This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on the styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos, drawing on what was covered in Tasks 1 and 2. Students are expected to submit responses to each section on a weekly basis and can get help from their tutor if needed. The document emphasizes including examples and linking responses to other materials when completing the assignment.
This document provides instructions and questions for a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires the student to analyze a minimum of three music videos by an artist of their choice, considering the topics from Tasks 1 and 2. The student is instructed to submit weekly and discuss with their tutor if needed.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos considering the concepts from Tasks 1 and 2. Students are expected to submit responses to each section weekly and can get help from their tutor if needed.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos considering the concepts from Tasks 1 and 2. Students are expected to submit responses to each section weekly and can get help from their tutor if needed.
Mv assignment 01 2020 pro forma jack hurstjackhurst8
This document provides instructions and questions for a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires the student to analyze a minimum of three music videos by an artist of their choice, considering elements from Tasks 1 and 2. The instructions emphasize using illustrative examples and linking responses to additional source materials when completing the assignment.
The document provides instructions for a case study assignment on music video production. It outlines three tasks to complete: 1) discussing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) an individual case study analyzing at least three music videos by an artist of choice. For each task, questions are provided to guide the analysis and discussion. The case study should examine the videos' styles, intertextuality, camerawork, editing, genre conventions, and apply critical approaches learned. Illustrations from the videos are encouraged, and responses should draw connections between parts and other related works.
This document provides instructions and questions for a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires the student to analyze a minimum of three music videos by an artist of their choice, considering the topics from Tasks 1 and 2. The student is instructed to submit weekly and discuss with their tutor if needed.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least three music videos by an artist of the student's choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including style, techniques, intertextuality, camerawork, editing, and genre conventions. Students are encouraged to include video links and stills from the chosen videos in their written response.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos considering the concepts from Tasks 1 and 2. Students are expected to submit responses to each section weekly and can get help from their tutor if needed.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos considering the concepts from Tasks 1 and 2. Students are expected to submit responses to each section weekly and can get help from their tutor if needed.
Mv assignment 01 2020 pro forma jack hurstjackhurst8
This document provides instructions and questions for a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires the student to analyze a minimum of three music videos by an artist of their choice, considering elements from Tasks 1 and 2. The instructions emphasize using illustrative examples and linking responses to additional source materials when completing the assignment.
The document provides instructions for a case study assignment on music video production. It outlines three tasks to complete: 1) discussing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) an individual case study analyzing at least three music videos by an artist of choice. For each task, questions are provided to guide the analysis and discussion. The case study should examine the videos' styles, intertextuality, camerawork, editing, genre conventions, and apply critical approaches learned. Illustrations from the videos are encouraged, and responses should draw connections between parts and other related works.
The document provides instructions for completing a case study on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos, discussing their use of style, techniques, intertextuality, camerawork, editing, genre conventions and applying critical approaches. The case study should be submitted weekly and the document provides notes on illustrating points made and adding additional slides if needed.
This music video case study analyzes several videos by pop artist Ariana Grande. It discusses the style and techniques used in her song "7 Rings," including smooth camera movements, a range of shots, minimal editing, and stylized lighting with pink and blue hues representing different meanings. The video also adheres to pop conventions through its focus on Grande and female dancers in party outfits promoting wealth and style. Locations include a pink-themed front garden, a kitchen with reflective glass pillars, and a dollhouse-sized room, with cultural references to sushi. The analysis applies critical approaches around atmosphere, camerawork, lighting, performers, and locations to understand meanings and pop genre conventions.
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen, and doll room, with pink decor emphasizing the song's theme. Grande references Japanese culture through sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and message.
Jump cuts are used to remove any unnecessary footage and
keep the pace of the video moving quickly. This helps keep the audience
engaged.
Slow motion shots are often used during emotional parts of a song to
heighten the drama and intensity of a moment. Seeing actions in slow
motion can draw out emotions.
Split screens are used to show multiple actions happening at once. This
allows more of the story to be told in the same timeframe. It also keeps
the video visually interesting.
Transitions between shots like fades and wipes help join different scenes
together seamlessly. This creates a smooth flow to the video rather than
abrupt cuts.
Repetition of certain shots is used to
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen and doll room, with pink decor emphasizing the song's theme. Grande references Japanese culture through sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and message.
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen and doll room, emphasizing the pink theme and contrasting blue. Grande references Japanese culture with sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and themes.
Ariana Grande's "7 Rings" music video employs various stylistic techniques and conventions. The camerawork uses a range of smooth shots without abrupt movements to create a clean, impressionistic atmosphere. Special effects are utilized in scenes featuring neon lights and patterns. Pink and blue lighting is used to convey positive and negative meanings respectively. The video primarily features Grande and other female performers in party outfits, emphasizing wealth through jewelry. Scenes take place in the garden, kitchen, and dollhouse room of a large home, making prominent use of the color pink and Japanese cultural references.
Mv case study assignment 01 2020 pro forma[2] read-onlyNatashaSanderson
Jake Bugg's music videos employ various styles and techniques while adhering to indie music video conventions. They feature low budgets but intertextual references to films like This Is England. Camerawork is simple, often following the artist in urban settings. While budgets vary between videos, all showcase Bugg's guitar skills and relate to his genre through production qualities and locations.
This document provides guidance for completing a case study analysis of music videos. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 discusses styles, techniques and conventions used in music video production. Task 3 instructs the student to analyze a minimum of three music videos by an artist or genre of their choice, discussing style, intertextuality, camerawork, genre conventions, and applying critical approaches. The document provides example questions to answer for each task and emphasizes using illustrative examples and images from the selected video examples.
This document provides guidance for a case study on music video production. It outlines four learning outcomes, including understanding the purposes and styles/techniques of music videos. It splits the case study into three tasks: 1) the purposes of music videos and artist branding strategies, 2) styles, techniques and conventions, and 3) a case study analyzing at least three music videos. The document provides example questions to answer for each task and notes on completing the case study, emphasizing the use of images and examples to support points.
This document provides guidance for a case study assignment on music video production. It outlines the learning outcomes and assessment criteria for the case study. The document is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Some key purposes discussed are entertainment, branding/identity, and sales. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 involves analyzing at least three music videos considering what was discussed in Tasks 1 and 2. Notes are provided on completing the case study, including using images and examples to support points. Questions for Task 1 examine the core purposes of music videos and broader strategies employed by different types of artists.
The document provides information about music video production and purposes. It discusses the core purposes of music videos being entertainment, identity, and sales. It also discusses broader purposes like featuring other artists to promote multiple acts. Genre conventions are explored, comparing the more direct brand of One Direction to the more open interpretation encouraged by Animal Collective. Camerawork, editing styles, and intertextuality are analyzed in sample music videos. A case study of Bugzy Malone examines his visual style and use of techniques to represent his experiences and inspire others.
The document provides instructions for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 focuses on the purposes of music videos and strategies employed. Task 2 examines styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos by an artist of choice, considering camerawork, editing, intertextuality, genre conventions, and critical approaches.
Ed Sheeran's music video for "Galway Girl" tells the story of how he met a girl in Galway, Ireland as depicted in the song's lyrics. The video uses techniques like close-ups and dynamic camerawork to follow the girl's movements and show her emotions. It incorporates Irish culture through dance scenes and references Rolling Stone magazine. The go-pro style camerawork from Sheeran's perspective and sped-up footage editing help portray the narrative. Overall, the video aims to represent the song through a visual story that immerses viewers in the experience.
Mv production assignment evaluation form 2021ScottMandis
The document summarizes Scott Mandis' strengths and weaknesses during the research, planning, time management, and technical and aesthetic qualities of a production process evaluation for a music video. Some strengths included understanding different camera angles during research and improvising planning when the original song changed. Weaknesses consisted of not thoroughly researching what works in music videos and having limited time for additional filming.
This document provides guidance for completing a case study analysis of music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions of music video production. Task 3 instructs students to analyze a minimum of three music videos, considering topics from Tasks 1 and 2 like purposes, techniques, genre conventions and critical approaches. Students are encouraged to include video links and images in their case study response.
This document provides guidance for completing a case study analysis of music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions of music video production. Task 3 instructs students to analyze a minimum of three music videos, considering topics from Tasks 1 and 2 like purposes, techniques, genre conventions and critical approaches. Students are encouraged to support their analysis with examples and images from the selected videos.
I do not have enough context to summarize the full document. The document appears to provide guidance and questions for a case study analysis of music videos. It discusses purposes of music videos, strategies employed by artists and labels, and styles, techniques and conventions used in music video production. However, without answers provided to the questions, I cannot generate a meaningful high-level summary.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and artist/label strategies. Task 2 covers styles, techniques and conventions in music video production. Task 3 instructs the student to analyze a minimum of 3 music videos by an artist or genre, discussing style, intertextuality, camerawork, editing, genre conventions and critical approaches. The student is encouraged to include illustrative images and videos in their response.
The document provides instructions for a case study assignment on music video production. It outlines three tasks to complete: 1) discussing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) an individual case study analyzing at least three music videos by an artist of choice. For each task, questions are provided to guide the analysis and discussion. The case study should consider camerawork, editing, genre conventions, and apply critical approaches. Illustrations from the selected videos are encouraged.
The document provides a case study analysis of music video productions through Logic's music videos. It examines the styles, techniques, and conventions used across several of Logic's videos such as "Everyday," "1-800-273-8255," and "Flexicution." Close-up shots, editing, representation, mood/tone, and meaning are evaluated. Intertextuality, camerawork, genre norms, and critical approaches are also considered in analyzing Logic's creative and meaningful music video portrayals.
This document provides instructions for completing a case study assignment on music video production. It includes 4 tasks: 1) outlining the purposes of music videos and discussing branding; 2) describing techniques like camerawork, editing, and genre conventions; 3) conducting a case study of an artist's music videos focusing on style, intertextuality, and critical analysis; 4) linking what was learned to the student's own music video project plans. Sample responses are provided for questions within each task discussing concepts like the core purposes of advertising, entertainment and distribution, broader purposes of art and message, and analyzing the branding, camerawork and meaning of videos by artists like Playboi Carti, One Direction and Animal Collective.
The document provides instructions for completing a case study on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos, discussing their use of style, techniques, intertextuality, camerawork, editing, genre conventions and applying critical approaches. The case study should be submitted weekly and the document provides notes on illustrating points made and adding additional slides if needed.
This music video case study analyzes several videos by pop artist Ariana Grande. It discusses the style and techniques used in her song "7 Rings," including smooth camera movements, a range of shots, minimal editing, and stylized lighting with pink and blue hues representing different meanings. The video also adheres to pop conventions through its focus on Grande and female dancers in party outfits promoting wealth and style. Locations include a pink-themed front garden, a kitchen with reflective glass pillars, and a dollhouse-sized room, with cultural references to sushi. The analysis applies critical approaches around atmosphere, camerawork, lighting, performers, and locations to understand meanings and pop genre conventions.
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen, and doll room, with pink decor emphasizing the song's theme. Grande references Japanese culture through sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and message.
Jump cuts are used to remove any unnecessary footage and
keep the pace of the video moving quickly. This helps keep the audience
engaged.
Slow motion shots are often used during emotional parts of a song to
heighten the drama and intensity of a moment. Seeing actions in slow
motion can draw out emotions.
Split screens are used to show multiple actions happening at once. This
allows more of the story to be told in the same timeframe. It also keeps
the video visually interesting.
Transitions between shots like fades and wipes help join different scenes
together seamlessly. This creates a smooth flow to the video rather than
abrupt cuts.
Repetition of certain shots is used to
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen and doll room, with pink decor emphasizing the song's theme. Grande references Japanese culture through sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and message.
Ariana Grande's "7 Rings" music video employs various visual styles and techniques. The camerawork is smooth with different shot types used to make the video appealing. Special effects are added in the second half. Pink and blue lighting is used to convey different meanings. The video features only female performers in party outfits showing off wealth. Scenes take place in a house's garden, kitchen and doll room, emphasizing the pink theme and contrasting blue. Grande references Japanese culture with sushi and toys. Overall, the video skillfully uses visual elements to match the song's atmosphere and themes.
Ariana Grande's "7 Rings" music video employs various stylistic techniques and conventions. The camerawork uses a range of smooth shots without abrupt movements to create a clean, impressionistic atmosphere. Special effects are utilized in scenes featuring neon lights and patterns. Pink and blue lighting is used to convey positive and negative meanings respectively. The video primarily features Grande and other female performers in party outfits, emphasizing wealth through jewelry. Scenes take place in the garden, kitchen, and dollhouse room of a large home, making prominent use of the color pink and Japanese cultural references.
Mv case study assignment 01 2020 pro forma[2] read-onlyNatashaSanderson
Jake Bugg's music videos employ various styles and techniques while adhering to indie music video conventions. They feature low budgets but intertextual references to films like This Is England. Camerawork is simple, often following the artist in urban settings. While budgets vary between videos, all showcase Bugg's guitar skills and relate to his genre through production qualities and locations.
This document provides guidance for completing a case study analysis of music videos. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 discusses styles, techniques and conventions used in music video production. Task 3 instructs the student to analyze a minimum of three music videos by an artist or genre of their choice, discussing style, intertextuality, camerawork, genre conventions, and applying critical approaches. The document provides example questions to answer for each task and emphasizes using illustrative examples and images from the selected video examples.
This document provides guidance for a case study on music video production. It outlines four learning outcomes, including understanding the purposes and styles/techniques of music videos. It splits the case study into three tasks: 1) the purposes of music videos and artist branding strategies, 2) styles, techniques and conventions, and 3) a case study analyzing at least three music videos. The document provides example questions to answer for each task and notes on completing the case study, emphasizing the use of images and examples to support points.
This document provides guidance for a case study assignment on music video production. It outlines the learning outcomes and assessment criteria for the case study. The document is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Some key purposes discussed are entertainment, branding/identity, and sales. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 involves analyzing at least three music videos considering what was discussed in Tasks 1 and 2. Notes are provided on completing the case study, including using images and examples to support points. Questions for Task 1 examine the core purposes of music videos and broader strategies employed by different types of artists.
The document provides information about music video production and purposes. It discusses the core purposes of music videos being entertainment, identity, and sales. It also discusses broader purposes like featuring other artists to promote multiple acts. Genre conventions are explored, comparing the more direct brand of One Direction to the more open interpretation encouraged by Animal Collective. Camerawork, editing styles, and intertextuality are analyzed in sample music videos. A case study of Bugzy Malone examines his visual style and use of techniques to represent his experiences and inspire others.
The document provides instructions for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 focuses on the purposes of music videos and strategies employed. Task 2 examines styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos by an artist of choice, considering camerawork, editing, intertextuality, genre conventions, and critical approaches.
Ed Sheeran's music video for "Galway Girl" tells the story of how he met a girl in Galway, Ireland as depicted in the song's lyrics. The video uses techniques like close-ups and dynamic camerawork to follow the girl's movements and show her emotions. It incorporates Irish culture through dance scenes and references Rolling Stone magazine. The go-pro style camerawork from Sheeran's perspective and sped-up footage editing help portray the narrative. Overall, the video aims to represent the song through a visual story that immerses viewers in the experience.
Mv production assignment evaluation form 2021ScottMandis
The document summarizes Scott Mandis' strengths and weaknesses during the research, planning, time management, and technical and aesthetic qualities of a production process evaluation for a music video. Some strengths included understanding different camera angles during research and improvising planning when the original song changed. Weaknesses consisted of not thoroughly researching what works in music videos and having limited time for additional filming.
This document provides guidance for completing a case study analysis of music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions of music video production. Task 3 instructs students to analyze a minimum of three music videos, considering topics from Tasks 1 and 2 like purposes, techniques, genre conventions and critical approaches. Students are encouraged to include video links and images in their case study response.
This document provides guidance for completing a case study analysis of music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions of music video production. Task 3 instructs students to analyze a minimum of three music videos, considering topics from Tasks 1 and 2 like purposes, techniques, genre conventions and critical approaches. Students are encouraged to support their analysis with examples and images from the selected videos.
I do not have enough context to summarize the full document. The document appears to provide guidance and questions for a case study analysis of music videos. It discusses purposes of music videos, strategies employed by artists and labels, and styles, techniques and conventions used in music video production. However, without answers provided to the questions, I cannot generate a meaningful high-level summary.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and artist/label strategies. Task 2 covers styles, techniques and conventions in music video production. Task 3 instructs the student to analyze a minimum of 3 music videos by an artist or genre, discussing style, intertextuality, camerawork, editing, genre conventions and critical approaches. The student is encouraged to include illustrative images and videos in their response.
The document provides instructions for a case study assignment on music video production. It outlines three tasks to complete: 1) discussing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) an individual case study analyzing at least three music videos by an artist of choice. For each task, questions are provided to guide the analysis and discussion. The case study should consider camerawork, editing, genre conventions, and apply critical approaches. Illustrations from the selected videos are encouraged.
The document provides a case study analysis of music video productions through Logic's music videos. It examines the styles, techniques, and conventions used across several of Logic's videos such as "Everyday," "1-800-273-8255," and "Flexicution." Close-up shots, editing, representation, mood/tone, and meaning are evaluated. Intertextuality, camerawork, genre norms, and critical approaches are also considered in analyzing Logic's creative and meaningful music video portrayals.
This document provides instructions for completing a case study assignment on music video production. It includes 4 tasks: 1) outlining the purposes of music videos and discussing branding; 2) describing techniques like camerawork, editing, and genre conventions; 3) conducting a case study of an artist's music videos focusing on style, intertextuality, and critical analysis; 4) linking what was learned to the student's own music video project plans. Sample responses are provided for questions within each task discussing concepts like the core purposes of advertising, entertainment and distribution, broader purposes of art and message, and analyzing the branding, camerawork and meaning of videos by artists like Playboi Carti, One Direction and Animal Collective.
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos, drawing on Tasks 1 and 2. Students are expected to submit responses to the questions in each section on a weekly basis during remote learning.
The document provides instructions for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 involves the purposes of music videos and strategies of labels and artists. Task 2 addresses styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of 3 music videos by an artist of choice, considering elements from Tasks 1 and 2. Questions under each task prompt discussion of topics like the goals of music videos, techniques like camerawork and editing, genre conventions, and applying critical analysis.
This document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by music labels and artists. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos to discuss how they employ elements from Tasks 1 and 2. Students are expected to submit weekly responses and may include images, videos and citations to support their analysis.
This document provides guidance for completing a case study analysis of music videos. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 discusses styles, techniques and conventions used in music video production. Task 3 instructs the student to analyze a minimum of three music videos by an artist or genre of their choice, discussing elements like style, intertextuality, camerawork, genre conventions, and critical approaches. The document emphasizes showing examples from videos and linking concepts to further resources.
The document outlines a music video production case study. It discusses the purposes of music videos, including entertainment, branding, and sales. It also covers styles, techniques, conventions, and critical approaches used in analyzing music videos. The document uses Anne-Marie as a case study, analyzing several of her music videos to showcase how she uses techniques like close-up shots, colorful visuals, and synchronization with lyrics to engage audiences and grow her brand. Overall, the document provides guidance on analyzing and discussing techniques used in music videos to achieve various artistic and commercial goals.
Mv assignment 01 2021 pro formal new copyClaudiaRose5
This document provides guidance for completing a case study assignment on music video production. It is divided into 4 tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions used in music video production. Task 3 requires analyzing a minimum of 3 music videos by an artist of choice, discussing the usage of style, intertextuality, camerawork, editing, genre conventions and critical approaches. Task 4 prompts linking what was learned to the student's own work. The document emphasizes showing examples from videos, making points and linking to further materials to support explanations.
The document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos, such as entertainment, branding, and sales. Task 2 covers styles, techniques and conventions used in music videos, including camerawork, editing, and genre conventions. Task 3 instructs students to analyze a minimum of three music videos by an artist or genre, discussing elements like style, intertextuality, camerawork, and genre conventions using critical approaches. The document emphasizes using illustrative examples and adding images from video examples.
This document provides information and tasks for a case study on music video production. It is split into three sections. Task 1 asks questions about the purposes of music videos and how artists present themselves. Task 2 asks questions about common music video styles, techniques and conventions like camerawork, editing, and genre conventions. It also asks about intertextuality in music videos. Task 3 involves analyzing at least three music videos considering what was discussed in the first two tasks. The document provides guidance on completing the case study assignments.
This document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos, drawing on Tasks 1 and 2. The document emphasizes including illustrative images and examples to support points. It also notes that additional pages can be added if needed to fully respond to the questions.
This document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, genre conventions and applying critical approaches. The student should include video links, illustrative stills from videos, and compare their chosen artist/genre to others.
The document provides guidance for a case study assignment on music video production. It is divided into four tasks: 1) outlining the purposes of music videos and strategies used by labels and artists, 2) describing styles, techniques and conventions used in music video production, 3) conducting a case study analysis of at least three music videos, and 4) linking what was learned to the student's own music video project. The case study requires analyzing videos in terms of style, techniques, intertextuality, camerawork, editing, genre conventions, and critical approaches. Students are encouraged to include video links and illustrative stills from the videos discussed.
Mv case study assignment 01 2020 pro forma (1)OliviaCrossley
1) The document provides instructions for completing a case study assignment on music video production. It outlines three tasks to be completed on a weekly basis, focusing on the purposes of music videos, production styles and techniques, and an analysis of three selected videos.
2) Task 1 questions examine the core purposes of music videos and how artists use them to promote their brand. Task 2 explores common camerawork, editing, and genre conventions in music videos.
3) Task 3 requires selecting an artist and analyzing a minimum of three of their music videos to discuss production styles, intertextuality, and apply critical approaches learned. Illustrations and video links are encouraged to support responses.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) examining the purposes of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of three or more music videos. For each task, it provides questions for students to answer and notes on properly completing the case study, such as including illustrative images, examples, and linking ideas to other texts and videos.
It then provides examples of questions from Task 1 on purposes, Task 2 on production elements, and prompts for the required case study analysis in Task 3, focusing on an artist of the student's choice.
The document provides instructions for completing a case study assignment on music video production. It is split into three tasks: 1) the purposes of music videos, 2) styles, techniques and conventions of music video production, and 3) a case study of at least three music videos analyzing them based on Tasks 1 and 2. It encourages the use of images from the video examples and notes the case study should discuss style, intertextuality, camerawork, editing, genre conventions, and critical approaches for the selected videos.
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2. MUSIC VIDEO PRODUCTION
• We will look at Music Videos from a number of perspectives, this template is for
you to write up your notes and to complete your case study.
• The document is split into 3 different tasks, each with separate questions to
answer.
• Task 1 is concerned with the purposes of music videos and the strategies
employed by labels and artists
• Task 2 is concerned with the styles, techniques and conventions of music video
production
• Task 3 is your own case study into a minimum of three music videos where you
can unpack and discuss the videos considering everything you have looked at in
Task 1 and 2
• You are expected to submit each section on a weekly basis during your remote
learning weeks.
• If you get stuck, talk to/email your tutor for guidance.
3. NOTES ON COMPLETING THE
CASE STUDY
• It is often easier to show something you are discussing than to
take time describing it. With this in mind, feel free to add lots of
illustrative images from your chosen video examples. Links to
YouTube/Vevo/etc are also encouraged.
• Remember, when you make a point or define something, you
should follow this with an example, an explanation of this and
then link to further texts/videos where possible.
• If you don’t think there is enough room to add your full
response to a question, don’t just reset the font size to really
small, add an extra slide wherever necessary.
4. TASK 1 -
PURPOSES
Y O U S H O U L D O P E N T H E M U S I C L E C T U R E
P O W E R P O I N T A N D L O O K AT S E C T I O N 1
B E F O R E D O I N G T H I S TA S K
5. TASK 1 - PURPOSES• Q1 - Outline the 3 core purposes of music video with a short explanation
for each:
• To promote an album or a single to increase sales.
• Using the music video will act as advertisement for that album or single
because people will then download or buy it on a different platform.
• To promote a new artist to an audience and maintain an audience focus on
an existing artist.
• A music video will advertise the new artist and the old artist which means
that both artist will have an increase in their audience. Newer artists will
feature in a famous artist’s work to be recognized and to help boost their
career.
• To promote an image of an artist or band that is exciting and dynamic.
• The artist that is making the video will want to attract as many people as
possible so will create an exciting video which makes you want to learn
more about them. Artist will also want to create a strong image of
themselves so people don’t think that they are a negative person or will
have a negative impact in the lives of the younger generations. Many artist
will want to use the music video to support the story and/or meaning of the
song through acting and dance. This could make a music video more
exciting for the audience and for the artist as it means a lot to them.
6. TASK 1 - PURPOSES
• Q2 – What are some of the broader purposes of music videos? Try and outline a minimum of 3.
(Think about some of the strategies employed by artists in their videos and how they represent
themselves, you could consider where the artist is on a major label, independent label of unsigned,
is there a difference between them?)
• A music video allows the artist to not have to play live or go on tour as much which will increase
the amount of free time they have. Being famous will have a massive effect on their mental health,
so having more free time away from being in the public view will help them to have a more positive
outlook on their work. Using their free time to look after themselves will encourage them to
produce higher quality of work.
• To promote a brand in the video meaning they could make more money from that project or have
a higher budget. Promoting brands can also help to create an image for themselves as they can
promote the brands, they truly believe in.
• Many artists will use a music video to make the song’s emotion stronger by helping tell the story
using acting and/or dance. The artists will use visual and technical codes to help support these
ideas.
• Some artist may use the video to help put a political or social message in more of the media. A
music video will increase their audience, so we hope that the artists that use their platforms to
show a political view have the correct view as it will reflect on others who look up to the artist.
• For many artists, it is their time to show what they are capable of and to show their ideas in another
form of media. This creates an image for them that everyone will see so they will want to get it
correct. They will also choose correct brands and views to compliment the video idea.
• If the artist is unsigned or in an independent label, they would use the music video to help promote
themselves to be able to have a label sign them. As said above, they use music videos to crate an
image for themselves which labels will see so they will judge the artist of their songs and videos,
not really who they are as a person. This could mean that some newer artists will
7. TASK 1 - PURPOSES• Q3 – Branding; select an artist you like and look at how they present
themselves in their music videos. Explain what their ‘brand’ is, who is
appeals to and why they might have done this.
Billie Eilish
• Billie wear baggy clothes which are often designer brands and are bright
colours or unusual styles. She wears baggy clothes because of her low
self-esteem but has recently been showing body positivity to her fans to
encourage them to be ok with their body. After doing some research, I
think Billie wears baggy clothes to hide her figure which she isn’t very
comfortable showing. I think she also wears designer brands to distract
from her not being so confident with her own body.
• Billie’s music videos are often set in a darker location and has a more
minimalistic style which compliments her music as it isn’t busy. She
doesn’t use lots of special effects or performers making the video focus
on her when she is singing. She has made the scenes quieter to keep
production costs lower but to still have a high production video
produced for all her songs.
• Billie hasn’t changed her style of clothing or music since she started, and I
could not see it changing soon as it is very simple and easily adapted to
what she wants without making her songs busy like other artists. She also
sings very calmly which is her style and is well transferred to her music
videos. I think Billie has used this to her advantage as it has made her
more famous. She has used a more laid-back style meaning the audience
will listen to the lyrics in more detail and can relate to her. Singing slower
and calmer has helped Billie as it means she can show more emotion in
every word instead of speeding through the whole song without
emotion.
8. TASK 1 - PURPOSES• Q4 – Compare One Direction and Animal Collective music videos [find them on
YouTube!], what can you discern about each act from their videos? What is the main aim?
Explain why.
• One Direction
• One Direction are making videos to promote their own song and to make more money
from those platforms as they want to be better known so if they did split up then they
could all carry on as solo singers. I also think that One Direction have spent lots of time
being creative with their ideas to create a more appealing image to a wider audience.
Overall, their main aim is to promote their own work and to gain as many new members
to their audience, who could tell a friend about them, which helps them to sell out when
on tour. Having a massive fan base (21 million followers on Instagram and 33 subscribers
on YouTube) will encourage hundreds of companies to sponsor them when doing
videos, tours, adverts and albums.
• Animal Collective
• Animal Collective are making videos because they want to be more creative and make a
piece of work that they are happy with even if it isn’t going to do the best for their band.
They are not worried about splitting up as a band because they wouldn’t have as much
success in a solo career as the One Direction member. Their main aim is to promote their
work but keep the audience they already have whilst being proud with what they
produce. This shows that they have a big enough fan base (90.6 thousands followers on
Instagram and 55.8 thousand subscribers on YouTube) to keep themselves content with
work.
9. TASK 2 – STYLES,
TECHNIQUES AND
CONVENTIONS
Y O U S H O U L D O P E N T H E M U S I C L E C T U R E
P O W E R P O I N T A N D L O O K AT S E C T I O N 2
B E F O R E D O I N G T H I S TA S K
10. TASK 2 – STYLES, TECHNIQUES
AND CONVENTIONS• Q1 – Describe and explain the use of camerawork in music videos, i.e.
the types of shot used with examples to illustrate this and how this
creates meaning
• The camerawork can accompany the movement of performers or
make the movement for still objects. To make a more dynamic feel in
the video, the cameraman could circle the artist or object to make it
feel more like a live performance.
• Close up shots are the most common camera shots as it is the most
effective angle. It makes it easier to understand the emotion of the
song or performer and it can create intimacy.
• Low angles are used when the artist wants to show a sense of power
or a sense of vulnerability or both whereas a high angle creates a
sense of weakness of a lack of size.
• The camerawork can help make a video seem more realist with tiny
movements. For example if the performer is walking then the camera
could wobble a little bit to make it feel like you are walking with them.
The camerawork can also help portray certain emotions; slow
movement could reflect colder emotions whereas quick harp
movements could reflect warmer emotions.
11. TASK 2 – STYLES, TECHNIQUES
AND CONVENTIONS• Q2 - Describe and explain the use of editing in music videos, i.e. the types of shot
used with examples to illustrate this and what the effect of this is/meanings that
are created/etc.
• Fast cut montages are used to change shots on the beat to make it more
appealing to the eye. The faster pace songs will have more cuts in a shorter
period to emphases the speed of the video. This can make it harder to show
deeper emotions, but the song will be a great song to dance to with all the beats.
• Gentler transitions are used to establish different moods. A slower song can show
more emotions in the video as the clips will be longer and gentler compared to
the faster songs. Having gentler pace will make the video simpler and more
effective as it will create a relaxed vibe when watching.
• Digital effects are used with the original shot to give a variety of style in each
video. Using digital effects can help as you can make some sequences that
wouldn’t be possible in the real world. Some examples of digital effects are split
screen so you can have different angles of the same shot on the screen or have
multiple shots on the screen at once. Another one is colourisation where you add
colour to black and white videos to help show emotions. The other main effect is
CGI which is used to for visual effects because the quality is often higher, and
effects are more controllable than other more physically based processes.
Greenscreen is used in CGI because green is the colour furthest away from the
skin tone meaning the performers wont merge with the background.
12. TASK 2 – STYLES, TECHNIQUES
AND CONVENTIONS• Q3 – Genre conventions; often music videos adhere to genre conventions
within their visual style and production techniques. Select a recognizable
genre and use illustrations to explain what their genre conventions are…
• Pop Music Videos
• Pop videos normally have choreographed sections in with lots of dancers or
they will use a narrative style video to compliment the lyrics. In most cases,
there is a strong connection between the lyrics and the visuals.
• Mostly all of pop music video will have lip syncing into to create a feel of
the in-concert style. Using lip syncing helps to create a better video for the
audience as they will join in when watching.
• Lots of pop music videos will be the same as they follow current trends
rather than going independently making the video unique. They have the
similar videos because they follow a verse-chorus-verse structure and then
use certain lyrics to be remembered by the audience.
• Lots of pop videos use MISE EN SCENE: the costumes are trendy and in
uniform, the locations are normally on stages, the camera shots are
normally close ups to show more emotions, the narrative links to the lyrics
but still has room for imagination and the props are mainly instruments.
13. TASK 2 – STYLES, TECHNIQUES
AND CONVENTIONS• Q4 - John Stuart’s
description of the music
video “incorporating, raiding
and reconstructing” is
essentially the essence of
intertextuality [something
asserted by Andrew
Goodwin]. Can you explain
what intertextuality is and
find a minimum of 3
examples of it in music
videos?
• What is Intertextuality?
• Intertextuality is the shaping
of a media form’s meaning
by the influence of another
media form. Someone can
‘borrow’ ideas and themes
from other media forms and
use it in their own work.
Chris Brow – She ain’t
you
He is wearing the same
costume as Michael
Jackson as a tribute –
homage style.
Iggy Azalea – Fancy
The music video for
fancy has a strong
intertextual link to the
American film ‘Clueless
Taylor Swift – Bad Blood
This video has several
intertextual references to
films such as ‘The Host’ and
‘The Hunger Games’ series’
14. TASK 3 – CASE
STUDY
Y O U S H O U L D O P E N T H E M U S I C L E C T U R E
P O W E R P O I N T A N D L O O K AT S E C T I O N 3
B E F O R E D O I N G T H I S TA S K
15. TASK 3 – CASE STUDY
• For your individual case study you must study an artist of
choice, focusing on a minimum of 3 videos [ideally 5+ videos]
• This should provide discussion on the usage of the following:
– Style[s] & Techniques employed
– Intertextuality
– Camerawork/editing
– Genre conventions
– Critical approaches [you should be applying some of the critical
approaches from your lessons and some of your own, to your
selected videos]
16. TASK 3 – CASE STUDY
• You should include a video link for the videos used
• You should include illustrative stills from the videos chosen
• Be creative in your approach, it is suggested you use the
heading on the previous slide a guide on how to structure your
response to get you started
• Remember, make a point, use a specific part of the chosen
video as an example, explain yourself and then link to another
video where possible
• Compare and contrast your artist/genre to other artists/genres
• Remember to consider differing contexts