Contribution to the Project
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1) The student contributed to both the pre-production and production stages of creating a music video for a class project. They divided tasks like storyboarding, location scouting, and lyric interpretation between group members. 2) The student took on the main acting role in the music video, being responsible for their character's props, outfit, and scenes. Other group members shared filming and directing duties. 3) The group edited the final music video together, taking turns leading the editing process but making all decisions as a group. They also collaborated on ancillary presentation materials like Photoshop designs.
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Evaluationmusicvideoquestion1 spf
The media product uses and develops conventions of the indie/rock music genre. It presents the band performing and with their instruments throughout the music video, similar to other bands. It challenges conventions by using a studio setting rather than filming in front of an audience. Close-ups of the band members develop individual star personas while emphasizing the front man to create a central star to identify with. Shots and fading are used to represent the mood of the music. The album cover features the whole band and uses shots from the video to interlink the products and brand identity. Recurring logos and labeling the record label are used to achieve instant recognition typical of the genre.
Scene 1.2 - Jobs in the Creative and Media Industry
A music publisher is responsible for managing the publishing rights of songs, including developing new songs, producing printed music, and promoting songs to earn money through licensing and other uses.
Various roles in the music industry include singers who perform music to entertain audiences, tour managers who organize concert tours, DJs who play songs on the radio, choreographers who develop dance ideas, dancers who use movement to interpret ideas, and music teachers who educate students in dance.
Other roles include set designers who design stages, costume designers who create costumes, photographers who capture images, drama teachers who teach acting, film producers who coordinate filmmaking, graphic designers who convey information visually, animators who design animated images, and textile designers who create
Textual Analysis of Common People
The document discusses plans to recreate the style and editing techniques used in the music video for the song "Common People" by Pulp. It will focus on recreating the editing style, camera work, and sound design of the original video. Post-production editing will be used to create surreal scenes by placing a live band performing the song in impossible locations through techniques like green screening. The goal is to both tell a narrative and play with the viewer's imagination, as the original video did through its editing and creative use of mise-en-scene.
Task 1 Media Evaluation
In their music video, the group developed conventions of syncing still images to the beat of the song, using mirror images, and slow motion walking to emphasize emotion. They were inspired by Beyonce, Rihanna, and Little Mix. The group challenged conventions by creating original images rather than repeating the same one, emphasizing the urban theme with a graffiti background, and editing lighting to hide the walker's face. On other elements, they developed conventions through unique effects like a wipe transition between settings and repeating a cropped movement. The group aimed to attract audiences through conventions like close-ups while also creating distinctive, artistic imagery through effects like posterize.
Use of real media conventions
My media product uses, challenges, and develops conventions of real dubstep music videos. It uses typical conventions like urban locations and quick edits timed to the music. However, it challenges conventions by having an unconventional narrative and limiting strobe lighting to only 3 seconds rather than throughout the video. The product develops conventions by manipulating the pace of editing and shot duration to match the increasing and decreasing tempo of the music.
Vertigo Key Images
This document lists various roles involved in film production including screenplay, cinematography, costumes, music, conductor, producer, and director. It does not provide any further context or details about a specific film project.
evaluation question 2
The document discusses how the media product develops conventions from real music videos. It analyzes videos by Pond, Tame Impala, and Temples that influenced its work. These videos lacked clear storylines, instead using performances and interpretive visuals. The media product emulated this by using basic studio performances with dynamic landscape shots and effects to add narrative. It also employed lighting effects seen in the influence videos to create a surreal feel. Unlike typical pop videos that advertise the artist, the goal of this media product was to enhance the listening experience through visually intriguing shots open to interpretation.
Iconic shots
1) The first shot establishes the location of Liverpool Street Station, which was chosen to fit with the convention of busy city locations in indie rock music videos.
2) A close-up shot emphasizes a character playing with a cross necklace, symbolizing the underlying message of longing for God.
3) Shots were selected to directly link the visuals to lyrics from the song, including an over-the-shoulder shot shown as an example.
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Evaluationmusicvideoquestion1 spf
The media product uses and develops conventions of the indie/rock music genre. It presents the band performing and with their instruments throughout the music video, similar to other bands. It challenges conventions by using a studio setting rather than filming in front of an audience. Close-ups of the band members develop individual star personas while emphasizing the front man to create a central star to identify with. Shots and fading are used to represent the mood of the music. The album cover features the whole band and uses shots from the video to interlink the products and brand identity. Recurring logos and labeling the record label are used to achieve instant recognition typical of the genre.
Scene 1.2 - Jobs in the Creative and Media Industry
A music publisher is responsible for managing the publishing rights of songs, including developing new songs, producing printed music, and promoting songs to earn money through licensing and other uses.
Various roles in the music industry include singers who perform music to entertain audiences, tour managers who organize concert tours, DJs who play songs on the radio, choreographers who develop dance ideas, dancers who use movement to interpret ideas, and music teachers who educate students in dance.
Other roles include set designers who design stages, costume designers who create costumes, photographers who capture images, drama teachers who teach acting, film producers who coordinate filmmaking, graphic designers who convey information visually, animators who design animated images, and textile designers who create
Textual Analysis of Common People
The document discusses plans to recreate the style and editing techniques used in the music video for the song "Common People" by Pulp. It will focus on recreating the editing style, camera work, and sound design of the original video. Post-production editing will be used to create surreal scenes by placing a live band performing the song in impossible locations through techniques like green screening. The goal is to both tell a narrative and play with the viewer's imagination, as the original video did through its editing and creative use of mise-en-scene.
Task 1 Media Evaluation
In their music video, the group developed conventions of syncing still images to the beat of the song, using mirror images, and slow motion walking to emphasize emotion. They were inspired by Beyonce, Rihanna, and Little Mix. The group challenged conventions by creating original images rather than repeating the same one, emphasizing the urban theme with a graffiti background, and editing lighting to hide the walker's face. On other elements, they developed conventions through unique effects like a wipe transition between settings and repeating a cropped movement. The group aimed to attract audiences through conventions like close-ups while also creating distinctive, artistic imagery through effects like posterize.
Use of real media conventions
My media product uses, challenges, and develops conventions of real dubstep music videos. It uses typical conventions like urban locations and quick edits timed to the music. However, it challenges conventions by having an unconventional narrative and limiting strobe lighting to only 3 seconds rather than throughout the video. The product develops conventions by manipulating the pace of editing and shot duration to match the increasing and decreasing tempo of the music.
Vertigo Key Images
This document lists various roles involved in film production including screenplay, cinematography, costumes, music, conductor, producer, and director. It does not provide any further context or details about a specific film project.
evaluation question 2
The document discusses how the media product develops conventions from real music videos. It analyzes videos by Pond, Tame Impala, and Temples that influenced its work. These videos lacked clear storylines, instead using performances and interpretive visuals. The media product emulated this by using basic studio performances with dynamic landscape shots and effects to add narrative. It also employed lighting effects seen in the influence videos to create a surreal feel. Unlike typical pop videos that advertise the artist, the goal of this media product was to enhance the listening experience through visually intriguing shots open to interpretation.
Iconic shots
1) The first shot establishes the location of Liverpool Street Station, which was chosen to fit with the convention of busy city locations in indie rock music videos.
2) A close-up shot emphasizes a character playing with a cross necklace, symbolizing the underlying message of longing for God.
3) Shots were selected to directly link the visuals to lyrics from the song, including an over-the-shoulder shot shown as an example.
Evaluation of our music video
Planning was essential for the music video project. A shot schedule was created and followed to ensure all needed shots were captured efficiently within the allotted time.
The individual contributed to planning by creating the shot list and outline. They also helped with risk assessment and lighting. Post-production skills need further development, particularly editing, to improve quality for future projects.
Roxanne Allen Media Evaluation
The student group chose to create a music video for their advanced media studies portfolio. They used their own band and an original song. Their research showed that rock music videos typically have fast editing paced to the music, focus on performances, use casual clothing and equipment as props. Their video opened with an introduction and used various shots of the band's performance mixed with behind the scenes footage. They also created promotional materials including a Digipak and magazine ad following conventions of rock album design. Audience feedback was positive and found the video fit the genre and brief.
Task 7 evaluation
This document provides an overview of the multi-step process a group completed to produce a music video. It describes 7 tasks: 1) Analyzing existing music videos, 2) Brainstorming ideas, 3) Creating a production plan and budget, 4) Developing pre-production materials like a script and storyboard, 5) Filming the video, 6) Editing the raw footage, and 7) Assembling all the pieces on a blog. For each task, details are given about the individual and group work done, such as analyzing different music video types, location scouting, assigning roles, and editing the final video together.
Evualtion
The document provides an evaluation of a group's media project which was a music video for the song "You Found Me" by The Fray. The group researched the band and genre to conform their video to conventions of indie/piano rock music videos. Their video included establishing shots, close-ups, and rural/city scenes. It challenges conventions by not focusing on the singer and including religious symbols and a crow representing hope at the end. The album cover and magazine ad effectively relate to the video through images and font. Feedback was positive about adhering to genre conventions and video quality, but suggested including more varied shots. The group used technologies like cameras, editing software, presentations software, and the internet for research, planning
A2 Media Question 1-In what ways does your media product use, develop or chal...
The document discusses how a media product (a music video) was influenced by conventions from real music videos. It researched many music videos to get ideas for camera angles, scenes, costumes, and lighting. Specific videos influenced the raised platform from "Oceans", postcards/boards from "All About the Money", and close-ups of instruments from "I Feel So". The video aimed to balance lighting between happy and sad lyrics. Costumes and large room/black background settings matched genres like rock. Theories by Andrew Goodwin about relationships between songs/videos and genre characteristics were also applied.
In What Ways Does Your Media Product Use
The media product challenges conventions by including a piece of diagetic speech at the end of the music video, combining studio recorded music with live action video. It develops the convention of dubbed media by including this element. The video also challenges conventions by not including an acted storyline, wanting the song to tell its own story without conflicting narratives. Audience feedback helped shape the inclusion of images, video, acting and sound in the product. New media technologies like the internet, video cameras, and editing software were used for research, planning, construction, and evaluation of the project.
Evaluation Questions
The document provides an evaluation of a media project creating a music video. It discusses:
1) How the video drew upon conventions of indie/alternative music videos in its editing techniques, shot types, locations, and clothing of the band.
2) How the music video, digital pack, and advertisement formed an effective marketing package with consistent branding.
3) How feedback improved aspects of video quality and syncing clips to the music.
4) The use of technologies like YouTube, blogs, cameras, editing software, and social media in researching, planning, filming, and promoting the project.
A2 Media Evaluation Proper
The group produced a music video and print materials for a pop/punk band. They drew inspiration from comedy music videos like one by Smosh. The video featured band performance shots and the group messing around to create a fun atmosphere. For the print materials, they developed a strong brand identity centered around the band's logo, name, and colors of green and pink. Audience testing showed the video and materials successfully captured the genre and were well-received.
Evaluation Q3
This is my Evaluation Question 3 which shows our feedback and how we could use them to improve our work
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of their video on conventions like album packaging, they aimed to make it more unique by including elements like a character playing a double role and using flashbacks creatively.
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of the video on techniques used in other rock genre videos, the student made their video unique by including a flashback scene with the artist in a double role, something not typically seen in other rock music videos.
Evaluation A2 Media Coursework
The group produced a music video that used conventions like close-ups of an actress performing and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark. For promotion, they created posters and album artwork that followed standard designs but reflected the video's themes of depression through black clothing and color schemes.
Evaluation a2 media coursework
The group produced a music video that used conventions from real music videos like close-ups of an actress and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark but the video quality was good. Throughout the project, they used technologies like the internet, YouTube, and editing software to research, plan, shoot, and produce the video and supplemental materials like posters and album artwork.
Evaluation A2 Media Coursework
The group produced a music video that used conventions like close-ups of an actress performing and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark. For promotion, they created posters and CD artwork that followed standard designs but reflected the video's themes of depression through black clothing and color schemes.
Lip syn evaluation
Lashay Brown evaluates her group's lip syncing music video project. The group aimed to understand common shot types in music videos and edit video clips in sync with music. However, the group struggled due to time limits and one member finding lip syncing difficult. Brown focused on applying Carol Vernallis' theory of using media elements like camera shots, editing, and mise-en-scene to reflect the song's tempo. Brown feels close-ups of members achieved showing the artists, and base shots helped audiences understand locations. For future projects, Brown will consider dividing roles better to complete tasks.
A2 Media Studies - Evaluation
This document discusses the pre-production process for a music video project merging dubstep and hip-hop genres. It describes researching existing music videos in these genres. A storyboard and shooting schedule were created, and potential locations were scouted. Permission was sought from the artist who created the instrumental track to use it for the project.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. It then discusses how the video was promoted across various social media platforms and websites to engage audiences and increase views. In closing, it argues that the techniques used effectively conveyed the intended tragic message and emotions to viewers.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. Technically, it follows conventions but also aims to be unique. It aims to fully express the tragic message through dark settings, video effects, and footage of the band and actors. Ancillary texts like websites and social media are used to promote the video and band to a wide audience. The combination of the main video and ancillary texts is effective in making the band and video known across different platforms and audiences.
Research and planning
The document discusses the research and planning involved in creating a music video promotional campaign. It explains that planning included organizing props, casting, and scheduling shoot days and locations. Research focused on suitable props, available cast members, and similar artists to determine the target audience and style. Creative decisions linked the narrative to the music. An example was using a superhero logo or sticker to connect scenes. Overall, thorough research and planning helped make the shoot day organized and informed creative choices.
Evalaution Question 1
Our group developed and challenged conventions of real media products in our music video. We created a jazzy performance-based video with original visuals. We applied several media theories to our video production, including synaesthesia, signs, montage editing, stars, and intertextuality. By referencing other music videos, we gathered ideas to develop shots and visuals that would make our video engaging while pushing the boundaries of typical music video conventions. Our video aimed to challenge expectations by having well-synced lip movements, unique locations, and an original indie song. We strove to match or surpass existing media products through vibrant editing, varied camerawork, and a romantic visual style enhanced by feedback.
Questionnaire
The document is a 9 question questionnaire about a music video. It asks the respondent about the genre of the music video, their rating of the professionalism of the video on a scale of 1-10, whether the video challenged conventions of real media products and why, what could be improved, their favorite music video and why, what they think the meaning and storyline of the video is, whether the editing was to a good standard, if they recognized any religious symbolism and what its meaning is, and how effective the combination of the main video and additional materials was.
Textual anaysis
The document provides a textual analysis of a music video for the song "You Found Me" by The Fray. It summarizes each shot in the video and how it relates to the lyrics of the song. The video focuses on a main character who is lonely and lost, as shown in close-ups of her checking her phone and fidgeting with a religious necklace. Shots of her walking alone in a crowd and someone waiting in a coffee shop connect to lyrics about being surrounded and waiting for someone. By the end, her face is revealed as she has found meaning or the person she was lost without, represented by a final shot of a black bird flying free.
More Related Content
Similar to Contribution to the Project
Evaluation of our music video
Planning was essential for the music video project. A shot schedule was created and followed to ensure all needed shots were captured efficiently within the allotted time.
The individual contributed to planning by creating the shot list and outline. They also helped with risk assessment and lighting. Post-production skills need further development, particularly editing, to improve quality for future projects.
Roxanne Allen Media Evaluation
The student group chose to create a music video for their advanced media studies portfolio. They used their own band and an original song. Their research showed that rock music videos typically have fast editing paced to the music, focus on performances, use casual clothing and equipment as props. Their video opened with an introduction and used various shots of the band's performance mixed with behind the scenes footage. They also created promotional materials including a Digipak and magazine ad following conventions of rock album design. Audience feedback was positive and found the video fit the genre and brief.
Task 7 evaluation
This document provides an overview of the multi-step process a group completed to produce a music video. It describes 7 tasks: 1) Analyzing existing music videos, 2) Brainstorming ideas, 3) Creating a production plan and budget, 4) Developing pre-production materials like a script and storyboard, 5) Filming the video, 6) Editing the raw footage, and 7) Assembling all the pieces on a blog. For each task, details are given about the individual and group work done, such as analyzing different music video types, location scouting, assigning roles, and editing the final video together.
Evualtion
The document provides an evaluation of a group's media project which was a music video for the song "You Found Me" by The Fray. The group researched the band and genre to conform their video to conventions of indie/piano rock music videos. Their video included establishing shots, close-ups, and rural/city scenes. It challenges conventions by not focusing on the singer and including religious symbols and a crow representing hope at the end. The album cover and magazine ad effectively relate to the video through images and font. Feedback was positive about adhering to genre conventions and video quality, but suggested including more varied shots. The group used technologies like cameras, editing software, presentations software, and the internet for research, planning
A2 Media Question 1-In what ways does your media product use, develop or chal...
The document discusses how a media product (a music video) was influenced by conventions from real music videos. It researched many music videos to get ideas for camera angles, scenes, costumes, and lighting. Specific videos influenced the raised platform from "Oceans", postcards/boards from "All About the Money", and close-ups of instruments from "I Feel So". The video aimed to balance lighting between happy and sad lyrics. Costumes and large room/black background settings matched genres like rock. Theories by Andrew Goodwin about relationships between songs/videos and genre characteristics were also applied.
In What Ways Does Your Media Product Use
The media product challenges conventions by including a piece of diagetic speech at the end of the music video, combining studio recorded music with live action video. It develops the convention of dubbed media by including this element. The video also challenges conventions by not including an acted storyline, wanting the song to tell its own story without conflicting narratives. Audience feedback helped shape the inclusion of images, video, acting and sound in the product. New media technologies like the internet, video cameras, and editing software were used for research, planning, construction, and evaluation of the project.
Evaluation Questions
The document provides an evaluation of a media project creating a music video. It discusses:
1) How the video drew upon conventions of indie/alternative music videos in its editing techniques, shot types, locations, and clothing of the band.
2) How the music video, digital pack, and advertisement formed an effective marketing package with consistent branding.
3) How feedback improved aspects of video quality and syncing clips to the music.
4) The use of technologies like YouTube, blogs, cameras, editing software, and social media in researching, planning, filming, and promoting the project.
A2 Media Evaluation Proper
The group produced a music video and print materials for a pop/punk band. They drew inspiration from comedy music videos like one by Smosh. The video featured band performance shots and the group messing around to create a fun atmosphere. For the print materials, they developed a strong brand identity centered around the band's logo, name, and colors of green and pink. Audience testing showed the video and materials successfully captured the genre and were well-received.
Evaluation Q3
This is my Evaluation Question 3 which shows our feedback and how we could use them to improve our work
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of their video on conventions like album packaging, they aimed to make it more unique by including elements like a character playing a double role and using flashbacks creatively.
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of the video on techniques used in other rock genre videos, the student made their video unique by including a flashback scene with the artist in a double role, something not typically seen in other rock music videos.
Evaluation A2 Media Coursework
The group produced a music video that used conventions like close-ups of an actress performing and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark. For promotion, they created posters and album artwork that followed standard designs but reflected the video's themes of depression through black clothing and color schemes.
Evaluation a2 media coursework
The group produced a music video that used conventions from real music videos like close-ups of an actress and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark but the video quality was good. Throughout the project, they used technologies like the internet, YouTube, and editing software to research, plan, shoot, and produce the video and supplemental materials like posters and album artwork.
Evaluation A2 Media Coursework
The group produced a music video that used conventions like close-ups of an actress performing and an MTV logo. However, they also challenged conventions by using both color and black-and-white footage, and combining two unrelated stories. They received feedback that the domestic violence storyline was too dark. For promotion, they created posters and CD artwork that followed standard designs but reflected the video's themes of depression through black clothing and color schemes.
Lip syn evaluation
Lashay Brown evaluates her group's lip syncing music video project. The group aimed to understand common shot types in music videos and edit video clips in sync with music. However, the group struggled due to time limits and one member finding lip syncing difficult. Brown focused on applying Carol Vernallis' theory of using media elements like camera shots, editing, and mise-en-scene to reflect the song's tempo. Brown feels close-ups of members achieved showing the artists, and base shots helped audiences understand locations. For future projects, Brown will consider dividing roles better to complete tasks.
A2 Media Studies - Evaluation
This document discusses the pre-production process for a music video project merging dubstep and hip-hop genres. It describes researching existing music videos in these genres. A storyboard and shooting schedule were created, and potential locations were scouted. Permission was sought from the artist who created the instrumental track to use it for the project.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. It then discusses how the video was promoted across various social media platforms and websites to engage audiences and increase views. In closing, it argues that the techniques used effectively conveyed the intended tragic message and emotions to viewers.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. Technically, it follows conventions but also aims to be unique. It aims to fully express the tragic message through dark settings, video effects, and footage of the band and actors. Ancillary texts like websites and social media are used to promote the video and band to a wide audience. The combination of the main video and ancillary texts is effective in making the band and video known across different platforms and audiences.
Research and planning
The document discusses the research and planning involved in creating a music video promotional campaign. It explains that planning included organizing props, casting, and scheduling shoot days and locations. Research focused on suitable props, available cast members, and similar artists to determine the target audience and style. Creative decisions linked the narrative to the music. An example was using a superhero logo or sticker to connect scenes. Overall, thorough research and planning helped make the shoot day organized and informed creative choices.
Evalaution Question 1
Our group developed and challenged conventions of real media products in our music video. We created a jazzy performance-based video with original visuals. We applied several media theories to our video production, including synaesthesia, signs, montage editing, stars, and intertextuality. By referencing other music videos, we gathered ideas to develop shots and visuals that would make our video engaging while pushing the boundaries of typical music video conventions. Our video aimed to challenge expectations by having well-synced lip movements, unique locations, and an original indie song. We strove to match or surpass existing media products through vibrant editing, varied camerawork, and a romantic visual style enhanced by feedback.
Similar to Contribution to the Project (20)
A2 Media Question 1-In what ways does your media product use, develop or chal...
A2 Media Question 1-In what ways does your media product use, develop or chal...
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Questionnaire
The document is a 9 question questionnaire about a music video. It asks the respondent about the genre of the music video, their rating of the professionalism of the video on a scale of 1-10, whether the video challenged conventions of real media products and why, what could be improved, their favorite music video and why, what they think the meaning and storyline of the video is, whether the editing was to a good standard, if they recognized any religious symbolism and what its meaning is, and how effective the combination of the main video and additional materials was.
Textual anaysis
The document provides a textual analysis of a music video for the song "You Found Me" by The Fray. It summarizes each shot in the video and how it relates to the lyrics of the song. The video focuses on a main character who is lonely and lost, as shown in close-ups of her checking her phone and fidgeting with a religious necklace. Shots of her walking alone in a crowd and someone waiting in a coffee shop connect to lyrics about being surrounded and waiting for someone. By the end, her face is revealed as she has found meaning or the person she was lost without, represented by a final shot of a black bird flying free.
Evualtion
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The document is a music video feedback questionnaire that asks 5 questions to evaluate different technical and creative aspects of a music video. It asks whether the video follows common music video conventions regarding its genre, relationship between lyrics and visuals, music and visuals, record label characteristics, and references to looking. It also questions the camera work, sound quality, video quality, and appropriate use of effects and transitions.
Music genre questionnaire result analysis
The document summarizes the results of a music genre questionnaire completed by 20 people. It found that most respondents were female aged 16-20. The questionnaire aimed to determine preferences around music genres and features of music videos. The results showed equal popularity for indie rock, pop, and R&B genres. When watching music videos, respondents most valued mise en scene and storyline. This information will help the author choose an indie rock song and develop their own music video that focuses on visuals and narrative.
Music Genre Questionnaire
This document is a music genre questionnaire that asks the respondent for their gender, age range, favorite music genre which includes options like rock, R&B, pop, indie rock, classical, folk, and other, and the first thing they look for in a music video which includes options like storyline, characters, mise en scene, effects, and location.
Permission Letter
A group of A Level students are requesting permission from Epic Records to use the song "You Found Me" by The Fray in their A Level media coursework. The students plan to feature the song as background music in their original footage for the coursework. They have written to request permission regarding use of the copyrighted song.
Production Report
The document outlines the schedule and logistics for a two day film shoot. On the first day, the crew will meet at Enfield Town Station and take footage at Liverpool Street Station from 10am to 2pm and outside the station from 2-2:30pm. They will then travel to Hyde Park to film between 3-5pm. The second day involves another meeting at Enfield Town Station, then filming at Liverpool Street Station from 9:55am to 1pm and in Hyde Park from 2-4pm. The same crew and equipment will be used each day.
Location report
Liverpool Street Station and Hyde Park are proposed locations for filming a music video. Liverpool Street Station is spacious with shops and an open roof, providing good lighting. Hyde Park is a large park with benches, lakes, and trees that can be used as scenery. Natural lighting will be used at the scheduled filming times, and artificial lighting may be needed as it gets darker or for indoor filming. Background noise from roads and people may be a issue at the public locations but can be removed in post-production as no sound will be recorded during filming.
Location scouting sheet
Liverpool Street Station, surrounding London streets, and Hyde Park are proposed locations that are centrally located and offer flexibility for filming scenes depicting a journey. The station interior and exterior, nearby coffee shops, and areas of the park would be available for filming on weekdays after 3:30pm and weekends anytime. The locations fit within the concepts and vision for the music video and provide busy, varied settings near public transit.
Risks
The document lists various hazards that could occur during a film shoot and proposes control measures to mitigate the risks. It identifies hazards such as bad weather, actors not showing up, equipment issues like low battery or damage, losing equipment, group members not attending, lack of storage space, and accidental deletion of footage. Control measures proposed include scheduling backup filming days, ensuring contact details are kept, charging equipment in advance, researching proper use, assigning responsibility for equipment, and filming clips multiple times as backups.
Shot List
The document contains a shot list for filming a music video. It includes 49 shots with descriptions of the camera movements, actions, locations, timings, and equipment needed for each shot. The shots include establishing shots of locations like Liverpool Street Station, close-ups of characters, mid shots of people interacting, and long shots showing scenery from different perspectives to illustrate the lyrics of the song.
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Contribution to the Project
- 1. ContributiontoMusicVideoPre-ProductandPost-Production As the whole mediaproductof the musicvideowascompletedinagroup,throughoutthe productionof the projectwe assignedspecifictaskstoeachmember.My groupconsistedof two otherstudentsmeaningwe were able todistribute the taskfairlybetweenus. In termsof pre-productiontasks,mostof thiswe didindividually,includingresearchintomusicvideo genres,the planningsuchasthe locationscouting,riskassessmentandshotlist.A piece of pre- productionwhichwe completedtogetherwasthe storyboard,as the songisthree minuteslongwe thoughtinsteadof individuallycreatingthree storyboardsthatwe woulddivide the songintothree sectionsandwithoursectioncomplete the storyboardforit.Likewise,ontaskswe leftwe hadto worktogetheronwe did so,thisincludedthe lyricstovisualisationprocessaswe leftthiswasa task where we hadto deconstructthe lyricstogetherinorderto puttogethersomethingwe all agreed on.During thistaskwe all equallycontributedideasintothe musicvideovisualsanddiscussedthis successfullytocreate one piece. Duringthe productionstage of the musicvideowe all hadroleswhichwere equallyimportantto create the bestpossible musicvideo.Aswe wantedamaincharacter withinourmusicvideowe decidedthata memberof ourgroup shouldbe the actressas thismeantwe didn’thave to relyon anyone else andwe couldfilmwheneverwe wantedandalsothatwe knew exactlyhow we wanted the final productto looklike soitwouldhelpduringthe productionstages. We thoughtcarefully aboutthe character andwho outof our groupwouldbe bestsuitedtothe role.We agreedthat me as the maincharacter wouldsuitthe actingpositionthe bestandinresultit didworkout really effectively.Thiswasmymainrole duringthe productionstage of the project,likewise,Iwasin charge of the mise enscene of my character whichincludedthe symbolismpropsandalsothe outfit of the character whichhadto remainconsistentthroughoutthe multiple filmingdays.Intermsof the filmingthe shotswere sharedbetweenthe twoothergirlsinmygroup,howeverIcontributedto the filmingduringsceneswhere Iwasn’tneeded,thismade itfairforeveryone.Likewise,the two othermembersinmygroup alsotookpart in the actingroleswhere ‘membersof public’were needed. WhenIwasacting anothergroupmemberwouldfilmandanotherwoulddirectme and thiswouldalternate dependingonthe shot andwhose acting. For the post productionwork,inspecificthe editing,we decidedtoeditasa group because we wouldendupwithone final musicvideobetweenthe three of usandthiswas the easiestwaytodo so.On differenteditingdayswe tookitin turns to leadthe editinghowever,throughoutthere wasa large effectof groupcontributionasthe decisionsmade were made byall of usand refinedbyall of us. Regardingthe ancillarytasksagainthese were groupprojectswhere we all contributedequallywe completedthe tasks,makinggroupdecisionsonwhattoinclude andhow to presentthe products. As some of the membersof ourgroup were more familiarwiththe Photoshopsoftware thanothers, whichiswhere we chose to designthe products,we thoughtitwouldbe bettertohave themlead the tasks,myself beingone of them.