Assign 9 andrew goodwin
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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.
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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 2 intro to mv
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.
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.
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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.
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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.
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Assign 10 intro into music videos
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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.
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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.
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Evaluation Question 3
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Question Three.
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Evaluation question 1 ideas and notes
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Music video analysis_work_sheet2-red
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Titanium lesson 2
1. The document provides homework assignments on the topics of EDM, David Guetta, and analyzing music videos.
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Assign 4: lip syncing task
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Assign 2 performance music videos
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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.
Question Three.
The document discusses audience feedback received for a music video.
1. Feedback was collected through a Facebook group, with questions about genre, comparisons to other works, and emotional response.
2. Responses were mostly positive, noting that shots matched the music and genre. One respondent suggested including another person.
3. The creator learned that the video suited the genre and was effective at keeping attention, though could have included more shot variety.
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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.
A2 music video evaluation 2
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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 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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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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.
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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.
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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.
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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.
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.
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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.
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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.
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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.
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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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This document provides an introduction to the Advanced Portfolio course. It will involve creating a music video as a major project, assessed alongside coursework and an exam. Students will learn media theories and apply them to professional-standard products and their own work. They will also develop an understanding of how media impacts everyday life. The document outlines the aims of studying music video conventions, narratives, representations and audiences. Key theorists on music video are introduced, discussing conventions like intertextuality, genres, camerawork, editing and how they construct meaning. Students are tasked with analyzing an example music video using concepts from the lesson.
Andrew goodwin
This document outlines Andrew Goodwin's theory for analyzing music videos. The theory has six main points: 1) Music videos often show genre characteristics through visuals like iconography. 2) There is a relationship between lyrics and visuals where images represent or illustrate the lyrics. 3) The tone and atmosphere of the visuals reflect the music. 4) Record labels demand close-ups of artists to develop motifs. 5) Videos frequently reference looking through techniques like cameras and mirrors. 6) Intertextual references to other media like films are sometimes used. Students are asked to apply this theory in writing by analyzing a music video of their chosen genre and uploading it to a blog for feedback.
Mv assignment case study
This document outlines tasks for a music video production case study. It includes 3 tasks to analyze purposes of music videos, styles/techniques of production, and a case study of 3+ videos. Task 1 discusses entertainment, branding, sales purposes and how artists represent themselves. Task 2 covers camerawork, editing, technical developments, and genre conventions. Task 3 requires analyzing videos for style, intertextuality, camerawork, editing, genres, and applying critical analysis.
Evaluation: Part 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Asking for audience feedback on weaknesses helped identify issues to improve, like clarifying a main point to avoid confusion. The main lesson learned is to consider how the audience will understand the video rather than just the creator's vision.
Evaluation 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Receiving audience feedback on weaknesses helped identify areas to improve, like clarifying a main point, to better suit the target audience. The key lesson learned was to consider how the audience will interpret the video when planning, not just the creator's vision.
Question 1 – in what ways does your
This document discusses the influences and conventions used in the creation of a music video coursework project. It was influenced by alternative hip hop artists like Chiddy Bang as well as more mainstream artists like Kanye West, J. Cole, and Big Sean. While maintaining some traditional conventions of hip hop music videos like flashy costumes, it also aimed to challenge conventions through the use of more text and not relying on the "male gaze". The performer's ethnicity of being a white male also challenges conventions within the genre. Overall it aimed to balance familiar conventions with some original elements to produce a unique yet recognizable hip hop music video.
Question 1 – in what ways does your
The document discusses how the media product challenges and develops conventions of real music videos. It was influenced by alternative hip hop artists like Chiddy Bang. Videos by Kanye West and others inspired flashy editing, studio shots, and styling the artist in hip hop fashion. While keeping the overall style redundant, some conventions like extensive use of text were challenged to make it unique. Traditional conventions like scenes showing wealth were also included. The white male artist challenges conventions of the genre being African American typically, but his costume keeps links to hip hop styles. Repetition of popular conventions was used for inspiration but original ideas make it slightly unique.
Question 1 – in what ways does your
This document discusses the influences and conventions used in the creation of a music video coursework project. It was influenced by alternative hip hop artists like Chiddy Bang as well as more mainstream artists like Kanye West, J. Cole, and Big Sean. While maintaining some traditional conventions of hip hop music videos like flashy costumes, it also aimed to challenge conventions by incorporating more text and not relying on the "male gaze". The performer's ethnicity also challenges conventions by being a white male rather than the typical African American artist. Overall it aimed to balance familiar conventions with some original elements to produce something unique but still clearly within the hip hop genre.
Question 1 – in what ways does your
The document discusses how the media product challenges and develops conventions of real music videos. It was influenced by alternative hip hop artists like Chiddy Bang. Videos by Kanye West and others inspired flashy editing, studios, and dressing the artist in hip hop fashion. While keeping the overall video simple, it challenges conventions by including more text than typical videos. The performer's ethnicity also challenges conventions by not being African American like most hip hop artists. The video incorporates traditional conventions like scenes showing money but challenges conventions by not using the male gaze.
Blog 6 Key features of a music video
This document discusses key aspects of music videos, including different types (performance, narrative, concept-based), how visuals relate to songs, and what makes some videos memorable. It provides examples like Talking Heads' "Once in a Lifetime" and Ok Go videos that stood out for their artistic statements and unique choreography. The document also outlines the process for commissioning a music video and highlights Queen's "Bohemian Rhapsody" as an important early video that drove sales and was considered art.
Question 3
The document discusses audience feedback received for a music video. Feedback was gathered through questionnaires and video recordings of respondents' reactions. Most feedback was positive, praising the video as creative and engaging. However, some suggested improvements like making pink letters more visible and including faster shots. Based on this feedback, the video creators made some changes before concluding the video was ultimately successful in portraying the intended narrative and genre in a way that met audience expectations for an indie music video.
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.
Mv assignment 01 2021 pro forma
The document provides information about music video production and purposes. It discusses the core purposes of music videos being entertainment, identity, and sales. It also discusses broader purposes like featuring other artists to promote multiple acts. Genre conventions are explored, comparing the more direct brand of One Direction to the more open interpretation encouraged by Animal Collective. Camerawork, editing styles, and intertextuality are analyzed in sample music videos. A case study of Bugzy Malone examines his visual style and use of techniques to represent his experiences and inspire others.
Codes and conventions of a music video
The document discusses various codes and conventions used in music videos, including camera shots and movements, editing techniques, sound elements, mise-en-scene, performance aspects, narrative elements, and the use of mixtures. It describes techniques like close-up, mid, and long shots and how camera movements engage audiences. Editing is discussed in the context of cutting shots to the beat or flow of the song. Mise-en-scene, performance, and narrative are also defined and examples provided.
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.
Case Study
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to complete: 1) the purposes of music videos and strategies used; 2) styles, techniques and conventions of music video production; and 3) a case study analyzing at least 3 music videos. The case study should discuss the videos' styles, techniques, intertextuality, camerawork/editing, genre conventions, and apply critical approaches. The document provides examples of questions to answer for each task and notes on how to illustrate points and structure the case study response.
Andrew Goodwin’s theory
Andrew Goodwin developed a theory consisting of 8 principles for analyzing music videos: 1) links between lyrics and visuals, 2) links between music and visuals, 3) genre characteristics, 4) intersexual references, 5) notions of looking, 6) voyeurism, 7) demands of record labels, and 8) performance. Goodwin identified 5 key aspects of how audiences should interpret music videos: thought beats/music's impact, narrative and the artist's involvement, promoting the star's image, the relationship between visuals and lyrics, and technical aspects like mise-en-scene, lighting, and camera techniques.
Media eval question 4 prt 2
Social media allowed the document author to identify their target audience for a music video by looking at what types of music and artists were popular on platforms like YouTube, SoundCloud, Twitter, and Facebook. The author also researched other music videos on YouTube to get ideas for elements to include in their own video, citing Aviici’s "The Nights" and David Zowie's "House Every Weekend" as influences. QuickTime Player was used to record audience feedback and research, which was then edited in Final Cut Pro and uploaded to YouTube to share on Blogger.
What have you learnt from your audience feedback
The document discusses audience feedback received for a music video. Feedback was gathered through questionnaires and video recordings of respondents' reactions. Respondents generally liked the video and song, finding the narrative and creative elements engaging. Some feedback suggested minor improvements like making text more visible. Analysis found the video successfully included elements expected for the indie genre, like a story line. Audience feedback helped ensure the video appealed to its target demographic and informed minor changes to improve the work. Overall the feedback process was deemed important for assessing and enhancing the quality and effectiveness of the music video.
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Theorist posters with pictures
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This document provides instructions and information for an upcoming lesson on media theory. It includes tasks to be completed by students in groups. The key points are:
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Simplified theory posters
Most texts presented in media position audiences to support a particular viewpoint through simple conflicts that drive the narrative. Modern audiences have difficulty distinguishing reality from simulated versions due to immersion in media. While genres repeat ideas and themes, they also evolve over time. All narratives follow a basic structure of equilibrium, disruption of equilibrium, and restored equilibrium. Media texts use signs and codes to direct audience understanding and interpretation. Producers encode messages while audiences decode them as dominant, negotiated, or oppositional interpretations. Advances allow audiences to no longer be passive but influential in creating meaning.
Media theory top trumps
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Assign 9 andrew goodwin
- 1. Assign 9: Andrew Goodwin theory of ‘visual pleasure’
- 2. Theory: MV and visual pleasure • Andrew Goodwin: • “Sometimes music videos provide a visual pleasure for an audience that encourage repeated viewing – we become familiar with the genre and therefore have expectations.”
- 3. Part 1 • What do you think Goodwin means? Rewrite his quote in your own words
- 4. You could also write this down… • Audiences enjoy the way a music video repeats images, shot types, locations, choreography and certain edits. • Audiences enjoy references to other music videos or media texts (intertextuality) that lead to repeated viewing • We also have certain expectations from different genres of MV’s and different artists and will expect certain things from their MV’s • We enjoy watching MV’s repeatedly to see how our expectations of the video and the artist change
- 5. Part 2: videos that offer ‘visual pleasure’ • 1. make a list of as many videos you can think of that you have watched more than once because you enjoyed watching them • 2. pick 2 videos from your list. What is it about them you enjoyed? • 3. which artist’s MV’s are the most watched globally? Why?
- 6. Most watched…. • http://youtube.wikia.com/wiki/Most_viewed_videos_of_all_time • http://www.vevo.com/browse/top-videos • https://en.wikipedia.org/wiki/List_of_most_viewed_YouTube_videos • Do you know most watch video on youtube?
- 7. • 2.4 billion views • 8 million likes • 1 million dislikes
- 8. • 1.2 billion views • 2 million likes • 3 million dislikes!
- 9. Task 3: Model video • Blank Space • Taylor Swift • 1.7 billion views • https://www.youtube.com/watch?v=e-ORhEE9VVg • 1. watch the video • 2. what ‘visual pleasure’ does this video have for the audience? • Camera, editing, MES, the genre, use of creativity… • 3. why might the MV want to make a viewer watch it again? • 4. was this video on your list from before?
- 10. Extension task • Pick one of the videos you listed before • Watch video again, list as many features/aspects of video you like and why
- 11. Further extension task • https://www.youtube.com/watch?v=176XwCtcfrk • Most 100 watched video on vevo (may 2015)
- 12. Homework • Create a presentation (in a diff format) to sum up what you did today (of all your tasks)