The document discusses the conventions used and broken in the production of an alternative hip hop music video. Conventions followed include urban settings like a pub and Chinese takeaway, and editing cuts that match the rhythm of the music. Conventions broken include using a teddy bear to show emotion and locations like a park and living room that are not typically urban. Location, sound, editing, mise-en-scene, the single cover, and poster are also discussed in terms of how they do or do not follow genre conventions.
The document provides an update on plans for a music video for the song "Good to Love". Key points:
- The video will be shortened to around 4 minutes and take a more abstract approach with imagery rather than narrative.
- Inspiration will be drawn from Troye Sivan's "Happy Little Pill" video through abstract shots and pastel colors.
- Around 10 diverse people will be featured to explore themes of acceptance and love not being bound.
- Stop motion animation of a paper plane will represent cycles of construction and deconstruction.
- An ideology of simplicity will be maintained throughout the low-budget, professionally-executed video.
The document discusses conventions in media forms such as music videos. It provides examples of technical conventions like camera work, editing, and lighting as well as symbolic conventions involving colors, costumes, and other stylistic elements. Specific conventions mentioned include close-ups during choruses, fast motion editing to match music tempo, overlays of shots for a distorted feel, backlighting of performers, and use of bright colors. The document suggests these conventions help audiences understand genres and connect artists with their music.
The music video uses, develops, and challenges some conventions of real hip hop/soul music videos. It develops conventions through the artist's streetwear costumes, locations like public streets, themes of love, close-up shots, and editing that matches the song's pace. It challenges conventions slightly through an unpredictable artist and themes of imagination. Cinematography, lighting, sound, and other elements reinforce the love theme and apply genre theories to represent the artist and their feelings. Overall, the video mainly develops rather than challenges typical conventions of the hip hop/soul music video genre.
The document discusses how new media technologies were used at various stages of creating a music video project. In the research stage, YouTube, Google, and mobile phones were used to find inspiration and gather information. A blogger site was used to publish research, plans, and evaluations. A Canon camera and tripod were used to shoot footage, and Adobe Premiere Pro and Photoshop were used to edit videos and images. Social media sites like Facebook and Twitter were utilized for communication, recruitment, feedback, and evaluation.
The student used new media technologies in several ways during the construction of their media product:
1. They researched Fuse ODG's previous music videos and album artwork online to gain inspiration.
2. Social media played an important role, as they shared their video on YouTube, Facebook, and Twitter to gather audience feedback. Fuse ODG also retweeted their video, helping them gain over 1,000 views.
3. Audiences provided both positive and constructive criticism in the comments of online platforms. This feedback helped the student learn ways to improve aspects like lip syncing and dancer energy for future videos.
4. New media technologies allowed the student to effectively promote and distribute their work,
In what ways does your media product use, develop or challenge forms of conve...samo1992
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
In what ways does you media product use, develop or challenge forms and conv...RachAH
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
In what ways does your media product use, develop or challenge forms and con...bret margieson
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
The document provides an update on plans for a music video for the song "Good to Love". Key points:
- The video will be shortened to around 4 minutes and take a more abstract approach with imagery rather than narrative.
- Inspiration will be drawn from Troye Sivan's "Happy Little Pill" video through abstract shots and pastel colors.
- Around 10 diverse people will be featured to explore themes of acceptance and love not being bound.
- Stop motion animation of a paper plane will represent cycles of construction and deconstruction.
- An ideology of simplicity will be maintained throughout the low-budget, professionally-executed video.
The document discusses conventions in media forms such as music videos. It provides examples of technical conventions like camera work, editing, and lighting as well as symbolic conventions involving colors, costumes, and other stylistic elements. Specific conventions mentioned include close-ups during choruses, fast motion editing to match music tempo, overlays of shots for a distorted feel, backlighting of performers, and use of bright colors. The document suggests these conventions help audiences understand genres and connect artists with their music.
The music video uses, develops, and challenges some conventions of real hip hop/soul music videos. It develops conventions through the artist's streetwear costumes, locations like public streets, themes of love, close-up shots, and editing that matches the song's pace. It challenges conventions slightly through an unpredictable artist and themes of imagination. Cinematography, lighting, sound, and other elements reinforce the love theme and apply genre theories to represent the artist and their feelings. Overall, the video mainly develops rather than challenges typical conventions of the hip hop/soul music video genre.
The document discusses how new media technologies were used at various stages of creating a music video project. In the research stage, YouTube, Google, and mobile phones were used to find inspiration and gather information. A blogger site was used to publish research, plans, and evaluations. A Canon camera and tripod were used to shoot footage, and Adobe Premiere Pro and Photoshop were used to edit videos and images. Social media sites like Facebook and Twitter were utilized for communication, recruitment, feedback, and evaluation.
The student used new media technologies in several ways during the construction of their media product:
1. They researched Fuse ODG's previous music videos and album artwork online to gain inspiration.
2. Social media played an important role, as they shared their video on YouTube, Facebook, and Twitter to gather audience feedback. Fuse ODG also retweeted their video, helping them gain over 1,000 views.
3. Audiences provided both positive and constructive criticism in the comments of online platforms. This feedback helped the student learn ways to improve aspects like lip syncing and dancer energy for future videos.
4. New media technologies allowed the student to effectively promote and distribute their work,
In what ways does your media product use, develop or challenge forms of conve...samo1992
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
In what ways does you media product use, develop or challenge forms and conv...RachAH
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
In what ways does your media product use, develop or challenge forms and con...bret margieson
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
The document evaluates how the student's media product uses, develops, or challenges conventions of real music videos. It analyzes several shots from the student's video and the original Azonto video it was inspired by, noting similarities and some changes made due to budget and location constraints. The evaluation also discusses how the student's video challenges conventions of typical hip hop video narratives and use of the "male gaze" theory.
The document discusses how the author's media product used and challenged conventions of real indie music video genres. It used typical indie conventions like locations, costumes, and dim lighting to portray emotions. However, it challenged conventions by having a negative ending rather than a happy one. The editing followed some conventions like black and white footage but also matched scenes to lyrics differently than typical cutting on the beat. Overall, it portrayed many indie conventions while also altering some, like using atypical camera shots and angles, to make the video more of a narrative than a performance.
The document discusses the purpose and analysis of a student-created music video. It aimed to represent the genres of hip hop and soul through conventions like the artist's streetwear costume, locations like public streets, and themes of love. The video was also meant to apply media theories and challenge or develop conventions. Overall, the analysis found the video largely followed expectations for the genres through its representation of the artist, cinematography, editing, sound, and other elements.
The document discusses the evaluation of a media portfolio that includes a music video and print work for an R&B artist. It summarizes how the media product uses conventions of real music videos, such as a focus on style over substance and portraying the artist as a sex symbol. While mostly sticking to conventions, it also challenges some, like setting the video in a woodland rather than beach setting. The print work also follows conventions like using the artist's image but experiments with colors and effects. Feedback showed the music video successfully portrayed the emotions of the slow song through its editing, shots and setting.
This music video challenges conventions of funk genre videos in several ways:
1) It integrates a narrative structure separating performance scenes from story scenes, developing the single character storyline into multiple supporting characters.
2) The main character is not portrayed as typically flamboyant or energetic, showing people are complex beneath the surface.
3) Performance scenes lack backup singers/instruments and a physical audience, breaking conventions to appeal to a wider age range.
4) It ends sorrowfully rather than positively, subverting the happy ending convention through the supporting character's death.
Our music video sticks closely to the conventions of EDM/house music videos through its use of a club-like setting with strobe lights, glow sticks, and costumes featuring black and white. It relates the lyrics to the visuals through the main artist's facial expressions and dance movements during certain parts of the song. The editing is done to match the fast tempo of the song. Inspiration was drawn from music videos like Disclosure's "Latch" for its narrative interpretation of lyrics, Calvin Harris' "How Deep Is Your Love" for its lighting effects, and Rihanna's "We Found Love" for its blending of narrative and performance elements. Overall, the video aims to capture the feel of a typical E
Our media product challenges conventions of real music videos by focusing on economic inflation and hiding the identities of performers. It develops conventions through alternating narrative and performance shots and conveying mood through topic manipulation. Forms from real videos are used, such as solo performance shots, nature themes, and lower budget effects, but are also combined in original ways, like a historical quote and extended crossfade shots.
Our music video for the song "Far Away by Jose Gonzalez" uses, develops, and challenges conventions of real music videos. We created an original narrative focused on economic inflation, using conventions like solo performance shots but developing them by alternating with narrative scenes. We challenged conventions by hiding the musicians' identities and using an uncommon historical quote to convey meaning open to interpretation. The video synthesizes genres and theories to tell an original story through visuals and manipulation of conventions.
Our music video for the song "Far Away by Jose Gonzalez" uses, develops, and challenges conventions of real music videos. We created an original narrative focused on economic inflation, using conventions like solo performance shots but developing them with our added narrative elements. We challenge conventions by hiding the performers' identities and using an uncommon historical quote to convey meaning open to interpretation.
This document summarizes how the media product challenges conventions of the pop genre in several ways. It uses a slower pace and more narrative lyrics compared to typical pop songs. Black and white filming and somber lighting are used to represent the characters' struggles, challenging upbeat representations. Inspiration is drawn from older music videos but adapted, such as using a small stage performance instead of a large crowd. Close-ups are included but editing uses longer shots instead of quick cuts.
The document provides an evaluation of a music video created for a class assignment. It discusses how the video uses, develops, and challenges conventions of the R&B/Funky House music video genre. It examines elements like narrative, mise-en-scene, costume, editing, sound, camera work, and how effectively the video and accompanying promotional materials were combined. Feedback from audiences was also positive overall, though some noted the artist could improve eye contact. New media technologies like digital cameras, video cameras, and computers were used extensively in planning, research, and production.
- The document discusses how the media product conforms to and challenges conventions of the indie music genre. It analyzes conventions found in other indie music videos related to outdoor settings, natural lighting, relatable storylines, and color palettes.
- The media product tells a story of a mother-son relationship through projection and uses black and white/color contrasts to represent heightened emotions. Some conventions like lip syncing are challenged.
- Various media technologies were used in researching, filming, editing, and designing packaging for the media product. YouTube, iPhones, video cameras, iMovie, and Photoshop/Picmonkey were used to construct and present the project while adhering to genre expectations.
This is a presentation on the first out of four evaluation questions for my media studies A2 coursework. the question is "In what way does your media product use, develop or challenge forms and conventions of real media products?".
The document summarizes conventions used in a music video and accompanying digipak for an indie pop genre project. For the music video, conventions like narrative, setting, close-up shots, props, and lighting were used to tell a relatable story of a long-distance relationship. Performance elements and a black and white filter were not used to avoid being too complex or standing out from the footage. For the digipak, clear visual connections to the music video through props and aesthetics that fit the happy memory theme were prioritized over cartoony or band photos that did not link to the project. Maintaining the band's unique font logo was also important for identity.
The document summarizes how the media product uses, develops, and challenges conventions of real media. Specifically, it discusses how a promotional package for an album, including a music video, CD, and magazine ad, follows conventions like displaying the artist and song name at the beginning of the video. It also discusses how it challenges conventions through choices like using pots and pans instead of real drums or including both male and female cast members. Overall, the product aims to both follow expectations for professionalism while also including creative choices atypical of the genre.
A2 media codes and conventions EvaluationMorganClarke1
The document discusses how the music video produced conforms to conventions of the music video genre while maintaining some originality. It provides examples of shots from the video that follow conventions for shot types, coloring, and tone. While the artists do not appear in the video, like one of the research videos, the approach is not entirely unconventional. The video challenges conventions somewhat through the inconsistent representation of the protagonist across different shot types. The ancillary tasks of the CD cover and poster also conform to conventions for layout, inclusion of information, and continuity with the music video but break some conventions through the landscape orientation of the poster and exclusion of the band on the cover.
The document discusses how the music video produced conforms to conventions of the music video genre while maintaining some originality. Research was conducted into existing music videos to understand typical codes and conventions. Shots from the produced video are shown alongside example videos to demonstrate how conventions like shot types, color grading, and conceptual videos without the artist appearing were followed. While many conventions were adhered to, the representation of the protagonist was developed in an unconventional way through inconsistent shots that create different narrative codes. The album packaging and poster were also designed to conform to industry standards but continue the visual theme and imagery from the music video.
The document discusses the use of new media technologies in the planning, research, and evaluation stages of creating a media product. During planning, the group used a digital camera to take photos of potential filming locations and test camera angles. They also used a video camera to practice filming and different camera shots. A computer was used for online research on possible genres, artists, and to design the DVD cover and promotional poster. Excel was used to analyze questionnaire results. YouTube, SlideShare, and Prezi were used to publish research findings. During production, a MacBook Pro was used to edit video footage and create the DVD cover and poster designs.
The document discusses the evaluation of a music video created for an R&B/Funky House genre. It examines how the video uses, develops, and challenges conventions of the genre. It discusses the narrative, use of lighting, costumes, editing techniques, sound, camera angles and how they adhere to or develop typical conventions. Feedback is also discussed, noting the video was generally well-received by the target audience but could improve on eye contact from the artist. New media technologies like digital cameras, video cameras and computers were used in planning, research, and production.
C:\Documents And Settings\M Mcdonald\Desktop\InnovativeMatthew
This document summarizes several innovative educational technology resources:
1) Voicethread allows students to comment on and manipulate images and videos using voice, text, or phone comments.
2) Voki creates talking avatars that can deliver lesson objectives or assist with foreign language learning.
3) Polleverywhere engages students by allowing them to answer poll questions via text and see results in real-time, which can support learning progress and student input.
4) Wetoku enables recording and sharing of talking head interviews, useful for subject revision.
5) Posterous facilitates collaborative blogging and online work between groups.
Everything is composed of basic building blocks called elements that cannot be broken down further through ordinary chemical processes. The most common element in the human body is oxygen, which makes up 65% of the human body. The most abundant element on Earth is oxygen, comprising 90% of water, 47% of the Earth's crust, and 23% of dry air. Elements are fundamental components that make up all matter.
The document evaluates how the student's media product uses, develops, or challenges conventions of real music videos. It analyzes several shots from the student's video and the original Azonto video it was inspired by, noting similarities and some changes made due to budget and location constraints. The evaluation also discusses how the student's video challenges conventions of typical hip hop video narratives and use of the "male gaze" theory.
The document discusses how the author's media product used and challenged conventions of real indie music video genres. It used typical indie conventions like locations, costumes, and dim lighting to portray emotions. However, it challenged conventions by having a negative ending rather than a happy one. The editing followed some conventions like black and white footage but also matched scenes to lyrics differently than typical cutting on the beat. Overall, it portrayed many indie conventions while also altering some, like using atypical camera shots and angles, to make the video more of a narrative than a performance.
The document discusses the purpose and analysis of a student-created music video. It aimed to represent the genres of hip hop and soul through conventions like the artist's streetwear costume, locations like public streets, and themes of love. The video was also meant to apply media theories and challenge or develop conventions. Overall, the analysis found the video largely followed expectations for the genres through its representation of the artist, cinematography, editing, sound, and other elements.
The document discusses the evaluation of a media portfolio that includes a music video and print work for an R&B artist. It summarizes how the media product uses conventions of real music videos, such as a focus on style over substance and portraying the artist as a sex symbol. While mostly sticking to conventions, it also challenges some, like setting the video in a woodland rather than beach setting. The print work also follows conventions like using the artist's image but experiments with colors and effects. Feedback showed the music video successfully portrayed the emotions of the slow song through its editing, shots and setting.
This music video challenges conventions of funk genre videos in several ways:
1) It integrates a narrative structure separating performance scenes from story scenes, developing the single character storyline into multiple supporting characters.
2) The main character is not portrayed as typically flamboyant or energetic, showing people are complex beneath the surface.
3) Performance scenes lack backup singers/instruments and a physical audience, breaking conventions to appeal to a wider age range.
4) It ends sorrowfully rather than positively, subverting the happy ending convention through the supporting character's death.
Our music video sticks closely to the conventions of EDM/house music videos through its use of a club-like setting with strobe lights, glow sticks, and costumes featuring black and white. It relates the lyrics to the visuals through the main artist's facial expressions and dance movements during certain parts of the song. The editing is done to match the fast tempo of the song. Inspiration was drawn from music videos like Disclosure's "Latch" for its narrative interpretation of lyrics, Calvin Harris' "How Deep Is Your Love" for its lighting effects, and Rihanna's "We Found Love" for its blending of narrative and performance elements. Overall, the video aims to capture the feel of a typical E
Our media product challenges conventions of real music videos by focusing on economic inflation and hiding the identities of performers. It develops conventions through alternating narrative and performance shots and conveying mood through topic manipulation. Forms from real videos are used, such as solo performance shots, nature themes, and lower budget effects, but are also combined in original ways, like a historical quote and extended crossfade shots.
Our music video for the song "Far Away by Jose Gonzalez" uses, develops, and challenges conventions of real music videos. We created an original narrative focused on economic inflation, using conventions like solo performance shots but developing them by alternating with narrative scenes. We challenged conventions by hiding the musicians' identities and using an uncommon historical quote to convey meaning open to interpretation. The video synthesizes genres and theories to tell an original story through visuals and manipulation of conventions.
Our music video for the song "Far Away by Jose Gonzalez" uses, develops, and challenges conventions of real music videos. We created an original narrative focused on economic inflation, using conventions like solo performance shots but developing them with our added narrative elements. We challenge conventions by hiding the performers' identities and using an uncommon historical quote to convey meaning open to interpretation.
This document summarizes how the media product challenges conventions of the pop genre in several ways. It uses a slower pace and more narrative lyrics compared to typical pop songs. Black and white filming and somber lighting are used to represent the characters' struggles, challenging upbeat representations. Inspiration is drawn from older music videos but adapted, such as using a small stage performance instead of a large crowd. Close-ups are included but editing uses longer shots instead of quick cuts.
The document provides an evaluation of a music video created for a class assignment. It discusses how the video uses, develops, and challenges conventions of the R&B/Funky House music video genre. It examines elements like narrative, mise-en-scene, costume, editing, sound, camera work, and how effectively the video and accompanying promotional materials were combined. Feedback from audiences was also positive overall, though some noted the artist could improve eye contact. New media technologies like digital cameras, video cameras, and computers were used extensively in planning, research, and production.
- The document discusses how the media product conforms to and challenges conventions of the indie music genre. It analyzes conventions found in other indie music videos related to outdoor settings, natural lighting, relatable storylines, and color palettes.
- The media product tells a story of a mother-son relationship through projection and uses black and white/color contrasts to represent heightened emotions. Some conventions like lip syncing are challenged.
- Various media technologies were used in researching, filming, editing, and designing packaging for the media product. YouTube, iPhones, video cameras, iMovie, and Photoshop/Picmonkey were used to construct and present the project while adhering to genre expectations.
This is a presentation on the first out of four evaluation questions for my media studies A2 coursework. the question is "In what way does your media product use, develop or challenge forms and conventions of real media products?".
The document summarizes conventions used in a music video and accompanying digipak for an indie pop genre project. For the music video, conventions like narrative, setting, close-up shots, props, and lighting were used to tell a relatable story of a long-distance relationship. Performance elements and a black and white filter were not used to avoid being too complex or standing out from the footage. For the digipak, clear visual connections to the music video through props and aesthetics that fit the happy memory theme were prioritized over cartoony or band photos that did not link to the project. Maintaining the band's unique font logo was also important for identity.
The document summarizes how the media product uses, develops, and challenges conventions of real media. Specifically, it discusses how a promotional package for an album, including a music video, CD, and magazine ad, follows conventions like displaying the artist and song name at the beginning of the video. It also discusses how it challenges conventions through choices like using pots and pans instead of real drums or including both male and female cast members. Overall, the product aims to both follow expectations for professionalism while also including creative choices atypical of the genre.
A2 media codes and conventions EvaluationMorganClarke1
The document discusses how the music video produced conforms to conventions of the music video genre while maintaining some originality. It provides examples of shots from the video that follow conventions for shot types, coloring, and tone. While the artists do not appear in the video, like one of the research videos, the approach is not entirely unconventional. The video challenges conventions somewhat through the inconsistent representation of the protagonist across different shot types. The ancillary tasks of the CD cover and poster also conform to conventions for layout, inclusion of information, and continuity with the music video but break some conventions through the landscape orientation of the poster and exclusion of the band on the cover.
The document discusses how the music video produced conforms to conventions of the music video genre while maintaining some originality. Research was conducted into existing music videos to understand typical codes and conventions. Shots from the produced video are shown alongside example videos to demonstrate how conventions like shot types, color grading, and conceptual videos without the artist appearing were followed. While many conventions were adhered to, the representation of the protagonist was developed in an unconventional way through inconsistent shots that create different narrative codes. The album packaging and poster were also designed to conform to industry standards but continue the visual theme and imagery from the music video.
The document discusses the use of new media technologies in the planning, research, and evaluation stages of creating a media product. During planning, the group used a digital camera to take photos of potential filming locations and test camera angles. They also used a video camera to practice filming and different camera shots. A computer was used for online research on possible genres, artists, and to design the DVD cover and promotional poster. Excel was used to analyze questionnaire results. YouTube, SlideShare, and Prezi were used to publish research findings. During production, a MacBook Pro was used to edit video footage and create the DVD cover and poster designs.
The document discusses the evaluation of a music video created for an R&B/Funky House genre. It examines how the video uses, develops, and challenges conventions of the genre. It discusses the narrative, use of lighting, costumes, editing techniques, sound, camera angles and how they adhere to or develop typical conventions. Feedback is also discussed, noting the video was generally well-received by the target audience but could improve on eye contact from the artist. New media technologies like digital cameras, video cameras and computers were used in planning, research, and production.
C:\Documents And Settings\M Mcdonald\Desktop\InnovativeMatthew
This document summarizes several innovative educational technology resources:
1) Voicethread allows students to comment on and manipulate images and videos using voice, text, or phone comments.
2) Voki creates talking avatars that can deliver lesson objectives or assist with foreign language learning.
3) Polleverywhere engages students by allowing them to answer poll questions via text and see results in real-time, which can support learning progress and student input.
4) Wetoku enables recording and sharing of talking head interviews, useful for subject revision.
5) Posterous facilitates collaborative blogging and online work between groups.
Everything is composed of basic building blocks called elements that cannot be broken down further through ordinary chemical processes. The most common element in the human body is oxygen, which makes up 65% of the human body. The most abundant element on Earth is oxygen, comprising 90% of water, 47% of the Earth's crust, and 23% of dry air. Elements are fundamental components that make up all matter.
A sermon-presentation on Romans chapter 8, King James Bible. Romans 8 is a chapter that begins with the statement that those who follow The Spirit are free from death, it ends with a passionate declaration of God's love for ALL mankind. Along the way the Apostle Paul shows in clear reasoning that we are free from death which is the ultimate separation from God. But that freedom comes with a price which is the suffering and death of Jesus and our acceptance of that truth by our willingness to cast off our carnal natures and seek the Spirit. By sharing in Christ's experience we, individually, and collectively as a body of believers, come into a brotherhood with with Jesus and are able to share in His inheritance from God. And finally in the home stretch Paul puts the whole thing in perspective by his declaring that nothing can separate us from the LOVE of GOD.
Mobilt lärande med fokus på mobilitet, lär dig där du är, på bussen, pendeltåget eller annat.
Vi visar några exempel på mobilt lärande och berättar om hur du kan utnyttja
nya möjligheter till lärande, både personligen som för en organisation.
This document provides a collection of philosophical sayings and proverbs. It offers advice around being cautious but optimistic about time, focusing on future opportunities rather than past mistakes, treating people well at all times, avoiding unnecessary explanations especially to enemies, acting with courage in spite of fear, and taking responsibility for one's own growth and future.
Sociala medier, ett nödvändigt ont eller ytterligare en kundtjänstkanal? Kan kanalen bli lönsam? Hur tänka kring utmaningar, strategier och möjligheter? Vi för ett samtal kring sociala medier tillsammans med publiken.
The document discusses how the creator's music video for an R&B/Funky House song effectively uses, develops, and challenges conventions of the genre. It sticks closely to conventions like using a simple breakup narrative that audiences can relate to, but also challenges expectations in some ways, like showing the female's emotions more than the male's. Elements like lighting, costumes, editing techniques, and camera angles were chosen specifically to fit genre conventions while advancing the story. The combination of the music video and its promotional poster/DVD cover is also deemed effective because they share matching themes, locations, and symbolic elements to clearly link the pieces together for audiences.
The document discusses how the media product challenges conventions of real Hip Hop and R&B music videos. It portrays the female lead in a non-sexual way, unlike typical videos which use the "male gaze". It also shows the male lead in a vulnerable state through lighting and camera angles, breaking from conventions of displaying arrogance. Overall, the video challenges stereotypes while still developing themes seen in inspirational works like Drake's "Find Your Love".
This document summarizes how the media product challenges conventions of the pop genre in several ways. It uses a slower pace and longer shots to fit the somber tone of the song, whereas pop videos typically have quick cuts and pacing. It also uses black and white cinematography in the beginning to convey darker moods, rather than the bright colors typical of pop. The lyrics also discuss struggles with addiction rather than typical pop themes of love and relationships. Overall, the media product draws from conventions like close-ups but adapts them to tell a more narrative-based story confronting issues rather than focusing solely on upbeat themes.
The document discusses how the student's music video project uses, develops, and challenges conventions of real music videos. It follows conventions like including live band performances and members as characters, as well as using dark colors. However, it also challenges conventions by not showing all band members together due to space limitations, and using bright paint splatter colors in some shots. The video uses camera techniques, editing, effects and a nonlinear narrative to both adhere to and experiment with conventions of the alternative rock/pop genre. Overall, the project strives to balance conventions with some unconventional elements to engage audiences.
The combination of the main product (music video) and ancillary texts is generally effective, though some aspects could be improved. The costume, location, and font choices help link the music video and ancillary texts, while the mixture of direct and indirect addressing works despite some potential inconsistencies. Color and lighting are also fairly well linked, apart from some scenes in the music video. However, the themes, emotions, and attitudes conveyed do not have as strong of a connection between the music video and ancillary texts, as the ancillary texts focus more on moving past emotions rather than mirroring them.
This document compares the media student's video and ancillary texts for their song "Louder" to real music videos and albums by artists like Little Mix and Neon Jungle. It discusses how they used similar shots and styles seen in popular music videos, such as close-ups and group shots, but also challenged conventions by not including revealing costumes and not featuring the artists on the album cover. The document also analyzes similarities between their album design and real albums in terms of fonts, logos and essential information.
My media product uses, develops and challenges conventions of real media products in several ways:
1. Themes, characters, theory, editing, locations, and cinematography are used in ways that both develop and challenge conventions. For example, the Ying and Yang theme has been used before but is given a new interpretation, and editing techniques create effects like clones interacting.
2. Forms like music video structure, genres, and star image are developed through conventions like solo performances, smoking/drinking scenes, and keeping the artists central. However, the cinematography style mixes genres by including urban elements.
3. Techniques like lighting, color, costume, mise-en-scene,
Conventions are specific aspects of a genre that ensure a work fits within that genre and is understood by audiences. Music video conventions include the narrative style, performance style, animation, and mixtures of these. Common camera techniques are close-ups, two-shots, and point-of-view shots. Mise-en-scene elements like costumes, lighting, colors, and props also have conventions. Editing commonly uses fast cuts or slow motion. Music videos often portray an extravagant lifestyle and gender representations. The document discusses following these conventions while also potentially subverting expectations in the author's own music video project.
This document discusses how the media product uses conventions of real R&B music videos. It uses conventions like a grey scale filter to indicate emotions during a break up, close-ups to show feelings, and camera movements to involve the audience. Locations, outfits, and focal points on the artist are used to sell the artist and match conventions. The cuts match the tempo of the song. The digipak and poster continue themes from the video to link the products together and sell the artist, following conventions of real music products.
The document discusses conventions in media forms and genres. It provides examples of conventions for music videos in the synthpop genre, including heavily featuring the artist, using close-ups during choruses, fast motion editing to match song pace, overlaid shots for expressive editing, lighting the artist from behind, using bright colors symbolic of mood, and including the artist on digipak and website designs. Key conventions discussed for websites include bold colors with readable fonts, professionally shot artist images, clear navigation, and interesting patterned backgrounds linking to the musical style.
The document summarizes a student's media production project for an A2 course. It discusses how the student incorporated conventions from R&B music videos such as Usher's "My Boo" video into their own music video and ancillary tasks. Specifically, they used scenes, camera angles, settings, and the introduction of dancing characters. They also developed a storyline throughout their video and challenged some conventions by using fewer gender stereotypes. Their ancillary tasks of an album cover and advertisement followed research into typical R&B styles and colors. Various technologies like cameras, phones, Photoshop, and Premier were used to film, edit, and produce the project.
The document provides an analysis of how the media product uses conventions of real music videos. It discusses using forms from Rihanna's music videos as inspiration. Key areas like camerawork, editing, sound, and mis-en-scene are addressed. Shots like close-ups and locations like a park were used to portray emotion. The visuals, audio, and story were carefully synced to the song. Elements from other artists' videos like red party cups and black and white footage were incorporated to feel realistic. Overall, conventions from the R&B/hip hop genre and existing music videos were challenged and developed upon to craft an authentic final product.
The document discusses conventions used in Little Comet's music videos and how the media product develops or challenges these conventions. It summarizes that the media product uses conventions like live performance, close-ups of the artist singing, and filming in multiple short locations. However, it also develops these conventions by using longer shots and additional locations. The document also discusses conventions used in Little Comet's editing, use of stock motion, animation relating to lyrics, and color schemes, fonts, and imagery used in digipaks and advertisements. It aims to appropriately use, develop, and challenge conventions from real media products to create a realistic work.
The music video sticks closely to conventions of real music videos by using the lyrics to shape the storyline and protagonist. It focuses on a homeless prostitute through close-up shots capturing her emotions. Settings and costumes portray typical media representations. However, it also challenges conventions by not including the artist or lip syncing, and using an uncommon point of view shot to develop hope and connection with the audience. While most music videos clearly identify side characters, this video enhances mystery by keeping other characters ambiguous.
The document provides an evaluation of a student's music video project. It discusses the various stages of research, planning, production and evaluation. During the research stage, the student analyzed conventions of music videos in their chosen genre. In the planning stage, the student considered narrative, links between music and visuals, artist representation, and camera work. For production, the student utilized color schemes, settings, and editing to represent the narrative and emotions of the song. Upon evaluation, the student gathered audience feedback which they used to improve elements like cinematography and lip syncing. The student learned various media technologies to complete the different stages, including blogging, video editing software, and presentation tools.
The document describes a music video created for the song "The World's Greatest" by R Kelly. It discusses the various conventions and techniques used in the music video to emulate those found in real hip hop music videos. Scenes include the artist Toby singing and training in a recording studio and gym. Close-ups, dissolves between shots, and syncing visuals to lyrics were incorporated. Feedback received praised the sequencing and portrayal of the artist but noted weaknesses in recording studio shots and overuse of slow motion.
The document discusses how the media product, a music video for the song "Retrospect", uses and develops conventions of the indie music genre. Some key ways include:
1) Using typical indie settings like bedrooms and streets for filming locations due to a low budget.
2) Employing natural, desaturated colors in editing and costumes to fit the indie aesthetic.
3) Telling a narrative story rather than being a performance-based video, while still using common shot types like close-ups to convey emotion.
4) Uploading to YouTube and using social media for promotion, matching how real indie artists distribute their work. Accessories like the album artwork and website maintain consistency in imagery and color
The document summarizes a student's media evaluation assignment. It discusses how their music video for Adele's "Turning Tables" both uses and challenges conventions of the pop genre. Specifically, it sets the video on a deserted beach portrayed with dull skies to represent sadness and heartbreak, challenging stereotypes of women in pop music by depicting the female artist as strong. It also discusses the use of props like phones and photos and costumes like a red dress and military jacket. The student concludes their video challenges conventions by showing the artist overcoming heartbreak rather than remaining vulnerable. The response discusses creating ancillary tasks like CD covers in Photoshop and editing the video in Premiere Pro.
The document provides details about various shots and elements included in a student's music video project. It describes shots featuring falling dye, a performer rapping, lyrics matched with visual elements, dancing, and more. It emphasizes the importance of relating visuals to music, using a variety of shots, and appealing to their target teenage audience. The document also discusses the magazine advert and digipak created to promote the music video.
The document provides details about various shots and elements included in a student's music video project. It describes shots featuring falling dye, a performer rapping, lyrics matched with visual elements, dancing, and more. It emphasizes the importance of relating visuals to music, using a variety of shots, and appealing to their target teenage audience. The document also discusses the magazine advert and digipak created to promote the music video.
1. In what ways does your media product use, develop or challenge forms and conventions of real media products? Our genre is alternative hip hop. Some of the conventions are: Rapping Urban setting We have obeyed certain conventions in our video by using certain types of mise on scene of which is of an urban setting, which include an urban pub and a Chinese takeaway setting. Other ways in which we have obeyed genre conventions is by using editing to match the rhythm of the music, by doing cuts every time there is a drum beat in the song. The ways in which we have broken the conventions of hip hop is by using a romantic teddy in the film to show the emotions of the song and the meaning. +.
2. Single Front Cover This single cover may break the conventions of a normal single cover as it doesn’t actually show the artists face. This cover also obeys the streets style of album/single cover as it doesn’t include an image of the artist.
3. Location During our production of this video we used four different types of location. These included a park, an urban pub, a living room and a Chinese takeaway. We believe we have broke the conventions of alterative hip hop by using a park and a living room. As these are not urban settings which you expect to be used in a video of hip hop, however these also relate to the song, for example when we filmed in the living room we included a dog in the shot to add emotion as the artist is hugging the dog, to give him comfort after his split with his girlfriend. By including a dog we have give the impression that a dog is a mans best friend. By having the artist in the pub it shows that he is still manly even though he is filled with emotion this obeys the conventions of this video as you expect a man to be in a pub and playing pool.
4. Continued.. By including the artist in a park we have broke the conventions as the park looks ‘’ pretty ‘’ and not manly, however it matches the song as he looks depressed and is looking for somewhere to get away from all the troubles in he's current life. By using the takeaway in the music video we have shown that we have obeyed parts of the conventions, as a takeaway is urban and is counted as working class rather than the artist being in a restaurant with he’s girlfriend which would be counted as upper class. This also represents him being lonely and matches the narrative of the song.
5. How effective is the combination of your main product and ancillary texts? Camera The song we chose is an emotional song about a break-up in a relationship. In our video we used the camera to illustrate the characters emotions of sadness and heartbreak. One way we did this is by using close ups and medium close ups in order to clearly illustrate these feelings. Below are some examples: To portray the characters’ feelings of loneliness we used long shots which showed him stood or sat alone. Below are some examples:
6. In order to set the urban scene and introduce the video; we started the video with an establishing shot of the character walking into the first location. The low key lighting also sets the mood. In the middle of the video we decided to use a pan as the character was throwing a stone into a pond; this allowed us to capture the characters’ full movement and also differed from the still camera shots we had been using. The video also includes high angle shots, these shots represent the characters feeling of inferiority to his ex girlfriend. The shot may also allow viewers to relate to the character in terms o f mise en scene; one shot in particular is at the characters’ house- the viewer may relate to the typical front living room including a television and family pet comforting the character.
7. Sound The only sound present in our music video is the actual song itself. A stereotypical feature of music videos is for the artist to be lip synching; we decided to follow this convention and also use lip synching. Using lip synching also highlighted the personal feelings behind the song as he appeared to be singing directly to the viewer to tell his story. However, we decided that the character would not lip synch during the chorus ; instead he would show his feelings through body language- for example sulking and slouched posture. Editing Researching the original artists of the song and other videos in our music genre, we found that the editing mainly consists of straight cuts to different angles of the character. We decided to keep the editing similar in our video, however we used dissolves during our video to show a change in the location.
8. Mise en Scene Mise en Scene is an important feature of the music video, it generally illustrates the genre of the music video and can also be used in order to attract the target audiences’ attention. SettingAfter researching the original artists of the song ‘Dry your eyes’, we found that most locations for their videos were generally everyday settings, such as the street, pubs and cafes. We decided to use similar locations to appeal to the target audience. The settings we filmed our video at were: a Chinese Takeaway, a pub, a park and the characters house. They are typical urban settings that the target audience can easily relate to. Chinese Takeaway The takeaway is a typical Chinese takeaway that viewers can relate to. High angles show a seating area and front desk to place your order. The high angle also shows the character is alone and no longer ordering a takeaway for 2. PubThe pub is also a stereotypical urban setting as it as a local working mans pub . The low key lighting in the pub also represents the characters’ emotions of upset and hurt. Park This location stands out in comparison to the others as it could be considered less stereotypical for the genre. However, this location matches the tone of the song and represents the characters’ feelings of heartbreak . Characters’ House This scene also allows the viewers to relate to the main character as this living room includes all typical features of a ‘front room’, for example a television, sofa, and fire. And would be the main place to fully let emotions out.
9. Also included in mise en scene is props, one prop that stands out the most within the video is the teddy placed on the floor. We placed this prop at the bottom of the characters feet to resemble the relationship is over. The label on the teddy illustrated that the teddy was a gift for his girlfriend. Other props such as the pint of beer create realism and also illustrates the characters’ feelings as he ‘drowns his sorrows’. During the ‘house scene’ the character is comforted by his dog; the dog portrays all the character has left for companionship after the break-up.
10. The single cover for the song illustrates separation between genders- a break up in a relationship. We did this by positioning females’ possessions on one side and males’ possessions on the opposite side. We used lyrics from the song to separate these possessions and positioned them as though it was a letter from the male. The lyrics may also stand out to the target audience who are familiar with the song. In order to advertise our product we produced a music poster. We used the colour blue to symbolise the sad emotion of the song and also to contrast with the black background in order to stand out. We also made our poster stand out by rearranging the main image of our artist to create a modern unique effect. We used texts of different sizes to highlight the key date of release and also used a smaller text that would advertise our production company. The main product and ancillary texts when combined together work well; the overall meaning behind the song is highlighted in each piece through different features including colours and positioning. We believe the target audience will be attracted to each piece as they include different aspects that will grab their attention, for example- mise en scene, emotions and location.
11. What Have You Learnt From Your Audience Feedback? In the pre-production of our video, we did a survey to find out what the audience like to see in certain music videos. The research showed that the audience like a lot of special effects in a music video. However, we tried to keep our video similar to the conventions of the genre We showed the video to the our target audience and they thought it stayed true to the conventions. The audience thought it would have been a good idea to film a scene in the rain. Pathetic fallacy, the weather reflecting the mood of the song.
12. Question Four: How did you use new media technologies in the construction and research, planning and evaluations stages? We used various new media technologies during our project Adobe Photoshop for image editing Premiere Pro for video editing We used the blog to make the work more accessible Microsoft PowerPoint to convert text files to jpeg to make it easier to upload on the blog We used digital camera, which had memory cards to put on the computer, made it easy to transfer our files to the computer.
13. Photoshop We used the Rectangular Marque Tool to cut the image into rectangular shapes We had some experience in Photoshop from the previews year, because we used it to create magazines. It enables us to cut things from images such as backgrounds To remove a background or colour, we can use a tool known as magic wand Light blue stroke is used to make the text stand out
14. Photoshop In this window you can view the video in whole This window shows the clip you are editing You can also adjust the size of the images. Some shots have black areas around them, by adjusting you can make the images fit the whole screen All the video clips that we have used appear here This is where you can select effects, simply click and drag to the click This is the timeline all our video clips and soundtrack are place here