Researching into music videos
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This music video features Drake and Rihanna singing along to their song "Take Care". Drake is dressed in all black while Rihanna wears all white, possibly representing their contrasting roles. Their facial expressions appear serious and emotional to match the emotional love song. The video primarily uses slow motion and focuses on close-ups of the two artists to emphasize their connection and lyrics about taking care of each other.
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Question 1 - evaluation
In this document, the author summarizes how their music video conforms to and challenges conventions of the grime genre. They filmed in Bournemouth, which has personal significance, and used dark lighting, tracking shots, and urban clothing brands to match grime music video styles. While unable to fully showcase wealth through expensive clothes like mainstream grime artists, the author included lyrics on screen to help the meaning and pace of the fast rhymes be understood. Overall, the video draws from typical grime elements but also aims to make the lyrics clearer.
Video analysis1
This music video by Ian Brown uses a mixture of natural and artificial lighting. It features many close-ups and medium close-ups of the artist as well as group shots and tracking shots of a marching band, representing Brown's connection to the North of England. The editing ensures the band is always playing in sync with the music. Certain aspects create a sense of realism, while the staged genre means realism fluctuates. It follows conventions like close-ups of the main artist.
Final major project
This document discusses and compares three types of music videos: performance based videos, narrative videos, and live performance videos. Performance based videos use lighting effects and camera shots to enhance upbeat songs. Narrative videos portray the meaning of lyrics through characters and scenes. Live performance videos show both the stage and crowd to convey the excitement of a real performance. While each type has benefits, narrative and live performance videos require more planning and work to produce effectively.
Question 1
This document discusses how the media producer's music video uses, develops, or challenges conventions of real music videos. It establishes a retro, vintage aesthetic through the opening title font and faded, saturated opening shot. While the romance narrative conforms to the genre, the lack of the artist in the first shots contrasts some conventions. The use of super 8 film filters, color grading, locations, and retro props are considered conventional, but the inclusion of authentic VHS footage challenges conventions by providing a different type of realism. Overall, the video both conforms to and develops conventions of the indie/alternative genre through its retro aesthetic and romance narrative.
Presentation1
My music video used several conventions of real hip-hop music videos, such as using green screen scenes, filming in various locations associated with hip-hop culture, and including opening credits stating the title and artist. However, it also challenged some conventions by not including jewelry or tattoos typically featured in hip-hop videos and using still images in the introduction and middle, paying homage to the French film La Jetée. The fast-paced editing and inclusion of various shots and angles were meant to be entertaining for the target younger audience while also showing the artist's progression from living in poorer areas to achieving success.
Video Techniques and Influences
This document discusses various music videos that have inspired the creator's own video project. Some key aspects that the creator wants to emulate include: close-up shots focusing on specific details; framing a subject through a mirror to imply hidden feelings; simple costumes in bold colors; consistent lighting and color tints throughout; psychedelic editing effects used sparingly; extreme close-ups of objects and details; slow motion; matching video elements like dripping water to the song's beat; performance shots directly to the camera; telling a story through separate images; costumes and makeup fitting a 1960s style; blue/pink color contrasts; animation combined with real life elements; beach and city locations; and a series of very short shots capturing friends spending time
Evaluation q1
The document provides an analysis of how the media producer's music video for the song "Brand New Day" by Dizzee Rascal uses and develops conventions of the grime music genre. It discusses using similar shot types, editing techniques like color correction and black bars, and mise-en-scene elements common to grime music videos, such as urban locations, costumes and props. Specific examples are given of shots and editing that emulate other grime artists' music videos to remain consistent with genre conventions rather than challenge them. The goal was to create a music video fitting for the song's themes of violence and struggle that felt authentic to the grime genre.
Research specification for my
The document outlines a research specification for a final major project filming a band's performance. It details that the setting will be a performance space, filming will use a variety of shots including close-ups and wide shots from multiple cameras, the band will wear vintage-style costumes with the lead singer in a top hat as a prop, and editing techniques will include speeding up footage of setup and adding slow motion to capture dancing.
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Question 1 - evaluation
In this document, the author summarizes how their music video conforms to and challenges conventions of the grime genre. They filmed in Bournemouth, which has personal significance, and used dark lighting, tracking shots, and urban clothing brands to match grime music video styles. While unable to fully showcase wealth through expensive clothes like mainstream grime artists, the author included lyrics on screen to help the meaning and pace of the fast rhymes be understood. Overall, the video draws from typical grime elements but also aims to make the lyrics clearer.
Video analysis1
This music video by Ian Brown uses a mixture of natural and artificial lighting. It features many close-ups and medium close-ups of the artist as well as group shots and tracking shots of a marching band, representing Brown's connection to the North of England. The editing ensures the band is always playing in sync with the music. Certain aspects create a sense of realism, while the staged genre means realism fluctuates. It follows conventions like close-ups of the main artist.
Final major project
This document discusses and compares three types of music videos: performance based videos, narrative videos, and live performance videos. Performance based videos use lighting effects and camera shots to enhance upbeat songs. Narrative videos portray the meaning of lyrics through characters and scenes. Live performance videos show both the stage and crowd to convey the excitement of a real performance. While each type has benefits, narrative and live performance videos require more planning and work to produce effectively.
Question 1
This document discusses how the media producer's music video uses, develops, or challenges conventions of real music videos. It establishes a retro, vintage aesthetic through the opening title font and faded, saturated opening shot. While the romance narrative conforms to the genre, the lack of the artist in the first shots contrasts some conventions. The use of super 8 film filters, color grading, locations, and retro props are considered conventional, but the inclusion of authentic VHS footage challenges conventions by providing a different type of realism. Overall, the video both conforms to and develops conventions of the indie/alternative genre through its retro aesthetic and romance narrative.
Presentation1
My music video used several conventions of real hip-hop music videos, such as using green screen scenes, filming in various locations associated with hip-hop culture, and including opening credits stating the title and artist. However, it also challenged some conventions by not including jewelry or tattoos typically featured in hip-hop videos and using still images in the introduction and middle, paying homage to the French film La Jetée. The fast-paced editing and inclusion of various shots and angles were meant to be entertaining for the target younger audience while also showing the artist's progression from living in poorer areas to achieving success.
Video Techniques and Influences
This document discusses various music videos that have inspired the creator's own video project. Some key aspects that the creator wants to emulate include: close-up shots focusing on specific details; framing a subject through a mirror to imply hidden feelings; simple costumes in bold colors; consistent lighting and color tints throughout; psychedelic editing effects used sparingly; extreme close-ups of objects and details; slow motion; matching video elements like dripping water to the song's beat; performance shots directly to the camera; telling a story through separate images; costumes and makeup fitting a 1960s style; blue/pink color contrasts; animation combined with real life elements; beach and city locations; and a series of very short shots capturing friends spending time
Evaluation q1
The document provides an analysis of how the media producer's music video for the song "Brand New Day" by Dizzee Rascal uses and develops conventions of the grime music genre. It discusses using similar shot types, editing techniques like color correction and black bars, and mise-en-scene elements common to grime music videos, such as urban locations, costumes and props. Specific examples are given of shots and editing that emulate other grime artists' music videos to remain consistent with genre conventions rather than challenge them. The goal was to create a music video fitting for the song's themes of violence and struggle that felt authentic to the grime genre.
Research specification for my
The document outlines a research specification for a final major project filming a band's performance. It details that the setting will be a performance space, filming will use a variety of shots including close-ups and wide shots from multiple cameras, the band will wear vintage-style costumes with the lead singer in a top hat as a prop, and editing techniques will include speeding up footage of setup and adding slow motion to capture dancing.
Evaluation q1
The media product uses, develops, and challenges conventions of real music videos in the grime genre in the following ways:
1) It uses common shot types like mid shots, close ups, and long shots. It also utilizes editing techniques like color correction, black and white filters, and border bars that are typical in grime music videos.
2) It features typical urban settings for locations like abandoned buildings, car parks near council estates, and recreating a pirate radio set in a kitchen, drawing from conventions of the genre.
3) Props like smoke bombs and a microphone, and costumes like ski masks, hoodies, and tracksuits are used to match the genre's representations of violence and fit
Analysisis
The mise-en-scene establishes a narrative through Taylor Swift's costumes that transform her character. Cinematography uses two-shots to reflect the narrative connection between Taylor and the boy. Editing moves the story forward through cut shots between scenes of a baseball game, prom, and Taylor's room. The lyrics and visuals have a direct correlation to advance the clear narrative story being told.
Conventions of a music video
Music videos use various camera shots and techniques to emphasize the artist and emotion of the song. Quick cuts are often used to keep the audience engaged and in sync with the beat of the song. Mise-en-scene, including props, locations, and costumes, are chosen to reflect the music genre and portray a narrative that enhances the lyrics and story being told.
Part1
The document discusses how a student media product uses, develops, and challenges conventions of real media products. It summarizes that the music video follows conventions such as a single narrative structure and club setting but challenges norms through elements of humor and a dream sequence. Camera shots and editing aim to effectively portray the concept and flow with the music, while the mise-en-scene captures the feel of techno-mix music videos through settings, lighting, and dancing. The video drew inspiration from other dance-focused music videos to incorporate performance and influence viewers in a way typical of the genre.
Student music videos
The document analyzes two student music videos. For the first video "My Number - Louis": Three main camera distances were used to avoid being choppy and overwhelming. Shots included long shots to fit the band and close-ups of individual artists and instruments. A range of camera angles including 45 and 90 degree shots were used, and the camera slowly zoomed and panned at times. The band wore plain, casual clothing reflective of the indie genre and used band equipment as appropriate props.
For the second video "All That Glitters - No Sleep Tonight": Various camera distances including medium shots of the group were used. The camera moved quickly to match the high energy pop genre. Costumes wildly changed between scenes and
Construction & Editing Process
The document discusses the editing process for creating a music video. Sequence markers were used to aid editing and sync clips to the beat of the song. Multiple rough cuts were made, incorporating feedback each time to improve the video. This included shortening shot lengths, adding more shots of the vocalist, and increasing the pace through additional cuts. Using markers and creating several edits allowed for testing different structures and orientations to ultimately produce the best final cut.
Q1- music video text version
This document provides an analysis of the student's own music video for Bloc Party's "She's Hearing Voices" comparing it to conventions of the indie rock music video genre. The student discusses how their video both challenges and conforms to genre conventions through its inclusion of performance shots, narrative elements, and references to the song's lyrics through visuals. While conforming to some conventions like close-ups of the artist and relationship between music and visuals, it challenges others like the lack of voyeuristic female gazes. The student analyzes their video through the lens of genre theory and considers how it relates to and departs from examples like other indie rock music videos.
Inspirational Texts
The music video uses 2-3 locations including two hallways and another place under sheets. There are no costume changes. The video relies on camera movement and lighting effects rather than narrative elements to keep it engaging.
Song Choices
This document analyzes four music videos - "Harder To Breathe", "Molly's Chambers", a cover of "Shut Down", and "Feel Good Inc" - to choose one for a music video project. It discusses the editing techniques and performance aspects of each. It eliminates "Shut Down" for being too simplistic and live. It also rules out the animated "Feel Good Inc" because the project requires a performance-based video. Between the remaining options of "Harder To Breathe" and "Molly's Chambers", the document chooses "Molly's Chambers" because the band was already familiar with that song, making it easier to record.
Analysis of previous students work jamie powell
The document discusses the shots and lighting used in a music video. It analyzes mid shots of the band displaying all members, as well as close ups of each instrument. Shots are clear and well focused. Later, a new character is introduced halfway through the video in a well-lit mid shot. The video creatively combines the band's performance with a narrative storyline, though the narrative is somewhat confusing. In the end, the performance becomes part of the narrative as the character watches. The creativity is praised, though clearer narrative and audio syncing could have improved the video.
Evaluation presentation
The document summarizes how the media product uses, develops, and challenges conventions of real music videos. It discusses using dance scenes and a narrative storyline similar to other pop music videos. While also challenging conventions by setting it in everyday locations with plain costumes to make it more relatable. Feedback from 20 viewers is positive about the dancing, storyline, and humor. Suggestions to improve camerawork and use a wider variety of shots are provided. The document also discusses the technologies used such as video cameras, editing software, uploading platforms, and design software to construct, research, and evaluate the media product and ancillary materials.
A2 music videos
The document discusses two student music videos from A2 2013. For group 21's video, the summarizer liked the perfect lip syncing, animated outline of the artist, use of 5+ locations, narrative that kept viewers entertained, editing that changed with the beat, and variation in shot types. Group 3's video had controlled camera movement, clear distinction between chorus and verse shots, effective use of effects and transitions, good shot variation and backgrounds, and establishing shots that fit well, though there was overuse of some shots.
Location recce
The document discusses location plans for shooting scenes for a music video for the band Seafret. It describes shooting an opening scene at a unique structure to set the conceptual genre. Dance scenes would be filmed in a large open warehouse or area with minimal camera movement and space for dancers. Intimate narrative scenes of a fighting couple would be shot in a bedroom to portray the moment realistically with few props. Floor plans are included to illustrate the camera and subject placement for each scene.
In what ways does your media product use
The documentary challenges conventions of real documentaries in several ways:
1. It uses mise en scene such as having a ballet barre in interviews to establish the context of dance.
2. It follows the rule of thirds for interview subjects looking across the camera rather than directly at it to appear more professional.
3. It breaks the convention of lighting interviews from behind by lighting subjects from above to make them appear like they are performing on a stage under spotlights.
Music video analysis
The document analyzes and compares two 1960s music videos:
- The video for "Penny Lane" by The Beatles is a mix of performance shots and conceptual scenes representing the lyrics. However, at the end they are shown singing in a field, going against genre expectations.
- In contrast, the video for "Good Vibrations" by The Beach Boys does not include any performance shots of the band singing. While it depicts the summer fun described in the song, the narrative is not clear and it lacks direct representations of the lyrics. It also avoids the "male gaze" typically featured in music videos.
Coursework evaluation answers draft
The document provides answers to questions about a media project creating a dance drama opening sequence. It describes how the sequence uses conventions of the genre like dance choreography shots, ballet costumes, and a dance studio setting. It challenges conventions somewhat through subtle tense edits. The distribution target is the American film industry due to their large budgets. The student learned skills using Adobe Premiere Pro, After Effects, and other technologies to film, edit, and construct the project.
Editing evaluation
This document summarizes an editing evaluation for a media studies project. It notes that the initial edit was a rough draft, with unedited shots of varying lengths and no added effects or sound. It identifies that the shots need further editing down to seem like an opening sequence rather than a short film. It also explains difficulties in matching shots to the diegetic jazz music due to being shot at different times in the song. The evaluation concludes that further fine-tuning of sound and audio is needed to synchronize perfectly with the visuals.
Paradise city music video analysis work sheet
The document analyzes the Guns N' Roses music video for "Paradise City" across several elements:
1) The target audience is teens, young adults, and older adults who enjoy loud, guitar-driven rock music.
2) The lyrics reference the band's memories of the Midwest but were also inspired by the rough streets of Los Angeles where they lived.
3) The tempo starts slow and increases throughout the song to match the increasing energy shown in scenes of chaos at their live shows.
Lydia cooke evaluation of rough music video edit
This document provides an evaluation of rough edits to a music video and proposes several improvements:
1) Footage of a band member singing needs to be re-filmed to sync their mouth movements with the audio.
2) The video needs a clearer narrative that shows a band member entering prison and performing songs in different prison locations.
3) Additional narrative footage close to the prison and of different band members performing is needed.
Music video analysis supersonic
This document analyzes the music video for "Supersonic" by Oasis. It summarizes that the black and white video focuses primarily on the lead singer, Liam Gallagher, through various shots including mid-shots, low angles, and high angles. It also notes that the gritty, working-class location on a building rooftop helps create a connection with audiences. Overall, the video uses its visual style and focus on the singer to portray the band as down-to-earth and relatable.
Target audience
Target Audience: A target audience is a specific group that a business aims its marketing and advertising towards. For R&B music, the typical target age is 16-25 year olds, as the genre's themes are often explicit and most relatable to young adults. However, older audiences may still enjoy R&B that they listened to in their youth.
Gender: R&B attracts both male and female listeners, but skews more female. For females, love songs are relatable and male artists are seen as sexy. Female artists are portrayed as glamorous role models. Males are drawn to displays of wealth in male artists' videos.
Ethnicity: While R&B originated from African
Shot list
This document provides a shot list for a music video. It includes 20 shots with descriptions of the camera movement, location, and key details for each shot. The shots include both indoor locations like a café and bedroom, as well as outdoor street scenes. They transition between close-ups of the actors' faces and body parts to medium shots of them interacting in different environments. The song playing throughout provides context for the scenes depicted. Overall, the shot list outlines the visual storytelling of the music video through a sequence of varied shots in various settings.
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Evaluation q1
The media product uses, develops, and challenges conventions of real music videos in the grime genre in the following ways:
1) It uses common shot types like mid shots, close ups, and long shots. It also utilizes editing techniques like color correction, black and white filters, and border bars that are typical in grime music videos.
2) It features typical urban settings for locations like abandoned buildings, car parks near council estates, and recreating a pirate radio set in a kitchen, drawing from conventions of the genre.
3) Props like smoke bombs and a microphone, and costumes like ski masks, hoodies, and tracksuits are used to match the genre's representations of violence and fit
Analysisis
The mise-en-scene establishes a narrative through Taylor Swift's costumes that transform her character. Cinematography uses two-shots to reflect the narrative connection between Taylor and the boy. Editing moves the story forward through cut shots between scenes of a baseball game, prom, and Taylor's room. The lyrics and visuals have a direct correlation to advance the clear narrative story being told.
Conventions of a music video
Music videos use various camera shots and techniques to emphasize the artist and emotion of the song. Quick cuts are often used to keep the audience engaged and in sync with the beat of the song. Mise-en-scene, including props, locations, and costumes, are chosen to reflect the music genre and portray a narrative that enhances the lyrics and story being told.
Part1
The document discusses how a student media product uses, develops, and challenges conventions of real media products. It summarizes that the music video follows conventions such as a single narrative structure and club setting but challenges norms through elements of humor and a dream sequence. Camera shots and editing aim to effectively portray the concept and flow with the music, while the mise-en-scene captures the feel of techno-mix music videos through settings, lighting, and dancing. The video drew inspiration from other dance-focused music videos to incorporate performance and influence viewers in a way typical of the genre.
Student music videos
The document analyzes two student music videos. For the first video "My Number - Louis": Three main camera distances were used to avoid being choppy and overwhelming. Shots included long shots to fit the band and close-ups of individual artists and instruments. A range of camera angles including 45 and 90 degree shots were used, and the camera slowly zoomed and panned at times. The band wore plain, casual clothing reflective of the indie genre and used band equipment as appropriate props.
For the second video "All That Glitters - No Sleep Tonight": Various camera distances including medium shots of the group were used. The camera moved quickly to match the high energy pop genre. Costumes wildly changed between scenes and
Construction & Editing Process
The document discusses the editing process for creating a music video. Sequence markers were used to aid editing and sync clips to the beat of the song. Multiple rough cuts were made, incorporating feedback each time to improve the video. This included shortening shot lengths, adding more shots of the vocalist, and increasing the pace through additional cuts. Using markers and creating several edits allowed for testing different structures and orientations to ultimately produce the best final cut.
Q1- music video text version
This document provides an analysis of the student's own music video for Bloc Party's "She's Hearing Voices" comparing it to conventions of the indie rock music video genre. The student discusses how their video both challenges and conforms to genre conventions through its inclusion of performance shots, narrative elements, and references to the song's lyrics through visuals. While conforming to some conventions like close-ups of the artist and relationship between music and visuals, it challenges others like the lack of voyeuristic female gazes. The student analyzes their video through the lens of genre theory and considers how it relates to and departs from examples like other indie rock music videos.
Inspirational Texts
The music video uses 2-3 locations including two hallways and another place under sheets. There are no costume changes. The video relies on camera movement and lighting effects rather than narrative elements to keep it engaging.
Song Choices
This document analyzes four music videos - "Harder To Breathe", "Molly's Chambers", a cover of "Shut Down", and "Feel Good Inc" - to choose one for a music video project. It discusses the editing techniques and performance aspects of each. It eliminates "Shut Down" for being too simplistic and live. It also rules out the animated "Feel Good Inc" because the project requires a performance-based video. Between the remaining options of "Harder To Breathe" and "Molly's Chambers", the document chooses "Molly's Chambers" because the band was already familiar with that song, making it easier to record.
Analysis of previous students work jamie powell
The document discusses the shots and lighting used in a music video. It analyzes mid shots of the band displaying all members, as well as close ups of each instrument. Shots are clear and well focused. Later, a new character is introduced halfway through the video in a well-lit mid shot. The video creatively combines the band's performance with a narrative storyline, though the narrative is somewhat confusing. In the end, the performance becomes part of the narrative as the character watches. The creativity is praised, though clearer narrative and audio syncing could have improved the video.
Evaluation presentation
The document summarizes how the media product uses, develops, and challenges conventions of real music videos. It discusses using dance scenes and a narrative storyline similar to other pop music videos. While also challenging conventions by setting it in everyday locations with plain costumes to make it more relatable. Feedback from 20 viewers is positive about the dancing, storyline, and humor. Suggestions to improve camerawork and use a wider variety of shots are provided. The document also discusses the technologies used such as video cameras, editing software, uploading platforms, and design software to construct, research, and evaluate the media product and ancillary materials.
A2 music videos
The document discusses two student music videos from A2 2013. For group 21's video, the summarizer liked the perfect lip syncing, animated outline of the artist, use of 5+ locations, narrative that kept viewers entertained, editing that changed with the beat, and variation in shot types. Group 3's video had controlled camera movement, clear distinction between chorus and verse shots, effective use of effects and transitions, good shot variation and backgrounds, and establishing shots that fit well, though there was overuse of some shots.
Location recce
The document discusses location plans for shooting scenes for a music video for the band Seafret. It describes shooting an opening scene at a unique structure to set the conceptual genre. Dance scenes would be filmed in a large open warehouse or area with minimal camera movement and space for dancers. Intimate narrative scenes of a fighting couple would be shot in a bedroom to portray the moment realistically with few props. Floor plans are included to illustrate the camera and subject placement for each scene.
In what ways does your media product use
The documentary challenges conventions of real documentaries in several ways:
1. It uses mise en scene such as having a ballet barre in interviews to establish the context of dance.
2. It follows the rule of thirds for interview subjects looking across the camera rather than directly at it to appear more professional.
3. It breaks the convention of lighting interviews from behind by lighting subjects from above to make them appear like they are performing on a stage under spotlights.
Music video analysis
The document analyzes and compares two 1960s music videos:
- The video for "Penny Lane" by The Beatles is a mix of performance shots and conceptual scenes representing the lyrics. However, at the end they are shown singing in a field, going against genre expectations.
- In contrast, the video for "Good Vibrations" by The Beach Boys does not include any performance shots of the band singing. While it depicts the summer fun described in the song, the narrative is not clear and it lacks direct representations of the lyrics. It also avoids the "male gaze" typically featured in music videos.
Coursework evaluation answers draft
The document provides answers to questions about a media project creating a dance drama opening sequence. It describes how the sequence uses conventions of the genre like dance choreography shots, ballet costumes, and a dance studio setting. It challenges conventions somewhat through subtle tense edits. The distribution target is the American film industry due to their large budgets. The student learned skills using Adobe Premiere Pro, After Effects, and other technologies to film, edit, and construct the project.
Editing evaluation
This document summarizes an editing evaluation for a media studies project. It notes that the initial edit was a rough draft, with unedited shots of varying lengths and no added effects or sound. It identifies that the shots need further editing down to seem like an opening sequence rather than a short film. It also explains difficulties in matching shots to the diegetic jazz music due to being shot at different times in the song. The evaluation concludes that further fine-tuning of sound and audio is needed to synchronize perfectly with the visuals.
Paradise city music video analysis work sheet
The document analyzes the Guns N' Roses music video for "Paradise City" across several elements:
1) The target audience is teens, young adults, and older adults who enjoy loud, guitar-driven rock music.
2) The lyrics reference the band's memories of the Midwest but were also inspired by the rough streets of Los Angeles where they lived.
3) The tempo starts slow and increases throughout the song to match the increasing energy shown in scenes of chaos at their live shows.
Lydia cooke evaluation of rough music video edit
This document provides an evaluation of rough edits to a music video and proposes several improvements:
1) Footage of a band member singing needs to be re-filmed to sync their mouth movements with the audio.
2) The video needs a clearer narrative that shows a band member entering prison and performing songs in different prison locations.
3) Additional narrative footage close to the prison and of different band members performing is needed.
Music video analysis supersonic
This document analyzes the music video for "Supersonic" by Oasis. It summarizes that the black and white video focuses primarily on the lead singer, Liam Gallagher, through various shots including mid-shots, low angles, and high angles. It also notes that the gritty, working-class location on a building rooftop helps create a connection with audiences. Overall, the video uses its visual style and focus on the singer to portray the band as down-to-earth and relatable.
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Target audience
Target Audience: A target audience is a specific group that a business aims its marketing and advertising towards. For R&B music, the typical target age is 16-25 year olds, as the genre's themes are often explicit and most relatable to young adults. However, older audiences may still enjoy R&B that they listened to in their youth.
Gender: R&B attracts both male and female listeners, but skews more female. For females, love songs are relatable and male artists are seen as sexy. Female artists are portrayed as glamorous role models. Males are drawn to displays of wealth in male artists' videos.
Ethnicity: While R&B originated from African
Shot list
This document provides a shot list for a music video. It includes 20 shots with descriptions of the camera movement, location, and key details for each shot. The shots include both indoor locations like a café and bedroom, as well as outdoor street scenes. They transition between close-ups of the actors' faces and body parts to medium shots of them interacting in different environments. The song playing throughout provides context for the scenes depicted. Overall, the shot list outlines the visual storytelling of the music video through a sequence of varied shots in various settings.
Pre-production
This document provides details for the pre-production of a music video. It includes locations that will be filmed at including a bedroom, café, and street. Floor plans are provided for the bedroom shots. Costumes and props are outlined, including casual clothes for the actors. Two actors, James and Georgia, are identified. Equipment that will be used includes a Canon DSLR camera, tripod, and SD card. A production schedule is given with dates for filming and post-production editing.
evaluation speed dating
This document summarizes feedback from 11 people on a media studies coursework video called "Evaluation Speed Dating". The feedback focused on what each person liked about the video and what they would change if editing it. Overall, most people commented positively on the use of black and white cinematography and felt it set an effective mood. However, some felt certain shots could have been steadier or that the narrative or ending needed more clarity or development.
Audience theory
This document discusses several theories of audience analysis:
- The Frankfurt School proposed the "effects model" which viewed audiences as isolated individuals susceptible to media messages without question.
- The two-step flow theory developed the idea that opinion leaders receive information from media sources and then pass it along to others in their social groups.
- Uses and gratifications theory sees audiences as active consumers who choose media for different reasons like diversion, social interaction, identity, or information gathering.
- David Morley's work identified three types of audience readings - dominant, negotiated, and oppositional - based on the degree to which audience members accept or reject the preferred meaning of a media text.
Genre research
R&B originated in the 1940s as a genre of African American popular music. It combines elements of blues, gospel, soul and funk. Typical R&B bands include piano, guitar, bass, drums and saxophone with background vocals. Lyrics focus on relationships, freedom, aspirations and sex. The term R&B has evolved over time as the music incorporated different styles. Famous R&B artists include Beyoncé, Mariah Carey, Michael Jackson, and Rihanna. Key features of typical R&B music videos include locations like houses, clubs and streets, minimal clothing for female artists, and tattoos for male artists. Videos use various camera shots to tell a story.
Narrative theory
Narrative theory proposes that narratives are organized sequences of causally related events that unfold over time, from a beginning to a middle to an end, embodying a judgment about the nature of those events. Key theorists identified common character types in narratives, structural elements like codes that readers use to make sense of a story, and underlying symbolic oppositions. More recently, narratives have become more complex, incorporating modified chronologies, alternative versions, loose collections of stories, and other nonlinear techniques.
Media language
This document discusses key concepts in media language and semiotics. It defines media language as the technical elements and codes used to create meaning in media texts. These include mise-en-scene, camera techniques, sound editing, and editing. Semiotics is introduced as the study of signs and their role in constructing meaning. Theorists discussed include Saussure, who defined the sign as consisting of the signifier and signified, and Peirce, who categorized signs into symbols, icons, and indexes. Barthes applied semiotic concepts to culture and argued that signs take on dominant ideological values of a society and position audiences in relationships to signs.
Genre theory
Genre theory divides texts into categories based on common elements to help study them. Genre helps audiences and institutions decide what to watch or create by supplying demand. Traditionally genres were fixed, but theorists now see them as dynamic and always changing to reflect society. Genre conventions from the past are less common as audiences want more variety. Still, genre remains useful as everyone understands it, allowing producers, audiences, and scholars to analyze media in the same way. Its accessibility also lets genre apply broadly across text types, though genres can restrict creativity and risk-taking if formulas become tired.
Evaluation the show
1) The document describes doing makeup for a theatrical production from February 13-18. Makeup was applied to help characters appear older or distinguish roles.
2) Foundation, powder, and wrinkle lines were used to make male cast members and older characters appear older. Pink eyeshadow and blush were applied to ballet dancers.
3) Quick changes between miners and police officers required swiftly removing coal makeup and reapplying foundation during the show. Cross-dressing scenes required bright lipstick and fake beards.
Creating ideas text
The team printed out everyone's mood boards to finalize character ideas and start designing makeup templates. They began going through scenes and writing down each character's makeup needs. As the play progresses, some characters' makeup will change to show events like injuries or looking more worn over time, requiring makeup changes between scenes and a time schedule for efficient application.
Production meeting
The production meeting covered updates on lighting, visuals, sound, stage management, costumes, and makeup. They started installing LEDs in the light boxes, are working on a pre-show montage, and the sound budget went over so they need to make changes or borrow equipment. The stage design was changed so there will be no on-stage toilet, and they are researching final props and collecting what they already have. Costumes are being planned scene-by-scene and templates are being made for character makeup.
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Music video research
This document summarizes and analyzes the codes and conventions of music videos in different genres, including pop, indie rock, and hip hop. For the pop song "Counting Stars" by One Republic, the summary notes its dual narrative structure showing the band practicing in a basement while a church meeting occurs above, representing heaven and hell. For the indie rock song "Paradise" by Coldplay, the summary discusses its narrative of Chris Martin as an elephant searching for his family and its use of live performance footage. For the hip hop song "Azonto" by Fuse ODG, the summary highlights its various location shots and use of close-ups of the artist to promote him.
Music video analysis
The document analyzes the music video for "Love More" by Chris Brown featuring Nicki Minaj. It summarizes that the video uses several conventions of the hip hop genre through the costumes, location, and editing. Specifically, it notes that Chris Brown wears popular hip hop brand sneakers and unbuttoned shirts to appeal to fans. The video also features scenes of the artists arriving at a club and performing amid flashing lights and dancing crowds, reinforcing stereotypical club settings. Overall, the analysis states that the video effectively uses stylistic elements common to hip hop music videos to promote the artists and genre.
Media - Evaluation Q1
The document discusses several theories about conventions used in music videos and how the student incorporated them into their own music video and ancillary products.
Vernallis's theory holds that music videos break continuity editing rules to keep viewers engaged through obvious edits, jump cuts, base tracks, and camera moves in time with the music. Goodwin's theory is that music videos are built around songs rather than narratives, rely on repetition, and involve the singer looking at the camera. Mulvey's theory is that women in music videos are often portrayed from the male gaze through dismembered body parts, provocative clothing, and sexuality.
The student followed these theories in their music video by using edits, base tracks, having the
Styles and Conventions
1. Music videos use various styles, conventions, and techniques to convey meaning and tell stories. These include using live concert footage, narratives, surrealism, impressionism, and animation.
2. Common techniques in music videos are lip syncing, editing with jump cuts and cutting to the beat, using post-production effects, split screens, chroma keying, camera movements, varied camera angles/shots, and mise-en-scene.
3. Examples described include videos by Robots in Disguise, Alice Cooper, Slaves, Kings of Leon, Pussy Riot, Kasabian, Dead Pretties, Adore Delano, Cabbage, KISS, Lady Bird,
In what ways does your media product use develop or challenge forms and conve...
The document discusses how the music video challenges conventions of real media products. It compares the music video to others to analyze how it follows and challenges forms and conventions. Some conventions it follows include including the artist and song name at the beginning, having shots of the artist overlooking edges, and using dissolve effects. Some conventions it challenges include putting the artist and song name on one shot, having credits at both the beginning and end, having the artist face the camera in an establishing shot, not including models, and interpreting famous landmark shots with the artist in front of London landmarks.
Ryan smith media
This document discusses the codes and conventions used in music videos and how the author's media product both used and developed these conventions. Specifically:
- The author's music video used conventions like a focus on color, star image, and facial expressions to convey meaning. It was performed in black and white to draw focus to lighting and editing.
- To develop conventions, the author challenged conventions by having to film alone without support, resulting in still footage without movement. This unintentionally mimicked the style of Bloc Party's "Banquet".
- The author then developed this style by taking elements of "Banquet" and A-Ha's "Take On Me" - combining a pure performance style with effects
Hip hop conventions
The document summarizes common visual techniques used in hip-hop music videos. It analyzes videos for songs like "A Lot" by 21 Savage, "Inglorious" by Slowthai, "No Security" by Skepta, and "Praise the Lord" by A$AP Rocky. It discusses elements like costume, set design, props, lighting, shot types, editing, camera work, representation, and narrative. Key points mentioned include the use of costumes to fit a video's theme, location shooting vs studio sets, displaying wealth through cars and jewelry, and having narratives relate to the song's message.
Video analysis
Drake's music video for "HYFR" was directed by Director X and features Drake celebrating his re-bar mitzvah, which turns into a lively party. The video shows Drake and featured artist Lil Wayne performing their parts of the song alongside other hip hop artists dancing and lip syncing. It uses techniques like fast cuts, slow motion, and wide shots to capture the atmosphere and synchronize with the beat of the song. The video targets hip hop fans and Drake/Lil Wayne fans by featuring the artists and following conventions of the hip hop music video genre.
Foo-Fighters Detailed Analysis
This document provides an in-depth analysis of the Foo Fighters music video for the song "The Pretender" in order to understand how to create high-quality rock music videos. The analysis finds that the video adheres to several rock music video conventions, such as showing the band performing and depicting a conflict between rebels and authority. It also syncs the editing pace and camerawork to the tempo changes in the song. Overall, the video appeals to rock fans through its embrace of typical genre tropes while retaining some unique visual elements.
Q1: IN WHAT WAYS DOES YOUR PRODUCT USE, DEVELOP OR CHALLENGE FORMS AND CONVEN...
This document discusses how the media product conforms to and challenges conventions of real music videos, digipaks, and album advertisements.
It conforms to conventions like including director names and titles in the music video, using cuts that match the tempo of the R&B song, and clearly stating the album title and artist on the digipak.
Some conventions are challenged, like omitting lip syncing in the music video to focus on story over lyrics, using illustrations instead of photos on the digipak, and having a darker, more contemporary style rather than expensive displays of wealth. Cross-promotion between the music video and other products is also used.
Media eval q3
This document discusses the forms and conventions of real media products and how the student's media project adhered to or challenged them. It examines Goodwin's theory that successful music videos enhance lyrics, relate music and visuals, incorporate genre styles and label demands, use intertextual references and voyeurism, and reference the artist. The student analyzed how their music video for Rihanna's "Farewell" enhanced lyrics through facial expressions and incorporated conventions of R&B videos like intimacy and narrative. Ancillary materials like the album cover referenced the artist's motif in line with conventions. New media like Final Cut Pro, Photoshop, blogs and social media were used in various stages of production.
Additional research mise en scene
The document discusses how mise-en-scene elements like costumes, props, locations, and lighting can be used to attract audiences, represent artists, and communicate genre and narrative in a music video. Costumes featuring expensive streetwear brands can attract audiences interested in rap culture. Props like money can represent wealth and the hip hop lifestyle. Locations shift from urban settings implying a difficult past to luxurious settings implying current success. Mise-en-scene choices aim to position the artist and genre while also communicating a narrative around the song's themes like relationships and career progression.
A2 media evaluation
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as focusing on dancing, while also challenging some conventions by portraying the artist in a modest way and with a message of female independence. Feedback from audiences helped improve the final products. New media technologies like Final Cut Pro and design software were used at various stages of planning, production, and evaluation. Overall, the project reinforced some conventions of the genre while also updating them for a modern audience.
A2 media evaluationnew
1) The document evaluates a music video, CD cover, and magazine advertisement created as part of a media studies project. It discusses how the products used conventions of real media while also challenging some conventions.
2) Specific conventions used included revealing clothing, dancing, syncing video to lyrics, and using the artist's image prominently. Conventions challenged included more modest clothing and a non-traditional CD cover color scheme.
3) Feedback was gathered from the target audience and new media technologies like Final Cut Pro were used. Overall the project reinforced conventions but in a way appropriate to the goals of the artist and song.
A2 media evaluation
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as including dancing, while also challenging some conventions by portraying the artist in a modest way without overly emphasizing sexuality. Audience feedback was gathered and new media technologies like Final Cut Pro were used. The evaluation reflects on what was learned and discusses comparisons between the project's music video and conventions found in other dancehall genre videos.
Intro
1) The document evaluates a music video, CD cover, and magazine advertisement created as part of a media studies project. It discusses how the products used conventions of real media while also challenging some conventions.
2) Specific conventions used included revealing clothing, dancing, syncing video to lyrics, and using the artist's image prominently. Conventions challenged included more modest clothing and a non-traditional CD cover color scheme.
3) Feedback was gathered from the target audience and new media technologies like Final Cut Pro were used. Overall the project reinforced conventions but in a way appropriate to the goals of the specific media products.
A2 media evaluation
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as including dancing and syncing movements to lyrics, while also challenging some conventions by portraying the artist in a modest way and not using typical Jamaican color schemes. Audience feedback found the video conveyed the message of female independence effectively. Various technologies like Final Cut Pro and Photoshop were used in production and editing. Overall the project reinforced some conventions while putting a new spin on others to suit its goals.
A2 media evaluationnew
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as including dancing and syncing movements to lyrics, while also challenging some conventions by portraying the artist in a modest way and not using typical Jamaican color schemes. Audience feedback found the video conveyed the message of female independence effectively. Various technologies like Final Cut Pro and Photoshop were used in production and editing. Overall the project reinforced some conventions while putting a new spin on others to suit its goals.
Genre reseach
A genre is a style or category that involves particular characteristics. Music video genres are shown through costumes, locations, colors, themes, representations, and props. Pop music videos use bright colors, upbeat songs, choreographed dancing, quick editing, and close-ups of the artist to promote their image to a young audience. Indie videos have the artist performing with edgy costumes, low lighting, cinematic effects, and narratives reflecting lyrics. Hip hop videos use low angles, close-ups, branded clothing, money references, and dancing to promote the artist's power and desirability.
A2 media evaluationnew
1) The document evaluates a music video, CD cover, and magazine advertisement created as part of a media studies project. It discusses how the products used conventions of real media while also challenging some conventions.
2) Specific conventions used included revealing clothing, dancing, syncing video to lyrics, and using the artist's image prominently. Conventions challenged included more modest clothing and a non-traditional CD cover color scheme.
3) Feedback was gathered from the target audience and new media technologies like Final Cut Pro were used. Overall the project reinforced conventions but in a way appropriate to the goals of the artist and song.
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Researching into music videos
- 6. There arealso random shots oflocations and living things within the musicvideo which don’t associate with the song there making it have conceptualparts to the video. Howeverit does makethe video more dramatic which is what I think theyaretrying to do. Having these clips thereforeincorporates inter-textual reference.
- 7. Using Goodwin to analyse the video Another key feature of the video is the close ups of both artists and this allows the record label to promote a set image for the band/artist, which will help target audiences empathise with the band/artist. In a way you can also say there is frequently reference to notion of looking and particularly voyeuristic treatment of the female body. Drake and Rihanna both look at the camera while lip syncing their lines to really draw the audience in.You could also say that the ‘male gaze’ is being used on Rihanna, the camera shots are quite close up and the costume she is wearing, an off the shoulder top, can be perceived as quite sexy.Therefore this would appeal to a male audience. In relation to the visuals to the song, in this music video I think they illustrate the song.The set of images used illustrate the meaning of the lyrics & genre, which is very common in music videos. With technical aspects they use a lot of close up shots of both stars and subjects of the other clips. I think by doing this they really want the audience to focus on certain details of the music video or to amplify the fact of them being close and ‘taking care’. Having the plain background is also to make the audience thoroughly focus on the artists and suggests an authentic look.The use of editing with the slow motion is also used to make sure the audience capture everything in the shot and it makes it become more effective. I think it also goes along nicely with the rhythm and beat of the music video when using slow motion. Most cuts are also in time with the beat to make the video more entertaining in a way and flow well.