This music video analysis summarizes David Guetta's "Titanium" featuring Sia. It can be categorized as a narrative music video based on Frith's theory, as it tells the story of a boy with supernatural powers running away. The relationship between music and visuals intensifies during the drop in the song when the boy uses his powers. There are also reaction shots of people amazed by the boy's abilities. The settings and costumes are used to portray the boy as an ordinary child, while also showing the escalating danger and authorities trying to stop him, culminating in a dramatic final showdown between the boy and soldiers in the woods.
Mise en scene:
Location: School/ House and the jungle. – jungle is a way of escape can emphasise the fact that the boy is grown up and he is independent.
Lighting: The lighting in the school is high key in order to show the destruction more clearly. The jungle the lighting is low key.
Props: guns are symbolic - they ‘fire’ similarly the society fire ‘words’ which are hurtful . These words will affect a child’s psychological state.
Costume: The boy wears casual clothes – jeans./ coat and a hat – the weather seems windy and cold so the boy is dressed appropriate to the weather.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. Frith’s Type of Music Video
If analysing the music video using Frith’s theory the video would be placed under the music video
type ‘Narrative’. This is because the video is a story of a boy with superpowers running away, so in
some ways the video is ‘conceptual’ also as it has examples of the boy using his supernatural powers.
3. Goodwin’s Six Features (Relevant Features)
Relationship between music and visuals: When the main drop
of the music first comes on the boy is shown to reveal his first
power, the ability to ride his bike at an ultra fast speed. While
the drop is playing there are short takes and fast shots
intensifying the music’s fast paced tempo. When the drop
finishes it suddenly goes to a shot of two large women
jogging.
References to looking: There are multiple reaction shots
showing people stare in amazement at the things the boy is
able to do.
4. Camera Shots/Movement
One of the first shots is a long shot revealing the boy sat down in the center of all the mess.
This helps show him as vulnerable but also the one who caused the damage.
When the teacher and the policeman are talking the shots are slow and still, this contrasts
with shots that follow the boy as these shots have short takes and the camera tracks and
pans to help create the feeling of movement and highlighting the boys escape. Also the
use of handheld camera movement in some shots helps make the danger seem more
realistic and manic.
Extreme long shots – establishing shots – are used to show the
audience where the boy is going and what the new location is.
5. Mise-en-scene (Costume)
You can tell that she is a teacher just by looking at her, with her red shirt and yellow
blouse. Although she is no real threat to the boy she is the teacher and he is the
student so she should have a degree of power but she doesn’t.
The costume instantly reveals this person as a police officer as he is wearing a police
badge and has a police uniform as well. This shows that the situation is getting out of
hand as they need police to stop the child.
When the SWAT come in their combat gear and assault rifles you can see that the
situation is out of control. The use of guns help highlight the danger of the boy.
As you can see the boy is wearing a hat and wearing a hooded coat. His costume
shows him as a young child, which helps strengthen the effect of showing his power
yet he is just a little boy.
6. Mise-en-scene (Setting)
In the setting of the first shot it shows the corridor of a school completely
trashed almost as if there is an explosion. This helps draw the audience in
wondering what has happened.
The boy rides on his bike through a nice neighbourhood. This
mise-en-scene shows the boy is just an ordinary kid and not some dangerous
being. This message is furthered when he goes to his house which is tidy and
ordinary, with his teddies and toys shown in his bedroom. The bright lighting
also doesn’t create a sense of evil towards the boy.
The classic chase scene into the woods is apparent here. With the dark lighting
and all the trees create an eery atmosphere. This is the final showdown
between the boy and the soldiers, so it makes sense to have the setting this
way.
7. Editing
Fast paced editing occurs when the boy is escaping the
school on the bike. The actual frame rate of one of the
shots is speeded up to highlight his need to escape.
When music drop finishes and the song calms down the next shot is
slowed down as two women run, the change in editing and music help
take the mood from frantic to a bit calmer.
The VFX for the final scene is used to show the boy s power being
erupted. The bright diffused light emanates from him before he knocks
the soldiers over with his power. This use of editing helps make the boy
seem more powerful and immense.