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The music video does not have a detailed script as it consists of simple scenes. One scene takes place in a classroom where the main girls act as rebels who break the rules while the extra students have confused and annoyed expressions. The overall video focuses on a rebellious theme without complex scripting for most of the scenes.
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Script
The script for a music video is simple and stereotypical for its genre. It begins with the main protagonist in her bedroom looking upset while admiring things that remind her of her ex-boyfriend. Most of the video will feature performance scenes, and it concludes with the protagonist joining friends after changing clothes to go out with them.
Evaluation Q2 2
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Evaluation Q1
The document discusses conventions in music videos and how the author's music video both followed and challenged conventions of the R&B genre. It followed conventions such as establishing the main protagonist, incorporating both narrative and performance scenes with changes in lighting, using subtle costume choices, and editing techniques common to the genre. However, it challenged conventions by not including a title at the beginning, not focusing on exotic locations, and portraying a strong female protagonist going against stereotypes.
Evaluation Q3 2
The interviews and questionnaires conducted with the target audience prior to filming helped the creator learn what their audience wanted and did not want to see in the music video. The audience preferred mainstream artists like Chris Brown who appeal to female audiences and address everyday issues in their music. Feedback after filming indicated the creator could have shown more emotion during performances and used a flashier costume and makeup. Viewing the video with family also provided suggestions to change minor details and the Drake reference.
Evaluation Q3
The document discusses feedback received from audiences on a music video. Pre-filming interviews and questionnaires with the target audience of young R&B fans helped the creator understand what to include, like relatable everyday themes. Post-filming feedback noted areas for improvement like being more emotive in the performance scene and using a flashier costume. Overall, the feedback process informed how to better meet audience expectations for the R&B genre.
Evaluation Q2
The document discusses the effectiveness of combining a main music video product with ancillary texts for a genre of R&B. Key aspects that were incorporated into the music video and other products included establishing characters, lighting, costume, editing, narrative, and mise-en-scene to tell the story of the song. High and low key lighting were used depending on the tone. Costumes were subtle rather than bright or dark. Editing included slow pacing and fades. The album digipak and magazine advert maintained strong brand identity through consistent use of font, colors, and other visual elements to effectively promote the artist.
Conventions of magazine adverts for digipaksi
The conventions of magazine adverts for digipaks include a picture of the album, the artist name, and release date. They also feature consistent branding elements like fonts, images, and color schemes to promote the album name, record label, and social media links. Additional information directs customers to websites and stores to purchase the album.
Shot list
The shot list describes various camera shots for a music video, including extreme long shots of girls dancing, close ups panning across girls' faces at a table and in a classroom, long shots of girls in a classroom, extreme close ups of girls singing, close ups of their clothes, tilt shots, quick cuts due to a fast beat, and tracking shots of a person walking in London.
Shooting schedule
This document provides a shooting schedule for a film titled "TLC - Hat 2 Da Back" with details about location, characters, props, and shot descriptions for various scenes filmed over multiple days. It lists scenes filmed on September 19th at DeAston School Hall featuring three band member characters singing and goofing around while wearing baggy, funny clothes and glasses. Additional classroom scenes were filmed on September 21st and 22nd at Room 25 of the same school, including close-ups of the teacher and students. The final scene was filmed on September 28th on a London road, with a long shot of a ghetto-looking area and one band member character.
Pitch
The video pitch proposes emphasizing how the three main characters are different by dressing them in baggy clothes in a classroom full of white students and teacher who are uncomfortable. Shots will show the girls singing and dancing together having fun, in a ghetto area to fit a typical hip-hop video, and unexpectedly in dresses at one point to prove a point against stereotypes. The video will include various scenes from the song and end with a dance during a musical breakdown before fading out with the girls having fun.
Evaluation question 6 mo
The document discusses the process of making a film. It describes using various hardware like a video camera and microphone, as well as software like editing programs and websites for research. YouTube and blogs were used to find inspiration for the film opening and track their work. A practice film was made and uploaded to YouTube for feedback before finishing. A range of devices were used for filming, sound, and editing with the computer and Movie Studio Platinum 12.0. Special effects like black and white were used for scenes like a flashback.
More from MoAdey (11)
Script
- 1. Script My music video does not necessarily have a script. There are not that many scenes that are detailed. Though one of the scenes that will be held in the classroom is quite simple. The girls are basically rebels who are going against the rules. The extras in the video who are the students are meant to have confused and annoyed looks on their faces throughout the video.