Genre jessie j
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The document analyzes various technical elements of the music video for Jessie J's "Domino", including camera shots, angles, costumes, props, location, and lighting. It notes that the camera angle stays front-on throughout while the shots change between close-up, mid-shot, and long-shot. It also discusses the singer's 8 colorful costume changes, use of props like chairs and wigs, and the studio location with artificial lighting in front of a green screen.
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Genre research
The document summarizes key elements in Jessie J's music video for "Domino", including the various shots used in the opening to establish Jessie J before she begins singing, the consistent front-on camera angle throughout, Jessie J's 8 brightly colored costume changes apart from the beginning outfit of all black, the props of chairs and accessories used, and the single studio location with edited backgrounds and studio lighting rather than natural lighting.
Genre research little mix
The document provides an analysis of various technical elements in the Little Mix music video for "Wings" over the first 10 seconds. It notes that the video uses a range of shots (close-ups, mid shots, etc.) from consistent camera angles (front-on, left side) to introduce each band member. Split screens are also used to feature two performers at once with different backgrounds. Costume changes correspond to location changes and feature bright, stylish colors. Settings appear to use a warehouse and green screen with customized backgrounds for each singer. Lighting is likely provided by spotlights due to the indoor setting. The only prop is a stall used for dancing.
Location Recce
The document discusses potential locations for shooting a music video, including a park, a garden outside a house, the interior of the house where much of the video would take place, a bedroom where the artist leaves notes on a mirror, and a kitchen where the artist's gifts have an unintended effect. The locations are meant to portray the artist trying to win over his love interest through creative gifts and notes placed around her home.
Construction post
The document summarizes the filming process for an indie music video. It discusses how the group filmed at Walpole Park in Ealing, getting shots of the singer Laura from different angles and areas of the park. It also discusses filming the male singer briefly at the park and getting more shots of him at a studio location. Additional shots at the park included trees, the sun, and attempts to film birds flying. Scenes of the male and female singer meeting for the first time took several attempts to film from different angles. The second filming location was at a band member's home studio, where they got interior shots despite the cramped space.
Locations- Dandon park
The document discusses locations used to film a music video, including Danson Park. Danson Park was chosen as a meeting point for the group and provided a suitable location to film the actress sleeping on a park bench. Several shots in the video were filmed at Danson Park, including the actress embracing the sun with her arms up, admiring a tree, and waking up on two different park benches due to the nice views.
Genre research little mix
The document analyzes the music video for "Wings" by Little Mix. It discusses the various shot types used in the opening, including close-ups and mid shots of each singer. Throughout the video, shots include close-ups, mid shots, long shots, and establishing shots, typically from a front-on or left side angle. Each singer wears four different brightly colored costumes that sometimes match the background and change with locations. The setting appears to be a warehouse with customized backgrounds and spot lighting, with each singer having their own background. The only prop is a stall used for dancing.
Location and Floor Plan
This document outlines three location plans for a music video:
1) Sandbanks beach - A quiet, derelict beach that will allow effects using the sand and water while also changing between group shots and different angles.
2) A house - Chosen as a contrast to the outdoor beach, and where photoshoot images will also be taken. Scenes will be filmed on the banister and stairs to use various camera angles.
3) A local forest - The final location chosen for its contrast to the beach and house. Long shots of the girls balancing on trees are planned to portray the idea that they "rule the world" in the empty setting.
Conventions - Music Video
This document discusses the conventions used in creating a music video. It analyzes the conventional camera work, including low angle shots, canted angles, two-shots, and master shots. It also discusses conventional editing techniques like cutting away scenes and using fast-paced editing to match the tempo of the song. Finally, it examines the conventional aspects of mise-en-scene, including costumes resembling typical indie rock fashion and settings featuring wastelands, which are commonly seen in indie rock music videos.
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Genre research
The document summarizes key elements in Jessie J's music video for "Domino", including the various shots used in the opening to establish Jessie J before she begins singing, the consistent front-on camera angle throughout, Jessie J's 8 brightly colored costume changes apart from the beginning outfit of all black, the props of chairs and accessories used, and the single studio location with edited backgrounds and studio lighting rather than natural lighting.
Genre research little mix
The document provides an analysis of various technical elements in the Little Mix music video for "Wings" over the first 10 seconds. It notes that the video uses a range of shots (close-ups, mid shots, etc.) from consistent camera angles (front-on, left side) to introduce each band member. Split screens are also used to feature two performers at once with different backgrounds. Costume changes correspond to location changes and feature bright, stylish colors. Settings appear to use a warehouse and green screen with customized backgrounds for each singer. Lighting is likely provided by spotlights due to the indoor setting. The only prop is a stall used for dancing.
Location Recce
The document discusses potential locations for shooting a music video, including a park, a garden outside a house, the interior of the house where much of the video would take place, a bedroom where the artist leaves notes on a mirror, and a kitchen where the artist's gifts have an unintended effect. The locations are meant to portray the artist trying to win over his love interest through creative gifts and notes placed around her home.
Construction post
The document summarizes the filming process for an indie music video. It discusses how the group filmed at Walpole Park in Ealing, getting shots of the singer Laura from different angles and areas of the park. It also discusses filming the male singer briefly at the park and getting more shots of him at a studio location. Additional shots at the park included trees, the sun, and attempts to film birds flying. Scenes of the male and female singer meeting for the first time took several attempts to film from different angles. The second filming location was at a band member's home studio, where they got interior shots despite the cramped space.
Locations- Dandon park
The document discusses locations used to film a music video, including Danson Park. Danson Park was chosen as a meeting point for the group and provided a suitable location to film the actress sleeping on a park bench. Several shots in the video were filmed at Danson Park, including the actress embracing the sun with her arms up, admiring a tree, and waking up on two different park benches due to the nice views.
Genre research little mix
The document analyzes the music video for "Wings" by Little Mix. It discusses the various shot types used in the opening, including close-ups and mid shots of each singer. Throughout the video, shots include close-ups, mid shots, long shots, and establishing shots, typically from a front-on or left side angle. Each singer wears four different brightly colored costumes that sometimes match the background and change with locations. The setting appears to be a warehouse with customized backgrounds and spot lighting, with each singer having their own background. The only prop is a stall used for dancing.
Location and Floor Plan
This document outlines three location plans for a music video:
1) Sandbanks beach - A quiet, derelict beach that will allow effects using the sand and water while also changing between group shots and different angles.
2) A house - Chosen as a contrast to the outdoor beach, and where photoshoot images will also be taken. Scenes will be filmed on the banister and stairs to use various camera angles.
3) A local forest - The final location chosen for its contrast to the beach and house. Long shots of the girls balancing on trees are planned to portray the idea that they "rule the world" in the empty setting.
Conventions - Music Video
This document discusses the conventions used in creating a music video. It analyzes the conventional camera work, including low angle shots, canted angles, two-shots, and master shots. It also discusses conventional editing techniques like cutting away scenes and using fast-paced editing to match the tempo of the song. Finally, it examines the conventional aspects of mise-en-scene, including costumes resembling typical indie rock fashion and settings featuring wastelands, which are commonly seen in indie rock music videos.
Conventions of music Video
Music videos employ various camera shots including close-ups, long shots, and mid shots to showcase lip syncing and emotion. They utilize tracking shots, panning shots, tilting, and zooming of the camera as it follows the artist around. Every aspect of the mise-en-scene such as props, lighting, makeup, and costumes are carefully chosen to reflect the video and its message. Editing techniques like jump cuts, fades, and dissolves are commonly used to create dramatic changes between shots.
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The editor faced several challenges when editing the film project "Gaucho". Footage required color grading due to lighting issues on set. Audio also needed to be synced with images and leveled to create consistent sound. Coverage between shots from different cameras was sometimes uneven, requiring some shots to be cut down or removed. Continuity issues arose from differing lighting and camera placements, so color grading was used in post-production to resolve inconsistencies. The separately recorded audio was synced to images and leveled to equalize sound recorded from varying distances.
Evaluation question 7
In their preliminary task, the filmmakers did not frame their shot properly, used shaky camera work, and had issues with continuity editing between shots. For their full production, Blank Canvas, they learned from these mistakes. They used a tripod to properly frame and steady shots, ensured continuity in editing, and added effects and non-diegetic sound to give the film more texture and atmosphere. They also improved their use of lighting, mise-en-scene, and title design compared to the preliminary task.
Loaction
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Production Plan
This document provides a schedule and production details for filming a student film project over several days in October. It lists the date, location, cast and crew involved, as well as props and equipment needed for each shoot. Some of the key filming locations include Neale Wade School, 46 Gaul Road, 26 Burrowmoor Road, and 15 Babble Close. The cast includes actors David Stubbs, Kirby Parrish and Brett Tinnion playing nerdy students. Props include school supplies, gaming consoles, costumes representing different stereotypes. Equipment includes cameras, tripods, and props appropriate for each scene location.
Task 5 music video production photo diary
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Final edit evaluation task 7
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Media Script
The group used a Sony FS100 camera to film their music video, which allowed them to create slow motion effects in-camera rather than in post-production. They used different lenses on the camera to achieve various shots. An iPad was used on set to playback the song and count down shots. A field monitor connected to the camera allowed them to view footage as it was shot. Lights were controlled with a lighting mix box to sync light changes to the beat of the song. Jumpy cuts were used at the beginning and shots were let run longer to conform with indie-pop video conventions. Ensuring balloon pops timed with music and color grading the finished video maintained continuity.
Location Shots
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Genre research little mix
The document provides an analysis of the music video for "Wings" by Little Mix. It summarizes the various shots used in the first 10 seconds, including establishing shots of all four singers and split screens showing two performers at a time. Throughout the video, different shot types like close-ups, mid shots, and long shots are used, along with two camera angles - a front-on view and a left-side view using a mirroring effect. The singers have four costume changes that correspond with location changes. The setting appears to be a warehouse filmed in front of a green screen, allowing for customized backgrounds. Spot lighting is likely used due to the lack of natural light. The only prop is a stall used for dancing
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The document compares characteristics of R&B and pop music videos by analyzing several examples. It finds that R&B videos generally use darker colors and focus solely on the lead artist, while pop videos incorporate more locations, costumes, and interactions between group members. Based on allowing for more creativity and inclusion of all group members, the document decides a pop genre would be better suited for its own student music video project.
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Conventions of music Video
Music videos employ various camera shots including close-ups, long shots, and mid shots to showcase lip syncing and emotion. They utilize tracking shots, panning shots, tilting, and zooming of the camera as it follows the artist around. Every aspect of the mise-en-scene such as props, lighting, makeup, and costumes are carefully chosen to reflect the video and its message. Editing techniques like jump cuts, fades, and dissolves are commonly used to create dramatic changes between shots.
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The editor faced several challenges when editing the film project "Gaucho". Footage required color grading due to lighting issues on set. Audio also needed to be synced with images and leveled to create consistent sound. Coverage between shots from different cameras was sometimes uneven, requiring some shots to be cut down or removed. Continuity issues arose from differing lighting and camera placements, so color grading was used in post-production to resolve inconsistencies. The separately recorded audio was synced to images and leveled to equalize sound recorded from varying distances.
Evaluation question 7
In their preliminary task, the filmmakers did not frame their shot properly, used shaky camera work, and had issues with continuity editing between shots. For their full production, Blank Canvas, they learned from these mistakes. They used a tripod to properly frame and steady shots, ensured continuity in editing, and added effects and non-diegetic sound to give the film more texture and atmosphere. They also improved their use of lighting, mise-en-scene, and title design compared to the preliminary task.
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The document discusses three locations used in a music video. The first location was by the Southbank river in London, which provided a suitable area to shoot a homeless person sleeping. The second location was a photography suite at Cheshunt School that had a green screen, allowing backgrounds to be edited in. The third location was a drama studio at Cheshunt School that looked like a space for a dance crew to rehearse.
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This document provides a schedule and production details for filming a student film project over several days in October. It lists the date, location, cast and crew involved, as well as props and equipment needed for each shoot. Some of the key filming locations include Neale Wade School, 46 Gaul Road, 26 Burrowmoor Road, and 15 Babble Close. The cast includes actors David Stubbs, Kirby Parrish and Brett Tinnion playing nerdy students. Props include school supplies, gaming consoles, costumes representing different stereotypes. Equipment includes cameras, tripods, and props appropriate for each scene location.
Task 5 music video production photo diary
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Vertigo Key Images
This document lists various roles involved in film production including screenplay, cinematography, costumes, music, conductor, producer, and director. It does not provide any further context or details about a specific film project.
Final edit evaluation task 7
The document summarizes edits made to a music video. It discusses changing clip order to better suit the song, lighting adjustments to make scenes lighter except for darker beginning and ending, and rotating sideways shots for different effects. Shots of graves, walking between graves, and slow walking were well-shot and clear. Editing techniques like cutting were used to assemble scenes to the song's tempo. Minor difficulties during shooting included fragile graves and people passing by.
Media Script
The group used a Sony FS100 camera to film their music video, which allowed them to create slow motion effects in-camera rather than in post-production. They used different lenses on the camera to achieve various shots. An iPad was used on set to playback the song and count down shots. A field monitor connected to the camera allowed them to view footage as it was shot. Lights were controlled with a lighting mix box to sync light changes to the beat of the song. Jumpy cuts were used at the beginning and shots were let run longer to conform with indie-pop video conventions. Ensuring balloon pops timed with music and color grading the finished video maintained continuity.
Location Shots
This document discusses location shots for a music video, including shots of a tree to portray loneliness, characters on stairs to show how they will act, and a field to give an isolated atmosphere and follow music video conventions. The tree and field locations will be used for performance shots, while the stairs were originally planned for the ending but that has changed.
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The document discusses changes made during editing of a video project. Poor lighting and a dirty tape required changing some clips. The performance location was switched from a dark bedroom to a graveyard to create a gothic effect. Shooting locations were changed from a wooded area to a graveyard to suggest the artist's vengeful attitude. Telling a secret was changed from a face-to-face shot to a phone call to make it seem more realistic.
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The student music video analysis summarizes the technical elements of the Louis music video. Shots are generally from a distance to capture all band members. The stationary camera slowly zooms in and out of scenes and pans across faces in the beginning. The band members dress plainly, reflecting the indie genre, and the video was filmed in various locations.
Film referencing
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The document describes various outdoor locations used to film scenes for a music video. It discusses scenes filmed in the woods involving colored balls, on a sofa at the beginning and end of the video, on wooden blocks with individuals standing, further into the woods for bike riding scenes, and a nice location used for album cover photos with an aesthetically pleasing view.
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The document summarizes key differences between R&B and pop music videos. Specifically, it notes that R&B videos typically feature minimal costumes in black and white, few props, low lighting with a spotlight on the performer, and minimal color. By contrast, pop videos have colorful, changing costumes; many props to keep the video interesting; high lighting with a visible background; and extremely vibrant, contrasting colors to match the upbeat tempo. The document aims to understand these genre conventions to ensure its own music video fits the pop genre.
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Similar to Genre jessie j
Question 1
My group's music video follows many conventions of Avril Lavigne's original music video for her song "When You're Gone" to create a similar style. We use similar camera shots, costumes, settings, and storylines to portray loneliness and isolation. However, we also challenge some conventions by adding long shots and medium close-ups of the artist not looking at the audience to develop a sadder atmosphere. Overall, the video draws from real music video conventions but also adapts them to suit our narrative.
Filming Progression
We spent our first filming session in the studio experimenting with different lighting arrangements and camera shots to establish a style for our music video. Four adjustable studio lights were positioned behind the drummer to create a silhouette effect with dark tones. We explored different camera positions around the drummer to get varied shots without moving the lights. A spotlight was also tested to create silhouette effects for singing parts and to add more style, though it did not fit the music genre well. Overall we were able to film different shots and angles to use without significantly changing the lighting setup.
Evaluation Question 1 - How did you use, develop or challenge codes and conve...
The document discusses various codes and conventions used in music videos. It analyzes how the filmmaker used, developed or challenged conventions regarding location, shot types, framing, editing/sound, narrative structure, stars, and lighting in their music video. For each convention, it provides an example of how the filmmaker employed, advanced, or reimagined the convention from what they observed in other music videos. The analysis focuses on maintaining or adapting conventions to suit the goals and vision of the specific music video project.
Evaluation question 1
The document discusses how a music video project for an electronic track used, developed, and challenged conventions of real media products. It addresses theories from Carol Vernallis and Andrew Goodwin. For Vernallis' theory, the video broke continuity editing rules through cuts, used obvious editing like mirroring and slow motion to draw attention, and had the artist make direct eye contact with the camera. For Goodwin's theory, the video had a narrative structure with the artist as narrator and performer, used repeated shots, had a climax through an argument scene buildup, and illustrated the song's story in a way that was relevant to the lyrics.
Conventions
This document discusses how the media product follows and challenges conventions of real music videos. It follows conventions by using similar camera shots, a plain background to focus on the artist, and keeping costumes simple. It challenges conventions by using a long shot to show more of the setting and using different camera angles not typically seen. The goal is to create a sense of loneliness while still relating to the original video's theme and storytelling techniques.
Evaluation: Question Seven
The document provides an evaluation of Gaby Stocker's film planning, camera skills, editing, sound creation, ident creation, and teamwork for a preliminary film project and a final opening scene. For the final opening scene, more detailed storyboarding was used, more variety in shots, steadier camerawork, easier editing in iMovie rather than Premier Pro, mixing of voiceover and soundtrack sound levels, and an ident was created after audience testing. Teamwork was effective with communication and contributions from all group members.
Avenged sevenfold
This document analyzes the camerawork, editing, and mise-en-scene techniques used in Avenged Sevenfold's music video for "Nightmare" and how they help create a star persona for the band. Camerawork such as close-ups, POV shots, and handheld footage aim to make the audience feel like they are experiencing the story and band's perspective firsthand. Fast-paced editing, including jump cuts, cross-cutting, and fast cutting, reflect the song's energetic tempo and the band's rebellious image. Elements of the mise-en-scene like the asylum setting, dark costumes, and high-key lighting also relate to the rock genre and would appeal to Avenged
2 student videos
This document summarizes and compares two student music videos - a higher grade video and a lower grade video.
The higher grade video used effective editing techniques like filters, a variety of shots including close ups and angles, planned framing, and syncing of lip movement to sound. Costumes and multiple settings kept it exciting.
The lower grade video had unchallenged editing with a monochrome effect that made it hard to follow. Cuts were not in time with music. Only one setting was used and costumes were the same, making it boring. Framing and lip syncing needed some improvement.
Textual Analysis
This document provides a textual analysis of three music videos: Fall Out Boy's "Thnks Fr Th Mmrs", Arctic Monkeys' "When the Sun Goes Down", and Foo Fighters' "Everlong". It analyzes the camera work, mise-en-scene, sound, and editing techniques used in each video and how they contribute to conveying the narrative, tone, and themes. Camera angles, lighting, costumes, props, diegetic/non-diegetic sound, jump cuts, and other techniques are discussed for each video.
Pp on conventions music vid
The document provides an evaluation of a music video based on its adherence to and challenging of conventions. It summarizes that the opening scenes introduce the artist in a spooky and strange way, challenging expectations. Close-ups are used in extreme angles to portray the artist as alternative and mysterious. The artist's makeup and costume are different from identical twins in the video, making her stand out. Dark lighting and fast editing create a dark atmosphere while two contrasting color schemes and shots juxtapose each other. Dancers are featured but their shots are sped up, reversed, and fast edited to challenge audiences in an unusual way.
Media part 2
I used various camera shots and angles in my video, including cut shots, to fit the theme of friendship in the song lyrics. These shots showed different perspectives and helped tell the story. Close-up shots of the band members and instruments were included to show their musical abilities and make the performance feel realistic. I also tried to engage the audience by having the singer directly address them and including behind-the-scenes footage of the song being mixed in the studio.
Media part 2
I used various camera shots and angles in my video, including cut shots, to fit the theme of friendship in the song lyrics. These shots showed different perspectives and helped tell the story. Close-up shots made the audience feel closer to the band. An over-the-shoulder shot showed the song mixing process. Direct address shots broke the fourth wall and engaged viewers. Equal time was given to each band member instead of just focusing on the singer. Close-ups of instruments showed the band's musical ability. Uniforms and clothing also suggested the band's genre.
Music video
This document evaluates close-up shots captured for a music video. Special lenses and tripods were used to capture extreme close-ups of eyes without the camera wobbling. Examples from Orange is the New Black inspired these shots. Medium close-ups of the singer were also captured, allowing for effects and a focus on facial expressions. Extreme close-ups of a lake were taken to inspire emotion and match the song's slow tempo. In conclusion, the author is happy with the variety of shots that will provide enough footage to fill the song's four minute duration.
Question 7
1. The document discusses the process of creating a preliminary film and film opening for a media studies course. It covers the equipment, camera skills, editing, sound, ident and titles used.
2. For the preliminary film, the student used their iPhone without music or advanced editing. For the film opening, they upgraded their phone and used Premiere Pro to add effects, sounds, and titles.
3. Collaboration was important, with students acting for each other's preliminary films and helping each other learn editing skills.
Evaluation Question Seven
The document compares the filmmaker's preliminary task video to their full coursework video. For the preliminary video, shots were unsteady and out of focus, there was a continuity error with clothing, and no editing or alterations were made. The coursework video used a tripod for steady shots, ensured clothing continuity, and altered footage. It also had improved editing, continuity, use of sound, lighting, and title framing compared to the preliminary video. Overall, the filmmaker learned the importance of planning, proper equipment, and post-production for a polished final product.
Filming images
To film a music video, the crew had to alter the lighting to get a clear picture, film from different angles to keep viewers engaged with varied shots, and move lights around to adjust shadows on a blue screen. They also directed the artist's movements to effectively portray the scene and produce good camera outcomes, using techniques like mid shots, which is a genre convention featured in the shooting list.
Location Shots
The document discusses location shots for a music video, including shots of a tree to portray loneliness, characters on stairs to show how they will act, and a field to give an isolated atmosphere and follow music video conventions. The tree and field will be used for performance shots, and the stairs were originally planned for the ending but that has changed.
Presentation on Sound
The document summarizes a classroom activity where students analyzed and discussed scenes from the film Scarface that featured the song "Tony's Theme." They discussed how the music made them feel and its effect on the scenes. In groups, students then created storyboards and videos using the song to convey a specific mood or atmosphere. Their video depicted a storyline of friends where an argument leads to violence. They employed various camera shots, editing techniques, and sound to effectively set the atmosphere and convey drama through their video like in the original Scarface clip.
Presentation on sound (js, mc, ah, gm)
The document summarizes a classroom lesson where students analyzed scenes from the film Scarface that featured the song "Tony's Theme." In groups, students discussed how the music made them feel and created storyboards for videos using the song's soundtrack. Their video depicted a storyline of friends arguing that ends in a fight and implied crime. Students conveyed atmosphere through camera shots, editing techniques, sound, and the non-diegetic soundtrack from Scarface.
Location of music video
The document discusses the locations chosen to film scenes for a music video for an emotional love song. Scenes were filmed at the artist's home to portray emotions in a personal way. Bedroom scenes featured the artist in pajamas to represent comfort. Additional scenes were shot in a park to show the artist leaving their home and comfort zone. Further scenes were filmed in a studio with a white backdrop and special lighting to provide consistency and a professional, youthful look conforming to other music videos in the genre.
Similar to Genre jessie j (20)
Evaluation Question 1 - How did you use, develop or challenge codes and conve...
Evaluation Question 1 - How did you use, develop or challenge codes and conve...
More from siobhanfox1
Q.3 music video facebook
The document discusses feedback received from uploading a music video to Facebook. It summarizes:
1) Comments pointed out shadows were too prominent in clips, so the shadows were reduced without changing background colors.
2) Feedback suggested costumes should be brighter, so sections were re-filmed with different outfits.
3) Split screens were used too much and didn't work as intended, so many split screen clips were removed and backgrounds were adjusted.
4) Green screen backgrounds were distracting, so backgrounds were changed to ones that were more realistic.
Question 4 ancillary tasks
The document discusses how the author used various media technologies in constructing, researching, planning, and evaluating a digipak and poster for a pop band. For construction and research, the author used Google and band websites to research conventions and constructed the pieces in Adobe Photoshop. For planning, powerpoints were used to present images and a Fujifilm camera was used to take photos. For evaluation, a Panasonic HD camera filmed feedback from a target audience and a questionnaire gathered additional feedback.
Question 4 music video
The document discusses the various media technologies used at different stages of creating a music video. In the construction and research stage, a Panasonic HD camera was used to film performance and narrative shots, and Adobe Premiere Pro was used to edit the clips and add effects. Online research included using YouTube to analyze conventions, Google to research the song, and creating a blog poll and email for a band name. Planning involved using Prezi and SlideShare to share work online, and researching the target audience using YouTube statistics and questionnaires. Filming the location shoot used Fujifilm cameras, and social media like Facebook was used for communication. Evaluation reused the same technologies and added filming audience feedback with a Panasonic
music video facebook
The document discusses feedback received from uploading a music video to a Facebook fan page. It summarizes comments received that suggested improving the video by reducing shadows, making costumes brighter, reducing the amount of split screens, and changing distracting green screen backgrounds to more realistic backgrounds. The creator then describes implementing these suggested changes to improve the video based on audience feedback.
Question one ancillary tasks
The document discusses the conventions used, developed, and challenged in creating a digipak and poster for a music group. For the digipak, conventions like bright colors, block letters, and split screen effects were used, while the background design and image size were made more complex to challenge conventions. Conventions for the poster included direct address, block color, and being colorful, while poses and shot types were developed or challenged to suit the target audience. Overall, conventions from real music products were considered but also developed and challenged to create original designs.
Question one music video
The document discusses how the media product challenges conventions of real music videos in the POP genre. It challenges conventions by adding narrative about bullying, wearing more appropriate clothing for the target age group, and using uncommon camera angles like a moving shot. Developments include equalizing solo and group shots, adding more shot types, and modifying the use of split screens. Conventions from other music videos, like establishing performers and using fast editing, are largely used to make the media product feel like a real POP video.
Making the poster
The document describes the steps taken to create a poster, including deleting the background, inserting a CD cover, and adding text and images like stars to the final product.
Editing images for digipak
The document provides instructions for editing two parts of a digipak - the front cover and inside panel. For the front cover, stock photos of band members were imported and backgrounds were removed. The members were arranged and text was added over a colored background. Feedback was received and the background was made more complex with stripes and text. For the inside panel, song lyrics were added over a pink background. Text and images were inserted and formatting was adjusted. The finished products included an edited front cover and inside panel for a digipak.
Feedback pictures powerpoint
The document provides feedback from students on multiple video projects. Across the feedback, students commonly noted that the projects would be improved with less reliance on green screens, more variety in shot types beyond mid shots, and adding more narrative elements to provide context. The teacher concluded that to address the consistent feedback, some shots would be refilmed without green screens, split screen shots with cut-off hands would be removed, and additional narrative scenes would be recorded.
digipak pictures
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 and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Poster advert research
The document analyzes and compares several music posters for different artists, noting design elements like colors, images, text size and placement that provide clues about the targeted audience and message being conveyed for each act. Key differences highlighted include Little Mix using bright colors and direct address of the audience to seem inclusive versus The Saturdays using darker tones to seem more sophisticated. Rihanna's poster features a large image of her and suggestive pose to portray her as an already well-known artist targeting an older audience than Little Mix.
Digipaks
Siobhan Fox designed a digipak for a band including sketches of the basic outline and measurements. The design includes images of the band on the front cover, song lyrics and photos of band members on the inside panels, and tour dates on the back cover. Siobhan provided photos of the paper sketches and digital concepts for the packaging.
Genre jessie j
The document analyzes various technical elements of the music video for Jessie J's "Domino", including camera shots, angles, costumes, props, location, and lighting. It notes that the camera angle stays front-on throughout while the shots change between close-up, mid-shot, and long-shot. It also discusses the singer's 8 colorful costume changes, use of props like chairs and wigs, and the studio location with artificial lighting in front of a green screen.
Digipaks
The document provides guidance on designing a digipak, including:
1) Analyzing digipaks from similar genres to determine effective design elements. Little Mix and Katy Perry digipaks use bright colors and exciting images that appeal to younger audiences.
2) Aspects to consider for their own digipak design include using bright colors, writing on the spine, colorful CDs, exciting images, and split screens showing band members individually.
3) Based on analyzing pop genre digipaks, the group decided to use bright colors for their target audience, as digipaks by Rihanna and Girls Aloud aimed at older audiences used simpler designs.
Digipaks
The document discusses design elements to consider when creating a digipak, including:
1) Researching digipaks in the same genre from music platforms and CD covers to get ideas.
2) Analyzing existing digipaks and noting design features like bright colors, writing on the spine, colorful CDs, images, barcodes, and song lists.
3) Determining that for a target audience of 10-15 year olds, bright colors, exciting images, and minimal writing would be most appealing, based on analyzing digipaks from artists like Little Mix and Katy Perry.
Genre shot types
This document provides recommendations for shots and stylistic elements to incorporate from the POP genre videos of Jessie J and Little Mix into a school bullying-themed video. It analyzes specific shots from the two reference videos and suggests replicating close-ups of lips with glitter, positioning singers more centrally, using colorful backgrounds, editing individual close-ups together, and including narrative shots set in school environments with lockers and classrooms to move the story along.
Genre shot types
This document provides links to music videos for Jessie J and Little Mix and lists different shot types that could be used in filming a music video, including extreme close ups, mid shots, and long shots of solo performers as well as group close ups, mid shots, and long shots. It also lists narrative shots such as a long shot walking down a corridor and a mid shot of bullies looking at a girl, as well as similar classroom scenes.
Comparing genres
The document compares genres of music videos by analyzing shot types, costumes, and locations between an R&B song and a pop song. For shots, the R&B song begins with straight performance shots from different angles while the pop song uses more narrative and similar mid shots. Costume-wise, the R&B artist wears dark dull clothes and has more changes while the pop group wears bright colors with one change. Location is also analyzed, with the R&B song filmed in dark rooms and outdoors while the pop video uses a colorful studio set and shows the filming process.
Location shoot
This document discusses the shooting plan for a music video. It will use a variety of shots - long shots, mid shots, close ups, and high angle shots - at different school locations like by lockers and benches, in the corridor, canteen, and classroom. The same backdrop with different colors will be used for solo and group performance shots, while narrative shots will advance the story of a girl being bullied at school through various angles and settings. Locations were chosen because they clearly depict common school areas.
Promotion
The Little Mix website uses bright colors like pink and purple to attract their target audience of girls aged 11-16. It has a simple layout so fans can easily navigate to biographies of each band member, new music videos, news updates, and more. On Facebook, Little Mix promotes their songs and videos by posting links and updates to engage fans and drive more views and sales. They advertise new releases and tour dates to keep their young audience interested and involved.
More from siobhanfox1 (20)
Genre jessie j
- 1. Genre research Jessie J - Domino By Siobhan Fox
- 2. Opening shots There are a range of different shots used in the first 6 Seconds to establish the singer before she begins singing, they are edited in a fast pace to flow well with the music. GENRE RESEARCH
- 3. Camera angles Close ups / straight on GENRE RESEARCH
- 4. Camera angles Mid shot / straight on GENRE RESEARCH
- 5. Camera angles Long shot / straight on As you can see from all of these screen shots, throughout the video the camera angle stays the same as it is always front on, it is only the shot types that change however they are repeated as they are only close up, extreme close up, mid shot and long shot. GENRE RESEARCH
- 6. Costume GENRE RESEARCH
- 7. Costume GENRE RESEARCH
- 8. Costume Throughout the video the singer has 8 costume changes. All of which are brightly coloured with accessories apart from the beginning where she is in all black. Along with the fast pace editing and brightly coloured clothing it gives the video an exciting feel. GENRE RESEARCH
- 9. Props Two chairs are used in the video as props for the singer to dance on GENRE RESEARCH
- 10. Props All of these props are used for the singer to wear GENRE RESEARCH
- 11. Props Wigs are used in the video to add more colour GENRE RESEARCH
- 12. Location and lighting GENRE RESEARCH
- 13. Location and lighting GENRE RESEARCH
- 14. Location and lighting The location used is the same throughout the video, it is probably in a studio in front of a green screen as the backgrounds are edited on with loads of different colours and effects, therefore the lighting would not be natural it would be studio lighting. GENRE RESEARCH