13 January 2010
Production Team
Today our A2 media class formed production groups in which we will work together in producing our music video. Our group consists of me, Chloe R. and Josh G. from here on all work produced in relation to the project will be produced as a group unless otherwise specified by our tutor.
Content Disclaimer
"Copyright Disclaimer Under Section 107 of the
Copyright Act 1976, allowance is made for "fair use"
for purposes such as criticism, comment, news
reporting, teaching, scholarship, and research. Fair
use is a use permitted by copyright statute that
might otherwise be infringing. Non-profit,
educational or personal use tips the balance in favor
of fair use."
Copyright Act 1976, allowance is made for "fair use"
for purposes such as criticism, comment, news
reporting, teaching, scholarship, and research. Fair
use is a use permitted by copyright statute that
might otherwise be infringing. Non-profit,
educational or personal use tips the balance in favor
of fair use."
Music Video Analysis Artist: Alien Ant Farm, Song Title: Movies
Music video by Alien Ant Farm performing Movies. (C) 2001 Geffen Records
Music Video Analysis, Artist: Glass Jaw, Song Title: Ape Dos Mil
Glass Jaw - Ape Dos Mil WarnerBrosRecords - 2002 The copyright in this audiovisual recording is owned by WarnerBrosRecords Ltd
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF WARNERBROSRECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL)
http://www.youtube.com/watch?v=SqWvkCTyCe0
(UNOFFICIAL)
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF WARNERBROSRECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL)
http://www.youtube.com/watch?v=SqWvkCTyCe0
(UNOFFICIAL)
Music Video Analysis, Artist: Lighthouse Family, Song Title: (I Wish I Knew How It Would Feel To Be) Free / One
The Lighthouse Family - (I Wish I Knew How It Would Feel To Be) Free / One Courtesy of www.thelighthousefamily.co.uk. Written by Billy Taylor & Dick Dallas / U2
Aspect of performance / mode of address
The main protagonist featured in the video ignores the audience, there for it has an indirect mode of address
Narrative
The camera takes the audience up and down the train with the man as he looks in to peoples lives, there are flash backs in to peoples lives there for it has a non linear narrative, there are no dance routines the performance is within the narrative
How does the video create an image for the star/artist(s)/band
The video helps create a star image for the singer by firstly focusing predominantly on him as he walks own the train, at the start he is also dressed with more flare than the rest of the average people on the train, he wears a black hat and a suit this lets us know that he is the star, then an attractive women takes his hand and guides him down the train this action shows that he is the star of the video
How do the visual elements relate to the song - illustration/amplification/disjuncture
Visual elements of the video amplify the song as he is telling them to be free from their problems and realise them selves and that everyone else as problems, then everyone on the train is released in to the light of the over ground free of heart ache and a new person
Mise-en-scene
The setting is in an underground tube station, this is something that everyone can relate with, everyone in the video is dressed like working class people, apart from the main protagonist who looks smartly dressed, the blonde women that takes his hand stands out, she is almost like an angl she has pale skin and pretty clothing
Use of camera
Tracking shot, medium close up, zooms in to peoples lives, mid shots, point of view shots, close ups of women dancing, extreme long shot at start when train approaches
Editing
Match on action, no cut away as girl takes his hand, drivers pov straight cut, pace of editing is slow and in time with the music dissolves used, eye line math lets us see the characters so we can associate
Representation
It could be said that the main protagonist is represented as a wise man who has a clear image of everything that goes on and tells people not to get tangled up in there daily unhappiness and to see that everyone’s got something that upsets them and there not alone, all the people are represented as working class something that most of us can relate to, it may be argues that the video has religious connotations as they are underground unhappy with all there problems then released in to the light of a life of bliss heaven and hell
Special effects
There are some simple effects communicated through the editing such as dissolve
Genre
Easy listening, soul
Audience
25-40 year olds
Aspect of performance / mode of address
The main protagonist featured in the video ignores the audience, there for it has an indirect mode of address
Narrative
The camera takes the audience up and down the train with the man as he looks in to peoples lives, there are flash backs in to peoples lives there for it has a non linear narrative, there are no dance routines the performance is within the narrative
How does the video create an image for the star/artist(s)/band
The video helps create a star image for the singer by firstly focusing predominantly on him as he walks own the train, at the start he is also dressed with more flare than the rest of the average people on the train, he wears a black hat and a suit this lets us know that he is the star, then an attractive women takes his hand and guides him down the train this action shows that he is the star of the video
How do the visual elements relate to the song - illustration/amplification/disjuncture
Visual elements of the video amplify the song as he is telling them to be free from their problems and realise them selves and that everyone else as problems, then everyone on the train is released in to the light of the over ground free of heart ache and a new person
Mise-en-scene
The setting is in an underground tube station, this is something that everyone can relate with, everyone in the video is dressed like working class people, apart from the main protagonist who looks smartly dressed, the blonde women that takes his hand stands out, she is almost like an angl she has pale skin and pretty clothing
Use of camera
Tracking shot, medium close up, zooms in to peoples lives, mid shots, point of view shots, close ups of women dancing, extreme long shot at start when train approaches
Editing
Match on action, no cut away as girl takes his hand, drivers pov straight cut, pace of editing is slow and in time with the music dissolves used, eye line math lets us see the characters so we can associate
Representation
It could be said that the main protagonist is represented as a wise man who has a clear image of everything that goes on and tells people not to get tangled up in there daily unhappiness and to see that everyone’s got something that upsets them and there not alone, all the people are represented as working class something that most of us can relate to, it may be argues that the video has religious connotations as they are underground unhappy with all there problems then released in to the light of a life of bliss heaven and hell
Special effects
There are some simple effects communicated through the editing such as dissolve
Genre
Easy listening, soul
Audience
25-40 year olds
Music Video Analysis, Artist: Lily Allen, Song Title: Smile
Lily Allen - Smile EMI UK (P) 2006 The copyright in this audiovisual recording is owned by EMI Records Ltd
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF EMI RECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL VIDEO)
http://www.youtube.com/watch?v=wbRQbjM5VSc
(UNOFFICIAL VIDEO)
Aspect of performance / mode of address
There is both a direct and indirect mode of address in the video, there is no dance routines in the video but the audience is entertained through the narrative plot of the video and direct mode of address when she is singing to the audience.
Narrative
It appears when watching the video that it has a linear narrative but if watched carefully you will see that Lilly and the character who plays her ex-boyfriend in the video are seen happily together at the start, this means that the video has a none linier narrative.
How does the video create an image for the star/artist(s)/band
Close ups focus on Lilly through out the video, there are lots of tracking shots that prominently follow her around. (star Image elaborated more in elements of mise-en-scene)
How do the visual elements relate to the song - illustration/amplification/disjuncture
The visual elements of the video amplify the song as she is mad at her boyfriend because he treated on her. The lyrics relate to the narrative as they are about Lilly getting her own back on him and making him feel as bad as she dose which is illustrated in the video. Some specific moments where amplification and illustration can be seen clearly: Lilly sings the lyric “Just sat by myself all day” as the camera pans forward we see her centred in a room by herself.
Mise-en-scene
In the beginning of the video we are introduced to Lily at home as she appears to be comfort eating, a cliché that again we as an audience can relate too. It could be said that the props in the room contribute as a stylistic element to her star Image, for example, the pretty dress that is hanging on the wall, the flowery pillow cases, the retro umbrella and jewellery she is wearing is a representation of who she is. I also believe that the props are multifaceted in their purpose, as well as representing her as an individual they represent the emotions conveyed by her in the song for example, the umbrella signifies feeling “under the weather” or the picture frame could signify her trying to hold on to memories that have been tattered. The theme that can be interpreted in more than one way I feel reflects her as a person as the stylistic “indie” Lilly we see at the start of the video is then transformed in to a more common looking girl as she seeks help from more common looking people, she is wearing cheap cloths, sports trainers and gold “Chavvy” jewellery, she looks like someone the majority of us could relate to well as is everyone else in the video, she is seen in a typical urban environment where she meets her ex-boyfriend in a working class cafe. It could be said that this reflects connotations of how people act in society and with other people, that sometimes we are not quite ourselves in order to fit in or get what we want.
Use of camera
Firstly what is important is that Lilly is the first person we see in the video, the shot it a close up progressively zooming in drawing the audience’s attention towards her, there are panning shots left and right of her the ex partner juxtaposed with still jump cuts of Lilly, this gives the effect of the panning shots feeling like an observation of the past rather than real time events. Panning and zoom shots continue each one moving progressively towards Lily showing the audience that she is the centre of attention. On the lyric “what dy’a do that for?” there is an extreme close up of Lilly amplifying the lyric making the audience feel as if we are directly being asked a question, this makes the audience feel more involved in the video. Another extreme close up is used on the lyrics “I didn’t know what to say” it could be said the camera work here is being used to makes a relationship between the two lyrics and the audience’s response to the lyrics using extreme close up’s.
Editing
During the start of the video the pace of editing is set at a moderate speed using a series of jump cuts, in the scene where lily is paying for hey friend to be beat up there is shot reverse shots to show conversation and communication between the characters. It could be said the a match on action is used as when she sings the lyric “When I see you cry” there is a jump cut from Lily to her boy friend in pain, then back to her smiling on the lyric “But then I just smile”
Representation
In the video is could be said that females are represented as stronger than men as lily uses men to do her dirty work for her, throughout the video we see her ex partner upset by her actions as he is thrown around in Lily’s revenge. I also think it is important how social classes have been represented in the music video, the kind of men she finds to take revenge on her ex look working/lower class due to their clothing and attitude, it conveys the idea that working class males may have fewer morals than other and will do anything for money.
Special effects
None
Genre
Pop
Audience
16-30
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF EMI RECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL VIDEO)
http://www.youtube.com/watch?v=wbRQbjM5VSc
(UNOFFICIAL VIDEO)
Aspect of performance / mode of address
There is both a direct and indirect mode of address in the video, there is no dance routines in the video but the audience is entertained through the narrative plot of the video and direct mode of address when she is singing to the audience.
Narrative
It appears when watching the video that it has a linear narrative but if watched carefully you will see that Lilly and the character who plays her ex-boyfriend in the video are seen happily together at the start, this means that the video has a none linier narrative.
How does the video create an image for the star/artist(s)/band
Close ups focus on Lilly through out the video, there are lots of tracking shots that prominently follow her around. (star Image elaborated more in elements of mise-en-scene)
How do the visual elements relate to the song - illustration/amplification/disjuncture
The visual elements of the video amplify the song as she is mad at her boyfriend because he treated on her. The lyrics relate to the narrative as they are about Lilly getting her own back on him and making him feel as bad as she dose which is illustrated in the video. Some specific moments where amplification and illustration can be seen clearly: Lilly sings the lyric “Just sat by myself all day” as the camera pans forward we see her centred in a room by herself.
Mise-en-scene
In the beginning of the video we are introduced to Lily at home as she appears to be comfort eating, a cliché that again we as an audience can relate too. It could be said that the props in the room contribute as a stylistic element to her star Image, for example, the pretty dress that is hanging on the wall, the flowery pillow cases, the retro umbrella and jewellery she is wearing is a representation of who she is. I also believe that the props are multifaceted in their purpose, as well as representing her as an individual they represent the emotions conveyed by her in the song for example, the umbrella signifies feeling “under the weather” or the picture frame could signify her trying to hold on to memories that have been tattered. The theme that can be interpreted in more than one way I feel reflects her as a person as the stylistic “indie” Lilly we see at the start of the video is then transformed in to a more common looking girl as she seeks help from more common looking people, she is wearing cheap cloths, sports trainers and gold “Chavvy” jewellery, she looks like someone the majority of us could relate to well as is everyone else in the video, she is seen in a typical urban environment where she meets her ex-boyfriend in a working class cafe. It could be said that this reflects connotations of how people act in society and with other people, that sometimes we are not quite ourselves in order to fit in or get what we want.
Use of camera
Firstly what is important is that Lilly is the first person we see in the video, the shot it a close up progressively zooming in drawing the audience’s attention towards her, there are panning shots left and right of her the ex partner juxtaposed with still jump cuts of Lilly, this gives the effect of the panning shots feeling like an observation of the past rather than real time events. Panning and zoom shots continue each one moving progressively towards Lily showing the audience that she is the centre of attention. On the lyric “what dy’a do that for?” there is an extreme close up of Lilly amplifying the lyric making the audience feel as if we are directly being asked a question, this makes the audience feel more involved in the video. Another extreme close up is used on the lyrics “I didn’t know what to say” it could be said the camera work here is being used to makes a relationship between the two lyrics and the audience’s response to the lyrics using extreme close up’s.
Editing
During the start of the video the pace of editing is set at a moderate speed using a series of jump cuts, in the scene where lily is paying for hey friend to be beat up there is shot reverse shots to show conversation and communication between the characters. It could be said the a match on action is used as when she sings the lyric “When I see you cry” there is a jump cut from Lily to her boy friend in pain, then back to her smiling on the lyric “But then I just smile”
Representation
In the video is could be said that females are represented as stronger than men as lily uses men to do her dirty work for her, throughout the video we see her ex partner upset by her actions as he is thrown around in Lily’s revenge. I also think it is important how social classes have been represented in the music video, the kind of men she finds to take revenge on her ex look working/lower class due to their clothing and attitude, it conveys the idea that working class males may have fewer morals than other and will do anything for money.
Special effects
None
Genre
Pop
Audience
16-30
Music Video Analysis, Artist: The Chemical Brothers, Song Title: Hey Boy Hey Girl
The Chemical Brothers - Hey Boy Hey Girl
CAROLINE ASTRALWERKS - CAT
(P) 2007 The copyright in this audiovisual recording is owned by Virgin Records Ltd
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF EMI RECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL VIDEO)
http://www.youtube.com/watch?v=64szVQugrAo
(UNOFFICIAL VIDEO)
Aspect of performance / mode of address
No performance by the music artists and no dance routines. Substance is conveyed purely by narrative, characters within the narrative are completely ignorant of the viewer throughout the video therefore it has an indirect mode of address.
Narrative
The video has a clear begging, middle and end therefore the video has a linear narrative. In the begging we are introduced to the main protagonist and her obsession with bones, she visits a music with her class mates where she then breaks her arm, in the middle elliptical editing is used to show the girl as an adult where we continue to see her strange obsession with bones in a night club, in the ending she leaves the night club and proceeds to a taxi home.
How does the video create an image for the star/artist(s)/band
The video dose not create a star image of the music artists them selves as they do not feature prominently in the video, however an Image for the artists is created through the main protagonist and themes in the narrative. The video creates an Image of “dance culture” I would say its purpose is to promote dance culture/music amongst the target audience who are familiar with scenes in the video, who take part and enjoy scenes that are depicted in the video such as the “rave” in the middle. By doing this the artists are indirectly promoting there music through the medium of popular culture. As well as this it could be argued that the adult female in the video is considered attractive by the prominently male audience simply using sexual appeal and voyeurism of the female form to attract the audience. It could also be argued even further that the use of a young character and relatively child like narrative at the start of the video has been used to progressively attract a younger audience.
How do the visual elements relate to the song - illustration/amplification/disjuncture
A common trend of most dance music is that they rarely feature lots of lyrics, although in the little lyrics there are in the video the visuals and simple editing techniques have been used to amplify the relationship between lyrics and footage, for example on the lyric “Here we go!” the footage of the school children is in slow motion with multiple camera angles, this amplifies the theme of going somewhere to the audience as the different camera angles give us a multiple perspective of them in motion going to somewhere, it could also be argued that it is not clear to the audience where the school children are going, making the audience ask the question “where are they going?” the fact the footage is in slow motion prolongs this from the audience making the audience want to keep watching, this a technique similar to that used in thrillers called concealment and protraction.
Mise-en-scene
The primary protagonist is dressed all in black, this makes her seem to be a dark, mysterious and a strange character, this amplifies how strange we feel towards her due to her obsession and paranormal ability to see bones. She has very pale skin and fiery red hair, her skin contrasts her clothing and makes her stand out further more in dark scenes of the club, this emphasises the importance of her role to the audience yet again focusing our attention on her, In the start of the video when she is a young girl we see her natural hair colour, the fact that she is had died her hair embraces popular youth culture depicted in the video, it shows the audience that she is different and a renegade to the dance culture shown in the video.
Use of camera
There is a tracking shot of the secondary protagonist (young blonde boy) as they get on to the coach, there is a low angle shot of him as he peers over his seat to the primary protagonist (young girl) this could also be point of view shot from the girl this makes the boy seem powerful and more dominant, there is then a high angle shot of the girl, this makes the girl look venerable even more so as it reinforces the previous shot
Editing
Elliptical editing is used throughout the video multiple times to create the effect of passing time, for example, from the coach to the museum, from the museum to the hospital, from sling to recovery years later. During the children’s journey to the coach the footage is in slow motion, this emphasises the chaos of the excited children, it captures there excitement and lets the audience see their facial expressions and emotions which we may miss if played at normal speed. The editing starts off at a fairly slow pace and throughout the video becomes more upbeat, the editing has a clear constancy with the beat and timing of the music making the audience feel an enhanced connection with music and footage.
Representation
At the start of the video when we see the main protagonist as a young girl the male gender has been represented and troublesome and threatening to the young girl, we see that the young girl has an obvious interest in bones etc and the museum she is going to visit, as she looks up at the dinosaur in the museum there is a long shot that emphasises her amazement, this spreads the ideology that school girls are more studious than boys who are just mischievous. During the scene’s where the main protagonist is seen in her older years there is a strong representation of dance music and cultures, we see people in clubs dancing the night away, engaging in sexual acts in the toilets in a night club, this represents people in the dance culture as quite care free people, who are there to enjoy themselves and let loose, there are also negative connotations of drug use in the video, we see lots of people drinking bottled water in the night club, this is a common trend between those who take ecstasy. It could be said that the video is saying that this is what dance culture is about, taking drugs, getting drunk, doing shameful things in public toilets, taking something negative and promoting it to those who watch the video as something enjoyable. However, I would argue that this is not the message that the video tries to promote, When the main protagonist is at the bar someone who the audience could assume has been taking drugs due to water and the way they act try’s to chat up the girl, the girl takes no notice of him and walks away, I would argue that this represents people in the culture who are involved with drugs as being ignored and unattractive, its represented to the audience as lady repellent.
Special effects
Genre
Dance Music - We as an audience know this due to the up-beat tempo, electrical instruments, simplicity and repetitive nature of the music.
Audience
18 - 30
CAROLINE ASTRALWERKS - CAT
(P) 2007 The copyright in this audiovisual recording is owned by Virgin Records Ltd
NOTE: EMBEDDING OF VIDEO'S HAS BEEN DISABLED BY REQUEST OF EMI RECORDS LTD THERE FOR PLEASE VIEW THE OFFICIAL MUSIC VIDEO BY ENTERING THE URL BELOW IN TO YOU'RE SEARCH BAR.
(OFFICIAL VIDEO)
http://www.youtube.com/watch?v=64szVQugrAo
(UNOFFICIAL VIDEO)
Aspect of performance / mode of address
No performance by the music artists and no dance routines. Substance is conveyed purely by narrative, characters within the narrative are completely ignorant of the viewer throughout the video therefore it has an indirect mode of address.
Narrative
The video has a clear begging, middle and end therefore the video has a linear narrative. In the begging we are introduced to the main protagonist and her obsession with bones, she visits a music with her class mates where she then breaks her arm, in the middle elliptical editing is used to show the girl as an adult where we continue to see her strange obsession with bones in a night club, in the ending she leaves the night club and proceeds to a taxi home.
How does the video create an image for the star/artist(s)/band
The video dose not create a star image of the music artists them selves as they do not feature prominently in the video, however an Image for the artists is created through the main protagonist and themes in the narrative. The video creates an Image of “dance culture” I would say its purpose is to promote dance culture/music amongst the target audience who are familiar with scenes in the video, who take part and enjoy scenes that are depicted in the video such as the “rave” in the middle. By doing this the artists are indirectly promoting there music through the medium of popular culture. As well as this it could be argued that the adult female in the video is considered attractive by the prominently male audience simply using sexual appeal and voyeurism of the female form to attract the audience. It could also be argued even further that the use of a young character and relatively child like narrative at the start of the video has been used to progressively attract a younger audience.
How do the visual elements relate to the song - illustration/amplification/disjuncture
A common trend of most dance music is that they rarely feature lots of lyrics, although in the little lyrics there are in the video the visuals and simple editing techniques have been used to amplify the relationship between lyrics and footage, for example on the lyric “Here we go!” the footage of the school children is in slow motion with multiple camera angles, this amplifies the theme of going somewhere to the audience as the different camera angles give us a multiple perspective of them in motion going to somewhere, it could also be argued that it is not clear to the audience where the school children are going, making the audience ask the question “where are they going?” the fact the footage is in slow motion prolongs this from the audience making the audience want to keep watching, this a technique similar to that used in thrillers called concealment and protraction.
Mise-en-scene
The primary protagonist is dressed all in black, this makes her seem to be a dark, mysterious and a strange character, this amplifies how strange we feel towards her due to her obsession and paranormal ability to see bones. She has very pale skin and fiery red hair, her skin contrasts her clothing and makes her stand out further more in dark scenes of the club, this emphasises the importance of her role to the audience yet again focusing our attention on her, In the start of the video when she is a young girl we see her natural hair colour, the fact that she is had died her hair embraces popular youth culture depicted in the video, it shows the audience that she is different and a renegade to the dance culture shown in the video.
Use of camera
There is a tracking shot of the secondary protagonist (young blonde boy) as they get on to the coach, there is a low angle shot of him as he peers over his seat to the primary protagonist (young girl) this could also be point of view shot from the girl this makes the boy seem powerful and more dominant, there is then a high angle shot of the girl, this makes the girl look venerable even more so as it reinforces the previous shot
Editing
Elliptical editing is used throughout the video multiple times to create the effect of passing time, for example, from the coach to the museum, from the museum to the hospital, from sling to recovery years later. During the children’s journey to the coach the footage is in slow motion, this emphasises the chaos of the excited children, it captures there excitement and lets the audience see their facial expressions and emotions which we may miss if played at normal speed. The editing starts off at a fairly slow pace and throughout the video becomes more upbeat, the editing has a clear constancy with the beat and timing of the music making the audience feel an enhanced connection with music and footage.
Representation
At the start of the video when we see the main protagonist as a young girl the male gender has been represented and troublesome and threatening to the young girl, we see that the young girl has an obvious interest in bones etc and the museum she is going to visit, as she looks up at the dinosaur in the museum there is a long shot that emphasises her amazement, this spreads the ideology that school girls are more studious than boys who are just mischievous. During the scene’s where the main protagonist is seen in her older years there is a strong representation of dance music and cultures, we see people in clubs dancing the night away, engaging in sexual acts in the toilets in a night club, this represents people in the dance culture as quite care free people, who are there to enjoy themselves and let loose, there are also negative connotations of drug use in the video, we see lots of people drinking bottled water in the night club, this is a common trend between those who take ecstasy. It could be said that the video is saying that this is what dance culture is about, taking drugs, getting drunk, doing shameful things in public toilets, taking something negative and promoting it to those who watch the video as something enjoyable. However, I would argue that this is not the message that the video tries to promote, When the main protagonist is at the bar someone who the audience could assume has been taking drugs due to water and the way they act try’s to chat up the girl, the girl takes no notice of him and walks away, I would argue that this represents people in the culture who are involved with drugs as being ignored and unattractive, its represented to the audience as lady repellent.
Special effects
Genre
Dance Music - We as an audience know this due to the up-beat tempo, electrical instruments, simplicity and repetitive nature of the music.
Audience
18 - 30
Section 2: Close Analysis of 3 professional music videos (whole class) covering 5 theoretical areas:
• Genre
• Narrative
• Language
• Representation
• Audience
In addition to this are a further two music videos of my own choice.
• Narrative
• Language
• Representation
• Audience
In addition to this are a further two music videos of my own choice.
Section 1c: Initial notes on music video (The Facts)
Music videos demonstrate genre characteristics such as dance routines typically shown in girl/boy band videos.
The relationship between lyrics and visuals will either contradict, illustrate or amplify messages with in the lyrics and/or the visual actions seen on screen.
The demands of the record label will include lots of close ups, the artists may develop motives that reoccur across the style of music video
Music videos reference frequently to the notion of looking and voyeurism of the female form
Andrew Goodwin - “Music videos demonstrate dance routine”
Inter textual references may be used, for example In Eminem’s With Out Me Eminem features in the video dressed as Batman and with the producer Doctor Dray featuring as his side kick Robyn, This has many advantages the biggest one being that the artists become instantly recognisable due to the huge popularity of the Batman franchise.
The relationship between lyrics and visuals will either contradict, illustrate or amplify messages with in the lyrics and/or the visual actions seen on screen.
The demands of the record label will include lots of close ups, the artists may develop motives that reoccur across the style of music video
Music videos reference frequently to the notion of looking and voyeurism of the female form
Andrew Goodwin - “Music videos demonstrate dance routine”
Inter textual references may be used, for example In Eminem’s With Out Me Eminem features in the video dressed as Batman and with the producer Doctor Dray featuring as his side kick Robyn, This has many advantages the biggest one being that the artists become instantly recognisable due to the huge popularity of the Batman franchise.
Section 1b: Initial notes on music video (Music Theory)
Since the rising popularity of music videos some would argue that they have now become superficially based on Image and that pop music on its own no longer yields the power to make meaning and provoke pleasure to its audience.
Andrew Goodwin 1992
“A good music video is a clip that responds to the pleasure of music, in which that music is made visual, in new ways or in a way that accentuates existing visual actions.”
Andrew Goodwin 1992
“A good music video is a clip that responds to the pleasure of music, in which that music is made visual, in new ways or in a way that accentuates existing visual actions.”
Section 1a: Initial notes on music video (Censorship)
Music videos and similar products alike need to be censored and regulated by the British Broadcast and Film council, or BBFC for short, Music videos are classified as miniature films like the Beatles first “film inserts” this is why it is up to a film board to censor and regulate them. This is a major factor that must be considered before production.
In 1991 Michael Jacksons Black or White video was censored as Michael was said to inappropriately touch himself in the region of his genitalia. Another example of censorship was The Prodigy’s “Smack My Bitch Up” and Robbie Williams Rock DJ where Robbie removed his skin to reveal his naked body, this meant that Robbie’s video could only be shown after British watershed, although the shocking nature of his video caused an uproar of controversy and free publicity ultimately the video was not able to reach its full target audience and more importantly market due to the carless consideration regarding censorship.
In 1991 Michael Jacksons Black or White video was censored as Michael was said to inappropriately touch himself in the region of his genitalia. Another example of censorship was The Prodigy’s “Smack My Bitch Up” and Robbie Williams Rock DJ where Robbie removed his skin to reveal his naked body, this meant that Robbie’s video could only be shown after British watershed, although the shocking nature of his video caused an uproar of controversy and free publicity ultimately the video was not able to reach its full target audience and more importantly market due to the carless consideration regarding censorship.
Section 1: Initial notes on music video
Music videos are a marketing device used by a record label, the aim of a music video is to increase sales of a product (artists featuring in the music video) by spreading awareness and increasing popularity amongst the consumer market.
Music videos have only become main stream since the 1980’s, before then an undeveloped and much simpler from of what we would now call a music video did exist but these were known as “Musical sequences”.
In 1964 the film “A Hard Days Night” contained songs along side footage of the Beatles with some form of narrative intended, this created a “musical sequence”. This was the first time something like this had been attempted and many would argue that “A Hard Days Nights” contributed to what we know now as “music videos”
In 1995 the Beatles began to produce “film inserts” as a promotional tool, other bands started to follow suit but the Beatles led the way with “Penny Lane” and “Strawberry Fields Forever”, both songs were directed by Peter Goldman with the finished product being widely regarded as avangard as it used effects such as slow motion and was much more sophisticated than previous attempts.
In the 1980’s music videos became “main stream” mostly due to the launch of MTV (Music Television) in 1981 the first song “video killed the radio star” as aired. Since then the modern day music video has become common practise for bands and musical artists as they could be produced on a relatively low budget thanks to high tech equipment and special effects such as the chromakey.
Music videos have only become main stream since the 1980’s, before then an undeveloped and much simpler from of what we would now call a music video did exist but these were known as “Musical sequences”.
In 1964 the film “A Hard Days Night” contained songs along side footage of the Beatles with some form of narrative intended, this created a “musical sequence”. This was the first time something like this had been attempted and many would argue that “A Hard Days Nights” contributed to what we know now as “music videos”
In 1995 the Beatles began to produce “film inserts” as a promotional tool, other bands started to follow suit but the Beatles led the way with “Penny Lane” and “Strawberry Fields Forever”, both songs were directed by Peter Goldman with the finished product being widely regarded as avangard as it used effects such as slow motion and was much more sophisticated than previous attempts.
In the 1980’s music videos became “main stream” mostly due to the launch of MTV (Music Television) in 1981 the first song “video killed the radio star” as aired. Since then the modern day music video has become common practise for bands and musical artists as they could be produced on a relatively low budget thanks to high tech equipment and special effects such as the chromakey.
Subscribe to:
Comments (Atom)
