Exhibition final 6
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Revell turvey, georgia cw feedback
The document provides feedback on Georgia Revell-Turvey's A2 coursework, which included a music video, digipak, and poster. The music video showed excellence in technical skills like shooting, editing, and sound synchronization. The digipak design fit the genre well and used appropriate imagery and color. The poster had an excellently edited main image but could have included more modern elements like social media icons. Overall, the work showed high technical proficiency and understanding of conventions for the assigned media genres.
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This document provides feedback on a student's pre-production work for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules and use of technology. Some areas for improvement are noted, such as adding more details to locations, costumes, and equipment. The student has addressed these areas based on the feedback. An action plan is included, and the student's final mark of 19/20 is reported.
Evaluation question 1
The document discusses how the author's music video for the song "Retrograde" by James Blake both uses and challenges conventions of electronic and trip hop music video genres. It compares the author's video to Goodwin's 6 features of music videos. While the author's video demonstrates some conventions like combining narrative and performance aspects, it also challenges conventions like not using frequent close-ups of the artist. The document also discusses how the author's portrayal of the vacant artist and emotional main character, relevant outdoor setting, handheld camerawork and editing techniques work with the meaningful lyrics of the song.
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The student received feedback on a digipak and poster they created for their media studies coursework. They emailed their work to classmates and teacher to get comments on what they liked, what could be improved, and a one-word description. The feedback was compiled in a table that showed most people liked the consistent color scheme, but some suggested adding more images inside the digipak or using a different font. The work was described using words like "professional," "passionate," and "fantastic."
Evaluation question 3
- The student showed their final music video to their class and received feedback describing it in one word and noting what they liked and would improve. This highlighted some areas to work on like lip syncing and including more varied shots.
- Feedback on their digipak and poster also provided positive feedback on the consistent color theme but suggested including more text on the inside cover.
- Gathering feedback has helped the student understand strengths and weaknesses in their work and feel more confident, while also identifying areas for improvement in future projects like adding more variety of shots and ensuring good timing.
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The student received feedback from their media class on a music video they created. Overall the feedback was very positive, with comments praising the effective editing, creative use of lighting and color, and how well the video fit the emotion of the song. A few people noted minor things they would change like improving the lip syncing or adding more variety in shots. Most described the video using words like "amazing", "powerful", and "wonderful".
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This document provides production details for a music video, including equipment, costumes, locations, actors, and schedules. It outlines the camera, lens, tripod, and SD card that will be used. It describes the costumes for the three main actors and includes location recce photos. Floor plans show the camera and actor positioning. Comprehensive schedules are provided for pre-production, production, and post-production, including editing. An evaluation and packaging schedule is also included.
Pre production
This document provides information for pre-production, production, post-production, and evaluation of a music video. It includes equipment lists, actor and location details, floor plans, schedules, and more. Camera equipment, costumes, props, and 3 main actors are outlined. Shooting will take place across 4 days at 3 locations - an industrial estate, underpass, and school studio. Post-production and evaluation will follow, with the project culminating in a digital package.
Pre production
This document provides pre-production details for a music video, including locations, equipment, costumes, props, actors, floor plans, and schedules for production, post-production, and evaluation. Four locations are selected and floor plans are drawn. A Canon DSLR camera, tripod, and SD card are the main equipment. Costumes will be simple to not distract from the narrative. The production will take place over 4 days in December 2016 and January 2017, and post-production editing will occur from January 6-13, 2017. Evaluation and packaging are scheduled for February-March 2017.
Pre production
This document provides a detailed pre-production plan for a music video including locations, equipment, costumes, actors, props, floor plans, schedules, and evaluations. It outlines the camera, lens, SD card, and tripod that will be used. It identifies 4 filming locations and provides recce photos and floor plans. It introduces the 2 main actors and describes their simple costumes. Production and post-production schedules are included, as well as plans for a digital packaging evaluation.
Pre production
This document provides a detailed pre-production plan for a music video. It includes locations, equipment, costumes, actors and schedules. Key equipment includes a Canon DSLR camera, tripod, and SD card. Main actors are identified. Locations in Ringwood are scouted through photos. Detailed floor plans and shot lists are provided. Production is scheduled over 4 days in December. Post-production in January includes editing shots in Adobe Premier Pro. Evaluation and a digipak are scheduled for February and March.
Digipak poster analysis
This document analyzes album covers and promotional posters for trip hop artists such as James Blake and Jamie xx. It finds that they commonly feature minimal text focused on the artist name, abstract or blurred images that don't clearly depict the artist, and color schemes that create intrigue or distance. This style is meant to reflect the experimental and unpredictable nature of trip hop music while drawing audiences in to learn more about the unique individual artists.
Music video analysis
1) The document analyzes two music videos - Moby's "Porcelain" and Massive Attack's "The Spoils" - using Goodwin's Theory of key features expected in music videos.
2) It finds that while some features align, such as the relationship between music and visuals, neither video conforms to all aspects of Goodwin's Theory due to the experimental nature of trip hop/electronic music videos.
3) The author concludes that trip hop and electronic music videos can deviate from expectations and lack narratives due to the uniqueness of the genres' music.
Media language
Media language refers to the technical elements and codes that audiences expect and understand in different media forms. These include mise-en-scene, camera techniques, sound, editing, and semiotics. Mise-en-scene includes the visual elements within the frame like setting, costumes, lighting, and props. Camera techniques involve shot types, angles, movement, and framing. Sound is used to cue audience reactions and create distinctive genres. Editing joins shots together to tell a narrative. Semiotics is the study of how signs construct and communicate meaning through codes and sign systems.
Audience
This document discusses several theories of audiences for media products:
1) The Frankfurt School viewed audiences as isolated individuals susceptible to media messages without question.
2) The Two Step Flow theory proposed that opinion leaders receive information from media and pass it on to others with their own interpretations. This recognizes that audiences actively interpret media.
3) Uses and Gratifications theory suggests that audiences make choices about media consumption to fulfill different purposes like diversion, social interaction, identity, and information gathering.
4) David Morley's theory proposes that audiences can have dominant, negotiated, or oppositional readings that respectively accept, modify, or reject the codes and meanings within media.
Application of todorovs
The document analyzes the music video for "Love Me Again" by John Newman using various narrative analysis frameworks. It identifies the main characters according to Propp's model, with the guy as hero and the girl's bodyguards as villains. It outlines some binary oppositions from Levi-Strauss around good characters like the guy and girl versus bad characters like the bodyguards. Barthes' codes are discussed as showing the action of the guy and girl trying to be together against the bodyguards, the problem of the bodyguards preventing their access to each other, and symbolic looks and dancing between the guy and girl. Finally, it analyzes the video's narrative based on Todorov's model, from the initial equilibrium
Narrative theory
This document defines narrative theory and summarizes some key theorists and concepts in the field. Narrative theory analyzes how media conveys meaning through structured stories with a beginning, middle, and end. Theorists like Branigan, Propp, Barthes and Levi-Strauss contributed approaches for analyzing narratives through their embodiment of ideologies, use of character types, narrative codes, and exploration of cultural myths. More recent theorists have examined nonlinear and self-reflexive postmodern narratives characterized by techniques like pastiche, intertextuality, and temporal distortion.
Genre theory
Genre theory aims to categorize films and media texts into groups based on common elements to help study them and help audiences and institutions make choices. Key genre theorists discussed include Buckingham, who saw genre as constantly negotiated rather than fixed, Altman, who argued genres have become hybridized over time, and Ryall, who saw genres defined by repeated codes and conventions. Goodwin analyzed music videos as extending song lyrics through relationships between music, visuals, and lyrics, as well as common techniques like focusing on the artist and referencing other media.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Revell turvey georgia as cw production feedback sheet
A student's two-minute film opening about headaches received an overall positive review. The review praised the controlled camera work, attention to framing and mise-en-scene. Well-placed cuts, transitions and titles were used in the editing. The sound design was also effective, with clear dialogue, music that built tension, and impactful sound effects. The short opening successfully introduced the main character and fit the genre well.
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Revell turvey georgia a2 cw pre-production tasks feedback sheet (1)
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Revell turvey georgia as cw production feedback sheet
Revell turvey georgia as cw production feedback sheet