The document provides an evaluation of a music video created for a hip hop artist named Crucial. It discusses how the video challenged conventions of mainstream hip hop by focusing on meaningful lyrics rather than money, cars, or women. Locations like graffiti walls and a projection room showing thought-provoking images were used. Audience feedback helped improve edits and select complementary ancillary texts like the CD cover and advert. The final cut received positive feedback praising the editing, lighting, representation of the hip hop genre, and synergy with the ancillary materials.
The document provides an evaluation of a music video for a hip hop song by an artist named Crucial. It summarizes the feedback received on the music video from test audiences at different stages of production. Early audiences felt the video needed more editing and a narrative. Later audiences saw significant improvements, though some felt the video didn't fully represent the hip hop genre without more flashy or materialistic elements. Overall, most agreed the final cut was much better edited and represented the lyrics well through fast cuts that matched the song's pace.
The document provides an evaluation by Darryl Wardle of his group's music video project for their coursework. Some key points:
- Their music video for the Arctic Monkeys song "When the Sun Goes Down" took a narrative approach rather than just being a performance, challenging the conventions of typical Kings of Leon music videos.
- Feedback on their video was mostly positive, praising the lip syncing but suggesting reducing unnecessary scenes.
- Their black and white album cover design received praise for emphasizing the actor's loneliness but also some criticism for not matching Kings of Leon's style.
- Various technologies like YouTube, Facebook, smartphones, and Photoshop were used at different stages of
The document provides an evaluation of a music video produced by the author and their team to promote an up-and-coming hip hop artist. The evaluation discusses how the music video both used and developed conventions of real hip hop music videos. It examines the roles of graffiti, power points, costumes, lighting and locations in reinforcing genres conventions while also challenging expectations through unique camera techniques and messages of individuality.
The document discusses how the media producer's music video project uses and develops conventions of real music videos within the hip-hop/rap genre. It provides examples of influential music videos and discusses elements of the genre the producer incorporated, including close-up shots to portray the artist as a commodity, low camera angles to show power, low-key lighting and dark colors. The producer aimed to match lyrics with visuals and follow theories on the relationship between music, visuals and genres to create a narrative that would appeal to the target audience.
This document summarizes the conventions and styles used in creating a promotional package for a pop music video. It discusses using an illustrative link between lyrics and visuals, incorporating bright colors and dance routines as common pop music video characteristics. The music video created uses both narrative and performance styles, and compares favorably to other pop music videos while avoiding styles like dance that were beyond the creators' abilities. The promotional package includes a digipak and magazine advert that follow conventions of those real media formats.
The document discusses conventions in music videos and how the media product incorporates or challenges these conventions. It notes that editing, mis-en-scene, camerawork, and sound all have conventions in real music videos. The response discusses how the editing, mis-en-scene, and some camerawork in the media product follow conventions by editing to the beat of the song, using black and white consistent with rap videos, and incorporating narrative elements seen in videos like "Same Love". The response also discusses ensuring key information is on the poster and digipak to meet conventions while making the digipak design unique.
Evaluation question 3 – what have you learned from your audience feedback?David Odumosu
From audience feedback on their music video, the group learned:
1) Using varied locations kept viewers engaged, while one location like their school would be boring.
2) Shortening the video length to 3-4 minutes maintained attention, where the full song was too long.
3) Subtle elements like the opening and closing flame were appreciated, showing they understood their target audience.
4) While lip syncing needed improvement, elements like editing on the beat and varied shots were successful professionally.
5) Feedback helped them change an unsuccessful drug storyline to a relationship drama their target audience could relate to better.
The document discusses the student's plans for creating a music video for Beyoncé's song "Bow Down" as their final project. They chose this song because the lyrics are more aggressive than Beyoncé's typical songs and caused controversy. The student conducted a survey to get feedback on their music video idea, which indicated they should reduce vulgar or explicit content to appeal to a wider audience while still keeping the video interesting. The student outlines the various skills, equipment, and legal/ethical considerations needed to successfully produce the music video.
The document provides an evaluation of a music video for a hip hop song by an artist named Crucial. It summarizes the feedback received on the music video from test audiences at different stages of production. Early audiences felt the video needed more editing and a narrative. Later audiences saw significant improvements, though some felt the video didn't fully represent the hip hop genre without more flashy or materialistic elements. Overall, most agreed the final cut was much better edited and represented the lyrics well through fast cuts that matched the song's pace.
The document provides an evaluation by Darryl Wardle of his group's music video project for their coursework. Some key points:
- Their music video for the Arctic Monkeys song "When the Sun Goes Down" took a narrative approach rather than just being a performance, challenging the conventions of typical Kings of Leon music videos.
- Feedback on their video was mostly positive, praising the lip syncing but suggesting reducing unnecessary scenes.
- Their black and white album cover design received praise for emphasizing the actor's loneliness but also some criticism for not matching Kings of Leon's style.
- Various technologies like YouTube, Facebook, smartphones, and Photoshop were used at different stages of
The document provides an evaluation of a music video produced by the author and their team to promote an up-and-coming hip hop artist. The evaluation discusses how the music video both used and developed conventions of real hip hop music videos. It examines the roles of graffiti, power points, costumes, lighting and locations in reinforcing genres conventions while also challenging expectations through unique camera techniques and messages of individuality.
The document discusses how the media producer's music video project uses and develops conventions of real music videos within the hip-hop/rap genre. It provides examples of influential music videos and discusses elements of the genre the producer incorporated, including close-up shots to portray the artist as a commodity, low camera angles to show power, low-key lighting and dark colors. The producer aimed to match lyrics with visuals and follow theories on the relationship between music, visuals and genres to create a narrative that would appeal to the target audience.
This document summarizes the conventions and styles used in creating a promotional package for a pop music video. It discusses using an illustrative link between lyrics and visuals, incorporating bright colors and dance routines as common pop music video characteristics. The music video created uses both narrative and performance styles, and compares favorably to other pop music videos while avoiding styles like dance that were beyond the creators' abilities. The promotional package includes a digipak and magazine advert that follow conventions of those real media formats.
The document discusses conventions in music videos and how the media product incorporates or challenges these conventions. It notes that editing, mis-en-scene, camerawork, and sound all have conventions in real music videos. The response discusses how the editing, mis-en-scene, and some camerawork in the media product follow conventions by editing to the beat of the song, using black and white consistent with rap videos, and incorporating narrative elements seen in videos like "Same Love". The response also discusses ensuring key information is on the poster and digipak to meet conventions while making the digipak design unique.
Evaluation question 3 – what have you learned from your audience feedback?David Odumosu
From audience feedback on their music video, the group learned:
1) Using varied locations kept viewers engaged, while one location like their school would be boring.
2) Shortening the video length to 3-4 minutes maintained attention, where the full song was too long.
3) Subtle elements like the opening and closing flame were appreciated, showing they understood their target audience.
4) While lip syncing needed improvement, elements like editing on the beat and varied shots were successful professionally.
5) Feedback helped them change an unsuccessful drug storyline to a relationship drama their target audience could relate to better.
The document discusses the student's plans for creating a music video for Beyoncé's song "Bow Down" as their final project. They chose this song because the lyrics are more aggressive than Beyoncé's typical songs and caused controversy. The student conducted a survey to get feedback on their music video idea, which indicated they should reduce vulgar or explicit content to appeal to a wider audience while still keeping the video interesting. The student outlines the various skills, equipment, and legal/ethical considerations needed to successfully produce the music video.
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The document discusses how the media student's media text uses, develops, and challenges conventions of real UK rap media products.
The student researched conventions of music videos, digital albums ("digipaks"), and magazine advertisements across various hip hop genres. For their project focusing on UK rap, the student incorporated conventions like having the artist as the dominant feature and using urban settings. However, the student also developed conventions by making their music video a narrative/performance hybrid and using unconventional color schemes. Their digipak and magazine ad also followed conventions while being inspired by other real examples. Overall, the student aimed to effectively combine conventions with new elements to suit their UK rap genre.
The document discusses the creative choices made in producing an indie music video. It aimed to conform to indie music video conventions like focusing on the artist's appearance and performance, while also adding some unique elements like natural lighting and a mix of narrative and performance shots to stand out. The goal was to attract indie fans by being familiar yet interesting.
The document summarizes the author's music video project for their advanced media portfolio. Some key points:
- The author created a music video and ancillary materials like a digipak and poster to promote a fictional artist.
- They uploaded the video to YouTube as most people watch and share videos there. Previous student videos were taken down for copyright though.
- The video drew inspiration from "I'm Not Racist" and "1-800-273-8255" in its narrative style and editing techniques.
- It challenged hip-hop video conventions by focusing on the struggles of fame and alcohol addiction rather than wealth and women.
- As the sole creator, the author wrote,
The document discusses research conducted on music video conventions and designs for a music video, digipak, and advertisement. It summarizes conventions found in examples by Katy B, Jessie J, Rihanna, and past student work. For their own music video for "Love You So", digipak, and advertisement, the document discusses how they followed conventions like everyday locations, costumes, and synergy across materials, while also challenging some conventions. Key influences included editing to the beat, breaking the fourth wall, and not following the "male gaze".
The document discusses research conducted for a music video and packaging design. It summarizes conventions researched for music videos, including using everyday locations, costumes, effects, and following a verse-chorus structure. It also discusses conventions for digipaks, like including a barcode and song list. Specific artists and projects are referenced, like Katy B's "Lights On" video, Jessie J's "Domino" video, and digipaks by Nicole Scherzinger and Rihanna. Based on this research, the student created their own music video for "Love You So" and digipak that followed many conventions but also took some risks.
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The group had several meetings to plan their music video project. They struggled to decide on a song and artist. Their initial artist, Jordan, cancelled multiple times and was unreliable. They struggled to find a replacement. They also discussed locations and started storyboarding ideas. Near the deadline, with no other options, they decided one of the group members, Abdul, would be the artist to allow them to finally begin filming.
The document summarizes a student's advanced portfolio project creating marketing materials for a fictional punk band called Middle Finger Salute. The student created a music video for the band along with other products like CD covers and advertisements. Throughout the products, they maintained a consistent punk brand image using techniques like a black and white/color theme, bright contrasting colors, and a cartoon-style pink gorilla logo. Audience feedback was gathered to help refine the materials and ensure they appealed to the target demographic of 16-25 year old punk fans.
Question 1) In what ways does your media product use, develop or challenge fo...khaled jaffer
The document discusses conventions of music videos and how the media product challenges or develops these conventions. It provides details on the planning, research, and production process for a music video created for an advanced media studies portfolio. Key points discussed include:
- Research was conducted into music video conventions based on genre to inform the planning and production.
- Elements like themes, characters, artist representation, locations, and editing techniques followed conventions of the hip hop genre.
- Some conventions were challenged, like incorporating a performance element not typically seen in hip hop videos and avoiding overt sexualization of women.
- Cinematography, lighting, costumes, and other technical aspects were used to properly represent the artist and genre while developing the audience's
In what ways does your media product use , develop or challenge forms and con...Rory Taplin
The document discusses how the media product conforms to and challenges conventions of real media products in the hip hop genre. It summarizes that the group conducted research on hip hop music videos like A$AP Rocky's "Multiply" to understand conventions. They implemented conventions like gang imagery and skateboarding scenes but also added their own twist. The lighting, outfits, and drug references conformed to hip hop video conventions, while not including stereotypical male gaze helped challenge conventions. Overall, following genre conventions was important to accurately represent hip hop.
The document discusses several conventions used in alternative rock music videos, including the use of close-up camera shots on musicians to showcase their skills, discontinuity editing to maintain visual interest, costumes consisting of simple t-shirts and jeans, urban locations like warehouses to seem tough, and animated digipaks and dark-themed websites to match the genre's alternative aesthetic.
The document provides feedback from an audience on various drafts of media products created by the author for a music video and band. The audience provides suggestions for improvements, such as removing textures that look random, making the band name more visible, and changing the color scheme used. The author reflects on how the audience feedback helped strengthen the products by making them look more professional and appealing to the target genre.
The document discusses an agreement between the National Council on TV and Radio, a broadcasting license operator, and a provider. The Council regulates broadcasting licenses and the operator holds a license. The operator and provider reach an agreement involving license usage, payments, and coded information represented as MX.
Social Media Marketing Communication To ConversationBrand Conscious
The document discusses the shift from mass marketing communication to social media conversation. It notes that mass marketing is one-sided and interruptive, while social media allows for two-way dialogue. The new marketing approach focuses on engaging in conversations through sharing meaningful content and building communities online rather than broadcasting messages. The document encourages marketers to listen first before joining discussions and emphasizes that social media is about sharing ideas rather than promoting products.
The document discusses various savings and investment options including savings accounts, certificates of deposit, money market accounts, mutual funds, stocks, real estate, and commodities. It notes that compound interest allows savings to grow as interest is earned on previous interest. The document also defines liquidity, and describes common stock and preferred stock as well as major stock exchanges like the NYSE and NASDAQ.
Good morning! My name is Maribel Vinueza and I am a licensed teacher here at ABC Elementary School. I have been teaching for 15 years and have a passion for helping students learn and grow. In my classroom, I focus on creating a nurturing environment where all students feel supported as they work hard to master new concepts. Some of my favorite subjects to teach include reading, writing, and social studies. In my free time, I enjoy spending time with my family, going to the park, and reading a good book. I'm so glad to be starting a new school year and can't wait to meet all of my new students!
The document contains summaries of the origins and initial goals of several well-known businesses:
- Subway started in 1965 as a small sandwich shop opened by Fred DeLuca and Peter Buck to fund DeLuca's college education and eventually grew into a global franchise.
- Microsoft was founded by Bill Gates after he demonstrated BASIC software to MITS, the creators of the Altair computer. The company's first international office opened in Japan in 1978.
- Google was created by Larry Page and Sergey Brin in 1998 while they were students at Stanford to develop a better search engine.
- Dunkin' Donuts began in 1950 as the first store opened by founder William Rosenberg in Quincy
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The document discusses how the media student's media text uses, develops, and challenges conventions of real UK rap media products.
The student researched conventions of music videos, digital albums ("digipaks"), and magazine advertisements across various hip hop genres. For their project focusing on UK rap, the student incorporated conventions like having the artist as the dominant feature and using urban settings. However, the student also developed conventions by making their music video a narrative/performance hybrid and using unconventional color schemes. Their digipak and magazine ad also followed conventions while being inspired by other real examples. Overall, the student aimed to effectively combine conventions with new elements to suit their UK rap genre.
The document discusses the creative choices made in producing an indie music video. It aimed to conform to indie music video conventions like focusing on the artist's appearance and performance, while also adding some unique elements like natural lighting and a mix of narrative and performance shots to stand out. The goal was to attract indie fans by being familiar yet interesting.
The document summarizes the author's music video project for their advanced media portfolio. Some key points:
- The author created a music video and ancillary materials like a digipak and poster to promote a fictional artist.
- They uploaded the video to YouTube as most people watch and share videos there. Previous student videos were taken down for copyright though.
- The video drew inspiration from "I'm Not Racist" and "1-800-273-8255" in its narrative style and editing techniques.
- It challenged hip-hop video conventions by focusing on the struggles of fame and alcohol addiction rather than wealth and women.
- As the sole creator, the author wrote,
The document discusses research conducted on music video conventions and designs for a music video, digipak, and advertisement. It summarizes conventions found in examples by Katy B, Jessie J, Rihanna, and past student work. For their own music video for "Love You So", digipak, and advertisement, the document discusses how they followed conventions like everyday locations, costumes, and synergy across materials, while also challenging some conventions. Key influences included editing to the beat, breaking the fourth wall, and not following the "male gaze".
The document discusses research conducted for a music video and packaging design. It summarizes conventions researched for music videos, including using everyday locations, costumes, effects, and following a verse-chorus structure. It also discusses conventions for digipaks, like including a barcode and song list. Specific artists and projects are referenced, like Katy B's "Lights On" video, Jessie J's "Domino" video, and digipaks by Nicole Scherzinger and Rihanna. Based on this research, the student created their own music video for "Love You So" and digipak that followed many conventions but also took some risks.
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
The group had several meetings to plan their music video project. They struggled to decide on a song and artist. Their initial artist, Jordan, cancelled multiple times and was unreliable. They struggled to find a replacement. They also discussed locations and started storyboarding ideas. Near the deadline, with no other options, they decided one of the group members, Abdul, would be the artist to allow them to finally begin filming.
The document summarizes a student's advanced portfolio project creating marketing materials for a fictional punk band called Middle Finger Salute. The student created a music video for the band along with other products like CD covers and advertisements. Throughout the products, they maintained a consistent punk brand image using techniques like a black and white/color theme, bright contrasting colors, and a cartoon-style pink gorilla logo. Audience feedback was gathered to help refine the materials and ensure they appealed to the target demographic of 16-25 year old punk fans.
Question 1) In what ways does your media product use, develop or challenge fo...khaled jaffer
The document discusses conventions of music videos and how the media product challenges or develops these conventions. It provides details on the planning, research, and production process for a music video created for an advanced media studies portfolio. Key points discussed include:
- Research was conducted into music video conventions based on genre to inform the planning and production.
- Elements like themes, characters, artist representation, locations, and editing techniques followed conventions of the hip hop genre.
- Some conventions were challenged, like incorporating a performance element not typically seen in hip hop videos and avoiding overt sexualization of women.
- Cinematography, lighting, costumes, and other technical aspects were used to properly represent the artist and genre while developing the audience's
In what ways does your media product use , develop or challenge forms and con...Rory Taplin
The document discusses how the media product conforms to and challenges conventions of real media products in the hip hop genre. It summarizes that the group conducted research on hip hop music videos like A$AP Rocky's "Multiply" to understand conventions. They implemented conventions like gang imagery and skateboarding scenes but also added their own twist. The lighting, outfits, and drug references conformed to hip hop video conventions, while not including stereotypical male gaze helped challenge conventions. Overall, following genre conventions was important to accurately represent hip hop.
The document discusses several conventions used in alternative rock music videos, including the use of close-up camera shots on musicians to showcase their skills, discontinuity editing to maintain visual interest, costumes consisting of simple t-shirts and jeans, urban locations like warehouses to seem tough, and animated digipaks and dark-themed websites to match the genre's alternative aesthetic.
The document provides feedback from an audience on various drafts of media products created by the author for a music video and band. The audience provides suggestions for improvements, such as removing textures that look random, making the band name more visible, and changing the color scheme used. The author reflects on how the audience feedback helped strengthen the products by making them look more professional and appealing to the target genre.
The document discusses an agreement between the National Council on TV and Radio, a broadcasting license operator, and a provider. The Council regulates broadcasting licenses and the operator holds a license. The operator and provider reach an agreement involving license usage, payments, and coded information represented as MX.
Social Media Marketing Communication To ConversationBrand Conscious
The document discusses the shift from mass marketing communication to social media conversation. It notes that mass marketing is one-sided and interruptive, while social media allows for two-way dialogue. The new marketing approach focuses on engaging in conversations through sharing meaningful content and building communities online rather than broadcasting messages. The document encourages marketers to listen first before joining discussions and emphasizes that social media is about sharing ideas rather than promoting products.
The document discusses various savings and investment options including savings accounts, certificates of deposit, money market accounts, mutual funds, stocks, real estate, and commodities. It notes that compound interest allows savings to grow as interest is earned on previous interest. The document also defines liquidity, and describes common stock and preferred stock as well as major stock exchanges like the NYSE and NASDAQ.
Good morning! My name is Maribel Vinueza and I am a licensed teacher here at ABC Elementary School. I have been teaching for 15 years and have a passion for helping students learn and grow. In my classroom, I focus on creating a nurturing environment where all students feel supported as they work hard to master new concepts. Some of my favorite subjects to teach include reading, writing, and social studies. In my free time, I enjoy spending time with my family, going to the park, and reading a good book. I'm so glad to be starting a new school year and can't wait to meet all of my new students!
The document contains summaries of the origins and initial goals of several well-known businesses:
- Subway started in 1965 as a small sandwich shop opened by Fred DeLuca and Peter Buck to fund DeLuca's college education and eventually grew into a global franchise.
- Microsoft was founded by Bill Gates after he demonstrated BASIC software to MITS, the creators of the Altair computer. The company's first international office opened in Japan in 1978.
- Google was created by Larry Page and Sergey Brin in 1998 while they were students at Stanford to develop a better search engine.
- Dunkin' Donuts began in 1950 as the first store opened by founder William Rosenberg in Quincy
O documento descreve a evolução da web de um modelo unidirecional para um modelo participativo e social (Web 2.0) e como as mídias sociais permitiram novas formas de produção e compartilhamento de conteúdo. Também apresenta casos de marketing viral e boca a boca em mídias sociais realizados por grandes marcas.
The document discusses making businesses mobile by providing a mobile shopping platform that tracks shoppers' behavior to serve unique and relevant content, leading to a highly rated shopping experience. It also describes revenue opportunities from targeted messaging to consumers. The platform can be offered as a white label solution, with partial functionality and managed content, or embedded within other brands' apps. A scope demonstration and contact information for the CEO is also provided.
Community Information Exchage November 19, 2013USAG Japan
The document provides information from a United States Army Garrison Japan Community Information Exchange meeting. It includes the meeting agenda, purpose, and future meeting dates. It also lists program updates from various community organizations and recreational activities. Finally, it provides information on schools, housing, and other community resources and events happening in November-January 2014.
The study examined how management practices for enhancing recreation in suburban forests, such as clearing understory vegetation, affected bird predation on canopy-dwelling arthropods in two similar Swedish forest sites. The researchers randomly selected trees and branches in each site, with some branches enclosed in nets to exclude birds. They found higher arthropod biomass on branches exposed to birds in areas with dense understory compared to areas with cleared understory, indicating bird predation was more effective at controlling arthropod populations where understory was not disturbed by management. The conclusion was that human activity associated with understory clearing may disrupt foraging birds and reduce their ability to control arthropod numbers.
Gareth posted several examples of the expression "So much for..." followed by a noun to express disappointment that something did not happen as expected or hoped. The examples are used to comment on unfulfilled promises, plans that fell through, and expectations that were not met. The expression is used colloquially to convey sarcasm or frustration about things not working out as intended.
The document discusses product planning processes used by companies like Microsoft, Starbucks, and Apple. It also outlines the key stages of idea development, screening, strategy development, production planning, limited testing, and full-scale production. Additionally, it lists services provided by companies like Microsoft, Great Clips, Geek Squad, Papa John's Pizza, and Remaxx. Finally, it discusses factors that influence product pricing like supply and demand and identifies channel members in distribution channels like retailers, wholesalers, producers and markets.
This document provides an overview of life and schools in Denmark based on the experiences of students from Hadbjerg Skole. It discusses the structure of the Danish school system and daily schedule. It also briefly describes some notable Danish people, cities, landmarks, weather, animals, and recreational activities like Legoland.
El documento describe los usos y características de la voz pasiva en inglés. Se usa la voz pasiva cuando no se sabe o no importa quién realiza la acción. La voz pasiva se forma con el auxiliar "to be" y el participio pasado del verbo principal. El sujeto de la oración activa se convierte en el complemento de la pasiva.
Podcasting involves creating audio or video files and distributing them through RSS feeds so that they can be accessed and played on various devices. It requires compelling and authentic content published on a regular basis, as well as recording equipment, audio editing software, and hosting to publish the podcast. An example podcast called 123Hints provides short how-to segments twice a week that are casually narrated using a lapel mic, mixer, and GarageBand for recording and editing before publishing on iTunes, Libsyn and Blip.tv. Podcasting audiences are growing significantly, estimated to reach 65 million listeners by 2012 according to a report.
The study examined how management practices that clear forest understory for recreational purposes affect bird predation on canopy-dwelling arthropods in two Swedish forests. Researchers measured arthropod biomass on tree branches with and without bird exclusion nets in areas with dense understory versus areas where understory was cleared. They found arthropod populations were significantly higher on branches exposed to birds in areas with dense understory, indicating bird predation controls arthropod numbers more effectively when understory is intact.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Social media allows for interactions between people through virtual communities and networks. The top social media platforms are Facebook with over 1 billion users and Twitter with 500 million users. Social media can be classified as space-timers which are location and time sensitive, space-locators which are only location sensitive, or quick-timers and slow-timers which are only time sensitive. Popular social media users include Julian Assange, Amanda Palmer, Lady Gaga, Psy, Justin Bieber, and Shashi Tharoor. On average, people discuss themselves 40% of the time in real life but 80% of the time on social media profiles. Both positive impacts like activism campaigns and negative impacts like internet addiction clinics have resulted from social media use.
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
The document discusses the production of a music video for a dubstep remix of Professor Green's song "Jungle". It summarizes how the video challenged conventions of the dubstep genre by including a storyline, and developed some conventions through the use of editing techniques and effects. Feedback indicated that the video flowed well and location was well chosen, though some felt there were too many fade-to-black effects. Ancillary materials like the album packaging effectively captured the themes and style of the video. Various media technologies were used in researching, planning, shooting and editing the project.
Our music video challenged conventions of dubstep videos by including a storyline. We developed some genre conventions like effects. Audience feedback was mostly positive, praising editing and flow. However, some said we overused fade to black effects and one shot was too shaky. They felt our ancillary texts like the digipack effectively reflected the video without watching it.
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 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.
Our music video challenged conventions of dubstep videos by including a storyline. We developed some conventions like effects but wanted to make it more understandable to audiences. Feedback was positive about the video and packaging flowing together, though some said we used too many fade to black effects. You learned audiences liked the catchy music and video would watch more dubstep. Location and camerawork also received praise, though one shaky shot could have used zoom instead.
1) The document discusses the creation of a music video by the author and their group for the song "Waiting All Night" by Rudimental.
2) Extensive pre-production was conducted including researching conventions, analyzing the song lyrics, creating a narrative and storyboard, and planning locations, costumes, and shots.
3) Production went well with good filming and performer lip syncing, though they ran out of time and lacked equipment for some night shoots.
4) The finished video differed from the author's original idea but used conventions like lip syncing, narrative, and color correction to tell the story through the shots and performer's expressions.
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 discusses how a media project challenged conventions of real music videos. It created a progressive house music video focused on a narrative storyline rather than live performances. While including some typical codes like lip-syncing, it portrayed surreal dream elements through a narrative and editing techniques like changing colors and double exposure. Research was done on typical progressive house music video conventions to ensure the project closely followed many conventions through shots and editing, while also innovating in some ways.
The document discusses receiving audience feedback throughout the process of creating media projects including a music video, digital packaging, and poster. Feedback was gathered from classmates, teachers, and friends through work-in-progress screenings and surveys. This feedback helped identify needed improvements, such as recasting the artist in the music video for better emotional expression. Feedback also confirmed positive elements like the ballet dancing and narrative scenes. Overall, gathering input from others enhanced the projects by guiding necessary changes.
Sophia Bennett evaluates her group's music video, CD cover, and magazine poster for their indie band. She analyzes how the products follow conventions of the genre through research on imagery, clothing, and location. Feedback from a focus group of teens and young adults showed they understood the narrative and would watch it again or buy the song. Most felt the products fit the indie genre and preferred specific designs for the CD cover and poster. New media technologies like cameras, editing software, and social media were used at all stages of production and evaluation.
The document summarizes how various media technologies were used at different stages of creating a music video for the Sex Pistols song "Schools Are Prisons." Technologies like blogs, Facebook, digital cameras, video cameras, and editing software helped with planning, research, construction, and evaluation. Feedback showed the video could have improved lighting and shot quality to better convey the meaning and punk genre.
The document summarizes how various media technologies were used at different stages of creating a music video for the Sex Pistols song "Schools Are Prisons." Technologies like blogs, Facebook, digital cameras, video cameras, and editing software were used for planning, research, construction, and evaluation. Feedback from audiences suggested improving video quality, lighting, and better linking shots to the music's meaning.
In what ways does your media product use, develop or challenge forms and conv...Zack Quinn
The document discusses how the media product uses conventions of real music videos. It identifies conventions found in research such as close-ups of the artist and fast-paced editing synced to the beat. The product aims to represent the indie-rock genre which typically focuses on the artist's performance. Locations were chosen to reflect the lyrics and socioeconomic themes. While some conventions like angled close-ups were developed, most conventions were followed or developed to create an authentic representation without challenging norms.
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.
1) The document discusses the process of creating a music video for the song "Waiting All Night" by Rudimental featuring Ella Eyre. The target audience is young women and fans of drum and bass music aged 16-24.
2) Extensive pre-production was conducted, including researching conventions, analyzing the song lyrics to develop a narrative, creating a storyboard and planning shots, locations and costumes.
3) Production went well with good filming and performer lip syncing, though limitations included lack of lighting and incomplete footage.
4) The finished video differed from the original idea and used color correction to improve darker footage. Feedback on the final video was positive.
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.
2. Introduction 1)In what ways your media product use, develop or challenge forms and conventions of real media products? I will look at how as a group, we did extensive research and developed certain forms and conventions of Hip Hop genre, to suit our music video. 2) How effective is the combination of your main product and ancillary texts? I will look at how our CD cover and advert compliments our music video. 3) What have you learned from your audience feedback? In this question I will look at how our audience (who is the audience- everybody from the age of 15- 25 who likes hip hop music) influenced our music video. 4) How did you use new media technologies in the construction and research, planning and evaluation stages? I will talk about the technologies I have used in the all stages of this coursework; the difficulties I encountered and how I overcame them.
3. 1)In what ways your media product use, develop or challenge forms and conventions of real media products? I did a lot of research, read many articles and forums before I started to plan the look of my music video. Hip Hop is a very popular music genre. Hip Hop can be both mainstream and underground. Different artists bring different things to the game. Some artists songs can promote promiscuity, fame and money. Other Hip Hop artists have a lot more to say and rap about politics and real life. Nas is a very inspiring Hip Hop artist he does mainly underground music and his lyrics are controversial.
4. Our artist, Crucial, is very down to earth and his song touches on issues such as terrorism, politics and real life. So we couldn’t portray him to be very narcissistic and demeaning to women, like many other Hip Hop artists. Our product challenged the existing convention of hip hop genre. When evaluating our indicatives video we can see how our video picks up on the underground genre and turns away from the mainstream. The video is very performance based. The artists below, perform with a lot of facial expression and a lot of upper body movement which is a main convention of hip hop. Crucial performs like this in the music video. There isn’t much dancing in Hip Hop because the quality is the lyrics so most videos are very performance based. Crucial imitates some of these body language.
5. While me and my group did the research we found a lot of ideas for our music video which would be really helpful. We all liked the idea of using graffiti art which is “one of the four pillars of Hip Hop genre”. Graffiti has connotation of being rebellious and challenging and we liked the idea of challenging the conventions of Hip Hop music. Our music video didn’t have any sexy women, flashy cars, gold or any of the things that screams “Hip Hop”. Our indicatives videos helped us develop our ideas. Location of the shoot was very important we had to make it so that the genre is instantly recognisable by our consumers.
6. Locations of our music video include Liverpool street this is very common. One of our indicatives is immortal technique. He uses the graffiti background very effectively. This is a very common ground in this genre so we conformed to a level by using the graffiti in our video. One of our settings was in a room with a projector and our artist was in front of a white board. Images flashed in the board behind him and the colours really looked good. This idea was developed from a song called “Defeat me” which was one of our indicatives.
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8. We have gotten inspiration from lots of different music videos. One pretty mainstream one had to be the part where we wanted a line from his lyrics to really stand out so we had him write it out. The line was ‘Man you ain seen terrorists yet.’ I have seen this in so many music videos one particular one is Eminem’s ‘When I’m gone.’
9. Another setting was our artist acting out in front of a camera. This confused many people, but in the song is “Straight up Hip Hop”. In these scenes he is subtly ridiculing superficial Hip Hop artist who talk about money, women and wealth which under values the genre because Hip Hop is about freedom of speech. This is the message behind the camera on camera style. His lyrics are very controversial and challenging he uses satire in some aspects; this careless attitude is the artist’s way of provoking thought from people. There is a very powerful message in this song and we tried our best to make sure that the song didn’t lose its meaning when we made the song. Our main consumers are young urban teens/adults. As the director I really tried to make my point across which is to illustrate a young fresh artist, who is really talented and to portray him in the best way possible.
10. 2) How effective is the combination of your main product and ancillary texts? We gathered 30 people as a focal group to pick out the ancillary products that suited the music video the most. We asked a huge sample to receive quantitative and qualitative data from this group. We found that people responded pretty well to the bright vibrant colours of our Digipack. This is my front cover This is my back cover. that I have created.
11. This is my advert. Unfortunately our target audience didn’t select my digipack as best suitable to the video instead they selected this advert. Ariba’s advert was chosen to market our music video.
12. These are the front and back covers that were picked to go best with our music video. This is our inside cover that have been decided on. The back covers had synergy with the insides and the audience really liked it so this was the inside cover that they have chosen
13. What have you learned from your audience feedback? Audience feedback played a big role in my project. Before I even came in contact with my artist, he already had many songs on Facebook which were really popular. He got a lot of positive feedback and has established his audience. The link is for his facebook videos page, where you can see his songs and all the feedback gets from friends, family and fans. http://www.facebook.com/update_security_info.php?wizard=1#!/profile.php?id=100000512192839&sk=photos During the editing process of the music video after a first cut I asked a couple of people what they thought about the music video. I asked five people to come in one at a time and look at the music video. They were all media studies students but some were Btec students. Some of the responses I got were: -I really like how you used the projection, so original! -It’s hard trying to make a Hip Hop music video without having anything dirty, and it’s really creative, I rate that. -The use of colours really stands out, it’s bland in some cases, then the graffiti is really bright, I like the contrast.
14. -It’s not like a Hip Hop video I ‘ve seen, it would be a lot better if you had a narrative though because a lot of Hip Hop songs are telling a story but to be honest the pictures in the projection is a form of story telling. -It’s really good, you just need to do a bit more editing, some of these edits were a bit long, the song’s fast so fast edits would do it justice. I didn’t think much about the first cut of my video. I still needed to do some things with lighting and use other bits of footage that I still had. After another two weeks of editings I was ready to show my final cut of the video. This time I used the same five students, I also asked a couple of people who work with my brother, they write and perform Hip Hop songs and even compose the music. This time I had a set of questions to ask which were: What is your first impression of the video? Do you think the video represents the Hip Hop genre? Does the CD cover promote the song? Does the advert promote the song? I had opened and closed questions. I needed my responses to be qualitative as well as quantitative to give me a good idea on people’s thoughts of my video.
15. Feedback: What is the first impression of the video? -It’s much, much better than it was before, you really transformed it. My first impression is that it makes me notice the lyrics because the edits are really fast. -There you go now it looks a lot more professional. I really like the editing, that has been improved since I last saw it. -It looks more and more like a video now that you put in a lot but what I notice first is the lighting and the colours which I really liked. -I think it’s good, I like what you did with the pictures, its not in your face too much. -I like this final cut much better, there’s things in this one that weren’t in the other. I really like this one. -Great video, he’s a great rapper. He has rhythm and flow and the video’s good. -That’s a cool video, for a young person this is good. Everything is in sync my favourite is the beginning when you’re introducing the artist. -I have a mixed reaction, the video is cool but the guy seems pissed of like the world did him wrong. -This is cool, it should be on MTV. -I think he needs to act bigger, maybe have girls on the video or something.
16. Do you think the video represents the Hip Hop genre? Seven out of ten answered ‘Yes’ but three answered ‘No’ and I asked why and these are the replies I got. -Hip Hop means money, status and has a lifestyle he didn’t represent that. -He has a lot of confidence (swagger) but I don’t think it was Hip Hop, he just sounds angry. -If you want people to see it as Hip Hop, you need to have an arrogant artist, gold chains, something that shows it of. From these results I see that a lot of people have a narrowed view of the Hip Hop genre. I hope to change these views and show them Hip Hop is a lot deeper.
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18. My findings were that after the couple weeks of editing the five students reacted much differently to the video which is great because it shows considerable amount of improvement. Some people even noted that I managed to make it look like a Hip Hop genre song without putting in anything such as flashy cars or semi naked woman. I can also see that a couple of people’s perception of the genre has being spoiled, because they think the proper conventions of Hip Hop music is to promote fame, promiscuity and lifestyle. What I have learned is that the Hip Hop genre is really flexible; you can get really creative with it. Overall I’m really happy with the feedback I have gotten from the audience because most of them have noticed how I challenged the conventions of the genre which was my aim all along.
19. Youtube feedback We have gotten a lot of praise and constructive criticism in Youtube. “The video as a whole is good, the editing and the creativity with the different settings and shots are very good. And maybe a stronger colour than pink? It clashes the vibe of the song and the strength of the lyrics but besides that the artist is really talented.” This is a quote from one of the people who gave us a positive feedback. We got 45 views on Youtube. We have used social networking sites to promote the video.
20. How did you use new media technologies in the construction and research, planning and evaluation stages? In the research stage we used the internet mainly. We did a lot of research into the genre so we used websites such as Wikipedia, we looked at magazine articles too. We watched a lot of videos on YouTube. We did a lot of research into our artist and his songs on FaceBook. We were lucky that we knew Crucial and that he went to Stanmore College because it made this so much easier.
21. In the planning stage we kept in contact with the artist, asked him questions about him and his music. I called him a couple of times on my phone and we emailed him the call sheets. Main technology used in this stage was mobiles and Msn.
22. In the construction stage I used a lot of different technologies. I took out cameras, tripods and lights from the college media department. We had to fill out forms that had to signed by our tutors before we could take them out. At first we were new to the equipment so me, Ariba and Estella took out three cameras, three tri pods and a big box of lights so that we could have a test run of the equipment. The day was very helpful because we learnt how to use the cameras, make shots in and out of focus, adjust the lights and how to get perfect tilts and pans. The tri pods were also not hard to use. The lights were a little tricky because they were big, we had a couple of accidents in which I kept tripping over the wires. But this meant that on the days we went out to shoot, me and the group knew exactly what to do and how to use the cameras so we could get straight to work.
23. We used the Mac computers in the media department to edit our footage. We used a program called Final Cut Pro. At first the editing was really hard. The footage first had to be logged and captured before we started. This was a big problem because I have edited before but I used a much simpler program. After a while editing came very easy to me, I learnt how to use many tool like modifying speed, blow up footage if I needed to get rid of edges and how to put edits such as dissolves in. But I decided that I wanted to do was to keep the editing simple. I concentrated mainly on the speed of the editing instead of style. I didn’t have any fancy transitions but I had lots of cuts because the song is really fast and intense in some places and I wanted the edit to match the speed.
24. Another programs I have used were Photoshop. I used Photoshop to create my CD cover, back cover and the insides. I have been using Photoshop a lot in the last four years so it was really simple for me to use it. I have also used InDesign a lot over the last four years and that wasn’t complicated for me either. I didn’t face many problems when making using these. I think they were really effective.