1. Q1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
Theo Hall

2. •
For this question I am going to analyse the convention used within our music video, showing how they are
conventional or unconventional. Comparing to other real music videos I will be using micro/macro
elements to illustrate my points.
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Andrew Goodwin’s music videos categories
Music and Video Style
Genre Conventions
Artist Iconography
Voyeurism
Intertextual References

3. •
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This image shows a close-up of our main character who demonstrates nature throughout the music video
relating to the narrative, wearing this mask to protect himself from elements and humans. Such as smoke
as he watches the environment seep away before his eyes, litter and smoke are key areas where this is
shown in our video. This shot shows the character blowing away a flame from a lighter suggesting the
death of nature and his efforts to rebel them, although at the end of our video his mask is seen with urban
areas showing the death of nature., this contrasts with reality as the environment declines.
This is very conventional following a narrative within a music video although typically about ‘relationships
or love’ this is were the conventions have been challenged showing a more down to earth narrative within
a different styled genre such as ours (liquid).
This relates to Goodwins points about specific music video Genre.

4. •
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This shot the over shoulder shows the character looking at a sign from a construction site, relating to the
narrative again suggested in my first slide. The cinematography within this shot is a high angled shot over
the shoulder staying very still showing the character is staring. The editing throughout is fast paced much
like a montage to keep up with the speed of the song, cuts are frequently used this is very conventional of
music videos, fades and other transitions which are over used don’t look professional. Although an
unconventional aspect which we gave introduced is the aspect ratio showing a smaller size a letterbox
format this was intentional, used in Films which would be a Social Realism genre for our video. With
comparison to films I believe that (This is England, Shane Meadows) is very similar in context to our music
video.
This applies to Goodwins points about intertextuality.

5. This shot shows the abstract scenery which we use at the start of our video, everything being filtered to Black
and White, This was used to enhance natural light from shooting outside, the contrast and brightness were
affected. Also to create a mood to relate to the genre of our video. Although looking very idyllic and pleasing to
the eye this changes at the end, showing an urban run down area of the inner city. The woods in comparison to
the urban inner city is often not shown together within a sequence we did this to challenge and so our
narrative more clearly, this although shows one of Goodwins points of style of the artist.
As shown in the images below

6. •
These four images are all extreme close-ups this allows the
viewer to understand the motive and attitude of the
character, this is very conventional of music videos relating
to Goodwins points of genre conventions.
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The use of editing techniques was one of our strongest
points within the video, along with camera and framing of
character. We have learnt this from feedback from Task
three. The fast paced editing and clear narrative make our
video stand out from the rest along with other apects
which link togtehr to make an individual video. Challenging
conventions of lyrical videos therefore we had to make up
for this in other areas. Our montage editing kept the
audience interested, long boring shots didn’t fit with song.

7. These are images of our other tasks made by myself, my aim to relate them to the video as much as
possible, I did this so that it was easily recognisable for our target audience. Using the same images
taken while filming of graffiti and trees, the other images of the characters. The motif and clear
indication of intertextuality links.