Evaluation task 1
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The document compares the conventions used in the music video being evaluated and Florence and the Machine's music video for "Dog Days Are Over." Both videos use close-ups of the artist to connect with the audience. However, the evaluated video uses a more mysterious approach without a plain white background. The costumes, makeup, and performances in both videos fit with the alternative music genre's emphasis on style and drawing attention to the eyes. The evaluated video does not use special effects but does include cross-fading transitions to match the dreamy sound. It only focuses on the single artist rather than including extra characters.
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Evaluation task 1
The document compares the conventions used in the author's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos utilized close-ups of the artist to create a connection with the audience. However, the author's video used a more mysterious backdrop while Florence's used a plain white background. The costumes, makeup, and performances in both videos were chosen to fit the alternative genre's emphasis on artistic style and direct audience engagement.
Evaluation task 1 music video
This document compares the conventions used in the student's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos used close-ups of the artist to create intimacy with the audience. However, the student's video used a more mysterious backdrop rather than a plain white one. The costumes in both videos complemented the backgrounds and fit with the alternative genre's focus on style. While Florence and the Machine used special effects, the student opted for a more realistic portrayal of the artist and music. Makeup and direct audience address were also conventions employed to draw the viewer's attention.
Evaluation task 1 final
The document compares conventions used in the music video being evaluated to those used in videos by Florence and the Machine and Daughter. Specifically:
- Camera work focuses on close-ups of the artist to connect with audiences while maintaining some mystery.
- Costumes and sets are coordinated to create an aesthetic and focus attention on the artist.
- Editing uses techniques like cross-fading to set mood and emphasize the artist.
- Makeup draws eyes to the artist's face while reflecting their style and helping the audience remember them.
- Performance shots showcase the artist's talent and reinforce the music's authenticity.
In what ways does you media product use, develop or challenge forms and conv...
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
Evaluation activity 2
The document evaluates how effectively the combination of a music video and accompanying digipak and promotional materials work together. It discusses how the artist's image and surroundings are kept consistent across the different elements, including clothing, settings, colors and themes like nostalgia. Elements like fonts, photographs and graffiti are also incorporated uniformly to create a cohesive identity for the artist and strengthen the connection between the various products. The evaluation concludes that this consistency is effective in clearly representing the artist as local and relatable to their target audience.
Task 1
This document discusses the conventions used in a music video for a dance song. It describes using bright red smoke and costumes to match other dance music videos. Close-up shots of the lead performer are used to identify them as the "star". Costume changes and quick cuts between dancers break conventions but keep the audience engaged. Neon paint on the performers creates distinctive looks and ties into the colorful aesthetics of dance music videos. The album cover, website, and other marketing materials follow conventions by prominently featuring and identifying the lead artist.
In what ways does your media product use, develop or challenge forms of conve...
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
In what ways does your media product use, develop or challenge forms and con...
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
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Evaluation task 1
The document compares the conventions used in the author's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos utilized close-ups of the artist to create a connection with the audience. However, the author's video used a more mysterious backdrop while Florence's used a plain white background. The costumes, makeup, and performances in both videos were chosen to fit the alternative genre's emphasis on artistic style and direct audience engagement.
Evaluation task 1 music video
This document compares the conventions used in the student's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos used close-ups of the artist to create intimacy with the audience. However, the student's video used a more mysterious backdrop rather than a plain white one. The costumes in both videos complemented the backgrounds and fit with the alternative genre's focus on style. While Florence and the Machine used special effects, the student opted for a more realistic portrayal of the artist and music. Makeup and direct audience address were also conventions employed to draw the viewer's attention.
Evaluation task 1 final
The document compares conventions used in the music video being evaluated to those used in videos by Florence and the Machine and Daughter. Specifically:
- Camera work focuses on close-ups of the artist to connect with audiences while maintaining some mystery.
- Costumes and sets are coordinated to create an aesthetic and focus attention on the artist.
- Editing uses techniques like cross-fading to set mood and emphasize the artist.
- Makeup draws eyes to the artist's face while reflecting their style and helping the audience remember them.
- Performance shots showcase the artist's talent and reinforce the music's authenticity.
In what ways does you media product use, develop or challenge forms and conv...
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
Evaluation activity 2
The document evaluates how effectively the combination of a music video and accompanying digipak and promotional materials work together. It discusses how the artist's image and surroundings are kept consistent across the different elements, including clothing, settings, colors and themes like nostalgia. Elements like fonts, photographs and graffiti are also incorporated uniformly to create a cohesive identity for the artist and strengthen the connection between the various products. The evaluation concludes that this consistency is effective in clearly representing the artist as local and relatable to their target audience.
Task 1
This document discusses the conventions used in a music video for a dance song. It describes using bright red smoke and costumes to match other dance music videos. Close-up shots of the lead performer are used to identify them as the "star". Costume changes and quick cuts between dancers break conventions but keep the audience engaged. Neon paint on the performers creates distinctive looks and ties into the colorful aesthetics of dance music videos. The album cover, website, and other marketing materials follow conventions by prominently featuring and identifying the lead artist.
In what ways does your media product use, develop or challenge forms of conve...
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
In what ways does your media product use, develop or challenge forms and con...
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
Media Evaluation
The document summarizes how the media product challenges and develops conventions of real music videos based on Andrew Goodwin's theories. Key points:
1. The music video matches the editing pace to the music but uses longer shots for calmer parts to match the song's feelings.
2. A narrative format was chosen to represent the song's heartbreak theme over more upbeat styles.
3. Greyscale and slow motion shots signify memories, connecting the visuals to lyrics.
4. Continuity of style, colors, fonts and natural themes across products builds the artist's branding identity.
Focus group analysis
The focus group provided feedback on the music video storyline and song choice. They felt the EDM song did not fit well with the narrative-based video. However, the group wanted to continue with the song "Where are U Now" to link the video to the lyrics. They received positive feedback that the target audience was familiar with the song. Suggestions like filming on streets and sharing the video on social media instead of just YouTube were noted. The focus group found the original narrative about the symbolic meaning of colors to be complex, so the story was simplified to be about two friends splitting up due to one moving away.
Overview of Question 1
The document discusses the locations, costumes, props, and camerawork used in a music video. Two main locations were used: a forest and kitchen. Everyday locations and costumes were chosen so audiences could relate to the narrative. Work attire was used to portray the characters as working class. A kitchen knife prop added realism. Camera movements varied between panning shots for calm scenes and running shots for tension. Editing effects like cross-fading and slow motion were added in post-production.
Abielle Media Evaluation
The document discusses conventions of EDM and pop music videos and how the student's media product challenges and combines these conventions. Specifically:
1) EDM videos are typically more narrative-driven while pop videos emphasize performance and focus on love/relationships. The student's video tells a story relative to the song's lyrics (EDM convention) about a relationship (pop convention).
2) Scenes with flashing colors were included to relate to times/emotions, drawing from EDM video conventions. Dancing was omitted to connect audiences emotionally rather than through performance.
3) The student's video develops real media conventions by combining EDM and pop genres through its story, visuals, and appeal to audiences.
Evaluation One
The document provides details about the production of a music video, including inspiration and conventions used. It summarizes how the music video location and use of dancers was influenced by other artists' music videos. Colored lights and transitions between clips aimed to convey an indie style. Outfits for the singer and dancers also drew from other music videos. Camera shots incorporated movement to engage the audience. The digipak and magazine advert maintained consistency with the music video through use of a stained glass motif, predominant colors, and featuring the same artist. Research of other artists' works helped apply conventions to create cohesive and effective media products.
Evaluation question 1
The document discusses conventions for music videos, digipaks, and album posters. It analyzes conventions outlined by Goodwin and Archer for elements that should be included in music videos, such as relating the visuals to the lyrics and song. It discusses how the student's music video incorporated many conventions, such as using a narrative that relates to the song lyrics, but adapted some conventions, like portraying the artist in a negative way to fit the narrative. It also analyzes conventions for digipaks, such as including exclusive content and photos of the artist, and discusses how the student followed conventions by using a similar style to the artist's other albums. Finally, it discusses conventions for album posters, such as including the artist name
Task 1
We used performance elements, close ups, and a grungy indie aesthetic to showcase our artist's talent and promote their star image in our music video. We incorporated both a narrative element and performance cuts to enhance the overall product. During the chorus, we used handheld camera work to match the rhythm of the song and add tension. A single light bulb was used prominently and related to the indie style. Symbolism of light bulbs and trees in the video, website, and digipak helped establish the band's rebellious image and create familiarity. Rhythmic editing in Adobe Premiere matched cuts to the beats of the music to keep the pace lively.
Evaluation question 1
Our music video uses and develops several forms and conventions of real music videos:
1) It tells a narrative story through its lyrics and visuals like other narrative music videos.
2) It includes some close-ups of the artist but fewer than typical, unintentionally challenging that convention.
3) The lyrics and visuals are well-matched, following the key convention of relating the two.
Evaluation Task 1
Our music video uses and challenges some conventions of the genre. It uses common camera shots and editing techniques like cutaways that match the lyrics and beat of the song. However, it also uses some unconventional elements like slow motion and transitions between color and black and white. The narrative and performance sections are kept strongly separate, using different costumes and color/black and white to distinguish them, which challenges the norm of tightly linking the two. This is done to emphasize the relatable narrative over the performance, in order to help a new artist build a fanbase by connecting with audiences.
Ayonna Media Evaluation Task 1
The document discusses conventions used in Little Comet's music videos and how the media product develops or challenges these conventions. It summarizes that the media product uses conventions like live performance, close-ups of the artist singing, and filming in multiple short locations. However, it also develops these conventions by using longer shots and additional locations. The document also discusses conventions used in Little Comet's editing, use of stock motion, animation relating to lyrics, and color schemes, fonts, and imagery used in digipaks and advertisements. It aims to appropriately use, develop, and challenge conventions from real media products to create a realistic work.
Question 2
The document discusses creating continuity and synergy across various music products for a band called Crystal Whites, including their magazine advert, digipak, CD, lyric booklet, and music video. Key elements that provide continuity include using the same images, fonts, color schemes, and representations of the band members across products. Social media logos on the magazine advert promote the music video and band profile pages allow audiences to learn more about Crystal Whites.
Presentation1
The document discusses how the media product develops conventions from existing music videos. It analyzed videos from Pond, Tame Impala, and Temples that used techniques like cut shots, animation, and lighting effects to create dreamlike, stylized, and non-narrative experiences. The product aims to recreate this lack of narrative and interpretive style through landscape shots using different effects, while developing its own style. It keeps a basic studio performance setup but adds surrealism through lighting and post-production effects. Unlike average pop videos that advertise the artist, this media product enhances the listening experience through visually intriguing shots open to lyric interpretation.
Evaluation Question 1 Inspiration
The creators took inspiration from several sources for their music video:
1) Sia's music videos which feature minimalist costumes and solo dancers to convey the song.
2) Dance performances by Pink, Ed Sheeran, and a show they attended for contemporary dance styles.
3) Professional music videos for lighting techniques like colored lighting to create interest.
4) Solo artist music videos for shot styles like panning and zooming to film the performer.
They made changes based on audience feedback, such as changing the setting from a church to a stage.
Evaluation Q2 - How effective is the combination of your main product and anc...
The document discusses how ancillary products were designed to create synergy with the band's music video and promote brand recognition. A digipak was created using stills from the video and the same color filters to match the video's look. Individual photos from the video were used on the inside covers along with lyrics. Advertisements also featured merged stills from the video in black and white to maintain synergy with the video and digipak branding.
Evaluation Question 1
The group decided to create a performance-based music video to fit their deep house song and genre. They filmed various performance clips but realized they didn't flow together or make sense without context. So they added a narrative to provide meaning to the artist's actions and locations. They also considered Goodwin's music video conventions like relationships between visuals/music and lyrics. Close-ups of the artist's performance allowed them to showcase her style at different locations. Their 'Opium Records' production company aims to produce music like 'Geko' for 15-24 year olds, the target of both the real song and their video. They will showcase their video on TV music channels, radio stations, and online platforms like
Media conventions
Conventions are specific aspects of a genre that ensure a work fits within that genre and is understood by audiences. Music video conventions include the narrative style, performance style, animation, and mixtures of these. Common camera techniques are close-ups, two-shots, and point-of-view shots. Mise-en-scene elements like costumes, lighting, colors, and props also have conventions. Editing commonly uses fast cuts or slow motion. Music videos often portray an extravagant lifestyle and gender representations. The document discusses following these conventions while also potentially subverting expectations in the author's own music video project.
Evaluation 2
1) The digipak and advert were designed to promote an indie pop artist's new album and music video about struggling with depression while confined to a wheelchair.
2) The digipak features imagery from the music video and represents the artist's emotions through a dark color filter. It also promotes a charity that appeared in the video.
3) The advert uses a large photo of the famous artist against reviews to draw attention and create interest in the "prestigious" album. It also shares release date and social media details.
4) Both the digipak and advert link to the music video through matching imagery, fonts, and references to elements that drive curiosity about the narrative.
Question 1
This document summarizes the key ways in which the media product uses and develops conventions of real music videos and media products. It discusses conventions of music videos such as demonstrating genre characteristics and relationships between lyrics, music, and visuals. It then describes how the media product incorporates these conventions, such as through shots that reference other music videos and the use of close-ups, angles, and imagery that establish the indie/rock genre. Overall, the document conveys how the media product was influenced by real examples but adapted them in an original way.
Evaluation Question 1
The document discusses how the music video challenges some conventions while following others. It challenges conventions like lip syncing by showing the band recording instead of performing, and direct address by not having characters look at the camera. It follows conventions like synchronizing editing to the song pace and matching visuals to lyrics. The document also discusses how the digipak and magazine ad challenge and follow conventions, like the digipak showing both direct and indirect character looks at the camera, and the ad creating synergy between products through shared design elements.
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of their video on conventions like album packaging, they aimed to make it more unique by including elements like a character playing a double role and using flashbacks creatively.
Finding your true calling by Rakesh Godhwani
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Evaluation task 1 – album artwork
The document discusses the album artwork created for a new artist. The front cover uses a black and white portrait of the artist with bold white text to draw attention. Nature imagery is featured on the back cover to reinforce the artist's organic theme. Comparisons are made to album covers by Florence and the Machine and Birdy, noting similarities like simplicity through black and white schemes, and differences like a close-up portrait versus showing the artist's attitude through positioning. Conventions of indie genres are both followed and broken from in the designs.
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Media Evaluation
The document summarizes how the media product challenges and develops conventions of real music videos based on Andrew Goodwin's theories. Key points:
1. The music video matches the editing pace to the music but uses longer shots for calmer parts to match the song's feelings.
2. A narrative format was chosen to represent the song's heartbreak theme over more upbeat styles.
3. Greyscale and slow motion shots signify memories, connecting the visuals to lyrics.
4. Continuity of style, colors, fonts and natural themes across products builds the artist's branding identity.
Focus group analysis
The focus group provided feedback on the music video storyline and song choice. They felt the EDM song did not fit well with the narrative-based video. However, the group wanted to continue with the song "Where are U Now" to link the video to the lyrics. They received positive feedback that the target audience was familiar with the song. Suggestions like filming on streets and sharing the video on social media instead of just YouTube were noted. The focus group found the original narrative about the symbolic meaning of colors to be complex, so the story was simplified to be about two friends splitting up due to one moving away.
Overview of Question 1
The document discusses the locations, costumes, props, and camerawork used in a music video. Two main locations were used: a forest and kitchen. Everyday locations and costumes were chosen so audiences could relate to the narrative. Work attire was used to portray the characters as working class. A kitchen knife prop added realism. Camera movements varied between panning shots for calm scenes and running shots for tension. Editing effects like cross-fading and slow motion were added in post-production.
Abielle Media Evaluation
The document discusses conventions of EDM and pop music videos and how the student's media product challenges and combines these conventions. Specifically:
1) EDM videos are typically more narrative-driven while pop videos emphasize performance and focus on love/relationships. The student's video tells a story relative to the song's lyrics (EDM convention) about a relationship (pop convention).
2) Scenes with flashing colors were included to relate to times/emotions, drawing from EDM video conventions. Dancing was omitted to connect audiences emotionally rather than through performance.
3) The student's video develops real media conventions by combining EDM and pop genres through its story, visuals, and appeal to audiences.
Evaluation One
The document provides details about the production of a music video, including inspiration and conventions used. It summarizes how the music video location and use of dancers was influenced by other artists' music videos. Colored lights and transitions between clips aimed to convey an indie style. Outfits for the singer and dancers also drew from other music videos. Camera shots incorporated movement to engage the audience. The digipak and magazine advert maintained consistency with the music video through use of a stained glass motif, predominant colors, and featuring the same artist. Research of other artists' works helped apply conventions to create cohesive and effective media products.
Evaluation question 1
The document discusses conventions for music videos, digipaks, and album posters. It analyzes conventions outlined by Goodwin and Archer for elements that should be included in music videos, such as relating the visuals to the lyrics and song. It discusses how the student's music video incorporated many conventions, such as using a narrative that relates to the song lyrics, but adapted some conventions, like portraying the artist in a negative way to fit the narrative. It also analyzes conventions for digipaks, such as including exclusive content and photos of the artist, and discusses how the student followed conventions by using a similar style to the artist's other albums. Finally, it discusses conventions for album posters, such as including the artist name
Task 1
We used performance elements, close ups, and a grungy indie aesthetic to showcase our artist's talent and promote their star image in our music video. We incorporated both a narrative element and performance cuts to enhance the overall product. During the chorus, we used handheld camera work to match the rhythm of the song and add tension. A single light bulb was used prominently and related to the indie style. Symbolism of light bulbs and trees in the video, website, and digipak helped establish the band's rebellious image and create familiarity. Rhythmic editing in Adobe Premiere matched cuts to the beats of the music to keep the pace lively.
Evaluation question 1
Our music video uses and develops several forms and conventions of real music videos:
1) It tells a narrative story through its lyrics and visuals like other narrative music videos.
2) It includes some close-ups of the artist but fewer than typical, unintentionally challenging that convention.
3) The lyrics and visuals are well-matched, following the key convention of relating the two.
Evaluation Task 1
Our music video uses and challenges some conventions of the genre. It uses common camera shots and editing techniques like cutaways that match the lyrics and beat of the song. However, it also uses some unconventional elements like slow motion and transitions between color and black and white. The narrative and performance sections are kept strongly separate, using different costumes and color/black and white to distinguish them, which challenges the norm of tightly linking the two. This is done to emphasize the relatable narrative over the performance, in order to help a new artist build a fanbase by connecting with audiences.
Ayonna Media Evaluation Task 1
The document discusses conventions used in Little Comet's music videos and how the media product develops or challenges these conventions. It summarizes that the media product uses conventions like live performance, close-ups of the artist singing, and filming in multiple short locations. However, it also develops these conventions by using longer shots and additional locations. The document also discusses conventions used in Little Comet's editing, use of stock motion, animation relating to lyrics, and color schemes, fonts, and imagery used in digipaks and advertisements. It aims to appropriately use, develop, and challenge conventions from real media products to create a realistic work.
Question 2
The document discusses creating continuity and synergy across various music products for a band called Crystal Whites, including their magazine advert, digipak, CD, lyric booklet, and music video. Key elements that provide continuity include using the same images, fonts, color schemes, and representations of the band members across products. Social media logos on the magazine advert promote the music video and band profile pages allow audiences to learn more about Crystal Whites.
Presentation1
The document discusses how the media product develops conventions from existing music videos. It analyzed videos from Pond, Tame Impala, and Temples that used techniques like cut shots, animation, and lighting effects to create dreamlike, stylized, and non-narrative experiences. The product aims to recreate this lack of narrative and interpretive style through landscape shots using different effects, while developing its own style. It keeps a basic studio performance setup but adds surrealism through lighting and post-production effects. Unlike average pop videos that advertise the artist, this media product enhances the listening experience through visually intriguing shots open to lyric interpretation.
Evaluation Question 1 Inspiration
The creators took inspiration from several sources for their music video:
1) Sia's music videos which feature minimalist costumes and solo dancers to convey the song.
2) Dance performances by Pink, Ed Sheeran, and a show they attended for contemporary dance styles.
3) Professional music videos for lighting techniques like colored lighting to create interest.
4) Solo artist music videos for shot styles like panning and zooming to film the performer.
They made changes based on audience feedback, such as changing the setting from a church to a stage.
Evaluation Q2 - How effective is the combination of your main product and anc...
The document discusses how ancillary products were designed to create synergy with the band's music video and promote brand recognition. A digipak was created using stills from the video and the same color filters to match the video's look. Individual photos from the video were used on the inside covers along with lyrics. Advertisements also featured merged stills from the video in black and white to maintain synergy with the video and digipak branding.
Evaluation Question 1
The group decided to create a performance-based music video to fit their deep house song and genre. They filmed various performance clips but realized they didn't flow together or make sense without context. So they added a narrative to provide meaning to the artist's actions and locations. They also considered Goodwin's music video conventions like relationships between visuals/music and lyrics. Close-ups of the artist's performance allowed them to showcase her style at different locations. Their 'Opium Records' production company aims to produce music like 'Geko' for 15-24 year olds, the target of both the real song and their video. They will showcase their video on TV music channels, radio stations, and online platforms like
Media conventions
Conventions are specific aspects of a genre that ensure a work fits within that genre and is understood by audiences. Music video conventions include the narrative style, performance style, animation, and mixtures of these. Common camera techniques are close-ups, two-shots, and point-of-view shots. Mise-en-scene elements like costumes, lighting, colors, and props also have conventions. Editing commonly uses fast cuts or slow motion. Music videos often portray an extravagant lifestyle and gender representations. The document discusses following these conventions while also potentially subverting expectations in the author's own music video project.
Evaluation 2
1) The digipak and advert were designed to promote an indie pop artist's new album and music video about struggling with depression while confined to a wheelchair.
2) The digipak features imagery from the music video and represents the artist's emotions through a dark color filter. It also promotes a charity that appeared in the video.
3) The advert uses a large photo of the famous artist against reviews to draw attention and create interest in the "prestigious" album. It also shares release date and social media details.
4) Both the digipak and advert link to the music video through matching imagery, fonts, and references to elements that drive curiosity about the narrative.
Question 1
This document summarizes the key ways in which the media product uses and develops conventions of real music videos and media products. It discusses conventions of music videos such as demonstrating genre characteristics and relationships between lyrics, music, and visuals. It then describes how the media product incorporates these conventions, such as through shots that reference other music videos and the use of close-ups, angles, and imagery that establish the indie/rock genre. Overall, the document conveys how the media product was influenced by real examples but adapted them in an original way.
Evaluation Question 1
The document discusses how the music video challenges some conventions while following others. It challenges conventions like lip syncing by showing the band recording instead of performing, and direct address by not having characters look at the camera. It follows conventions like synchronizing editing to the song pace and matching visuals to lyrics. The document also discusses how the digipak and magazine ad challenge and follow conventions, like the digipak showing both direct and indirect character looks at the camera, and the ad creating synergy between products through shared design elements.
Q1 evaluation
The student created a music video that challenged conventions of the rock genre in several ways. They incorporated creative camera shots and lighting techniques seen in other music videos to make their video stand out. They also added a storyline and used lip syncing to match the lyrics, drawing from common music video editing conventions. While basing the overall design of their video on conventions like album packaging, they aimed to make it more unique by including elements like a character playing a double role and using flashbacks creatively.
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Evaluation Q2 - How effective is the combination of your main product and anc...
Evaluation Q2 - How effective is the combination of your main product and anc...
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Evaluation task 1 website
For their website, the student used a basic layout with monochromatic colors and bold fonts to draw attention. They included a background image combining natural and technological elements to represent their music. On the homepage, the artist is positioned off-center to seem relaxed. Throughout the site, the same font and color scheme create consistency while hints of color draw attention to content. Tour dates are easy to scan and purchase tickets from. Pages include related images and links to promote the artist's products and personal image in line with their genre.
Wings of Fire
The document provides background information on Dr. APJ Abdul Kalam, the author and former President of India. It discusses his upbringing, education in physics and aerospace engineering, and key roles in India's space and missile development programs. The book "Wings of Fire" is Kalam's autobiography that recounts his struggles, failures and successes in his career. It aims to inspire readers through Kalam's story and lessons of having a vision, empowering teams, and striving for self-belief and achievement.
Sachin Tendulkar Biography
This document provides biographical information about Indian cricket player Sachin Tendulkar and sports author Boria Majumdar. It outlines that Tendulkar was born in 1973 in Mumbai and had an illustrious cricket career from 1989 to 2013, holding numerous records. The document also lists some of Tendulkar's honors and awards received, including the Bharat Ratna in 2014. It provides a few quotes praising Tendulkar from other famous cricketers and celebrities. Additionally, it gives brief biographical details about author Boria Majumdar and notes he has written 12 books on sports.
CNA Resume 0918
Wendy Newman is a Certified Nursing Assistant and Pharmaceutical Technician seeking a position providing patient care. She has over 15 years of experience working in hospitals, long term care facilities, and as an in-home provider. Her skills include vital sign monitoring, wound care, catheter and colostomy care, range of motion exercises, and assisting nurses. She is certified in CPR and sterile compounding techniques.
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Similar to Evaluation task 1
Question 1
The document provides an analysis of how the media product uses conventions of real music videos. It discusses using forms from Rihanna's music videos as inspiration. Key areas like camerawork, editing, sound, and mis-en-scene are addressed. Shots like close-ups and locations like a park were used to portray emotion. The visuals, audio, and story were carefully synced to the song. Elements from other artists' videos like red party cups and black and white footage were incorporated to feel realistic. Overall, conventions from the R&B/hip hop genre and existing music videos were challenged and developed upon to craft an authentic final product.
Media evaluation q1 zire complete
This document discusses how the media product develops conventions from real music videos. It uses both narrative and performance elements, with most performance shots focusing on the main performer alone to reflect the depressive lyrics. Common conventions like a mirror shot are used to express emotions and connect with audiences. The black and white effect in flashback scenes conveys emotions and song meaning. Choosing a performer with dark features portrays a distressed image linking to the lyrics. The album cover follows conventions by featuring the artist's image to attract audiences. Location shots outside also develop conventions by making the story and emotions more visual and connectable.
Evaluation question 1:Shauna Penfold
The document discusses various elements of music videos and how the student incorporated them in their project. It analyzes the relationship between lyrics and visuals, music and editing, representation of the artist, genre definition, camerawork, lighting, influence of other videos, and setting/location. Examples are provided from popular music videos to illustrate techniques used effectively in each element and how the student attempted to integrate some of those conventions into their own video.
Advanced media production evaluation
This document provides an analysis of Rebecca Martin's advanced media production coursework, which involved creating a music video and accompanying promotional materials.
The music video was created to promote a fictional album. Rebecca researched conventions of similar music videos and promotional styles to ensure her work fit genres. Her music video uses shots common to indie music videos like close-ups and long shots. It tells the narrative story of a relationship through scenes of the couple and the artist singing.
Feedback indicated the video and song complemented each other well and the acting seemed natural. Rebecca learned the importance of quality footage, photos and software to create a professional product. She applied skills in editing, camerawork and design to complete her course
Evaluation Question 1
Conventions are elements that audiences expect within a genre that have been used many times before. They analyzed conventions within the indie/alternative genre for a music video project. Their video used slow motion camera work, an artistic set design with netting/organza, and makeup/costumes following a blue-green-pink color palette. They compared their work to similar artists and ensured their album artwork, website, and marketing maintained consistency with the artistic theme and genre conventions.
Forms and conventions (1) redraft
The document discusses conventions in media forms such as music videos. It provides examples of technical conventions like camera work, editing, and lighting as well as symbolic conventions involving colors, costumes, and other stylistic elements. Specific conventions mentioned include close-ups during choruses, fast motion editing to match music tempo, overlays of shots for a distorted feel, backlighting of performers, and use of bright colors. The document suggests these conventions help audiences understand genres and connect artists with their music.
Question 4 transcript
The document summarizes the process of creating promotional materials for an indie music project, including a music video, webpage, and digipak. It discusses following conventions of the indie genre to appeal to the target demographic, while also breaking some conventions to distinguish the project. Specific conventions that were followed include using close-ups of the artist, natural lighting, costumes representing moods, and relating the video narrative to the song lyrics. Camera techniques like dissolves and juxtapositioning shots were used to transition between scenes and time periods. Overall, the goal was to balance following genre conventions with originality to attract audiences.
Andrew Goodwins Music Video Conventions
The document discusses how a student's media product used conventions of real music videos. It examines how the student's music video incorporated conventions like genre, star identification, voyeurism, lyrics and visuals, and locations. It aimed to use a calming purple filter and dull flashback filter to convey the indie pop genre. Close-up shots were used for star identification. Scenes focused on the female form for voyeurism. Locations in nature were chosen to emphasize traveling after loss. The lyrics were directly matched to visuals like dancing in the moonlight. Intertextual references and star iconography were not included to focus on telling the story of two normal girls in love through memories. The promotional package matched the music
Evaluation 1 a2 media
The document discusses how the student's music video product develops and challenges conventions of real music videos. It summarizes how the music video uses conventions related to themes, artist representation, locations, editing, theory, cinematography, mise-en-scene, lighting, body language, costumes, and sound to be appealing to the target hip hop audience. Overall, the document concludes that the music video and ancillary products effectively follow conventions of the hip hop genre to engage the intended target audience.
A2 Media Studies Evaluation
The document provides an evaluation of a student's music video project. It discusses the various stages of research, planning, production and evaluation. During the research stage, the student analyzed conventions of music videos in their chosen genre. In the planning stage, the student considered narrative, links between music and visuals, artist representation, and camera work. For production, the student utilized color schemes, settings, and editing to represent the narrative and emotions of the song. Upon evaluation, the student gathered audience feedback which they used to improve elements like cinematography and lip syncing. The student learned various media technologies to complete the different stages, including blogging, video editing software, and presentation tools.
Media task 1 1
This document discusses how a student media project's music video, promotional products, and packaging uses, develops, or challenges conventions of real media.
The music video includes shots of the band performing, using close-ups of the singer to make it seem like they are singing to the viewer, and editing scenes together in parallel to clearly show the storyline.
Promotional products and packaging feature darker imagery and filters to fit the indie rock genre. Pictures of the artist are included to sell their persona and appeal to the target audience. Consistent black and white visuals and fonts are used across products.
Overall, the project aims to incorporate genre characteristics and connect to the audience through the use of familiar music video conventions,
Media Evaluation!
This document discusses the media evaluation of a music video created by the author. [1] The author analyzes how their music video uses and challenges conventions of real music videos through the use of close-ups, mid-shots, narrative elements, and other techniques. [2] Feedback was gathered from audiences during the development and production process to help shape elements like the artist's name. [3] The author reflects on how audience feedback helped improve the project and learn about effective combinations of main projects and supplementary materials.
Andrew Goodwins Music Video Conventions
The document discusses how a music video for an indie pop song used several conventions of real music videos, including genre, star identification, voyeurism, lyrics and visuals, and locations. It provides examples of how each convention was implemented, such as using filters to establish the genre, close-ups for star identification, shots emphasizing the female form for voyeurism, matching lyrics and visuals, and varying locations to represent themes. Intertextuality and star iconography were not used. The promotional package for the song followed conventions for design and coordinated with the music video.
Question 1
Our music video challenges some conventions of music videos while following others. We did not include narratives like some theorists suggest but manipulated lyrics to comment on society. We used typical shots like medium close-ups but did not use close-ups or extreme close-ups. We incorporated transitions and editing to match the music but lacked some camera movements. Costumes avoided objectification but locations reinforced the theme. Sound used only non-diegetic elements. While departing from theories of music as shamanism, we showed the artist's experiences through her actions.
Question 1
The document discusses how a music video project used and developed several conventions of real music videos. It analyzes the use of conventions like genre, star identification, voyeurism, lyrics and visuals, and location. It provides examples of how the project incorporated these conventions and drew inspiration from other music videos. However, it did not include the conventions of inter-textual references and star iconography, challenging those conventions.
Q1
The document discusses a music video created for Beyoncé's song "Get Me Bodied". It analyzes how the music video uses, develops, and challenges conventions of real music videos. Specifically:
- It relates to other dance music videos and the original "Get Me Bodied" video in its overall form.
- Camera angles, costumes, lighting, and location were used similarly to other music videos to develop conventions.
- However, it challenges conventions by using few props and focusing on dance moves with little lip syncing.
- Fast editing matches the upbeat tempo of the song and develops conventions of portraying mood and rhythm.
Evaluation question 1: Shauna Penfold
This document discusses how the music video project represented various elements:
1) The relationship between lyrics and visuals by mirroring lyrics like "Deeper than the darker sea" with images of jumping in a pool.
2) The relationship between music and visuals by editing visuals like duplicated dancing to match the beat of the song.
3) Representation of the artist through different images showing two sides of her personality in the magazine ad and inside the album digipack.
4) Definition of the genre by using editing techniques like color saturation of lips seen in popular music videos.
Evaluation
The document discusses the evaluation of a media portfolio that includes a music video and print work for an R&B artist. It summarizes how the media product uses conventions of real music videos, such as a focus on style over substance and portraying the artist as a sex symbol. While mostly sticking to conventions, it also challenges some, like setting the video in a woodland rather than beach setting. The print work also follows conventions like using the artist's image but experiments with colors and effects. Feedback showed the music video successfully portrayed the emotions of the slow song through its editing, shots and setting.
Evaluation q1
This document analyzes how the author's media product uses and is influenced by conventions of real music videos. It provides examples from the author's video as well as popular music videos to illustrate techniques like relating lyrics to visuals, editing visuals to match the beat, representing the band, defining genre through performance, using various lighting and locations, employing green screens, and utilizing split screening. The author concludes that drawing inspiration from successful existing music videos helped them conform to conventions and create a video that would appeal to their target audience.
Question 1
The document discusses conventions used in a student music video project based on Andrew Goodwin's seven conventions for music videos. It describes how the video incorporated conventions of genre, star identification, voyeurism, lyrics and visuals, and locations to tell the story of two lovers. It also discusses challenges to conventions like not including inter-textual references or following all conventions. Inspiration was drawn from music videos by Lana Del Rey, Florence and the Machine, and Ed Sheeran that also challenged conventions.
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ARNAUVALERY RECORD STORE SCAVENGER HUNT.
This is my presentation for the Record Store Scavenger Hunt.
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多少钱办理【微信号:176555708】【多少钱办理(DU毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing
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Full CAD Project Cardiovascuwhore Debut PDF CAD
Meena Pittman
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➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
Ealing London Independent Photography meeting - June 2024
Ealing London Independent Photography meeting - June 2024
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
Full CAD Project Cardiovascuwhore Debut PDF CAD Meena Pittman
Full CAD Project Cardiovascuwhore Debut PDF CAD Meena Pittman
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
Evaluation task 1
- 1. Evaluation Task 1 MUSIC VIDEO
- 2. I am going to compare the conventions of our music video : With Florence and the Machine’s music video for ‘Dog Days Are Over’ which falls into the same music genre as our artist :
- 3. Camera Work We used similar conventions to this music video as we decided for the camera work that we wanted a lot of close ups so the focus was mainly on the artist. This makes the audience have more of a connection to the artist as you can familiarise her face with the audience. A difference however is that in Florence and the Machines music video, they used a white background and focus solely on focused close-ups without distractions to her face, we decided against this convention as we wanted our artist to have more of a mysterious appeal so that her audience feels slightly disconnected. We had Dyer’s Star Theory in mind when making this decision as we want the audience to feel a close connection through the close ups but feel slightly that she is not the same, and more of a star that is not easy to be like, so more of an aspiration.
- 4. Costume In Florence and the Machine’s music video, the costume of the main artist linked well with the set as it was similarly coloured and worked well with the aesthetic. This is what we were going for with our costume, that is fitted well with the background to create an interesting aesthetic. This fits in with the conventions of the alternative genre as it is focused more on style and artistic taste. We wanted the dress of our artist to be flowy, which is similar to the dress of the other music video as it adds again to the interesting visual aspect and to o with the sounds of the music.
- 5. Editing In Florence and the Machine’s music video, they used special effects, this added an extra element to their music video as it fitted more with the specific sounds of their song, of an explosive feel. We decided not to use special effects as we wanted to keep it realistic like the artist so that it showed the more honest personality of the artist and her music. I feel that when adding special effects to a music video it makes the mood of the whole thing that it is synthetic music, but our music we wanted more of a pure image. We decided on using cross fading transitions towards the end of the video to fit with the slow dreamy sound of our track.
- 6. Makeup Both our music video and the real product used interesting makeup ideas. This convention is used in alternative music videos to show again the artistic style for the music. Both our music video and the real product focused the interesting makeup around the eyes. This is a frequently used convention in this genre as it makes the artist connect with the audience by them focusing on the eyes which draws the attention in. By drawing attention to the eyes it enhances the effect of the direct address to the audience.
- 7. Performance For the performance element, we decided to go with the conventions of the genre of direct camera address to give a closeness between the artist and her audience. It creates an intimacy by connecting her gaze towards the line of the audience. We decided to use this element from the conventions of the indie music genre. It goes with Dyers star theory as it is creating a synthetic artist that is connecting directly to the audience and is recognising that they are there.
- 8. Set Design The set design for the real prodct was kept basic but used extra characters into the set which added a sort of set by the position of chracters. We decided against this convention as we wanted to focus on only the artist. We were originally going to have anothera ctor for the male back up singing but we decided against it as this was our artist first music video we thought it waas more fitting to only focus on her to famililarse the audience with her
- 9. WEBSITE
- 15. ALBUM ARTWORK