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Teaching the Music Video Brief  Nikki Blackborow The Latymer School
Outline of A2 course June (of Y12) – Dec: Music Video Brief G324    (AS Brief: Film Opening sequence) Jan: exam leave Feb – May: G325 Critical Perspectives  (Contemporary Media Regulation: Film    and The Press) June: exam leave
Organisation of unit G324 June – July: Teach music video construction and performance. Start portfolios Sept:  Teach ancillary tasks and wider issues. Continue portfolio development - research Oct - Nov: Planning & Production work. Ongoing portfolio development Dec: Audience screenings, evaluations and assessment Jan: Submission of coursework
Teaching Music Video Summer Term of Y12 ideal time to start this 1st few lessons - lots of exposure to range of music videos Aim - to build up confidence with terminology and increase understanding of the how and why of construction Introduce a simple analysis framework Students should understand that music video is a distinctive form Useful to compare/ contrast to other forms – film, TV advertising, trailers etc
Latymer Music Videos 2008produced  two BBC Blast National Competition Winners
‘I Kissed a Boy’ by Boy, Interrupted 2009 Currently our most ‘successful’  music video to date 371,028 views on youtube Screened on MTV’s Gay TV slot   on Georgian Television  Translated into Spanish Screened at gay night club in NYC Screened at Gay Pride NZ Latymermedia offered professional partner youtube status as a result
Voodoo Child 2010
How did we get there? 1 day workshop each year Focus on performance, camera and editing Lip sync practice for all Understanding of structure Quality learning experience – stretch & challenge Plus: Analysis of music videos A focus on visual planning from outset Visual referencing
Where to start Start with your students and what they know Discussion – everything they know about music video Question – what makes a music video a music video? Conventions – big list – what do they think music videos have in common Get them to identify a video they would consider to be the best example of the form Screen them if possible, students explain their choice
       Resources Our own youtube channel playlists http://www.youtube.com/user/latymermedia Ours and others past student music videos eg http://www.youtube.com/user/hurtwoodhousemedia http://www.youtube.com/user/longroadmediastudies Our blogs http://latymermediamusicvideo2008.blogspot.com/ Online  Music Television channels: MTV Base etc Band websites: also Myspace, Facebook, Youtube channels Wikipedia – loads of info to get started
Resources Essential Books: Pete Fraser’s ‘Teaching Music     Video’ (available from the BFI     + Amazon) ‘30 frames per second: The     Visionary Art of the Music     Video’ (Amazon) Inspirational DVDs:  Director ‘best ofs’ egThe Work of   Director Michel Gondry (Amazon)
      Theory/ theorists Andrew Goodwin  ‘Dancing in the Distraction Factory’  1992 Carol Vernallis ‘Experiencing Music Video:  Aesthetics and cultural context’  2004 -Both available on Amazon  -Ensure the theory accessible for  students – can they use/apply it?
Functions of a Music Video What job does a music video do? Look at music television, online/ viral, sales and promotion, video cds, compilations, synergy with film How has this changed over time? Impact of new technologies over last decade History of music video (with youtube clips for illustration) Copyright issues Alternative forms of music video – literal, lip dub and other fan based material Inspiration:  http://en.wikipedia.org/wiki/Music_video Illustrate with youtube clips – there are plenty to choose from!
Music Video historical compilation
  Music Video analysis ,[object Object], music and the imagery ,[object Object],  want to illustrate ,[object Object]
 Students apply the same analysis framework for a video of   their choice ,[object Object],  and present in class ,[object Object],[object Object]
Key area for discussion (1) - Genre Look for generic signifiers – dancing, gestures,    overall look, instruments, lyrics  Familiarity, recognition, pleasure for audience Genre as a tool for music video analysis – how     useful/limiting is it? Compare to analysis of film – quite a different process
Key areas for discussion (2) - structure Music, lyrics, iconography - how do these work together? Different relationship to film? Which code is the more powerful? Narrative, performance, concept? Artist’s role Why have these choices been made?
Key area for discussion (3)– camera and editing Look at shot patterns Compare to other forms Breakdown and compare the way narrative and performance are constructed Discuss: the process of shooting each of the above the process of editing each of the above beauty shots and performance beds why certain choices are made
Key areas for discussion (4) – representation  Explore representation of women through discussion of:  camera work, artist performance, dress,     gesture, lyrics who is in control? audience – who is it for, alternative readings? changing representations over time
   Practical/creative tasks to aid learning Copy a look – students recreate a still photo in pairs Play an unfamiliar track in class, & provide the lyrics. Students annotate the lyrics individually, then class discuss initial responses, thoughts around genre etc. Then students prepare a group treatment. Show the actual video and discuss Students produce a storyboard for an extract from a professional video Students create the shooting schedule for a narrative/ performance video
   Practical tasks to aid learning Students remake short section of a music video. Work as a class or in groups to shoot + edit the remake. Cut all sections together at the end to form a whole In pairs, choose a song and learn the lyrics. Then lip synch to song, shoot + edit the sequence Evaluate the process and the learning associated with the above – like a prelim task
3 useful examples of narrative/ performance music videos Britney Spears ‘Baby One More Time’ Busted ‘What I go to School For’ Wheatus ‘Teenage Dirtbag’  Available on youtube Set in school Rich for analysis  Past but popular/ familiar with students Relevant and accessible Students can choose their own contemporary    examples to analyse
2007 Britney Spears ‘Baby One More Time’
BBC Blast National Awards 2009  + = BBC Blast bursary winner
BBC Blast National Awards 2010  + = BBC Blast Bursary Winner
2008 Busted ‘What I go to school For’
2009 Wheatus ‘Teenage Dirtbag’
Lip sync practice2009
Voodoo Child 2010
Development of Initial Ideas Track selection Moodboard to represent chosen genre ‘Collage’ style image or photos to represent chosen target audience Logo ideas to represent record label Screen test shots of possible actors Brainstorms of early ideas for tracks Treatment to represent music video ideas Build up to a pitch to class Use the blog to illustrate the presentation and have a hand out ready
  Planning Students are expected to produce: a timeline a storyboard a shot list a shoot schedule a call sheet a costume and props list ongoing behind the scenes photos/video clips
Creative , visual,    and accessible Inspired planning
Example storyboard using post-it notes
Wider concepts One lesson on each of the following: Audience consumption and popular music: how audiences are targeted, audience pleasure and appeal Institutions: structure of UK music industry, who owns what, copyright issues, exhibition and distribution, impact of recent technologies Marketing and promotional campaigns Construction of image, branding Each lesson could inspire a mini investigative activity
Example 1 Lesson: Compare two websites/channels in class  in order to explore issues around audiences  & institutions  Follow-up:  Students pick one website/channel to analyse  for themselves - must be relevant to their project Example 2 Lesson: Compare the websites of two record labels in order to explore issues around  ownership, control, independent/  mainstream/ niche, impact of new  technologies Follow-up: Students pick one  record label website to analyse for  their research - must be relevant to  them in some way
Can use the same approach with: Marketing campaigns Album covers Band websites Magazine adverts Brand image/identity Aim to: Discuss conventions/expectations first Have a few general examples ready Focus on one/two worked examples in detail Students follow up with their own choice, tailored      to be relevant to their project Provide simple framework for analysis – a few questions The more visual the research, the better
Teaching the ancillary tasks One lesson each on the form and style of: ,[object Object]
band and record label websites
magazine adverts for album
	examples and discussion
	students can contribute chosen examples
	use each lesson to inspire investigative work,[object Object]
Research and planning evidence Blogs should be visual and analytical, with regular postings, and no unexplained gaps Research must be relevant and focused. It’s purpose should be to inform and inspire the production Individual blogs should contain evidence of individual research, ideas, skills development, and reflections Group blogs should focus on all group research, planning and production once the project is up and running Students should formally close their blog when the project is over/on the day of the deadline

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Teaching music video by nikki blackborrow

  • 1. Teaching the Music Video Brief Nikki Blackborow The Latymer School
  • 2. Outline of A2 course June (of Y12) – Dec: Music Video Brief G324 (AS Brief: Film Opening sequence) Jan: exam leave Feb – May: G325 Critical Perspectives (Contemporary Media Regulation: Film and The Press) June: exam leave
  • 3. Organisation of unit G324 June – July: Teach music video construction and performance. Start portfolios Sept: Teach ancillary tasks and wider issues. Continue portfolio development - research Oct - Nov: Planning & Production work. Ongoing portfolio development Dec: Audience screenings, evaluations and assessment Jan: Submission of coursework
  • 4. Teaching Music Video Summer Term of Y12 ideal time to start this 1st few lessons - lots of exposure to range of music videos Aim - to build up confidence with terminology and increase understanding of the how and why of construction Introduce a simple analysis framework Students should understand that music video is a distinctive form Useful to compare/ contrast to other forms – film, TV advertising, trailers etc
  • 5. Latymer Music Videos 2008produced two BBC Blast National Competition Winners
  • 6. ‘I Kissed a Boy’ by Boy, Interrupted 2009 Currently our most ‘successful’ music video to date 371,028 views on youtube Screened on MTV’s Gay TV slot on Georgian Television Translated into Spanish Screened at gay night club in NYC Screened at Gay Pride NZ Latymermedia offered professional partner youtube status as a result
  • 8. How did we get there? 1 day workshop each year Focus on performance, camera and editing Lip sync practice for all Understanding of structure Quality learning experience – stretch & challenge Plus: Analysis of music videos A focus on visual planning from outset Visual referencing
  • 9. Where to start Start with your students and what they know Discussion – everything they know about music video Question – what makes a music video a music video? Conventions – big list – what do they think music videos have in common Get them to identify a video they would consider to be the best example of the form Screen them if possible, students explain their choice
  • 10. Resources Our own youtube channel playlists http://www.youtube.com/user/latymermedia Ours and others past student music videos eg http://www.youtube.com/user/hurtwoodhousemedia http://www.youtube.com/user/longroadmediastudies Our blogs http://latymermediamusicvideo2008.blogspot.com/ Online Music Television channels: MTV Base etc Band websites: also Myspace, Facebook, Youtube channels Wikipedia – loads of info to get started
  • 11. Resources Essential Books: Pete Fraser’s ‘Teaching Music Video’ (available from the BFI + Amazon) ‘30 frames per second: The Visionary Art of the Music Video’ (Amazon) Inspirational DVDs: Director ‘best ofs’ egThe Work of Director Michel Gondry (Amazon)
  • 12. Theory/ theorists Andrew Goodwin ‘Dancing in the Distraction Factory’ 1992 Carol Vernallis ‘Experiencing Music Video: Aesthetics and cultural context’ 2004 -Both available on Amazon -Ensure the theory accessible for students – can they use/apply it?
  • 13. Functions of a Music Video What job does a music video do? Look at music television, online/ viral, sales and promotion, video cds, compilations, synergy with film How has this changed over time? Impact of new technologies over last decade History of music video (with youtube clips for illustration) Copyright issues Alternative forms of music video – literal, lip dub and other fan based material Inspiration: http://en.wikipedia.org/wiki/Music_video Illustrate with youtube clips – there are plenty to choose from!
  • 14. Music Video historical compilation
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  • 17. Key area for discussion (1) - Genre Look for generic signifiers – dancing, gestures, overall look, instruments, lyrics Familiarity, recognition, pleasure for audience Genre as a tool for music video analysis – how useful/limiting is it? Compare to analysis of film – quite a different process
  • 18. Key areas for discussion (2) - structure Music, lyrics, iconography - how do these work together? Different relationship to film? Which code is the more powerful? Narrative, performance, concept? Artist’s role Why have these choices been made?
  • 19. Key area for discussion (3)– camera and editing Look at shot patterns Compare to other forms Breakdown and compare the way narrative and performance are constructed Discuss: the process of shooting each of the above the process of editing each of the above beauty shots and performance beds why certain choices are made
  • 20. Key areas for discussion (4) – representation Explore representation of women through discussion of: camera work, artist performance, dress, gesture, lyrics who is in control? audience – who is it for, alternative readings? changing representations over time
  • 21. Practical/creative tasks to aid learning Copy a look – students recreate a still photo in pairs Play an unfamiliar track in class, & provide the lyrics. Students annotate the lyrics individually, then class discuss initial responses, thoughts around genre etc. Then students prepare a group treatment. Show the actual video and discuss Students produce a storyboard for an extract from a professional video Students create the shooting schedule for a narrative/ performance video
  • 22. Practical tasks to aid learning Students remake short section of a music video. Work as a class or in groups to shoot + edit the remake. Cut all sections together at the end to form a whole In pairs, choose a song and learn the lyrics. Then lip synch to song, shoot + edit the sequence Evaluate the process and the learning associated with the above – like a prelim task
  • 23. 3 useful examples of narrative/ performance music videos Britney Spears ‘Baby One More Time’ Busted ‘What I go to School For’ Wheatus ‘Teenage Dirtbag’ Available on youtube Set in school Rich for analysis Past but popular/ familiar with students Relevant and accessible Students can choose their own contemporary examples to analyse
  • 24. 2007 Britney Spears ‘Baby One More Time’
  • 25. BBC Blast National Awards 2009 + = BBC Blast bursary winner
  • 26. BBC Blast National Awards 2010 + = BBC Blast Bursary Winner
  • 27. 2008 Busted ‘What I go to school For’
  • 31. Development of Initial Ideas Track selection Moodboard to represent chosen genre ‘Collage’ style image or photos to represent chosen target audience Logo ideas to represent record label Screen test shots of possible actors Brainstorms of early ideas for tracks Treatment to represent music video ideas Build up to a pitch to class Use the blog to illustrate the presentation and have a hand out ready
  • 32. Planning Students are expected to produce: a timeline a storyboard a shot list a shoot schedule a call sheet a costume and props list ongoing behind the scenes photos/video clips
  • 33. Creative , visual, and accessible Inspired planning
  • 34. Example storyboard using post-it notes
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  • 36. Wider concepts One lesson on each of the following: Audience consumption and popular music: how audiences are targeted, audience pleasure and appeal Institutions: structure of UK music industry, who owns what, copyright issues, exhibition and distribution, impact of recent technologies Marketing and promotional campaigns Construction of image, branding Each lesson could inspire a mini investigative activity
  • 37. Example 1 Lesson: Compare two websites/channels in class in order to explore issues around audiences & institutions Follow-up: Students pick one website/channel to analyse for themselves - must be relevant to their project Example 2 Lesson: Compare the websites of two record labels in order to explore issues around ownership, control, independent/ mainstream/ niche, impact of new technologies Follow-up: Students pick one record label website to analyse for their research - must be relevant to them in some way
  • 38. Can use the same approach with: Marketing campaigns Album covers Band websites Magazine adverts Brand image/identity Aim to: Discuss conventions/expectations first Have a few general examples ready Focus on one/two worked examples in detail Students follow up with their own choice, tailored to be relevant to their project Provide simple framework for analysis – a few questions The more visual the research, the better
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  • 40. band and record label websites
  • 43. students can contribute chosen examples
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  • 45. Research and planning evidence Blogs should be visual and analytical, with regular postings, and no unexplained gaps Research must be relevant and focused. It’s purpose should be to inform and inspire the production Individual blogs should contain evidence of individual research, ideas, skills development, and reflections Group blogs should focus on all group research, planning and production once the project is up and running Students should formally close their blog when the project is over/on the day of the deadline
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  • 47. Evaluation Group video task Prepare answers in advance Groups brainstorm answers and debate points in class first Present as a video discussion Illustrate with pre-selected clips, and other imagery Each student in group ‘leads’ the discussion for one question All illustrative materials linked to blog afterwards Students post their reflections plus any points missed out Give a time limit and some quiet space Videos recorded in one take
  • 48. Assessment Positive marking system Break down the criteria according to your project and students Is the evidence there? Interactive mark sheet Include a note to your moderator Candidates in sample create a ‘Dear Moderator’ final post Do anything you can to ensure the moderator’s job is made easier