The document provides guidance for a case study assignment on music video production. It outlines 3 tasks for students to complete: 1) examining 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 analyzing a minimum of 3 music videos. The case study should discuss the use of style, intertextuality, camerawork, editing, genre conventions and critical approaches. Students are encouraged to include video links, stills from videos, and compare/contrast their selected artist to others.
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 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.
This PowerPoint presentation provides guidance and templates for students to plan their music video assignment. It includes sections for researching reference videos, developing initial ideas, assessing the viability of production plans, conducting visual and organizational planning, and creating a production schedule. Students are instructed to replace example text and media on slides with their own work. The document will be added to as students progress through the pre-production phase of planning their music video.
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, 2) exploring common styles, techniques and conventions, 3) conducting a case study analysis of 3 or more music videos, and 4) linking concepts from the study to the student's own work. The case study requires close analysis of example music videos with discussion of topics like cinematography, editing, genre conventions, and critical approaches. Students are encouraged to include illustrative stills from videos and compare their chosen artist to others.
The document provides guidance for completing a case study analysis of music videos. It outlines 3 tasks to complete: 1) analyzing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions, and 3) conducting a case study analysis of at least 3 music videos. For the case study, the student is instructed to discuss the videos in relation to style, techniques, intertextuality, camerawork, editing, genre conventions, and critical approaches. The document emphasizes applying concepts from the lectures and examples, including illustrations and video links, in a creative approach to structuring the case study response.
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.
Brandon will produce a music video for the song "Can't Be Saved!" by Inaristakeover x kayudo. The video will feature clips of Brandon and friends having fun at various outdoor locations set to the fast-paced song. Brandon has identified the equipment he needs from his college and plans to edit at the college facilities. He will film with one friend who is also working on the assignment.
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.
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 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.
This PowerPoint presentation provides guidance and templates for students to plan their music video assignment. It includes sections for researching reference videos, developing initial ideas, assessing the viability of production plans, conducting visual and organizational planning, and creating a production schedule. Students are instructed to replace example text and media on slides with their own work. The document will be added to as students progress through the pre-production phase of planning their music video.
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, 2) exploring common styles, techniques and conventions, 3) conducting a case study analysis of 3 or more music videos, and 4) linking concepts from the study to the student's own work. The case study requires close analysis of example music videos with discussion of topics like cinematography, editing, genre conventions, and critical approaches. Students are encouraged to include illustrative stills from videos and compare their chosen artist to others.
The document provides guidance for completing a case study analysis of music videos. It outlines 3 tasks to complete: 1) analyzing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions, and 3) conducting a case study analysis of at least 3 music videos. For the case study, the student is instructed to discuss the videos in relation to style, techniques, intertextuality, camerawork, editing, genre conventions, and critical approaches. The document emphasizes applying concepts from the lectures and examples, including illustrations and video links, in a creative approach to structuring the case study response.
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.
Brandon will produce a music video for the song "Can't Be Saved!" by Inaristakeover x kayudo. The video will feature clips of Brandon and friends having fun at various outdoor locations set to the fast-paced song. Brandon has identified the equipment he needs from his college and plans to edit at the college facilities. He will film with one friend who is also working on the assignment.
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.
Here are some potential contingency plans:
- Weather issues - have indoor backup locations identified in case outdoor shoots cannot happen due to rain, snow, etc.
- Actor/crew absence - have understudy or backup crew members identified in case primary people cannot make it.
- Equipment failure - test all equipment beforehand and have replacement gear or ability to improvise/modify shots.
- Location issues - have alternative locations scouted in case primary locations become unavailable or unsuitable.
- Running short on time - prioritize critical shots and cut non-essential shots/elements if behind schedule.
- Injuries/illnesses - have basic first aid supplies on hand and know emergency contact/procedures.
The peer feedback provided suggestions to improve the variety and quality of shots in the video. Suggestions included adding more locations, activities, camera angles and transitions. Feedback also noted issues with low quality shots and suggested retaking those or using a better camera. The creator agreed more variety was needed but disagreed that changing the main subject's gender was necessary. Overall the feedback focused on ways to enhance the visual experience for the audience through more robust filming and editing.
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
Mv production assignment evaluation form 2021 BrandonLambert4
Brandon Lambert evaluated the strengths and weaknesses of his research, planning, time management, technical qualities, aesthetic qualities, and audience appeal for his music video production project. Some strengths included thorough research that provided inspiration and backup ideas. Planning ahead saved time for recording and editing. Time management allowed completion of filming and most of the editing on schedule. Technical qualities like colorful effects and transitions matched the aesthetic. Areas for improvement included conducting more research, making plans more detailed, and experimenting more with transitions.
This document provides guidance for a case study assignment on music video production. It includes 5 tasks to complete:
1) Understanding the purposes and strategies of music videos.
2) Exploring styles, techniques and conventions used in music video production.
3) Conducting a case study analysis of at least 3 music videos considering points from tasks 1 and 2.
4) The document also provides learning outcomes, assessment criteria, and tips for completing the case study. It encourages using examples and linking to external videos to support points.
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 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.
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.
Here is a risk assessment for the locations identified:
Location Risk Assessment
Location: Forest
Risk: Tripping/falling
Control: Crew to watch their footing and look where they are walking
Location: Train tracks
Risk: Being hit by a train
Control: Film away from tracks, do not stand on tracks, check train timetables
Location: Abandoned building
Risk: Structure could be unsafe/unstable, presence of other people
Control: Inspect building first, do not enter if unsafe, have someone stand guard
Location: Room with mirror
Risk: Glass could break/cause cuts
Control: Use plastic mirror, handle with care, have first aid kit on hand
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in 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. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
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 instructions 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 used 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 by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, genre conventions, and critical approaches. The student is advised to include video links, stills from videos, and to structure their response using the guidance provided.
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.
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 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.
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 focuses on 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, intertextuality, and genre conventions. The document emphasizes applying concepts from lessons and using illustrative examples and images from the chosen videos.
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.
The document provides guidance and templates for a music video assignment. It outlines tasks such as idea generation, research, pre-production planning, visual planning and storyboarding. The student has selected the song "Frail State of Mind" by The 1975 for their music video. Their concept involves using distorted and fragmented shots to visually represent the feelings of anxiety described in the song. They plan to film with a camcorder to achieve a vintage aesthetic and incorporate news clips and stock footage. Storyboarding and shot lists are included to plan visuals for different sections of the song.
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.
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.
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 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.
Here are some potential contingency plans:
- Weather issues - have indoor backup locations identified in case outdoor shoots cannot happen due to rain, snow, etc.
- Actor/crew absence - have understudy or backup crew members identified in case primary people cannot make it.
- Equipment failure - test all equipment beforehand and have replacement gear or ability to improvise/modify shots.
- Location issues - have alternative locations scouted in case primary locations become unavailable or unsuitable.
- Running short on time - prioritize critical shots and cut non-essential shots/elements if behind schedule.
- Injuries/illnesses - have basic first aid supplies on hand and know emergency contact/procedures.
The peer feedback provided suggestions to improve the variety and quality of shots in the video. Suggestions included adding more locations, activities, camera angles and transitions. Feedback also noted issues with low quality shots and suggested retaking those or using a better camera. The creator agreed more variety was needed but disagreed that changing the main subject's gender was necessary. Overall the feedback focused on ways to enhance the visual experience for the audience through more robust filming and editing.
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
Mv production assignment evaluation form 2021 BrandonLambert4
Brandon Lambert evaluated the strengths and weaknesses of his research, planning, time management, technical qualities, aesthetic qualities, and audience appeal for his music video production project. Some strengths included thorough research that provided inspiration and backup ideas. Planning ahead saved time for recording and editing. Time management allowed completion of filming and most of the editing on schedule. Technical qualities like colorful effects and transitions matched the aesthetic. Areas for improvement included conducting more research, making plans more detailed, and experimenting more with transitions.
This document provides guidance for a case study assignment on music video production. It includes 5 tasks to complete:
1) Understanding the purposes and strategies of music videos.
2) Exploring styles, techniques and conventions used in music video production.
3) Conducting a case study analysis of at least 3 music videos considering points from tasks 1 and 2.
4) The document also provides learning outcomes, assessment criteria, and tips for completing the case study. It encourages using examples and linking to external videos to support points.
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 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.
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.
Here is a risk assessment for the locations identified:
Location Risk Assessment
Location: Forest
Risk: Tripping/falling
Control: Crew to watch their footing and look where they are walking
Location: Train tracks
Risk: Being hit by a train
Control: Film away from tracks, do not stand on tracks, check train timetables
Location: Abandoned building
Risk: Structure could be unsafe/unstable, presence of other people
Control: Inspect building first, do not enter if unsafe, have someone stand guard
Location: Room with mirror
Risk: Glass could break/cause cuts
Control: Use plastic mirror, handle with care, have first aid kit on hand
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in 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. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
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 instructions 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 used 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 by an artist of the student's choice, considering elements from Tasks 1 and 2 like camerawork, editing, genre conventions, and critical approaches. The student is advised to include video links, stills from videos, and to structure their response using the guidance provided.
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.
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 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.
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 focuses on 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, intertextuality, and genre conventions. The document emphasizes applying concepts from lessons and using illustrative examples and images from the chosen videos.
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.
The document provides guidance and templates for a music video assignment. It outlines tasks such as idea generation, research, pre-production planning, visual planning and storyboarding. The student has selected the song "Frail State of Mind" by The 1975 for their music video. Their concept involves using distorted and fragmented shots to visually represent the feelings of anxiety described in the song. They plan to film with a camcorder to achieve a vintage aesthetic and incorporate news clips and stock footage. Storyboarding and shot lists are included to plan visuals for different sections of the song.
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.
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.
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 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 completing a case study analysis of music videos. It outlines three tasks: 1) discussing the purposes of music videos, 2) examining styles, techniques and conventions, and 3) analyzing three specific music videos. For task 1, purposes include promotion, revenue, and entertainment. Strategies employed by artists and labels are explored. Task 2 delves into camerawork, editing, technical developments, and genre conventions. Task 3 requires selecting pop music videos for in-depth analysis of these elements, along with intertextuality.
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.
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 used in music video production, including camerawork, editing, and genre conventions. Intertextuality is also discussed. Task 3 requires selecting an artist and analyzing a minimum of three of their music videos, discussing the technical and creative elements used as well as applying critical approaches. The case study aims to demonstrate understanding of concepts covered in the music video lecture.
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.
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 used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Students are asked to analyze camerawork, editing, genre conventions, and intertextuality with examples. Task 3 requires students to conduct a case study of three or more music videos by an artist of their choice, discussing the elements from Tasks 1 and 2 through critical analysis and comparison to other artists.
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.
The document provides information about music video production, including the purposes of music videos, styles and techniques used, and a case study analysis. It discusses how music videos aim to entertain, promote the artist's brand, and increase sales. Common techniques include different camera shots and editing to set mood. Genre conventions also influence visual style. The case study analyzes several Katy Perry videos, noting examples of intertextuality, camerawork, and how they represent pop music conventions while challenging gender norms.
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.
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.
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.
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.
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, such as camerawork, editing, and how genres influence visual conventions. Task 3 requires analyzing at least three music videos, considering elements from Tasks 1 and 2 like how camerawork and editing techniques relate to the artist's branding and genre.
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 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.
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 instructions for completing a case study assignment on music video production. It outlines three tasks to analyze the purposes of music videos, styles and techniques used, and a case study analyzing at least three music videos. For the case study, students must discuss the videos in terms of style, intertextuality, camerawork, genre conventions, and critical approaches. Guidelines emphasize using examples and images from the videos to illustrate points being made.
The document provides information about completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos, including entertainment, branding, and sales. It also discusses strategies used by different types of artists and labels. Task 2 covers styles, techniques and conventions of music video production, such as camerawork, editing, technical developments, and genre conventions. Task 3 involves analyzing at least three music videos, drawing from Tasks 1 and 2. The document emphasizes using illustrations and examples to strengthen analysis and linking to other sources where possible.
Similar to Mv Assignment 2021 Pro Forma Megan (20)
Megan created several scenes and animations for her game over multiple weeks. She designed characters, items, buildings and environments. Megan improved her skills in animation and perspective. In the final week, Megan assembled her animations and scenes into a trailer, added details to environments, composed original music, and published her work online. Though there were challenges, Megan was pleased with the progress made on her game project.
Megan created animations and scenes for her game over several weeks. She animated walk cycles for the main character and an idle animation for an NPC. Megan designed two game scenes - one with a house and one with additional houses and a cafe. In the final week, Megan pieced together the animations and scenes to create a trailer, adding detail to environments and changing a character design. She created original music for the trailer and uploaded final assets to her website.
This document provides a pre-production assessment for an animation project. The creator will work independently from home and college, using available computers, software, and online tools. Over 5 weeks, they will design characters, environments, and animations for a trailer promoting a trading simulation game. Production will involve creating character designs, animating walk cycles, and compiling scenes in Premier Pro. The creator has considered health and safety issues like eye strain and will take regular breaks during screen work.
Megan Bannister proposes creating a 2-minute pixel art animation trailer for a "cosy" video game called "Cosy Trading". The game would involve trading items between NPCs in a town with an underlying message of hope and kindness. Megan will create the animation using Photoshop and Premier Pro. Over the project period, she will design characters, locations, and animations like walk cycles. Megan will evaluate her work weekly and conduct a final self-evaluation to improve her skills in project planning and analysis.
Megan Bannister conducted two experiments for a game design project. Experiment 1 involved creating pixel art characters of different sizes to populate the game world. She found that more detailed 64x64 pixel characters were better than the simpler 32x32 pixel ones. Experiment 2 was creating a running animation cycle to practice character animation. Megan animated both stick figure and full character versions and reflected that including basic walk cycles in the final game could add atmosphere versus more energetic running. Both experiments provided lessons on character and environment design that Megan plans to apply to the final project.
Megan created animations and scenes for her game over several weeks. She animated walk cycles for the main character and an idle animation for an NPC. Megan designed two scenes - one with a house and another with two houses and a cafe. In the final week, Megan pieced the animations together into a trailer, adding detail to the forest and grass. She struggled with tree shading but added a color to her palette. Megan chose music for the trailer and exported and uploaded the video to her website.
This document provides a pre-production assessment for an animation project. It will involve creating animated scenes and characters set in a fantasy town. The creator will work independently from home and college, using available computers, software like Photoshop and Premier Pro. Storyboards and a shot list are included detailing the scenes and characters. Music will be created in Noteflight. Health and safety precautions like taking breaks are considered to prevent eye strain or back pain from long periods at a computer.
Megan Bannister proposes creating a 2-minute pixel art animation trailer for a cosy trading game. The animation will be created using Photoshop and will showcase NPC trading and convey a message of hope. Megan will research pixel art techniques and animation platforms. Over 9 weeks, tasks include mind maps, interviews, experiments, storyboards, character/scene designs, and weekly evaluations to improve skills in self-analysis and efficient solo work.
Megan Bannister is proposing an animation project titled "Cozy Trading" using Photoshop. The 2-minute trailer will showcase a fantasy pixel art game focused on trading between non-human NPCs while conveying messages of hope and kindness. Megan has experience with Photoshop and Premier Pro from previous projects and wants to improve animation skills. Research plans include pixel art techniques, animation tutorials, and alternative platforms. Progress will be evaluated weekly and a final self-analysis conducted to improve future work.
The document provides initial context and ideas for an animation project focusing on creating a video game trailer. It discusses the student's initial reaction and decision to pursue animation over film. Mind maps and mood boards are presented exploring themes, characters, and aesthetics. Influences including early video game pioneers and indie developers are discussed. A skills audit examines strengths like working independently and limitations like a lack of art experience. Hopes for the project include creating a detailed trailer that pushes skills. Potential research plans are outlined.
The document provides an evaluation of the author's production process for creating a pixel art game. It summarizes the strengths and weaknesses of the author's research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. The peer feedback received praised the smooth animations and detail but suggested adding background music, more character interactions, and additional textures/people to improve immersion. The author agreed with most of the feedback and plans to incorporate many of the suggested changes into the final product.
The interviews highlighted that nostalgia and familiarity are important factors for the target audience. Interviewees enjoyed games that allowed freedom and progression at their own pace, like open world titles Stardew Valley and Breath of the Wild. When viewing game trailers, intriguing visuals, atmospheric music, and concepts reminiscent of beloved past games increased interest. Pixel art elicited nostalgic feelings and was viewed positively overall. To appeal to this audience, the game and trailer should emphasize exploration, choice-driven gameplay, and aesthetics that foster immersion and sentimentality.
This document provides an overview of the pre-production planning for a solo digital project. Locations will be at home and college using available computer equipment. Photoshop and video editing software will be used. Feedback may be sought from friends but the creator will work independently. Storyboarding, shot lists, layout plans, scripts and sound/music will be developed. Production will take place over 10 hours on scheduled dates at college with regular breaks to avoid eye/neck strain from computer use.
This document outlines research conducted on the target audience for a new video game project. It identifies the primary target audience as people aged 15-25 and describes the types of games and gameplay they tend to enjoy based on surveys. It also discusses common elements and design features of popular "cozy" games identified in the market research that appeal to sensations of fantasy, discovery and relaxation. The document notes some key observations from its audience research, but indicates the interviews and some analyses are still unfinished. The goal is to design a game that appeals to this identified target demographic.
Megan is considering creating an animation project or film project for her final major project. She leans towards an animation because she has enjoyed animation work the most during her studies. She creates a mood board to help influence her project idea, which includes warm tones and colors to create a peaceful, relaxed mood. Megan is inspired by the solo creator of Stardew Valley, Eric Barone, and hopes to create a "slice of life" animation that provides comfort. Her strengths include being able to work independently, but her limitations are less experience with art and animation which could impact detail.
This proposal outlines a student's project to create a 2-minute animated game trailer using Photoshop. The student has experience with Photoshop and Premier Pro from previous projects and wants to create something more detailed. The concept is a "slice of life cozy game" that conveys a message of hope through trading between NPCs in a fantasy town. In the first weeks, the student will research pixel art techniques, potential animation platforms, and tutorials to efficiently complete the project. Progress will be evaluated through ongoing production reflections and a final self-evaluation analyzing the work and outcomes to develop the student's practice.
Here is a draft synopsis for your film:
Thomas is a shy teenage boy trying to fit in at his new secondary school. One day after school, he witnesses one of his friends being bullied. In a moment of anger, Thomas discovers he has the power to bend metal with his mind. Shocked by this display of telekinetic ability, Thomas seeks out Mr. Davies, the strange new physics teacher.
Mr. Davies reveals that Thomas comes from a long line of people with psychic powers. However, their kind are being hunted by an secret organization that wants to weaponize their gifts. Mr. Davies agrees to train Thomas to hone his skills, but they must keep his powers a secret to avoid detection.
This document outlines the tasks and assessments for Unit 3 of a creative media course, which focuses on introducing students to various job roles and career opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete assessments including production logs and an end-of-year review of their skills development, work experience, and plans for further study.
This document outlines the tasks and assessments for Unit 3 of a creative media course, which focuses on introducing students to various job roles and opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete logs and reviews reflecting on their skills, teamwork, and time management during class productions.
The student enjoyed using Photoshop for photo manipulation and animation the most as they could focus solely on the creative process without additional filming requirements. Planning was their biggest challenge initially but improved throughout the year. Their planning skills developed the most, and they believe Photoshop is their strongest technical skill. The Adventure project was their best as they utilized improved planning and enjoyed the new animation element. The Audio project was least enjoyed due to difficulty focusing on sound editing with music playing. They have managed their time effectively by catching up on work at home and using sick days purposefully.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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:
• Entertainment- The most important purpose of any music video is
to entertain its audience. If a music video isn’t entertaining, the
audience won’t engage with the content and the artist.
• Branding- A music video is the best way for a band to showcase
their branding. It allows a visual representation of their style, their
principles and their personality (or what personality they want to be
perceived).
• Sales- A music video helps promote the artist and can gather them
more interest and profit. It also makes the artist look more
professional which can aid them in gaining more interest.
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 can help push a social message or ideology. This
is predominant in less mainstream music (rap/punk/rock) but
can be used across all genres.
• A music video gives the fanbase a different way of interpreting
the song to perhaps what they had done before. It can give
ideas of how the artist interprets the song too, especially if it
has an open meaning.
• Allows the artist to explore their creativity and show their
fanbase their visions of their songs. This is mostly prevalent with
smaller artists or artists who direct their own videos.
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.
• GIRLI
• She uses a lot of pink in her videos and style, which would associate with
her stage name GIRLI/girly and could also be a sort of reclamation of the
colour being used derogatorily and seen as ‘feminine’ (or girly). She has a
lot of influence from other eras, specifically 90s/00s and has a distinct pop-
punk/pop-rap genre. There is also an obvious influence of British style in
her music videos ‘Hot Mess’.
• Her main branding is the use of her music and music videos to push her
political messages. Her feminist ideologies specifically inspire “Girls Get
Angry Too’ and ‘Hot Mess’. ‘Hot Mess’ uses low shots where she sings
directly down to the camera to show her dominance in the narrative and
references rap videos, but the gender is reversed.
• This appeals to young women and the LGBTQ+ community as she is a
queer woman and pushing for women’s rights. As she is a small artist there
is not a financial motivation, she is doing this for as a creative choice and to
influence and inspire young women.
• ‘Girls Get Angry Too’ (2016) has an obvious intertextual reference to ‘It’s
Gonna Be Me’ by NSYNC (2000) in her being portrayed as different styles of
9. • ‘It’s Gonna Be Me’ – 2009
- *NSYNC
• ‘Girls Get Angry Too’ –
2016
- GIRLI
10. 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.
•
11. From the screencaps
alone, Animal Collective
has an abstract style in
their videos and will have
an open meaning.
Their videos are almost
purposefully
uncomfortable to watch,
they’re meant to confuse
and intrigue you- in part
so you will watch them
again.
There is not so much of a
link between lyrics and the
visual but there is a
connect between the
music and video. Even
though sometimes this is
only as far as lip sync or
being in beat with the
song.
Animal Collective don’t
have to worry about
appealing to a larger
audience as their aesthetic
is niche and suited for a
smaller group of people.
12. One Direction videos on
the other hand are more
digestible to the average
viewer and easy to
understand. Their
narrative is clear, and
you’re not left with
challenged views after
watching. This is on
purpose; they are made for
any viewer. They’re made
this way to gain popularity
and to fit into the themes
of what gets into the
charts.
If a video is fun to watch
then that generates more
views and boosts the
song’s spot in the charts.
Their demographic is
teenager or preteen girls
so to have lots of close-up
shots and singing directly
to the camera is pivotal to
be appealing, they’re
singing about love and
want to share an intimacy
13. 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
14. 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
• Low shots can be used to show the power of the subject, this is
used in rap music most famously.
• In contrast, using high shots make the artist look smaller and
submissive to the viewer.
• Mid shots are used as a neutral shot, it doesn’t imply anything
about the artist.
• Close-ups are used to show an intimacy with the artist. This is
also useful when we are viewing music videos on smaller and
smaller screens so we can see the artist clearer.
15. 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 montage is the most used editing
within music videos. This keeps the viewer’s
interest as there are new shots to look at
constantly.
• At other times, if it is a ballad or slower song,
there will be gentler transitions and slower
pace to fit the music. This reflects the usually
melancholy theme of the song as there can be
longer focuses on the singer’s face.
• Music video editing also includes split-screens
and colour editing. This increases interest and
changes how the original shot looked which
will make the viewer take more notice.
• CGI can also be used in music videos if the
artist has a big idea for their video. This is
helpful in creating shots that aren’t perhaps
sensible to try in real life.
Bad Blood 2015
16. 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… Pop-Punk
• The videos are usually performance-based with little to no
narrative. There is not usually a lot of connection to the lyrics if
there is narrative.
• Shots used tend to be medium close-ups of instruments being
played, long shots of the band and close-ups of the lead singer
lip syncing.
• The video matches the style of the music with fast-paced shots
and lots of movement from crowds or the performance.
• There tends to be a simple backdrop to not distract the viewer.
• The artists use their outfits to reflect the music, so it comprises
of dark colours, heavy makeup, hair dye.
17. 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?
• Intertextuality is a reference in media coming from another
source of media such as fashion, photography or cinema. It is
used often to increase interest in the product and bring people
back to watch over and over. It is indicative of the times the
media is produced.
21. 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
22. 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]
23. 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
24. ARIANA GRANDE
Positions - https://www.youtube.com/watch?v=tcYodQoapMg
thank u, next -
https://www.youtube.com/watch?v=gl1aHhXnN1k
7 rings - https://www.youtube.com/watch?v=QYh6mYIJG2Y
34+35 https://www.youtube.com/watch?v=B6_iQvaIjXw
25. THANK U, NEXT
• Thank U, Next is a pastiche, verging on parody at times. It replicates
coming-of-age movies (namely: Mean Girls, Bring It On, Legally
Blonde, and13 Going On 30).
• Her choice of movies cannot go unnoticed as they, in comparison
to other teen movies, have the romance as a subplot rather than
the focus. They focus on friendship and female empowerment
which Grande supports heavily, both in her music and her life, and
is the message that should be passed onto young girls.
• She also uses the power of cameos to promote this video (Kris
Jenner, Troye Sivan, Jennifer Coolidge). This is a tactic used by
artists as it creates discussion and piques interest in the music
video. Especially as Jennifer Coolidge was in the Legally Blonde
series which creates an interesting crossover.
26.
27. POSITIONS
• As in common in the genre, Grande uses a lot of
fast-paced montage throughout the video, which
keeps the viewer’s interest.
• She remains central in the shot throughout the
video and when sharing the scene with other
‘characters’ in the video she remains central and
usually stands out in some way- being in front of
them or at the head of the table. As the narrative
in the video is that she is the President this would
make sense and holds her sense of importance
whilst also showing her as collaborative.
• This video was released less than two weeks
before the 2020 Presidential election and there is
no coincidence there, she highlights her liberal,
feminist views with the lack of men in the video
which is a direct contract to Trump’s cabinet at the
time.
• She also is able to use the video as feminist
messaging, you don’t have to give up femininity if
you want power. She dresses in nod to Jackie
28.
29. 34+35
• Grande uses a mix of narrative and performance shots which
intrigues the viewer more than a completely performance-based
video.
• She makes use of intertextuality with references to ‘Austin
Powers: International Man of Mystery’ and ‘Frankenstein
throughout the video which creates discussion of the video as
people will recognize popular pop-culture references. The
references to Austin Powers could almost be satirical due to the
over-sexualized nature of the original characters and Ariana
Grande’s emphasis in her life on female empowerment.
• At the end of the video, when the credits roll, there is behind-the-
scenes footage of them filming the video which creates an intimacy
between Grande and her fans as she is allowing them a deeper look
into her videos.
• She makes use of lighting in her performance parts, creating a
disco ball-like effect.
https://www.youtube.com/watch?v=B6_iQv
aIjXw
31. 7 RINGS
• 7 Rings is about Grande talking about her wealth. To emphasise
this, she is wearing a lot of jewellery which changes between shot,
this is typical of a hip-hop song as it is a boast of the amount of
money you possess. As well as this, her outfit changes between
each shot.
• She uses a lot of colour in her lighting which helps harmonise each
scene. If someone is wearing a contrasting colour in the shot it is
muted by the lighting.
• She also uses the song to push female empowerment, talking
about her friendships. This is shown by the groups of people in
each shot, all of which are women. This is another typical hip-hop
convention, posing with a ‘gang’ of people.
• There is use of close-up and wide shots as well as fast-cut montage.
• She appeals to her fans as there is links to her real life, such as a
mention of her dog and cameos of her friends.
34. 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
project much easier
35. • A technique I will use is fast-cut montage. It keeps the viewer’s
attention throughout the video and allows multiple shots and
ideas to be incorporated.
• I will use close-up shots to emphasise where I want the viewer’s
attention also because it is a heavily used convention
throughout most genres.
• I would like a chance to try out slow motion shots without
editing them to be slow motion in post-production.
• Regardless of the genre, the convention is that the clothing in
the video matches the genre of the artist which will be fun to
emulate.
• I would also like to try reversing a shot in post-production (alt-J
used a full video in reverse in Breezeblocks) as it can add some
confusion for the viewer.
• If I could incorporate some type of choreography that would
bring an interesting aspect to the video as it really draws the
eye and keeps the video coordinated to the audio as it follows
the beat.
36. • I like the punk/rock genre, they use a lot of simple, plain
backgrounds for performance shots. This works better as I am
on a low budget.
• They also have close-up shots of instruments being played; this
would be a cheap but effective shot to imitate
• With this genre, you are also able to experiment and have
content that isn’t as easily digestible as mainstream pop music.
• It also provides the opportunity for fast-cut montage as rock is
fast paced and intense.