The document analyzes how the media product challenges and develops conventions of real music videos. It finds that the media product develops conventions through synchronized pacing of shots to the song, using a variety of shot types and locations, and creative shots. However, it also challenges conventions through simpler lighting and costumes, fewer locations and narrative elements compared to some videos. Overall, the analysis finds the media product both develops and challenges conventions in different music videos.
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.
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.
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.
In what ways does your media product use, develop or challenge forms and con...bret margieson
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
The student produced a music video that conformed to conventions of real music videos by researching popular music videos and incorporating elements like telling a story through different character perspectives, syncing shots to the beat of the music, and having a direct link between the narrative and song meaning. Feedback on drafts was positive and noted the clear storytelling and exciting sequencing. Various media technologies were used in the research, planning, production, and evaluation stages.
The music video uses, develops, and challenges some conventions of real hip hop/soul music videos. It develops conventions through the artist's streetwear costumes, locations like public streets, themes of love, close-up shots, and editing that matches the song's pace. It challenges conventions slightly through an unpredictable artist and themes of imagination. Cinematography, lighting, sound, and other elements reinforce the love theme and apply genre theories to represent the artist and their feelings. Overall, the video mainly develops rather than challenges typical conventions of the hip hop/soul music video genre.
The document analyzes how the media product challenges and develops conventions of real music videos. It finds that the media product develops conventions through synchronized pacing of shots to the song, using a variety of shot types and locations, and creative shots. However, it also challenges conventions through simpler lighting and costumes, fewer locations and narrative elements compared to some videos. Overall, the analysis finds the media product both develops and challenges conventions in different music videos.
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.
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.
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.
In what ways does your media product use, develop or challenge forms and con...bret margieson
The document discusses various forms and conventions used in music videos, including performance, narrative, camera shots, editing techniques, sound, and mise-en-scene elements. The author aimed to create a performance-based video focusing on the artist. Key elements included close-up shots of the artist singing and playing guitar to make her the central focus in a plain white room, with minimal editing and sound effects to maintain a pure, traditional style.
The student produced a music video that conformed to conventions of real music videos by researching popular music videos and incorporating elements like telling a story through different character perspectives, syncing shots to the beat of the music, and having a direct link between the narrative and song meaning. Feedback on drafts was positive and noted the clear storytelling and exciting sequencing. Various media technologies were used in the research, planning, production, and evaluation stages.
The music video uses, develops, and challenges some conventions of real hip hop/soul music videos. It develops conventions through the artist's streetwear costumes, locations like public streets, themes of love, close-up shots, and editing that matches the song's pace. It challenges conventions slightly through an unpredictable artist and themes of imagination. Cinematography, lighting, sound, and other elements reinforce the love theme and apply genre theories to represent the artist and their feelings. Overall, the video mainly develops rather than challenges typical conventions of the hip hop/soul music video genre.
- 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
The document discusses conventions used in the student's media product and ancillary texts.
The student researched conventions of the indie/alternative genre to plan their music video that fits the genre while being original. Their video uses many conventions like narrative, dark clothing, emotion, black and white, and slow motion.
Tables show conventions used/not used in the student's video and promotional materials. Screenshots provide examples of how conventions like location, costume, shot types and editing effects were applied.
The digipak and poster also apply conventions like consistent artwork, release information, and barcodes to make the promotional package realistic and cohesive within the genre.
The document discusses conventions used in creating a music video and promotional package for an indie/alternative genre song. It provides tables analyzing conventions used and not used for the music video's narrative, costumes, locations, shots, and editing. Examples from the created music video are shown to demonstrate how conventions were applied. The promotional package, including a poster, digital album artwork, and physical album digipak, is also analyzed for its use of conventions like logos, release information, and continuity across pieces. Overall, the document shows how the created media products successfully use many genre conventions while adding original elements.
The document discusses a music video created by the author for evaluation purposes. It challenges conventions of typical music videos by being entirely narrative-based rather than performance-based. The author conducted audience feedback through questionnaires given to two classes of media studies students aged 16-18. Feedback was generally positive, though younger students aged 16 enjoyed it less than older students. Females on average enjoyed it more than males. The small sample size limits reliability.
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.
The document discusses screenshots from a music video and how it uses and develops conventions from other music videos.
It includes 9 screenshots from the video with explanations of how each shot draws from other music videos. Shots are compared to videos by Kanye West, Ariana Grande, Beyonce, Taylor Swift, Calvin Harris, and Selena Gomez.
The video challenges conventions by focusing on visual elements like glitter rather than the artist. It also experiments with focus and uses symbols like glitter throughout in an unconventional way. In summary, the document analyzes the video's intertextual references and how it develops conventions from other popular music videos.
In what ways does your media product use, develop or challenge forms of conve...samo1992
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
The music video uses, develops, and challenges conventions of real music videos in the following ways:
1. It takes inspiration from videos like Slow Club's "Two Cousins" and "Complete Surrender" in shots like close-ups of hands and a range of dancing styles.
2. It develops on these influences by telling a narrative story with the emotions and lyrics, unlike the original videos.
3. It challenges conventions through minimal costumes that don't reveal character personalities like Ed Sheeran's "Thinking Out Loud."
4. It also draws from Sia's "Chandelier" for contemporary dancing but develops the genre and setting.
5. The digip
In what ways does your media product use, develop or challenge forms and conv...Chaannmichaela
This document summarizes the planning and production process for a music video. It discusses the forms and conventions that were considered, such as camera work, mise-en-scene, editing, and lighting. Specific techniques used include various camera movements, angles, shots, and transitions. Locations, costumes, props and lighting are also outlined. The document analyzes how the techniques compare and contrast to existing music videos and genres. Influential existing music videos are cited that helped shape ideas for the project.
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.
In what ways does you media product use, develop or challenge forms and conv...RachAH
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
The document discusses how the student's media products compare to conventions of real music videos and promotional materials. It examines the student's music video, analyzing how it follows general music video theory and conventions regarding lyrics, genre, camerawork, editing, and exhibitionism. It also evaluates the student's digipak and website, finding they generally conform to common conventions regarding layout, imagery, and navigation, while incorporating some unique elements. Overall, the student believes their projects successfully emulate real media products while maintaining a consistent brand identity across formats.
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.
The document discusses the use of new media technologies in the planning, research, and evaluation stages of creating a media product. During planning, the group used a digital camera to take photos of potential filming locations and test camera angles. They also used a video camera to practice filming and different camera shots. A computer was used for online research on possible genres, artists, and to design the DVD cover and promotional poster. Excel was used to analyze questionnaire results. YouTube, SlideShare, and Prezi were used to publish research findings. During production, a MacBook Pro was used to edit video footage and create the DVD cover and poster designs.
The document discusses the evaluation of a music video created for an R&B/Funky House genre. It examines how the video uses, develops, and challenges conventions of the genre. It discusses the narrative, use of lighting, costumes, editing techniques, sound, camera angles and how they adhere to or develop typical conventions. Feedback is also discussed, noting the video was generally well-received by the target audience but could improve on eye contact from the artist. New media technologies like digital cameras, video cameras and computers were used in planning, research, and production.
The document discusses how the student's music video project uses, develops, and challenges conventions of real music videos. It follows conventions like including live band performances and members as characters, as well as using dark colors. However, it also challenges conventions by not showing all band members together due to space limitations, and using bright paint splatter colors in some shots. The video uses camera techniques, editing, effects and a nonlinear narrative to both adhere to and experiment with conventions of the alternative rock/pop genre. Overall, the project strives to balance conventions with some unconventional elements to engage audiences.
The document discusses how the student's media products compare to conventions of real music videos and promotional materials. It analyzes the student's music video, analyzing how it follows conventions related to lyrics, genre, camerawork, editing, and exhibitionism. It also summarizes how the student's digipak and website design follow conventions of realistic products in terms of layout, imagery, and information presented. Overall, the student believes their products successfully emulate many conventions of real music media products to look professional and promote their fictional band.
The document discusses how the student's media products compare to conventions of real music videos, websites, and digipaks. It examines the theories of general music video conventions, as well as those proposed by Andrew Goodwin. The student analyzes their music video, finding it follows conventions regarding lyrics, tempo, genre, camerawork, and exhibitionism. Their digipak and website also adhere to common conventions regarding layout, colors, and navigation while incorporating some unique elements. Overall, the student believes their products successfully use and develop conventions to create a cohesive brand identity.
This document discusses conventions that are commonly found in music videos, including narrative structure, performances, lip syncing, changes in costumes/makeup, locations, lighting, cinematography techniques, and characters. It analyzes several example music videos and draws inspiration from their use of these conventions. The document aims to apply lessons learned from these examples to create an effective narrative structure and engaging visuals in the author's own music video.
Evaluation of our music video for Girlfriend in a coma by the SmithsJessie Nelson
The document discusses and analyzes several music videos, comparing and contrasting them to the creator's own music video. It examines elements like lip syncing, camera angles, editing techniques, and the balance of comedy and seriousness. Feedback from friends praised the video's humor but noted issues with lip syncing. The creator also reflects on technologies used, difficulties with lighting and syncing audio with video, and ways to improve character development and production quality.
- 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
The document discusses conventions used in the student's media product and ancillary texts.
The student researched conventions of the indie/alternative genre to plan their music video that fits the genre while being original. Their video uses many conventions like narrative, dark clothing, emotion, black and white, and slow motion.
Tables show conventions used/not used in the student's video and promotional materials. Screenshots provide examples of how conventions like location, costume, shot types and editing effects were applied.
The digipak and poster also apply conventions like consistent artwork, release information, and barcodes to make the promotional package realistic and cohesive within the genre.
The document discusses conventions used in creating a music video and promotional package for an indie/alternative genre song. It provides tables analyzing conventions used and not used for the music video's narrative, costumes, locations, shots, and editing. Examples from the created music video are shown to demonstrate how conventions were applied. The promotional package, including a poster, digital album artwork, and physical album digipak, is also analyzed for its use of conventions like logos, release information, and continuity across pieces. Overall, the document shows how the created media products successfully use many genre conventions while adding original elements.
The document discusses a music video created by the author for evaluation purposes. It challenges conventions of typical music videos by being entirely narrative-based rather than performance-based. The author conducted audience feedback through questionnaires given to two classes of media studies students aged 16-18. Feedback was generally positive, though younger students aged 16 enjoyed it less than older students. Females on average enjoyed it more than males. The small sample size limits reliability.
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.
The document discusses screenshots from a music video and how it uses and develops conventions from other music videos.
It includes 9 screenshots from the video with explanations of how each shot draws from other music videos. Shots are compared to videos by Kanye West, Ariana Grande, Beyonce, Taylor Swift, Calvin Harris, and Selena Gomez.
The video challenges conventions by focusing on visual elements like glitter rather than the artist. It also experiments with focus and uses symbols like glitter throughout in an unconventional way. In summary, the document analyzes the video's intertextual references and how it develops conventions from other popular music videos.
In what ways does your media product use, develop or challenge forms of conve...samo1992
The media product uses conventions from real music videos, such as narrative structure and black-and-white effects, to develop a recognizable image for the target audience. Specifically, it takes the convention of a relationship narrative from Bon Jovi's "Livin' in Sin" video and the black-and-white style from Jamey Johnson's "In Colour" video. While most artists are portrayed as older, it challenges conventions by showing a younger artist. The digipak and CD design continue the black-and-white theme for continuity across products, and include real conventions like barcodes. The ad also applies the black-and-white theme to maintain a consistent motif.
The music video uses, develops, and challenges conventions of real music videos in the following ways:
1. It takes inspiration from videos like Slow Club's "Two Cousins" and "Complete Surrender" in shots like close-ups of hands and a range of dancing styles.
2. It develops on these influences by telling a narrative story with the emotions and lyrics, unlike the original videos.
3. It challenges conventions through minimal costumes that don't reveal character personalities like Ed Sheeran's "Thinking Out Loud."
4. It also draws from Sia's "Chandelier" for contemporary dancing but develops the genre and setting.
5. The digip
In what ways does your media product use, develop or challenge forms and conv...Chaannmichaela
This document summarizes the planning and production process for a music video. It discusses the forms and conventions that were considered, such as camera work, mise-en-scene, editing, and lighting. Specific techniques used include various camera movements, angles, shots, and transitions. Locations, costumes, props and lighting are also outlined. The document analyzes how the techniques compare and contrast to existing music videos and genres. Influential existing music videos are cited that helped shape ideas for the project.
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.
In what ways does you media product use, develop or challenge forms and conv...RachAH
The document discusses various conventions used in Kate Nash's existing music videos and how the media product challenges or develops these conventions in their own video. It identifies conventions around performance, locations, editing, use of props to relate to lyrics, and photography style for the digipak. The media product aims to use familiar conventions but also develops them in some areas, such as using longer shots during certain parts of the song.
The document discusses how the student's media products compare to conventions of real music videos and promotional materials. It examines the student's music video, analyzing how it follows general music video theory and conventions regarding lyrics, genre, camerawork, editing, and exhibitionism. It also evaluates the student's digipak and website, finding they generally conform to common conventions regarding layout, imagery, and navigation, while incorporating some unique elements. Overall, the student believes their projects successfully emulate real media products while maintaining a consistent brand identity across formats.
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.
The document discusses the use of new media technologies in the planning, research, and evaluation stages of creating a media product. During planning, the group used a digital camera to take photos of potential filming locations and test camera angles. They also used a video camera to practice filming and different camera shots. A computer was used for online research on possible genres, artists, and to design the DVD cover and promotional poster. Excel was used to analyze questionnaire results. YouTube, SlideShare, and Prezi were used to publish research findings. During production, a MacBook Pro was used to edit video footage and create the DVD cover and poster designs.
The document discusses the evaluation of a music video created for an R&B/Funky House genre. It examines how the video uses, develops, and challenges conventions of the genre. It discusses the narrative, use of lighting, costumes, editing techniques, sound, camera angles and how they adhere to or develop typical conventions. Feedback is also discussed, noting the video was generally well-received by the target audience but could improve on eye contact from the artist. New media technologies like digital cameras, video cameras and computers were used in planning, research, and production.
The document discusses how the student's music video project uses, develops, and challenges conventions of real music videos. It follows conventions like including live band performances and members as characters, as well as using dark colors. However, it also challenges conventions by not showing all band members together due to space limitations, and using bright paint splatter colors in some shots. The video uses camera techniques, editing, effects and a nonlinear narrative to both adhere to and experiment with conventions of the alternative rock/pop genre. Overall, the project strives to balance conventions with some unconventional elements to engage audiences.
The document discusses how the student's media products compare to conventions of real music videos and promotional materials. It analyzes the student's music video, analyzing how it follows conventions related to lyrics, genre, camerawork, editing, and exhibitionism. It also summarizes how the student's digipak and website design follow conventions of realistic products in terms of layout, imagery, and information presented. Overall, the student believes their products successfully emulate many conventions of real music media products to look professional and promote their fictional band.
The document discusses how the student's media products compare to conventions of real music videos, websites, and digipaks. It examines the theories of general music video conventions, as well as those proposed by Andrew Goodwin. The student analyzes their music video, finding it follows conventions regarding lyrics, tempo, genre, camerawork, and exhibitionism. Their digipak and website also adhere to common conventions regarding layout, colors, and navigation while incorporating some unique elements. Overall, the student believes their products successfully use and develop conventions to create a cohesive brand identity.
This document discusses conventions that are commonly found in music videos, including narrative structure, performances, lip syncing, changes in costumes/makeup, locations, lighting, cinematography techniques, and characters. It analyzes several example music videos and draws inspiration from their use of these conventions. The document aims to apply lessons learned from these examples to create an effective narrative structure and engaging visuals in the author's own music video.
Evaluation of our music video for Girlfriend in a coma by the SmithsJessie Nelson
The document discusses and analyzes several music videos, comparing and contrasting them to the creator's own music video. It examines elements like lip syncing, camera angles, editing techniques, and the balance of comedy and seriousness. Feedback from friends praised the video's humor but noted issues with lip syncing. The creator also reflects on technologies used, difficulties with lighting and syncing audio with video, and ways to improve character development and production quality.
The document discusses how a student music video project both uses conventions from real music videos as well as challenges them. It uses conventions such as close-up shots to convey emotion, varied camera angles, editing cuts that match the beat, and transitions like cross dissolves. It also challenges conventions by using dual overlapping clips with different opacity, an unconventional storyline where order is not restored, and not having the artist lip syncing. The project aims to be intriguing while maintaining a professional quality.
The document discusses key conventions used in real music videos and how the media product adheres to or challenges these conventions. It summarizes the conventions used in the media product, such as lip syncing, emotion, use of death/controversy, mise-en-scene, editing to the speed of music, nature landscapes, storyline, and close-up shots of the face. It provides examples from the media product and other music videos to illustrate how different conventions were implemented.
The document provides details about the student's music video project. Some key points:
- The video uses conventions of real music videos like focusing on the artist and having a simple narrative that relates to the song lyrics.
- Feedback was gathered through questionnaires to help improve drafts of the video and ancillary materials like the CD cover.
- Various media technologies were used, including iMovie for editing and Photoshop for designing ancillary materials. Research involved analyzing other music videos online.
The document discusses several theories of music video production and how the student incorporated them into their own music video. It summarizes Vernallis's theory of using obvious edits, jump cuts, and camera moves in time with the music. It discusses Goodwin's theory of focusing on the singer, using repetition, and different song-video relationships. It also outlines Mulvey's theory of the "male gaze" and objectification of women in music videos. The student explains how they took elements from each theory - using obvious edits, repetition through base tracks, focusing on the singer, and applying the male gaze - while also challenging some conventions by not including a narrative. They also discuss other music videos that influenced their aesthetic and location choices.
The document discusses the forms and conventions of pop music videos and how the author's music video project for a course adhered to and challenged some of those conventions. Specifically:
- Pop music videos typically feature many shots of the band members performing and include props, costumes, and colorful settings to engage audiences.
- The author took inspiration from videos by The Saturdays band but chose to tell more of a narrative story with one character rather than just performance shots, as the song's lyrics were from one person's perspective.
- Some conventions it followed included lip syncing, using props and outfits to portray different personalities, and relating scenes to the song lyrics. However, focusing on one character's experience challenged
The document discusses the forms and conventions of pop music videos and how the author's music video project for a course adhered to and challenged some of those conventions. Specifically:
- Pop music videos typically feature close-up shots of band members performing to engage fans. The author's video focused on a single character getting ready to go out rather than a band performance.
- Color, costumes, props, and settings are usually vibrant in pop videos to create a feel-good atmosphere. The author incorporated these elements but in a realistic setting rather than constructed scenes.
- Narrative footage was prioritized over performance to keep viewers engaged, challenging conventions focused on lip syncing performances.
- The single character concept
- The document outlines Walidul Amad Islam's process for creating a music video for class. He chose an R&B/pop song featuring Chris Brown, Lil Wayne, and French Montana and aimed to create unique editing and effects.
- His target audience was fans of those artists, primarily males attracted to the song's lyrics and dance scenes. He sought to use common music video conventions like different shots, camera movement, costumes, lighting, and transitions.
- The pre-production went well with scheduling, storyboarding, and location planning. Though filming took longer than planned, the footage turned out well. Editing was lengthy but color correction improved darker clips.
- The finished video differed from the planned
Ideas and notes on evaluation question 1carinaandre
The document discusses conventions used in media products and evaluates how the student's music video did or did not follow certain conventions. It examines Laura Mulvey's male gaze theory and how shots in the video only somewhat followed this convention by having one twirling shot of the covered up artist. Carol Vernallis' convention of structuring editing based on the song's beat was closely followed. Andrew Goodwin's conventions of having the artist look at the camera and repetition of locations were also adopted for the up-beat urban pop genre video. The student's video can be considered a "disjuncture video" as it did not follow a narrative and locations/costumes did not have cohesion.
The document proposes a concept for Ellie Goulding's music video for her song "Your Song". It suggests illustrating the love song's lyrics metaphorically by surrounding Ellie with candles to portray feelings of love. It outlines using different locations and camera shots to follow Ellie through her life as she daydreams about her love, without fully revealing who she is describing. Lighting, including candles and a changing-color bridge, would help portray emotions. The video aims to strip things down with simplistic shots and movement to complement the emotional lyrics rather than incorporating dance.
In what ways does your Music Video/Digipak/Magazine Advert use, develop or ch...jademason
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.
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.
The document discusses how the author's music video uses, challenges, and develops conventions of real media products. It examines how the author took inspiration from narrative music videos like Rudimental's "Waiting All Night" video in deciding to tell a story. The author analyzed elements like setting, costumes, editing, and transitions in their video and how they conformed to or developed conventions seen in other drum and bass music videos. Feedback from peers noted the editing could have been faster in one section to better match the upbeat pace of the song.
Here are the key ways I used new media technologies in the construction and research, planning and evaluation stages of my project:
Construction:
- Used a Sony Handycam to film all footage for the music video. The camera allowed me to capture high quality video.
Research:
- Researched existing music videos online to understand conventions of the genre. This helped inform my creative choices.
- Analyzed music videos on YouTube to break down techniques used.
Planning:
- Created storyboards digitally using an app to plan shots and scenes. This helped with organization.
Evaluation:
- Created an online survey using Google Forms to gather audience feedback. This provided valuable insights.
- Used
This document discusses how a student's media project, a music video for the song "riptide" by Emma Stevens, uses and develops conventions of real music videos in the pop/country genre. Specifically, it includes:
- A narrative that matches the song's theme of love/relationships
- Casual clothing and lack of formal dress, as is typical in pop/country videos
- Frequent jumps cuts that are on beat to keep the video fast-paced and match the upbeat song
- Focus on the artist and locations through long shots, close-ups, and mid shots
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It summarizes the use of costumes, props, locations, camera techniques, editing techniques, representation of the female artist, links between visuals and lyrics, and target audience.
The music video draws on conventions from Ellie Goulding's own music videos, such as casual costumes, lack of props, studio and outdoor locations, shot types including close-ups and panning shots, editing on the beat of the music, representing the artist's energy, and targeting a young female audience.
Our music video uses and develops several forms and conventions of real music videos:
1) It tells a narrative story through its lyrics and visuals like other narrative music videos.
2) It includes some close-ups of the artist but fewer than typical, unintentionally challenging that convention.
3) The lyrics and visuals are well-matched, following the key convention of relating the two.
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
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Diese Themen werden behandelt
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- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
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Topics covered:
CI/CD with in UiPath
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Speaker:
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3. Demi Lovato - Give Your Heart a Break
Develops
● In both hers and our video the pacing of the shots move in
beat with the pacing of the song
● We both have a range of both performance and narrative
shots
● We both use a wide range of different locations and mis-en-
scene
● Both our videos contain both a male and female character and
include them both in the storyline and not just the main
singer
● We both use a range of transitions
Challenges
● In her video she uses a wide range of
effective camera movements where the
camera moves a lot around in the
different shots. However, with our music
video we tend to keep a still camera a
lot of the time.
● In her video she tends to experiment
more with close-ups whereas we tend
to experiment more with mid-shots
● The lighting in her video is
experimented with a lot and the use of a
spotlight works well. However, in our
video the lighting is kept similar
throughout
● In her video she tends to only have a
few performance locations whereas we
have experimented with more
4. Taylor Swift- Love Story
Develop
● Both of our videos contain a mixture of performance or
narrative shots
● In both videos the narrative shots fits in well with the lyrics
of the song
● In both videos there are a range of different performance
and narrative shot types
● In both videos pacing of shots changes with pacing of song
Challenge
● In her video the use of costumes are
quite extreme and exaggerated however,
in our video they are quite simple and
realistic
● In her video she only has one
performance location whereas in our
video we have a wide range performance
locations
● There are also only a few narrative
locations in her video whereas there is a
wide range in our video
● She also tends to experiment more with
close-ups, however, our video focuses
mainly on mid-shots
● I also found that our video experimented
more with transitions whereas hers were
kept simple
5. Kelly Clarkson - Because of You
Develop
● In both our videos the narrative shots
link in with the performance shots
● We both have a wide use of
performance and narrative shots
● Once again the pacing in this song
links in well with the beat of the song
● There is also a range of ‘fade to
black’ transitions which also
experimented with in my music video
● We also both have a creative shots
i.e. she uses a reflections shot of her
performing in front of mirror, we use
a close-up tracking shot
● We both have taken the concept of
still shots and incorporated them well
Challenge
● In her video she tends to experiment more with the editing of the
performance, whereas in our video the editing is persistent
throughout
● The performance shots in her video tend to only have few locations
whereas, in our video we have a wide range.
● The camera movement in her video is experimented with a lot more
than in our video
● Her video tends to use a wide range of metaphors of the lyrics
demonstrated in the narrative shot. However, our video tends to keep
it simple and less confusing
6. Christina Perri - Jar of Hearts
Develop
● We both have have a wide range of locations, costumes
and mis-en-scene
● Once again the pacing of the song work well with the
pacing of the shots
● Again both own videos experiment with the use of
transitions
● In both our videos the narrative link in well the the
meaning behind song
● We both effectively use the ‘fade to black’ transition at
the end of the song
Challenge
● In her video she has experimented
more with the lighting i.e. she has
made the lighting match the mood of
the song
● In her video she tends to use more
symbolic items i.e the black and the jar
● More special effects in her video i.e.
editing picture of the jar and the heart
● Where we have a mixture of
performance and narrative shots, she
has a mixture of performance, narrative
and dance
7. Miley Cyrus - The Climb
Develop
● Both our videos contain a mixture of
performance and narrative shots
● The pacing fits in well with pacing of song, in
this case the pacing of the shots is slow as the
pacing of the song is also slow
● Both our videos contain a good use of costumes
Challenge
● Our video experiments with a wider range of
locations whereas her video contains very few
● Also, her locations are quite unrealistic and
exaggerated whereas ours are more realistic and
relatable.
● The mis-en-scene in her video is also very over
exaggerated
● Her video experiments more with the foreground
and background of each video i.e. in one scene
there is a performance shot in the foreground
whilst there is a narrative in the background
● She experiments more with close-ups i.e. close-
ups on guitar and she plays it
● In her video there is more focus on performance,
whereas in my video the focus is equally spread
out
8. To Conclude...
Overall,my music video both challenges and develops existing music videos in many different ways. The fact that my
video develops existing music videos means that it potentially shares similar aspects of it. The main similar aspects
that I noticed were things like a mixture of performance and narrative shots. This was effective in throughout mine
and other existing videos as having a range made the video more interested and possibly more relatable. However,
not all videos analysed kept this same pattern. A challenge came from the video for Chritsina Perri - Jar of Heart
which did contain both performance and narrative shots but it also included some dance scenes too. This was
effective as it gave the video more of a range, making it more interesting to the viewer and it fitting in very well
with the theme of the song. Taking all this into account using a dance scene in my video could have helped to
improve it. However, this would only work if the theme of my song fitted in with the whole dance vibe like Christina
Perri’s did. The fact that mine didn’t would only have meant that adding a dance scene would have over
complimented things and my overall video wouldn’t have worked as well as it does. On that note, although dance
scenes do have the potential to improve videos, some videos have different concepts, therefore meaning, it wouldn’t
work as well with all videos.
9. ...
Another way in which my music video challenged existing music videos was in the range of lighting in each video.
From my research I have found that lighting is very important when present the mood individual songs. In some
heartbreak themed songs I found that the lighting was quite dim which expressed a quite morbid mood. This was
effective in both Christina Perri - Jar of Hearts and Miley Cyrus - The Climb video. This is because although they’re
both expressing different feeling and meanings, they are both sad love song. The dim lighting them helps the chosen
target audience to understand and emphasise the artists feeling and emotions. However, my music video is also a
heartbreak themed song but I personally have gone for a different approach by not using the dim lighting. This was
mainly because although my song is based around the heartbreak theme in my video I aimed to present both the
good and bad times of the relationship through the different narrative shots used. Therefore, I figured that using dim
lighting in my music video would have destroyed the whole concept of what I was trying to present. I also found that
not using the dim lighting to represent the whole heartbreak theme was very effective in the original music video for
Demi Lovato - Give Your Heart a Break. Overall, I found that adapting the lighting to suit the mood of the song was
very effective in some music videos but in others it doesn't adapt as well.
V
s
10. Continued...
I also found that my music video developed existing music videos. One development that I found kept consistency
throughout mine and other existing music videos was pacing of the video. In all videos analysed I found that the
pacing of the shots synchronised with the pacing of the song. For example, in slow songs like Miley Cyrus - The Climb
the pacing of the shots are quite slow whereas in a more upbeat song like Kelly Clarkson - Because of You the pacing
of the shots are quite quick and snappy. From previous researched I have noticed that pacing within a music video is
very important as it helps to keep the viewer interesting in what happening. Without synchronised pacing the music
video would start to become very dull and boring, thus losing a lot of viewers. The fact that mine and other existing
videos have synchronised pacing makes our videos automatically become more interesting and appealing to our
chosen target audience.
V
s
11. ...
Another development that I picked up on was the use of creative shots in both mine and other existing music videos.
The use of creative shots also made our music videos more attractive and appealing to the chosen target audience.
One example of a creative shot that I really liked was in Kelly Clarkson’s video for Because of You. During one her
her performance scenes she is singing into a full length mirror whilst the camera pans around her filming her
reflection. I thought this work really well and as a viewer kept me interested. I then looked at my music video in
which I had used a few creative shots too. One shot that really stood out for me was the tracking shot which was a
close-up of her face while performing. I found using that using a range of different creative shots was very effective
amongst a wide range of music videos.