Narrative is an extremely important part of any media production. My music video includes a linear narrative. The narrative shows a group of friends having a fun day out including waking up in the morning and getting ready, going to the beach, drinking tea together, wandering around London, and then going home and getting back into bed. Aside from the performance areas of the music video, the video is shot on a Go Pro using a point of view angle from the artists perspective.
Propp's theory of typical characters is subverted in my music video. This is because the characters in my music video are all females who are all seen as empowering and equal. There is not one character who is more important that another therefore Propp's character theory cannot be applied to my music video. The girls in the music video are seen to be empowering and equal through shots of them laughing and having fun together with not only one of them in charge.
Levi Strauss has a narrative theory which includes binary opposites. Binary opposites are for example black vs white or good vs evil which are complete contrasts in order to construct a narrative. My music video includes binary opposites within the locations the girls are seen in. All of the locations which are used in my video are all very different, the first location where the artist is shown is in a modern house. The narrative then moves on to the girls being together outside at a beach walking down the pier. These two locations are binary opposites as there is a complete contrast between the two. Binary opposites is then shown again in the music video as the girls are seen in a house drinking cups of tea and chatting together, after this the girls are then seen exploring a room full of colourful, vibrant lights which shows a huge contrast between this location and the girls in the house.
Barthes also had a narrative theory which included the 5 narrative codes which are the enigma code, action code, semantic code, symbolic code and the referential code. My music video creates the enigma code. This is because as most of my music video is filmed from a point of view angle the person behind the camera is never revealed. This creates enigma as the audience are left wondering if the person behind the camera is the artist who is seen in the performance/lip syncing shots or is it somebody completely different. This creates enigma as it creates mystery within the music video and leaves the audience wanting to know more.
Monday, 20 February 2017
Friday, 10 February 2017
Essay Plan: Representation
My A2 media studies involved creating a promotional package for a music artist. This included creating a music video, digipak and website. There are different representations addressed in my music video such as gender, regional identity and age.
In class, we studied different representations shown in existing music videos such as 'Robin Thicke - Blurred Lines' and 'Miley Cyrus - Wrecking Ball'. This allowed us to understand the different representations shown in different genres. My music video was a pop/dance genre with a high energy song. The song for my music video was called 'Love Now' and as a group we always wanted to represent friendship between a group of girls in our music video. Looking at existing media was very helpful to us as we were able to take inspiration from music videos such as 'The Vamps - All Night' which showed friendship and also shots from a point of view angle.
Representations that are addressed in my music video are gender. This is represented in my music video as there are very clearly only females shown in the video. As there are no males shown in the music video this makes the representation of powerful females in the music video much stronger. The females are shown to be all equal and very joyful young ladies.
Another representation that has been shown in my music video is regional identity. From watching the music video it eventually becomes clear that the artist is from London or near London. This is because throughout the beginning of the music video the artist and her friends are seen walking on a beach pier and also in somebody's house. This does not show any regional identity however later on in the video the artist and her friends are seen to be wondering around London, this is clear as Big Ben and the London Eye are both shown in the background which are famous London landmarks. As the audience can clearly see that the artist is from London this could make her more relatable to other people who are also from London.
Age is also represented in my music video as the girls who are shown in the music video all represent the age of around 17-19. As these ages are included in the target audience of our artist it was important that we represented that age perfectly. The girls age is represented as they are seen to be having lots of fun and laughter throughout the music video. This represents their age as they are shown to be not having many responsibilities and having a lot of fun together.
In class, we studied different representations shown in existing music videos such as 'Robin Thicke - Blurred Lines' and 'Miley Cyrus - Wrecking Ball'. This allowed us to understand the different representations shown in different genres. My music video was a pop/dance genre with a high energy song. The song for my music video was called 'Love Now' and as a group we always wanted to represent friendship between a group of girls in our music video. Looking at existing media was very helpful to us as we were able to take inspiration from music videos such as 'The Vamps - All Night' which showed friendship and also shots from a point of view angle.
Representations that are addressed in my music video are gender. This is represented in my music video as there are very clearly only females shown in the video. As there are no males shown in the music video this makes the representation of powerful females in the music video much stronger. The females are shown to be all equal and very joyful young ladies.
Another representation that has been shown in my music video is regional identity. From watching the music video it eventually becomes clear that the artist is from London or near London. This is because throughout the beginning of the music video the artist and her friends are seen walking on a beach pier and also in somebody's house. This does not show any regional identity however later on in the video the artist and her friends are seen to be wondering around London, this is clear as Big Ben and the London Eye are both shown in the background which are famous London landmarks. As the audience can clearly see that the artist is from London this could make her more relatable to other people who are also from London.
Age is also represented in my music video as the girls who are shown in the music video all represent the age of around 17-19. As these ages are included in the target audience of our artist it was important that we represented that age perfectly. The girls age is represented as they are seen to be having lots of fun and laughter throughout the music video. This represents their age as they are shown to be not having many responsibilities and having a lot of fun together.
Friday, 3 February 2017
Essay Plan: Conventions of real media texts
Question:
'Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Refer to a range of examples in your answer to show how this understanding developed over time'.
Intro
At AS we created a film opening whereas at A2 we created a promotional package for a music artist.
1st para - Film opening
In our preliminary task we did not take a very significant influence from real media texts. In terms of narrative our preliminary task was similar to 'The DUFF' as both storylines were based in high school about a rumour that was being spread around. Our main character in the prelim task did not take influence from any other real media texts as our main character did not display a distinctive character.
I made a significant improvement in the way which we used the conventions of real media texts between the prelim task production and the production of the film opening. In terms of narrative we did not take much inspiration this is because as a group we came up with our own storyline. However real media texts such as 'Girl Interrupted' shows a similar narrative of a girl in a mental health institution. We also took characterisation from the real media text 'Girl Interrupted' as the film shows a girl in a disturbed way which we also wanted to portray in our film opening. We attempted to copy the hair and makeup of the main character for the main character in my film opening.
2nd para - Music Video
Finally we also made a significant progression in our use of real media texts between our film opening and the music video we created as part of our advanced portfolio of coursework. In terms of narrative we took great inspiration from real media texts such as 'The prodigy - smack my b**** up'. The narrative for this music video includes point of view shots of someone getting ready in the morning which we took inspiration from as in our video our artist is seen waking up, washing face and getting ready all from a point of view angle. We also researched other artist such as Rihanna and Selena Gomez to find inspiration for performance and representation. Real media texts were less defined at A2 therefore we had to do our research in a lot more depth.
3rd para - Digipak, Website
We also took inspiration for our music video from other media texts for example the 'Jet2Holidays' television advert. The advert shows an adult following behind a child from a point of view angle whilst they are on holiday. We took inspiration from this as our music video shows the artist following behind her friends from a point of view angle. Creating our promotion package for an artist as well as creating a music video we were also required to create a digipak and website for the artist. We used lots of real media texts to find inspiration for our digipak such as 'Rihanna - Talk that Talk' and 'Rita Ora - Ora'. Both of these real media texts follow a black and white theme which we wanted for out digipak.Synergy was not required at AS however at A2 it was important to create synergy throughout all of our products so we used the black and white theme in our music video, digipak, website and tour poster.
Overall, real media texts played a helpful role when creating our film opening however at A2 using real media texts became essential and in more depth.
Include specific music videos which we researched.
'Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Refer to a range of examples in your answer to show how this understanding developed over time'.
Intro
At AS we created a film opening whereas at A2 we created a promotional package for a music artist.
1st para - Film opening
In our preliminary task we did not take a very significant influence from real media texts. In terms of narrative our preliminary task was similar to 'The DUFF' as both storylines were based in high school about a rumour that was being spread around. Our main character in the prelim task did not take influence from any other real media texts as our main character did not display a distinctive character.
I made a significant improvement in the way which we used the conventions of real media texts between the prelim task production and the production of the film opening. In terms of narrative we did not take much inspiration this is because as a group we came up with our own storyline. However real media texts such as 'Girl Interrupted' shows a similar narrative of a girl in a mental health institution. We also took characterisation from the real media text 'Girl Interrupted' as the film shows a girl in a disturbed way which we also wanted to portray in our film opening. We attempted to copy the hair and makeup of the main character for the main character in my film opening.
2nd para - Music Video
Finally we also made a significant progression in our use of real media texts between our film opening and the music video we created as part of our advanced portfolio of coursework. In terms of narrative we took great inspiration from real media texts such as 'The prodigy - smack my b**** up'. The narrative for this music video includes point of view shots of someone getting ready in the morning which we took inspiration from as in our video our artist is seen waking up, washing face and getting ready all from a point of view angle. We also researched other artist such as Rihanna and Selena Gomez to find inspiration for performance and representation. Real media texts were less defined at A2 therefore we had to do our research in a lot more depth.
3rd para - Digipak, Website
We also took inspiration for our music video from other media texts for example the 'Jet2Holidays' television advert. The advert shows an adult following behind a child from a point of view angle whilst they are on holiday. We took inspiration from this as our music video shows the artist following behind her friends from a point of view angle. Creating our promotion package for an artist as well as creating a music video we were also required to create a digipak and website for the artist. We used lots of real media texts to find inspiration for our digipak such as 'Rihanna - Talk that Talk' and 'Rita Ora - Ora'. Both of these real media texts follow a black and white theme which we wanted for out digipak.Synergy was not required at AS however at A2 it was important to create synergy throughout all of our products so we used the black and white theme in our music video, digipak, website and tour poster.
Overall, real media texts played a helpful role when creating our film opening however at A2 using real media texts became essential and in more depth.
Include specific music videos which we researched.
Essay Plan: Post Production
- Website - Wix, tools used?
- Digiak - Photoshop
- Music Video - Premiere - Black and White effect
- Compare the difference is tour poster between AS and A2
- Open about AS
- Research into films - give examples
- Dancing bears task - cuts to the beat
- Different skills needed
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