Media presentation - Music Video
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The document outlines plans for creating a music video for a song that explores human conflict. It discusses researching different music video genres and conventions to incorporate narratives and live performances that better visually represent the song. The document also mentions obtaining permission to use a professional artist's song, as well as conducting further research on music video techniques through online tutorials to produce a high quality video with a limited budget.
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Media Evaluation - Music Video
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.
Media evalutation - A2 Music Video
The document discusses how the media producer's music video challenges and develops conventions of real media products. It summarizes the producer's research process, including exploring conventions of genres like rap music and being inspired by specific music videos. The producer aimed to hybridize conventions and include elements like transitions between scenes, references to other works, and a focus on performance. The document also discusses how the producer challenged conventions in the album packaging and poster through approaches like repetitive visual elements and references to other media works.
Media studies a2 coursework the evaluation
The document discusses how the student's media products for their short film "Intrusion" use and develop conventions of real media products. Specifically:
1) The short film uses conventions of psychological thrillers through its use of low-key lighting and slower pacing to match the genre.
2) The narrative of the short film follows a linear structure with a beginning, middle, and end, similar to other thriller films.
3) The movie poster develops conventions by using a black and white color scheme with red fonts to convey mystery and danger visually.
4) The film review challenges conventions by using ambiguous imagery rather than revealing plot details, keeping the story mysterious. Inspiration was also drawn from the movie
A2 media evaluation
The document discusses how the filmmaker's short film and ancillary texts effectively work together. For the poster and film review, the filmmaker researched conventions from real media products to develop familiar formats. Images and information were taken directly from the short film to ensure continuity across texts. Feedback was sought on the poster to maintain synergy with the film's tone and style. Overall, drawing from the completed short film allowed the ancillary texts to accurately represent and promote the film's themes of isolation and fear.
Media a2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author created a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author included fast pacing to match upbeat parts of the instrumental music. Feedback showed most viewers understood it as a montage and enjoyed the concept of a late night drive for self-discovery, though some found the camera work too shaky.
Media A2 Evaluation- 'Mirror' Short Film
The document discusses how the filmmaker's media product uses, develops, and challenges conventions of real media products. Specifically:
- It uses conventions of the drama genre like a linear narrative and believable characters, but adds humor through binary opposition.
- It challenges stereotypes by casting the filmmaker in a double role as Asian twin brothers in the British army rather than as terrorists.
- Forms like shot types, sound, and title design are inspired by or pastiche other films but adapted to fit the filmmaker's message.
A2 Evaluation- 'Beneath the Cracks'
This document discusses how the student's short film product uses, develops, and challenges conventions of real media products. It summarizes that the student originally planned to challenge conventions by including interviews with multiple homeless people, but most did not want to be filmed. As a result, the student included a male actor to play a homeless person based on genuine interviews. The student also wanted to challenge stereotypes of homeless people only being addicted to drugs or alcohol, so the character refers to family difficulties instead. The summary discusses how the student's film challenges conventions regarding narrative structure and placement of the title sequence.
A2 evaluation
The document discusses the evaluation of the author's media product, a short psychological thriller film. It describes how the author researched conventions of the genre and was influenced by the film "Portal: No Escape." Key conventions used in the author's film include close-ups of the main character's confused facial expressions, positioning the character off-center according to the rule of thirds, and using a silhouette to represent the antagonist. The author aimed to challenge conventions by mixing elements of amateur and professional filmmaking to create ambiguity. Feedback from audiences confirmed the film should be classified as a psychological thriller.
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Media Evaluation - Music Video
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.
Media evalutation - A2 Music Video
The document discusses how the media producer's music video challenges and develops conventions of real media products. It summarizes the producer's research process, including exploring conventions of genres like rap music and being inspired by specific music videos. The producer aimed to hybridize conventions and include elements like transitions between scenes, references to other works, and a focus on performance. The document also discusses how the producer challenged conventions in the album packaging and poster through approaches like repetitive visual elements and references to other media works.
Media studies a2 coursework the evaluation
The document discusses how the student's media products for their short film "Intrusion" use and develop conventions of real media products. Specifically:
1) The short film uses conventions of psychological thrillers through its use of low-key lighting and slower pacing to match the genre.
2) The narrative of the short film follows a linear structure with a beginning, middle, and end, similar to other thriller films.
3) The movie poster develops conventions by using a black and white color scheme with red fonts to convey mystery and danger visually.
4) The film review challenges conventions by using ambiguous imagery rather than revealing plot details, keeping the story mysterious. Inspiration was also drawn from the movie
A2 media evaluation
The document discusses how the filmmaker's short film and ancillary texts effectively work together. For the poster and film review, the filmmaker researched conventions from real media products to develop familiar formats. Images and information were taken directly from the short film to ensure continuity across texts. Feedback was sought on the poster to maintain synergy with the film's tone and style. Overall, drawing from the completed short film allowed the ancillary texts to accurately represent and promote the film's themes of isolation and fear.
Media a2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author created a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author included fast pacing to match upbeat parts of the instrumental music. Feedback showed most viewers understood it as a montage and enjoyed the concept of a late night drive for self-discovery, though some found the camera work too shaky.
Media A2 Evaluation- 'Mirror' Short Film
The document discusses how the filmmaker's media product uses, develops, and challenges conventions of real media products. Specifically:
- It uses conventions of the drama genre like a linear narrative and believable characters, but adds humor through binary opposition.
- It challenges stereotypes by casting the filmmaker in a double role as Asian twin brothers in the British army rather than as terrorists.
- Forms like shot types, sound, and title design are inspired by or pastiche other films but adapted to fit the filmmaker's message.
A2 Evaluation- 'Beneath the Cracks'
This document discusses how the student's short film product uses, develops, and challenges conventions of real media products. It summarizes that the student originally planned to challenge conventions by including interviews with multiple homeless people, but most did not want to be filmed. As a result, the student included a male actor to play a homeless person based on genuine interviews. The student also wanted to challenge stereotypes of homeless people only being addicted to drugs or alcohol, so the character refers to family difficulties instead. The summary discusses how the student's film challenges conventions regarding narrative structure and placement of the title sequence.
A2 evaluation
The document discusses the evaluation of the author's media product, a short psychological thriller film. It describes how the author researched conventions of the genre and was influenced by the film "Portal: No Escape." Key conventions used in the author's film include close-ups of the main character's confused facial expressions, positioning the character off-center according to the rule of thirds, and using a silhouette to represent the antagonist. The author aimed to challenge conventions by mixing elements of amateur and professional filmmaking to create ambiguity. Feedback from audiences confirmed the film should be classified as a psychological thriller.
FoS evaluation
The document discusses the ways in which the media product challenges conventions of real media genres. For the story, it draws on crime thriller tropes but introduces characters in an unexpected way inspired by Sergio Leone films. It received positive feedback except for the open ending. For sound, it uses contrasting peaceful music during violent scenes, as in Tarantino films. One diegetic song develops a character. Effects aim to be authentic. Mise-en-scene follows codes but subverts expectations by dressing characters against type. The typography draws on multiple genres to create a hybrid style. The film review draws on magazine and YouTube formats while analyzing consistent with the film. The poster combines crime thriller and Western conventions into a "wanted
My media evaluation
The document provides an evaluation of the filmmaker's media product titled "Schizo". It discusses various conventions used in the opening title sequence and throughout the film that make it similar to other psychological dramas. These include using white titles on a black background and including a quote at the beginning. It also establishes mystery and raises questions for the audience. The document discusses the representation of social groups, institutions that might distribute the film, the intended audience, and technologies learned through the process.
A2 media
The document discusses how the media producer used conventions from real media in their own product. They researched short films to understand conventions like shot types and applied close-ups and mid-shots. They chose comedy as their genre after considering what audiences prefer and researching a popular internet video. Background music and representations of characters also aimed to reflect society. Feedback showed they should focus more on effects, editing, and character personality over dialogue. New media like computers, cameras, and YouTube helped with production, research, and improving skills. Ancillary texts like posters were consistent with the film in look and focused on the cast.
'Incognito' Evaluation
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In what ways does your media product use
The document discusses how the media product challenges and uses conventions of real media. It created a music video for an indie song that challenged conventions by using a different, comedic narrative and character. It also used some conventions like including performance shots. The video challenged conventions around close-ups and representation of band members. The digipak design challenged conventions around identity and direct address while using conventions like layout, font and information inclusion. The poster challenged conventions like direct address while including modern conventions such as QR codes and reviews. Barthes codes like mystery and action were incorporated.
A2 Music Video Evaluation
- 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.
Media evaluation
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
A2 MEDIA MUSIC VIDEO EVALUATION
1) The document evaluates a music video and its ancillary texts through audience feedback.
2) A questionnaire was administered to 30 people in the target age group of 14-24. It contained closed and open-ended questions about the CD cover, advert, and music video.
3) The results showed that most respondents found the link between the ancillary texts and music video to be clear. They also said the video matched expectations of a typical hip hop video and that they would be willing to watch it after seeing the advert or CD cover.
Evaluation question 1
This document discusses how the creator of a film trailer media product analyzed existing thriller film trailers like Limitless, Insidious, and Wanted to identify common forms and conventions they could utilize in their own trailer. Some conventions they adopted included using a voiceover at the beginning to engage the audience, including fades between scenes, and using foley sounds to transition between clips. However, they also sought to challenge conventions by excluding background music and actor names, and including an extreme close-up shot. The analysis informed both what forms and conventions the creator implemented and challenged in their own thriller trailer media product.
A2 Media Studies - Evaluation
This document discusses the pre-production process for a music video project merging dubstep and hip-hop genres. It describes researching existing music videos in these genres. A storyboard and shooting schedule were created, and potential locations were scouted. Permission was sought from the artist who created the instrumental track to use it for the project.
A2 Media Evaluation
The document discusses how the media producer used new media technologies in creating their media product. They used a Sony camera to film footage, which they had experience with from previous courses but needed more practice with techniques like zooming. They researched music videos online to understand genre conventions and was inspired by a YouTube video. During editing, they used Premiere Pro to add transitions, sync audio, and refine clips. Feedback was gathered through an online questionnaire. Overall, the producer learned how to better use technologies and apply feedback to improve their skills.
A2 Media Evaluation
The document provides an analysis of how the student's media product uses, develops, and challenges conventions of real music videos in the singer-songwriter genre. It examines the camera work, editing, mise-en-scene, sound, and how it fits with or diverges from typical music videos. The student aimed to develop conventions through techniques like handheld camera work, close-ups of the artist, and a focus on the narrative and lyrics. However, some elements like less focus on the artist and the use of fades challenge conventions. Overall, the student feels their work develops rather than challenges conventions to make it identifiable to audiences.
Presentation2
The document discusses the evaluation of a media product including a music album, advertisement, and music video that tell a trilogy story. It summarizes how the products use conventions of real media, how effective the combination is through maintaining familiarity and storytelling across formats, and learning from limited audience feedback gained through online surveys and social media. New media technologies were used in the construction, research, planning and evaluation stages.
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Lewis Underwood's Media Evaluation A2
The document discusses how the author used real media conventions and new media technologies in creating their short film project. Specifically, it summarizes how they kept the protagonist centralized in frames, used shot angles for cinematic effect, and maintained consistent soundtrack to engage the audience. It also notes how feedback revealed a lack of close-up shots made the story confusing at times. Throughout, the author researched conventions online and used Adobe software, YouTube, and blogs to aid construction, research, planning and evaluation.
Shots
The document summarizes shots from a music video about a character dealing with alcoholism and the loss of her father. It describes introducing her alcoholism through an opening shot of alcohol and her passed out. It also discusses using dissolves to show the passage of time and her life dissolving due to alcoholism. Close ups are used to portray her emotions and show her struggling to escape her pain.
Evaluation
The document summarizes a student's media project analyzing and creating a music video for the band Enter Shikari. The student feels their video challenges conventions by using live footage, which is uncommon for music videos. They analyze the video using a theory about the relationship between visuals and music/lyrics. While some shots were limited by barriers at the live show, overall the video represents the genre and band's style through camera techniques, clothing, and atmosphere shown. Feedback helped improve elements like poster color and video images. Research involved learning about the band and genre online and from friends. Planning included attending a show to record and making a poster. Evaluation helped get feedback to further improve the project.
Evaluation quetions
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.
Evaluation Question Three
The candidate learned several important lessons from receiving feedback on their music video, magazine advertisement, and digipak from their target audience. They found that regularly incorporating feedback helped improve their work and make it more appealing. While not all feedback was applied, considering suggestions and finding compromises helped enhance the projects. The candidate discovered that pleasing all audience members can be difficult but that variability in elements like cutting pace kept most engaged.
Music presentation
This document discusses the East Coast-West Coast hip hop rivalry of the 1990s. It provides background on key figures from both coasts like Tupac Shakur, The Notorious B.I.G., Snoop Dogg, Dr. Dre, Sean "Diddy" Combs, and their roles in perpetuating or addressing the feud through their music and record labels. It also examines how the rivalry began and some of the diss tracks released by both sides that escalated the tensions during that era of hip hop.
The Importance of Music in Your Life – Mocomi Kids
The Importance of Music in Your Life – Mocomi Kids
Do you know why is music important? More details here http://mocomi.com/why-is-music-important/
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FoS evaluation
The document discusses the ways in which the media product challenges conventions of real media genres. For the story, it draws on crime thriller tropes but introduces characters in an unexpected way inspired by Sergio Leone films. It received positive feedback except for the open ending. For sound, it uses contrasting peaceful music during violent scenes, as in Tarantino films. One diegetic song develops a character. Effects aim to be authentic. Mise-en-scene follows codes but subverts expectations by dressing characters against type. The typography draws on multiple genres to create a hybrid style. The film review draws on magazine and YouTube formats while analyzing consistent with the film. The poster combines crime thriller and Western conventions into a "wanted
My media evaluation
The document provides an evaluation of the filmmaker's media product titled "Schizo". It discusses various conventions used in the opening title sequence and throughout the film that make it similar to other psychological dramas. These include using white titles on a black background and including a quote at the beginning. It also establishes mystery and raises questions for the audience. The document discusses the representation of social groups, institutions that might distribute the film, the intended audience, and technologies learned through the process.
A2 media
The document discusses how the media producer used conventions from real media in their own product. They researched short films to understand conventions like shot types and applied close-ups and mid-shots. They chose comedy as their genre after considering what audiences prefer and researching a popular internet video. Background music and representations of characters also aimed to reflect society. Feedback showed they should focus more on effects, editing, and character personality over dialogue. New media like computers, cameras, and YouTube helped with production, research, and improving skills. Ancillary texts like posters were consistent with the film in look and focused on the cast.
'Incognito' Evaluation
The document discusses how the media product Incognito challenges conventions of real media products. It uses techniques like POV handheld camera footage inspired by The Blair Witch Project to make viewers feel involved. It also does not reveal the antagonist's face at first, building suspense like the movie Se7en. Representation of social groups focuses on the protagonist, based on characters like John Luther, being a male detective obsessed with catching the mysterious killer antagonist portrayed in a supernatural, animalistic way. Distribution could be by institutions open to blurred genre works like Netflix or streaming services rather than documentary or educational channels.
In what ways does your media product use
The document discusses how the media product challenges and uses conventions of real media. It created a music video for an indie song that challenged conventions by using a different, comedic narrative and character. It also used some conventions like including performance shots. The video challenged conventions around close-ups and representation of band members. The digipak design challenged conventions around identity and direct address while using conventions like layout, font and information inclusion. The poster challenged conventions like direct address while including modern conventions such as QR codes and reviews. Barthes codes like mystery and action were incorporated.
A2 Music Video Evaluation
- 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.
Media evaluation
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
A2 MEDIA MUSIC VIDEO EVALUATION
1) The document evaluates a music video and its ancillary texts through audience feedback.
2) A questionnaire was administered to 30 people in the target age group of 14-24. It contained closed and open-ended questions about the CD cover, advert, and music video.
3) The results showed that most respondents found the link between the ancillary texts and music video to be clear. They also said the video matched expectations of a typical hip hop video and that they would be willing to watch it after seeing the advert or CD cover.
Evaluation question 1
This document discusses how the creator of a film trailer media product analyzed existing thriller film trailers like Limitless, Insidious, and Wanted to identify common forms and conventions they could utilize in their own trailer. Some conventions they adopted included using a voiceover at the beginning to engage the audience, including fades between scenes, and using foley sounds to transition between clips. However, they also sought to challenge conventions by excluding background music and actor names, and including an extreme close-up shot. The analysis informed both what forms and conventions the creator implemented and challenged in their own thriller trailer media product.
A2 Media Studies - Evaluation
This document discusses the pre-production process for a music video project merging dubstep and hip-hop genres. It describes researching existing music videos in these genres. A storyboard and shooting schedule were created, and potential locations were scouted. Permission was sought from the artist who created the instrumental track to use it for the project.
A2 Media Evaluation
The document discusses how the media producer used new media technologies in creating their media product. They used a Sony camera to film footage, which they had experience with from previous courses but needed more practice with techniques like zooming. They researched music videos online to understand genre conventions and was inspired by a YouTube video. During editing, they used Premiere Pro to add transitions, sync audio, and refine clips. Feedback was gathered through an online questionnaire. Overall, the producer learned how to better use technologies and apply feedback to improve their skills.
A2 Media Evaluation
The document provides an analysis of how the student's media product uses, develops, and challenges conventions of real music videos in the singer-songwriter genre. It examines the camera work, editing, mise-en-scene, sound, and how it fits with or diverges from typical music videos. The student aimed to develop conventions through techniques like handheld camera work, close-ups of the artist, and a focus on the narrative and lyrics. However, some elements like less focus on the artist and the use of fades challenge conventions. Overall, the student feels their work develops rather than challenges conventions to make it identifiable to audiences.
Presentation2
The document discusses the evaluation of a media product including a music album, advertisement, and music video that tell a trilogy story. It summarizes how the products use conventions of real media, how effective the combination is through maintaining familiarity and storytelling across formats, and learning from limited audience feedback gained through online surveys and social media. New media technologies were used in the construction, research, planning and evaluation stages.
Powerpoint how does our product use, challenge or develop conventions from re...
The document discusses how the product develops conventions of real media products in its trailer, poster, website, and other elements. It examines trailers, posters, and websites for films like American Psycho, Glass, and Venom to incorporate conventions from those real products. Elements that were developed based on research include building tension across three acts in the trailer, incorporating critic reviews and character imagery on the poster, and including embedded trailers but not interactive elements on the website. The analysis of real media products helped shape each part of the product to match expectations of the psychological thriller genre.
A2 Media Studies - Evaluation
The document discusses the media technologies used during the construction, research, planning, and evaluation of a soap opera trailer and ancillary products. During construction, the group used Adobe Premiere Pro to edit footage and add effects to the trailer. Research involved analyzing real soap opera magazines and trailers online. Planning consisted of storyboards, shot lists, permission letters, and meeting notes to organize filming.
Lewis Underwood's Media Evaluation A2
The document discusses how the author used real media conventions and new media technologies in creating their short film project. Specifically, it summarizes how they kept the protagonist centralized in frames, used shot angles for cinematic effect, and maintained consistent soundtrack to engage the audience. It also notes how feedback revealed a lack of close-up shots made the story confusing at times. Throughout, the author researched conventions online and used Adobe software, YouTube, and blogs to aid construction, research, planning and evaluation.
Shots
The document summarizes shots from a music video about a character dealing with alcoholism and the loss of her father. It describes introducing her alcoholism through an opening shot of alcohol and her passed out. It also discusses using dissolves to show the passage of time and her life dissolving due to alcoholism. Close ups are used to portray her emotions and show her struggling to escape her pain.
Evaluation
The document summarizes a student's media project analyzing and creating a music video for the band Enter Shikari. The student feels their video challenges conventions by using live footage, which is uncommon for music videos. They analyze the video using a theory about the relationship between visuals and music/lyrics. While some shots were limited by barriers at the live show, overall the video represents the genre and band's style through camera techniques, clothing, and atmosphere shown. Feedback helped improve elements like poster color and video images. Research involved learning about the band and genre online and from friends. Planning included attending a show to record and making a poster. Evaluation helped get feedback to further improve the project.
Evaluation quetions
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.
Evaluation Question Three
The candidate learned several important lessons from receiving feedback on their music video, magazine advertisement, and digipak from their target audience. They found that regularly incorporating feedback helped improve their work and make it more appealing. While not all feedback was applied, considering suggestions and finding compromises helped enhance the projects. The candidate discovered that pleasing all audience members can be difficult but that variability in elements like cutting pace kept most engaged.
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This document discusses the East Coast-West Coast hip hop rivalry of the 1990s. It provides background on key figures from both coasts like Tupac Shakur, The Notorious B.I.G., Snoop Dogg, Dr. Dre, Sean "Diddy" Combs, and their roles in perpetuating or addressing the feud through their music and record labels. It also examines how the rivalry began and some of the diss tracks released by both sides that escalated the tensions during that era of hip hop.
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The Importance of Music in Your Life – Mocomi Kids
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Presentation on music video's and their importance
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Similar to Media presentation - Music Video
Powerpoint 1
The document outlines the process of creating a music video for a class project. It discusses researching music videos to understand conventions. The student chose to make a video for "Sorrow" by The National after analyzing lyrics. Planning included coming up with an idea of flashbacks to the subject's past. Resources used were internet research and camera equipment. Areas for improvement included getting more footage, characters, and better shot linking. Overall, the student felt they improved filming and editing skills through the project.
Evaluation question 1
This document discusses the conventions used in a music video created by the author for an indie rock song. It begins by introducing the genres and styles considered, including narrative, performance, and intertextual references commonly seen in rock music videos. It then analyzes the author's own video, which uses a mix of narrative and performance styles to tell the story of a friends with benefits relationship. Key conventions like the link between lyrics and visuals, use of black and white imagery, and similarities to other indie rock band's videos are discussed. The document concludes by reflecting on how the author's video effectively utilized common music video conventions.
Evaluation Question 1
This document discusses the conventions of music videos in different genres and how the author developed and challenged conventions in their own indie-pop music video. It notes that indie-pop videos typically feature the artist throughout, use close-ups and scenic shots, and have a fast pace. The author's video was 3 minutes long, included a star image, narrative, filters, and locations/costumes/lighting that represented the indie-pop genre. They took inspiration from other indie-pop artist Elizabeth & the Catapult and various YouTube videos, combining elements to tell their narrative in an animated style.
Question 1
The document discusses how the media product develops and challenges conventions of real music videos. It develops conventions through its themes of females, drinking, and smoking, which are conventional for the alternative R&B genre and song. The character and artist representations follow genre conventions to portray the themes. Locations were chosen to suit the song's themes. Theories on music videos informed the editing, presence of the male gaze, and pace matching the song. Color choices like the artist's black clothing also represent the song's intentions and nighttime motives, developing conventions of the genre.
Evaluation
The document provides feedback from test audiences on a student's music video project. The student asked their focus group several questions to better understand how to improve the video. They learned that they needed to stabilize shots, add more angles and lighting, clarify the narrative, and refilm some parts. While the overall idea and music were liked, the student gained insight on strengthening editing, shot variety, and making the story more apparent. This feedback helped the student identify areas for improvement and informed changes made in revising and reshooting parts of the video.
Part 1
This document discusses and analyzes the conventions used in a student's music video based on Andrew Goodwin's music video theory. The student focuses on four aspects of Goodwin's theory: the relationship between lyrics and video, the relationship between music and video, genre diversity, and links between different media. The student explains how their rock music video incorporates and challenges some conventions of the genre through its themes of rebellion, conformity, and power struggles. Critiques of the video are addressed and connections are made between the themes of the video and the student's digipak design.
FMP ppt Jamie Brown.pptx
This document provides an overview of the skills audit, research, and planning for a music video project by Jamie Brown. Key points include: strengths in visualizing music video aesthetics and asking others to participate, and weaknesses in concentration and Premiere Pro skills. Influences identified include Cole Bennett for unique effects, SSGKobe for style at a similar age, and Midwxst for simple yet appealing videos. Research evaluated angles, lighting, effects, and storytelling elements across various music videos. The target audience is males ages 16+ interested in underground rap.
Evaluation question 1
This document discusses conventions and forms in music videos and how the author's music video does or does not follow them.
It describes common conventions like clothing styles reflecting the genre and how the author incorporated conventions of the indie genre. The author both develops conventions by combining narrative and performance elements and challenges conventions by omitting voyeurism typically seen in other genres and not fully following Tzventan Todorov's narrative theory. The goal was to be independent while still fitting the indie genre.
Evaluation Question 1
This document summarizes a music video created for a rap/rock band. The video tells a story through a chase scene and includes clips of an actor lip syncing the song's lyrics. It follows conventions like using visuals that correspond to the music's beats. However, it breaks conventions like voyeurism that do not suit the song. Flashbacks are used to reflect on the themes of finding another way out, developing an idea from other music videos. Though mostly a chase scene, the changing scenery and events keep viewers engaged, like the video for "Yonkers" with its shocking moments. The video thus uses, develops and challenges conventions of the genre.
Convetions evaluation 1
This document discusses conventions in media products and how the author's media product challenges conventions of the British hip hop genre.
Some key conventions of British hip hop include lip syncing to convey emotion, using natural lighting and locations like graffiti walls. The author's product conforms to these conventions to clearly communicate the genre.
However, the author also challenges conventions by avoiding displays of wealth, using varied camera angles beyond low shots, and prioritizing realistic and humble portrayals over performances emphasizing power or control. This challenges superficial conventions while maintaining the message-driven nature of the genre.
Part One Of Evaluation
This document analyzes and summarizes the key aspects of a music video project according to media theorist Andrew Goodwin's framework. The student discusses how their music video, found at a provided URL, relates the lyrics and music, illustrates the genre conventions of rock music, and incorporates themes of rebellion in both the video and accompanying digital packaging. While some elements like close-ups were less applicable given the single performer, the analysis focuses on how the video interprets the themes of the song through its imagery and sequences. Criticism of one scene and choices regarding the digital packaging design are also addressed in terms of reinforcing the intended message.
Research Music Video
The document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related examples and collecting supporting materials. It also advises assessing whether techniques can be used or adapted. The reader is directed to explore conventions and genre characteristics for their chosen artist and consider fan preferences. Slides are included for documenting ideas with examples. The document then outlines two experiments - one involving simple animation and the other collecting footage and adding basic editing. Reflection questions ask which experiment elements will be included and what was learned from the process.
Question 1
The document discusses the production of a music video for an advanced media portfolio. It describes conducting research into music video conventions within the chosen genre of alternative R&B. This helped inform the planning and production stages. The music video aims to develop and follow conventions of real music videos within the genre. It portrays common themes of females, drinking, and smoking that are conventional to alternative R&B. The character representation and narrative structure also aim to align with genre conventions.
Music videos lesson 1
This document provides guidance on analyzing music videos through examining their technical conventions, representations, and textual elements. It lists various technical conventions commonly found in music videos like performance clips, lighting effects, camera angles, and editing styles. It also identifies common representations like portrayals of lifestyle, gender, and location. Finally, it suggests examining the video's purpose, form, genre, tone, style, language, narrative, and technology use for a textual analysis. The document aims to get readers thinking critically about how music videos are constructed and how they aim to promote artists.
Part 1
Brad Linney created a music video to accompany his rock song. He analyzed his video using Andrew Goodwin's music video theory, focusing on the relationship between lyrics and video, how the music illustrates or contradicts the video, the diverse genres used, and links between different media. While some conventions like close-ups of band members were included, the video also took some unconventional approaches like limited lip syncing to emphasize rebellion. The packaging for the single was designed to incorporate the same themes of rebellion and power struggle as the video through its fiery color scheme and symbol.
Music video evaluation final jacqui
The document discusses the planning, production and evaluation of a music video for an indie song. Key aspects included researching the genre to find common themes of black and white filming, home settings and slow motion. Shots were storyboarded and actors were organized. Various camera angles were used during filming to highlight emotions. Editing employed black and white filters, grain effects and slow motion. Feedback was positive about how the editing connected the visuals and lyrics. Areas for improvement included varying the artist's location between shots. A range of media technologies from cameras to editing software to blogs were used.
Evaluation question 3
The document summarizes feedback received from target audiences on a music video project. Key points:
- Interviews with 3 target audience members provided insight into what they want from music videos, such as something different, narrative-based videos, and authentic characters.
- Feedback confirmed the video succeeded in being different through visual filters and a narrative-based approach without the artist. It showed meaning through props and used authentic 17-year-old actors without lyrics.
- Pitching the idea to classmates helped identify flaws and gain additional perspective, though the final video diverged from the original plan based on this feedback.
- Feedback on draft digipak designs was incorporated, combining elements like the 3D effect and
research.pptx
This document provides information about the target audience, research, and experiments for a music video project. The target audience is males ages 16+ who enjoy underground rap music. Research found the genre has a smaller audience than pop or rap. Survey results showed most viewers are under 18 and watch music videos daily. Experiments testing shots, editing, and performer practice helped prepare for the music video. Inspiration was drawn from other music videos regarding camera angles, lighting, visual effects, and storytelling elements.
Evaluation video
The document provides an evaluation of a music video for a hip hop song by an artist named Crucial. It summarizes the feedback received on the music video from test audiences at different stages of production. Early audiences felt the video needed more editing and a narrative. Later audiences saw significant improvements, though some felt the video didn't fully represent the hip hop genre without more flashy or materialistic elements. Overall, most agreed the final cut was much better edited and represented the lyrics well through fast cuts that matched the song's pace.
Evaluation Q1
Evaluation question- In what ways does your media product use, develop or challenge forms and conventions of real media products?
(music video, digipak and poster)
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Media presentation - Music Video
- 1. Music Video Music – Dan Bull
- 2. Music Video • I wanted to create a music video for this song:
- 3. Why? • Why the song works – Conflict within human life is always relatable, this is one of the reasons the song was chosen. For example one of my ides is to do with bullying as a form of conflict, another is war because of the nature of the game. • Current video is not live action, which means that the artist’s work isn’t as visually pleasing as it could be. I want to change this by having a gripping hybrid of narrative and performance.
- 4. Rap Research • Mixing Commercial and Nerdcore rap was a decision I made through my research into my chosen artist. I found that his style of rap falls under the genre of commercial however the topics he raps about falls under nerdcore. I looked into music videos that are live action made by the two artists below. I want to make sure that I can incorporate conventions from both in order to reflect the same hybrid feel that the lyrics do. MC Frontalot Eminem
- 5. Music Video Research • To further research music video in general I went and looked at several different genres such as pop and youtuber music videos. This was to see what conventions could possibly work within my music video. I looked into what conventions are broken within internet culture and I want to broaden my understanding by looking into foreign music videos. Taylor Swift NigaHiga
- 6. Secondary Research To further research my understanding in techniques of music video creation I have been looking at countless YouTube tutorials like the image below on how to make a professional look. This is because music video budgets are a hundred times what I have to spend on this video.
- 7. Permission To keep a the process as professional as I can I have got permission to use a professional artists song for my video.
- 8. Permission
- 9. Where am I? • Target audience - I have created a survey but I have to get people to do it. • Theoretical issues - I need to address this. • Print based research – I have to research what goes into the didgipack