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 guidance for a student to reflect on and review test videos they created. It includes sections for the student to discuss their experiences with various aspects of filming and editing, what went well and what was challenging. It also prompts the student to identify the main things they learned and action points to consider for their music video project. The student provides responses evaluating their use of the camera in filming, working with others, editing in Premiere, and lessons learned around patience, enjoying the creative process, and planning.
This document outlines the tasks and reflections for a test video project. It includes sections on filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For camera work, adjusting the ISO and focusing the camera were highlighted areas. Communicating well with others during filming went well. Editing effects and transitions in Premiere were enjoyed but exporting quality needed work. The main things learned were basics of using a camera, editing a music video, and creating a story. Action points included more planning, using a tripod, focusing the camera, lighting, and camera movement.
This document provides a template and guidance for a student's music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning, organizational planning, and risk assessment. The student is directed to complete slides with their own work, including storyboards, shot lists, schedules, and risk assessments. Planning elements like locations, equipment, and contingencies are also addressed. The template is meant to guide students through all stages of pre-production for their music video projects.
The document provides guidance for completing a case study assignment on music video production. It outlines 4 tasks: 1) examining the purposes of music videos and artist strategies; 2) exploring styles, techniques and conventions; 3) conducting a case study of 3 or more music videos analyzing these elements; and 4) linking what was learned to the student's own work. The summary emphasizes analyzing music videos considering camerawork, editing, genre conventions, intertextuality, and applying critical approaches. Students are encouraged to illustrate their responses with video stills and links.
Mv production assignment evaluation form 2021 2HenHouse
The document summarizes the production process of a music video. It discusses the strengths and weaknesses of the filmmaker's research, planning, time management, technical qualities of the camera and editing, aesthetic qualities, audience appeal, and peer feedback. For research, the strengths were researching techniques from other music videos, but a weakness was not taking notes on video structure. Planning strengths were filming locations and shots, but weaknesses included not planning enough footage. The document received peer feedback on camera techniques, transitions, locations, dull color, and actor looking at camera.
MV Production Assignment Form 2021.pptxalfiehorwell
The document provides guidance for a music video assignment, suggesting students generate ideas and research styles/techniques, develop a final idea and track choice, and assess the pre-production of their proposed video, including identifying locations, equipment needs, and addressing limitations and risks. It encourages adding visuals and explanations to showcase their creative process and thinking.
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.
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 guidance for a student to reflect on and review test videos they created. It includes sections for the student to discuss their experiences with various aspects of filming and editing, what went well and what was challenging. It also prompts the student to identify the main things they learned and action points to consider for their music video project. The student provides responses evaluating their use of the camera in filming, working with others, editing in Premiere, and lessons learned around patience, enjoying the creative process, and planning.
This document outlines the tasks and reflections for a test video project. It includes sections on filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For camera work, adjusting the ISO and focusing the camera were highlighted areas. Communicating well with others during filming went well. Editing effects and transitions in Premiere were enjoyed but exporting quality needed work. The main things learned were basics of using a camera, editing a music video, and creating a story. Action points included more planning, using a tripod, focusing the camera, lighting, and camera movement.
This document provides a template and guidance for a student's music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning, organizational planning, and risk assessment. The student is directed to complete slides with their own work, including storyboards, shot lists, schedules, and risk assessments. Planning elements like locations, equipment, and contingencies are also addressed. The template is meant to guide students through all stages of pre-production for their music video projects.
The document provides guidance for completing a case study assignment on music video production. It outlines 4 tasks: 1) examining the purposes of music videos and artist strategies; 2) exploring styles, techniques and conventions; 3) conducting a case study of 3 or more music videos analyzing these elements; and 4) linking what was learned to the student's own work. The summary emphasizes analyzing music videos considering camerawork, editing, genre conventions, intertextuality, and applying critical approaches. Students are encouraged to illustrate their responses with video stills and links.
Mv production assignment evaluation form 2021 2HenHouse
The document summarizes the production process of a music video. It discusses the strengths and weaknesses of the filmmaker's research, planning, time management, technical qualities of the camera and editing, aesthetic qualities, audience appeal, and peer feedback. For research, the strengths were researching techniques from other music videos, but a weakness was not taking notes on video structure. Planning strengths were filming locations and shots, but weaknesses included not planning enough footage. The document received peer feedback on camera techniques, transitions, locations, dull color, and actor looking at camera.
MV Production Assignment Form 2021.pptxalfiehorwell
The document provides guidance for a music video assignment, suggesting students generate ideas and research styles/techniques, develop a final idea and track choice, and assess the pre-production of their proposed video, including identifying locations, equipment needs, and addressing limitations and risks. It encourages adding visuals and explanations to showcase their creative process and thinking.
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.
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 tracking the production process of creating a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming. For editing, it prompts to describe the editing progress, decisions, problems, and notable moments. In filming, the creator used their phone propped against a stairwell and had some issues with people using the stairs. For editing, they note some lipsync was off and footage needed replacing, but their enthusiasm came across well in peer feedback. Main lessons learned were the time and difficulty of even simple music videos.
This document provides guidance for completing a case study analysis of music videos. It is split into four tasks: 1) outlining the purposes of music videos, 2) describing common styles, techniques and conventions, 3) conducting a case study analysis of at least three videos by an artist, and 4) linking the concepts to the student's own work. The case study involves discussing camerawork, editing, genre conventions, and intertextuality for selected videos. It encourages adding images and links to support points.
Mv production assignment evaluation form 2021 (temorery until finished versio...CJ Stevens
The student evaluated their production process for a music video project. Their research strengths included analytical breakdowns of techniques in other videos and online tutorials. Weaknesses included a lack of organization in research. Planning strengths were storyboards, but the actual video required improvisation on location. Peer feedback noted the good coloring and editing but suggested using more locations and a clearer narrative focus or central person. The student agreed more locations and a better camera could have improved the project.
The document provides details on the production process for a music video. It outlines technical aspects such as using battery packs for sufficient power and not using a tripod due to shot requirements. Logistically, three locations were used - a rage room, a house, and a car. The filmmaker's sibling acted in the video, allowing for easy scheduling and communication. Planning was helpful but a full storyboard would have been preferable. During editing, the filmmaker struggled with transitions between clips but was able to add effects like color tinting. Overall, the production process taught the filmmaker lessons about camerawork, planning, and working under time constraints.
Mv Production Assignment Evaluation MeganMeganIvy1
This document contains a student's self-evaluation of a music video production project. It includes sections analyzing the student's research process, planning, time management, technical skills, aesthetic choices, audience appeal, and peer feedback. The student acknowledges areas for improvement such as managing time better, ensuring steady shots, and filming in a more cinematic location. Overall, the evaluation shows the student's reflection on both strengths and weaknesses of the project to improve future video productions.
The document provides guidance for a music video assignment, including templates and suggestions for various pre-production tasks such as idea generation, research, finalizing a song choice, developing a concept, storyboarding, creating a shot list, planning locations and scheduling. It outlines tasks such as assessing the viability of production ideas, performing a risk assessment of locations, and contingency planning. The overall goal is to fully plan and prepare for the music video production.
The document provides guidance for a student to complete a test video reflection and review task. It includes sections for the student to discuss their experiences filming with the camera and other people, editing in Premiere, what they learned, and action points for their music video project. For filming with the camera, the student notes finding it difficult to change settings in the menu but learning how to adjust settings like ISO, aperture and shutter speed. For filming with others, the student discusses having fun sharing creative ideas and adapting them for the video. They also learned to openly share thoughts. For editing, the student discusses initially finding Premiere difficult but learning how to use it properly, including cutting unnecessary parts and smoothing transitions. They list the main
The document provides guidance for a music video assignment, including tasks for pre-production planning. It outlines researching song choices and music video conventions. It recommends developing ideas, locations, equipment needs, personnel, and risks. Storyboards and shot lists are to be created to visualize the video. Contingency plans should be made in case of technical issues, changes in location or personnel, or other organizational problems. The document guides students to thoroughly plan their music video projects before filming.
The document provides guidance for a case study assignment on music video production. It outlines three tasks for students to complete: 1) analyzing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions used in music video production, and 3) conducting an individual case study of three or more music videos by an artist of their choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including camerawork, editing, genre conventions, and applying critical approaches. Students are encouraged to include video stills and be creative in their analysis.
Mv production assignment evaluation form 2021 [auto saved]ZuzaSupiska
The document provides a self-evaluation by a student of their music video production project. It covers research, planning, time management, technical qualities, audience appeal, and peer feedback. The student found the research and planning stages beneficial but thinks exploring more genres and creating a more detailed storyboard could have improved the project. Some filming and editing felt rushed due to postponing production. Peer feedback noted shaky camerawork and inconsistent footage quality as areas for improvement. The student agrees more stable shots and careful focus would have strengthened the project.
This document provides guidance and questions for a student to reflect on and review two test videos they created. It outlines tasks for the student to complete, such as exporting and uploading their videos. It then asks the student to discuss three areas they found interesting, difficult, or successful regarding using the camera, working with others, and editing in Premiere. The student is asked to identify the three main things they learned and five action points they will consider for their music video project.
The document provides guidance for a music video assignment, including templates and suggestions for pre-production tasks such as idea generation, research, location scouting, equipment planning, risk assessment, and scheduling. It emphasizes visual planning through storyboarding and shot listing. The student plans to create a studio-style video for Santan Dave's "Streatham" using black and white filters, flashing lights, and location shots in darkness to match the song's tone. Risks are considered low as filming would be at home and with friends using available equipment.
Harry Statham Test video reflections proforma 2021 HarryStatham
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Harry will make a trailer for a new TV comedy show. He has learned skills like using Premiere Pro and filming with a camera from past projects. For this project, he will research comedy TV shows like The Big Bang Theory and Allo Allo to understand their style. He will film a short scene for the trailer involving a comedy act going wrong. Harry will evaluate his work by analyzing its strengths and weaknesses with feedback from others. This process will help him improve his filmmaking skills for future studies and career.
The document provides guidance for tracking the production process of a music video. It outlines sections to document filming and editing. For filming, the document prompts the creator to discuss technical issues, logistical challenges, working with personnel, and the effectiveness of planning. In the filming section, the creator details technical challenges with camera equipment and lighting, logistical issues when an actor could not attend, and difficulties working with inexperienced actors including a child. For editing, the creator explains pacing shots to the music, using slow motion and black screens effectively, and challenges with shots not fitting fast parts of the song or being too dark. The creator concludes by reflecting on lessons learned about editing to fit music, directing children, directing dance scenes, improving
The document summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The document summarizes the research and experimentation stage of creating a music video. It discusses researching production techniques from other videos, analyzing 3 example products, and experimenting with camera angles and transition shots. The goals are to highlight the life of a video game character through cinematic shots and meaningful imagery that relates to the mood of the R&B track being used. Cinematic angles from the game and footage of the sun through trees are identified as elements that will be included in the final video to keep the audience engaged and match the deep themes of the genre.
This document provides guidance and templates for a student to plan their music video assignment. It includes sections for researching song ideas, developing a concept, assessing production needs like equipment and locations, visual planning through storyboards and shot lists, organizing the production team and schedule, and obtaining necessary permissions. The overall aim is for the student to thoroughly prepare all elements of their music video before filming.
Mv production assignment evaluation form 2021 2 (3)HenryGraham8
The document summarizes the student's process for creating a music video project. It discusses strengths and weaknesses in the student's research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received from peers. For research, the student watched many music videos but did not take detailed notes. Planning covered filming logistics but not footage needs. Time management was limited by equipment issues and scheduling. Technical skills included varied camera shots and transitions. Aesthetics were hurt by low quality initial footage. Peer feedback praised camerawork and transitions but noted looking at the camera and dull colors.
This document provides a summary of a student's music video project plan. The student will create a music video for the song "Stressed Out" by 21 Pilots. They plan to film shots of themselves walking around different locations with smooth transitions. They have identified college and their hometown of Knaresborough as filming locations. They will use a DSLR camera, tripod, lights, and other equipment from college. They created a storyboard and schedule to storyboard their ideas and plan filming and editing over 3 weeks. Risk assessments and contingency plans were also included to plan for potential issues.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks: 1) examining the purposes of music videos and artist strategies; 2) exploring styles, techniques and conventions of music video production; and 3) conducting a case study of three music videos analyzing them based on Tasks 1 and 2. The case study should discuss the videos' styles, techniques, use of intertextuality, camerawork, editing, genre conventions, and critical approaches. Students are encouraged to include video links and stills from their selected videos in their response.
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.
This document provides guidance for tracking the production process of creating a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming. For editing, it prompts to describe the editing progress, decisions, problems, and notable moments. In filming, the creator used their phone propped against a stairwell and had some issues with people using the stairs. For editing, they note some lipsync was off and footage needed replacing, but their enthusiasm came across well in peer feedback. Main lessons learned were the time and difficulty of even simple music videos.
This document provides guidance for completing a case study analysis of music videos. It is split into four tasks: 1) outlining the purposes of music videos, 2) describing common styles, techniques and conventions, 3) conducting a case study analysis of at least three videos by an artist, and 4) linking the concepts to the student's own work. The case study involves discussing camerawork, editing, genre conventions, and intertextuality for selected videos. It encourages adding images and links to support points.
Mv production assignment evaluation form 2021 (temorery until finished versio...CJ Stevens
The student evaluated their production process for a music video project. Their research strengths included analytical breakdowns of techniques in other videos and online tutorials. Weaknesses included a lack of organization in research. Planning strengths were storyboards, but the actual video required improvisation on location. Peer feedback noted the good coloring and editing but suggested using more locations and a clearer narrative focus or central person. The student agreed more locations and a better camera could have improved the project.
The document provides details on the production process for a music video. It outlines technical aspects such as using battery packs for sufficient power and not using a tripod due to shot requirements. Logistically, three locations were used - a rage room, a house, and a car. The filmmaker's sibling acted in the video, allowing for easy scheduling and communication. Planning was helpful but a full storyboard would have been preferable. During editing, the filmmaker struggled with transitions between clips but was able to add effects like color tinting. Overall, the production process taught the filmmaker lessons about camerawork, planning, and working under time constraints.
Mv Production Assignment Evaluation MeganMeganIvy1
This document contains a student's self-evaluation of a music video production project. It includes sections analyzing the student's research process, planning, time management, technical skills, aesthetic choices, audience appeal, and peer feedback. The student acknowledges areas for improvement such as managing time better, ensuring steady shots, and filming in a more cinematic location. Overall, the evaluation shows the student's reflection on both strengths and weaknesses of the project to improve future video productions.
The document provides guidance for a music video assignment, including templates and suggestions for various pre-production tasks such as idea generation, research, finalizing a song choice, developing a concept, storyboarding, creating a shot list, planning locations and scheduling. It outlines tasks such as assessing the viability of production ideas, performing a risk assessment of locations, and contingency planning. The overall goal is to fully plan and prepare for the music video production.
The document provides guidance for a student to complete a test video reflection and review task. It includes sections for the student to discuss their experiences filming with the camera and other people, editing in Premiere, what they learned, and action points for their music video project. For filming with the camera, the student notes finding it difficult to change settings in the menu but learning how to adjust settings like ISO, aperture and shutter speed. For filming with others, the student discusses having fun sharing creative ideas and adapting them for the video. They also learned to openly share thoughts. For editing, the student discusses initially finding Premiere difficult but learning how to use it properly, including cutting unnecessary parts and smoothing transitions. They list the main
The document provides guidance for a music video assignment, including tasks for pre-production planning. It outlines researching song choices and music video conventions. It recommends developing ideas, locations, equipment needs, personnel, and risks. Storyboards and shot lists are to be created to visualize the video. Contingency plans should be made in case of technical issues, changes in location or personnel, or other organizational problems. The document guides students to thoroughly plan their music video projects before filming.
The document provides guidance for a case study assignment on music video production. It outlines three tasks for students to complete: 1) analyzing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions used in music video production, and 3) conducting an individual case study of three or more music videos by an artist of their choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including camerawork, editing, genre conventions, and applying critical approaches. Students are encouraged to include video stills and be creative in their analysis.
Mv production assignment evaluation form 2021 [auto saved]ZuzaSupiska
The document provides a self-evaluation by a student of their music video production project. It covers research, planning, time management, technical qualities, audience appeal, and peer feedback. The student found the research and planning stages beneficial but thinks exploring more genres and creating a more detailed storyboard could have improved the project. Some filming and editing felt rushed due to postponing production. Peer feedback noted shaky camerawork and inconsistent footage quality as areas for improvement. The student agrees more stable shots and careful focus would have strengthened the project.
This document provides guidance and questions for a student to reflect on and review two test videos they created. It outlines tasks for the student to complete, such as exporting and uploading their videos. It then asks the student to discuss three areas they found interesting, difficult, or successful regarding using the camera, working with others, and editing in Premiere. The student is asked to identify the three main things they learned and five action points they will consider for their music video project.
The document provides guidance for a music video assignment, including templates and suggestions for pre-production tasks such as idea generation, research, location scouting, equipment planning, risk assessment, and scheduling. It emphasizes visual planning through storyboarding and shot listing. The student plans to create a studio-style video for Santan Dave's "Streatham" using black and white filters, flashing lights, and location shots in darkness to match the song's tone. Risks are considered low as filming would be at home and with friends using available equipment.
Harry Statham Test video reflections proforma 2021 HarryStatham
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Harry will make a trailer for a new TV comedy show. He has learned skills like using Premiere Pro and filming with a camera from past projects. For this project, he will research comedy TV shows like The Big Bang Theory and Allo Allo to understand their style. He will film a short scene for the trailer involving a comedy act going wrong. Harry will evaluate his work by analyzing its strengths and weaknesses with feedback from others. This process will help him improve his filmmaking skills for future studies and career.
The document provides guidance for tracking the production process of a music video. It outlines sections to document filming and editing. For filming, the document prompts the creator to discuss technical issues, logistical challenges, working with personnel, and the effectiveness of planning. In the filming section, the creator details technical challenges with camera equipment and lighting, logistical issues when an actor could not attend, and difficulties working with inexperienced actors including a child. For editing, the creator explains pacing shots to the music, using slow motion and black screens effectively, and challenges with shots not fitting fast parts of the song or being too dark. The creator concludes by reflecting on lessons learned about editing to fit music, directing children, directing dance scenes, improving
The document summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The document summarizes the research and experimentation stage of creating a music video. It discusses researching production techniques from other videos, analyzing 3 example products, and experimenting with camera angles and transition shots. The goals are to highlight the life of a video game character through cinematic shots and meaningful imagery that relates to the mood of the R&B track being used. Cinematic angles from the game and footage of the sun through trees are identified as elements that will be included in the final video to keep the audience engaged and match the deep themes of the genre.
This document provides guidance and templates for a student to plan their music video assignment. It includes sections for researching song ideas, developing a concept, assessing production needs like equipment and locations, visual planning through storyboards and shot lists, organizing the production team and schedule, and obtaining necessary permissions. The overall aim is for the student to thoroughly prepare all elements of their music video before filming.
Mv production assignment evaluation form 2021 2 (3)HenryGraham8
The document summarizes the student's process for creating a music video project. It discusses strengths and weaknesses in the student's research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received from peers. For research, the student watched many music videos but did not take detailed notes. Planning covered filming logistics but not footage needs. Time management was limited by equipment issues and scheduling. Technical skills included varied camera shots and transitions. Aesthetics were hurt by low quality initial footage. Peer feedback praised camerawork and transitions but noted looking at the camera and dull colors.
This document provides a summary of a student's music video project plan. The student will create a music video for the song "Stressed Out" by 21 Pilots. They plan to film shots of themselves walking around different locations with smooth transitions. They have identified college and their hometown of Knaresborough as filming locations. They will use a DSLR camera, tripod, lights, and other equipment from college. They created a storyboard and schedule to storyboard their ideas and plan filming and editing over 3 weeks. Risk assessments and contingency plans were also included to plan for potential issues.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks: 1) examining the purposes of music videos and artist strategies; 2) exploring styles, techniques and conventions of music video production; and 3) conducting a case study of three music videos analyzing them based on Tasks 1 and 2. The case study should discuss the videos' styles, techniques, use of intertextuality, camerawork, editing, genre conventions, and critical approaches. Students are encouraged to include video links and stills from their selected videos in their response.
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 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 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. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of choice, considering camerawork, editing, genre conventions, and critical approaches. Notes are provided on illustrating points made and adding slides as needed. The document emphasizes applying concepts from the provided lectures and examples to fully discuss the chosen videos.
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 instructions 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 used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires a case study analysis of at least three music videos by an artist of the student's choice, discussing the videos in relation to Tasks 1 and 2. The instructions emphasize using illustrative examples and applying critical approaches learned in lessons.
This document provides instructions for completing a case study analysis of music videos. It is divided into three tasks. Task 1 involves analyzing the purposes of music videos, including attracting audiences, conveying meaning, and presenting artists. Task 2 examines styles, techniques, and conventions used in music video production, such as camerawork, editing, and genre conventions. Task 3 requires selecting an artist and analyzing a minimum of three of their music videos, drawing on concepts from Tasks 1 and 2. The case study should consider the videos' purposes, branding, techniques, and meanings created. Students are encouraged to illustrate their analysis with images and video links.
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks: 1) examining the purposes and strategies of music videos, 2) exploring styles, techniques and conventions, and 3) an individual case study analyzing at least 3 music videos. For the case study, students must discuss the artistic and technical elements used as well as apply critical approaches. The document emphasizes using illustrative examples and linking ideas when analyzing and comparing different artists and genres of music videos.
The document provides guidance for completing a case study assignment on music video production. It outlines three tasks: 1) discussing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions, and 3) an individual case study analyzing at least three music videos. For the case study, students must discuss the artistic and technical elements employed as well as apply critical approaches. Examples are encouraged to support points. The summary focuses on the key aspects and structure of the assignment.
This document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) analyzing the purposes and strategies of music videos, 2) examining styles, techniques and conventions, and 3) conducting a case study of three or more music videos. For each task, questions are provided to help structure the response. The case study portion asks students to discuss style, techniques, intertextuality, camerawork, editing, genre conventions and critical approaches for the selected videos. Tips are included to incorporate images and make connections between examples.
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 instructions for completing a case study assignment on music video production, which involves analyzing the purposes, styles, techniques, and conventions of music videos. It outlines 3 tasks to complete - examining the purposes of music videos, styles and techniques used, and a case study analyzing at least 3 music videos. Students are expected to submit weekly and can get guidance from their tutor if needed.
The document provides guidance for a case study assignment on music video production. It is divided 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 requires analyzing a minimum of three music videos by the same artist to discuss usage of techniques from Tasks 1-2, intertextuality, camerawork, editing, genre conventions and critical approaches. Students are advised to include illustrative images and links from their chosen videos in their responses.
The 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 styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by the same artist, discussing the videos in relation to Tasks 1 and 2. The case study should demonstrate understanding of concepts like camerawork, editing, genre conventions, and intertextuality. Students are encouraged to include examples and make connections between parts of videos and broader contexts.
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 and branding strategies. Task 2 covers styles, techniques and conventions for camerawork, editing, and genres. Task 3 instructs students to analyze a minimum of three music videos by an artist of their choice, discussing the technical and creative aspects while applying critical approaches. Students are encouraged to include video examples and images in their responses.
This document provides an overview of a case study assignment on music video production. It outlines 3 tasks to complete: 1) discussing the purposes of music videos, 2) exploring styles, techniques and conventions of music video production, and 3) conducting a case study analysis of at least 3 music videos. The case study should examine the videos' styles, techniques, intertextuality, camerawork, editing, and genre conventions through a critical lens. Guidelines are provided on completing the assignment, such as including illustrative images from the videos and adding extra slides as needed.
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 styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by one artist, discussing the usage of style, techniques, intertextuality, camerawork/editing, genre conventions, and critical approaches. Students are instructed to include video links, images, and compare/contrast their chosen artist/genre to others.
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.
The document provides context for the student's fashion media production project where they plan to create their own skincare brand and advertise it through a magazine, product video, social media, and website. Some key points:
- The student wants to combine their interests in marketing, photography, and previously creating a clothing brand.
- Research will include analyzing successful beauty brands, magazines, and website content and design.
- Strengths are past experience designing magazines and creating a clothing brand, while limitations include a smaller following and limited photography equipment.
- The goals are to learn more about the topic, promote skincare importance, and achieve a merit grade to potentially pursue the industry in the future.
This document is a resume for Elinor Prince, who is currently studying creative media at York College. She has experience working as a waitress at a cafe and restaurant, as well as retail experience at JD Sports. Her interests include sports, marketing, creative media, and streetwear fashion. She completed her Bronze Duke of Edinburgh award and received 8 GCSEs including passes in Maths and English. References are available upon request.
- The author has studied creative media production at York College and learned skills like video editing, photography, and graphic design using apps like Photoshop and Premiere Pro.
- They created various projects for their courses including music videos, posters, and a clothing brand marketing campaign.
- The author wants to study marketing in university to pursue a career in fields like social media management or marketing specialist.
I am taking a course to develop my strengths and work on areas for improvement. The course will help me achieve goals and meet targets in my studies and career path. Overall, the course aims to help me maximize my potential and work towards my future aspirations.
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This document provides instructions for a personal study project. It outlines that the student will need to produce a research document that includes collected quotes and summarized information from a variety of sources on their chosen topic. The research document should also include an alphabetized bibliography. Several deadlines are provided for completing different stages of research and finalizing the project. The chosen topic, theories, and initial research are also documented. Guidance is given on structuring an essay that analyzes the topic through one of the provided media theories. Criteria are outlined for the research document and essay.
The document provides guidance for creating a planning presentation for a practical project, outlining stages and types of planning and documentation that should be assembled, though it notes the template is not exhaustive and can be modified for different projects. Sections include idea generation, research, approaches, techniques, and a final idea rationale. The document is intended to be added to as the pre-production phase progresses.
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This document is a treatment form for a factual production project about drum and bass music. The project will be a fanzine detailing the history and timeline of drum and bass, including interviews with DJs. The purpose is to help more people learn about the genre, including those who may not typically listen to it. The intended audience is people over 18 who enjoy raves and drum and bass music. Sources will include the author's own photos from raves and an interview with an aspiring DJ. The fanzine will include sections on the history and timeline of drum and bass, photos from raves, an interview with the DJ, top songs and artists, and the evolution of the genre. The fanzine format was
To summarize the research:
Fanzines are publications made by enthusiasts about a particular topic like music or films. They are used to express feelings and share art, research, and findings. The document provides examples of fanzine covers from different genres and highlights design elements like images, fonts, colors, and layout. It also notes that digital fanzines can be customized online. Examining fanzine covers in the genre of drum and bass music provided ideas for an energetic, colorful design for a music-focused fanzine.
- The document discusses applying auteur theory to analyze the work of photographer Annie Leibovitz. Auteur theory argues that a director's artistic vision is reflected in their films, and the document extends this to photography.
- Annie Leibovitz is known for her intimate celebrity portraits for magazines like Rolling Stone. Her photos are recognizable for carefully staged settings, superb lighting, and use of blues and greens.
- The document analyzes two of her famous photos - one of actress Jessica Chastain as Merida from Brave, and another official portrait of Queen Elizabeth II. These exemplify her signature style of capturing personality through composition, lighting, and limited color palette.
This document contains a UAL progression proforma for the 2022-23 academic year. It includes the student's academic history, current study details, and future goals. They are interested in studying marketing at university. Several marketing degree courses are listed and rated for suitability. The student's personal statement discusses their creative media studies, skills developing editing videos and photos, and goal of working in social media marketing.
Elinor created a clothing brand and promotional materials for her final major project. In her reflective diary, she discusses her initial plans, research process, production experiments, challenges faced, and final outcomes. Some highlights included enjoying creating her mood board and analyzing inspiration brands. Her disposable camera photos did not turn out as hoped, so she used iPhone photos instead. Feedback led to changes in her magazine poster design. Overall, she found the project enjoyable and a good introduction to her future career interests.
Elinor Prince, a student at York College, is proposing a graphic design and photography project to create a clothing brand called Notion Clothing. She will design a logo, print it on shirts, and advertise the brand on social media and posters created in Photoshop. Elinor will research local print shops, font styles, and photo shoot locations. She plans to use a disposable camera to achieve an "old school" look for photographs of models wearing the clothing, which will be featured on the posters. Elinor will evaluate her work through a weekly reflective journal, peer feedback, and by analyzing her project's strengths and weaknesses.
Elinor Prince proposes a final project for her graphic design and photography course where she will create her own clothing brand called "Notion Clothing". She will design a logo, print it on shirts, and promote the brand on social media and posters created in Photoshop. Elinor will research local print shops and font options for the logo. She will also research locations to photograph models in the clothing. To evaluate her work, Elinor will keep a weekly reflective journal and create an evaluation presentation analyzing her strengths, weaknesses, and opportunities for improvement. She believes this ongoing and final self-reflection will help develop her skills for further study and career in media.
A student has been tasked with creating a media project for their final assignment. They plan to make a music video for the song "Teenage Dirtbag" by Wheatus and a corresponding album cover. They will storyboard and film scenes in Leeds to depict the locations mentioned in the song lyrics. The student has provided documentation of their initial proposal, pre-production planning including location recces, costumes, shot lists and schedules. They will spend 4 weeks in production filming and editing the music video before providing a written evaluation of their project.
The document provides research on target audiences for a music video, including analyzing survey responses that found older participants watched more music videos than younger ones from the 90s/2000s, and examining existing music videos to identify common features like showing the band performing and using fast cuts. The research will help ensure the new music video appeals to audiences who enjoyed past rock/pop genres as well as younger viewers.
Hannah Stockill conducted research and produced a music video, album cover, and posters for a band. Peer feedback noted that the video had a vintage aesthetic and fast pacing that worked well. Improvements could be made by varying shot lengths, adding transitions, and ensuring consistency in color grading between elements. Hannah agrees some color grading could be improved but disagrees that shot lengths were issues, as they matched the song's beat and style. Overall, feedback affirmed Hannah's editing skills and pacing matched the music well.
The student spent the first three lessons designing their album cover by gathering and arranging images. They had some difficulties successfully transferring video clips from their phone to their computer for the music video post-production, so they began downloading them one at a time to ensure they all transferred. Later, the student made progress editing their music video and was halfway through the song, making them confident they could finish on time despite some lost editing time from computer issues.
The document provides an evaluation of the production process for a fashion brand project. It summarizes the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback stages. For research, the document discusses surveying target audiences and researching competitor brands. For planning, it mentions creating shot lists and scripts. It notes challenges with sticking to schedules. For technical qualities, it analyzes video editing and magazine design elements. Peer feedback suggested including shots of both models and improving the magazine masthead. The document agrees with this feedback and aims to make these changes for future improvements.
This project will create a music video and CD cover for the song "Teenage Dirtbag" by Wheatus. The student chose this project to showcase their video editing and image editing skills which they have practiced in Photoshop and Premiere Pro. They want to pursue a career in post-production and feel this project will provide experience in both video and images. The music video will have a 1990s/early 2000s vibe through the use of video camera-style shots and depictions of the band members lip-syncing and playing instruments. The goal is to create an eye-catching product that advertises the song while maintaining the expectations of the music's fanbase.
The document provides details for the pre-production of a photo shoot and video project. Locations for photos will be outdoor urban areas in Leeds, including car parks, staircases with graffiti, and alleyways. Equipment needed includes phones, disposable cameras, video cameras, paper and t-shirts for logo design. Facilities for printing and editing photos and videos will also be used. Two models (one male, one female) will be used, and health and safety precautions will be taken when shooting in car parks and on stairs. A schedule is provided laying out locations, cast and crew on specific dates.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
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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:
• 1. The first core purpose of a music video is to entertain the audience,
giving us a sensational experience because when we watch music videos,
we are watching a song’s visual representation and we see what the
artists see when listening to their music.
• 2. The second core purpose is branding/identity. Branding is important
in the music industry because artists who often rely on their personal
images to reach and expand their audiences and secure deals.
• 3. The third purpose is sales. Music videos are another way of promoting
and marketing musical performers, many music videos of popular
mainstream artists have high production values.
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?)
• Independent artists or artists who are signed to a small record label do not have the
budgets that their major label counterparts have so their purpose of music videos is solely
to increase interest in music.
• Another broader purpose of music videos is to feature other artists from their label as a way
of promotion. This is because if your favourite artist collabs with someone else's favourite
artist it is more likely going to get more views/sales and do well in the industry.
• Music videos allow artists to still make money by uploading their songs and by doing this it
means that they don’t have to make the availability to go live.
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.
• The artist I chose is Santan Dave. This artist is very representational and has a lot
of close-up shots and always in the center of the camera. The primary target
audience is teenage boys as the scenes of the music video is recreating an army
picture including guns and fire. Although the scenes are quite boyish, the target
audience can still be girls and his music is mostly listened to teenagers aged
15+. His music is very mainstreamed and has a large audience of up to millions,
because of this he will have a high budget
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 Animal Collective
In the One Direction music videos the
camera is always on one of the boys
faces.
In most of the music videos, One
Direction are walking about and
singing so everything is quite
repeated.
One Direction have a larger audience
meaning they probably have a higher
budget for nice locations and props.
It is very easy to follow and
understand what is happening in the
video.
In the Animal Collective video you can
rarely ever see anyone's faces and has
very dark lighting.
From watching the videos you get the
idea that the artists make music for their
enjoyment and the audiences
entertainment.
Animal Collective might not spend a lot
of money on the location and props or
anything like that because they have less
appealing music videos and are mostly
using objects rather than focusing on
face shots.
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 for the One Direction videos are always quite similar as they are
usually face shots, close shots of them walking. This may create the feeling that
you are there watching them perform. It also can create a strong emotional
connection with the audience which One Direction obviously have.
• With the Animal Collective the camerawork isn’t like One Direction because they
don’t have any face shots so this might create a feeling of wanting to
understand the actual music more and have a emotional connection to the song
instead of the artists.
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
• One direction are always switching from singular shots to group shots ensuring
multiple viewing. The songs are edited to be quite fast paced and getting as
much pictures/different scenes in as possible.
• Whereas the Animal Collective band are more concentrated on just one scene,
and they edit different kind of objects and use special effects to create their
music videos.
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 recognisable genre and use
illustrations to explain what their genre conventions are…
• One direction have crowd/group shots of when they all sing the chorus.
• They have colour themed outfits and are most of the time in a similar outfit to
one of the members.
• Animal Collective have dark lighting and have a relationship between lyrics and
visuals. They make you concentrate more to listen to the song and isn’t
something you can just listen to while doing something else.
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 intertexuality is and find a minimum of 3 examples of it in
music videos?
• The first example of intertexuality in One directions music video is when they colour
coordinate their outfits and have a neutral colour tone in the song “ What makes you
beautiful” which means they all have a similar fashion style.
• The second example is when they get camera shots of the locations, they are at which
comes under both photography and cinema, because they add little clips of them when
they aren’t singing, and it makes the audience feel as if they are watching their own
documentary.
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
• Add slides here as appropriate – DO NOT SHORT CUT THIS
SECTION, IT IS THE MOST IMPORTANT
17. TASK 3-
CASE STUDY
VIDEO 1-
MESMERISED
Bru- C- bassline &
DNB
• Bru-c’s music videos are representational which
include a different variety of shots. These are
predominant close ups of the performer dancing,
walking and gesturing and there is also wide shots
of the location they are in. This brings me onto the
budget, from the location they shot it in you can
clearly tell the budget is high as the music video
includes props like nice cars and yachts.
• This artist is very mainstream
with a large audience. His
target audience is mostly
teenagers and above. This
links to the scenes about
partying because people aged
18-30 are most likely to be
drinking so that is probably the
age group who listen to his
music.
In these 2 images we are
shown scenes of partying.
Most of Bru-C’s music
videos contain partying as
his music could be classed
as dance and we would
associate drinking and
dancing together.
His music is easy to
follow and clearly
understandable.
(206) Bru-C - Mesmerised - YouTube
Most of his shots in the music video
was a crowd/group of men and women
partying on a yacht or boat but there
was some close up singular shots.
18. TASK 3- CASE
STUDY
VIDEO 2- YOU & I
• American references:
• Sporty cars
• Big houses/gardens
• Swimming pools & hot tubs in garden
AllfilmedinBritain
These close up shots of
the clothing almost looks
like an advert for a
fashion brand.
The way that they start the video
off with a drone in the sky driving
in a sports car around big houses
and swimming pools with trees
that looks like palm trees gives
the impression to the audience
that they are in America.
• Long/wide shots
• Close ups
• Repeated formula-
hand gestures,
movement of the
crowd and himself
• The beats of his
songs are similar
The way that the music video has
been edited is by different
montages and of clips and then split
up. This means it goes from a car
scene to a party scene then it will
repeat and go back to a car scene
but with different actions and words
said so its not exactly the same.
An example is here as
you can see at 1:15 he
is by the car and at
2:20 an almost
identical clip has been
inserted again.
(206)
Bru-C
-
You
&
I
[Music
Video]
-
YouTube
19. TASK 3- CASE
STUDY
VIDE0 3-
FREEDOM
• Genre conventions:
• Swimming pools
• Cars
• Expensive items
• Partying
In his music there is a repetition of him showing off all of
these things. By doing this he shows us that he is wealthy like
many other artists within his genre. I think that the performer
included these specific things in his videos because the target
audience he is aiming to get probably wants to live a similar
lifestyle like this and he most likely wants to live like this
aswell.
(206) Bru-C - Freedom [Music Video] - YouTube
• Groups of people
• Mise-en-scene signifies
status – expensive
clothes/items
• Partying/extravagant
behaviour dominates
• Live
performances/festivals/rave
s
21. LINKING FORWARD…
• Now it’s important to think about how you can use some of what
you’ve learned in your investigations for your own work.
• Summarise in this section the key techniques, styles, conventions
and genre you prefer and what you think you could use in your
project.
• Think of this as a place to put all those loose ideas for your music
video and how you intend to apply the things you’ve enjoyed
looking at.
• Remember, music video is a medium that has a lot freedom in
terms of form and style. It is also the medium that steals,
incorporates and re-integrates all the things you have seen and
experienced.
• Add slides as necessary, it will make the next section of the
much easier
22. LINKING TO MY MUSIC
VIDEO
• For my music video I want to include captions over the screen
like Bru-C. I want to do this for the name of the song because
then people know what my song is called. I will do this by
editing it in premiere pro.
• I will also have close up shots of clothing for a Mise-en-scene
signifying expensive items. I will do this by zooming in on the
camera or moving closer to the people in the shot.