N:\Missing You Pitch
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The document is a pitch for a student media production project remaking the music video for the song "Missing You" by the girl group The Saturdays. The pitch discusses the pop genre and style influences of girl groups. It outlines the narrative structure of the video, which will include location changes and cutbacks telling a story of a dysfunctional relationship. It also describes the ancillary tasks of a digipack and magazine advertisement that will be created to promote the song. The students decided on equal team roles in filming, editing, styling, and directing extras in the production.
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Missing you pitch
The document is a pitch for a music video production project recreating the music video for the song "Missing You" by the girl group The Saturdays. The summary is as follows:
1) The genre is pop music aimed at teenage girls, focusing on love and relationships, with influences from other girl groups like the Saturdays and Girls Aloud.
2) The video will include solo shots of each band member interspersed with group shots, as well as choreography, drawing from the style of referenced music videos.
3) It will tell a story of a dysfunctional relationship through black and white cutbacks filmed in a house.
4) Additional materials like a digipack and magazine
Missing you pitch
The document is a pitch for a music video production project recreating the music video for the song "Missing You" by the girl group The Saturdays. The summary is:
The project will recreate the music video for the song "Missing You" by The Saturdays. It will include scenes of the group singing and dancing in different locations, intercut with a black-and-white narrative of a dysfunctional relationship. The video aims to represent the pop genre and style of girl groups through choreography, close-ups, and quick editing between shots. The intended audience is teenage girls, but it also aims to attract male viewers.
Evaluation question 1
The document discusses conventions of indie music videos that the media product draws from, develops, or challenges. It identifies typical conventions as:
1) Including both a musical performance and narrative elements, often shot in separate locations.
2) Featuring outdoor, urban settings to portray an indie DIY image.
3) Employing close-ups of band members and instruments to help audiences identify with the artist.
4) Centering the narrative on personal relationships or issues that young audiences can relate to.
5) Depicting the band's fashion and behavior as unique and recognizable to the indie genre.
The media product incorporates many of these conventions but aims to challenge expectations by
Media conventions
The document discusses how the media product, a music video, uses and challenges conventions of real indie music videos. It includes:
1) A performance element showing the band performing, as is typical, but also includes a narrative element, going against indie convention.
2) Relationships between lyrics and visuals, and music and visuals, following some conventions but in an illustrative rather than direct way.
3) Close ups of band members, following conventions.
4) A notion of looking at a phone screen but not voyeurism, going against full convention.
5) Intertextual references to other media in a subtle way, also challenging convention.
Evaluation For Music Video
The document provides an evaluation of a music video production. It discusses how the production used conventions of real music videos such as lip syncing. It also discusses the storyline, use of different locations, and how feedback was incorporated to improve the video. The evaluation highlights how technologies like video cameras, editing software, and presentation software supported the planning, production and evaluation stages.
Codes and Conventions.
The document discusses the conventions of indie music videos and how the author's media product used and developed these conventions. Some key conventions included balancing performance and narrative shots filmed in separate locations, close-ups of the artist, and aspects of ambiguity. The author's music video originally lacked performance shots but were later added. Performance shots were filmed in a forest while narrative shots were in a city. The video also uses masks to create a sense of abstract confusion, developing conventions in an individual way.
Evaluation questions 1
The student learned several things from receiving audience feedback on their media project at various stages:
1) Early feedback on their treatment helped them decide on a wheelchair-focused narrative over a mental illness concept. Viewers responded positively to the uniqueness and potential for an inspiring/depressing tone.
2) Rough cut feedback praised the narrative journey and emotional impact but suggested improving shaky shots, adding more contrast, and shortening basketball scenes.
3) Advert analysis feedback from social media helped them choose the most preferred design to feature.
4) Final version feedback from multiple sources helped them improve some action shots and address other minor issues to strengthen the overall project.
Evaluation questions 1
The document discusses feedback received on a music video project at various stages of development. Early audience research favored the concept of a character in a wheelchair over one dealing with mental illness, finding the wheelchair idea unique and inspiring. Rough cut feedback praised the video's narrative journey and ability to open eyes to disability issues, but noted some camera shots were shaky and the beginning slow, suggesting more contrast between depressing and basketball scenes. Overall feedback helped the creators learn how to improve technical elements and pacing while maintaining the heartfelt emotional core.
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Missing you pitch
The document is a pitch for a music video production project recreating the music video for the song "Missing You" by the girl group The Saturdays. The summary is as follows:
1) The genre is pop music aimed at teenage girls, focusing on love and relationships, with influences from other girl groups like the Saturdays and Girls Aloud.
2) The video will include solo shots of each band member interspersed with group shots, as well as choreography, drawing from the style of referenced music videos.
3) It will tell a story of a dysfunctional relationship through black and white cutbacks filmed in a house.
4) Additional materials like a digipack and magazine
Missing you pitch
The document is a pitch for a music video production project recreating the music video for the song "Missing You" by the girl group The Saturdays. The summary is:
The project will recreate the music video for the song "Missing You" by The Saturdays. It will include scenes of the group singing and dancing in different locations, intercut with a black-and-white narrative of a dysfunctional relationship. The video aims to represent the pop genre and style of girl groups through choreography, close-ups, and quick editing between shots. The intended audience is teenage girls, but it also aims to attract male viewers.
Evaluation question 1
The document discusses conventions of indie music videos that the media product draws from, develops, or challenges. It identifies typical conventions as:
1) Including both a musical performance and narrative elements, often shot in separate locations.
2) Featuring outdoor, urban settings to portray an indie DIY image.
3) Employing close-ups of band members and instruments to help audiences identify with the artist.
4) Centering the narrative on personal relationships or issues that young audiences can relate to.
5) Depicting the band's fashion and behavior as unique and recognizable to the indie genre.
The media product incorporates many of these conventions but aims to challenge expectations by
Media conventions
The document discusses how the media product, a music video, uses and challenges conventions of real indie music videos. It includes:
1) A performance element showing the band performing, as is typical, but also includes a narrative element, going against indie convention.
2) Relationships between lyrics and visuals, and music and visuals, following some conventions but in an illustrative rather than direct way.
3) Close ups of band members, following conventions.
4) A notion of looking at a phone screen but not voyeurism, going against full convention.
5) Intertextual references to other media in a subtle way, also challenging convention.
Evaluation For Music Video
The document provides an evaluation of a music video production. It discusses how the production used conventions of real music videos such as lip syncing. It also discusses the storyline, use of different locations, and how feedback was incorporated to improve the video. The evaluation highlights how technologies like video cameras, editing software, and presentation software supported the planning, production and evaluation stages.
Codes and Conventions.
The document discusses the conventions of indie music videos and how the author's media product used and developed these conventions. Some key conventions included balancing performance and narrative shots filmed in separate locations, close-ups of the artist, and aspects of ambiguity. The author's music video originally lacked performance shots but were later added. Performance shots were filmed in a forest while narrative shots were in a city. The video also uses masks to create a sense of abstract confusion, developing conventions in an individual way.
Evaluation questions 1
The student learned several things from receiving audience feedback on their media project at various stages:
1) Early feedback on their treatment helped them decide on a wheelchair-focused narrative over a mental illness concept. Viewers responded positively to the uniqueness and potential for an inspiring/depressing tone.
2) Rough cut feedback praised the narrative journey and emotional impact but suggested improving shaky shots, adding more contrast, and shortening basketball scenes.
3) Advert analysis feedback from social media helped them choose the most preferred design to feature.
4) Final version feedback from multiple sources helped them improve some action shots and address other minor issues to strengthen the overall project.
Evaluation questions 1
The document discusses feedback received on a music video project at various stages of development. Early audience research favored the concept of a character in a wheelchair over one dealing with mental illness, finding the wheelchair idea unique and inspiring. Rough cut feedback praised the video's narrative journey and ability to open eyes to disability issues, but noted some camera shots were shaky and the beginning slow, suggesting more contrast between depressing and basketball scenes. Overall feedback helped the creators learn how to improve technical elements and pacing while maintaining the heartfelt emotional core.
Q1
The document provides details about the planning and research process for a final music video production. It discusses researching existing pop music videos from artists like Cheryl Cole, Little Mix, and Katy Perry to understand conventions. Elements like costumes, locations, lighting, and editing techniques were analyzed. A questionnaire was used to determine the target demographic of 15-19 year olds. Storyboarding and test screenings helped finalize ideas. Costumes and props were chosen to fit the narrative and autumn season. Filming involved using different shot types from the storyboard, though some shots were altered for pacing.
Evaluation 1
This music video for Tom Odell's "Can't Pretend" uses narrative to tell the story of a man struggling with depression and paralysis who finds purpose through wheelchair basketball. It draws inspiration from the 2012 Paralympics and the film Coach Carter to showcase the sport. Scenes alternate between depicting the character's loneliness and struggles with lighting and camerawork, and fast-paced gameplay sequences set to the beat of the song. The video aims to promote inclusion and inspire viewers by showing the character undergo a transformation as he finds new confidence and community through basketball.
Music Video Evaluation (Demanding Eyes- Lips Like Braille)
The student created a music video for the song "Demanding Eyes - Lips Like Braille" and several ancillary texts to accompany it. The music video follows conventions for successful music videos outlined by Andrew Goodwin, such as focusing on close-ups of the artist, linking the visuals to the lyrics, and maintaining a style fitting for the alternative rock genre. Feedback was collected through an online survey and focus group, finding that the blindfold motif was impactful but the narrative could be clearer. Viewers responded positively to the intertextual references and cohesive design across the music video and ancillary texts.
Evaluation 2
1) The digipak and advert were designed to promote an indie pop artist's new album and music video about struggling with depression while confined to a wheelchair.
2) The digipak features imagery from the music video and represents the artist's emotions through a dark color filter. It also promotes a charity that appeared in the video.
3) The advert uses a large photo of the famous artist against reviews to draw attention and create interest in the "prestigious" album. It also shares release date and social media details.
4) Both the digipak and advert link to the music video through matching imagery, fonts, and references to elements that drive curiosity about the narrative.
!!!!Powerpoint mv u29 assignment 1 form finished 1
This document provides guidance for completing a case study on music video production. It outlines three tasks to complete: 1) understanding the purposes and strategies of music videos, 2) examining the styles, techniques and conventions of music video production, and 3) analyzing at least three specific music videos considering the first two tasks. It notes the learning outcomes are to understand the purpose and production of music videos. The assessment criteria for the case study are also outlined. Finally, it provides tips for completing the case study, including using images and examples to support points, and adding extra slides as needed.
Evaluation q1
This document summarizes how the student's media project used and challenged conventions of real music video products.
The group created a music video for Paramore's "CrushCrushCrush" that drew from conventions like depicting a live performance, using shots of instruments, and fast editing. Market research found audiences preferred a realistic portrayal.
While most elements followed conventions, some parts challenged them. Scenes connecting lyrics to visuals and showing interaction between band members diverged from Paramore's style. Close-ups of the singer also reflected the "male gaze" more than the original.
Overall, the project aimed to balance adhering to genre conventions with adding their own interpretation, though the student notes areas that
Evaluation 2
The document discusses the links between a digipak, advertisement, and music video created to promote an album. Key elements were carried over between the materials to tie them together, like using graffiti from the music video throughout the digipak and having the artist photographed in the same location for the advertisement and digipak back cover. Dark lighting and themes of depression from the narrative music video were also reflected in the print materials. This was to help audiences connect the different elements and understand the full story being told across the promotional campaign.
Ev 1
The music video challenges some conventions of music videos but also uses several conventions:
- It tells a narrative story rather than showing a performance, though it uses point-of-view shots like music videos.
- The visuals have a loose relationship to the lyrics, showing some literal interpretations but focusing more on reflecting the song's tone.
- It includes intertextual references to Shrek to enhance the humor.
- It employs techniques like match cuts, split screens, and rhythmic editing associated with music videos.
The digipak challenges some conventions like numbering tracks but maintains others like listing the artist and title on the cover and including interior artwork and images. Overall, it aims to maintain
Evaluation of media coursework presentation
The document summarizes a student's media production project evaluating how it uses conventions of real media. It discusses the mise-en-scene, costumes, music, and editing employed to portray a crime genre. It represents teenagers through the characters' clothing and narrative. The film is aimed at ages 15-21 like similar crime films. Feedback was gathered through questionnaires to address the target audience. The student learned about technologies like camera shots, editing, sound effects, and animatics to plan an effective opening sequence. More planning and technical skills were applied compared to the preliminary task.
Ryan smith media
The document discusses various codes and conventions used in music videos, including technical techniques, symbolic techniques, colors, notions of looking, and star image. It then summarizes how the author's music video incorporated some of these conventions, such as a focus on color, star image, and facial expressions to convey meaning. The author challenged conventions by creating a purely performance-based video with still footage and no camera movements, similar to Bloc Party's "Banquet." The author then developed this idea further by combining elements from "Banquet" and A-Ha's "Take On Me" music videos.
Evaluation
The video uses conventions of pop music videos such as attractive actors, lip syncing, a narrative storyline, and editing to the beat of the music. It received positive feedback from the target audience for its quick editing, variety of shots, and how it sold the artist. The only criticism was that some wanted more dancing. The ancillary texts of the album cover and magazine ad effectively complemented the video through a consistent feminine theme, font, and photos. Media technologies like cameras, editing software, and the internet were important tools in the production and evaluation process.
Question 1
The document discusses how the media student's music video for "Grace Kelly" by Mika challenges and adheres to conventions of the genre.
The video challenges conventions around sexualization by keeping costumes dignified. It also challenges product placement and aims to be more relatable.
Conventions that are adhered to include use of bright colors, fast-paced editing to match the song, and settings like a bedroom that audiences can relate to. Props are also used prominently to enhance the narrative.
Overall, the student aimed to produce a unique yet professional product that both followed and pushed boundaries of typical music video conventions.
Evaluation
The student created a music video, album, and website for a fictional pop artist named Jayme-Lee. They researched conventions of pop music videos and incorporated elements like linking the visuals to lyrics, using performance, narrative, and concept-based scenes. Special effects like split screens and fades were used. Feedback noted the need for more dramatic scenes to balance out the positive ones. Color themes and fonts were carried through the different products to create cohesion around the artist's message of addiction. The combination of products helped tell the story and symbolism within the album.
Evaluation
The document discusses the evaluation of a media portfolio that includes a music video and print work for an R&B artist. It summarizes how the media product uses conventions of real music videos, such as a focus on style over substance and portraying the artist as a sex symbol. While mostly sticking to conventions, it also challenges some, like setting the video in a woodland rather than beach setting. The print work also follows conventions like using the artist's image but experiments with colors and effects. Feedback showed the music video successfully portrayed the emotions of the slow song through its editing, shots and setting.
Evaluation Question 1
- The document discusses various elements of a music video the author created, including using lip syncing and accurate instrument playing to appear authentic, adding doodles as a distraction when instruments weren't perfectly in sync, and introducing characters and developing their relationship over the course of the song.
- It also covers the camera shots used including close ups and different angles, costumes sticking to "indie" conventions, adding original doodles to enhance repeatability, using sped up and slowed down footage to fit the feel of the song, and addressing the camera to make the song more personal.
- Finally, it discusses reinforcing and challenging theories of the "male gaze" through the female character's clothing while also dressing
Evaluation question 2 ppt
The combination of the music video, magazine advertisement, and digipak are somewhat effective in representing the song and establishing brand identity. While the use of Guy Fawkes masks and similar text/color style provide consistency across products, the video could be improved with more actors and convincing scenes. Additionally, the products focus more on representing the song than the artist. Overall, the masks serve as the main recurring visual that helps tie the products together and begin to establish the brand.
Media evaluation
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
Ryan smith media
The document discusses conventions in music videos and how the author's media product used and developed these conventions. Specifically, the author focused on color and star image by using close-ups and facial expressions to convey lyrics. They used a performance-based black-and-white style to focus on lighting and editing like videos in their punk/pop-punk genre. While their original cut was too similar to Bloc Party's "Banquet," feedback helped them improve with editing effects, combining influences from "Banquet" and A-Ha's "Take On Me" into their final cut.
Ryan smith media
The document discusses various codes and conventions used in music videos, including technical codes like editing style and use of sound, and symbolic codes like facial expressions and mise-en-scene. It then discusses how the student used some of these conventions, like color, performance, and focus on the lead singer's image, in their own music video. It challenges conventions by having limited camera movement and combining influences from the music videos for "Banquet" by Bloc Party and "Take On Me" by A-Ha to create a unique style.
Media evaluation2
The document summarizes a student's media evaluation assignment. It discusses how their music video for Adele's "Turning Tables" both uses and challenges conventions of the pop genre. Specifically, it sets the video on a deserted beach portrayed with dull skies to represent sadness and heartbreak, challenging stereotypes of women in pop music by depicting the female artist as strong. It also discusses the use of props like phones and photos and costumes like a red dress and military jacket. The student concludes their video challenges conventions by showing the artist overcoming heartbreak rather than remaining vulnerable. The response discusses creating ancillary tasks like CD covers in Photoshop and editing the video in Premiere Pro.
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Media final evaluation
The document summarizes a student's media production project focused on Florence and the Machine. It discusses three completed tasks - a music video, digipack, and magazine advert - based on existing media forms. It also covers the creative techniques used, target audience, and feedback received from a focus group about successfully capturing the intended style.
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Q1
The document provides details about the planning and research process for a final music video production. It discusses researching existing pop music videos from artists like Cheryl Cole, Little Mix, and Katy Perry to understand conventions. Elements like costumes, locations, lighting, and editing techniques were analyzed. A questionnaire was used to determine the target demographic of 15-19 year olds. Storyboarding and test screenings helped finalize ideas. Costumes and props were chosen to fit the narrative and autumn season. Filming involved using different shot types from the storyboard, though some shots were altered for pacing.
Evaluation 1
This music video for Tom Odell's "Can't Pretend" uses narrative to tell the story of a man struggling with depression and paralysis who finds purpose through wheelchair basketball. It draws inspiration from the 2012 Paralympics and the film Coach Carter to showcase the sport. Scenes alternate between depicting the character's loneliness and struggles with lighting and camerawork, and fast-paced gameplay sequences set to the beat of the song. The video aims to promote inclusion and inspire viewers by showing the character undergo a transformation as he finds new confidence and community through basketball.
Music Video Evaluation (Demanding Eyes- Lips Like Braille)
The student created a music video for the song "Demanding Eyes - Lips Like Braille" and several ancillary texts to accompany it. The music video follows conventions for successful music videos outlined by Andrew Goodwin, such as focusing on close-ups of the artist, linking the visuals to the lyrics, and maintaining a style fitting for the alternative rock genre. Feedback was collected through an online survey and focus group, finding that the blindfold motif was impactful but the narrative could be clearer. Viewers responded positively to the intertextual references and cohesive design across the music video and ancillary texts.
Evaluation 2
1) The digipak and advert were designed to promote an indie pop artist's new album and music video about struggling with depression while confined to a wheelchair.
2) The digipak features imagery from the music video and represents the artist's emotions through a dark color filter. It also promotes a charity that appeared in the video.
3) The advert uses a large photo of the famous artist against reviews to draw attention and create interest in the "prestigious" album. It also shares release date and social media details.
4) Both the digipak and advert link to the music video through matching imagery, fonts, and references to elements that drive curiosity about the narrative.
!!!!Powerpoint mv u29 assignment 1 form finished 1
This document provides guidance for completing a case study on music video production. It outlines three tasks to complete: 1) understanding the purposes and strategies of music videos, 2) examining the styles, techniques and conventions of music video production, and 3) analyzing at least three specific music videos considering the first two tasks. It notes the learning outcomes are to understand the purpose and production of music videos. The assessment criteria for the case study are also outlined. Finally, it provides tips for completing the case study, including using images and examples to support points, and adding extra slides as needed.
Evaluation q1
This document summarizes how the student's media project used and challenged conventions of real music video products.
The group created a music video for Paramore's "CrushCrushCrush" that drew from conventions like depicting a live performance, using shots of instruments, and fast editing. Market research found audiences preferred a realistic portrayal.
While most elements followed conventions, some parts challenged them. Scenes connecting lyrics to visuals and showing interaction between band members diverged from Paramore's style. Close-ups of the singer also reflected the "male gaze" more than the original.
Overall, the project aimed to balance adhering to genre conventions with adding their own interpretation, though the student notes areas that
Evaluation 2
The document discusses the links between a digipak, advertisement, and music video created to promote an album. Key elements were carried over between the materials to tie them together, like using graffiti from the music video throughout the digipak and having the artist photographed in the same location for the advertisement and digipak back cover. Dark lighting and themes of depression from the narrative music video were also reflected in the print materials. This was to help audiences connect the different elements and understand the full story being told across the promotional campaign.
Ev 1
The music video challenges some conventions of music videos but also uses several conventions:
- It tells a narrative story rather than showing a performance, though it uses point-of-view shots like music videos.
- The visuals have a loose relationship to the lyrics, showing some literal interpretations but focusing more on reflecting the song's tone.
- It includes intertextual references to Shrek to enhance the humor.
- It employs techniques like match cuts, split screens, and rhythmic editing associated with music videos.
The digipak challenges some conventions like numbering tracks but maintains others like listing the artist and title on the cover and including interior artwork and images. Overall, it aims to maintain
Evaluation of media coursework presentation
The document summarizes a student's media production project evaluating how it uses conventions of real media. It discusses the mise-en-scene, costumes, music, and editing employed to portray a crime genre. It represents teenagers through the characters' clothing and narrative. The film is aimed at ages 15-21 like similar crime films. Feedback was gathered through questionnaires to address the target audience. The student learned about technologies like camera shots, editing, sound effects, and animatics to plan an effective opening sequence. More planning and technical skills were applied compared to the preliminary task.
Ryan smith media
The document discusses various codes and conventions used in music videos, including technical techniques, symbolic techniques, colors, notions of looking, and star image. It then summarizes how the author's music video incorporated some of these conventions, such as a focus on color, star image, and facial expressions to convey meaning. The author challenged conventions by creating a purely performance-based video with still footage and no camera movements, similar to Bloc Party's "Banquet." The author then developed this idea further by combining elements from "Banquet" and A-Ha's "Take On Me" music videos.
Evaluation
The video uses conventions of pop music videos such as attractive actors, lip syncing, a narrative storyline, and editing to the beat of the music. It received positive feedback from the target audience for its quick editing, variety of shots, and how it sold the artist. The only criticism was that some wanted more dancing. The ancillary texts of the album cover and magazine ad effectively complemented the video through a consistent feminine theme, font, and photos. Media technologies like cameras, editing software, and the internet were important tools in the production and evaluation process.
Question 1
The document discusses how the media student's music video for "Grace Kelly" by Mika challenges and adheres to conventions of the genre.
The video challenges conventions around sexualization by keeping costumes dignified. It also challenges product placement and aims to be more relatable.
Conventions that are adhered to include use of bright colors, fast-paced editing to match the song, and settings like a bedroom that audiences can relate to. Props are also used prominently to enhance the narrative.
Overall, the student aimed to produce a unique yet professional product that both followed and pushed boundaries of typical music video conventions.
Evaluation
The student created a music video, album, and website for a fictional pop artist named Jayme-Lee. They researched conventions of pop music videos and incorporated elements like linking the visuals to lyrics, using performance, narrative, and concept-based scenes. Special effects like split screens and fades were used. Feedback noted the need for more dramatic scenes to balance out the positive ones. Color themes and fonts were carried through the different products to create cohesion around the artist's message of addiction. The combination of products helped tell the story and symbolism within the album.
Evaluation
The document discusses the evaluation of a media portfolio that includes a music video and print work for an R&B artist. It summarizes how the media product uses conventions of real music videos, such as a focus on style over substance and portraying the artist as a sex symbol. While mostly sticking to conventions, it also challenges some, like setting the video in a woodland rather than beach setting. The print work also follows conventions like using the artist's image but experiments with colors and effects. Feedback showed the music video successfully portrayed the emotions of the slow song through its editing, shots and setting.
Evaluation Question 1
- The document discusses various elements of a music video the author created, including using lip syncing and accurate instrument playing to appear authentic, adding doodles as a distraction when instruments weren't perfectly in sync, and introducing characters and developing their relationship over the course of the song.
- It also covers the camera shots used including close ups and different angles, costumes sticking to "indie" conventions, adding original doodles to enhance repeatability, using sped up and slowed down footage to fit the feel of the song, and addressing the camera to make the song more personal.
- Finally, it discusses reinforcing and challenging theories of the "male gaze" through the female character's clothing while also dressing
Evaluation question 2 ppt
The combination of the music video, magazine advertisement, and digipak are somewhat effective in representing the song and establishing brand identity. While the use of Guy Fawkes masks and similar text/color style provide consistency across products, the video could be improved with more actors and convincing scenes. Additionally, the products focus more on representing the song than the artist. Overall, the masks serve as the main recurring visual that helps tie the products together and begin to establish the brand.
Media evaluation
The document discusses a student's music video project and accompanying promotional materials. The student produced a music video along with a magazine advertisement poster and CD digipack. For these ancillary materials, the student focused on consistency with the video's themes while experimenting with design conventions. Feedback on the project indicated that the humorous style of the video was well-received and helped audiences engage with the work.
Ryan smith media
The document discusses conventions in music videos and how the author's media product used and developed these conventions. Specifically, the author focused on color and star image by using close-ups and facial expressions to convey lyrics. They used a performance-based black-and-white style to focus on lighting and editing like videos in their punk/pop-punk genre. While their original cut was too similar to Bloc Party's "Banquet," feedback helped them improve with editing effects, combining influences from "Banquet" and A-Ha's "Take On Me" into their final cut.
Ryan smith media
The document discusses various codes and conventions used in music videos, including technical codes like editing style and use of sound, and symbolic codes like facial expressions and mise-en-scene. It then discusses how the student used some of these conventions, like color, performance, and focus on the lead singer's image, in their own music video. It challenges conventions by having limited camera movement and combining influences from the music videos for "Banquet" by Bloc Party and "Take On Me" by A-Ha to create a unique style.
Media evaluation2
The document summarizes a student's media evaluation assignment. It discusses how their music video for Adele's "Turning Tables" both uses and challenges conventions of the pop genre. Specifically, it sets the video on a deserted beach portrayed with dull skies to represent sadness and heartbreak, challenging stereotypes of women in pop music by depicting the female artist as strong. It also discusses the use of props like phones and photos and costumes like a red dress and military jacket. The student concludes their video challenges conventions by showing the artist overcoming heartbreak rather than remaining vulnerable. The response discusses creating ancillary tasks like CD covers in Photoshop and editing the video in Premiere Pro.
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!!!!Powerpoint mv u29 assignment 1 form finished 1
!!!!Powerpoint mv u29 assignment 1 form finished 1
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Media final evaluation
The document summarizes a student's media production project focused on Florence and the Machine. It discusses three completed tasks - a music video, digipack, and magazine advert - based on existing media forms. It also covers the creative techniques used, target audience, and feedback received from a focus group about successfully capturing the intended style.
Ifla 2016
IFLA World Library and Information Congress
82nd IFLA General Conference and Assembly
13–19 August 2016, Columbus, Ohio , USA
Filming day 2
Crew members were filming at Bigz House on day 2. Photos were taken of Joe filming with various crew members including My, Laura, Jodie and Charlotte.
Presentation1 Chris U1
Chris Cunningham is an English music video director and artist known for his unique style across various works. Some of his accomplishments include directing music videos for Madonna's "Frozen" and Bjork's "All is Full of Love", as well as short films like "Rubber Johnny". His work is often unsettling, featuring strange creatures and unconventional uses of the human body presented with dark lighting and close-up shots. Cunningham's signature style comes through across most of his diverse body of work in video art, commercials, and music production, making him an auteur in how he creates unease and discomfort through visuals.
Outfit plan for day 2 filming
The document outlines an outfit plan for day 2 of filming, specifying that the filming will only use a maximum of 4 seconds so a casual outfit is recommended. It also notes that Joe will also wear casual clothing for the shoot.
A2 media studies the pitch
1) The document is a pitch for a music video for the song "Dog Days Are Over" by Florence and the Machine.
2) The pitch proposes shooting the video in a style inspired by 1960s hippie culture and incorporating symbolic imagery and locations to tell a story of a woman recovering from a breakup.
3) Key elements that will be used include costumes, makeup, and locations inspired by 1960s fashion as well as themes of nature, memory, and renewal to convey the message of the song.
Film pitch
The document provides details about the zombie comedy film "The Chronicles of Kev". It describes the intended 15 rating due to language, violence and references. It outlines plans to promote the low-budget film through websites, art house cinemas, and Film4. The trailer aims to initially portray horror through music and editing before revealing the film's comedic elements and tone.
Evaluation final
The document provides an evaluation of a media product titled "Undercover" that was created by Mary Williams. It analyzes various elements of the opening sequence including the narrative structure, genre characteristics, mise-en-scene, inspiration sources, representation of gender, class, age, and ethnicity, intended audience, and production planning. Key points discussed include how the opening mimics spy film conventions, inspiration drawn from films like James Bond and Silence of the Lambs, portrayal of a strong female lead character, and target audience of ages 15-30 of both genders.
Evaluation
The document discusses a film opening scene created for a media studies evaluation. It follows a female spy character and uses typical conventions of the spy genre, including a mysterious phone call, travel documents, and secretive behavior. Questions are raised about the character's mission and allegiance. Camera techniques like panning and close-ups were used, along with editing effects like slow motion and dip to black. Music, planning, and sound effects were also incorporated into the opening scene.
SlideShare utlities
This document outlines 10 reasons to become a SlideShare user. It describes the key features of SlideShare including uploading and sharing presentations and documents, using it for business purposes, browsing content, participating in the online community, using widgets to share content, gaining media coverage when content is featured, advertising options, integrating with YouTube, and accessing SlideShare content on other platforms like LinkedIn, Facebook, and Twitter. The document provides details on each of these features to encourage readers to sign up and use SlideShare.
Media studies powerpointtt
The document outlines key events and innovations in cinema history from 1895 to 2009, including Lumiere's first film screening, the opening of the first purpose-built cinema in the UK, the release of the first talking picture and animated Disney film, the use of special effects like stop motion and Technicolor, the introduction of 3D and Dolby sound, the rise of home video, the opening of the first multiplex, and films like Titanic and Avatar that pushed boundaries with CGI and motion capture. Cinema attendance fluctuated over the decades, peaking at over 1.3 billion in the 1940s and declining to a low of 53.8 million in the 1980s with the rise of home video.
Professional product
The Foo Fighters music video for the song "Rope" was directed by Butch Vig and filmed entirely on VHS. It does not have a narrative structure, rather showing different shots of the band members playing in a single white room. The video captures the alternative rock/post-grunge genre through its black and white filming, slow beginning that picks up intensity, and the band's dark clothing. The video was successful due to it being the first single from their new album, having catchy elements typical of Foo Fighters songs, and topping the charts.
Message Queues & Offline Processing with PHP
This document discusses offline processing and message queues. It explains that offline processing involves queuing, prioritizing, dispatching, and executing background jobs from initiating processes. It then evaluates several popular message queue solutions, including Amazon SQS, Gearman, Dropr, Apache ActiveMQ, Beanstalkd, and custom solutions. It notes the pros and cons of each system in terms of features, performance, ease of use, programming language support, and other factors. The document concludes with a brief plug for the author's company CROSCON and contact information.
Ifla experience
The document summarizes Dr. Sarika Sawant's experiences at the IFLA WLIC 2016 conference in Columbus, OH, USA. It lists many programs, events, exhibits, and resources offered at various libraries that were visited, including the Ela area public library, University of Cincinnati Libraries, Chicago Public Library, Billy Ireland Cartoon Library & Museum, and Columbus Metropolitan Library. It also mentions cultural events like an opening party and cartoon embroidery. The document encourages reading a blog post for more details on the IFLA experience.
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Question 1 evaluation
This document compares the media student's video and ancillary texts for their song "Louder" to real music videos and albums by artists like Little Mix and Neon Jungle. It discusses how they used similar shots and styles seen in popular music videos, such as close-ups and group shots, but also challenged conventions by not including revealing costumes and not featuring the artists on the album cover. The document also analyzes similarities between their album design and real albums in terms of fonts, logos and essential information.
Pitch presentation
The group has chosen the song "We Don't Have to Take Our Clothes Off" by Ella Eyre for their music video. They will tell a story about a teenage girl named Pixie facing social pressures. Their style will be R&B/pop inspired by videos like "Here" by Alessia Cara. The video will feature shots of Pixie observing a couple dealing with relationship pressures on the streets of London at night. They aim to create a unique image for Pixie that reflects today's society.
Pitch presentation
The group has chosen the song "We Don't Have to Take Our Clothes Off" by Ella Eyre for their music video. They will tell a story about a teenage girl named Pixie facing social pressures. Pixie will be portrayed as unique and individualistic to relate to the audience. The brand for Pixie will revolve around R&B/pop genres and portray everyday struggles and a nightlife theme. The target audience is ages 14-20 as the message of not giving in to pressures will resonate most with teens. The video will show different struggles in a relationship through scenes of a couple and shots of Pixie singing while observing.
Advanced Portfolio Evaluation
The document discusses a music video production that uses unconventional forms and conventions to tell a narrative story. It challenges typical music video styles by not including lip syncing or appearances by the artist. Instead, it uses actors to portray a story that reflects the song's lyrics about a man waiting for his love. Through shots, mise-en-scene, and titles, the video depicts the man's loneliness and memories of his relationship, culminating in his love returning to him after seeing news of his devotion. Audience feedback found the storytelling effective at conveying the song's message.
Advanced Portfolio Evaluation
The document discusses a music video production that uses unconventional forms and conventions to tell a narrative story. It challenges typical music video styles by not including lip syncing or appearances by the artist. Instead, it uses actors to portray a story that reflects the song's lyrics about a man waiting for his love. Camera shots and mise-en-scene techniques help convey the storyline and emotions. Audience feedback found the narrative video to be appropriate and entertaining, showing the unconventional approach was successful.
Amy charlotte and lyndsay's shadow pitch
1) The group Tous Les Monde Chante Productions will produce a music video for the Britney Spears song "Shadow".
2) The video will tell a story of unrequited love through dance between a male and female dancer in both a dance studio and street location.
3) Key elements of the production include using minimalist styling, natural makeup, and shooting some scenes in black and white to highlight emotion.
Amy charlotte and lyndsay's shadow
1) The group Tous Les Monde Chante Productions will produce a music video for the Britney Spears song "Shadow".
2) The video will tell a story of unrequited love through dance between a male and female dancer in both a dance studio and street location.
3) Key elements of the production include using minimalist styling, natural makeup, and shooting some scenes in black and white to highlight emotion.
A2 Music Video - Evaluation
The document provides details about how the media product uses and develops conventions of real music videos. It discusses using a narrative and performance style to portray emotion throughout a song. It describes combining these styles to illustrate the storyline while depicting emotion. The video links the story to lyrical content about intense love overcoming obstacles. Specific techniques like lighting, editing, camera angles are discussed in detail to motivate creative choices and connect to conventions.
G324 EVALUATION QUESTION 1
The document discusses the music promotional package created by the student. It begins by outlining how the student researched existing music video conventions before creating their own performance-based music video. The student then provides screenshots from their music video and analyzes how each element—including locations, costumes, camera work and editing—follows typical conventions of the genre. The student also designed a digipak and poster that maintain consistency with the visual style and theme of the music video to create synergy across the promotional products. Overall, the student aimed to develop a package that aligns with common conventions of the genre to effectively promote their music.
A2 question 1
- The document discusses the conventions of funk music videos and how the author's group's music video both uses and challenges some of those conventions.
- Their video follows funk conventions like having a performance-based form and including dancing, but challenges conventions by not including the artist and having the women dress more conservatively.
- The video also challenges Laura Mulvey's "male gaze" theory by not objectifying or sexualizing the women.
Media evaluation
The document summarizes a student's media evaluation of a group project creating a music video for the song "Right Dey" by KES the Band. The group challenged conventions of typical soca music videos by shooting in winter in London rather than hot climates, having dancers of various ages and sizes lip sync the lyrics rather than focusing on the band itself or scantily clad women. Audience feedback from questionnaires informed changes like adding more effects. The group ensured the digipack complemented the video's themes by also excluding stereotypical portrayals of women and representing the fan-focused, band-absent video.
Writtenevaluationm 120419053234-phpapp01
The document provides an evaluation of a short film music video project. It discusses how the music video used and developed conventions of real media products through its use of narrative, performance, target audience, and positive message. It also discusses how the film challenged conventions by having a deep meaning. The evaluation then analyzes the effective use of micro-elements like mise-en-scene, sound, camera techniques, and editing to make the video look professional. Lastly, it discusses what was learned from audience feedback.
Written Evaluation
The document contains an evaluation of a short film project. It discusses using new media technologies like Final Cut Express and Apple MacBook at various stages of the project, including construction, research, and planning. Feedback was gathered from the target audience through surveys to identify areas for improvement. While inexperienced with the software, social media was used to aid the learning process. Overall, the evaluation focuses on effectively using technology and audience feedback to construct and refine the short film.
Shake It Music Video Evaluation
The document provides feedback from an audience on a media product created by Chloe & Gemma. The feedback was generally positive, praising the use of bright colors and playful tone. However, some criticisms included difficulty following the storyline due to multiple female characters and imperfect lip syncing. The document also discusses the use of new media technologies like digital cameras, blogs, and PowerPoint in constructing and planning the project.
Evaluation q1
This document analyzes how the author's media product uses and is influenced by conventions of real music videos. It provides examples from the author's video as well as popular music videos to illustrate techniques like relating lyrics to visuals, editing visuals to match the beat, representing the band, defining genre through performance, using various lighting and locations, employing green screens, and utilizing split screening. The author concludes that drawing inspiration from successful existing music videos helped them conform to conventions and create a video that would appeal to their target audience.
Evaluation
This document discusses how a music video project followed and challenged conventions of the Adult Contemporary Pop genre. It followed conventions like close/mid shots of the artist, costumes showing latest fashion trends, and locations in luxurious settings. However, it challenged conventions by using dull lighting to show emotions, locations like schools instead of clubs, and representing struggles rather than partying. The goal was to represent the social issue of a judgmental society and how it affects people, targeting teenagers struggling with this issue.
Evaluation
The document is an evaluation by Shakira Seraphin-Whyte of a media project creating a music video, CD covers, and advert for a UK rap artist. It addresses the four main evaluation questions: 1) How the products used, developed or challenged conventions of real media products. 2) How effective the combination of the main products and ancillary texts were. 3) What was learned from audience feedback. 4) How new media technologies were used in construction, research, planning and evaluation. The evaluation discusses research conducted, the creative process, audience feedback received, and improvements made based on that feedback.
Evaluation
The group evaluated their media product which was a music video for an original Ed Sheeran song about a homosexual relationship. They received feedback from peers about making the relationship seem genuine without being cliche. They also had to address issues like shot duration being too long. Overall the feedback was positive and noted the balanced narrative and performance aspects. The group researched Ed Sheeran's style and challenged conventions by having a homosexual storyline and relationship breakdown. They used various technologies like cameras, editing software, and the internet for research and production.
Advanced Portfolio
The document discusses the creation of a music video for an indie rock band called Funnel. It describes researching conventions of music videos within the genre to incorporate close-ups, location shots, and a relationship between the music and visuals. Challenges included synchronizing lip syncing and filming from a high angle without a tall tripod. Feedback was positive about the quirky style matching the song and using creative micro-elements, though some found the lip syncing inconsistent at times.
Advanced Portfolio
The document discusses the creation of a music video for an indie rock band called Funnel. It describes researching conventions of music videos within the genre to incorporate close-ups, location shots, and a storyline linked to the music. Feedback on the final video was positive, praising the chosen location, quirky style, and creative elements that matched the song and appealed to the target audience. Areas for improvement included occasional out-of-sync lip syncing and needing more location variety.
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13 f a2 media power point2
The document provides guidance and examples for students completing an evaluation assignment for a media studies course. It includes links to exemplar student evaluations using different digital formats like blogs, PowerPoints and videos. Suggested presentation ideas are given like using a grid to showcase key film frames or integrating video clips with a director's commentary. Tips are also provided on tagging videos on YouTube and including audience research like a profile or interview.
Evaluation
Jon, James, and Ash evaluated their media project. Jon thought their final cut was good overall, though they had some problems with editing due to lost files and lack of time. James felt their eagerness to gain a good grade and use of extra time to re-shoot proved their success. Ash thought they managed their project and timeline well, though editing was delayed due to a computer error they were able to recover from. All agreed their technological and production skills improved.
Daisy Nicholls Coursework Evaluation
The document provides an evaluation of the student's media production project. It discusses various technical and creative aspects of constructing the opening to a short film, including use of titles, flashforwards, mise-en-scene, sound, characterizations, target audience, and skills learned during the editing process. The student demonstrates knowledge of film techniques and genres, citing influences from films like American Beauty, Trainspotting, and London to Brighton. Reflection on the process shows an understanding of planning, organization, and the roles of different crew members in film production.
Digipak
This document contains 3 photos from a digipak final project by Jon, James and Ash. The photos show the cover, inside and backcover of the digipak they created.
Coursework evaluation
The document provides an evaluation of the student's media production project. It discusses various technical and creative aspects of constructing the opening to a short film, including use of titles, flashforwards, mise-en-scene, sound, characterizations, target audience, and skills learned during the editing process. The student demonstrates knowledge of film techniques and genres, citing influences from films like American Beauty, Trainspotting, and London to Brighton. Reflection on the process shows an understanding of planning, organization, and the roles of different crew members in film production.
Coursework evaluation
The document provides an evaluation of the student's media production project. It discusses various technical and creative aspects of constructing the opening to a short film, including use of titles, mise-en-scene, camerawork, editing, sound, and character development. The student learned key skills like blogging, camera operation, and video editing software. Organization and planning improved from the preliminary task. Overall the project helped develop the student's understanding of film production.
Hypothesis 120130135438-phpapp01
The document proposes a music video for the song "Underdog" by Kasabian. It will tell the narrative of a man down on his luck who enters a high-stakes poker game in hopes of winning. One person will lip sync to the song while the other two film and edit. Natural lighting will be used along with minimal props like cards and chips. The intended audience is male teenagers who enjoy indie rock.
Digipak
The document provides a brief list of photos taken for a digipak project by three individuals - Jon, James and Ash. The photos include shots of the cover, inside and backcover of the digipak. In just a few words, the document outlines the basic photo coverage for a digipak production by three photographers.
Production Pitch for Kasabian Underdog
The document proposes a music video for the song "Underdog" by Kasabian. It will tell a narrative of a man down on his luck who enters a high stakes poker game in hopes of winning money. Key elements that will be featured include the man's costume, natural lighting at the locations of a snooker room and train, and influences from bands like Kings of Leon and Arctic Monkeys. The intended audience is mainly male teenagers who enjoy rock music or gambling. Ancillary tasks like a band webpage and magazine ad are also mentioned, with responsibilities split between the group members.
Website research
The document discusses the design elements and features of various band websites. It notes designs that include an eye-catching spinning logo, news and social media feeds, album artwork backgrounds, clickable color-changing links, and embedded videos. Interactive elements are highlighted like background changes on link hover and blurring unused links. Overall, the document recommends a simple, visually engaging design with prominent news, links to music and videos, and opportunities to engage through social media.
Website research
The document discusses the design elements and features of various band websites. It notes designs that include an eye-catching spinning logo, news and social media feeds, album artwork backgrounds, clickable color-changing links, and embedded videos. Interactive elements are highlighted like background changes on link hover and blurring other links. The document suggests possible features for a band site like an animated logo, constantly changing background, small ads, linked social media, and an updating twitter feed focused on the user experience.
Website Reseacrh
The document discusses the design elements and features of various band websites. It notes designs that include an eye-catching spinning logo, news and social media feeds, album artwork backgrounds, clickable menu links that change the background color, and embedded videos. Interactive elements are highlighted like background images that link to news stories and menu links that trigger animation on hover. Overall, the document recommends a simple, visually engaging design with prominent news feeds, social media links, and opportunities to purchase music and merchandise.
Up title sequence – doug burnett
The UP title sequence uses visual elements like a floating balloon and tilted text on cracked pavement to draw and hold the viewer's attention. These elements relate directly to key parts of the film, where balloons and Paradise Falls are important locations. The primary colors, cartoon clouds, and appearance of the house and balloons also establish that this is a children's film and connect the titles strongly to the themes and story of UP.
Up title sequence – doug burnett
The UP title sequence uses visual elements like a floating balloon and tilted text on cracked pavement to draw and hold the viewer's attention. These elements relate directly to key parts of the film, where balloons and Paradise Falls are important locations. The primary colors, cartoon clouds, and appearance of the house and balloons also establish that this is a children's film and connect the titles strongly to the themes and story of UP.
Revised Production Schedule
This schedule outlines the weeks beginning the 7th of November through the 12th of December. It shows which days will be spent on filming, editing, and deadlines. Key days include deadline days as well as days when production such as filming will not be taking place.
Foo fighters – Times Like These
The music video for "Times Like These" by Foo Fighters shows the band performing under a bridge as people throw items off the bridge. Towards the end, a house is dropped on the band but falls apart, revealing them unharmed. The video was directed by Marc Klasfeld and filmed in Victorville, California. It effectively conveys the genre of rock music through the band's black clothing, guitar music, and lip syncing to Dave Grohl's vocals. Its unconventional narrative and unique visual ideas contributed to its commercial success.
A level film studies
This document outlines the units and assessments for an A Level Film Studies course. The course consists of 4 units: Unit 1 involves micro analysis of a film sequence and a creative project, Unit 2 is a 2.5 hour exam on British and American film and a comparative study, Unit 3 includes a small research project and creative project, and Unit 4 focuses on world cinema, spectatorship, and a single film critical study. Students will analyze the D-Day sequence from Saving Private Ryan for Unit 1. The creative piece can be a storyboard, script, or short film. Unit 2 covers Hollywood and British films like Living with Crime, and compares film noir genres. Success requires an open mind, strong writing skills, and
Film pitch
The document provides details about the zombie comedy film "The Chronicles of Kev". It describes the film's genre, intended 15 rating, and target audience of male and strong female fans of comedy/horror films. The trailer will be 1-1.5 minutes, using fast cuts and shifts in pace to transition between horror and comedy elements. It will showcase the characters and their survival in a zombie apocalypse world.
Music vid presentation
The music video for "Next to You" by Chris Brown featuring Justin Bieber was produced by the songwriting and production team The Messengers and was released on March 22, 2011. It was directed by Colin Tilley and filmed at Universal Studios in Los Angeles. The video tells the story of Brown and Bieber interacting with their girlfriends before an apocalyptic event occurs, separating the couples. Brown searches for and rescues his girlfriend amid the destruction. Interspersed are scenes of Brown and Bieber dancing as the buildings collapse around them.
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N:\Missing You Pitch
- 1. A2 Media Studies Advanced Production Portfolio The Pitch. Charlotte Andreas, Jodie Butcher, Laura Pinkney & Sophie Legge
- 3. Genre & Stylistic Influences The genre of the song we are using is pop. Pop is generally aimed at the youth market, and consists of short length songs that usually focus on the subject of love and relationships. Famous pop artists include such people as Britney Spears, who has shaped her career around having the ‘squeaky-clean’ image that is associated with this genre of music. Britney Spears at the age of 17 A Video Still from ‘Hit me baby one more time’
- 11. Ancillary Task 1 For our first ancillary task we are going to do a digipack. This will include: Images of the Artists Background information on the Artists Titles of Songs Dates which Songs were released Lyrics of the Song Our aim is for our digipack to look feminine, modern and sophisticated. This is the way we feel the artists reflect themselves so we want to portray this in the task.
- 12. Ancillary Task 2 For our second ancillary task, we are going to do a magazine advertisement. Because of the broad female audience that the band have, it is possible that this advertisement would be seen in several magazines. They have appeal to young girls, who will read ‘junior’ magazines, but they also appeal to young women who will read more matured magazine.
- 15. Conclusion The USP of our music video is: 1. The fact that we are repackaging a typically younger teenage pop group to a more older audience. 2. That in certain parts of our song we will use colour to identify ourselves.