My music video challenged conventions by not following the typical relationship between lyrics, visuals, and music. It was meant to be abstract and tell a narrative story about Pandora's Box and the seven deadly sins through quick shots and a feeling of panic. Audience feedback was positive, praising the video's style as dramatic, gothic, and creepy. Many said the music matched the video's style. I learned that different people can interpret things differently, but most understood what I was trying to create. Blogger, MUZU, and filming with a camera were new media technologies that helped with construction, research, and evaluation.
The document summarizes the process of creating an animated music video as part of a portfolio project. It describes researching anti-folk music and creating still images and GIFs in Photoshop to illustrate song lyrics. Final Cut Pro was used to assemble the images into a 2 minute and 24 second video set to music. Feedback showed that audiences were unfamiliar with the anti-folk genre and assumed the images depicted a country music band. The student learned about the influence of mainstream music genres on perceptions.
The document discusses how the media product challenges and uses conventions of real media. It created a music video for an indie song that challenged conventions by using a different, comedic narrative and character. It also used some conventions like including performance shots. The video challenged conventions around close-ups and representation of band members. The digipak design challenged conventions around identity and direct address while using conventions like layout, font and information inclusion. The poster challenged conventions like direct address while including modern conventions such as QR codes and reviews. Barthes codes like mystery and action were incorporated.
Evaluation plan and script- hannah constantineitshannieee
Hannah used various media technologies throughout the process of creating a music video and ancillary texts. In the planning stage, she researched conventions by analyzing music videos on YouTube. She storyboarded her idea on an online tool. For filming, she used two cameras and lighting. Editing was done in Adobe Premiere Pro, including color correction and transitions. Ancillary texts were designed using Photoshop and online editors. Evaluation included a written script, recorded audio, and evaluation videos edited in Premiere and added to her blog.
The student conducted extensive audience research before and during the creation of their music video project to ensure it met audience expectations. They created questionnaires to determine preferred styles, distributed mood boards to choose costumes and aesthetics, and gathered feedback on drafts. The final video received mostly high scores from reviewers in areas like camerawork, editing, costumes, and achieving the intended rock genre style. The student was pleased with the positive feedback and feels their thorough research process was key to the video's success.
- 90% of respondents considered the music video to be in the pop genre, while 10% thought it was country. Age responses were evenly distributed except fewer 22-25 year olds responded.
- 95% thought the ancillary tasks fit the pop genre based on conventions like including lyrics, photos of the artist, and relating to elements in the music video.
- 90% thought the breakup was portrayed successfully through different relationship stages, though some said more breakup scenes could have improved the narrative.
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.
This document analyzes the results of a questionnaire given to an audience about their preferences for a music video. The questionnaire covered topics like whether the video should match the mood of the song, use a narrative or visual style, include actors similar to the target audience, appropriate settings and outfits, use of color, day vs night filming, repetition, and more. The analysis found that a visual video shot at night featuring blue/purple colors and changing locations would best suit the "dark" and "strange" electronic song based on audience responses. It confirmed the producer's initial ideas while providing new details to consider for an effective music video that appeals to the target audience.
This document analyzes the results of a questionnaire given to an audience about their preferences for a music video. The questionnaire covered topics like whether the video should match the mood of the song, use a narrative or visual style, include actors similar to the target audience, appropriate settings and outfits, use of color, day vs night filming, repetition, and more. The analysis found that a visual video shot at night featuring blue/purple colors and changing locations would best suit the "dark" and "strange" electronic song based on audience responses. It confirmed the producer's initial ideas while providing new details to consider for an effective music video that appeals to the target audience.
The document summarizes the process of creating an animated music video as part of a portfolio project. It describes researching anti-folk music and creating still images and GIFs in Photoshop to illustrate song lyrics. Final Cut Pro was used to assemble the images into a 2 minute and 24 second video set to music. Feedback showed that audiences were unfamiliar with the anti-folk genre and assumed the images depicted a country music band. The student learned about the influence of mainstream music genres on perceptions.
The document discusses how the media product challenges and uses conventions of real media. It created a music video for an indie song that challenged conventions by using a different, comedic narrative and character. It also used some conventions like including performance shots. The video challenged conventions around close-ups and representation of band members. The digipak design challenged conventions around identity and direct address while using conventions like layout, font and information inclusion. The poster challenged conventions like direct address while including modern conventions such as QR codes and reviews. Barthes codes like mystery and action were incorporated.
Evaluation plan and script- hannah constantineitshannieee
Hannah used various media technologies throughout the process of creating a music video and ancillary texts. In the planning stage, she researched conventions by analyzing music videos on YouTube. She storyboarded her idea on an online tool. For filming, she used two cameras and lighting. Editing was done in Adobe Premiere Pro, including color correction and transitions. Ancillary texts were designed using Photoshop and online editors. Evaluation included a written script, recorded audio, and evaluation videos edited in Premiere and added to her blog.
The student conducted extensive audience research before and during the creation of their music video project to ensure it met audience expectations. They created questionnaires to determine preferred styles, distributed mood boards to choose costumes and aesthetics, and gathered feedback on drafts. The final video received mostly high scores from reviewers in areas like camerawork, editing, costumes, and achieving the intended rock genre style. The student was pleased with the positive feedback and feels their thorough research process was key to the video's success.
- 90% of respondents considered the music video to be in the pop genre, while 10% thought it was country. Age responses were evenly distributed except fewer 22-25 year olds responded.
- 95% thought the ancillary tasks fit the pop genre based on conventions like including lyrics, photos of the artist, and relating to elements in the music video.
- 90% thought the breakup was portrayed successfully through different relationship stages, though some said more breakup scenes could have improved the narrative.
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.
This document analyzes the results of a questionnaire given to an audience about their preferences for a music video. The questionnaire covered topics like whether the video should match the mood of the song, use a narrative or visual style, include actors similar to the target audience, appropriate settings and outfits, use of color, day vs night filming, repetition, and more. The analysis found that a visual video shot at night featuring blue/purple colors and changing locations would best suit the "dark" and "strange" electronic song based on audience responses. It confirmed the producer's initial ideas while providing new details to consider for an effective music video that appeals to the target audience.
This document analyzes the results of a questionnaire given to an audience about their preferences for a music video. The questionnaire covered topics like whether the video should match the mood of the song, use a narrative or visual style, include actors similar to the target audience, appropriate settings and outfits, use of color, day vs night filming, repetition, and more. The analysis found that a visual video shot at night featuring blue/purple colors and changing locations would best suit the "dark" and "strange" electronic song based on audience responses. It confirmed the producer's initial ideas while providing new details to consider for an effective music video that appeals to the target audience.
The document provides details about the development stages of a music video and CD cover. It describes experimenting with different designs and taking inspiration from artists like Coldplay. The final products featured a robot shadow design with varied colors. Feedback indicated more locations should be included in the music video. Analysis of the project showed how technologies like Windows Movie Maker and PowerPoint were used for planning, while feedback was gathered through Word documents.
The document analyzes the results of a questionnaire given to the intended audience of a music video. Key findings include:
- The audience prefers a video that matches the mood and style of the song.
- A visual video without much narrative is preferred, but including a loose narrative could keep interest.
- Actors that match the audience demographics of young white males would appeal most.
- Locations, costumes, and colors like blue and purple that match the "dark" and "mysterious" mood of the EDM song should be featured, while also including some brighter colors and tones.
- Night shoots outdoors and repetition with variation are recommended approaches.
The analysis will help
The document discusses how new media technologies were used at various stages of creating a music video project. Jamendo and YouTube were used for researching copyright-free music and inspiration. Footage was filmed on a train journey using a camera and tripod. Adobe Premier was used to construct the video by adding effects, adjusting speed/brightness, copying clips to create loops, and cutting clips to sync with the music. Photoshop was used to create promotional materials like a magazine ad and DVD packaging. Audience feedback was collected from YouTube, Facebook, and Twitter comments. Various screen grabs, downloads, and basic programs like Paint were also utilized at different stages of the process.
The document provides an evaluation of a student's music video project. The student aimed to challenge conventions of dance music videos, which often feature fast pacing and semi-naked women. The student's black and white video, filmed from a train, challenges these conventions by not including people. It loops footage to match the fast pace of the music. Feedback on the video praised the black and white style and how the train footage matches the music's sense of movement. Feedback validated the student's goal of challenging typical dance music video tropes.
The document appears to be research conducted to help plan a music video and related marketing materials. Key findings from the research include:
- Pop and indie music were the most popular genres, especially among females, so the video will target a female audience.
- Respondents preferred music videos that told emotional stories connected to the song lyrics and featured the artist. Therefore, the planned video will include a performance and narrative storyline linked to the lyrics.
- More females were already familiar with the original song, further indicating females as the target audience. Most respondents, including more females, said they liked the song.
- Pictures of the artist and images from the planned video should be featured prominently on the digipak cover
The document summarizes the process of creating a movie teaser poster and website. It describes analyzing existing movie posters and websites to identify conventions. Elements like the billing box, tagline, and similar fonts and imagery were used to create branding between the poster and website. Feedback was gathered from the target audience through a questionnaire and helped inform decisions around elements like the music and font choice. The teaser was edited in Apple Motion and published on Vimeo and the website to promote the fictional film.
The document summarizes the process of creating an animated music video for an anti-folk song. Key details include:
- The student created still images in Photoshop and animated GIFs to illustrate lyrics, as using real people was not possible.
- Final Cut Pro was used to assemble the stills and GIFs into a 2 minute and 24 second music video with no transitions between clips.
- Research online involved looking at other music videos for conventions, as well as using Wikipedia to learn about the anti-folk genre.
The document provides feedback from test audiences on a student's music video project. The student asked their focus group several questions to better understand how to improve the video. They learned that they needed to stabilize shots, add more angles and lighting, clarify the narrative, and refilm some parts. While the overall idea and music were liked, the student gained insight on strengthening editing, shot variety, and making the story more apparent. This feedback helped the student identify areas for improvement and informed changes made in revising and reshooting parts of the video.
The document summarizes the student's use of forms and conventions from real media in their music video project. They researched popular music videos and found conventions like telling a story and using different shot types. They developed conventions by using a plain background for singing instead of outdoor locations. They challenged conventions by using a full-length shot on their CD cover instead of a close-up. Audience feedback showed liking for the storytelling and shots but disliked some locations. New media like YouTube, Photoshop and video cameras were used for research, planning, production and evaluation.
The document outlines plans for a music video to accompany a cover of Lucy Rose's "Lines." Key ideas include:
1) Focusing on the emotions portrayed in the song by surveying how it makes people feel.
2) Filming in various open and derelict locations to show loneliness and feeling abandoned.
3) Incorporating flashbacks to show how the character arrived at their current state of loneliness.
Feedback was generally positive but suggested changing some target ages and locations. Further research focused the intended audience to ages 16-26 and examined competitors' videos and the indie music market. Production requirements and considerations for appropriate content were also reviewed.
The document outlines ideas for a music video to accompany Lucy Rose's cover of "Lines." Key points include:
- Focusing on the emotions portrayed in the song and how different viewers may feel. Locations will change throughout to hold interest.
- Filming in large, open spaces and derelict buildings to emphasize loneliness and feelings of being abandoned.
- Using flashbacks to show how the main character arrived at their current emotional state.
- Keeping the video slow-paced and lit softly to contrast sadness and peace.
- Having the band sing about someone else to show sympathy for the character and make viewers sympathize too.
The target audience for this music video is 16-18 year olds. They prefer to see the artist prominently featured on album artwork and in the music video. The video will tell the conceptual story of the song lyrics through scenes filmed on location at a house as well as in a studio. It will feature both a male and female actor to depict the relationship described in the song. The video aims to convey an empowering message about women's strength and independence through portraying the female protagonist as proud rather than hurt after discovering her partner's infidelity.
The document discusses the evaluation of the student's media products for a music project. It analyzes how the album cover, poster, and music video challenge or follow conventions of real media. The music video aims to challenge conventions by illustrating the relationship between lyrics and visuals, and music and visuals. The genre and style draws from the band Fall Out Boy. Overall, the products conform to some points of music video theory but challenge others due to being an animation. Feedback informed changes to improve the products and connection between them. A variety of software like Fireworks, Pinnacle, and online tools were used at different stages.
The song 'Stan' by Eminem is about an obsessed fan named Stanley Mitchell who writes letters expressing his admiration for Eminem. Stanley tries to replicate Eminem in every way by dying his hair blonde, wearing the same clothes, and getting a tattoo of Eminem's nickname. In the music video, Stanley drives off a cliff with his pregnant girlfriend in the trunk of the car. The 'Stan' music video is unconventional for a hip hop song by having a dark tone and telling a story instead of just featuring the artist. It aims to send fans the message not to obsess to an unhealthy level.
The document summarizes the design choices for a digipak, magazine advertisement, and music video created to promote an album. Key points:
- The digipak uses a simple black and white design with one photo to create synergy between the products and music video's alternative theme.
- The magazine ad follows conventions like central photo and reviews but challenges norms with limited text. It uses the same font and photo as the digipak.
- The music video includes conventions like lip syncing and camera eye contact but also challenges conventions through techniques like overlaying text on the artist's face.
- Synergy is created between the products through matching color schemes, fonts, images and tying into the
The focus group provided useful feedback on the band's music video:
- They enjoyed the narrative element and mysterious lighting but had trouble seeing the band members.
- The video conveyed feelings of loss and desperation as well as humanity's kindness, though it was intended to portray hopelessness.
- The band's edgy, alternative style and music suited the video's mood and message.
The document discusses how the creator used media technologies in the construction, research, planning, and evaluation of their media project. They researched inspiration artists online using Google and social media. They used various software programs like SnipMp3, Final Cut, Microsoft Word, and Irfanview to make their music video, conduct audience research, and design their album cover. A camera was used to film footage, and Final Cut was used to edit the project together. Feedback was gathered from friends and family to improve the project. Overall, media technologies were central to all stages of creating this media work.
The music video uses most conventions of the dance-pop genre by including both a performance and narrative aspect. It challenges conventions slightly by showing the artists playing instruments rather than just lip syncing. The use of color also challenges conventions by using darker colors rather than the typical bright colors. Additionally, it challenges the "male gaze" convention by focusing on empowering the three female characters rather than just their appearance.
The digipak cover uses some conventions by including the artist and title but challenges others by showing all three characters rather than just the main female artist. It also challenges conventions through its 6-panel format rather than the typical 2 or 4 panel format.
The digipak advert closely follows conventions by prominently
The document provides details on planning and pre-production for a music video. It includes an analysis of similar videos by the artist Matthew Dillon Cohen that focus on visual aesthetics over narrative. Audience research found that shots are preferred over narrative. The pre-production outlines the style, equipment, locations, and contingencies needed. Safety issues like COVID, public interaction, and drowning are also addressed.
The document provides an evaluation of the student's media products for a band called Papa Roach. The products included a music video, CD cover, and magazine advertisement. The summary provides:
1) The music video included elements of the rock genre and told a storyline that linked to the song lyrics. Audience feedback noted some issues with lighting and the storyline's clarity.
2) The CD cover and magazine ad used similar dark color schemes and imagery to link the pieces and draw attention, gaining positive feedback.
3) The student used various software and technologies for research, planning, filming, editing, and presenting their work. Overall, they were pleased with their work but would improve timeline management and gain earlier feedback next time
The document provides details about the development stages of a music video and CD cover. It describes experimenting with different designs and taking inspiration from artists like Coldplay. The final products featured a robot shadow design with varied colors. Feedback indicated more locations should be included in the music video. Analysis of the project showed how technologies like Windows Movie Maker and PowerPoint were used for planning, while feedback was gathered through Word documents.
The document analyzes the results of a questionnaire given to the intended audience of a music video. Key findings include:
- The audience prefers a video that matches the mood and style of the song.
- A visual video without much narrative is preferred, but including a loose narrative could keep interest.
- Actors that match the audience demographics of young white males would appeal most.
- Locations, costumes, and colors like blue and purple that match the "dark" and "mysterious" mood of the EDM song should be featured, while also including some brighter colors and tones.
- Night shoots outdoors and repetition with variation are recommended approaches.
The analysis will help
The document discusses how new media technologies were used at various stages of creating a music video project. Jamendo and YouTube were used for researching copyright-free music and inspiration. Footage was filmed on a train journey using a camera and tripod. Adobe Premier was used to construct the video by adding effects, adjusting speed/brightness, copying clips to create loops, and cutting clips to sync with the music. Photoshop was used to create promotional materials like a magazine ad and DVD packaging. Audience feedback was collected from YouTube, Facebook, and Twitter comments. Various screen grabs, downloads, and basic programs like Paint were also utilized at different stages of the process.
The document provides an evaluation of a student's music video project. The student aimed to challenge conventions of dance music videos, which often feature fast pacing and semi-naked women. The student's black and white video, filmed from a train, challenges these conventions by not including people. It loops footage to match the fast pace of the music. Feedback on the video praised the black and white style and how the train footage matches the music's sense of movement. Feedback validated the student's goal of challenging typical dance music video tropes.
The document appears to be research conducted to help plan a music video and related marketing materials. Key findings from the research include:
- Pop and indie music were the most popular genres, especially among females, so the video will target a female audience.
- Respondents preferred music videos that told emotional stories connected to the song lyrics and featured the artist. Therefore, the planned video will include a performance and narrative storyline linked to the lyrics.
- More females were already familiar with the original song, further indicating females as the target audience. Most respondents, including more females, said they liked the song.
- Pictures of the artist and images from the planned video should be featured prominently on the digipak cover
The document summarizes the process of creating a movie teaser poster and website. It describes analyzing existing movie posters and websites to identify conventions. Elements like the billing box, tagline, and similar fonts and imagery were used to create branding between the poster and website. Feedback was gathered from the target audience through a questionnaire and helped inform decisions around elements like the music and font choice. The teaser was edited in Apple Motion and published on Vimeo and the website to promote the fictional film.
The document summarizes the process of creating an animated music video for an anti-folk song. Key details include:
- The student created still images in Photoshop and animated GIFs to illustrate lyrics, as using real people was not possible.
- Final Cut Pro was used to assemble the stills and GIFs into a 2 minute and 24 second music video with no transitions between clips.
- Research online involved looking at other music videos for conventions, as well as using Wikipedia to learn about the anti-folk genre.
The document provides feedback from test audiences on a student's music video project. The student asked their focus group several questions to better understand how to improve the video. They learned that they needed to stabilize shots, add more angles and lighting, clarify the narrative, and refilm some parts. While the overall idea and music were liked, the student gained insight on strengthening editing, shot variety, and making the story more apparent. This feedback helped the student identify areas for improvement and informed changes made in revising and reshooting parts of the video.
The document summarizes the student's use of forms and conventions from real media in their music video project. They researched popular music videos and found conventions like telling a story and using different shot types. They developed conventions by using a plain background for singing instead of outdoor locations. They challenged conventions by using a full-length shot on their CD cover instead of a close-up. Audience feedback showed liking for the storytelling and shots but disliked some locations. New media like YouTube, Photoshop and video cameras were used for research, planning, production and evaluation.
The document outlines plans for a music video to accompany a cover of Lucy Rose's "Lines." Key ideas include:
1) Focusing on the emotions portrayed in the song by surveying how it makes people feel.
2) Filming in various open and derelict locations to show loneliness and feeling abandoned.
3) Incorporating flashbacks to show how the character arrived at their current state of loneliness.
Feedback was generally positive but suggested changing some target ages and locations. Further research focused the intended audience to ages 16-26 and examined competitors' videos and the indie music market. Production requirements and considerations for appropriate content were also reviewed.
The document outlines ideas for a music video to accompany Lucy Rose's cover of "Lines." Key points include:
- Focusing on the emotions portrayed in the song and how different viewers may feel. Locations will change throughout to hold interest.
- Filming in large, open spaces and derelict buildings to emphasize loneliness and feelings of being abandoned.
- Using flashbacks to show how the main character arrived at their current emotional state.
- Keeping the video slow-paced and lit softly to contrast sadness and peace.
- Having the band sing about someone else to show sympathy for the character and make viewers sympathize too.
The target audience for this music video is 16-18 year olds. They prefer to see the artist prominently featured on album artwork and in the music video. The video will tell the conceptual story of the song lyrics through scenes filmed on location at a house as well as in a studio. It will feature both a male and female actor to depict the relationship described in the song. The video aims to convey an empowering message about women's strength and independence through portraying the female protagonist as proud rather than hurt after discovering her partner's infidelity.
The document discusses the evaluation of the student's media products for a music project. It analyzes how the album cover, poster, and music video challenge or follow conventions of real media. The music video aims to challenge conventions by illustrating the relationship between lyrics and visuals, and music and visuals. The genre and style draws from the band Fall Out Boy. Overall, the products conform to some points of music video theory but challenge others due to being an animation. Feedback informed changes to improve the products and connection between them. A variety of software like Fireworks, Pinnacle, and online tools were used at different stages.
The song 'Stan' by Eminem is about an obsessed fan named Stanley Mitchell who writes letters expressing his admiration for Eminem. Stanley tries to replicate Eminem in every way by dying his hair blonde, wearing the same clothes, and getting a tattoo of Eminem's nickname. In the music video, Stanley drives off a cliff with his pregnant girlfriend in the trunk of the car. The 'Stan' music video is unconventional for a hip hop song by having a dark tone and telling a story instead of just featuring the artist. It aims to send fans the message not to obsess to an unhealthy level.
The document summarizes the design choices for a digipak, magazine advertisement, and music video created to promote an album. Key points:
- The digipak uses a simple black and white design with one photo to create synergy between the products and music video's alternative theme.
- The magazine ad follows conventions like central photo and reviews but challenges norms with limited text. It uses the same font and photo as the digipak.
- The music video includes conventions like lip syncing and camera eye contact but also challenges conventions through techniques like overlaying text on the artist's face.
- Synergy is created between the products through matching color schemes, fonts, images and tying into the
The focus group provided useful feedback on the band's music video:
- They enjoyed the narrative element and mysterious lighting but had trouble seeing the band members.
- The video conveyed feelings of loss and desperation as well as humanity's kindness, though it was intended to portray hopelessness.
- The band's edgy, alternative style and music suited the video's mood and message.
The document discusses how the creator used media technologies in the construction, research, planning, and evaluation of their media project. They researched inspiration artists online using Google and social media. They used various software programs like SnipMp3, Final Cut, Microsoft Word, and Irfanview to make their music video, conduct audience research, and design their album cover. A camera was used to film footage, and Final Cut was used to edit the project together. Feedback was gathered from friends and family to improve the project. Overall, media technologies were central to all stages of creating this media work.
The music video uses most conventions of the dance-pop genre by including both a performance and narrative aspect. It challenges conventions slightly by showing the artists playing instruments rather than just lip syncing. The use of color also challenges conventions by using darker colors rather than the typical bright colors. Additionally, it challenges the "male gaze" convention by focusing on empowering the three female characters rather than just their appearance.
The digipak cover uses some conventions by including the artist and title but challenges others by showing all three characters rather than just the main female artist. It also challenges conventions through its 6-panel format rather than the typical 2 or 4 panel format.
The digipak advert closely follows conventions by prominently
The document provides details on planning and pre-production for a music video. It includes an analysis of similar videos by the artist Matthew Dillon Cohen that focus on visual aesthetics over narrative. Audience research found that shots are preferred over narrative. The pre-production outlines the style, equipment, locations, and contingencies needed. Safety issues like COVID, public interaction, and drowning are also addressed.
The document provides an evaluation of the student's media products for a band called Papa Roach. The products included a music video, CD cover, and magazine advertisement. The summary provides:
1) The music video included elements of the rock genre and told a storyline that linked to the song lyrics. Audience feedback noted some issues with lighting and the storyline's clarity.
2) The CD cover and magazine ad used similar dark color schemes and imagery to link the pieces and draw attention, gaining positive feedback.
3) The student used various software and technologies for research, planning, filming, editing, and presenting their work. Overall, they were pleased with their work but would improve timeline management and gain earlier feedback next time
This document provides an introduction to an English class on getting started. It includes vocabulary words, a dialogue between Mrs. Quyen and Mrs. Smith, exercises to analyze the dialogue, and outlines the class schedule and objectives. The dialogue involves Mrs. Quyen calling Mrs. Smith from Vietnam to say she will visit San Francisco for 3 nights and Mrs. Smith invites her to dinner, though her husband may not be able to attend due to a work meeting. The exercises have students practice comprehending the dialogue and vocabulary.
Mrs. Quyen calls Mrs. Smith from Hanoi to say that she and her husband will be visiting San Francisco for 3 nights starting the following Monday. Mrs. Smith invites them to stay at her house but Mrs. Quyen declines as their accommodations are already included in their tour package. Mrs. Smith then invites Mrs. Quyen to dinner one night during their visit. They agree that Mrs. Quyen will have dinner at Mrs. Smith's house on Wednesday while her husband will be unable to attend due to a business meeting.
Decoding Digital Connections is an international youth survey (GER, CAN, USA, UK) about how, why and with whom 15-34 year-olds connect online and what role brands play in this conversation.
The study was developed and published by www.decode.net
Partner in Germany: Simon Schnetzer & www.ikosom.de
This document discusses countable and uncountable nouns as well as quantifiers such as some, any, much, many, a lot of, a few.
It defines countable nouns as nouns that can be counted and lists examples such as banana and song. Uncountable nouns cannot be counted and examples given are rice, sand, and music.
The document then explains the uses of some and any with plural and uncountable nouns. Some is used with affirmative statements and questions expecting agreement, while any is used with negative statements.
Finally, it discusses the quantifiers much/many, a lot of/lots of, and a little/few. Much and many are
Google Analytics is a tool that provides website owners with metrics and insights about traffic to their sites. It analyzes both quantitative and qualitative data from a website and its competitors to continually improve the user experience. Some key metrics that Google Analytics measures include visits, unique visitors, pageviews, pages per visit, average visit duration, bounce rate, and traffic sources like direct, referral, organic search, and paid search. It helps owners understand how users engage with their site and make data-driven decisions to optimize conversions.
The student is creating a music video for a coursework project. They conducted research into existing music videos including analyzing conventions, camera shots, and angles used. They created a questionnaire to determine their target audience which is girls aged 17-20 years old. Most respondents said they prefer pop music and want to see a story in the music video. The student will use this research to inform their song choice and plan their own music video, which will include filming, editing, and creating packaging like a CD cover. They are still deciding on the song but are considering "Jar of Hearts" and "Na Na Na".
The document discusses how feedback from an audience helped improve the creator's music video, advert, and digipak. Changes were made such as adding black and white scenes to the video to better convey emotions, selecting a title sequence preferred by viewers, and choosing advert and digipak designs that related better to the genre of music. Feedback revealed preferences that led to a more professional and coherent final product tailored for the target audience of 16-25 year olds.
The feedback the student received from their audience helped improve their music video, advert, and digipak in several ways. Audience feedback confirmed that including black and white scenes in the music video better conveyed the intended emotions. Feedback also indicated that one title sequence for the music video looked more professional than the other. For the advert, feedback showed that using an image inconsistent with the digipak cover seemed unprofessional. And feedback on initial digipak photos suggested a color theme would better match the intended genre of drum and bass/house music.
This document provides commentary on a music video titled "Blue Skies & Broken Dreams" directed by Gemma Whitehead. It discusses how the video uses conventions of real music videos such as narrative, performance, and technical aspects like editing. Inspiration came from videos by bands like Green Day and Atreyu. Feedback indicated people thought the timing was well-synchronized to the music and the non-linear storyline allowed different interpretations. New media technologies were used in planning, research, and evaluation of the video.
This document provides commentary on a music video titled "Blue Skies & Broken Dreams" directed by Gemma Whitehead. It discusses how the video uses conventions of real music videos such as narrative, performance, and technical aspects like editing. Inspiration came from videos by bands like Green Day and Atreyu. Feedback indicated people thought the timing was well-synchronized to the music and the non-linear storyline allowed different interpretations. New media technologies were used in planning, research, and evaluation of the video.
The audience feedback that the document's author collected informed significant changes to their music video, advert, and digipak. Feedback revealed that audiences preferred scenes in the music video to be in black and white to convey feelings of confinement, and they selected one title sequence over another. A survey also found that audiences did not like music videos with long introductions before the song starts. Feedback on potential adverts indicated audiences expected the advert and digipak cover to match, and they felt some initial photos for the digipak did not fit the drum and bass genre. This feedback helped the author finalize their work to better match audience expectations.
- 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.
This document provides an evaluation of a music video, album cover, and promotional materials for a fictitious band.
The music video represents different social classes through three girls ages 17-19 dressed in warm outdoor clothes. It aims to convey the message that stereotyping teenagers leads to lower class behavior and things need to change.
The album cover features the same photo layered three times, with font representing the house music genre. Originally a more pop-oriented cover was considered but changed to better suit the genre.
The promotional materials follow conventions like ratings, release date, and ways to purchase the music prominently displayed, along with fake band information. Feedback was that using black and white captured attention while conveying the
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 document discusses the process of creating a music video for a class project. It explores the research done into conventions of different music video genres. Key conventions experimented with include using a narrative story, lip syncing performances, rewind techniques, and slow motion. Feedback was gathered through a questionnaire to evaluate how well conventions were developed and genres were represented. While many conventions were successfully challenged and developed, some elements could have been clearer or more cohesive between the music video and ancillary materials created.
The document provides feedback from friends, family members, and teachers on the student's music video and album cover titled "Breathe Me". Written feedback praised the polished editing and inclusion of polaroid photos but noted some shots were unfocused. Verbal feedback showed viewers were engaged by the lyrics and raw emotion. Friends related well to the target age group. The student reflects that while some shots could have been improved, "Breathe Me" was largely a success in achieving its simple but effective goals.
This document analyzes and summarizes various aspects of music videos and album packaging, including their codes, conventions, narratives, audiences, and editing techniques. Regarding music videos, it discusses how they can promote albums, films, and artists. It also examines specific music videos in detail, analyzing elements like genre, narrative structure, intended audience, and editing styles. For album packaging, it compares and contrasts the digipaks of different artists, focusing on aspects like genre, imagery, lettering, representation, and target audiences. Overall, the document provides insightful textual analysis of various media related to the music industry.
The document evaluates the author's music video and digipack products against conventions of pop music videos and digipacks. The music video fits some conventions such as close-ups of the artist and jump cuts, but challenges others by having a darker color scheme and no dancing. The digipack matches the color scheme and style of the music video to clearly link the products.
The document evaluates the creator's music video and accompanying products against conventions of the pop genre. The music video challenges some conventions by having a dark color scheme, minimal characters, and incorporating dark humor. However, it also conforms to conventions through its use of close-ups of the singer and jump cuts. The products were designed to clearly link to each other through matching color schemes, fonts, and repeated imagery while still appealing to the intended older audience. Audience feedback was incorporated to improve the products.
The document provides details about the student's A2 media coursework which involved creating a music video and two ancillary texts (a magazine advertisement and CD packaging) for an R&B artist. The student chose to work individually and selected Ashanti's "Only U" as the song for their music video. They discuss challenges in the process like choosing the genre and song. Feedback from surveys and online views helped the student improve their work, especially re-filming the dance routine. The student learned new skills using various media technologies at each stage of research, planning, production and evaluation.
The document summarizes research from a questionnaire given to the target audience for a music video. Key findings include:
- The primary target audience is 12-17 year olds, but the video is also being shown to college students.
- Most respondents were female, so the research is more specific to females, but secondary research will account for both.
- Consideration is being given to removing dialogue from the beginning based on the research.
- Pop music is most popular but the chosen song has a pop sound and did well on music charts.
- The story aims to challenge stereotypes about teenagers.
- Most effective advertising will be online, specifically YouTube which the target audience uses to
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 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.
2. In what ways does your media product use, develop or challenge forms and conventions of real media products?
3. Like Goodwin said, music video's often have 6 elements: Music videos demonstrate genre characteristics . This means that if you are watching an RnB video, there is most likely going to be a dance sequence, or if you are watching a thrash metal video, there is most likely going to be images of death and skulls etc, symbols that represent their genres. There is a relationship between lyrics and visuals. This means that if the song is singing about a flower (for example) their will be a picture or a shot of a flower. There is a relationship between music and visual. This means that when a song gets to an intence part of the music, such as if in a rock song their is a guitar solo, we won't see an image of somebody ballet dancing- it has to go with the feel of the song music at that point! The artist develop a motif that recur in other music videos. This means that artists develop a motif that people then associate with them. For example: Michael Jacksons glove, Amy Winehouse's hair/eye make up, the Roling Stone's mouth, Jedwards hair etc... The notion of looking. This means the way people are seen in music videos, for example women are seen as objects, men are seen as cheats or scum bags and teenagers are portraid as bad people. Its all how they are represented in music videos. There is often intertexual reference . This means that there are refrences to films in some videos, for example, the Lady Gaga and Beyonce song 'Telephone' makes reference to Velma and Louise. Their inspiration came from watching these films. … The idea behind my music video was that it was meant to be a narrative/abstract piece, which told a story. I wanted to create a performance piece which didn’t completely make sense, almost like a ‘Lady Gaga’ performance. I wanted the video to have a background story- Pandora’s Box and the 7 deadly sins- but consisted of a lot of quick shots and a feel of ultimate panic throughout the video. My music video, though, has completely challenged this theory. My video does not go with the lyric, there were no motif’s etc…I did this on purpose to create a unique music video. I looked at the most memorable music video, which where generally ‘abstract’, strange video and decided that this would be the best idea to attract my qudience.
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5. How effective is the combination of your main product and ancillary texts?
6. This is the front cover to my Digi pack. As you can see, the girl on the front is the same girl as the one that appears in my music video. I wanted to do this so that my audience can associate the actors in my music video to the one on the front of my Digi pack, there for it will make my music video memorable. I wanted to have a black background, with just the image of the girl and the writing because it creates and eary effect, similar to the one I tried to create in my music video. I chose this style of writing because it has an old fashioned, scary look to it…just like my music video! This looks effective, because if I had pink bubble writing on my front cover, it would look stupid and have nothing to do with the theme of my video or advert!
7. This is the back of my Digi pack. Keeping in with the theme of the music video and the front of my Digi pack I have used the same girl, the same black background and the same font. I have done this, once again, so people can associate the girl I have used, with my music video. This image is a bit spooky looking, due to her looking almost ghost-like. I wanted to create this effect on because I did so on the front, if I had put a pink background with a girl that doesn’t feature in my video it would have been confusing and not gone with the over all theme of my Digi pack and music video. As you can see by the images below, a lot of it was shot in black and white, also it has a spooky look to it, and as you can see, it doesn’t have a happy ending. I tried to create this look on my Digi pack.
8. This is the inside of my Digi pack. The left side is the DVD of my music video and the right is my CD. I have stuck with the idea of the black background and the spooky font of writing. I chose to make my CD’s white because a lot of my music video was shot in black and white (as you can see by the images below), so it fits in with the theme of my music video, and the rest of my Digi pack.
9. Finally, my video advert also fits in with the all round theme of my music video and Digi pack. As you can see, the same girl appears in my Digi pack, advert and music video. As I have said before, my audience will associate this girl with my music video, which is good because it means my music video will be memorable. My CD’s also fit in with my theme, as you can see, the colour and the font match that of the advert and the Digi pack colour- this is what I was aiming for.
10. As you can see, when I put all my products together, they all have the same theme running through them. They all have the same colour theme- black and white- they all use the same girl and they are all a bit spooky looking. This is what I wanted to create- so people associate my Digi pack and advert to my music video.
13. What rating would you give the students camera work? Here, 19 people graded my camera work as 5/5 and 16 people said it was 4/5. I am really pleased with this because this means my camera work was good. Camera work is one of the main aspects to my video I really wanted to get right. I used low angle, zooms and high angles to try make my video look as effective as possible- this shows that I succeeded. What rating would you give the students editing skills? My feedback for this was that as follows: 19 people said my editing was 5/5, 14 gave it a 4/5 and 2 gave it a 3/5. With this being one of the most important and time consuming parts to my work I wanted my editing to look really effective. I believe that my editing deserved a 4/5 or 5/5 due to my cuts being in time with the music and the short edits looking really effective. I don’t, however, think I deserved a 3/5. Personally, I was not expecting to get such a low mark, but I have to consider that not everyone enjoys short, sharp cuts and quick moving editing and I understand that this type of editing is not everyone's cup of tea- I took this into consideration when reading my feedback. What grading would you give the control of costumes? Here, 19 people gave my costume control a 5/5, 11 people gave me 4/5 and 5 gave me a 3/5. I agree with all these marks. For some people, it may have appeared that my ‘children’ charactors where only wearing white tops and black trousers, but I was aiming for the innocent look here, so if I dressed my chaactors up much more they wouldn’t have looked like children. I understand that if people didn’t get the idea of keeping the children looking innocent, it may have appeared that I didn’t put much thought into my costumes, but it was the opposite. I took these comments n board.
14. What rating would you give the use of props? For my use of props, 10 people gave it a 5/5, 18 gave it 4/5 and 7 gave it 3/5. I can understand that people gave me this feedback, due to me not having many props in my video. The only prop used was the ‘Pandora’s box’ and it was used in context, so I can understand why people gave me lower marks than usual. I have no comment as such to these marks, just that they are what I expected. What rating would you give the use of lighting? Here, there was a mixture of feelings. 13 people said 5/5, 17 people said 4/5, 3 people said 3/5 and 2 people said 2/5. I have taken these marks in to consideration, with the knowledge that I could not control the lighting for my music video. With the whole of my video set outside, I often used the sunlight to my advantage, creating silhouettes of my characters etc. But due to not being able to control the sun, I believe this is why people scored me 2/5. I understand why people gave me this mark, due to me not doing my video inside and not being able to switch off the lights for example. Is the style of video clear to you as an audience? 32 people said Yes, the style of video was clear, 3 people said No. I completely agree with these answers, to some people the style wont have been clear- it just depends on the person. I am really happy with the amount of people that said yes- I have learned that different people interpret things in different ways.
15. Does the style of music match the style of the video? Here, 33 people said Yes, the music did match the style of video and 2 said No, it didn’t. I am glad to see people thought the music matched the style- this is what I was aiming for. It is good to see that some people didn’t, although it was a negative comment, it is good to see what peoples opinions are. What rating would you give the video for it being realistic and looking professional? 14 people here said 5/5 and 21 said 4/5. I can see that the majority or people thought it wasn’t very realistic…which isn’t a bad thing because the idea to my video was it to be a bit strange. I think that if everyone thought it was really realistic, I wouldn’t have created the effect I wanted to create for my music video.
16. Which 3 words would you describe the video? Here are some words that people used: Effective Dramatic Clever Fantastic Brilliant Gothic Story telling Creepy Intense Dark Very interesting Skilled Emotional Eerie. Well presented. Panic Unique Exciting Effective Mesmerising Mysterious Compelling Moving Fast pase. Threatening. Haunting Gripping Energetic ‘ watch out hammer house’. All these words are positive words, which is good because this means that I must have impressed that audience with my piece, words such as ‘gothic’ and ‘dark’ are good because this is the effect I was trying to create. If people had used words like ‘happy’ and ‘pink’ I would know I would have failed to create the effect I wanted.
17. Over all, I have learned that people (mostly saw what I wanted them to see) . I wanted to create a piece which was a bit odd and slightly creepy…in my feedback it shows that this has come across. I can see that some people didn’t understand that my piece wasn’t meant to be your average music video, but for those who did they appeared to have enjoyed it, judging by their feedback. I can see that my video appealed to a lot of people, but not all. This is like most music video's in the charts nowadays- not everyone has the same taste! Conclusion…
18. How did you use new media technologies in the construction and research, planning and evaluation stages?
19. Blogger… The main media technology that I used was blogger. I used blogger to write down everything I was doing each step of the way. I began by explaining what I was going to do in my project then went on to blog about the research I did into other music videos and then went on to explain what I was going to do in my music video. I blogged everything that happened during my music video filming, for example when it had been snowing, I blogged that it wasn’t an appropriate time to be filming outside! Blogger made a big impact on the way I worked throughout the course because it made it much easier. I had the ability to access my work at home without sending things backwards and forwards via email- this made my life much easier. Also, when I finished a piece of work, I could just upload it to blogger and know it was safe. It was easy for me to look at work I did at the start of the year because it was all there in front of me.
20. MUZU…. Not everyone is familiar with the sight ‘MUZU’ but this sight helped me a lot with the research into other artists video’s. MUZU is a sight which allows you to watch music video’s, this came in handy because I did a lot of research on ‘Lady Gaga’ video's. MUZU enabled me to get some inspiration for my music video and helped me along with coming up with a theme for my Music video. It also allowed me to realise that I didn’t want to do a performance piece. When watching the music video’s, the ones I enjoyed the most were the abstract and the narrative video’s.
21. Wordle… This is my wordle for my Digi pack. I asked people what they thought of my Digi pack and this is what they said. I then typed them in on the website ‘Wordle’ and created this image. I enjoyed using wordle because it was a better way of displaying research that was different to just writing them on my blog. By using wordle, it makes it an easy way to view what people have said. I would definitely use wordle again!
22. Filming… The main piece of media that was new to me was working with the camera whilst filming. Filming was almost completely new to me, the only filming experience I had was creating a short video to ‘addicted to love’ with the rest of my group. This helped, but when it came to filming by myself it took a while to get used to everything. The first job was to get used to moving the camera and creating a smooth shot. This was difficult because there was a lot of running in my video, there for a lot of fast camera shots. I had to learn to follow my actors with the camera without making the shot look un professional. The second hurdle was to try master the zoom button. I had to learn not to press the zoom to hard so it didnt create a jumpy shot, and also learn how to not zoom in so fast. Like the shots below, I had to zoom in slowly to create a nice smooth shot- or it would have looked messy!