The document discusses how the media product uses, develops and challenges conventions of real media products. It examines the genre of "geek rock" used and references to works like Johnathan Coulton's music. Visuals and lyrics are discussed as being illustrative to follow the narrative. Forms like music videos and album covers are analyzed in how they represent the artist. Audience feedback helped improve elements like acting and pacing. Various software like Fireworks and Final Cut were used to construct tasks and edit video.
The document discusses the creation of a music video for the song "A Drop in the Ocean" to conform to conventions of the pop rock genre. It describes researching other artists in the genre and deciding to use natural lighting and common camera angles like close-ups and long shots. It aimed to portray feelings of loneliness and sadness after a breakup. Audience feedback on social media informed some decisions, like keeping the video simple with one character. Ancillary tasks like the CD cover and poster kept the same monochrome color scheme as the video for continuity. Various technologies were used in the research, planning, filming and post-production of the music video.
The document discusses the style and conventions used in the opening of a UK hip hop music video. It begins by describing shots of an urban street performer contrasted with a rural background to represent the isolation of different lifestyles. Slow transitions between scenes create a depressing tone, conforming to conventions in hip hop videos. Locations include both urban and rural areas to challenge conventions while representing struggles in different environments. Costumes and props, like caps and drug paraphernalia, conform to stereotypes to quickly develop characters. Camerawork and editing follow music pace and use close-ups, conforming to genre conventions. The narrative video challenges conventions but uses common hip hop themes of drugs and violence.
Evaluation questions and answers 1,2,3 and 4.evamariaa
The document discusses the creation of a music video for the song "A Drop in the Ocean" by an independent artist. It addresses:
1) How the music video conforms to conventions of the pop rock genre through elements like instrumentation and lyrics while keeping a natural lighting style.
2) How the ancillary tasks of a CD cover and poster were designed to tie into the black and white color scheme and emotions conveyed in the music video.
3) Feedback received from audience polls on Twitter about whether to include one or two characters and whether to make the video simple or complex. The creator decided to keep their original single character and simple vision.
4) The use of internet research, cameras, and
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document discusses the ways in which the creator's music video conforms to and challenges conventions of UK hip hop genres and styles. It summarizes the use of rural and urban settings, costumes, props, editing, camerawork, narrative/conceptual elements, themes, and portrayal of the artist to both follow and experiment with typical UK hip hop conventions. Key points made include the contrast of rural and urban isolation, incorporation of social commentary themes like drug abuse, and a fractured narrative told through the artist's actions and multiple personas.
The document discusses several theories about conventions used in music videos and how the student incorporated them into their own music video and ancillary products.
Vernallis's theory holds that music videos break continuity editing rules to keep viewers engaged through obvious edits, jump cuts, base tracks, and camera moves in time with the music. Goodwin's theory is that music videos are built around songs rather than narratives, rely on repetition, and involve the singer looking at the camera. Mulvey's theory is that women in music videos are often portrayed from the male gaze through dismembered body parts, provocative clothing, and sexuality.
The student followed these theories in their music video by using edits, base tracks, having the
The document discusses the creation of a music video for the song "A Drop in the Ocean" to conform to conventions of the pop rock genre. It describes researching other artists in the genre and deciding to use natural lighting and common camera angles like close-ups and long shots. It aimed to portray feelings of loneliness and sadness after a breakup. Audience feedback on social media informed some decisions, like keeping the video simple with one character. Ancillary tasks like the CD cover and poster kept the same monochrome color scheme as the video for continuity. Various technologies were used in the research, planning, filming and post-production of the music video.
The document discusses the style and conventions used in the opening of a UK hip hop music video. It begins by describing shots of an urban street performer contrasted with a rural background to represent the isolation of different lifestyles. Slow transitions between scenes create a depressing tone, conforming to conventions in hip hop videos. Locations include both urban and rural areas to challenge conventions while representing struggles in different environments. Costumes and props, like caps and drug paraphernalia, conform to stereotypes to quickly develop characters. Camerawork and editing follow music pace and use close-ups, conforming to genre conventions. The narrative video challenges conventions but uses common hip hop themes of drugs and violence.
Evaluation questions and answers 1,2,3 and 4.evamariaa
The document discusses the creation of a music video for the song "A Drop in the Ocean" by an independent artist. It addresses:
1) How the music video conforms to conventions of the pop rock genre through elements like instrumentation and lyrics while keeping a natural lighting style.
2) How the ancillary tasks of a CD cover and poster were designed to tie into the black and white color scheme and emotions conveyed in the music video.
3) Feedback received from audience polls on Twitter about whether to include one or two characters and whether to make the video simple or complex. The creator decided to keep their original single character and simple vision.
4) The use of internet research, cameras, and
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document discusses the ways in which the creator's music video conforms to and challenges conventions of UK hip hop genres and styles. It summarizes the use of rural and urban settings, costumes, props, editing, camerawork, narrative/conceptual elements, themes, and portrayal of the artist to both follow and experiment with typical UK hip hop conventions. Key points made include the contrast of rural and urban isolation, incorporation of social commentary themes like drug abuse, and a fractured narrative told through the artist's actions and multiple personas.
The document discusses several theories about conventions used in music videos and how the student incorporated them into their own music video and ancillary products.
Vernallis's theory holds that music videos break continuity editing rules to keep viewers engaged through obvious edits, jump cuts, base tracks, and camera moves in time with the music. Goodwin's theory is that music videos are built around songs rather than narratives, rely on repetition, and involve the singer looking at the camera. Mulvey's theory is that women in music videos are often portrayed from the male gaze through dismembered body parts, provocative clothing, and sexuality.
The student followed these theories in their music video by using edits, base tracks, having the
This document discusses the history and conventions of music videos. It explains that music videos first emerged in the 1920s but became more prominent with advances in video recording technology. Key developments included Bob Dylan's 1965 video and the rise of MTV in the 1970s. The document also outlines some common technical codes in music videos like camerawork, editing, and visual effects. Finally, it examines how music videos draw from other media like film, television, art, photography, and fashion through intertextuality.
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.
This document summarizes how a student's music video project used, developed, and challenged conventions of real media products. The student researched conventions of genres like rap and nerd rap to appeal to different audiences. Inspired by YouTube Rewind's postmodern remixing, the student included smooth transitions and micro-narratives linked to lyrics. Conventions like close-ups, dark backgrounds, and fire visuals supported the lyrics. Film noir influences like lighting, angles, and an alienated protagonist conveyed themes of nerd suppression. The student also incorporated conventions from K-pop like audience interaction and seamless transitions. Intertextual references to other media products further reflected remix culture.
The document discusses the process of creating a music video, website, and album packaging for a band. It examines conventions from existing media products in the same genre to develop forms and conventions for its own creative works. Key conventions included displaying the song/band title, showing the band performing, connecting images to the music, and including information like tour dates. The goal was to create a product that would be recognizable to audiences familiar with the genre.
The student produced a solo music video project to the song "Waiting All Night" by Rudimental. Their final video included a mix of static shots and POV footage from action cameras to create a sense of excitement. While the overall concept and shot variety were strengths, weaknesses included inconsistent color correction between shots from different days and lower image quality of POV footage. The student felt they achieved their planned structure and atmosphere but encountered unexpected shots due to practical filming challenges.
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Areas for improvement included suggestions to add more close-ups of chess pieces for reinforcement and to consider providing a more concluded ending.
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Viewers also responded well to the creative camera techniques used, including a time lapse sequence and out of focus shots.
The document discusses conventions used in designing a digipak and magazine advertisement for a pop music album. Some key conventions discussed include:
- Using close-up photos of the artist as the main image to create a direct connection with audiences.
- Including additional photos to showcase the artist's image and sexuality, which relates to selling their brand.
- Featuring the artist and album logos to connect multiple releases and further the artist's identity.
- Using warm colors like pink that are associated with femininity and the pop genre.
- Including information like the track list, release date, and places to purchase on both the digipak and advertisement to promote the album.
The document summarizes feedback received from peers and focus groups on a music video. The feedback was overall positive and highlighted that the use of chess pieces effectively tied into the song title and message. Peers noted the pacing matched the track well and urban scenery fit music video conventions. However, one focus group member felt the dark opening contrasted too much with the upbeat song. The filmmaker learned audiences interpret elements like lyrics differently and gained ideas to improve their work.
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
The document describes a music video created for the song "The World's Greatest" by R Kelly. It discusses the various conventions and techniques used in the music video to emulate those found in real hip hop music videos. Scenes include the artist Toby singing and training in a recording studio and gym. Close-ups, dissolves between shots, and syncing visuals to lyrics were incorporated. Feedback received praised the sequencing and portrayal of the artist but noted weaknesses in recording studio shots and overuse of slow motion.
The document discusses several media theories that are relevant to a music video project. It summarizes theories by Laura Mulvey on the male gaze, John Berger's theory on women being aware they are being watched, and Sven Carlsson's categorization of music artists as commercial exhibitionists. It also discusses how the project challenges theories by Tzvetan Todorov on narrative structure and incorporates aspects of theories by Michael Shore on music video conventions, Steve Neale on genre evolution, and Jacques Lecan on the mirror phase. The project aims to sell the artist's image and style through their portrayal as a commercial exhibitionist without including a narrative.
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 guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
The document outlines planning for a promotional campaign for a musical artist. It includes planning an album teaser video, promotional poster, and billboard. Key elements that will be included in the video are the artist's name, album name "Changes", release date, and where the album can be streamed. Locations for filming include a park and the planner's bedroom. Equipment, contingencies, health and safety considerations, and the artist's availability are also discussed.
The document provides planning details for a promotional campaign for a musical artist. It includes planning for an album teaser video, promotional poster, and billboard. Locations, equipment, and safety considerations are outlined. Production is scheduled for a weekend in mid-March to allow time for editing before a college deadline.
This document summarizes how the media product uses and challenges conventions of real music videos. It discusses several shots and elements from the original video that were used or adapted, such as a slow motion shot of the artist rapping in a car edited to black and white. However, some conventions were challenged, such as filming a walking shot in black and white in an alley rather than on a steady road. Both videos also lack narrative. While the design of the fake album cover challenges conventions like the original's gold theme, it keeps the parental advisory sign. Text displaying the song title at the start is a convention both videos use.
The document outlines planning for a promotional campaign for a musical artist. It includes planning for an album teaser video, promotional poster, and billboard. Key elements that will be included in the video are the artist's name, album name "Changes", release date, and where the album can be found. Locations, color schemes, music, and shot lists are considered. Font, layout, and color scheme ideas are explored for the poster and billboard. Equipment needs, contingencies, health and safety, and scheduling are also addressed to prepare for a successful project.
The document outlines plans for a promotional campaign for a musical artist. It includes planning album teaser videos, posters, and billboards. Specifically, it discusses:
- Creating an album teaser video showing the artist's happy and sad sides to promote their new album "Changes"
- Designing a promotional poster with the artist's name and images and the album title and release date
- Designing an advertising billboard with the artist's name, album title, and release date
This document provides guidance for a music video production assignment. It includes a template presentation covering key pre-production elements. The document guides students to generate ideas for a music video, research conventions, and assess the viability of their production plans. Specific guidance is given for selecting a song, developing concepts, researching other music videos, considering locations and equipment needed.
Evaluation of 'stevie's wonders' - AS Media Courseworkalicerudwick
The document provides an analysis of a film opening titled "Stevie's Wonders". It summarizes how the opening uses, develops, and challenges conventions of real media products such as linear narrative, introducing characters, and use of titles and music. It also discusses how the opening represents male teenagers and the intended audience. The student learned about planning, editing software, music programs, filming technologies, and the importance of intriguing audiences in openings.
This document summarizes the key things learned from creating a film opening sequence. It discusses using contrasting scenes to introduce the protagonist and intrigue audiences. It also covers introducing characters, developing titles in a subtle way, and using music to set the tone. The creator learned about planning considerations like mise-en-scene, representation, and shot effects. The opening needed to set the scene and genre while intriguing audiences to watch more.
This document discusses the history and conventions of music videos. It explains that music videos first emerged in the 1920s but became more prominent with advances in video recording technology. Key developments included Bob Dylan's 1965 video and the rise of MTV in the 1970s. The document also outlines some common technical codes in music videos like camerawork, editing, and visual effects. Finally, it examines how music videos draw from other media like film, television, art, photography, and fashion through intertextuality.
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.
This document summarizes how a student's music video project used, developed, and challenged conventions of real media products. The student researched conventions of genres like rap and nerd rap to appeal to different audiences. Inspired by YouTube Rewind's postmodern remixing, the student included smooth transitions and micro-narratives linked to lyrics. Conventions like close-ups, dark backgrounds, and fire visuals supported the lyrics. Film noir influences like lighting, angles, and an alienated protagonist conveyed themes of nerd suppression. The student also incorporated conventions from K-pop like audience interaction and seamless transitions. Intertextual references to other media products further reflected remix culture.
The document discusses the process of creating a music video, website, and album packaging for a band. It examines conventions from existing media products in the same genre to develop forms and conventions for its own creative works. Key conventions included displaying the song/band title, showing the band performing, connecting images to the music, and including information like tour dates. The goal was to create a product that would be recognizable to audiences familiar with the genre.
The student produced a solo music video project to the song "Waiting All Night" by Rudimental. Their final video included a mix of static shots and POV footage from action cameras to create a sense of excitement. While the overall concept and shot variety were strengths, weaknesses included inconsistent color correction between shots from different days and lower image quality of POV footage. The student felt they achieved their planned structure and atmosphere but encountered unexpected shots due to practical filming challenges.
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Areas for improvement included suggestions to add more close-ups of chess pieces for reinforcement and to consider providing a more concluded ending.
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Viewers also responded well to the creative camera techniques used, including a time lapse sequence and out of focus shots.
The document discusses conventions used in designing a digipak and magazine advertisement for a pop music album. Some key conventions discussed include:
- Using close-up photos of the artist as the main image to create a direct connection with audiences.
- Including additional photos to showcase the artist's image and sexuality, which relates to selling their brand.
- Featuring the artist and album logos to connect multiple releases and further the artist's identity.
- Using warm colors like pink that are associated with femininity and the pop genre.
- Including information like the track list, release date, and places to purchase on both the digipak and advertisement to promote the album.
The document summarizes feedback received from peers and focus groups on a music video. The feedback was overall positive and highlighted that the use of chess pieces effectively tied into the song title and message. Peers noted the pacing matched the track well and urban scenery fit music video conventions. However, one focus group member felt the dark opening contrasted too much with the upbeat song. The filmmaker learned audiences interpret elements like lyrics differently and gained ideas to improve their work.
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
The document describes a music video created for the song "The World's Greatest" by R Kelly. It discusses the various conventions and techniques used in the music video to emulate those found in real hip hop music videos. Scenes include the artist Toby singing and training in a recording studio and gym. Close-ups, dissolves between shots, and syncing visuals to lyrics were incorporated. Feedback received praised the sequencing and portrayal of the artist but noted weaknesses in recording studio shots and overuse of slow motion.
The document discusses several media theories that are relevant to a music video project. It summarizes theories by Laura Mulvey on the male gaze, John Berger's theory on women being aware they are being watched, and Sven Carlsson's categorization of music artists as commercial exhibitionists. It also discusses how the project challenges theories by Tzvetan Todorov on narrative structure and incorporates aspects of theories by Michael Shore on music video conventions, Steve Neale on genre evolution, and Jacques Lecan on the mirror phase. The project aims to sell the artist's image and style through their portrayal as a commercial exhibitionist without including a narrative.
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 guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
The document outlines planning for a promotional campaign for a musical artist. It includes planning an album teaser video, promotional poster, and billboard. Key elements that will be included in the video are the artist's name, album name "Changes", release date, and where the album can be streamed. Locations for filming include a park and the planner's bedroom. Equipment, contingencies, health and safety considerations, and the artist's availability are also discussed.
The document provides planning details for a promotional campaign for a musical artist. It includes planning for an album teaser video, promotional poster, and billboard. Locations, equipment, and safety considerations are outlined. Production is scheduled for a weekend in mid-March to allow time for editing before a college deadline.
This document summarizes how the media product uses and challenges conventions of real music videos. It discusses several shots and elements from the original video that were used or adapted, such as a slow motion shot of the artist rapping in a car edited to black and white. However, some conventions were challenged, such as filming a walking shot in black and white in an alley rather than on a steady road. Both videos also lack narrative. While the design of the fake album cover challenges conventions like the original's gold theme, it keeps the parental advisory sign. Text displaying the song title at the start is a convention both videos use.
The document outlines planning for a promotional campaign for a musical artist. It includes planning for an album teaser video, promotional poster, and billboard. Key elements that will be included in the video are the artist's name, album name "Changes", release date, and where the album can be found. Locations, color schemes, music, and shot lists are considered. Font, layout, and color scheme ideas are explored for the poster and billboard. Equipment needs, contingencies, health and safety, and scheduling are also addressed to prepare for a successful project.
The document outlines plans for a promotional campaign for a musical artist. It includes planning album teaser videos, posters, and billboards. Specifically, it discusses:
- Creating an album teaser video showing the artist's happy and sad sides to promote their new album "Changes"
- Designing a promotional poster with the artist's name and images and the album title and release date
- Designing an advertising billboard with the artist's name, album title, and release date
This document provides guidance for a music video production assignment. It includes a template presentation covering key pre-production elements. The document guides students to generate ideas for a music video, research conventions, and assess the viability of their production plans. Specific guidance is given for selecting a song, developing concepts, researching other music videos, considering locations and equipment needed.
Evaluation of 'stevie's wonders' - AS Media Courseworkalicerudwick
The document provides an analysis of a film opening titled "Stevie's Wonders". It summarizes how the opening uses, develops, and challenges conventions of real media products such as linear narrative, introducing characters, and use of titles and music. It also discusses how the opening represents male teenagers and the intended audience. The student learned about planning, editing software, music programs, filming technologies, and the importance of intriguing audiences in openings.
This document summarizes the key things learned from creating a film opening sequence. It discusses using contrasting scenes to introduce the protagonist and intrigue audiences. It also covers introducing characters, developing titles in a subtle way, and using music to set the tone. The creator learned about planning considerations like mise-en-scene, representation, and shot effects. The opening needed to set the scene and genre while intriguing audiences to watch more.
The document discusses several technical codes and elements used in popular music videos, including camerawork, editing, visual effects, and how they construct representations and meanings. It also covers how music videos contribute to constructing and maintaining artists' star images through narrative, voyeurism, and intertextuality. Music videos frequently reference cinema, television, art, fashion and more to spark recognition and pleasure in audiences through familiar visual references.
Evaluation question one finished without one screengrab = titleEddie Guy
The document discusses conventions used in the production of a music video for an electronic music song. Some key conventions included are:
1) Filming in urban locations like Manchester that are gritty and realistic for the target audience. Shots of signs indicate the location.
2) Capturing the main character socializing to portray a youthful, party environment.
3) Using props like bottles to suggest the character is drinking alcohol, a stereotypical convention for the genre.
4) Choosing fonts, costumes, and styles that are fashionable for young music fans to make the video appealing and relatable.
Evaluation question one finished without one screengrab = titleEddie Guy
The document discusses the production of a music video for an electronic song. Some key points:
1) The music video uses locations in Manchester like student housing and urban areas to develop a youthful feel and sense of realism for the target audience.
2) Shots are taken from various angles to follow the main character through the city, putting the viewer in his perspective.
3) The video is edited in reverse to start at the end of the character's day and reveal how he ended up in that state, challenging conventions.
4) Stylistic choices like the character's clothing and use of alcohol aim to relate to conventions of the electronic music genre while also adding new elements.
Evaluation question one finished without one screengrab = titleEddie Guy
The document discusses the production of a music video for an electronic song. Some key points:
1) The music video uses locations in Manchester like student housing and urban areas to develop a youthful, metropolitan style and relate to the target audience.
2) Shots are taken from various angles to put the viewer in the perspective of the main character and show his journey through the day in reverse order.
3) Elements like a bottle of alcohol, youthful clothing, and blurred/abstract imagery are used to represent the character's state of intoxication and conform to conventions of the electronic music genre.
4) Unconventional editing techniques like reversing shots and syncing shots to the music help challenge
Creative Critical Reflection - The Comedownsabika98
The film "The Comedown" is a 2-minute short film about a teenager named Hamza Khan who feels immense pressure from his family and coaches to succeed in basketball. The film explores how this pressure leads to Hamza turning to drugs and the potential downfall of his basketball career, which he is passionate about. The film aims to portray that true happiness, not the happiness of others, is key to success. The film leaves Hamza's ultimate fate ambiguous. Through this film, the creator aimed to both use and challenge conventions of drama films and represent the social issues of drug abuse and parental pressure faced by teenagers.
The document discusses the process of creating an opening sequence for a film. It analyzes how the sequence establishes conventions, represents social groups, identifies its target audience, and challenges conventions of typical media products. Key points include using stereotypes to depict nerds and teenagers, choosing a target audience of 16-25 year olds interested in comedy, and distributing the product through a smaller media company called indiVision suited for alternative genres.
The document summarizes a student's short horror film project. Some key points:
- The film fits into the horror genre with a storyline involving a killer reflecting on past murders and approaching a homeless person to kill.
- The killer is portrayed as a woman, challenging the typical male killer stereotype.
- Represented social groups include young people shown through modern clothing, homeless people shown stereotypically, and both female victims and killers.
- The intended audience is young adults aged 15-25, attracted through a young cast addressing modern issues.
The document discusses several existing products that could serve as influences for a music video project, including:
1. The music video for "Glue" by Bicep, which uses slow moving shots of the English countryside to reflect the tranquil atmosphere of the song.
2. A scene from the movie Platoon that uses the classical piece "Adagio for Strings" to convey emotion during a character's death.
3. The iconic opening sequence from 2001: A Space Odyssey that uses classical music to create a sense of awe and set the tone for the film.
4. It also discusses film techniques like the use of slow motion in action scenes to redirect attention to important details. The document
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.
My media product uses several conventions of the indie folk music genre, including linking lyrics to corresponding visuals in the music video, using a variety of camera shots and angles to keep viewers engaged, and having a minimalistic mise-en-scene that focuses on the artist. However, it also challenges some conventions by focusing the narrative on the artist's internal turmoil rather than an external relationship, and using brighter colors than typical for the album packaging. Continuity of theme, outfits, and location are also used across the music video and ancillary products to reinforce the artist's brand identity.
"What's My Age Again?" Blink 182 // Music Video Analysissamhodgson105
The music video for "What's My Age Again?" by Blink-182 features the band members running around naked in Los Angeles. It relies on their rebellious punk image to appeal to fans. Throughout the video, the visuals directly relate to and exaggerate the lyrics' themes of sex, immaturity, and disregard for social norms. Camerawork enhances the fast pace and energy, with close-ups of faces and bodies highlighting the "star power" of the band members. The nakedness, sexual imagery, and disregard for rules portray the stereotypical rebellious attitude of punk rock genres.
1. In what ways does your media product use, develop or challenge conventions...Mike
1. The document discusses how the media product challenges and develops conventions of real music videos. It aimed to create an original music video without lip syncing. It used the song lyrics to construct a narrative and depict teenagers dealing with life through alcohol abuse.
2. Locations and camera work both followed and challenged conventions. Urban locations followed hip hop conventions while rural areas developed them. Shots included long shots to set the scene, mid-shots for expression, and flashbacks in black and white to signify the past.
3. Costumes followed hip hop conventions like hoodies and jeans but developed indie conventions by adding black and white flashbacks to the editing. This incorporated both genres' styles into telling the narrative.
The document provides an in-depth analysis of how the media producer's music video product uses, develops, and challenges conventions of real music videos and DVD covers. Some key points:
1) The music video borrows imagery like a chainsaw from the Green Day video "21 Guns" to portray a vivid narrative for the target audience.
2) Elements like mirrors, TVs, and candles enhance the punk genre's concept of rebellion against society and challenge audiences to look past superficial political messages.
3) Camera angles, lighting, and shots mimic those in the Three Days Grace video "Animal I Have Become" to create atmosphere and tension.
4) The DVD cover takes inspiration from albums like
The document provides an evaluation of a student's media product which included a music promo video, DVD cover, and advertisement. Based on audience feedback, the student learned that their target audience primarily listened to punk music and preferred horror-based narratives. Most of the audience downloaded music instead of buying CDs, and were aged 15-18 years old. The music promo video was well-received, achieving high ratings for its costume, lighting, story, camera work, effects, and continuity. The combination of the main and ancillary texts was effective as they shared a common gothic aesthetic and used similar images. The student used feedback to further develop their work and better appeal to their target audience.
The document provides an evaluation of a student's media product which includes a music promo video, DVD cover, and advertisement. Based on feedback from test audiences, the student made changes to better target their intended audience of 15-18 year old punk music fans. The music promo video was successful in conveying a horror-themed narrative that related to the song lyrics through effective use of lighting, camera work, effects and continuity. While the DVD cover and advertisement were also gothic and dark in tone, feedback indicated they could be further developed. Overall, gaining audience perspective helped the student improve their media products.
The document provides an in-depth analysis of how the student's media product challenges and develops conventions of real music videos and album covers.
For the music video, the student manipulated concepts from Green Day's "21 Guns" by using a chainsaw instead of guns. Camera angles, lighting, and shots from Three Days Grace's "Animal I Have Become" were also developed. Religious and Gothic imagery were incorporated to appeal to different audiences.
For the album cover, conventions like gloomy atmospheres, anti-establishment messages, and modern art themes from albums by Three Days Grace and The Used were developed further by using specific color schemes, imagery like a smudged eye, and an unfinished style.
The document provides feedback from an audience on various drafts of media products created by the author for a band called Flood. The audience provided suggestions for improvements, such as changing the color scheme and removing images of band members from certain products based on genre conventions. The author discusses incorporating this feedback to refine the products, such as the CD cover, poster, and music video. Technologies used included YouTube, iMovie, and Fireworks. The author reflects on lessons learned, such as the importance of audience feedback and following genre conventions.
The student created a horror film titled "K.S.G.S" for a media studies assignment. The film uses conventions of the horror genre like point-of-view camera shots and an ambiguous monster. Music and sound effects were created to increase tension. Through the process, the student learned skills with video editing software and converting file formats for uploading media. Feedback from peers and teachers helped improve the final project.
2. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
Question one
3. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
The genre is “geek rock” which Johnathan
Coulton often uses for his songs, this
means that the song lyrics reflect the
“geek” theme involving zombies and
office workers popping pills. This is
shown further by tracks named “our
bodies, ourselves, our cybernetic
arms”,”a laptop like you” and “code
monkey”.
4. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
One of the characteristics of “geek rock” is
a lot of performance within the music
video. Johnathan Coulton also uses a folk
genre feel over most of his songs, I
choose to show this through Al on a stool
which he sits on when doing the
performance pieces in the studio.
5. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
The relationship between lyrics and
visuals are all illustrative to follow the
narrative of the zombie siege whereas
the relationship between music and
visuals is limited to keeping the melody
and the slow tempo represented by a
long time between the cuts.
6. Illustrative visuals and lyric
relationship examples
“Why you folks might hesitate to submit to our demand”
this is were the demands are slipped beneath the door.
“I’m not a monster tom well technically I am” this is
shown by through the look of thought on Al
7. Illustrative visuals and lyric
relationship examples
“Got another meeting tom, maybe we could
wrap it up” The meeting room was used and
we choose to place Al behind a computer with
the smart board in the back ground.
8. Illustrative visuals and lyric
relationship examples
“meanwhile I’ll report back to my colleagues
who are chewing on the doors” which is directly
shown as the two actors, Al was standing with
before hand claw at the doors.
9. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
Within the guild music video “date my avatar” Felica Day
is lip synched for the entire video this co-insides with
my video however this only fits “geek pop” but not
“geek rock” so I took into account that and then looked
at 30 seconds to mars “from yesterday” that I followed
with cuts to them performing on the temple stairs. 30
seconds to mars also cuts to narrative within the Asian
temple complex/palace. This is what I decided to use.
10. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
Johnathan Coulton himself does not
belong to a record label instead he posts
his music onto his own website.
Johnathan Coulton has worked as a
computer programmer and thus is able to
easily sell his own music online. Due to
the lack of advertising etc. close ups
aren’t important as there is no stress
from record companies.
11. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
Johnathan Coulton stays to his core
beliefs of alternative music, that its for
the music and creative thrill not money.
Throughout the music video there is no
voyeuristic treatment of the female and
male body with little references to the
notion of looking.
12. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
There are a few inter-textual references
like the actor max in the nazi costume
mise-en-scene and myself (josh) dressed
in school shirt, with red tie being ginger I
made a lose reference to “Shaun of the
dead” this image could have been
reinforced by a base ball bat and a record
which Shaun throws throughout the start
of the film “Shaun of the dead”.
14. Inter textual reference
explained
Al represents Johnathan Coulton so I
decided to not give him the costume to
make him an inter-reference however I’m
dressed as Shaun from “Shaun of the
dead” played by Simon Pegg whereas
Max is dressed as a nazi zombie such as
the ones in “dead snow”, “call of duty”
and “Hellboy”.
15. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
Genre characteristics across all three tasks
are kept closely performance and artist
based alike to other songs and CDs of the
“rock” genre this is why on the CD Al as
Johnathan Coulton is throughout, on the
back and front while max is on the inside
cover. Performance like this is shown
throughout the music video in the music
studio and on the stage during the solo.
16. In what ways does your media product
use, develop or challenge forms and
conventions of real media products?
The target audience is catered for by the mise
-en-scene, zombie dress has always been
targeted and always attracted “geek” also there
is no advertising like product placement so the
target demographic knows that he produces
music for enjoyment and not personal gain in
terms of wealth. Al being shown a lot playing
guitar throughout the music video also attracts
more fans as people would want to see the
artist proving his authenticity.
17. how effective is the combination
of main product and ancillary
tests?
Question two
18. how effective is the combination of
main product and ancillary tests?
Al represents Johnathan Coulton and he is shown on
every piece of the tasks on the CD he is on the back,
front and inside cover while max is shown on the inside
cover behind the CD. Max and I is less important to the
brand and image that Johnathan Coulton upholds
however if he were part of a record label the actors
/dancers Josh (me) and Max would not be able to make
appearances within the tasks.
19. how effective is the combination of
main product and ancillary tests?
This is partly the reason why I choose to only include Al
on the poster to the right with a few layers of him to
give an artistic shadow effect. I still had to have the CD
cover so that buyers and target audiences will know
what they are looking for in store and see what they
are buying with the release date.
20. how effective is the combination of
main product and ancillary tests?
The zombie image has always been key to gaining
access to the target audience/demographic as many of
them will have used other media like video games, films
and website coverage. The theme of the song is
zombies so that “unlocks” the potential to use this
market place.
21. how effective is the combination of
main product and ancillary tests?
The CD covers and poster tasks used the same
programmes to be produced, I used
macromedia fireworks to add the effects like
shadow, outer bevel and glow.
22. how effective is the combination of
main product and ancillary tests?
The demographics of Johnathan Coulton’s
primary audience is “geeks” this is due to the
themes and underlying narratives of all his
songs. I choose to accommodate the audience
by keeping all the tasks clean of voyeurism of
women and men something that you’d expect
of a rap CD however I have included shots of Al
that would please the demographic of rock as
they look for authenticity and promote
Johnathan Coulton’s music and brand.
23. What have you learned form
your audience feedback?
Question three
24. What have you learned
from audience feedback?
I have learnt a great deal from audience
feedback. At the start if the project I asked
what the target demographic and psycho
graphics what they thought of the story boards.
The audience agreed that the video should be
split into part main sections using performance
and illustrative film to follow the narrative of
the song.
25. What have you learned
from audience feedback?
I asked who the audience thought would be
good for the roles and got these results. Max
was swiftly nominated as he attends acting
lessons and is handy with filming even well
known for being creative. Next was Hannah
whom also attends acting lessons and after a
closer look had some mise-en-scene to use so
that she would make an inter textual reference
to milla jovovich in the film “resident evil”.
26. What have you learned
from audience feedback?
On the other hand Hannah would be more
awkward to coordinate, being at a different
school and generally quite busy with events. I
had two Alexs wanting to be in the film (Alex
Cook and Alex Preston) upon seeing the plans
however due to height I did not choose Alex
Cook as he’d dwarf any one on shot nor Alex
Preston as I knew that he hadn’t heard the
song before and didn’t match the look of
Johnathan Coulton.
27. What have you learned
from audience feedback?
I soon choose my three actors as Al, I’d been
told had listened to Johnathan Coulton before
and has a lot of free time which was perfect for
representing the artist as the audience and I
could see the same body build shared by both.
Then I choose Max as he himself had produced
his own films and acted while living close
enough so that I could see him freely and I was
informed that he is a very reliable character.
28. What have you learned
from audience feedback?
Finally I choose to include myself in the acting as people
debated if in costume I looked like Simon Pegg (I
before told them about inter textual references). I then
realised that with a bit of work I could become Simon
Pegg form “shaun of the dead” quite easily, Due to this
choice I took on Chris as a camera man after asking
peoples advice on the choice. They gave me the
evidence I needed saying that he had gone on filming
trips before posting them onto youtube with a group of
friends and that he easily understood the types of shots
when I questioned him for advice.
29. What have you learned
from audience feedback?
When looking at the storyboards a few more of the
technological members of my audience questioned the
placement of an animated bat (which I later took out
completely). The members simply said it feels out of
place and when it is played it will be so odd in
comparison with the rest of the film that it simply
doesn’t deserve being put in.
30. What have you learned
from audience feedback?
Others notified me that shooting the security
peep hole shot would be very difficult to edit
and produce so I looked into it searching the
web for the effect and asking my parents friend
that is often doing professional videos about
the effect. The result was that only high end
programmes would be able to do this to the
standard I had in mind and buying such a
programme would be costly so I simply
changed my shot plan to take the shot from the
open door on set.
31. What have you learned
from audience feedback?
I went off to shoot my first draft after which I showed it
to my actors and target audience who had a few points.
The audience said the lip synching was a touch off from
Al and that he needed to really emphasise the lyrics. So
when it came to re-shooting I could remind Al so that
each shot was better linked to the music that was
playing.
32. What have you learned
from audience feedback?
Others stated that the solo was missing, I took the solo
out for the first draft as it made it clearer too the actors
and allowed us to combat time constraints within the
team. Many of the audience told me that the solo was
there favourite part and that if I used it lip synching
would be easier to sort out, as in the editing stages
removal of the solo lead to issues with lip synching I
instantly saw that I should attempt to film a solo to test
the reaction of the audience whom told me that it was
a vast improvement when the old and new videos were
shown together.
33. What have you learned
from audience feedback?
Peoples opinions generally want more excitement on
screen with more pace, I told the audience that the
shot transitions had been slow to match the slow
melodic tempo of the song. The audience agreed with
the theory but made it clear that the rate of cuts were
too slow so I had to take note to edit again some
stages that they had highlighted for example the
“meeting” scene.
34. How did I use Media technology in the
construction and research, planning
and evaluation stages?
Question four
35. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I used macromedia fireworks extensively while
making the CD covers and my poster.
Macromedia fireworks is a very powerful tool, it
has many available choices for editing like
inserting shadows bevels (an aura effect) and
glows etc. the list is near endless dependant of
how much you are willing to pay. All the effects
also had a custom aspect to then, allowing the
user to change the colours fonts even being
able to fill the text with patterns like glass
bubble which I used on my CD covers.
36. How did I use Media technology in the
construction and research, planning
and evaluation stages?
As you can see the words are full with the glass
bubble effect with glows added and sharpened.
37. How did I use Media technology in the
construction and research, planning
and evaluation stages?
The glow effect has been added to both the text
on the CD cover and the title on the poster.
These have been sharpened too fireworks is an
awesome tool that allowed me to gain quick
easy access to effects and good editing
software that allowed me to make professionals
looking tasks by simply adding blur effect and
the brilliant layer means that should anything
needs quick editing I can select the section and
un-effect all the other layers by locking them so
it saves the aspects of the other work.
39. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I also used final cut to cut and edit the music
video so that it ran smoothly. We could take
multiple takes which then are easily cut into
place. Final cut express is good as it is a
relatively low cost editing software and is highly
effective. School computers and personal one I
used have final cut which meant that I could
continue work steadily through the project.
40. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I used it while re-filming several times, when all
the film was cut in the right places I could then
add music which I used. A simple drag and
drop swiftly got myself on my way to fitting
the music to the film. For this I used the cut
/razor tool so it was a real must have piece of
software. On the second time round of filming
saving everything to an external hard drive and
USP cards gave me ease of access so I could
open the file up and work anywhere.
41. How did I use Media technology in the
construction and research, planning
and evaluation stages?
This time the solo had been and gone, editing it
was a little harder. I had to delete the pre
edited music and move the film sections apart
to allow the solo which I edited separately to sit
in the centre of the other song pieces. Then I
rendered it and listened to the new area. That
is one weakness of the final cut software Is
that in any changes mean you must wait for it
to render for 1-5 minutes which is quite time
consuming.
42. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I added effects putting a “slug” in for the in-film
title screen. The slug then had to be edited to a
more suiting zombie text effect that shook the
text this took some time however choosing so a
fair amount of time was spent like a child in a
sweet shop choosing the best effect.
43. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I used the internet with fibre optic wires to gain near
unlimited access to information on the web watching
videos of the same genre on youtube while being able
to read back ground information like where the videos
where shot who acted within them and who created the
videos. The internet and using phones were used to
communicate with the actors in my own video as well
via face book and messenger I could tell my actors
what they needed when and where which made life a
little easier to organise.
44. How did I use Media technology in the
construction and research, planning
and evaluation stages?
For actual filming I used a HD camera over a standard camera
because HD gives a better quality and is less grainy than the
standard. A tripod was used so that the camera man didn’t need
steady hands which helped me a lot as I could set the angle of the
camera myself and tell my camera man Chris what I wanted for
example the shot where we follow Al’s leg up would be almost
impossible to shoot without seriously steady hands.
45. How did I use Media technology in the
construction and research, planning
and evaluation stages?
I created a blog, so that if any audience members were
interested and had idea they could easily communicate
them to me. The blog allowed me to show my progress
and order my work which makes editing and
referencing to previous ideas a lot simpler. Being able
to find saved files is much more effective if there
organised on a blog. Using a blog allowed people to
discuss in comment boxes with other audience
members who often provide new, complex ways of
looking at the posts as two minds have debated over
good and bad points.