The feedback received identified areas for improvement across the media products while also acknowledging some successful elements. For the CD covers, the consistent dark color scheme and photo editing were praised, but a wider variety of higher quality photos and a more detailed, eye-catching design were suggested to make the covers more interesting and marketable. More locations and shot types in photos and adding Photoshop effects were recommendations to enhance the CD covers.
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
The document discusses how the media product of a music video uses conventions of real music videos. It follows conventions such as linking the lyrics and visuals, varying the pace of cuts with the music, and including scenes of the artist singing to the camera and a narrative that flows with the song. However, it also challenges conventions by not having a clear narrative. The document also discusses how the magazine advert and digipak for the music video follow conventions such as including ratings, social media links, photos from the video, and production details, but challenge conventions through unique design elements.
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 target audience for the artist's song is 15-30 year olds, primarily females as the song is from a female perspective. Younger members of the audience may relate through their parents in older age groups.
- The artist gathered feedback on their music video from social media sites like Twitter and Facebook, as well as through online surveys. This helped identify ways to improve the video.
- Suggestions from the feedback included adding more passion to the singing, using more and wider location shots, and including a clearer narrative and more action shots. However, many of these changes would require refilming parts of the video.
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 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 discusses conventions of real music videos and how the media product adapts or challenges these conventions. It discusses conventions around camera shots, editing, mise-en-scene, and narrative structures. The media product incorporates many conventions such as close-ups of the artist and cuts that match the music's tempo. However, it challenges conventions by using an ambiguous opening, atypical filters, and a message of not judging others. The document also examines how conventions are adapted in the music video, digipak, and advert to better appeal to audiences.
The document summarizes a student's media project creating a music video for the song "Angels" by Allison Crowe.
The music video was experimental in genre to fill a gap in the indie pop music market. Conventions like lyrics, cinematography, and genre were used. Feedback showed the green screen and black and white scenes were most successful, while the song was less liked. The student learned about defining a target audience and maintaining a brand image through consistent logo use and variety in music video imagery.
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
The document discusses how the media product of a music video uses conventions of real music videos. It follows conventions such as linking the lyrics and visuals, varying the pace of cuts with the music, and including scenes of the artist singing to the camera and a narrative that flows with the song. However, it also challenges conventions by not having a clear narrative. The document also discusses how the magazine advert and digipak for the music video follow conventions such as including ratings, social media links, photos from the video, and production details, but challenge conventions through unique design elements.
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 target audience for the artist's song is 15-30 year olds, primarily females as the song is from a female perspective. Younger members of the audience may relate through their parents in older age groups.
- The artist gathered feedback on their music video from social media sites like Twitter and Facebook, as well as through online surveys. This helped identify ways to improve the video.
- Suggestions from the feedback included adding more passion to the singing, using more and wider location shots, and including a clearer narrative and more action shots. However, many of these changes would require refilming parts of the video.
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 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 discusses conventions of real music videos and how the media product adapts or challenges these conventions. It discusses conventions around camera shots, editing, mise-en-scene, and narrative structures. The media product incorporates many conventions such as close-ups of the artist and cuts that match the music's tempo. However, it challenges conventions by using an ambiguous opening, atypical filters, and a message of not judging others. The document also examines how conventions are adapted in the music video, digipak, and advert to better appeal to audiences.
The document summarizes a student's media project creating a music video for the song "Angels" by Allison Crowe.
The music video was experimental in genre to fill a gap in the indie pop music market. Conventions like lyrics, cinematography, and genre were used. Feedback showed the green screen and black and white scenes were most successful, while the song was less liked. The student learned about defining a target audience and maintaining a brand image through consistent logo use and variety in music video imagery.
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.
The document discusses several media theories that are relevant to a music video project. It summarizes theories by Laura Mulvey on the male gaze, John Berger's theory on women being aware they are being watched, and Sven Carlsson's categorization of music artists as commercial exhibitionists. It also discusses how the project challenges theories by Tzvetan Todorov on narrative structure and incorporates aspects of theories by Michael Shore on music video conventions, Steve Neale on genre evolution, and Jacques Lecan on the mirror phase. The project aims to sell the artist's image and style through their portrayal as a commercial exhibitionist without including a narrative.
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 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 document describes the student's music video project for the song "Blank Space" by Taylor Swift. It includes details about choosing to make a music video, conventions used in the pop music video genre, and elements of branding across the video, album packaging, and website. Key points are that the video tells a story about a relationship with a psychotic girlfriend, conventions followed include fashionable outfits and a narrative story, and branding elements like consistent colors were used to create an identity for the artist across all parts of the project.
The document provides feedback from an audience on various drafts of media products created by the author for a music video and band. The audience provides suggestions for improvements, such as removing textures that look random, making the band name more visible, and changing the color scheme used. The author reflects on how the audience feedback helped strengthen the products by making them look more professional and appealing to the target genre.
The document discusses how the author created continuity between their main music product and ancillary tasks like a digipak and poster. Specifically, the author ensured consistency in font, color scheme, imagery, and production elements like camera shots and backdrops. This continuity was intended to attract the target audience of teenage girls and make the artist's style and "star image" recognizable across different media. Some techniques discussed include using the same light pink and purple color palette and font for the artist's name throughout products.
The document provides a written evaluation in response to 4 questions about the student's music video and accompanying promotional materials. For question 1, the student summarizes how they used and developed conventions of real music videos through researching existing R&B videos and incorporating common elements like narratives and shot lengths. They also challenged conventions through non-sexual uses of gaze and an unconventional happy ending. For question 2, the student argues the promotional materials and video were effectively combined through shared stylistic elements and research-based conventions. They learned from audience feedback for question 3, and used new media technologies like editing software, cameras and online tutorials extensively for planning, research and production.
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.
The document summarizes how the media product, a music video for the song "Afterglow" by Wilkinson, both conforms to and challenges conventions of real music videos and related media products.
The music video conforms to conventions by visually linking to the song lyrics and having a fast pace that matches the tempo of the upbeat song. However, it challenges conventions by using a female protagonist rather than a male one as is more common in the genre.
The digipak cover and magazine advertisement also both conform to and challenge conventions. The digipak follows some design conventions but uses a photo rather than just text. The magazine ad includes atypical elements like reviews and release date information.
Overall, the
The document provides an evaluation of a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used and developed conventions of real media in their genre. Screenshots are included comparing elements from the project to conventions in other music videos, such as camera shots, locations, and the artist's portrayal. The CD cover design process and exploration of conventions from other albums in the genre are also described.
The document provides feedback from an audience on various drafts of media products created by the author for a band called Flood. The audience provided suggestions for improvements, such as changing the color scheme and removing images of band members from certain products based on genre conventions. The author discusses incorporating this feedback to refine the products, such as the CD cover, poster, and music video. Technologies used included YouTube, iMovie, and Fireworks. The author reflects on lessons learned, such as the importance of audience feedback and following genre conventions.
Question 1- In what ways does your media product, use, develop, challenge for...Ayesha A2 Media
The document discusses conventions used in music videos, digipaks, and magazine advertisements. For the music video, conventions like lip syncing, natural settings, costumes, props, and close-ups were used to conform to typical indie music video styles and engage audiences. For the digipak, conventions like the artist name, album title, track list, visual imagery, and record label logo were included to provide key information. The magazine advertisement follows conventions such as the artist and album names, visual imagery, record label and website logos, and a QR code to promote the artist using various media.
The document summarizes a student's media evaluation assignment. It discusses how their music video for Adele's "Turning Tables" both uses and challenges conventions of the pop genre. Specifically, it sets the video on a deserted beach portrayed with dull skies to represent sadness and heartbreak, challenging stereotypes of women in pop music by depicting the female artist as strong. It also discusses the use of props like phones and photos and costumes like a red dress and military jacket. The student concludes their video challenges conventions by showing the artist overcoming heartbreak rather than remaining vulnerable. The response discusses creating ancillary tasks like CD covers in Photoshop and editing the video in Premiere Pro.
The document discusses the evaluation of a media product including a music video, CD covers, and website created for an artist. It addresses how the products used, developed, or challenged conventions of real media. Feedback was received on each product from audiences. A variety of media technologies were used at different stages of constructing, researching, planning and evaluating the project, including cameras, editing software, social media, and more. The combination of the main music video product and ancillary texts of the website and CD covers was generally effective through the use of various film techniques, continuity of style, and synergy across products.
The document discusses brand identity for an artist named Jake Dylan. It examines how the artist's logo, font, colors, photography style, and location choices help create a recognizable brand. For Jake Dylan, the logo uses a soft font in white to appeal to the pop-soul genre. Photographs feature the artist in casual clothing against countryside backdrops. While the music video does not include these branding elements to better portray the song's message, the poster and album digitally feature consistent logos, fonts, locations and costumes to clearly identify them with the Jake Dylan brand. In conclusion, the document evaluates how these branding techniques help create a recognizable identity that can increase sales and connect various media pieces to the same artist.
The document discusses the camera work, mise-en-scene, editing, and conventions used in several shots from a pop music video. The wide shots are used to show the setting, costumes, and other details to represent the singer and characters as fashionable, confident, and relatable to the target teenage audience. Stereotypical elements like partying, clothing, sports, and relationships appeal to viewers. Technical elements like lighting, camera angles, and editing tie together to advance the story and reinforce conventions of portraying a fun, youthful lifestyle.
The document discusses the effectiveness of combining a music video with ancillary products like a magazine advert and digipak. It describes how all the products maintain a consistent purple and white house style and theme of intoxication to connect them. The music video uses a young female protagonist getting drunk to portray loneliness and allow audiences to relate to her experiences. The magazine advert and digipak feature the protagonist and imagery from the music video to promote it. Elements like reviews and release details in the advert also promote the video. The digipak continues the intoxication theme through blurred images and separates the track list into euphoria and come down stages of being drunk.
This document discusses planning and research for a music video project. It begins by discussing genre selection and describes choosing a combination of R&B and grime based on audience research. Next, it analyzes existing music videos to identify conventions for camera shots, editing, and storyline elements. It then discusses plans for promoting and distributing the video online and to television channels that feature urban music. Lastly, it addresses designing the CD cover and incorporating feedback to improve the design.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
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.
The document discusses several media theories that are relevant to a music video project. It summarizes theories by Laura Mulvey on the male gaze, John Berger's theory on women being aware they are being watched, and Sven Carlsson's categorization of music artists as commercial exhibitionists. It also discusses how the project challenges theories by Tzvetan Todorov on narrative structure and incorporates aspects of theories by Michael Shore on music video conventions, Steve Neale on genre evolution, and Jacques Lecan on the mirror phase. The project aims to sell the artist's image and style through their portrayal as a commercial exhibitionist without including a narrative.
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 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 document describes the student's music video project for the song "Blank Space" by Taylor Swift. It includes details about choosing to make a music video, conventions used in the pop music video genre, and elements of branding across the video, album packaging, and website. Key points are that the video tells a story about a relationship with a psychotic girlfriend, conventions followed include fashionable outfits and a narrative story, and branding elements like consistent colors were used to create an identity for the artist across all parts of the project.
The document provides feedback from an audience on various drafts of media products created by the author for a music video and band. The audience provides suggestions for improvements, such as removing textures that look random, making the band name more visible, and changing the color scheme used. The author reflects on how the audience feedback helped strengthen the products by making them look more professional and appealing to the target genre.
The document discusses how the author created continuity between their main music product and ancillary tasks like a digipak and poster. Specifically, the author ensured consistency in font, color scheme, imagery, and production elements like camera shots and backdrops. This continuity was intended to attract the target audience of teenage girls and make the artist's style and "star image" recognizable across different media. Some techniques discussed include using the same light pink and purple color palette and font for the artist's name throughout products.
The document provides a written evaluation in response to 4 questions about the student's music video and accompanying promotional materials. For question 1, the student summarizes how they used and developed conventions of real music videos through researching existing R&B videos and incorporating common elements like narratives and shot lengths. They also challenged conventions through non-sexual uses of gaze and an unconventional happy ending. For question 2, the student argues the promotional materials and video were effectively combined through shared stylistic elements and research-based conventions. They learned from audience feedback for question 3, and used new media technologies like editing software, cameras and online tutorials extensively for planning, research and production.
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.
The document summarizes how the media product, a music video for the song "Afterglow" by Wilkinson, both conforms to and challenges conventions of real music videos and related media products.
The music video conforms to conventions by visually linking to the song lyrics and having a fast pace that matches the tempo of the upbeat song. However, it challenges conventions by using a female protagonist rather than a male one as is more common in the genre.
The digipak cover and magazine advertisement also both conform to and challenge conventions. The digipak follows some design conventions but uses a photo rather than just text. The magazine ad includes atypical elements like reviews and release date information.
Overall, the
The document provides an evaluation of a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used and developed conventions of real media in their genre. Screenshots are included comparing elements from the project to conventions in other music videos, such as camera shots, locations, and the artist's portrayal. The CD cover design process and exploration of conventions from other albums in the genre are also described.
The document provides feedback from an audience on various drafts of media products created by the author for a band called Flood. The audience provided suggestions for improvements, such as changing the color scheme and removing images of band members from certain products based on genre conventions. The author discusses incorporating this feedback to refine the products, such as the CD cover, poster, and music video. Technologies used included YouTube, iMovie, and Fireworks. The author reflects on lessons learned, such as the importance of audience feedback and following genre conventions.
Question 1- In what ways does your media product, use, develop, challenge for...Ayesha A2 Media
The document discusses conventions used in music videos, digipaks, and magazine advertisements. For the music video, conventions like lip syncing, natural settings, costumes, props, and close-ups were used to conform to typical indie music video styles and engage audiences. For the digipak, conventions like the artist name, album title, track list, visual imagery, and record label logo were included to provide key information. The magazine advertisement follows conventions such as the artist and album names, visual imagery, record label and website logos, and a QR code to promote the artist using various media.
The document summarizes a student's media evaluation assignment. It discusses how their music video for Adele's "Turning Tables" both uses and challenges conventions of the pop genre. Specifically, it sets the video on a deserted beach portrayed with dull skies to represent sadness and heartbreak, challenging stereotypes of women in pop music by depicting the female artist as strong. It also discusses the use of props like phones and photos and costumes like a red dress and military jacket. The student concludes their video challenges conventions by showing the artist overcoming heartbreak rather than remaining vulnerable. The response discusses creating ancillary tasks like CD covers in Photoshop and editing the video in Premiere Pro.
The document discusses the evaluation of a media product including a music video, CD covers, and website created for an artist. It addresses how the products used, developed, or challenged conventions of real media. Feedback was received on each product from audiences. A variety of media technologies were used at different stages of constructing, researching, planning and evaluating the project, including cameras, editing software, social media, and more. The combination of the main music video product and ancillary texts of the website and CD covers was generally effective through the use of various film techniques, continuity of style, and synergy across products.
The document discusses brand identity for an artist named Jake Dylan. It examines how the artist's logo, font, colors, photography style, and location choices help create a recognizable brand. For Jake Dylan, the logo uses a soft font in white to appeal to the pop-soul genre. Photographs feature the artist in casual clothing against countryside backdrops. While the music video does not include these branding elements to better portray the song's message, the poster and album digitally feature consistent logos, fonts, locations and costumes to clearly identify them with the Jake Dylan brand. In conclusion, the document evaluates how these branding techniques help create a recognizable identity that can increase sales and connect various media pieces to the same artist.
The document discusses the camera work, mise-en-scene, editing, and conventions used in several shots from a pop music video. The wide shots are used to show the setting, costumes, and other details to represent the singer and characters as fashionable, confident, and relatable to the target teenage audience. Stereotypical elements like partying, clothing, sports, and relationships appeal to viewers. Technical elements like lighting, camera angles, and editing tie together to advance the story and reinforce conventions of portraying a fun, youthful lifestyle.
The document discusses the effectiveness of combining a music video with ancillary products like a magazine advert and digipak. It describes how all the products maintain a consistent purple and white house style and theme of intoxication to connect them. The music video uses a young female protagonist getting drunk to portray loneliness and allow audiences to relate to her experiences. The magazine advert and digipak feature the protagonist and imagery from the music video to promote it. Elements like reviews and release details in the advert also promote the video. The digipak continues the intoxication theme through blurred images and separates the track list into euphoria and come down stages of being drunk.
This document discusses planning and research for a music video project. It begins by discussing genre selection and describes choosing a combination of R&B and grime based on audience research. Next, it analyzes existing music videos to identify conventions for camera shots, editing, and storyline elements. It then discusses plans for promoting and distributing the video online and to television channels that feature urban music. Lastly, it addresses designing the CD cover and incorporating feedback to improve the design.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
The three media products, including the main music video and two ancillary products, use, develop, and challenge conventions of real music videos. Repetitive features like similar imagery and themes create synergy between the products and a strong brand identity, making the combination of products effective. Audience feedback helped improve the products and showed that people enjoyed the video and ancillary texts and found them similar to real media. New media technologies were used extensively in research, planning, construction, and evaluation stages.
The document analyzes how the student's media products for an album by the artist Pink use, develop, and challenge conventions of real music videos, magazine advertisements, and album covers. The main music video and two ancillary products (advertisement and album cover) effectively work together through repetitive visual elements and themes that create a cohesive brand identity and allow audiences to connect the products.
The document discusses a student's media project creating a promotional music video for a fictional band. It analyzes the conventions used in music videos and how the student incorporated these conventions into their project. This included using shots of the band performing, camera techniques like zooms, and editing techniques. Feedback on the project was mainly positive, with criticisms around transitions between scenes which the student then improved.
The document describes a student's media production project creating a promotional music video. It discusses conventions used in music videos and how the student incorporated these. Feedback was generally positive but identified issues with transitions. The student learned new software like Adobe Photoshop, Premiere Pro, and Web Plus 10. Overall the project helped the student learn about targeting audiences and representing social groups through media.
The document discusses how the media product of a music video challenges conventions of real music videos. It summarizes how the music video challenges conventions in its mis-en-scene portrayals of the artist, locations featured, use of swaying camera movements, lip syncing techniques, and reversing of clips. The document also discusses how the media products of a music magazine advert and digipack challenge conventions in their use of colors, placement of key information like artist names and album titles, central focus on the artist, and inclusion of lyrics.
The document provides an evaluation of a media studies assignment where the student created a music video and accompanying marketing materials for an artist. The summary analyzes how the student's project used and developed conventions of real music videos and marketing products. Feedback from audiences helped the student improve the relationship between lyrics and visuals, and the intertextuality across the different products. The student also reflects on using various media technologies in creating, researching, planning and evaluating their project, and what they would change for next time, such as choosing a more upbeat song.
The document discusses the conventions used in media products like music videos, as well as how the author's products both follow and challenge some of these conventions. Specifically:
- The author's music video includes performance elements and lip syncing to connect to the song, but challenges conventions by showing both the male protagonist and a female lip syncing to represent the song's perspective.
- Elements like costumes, fonts, and imagery are carried over across the music video, album packaging, and advertisement to create cohesion and a recognizable brand.
- The author aimed to both utilize standard conventions like promotional information but also add their own style and narrative, such as setting the products in a 1950s era, to make their
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.
The document discusses the student's media studies evaluation project. It includes summaries of the student's CD case, music video, and how they compare to conventions. Audience feedback was gathered, which helped the student learn important lessons. Various media technologies were used at different stages of construction, research, planning and evaluation, including Fireworks, Photoshop, iMovie, YouTube, Google and font websites. The student worked well as part of a group, providing and receiving honest feedback to improve.
My music video and ancillary tasks conform to conventions of real media products in several ways:
1) My music video uses fast pacing, bright colors, and focuses on performance over narrative, mimicking real pop music videos.
2) My fake band, Sugar Rush, wears trendy clothes and shows close friendship to appeal to young girls, matching real bands.
3) Both my music video and digipak use repetitive sequences, plain backdrops, and a pink/blue color scheme common in the genre.
4) However, my music video also challenges conventions by giving each band member a unique identity through individual shots. It also features spontaneous movement over choreographed dancing.
The document discusses how the author of a music video product followed and challenged conventions of the genre. They mostly conformed to conventions like using natural locations, matching edits to the song pace, and a black and white color scheme. However, they challenged conventions by using an ambiguous storyline rather than a typical love story, and experimenting with mixing black and white and color footage. For their website and digipak ancillary tasks, the author conformed to conventions like using consistent branding but challenged overly contrasting colors in favor of more complimentary tones fitting the genre.
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 conventions of different media forms including digipaks, magazine advertisements, and music videos of the alternative R&B genre. It summarizes how the student's media product follows conventions such as using a narrative storyline focused on relationships and partying to express emotions. It also challenges some conventions by not sexualizing women and having a female main character rather than focusing on a male artist. Real media products that inspired the work include the music videos for "Marvin's Room" by Drake and "Nights" by Frank Ocean for their narratives and visual style.
The document discusses conventions of different media forms including digipaks, magazine advertisements, and music videos of the alternative R&B genre. It provides details on typical elements of digipaks like imagery of the artist, track lists, and information about the record label. For magazine ads, it mentions using large images of the artist and reviews. Music video conventions discussed include close-ups of artists, linking visuals to lyrics, and using narratives or performances. The response then describes how the student's own music video follows conventions like using a relationship narrative but challenges conventions by not sexualizing women or only including male artists. Real media products that inspired the student's work are discussed, including music videos by Drake and Frank Ocean that use similar
The music video uses, develops, and challenges conventions of the genre. It is a cover of Britney Spears' "Toxic" sung slower with more emotion by Yael Naim. The video sticks closely to the indie folk genre. It tells the story of an artist trapped in a toxic love through close-ups showing her emotions. It is entirely black and white to draw attention to her face. The narrative and cinematography portray the lyrics and keep the focus on the artist's emotions to engage the audience. Fast cuts are used throughout to keep time with the beats and draw in viewers, challenging conventions. The magazine advert and digipak cover keep consistent branding to help audiences recognize the artist and album across formats.
The document discusses conventions in music videos and how the author's music video for Lady Gaga's "Till It Happens to You" adheres to and develops conventions. The author researched conventions like shot types, camera angles, editing, and mise-en-scene. They filmed the video using mostly close-ups and a tripod to convey emotion. They also included sexualized makeup and revealing clothing to portray the song's message about exploitation while conforming to industry demands. Overall, the author felt their video adhered to conventions through its use of techniques like performance, editing, and visual elements.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
2. My media product has both challenged and followed conventions of media products of the rap genre. As is common in rap music videos there is a mix of narrative and studio time where the artist is performing solely, at first I intended to have just a narrative video. However, I believed it best to follow the conventions of the genre and to have both studio time and narrative as I felt it important that the audience see who the artist is, which helps them to build up a rapport with them. I also believed it was important to have a narrative as this gives the audience a story to follow which helps to keep them interested and to increase the impact of the lyrics. Eminem – When I’m Gone Studio & narrative shots Chase & Status Ft. Plan B – Pieces Studio & narrative shots My video – Studio & narrative shots
3. There are various shot types in my video which again is conventional of music videos, I wanted to make sure that the audience could see gestures and body movements made by the actor as it is rife amongst artists of this genre that they gesticulate frequently and I wanted to make sure this was the case in my video. There are also close up shots of the artist and this is not necessarily conventionalof the genre. However, I felt it helped to depict the serious, depressing mood of the video as the whole point of the video is to make it have as big an impact the audience as possible. The lighting was purposely dark which helped to link in with the aforementioned sad, depressive mood, there is a lot of shadow on the artists face which helps to create a bold, masculine image which is conventional of artists in the rap genre as their reputation is all about being seen by others as ‘alpha males’. Close up Side on medium shot Medium shot
4. The rap genre is traditionally a genre of music for the young, working class male and as such the artist must dress in a certain way if he wishes to connect with this group. It was thus imperative that the artists clothing in my video must be conventional, otherwise it would not be successful in appealing to my specific target audience. To appeal to this group I had the artist dress very casually, as can be seen in the video he is wearing a hooded top, tracksuit bottoms and trainers and I feel I succeeded in portraying him to be a young, working class male. The Streets – Dry Your Eyes My Video Professional artist dressed in a casual polo shirt, jumper, jeans & trainers My artist dressed in a casual hooded top & tracksuit bottoms
5. As regards the setting and actors in the music video, I wanted to keep it quite simple as I felt this best fitted in with my target audience, over complicating things would make it less appealing to them so there were only 3 actors in the video and only 2 locations, a house and studio. The studio which is conventional of rap music videos helped to focus the attention on the artist, although the artist appears in the narrative in a minor role, the studio time helps to bring him to the forefront of the video and ensures that the attention is on him, further linking in with the ‘alpha male’ image portrayed by rap artists. My Video Eminem – Cleanin’ Out My Closet Tinchy Stryder – Game Over Studio time here shown used in my video & two professional videos of the same genre
6. Drugs, alcohol and women are commonly mentioned and seen in videos of the rap genre however, my representation of them is completely different, I have challenged the conventions by not objectifying women but rather portraying my character to be sad about a relationship break up. Furthermore, I have shown my character to be turning to alcohol and drugs as a means of escaping his unhappy situation rather than through recreational use or by looking ‘hard’ as is the norm in rap videos; drugs and alcohol abuse is more common amongst the working class and in this sense my video portrays these problems amongst this class. My Video – Shots involving women & alcohol Skepta - Oynama Sikidim Sikidim – Professional video glorifying alcohol and women. Roll Deep – Green Light – Professional video of the genre shown objectifying women
7. My CD covers and website mostly follow the conventions for other artist’s ones of this genre as I feel if I made these vastly different to the norm it would reduce the appeal it has to my target audience. By following the conventions I feel I have created quite a professional looking website and CD covers however, not everything on these are conventional. I have edited all of the photos used on the CD covers and website and this is something which my target audience will be able to distinguish my artists material by, this helps to boost my artists own, unique brand identity and to further raise the chances of his material getting bought. My CD front cover & website Professor Green – album front cover N-Dubz website
8. Overall I feel I have both challenged and conformed to the conventions of real media products and this has worked in my favour. Where it is necessary to follow the conventions I have and where it hasn’t been necessary I have challenged them which increases the uniqueness and originality of my products, which in turn increases the chances of my products selling.
9. How effective is the combination of your main product and ancillary texts?
10. All 3 of my media products have synergy and come together to form a cohesive media digipak. The representation of my artist was key in achieving synergy, in the video there is a negative and depressing feeling which is fuelled by the dark lighting and resulting shadow on the artists face - creating a shady image, this was then carried over into the CD covers and website with there being an overriding dark colour scheme.
11. The colour scheme used on the CD covers and website are the same, with there mostly being only black, red and gold helping my audience to link the two together, furthermore the dark, bold colours link in with the masculine image portrayed by artists of the rap genre. This was backed up by my audience feedback which states the colour scheme, drug references and clothing were consistent throughout. CD front, back & inside right covers Website
12. The representation of drugs in the video is aimed to show the consequences of drug use and the problems that arise because of them, this is carried over into the CD covers as one of the covers shows a table full of drugs paraphernalia, this helps the audience to draw links between the video and CD. Inside left CD Cover – table full of drugs & drug paraphernalia A shot from the music video – the actor is seen taking drugs
13. The pictures I used for my website and CD covers came from images taken from the studio time that appears in the video, this is to make sure there is obvious synergy between all 3 of these media products. The artist is seen in the video in a hooded top and the pictures that appear on my website and CD covers clearly show him wearing the same hooded top. Website CD Cover Video
14. Furthermore, all of the pictures used are edited and this is the same across both the CD covers and the website, helping to further show the synergy. Moreover, there is a picture of the CD cover on the website with the idea that the song can be bought through the website, also there is a link to the website on the back cover of the CD, this makes sure that the audience is aware of this artists related media products. Edited photos A link to the website on the back CD cover & an option to buy the album on the website
15. Finally another thing that was consistent was the artists logo, it can be seen on both the CD covers and website and this helps to further boost his brand identity and uniqueness, it is an instantly recognisable logo and helps the audience to link the media products together. Front CD Cover Back CD Cover Website Outside CD Cover
16. From the audience feedback I received it is clear that the synergy between the 3 media products is obvious and has been successful, this will help the artist to boost his brand identity and in turn will boost his chances of selling this material. However, as states there are certainly areas that I can develop further which will additionally increase the overall quality and appeal of my products.
18. As already mentioned the audience feedback I received on the synergy between my three media products was very good. Feedback on the three products separately was both positive and negative... “ ” “ ” “ ”
20. CD As my target audience are young working class adults I thought it would be a good idea to make my CD covers quite simplistic however, it seems that they came across as too simple. There is a consistent colour scheme throughout which was seen as a good thing and the colours used were very bold, masculine colours which links in with the rap genre of music. As regards the photos used the editing was viewed to be a good thing and helped to make them stand out although the range of photos used was criticised, it was said that some were boring. I feel that the CD covers were the weakest part of my three media products, some aspects were good such as the editing of the photos and the colour scheme used however, if I were to do it again I would have a better standard of photos as the lack of a wide selection of photos made it a bit boring, I would achieve this through having a more varied collection of shot types and more locations. I would also have a more interesting design, I would put more detail onto the covers by adding more effects and designs in Photoshop such as swirls as this will help my covers to stand out more which will undoubtedly increase marketability and sales, it would draw more attention to the covers and help to catch people’s eye more. ” “ “ ” ” “
21. Website Out of all 3 of my media products I felt the website was the best and this is reflected in my audience feedback, it was seen to be professional looking and it was said that there was a good amount of content on it, with the links to social networking sites and options to sign up to a newsletter being viewed to help create this professional image. However, I feel that it could still be better, if I were to redo the website I would embed my music video into it to further increase the synergy between all three of my media products, this would help to further promote my artist’s material to his target audience but to also make the website of a better quality. Furthermore, there is very little writing on the website and I feel I could better describe the events and top news advertised on the website, this would make the website more useful to my target audience, by giving them more information I would increase the chances of my artist selling. “ ” “ ” “ ”
22. Video The video was the most important media product of the three and overall I got good feedback for it. The decision to stick with the conventional mix of narrative and studio worked well with people saying the mix was good and it was easy to follow the story. However, the switching between the two was sometimes an issue with some feedback stating there was too much cutting back and forth between the two which impeded the flow of the video. The lighting and clothing were seen to be other good features of the video with the lighting helping to create the dark mood which I aimed to portray to the audience and the casual clothing successfully appealed to my target audience. Furthermore, some of the shots were said to look unprofessional due to the setting and the length of them. If I were to go back to the editing of the video I would focus on either the narrative or studio time more than the other to overcome the constant switching between the two, this would give my video more continuity although there would still be a mixture. Moreover, I would make changes to the setting to remove some of the household objects that can be seen in the shots and cut down on the length of some shots to make my video seem that bit more professional. Furthermore to increase the professionalism of my video I would have a wider variety of shots as the ones used are slightly repetitive which in turn make the video a bit boring, increasing the selection of shots will help to capture my audiences attention more and undoubtedly raise the final quality of the video. Additionally, I would add more effects into the video to further create an impression of disorientation and confusion which would represent my character’s mindset as he continues to binge drink and take drugs. “ ” “ “ ” ”
23. Upon receiving my audience feedback it became clear that there are many things that I can improve which would help to further increase my three product’s quality. All in all I feel I created quite good products which would definitely help my artist to sell his material. The most important factor to consider is the synergy of the digipak and I believe, and my target audience believed that there was clear evidence of this which was a major reason for the positive feedback I received.
24. How did you use media technologies in the construction and research, planning and evaluation stages?
25. Throughout the pre-production, production and post-production I have used many different media technologies which have all helped to develop the quality of my three media products.
26. Pre-Production In the pre-production I researched my artist ‘The Streets’ official website and his fan sites specifically Facebook and MySpace. From both of these websites I was able to see what race, sex, age and social class his fans were which defined my target audience and who I would therefore have to cater my three media products to. The Streets MySpace page The Streets Facebook fan page My target audience = young, working class adults – predominantly males
27. Construction Video Filming the video – For this I used a tripod and video camera, these were obvious necessities which allowed me to capture the material for my music video. Editing the video – For this I used Adobe Final Cut Pro – from this I was able to log and capture my rushes onto the computer, I was then able to edit them by cutting their length and by adding effects such as the fades and distortions used in my video and to construct my full music video. The capabilities of the software meant it was invaluable for developing the quality of my product and ultimately in creating a professional looking video, the effects greatly helped to improve the quality of my video and if it was not possible to use this software I would of undoubtedly created a much more basic, less effective video. This is me in the editing suite where I used Adobe Final Cut Pro on an Apple Mac, I saved my finished video onto an external hard drive, I could watch my video on the TV next to the computer to see what it looked like.
28. CD & Website For the construction of my CD and website I used Adobe Photoshop CS4, this proved extremely useful and easy to use. I was able to cut out certain bits from photos and to edit them. I had a constant theme throughout all the photos I used where I edited them using the edits ‘cutout’ and ‘poster edges’. This helped to give my CD covers and website continuity and made them more professional looking and more appealing to my target audience. Without this software the quality of my photos would have been much poorer and the overall quality of my CD covers would have greatly suffered as a result. The original photo compared with the ‘cutout’ edit used on all of my photos.
29. Another piece of software used for the development of my website was Adobe DreamWeaver CS4, this allowed me to put active links onto my website so that it actually works and will take the user into different pages. This software helped to develop the authenticity of my website, although I had designed the homepage it was only an image, DreamWeaver allowed my to put live links onto the image and turn it into a proper website which obviously helped to further develop my product and further increase the professionalism of it. I used the hotspot tool to draw boxes around the parts of my website I wished to have as links which I then chose to go to a blank page when clicked on, which had a link returning you back to the homepage once clicked on
30. Post-Production Uploading my video – Obviously my video would have been useless if made and then not uploaded, to make sure that it is able to be viewed by my target audience I uploaded it to YouTube, this allowed me to gather feedback on the video and to promote my artists material. Gathering more feedback – To gather even more feedback I sent everyone of my target audience my completed CD covers, website and a link to my video on Facebook, they then messaged me back and told me their views on my three completed media products. The internet was vital in me gathering feedback for my three products and was made very easy through the biggest social networking site Facebook and the biggest video uploading website Youtube. These have helped to develop my products as without them I would not have been able to collate feedback as easily, which obviously would help me to further improve my products and to make them even more appealing to my target audience.
31. All of these media technologies have contributed in different ways to the development of my finished media products. Each was invaluable in improving the quality of these products and without them the standard would have been much lower. It also made it easier to broadcast and gain feedback which would help to further improve them if there were a need to do so. The most important of these media technologies was definitely the internet, it is obviously vital to every business and this was no different for me, without it the quality of my products would most definitely of suffered, I would not have been able to research my artist and genre or collect feedback anywhere near as easily as I did, therefore I feel it was of the greatest benefit to me out of all of the different technologies used.