This document summarizes how a media product uses and challenges conventions of real music videos and genres. It analyzes how the created music video, magazine advertisement, and digital album packaging incorporate elements of grime music video conventions identified by Andrew Goodwin, such as developing an iconic motif through a hat worn by the artist. Some conventions are reinforced, such as linking lyrics to visuals and amplifying the music. Others are subverted, like sexualizing the male artist rather than females and contradicting optimistic lyrics with unlucky visuals. Real grime music videos are referenced for comparison. The marketing materials also incorporate conventions of their formats through consistent branding, imagery and information.
Open educational resources joan hatfieldJoan Hatfield
Open Educational Resources (OERs) provide many benefits such as saving students costs, increasing access to education, and allowing students to preview or revisit courses. However, ensuring quality, designing effective online formats, evaluating content without feedback, and sustaining funding for updates present challenges. For OERs to be most effective, analysis and design for learning, interaction between students and instructors, categorization of content, and feedback/revision pathways should be included.
This document lists and describes 4 social networks that can help one's career: LinkedIn for professional networking, Facebook for staying connected with friends and colleagues, Google+ for sharing updates and expertise, and Twitter for following thought leaders and companies.
Throughout the project, the student used various new media technologies at different stages of production. In pre-production, the student used Blogger to create a music video blog for research storage and sharing. YouTube was used for inspiration and analyzing other music videos. Excel helped store audience research data. During filming, a digital camera, tripod, torch, reflector and dolly were used. Post-production involved using Premiere Pro for editing, YouTube for sharing rough cuts, Freesound.org for sound effects, a YouTube converter, and Photoshop for packaging design. Slideshare was used for presentation viewing.
Script for video presentation question 4GroupFiveMV
The document discusses the various new media technologies used at different stages of a music video project. In pre-production, the group researched music videos online using iTunes, Google Images, and YouTube. They created a blog using Blogger to store research. Twitter was used unsuccessfully to contact the artist. Excel stored audience research data. Prezi and Slideshare presented findings. Facebook organized volunteers. Filming used a digital camera, tripod, torch, reflector, and dolly. Post-production involved editing in Premier Pro, adding sound effects from Freesound.org and YouTube Converter, and uploading the final cut to YouTube. Photoshop designed packaging. Evaluation work was presented on Slideshare and Scribd.
This document summarizes how a media product uses and challenges conventions of real music videos and genres. It analyzes how the created music video, magazine advertisement, and digital album packaging incorporate elements of grime music video conventions identified by Andrew Goodwin, such as developing an iconic motif through a hat worn by the artist. Some conventions are reinforced, such as linking lyrics to visuals and amplifying the music. Others are subverted, like sexualizing the male artist rather than females and contradicting optimistic lyrics with unlucky visuals. Real grime music videos are referenced for comparison. The marketing materials also incorporate conventions of their formats through consistent branding, imagery and information.
Open educational resources joan hatfieldJoan Hatfield
Open Educational Resources (OERs) provide many benefits such as saving students costs, increasing access to education, and allowing students to preview or revisit courses. However, ensuring quality, designing effective online formats, evaluating content without feedback, and sustaining funding for updates present challenges. For OERs to be most effective, analysis and design for learning, interaction between students and instructors, categorization of content, and feedback/revision pathways should be included.
This document lists and describes 4 social networks that can help one's career: LinkedIn for professional networking, Facebook for staying connected with friends and colleagues, Google+ for sharing updates and expertise, and Twitter for following thought leaders and companies.
Throughout the project, the student used various new media technologies at different stages of production. In pre-production, the student used Blogger to create a music video blog for research storage and sharing. YouTube was used for inspiration and analyzing other music videos. Excel helped store audience research data. During filming, a digital camera, tripod, torch, reflector and dolly were used. Post-production involved using Premiere Pro for editing, YouTube for sharing rough cuts, Freesound.org for sound effects, a YouTube converter, and Photoshop for packaging design. Slideshare was used for presentation viewing.
Script for video presentation question 4GroupFiveMV
The document discusses the various new media technologies used at different stages of a music video project. In pre-production, the group researched music videos online using iTunes, Google Images, and YouTube. They created a blog using Blogger to store research. Twitter was used unsuccessfully to contact the artist. Excel stored audience research data. Prezi and Slideshare presented findings. Facebook organized volunteers. Filming used a digital camera, tripod, torch, reflector, and dolly. Post-production involved editing in Premier Pro, adding sound effects from Freesound.org and YouTube Converter, and uploading the final cut to YouTube. Photoshop designed packaging. Evaluation work was presented on Slideshare and Scribd.
This document outlines basic HTML tags including how to open and close tags, heading tags which range from h1 to h6 in size, paragraph tags which define the start and end of paragraphs, and bold and italic tags which are used to make text bold or italic. Heading tags vary in size and importance from h1 being the largest to h6 being the smallest. Paragraph tags are used to define paragraphs and bold and italic tags are used to style text as bold or italic.
This document analyzes the ways in which the media product uses and develops conventions of real music videos. It discusses several conventions outlined by media theorist Andrew Goodwin, and provides examples from the media product's music video, title sequence, location, scenario scenes, lighting, artist's style, ambient sound, dancing scenes, and pool table scenes. The document also summarizes the ancillary tasks of a magazine advert and digipack created to promote the music video, noting how they develop conventions of star iconography and intertextual references.
This document outlines basic HTML tags including how to open and close tags, heading tags which range from h1 to h6 in size, paragraph tags which define the start and end of paragraphs, and bold and italic tags which are used to make text bold or italic. Heading tags vary in size and importance from h1 being the largest to h6 being the smallest. Paragraph tags are used to define paragraphs and bold and italic tags are used to style text as bold or italic.
This document analyzes the ways in which the media product uses and develops conventions of real music videos. It discusses several conventions outlined by media theorist Andrew Goodwin, and provides examples from the media product's music video, title sequence, location, scenario scenes, lighting, artist's style, ambient sound, dancing scenes, and pool table scenes. The document also summarizes the ancillary tasks of a magazine advert and digipack created to promote the music video, noting how they develop conventions of star iconography and intertextual references.