Friday, 30 September 2016
Tuesday, 27 September 2016
Friday, 23 September 2016
Termionlogy.
Homogenous Group: A group that all have the same characteristics.
Mediation: The selection and construction of material in how it is given over to audiences via editing and point of view.
Mediation: The selection and construction of material in how it is given over to audiences via editing and point of view.
Hegemony: Traditional stereotypes that are reinforced and circulated as common sense to audiences.
Marginalisation: How stereotyping can lead to someone or a social group being ‘placed’ on the outside of accepted cultural norms.
Ideology: An overarching set of ideas often uses as a form of social control.
Moral Panics: Issues in society that often lead to the blaming, and marginalisation of a scapegoat.
Deviancy Amplification: Associated with moral panics, this explains how the media exaggerate a negative representation to ensure a dominant shared reading.
Liberalisation: A more diverse, tolerant, equally acceptable approach.
Pluralism: Again, more liberal suggesting and range of different, challenging representations.
Web 2.0: Interactive internet media e.g. blogs and social networking.
Manifest: Obvious, on the surface meaning.
Cultural Stereotyping: The stereotyping of social groups in society by the media.
Prosumer: A producer and consumer of media.
Passive Audiences: Audiences that accept and do not challenge representations.
Iconic: Well known and respected.
Aspiration: Looking up to something or somebody.
Encoding/Decoding: Putting meaning in, taking meaning out.
Dominant, Negotiated and Oppositional Readings: The intended meaning of a text, where meaning is uncertain or where audience have decoded a completely different reading
Anchorage: How meaning is made more definite.
Binary Oppositions: Where representations are deliberately different to construct further meaning.
Latent Meaning: Less obvious meaning.
Lip Syncing.
Today, we all listened to our choice of song and filmed ourselves lip syncing to them to see who looked best doing in and who would then go on to become the performer. It was hard, as we wasn't in the best environment and was laughing throughout some of the videos. We have a choice of two songs and feel is though each song is best suited to two different performers. Although this is the recorded version of the lip syncing, we are going to re do the auditions more privately.
Song Pitch.
In todays lesson we pitched our song choices to the class. We played the songs without the video on the screen so we could get ideas from the class about what we should include in our music video, and the sort of vibes they got from the song. We wrote all of their points down, and discussed them later as a group.
Thursday, 22 September 2016
Cross Media Task.
An artist needs to create an image for themselves which the audience can identify with. The artist also needs to ensure that their is synergy between all of their media products. This is an example of cross media synergy for an artist:
The video, the front cover of the album and the digi pack which all have synergy. They all include red and black colours and all use a similar style of font.
Tuesday, 20 September 2016
Banana Phone Task.
This is the banana phone task we were set as a class. This task was set to help us with our filming and editing skills. This task really helped me as I learnt new things on Adobe Premiere such as cloning which is the editing software we will use to edit our final music video. To improve this task we could have listened to the song more whilst filming as the lip syncing is not in time with the music.
Thursday, 15 September 2016
Representation.
Different media producers pick up aspects of reality and reshape them. There are many different stereotypes represented in music videos:
Burlesque Girl;
- Feathers.
- Stockings, usually fishnet.
- Corsets.
- Lots of accessories.
- Elbow length gloves.
The gangster hoe.
- Afro hairstyles.
- 'Bling'.
- Tattoos.
- Curvy.
- Krumping moves.
- Bikini tops and torn shorts.
- Water/ Oil on body.
- Backwards cap.
Strippers.
- G strings and Bras.
- High Shoes.
- Dancing around poles.
- Bum shots.
- Glitter on clothing/Body; strobe lighting.
- The open crouch.
Voyeurism - Erotic pleasure can be gained by looking at a sexual object, preferably when the object is unaware that they are being watched.
Male Gaze - Lauea Mulvey 1975. - Proposed that because because film makers are predominately male the presence of women for the purpose of display (rather than the narrative). This is to facilitate a voyeuristic response in spectators, which presumes a male gaze (regardless of the gender spectator) one that is or may feel like a powerful controlling gaze at the female on display who is effectively objectified and passive. In male performance videos the voyeuristic treatment of the female body is often apparent, with the use of dancers as adornments to the male star ego.
Exhibitionism - Female performers being at once sexually provocative and apparently in control of and inviting a sexualised gaze in what could be termed as the opposite of voyeurism.
Raunch Culture - Andrea Levy - In her book 'Female Chauvinist Pigs: Women and the rise off Raunch Failure; Levy attacks the increasingly sexualised culture that objectifies women. She argues that women are encouraged to see themselves as objects and to the see sex as their only source of power.
Burlesque Girl;
- Feathers.
- Stockings, usually fishnet.
- Corsets.
- Lots of accessories.
- Elbow length gloves.
The gangster hoe.
- Afro hairstyles.
- 'Bling'.
- Tattoos.
- Curvy.
- Krumping moves.
- Bikini tops and torn shorts.
- Water/ Oil on body.
- Backwards cap.
Strippers.
- G strings and Bras.
- High Shoes.
- Dancing around poles.
- Bum shots.
- Glitter on clothing/Body; strobe lighting.
- The open crouch.
Voyeurism - Erotic pleasure can be gained by looking at a sexual object, preferably when the object is unaware that they are being watched.
Male Gaze - Lauea Mulvey 1975. - Proposed that because because film makers are predominately male the presence of women for the purpose of display (rather than the narrative). This is to facilitate a voyeuristic response in spectators, which presumes a male gaze (regardless of the gender spectator) one that is or may feel like a powerful controlling gaze at the female on display who is effectively objectified and passive. In male performance videos the voyeuristic treatment of the female body is often apparent, with the use of dancers as adornments to the male star ego.
Exhibitionism - Female performers being at once sexually provocative and apparently in control of and inviting a sexualised gaze in what could be termed as the opposite of voyeurism.
Raunch Culture - Andrea Levy - In her book 'Female Chauvinist Pigs: Women and the rise off Raunch Failure; Levy attacks the increasingly sexualised culture that objectifies women. She argues that women are encouraged to see themselves as objects and to the see sex as their only source of power.
Prelim Task.
These are the prelim tasks from our class. The prelim as that I participated in was Oasis 'Wonderwall.'
Sexualisation of Women.
Voyeurism - Sigmund Freud
Erotic pleasure can be gained by looking at a sexual object (preferably when the object is unaware of being watched). The voyeurism in this music video is evident as the women are wearing minimal clothing and the use of camera shots and angles are used to exaggerate the women's bodies.
This video shows Rhianna in an erotic nature whilst performing in her music video S&M wearing bondage and minimal clothing.
Raunch Culture - Andrea Levy
In her book Female Chauvinist Pigs: Women and the Rise of Raunch Culture, Levy attacks the increasingly sexualised culture that objectifies women. She argues that women are encouraged to see themselves as objects and to see sex as their only source of power.
In this video, Beyonce is in her lingerie at the start, there is no reason for her to be therefore this suggests she feel;s the need to be in her underwear whilst singing about her future husband. Also, there is a shot where her husband is in control by taking down her garter with his mouth, as Beyonce lets this happen this is seen as a source of power with sex.
Erotic pleasure can be gained by looking at a sexual object (preferably when the object is unaware of being watched). The voyeurism in this music video is evident as the women are wearing minimal clothing and the use of camera shots and angles are used to exaggerate the women's bodies.
Male Gaze - Laura Mulvey 1975
Laura Mulvey proposed that due to do filmmakers being predominantly male, the presence of women is often for the purposes of display as opposed to as a narrative. This is to facilitate a voyeuristic response in spectators, which presumes a male gaze (regardless of the gender of spectator) one that is or may feel like a powerful controlling gaze at the female on display who is effectively objectified and passive. In male performance videos the voyeuristic treatment of the female body is often apparent, with the use of dancers as adornments to the male star ego.
Raunch Culture - Andrea Levy
In her book Female Chauvinist Pigs: Women and the Rise of Raunch Culture, Levy attacks the increasingly sexualised culture that objectifies women. She argues that women are encouraged to see themselves as objects and to see sex as their only source of power.
In this video, Beyonce is in her lingerie at the start, there is no reason for her to be therefore this suggests she feel;s the need to be in her underwear whilst singing about her future husband. Also, there is a shot where her husband is in control by taking down her garter with his mouth, as Beyonce lets this happen this is seen as a source of power with sex.
Exhibitionism.
Female performers being at once sexually proactive and apparently in control of inviting a sexualised gaze in what could be termed as the opposite of voyeurism. An example of this is Fergie's single M.I.L.F. $. Herself and her performers are in control of the 'milkman's' wandering eyes. They have invited him in a sexualised gaze by bending over, wearing little clothing and making eye contact.
Music Video Song Research.
My first choice of song is Pia Mia - No Pressure.
I chose this song as a potential song for our music video as I like the pace of the song, it isn't too fast that we feel as though the music video would have to be really chaotic to match the pace of the song, and not to slow that it would feel dull. I imagine that our video would be set around water as it is mentioned in the chorus of the song.
I chose this song as a potential song for our music video as I like the pace of the song, it isn't too fast that we feel as though the music video would have to be really chaotic to match the pace of the song, and not to slow that it would feel dull. I imagine that our video would be set around water as it is mentioned in the chorus of the song.
Wednesday, 14 September 2016
Student Videos.
In todays lesson we watched previous students Music Videos, analysed them and marked them against the marking criteria and levelled them either level 1, 2, 3 or 4.
The first video we watched was called 'Stuck' by Canopy Climbers.
We marked this music video a low/mid level 4/. There were lots of elements of this music video that stood out and definitely reflected level 4 criteria. The lighting throughout the song was very dull which mirrored the atmosphere created by the song. Throughout the music video the camera work was excellent and looked professional, there was no shakiness and there were a variety of different camera angles. However, as a class, we discussed that the video doesn't match the genre of the song. Throughout the video there were fighting scenes and we thought that it gave an aggressive image of the song whereas the actually music suggested it was a bit calmer than what was shown. Also, occasionally we thought that there was too much going on in the video and that it appeared to be too busy and was constantly cutting and changing to different scenes when in some cases, less is more.
The second video we watched was 'Insomnia'.
We gave this a level 3.
Lots of repeated shots, such as the time lapse of the clouds.
The first video we watched was called 'Stuck' by Canopy Climbers.
We marked this music video a low/mid level 4/. There were lots of elements of this music video that stood out and definitely reflected level 4 criteria. The lighting throughout the song was very dull which mirrored the atmosphere created by the song. Throughout the music video the camera work was excellent and looked professional, there was no shakiness and there were a variety of different camera angles. However, as a class, we discussed that the video doesn't match the genre of the song. Throughout the video there were fighting scenes and we thought that it gave an aggressive image of the song whereas the actually music suggested it was a bit calmer than what was shown. Also, occasionally we thought that there was too much going on in the video and that it appeared to be too busy and was constantly cutting and changing to different scenes when in some cases, less is more.
The second video we watched was 'Insomnia'.
We gave this a level 3.
Lots of repeated shots, such as the time lapse of the clouds.
Goodwin Theory.
Goodwin stated that there were 5 key aspects to a music video.
1. Thought through beat.
The first step of this process is to analyse the music structure, understanding the chorus and versus. The second step is to analyse to voice of the artist, their voice would be unique and the audience would be able to relate the voice to the star image or the singer. Third step would be the story of an artist which he is trying to tell within the music video.
A song that has a music video that matches the beat of the song is Calvin Harris 'Bounce'. The dancing is in time with the beat of the music.
2. The relationship between the music lyrics and the visuals.
There are three ways that visuals are used to promote a song:
Illustrations - Music videos use certain imaged and camera shots to explain the meaning behind the lyrics to their song and also to relate the video to the genre of the song.
Amplifying - This is when particular images and camera shots are shown repeatedly throughout the music video and stands out to us to we store it into our vision.
Disjuncture - This means that the meaning behind the song, the meaning of the lyrics, are completely ignored in the music video.
One Directions 'History' music video represents there relationship between the music and the visuals as the song is a reflection of their years as a band together and the video illustrates all memories over the past 5 years that they were a band.
3. Narrative and performance of the song.
Andrew Goodwin believed that it was important for an artist to be involved in the music video by performing or acting out the role as the main character, or the singer by lip-syncing to make it look real. By the artist being apart of the music video it helps to make the song look realistic and creates a connection with the audience, to the song because of the artist featuring in it, and also advertises the stars image. An example of the concept of performance in the video by the singer is Shawn Mendes - Stitches.
4. Star image .
Goodwin referred to the start image as a vital aspect of the music video. The star makes the music video more appealing to the viewers, while portraying the artist in a certain way. The start image is always very unique in the way that they are presented in terms of the costumes and makeup, or even dance routines.
An example of the concept of the artist performing in the music video for the song Rihanna and 'Work' - this video is provocative which helps to create a brand image for rihanna and also attracts some people toward the video.
5. Technical aspect of a music video.
Goodwin proposed that the technical aspect of a music video held the whole thing together, through the use of Mise-en-Scene, sound, editing and special effects. Lightening and colour helps to portray the mood of the music video and gives off certain vibes to the audience, the lighting can also be used to create emphasis of significant aspects of the music video by either making it feel dramatic or thrilling for example. Mise-en-scene is also important in the production of a music video as it can make an artists work appear more professional.
1. Thought through beat.
The first step of this process is to analyse the music structure, understanding the chorus and versus. The second step is to analyse to voice of the artist, their voice would be unique and the audience would be able to relate the voice to the star image or the singer. Third step would be the story of an artist which he is trying to tell within the music video.
A song that has a music video that matches the beat of the song is Calvin Harris 'Bounce'. The dancing is in time with the beat of the music.
2. The relationship between the music lyrics and the visuals.
There are three ways that visuals are used to promote a song:
Illustrations - Music videos use certain imaged and camera shots to explain the meaning behind the lyrics to their song and also to relate the video to the genre of the song.
Amplifying - This is when particular images and camera shots are shown repeatedly throughout the music video and stands out to us to we store it into our vision.
Disjuncture - This means that the meaning behind the song, the meaning of the lyrics, are completely ignored in the music video.
One Directions 'History' music video represents there relationship between the music and the visuals as the song is a reflection of their years as a band together and the video illustrates all memories over the past 5 years that they were a band.
3. Narrative and performance of the song.
Andrew Goodwin believed that it was important for an artist to be involved in the music video by performing or acting out the role as the main character, or the singer by lip-syncing to make it look real. By the artist being apart of the music video it helps to make the song look realistic and creates a connection with the audience, to the song because of the artist featuring in it, and also advertises the stars image. An example of the concept of performance in the video by the singer is Shawn Mendes - Stitches.
4. Star image .
Goodwin referred to the start image as a vital aspect of the music video. The star makes the music video more appealing to the viewers, while portraying the artist in a certain way. The start image is always very unique in the way that they are presented in terms of the costumes and makeup, or even dance routines.
An example of the concept of the artist performing in the music video for the song Rihanna and 'Work' - this video is provocative which helps to create a brand image for rihanna and also attracts some people toward the video.
5. Technical aspect of a music video.
Goodwin proposed that the technical aspect of a music video held the whole thing together, through the use of Mise-en-Scene, sound, editing and special effects. Lightening and colour helps to portray the mood of the music video and gives off certain vibes to the audience, the lighting can also be used to create emphasis of significant aspects of the music video by either making it feel dramatic or thrilling for example. Mise-en-scene is also important in the production of a music video as it can make an artists work appear more professional.
Music Video Visuals.
In today's lessons we listened to a music video, without actually looking at the actual music video on the screen, so we could imagine what we thought the music video would be like and what the theme was, and what featured in the video. The song was called 'Solsbury Hill'. In our groups we all came up with ideas and then discussed them, all the groups then gave feedback to the whole class.
Some of the ideas that were shared with the class was the idea of a man in a big, busy city using a time lapse, the main focus is on the man and he is very slow which is juxtaposed with everything around him moving at a fast pace.
My idea, along with the majority of the class, was a country like setting, near a woodlands and it would be peaceful and joyful, which is stereotypical for 'the country' setting as we all perceived the country to be very hilly and joyful.
Some of the ideas that were shared with the class was the idea of a man in a big, busy city using a time lapse, the main focus is on the man and he is very slow which is juxtaposed with everything around him moving at a fast pace.
My idea, along with the majority of the class, was a country like setting, near a woodlands and it would be peaceful and joyful, which is stereotypical for 'the country' setting as we all perceived the country to be very hilly and joyful.
Tuesday, 13 September 2016
Music Video Cuts.
In this lesson we were asked to choose a music video, and analyse how many straight cuts appeared in the video. I chose 'Chainsmokers - Closer' as it has recently been released and is one of my favourite songs. There were 88 straight cuts in this music video.
Vernallis Music Video Theory.
We learnt about Carol Vernallis Music Video Theory. This theory is based of music editing, including four key concepts; Narrative, Editing, Camera Movement and Framing and Diegesis.
Narrative.
Carol Vernallis suggested that the music video is a visual response to the narrative, and therefore whatever is happening on screen reflects the choice of lyrics the artist is singing, however the artist will still be dominant in the music video so they can appeal to their audience. There is not necessarily always a balance between narrative and performance and the narrative is not always complete, it may be a partial, fragmented narrative.
Editing.
The editing may be brought to the foreground, become visible and not be hidden apposed to the invisible style of continuity editing, meaning that the video will have a style of editing running throughout that is distinctive to that video only. Editing style that may be including are things like; jump cuts, juxtaposed frames, breaking the 180 degree rule.
Camera Movements and Framing.
Vernallis stated that establishing shots are one of the key camera features of a music video, and are often used along side close up shots in music videos which also feature a lot. Framing is quite distinctive and the camera may move at the pace of the music or the beat of the music.
Diegesis.
Diegesis is the setting of the music video. Vernallis said that the diegesis would be revealed quite slowly. The actions in the music video may not always be complete and may be disrupted in some way. In the music video, some frames will appear more important than others due to the way they have been shot/framed.
Narrative.
Carol Vernallis suggested that the music video is a visual response to the narrative, and therefore whatever is happening on screen reflects the choice of lyrics the artist is singing, however the artist will still be dominant in the music video so they can appeal to their audience. There is not necessarily always a balance between narrative and performance and the narrative is not always complete, it may be a partial, fragmented narrative.
Editing.
The editing may be brought to the foreground, become visible and not be hidden apposed to the invisible style of continuity editing, meaning that the video will have a style of editing running throughout that is distinctive to that video only. Editing style that may be including are things like; jump cuts, juxtaposed frames, breaking the 180 degree rule.
Camera Movements and Framing.
Vernallis stated that establishing shots are one of the key camera features of a music video, and are often used along side close up shots in music videos which also feature a lot. Framing is quite distinctive and the camera may move at the pace of the music or the beat of the music.
Diegesis.
Diegesis is the setting of the music video. Vernallis said that the diegesis would be revealed quite slowly. The actions in the music video may not always be complete and may be disrupted in some way. In the music video, some frames will appear more important than others due to the way they have been shot/framed.
What Music Means To Me.
This song reminds me of when I was about 6 years old when I would go on holiday with my family and also with my best friends family and we would dance in the kids club to this song.
Olly Murs 'Dance With Me Tonight' is also a song that reminds me of my childhood, from when i was about 12 years old. I was an absolutely huge Olly Murs fan and went to his concerts, and voted for him countless amount of times on the X Factor, i also enjoyed all of his albums and would have them on repeat.
I have chosen 2 songs that represent my current music taste, the songs I have chosen are completely different genres and for me I don't choose a particular genre of music, or a particular artist there are just songs that I either like or dislike. A lot of the music i listen to are from the late 1980s to 2000s as I love an older style of music, and songs that you can sing along to, however I still like to keep up with the new artists and listen to the charts.
Olly Murs 'Dance With Me Tonight' is also a song that reminds me of my childhood, from when i was about 12 years old. I was an absolutely huge Olly Murs fan and went to his concerts, and voted for him countless amount of times on the X Factor, i also enjoyed all of his albums and would have them on repeat.
I have chosen 2 songs that represent my current music taste, the songs I have chosen are completely different genres and for me I don't choose a particular genre of music, or a particular artist there are just songs that I either like or dislike. A lot of the music i listen to are from the late 1980s to 2000s as I love an older style of music, and songs that you can sing along to, however I still like to keep up with the new artists and listen to the charts.
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