The document discusses a music video created for the song "Renaissance" by Steve James featuring Clairity. It describes the process of choosing the song, syncing scenes to the lyrics, and conducting research for the storyboard. It then discusses how the music video challenges conventions by showing a misunderstanding that leads to a breakup being the guy's fault rather than the girl's. Finally, it details the equipment used to shoot the video, including a Canon 6D DSLR camera and various lenses.
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
The document discusses the forms and conventions of music videos in the indie/rock genre. It examines various music videos and discusses elements like performance footage, implications of drugs/alcohol, narrative structure, relationships, mise-en-scene, representation of bands, editing, and magazine advertisements. The author analyzes their own music video for a song and how it develops, uses, and sometimes challenges typical conventions in areas like narrative, editing, and representation of drugs. The goal was to make the video accessible to a wide audience while still fitting many genre conventions.
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
The student produced a music video that conformed to conventions of real music videos by researching popular music videos and incorporating elements like telling a story through different character perspectives, syncing shots to the beat of the music, and having a direct link between the narrative and song meaning. Feedback on drafts was positive and noted the clear storytelling and exciting sequencing. Various media technologies were used in the research, planning, production, and evaluation stages.
The student produced a music video for the song "Wonderful" by the band The Different. They also created accompanying materials including a DVD digipak and magazine advertisement. For the music video, the student referenced the novel Great Expectations by portraying the main character as an unhappy bride. They received positive feedback on the narrative, editing, and representation of the band's style and genre. The digipak and ad maintained continuity with the music video through consistent imagery, color palette, and themes. The student learned new skills using video equipment and editing software.
The document summarizes the process of creating a promotional music video and ancillary materials for a band called "Tangled Channel." Key details include:
- The video was inspired by the band Supergrass and aimed to both follow and challenge conventions of indie music videos.
- Ancillary materials included a magazine ad and CD digipack cover that maintained continuity with the video's style and color scheme.
- New media technologies like digital cameras, editing software, and online research platforms were used at all stages of planning, production, and evaluation.
- Audience feedback will be considered to improve future promotional efforts.
The document provides details about the production of a music video for the song "Love" by Evie Green. It discusses how the video fits the indie/pop genre through its narrative of a breaking relationship and quirky elements like stop motion. Feedback indicated the video successfully portrayed the star image and genre while also being enjoyable. Suggested improvements included lighting and lip syncing. The combination of the video, album packaging, and advertisement create continuity to establish the Evie Green brand.
The document provides an evaluation of a music video production. It discusses how the production used conventions of real music videos such as lip syncing. It also discusses the storyline, use of different locations, and how feedback was incorporated to improve the video. The evaluation highlights how technologies like video cameras, editing software, and presentation software supported the planning, production and evaluation stages.
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
The document discusses the forms and conventions of music videos in the indie/rock genre. It examines various music videos and discusses elements like performance footage, implications of drugs/alcohol, narrative structure, relationships, mise-en-scene, representation of bands, editing, and magazine advertisements. The author analyzes their own music video for a song and how it develops, uses, and sometimes challenges typical conventions in areas like narrative, editing, and representation of drugs. The goal was to make the video accessible to a wide audience while still fitting many genre conventions.
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
The student produced a music video that conformed to conventions of real music videos by researching popular music videos and incorporating elements like telling a story through different character perspectives, syncing shots to the beat of the music, and having a direct link between the narrative and song meaning. Feedback on drafts was positive and noted the clear storytelling and exciting sequencing. Various media technologies were used in the research, planning, production, and evaluation stages.
The student produced a music video for the song "Wonderful" by the band The Different. They also created accompanying materials including a DVD digipak and magazine advertisement. For the music video, the student referenced the novel Great Expectations by portraying the main character as an unhappy bride. They received positive feedback on the narrative, editing, and representation of the band's style and genre. The digipak and ad maintained continuity with the music video through consistent imagery, color palette, and themes. The student learned new skills using video equipment and editing software.
The document summarizes the process of creating a promotional music video and ancillary materials for a band called "Tangled Channel." Key details include:
- The video was inspired by the band Supergrass and aimed to both follow and challenge conventions of indie music videos.
- Ancillary materials included a magazine ad and CD digipack cover that maintained continuity with the video's style and color scheme.
- New media technologies like digital cameras, editing software, and online research platforms were used at all stages of planning, production, and evaluation.
- Audience feedback will be considered to improve future promotional efforts.
The document provides details about the production of a music video for the song "Love" by Evie Green. It discusses how the video fits the indie/pop genre through its narrative of a breaking relationship and quirky elements like stop motion. Feedback indicated the video successfully portrayed the star image and genre while also being enjoyable. Suggested improvements included lighting and lip syncing. The combination of the video, album packaging, and advertisement create continuity to establish the Evie Green brand.
The document provides an evaluation of a music video production. It discusses how the production used conventions of real music videos such as lip syncing. It also discusses the storyline, use of different locations, and how feedback was incorporated to improve the video. The evaluation highlights how technologies like video cameras, editing software, and presentation software supported the planning, production and evaluation stages.
Q1 in what ways does your media product use, develop or challenge forms and ...matthewwilliamsasmedia
This document discusses how the media product challenges and develops conventions of real music videos and products. It analyzes the use of titles, performances, narratives, editing techniques, subtitles, posters, and digipaks. Each section explains how conventions from other music videos are used or developed, such as using scribble effects excessively as a narrative device rather than just for short moments. The goal is to create engaging media that promotes the artist while experimenting with conventions.
The group plans to create a music video for the song "The Man Who Can't Be Moved" by the band The Script. The video will tell the story of a man who sits in the place he first met his love, hoping she will return to rekindle their relationship. It will be shot on location in Hartlepool at the Headland and the city center to showcase the beauty and bustle. Natural lighting and a variety of camera shots will be used to convey emotion and make the video look professional. Flashbacks and color/black and white effects may also be included to illustrate the happiness of the past versus the sadness of the present. The target audience is teens and young adults who can relate to the heart
Evaluation Question 1: In What way does your media product use, develop or ch...muxmugee
The document discusses a music video project. It describes the plot of the video, which involves a man whose drink is spiked at a party and who experiences hallucinations as a result. It discusses the use of various techniques - camera shots, editing, effects, props - to develop the narrative and engage the audience. It also analyzes how the project aligns with and develops upon conventions of music video and film genres.
This document discusses the conventions and theories that the media producer followed and challenged in their music video and ancillary products.
For the music video, they summarize Andrew Goodwin's music video genre analysis which suggests videos contain a relationship between lyrics/visuals, music/visuals, a narrative, and point-of-view shots. The producer explains how their video follows these conventions. They also discuss conventions of indie music videos they drew from, such as single locations, casual clothing, and a variety of shots. However, they challenged conventions by not including all stages of a typical narrative structure and only featuring two main characters instead of more.
For their digipak, the producer researched conventions like band name/
The document discusses the planning, filming, and production of the music video shot in Camden Town, London to match the song's theme. It also covers the creation of promotional materials like a digipak and print ads, which were designed to represent the artist's style and brand consistently across formats. Feedback from surveys and online views was positive, showing that the video entertained audiences and encouraged further exploration of the artist's work.
The document provides an evaluation of a student's media project creating a music video for the song "I like you so much better when you're naked" by Ida Maria. The student:
1) Developed conventions of music videos by focusing on mise-en-scene to portray the artist's style and applying Goodwin's theory of including voyeurism and visuals that illustrate lyrics.
2) Researched the artist and theory online and used new technologies like video cameras, editing software, and a blog to plan, film, and construct the video.
3) Designed ancillary products like a CD cover and magazine ad to match the artist's fun image and genre based on research into her existing works.
This document discusses how the media project of a music video, digipak, and advertisement poster for a house music album uses conventions of the real house music genre. It examines the narrative and visual elements used in the music video that were inspired by other dance genre music videos. Key conventions from house music that were utilized include themes of love, upbeat tempos meant for dancing, inclusion of electronic sounds like synths, and editing that cuts between shots on the fourth beat of bars. Mise-en-scene and camera angles were employed intentionally to convey meaning and emphasize the overarching theme of love and relationships between the protagonists and their stereos.
Waleed Butt created a music video for his song "GO AWN" and various ancillary materials including a magazine ad and digipak. He used a variety of media technologies in the construction, research, planning and evaluation of his project. In the construction stage, he used a DSLR camera, smartphone camera, and Adobe Premiere Elements for editing. Photoshop was used for the ancillary materials. Research was conducted mainly online using Google, YouTube, Wikipedia and his blog. Planning involved creating hand-drawn plans, storyboards in Word, photographing locations on a DSLR, and test footage in Windows Movie Maker. Audience feedback was gathered on social media.
This document summarizes the influences and creative process behind a student's media studies project where they created a music video along with supplementary materials.
The student researched existing music videos to understand conventions and find elements they wanted to incorporate into their own video. They analyzed videos for camera techniques, storytelling elements, and shots that conveyed emotion well. They also looked at album artwork, CD designs, and advertisements to understand how to design complementary ancillary products. Consistency in color scheme and themes across all pieces was important. The music video and supplementary materials were meant to represent the complexity of relationships and showcase both positive and negative emotions.
The document provides feedback from an audience on a student's music video project. The student created a video for a love song that served as a soundtrack to the film Twilight, featuring characters Edward and Bella. While some audience members who enjoyed the film liked the concept, others who disliked the film were less interested. The student received lower marks for costumes that were meant to match the film but not stand out, and editing techniques they felt showed skill like removing sparkles around an actor. Overall the feedback showed the concept had mixed reception depending on viewers' opinions of the source film.
The document summarizes the student's use of forms and conventions in their media products for an evaluation assignment. The student created an album cover and poster with no images that were both conventional and unconventional. Their music video challenged conventions by telling the story of a relationship over five years in an animated format. Feedback informed changes to make the products more appealing to the target audience. A variety of media technologies were used at different stages, including Fireworks for design, iMovie to create the animated music video, and Blogger for research, planning and evaluation.
The document provides details about the planning and research process for a final music video production. It discusses researching existing pop music videos from artists like Cheryl Cole, Little Mix, and Katy Perry to understand conventions. Elements like costumes, locations, lighting, and editing techniques were analyzed. A questionnaire was used to determine the target demographic of 15-19 year olds. Storyboarding and test screenings helped finalize ideas. Costumes and props were chosen to fit the narrative and autumn season. Filming involved using different shot types from the storyboard, though some shots were altered for pacing.
The document summarizes feedback from a survey about a music video. Key findings include:
- 75% of respondents felt the narrative and performance linked well together.
- Actors were seen as convincing in their roles, with 100% of respondents agreeing.
- Scoring of 8.5/10 on average showed the video compared well to professional standards.
- Pause at 40 seconds with card trick slow motion was seen as unique and interesting by most.
The document discusses how the student used media technologies in the construction, research, planning, and evaluation of a music video and ancillary texts for a rap song. Key technologies used included YouTube, Google, and social media for research; Photoshop and Illustrator for editing images and designing ancillary texts; and iMovie and Final Cut Express for editing the music video. Audience feedback was gathered through surveys on the student's blog and analytics from sharing the music video on YouTube and social media. The combination of the main music video and ancillary texts like the album cover effectively conveyed a consistent message and style through similarities in imagery, fonts, and colors.
The document provides information about a music video created for the band Crimson. The target audience is males and females aged 18-40 who enjoy music, socializing, drinking and fun. The music video's story line involves two groups, common people and non-common people, who have a powder paint fight. The goal was to create a fun, lighthearted video reflecting the band's style while using conventions of music videos like visuals moving to the beat and different shots.
The document discusses the resources needed to create a music video for a class project. It outlines that props, filming locations, video/photo cameras, editing software, internet access, desktop publishing software, and contributors in the form of a cast and crew are required. Timeliness is also important to complete the project before its deadline. Regulations from the BBFC will need to be followed to ensure the video is suitable for various ages. Sources of finance totaling £40 will be used to purchase props and transportation to filming locations.
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.
TCS was founded by Nir Bendler with 20 years of experience in international conferences and events. They specialize in identifying customer needs and coordinating all aspects of planning and producing events. TCS has experience with corporate events worldwide and works with global suppliers to produce high-quality events anywhere. Their services include full event production and coordination from budgeting to on-site management. TCS takes a customized approach to event planning, first understanding customer needs and then providing proposals and detailed organization.
Q1 in what ways does your media product use, develop or challenge forms and ...matthewwilliamsasmedia
This document discusses how the media product challenges and develops conventions of real music videos and products. It analyzes the use of titles, performances, narratives, editing techniques, subtitles, posters, and digipaks. Each section explains how conventions from other music videos are used or developed, such as using scribble effects excessively as a narrative device rather than just for short moments. The goal is to create engaging media that promotes the artist while experimenting with conventions.
The group plans to create a music video for the song "The Man Who Can't Be Moved" by the band The Script. The video will tell the story of a man who sits in the place he first met his love, hoping she will return to rekindle their relationship. It will be shot on location in Hartlepool at the Headland and the city center to showcase the beauty and bustle. Natural lighting and a variety of camera shots will be used to convey emotion and make the video look professional. Flashbacks and color/black and white effects may also be included to illustrate the happiness of the past versus the sadness of the present. The target audience is teens and young adults who can relate to the heart
Evaluation Question 1: In What way does your media product use, develop or ch...muxmugee
The document discusses a music video project. It describes the plot of the video, which involves a man whose drink is spiked at a party and who experiences hallucinations as a result. It discusses the use of various techniques - camera shots, editing, effects, props - to develop the narrative and engage the audience. It also analyzes how the project aligns with and develops upon conventions of music video and film genres.
This document discusses the conventions and theories that the media producer followed and challenged in their music video and ancillary products.
For the music video, they summarize Andrew Goodwin's music video genre analysis which suggests videos contain a relationship between lyrics/visuals, music/visuals, a narrative, and point-of-view shots. The producer explains how their video follows these conventions. They also discuss conventions of indie music videos they drew from, such as single locations, casual clothing, and a variety of shots. However, they challenged conventions by not including all stages of a typical narrative structure and only featuring two main characters instead of more.
For their digipak, the producer researched conventions like band name/
The document discusses the planning, filming, and production of the music video shot in Camden Town, London to match the song's theme. It also covers the creation of promotional materials like a digipak and print ads, which were designed to represent the artist's style and brand consistently across formats. Feedback from surveys and online views was positive, showing that the video entertained audiences and encouraged further exploration of the artist's work.
The document provides an evaluation of a student's media project creating a music video for the song "I like you so much better when you're naked" by Ida Maria. The student:
1) Developed conventions of music videos by focusing on mise-en-scene to portray the artist's style and applying Goodwin's theory of including voyeurism and visuals that illustrate lyrics.
2) Researched the artist and theory online and used new technologies like video cameras, editing software, and a blog to plan, film, and construct the video.
3) Designed ancillary products like a CD cover and magazine ad to match the artist's fun image and genre based on research into her existing works.
This document discusses how the media project of a music video, digipak, and advertisement poster for a house music album uses conventions of the real house music genre. It examines the narrative and visual elements used in the music video that were inspired by other dance genre music videos. Key conventions from house music that were utilized include themes of love, upbeat tempos meant for dancing, inclusion of electronic sounds like synths, and editing that cuts between shots on the fourth beat of bars. Mise-en-scene and camera angles were employed intentionally to convey meaning and emphasize the overarching theme of love and relationships between the protagonists and their stereos.
Waleed Butt created a music video for his song "GO AWN" and various ancillary materials including a magazine ad and digipak. He used a variety of media technologies in the construction, research, planning and evaluation of his project. In the construction stage, he used a DSLR camera, smartphone camera, and Adobe Premiere Elements for editing. Photoshop was used for the ancillary materials. Research was conducted mainly online using Google, YouTube, Wikipedia and his blog. Planning involved creating hand-drawn plans, storyboards in Word, photographing locations on a DSLR, and test footage in Windows Movie Maker. Audience feedback was gathered on social media.
This document summarizes the influences and creative process behind a student's media studies project where they created a music video along with supplementary materials.
The student researched existing music videos to understand conventions and find elements they wanted to incorporate into their own video. They analyzed videos for camera techniques, storytelling elements, and shots that conveyed emotion well. They also looked at album artwork, CD designs, and advertisements to understand how to design complementary ancillary products. Consistency in color scheme and themes across all pieces was important. The music video and supplementary materials were meant to represent the complexity of relationships and showcase both positive and negative emotions.
The document provides feedback from an audience on a student's music video project. The student created a video for a love song that served as a soundtrack to the film Twilight, featuring characters Edward and Bella. While some audience members who enjoyed the film liked the concept, others who disliked the film were less interested. The student received lower marks for costumes that were meant to match the film but not stand out, and editing techniques they felt showed skill like removing sparkles around an actor. Overall the feedback showed the concept had mixed reception depending on viewers' opinions of the source film.
The document summarizes the student's use of forms and conventions in their media products for an evaluation assignment. The student created an album cover and poster with no images that were both conventional and unconventional. Their music video challenged conventions by telling the story of a relationship over five years in an animated format. Feedback informed changes to make the products more appealing to the target audience. A variety of media technologies were used at different stages, including Fireworks for design, iMovie to create the animated music video, and Blogger for research, planning and evaluation.
The document provides details about the planning and research process for a final music video production. It discusses researching existing pop music videos from artists like Cheryl Cole, Little Mix, and Katy Perry to understand conventions. Elements like costumes, locations, lighting, and editing techniques were analyzed. A questionnaire was used to determine the target demographic of 15-19 year olds. Storyboarding and test screenings helped finalize ideas. Costumes and props were chosen to fit the narrative and autumn season. Filming involved using different shot types from the storyboard, though some shots were altered for pacing.
The document summarizes feedback from a survey about a music video. Key findings include:
- 75% of respondents felt the narrative and performance linked well together.
- Actors were seen as convincing in their roles, with 100% of respondents agreeing.
- Scoring of 8.5/10 on average showed the video compared well to professional standards.
- Pause at 40 seconds with card trick slow motion was seen as unique and interesting by most.
The document discusses how the student used media technologies in the construction, research, planning, and evaluation of a music video and ancillary texts for a rap song. Key technologies used included YouTube, Google, and social media for research; Photoshop and Illustrator for editing images and designing ancillary texts; and iMovie and Final Cut Express for editing the music video. Audience feedback was gathered through surveys on the student's blog and analytics from sharing the music video on YouTube and social media. The combination of the main music video and ancillary texts like the album cover effectively conveyed a consistent message and style through similarities in imagery, fonts, and colors.
The document provides information about a music video created for the band Crimson. The target audience is males and females aged 18-40 who enjoy music, socializing, drinking and fun. The music video's story line involves two groups, common people and non-common people, who have a powder paint fight. The goal was to create a fun, lighthearted video reflecting the band's style while using conventions of music videos like visuals moving to the beat and different shots.
The document discusses the resources needed to create a music video for a class project. It outlines that props, filming locations, video/photo cameras, editing software, internet access, desktop publishing software, and contributors in the form of a cast and crew are required. Timeliness is also important to complete the project before its deadline. Regulations from the BBFC will need to be followed to ensure the video is suitable for various ages. Sources of finance totaling £40 will be used to purchase props and transportation to filming locations.
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.
TCS was founded by Nir Bendler with 20 years of experience in international conferences and events. They specialize in identifying customer needs and coordinating all aspects of planning and producing events. TCS has experience with corporate events worldwide and works with global suppliers to produce high-quality events anywhere. Their services include full event production and coordination from budgeting to on-site management. TCS takes a customized approach to event planning, first understanding customer needs and then providing proposals and detailed organization.
El documento habla sobre el síndrome de la rana hervida, donde una rana se hierve lentamente sin darse cuenta a medida que el agua se calienta gradualmente. De manera similar, las sociedades pueden sufrir un deterioro lento e imperceptible de las libertades y la dignidad a menos que la gente salte de la olla antes de que sea demasiado tarde. También advierte que aceptar constantemente pequeños cambios negativos conduce eventualmente a aprobar todo sin cuestionar nada.
Skin tags are small growths that usually appear under the arms, on the eyelids, and along the folds of the neck. The good news is that they are completely.Visit www.buydrug.in
Cherie Fraser is an aesthetic and laser specialist based in South Africa with over 10 years of experience. She is the managing director of Dermology (Pty) Ltd and has won international competitions. She regularly speaks at medical conferences and has been featured in several magazines. Fraser has undergone extensive local and international laser training and provides training to other practitioners. She continues to expand her knowledge through ongoing education and specializes in various aesthetic treatments.
This document summarizes the challenges faced when creating a music video for an indie pop song. It discusses difficulties finding actors to be in the music video, relying on cast members' availability, filming around the weather, and syncing video clips to the music track in iMovie. Overall, the creator expresses they are happy with how the music video turned out despite these challenges.
The document discusses the forms and conventions of music videos in the indie/rock genre. It notes that typical elements include:
- Performance footage of the band
- Implications of drug and alcohol use
- Relationships between boys and girls but without clear narratives
The author's music video incorporates some of these elements, such as performance footage and implying drug use, but challenges conventions by including snippets of a relationship story and beach footage to imply life continues beyond the relationship. Overall, the author aims to be accessible to different audiences while still appealing to the target demographic.
The document summarizes how the student's music video project used and developed conventions of real music videos. The student researched music videos in the same genre to understand conventions. Their video included a love/breakup storyline shown through flashbacks, like the case studies they analyzed. It lacked dialogue but had a clear beginning and end. Natural lighting was used for outdoor shots and artificial lighting created ambiance indoors. Lip syncing made the video appear professional. Costumes, props, and locations reflected the dark, sad theme. A variety of shots were used to keep it professional. The CD packaging and advert matched the video's style through consistent imagery, fonts, colors, and themes linked to the location.
The student created a subversive music video for Eminem's "Stan" that told the story from the girlfriend's perspective. They used stop motion animation and other postmodern techniques not typically seen in music videos for this genre. Feedback from peers praised the stop motion but noted room for improvement in lip syncing. The student learned much in the process about planning, construction, and use of tools like Photoshop and video editing software. They felt more prepared and skilled compared to their previous media project.
Evaluation Question 1: In what ways does your media product use, develop or c...Sam Graves
The document describes various elements of a music video created to promote a band. It discusses the gloomy mise-en-scene inspired by the film "The Road", including dark costumes and grey skies. It describes the lone guitar prop and handheld camera techniques used to create a sense of loneliness. The narrative follows a man searching alone in the woods who finds hope in a woman. Corresponding website, digipak, and music video designs were created to promote the band's album in an integrated way, drawing inspiration from the band Arctic Monkeys.
1. The document describes a creative critical reflection on a music video project. It discusses how the project uses conventions like focusing on physical beauty while also challenging conventions by critiquing the objectification of women.
2. Details are provided on how elements like consistent branding with logo, font, and colors across different components create a sense of branding. Engagement with audiences is discussed through distributing on websites, concerts, TV, radio, and social media.
3. Various software, hardware, and online tools were integrated including using a DSLR camera, Photoshop, and online websites for research, logo design, and creating a webpage. A digipak was also created to promote the music album.
The document provides an evaluation of a music video production. It discusses how the production used conventions of real music videos such as lip syncing. It also discusses the storyline, use of different locations, and how feedback was incorporated to improve the video. The evaluation highlights how technologies like video cameras, editing software, and presentation software supported the planning, production and evaluation stages.
The document discusses how the creator of a music video product followed conventions of the genre to make the video appealing and familiar to the target audience, while also experimenting with some unconventional elements. Specifically, the creator shot portions of the indie/acoustic music video in natural, rustic locations commonly used in other videos in the genre. While mostly adhering to conventions like matching cuts to the song's pace, the creator uniquely edited the entire video in black and white to emphasize emotion. The creator also ambiguously challenged romance-focused narrative conventions to match the song's theme of loss. Websites and packaging for the song were designed with brand identity in mind by following exemplars while also experimenting somewhat with color schemes.
For their A2 media studies coursework, the student produced a music video for an unsigned rock band. They received feedback by posting the video on social media. Some comments were positive about the visuals and flow, while others noted confusion over the storyline involving a double role. The student learned they must understand how their target audience relates to media products. They also gathered that faster editing and improving the band's lip syncing could enhance the video. Overall, the feedback helped the student create a music video that met audience needs and expectations.
The document discusses the music promotional package created by the student. It begins by outlining how the student researched existing music video conventions before creating their own performance-based music video. The student then provides screenshots from their music video and analyzes how each element—including locations, costumes, camera work and editing—follows typical conventions of the genre. The student also designed a digipak and poster that maintain consistency with the visual style and theme of the music video to create synergy across the promotional products. Overall, the student aimed to develop a package that aligns with common conventions of the genre to effectively promote their music.
The document discusses how the student's media products compare to conventions of real music videos, websites, and digipaks. It examines the theories of general music video conventions, as well as those proposed by Andrew Goodwin. The student analyzes their music video, finding it follows conventions regarding lyrics, tempo, genre, camerawork, and exhibitionism. Their digipak and website also adhere to common conventions regarding layout, colors, and navigation while incorporating some unique elements. Overall, the student believes their products successfully use and develop conventions to create a cohesive brand identity.
The document provides details about the student's music video project. Some key points:
- The video uses conventions of real music videos like focusing on the artist and having a simple narrative that relates to the song lyrics.
- Feedback was gathered through questionnaires to help improve drafts of the video and ancillary materials like the CD cover.
- Various media technologies were used, including iMovie for editing and Photoshop for designing ancillary materials. Research involved analyzing other music videos online.
The document discusses stage 2 of Louis Biddles' research and experiments for a music video production. It provides guidance on researching production techniques from other works, assessing what techniques could be useful, and linking investigations to creative intentions. Louis describes experiments testing different camera shots and post-production effects to convey the dark, depressing tone and message of the song. Close-up shots and a gloomy lighting effect were successful in initial tests and will likely influence the final video.
In what ways does your media product use, develop or challenge the forms and ...libbypt
The document discusses how the media product challenges conventions of real music videos. It uses quick cuts and editing to create a faster pace, and unique flashing animations not typically seen. It features an actress directly staring at the camera while singing threatening lyrics, putting the audience on edge rather than feeling happy. Controversial elements like fake blood are included to produce raw emotion over being promotional. Props of death and gore shock the audience. Plain clothing and backgrounds focus attention on the performance rather than branded products. The goal is to create something unexpected that refreshes rather than offends.
The document discusses the production of a music video as a media product. It analyzes how the music video uses and challenges conventions of real music videos. The main challenges included not showing the band, using a nonlinear narrative, and ending with a "shaky shot." Feedback from the audience was positive and noted the realistic portrayal and happy ending. New media technologies like Photoshop, video editing software, and cameras were used in the production, research, and evaluation.
The student created a neo-psychedelic music video for the band MGMT that challenged conventions in several ways. They did not include the band in the video and instead used actors of various ages, including young children, to add a comical and surprising element. They also did not include dancers or keep the narrative straightforward. Feedback from audiences indicated some shots were too repetitive and lighting was too dim, so the student made changes to address these issues. A variety of media technologies were used in the construction, research, planning and evaluation stages, including iMovie, YouTube, blogs and PowerPoint.
The document discusses conventions used in the student's film opening, including:
- Using conventions like showing the main character and setting to introduce action and location.
- Introducing both main characters to familiarize the audience with them and show their differing characteristics.
- Following the conventional order of titles but positioning them differently to not take attention from characters.
It also discusses developing conventions like using different font sizes and positioning for titles to balance attention. The film opening represents young Muslims exploring different sides shown through sisters, one traditionally dressed and one rebelling through clothes and music.
The document discusses conventions of music videos and how they were applied in the student's music video project. It begins by outlining several common conventions like the link between music and visuals, camera angles/movement, and performance characteristics. It then examines how the student incorporated these conventions in their video for the song "Sail" by Awolnation. Specific examples are provided of how close-ups, cuts on the beat, genre-appropriate camera work, and a lone dancer were used. The student also discusses challenging conventions by not including a band performance. Overall, the document analyzes the application of music video conventions in the student's project and how it both followed and subverted expectations.
Similar to Creative critical reflection of Music Video (20)
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
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2. Deciding on a song was the most arduous thing to do as many
songs were passing through my head however I wanted to pick
up on a song which I listen to the most so that it would be easier
for me to showcase my thoughts which I come across while
listening to the song hence I picked up on one of my favorite
song called ‘’Renaissance by Steve James’’ (ft.Clairity).
In order to keep the audience attention I made sure that the
video/scenes in it were synced with the lyrics so that it would
make sense to the audience while they would be watching the
music video. A lot of research was done before coming up with
my own original story board it took me a prolonged span of time
to think of all the creative angles and I had to listen to the beat
again and again to sync it with the scenes and later while editing
each shot had to be placed according to the beat.
Q1) How does your product use or challenge conventions
and how does it represent social groups or issue?
3. My music is about a couple who have a falling apart due to a
misunderstanding. Usually in a romantic genre the girl is the one
who leaves the guy but in my music video it was the guys fault as
he thought she was cheating over him with another guy whereas
the other guy who comes in between the couple was just a secret
admirer of the girl and she was not cheating on him. The video
starts with a flashback/dream in black and white which the girl
wakes up from.
Throughout the memorable time which they have spent together is
shown and the girl is regretting over everything and that also goes
along with the lyrics of the music as she says ‘’the time we had was
golden but when I look back wishing that I could have known it’d be
easier to let you go’’ I showed that by the girl looking at the picture
frame of both of them and later erasing all the memories from each
situation (seashells, love letters etc.) Throughout the story revolves
around a girl(Emiley) it shows what leads to her breakup and how
she is misunderstood by the guy. In the end when the guy is
shaking her and throws her on the bed it shows that she was so
startled by his actions that her emotions were quite numb.
4. without some conventions used, music video would be incomplete. Before
starting my video, in the pre-production process I watched many short videos
as well as other music videos to know about the conventions. My biggest
inspiration was Taylor Swift wildest dreams video the video is very well shot
with simple angles and it had a lot of fast cuts which I also added in my video
to give audience a clear understanding of what is taking place and also to
focus on the minor details a lot of close-ups were shown too. Without proper
research I would be unable to know how to make them worth watching,
because of the limited time, in our case which is 5minutes. The first
convention I used is keeping the main characters to 2 or 3 .
In my video the main characters were Emiley, Calvin and Harry (the secret
admirer of Emiley). It’s because music videos tend to have a limited period of
time, if we were to have more characters it would make the film boring and
dragging. Another reason is also because in the limited time it is almost
impossible to show the back history of characters, the lesser the characters
the more time for twits and viewers could relate themselves to the film. There
were many conventions that were shown in the video which were the Roses,
rings, love letters, breakups etc. All these conventions were quite pivotal to
add in as they make it look relatable for the viewers.
5. My media product represents the youth of todays society. It
reflects the rising ‘boyfriend- girlfriend’ culture and
increasing importance of relationships in their life. A
positive message is sent to the teen audience of what
reality looks like and not every story can be a ‘happily ever
after’. The music video is basically surrounding around the
teens life but will be of interest to their parents who may
want to know about the issue presented in it. In every other
society usually teenager are very fond of relationships but
as they aren’t mature enough to handle it for a longer
period of time they breakup due to several reason, which
may include; one cheating the other, family background or
class differences etc.
6. Branding' is undoubtedly considered an important element in
success of a media product. To start with my music video, I had to
make a timeline and a mind map to make my work look more
effective. For my video a synopsis was written along with a proper
storyboard and shot list. Genre research took place, which I decided
after I was done with the research on different genres.
My characters totally fitted in their roles, they rehearsed a lot before
starting the shoot to make it look natural and professional. There
expressions, their costumes all were fitting according to their role.
The main character was Emily ,the story revolves around her and
her lover Calvin, he created a very good sense of feel in the film
through his confidence and acting skills. I used my characters for
the promotion of the film, I have both the main characters picture on
my digipak and the home page of the website to attract the attention
of audience towards them and for branding.
Q2) How do the elements of your production work
together to create a sense of branding?
7. In the production phases the shots, angles, camera, techniques I
used also gave a professional look to the music video. I adjusted
the frames properly and the natural lighting makes my video look
realistic. While in post productions I have used the best editing
and visual effects software’s like Adobe premiere pro to brand
the product. A lot of hard work was put in the post and pre-
production of the music video (especially the moving car scenes)
In my production work I made a digipak for my music album,
however I think that it has really created a sense of branding as
from the cover you could judge the genre and it attracts the
audience. The color scheme is very similar in the digipak is
constructed with photos similar with the frames of the music
video. Red and blue brings a fresh vibe and is very eye catching.
8. The font used in both the major and minor tasks also contributes
in creating a sense of branding. The same font is used in the
webpage, digipak and the music video in different quantities.
The costume and the appearance of the model in the digipak
and the music video are the same so this helps at creating a
branding feeling as well. The look of the model is different in
different scenes however the clothing in the digipak is similar to
all the car scenes hence it can be relatable and the clothing of
the girl in the car scenes was a touch of vintage and modern to
match it with the vintage car which was used in the music video.
A red car was deliberately opted for as it is quite unique/vintage
and would surely be a puller for the audience.
9. The product engage with the audiences in various ways, firstly
there is a webpage that is easily accessible. There my music
video is embedded and when someone enters my webpage the
first thing they see is the music video which gives the viewer an
idea that it is an important aspect of the webpage itself.
Furthermore, assuming that this is the official video of Steve
James then he has his official youtube channel. when someone
decides to listen to one of their songs the music video I made
will pop up also. Moreover YouTube also recommends videos in
the search history this means if a person has a similar taste of
music as the genre of my music artist my music video is likely to
be recommended also on his main YouTube page. The most
pivotal thing is to be very active on social media and to have
official pages on as many as possible social sites. There is a
sound cloud also twitter, Facebook, Tumblr , last.fm, Vimeo and
Instagram profile so that they can reach as many people as
possible even if they are using just one social media site.
Q3) How does your product engage with audience and how
would it be distributed as a real media product?
10. Another way of engaging with the audience is by giving the
music video to short film festivals even if it’s not chosen for
competition selection in this way it will attract more people
even if they get to see some part of it and later they can
search the video on their own. The digipak and music video
can be promoted in the concerts as well reaching a large
number of audiences easily. Some parts of the video can
be used as a light show during the concert. The music artist
along with the band will come on the stage and perform
that will intrigue more people.
I will promote the music video on Tv channels and radio
channels where the digipak would be promoted as the new
album.
The digipak will be distributed on concert venues and at
festivals on a visible place where many people pass. The
music shops will also have the digipaks and at the time of
the release many digipaks would be given out for free to
11. I shot my entire video with a canon 6D and a few lenses
including 50mm,35mm and 85mm. Their low apertures endorsed
me to a great deal as they were used in low light situations and
the low aperture of 50mm 1.4 was the best and it had an
amazing quality due to which my video has a professional touch
to it. Throughout I did not use the tripod as due to my interest
and massive research in photography I knew how to operate the
camera very well along with the handling. Previously I had shot
with 60D canon which did not have many technical aspects
however making a video with canon 6D was quite arduous as it
had many technical settings such as adjusting the white balance
and using the lens manually according to the shots I want.
Shooting the car scenes was the toughest, several retakes had
to take place because of the jerks and not having a trolley to
move with the subjects hence I had to sit in the trunk of an
Q4) How did you integrate technologies- Software,
hardware and online- in this project?
12. Coming to the editing part I wanted my video to look really
enchanting and wanted it to have a cinematic or sepia effect but
before all that comes there was the basic editing which was very
difficult and time consuming specially when you’re a novice.
I edited my entire music video on Adobe premier pro CS6 which
has many advanced settings. Throughout the premier pro usage
Youtube tutorials were of great significance they taught me each
and everything from using different transitions to color correction,
using the fast color corrector, operating with the color wheel in
order to derive the exact color I wanted and to the export
settings of the final video after rendering all the tutorial helped
me to a great degree.
I played along with the shadow and highlights adjustments
aswell as the time remapping in order to slow and fasten the
clips duration. Adding different transitions, cross dissolve etc. I
had to export my video 3 times as the first two times something
13. Youtube also helped in viewing different camera
angles and othe3r technical aspects. WIX was an
online tool that allowed me to make a website
online and save my online just as long as I had
google account it was a short way to make a
website by allowing me to choose a template and
change everything.