Question 1
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The document discusses various elements used in a music video created for a dance genre portfolio. Research was conducted on dance music videos to understand conventions and represent the artist appropriately. Close-up shots were used to enhance the star image of the artists and elicit emotions from the audience according to Dyer's theory. Two locations were chosen - the couple's house to provide narrative context and the gym to depict anger. Iconography like the artist's headphones were incorporated to represent their passion for music. Characters were styled to look natural and relaxed while highlighting the female artist's appearance. High-key lighting was used to clearly show facial expressions and advance the narrative according to Dyer's theory.
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Media question 1
The music video follows conventions of the hip hop genre through its narrative focus on the relationship between a male and female artist. Elements like costume, makeup, location, cinematography, editing and sound engineering are used conventionally to portray the emotions and story. While maintaining genre conventions, some elements like lighting, iconography and camera angles are also used to further develop the narrative and themes of heartbreak. The video aims to promote the artists and their music to their target audience through an engaging performance-based concept.
Advanced portfolio 1
The document discusses how a student media project uses and develops conventions of real music videos. It analyzes stills from their video alongside examples from commercial videos. The student incorporates elements like neon lighting, fish eye lenses, costumes, close-ups, dancers and thematic scenes to develop their artist's image and draw in their target audience. They conform to typical music video length to make their video more recognizable and promoteable.
Evaluation 2
The student created a music video, digipak, and magazine advertisement for a band. In each product, they emphasized themes of joy, happiness, and overcoming difficulties by capturing shots of the actors laughing and dressing them in light, innocent colors. Locations and costumes were consistently used across products to clearly link them together and create synergy in promoting their overall message. The student believes their main product and ancillary texts worked effectively together through their similarities while maintaining individuality.
Music video evaluation
The document summarizes the roles and responsibilities of group members in creating a music video. Muhammad Zeeshan was responsible for ancillary tasks, Mohammed Zafraan edited the video efficiently, and Judah completed research. Together they planned the project. They helped each other overcome difficulties to ensure a high quality shared effort. Costumes, actors, and duties were assigned to complete the video on time and double check for mistakes. The group developed conventions of music videos and genres through their choices of song, narrative, imagery, and effects to effectively promote the artist.
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.
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.
Evaluation question 1 - KEN NGUYEN
The document discusses how the student's music video project uses and develops conventions of real music videos. It provides details on the research conducted into music video conventions and genres. It then analyzes the different elements of the student's music video, including themes, characters, artists' representation, locations, theory, editing, cinematography, lighting, costumes, and more. The student believes their music video both follows conventions through these elements but also challenges conventions in original ways. The document aims to show how the student's music video applies their understanding of real music video conventions in a creative project.
Q2 evaluation!!!
The document discusses the effectiveness of combining a music video with ancillary texts like a magazine advertisement and CD digipak. Key elements like color, costumes, fonts, and themes were carried over between the texts to create continuity. In the music video and print materials, the artist is portrayed as fun, bubbly and youthful through elements like balloons. Facial expressions, makeup, and lighting are also used consistently to keep the focus on the artist's image and personality across all the materials. Overall, the document argues that the combination of the music video and ancillary texts is very effective in promoting the artist's image through linked creative and design choices.
Recommended
Media question 1
The music video follows conventions of the hip hop genre through its narrative focus on the relationship between a male and female artist. Elements like costume, makeup, location, cinematography, editing and sound engineering are used conventionally to portray the emotions and story. While maintaining genre conventions, some elements like lighting, iconography and camera angles are also used to further develop the narrative and themes of heartbreak. The video aims to promote the artists and their music to their target audience through an engaging performance-based concept.
Advanced portfolio 1
The document discusses how a student media project uses and develops conventions of real music videos. It analyzes stills from their video alongside examples from commercial videos. The student incorporates elements like neon lighting, fish eye lenses, costumes, close-ups, dancers and thematic scenes to develop their artist's image and draw in their target audience. They conform to typical music video length to make their video more recognizable and promoteable.
Evaluation 2
The student created a music video, digipak, and magazine advertisement for a band. In each product, they emphasized themes of joy, happiness, and overcoming difficulties by capturing shots of the actors laughing and dressing them in light, innocent colors. Locations and costumes were consistently used across products to clearly link them together and create synergy in promoting their overall message. The student believes their main product and ancillary texts worked effectively together through their similarities while maintaining individuality.
Music video evaluation
The document summarizes the roles and responsibilities of group members in creating a music video. Muhammad Zeeshan was responsible for ancillary tasks, Mohammed Zafraan edited the video efficiently, and Judah completed research. Together they planned the project. They helped each other overcome difficulties to ensure a high quality shared effort. Costumes, actors, and duties were assigned to complete the video on time and double check for mistakes. The group developed conventions of music videos and genres through their choices of song, narrative, imagery, and effects to effectively promote the artist.
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.
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.
Evaluation question 1 - KEN NGUYEN
The document discusses how the student's music video project uses and develops conventions of real music videos. It provides details on the research conducted into music video conventions and genres. It then analyzes the different elements of the student's music video, including themes, characters, artists' representation, locations, theory, editing, cinematography, lighting, costumes, and more. The student believes their music video both follows conventions through these elements but also challenges conventions in original ways. The document aims to show how the student's music video applies their understanding of real music video conventions in a creative project.
Q2 evaluation!!!
The document discusses the effectiveness of combining a music video with ancillary texts like a magazine advertisement and CD digipak. Key elements like color, costumes, fonts, and themes were carried over between the texts to create continuity. In the music video and print materials, the artist is portrayed as fun, bubbly and youthful through elements like balloons. Facial expressions, makeup, and lighting are also used consistently to keep the focus on the artist's image and personality across all the materials. Overall, the document argues that the combination of the music video and ancillary texts is very effective in promoting the artist's image through linked creative and design choices.
Question 1
The music video challenges conventions by representing a versatile artist that appeals to R&B/soul and hip hop audiences. It takes inspiration from Rihanna's portrayal of soft and wild personas. Close-ups are used to convey vulnerability and pain through facial expressions, challenging the male gaze. Editing matches the music through jump cuts and pacing, using black and white to highlight intimacy. Low key lighting and red colors set a dark, intense mood. Icons reference religion and drugs to show the character's extreme stress. Costuming aims to show subtle sex appeal while challenging objectification.
Q1 Evaluation
The document summarizes how the student's music video project used and developed conventions of real music videos. The student researched music videos in the same genre to understand conventions. Their video included a love/breakup storyline shown through flashbacks, like the case studies they analyzed. It lacked dialogue but had a clear beginning and end. Natural lighting was used for outdoor shots and artificial lighting created ambiance indoors. Lip syncing made the video appear professional. Costumes, props, and locations reflected the dark, sad theme. A variety of shots were used to keep it professional. The CD packaging and advert matched the video's style through consistent imagery, fonts, colors, and themes linked to the location.
A2 media portfolio evaluation a
The document discusses conventions in music videos and how the described music video follows these conventions. It summarizes that the video represents lyrics visually, such as showing balloons popping for the lyrics "bang bang" and a heart shaped hairdo for lyrics about a heart. It also effectively uses common music video techniques like close-ups of the artists, portraying sexuality through camera pans of the artists' bodies, and setting up typical mis-en-scene elements like a party atmosphere. The video aims to appeal to its target younger audience while employing standard conventions seen in other popular music videos.
Written evaluation
The document provides an evaluation of a music video created for a class assignment. It discusses how the video uses, develops, and challenges conventions of the R&B/Funky House music video genre. It examines elements like narrative, mise-en-scene, costume, editing, sound, camera work, and how effectively the video and accompanying promotional materials were combined. Feedback from audiences was also positive overall, though some noted the artist could improve eye contact. New media technologies like digital cameras, video cameras, and computers were used extensively in planning, research, and production.
Music video evaluation
The group created a music video to accompany the song "Right Now" by Fort Minor. They developed the forms and conventions of real music videos by including movie clips, costumes, and effects to match the codes of their chosen music genre. Each group member took on different roles in the production process to make the video more efficient. They used techniques like camera angles, transitions, and narrative to further develop the realistic conventions of music videos and promote the artist.
Task 2
The document discusses how stars and their public images are constructed through various media to appeal to target audiences. It uses the example of British rapper Tinie Tempah, analyzing how the design of his album covers feature recurring themes that appeal to both male and female audiences of different ages. The document also discusses the creation of a music video by a student group, highlighting how they incorporated various elements to appeal to their target audience and promote the band's image as unique, creative, and sexually appealing.
Task 2
The document discusses how stars and their public images are constructed through various media to appeal to target audiences. It uses the example of British rapper Tinie Tempah, analyzing how the design and themes of his album covers, including the use of certain colors, help create a recognizable brand and appeal to different demographics. The document also discusses how a music video was created for an original band that incorporates key elements like dancers, lasers, and youthful energy through cinematography and editing to highlight qualities like creativity, originality and sexual magnetism in order to appeal to both male and female viewers aged 17-24.
Evaluation question (number one)
Our music video was created to conform to conventions from media to find the appropriate audience. We researched bands and focused on Andrew Goodwin's theories of music video relationships between music and visuals. We analyzed codes and conventions from other music videos and were able to challenge and develop these aspects in our own video. We chose a narrative theme inspired by "Mean Girls" and Lily Allen music videos. Our video uses conventions like costumes, locations, editing techniques and more to tell the story and relate to the target audience of females.
Evaulaion presentation
The student learned a lot from receiving audience feedback on their initial music video idea and pitch. The feedback helped them realize their original ideas for the band's image and locations would not fit the genre or appeal to the target audience. They incorporated the feedback by making the video more fast-paced with random shots to keep viewers engaged. Various media technologies were crucial in the planning, production and evaluation stages, including YouTube for research, Final Cut Pro for editing, Photoshop for ancillary materials, and different cameras for filming.
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.
Photoshop work
The document summarizes the process of creating a print task for a pop album. It discusses how the group collaborated on ideas and decided on design elements like the front cover photo, back cover photo, and inside photos. For the front cover, they selected a close-up shot to emphasize the female artist. The back cover uses a long shot to showcase her costume. Photos were edited to airbrush skin and darken lips to portray her as flawless. Filters and fonts were used to tie the design together and match conventions of pop album covers.
Star persona libby
In the document, star persona is discussed as an important element incorporated across various media texts to promote a girl band called Miss Melody. The star persona portrayed Miss Melody as a stereotypically female band aimed at 8-18 year olds, emphasizing friendship and unity. This star persona was communicated through costume, dance routines, cutaways in the music video, photographs on the album cover showing the band as fashionable and fun, and natural poses in advertisements to build a connection with the target audience.
Evaluation task 1
The document compares the conventions used in the music video being evaluated and Florence and the Machine's music video for "Dog Days Are Over." Both videos use close-ups of the artist to connect with the audience. However, the evaluated video uses a more mysterious approach without a plain white background. The costumes, makeup, and performances in both videos fit with the alternative music genre's emphasis on style and drawing attention to the eyes. The evaluated video does not use special effects but does include cross-fading transitions to match the dreamy sound. It only focuses on the single artist rather than including extra characters.
Personal Evaluation - The Assist - Hannah Owen
The document discusses how the creator used various media technologies during the production of a music video for a band called The Assist. These included using editing software like Final Cut Pro X, cameras, tripods, green screens, and feedback from focus groups to plan, film, edit, and refine the music video and other promotional materials. The creator aimed to tie together themes, colors, and imagery between the music video and additional products like a website and album packaging.
Media pp
Goodwin discusses several aspects of analyzing music videos. He explains that music videos can use narrative and performance to engage audiences and be rewatchable. Goodwin also states that an artist acting in both narrative and performance increases the authenticity and connection to the artist. Additionally, he notes that technical aspects like camera work, editing, and lighting are important to hold the video together and promote the song. Goodwin emphasizes that an artist's unique star image is vital for intriguing audiences and promoting themselves in a memorable way.
Music video andrew goodwin
Andrew Goodwin identified several key features of music videos:
1. Narrative and performance - the relationship between the artist, visuals, and genre should be emphasized. Close ups can represent the artist and brand.
2. Star image - an artist's look and persona help create intrigue and distance between viewer. Shock value can generate discussion and promotion.
3. Relation of visuals to song - visuals should develop lyrics meaning and emphasize the artist's point to help viewers connect to the song.
Q2 evaluation
The document discusses the effectiveness of combining a music video with ancillary texts like a magazine advertisement and CD digipak. Key elements like color, costumes, fonts, and themes were carried over between the texts to create continuity. In the music video and print materials, the artist is portrayed as fun, bubbly and youthful through elements like balloons. Facial expressions, makeup, and lighting are also used consistently to keep the focus on the artist's image and personality across all the materials. Overall, the document argues that the combination of the music video and ancillary texts is very effective in promoting the artist's image through linked creative and design choices.
Q2
The combination of the main music video and ancillary print task was more challenging than expected. The initial versions did not match in style or portray the intended fierce characteristics of the artist. Negative feedback was received. The music video scene and photoshoot were re-filmed to better match the narrative of the song by focusing more on the artist's costume and fierce look. The final versions were an improvement and successfully conveyed the intended powerful, rebellious message through adjustments like the artist's leather jacket, red lipstick, jewelry, and background in the print task.
Evaluation task 1
The document compares the conventions used in the author's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos utilized close-ups of the artist to create a connection with the audience. However, the author's video used a more mysterious backdrop while Florence's used a plain white background. The costumes, makeup, and performances in both videos were chosen to fit the alternative genre's emphasis on artistic style and direct audience engagement.
Focus group analysis
The focus group provided feedback on the music video storyline and song choice. They felt the EDM song did not fit well with the narrative-based video. However, the group wanted to continue with the song "Where are U Now" to link the video to the lyrics. They received positive feedback that the target audience was familiar with the song. Suggestions like filming on streets and sharing the video on social media instead of just YouTube were noted. The focus group found the original narrative about the symbolic meaning of colors to be complex, so the story was simplified to be about two friends splitting up due to one moving away.
Q1) In what ways does your media product use, develop or challenge forms and ...
The document discusses the ways in which the media producer's music video product uses and develops conventions of real music videos. It summarizes the key elements of music videos like narrative, performance, cinematography with different shots, lighting, editing, iconography, costumes and more. It provides examples from music videos like David Guetta and Eminem to explain how certain techniques were applied in the producer's own music video to both follow and challenge conventions of the genre. The producer believes their video develops conventions through its use of narrative combined with performance, which is rare but still aligns with narrative-focused videos.
Dwayne turner 5182
The document discusses the planning and production of a music video for a class assignment. It describes researching music video conventions, genres, and theories to understand how to appeal to a target audience. Elements like cinematography, lighting, editing, mise-en-scene, and song choice were considered. The resulting music video took a narrative/performance approach using elements common to house music videos while also adding new elements to stand out. It followed conventions to look professional while challenging some theories to attract more viewers.
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What's hot
Question 1
The music video challenges conventions by representing a versatile artist that appeals to R&B/soul and hip hop audiences. It takes inspiration from Rihanna's portrayal of soft and wild personas. Close-ups are used to convey vulnerability and pain through facial expressions, challenging the male gaze. Editing matches the music through jump cuts and pacing, using black and white to highlight intimacy. Low key lighting and red colors set a dark, intense mood. Icons reference religion and drugs to show the character's extreme stress. Costuming aims to show subtle sex appeal while challenging objectification.
Q1 Evaluation
The document summarizes how the student's music video project used and developed conventions of real music videos. The student researched music videos in the same genre to understand conventions. Their video included a love/breakup storyline shown through flashbacks, like the case studies they analyzed. It lacked dialogue but had a clear beginning and end. Natural lighting was used for outdoor shots and artificial lighting created ambiance indoors. Lip syncing made the video appear professional. Costumes, props, and locations reflected the dark, sad theme. A variety of shots were used to keep it professional. The CD packaging and advert matched the video's style through consistent imagery, fonts, colors, and themes linked to the location.
A2 media portfolio evaluation a
The document discusses conventions in music videos and how the described music video follows these conventions. It summarizes that the video represents lyrics visually, such as showing balloons popping for the lyrics "bang bang" and a heart shaped hairdo for lyrics about a heart. It also effectively uses common music video techniques like close-ups of the artists, portraying sexuality through camera pans of the artists' bodies, and setting up typical mis-en-scene elements like a party atmosphere. The video aims to appeal to its target younger audience while employing standard conventions seen in other popular music videos.
Written evaluation
The document provides an evaluation of a music video created for a class assignment. It discusses how the video uses, develops, and challenges conventions of the R&B/Funky House music video genre. It examines elements like narrative, mise-en-scene, costume, editing, sound, camera work, and how effectively the video and accompanying promotional materials were combined. Feedback from audiences was also positive overall, though some noted the artist could improve eye contact. New media technologies like digital cameras, video cameras, and computers were used extensively in planning, research, and production.
Music video evaluation
The group created a music video to accompany the song "Right Now" by Fort Minor. They developed the forms and conventions of real music videos by including movie clips, costumes, and effects to match the codes of their chosen music genre. Each group member took on different roles in the production process to make the video more efficient. They used techniques like camera angles, transitions, and narrative to further develop the realistic conventions of music videos and promote the artist.
Task 2
The document discusses how stars and their public images are constructed through various media to appeal to target audiences. It uses the example of British rapper Tinie Tempah, analyzing how the design of his album covers feature recurring themes that appeal to both male and female audiences of different ages. The document also discusses the creation of a music video by a student group, highlighting how they incorporated various elements to appeal to their target audience and promote the band's image as unique, creative, and sexually appealing.
Task 2
The document discusses how stars and their public images are constructed through various media to appeal to target audiences. It uses the example of British rapper Tinie Tempah, analyzing how the design and themes of his album covers, including the use of certain colors, help create a recognizable brand and appeal to different demographics. The document also discusses how a music video was created for an original band that incorporates key elements like dancers, lasers, and youthful energy through cinematography and editing to highlight qualities like creativity, originality and sexual magnetism in order to appeal to both male and female viewers aged 17-24.
Evaluation question (number one)
Our music video was created to conform to conventions from media to find the appropriate audience. We researched bands and focused on Andrew Goodwin's theories of music video relationships between music and visuals. We analyzed codes and conventions from other music videos and were able to challenge and develop these aspects in our own video. We chose a narrative theme inspired by "Mean Girls" and Lily Allen music videos. Our video uses conventions like costumes, locations, editing techniques and more to tell the story and relate to the target audience of females.
Evaulaion presentation
The student learned a lot from receiving audience feedback on their initial music video idea and pitch. The feedback helped them realize their original ideas for the band's image and locations would not fit the genre or appeal to the target audience. They incorporated the feedback by making the video more fast-paced with random shots to keep viewers engaged. Various media technologies were crucial in the planning, production and evaluation stages, including YouTube for research, Final Cut Pro for editing, Photoshop for ancillary materials, and different cameras for filming.
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.
Photoshop work
The document summarizes the process of creating a print task for a pop album. It discusses how the group collaborated on ideas and decided on design elements like the front cover photo, back cover photo, and inside photos. For the front cover, they selected a close-up shot to emphasize the female artist. The back cover uses a long shot to showcase her costume. Photos were edited to airbrush skin and darken lips to portray her as flawless. Filters and fonts were used to tie the design together and match conventions of pop album covers.
Star persona libby
In the document, star persona is discussed as an important element incorporated across various media texts to promote a girl band called Miss Melody. The star persona portrayed Miss Melody as a stereotypically female band aimed at 8-18 year olds, emphasizing friendship and unity. This star persona was communicated through costume, dance routines, cutaways in the music video, photographs on the album cover showing the band as fashionable and fun, and natural poses in advertisements to build a connection with the target audience.
Evaluation task 1
The document compares the conventions used in the music video being evaluated and Florence and the Machine's music video for "Dog Days Are Over." Both videos use close-ups of the artist to connect with the audience. However, the evaluated video uses a more mysterious approach without a plain white background. The costumes, makeup, and performances in both videos fit with the alternative music genre's emphasis on style and drawing attention to the eyes. The evaluated video does not use special effects but does include cross-fading transitions to match the dreamy sound. It only focuses on the single artist rather than including extra characters.
Personal Evaluation - The Assist - Hannah Owen
The document discusses how the creator used various media technologies during the production of a music video for a band called The Assist. These included using editing software like Final Cut Pro X, cameras, tripods, green screens, and feedback from focus groups to plan, film, edit, and refine the music video and other promotional materials. The creator aimed to tie together themes, colors, and imagery between the music video and additional products like a website and album packaging.
Media pp
Goodwin discusses several aspects of analyzing music videos. He explains that music videos can use narrative and performance to engage audiences and be rewatchable. Goodwin also states that an artist acting in both narrative and performance increases the authenticity and connection to the artist. Additionally, he notes that technical aspects like camera work, editing, and lighting are important to hold the video together and promote the song. Goodwin emphasizes that an artist's unique star image is vital for intriguing audiences and promoting themselves in a memorable way.
Music video andrew goodwin
Andrew Goodwin identified several key features of music videos:
1. Narrative and performance - the relationship between the artist, visuals, and genre should be emphasized. Close ups can represent the artist and brand.
2. Star image - an artist's look and persona help create intrigue and distance between viewer. Shock value can generate discussion and promotion.
3. Relation of visuals to song - visuals should develop lyrics meaning and emphasize the artist's point to help viewers connect to the song.
Q2 evaluation
The document discusses the effectiveness of combining a music video with ancillary texts like a magazine advertisement and CD digipak. Key elements like color, costumes, fonts, and themes were carried over between the texts to create continuity. In the music video and print materials, the artist is portrayed as fun, bubbly and youthful through elements like balloons. Facial expressions, makeup, and lighting are also used consistently to keep the focus on the artist's image and personality across all the materials. Overall, the document argues that the combination of the music video and ancillary texts is very effective in promoting the artist's image through linked creative and design choices.
Q2
The combination of the main music video and ancillary print task was more challenging than expected. The initial versions did not match in style or portray the intended fierce characteristics of the artist. Negative feedback was received. The music video scene and photoshoot were re-filmed to better match the narrative of the song by focusing more on the artist's costume and fierce look. The final versions were an improvement and successfully conveyed the intended powerful, rebellious message through adjustments like the artist's leather jacket, red lipstick, jewelry, and background in the print task.
Evaluation task 1
The document compares the conventions used in the author's music video to those used in Florence and the Machine's music video for "Dog Days Are Over." Both videos utilized close-ups of the artist to create a connection with the audience. However, the author's video used a more mysterious backdrop while Florence's used a plain white background. The costumes, makeup, and performances in both videos were chosen to fit the alternative genre's emphasis on artistic style and direct audience engagement.
Focus group analysis
The focus group provided feedback on the music video storyline and song choice. They felt the EDM song did not fit well with the narrative-based video. However, the group wanted to continue with the song "Where are U Now" to link the video to the lyrics. They received positive feedback that the target audience was familiar with the song. Suggestions like filming on streets and sharing the video on social media instead of just YouTube were noted. The focus group found the original narrative about the symbolic meaning of colors to be complex, so the story was simplified to be about two friends splitting up due to one moving away.
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Q1) In what ways does your media product use, develop or challenge forms and ...
The document discusses the ways in which the media producer's music video product uses and develops conventions of real music videos. It summarizes the key elements of music videos like narrative, performance, cinematography with different shots, lighting, editing, iconography, costumes and more. It provides examples from music videos like David Guetta and Eminem to explain how certain techniques were applied in the producer's own music video to both follow and challenge conventions of the genre. The producer believes their video develops conventions through its use of narrative combined with performance, which is rare but still aligns with narrative-focused videos.
Dwayne turner 5182
The document discusses the planning and production of a music video for a class assignment. It describes researching music video conventions, genres, and theories to understand how to appeal to a target audience. Elements like cinematography, lighting, editing, mise-en-scene, and song choice were considered. The resulting music video took a narrative/performance approach using elements common to house music videos while also adding new elements to stand out. It followed conventions to look professional while challenging some theories to attract more viewers.
Media evaluation q1 zire complete
This document discusses how the media product develops conventions from real music videos. It uses both narrative and performance elements, with most performance shots focusing on the main performer alone to reflect the depressive lyrics. Common conventions like a mirror shot are used to express emotions and connect with audiences. The black and white effect in flashback scenes conveys emotions and song meaning. Choosing a performer with dark features portrays a distressed image linking to the lyrics. The album cover follows conventions by featuring the artist's image to attract audiences. Location shots outside also develop conventions by making the story and emotions more visual and connectable.
Q1
The document discusses the music video created by the author for their media production. Some key points:
- The music video uses conventions like lip syncing to match the singer's movements to the song. This helps connect the audience to the emotion of the young female artist.
- Mise-en-scene aims to capture the artist's emotion and sadness through minimal props and high key lighting/color backdrops.
- The video challenges conventions by not having a storyline and using contrasting colors compared to the emotions in the song.
- Influences include other music videos with solo young female artists that help structure the video without a relationship between visuals and lyrics.
In what ways does your Music Video/Digipak/Magazine Advert use, develop or ch...
This document summarizes a music video, digipack, and magazine advert created by the authors for a media course. For the music video, they explored various music video theories and conventions related to camera work, editing, mise-en-scene, and more. Their digipack and advert also conformed to and challenged conventions through elements like typography, color schemes, and imagery. While drawing inspiration from artists like Rihanna, their pieces aimed to stand out by focusing on simplicity rather than over-the-top styles typically seen. The authors also discussed similarities and differences between their individual interpretations of the digipack and advert assignments.
Dwayne turner 5182
The document discusses various elements that were considered when creating a music video for a class project. It covers researching music video conventions, genres, and theories to understand how to appeal to a target audience. Micro-elements of mise-en-scene, cinematography, editing, song choice, and others were planned and implemented following the conventions of typical house music videos. The goal was to both attract new fans for an debut artist while challenging some theories by not over-sexualizing content.
Evaluation question 1
This document discusses the student's music video coursework and how it uses conventions of real media products. The student researched existing successful music videos to understand conventions like narrative and performance styles. Their video follows these conventions, using elements like lighting, cinematography, mise-en-scene, and others to effectively portray the artist and elicit emotion from the target audience. The student analyzes how their use of conventions like close-ups, costumes, and simple lighting and settings help achieve their goals and will appeal to viewers familiar with similar music videos.
Question 1
The document discusses the conventions of music videos in the house genre and how the student's music video project adheres to and develops these conventions. Specifically, it discusses how the video uses close-ups, long shots, and establishing shots of the artist to promote them, as is typical in house music videos. It also adheres to conventions regarding costume, lighting, settings, and fast-paced editing to match the upbeat music. Iconography like stereos and watches are used to further the narrative and represent themes of dance and friendship common in the genre.
Question 1 Evaluation
The document discusses how a music video project used, developed, and challenged conventions of real music videos. It summarizes the key stages of research, planning, production and evaluation. It describes how the group chose the alternative R&B genre and researched conventions by watching other music videos. Their planning incorporated knowledge of music video theory and industry practices. The production applied conventions like unique locations, costumes, and editing techniques while also challenging conventions such as avoiding the male gaze. Overall, the project strategically used and developed conventions to make the music video appealing while also making it unique.
Evalutation
The document discusses a media production group's music video for the song "Move it to the Drum" by DJ Chuckie. It summarizes how the group used and challenged conventions of real music videos in their production. They followed conventions like having a storyline that relates to the lyrics and being performance-based. However, they challenged conventions around voyeurism typically seen in music videos. Feedback on the video was largely positive, praising how well the video and ancillary materials worked together to promote the song. New media technologies like YouTube, blogs and Final Cut Pro were important tools for research, planning, production and evaluation.
Onat one final
The document discusses how the student's music video project uses and develops conventions of real music videos. Key points:
- Extensive research was conducted into music video conventions based on genre (R&B), including themes, characters, artists, locations, theory, editing, and cinematography.
- The music video adheres to conventions through its themes of love/relationships, portrayal of characters, artists' image/performance, and matching editing to the song's pace.
- However, it also challenges some conventions, such as not using the "male gaze" or portraying the female as a sexual object, instead focusing on her emotions regarding the relationship.
- Mise-en-scene elements
Question 4 transcript
The document summarizes the process of creating promotional materials for an indie music project, including a music video, webpage, and digipak. It discusses following conventions of the indie genre to appeal to the target demographic, while also breaking some conventions to distinguish the project. Specific conventions that were followed include using close-ups of the artist, natural lighting, costumes representing moods, and relating the video narrative to the song lyrics. Camera techniques like dissolves and juxtapositioning shots were used to transition between scenes and time periods. Overall, the goal was to balance following genre conventions with originality to attract audiences.
Music video a2 project
This document summarizes the process of creating a music video for an A2 media production project. The group conducted audience research through questionnaires to understand preferences. They found audiences prefer a story over pure action. Focus groups provided specific ideas that were incorporated into the video. The group chose an indie rock genre and analyzed the lyrics of "All I Wanted" by Paramore. Storyboards helped plan shots and angles. Locations and styling were chosen to reflect the genre. Feedback will be used to evaluate how the video uses or challenges conventions.
Media 1
The music video follows conventions of the pop genre through short, energetic dance sequences and close-ups of the artists. However, it also challenges conventions by having no narrative and using surreal costumes, props, and disjunctive editing rather than a repeated dance routine. This creates a quirky, fun style that keeps the audience engaged. While the video matches conventions like thought beats and selling the artist, it challenges typical pop videos through its unusual presentation and lack of connection between music and visuals.
Evaluation question 1
The music video sticks closely to conventions of real music videos by using the lyrics to shape the storyline and protagonist. It focuses on a homeless prostitute through close-up shots capturing her emotions. Settings and costumes portray typical media representations. However, it also challenges conventions by not including the artist or lip syncing, and using an uncommon point of view shot to develop hope and connection with the audience. While most music videos clearly identify side characters, this video enhances mystery by keeping other characters ambiguous.
Evalutation media
The document discusses how a media product uses, develops or challenges conventions of real media products. It summarizes that the music video challenges conventions by developing a narrative-driven concept, unlike typical performance-based videos. It uses forms like a single narrative structure and club scene setting. Flash forwards create an imaginary world. Feedback found people enjoyed the humor and relatability. Audiences understood the dream concept from the black and white footage. New media like YouTube and search engines aided research, while Final Cut Pro, cameras and scanners supported production and evaluation stages.
Question 1
This document discusses how the student's music video project develops and follows conventions of real music videos. It analyzes elements like themes, characters, artists' representation, locations, theory, editing, cinematography, lighting, costumes, and sound. Conventions from the R&B genre are examined in other artists' music videos and applied, such as themes of drinking and smoking, close-ups of the artist, and pacing editing to the song. Overall, the document aims to show how researching conventions allowed the student to create an authentic music video that will appeal to audiences.
Evaluation 1 a2 media
The document discusses how the student's music video product develops and challenges conventions of real music videos. It summarizes how the music video uses conventions related to themes, artist representation, locations, editing, theory, cinematography, mise-en-scene, lighting, body language, costumes, and sound to be appealing to the target hip hop audience. Overall, the document concludes that the music video and ancillary products effectively follow conventions of the hip hop genre to engage the intended target audience.
Question 1
The document discusses how the media product uses and develops conventions of real music videos. It begins by explaining that research into Neo-Soul music videos helped with planning and understanding conventions. Elements like themes, character representation, artist representation, locations, and editing were developed conventionally. Theory from Goodwin, Dyer, and Mulvey informed cinematography choices like close-ups of the artist to develop their star image. Angles challenged ideas of vulnerability conventionally. Mise-en-scene aspects like lighting, setting, and costume also developed conventions typically seen in Neo-Soul videos to represent the genre and themes.
In what ways does your media product use, develop or challenge forms and conv...
The document discusses how the music video uses, develops, and challenges conventions of real media products. It summarizes that the video took inspiration from Lana Del Rey music videos in its editing techniques and vintage filters to create a similar soft feel. It developed conventions by layering footage in a collage with interesting visuals and colors. While it adhered to some conventions like demonstrating genre characteristics, it challenged aspects like the "male gaze" by representing women in a positive light and not including voyeuristic treatment of the female body. Going forward, it could further challenge conventions by including diverse storylines and making conventions more individualized works of art.
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Q1) In what ways does your media product use, develop or challenge forms and ...
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Question 1
- 1. Question 1 In what ways does your media product use, develop or challenge forms and conventions of real media products?
- 2. Forthe useof my media advancedportfolio I needed to createa music video which would compliment my chosen genre.To achievethis I had to complete various forms of research in order to meetthe expectations of the viewers from the ‘Dance’ genre. Moreover, the research helped me distinguish the differences between a numberof diverse music videos and what consisted within them. Formy chosen genre I had to ensure that my artist’s representation cameacross humble and welcoming in orderto meetthe generic conventions of the genre.The researchenabled me to identify ways in which the artist couldappeal to the audience forexample, costume, body language etc.
- 3. Comparable artist A similar artist that uses music videos in a comparable way to our artist is David Guetta. I believe he is represented in a very unique way and creates his individual spotlight throughout music videos with a great impact. Despite David Guetta hardly being seen throughout music videos he is able to have a very friendly, humble and welcoming representation of himself which appeals to the audience. He also smiles in most of the music videos.
- 4. Throughout our music video I believe we represented Dyers theory of Star Image. We ensured that we had multiple close-up shots of the artists to enhance their star image to build a better connection with the audience members in order for them to appeal to the viewers. We wanted our female artist to illustrate herself to the audience as a vulnerable, weak and emotionally wrecked character so they would feel sympathy and sorry towards her. I believe Dyers theory helped us represent this as the use of close-ups and extreme close-ups clearly showed the facial expressions of the artist. This was also beneficial when representing the male artist as he would appeal to the audience. Cinematography
- 5. I believe editing took a huge role within our music video. Firstly, the editing enabled us to ensure that the visuals were in sync with the music. This has a larger impact on the audience as I believe it makes it more creative and stand out more. An example of this is when the music beat got really fast we ensured we matched the visuals by editing it to be fast paced which helped to make everything look extreme and get the audience in an upbeat, excited mood. Moreover, we used a lot of jump cutes and fade to help continue the narrative of the music video in a much smoother, appealing way. Editing
- 6. Despite being able to use various locations for my music video I decided to use 2 specific locations. The first location was based in the couple’s house. I believe that this setting allows the audience to have a better insight and understanding of the couple’s relationship which allows them to have a clearer understanding of what takes places within the narrative. Moreover, I also believe that most viewers will be able to relate to this location as most couples share good times in their households as well as big arguments. The second location used was the gym which I believe is once again very relatable as a vast majority would go to the gym to take out their anger or clear out there mind. Setting
- 7. MES: Iconography Thekey piece of iconography used in my music video was to develop the generic conventions of the ‘Dance’ genre further. The key piece of iconography which was used was the artist’s headphones. I believe using headphones is conventional to the genreas the artist represents his love forthe music. Also I believe it supports the idea of the narrative which makes itclearerfor the audience that heis the artist. We also used headphones on another characterstarring within the music video to show the artists influence. Lastly, I believe this could be a form of merchandising for the headphones tosupport the artist.
- 8. MES:Costume/Hair/Makeup/ Body language& facial expressions Wewanted all the characters within the music video to appeal toa variety of audience memberstherefore weensured that they looked very comfortable, natural and relaxed. However, our female charactershair and makeupwere done throughout the video to ensure that she appeals to any male viewers and toenhance Dyers ‘Star Image’theory. Also, I believe that is it conventional tothe genre and it allowed herto look more mature. Her facial expressions werevery simple and relaxedat all times. On the otherhand the male characteralways looked very angry with a screw face to show his angerthrough the narrative. His body language is very stiff and firm to enhance his angerin the gym as well as the house scene. The male characterwas dressed in simple, comfortable gym clothes.
- 9. MES:Lighting Ourmusic video consists of High-key lighting as I believe it givesa clearindication of what is occurring during the scene.Moreover, the use of this lighting contributes to Dyers ‘Star Image’ theory as it allows us to enhance andhighlights characters facials expressions and bring outtheir star image to appeal to the audience and create a bond with them. Lastly, as our music video consists mostly of narrative I believe the High-key lighting gives a better understanding of what is happening.