual idea or concept rather than promoting the artist. They often use metaphors and ambiguous imagery to create multiple meanings. There are two main types: thematic videos focus on a theme related to the genre, while symbolic videos use symbols and contradictory images to create meaning and suggest mood. Conceptual videos can be creative but some audiences may find them confusing. Examples provided analyze conventions and purpose of thematic and symbolic conceptual music videos.
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.
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.
Types of music videos
The document discusses three main types of music videos: performance videos, narrative videos, and conceptual videos. Performance videos focus on the artist singing and dancing for the camera. Narrative videos tell a story that may or may not relate to the song's lyrics. Conceptual videos are based around one or more abstract concepts and often feature symbolic imagery. The document also provides examples of each type and asks the reader to identify the type of six different music videos.
Types of music videos
There are three main types of music videos: performance, narrative, and conceptual. Performance videos focus on the artist singing and dancing and are common for promoting mainstream artists. Narrative videos tell a story, either illustrating, amplifying, or having little relation to the song lyrics. Conceptual videos are based around unique themes or symbols and are more common for indie artists who may not want to focus on self-promotion. Different types have advantages like being low-cost or allowing deeper audience engagement, and disadvantages like potentially being generic or confusing viewers.
5 key concepts
This document outlines five key media concepts - audience, narrative, representation, genre, and media language - to analyze music videos. It explains that audience refers to the target demographic, genre defines the type or form, narrative is the story or plot, and representation involves how different groups are portrayed. Learners will watch Beyonce's "Irreplaceable" music video and analyze it using these concepts, then choose another video to analyze for a blog assignment.
1718 a2 blog checklist
This document provides a checklist and assignments for creating a blog about planning a music video production. It includes:
- A list of over 25 assignments that students should complete to research different aspects of planning a music video such as researching genres, target audiences, conventions, and inspiration.
- Suggestions for additional blog content like behind the scenes videos, reviews, and audience feedback.
- Instructions for students to present individual initial ideas for their own music video including songs, artist styling, a video idea summary, and inspiration.
- Evaluation questions to help students reflect on how their media product does or doesn't follow real music video conventions and how they have used media technologies.
Passive audiences
The document discusses the Hypodermic Needle theory, which held that mass media had a direct and powerful effect on passive audiences. It defines a passive audience as one that is influenced by external forces from media conglomerates. The theory is applied to suggest music videos impart hegemonic ideals to passive viewers, telling them what to accept without question. The document advises analyzing one's own music video to identify what passive messages and representations are being promoted to audiences.
Media Evaluation Question 2
The document discusses the effectiveness of combining a main project with additional supporting materials. It describes how selecting a song from the TV show Damages helped provide a narrative structure for the music video. Researching the genre further aided in developing a strong narrative for audiences to follow, while still allowing for different interpretations. The document indicates the digipak and poster were not as successful as the music video, as the creator initially struggled to decide on an artist and genre, which is reflected in early drafts of those pieces.
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This document provides guidance for a group presentation task on analyzing music video genres and conventions. It discusses choosing a music video to analyze and the elements the presentation should include, such as genre, conventions, codes, contexts, and target audience. Students are advised to focus on codes (denotation vs. connotation), conventions, contexts that influenced the video, and how it promotes the artist to the target audience. They are given examples of what to discuss and are reminded that they will be assessed on their understanding of these concepts.
Titanium lesson 2
1. The document provides homework assignments on the topics of EDM, David Guetta, and analyzing music videos.
2. Students are asked to research the meaning of EDM, its history and evolution, examples of artists and subgenres. They are also asked to research David Guetta's background and attitude toward his music.
3. The document outlines steps for analyzing lyrics, including underlining themes, contexts, and representations of social groups. It also asks students to consider what clues the lyrics provide about the music video and the role of the artist.
Codes and conventions
Codes and conventions in music videos refer to signs, symbols, and established practices that convey meaning. There are three main categories of codes: technical codes involving editing, camera techniques, lighting, and exposure that make the video visually appealing; symbolic codes including objects, setting, body language, and clothing that represent the song's narrative; and written codes such as printed or spoken language that provide verbal elements important to the song's story and genre. Common styles and elements used in music videos include interpretive, impressionistic, surrealist, allusion, inter-textual, and voyeuristic techniques.
Theory
The uses and gratifications theory proposes that audiences actively seek out media to fulfill certain needs. These needs include education, escapism, socialization, and expressing identity. Music videos apply this theory by providing content that fulfills these audience needs. Andrew Goodwin identified five key elements of effective music videos: relating visuals to the song, technical aspects, narrative/performance, the star image, and showing the sound through beats. Laura Mulvey's "male gaze" theory argues that media often portrays women from the perspective of a heterosexual male viewer, presenting them as passive objects for the male gaze.
Ideas pitch
Within this slideshow I will justify my choices and ideas. I will mainly show this through my research in which I have done.
music video
A music video is a short film that accompanies and promotes an artist's song. While originally meant to market music, some artists use the format for artistic expression. Music videos use various film techniques like animation, documentary, and live performances. They became popular in the 1980s with MTV's focus on the format. Videos are analyzed based on elements like camera work, editing, visual components, lyrics, genre, and how they relate to existing works or portray the artist.
Presentation1 [autosaved]
A music video is a short film that accompanies and promotes an artist's song. While originally meant to market music, some artists use the format for artistic expression. Music videos use various film techniques like animation, documentary, and live performances. They became especially popular in the 1980s with MTV's focus on the format. Effective music videos employ techniques like camera work, editing, visual elements, and narrative or performance styles to engage audiences and convey the mood of the song.
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.
NEA 2020
This document provides guidance for a music video and music magazine cross-media production project. It outlines requirements such as creating an original music video for an unsigned artist between 3-3.5 minutes long that includes various shots, locations, and elements of performance or narrative. It also requires producing a print music magazine to promote the same artist. Research must be done on music video conventions, target audiences, and industry context. A Weebly site must be used to host the finished work. Suggestions are provided for song choices and record labels to feature.
Evaluation Question 1
The document discusses conventions of indie rock music videos. It notes that typical conventions include performance-focused videos with simple settings, close-ups of the singer, lack of emotion, and urban locations. The document discusses how the student's music video for Lorde's "Tennis Court" followed conventions by focusing on the singer's performance but challenged conventions by not showing the full band or instruments and using just the singer on the album cover.
Guidance ppt
This document outlines the requirements for a Year 11 music video portfolio assignment. Students must complete research on their chosen genre, styles and techniques of music videos, influential record labels, and their target audience. They are also required to analyze two music videos, write a treatment, create a storyboard, plan costumes and props, develop a shooting schedule, conduct risk assessments, and maintain a production diary. The portfolio consists of research, planning, and production elements and is worth 15 of the total 45 marks for the assignment. Various templates and deadlines are provided to help students complete the tasks.
Types of music videos
There are three main types of music videos: performance, narrative, and conceptual. Performance videos focus on the artist singing and dancing and are popular with mainstream artists. Narrative videos tell a story, which may or may not relate to the song's lyrics, and can help audiences connect with the artist. Conceptual videos are based around one or more concepts and are often abstract, using symbols and editing techniques to create meaning. Each type has advantages like promotion opportunities or creativity, and disadvantages like cost or potential audience confusion.
Webquest
This document outlines a webquest assignment where students take on the role of a famous music critic. They are tasked with finding a recording of an operatic piece online, researching its background, listening critically, and writing a review using proper format and vocabulary. The review should demonstrate that the student listened actively, discusses the background of the piece, and stays in character as the music critic. Students will be evaluated based on these criteria, with excellent reviews showing evidence of all elements at a mastery level. After completing the assignment, students are reminded that the skills practiced, such as researching, analyzing, and writing about artistic works, can be applied to critiquing other genres as well.
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The document discusses elements of CD sleeves known as Digipaks, summarizing that the fonts used can represent the artist's genre, the typical layout features the artist on the front with the disk name and inside photos related to the album theme while the back lists tracks, artists, and identifying information, and most packs feature photos related to the album or artist.
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This document provides information about the end of year exam for AS Media Studies. It will be 1 hour and 45 minutes long and include two sections - Section A on Media Language and Representation, and Section B on Media Industry and Audience. Students will not be told which set texts will be included but are provided guidance on which set texts could fall under each section. Section A will be 75 minutes long and include viewing an unseen text and responding to representation questions. Section B will be 30 minutes long and include questions on industry and audience. The exam will focus on media forms studied, including advertising, film promotion, and music videos. Music videos could fall under Section A for language or representation analysis. The document outlines different types of music videos
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This document discusses different types of narrative structures that can be used in music videos. It describes linear narratives, which tell a story from start to finish without interruptions, and non-linear narratives, which include interruptions. The document also covers single strand narratives, which focus on one character, and multi-strand narratives, which follow multiple characters. Examples are given of specific music videos that demonstrate these different narrative forms. In the conclusion, the author states they would use a linear, single strand narrative for their own music video in order to clearly convey their message and genre of house/dance music.
Homework
Homework is due on October 19th for a PowerPoint presentation about a music artist. Students will research an artist in their group and present information about the artist's name, genre, target audience, branding, and similar current music stars. Presentations will be given in class on October 19th and students will receive feedback.
Task 1
Music videos are short films that combine songs with visual elements to promote sales or artistic expression. They use various filmmaking techniques and styles ranging from animation to live action. The main purpose of modern music videos is to promote songs and artists through visual storytelling, entertainment, and airplay on music channels. Common conventions include lip syncing to the song, visual representations of lyrics, editing that matches the song's pace and mood, and mise-en-scene reflecting the meaning and tone.
Mv assignment 01 2021 pro forma (1)
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, intertextuality, and genre conventions. The document emphasizes applying concepts from lessons and using illustrative examples and images from the chosen videos.
Music project #1
This document provides a case study template for analyzing music videos. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and marketing strategies. Task 2 covers common styles, techniques and conventions used in music video production. Task 3 requires analyzing at least 3 music videos and discussing their use of techniques from Tasks 1 and 2, including camerawork, editing, genre conventions, and critical approaches. The document provides guidance on completing the case study with illustrations and linking to other sources.
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The document discusses the effectiveness of combining a main project with additional supporting materials. It describes how selecting a song from the TV show Damages helped provide a narrative structure for the music video. Researching the genre further aided in developing a strong narrative for audiences to follow, while still allowing for different interpretations. The document indicates the digipak and poster were not as successful as the music video, as the creator initially struggled to decide on an artist and genre, which is reflected in early drafts of those pieces.
Heaven questions lesson 1
This document provides questions to guide analysis of the music video for Emeli Sande's song "Heaven". It asks the viewer to consider themes presented in the lyrics and video, how the artist is represented, and how other people and places are portrayed. It also prompts discussion of camera work, music, and editing techniques used in the video. Finally, it asks the viewer to think about how the video reflects social issues and contexts of its time of release in 2011 in the UK. The document provides tasks for further research on the artist Emeli Sande and relevant social contexts from 2011 that may connect to themes in the song.
Dirt music video conventions
This document provides guidance for a group presentation task on analyzing music video genres and conventions. It discusses choosing a music video to analyze and the elements the presentation should include, such as genre, conventions, codes, contexts, and target audience. Students are advised to focus on codes (denotation vs. connotation), conventions, contexts that influenced the video, and how it promotes the artist to the target audience. They are given examples of what to discuss and are reminded that they will be assessed on their understanding of these concepts.
Titanium lesson 2
1. The document provides homework assignments on the topics of EDM, David Guetta, and analyzing music videos.
2. Students are asked to research the meaning of EDM, its history and evolution, examples of artists and subgenres. They are also asked to research David Guetta's background and attitude toward his music.
3. The document outlines steps for analyzing lyrics, including underlining themes, contexts, and representations of social groups. It also asks students to consider what clues the lyrics provide about the music video and the role of the artist.
Codes and conventions
Codes and conventions in music videos refer to signs, symbols, and established practices that convey meaning. There are three main categories of codes: technical codes involving editing, camera techniques, lighting, and exposure that make the video visually appealing; symbolic codes including objects, setting, body language, and clothing that represent the song's narrative; and written codes such as printed or spoken language that provide verbal elements important to the song's story and genre. Common styles and elements used in music videos include interpretive, impressionistic, surrealist, allusion, inter-textual, and voyeuristic techniques.
Theory
The uses and gratifications theory proposes that audiences actively seek out media to fulfill certain needs. These needs include education, escapism, socialization, and expressing identity. Music videos apply this theory by providing content that fulfills these audience needs. Andrew Goodwin identified five key elements of effective music videos: relating visuals to the song, technical aspects, narrative/performance, the star image, and showing the sound through beats. Laura Mulvey's "male gaze" theory argues that media often portrays women from the perspective of a heterosexual male viewer, presenting them as passive objects for the male gaze.
Ideas pitch
Within this slideshow I will justify my choices and ideas. I will mainly show this through my research in which I have done.
music video
A music video is a short film that accompanies and promotes an artist's song. While originally meant to market music, some artists use the format for artistic expression. Music videos use various film techniques like animation, documentary, and live performances. They became popular in the 1980s with MTV's focus on the format. Videos are analyzed based on elements like camera work, editing, visual components, lyrics, genre, and how they relate to existing works or portray the artist.
Presentation1 [autosaved]
A music video is a short film that accompanies and promotes an artist's song. While originally meant to market music, some artists use the format for artistic expression. Music videos use various film techniques like animation, documentary, and live performances. They became especially popular in the 1980s with MTV's focus on the format. Effective music videos employ techniques like camera work, editing, visual elements, and narrative or performance styles to engage audiences and convey the mood of the song.
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.
NEA 2020
This document provides guidance for a music video and music magazine cross-media production project. It outlines requirements such as creating an original music video for an unsigned artist between 3-3.5 minutes long that includes various shots, locations, and elements of performance or narrative. It also requires producing a print music magazine to promote the same artist. Research must be done on music video conventions, target audiences, and industry context. A Weebly site must be used to host the finished work. Suggestions are provided for song choices and record labels to feature.
Evaluation Question 1
The document discusses conventions of indie rock music videos. It notes that typical conventions include performance-focused videos with simple settings, close-ups of the singer, lack of emotion, and urban locations. The document discusses how the student's music video for Lorde's "Tennis Court" followed conventions by focusing on the singer's performance but challenged conventions by not showing the full band or instruments and using just the singer on the album cover.
Guidance ppt
This document outlines the requirements for a Year 11 music video portfolio assignment. Students must complete research on their chosen genre, styles and techniques of music videos, influential record labels, and their target audience. They are also required to analyze two music videos, write a treatment, create a storyboard, plan costumes and props, develop a shooting schedule, conduct risk assessments, and maintain a production diary. The portfolio consists of research, planning, and production elements and is worth 15 of the total 45 marks for the assignment. Various templates and deadlines are provided to help students complete the tasks.
Types of music videos
There are three main types of music videos: performance, narrative, and conceptual. Performance videos focus on the artist singing and dancing and are popular with mainstream artists. Narrative videos tell a story, which may or may not relate to the song's lyrics, and can help audiences connect with the artist. Conceptual videos are based around one or more concepts and are often abstract, using symbols and editing techniques to create meaning. Each type has advantages like promotion opportunities or creativity, and disadvantages like cost or potential audience confusion.
Webquest
This document outlines a webquest assignment where students take on the role of a famous music critic. They are tasked with finding a recording of an operatic piece online, researching its background, listening critically, and writing a review using proper format and vocabulary. The review should demonstrate that the student listened actively, discusses the background of the piece, and stays in character as the music critic. Students will be evaluated based on these criteria, with excellent reviews showing evidence of all elements at a mastery level. After completing the assignment, students are reminded that the skills practiced, such as researching, analyzing, and writing about artistic works, can be applied to critiquing other genres as well.
Research into digipaks analysing at least four –
The document discusses elements of CD sleeves known as Digipaks, summarizing that the fonts used can represent the artist's genre, the typical layout features the artist on the front with the disk name and inside photos related to the album theme while the back lists tracks, artists, and identifying information, and most packs feature photos related to the album or artist.
Introduction to music
This document provides information about the end of year exam for AS Media Studies. It will be 1 hour and 45 minutes long and include two sections - Section A on Media Language and Representation, and Section B on Media Industry and Audience. Students will not be told which set texts will be included but are provided guidance on which set texts could fall under each section. Section A will be 75 minutes long and include viewing an unseen text and responding to representation questions. Section B will be 30 minutes long and include questions on industry and audience. The exam will focus on media forms studied, including advertising, film promotion, and music videos. Music videos could fall under Section A for language or representation analysis. The document outlines different types of music videos
Narrative structures in a music video
This document discusses different types of narrative structures that can be used in music videos. It describes linear narratives, which tell a story from start to finish without interruptions, and non-linear narratives, which include interruptions. The document also covers single strand narratives, which focus on one character, and multi-strand narratives, which follow multiple characters. Examples are given of specific music videos that demonstrate these different narrative forms. In the conclusion, the author states they would use a linear, single strand narrative for their own music video in order to clearly convey their message and genre of house/dance music.
Homework
Homework is due on October 19th for a PowerPoint presentation about a music artist. Students will research an artist in their group and present information about the artist's name, genre, target audience, branding, and similar current music stars. Presentations will be given in class on October 19th and students will receive feedback.
Task 1
Music videos are short films that combine songs with visual elements to promote sales or artistic expression. They use various filmmaking techniques and styles ranging from animation to live action. The main purpose of modern music videos is to promote songs and artists through visual storytelling, entertainment, and airplay on music channels. Common conventions include lip syncing to the song, visual representations of lyrics, editing that matches the song's pace and mood, and mise-en-scene reflecting the meaning and tone.
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The document provides guidance for completing a case study analysis of music videos. It outlines three tasks: 1) discussing the purposes of music videos, 2) examining styles, techniques and conventions, and 3) analyzing three specific music videos. For task 1, purposes include promotion, revenue, and entertainment. Strategies employed by artists and labels are explored. Task 2 delves into camerawork, editing, technical developments, and genre conventions. Task 3 requires selecting pop music videos for in-depth analysis of these elements, along with intertextuality.
Theory
- The document discusses several music video theorists: Andrew Goodwin, Vladimir Propps, and Roland Barthes.
- Andrew Goodwin identified 5 key elements that make music videos engaging: star image, narrative/performance relationship, style/iconography, technical aspects, and intertextuality.
- Vladimir Propps analyzed folktales and identified 7 character functions that may also apply to music video characters.
- Roland Barthes described different codes that can make a text's meaning open or closed to interpretation, such as mystery, suspense, semantics, symbols, and culture.
Mv assignment 01 2020 pro forma (1)
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 analyzing a minimum of three music videos by an artist of the student's choice, considering camerawork, editing, genre conventions, and applying critical approaches. The instructions emphasize using illustrative images and linking to video examples when responding.
Mv assignment pro forma
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of choice, considering camerawork, editing, genre conventions, and critical approaches. Notes are provided on illustrating points made and adding slides as needed. The document emphasizes applying concepts from the provided lectures and examples to fully discuss the chosen videos.
Music video theories
Andrew Goodwin's theory analyzes 5 aspects of music videos: 1) thought beats which focus on chorus/verses, 2) narrative/performance which tell a story, 3) star images which portray the artist, 4) technical aspects like camerawork and editing, and 5) how visuals relate to the song through illustrating, disjuncture, or amplification. The document discusses applying these aspects, particularly using narrative to clearly convey themes without misinterpretation. It also notes that the artist's participation enhances connection but may not be possible. Overall, the music video aims to match visuals and song to create a cinematic narrative for the target audience.
Mv assignment 01 2019 pro forma joy buck.
This document provides information and questions for a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and artist/label strategies. Task 2 covers styles, techniques and conventions used in music video production. Task 3 requires the student to analyze a minimum of three music videos by an artist or genre, discussing elements like style, intertextuality, camerawork, genre conventions, and applying critical approaches. The document also provides notes on completing the case study, emphasizing showing examples from videos and linking concepts to other sources.
Mv assignment 01 2019 pro forma Joy Buck.
This document provides information about completing a case study on music video production. It is divided into three tasks. Task 1 discusses 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 analyzing a minimum of three music videos, discussing their visuals, meanings, and connections to Tasks 1 and 2. The document provides guidance on thoroughly answering the questions and illustrating key points from the chosen video examples.
Mv assignment 01 2019 pro forma
The document provides information about completing a case study on music video production. It outlines 3 tasks to analyze purposes of music videos, styles/techniques of production, and a case study of 3 videos. For the case study, students must discuss usage of style, intertextuality, camerawork/editing, genre conventions, and apply critical approaches to videos selected. An example is provided analyzing Iggy Azalea and Charli XCX's "Fancy" video in relation to the 1995 film "Clueless".
Andrew goodwin theory
Andrew Goodwin argues that pop music videos have a different narrative structure than novels and films. He provides several reasons for this, including that videos are created around songs rather than traditional narrative arcs, the singer acts as both narrator and main character, and the singer directly addresses the audience. Goodwin also discusses different types of relationships between song lyrics and music videos, including illustration, amplification, and disjuncture. He notes that music videos try to appeal to a wide audience while targeting the core fans.
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Goodwin’s 6 parts and 5 key things in a music video
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Assign 3 narrative music videos
- 1. Assign 3: Narrative Music Videos Due Mon 19 June
- 2. What are narrative music videos? • A video which has a story line, it may or may not relate to lyrics of song. • Most often, the narrative is mixed with performance Andrew Goodwin’s theory is there are 3 TYPES: • Illustration: narrative reflects lyrics • Amplification: narrative may be influenced by lyrics but may use different themes to compliment song’s ‘feeling’ • Disjuncture: narrative holds very little relationship to song and meaning is random/unrelated
- 3. Advantages/Disadvantages • Advantages: Audience can empathize with artist’s intentions….can also show they aren’t just about performing/singing (common in mainstream pop artists who are selling an image) If plot is simple, it’s easy to engage audience further than just listening to song. • Disadvantages: can be expensive to produce, if plot is not clear, audience can be confused about message. * *For students, the risk is it may come across like a short film with music overtop
- 4. Examples Illustration Amplification Disjuncture narrative reflects lyrics https://www.youtube.com/watch? v=kgUpRwMeRr4 little mix https://www.youtube.com/watch? v=lY2yjAdbvdQ shawn mendes narrative may be influenced by lyrics but may use different themes to compliment song’s ‘feeling’ https://www.youtube.com/watch? v=b_KfnGBtVeA lorde/disclosure https://www.youtube.com/watch? v=SYM-RJwSGQ8 tove lo (in between illustration and amplification) narrative holds very little relationship to song and meaning is random/unrelated* https://www.youtube.com/watch? v=M97vR2V4vTs rudimental/ella eyre
- 5. A more challenging and thought provoking video • https://www.youtube.com/watch?v=PVjiKRfKpPI Hozier (Amplification) • https://www.popsongprofessor.com/blog/2015/04/15/what-does- take-me-to-church-by-hozier-mean • What is your interpretation? • How does this compare to the other narrative videos? • Why would Hozier take this approach for the video?
- 6. Your task • To show your research and get evidence from a range for 2 types of narrative music videos (disjuncture is an optional challenge as it is more tricky) In the slides: • -screen shots from the video • -annotations The annotations should include: • -conventions (things you expect in a performance music video) • -suitability for artist/genre (why have they done a performance music video) • -any other relevant info
- 7. Optional Challenge/extension questions • You could think about the following ‘challenging’ questions which could deepen your understanding of narrative music videos: • What is the purpose of the narrative and why does the video/artist have a narrative? • What role does the artist play in the video?* (Narrator, protagonist, both?) If they don’t, why not? • *Consider the purpose of their role (i.e Shawn Mendes is a ‘hero’, would he still be commercially appealing if he played the abuser?) • Is the video a vehicle for the artist’s star persona? If not, why not?
- 8. Remember layout examples… USP: Flirty/sexy/innocent school girl Mid shots highlight her body and showing tummy Highlighting dancing skills, variety of similar costumes which are trendy = pop) Choreographed dancing, long shots to highlight movement Central position and focal point of ‘group’ as promoting her and her USP/image Her 1st video which is a simplistic performance video to promote her USP and image, (cheap to make as simple locations) and establishes American teen pop genre